EdTech for Ugandan girls
Affordances of different technologies for girls鈥� secondary education during the Covid-19 pandemic
Abstract
This article addresses a research gap surrounding the potential use of EdTech to support girls鈥� education, focusing on the barriers to girls鈥� EdTech use and how technology might be used to enhance girls鈥� education in disadvantaged rural areas 鈥� specifically their academic learning and their social and emotional learning.
The findings suggest that policymakers need to: carefully consider provision of education through multiple modes of EdTech in order to ensure that it reaches all students; ensure that caregivers are involved in the strategies developed for girls鈥� education; make EdTech interventions interactive; and consider language in EdTech interventions.
This is an output of the Gender and Adolescence: Global Evidence (GAGE) programme
Citation
Damani, K., Daltry, R., Jordan, K., Hills, L., & Evans, L. (2022). EdTech for Ugandan girls: Affordances of different technologies for girls鈥� secondary education during the Covid-19 pandemic. Development Policy Review, 00, e12619. https://doi.org/10.1111/dpr.12619