Is there Learning Continuity during the COVID-19 Pandemic? A Synthesis of the Emerging Evidence
Keywords:COVID-19, educational technology, learning continuity, access to education, Kenya, Senegal, Ethiopia, Mongolia, Ecuador, Vietnam, Ghana, Bangladesh
Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As such, the education response to COVID-19 could widen existing inequalities.
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