This article presents the findings of a systematic qualitative analysis of research in the ethics of digital trace data use in learning and education. From the resulting analysis of 77 peer-reviewed studies, we (1) map the characteristics of research by study type, academic community, institutional setting, and national context; (2) identify the primary ethical concerns and related responses; and (3) highlight the research gaps. Four areas of focus are identified in this emerging area: (1) privacy, informed consent, and data ownership; (2) validity and integrity; (3) ethical decision making; and (4) governance and accountability. We highlight the lack of evidence particularly for preschool and school-aged children and the disparate communities working in this domain, and we suggest a more cohesive approach, where the wider learning and educational ecosystem is recognized, explicit engagement with ethical theory is central, and mid- to long-term ethical issues are considered alongside immediate concerns.

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Training and supervision have been cited as integral aspects to well-functioning community health worker (CHW) programmes. This chapter initially outlines the rationale for this book, discussing the global health equity gap, the roles of CHWs, the need for CHW training and supervision, and the role technology can play in these. The chapter then introduces the main sections of the book: Section One of the book focuses on training and supervision; Section Two explores the intersection of technology and education in the context of CHW training; Section Three investigates how methodological choice can contribute to social justice in CHW programmes and facilitate CHW training in an equitable way; and in Section Four, ethical issues arising from CHW training are discussed.

This research seeks to understand how a widely available and relatively affordable technology - the mobile phone - can be used to help disadvantaged young people in the urban slum of Dharavi, Mumbai, to improve their English language skills. In partnership with a technical organisation and a local NGO, and employing the principles of action research, this study is researching the extent to which a piece of learning software for mobile phones can sustainably enhance the learning of participants enrolled on a local NGO's educational initiative. With fieldwork currently underway, this poster presentation will seek to present the study's aims and preliminary findings, and discuss some of the methodological challenges associated with action research.

Training and supervision are paramount to well-functioning, adaptable Community Health Worker (CHW) programmes. Balancing theoretical and methodological research, lessons from health worker practice, and case studies, this volume has sought to provide a resource to practitioners, policymakers and academics striving to design equitable, participatory CHW programmes. Weaving together interdisciplinary and multiregional perspectives, this book has focussed on the design, implementation and evaluation of technology-based programmes for training and supervision of CHWs, particularly in low- and middle income countries. In doing so, it has set out a roadmap for future equitable, pedagogy-driven CHW programmes.