The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets. - Di Pietro, Giorgio; Biagi, Federico; Dinis Mota Da Costa, Patricia; Karpinski, Zbigniew; Mazza, Jacapo (European Commission, 2020)
In order to reduce the spread of COVID-19, most countries around the world have decided to temporarily close educational institutions. However, learning has not stopped but is now fully taking place online as schools and universities provide remote schooling. Using existing literature and evidence from recent international data (Eurostat, PISA, ICILS, PIRLS, TALIS), this report attempts to gain a better understanding of how the COVID-19 crisis may affect students’ learning. It looks at the different direct and indirect ways through which the virus and the measures adopted to contain it may impact children’s achievement. ‘Conservative’ estimates for a few selected EU countries consistently indicate that, on average, students will suffer a learning loss. It is also suggested that COVID-19 will not affect students equally, will influence negatively both cognitive and non-cognitive skills acquisition, and may have important long-term consequences in addition to the short-term ones.
KerkoCite.ItemAlsoKnownAs: 2405685:LU67HXXC 2534379:4KKZAUC8

COVID 19: how Senegal intends to ensure #LearningNeverStops - Diawara, Rokhaya Fall; Sall, Tidiane (World Education Blog, 2020)
English / Français By Rokhaya Fall Diawara and Tidiane Sall, UNESCO The spread of COVID-19 is a growing worry for Africa. Among the 47 African countries that have closed their schools and universit…
Library Catalog: gemreportunesco.wordpress.com KerkoCite.ItemAlsoKnownAs: 2339240:WWF5SBZZ 2405685:ZIMQRDE5

Digistem | Home - Digistem (2020)
Library Catalog: digistem.co KerkoCite.ItemAlsoKnownAs: 2405685:3IUSL3ST

DIKSHA - Platform for School Education – Apps on Google Play - DIKSHA (2020)
The DIKSHA platform offers teachers, students and parents engaging learning material relevant to the prescribed school curriculum. Teachers have access to aids like lesson plans, worksheets and activities, to create enjoyable classroom experiences. Students understand concepts, revise lessons and do practice exercises. Parents can follow classroom activities and clear doubts outside school hours. App highlights • Explore interactive material created by teachers and the best Indian content creators for teachers and students in India. By India, for India! • Scan QR codes from textbooks and find additional learning material associated with the topic • Store and share content offline, even without Internet connectivity • Find lessons and worksheets relevant to what is taught in the school classroom • Experience the app in English, Hindi, Tamil, Telugu, Marathi, Kannada, Assamese, Bengali, Gujarati, Urdu with additional Indian languages coming soon! • Supports multiple content formats like Video, PDF, HTML, ePub, H5P, Quizzes - and more formats coming soon! Advantages for teachers • Find interactive and engaging teaching material to make your class interesting • See and share best practices with other teachers to explain difficult concepts to students • Join courses to further your professional development and earn badges and certificates on completion • View your teaching history across your career as a school teacher • Receive official announcements from the state department • Conduct digital assessments to check your students’ understanding of a topic that you have taught Advantages for students and parents • Scan QR codes in your textbook for easy access to the associated lessons on the platform • Revise lessons that you learnt in class • Find additional material around topics that are difficult to understand • Practice solving problems and get immediate feedback on whether the answer is correct or not. Want to create content for DIKSHA? • Help teachers deliver concepts in an easy and engaging manner • Help students learn better in and outside class. • Get involved in providing students with high quality learning material, irrespective of where they study • If you wish to be a part of this movement, visit the VidyaDaan portal using vdn.diksha.gov.in This initiative is supported by the Ministry of Human Resources Development (MHRD) and led by the National Council Of Educational Research And Training (NCERT) in India.
KerkoCite.ItemAlsoKnownAs: 2339240:U4NQE4PI 2405685:7777ZCJE

Education Innovation Challenge Data Dashboard - Directorate of Science, Technology and Innovation (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LCWW38H4 2405685:AIPAAXUL

DSTI | Home - Directorate of Science, Technology & Innovation (Sierra Leone) (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:T64PHUNV

Is the COVID-19 slide in education real? - Donnelly, Robin; Patrinos, Harry A. (World Bank Blogs, 2020)
Emerging pieces of evidence of an actual COVID-19 learning loss and of its likely implications for the future of the generation currently in school show that it is essential to mitigate the long-term effects of the pandemic as much as possible.
KerkoCite.ItemAlsoKnownAs: 2339240:2NVGV5TV 2339240:8UU6ZPPE 2405685:XTUDMFSZ

