Can an Integrated Technology-Aided Instruction Program Lead to Improved Learning Outcomes in Low-Income, Rural Zambia? Midline Findings from a Mixed-Methods Experimental Study

Autor/in	de Hoop, Thomas
Institution	American Institutes for Research (AIR)
Titel	Can an Integrated Technology-Aided Instruction Program Lead to Improved Learning Outcomes in Low-Income, Rural Zambia? Midline Findings from a Mixed-Methods Experimental Study
Quelle	(2020), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Technology Uses in Education; Educational Objectives; Low Income; Rural Areas; Community Schools; Electronic Learning; Professional Development; Community Involvement; Program Evaluation; Academic Achievement; Computer Assisted Instruction; Reading Achievement; Mathematics Achievement; Instructional Effectiveness; Zambia + Suchen Sie Ihr Suchwort? Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Educational objective; Bildungsziel; Erziehungsziel; Niedriglohn; Rural area; Ländlicher Raum; Community school; ; Gemeindeschule; Gemeinschaftsschule; Programme evaluation; Programmevaluation; Schulleistung; Computer based training; Computerunterstützter Unterricht; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtserfolg; Sambia
Abstract	Zambia faces many challenges common to low- and middle-income countries as it seeks to improve its education system, including low literacy rates for young Zambians and low public expenditure on education. In the past 20 years, Zambia's school system has expanded to reach more children in rural areas, primarily through community schools, which are autonomous from the government. But many community schools in Zambia are staffed by untrained and underpaid teachers who lack access to quality lesson plans, management skills, and basic supplies. These schools need a cost-effective solution for delivering quality education to improve learning outcomes. One potentially promising intervention for Zambia's community schools is Impact Network's eSchool 360 model, a multifaceted technology-aided instruction program designed to deliver low-cost education to children in rural areas. The model incorporates three potentially high-impact components: (1) standardized e-learning curriculum and pedagogy, through which schools receive technology--tablets and projectors powered through solar power--loaded with lesson plans for teachers and interactive lessons for students in the local language; (2) frequent teacher coaching and professional development on how to use the technology and enhance pedagogical skills; and (3) community ownership, meaning that teachers are recruited from the community and schools engage frequently with parents of students. The American Institutes for Research (AIR) is conducting an evaluation of this model's effectiveness in support of its mission to use the best evidence available to improve people's lives. A midline study, summarized here, focused on the impact and implementation of the Impact Network eSchool 360 model. (ERIC).
Anmerkungen	American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01