AUTHOR=Moser-Mercer Barbara , AlMousa Kawkab K. , Alhaj Hussein Rawan M. , AlSbihe Rawan K. , AlGasem Ahmad S. , Hadmoun Ali A. , Bakkar Bashar A. , AlQadri Mohammed H. , AlHmoud Mohammed M. 

TITLE=EdTech in humanitarian contexts: whose evidence base?

JOURNAL=Frontiers in Education

VOLUME=8

YEAR=2023

URL=https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2023.1038476

DOI=10.3389/feduc.2023.1038476

ISSN=2504-284X

ABSTRACT=<p>This study reports on the design and development of a methodological toolbox prototype for evaluating EdTech deployed in the contexts of fragility and crisis. The project adopted a bottom-up approach: training EdTech users in participatory action research approaches was followed by a comprehensive mapping of problems in the Azraq refugee camp that might be addressed through the chosen EdTech installed in a local Makerspace. Students as researchers used a developmental evaluation approach to deepen their understanding of evaluation as a concept and as a process and proceeded to match the results of their Azraq camp problem-tree analysis with evaluation questions related to the EdTech tools available in the Makerspace. The study concludes with a proposed methodological toolbox prototype, a set of approaches and processes that include research capacity building in fragile contexts, and user-led evaluation that emphasizes the notion of evaluation as a learning process driven by those designed to benefit from EdTech in fragile contexts.</p>