Promising practices for equitable remote learning: Emerging lessons from COVID-19 education responses in 127 countries - Dreesen, Thomas; Akseer, Spogmai; Brossard, Matt; Dewan, Pragya; Giraldo, Juan-Pablo; Kamei, Akito; Mizunoya, Suguru; Ortiz, Javier Santiago (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9MHDW5NY 2339240:FJBQM3KU 2339240:GVM9MG8J 2339240:KXY5ZIUM 2339240:L64HD637 2339240:NNP5XW8Q 2339240:S9X82R99 2339240:UGNM6BJX 2339240:ZTPISV5S 2405685:4BDVYXZK 2405685:4YGQW7GT 2405685:9B3AYRVL 2405685:DE4UMT97 2405685:GIRLDY3C 2405685:MGEDRZ5M 2405685:P246GT26 2405685:PXHHCWS6 2405685:RIGJ57SP 2405685:UAUZXJ9H 2405685:V4TS384A 2405685:ZH65IS2I 2534378:7B4RE4XL 2534379:72F2RW7Y
Keywords: ___working_potential_duplicate; ⛔ No DOI found

DSTI Education Data Hub - DSTI (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:IYNCGEPI 2405685:88RPBVJU

Education Innovation Challenge - Reflection & Learning Summit Report - DSTI (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M28U3MQY 2405685:YNNFWZLA

Rural online learning in the context of COVID 19 in South Africa: Evoking an inclusive education approach - Dube, Bekithemba (Multidisciplinary Journal of Educational Research, 2020)
KerkoCite.ItemAlsoKnownAs: 10.17583/remie.2020.5607 2405685:3WDFJS6L 2405685:Q3ZJJZH3

Experimental Evidence on Alternative Policies to Increase Learning at Scale - Duflo, Annie; Kiessel, Jessica; Lucas, Adrienne (National Bureau of Economic Research, 2020)
KerkoCite.ItemAlsoKnownAs: 10.3386/w27298 2405685:3SSITSBR

External Validity: Four Models of Improving Student Achievement - Duflo, Annie; Kiessel, Jessica; Lucas, Adrienne (National Bureau of Economic Research, 2020)
Randomized controlled trials in lower-income countries have demonstrated ways to increase learning, in speciﬁc settings. This study uses a large-scale, nationwide RCT in Ghana to show the external validity of four school-based interventions inspired by other RCTs. Even though the government implemented the programs within existing systems, student learning increased across all four models, more so for female than male students, and many gains persisted one year after the program ended. Three of the four interventions had a similar cost eﬀectiveness. The intervention that directly targeted classroom teachers increased the likelihood that teachers were engaged with students.
shortDOI: 10/ghgnd9 KerkoCite.ItemAlsoKnownAs: 10.3386/w27298 10/ghgnd9 2405685:YXBSPAQ7
Keywords: C:Ghana

Online initial teacher education: a systematic review of the literature - Dyment, Janet E; Downing, Jillian Jane (Asia-Pacific Journal of Teacher Education, 2020)
This paper presents a systematic review of the literature on online initial teacher education. This review is timely given the growing numbers of online students studying teacher education in Australia and beyond. The paper begins with a presentation of the search protocol including search terms, databases, and inclusion/exclusion criteria that resulted in 492 refereed articles being included in the review. Analysis of title and abstract of these articles allowed insight into a variety of factors and trends, including journal of publication, year of publication, research approach, and key focal areas. Two well-established research focal areas emerged: technological pedagogical innovations and student experiences of studying teacher education online. Two emerging research focal areas were teacher educator experiences of teaching online and online teacher education in traditionally experiential specialisations, such as drama and outdoor education. When all the articles are considered holistically, a fragmented and siloed research approach is revealed, evidenced by a large number of journals publishing articles on multiple focal areas, leading to considerable repetition among the evidences presented across the articles. As such, this paper highlights the need for a more coherent and organised approach to research in online teacher education and its dissemination to all stakeholders.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/1359866X.2019.1631254 2405685:PQW9NJSC
Keywords: Online; blended; initial teacher education; pre-service; systematic review; teacher education

Edify | Liberia - Edify (Edify, 2020)
Edify began operations in 2013. We have impacted 74,248 students with a Christ-centered education.
Library Catalog: www.edify.org KerkoCite.ItemAlsoKnownAs: 2339240:AGTSY5V3 2405685:67383EA7

Edo State Universal Basic Education Board – Education for all! - EdoBEST (2020)
Library Catalog: subeb.edostate.gov.ng KerkoCite.ItemAlsoKnownAs: 2405685:VRER57XS

Innovation Ecosystem Knowledge Pack - EdTech Core Team; Applebaum, Hallie Rocklin (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:XQZHPSRK

Call for ideas for EdTech responses to coronavirus (COVID-19) - EdTech Hub (EdTech Hub, 2020)
UPDATE: The call is now closed We’ve opened a sub-window in partnership with UNHCR for refugee related ideas that respond to COVID-19 school closures. Find full details here. Our call for ideas to respond to the learning emergency caused by COVID-19 school closures is now closed. We have been delighted and overwhelmed by the huge number […]
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707758 2405685:CZ9F7VZ2
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

