Syṡtemic Mixed-Methods Research — a conceptual framework for scalable EdTech research

ARP Phase I Implementation Progress Report

“…To evaluate the ARP, we adopted the 6Ps ('six Ps' framework as a systemic approach to understanding and assessing change in dynamic settings (⇡Haßler et al, 2021). We opted to use this approach to facilitate the identification of programme and system components that either enabled or limited the impact of the ARP.…”

Education Policy Imaginary and Crises: The Case of EdTech and the COVID-19 Crisis

“…This new imaginary of EdTech is distinct from the pre-pandemic models in that it can be packaged, personalised, platformed and made available to consumers at their convenience and capacity to pay for devices and resources. Learning loss from school closures, purported to cause an earning loss of $21trillion worldwide, serves to further justify EdTech interventions to mitigate the crisis (Haßler et al, 2020;World Bank, 2022). This imaginary of crisis and EdTech as a solution explains the exponential growth of Edtech during the pandemic, garnering a market value of $6 billion in 2022 with a projected growth of 30% by 2026 (Global Data, 2022).…”

“…Recasting educational issues as individual problems allows EdTech to be proffered as an effective remedy. For instance, outof-school children are deemed 'incompatible' with the 'rigid' demands of schooling and can benefit from cost-effective, high-quality EdTech interventions (Haßler et al, 2020;Patnaik, 2023). Third, Edtech models premised on narrow behaviourist models of pedagogy amenable to algorithms written by computer programmes are now pitched as the most efficient modality of lifelong learning.…”