An exploratory analysis of divergent patterns in reading progression during a tablet-based literacy program

Bardack, Sarah; Lopez, Celeste; Levesque, Karen; Chigeda, Antonie; Winiko, Symon

doi:10.3389/feduc.2023.983349

Cited by 2 publications

(1 citation statement)

References 40 publications

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“…Studies evaluating the efficacy of onecourse on learning outcomes have shown significant improvements in early grade literacy and mathematics in Malawi, for mainstream children and children with Special Educational Needs and Disabilities (SEND), as well as the UK (Pitchford, 2015;Hubber et al, 2016;Outhwaite et al, 2017Outhwaite et al, , 2018Pitchford et al, 2018Gulliford et al, 2021;Bardack et al, 2023). Results of these evaluation studies demonstrate consistent and reliable learning gains can be achieved with this education technology regardless of context.…”

Section: Introductionmentioning

confidence: 99%

Introduction of an EdTech intervention to support learning of foundational skills in Sierra Leone: policy, teacher, and community perspectives

Lurvink

Pitchford

2023

Front. Educ.

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BackgroundLike many other countries, Sierra Leone faces significant challenges with primary education resulting in many children leaving primary school without acquiring basic foundational skills. To address these challenges, an educational technology (EdTech) intervention was implemented in 20 primary schools located in two marginalized districts in Sierra Leone. While this EdTech intervention has been shown to raise learning outcomes, little is known about the impacts on the broader education ecosystem. This paper investigates how this EdTech intervention might address some the challenges faced with primary education in Sierra Leone, by examining policy, teacher, and community perspectives.MethodA mixed methods approach was employed which included a policy mapping exercise, a survey of teachers training needs in supporting the development of foundational skills with grade 1 learners, an interview with teachers after they had delivered the EdTech intervention to garner their perceptions and experiences of using the technology in their class, and focus groups with teachers and other community members to gain insights into how the EdTech intervention had been received.ResultsFindings from the policy mapping exercise and quantitative data from the survey of teacher training needs were triangulated with qualitative data from the interviews and focus groups. Four key themes emerged relating to the effective and sustained use of this EdTech intervention to support the acquisition of foundational skills by primary school children in Sierra Leone: (1) the need for continued teacher professional development, (2) the use of English as the language of instruction, (3) access to the technology by children with special educational needs and disabilities (SEND), and (4) the importance of active community engagement in supporting the intervention.DiscussionCollectively, results indicated that the EdTech intervention employed in this study aligned well to the education policy in Sierra Leone. Enhanced teacher training is needed, especially in using English as the language of instruction, and continued community engagement is essential for scaling the intervention effectively and ensuring that all children, including those with SEND, access the technology at primary school. These results have implications for other EdTech intervention deployed in resource-poor settings to enhance learning of foundational skills.

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