EdTech companies in Sub-Saharan Africa - EdTech Hub (Airtable, 2020)
Explore the "EdTech companies in Sub-Saharan Africa (see https://tabsoft.co/338AGht for visuals)" view on Airtable.
KerkoCite.ItemAlsoKnownAs: 2339240:J7JR8C2K 2405685:64SY5VBN

EdTech Hub: Resources from other organisations - EdTech Hub (EdTech Hub, 2020)
Response efforts and collated resources Global Partnership for Education (GPE)’s response and resources INEE (Inter-Agency Network for Education in Emergencies) collated resources organised by theme COVID-19 ICT4E resources from mEducation Alliance members UNESCO’s response to COVID-19 including information about distance learning tools and national platforms UNHCR’s guidance on distance learning World Bank resources to help […]
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707760 2339240:6Q943EP5 2405685:Y76SNV85
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

EdTech Interventions Database - EdTech Hub (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3P7HKD8E 2405685:38GA4ZAF

Open educational resources - EdTech Hub (EdTech Hub, 2020)
As part of our COVID-19 response, the EdTech Hub is collecting and facilitating access to open educational resources (OER). Open educational resources are teaching, learning and research materials that are made freely available for anyone to access and re-use. These documents are currently stored on Google Drive (no sign-in required). We will add additional distribution […]
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707762 2405685:8HVQCGY9 2405685:XFLWPJ5R
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

EdTech Tulna Standards - EdTech Tulna (2020)
The EdTech Tulna standards define a set of expectations for the design of EdTech products
KerkoCite.ItemAlsoKnownAs: 2339240:578BVEVC 2405685:TZ2LIWKC

Audio Now!: Responding to COVID-19 - Education Development Center (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Q5CZT734 2405685:UFMKDU84 Q5CZT734

Learning at Home in Times of Crisis Using Radio - Education Development Center (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:EWN34YG4 2405685:JR56L8PR

Somalia Interactive Radio Instruction Program - Education Development Center (EDC) (2020)
The Somali Interactive Radio Instruction Program (SIRIP) advances stabilization in Somalia by delivering education in a precarious situation and by giving children the capabilities they will need to actively participate in society.
KerkoCite.ItemAlsoKnownAs: 2339240:DHLUF4HU 2339240:JLI4JBIF 2405685:DEYIMTWC 2405685:GXF6PCDZ
Keywords: ⛔ No DOI found

Zambia QUESTT IRI - Education Development Center, Inc. (Airbel Impact Lab, 2020)
As Zambia’s out-of-school orphan population soared to 800,000 in 2000, the United States Agency for International Development (USAID) supported the creation of the Taonga Market Interactive Radio Instruction (IRI) program to help the Zambian Ministry of Education provide those orphans and other vulnerable children with a quality education using IRI.
KerkoCite.ItemAlsoKnownAs: 2339240:53AKZDX7 2405685:R6B69K5W

Teaching and Learning Toolkit - Education Endowment Foundation (2020)
An accessible summary of the international evidence on teaching 5-16 year-olds
Library Catalog: educationendowmentfoundation.org.uk KerkoCite.ItemAlsoKnownAs: 2339240:JFQH43A7 2405685:QBGJWSD6 2405685:YBHMG6AV
Keywords: C:England

COVID-19 education equity guide: Digital access - Education Trust (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:HUV6IV79 2405685:BDGVTJQV

Innovative Education Workforce Analysis for More Equitable Education: Sierra Leone - Education Workforce Initiative (Education Commission, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XCXZB356 2405685:67AH3BDQ

ঘরে বসেই শিক্ষা - EduHub Bangladesh (LearnFromHome, 2020)
ঘরে বসেই শিক্ষা
KerkoCite.ItemAlsoKnownAs: 2339240:8GSQEBBW 2405685:5FBPQTZ8

Trust, Accountability and Capacity in Education System Reform | Taylor & Francis Group - Ehren, Melanie; Baxter, Jacqueline (Taylor & Francis, 2020)
This global collection brings a new perspective to the field of comparative education by presenting trust, capacity and accountability as the three building
KerkoCite.ItemAlsoKnownAs: 2339240:M9ZRQLZM 2405685:X6A6WE6Y

COVID-19, middle level teacher candidates, and colloquialisms: Navigating emergency remote field experiences - Eisenbach, Brooke; Greathouse, Paula; Acquaviva, Caroline (Middle Grades Review, 2020)
COVID-19 challenged teacher educators and teacher candidates in ways we could have never imagined. Colloquialisms regarding the move from educator preparation to practice shifted from common truths to dynamic considerations in light of the pandemic and transition to emergency remote teaching and learning. In this essay, we share our experiences working with middle level teacher candidates during the COVID-19 pandemic. We identify the ways in which our teacher candidates rose to the challenge and demonstrated critical thinking, creativity and compassion beyond our prior expectations of rising middle level educators amidst a time of unprecedented change and uncertainty.
KerkoCite.ItemAlsoKnownAs: 2405685:RZQ44CB7
Keywords: Altruism; Communicable Diseases; Computer Mediated Communication; Cooperation; Creativity; Critical Thinking; Disease Control; Educational Technology; Interpersonal Relationship; Middle School Teachers; Preservice Teacher Education; Preservice Teachers; Seminars; Teacher Educators; Technology Uses in Education; ⛔ No DOI found

