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 the USA. This case study involved interviewing and surveying more than 20 EdTech stakeholders in the US. These experts provided recommendations on which states or districts could serve as examples of effective EdTech scale-up (at the access, use, or impact level). Suggestions included Utah, California, Maine, Rhode Island, New York, North Carolina, and Florida. Two specific ‘deep dives’ are included in this report: the state of North Carolina and the Miami-Dade County public school district in the state of Florida. Both North Carolina and Florida have, in the past decade, aggressively transformed education and implemented policies and initiatives to improve education opportunities for all students with the help of EdTech.

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 China. The study found that there is a multibillion dollar business opportunity for EdTech entrepreneurs that leverage widespread access to mobile internet and performance pressure generated by cultural values and government standards. Reaching rural and ethnic minority schools with equal access to high quality lessons through virtual teaching and blended models of instruction.

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.

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 Indonesia. Focusing on K–12 education, and drawing on interviews with 22 practitioners in the field, we found that Indonesia is paving the way for modern learning using digital and connected technology. As Indonesia overcomes the challenge of access to EdTech, the near future will require greater attention to its impact through research, evaluation, and evidence-based product design.

The traditional face-to-face (FTF) survey method cannot accommodate the privacy needed to mitigate the effect of social-desirability bias, particularly with the most sensitive topics such as corporal punishment and sexual violence, nor does it provide a means to elicit authentic responses. Indeed, an assessor asking a respondent questions about their experiences of violence will contribute to the stress of taking such a survey. However, audio computer-assisted self-interview (ACASI) does hold promise in addressing this issue with survey administration. This brief provides an overview of ACASI, discusses a 2019 large-scale study that compared the ACASI and FTF administration methods, and provides data for discussion regarding ACASI’s viability as a more effective method of survey administration when collecting data on experiences of SRGBV.

This report describes the results of a program designed to expand use of Tangerine:Tutor (now known as Tangerine:Coach), a model scaled successfully in Kenya, to Ugandan coaches. The first aim of the program was to improve the quality of interactions between Coordinating Centre Tutors (CCTs, or “coaches” for convenience) and teachers, as well as the quantity of those interactions (increase the frequency of school visits). During this pilot effort, which lasted approximately 18 months, we studied the added value of a digital case management tool and job aids to improve coaching activities in two Early Grade Reading (EGR) programs in Uganda. The iterative, user-centered design and monitoring focused on changes in the quality and quantity of coach and teacher interactions.The second aim was to improve the quality of communication between CCTs and Teacher Training Colleges (TTCs), between CCTs and districts and between local stakeholders and institutions (i.e., schools, TTCs and district offices) and the Ministry of Education and Sports (MoES). This aim was to be accomplished through a Web-accessible dashboard based on the digital tools that quickly communicated school support coverage, as well as teacher and learner attendance. The pilot effort successfully introduced the case management tool and job aids, built a dashboard to communicate progress and trained users across four regions of Uganda.

This presentation was delivered to a team of researchers who participated in a "Data Deep Dive" convened by the XPRIZE Foundation after the announcement of the Global Learning XPRIZE award.

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.

Tangerine:Class is easy-to-use software that assists teachers to systematically collect, analyze, and use students’ results from continuous curriculum-based assessments to inform instructional decisions on grouping, pacing, and materials use. It is optimized for Android devices and offline use.

Peek Acuity and hearScreen® are mobile, electronic screening tools that provide data on vision and hearing impairments. The tools were designed to be administered in schools and classrooms so that teachers and schools can better accommodate visually- or hearing-impaired students to increase their opportunities of succeeding in school.