How countries are using educational technology to support access to remote learning during the COVID-19 pandemic

EGYPT

The Ministry of Education and Technical Education (MOETE) announced steps to implement distance learning and assessment during school suspension that began on March 15.

MOETE extended the access to the Egyptian Knowledge Bank (EKB) to students, providing content by grade level and subject (kindergarten through secondary education). Content is available in both Arabic and English to all students, parents and teachers (does not username/password). This site features multimedia (videos, images, d​ocumentary films) to help explain the various lessons, and numerous full text books, including dictionaries. The EKB can be accessed by mobile phone or computer.  ​

A digital platform offers a communication channel between students and teachers to enable approximately 22 million students distributed over nearly 55,000 schools to communicate with teachers “as if they were present in the school”, explaining lessons, answering student questions, and taking exams online. Videos explaining how to do this are being developed. Students will receive a code from their teachers to enter a virtual class to continue electronically.

On March 19, Egypt announced it had contracted with the online learning provider Edmodo to deliver remote instruction to the country’s entire K-12 student body.

There is an arrangement with the Ministry of Communication and IT and mobile carriers to make available SIM cards at no cost to students if they have a device.

Assessment: For students at KG1-2 and grades 1-2, MOETE requires parents to make sure students complete the curriculum published on the electronic library and the platform. For grades 3-7 (transition years), exams will not be conducted for students at the end of the current school year.​ Instead, a research project for each subject will be completed on the electronic platform. For grades 10-11, students will take computer-based pilot tests from home using supplied tablets. The pilot test will be conducted (without grades) for grade 11 as a final rehearsal to prepare students for the year-end exam. Tests will not be corrected but will offer students the correct answer to self-adjust. The grade 10 and 11 final exam will be computer-based from home.

Egyptian students abroad will use the electronic platform and digital library. Examinations will not be taken.

Source:

World Bank
https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remote-learning-during-the-covid-19-pandemic

Journal Ranking

التقرير الرسمي لوحدة المكتبة الرقمية التابعة لمركز الخدمات الالكترونية والمعرفية
بالمجلس الأعلى للجامعات – جمهورية مصر العربية
Sadik, A. (2017). Students’ acceptance of file sharing systems as a tool for sharing course materials: The case of Google Drive. Education and Information Technologies, 22(5), 2455–2470. DOI: 10.1007/s10639-016-9556-z.
http://www.springer.com/computer/journal/10639

My Latest Article: Students’ Acceptance of File Storage Systems

Students’ Acceptance of File Storage Systems as a Tool for Sharing Course Materials: The Case of Google Drive
Abstract
Students’ perceptions about both ease of use and usefulness are fundamental factors in determining their acceptance and successful use of technology in higher education. File sharing systems are one of these technologies and can be used to manage and deliver course materials and coordinate virtual teams. The aim of this study is to explore how Google Drive is accepted as a system for handling course materials and uncover the factors that influence and contribute to students’ intentions to use it. The research approach is based on the technology acceptance model (TAM). The participants for this study comprised 119 students at Sultan Qaboos University. The Students’ Acceptance of Google Drive Questionnaire was develop by the author based on the TAM. The results indicated that students perceived Google Drive as an easy-to-use and useful system for storing and sharing course materials, and they favored its use in university teaching. The results of a multiple regression analysis confirmed that students’ prior experience with Google Drive is a good predictor of students’ perceived ease of use and usefulness. In addition, perceived ease of use and usefulness significantly influenced attitudes toward the system and behavioral intentions to use Google Drive.

Accepted for publication in Education and Information Technologies, October, 2016.