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Making Digital Learning Work: Lessons from the UNICEF-Akelius Digital Learning Initiative in 12 Countries

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Bibliographic Details
Title: Making Digital Learning Work: Lessons from the UNICEF-Akelius Digital Learning Initiative in 12 Countries
Language: English
Authors: Laetitia Antonowicz, Svetlana Poleschuk, UNICEF Office of Research – Innocenti (Italy)
Source: UNICEF Innocenti - Global Office of Research and Foresight. 2024.
Availability: UNICEF Innocenti - Global Office of Research and Foresight. Via degli Alfani, 58, 50121, Florence, Italy. Tel: 39055-20330; Fax: 39055-2033220. email: florence@unicef.org; Web site: https://www.unicef.org/innocenti/
Peer Reviewed: Y
Page Count: 103
Publication Date: 2024
Intended Audience: Policymakers; Administrators
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Elementary Secondary Education, Foreign Countries, Second Language Learning, Technology Integration, Technology Uses in Education, Educational Technology, Instructional Materials, Access to Computers, Digital Literacy, Faculty Development, Classroom Techniques
Abstract: The UNICEF-Akelius Digital Learning Initiative ('the Initiative') is one of the largest and longest-standing digital learning initiatives implemented by UNICEF. Launched in 2018 and continuing through 2024, this initiative spans various educational settings across 12 countries. Its primary focus is to improve education outcomes through digital learning, with a particular emphasis on second- and foreign-language acquisition for marginalized children and adolescents aged 6-18 years. This report synthesizes six years of experiences and insights from the Initiative, focusing on the factors and conditions that maximize the effectiveness of digital learning. It specifically addresses the often-overlooked challenges and best practices related to technology management in schools and classrooms. By doing so, the report offers five core messages for the implementation of digital learning at a global level, contributing to a broader understanding of the key factors that influence the successful adoption of digital learning in classrooms, including: (1) Digital tools must be relevant and easy to use; (2) Schools need support with managing technology; (3) Teachers require skills for pedagogical integration and training for blended teaching pedagogy; (4) Evidence and learning are essential to improve implementation; and (5) Building partnerships is key for sustainability. This report serves as a guide for implementing agencies (including UNICEF country offices), ministries of education, school leaders and other stakeholders to adopt effective digital learning practices that support teachers and enhance children's time spent learning. [This report was jointly developed with UNICEF Sweden.]
Abstractor: ERIC
Entry Date: 2024
Accession Number: ED661353
Database: ERIC
Description
Abstract:The UNICEF-Akelius Digital Learning Initiative ('the Initiative') is one of the largest and longest-standing digital learning initiatives implemented by UNICEF. Launched in 2018 and continuing through 2024, this initiative spans various educational settings across 12 countries. Its primary focus is to improve education outcomes through digital learning, with a particular emphasis on second- and foreign-language acquisition for marginalized children and adolescents aged 6-18 years. This report synthesizes six years of experiences and insights from the Initiative, focusing on the factors and conditions that maximize the effectiveness of digital learning. It specifically addresses the often-overlooked challenges and best practices related to technology management in schools and classrooms. By doing so, the report offers five core messages for the implementation of digital learning at a global level, contributing to a broader understanding of the key factors that influence the successful adoption of digital learning in classrooms, including: (1) Digital tools must be relevant and easy to use; (2) Schools need support with managing technology; (3) Teachers require skills for pedagogical integration and training for blended teaching pedagogy; (4) Evidence and learning are essential to improve implementation; and (5) Building partnerships is key for sustainability. This report serves as a guide for implementing agencies (including UNICEF country offices), ministries of education, school leaders and other stakeholders to adopt effective digital learning practices that support teachers and enhance children's time spent learning. [This report was jointly developed with UNICEF Sweden.]