This paper contributes to the scarce literature on factors affecting EdTech use in households. These factors were considered through exploratory mixed-methods analyses of cross-sectional data on Kenyan girls and caregivers, captured during the COVID-19 pandemic. Quantitative analysis of the child dataset (n = 544) suggested the importance of both structural factors-such as technology hardware availability-and non-structural factors-including caregiver permission. Findings were supported by a thematic analysis of interview data from girls' caregivers (n = 58), which emphasised the role they play in girls' use of EdTech. Interviews also highlighted numerous caregiver concerns with EdTech, related to the relevance and rigour of educational content, the possibility of children accessing age-inappropriate material and child health (especially eyesight). Policy makers could alleviate these concerns by providing guidance on EdTech use and clearly signalling their approval of verified initiatives.

Any act of measurement brings with it concerns about data quality and replication. Yet very little of this work has focused in detail on the specific measurement and data quality concerns related to conducting research in the Global South. Busara operates both remote and in-person data collection, employing everything from photovoice to laboratory ‘games’ to list experiments. Across both of these domains, we will build on our long tradition of careful testing of measures and techniques to ensure high levels of access, response, attention and comprehension. We will examine what methodological practices work best for various populations, especially those with the least social power, in the Global South, to maintain data quality (this differs from our closely related program of work on cross-cultural validation of behavioral science constructs). Busara is well-positioned to do this, and to disseminate protocols for the use of these methods.

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