In April, we ( @GlobalEdTechHub) put out a Call for Ideas focused on COVID. We received 371(!) responses, each outlining their current work or future vision for using EdTech to keep learning going.

Our report below summarizes our key takeaways. But some brief reflections..THREAD https://twitter.com/GlobalEdTechHub/status/1329404509454553090

1) EdTech in low-middle income countries remains a bit of a culture clash between the tech start-up and int. development worlds. Reported metrics made this clash clear: folks either measured "vanity metrics" (ie. number of downloads) or strived for rigorous learning outcome data.

Both data have their uses, but there's a lot in between that's missing! Sure, your app might have been downloaded by thousands of users...but does it fit their needs? What UX research have you done? Can you show me that you've iterated on your tool based on user feedback?

On the flip side, learning outcome data is definitely needed. But are you assessing learning too early? Is it reasonable to expect shifts in outcomes in a couple of months, or early in the development of a tool?

Again, outcomes related to user experience can helpful proxies.

All of the above is true for existing interventions, but even more so for pivots rapidly responding to COVID. Testing early and often (with right-sized metrics) is key to get at the right intervention model, especially in a crisis like this one.

2) We were so encouraged to see several responses which focused distinctly on the most marginalized learners, including displaced learners or learners with disabilities (like new our sandbox partners @DeafPakistan)

But so many tools did little to be inclusive more generally.

For true inclusion, all Edtech should consider diversity.

Is it possible to cater to all learners all of the time? No. But there are basic design decisions that can be made to increase inclusivity.

@USAIDEducation has a whole toolkit dedicated to this!
https://www.globalreadingnetwork.net/sites/default/files/media/file/Literacy%20for%20All%20Toolkit_0.pdf

3) Lastly, not enough tools are considering how they can/should contribute to the broader education system. Sure, many start-ups thrive on independence and that's cool.

But creating systems parallel to gov efforts can be a missed opportunity, or at worst counterproductive.

Some of the most promising COVID responses we saw were partnering with the government to supplement their response to COVID. @risingacademies for instance, working closely with Sierra Leone government on their Rising on Air radio programing. https://www.risingacademies.com/onair 

4) Dang, I knew there was one more. And this one is important:

We're still seeing way too many "tech-first" approaches, where the focus is one getting users to access a particular tech tool, and assuming it will make learning happen on its own?

We know better than that...

The most promising initiatives had wrap-around services (beyond tech alone), training on tool use, guidance for parental engagement, follow-on visits by teachers, community facilitation, etc. to give the tool its best chance of achieving the desired learning outcomes.

Phew, okay that ended up being way longer than I expected. For even more insights, check out our report! We're looking for reactions and comments too, so if you disagree or have more to say on this, let us know! https://docs.google.com/document/d/1E-z0jEzbNxOVkgwRJ732EXFZ0P0_0Ufv6G9baSgowlY/edit

Important to also acknowledge everyone who made this thread/report possible.

The call was partnership between @GlobalEdTechHub, @mEducation_A, and the @GlobalInnovEx.

My amazing co-authors! @ByAliceCarter @MirandaDixon___ from @hellobrink and @taiesalami from @AfriLabs

Tons of amazing application reviewers contributed to the insight we're now sharing! @Jackie_Strecker @katy_jordan @JoshJosa @IsedowoTemitope and many others from @UNHCR_Education @mEducation_A @results4dev and @GlobalInnovEx