Mobile Learning and Numeracy: Filling gaps and expanding opportunities for early grade learning [Arabic]

The present study on Mobile Learning and Numeracy examines how mobile learning (m-learning) could influence and improve numeracy education at early grade levels (ages 4-10) especially in low-income countries. Key questions to guide the research include: 1) What are the benefits and challenges of integrating mobile learning into early grade numeracy education? 2) What is the role of a teacher with regard to mobile learning and numeracy education? 3) How can the community and the parents actively contribute to/participate in the child’s numeracy education with the use of mobile devices? and 4) How can mobile technology be used effectively in measuring/assessing numeracy gains? The conclusions and recommendations of this study have been informed by an international working group that met over two days during the first International Numeracy Conference in Berlin in December 2012. We would like to acknowledge the following participants of this working group for their thoughtful contributions: Michaela Brinkhaus (BMZ); Dorothea Coppard (GIZ); Melanie Stilz (Konnektiv Büro für Bildung und Entwicklung); Jens von Roda-Pulkowski (KfW); Abigail Bucuvalas (Sesame Workshop); Mr. Kann Puthy (Primary Education Department, MoEYS Cambodia); Edward Barnett (DFID).

Early Childhood Services for Young Refugee Children: Cross-Country Analysis

This report presents a cross-country analysis of three qualitative case studies completed in Jordan, Uganda, and Bangladesh in late 2019. It reflects a snapshot of information about the refugee experience of early childhood services, based on interviews, focus group discussions, site visits and policy document review. The crosscountry analysis investigates individual and group stories and experiences to synthesize common themes with the goal of identifying recommendations to improve the provision of early childhood services for young refugee children and their families.

2019 Regional Early Grade Reading Assessment (EGRA): Bahasa Sug, Chavacano, Magindanawn, and Mëranaw

This study measured students’ reading ability and gathered basic demographic information from children and teachers. Some standard context information was also gathered from children about their exposure to reading in the home. Thus, the data allow us to describe one outcome of the current schools sampled—children’s reading ability—but they do not provide any empirical measurement of the inputs that contribute to this outcome. To explain the current state of reading performance as measured by this study, we must rely on other contextual data from our concurrent Language Usage Study and general knowledge of mother-tongue-based multilingual education (MTB-MLE) implementation, as documented by policy and other studies carried out by other researchers. In the absence of direct measurement of “implementation fidelity” to a particular reading instruction program or materials, we must also rely on global evidence of how reading skills develop in alphabetic languages. To put it simply, children can learn to read, but only if they are taught to read. Teachers can only teach reading if they have been prepared to do so through training and are equipped with appropriate materials. Teachers and students must be present and making productive use of class time. The purpose of using EGRA as a system diagnostic is primarily to establish a baseline against which future progress can be measured and to identify priority areas for instructional improvement and teacher training. Cite this report: Betts, K., Punjabi, M., Pouezevara, S. & Cummiskey, C. (2019). 2019 Regional Early Grade Reading Assessment (EGRA): Bahasa Sug, Chavacano, Magindanawn, and Mëranaw. Prepared for USAID under the All Children Reading-Philippines Project, AID-OAA-TO- 16-00017. Research Triangle Park, NC: RTI.

Philippines Education Technology Ecosystem Profile [Brief]

A one page description of the Education Technology Ecosystem in the Philippines.

Teacher Professional Development on ICT in Education in the Philippines [Brief]

This topic brief is based on information from interviews with officials and staff of the DepEd Information and Communications Technology Service, BLD, NEAP, and DOST-SEI; head of the education programs of private companies; and faculty members from three higher education institutions in the Philippines engaged in teacher professional development. Relevant policy documents were also reviewed. This brief was prepared by Monalisa T. Sasing, under a subcontract issued to FIT-ED, Philippines. It was edited by Sarah Pouezevara (RTI) prior to publication.

