Report from the field: Is there Learning Continuity during the COVID-19 Pandemic? A Synthesis of the Emerging Evidence

Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies f...

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Autores principales: Chris McBurnie, Taskeen Adam, Tom Kaye
Formato: article
Lenguaje:EN
Publicado: Commonwealth of Learning 2020
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Acceso en línea:https://doaj.org/article/8076b30871fe4dd2808c42e7ff83c5f9
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Sumario:Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As such, the education response to COVID-19 could widen existing inequalities.