K-12 Egyptian Knowledge Bank Study Portal and New Form of Assessment - El Zayat, Nelly (World Bank Group, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:38YYF6X4 2405685:4WL5PMDG

The effect of Covid-19 on education in Africa and its implications for the use of technology - eLearning Africa; EdTech Hub (EdTech Hub, 2020)
ZenodoArchiveID: 4749652 previousDOI: 10.5281/zenodo.4018774 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4749652 2339240:B796SJQD 2339240:DI5RWJ4S 2405685:6MJNV8GC 2405685:TFLZLVTW
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Challenging taken-for-granted ideas in early childhood education: A critique of Bronfenbrenner’s Ecological Systems Theory in the age of post-humanism - Elliott, Sue; Davis, Julie M. (Research handbook on childhoodnature: Assemblages of childhood and nature research, 2020)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-67286-1_60 2339240:ITFV4TMX 2405685:2P57VJJA

Eneza Education website - Eneza Education (Eneza Education, 2020)
Eneza Education is an ed-tech company that provides curriculum aligned revision material in all subjects for primary and secondary learners on any device. Our virtual tutor provides access to curriculum-aligned ... Read More
Library Catalog: enezaeducation.com KerkoCite.ItemAlsoKnownAs: 2339240:2QPSLBJJ 2339240:RD26XAND 2405685:F7NUAKLP 2405685:G3VV5CDE 2405685:TVH3H85F 2405685:ZLDW66I8 ZLDW66I8

ePathshala | Learning On The Go - ePathshala (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:55H8UIBN 2405685:VKSIPS8X

Staying Tuned Radio Programming for Sustained Behaviour Change and Accountability in Cox’s Bazar, Bangladesh - Ergül, H (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:GJPSTJEE 2405685:DUQRTVUY

Boosting preservice teachers’ competence and online teaching readiness through e-practicum during the COVID-19 outbreak - Ersin, Pinar; Atay, Derin; Mede, Enisa (International Journal of TESOL Studies, 2020)
The Coronavirus (COVID-19) outbreak has caused disruptions in education in Turkey, as it has in many parts of the world. Faculties of Education that require practice teaching (practicum) are affected as well; due to the shutdown, pre-service English language teachers (PTs) are deprived of the field experience and actual classroom teaching practices in authentic school settings. Practicum constitutes an important part of teacher education and during practicum, “cooperating” teachers (i.e. teachers at practicum schools) and university instructors as teaching practice supervisors play crucial roles in equipping PTs with necessary theoretical and practical skills. The present study took place in the English Language Education program of a competitive state university in Turkey. At the university, all theory-oriented courses moved to synchronous platforms without much difficulty with almost full attendance of the students. As for the practicum, Turkish Higher Education Council let the universities decide for themselves. As researchers working at two different universities, Bahçeşehir University and Marmara University, Istanbul, Turkey, we designed an alternative practice to meet the needs of PTs and maintain the quality of the practicum: “e-practicum” under the supervision of the university supervisor who acted as the “e-mentor”. The aim was to increase PTs’ teaching competence and prepare them for online teaching. A virtual classroom consisting of twenty-five PTs was formed and six PTs performed microteaching to their peers who acted as students by using Zoom. After the e-practicum sessions, peers gave detailed feedback to the teacher PTs. The university supervisor provided e-mentoring right after each session. Then, each teacher PT reflected on e-practicum experience and e-mentoring. The findings revealed that PTs found the e-practicum useful because it helped them overcome online teaching fears.
KerkoCite.ItemAlsoKnownAs: 10.46451/ijts.2020.09.09 2405685:NNH6YCCT
Keywords: address; atatürk eğitim fakültesi ek; bina; corresponding author; d blok; e-mentoring; e-practicum; english language teacher education; göztepe kampüsü; marmara ünivesitesi; ofis; pre-service teachers