Going the Last Mile: Equitable Access to Enabling Infrastructure in Philippine Schools [Brief]

This topic brief is based on information from interviews with officials and staff of DepEd regional and division offices in the Cordillera Administrative Region and Baguio City, the Department of Information and Communications Technology, the Department of Science and Technology-Science Education Institute, the United Nations Development Programme Philippines office, two private telecommunications companies (Globe Telecommunications and Smart Communications), two private EdTech service providers, and two non-profit organizations working in EdTech. Relevant policy documents were also reviewed. This brief was prepared by Liezl F. Dunuan, under a subcontract issued to the Foundation for Information Technology in Education (FIT-Ed), Philippines. It was edited by Sarah Pouezevara (RTI) prior to publication.” (2 April 2020).

Open Educational Resources in Philippine Schools [Brief]

This policy brief is based on information from interviews with officials and staff of the ICTS Unit and the BLR of DepEd, participants in the OER teacher training workshops under the Digital Rise Program led by ICTS, and experts from two higher education institutions in the Philippines that are engaged in teacher training in using OER. In addition, relevant policy documents and projects reports were reviewed. This brief was prepared by Patricia B. Arinto, under a subcontract issued to the FIT-Ed, Philippines.

Philippines Education Technology Ecosystem Profile

This report is an analysis of the education technology (EdTech) ecosystem in the Philippines. This report seeks to identify opportunities for EdTech alternatives to help the Philippines break away from the status quo in teaching and learning. It will contribute to ongoing policy review and curricular reforms intended to improve country-wide achievement in basic education. The information was gathered by a team of researchers from the Foundation for Information Technology Education and Development, Inc. (FIT-ED), and RTI over the course of four months in the second half of 2019. The study team interviewed over 50 key informants from government, civil society, and the private sector and visited schools, consulted relevant documents, and administered a large survey, all designed to answer the questions: what technology is being used in education, how is it being promoted and adopted, what are the effects, and how can good practices be scaled up? The result is the following ecosystem profile, based on the Scaling Equitable Education Technology (EdTech) Ecosystem Model published by Omidyar Network, now Imaginable Futures,1in 2019 (Omidyar Network, 2019a). Cite this report: Pouezevara, S. (2020). Philippines EdTech ecosystem profile. Prepared for USAID under the All Children Reading-Philippines Project, AID-OAA-TO-16-00017. Research Triangle Park, NC: RTI

Assessing Soft Skills in Youth Through Digital Games [Presentation]

Presentation for the 2019 ICERI conference (Seville, Spain.)

Assessing Soft Skills in Youth Through Digital Games

The acquisition and use of so-called “soft skills”, including problem solving, resilience, and self-regulation have been associated with better performance at school and in the workplace [1], [2]. Problem-solving is defined as the ability to acquire or use prior knowledge in order to solve new problems. Strengthening this skill is a concern to educators and employers as the 21st century labor market is increasingly unpredictable and requires skills that go beyond mastering and executing familiar processes. Students need to identify and solve problems that they have never encountered before, formulate a solution plan specific to that problem, and execute the plan. Thus far, the body of research that has measured these relationships relies on traditional self-reporting measurement questionnaires. This methodology is prone to bias since youth may respond in a way they know is desirable, rather than the way they actually behave [3]. Stealth assessment attempts to gather more authentic measurement of skills by asking children to demonstrate them in a structured environment where data collection is unobtrusive [4]. Digital games can be used for stealth assessment, with data on decisions and strategies collected in the application during game play. Since 2017, RTI has been developing games that target a range of soft skills by simulating real-world tasks in a virtual environment. The game designed to measure problem-solving skills gathers metrics on task completion, time management, accepting instruction, problem identification, solution identification, and self-regulation. This paper describes the multi-year process of development and testing of this game, the results obtained from pilots in the Philippines and Morocco, and the implications for strengthening problem-solving skills among youth worldwide. Cite this paper: Pouezevara, S., Powers, S. Strigel, C., McKnight, K. (2019). Assessing soft skills in youth through digital games. ICERI2019 Proceedings. 12th Annual International Conference on Education, Research and Innovation (ICERI), Seville, Spain. p. 3057-3066.