@article{mcburnie_is_2020, title = {Is there {Learning} {Continuity} during the {COVID}-19 {Pandemic}? {A} {Synthesis} of the {Emerging} {Evidence}.}, volume = {7}, copyright = {Copyright (c) 2020 Chris McBurnie, Taskeen Adam, Tom Kaye}, issn = {2311-1550}, shorttitle = {Is there {Learning} {Continuity} during the {COVID}-19 {Pandemic}?}, url = {https://jl4d.org/index.php/ejl4d/article/view/461}, abstract = {Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As such, the education response to COVID-19 could widen existing inequalities.}, language = {en}, number = {3}, journal = {Journal of Learning for Development}, author = {McBurnie, Chris and Adam, Taskeen and Kaye, Tom}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:59B8X7K8 2129771:5PVILI5V 2129771:JDXX277U}, keywords = {Author:OpenDevEd, Bangladesh, COVID-19, Ecuador, Ethiopia, Ghana, Kenya, Mongolia, Senegal, Vietnam, access to education, educational technology, learning continuity, ⛔ No DOI found}, pages = {485--493}, }