Analyzing the Impact of COVID-19 on Education Professionals. Toward a Paradigm Shift: ICT and Neuroeducation as a Binomial of Action - Espino-Díaz, Luis; Fernandez-Caminero, Gemma; Hernandez-Lloret, Carmen-Maria; Gonzalez-Gonzalez, Hugo; Alvarez-Castillo, Jose-Luis (Sustainability, 2020)
This study analyzed the current situation of education in the context of the pandemic caused by COVID-19. The worldwide health emergency situation has caused the confinement of people and with it, the closure of centers and the transfer of face-to-face education to online education. Faced with these facts, teachers have had to adapt at a dizzying pace not only to new methodological approaches, but also to their own confinement, presenting high levels of stress. The purpose of this study is to offer a proposal that optimizes the work of education professionals in the current context of a pandemic through the use of Information and Communication Technologies (ICT) under the novel approach of the contributions of neuroeducation in the field of managing emotions and motivational processes, contributing to meaningful learning in students. The symbiosis of ICT and neuroeducation can make a great contribution to the paradigm shift that is taking place today.
KerkoCite.ItemAlsoKnownAs: 10.3390/su12145646 2405685:MFYX8XWV
Keywords: covid-19; ict; neuroeducation; stress; teachers

Digital Skills in Latin American Teachers - Estrada, Ricardo (Development Bank of Latin America, 2020)
We are a development bank with 20 shareholder countries - in Latin America, the Caribbean, Spain and Portugal- as well as 13 private banks
KerkoCite.ItemAlsoKnownAs: 2339240:5B5XGSK6 2405685:99ZG5953

Practical guidance note 9: stopping school related gender based violence - European Commission (Publications Office of the European Union, 2020)
This guidance note provides information and programming advice about how to stop school-related, gender-based violence (SRGBV).
KerkoCite.ItemAlsoKnownAs: 2339240:GTRY8AQ9 2405685:S2BEWWXE

Virtual teacher coaching may not be the solution we hoped for - Evans, David (Center For Global Development, 2020)
How can we help teachers to upgrade their pedagogical skills? Teacher coaching is a promising and increasingly popular candidate. Teacher coaching means teachers receive feedback in their place of work on specific things they can do better, not some general theory of pedagogy that’s completely disconnected from their day-to-day practice.
KerkoCite.ItemAlsoKnownAs: 2339240:YKPDEQ24 2405685:N7TJTQLU
Keywords: ___working_potential_duplicate

Getting Education Right : State and Municipal Success in Reform for Universal Literacy in Brazil - Evans, David K.; Loureiro, Andre (2020)
Getting Education Right : State and Municipal Success in Reform for Universal Literacy in Brazil (English)
KerkoCite.ItemAlsoKnownAs: 2339240:5LIIM8SG 2405685:JJ2EQYR6 4656463:L9C7VA6G

Education in Africa: What Are We Learning? - Evans, David; Acosta, Amina Mendez (2020)
Countries across Africa continue to face major challenges in education. In this review, we examine 145 recent empirical studies (from 2014 onward) on how to increase access to and improve the quality of education across the continent, specifically examining how these studies update previous research findings. We find that 64 percent of the studies evaluate government implemented programs, 36 percent include detailed cost analysis, and 35 percent evaluate multiple treatment arms. We identify several areas where new studies provide rigorous evidence on topics that do not figure prominently in earlier evidence syntheses. New evidence shows promising impacts of structured pedagogy interventions (which typically provide a variety of inputs, such as lesson plans and training for teachers together with new materials for students) and of mother tongue instruction interventions, as well as from a range of teacher programs, including both remunerative (pay-for-performance of various designs) and non-remunerative (coaching and certain types of training) programs. School feeding delivers gains in both access and learning. New studies also show long-term positive impacts of eliminating school fees for primary school and positive impacts of eliminating fees in secondary school. Education technology interventions have decidedly mixed impacts, as do school grant programs and programs providing individual learning inputs (e.g., uniforms or textbooks).
KerkoCite.ItemAlsoKnownAs: 2339240:I9QLRLND 2405685:BUVF2SY4
Keywords: ⛔ No DOI found

Gender gaps in education: The long view - Evans, David; Akmal, Maryam; Jakiela, Pamela (Centre for Global Development, 2020)
Many countries remain far from achieving gender equality in the classroom. Using data from 126 countries between 1960 and 2010, we document four facts. First, women are more educated today than fifty years ago in every country in the world. Second, they remain less educated than men in the vast majority of countries. Third, in many countries with low levels of education for both men and women in 1960, gender gaps widened as more boys went to school, then narrowed as girls enrolled; thus, gender gaps got worse before they got better. Fourth, gender gaps rarely persist in countries where boys are attaining high levels of education. Most countries with large, current gender gaps have low levels of male educational attainment. Many also perform poorly on other measures of development such as life expectancy and GDP per capita. Improving girls’ education is an important goal in its own right, but closing gender gaps in education will not be sufficient to close critical gaps in adult life outcomes.
KerkoCite.ItemAlsoKnownAs: 2339240:BQ8UTLGC 2405685:JWT48RW7

How big are effect sizes in international education studies? - Evans, David; Yuan, Fei (Center for Global Development, 2020)
In recent years, a growing literature has measured the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But interpretation of those effect sizes as large or small tends to rely on benchmarks developed by a psychologist in the United States in the 1960s. In this paper, we demonstrate the distribution of standardized effect sizes on learning and access from hundreds of studies from low- and middle-income countries.
KerkoCite.ItemAlsoKnownAs: 2339240:XIF4HX7N 2405685:E288WQPR

