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. It is based on document review and interviews with officials and staff of the DepEd’s regional and division offices in the Cordillera Administrative Region and Baguio City, DICT, DOST-Science Education Institute, the United Nations Development Programme Philippines office, two private telecommunications companies (Globe and Smart), two private EdTech service providers, and two non-profit organizations working in EdTech. Relevant policy documents were also reviewed. Carmen Strigel (RTI International) contributed to the international policy analysis section.

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. https://doi.org/10.21125/iceri.2019.0774

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. The Omidyar Network team included Eliza Erikson, Erin Simmons, Rebecca Hankin, and Eshanthi Ranasinghe. The data underpinning this report come from interviews, surveys, site visits, and desk research by a team of researchers and EdTech practitioners led by RTI International, drawing on local expertise in each of the case study countries. The team conducted more than 100 interviews with teachers, school principals, education administrators, policymakers, and EdTech experts. This study sought to understand the conditions that have thus far enabled EdTech initiatives to scale in Chile. This case study is the result of more than 20 interviews and site visits and a document review conducted in Chile over a 2-month period in 2018. The case demonstrates that long-term, top-down vision implemented in partnership with university networks or other NGOs who specialize in adaptive management, active learning and knowledge sharing.

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. We examined initiatives in Chile, China, Indonesia, and the USA that demonstrate how EdTech reached a broad spectrum of students. Download the executive summary to learn more about some of the events, actions, and initiatives that have contributed to the equitable scaling of EdTech as well as help inform policies using the highest-impact interventions.

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. For related resources, see also the topic "Assessments" using the "by Topic" link in the menu above.

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. Project inputs included a smartphone with screening tools for vision and hearing impairment and explicitly accommodated reading lesson plans for reading and writing instruction in mother tongue. The intervention also included a total of 4 days of teacher training and two classroom monitoring visits per teacher. After three months of implementation, teacher attitudes and self-efficacy to inclusive education improved significantly, as did teacher adoption of foundational inclusive practices in the classroom. At the student level, students identified for a potential vision or hearing impairment in intervention classrooms demonstrated similar learning progress compared to their peers without such impairment, although the study found measurable differences in reading achievement between these groups already at baseline. In conclusion, the innovation of using pedagogical support tools on smartphones as assistive technology at the teacher level appeared to have been appropriate for the context of the participating schools in Ethiopia, as well as effective in improving inclusive reading instruction.

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 presentation was given by Wykia Macon and Stephen Backman at the 2017 CIES conference on behalf of also Carmen Strigel and Habtamu Mekonnen.

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).

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. There is limited research on the effects of different types of ICT investments on outcomes. The Kenya Primary Math and Reading (PRIMR) study implemented a randomized controlled trial comparing the effects and cost of three interventions – e-readers for students, tablets for teachers, and the base PRIMR program with tablets for instructional supervisors. The results show that the ICT investments do not improve literacy outcomes significantly more than the base non-ICT instructional program. Our findings show that cost considerations should be paramount in selecting ICT investments in the education sector.

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.