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Should Touch Screen Tablets Be Used to Improve Educational Outcomes in Primary School Children in Developing Countries?

Hubber, PJ; Outhwaite, LA; Chigeda, A; McGrath, S; Hodgen, J; Pitchford, NJ; (2016) Should Touch Screen Tablets Be Used to Improve Educational Outcomes in Primary School Children in Developing Countries? Frontiers in Psychology , 7 , Article 839. 10.3389/fpsyg.2016.00839. Green open access

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Abstract

The 2030 Agenda for Sustainable Development aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (United Nations, 2015). Whereas, the principal focus of global education planning since 2000 had been on getting children into schools, sustainable development goal 4 (above) reflects concerns about quality. As improving learning outcomes starts to receive heightened policy focus, it becomes imperative to consider the types of intervention that can be most effective in raising learning outcomes, particularly in settings characterized by poor resourcing and persistent low attainment levels. Here, we consider if touch screen tablets can be used to improve educational outcomes in primary school children in developing countries. We focus on early maths attainment in Malawi as one of the most dramatic examples of the current learning challenge.

Type: Article
Title: Should Touch Screen Tablets Be Used to Improve Educational Outcomes in Primary School Children in Developing Countries?
Open access status: An open access version is available from UCL Discovery
DOI: 10.3389/fpsyg.2016.00839
Publisher version: http://doi.org/10.3389/fpsyg.2016.00839
Language: English
Additional information: Copyright © 2016 Hubber, Outhwaite, Chigeda, McGrath, Hodgen and Pitchford. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
Keywords: mathematics, hand-held tablets, ICT, developing countries, intervention, early years, literacy
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
URI: https://discovery.ucl.ac.uk/id/eprint/10043890
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