Science Teacher Education in the Time of COVID-19 : A Document Analysis - Fackler, Ayca K; Sexton, Chelsea M (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:UT4S46W2

Schooling and Covid-19: lessons from recent research on EdTech - Fairlie, Robert; Loyalka, Prashant (npj Science of Learning, 2020)
Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s41539-020-00072-6 2339240:GIZL5DCW 2405685:2NLL9Q46

COVID Response Report - Family Educational Services Foundation (FESF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SNSFBSVW 2405685:DZCDPXUX

Secondary Education During Lockdown Situation Due to Covid-19 Pandemic in Bangladesh: Teachers’ Response on Online Classes - Farhana, Z; Tanni, S; Shabnam, S; Chowdhury, S (Journal of Education and Practice, 2020)
Online classes started in many secondary schools one month after the compulsory closure of all education institutions in Bangladesh. This study explores the current scenario as well as challenges of adaptation of online classes in secondary education in terms of teachers’ experience. The study followed sequential exploratory mixed-method approach. Five secondary teachers were interviewed and 54 secondary teachers from 17 districts in Bangladesh were surveyed over telephone, Google forms and by email. The quantitative data was analyzed with Microsoft Excel and the thematic analysis approach had been followed for the qualitative one. The findings revealed that a good number of teachers have started teaching online by using social media platforms despite of not having any training or experience. Very few respondent teachers were found to take online examination; instead they are trying to assess the students from the feedback of given home works and home assignments. Teachers are facing numerous challenges like deficit of digital equipment, lack of expertise, unfamiliarity with the LMS, proficiency in assessment technique etc. The paper concludes with few recommendations such as providing proper devices to the teachers and students to participate in online class; facilitate rigorous training to enhance technology-based skills and capacities of the teachers so as to get the expected outcome.
KerkoCite.ItemAlsoKnownAs: 10.7176/jep/11-20-11 10/gj37h6 2339240:L9JH4WCG 2405685:3E5UXJXJ

Every girl goes to school, stays safe, and learns: Five years of global action - FCDO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SEHUS9XR 2405685:FAX6KDZJ

Education Coordinated COVID-19 Response Strategy - Federal Ministry of Education (Nigeria) (2020)
Library Catalog: education.gov.ng EdTechHub.ItemAlsoKnownAs: 2405685:PV3S5LIY

Online Teaching of Rural Multi-Grade Classes in the Context of COVID-19: Proposing a Holistic Approach - Feizi, Farokh; Bakhtiarvand, Morteza (Randwick International of Education and Linguistics Science Journal, 2020)
KerkoCite.ItemAlsoKnownAs: 10.47175/rielsj.v1i3.134 2405685:ZT856EJP

Education and Disability in the Global South: New Perspectives from Africa and Asia - Fennell, Shailaja (Journal of Human Development and Capabilities, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1080/19452829.2020.1827518 2339240:P8HDH8RQ 2405685:JXEIT6NT

Online learning and emergency remote teaching: opportunities and challenges in emergency situations - Ferri, Fernando; Grifoni, Patrizia; Guzzo, Tiziana (Societies, 2020)
KerkoCite.ItemAlsoKnownAs: 10.3390/soc10040086 2339240:637UZCID 2405685:MPIBM9Y9

Application of EdTech in Tanzania: Effectiveness of radio and television in teaching and learning amid COVID-19 pandemic - Feruzi, Sadiki M.; Li, Yang (International Journal of Advanced Engineering Research and Science, 2020)
On March 2020 school and university going students experienced termination of classes. The statement declared by the Tanzania prime minister honourable Kassim Majaliwa required all primary and secondary schools to postpone learning for a month and one day later universities were also asked to suspend studies and other activities. It was necessary to do so because of the novel coronavirus disease 2019 named by World Health Organisation as COVID-19 a pandemic that had spread and hit more than 150 countries. This paper intended to attain two major objectives, one was to explore the effectiveness of radio and television in handling teaching and learning process as an alternative adopted to ensure that students continue to be engaged in learning. Second, to examine the capabilities of the country through the Ministry of Education, Science and Technology to continue teaching and learning during the time of classroom disruption. The authors made a case study where radio and television platforms were adopted for teaching and learning. The results show that the transition from classroom teaching and learning to teaching and learning through radio and television stations platform was not effective. Similarly, the study shows that the government has demonstrated incompetence in running and monitoring the programme mostly in terms of programme preparation and implementation. However, this experience has built a solid foundation for the future cases, when the country, facilitators, students and parents will be more arranged than now.
KerkoCite.ItemAlsoKnownAs: 10.22161/ijaers.78.35 2339240:59RLSTL2 2405685:ZTLKNHUW

