Additional Resources

Technical guidance notes, resources and tip sheets

Save the Children teams across the movement have developed, trialed, and deployed a range of technical guidance
notes, resources and tip sheets to support the effective uptake of education technology across Save the Children and
partners programmes.

Area Document Link

Radio guidance Interactive Radio Instruction (IRI) and Interactive Audio Instruction link
(IAI) guidance note

Distance learning + SEL Social Emotional Learning (SEL) distance learning toolkit link

Inclusive distance learning Inclusive Distance Learning Guidance link

Teacher professional development Digital Professional Learning Communities technical note link
Teacher professional development Interactive Voice Response (IVR) guidance note link
Child safeguarding Social Media Programme Mitigation Matrix link
Education information management Enrollment and Absence Monitoring System Toolkit link

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Establishing best practice in education technology requires the organisation to have a common metric of what good
practice in education technology entails. This is currently not possible within Save the Children. At present, what is
available includes the following resources, which represent a snapshot of education technology programming across
Save the Children.

Resource Description
Digital Programming Dashboard The Digital Programming Team at SCI have collated examples of digital programming, including
education-related programming

Safe Back to School Task Team Case Study Series The Safe Back to School Task Team (SB2S) working with CO teams across SCI developed 10
SB2S programmatic case studies, many of these contained technology use, including Afghanistan
(IVR), Malawi (Radio)

COVID-19 Education Technology Programme Re SCUK working with a research volunteer evaluated 10 education programmes country teams
view adapted due to COVID-19 school closures that utilised technology to support delivery

Education Technology Programme Map The EdTech community of practice led by colleagues at Save the Children Norway have developed
a map of over 70 EdTech programmes across Save the Children

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Here are some examples of programmes that have conducted an impact assessment, either internal or external. This list
is not exhaustive.
Programme Name Country Stakeholder & Scale Technology Impact Link

Unlocking Talent Sierra Leone Children (multiple grades) Tablets – one billion one course External Impact Evaluation Impact Assessment
n-728

Learning Tree Pakistan Children Tablets – Learning Tree Internal Impact evaluation Pakistan pilot endline
link

AGNEE Bangladesh Adolescent girls Moodle LMS Internal Impact evaluation Capacity statement
link

Building Resilience in DRC, Niger In-service teachers Tablets – HLA LMS modules External Impact Evaluation BRICE endline
Crisis with Education evaluation link
(BRICE)

WhatsApp for Teachers Somalia In-service teachers WhatsApp teachers Internal evaluation SC WhatsApp for
teachers interim
report link

Tisewere ‘Let’s Play’ Malawi Caregivers + children Interactive Radio Instruction Internal impact evaluation SB2STT Case study
link

Project ARAL The Philippines Caregivers + children Multi-model inc. SMS, Audio, TV, IVR xxx SB2STT Case study
link

Waliku Indonesia Teachers Smartphones Internal Proof of Concept and Pilot Proof of Concept,
Report, evaluation summary document Pilot Report,
Evaluation Summary

EdTech 101 10/03/2023 3

Resource Summary

Pitchford, N. Lurvink, A-F. (2021) Unlocking Talent programme in Sierra Leone, final research Working in partnership with VSO and Onebillion to deploy the onecourse offline adaptive learning
report, SC Sierra Leone, VSO, University of Nottingham software in Sierra Leone across 4 different implementation modalities. Evaluation conducted by the
team at the University of Nottingham demonstrated a significant increase in learning outcomes for
children engaging across the different modalities. The comparison of the different modalities is of
particular interest.

Save the Children Norway (2019) Review of Leap Learning Lab programmes in Garowe, Somalia. Save the Children programme utilising the Leap Learning Lab approach, which includes learning
software coupled with tactile materials. Demonstrates a significant increase in enrollment, retention
and some evidence of a statistically significant increase in learning outcomes

TREE programme, Jordan – SC Jordan and SCUK Teacher wellbeing programme built in partnership with MIT.
Waliku programming in Indonesia report Attendance tracking & school health monitoring system. Used in 21 schools across Indonesia.
Evaluation = 35% reduction in absenteeism.

EdTech 101 10/03/2023 4

Resource Summary

Tauson and Stannard (2018) EdTech use in Emergencies, a rigorous • The provision of hardware alone does not improve learning outcomes
review and narrative synthesis. Save the Children, UK • Alignment with local or recognised curriculum is significant to improving learning outcomes
• Results are optimized when system is responsive to learner’s level/input
• Teachers’ perceptions of the use of applicability of the technology to support students learning is a significant factor in the effective use of EdTech
to support learning
• Examples within software must reflect the experience of the user, contextualization goes beyond mere translation
• Effective use supplements existing practice; does not seek to replace it
• Teachers or facilitator support of children’s engagement with learning software is significant for effective use
• Teachers must be trained to use the learning software, to build competencies and increase likelihood of effective uptake
• Girls perform comparably to boys using learning software, but access can be gendered due to gender norms
• Parents/caregiver attitudes to tech are significant in uptake/effective use

Angelo et al (2022) Technology use in teacher professional develop • Technology must be contextually appropriate (operational & culturally)
ment in low and middle-income country EdTech Hub, UK. • Work with teachers to develop TPD interventions
• Systematically monitor and evaluate TPD’s impact on student learning
• Evidence shows use of platforms teachers are familiar with is optimal
• Use EdTech to support teacher trainers and educators
• Explore formal and informal uses of EdTech to facilitate teacher communities of practice
• Accreditation/integration with existing system

McBurnie et al (2021) Advancing data-driven decision-making in • The use of data to inform decisions at school level can strengthen leadership roles and teacher practice, increasing leadership capacity
school improvement: findings from the one tablet per school use • Data collection can increase workload for school leaders in the short term but improve reporting
testing programme in Sierra Leone17 for the EdTech Hub • Evidence of an increase in teacher attendance, reinforced by work by Charlie Goldsmith Associates and the Sierra Leone MoES

EdTech 101 10/03/2023 5

Resource Description

External EdTech Advocacy Brief: EdTech for Whom? In October 2022 GPAC approved an external advocacy brief. The brief includes global
recommendations within 5 areas for national governments, bilateral and multi-lateral donors, civil
society and the private sector to focus upon.

Internal EdTech Advocacy Framing Document In addition to the external advocacy brief there is also a longer internal EdTech advocacy framing
document, which was created to help frame Save the Children’s global advocacy work related to
education technology, with more in-depth information on the areas of recommendation and existing use
of EdTech. The internal EdTech Advocacy Framing Document also contains 6 case study spotlights.

Build Forward Better How the global community must act now to secure childrens learning in crises.ur Report by Save the Children International. Build Forward Better presents new analysis on which
l countries’ school systems are most vulnerable to existing risks and future crises. And it sets out what
the global community needs to do to support ministries of education in those countries to prepare now.
So that, even during emergencies, education systems can provide all children with good-quality, safe
and inclusive opportunities to learn.

High, Low, or No Tech? A Roundtable Discussion on the Role of Technology in Refugee Education Outcome paper from a roundtable discussion hosted in October 2021 by the
Abdulla Al Ghurair Foundation for Education, Save the Children, and EdTech Hub. Roundtable
participants reflected on the achievements of the past two years[i] and the role of EdTech in refugee
education. The paper details seven call to action.

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