Computer-Assisted Instruction for Child Development: Evidence from an Educational Programme in Rural Zambia.
This paper examines whether computer-assisted instruction has a positive impact on the literacy and numeracy skills of early grade students. An educational intervention implemented in Zambia integrated technology into classroom activity in order to mitigate weaknesses in teaching skills and address...
| Published in: | Journal of Development Studies Vol. 54; no. 7; pp. 1121 - 1137 |
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| Main Authors: | , |
| Format: | Article |
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Taylor & Francis Ltd
Jul2018
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=129212073&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 129212073 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00220388 JDS jtl: Journal of Development Studies issn: 00220388 maglogo: N pubinfo: dt: Jul2018 vid: 54 iid: 7 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 129212073 10.1080/00220388.2017.1366454 ppf: 1121 ppct: 16 formats: fmt: – @attributes: type: T db: hlh ui: 129212073 – @attributes: type: P db: hlh ui: 129212073 tig: atl: Computer-Assisted Instruction for Child Development: Evidence from an Educational Programme in Rural Zambia. aug: au: Schling, Maja Winters, Paul affil: Office of Strategic Planning and Development Effectiveness, Inter-American Development Bank, Washington, DC, USA Research and Impact Assessment Division, International Fund for Agricultural Development, Rome, Italy su: Computer assisted instruction Child development Literacy Educational technology Educational programs Numeracy sug: subj: Computer assisted instruction Child development Literacy Educational technology Educational programs Numeracy ab: This paper examines whether computer-assisted instruction has a positive impact on the literacy and numeracy skills of early grade students. An educational intervention implemented in Zambia integrated technology into classroom activity in order to mitigate weaknesses in teaching skills and address specific unmet student needs. Using a difference-in-difference combined with inverse propensity weights, results show that students' numeracy and literacy skills are not significantly different from untreated community or government school students. At a third of the cost, the programme is the most cost-effective means of educating children in this poor region of Zambia. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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