Boys practise run a dance play. It is summer break in the UNWRA school and Naba’a runs Play and Learn sessions in the empty school for vulnerable children. They aim is to give them a safe space to express themselves with out fear of repression.
Boys practise run a dance play. It is summer break in the UNWRA school and Naba’a runs Play and Learn sessions in the empty school for vulnerable children. They aim is to give them a safe space to express themselves with out fear of repression.
Inclusive learning is defined in the Topic Guide as ‘the result of effective teaching practice, an adapted learning environment and teaching approaches which ensure that all children are included, engaged and supported’. The Topic Guide addresses some of the contested and debated issues around terminology, labelling, and segregated, integrated and inclusive schooling; reviews the limited evidence that exists from low and middle income countries;and identifies future research directions.
This guide aims to contribute to what we know about the relationship between educational technology (edtech) and educational outcomes by addressing the following overarching question: What is the evidence that the use of edtech, by teachers or students, impacts teaching and learning practices, or learning outcomes? It also offers recommendations to support advisors to strengthen the design, implementation and evaluation of programmes that use edtech. We define edtech as the use of digital or electronic technologies and materials to support teaching and learning. Recognising that technology alone does not enhance learning, evaluations must also consider how programmes are designed and implemented, how teachers are supported, how communities are developed and how outcomes are measured.