Refworks Format

A1 Dreesen, Thomas A2 Kamei, Akito A2 Karamperidou, Despina A2 Abou Fakher, Sara A2 Marji, Lama A2 Santiago Ortiz Correa, Javier AB Digital learning has the potential to offer interactive and personalized learning for children, in and out of school, including the most marginalized. However, depending on programme design, delivery, and use, digital learning can also exacerbate learning inequalities. This report presents tangible findings on the implementation and use of digital learning to improve outcomes for marginalized children in Lebanon. This report focuses on the UNICEF-Akelius Foundation Partnership and its implementation of a digital course used on tablets and mobile phones for language learning of Syrian refugees in Lebanon. The report provides findings across three areas: First, the report investigates the digital course's use in a blended learning environment where it was used on tablets by students as part of traditional face-to-face classroom instruction with teachers. Second, the analysis examines the transition to remote learning where the course was used on devices owned by the household, supported by teachers remotely. Third, the report estimates the effectiveness of the use of the digital course during this period of remote learning from August-November 2020 showing positive results for language and art competencies. (As Provided) http://search.shamaa.org/abstract_en.gif OP 33 p. PB New York UNICEF 2021 PP New York UNICEF 2021 T1 Unlocking learning : the implementation and effectiveness of digital learning for Syrian refugees in Lebanon [Report] UL https://files.eric.ed.gov/fulltext/ED619414.pdf Full text (PDF) 1 http://search.shamaa.org/fulltext.gif YR New York UNICEF 2021