Does Technology Improve Reading Outcomes? Comparing the Effectiveness and Cost-Effectiveness of ICT Interventions for Early Grade Reading In Kenya

Piper, Benjamin; Zuilkowski, Stephanie Simmons; Kwayumba, Dunston; Strigel, Carmen

dc.contributor.author	Piper, Benjamin
dc.contributor.author	Zuilkowski, Stephanie Simmons
dc.contributor.author	Kwayumba, Dunston
dc.contributor.author	Strigel, Carmen
dc.date.accessioned	2020-05-28T07:07:13Z
dc.date.available	2020-05-28T07:07:13Z
dc.date.issued	2016
dc.identifier.citation	International Journal of Educational Development Vol.49, pp. 204–214, 2016	en_US
dc.identifier.uri	https://www.sciencedirect.com/science/article/pii/S0738059316300293
dc.identifier.uri	http://kerd.ku.ac.ke/123456789/700
dc.description	An article published in International Journal of Educational Development	en_US
dc.description.abstract	Education policymakers are investing in information and communications technology (ICT) without a research base on how ICT improves outcomes. There is limited research on the effects of different types of ICT investments on outcomes. The Kenya Primary Math and Reading (PRIMR) study implemented a randomized controlled trial comparing the effects and cost of three interventions – e-readers for students, tablets for teachers, and the base PRIMR program with tablets for instructional supervisors. The results show that the ICT investments do not improve literacy outcomes significantly more than the base non-ICT instructional program. Our findings show that cost considerations should be paramount in selecting ICT investments in the education sector	en_US
dc.language.iso	en	en_US
dc.publisher	Elsevier	en_US
dc.subject	Literacy	en_US
dc.subject	International education	en_US
dc.subject	Technology Reading	en_US
dc.subject	Education policy	en_US
dc.subject	Kenya	en_US
dc.title	Does Technology Improve Reading Outcomes? Comparing the Effectiveness and Cost-Effectiveness of ICT Interventions for Early Grade Reading In Kenya	en_US
dc.type	Article	en_US