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Expert perspectives on how educational technology may support autonomous learning for remote out-of-school children in low-income contexts (2023)
Journal Article
Huntington, B., Goulding, J., & Pitchford, N. J. (2023). Expert perspectives on how educational technology may support autonomous learning for remote out-of-school children in low-income contexts. International Journal of Educational Research Open, 5, Article 100263. https://doi.org/10.1016/j.ijedro.2023.100263

Across Sub-Saharan African, 98 million children are illiterate and innumerate and do not attend school. Educational technologies (EdTech) that promote autonomous learning may ameliorate this learning poverty. Yet, little is known if or how these tech... Read More about Expert perspectives on how educational technology may support autonomous learning for remote out-of-school children in low-income contexts.

Introduction of an EdTech intervention to support learning of foundational skills in Sierra Leone: policy, teacher, and community perspectives (2023)
Journal Article
Lurvink, A. F., & Pitchford, N. (2023). Introduction of an EdTech intervention to support learning of foundational skills in Sierra Leone: policy, teacher, and community perspectives. Frontiers in Education, 8, Article 1069857. https://doi.org/10.3389/feduc.2023.1069857

Background: Like 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 technol... Read More about Introduction of an EdTech intervention to support learning of foundational skills in Sierra Leone: policy, teacher, and community perspectives.

Pedagogical features of interactive apps for effective learning of foundational skills (2023)
Journal Article
Huntington, B., Goulding, J., & Pitchford, N. J. (2023). Pedagogical features of interactive apps for effective learning of foundational skills. British Journal of Educational Technology, 54(5), 1273-1291. https://doi.org/10.1111/bjet.13317

Interactive apps are commonly used to support the acquisition of foundational skills. Yet little is known about how pedagogical features of such apps affect learning outcomes, attainment and motivation—particularly when deployed in lower‐income conte... Read More about Pedagogical features of interactive apps for effective learning of foundational skills.