Exploring Teachers’ Retention and Attrition in Middle and Secondary Schools in Eritrea: Perspectives of Currently Serving Teachers. - Fessehatsion, Petros Woldu; Peng, Pai (International Journal of Research in Education and Science, 2020)
KerkoCite.ItemAlsoKnownAs: 10.46328/ijres.1532 2339240:LW47MWEI 2405685:8R8GNGA9

Innovation for Education, the Mentoring Community of Practice (MCOP) - FHI360 (2020)
The rapid expansion of basic education in Rwanda has strained the delivery of quality education while increasing the demand for effective teachers. The shift to instruction in English has also resulted in an urgent need to improve the English-language proficiency of teachers. The Government of Rwanda is addressing these needs by providing English and pedagogical support to basic education teachers through a school-based mentoring initiative, called the Innovation for Education, the Mentoring Community of Practice (MCOP) project.
KerkoCite.ItemAlsoKnownAs: 2339240:FGIBZMQP 2405685:G6SFW4L8

Mentorship Community of Practice - FHI360 (2020)
The Rwanda Mentorship Community of Practice (MCOP) initiative, funded by the U.S. Agency for International Development, aims to strengthen the quality of basic education and to support teacher professional development across Rwanda. The overall objective of MCOP is to improve pedagogical and subject knowledge, particularly for early-grade reading, through the effective use of technologies in in-service professional development.
KerkoCite.ItemAlsoKnownAs: 2339240:4VDFAJSL 2405685:6S2NXAUD

Rwanda Education Commons (REC) - FHI360 (2020)
The Rwanda Education Commons (REC) is expanding access to quality education by using information and communication technology (ICT) to supplement teaching and learning. By improving collaborative use of these tools among education stakeholders, the REC is building a professional learning community.
KerkoCite.ItemAlsoKnownAs: 2339240:CM36IMAB 2405685:I9DZXPN7

Independent Reporting Mechanism (IRM): Sierra Leone Design Report 2019–2021 - Field, Tracey-Lynn (Open Government Partnership, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8XF8TYGA 2405685:YMJMKLLJ

FlexiSAF | Home - FlexiSAF (2020)
Library Catalog: flexisaf.com EdTechHub.ItemAlsoKnownAs: 2405685:WY6X4G89

Punjab Education Support Programme II - Foreign, Commonwealth and Development Office (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QFMWSHV4 2405685:FZVY4UK9
Keywords: ___working_potential_duplicate; auto_merged

A model of distance special education support services amidst COVID-19 - Frederick, Janice; Raabe, Ginger; Rogers, Valerie; Pizzica, Jessica (Behavioural Analysis in Practice, 2020)
The COVID-19 pandemic has significantly impacted the everyday life of many individuals across the globe. The school closures across the majority of the United States have presented administrators, educators, and behavior analysts with the unprecedented task of deciding how best to teach and support our students, especially those accessing special education services. The current paper describes the steps our program took, in light of school closures, to advocate for and ultimately create and implement a model that allows special education students to access the behavior analytic educational supports they had received on campus (e.g., BCBA and paraprofessional support) in a novel and remote manner. We share details regarding the advocacy and collaboration process as well as the distance special education support model itself in hopes that similar processes and models can be implemented across geographical locations to assist special education students in accessing their educational and behavioral supports in a meaningful way throughout current and future school closures.
Publisher: Behavior Analysis in Practice KerkoCite.ItemAlsoKnownAs: 10.31234/osf.io/q362v 2405685:I96LI4KA
Keywords: Applied behavior analysis; California Department of; applied behavior analysis; california department of education; covid-19; nonpublic agency; special education

Freedom on the net, 2020: Pakistan - Freedom House (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:GWU75H3S 2405685:2A4TR49Z

Transforming online teaching and learning: Towards learning design informed by information science and learning sciences - Fujita, Nobuko (Information and Learning Science, 2020)
Purpose: The purpose of this paper is to provide an overview of the practical work of learning designers with the aim of helping members of the information science (IS) and learning sciences (LS) communities understand how evidence-informed learning design of online teaching and online learning in higher education is relevant to their research agendas and how they can contribute to this growing field. Design/methodology/approach: Illustrating how current online education instructional designs largely ignore evidence from research, this paper argues that evidence from IS and LS can encourage more effective and nuanced learning designs for e-learning and online education delivery and suggest how interdisciplinary collaboration can advance shared understanding. Findings: Recent reviews of the learning design show that tools and techniques from the LS can support students in self-directed and self-regulated learning. IS studies complement these approaches by highlighting the role that information systems and computer–human interaction. In this paper, the expertise from IS and LS are considered as important evidence to improve learning design, particularly vis-à-vis digital divide concerns that students face during the COVID-19 pandemic. Originality/value: This paper outlines important ties between the learning design, LS and IS communities. The combined expertise is key to advancing the nuanced design of online education, which considers issues of social justice and equity, and critical digital pedagogy.
KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0124 2405685:3L25JPLI
Keywords: Higher education; Information science; Instructional design; Learning design; Learning sciences; Online learning; Online teaching; e-Learning

