Inequalities in Girls' Learning Opportunities via EdTech: Addressing the Challenge of Covid-19

Crompton, Helen; Chigona, Agnes; Myers, Christina

doi:10.5281/zenodo.4917252

Cited by 6 publications

(8 citation statements)

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“…In the context of Covid-19, there is evidence that boys are often prioritised over girls in access to remote learning technology in some contexts (Marshall & Moore, 2020). Parents often fear that girls may be at risk online, and parental concerns about the safety of the internet may have led to a drop in girls' use of remote learning in Palestine, for example (Crompton, Helen et al, 2021). However, the overall evidence is not conclusive (Nieves et al, 2021, p. 11).…”

Section: Digital Dividementioning

confidence: 99%

Direct and Indirect Impacts of the COVID-19 Pandemic on Women and Girls

Kelly¹

2021

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This rapid literature review finds that women have been disproportionately affected by Covid-19 in several ways. As the Covid-19 pandemic began, it was widely predicted that women would face worse outcomes than men in many spheres. This was based on evidence of pre-existing inequalities (e.g. the high share of women in informal work) and evidence from earlier disease outbreaks such as Ebola. Evidence from the past year and a half supports the idea that women have been disproportionately affected by Covid-19 in many of the issues investigated for this report. A wide-ranging World Bank review of evidence from April 2020 to April 2021 states that “women often appear to have lost out more than men economically and socially” (Nieves et al., 2021, p. 4). It was not possible to find evidence on the effect of Covid-19 on women’s role in the green economy and the effects of climate change (beyond calls for inclusive green growth), or on gender stereotyping in the media (although there is a small amount of literature on perceptions of women leaders during the pandemic). In all cases, the effect of Covid-19 and measures to suppress it have directly or indirectly continued or worsened pre-existing inequalities. In some instances, Covid-19 has created distinct difficulties for women (e.g. lockdowns and increased domestic violence). This report has found no evidence of Covid-19 improving the position of women in the areas of interest surveyed, beyond possible benefits from working from home for some women in high-income countries; and some suggestions that female leadership during the pandemic may lead to better perceptions of women (Piazza & Diaz, 2020). Studies also point to the intersection of gender with other factors, such as caste and ethnicity, leading to worse outcomes (Chen et al., 2021; Kabeer et al., 2021). In many cases, migrant women and women with disabilities are at an increased disadvantage. The report focuses on evidence from low- and middle-income countries (LMICs) and G7 members. It is not comprehensive but surveys the available evidence focusing on global, regional or synthesis evidence to provide a more representative coverage. It, therefore, does not cover every context or provide any country case studies and overlooks variations in some countries in favour of broader trends.

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Section: Digital Dividementioning

confidence: 99%

Direct and Indirect Impacts of the COVID-19 Pandemic on Women and Girls

Kelly¹

2021

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“…Three of these features-autonomous learning, motor skills and language demands-are centred on app accessibility, which has been highlighted prominently within the literature (eg, Gulliford et al, 2021;Lynch et al, 2021;Pitchford, 2023). Crompton et al (2021) highlighted accessibility to be a fundamental barrier to education in low and middle-income countries (LMICs). Our results support prior research indicating that pedagogical app features that increase accessibility are most effective at supporting the acquisition of foundational skills.…”

Section: Discussionmentioning

confidence: 99%

Pedagogical features of interactive apps for effective learning of foundational skills

Huntington

Goulding

Pitchford

2023

Brit J Educational Tech

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Interactive apps are commonly used to support the acquisition of foundational skills. Yet little is known about how pedagogical features of such apps affect learning outcomes, attainment and motivation—particularly when deployed in lower‐income contexts, where educational gains are most needed. In this study, we analyse which app features are most effective in supporting the acquisition of foundational literacy and numeracy skills. We compare five apps developed for the Global Learning XPRIZE and deployed to 2041 out‐of‐school children in 172 remote Tanzanian villages. A total of 41 non‐expert participants each provided 165 comparative judgements of the five apps from the competition, across 15 pedagogical features. Analysis and modelling of these 6765 comparisons indicate that the apps created by the joint winners of the XPRIZE, who produced the greatest learning outcomes over the 15‐month field trial, shared six pedagogical features—autonomous learning, motor skills, task structure, engagement, language demand and personalisation. Results demonstrate that this combination of features is effective at supporting learning of foundational skills and has a positive impact on educational outcomes. To maximise learning potential in environments with both limited resources and deployment opportunities, developers should focus attention on this combination of features, especially for out‐of‐school children in low‐ and middle‐income countries. Practitioner notesWhat is already known about this topic Interactive apps are becoming common to support foundational learning for children both in and out of school settings. The Global Learning XPRIZE competition demonstrates that learning apps can facilitate learning improvements in out‐of‐school children living in sub‐Saharan Africa. To understand which app features are most important in supporting learning in these contexts, we need to establish which pedagogical features were shared by the winning apps. What this paper adds Effective learning of foundational skills can be achieved with a range of pedagogical features. To maximise learning, apps should focus on combining elements of autonomous learning, motor skills, task structure, engagement, language demand and personalisation. Free Play is not a key pedagogical feature to facilitate learning within this context. Implications for practice and/or policy When developing learning apps with primary‐aged, out‐of‐school children in low‐income contexts, app developers should try to incorporate the six key features associated with improving learning outcomes. Governments, school leaders and parents should use these findings to inform their decisions when choosing an appropriate learning app for children.

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“…The role of m-learning has received renewed attention recently, as a result of school closures and the need to support learners remotely due to the COVID-19 pandemic (GEEAP, 2022). However, the pandemic has also highlighted the digital divides which exist and mean that seemingly ubiquitous technologies may not be equitable in practice (Crompton et al, 2021;Young Lives, 2021).…”

Section: Introductionmentioning

confidence: 99%

Learners and caregivers barriers and attitudes to SMS-based mobile learning in Kenya

Jordan

2023

Afr Educ Res J

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The use of mobile phones has been identified as a potential way to bring the benefits of educational technology to a wider audience, including in low-connectivity settings. This is a topic that has received renewed interest recently as a result of the COVID-19 pandemic and school closures. While a number of recent studies have demonstrated good potential for mobile phones and SMS to be used to support learning, there are also questions about how equitable this medium is in practice. We conducted a telephone survey with learners (n = 122) and their caregivers (n = 124) who use M-Shule, an SMS-based educational platform in Kenya, in order to understand their attitudes towards mobile learning, and the benefits and constraints. In particular, we consider whether there are differences in responses according to gender and/or location, to shed light on whether use is equitable. We find that girls and boys face similar barriers to use, and the technology is perceived to be equally beneficial. We identify some areas for potential further support for all learners through mobile learning.

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Inequalities in Girls' Learning Opportunities via EdTech: Addressing the Challenge of Covid-19

Cited by 6 publications

References 0 publications

Direct and Indirect Impacts of the COVID-19 Pandemic on Women and Girls

Direct and Indirect Impacts of the COVID-19 Pandemic on Women and Girls

Pedagogical features of interactive apps for effective learning of foundational skills

Learners and caregivers barriers and attitudes to SMS-based mobile learning in Kenya

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