Strigel, C.

This topic brief was prepared by Liezl F. Dunuan, under a subcontract issued to the Foundation for Information Technology in Education (FIT-ED), Philippines.

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].

This series of reports was produced by Omidyar Network’s Education initiative, whose mission is to unlock human potential through learning by catalyzing people, ideas, and systems – so every individual thrives and contributes in a changing and interdependent world.

Omidyar Network commissioned Scaling Access & Impact: Realizing the Power of EdTech to evaluate what might be necessary to enable, scale, and sustain Equitable EdTech on a national basis.

Presentation by Carmen Strigel, Director, Technology for Education and Training, RTI International. Delivered at the RTI Panel Discussion "Vision and Hearing Screening in LMICs: Challenges and Opportunities" held Wed, September 26, 2018 in Washington, D.C.

During 2016/2017, RTI implemented an assistive technology initiative to improve reading instruction in inclusive grade two public school classrooms in 63 schools in five regions of Ethiopia.

This presentation is an overview of the Assistive Technology Capacity Building Initiative (ATCBI) implemented by RTI International under the USAID-funded READ TA project in Ethiopia.

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.

Article published in the International Journal of Educational Development, Volume 49, July 2016, Pages 204–214. Published abstract: Education policymakers are investing in information and communications technology (ICT) without a research base on how ICT improves outcomes.

The objective of this sector assessment activity is to identify strengths, weaknesses, and key leverage points to improve children’s reading outcomes within the institutional context of Cambodia’s education system.