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.
CITATION STYLE
Moser-Mercer, B., AlMousa, K. K., Alhaj Hussein, R. M., AlSbihe, R. K., AlGasem, A. S., Hadmoun, A. A., … AlHmoud, M. M. (2023). EdTech in humanitarian contexts: whose evidence base? Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1038476
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