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Promoting access to quality, safe, and relevant education for all persons affected by crisis

War Child Holland

Technology and Education in Crises Task Team

The idea that technology alone can solve problems is long past; the use of information and communication technology (ICT) in education is best as a tool to support good teaching and quality learning. In crisis contexts, where teaching and learning are jeopardized or interrupted, and where learners are on the move, the great possibility of ICT faces its toughest test.

© Stephen Richardson
Syrian refugee teachers, part of IRC’s Connect to Learn project, take a computer literacy test at the Khane Community Library in Domiz Camp, Kurdish Region of Iraq.
Across the education value chain, and especially in emergencies and conflicts, ICT presents unique opportunities for: learner access to quality materials in formal and non-formal settings; teacher professional development; community and family engagement; administrative support; infrastructure data collection; and creating social networks that foster pathways to higher education and employment.

The INEE Technology and Education in Crises Task Team (TecTT) is a global group of non-profit, academic, philanthropic, and private sector experts focused on the use of technology to enhance educational opportunities in emergencies. The TecTT brings people together around technology and EiE contexts that encourages diverse participation and collaboration to research, develop, and advocate for the role of technologies in refugee, conflict, disaster, and other crisis contexts.

Task Team Objectives

Objective 1:  Share knowledge and information to build the evidence base for good practice, and to enable practitioners to carry out their work more effectively and efficiently. Collect, publish, and maintain materials that document various software and hardware platforms, and model and assess strategies and best practices for their deployment, particularly in emergency and post-crisis recovery. Use free/cheap and widespread tools — e.g. social media — to both provide this information and demonstrate its usefulness.

Objective 2: Maintain the ICT4EiE landscape to document and distribute efforts on promising practices, trying things out, as well as a productive critique of issues faced in the field. Document and distribute efforts and approaches to teacher and community preparation and support to effectively integrate ICT in the pedagogical process and the development of high quality open digital educational content and applications. Emphasize the ability to “try things out” before just adapting them — demonstration oriented.

Objective 3: Elevate the experience of people working on the ground to promote new ideas and innovations, and to raise awareness on key challenges and successes. Advocate and raise awareness among technology, donor, and first-responder communities about developing resources, funding, and deploying ICT in both risk-mitigation and emergency contexts. Create some rapid cost/benefit scenarios that make contributions more than just something good — but something important.

Task Team Conveners

  • Stephen Richardson
  • Negin Dahya
  • Mona Younes

Contact the TECTT at technologytaskteam(at)

Task Team Membership

The TECTT is open to INEE members working in the areas of technology and sustaining and restoring education is crisis contexts.

INEE task team membership is voluntary, and members join as individuals, not through an organizational affiliation. INEE members with interest and expertise in the thematic area of a task team may indicate their interest in joining the task team by directly contacting the co-conveners of the task team at technologytaskteam(at)

If you cannot commit to being a task team member (8 hours per month), but you would like to stay informed about the work, you can join any of the INEE thematic email lists.

If you are interested in this work but are not yet a member of INEE, please join us -


Key Activiites

Webinar Series

29 Aug 2018

Announcing a Conflict Sensitivity Checklist for ICT Usage
Presenters: James Rogan, USAID Education in Conflict and Crisis Network (ECCN); Mona Younes, independent consultant; Simon Richmond, Education Development Center (EDC)
Organized by ECCN and the INEE TECTT.

18 Apr 2018

Intro to the new ICT Inventory for Education in Emergencies
(Click and enroll for free to listen to the recording and participate in discussion.)
Presenter: Mona Younes, Co-convenor of INEE Tech Task Team
Organized by the Carey Institute for Global Good

12 Apr

EdTech in Emergencies: What the evidence shows us
Presenters: Luke Stannard and Michaelle Tauson
Organized by INEE TECTT

13 Mar


New Research and Tools for Education in Emergencies 
(including launch of the ICT Inventory for Education in Emergencies)
Presenters: Tim Unwin, UNESCO Chair in ICT4D and Peter Transburg, INEE
Organized by NLG Tech Task Force and INEE TECTT

18 Jan 2018 Refugee Higher Education
Presenters: Jigsaw Consult, Refugee Support Network, UNHCR
Organized by INEE TECTT
28 Sept 2017 ICT for M&E of Education Programming for Refugee Populations
Presenters: Ally Krupar, Penn State University and Albane Coeurquetin, Vodafone Foundation
Organized by INEE TECTT and USAID ECCN
13 Sept 2017

Microsoft Resources for Refugees: Case Studies and How to Get Started
Organized by the NLG Tech Task Force

18 May 2016

Education and forced displacement – How can technology make a difference?
Presenters: Dr. Negin Dahya, Laura Stankiewicz, Dr. Mary Mendenhall, Peter Mading Angong
Organized by INEE, BMZ/GIZ, UNHCR


ICT Inventory

The ICT Inventory is an open, interactive online database of tools and projects relevant to delivering quality education in crisis contexts. This website - - is designed for use by education in emergencies (EiE) providers and education technology tools developers.


Key Resources

Checklist for Information and Communications Technologies (ICT) Interventions to Support Education in Crisis and Conflict Settings
ECCN and INEE, 2018

[Review] Edtech for Learning in Emergencies and Displaced Settings:
A Rigorous Review and Narrative Synthesis

Michaelle Tauson and Luke Stannard, Save the Children, 2018

[Report] The Future of Learning and Technology in Deprived Contexts
Tim Unwin, Mark Weber, Meaghan Brugha and David Hollow, Save the Children, 2017

[Impact Evaluations] Assessing the Impact of Literacy Learning Games for Syrian Refugee Children

[Landscape Review] Can Technology Make a Difference for Education in Conflict and Crisis? 
Dr. Negin Dahya, University of Washington, commissioned by GIZ and partners, 2016

[Modules] Leveraging Technology for Education of Refugees & Internally Displaced Persons (3 modules)
Creative Associates International, the All Children Reading Partners, GIZ, and the mEducation Alliance

[Research] Digital media and forced migration: Critical media education for and about refugees
Dr. Negin Dahya, University of Washington, 2017

[Working Paper] Exploring the Potential of Technology to Deliver Education & Skills to Syrian Refugee Youth
Global Business Coalition for Education, TheirWorld

[Case Studies] Harnessing the Potential of ICTs: Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets and Computers
UNESCO Institue for Lifelong Learning

[Report] Use of Technology in Emergency and Post-Crisis Situations
Global Education Cluster Working Group and IIEP-UNESCO 

[Database] ICT in Education Policy
join UNESCO-Intel platform

[Guide] Principles for Digital Development
ICT4D Principles Working Group