ICT for All: Digital Inclusion Portal development - G3ict (Buys ICT 4 All, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:VHIZ736Z

Rapid Assessment of Teleschool Initiative - Gallup Pakistan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:N78TQP48 2405685:7HLZX6H6

Realizing the Promise: How can education technology improve learning for all? - Ganimian, Alejandro; Vegas, Emiliana; Hess, Frederick (Brookings Institute, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:7X83Z4CV 2339240:DHMLUGWV 2405685:34UPDHPI 2405685:B2SCXFMG

COVID-19 and remote learning : Experiences of parents with children during the pandemic - Garbe, Amber; Ogurlu, Uzeyir; Logan, Nikki; Cook, Perry (American Journal of Qualitative Research, 2020)
In the spring of 2020, schools across the globe closed their doors to decrease the spread of the viral outbreak during the COVID -19 pandemic. This physical closure led to a rapid shift to remote learning which placed more responsibility for learning on parents and guardians. As one of the major stakeholders in the education process, experiences of parents with their children during remote learning are worth examining to inform future policy decision making. This study aimed to investigate parents’ experiences and struggles during school closure using an online survey. Thematic coding was conducted to analyze parental responses regarding their greatest educational struggle experienced during the COVID school closure. The results indicate parents agreed with the school closure policy and were generally satisfied with the level of support provided by school districts whilst describing some areas of struggle. Parents described having difficulties with balancing responsibilities, learner motivation, accessibility, and learning outcomes. The results of the study suggest some important implications and recommendations for educators and policymakers.
KerkoCite.ItemAlsoKnownAs: 2405685:GYISCX83
Keywords: covid-19; pandemic; parents; remote learning; ⛔ No DOI found

Global education monitoring report 2020: gender report, A new generation: 25 years of efforts for gender equality in education - GEM (UNESCO Digital Library, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:T9FQGUVH 2405685:9IQGIS9H

Lessons from Girls’ Education South Sudan (GESS) - GESS (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FEZBZJAV 2405685:HKWLWKCL

Learning Losses in Pakistan Due to COVID-19 School Closures - Geven, Koen; Hasan, Amer (World Bank, Washington, DC, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1596/34659 2339240:I42PDVQZ 2405685:SAS5H5FB

COVID-19 Coordinated Education Response Plan for Ghana - Ghana Education Services (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:QG5XKF5H

Minister for Education, US Ambassador launch Ghana Learning Radio Reading Program - Ghana Ministry of Education (Ghana Ministry of Education, 2020)
The Minister for Education, Dr. Matthew Opoku Prempeh, together with the U.S. Ambassador to Ghana Stephanie S. Sullivan has launched the Ghana Learning Radio reading program. The radio program, which was developed in response to the closure of basic schools across the country due to the COVID-19 global pandemic, aims to engage parents, guardians/ caregivers, […]
KerkoCite.ItemAlsoKnownAs: 2339240:KLVIMWR4 2405685:4QKCHTC8

Quality Teaching Framework: A focus on marginalised girls - Girls' Education Challenge (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QF4GDTET 2405685:HB35YWRV

Strategies for supporting inclusive innovation: insights from South-East Asia - Glennie, Alex; Stanley, Isaac; Ollard, Juliet; Klingler-Vidra, Robyn (2020)
This report looks at how policymakers can support inclusive forms of innovation, drawing on insights from strategies and practices in South-East Asia.
KerkoCite.ItemAlsoKnownAs: 2339240:5B68U762 2405685:H7ELG8HI

Education Under Attack 2020 - Global Coalition to Prevent Education from Attack (GCPEA, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ASHLGUJH 2405685:5BAE3KIL

Global education monitoring report, 2020: Inclusion and education: all means all - UNESCO Digital Library - Global Education Monitoring Report (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M685R5MY 2405685:49QZEUVL

#HerEducationOurFuture: keeping girls in the picture during and after the COVID-19 crisis;the latest facts on gender equality in education - Global Education Monitoring Report (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:F5Q5ZSMJ 2405685:6UQH3SFW

Act now: reduce the impact of COVID-19 on the cost of achieving SDG 4 - UNESCO Digital Library - Global Education Monitoring Report Team (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8RIQDU72 2405685:JV6DRXNX

Teaching at the right level: from concern with exclusion to challenges of implementation - Global Education Monitoring Report Team; Pratham Resource Centre (India) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WWQQ6KGY 2405685:QVPEH4RJ

Accelerated recovery: Improving outcomes with blended learning - Global Online Learning Alliance (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:2AF98WJ2

School re-openings and policies for resilient education, post covid-19 - Global Online Learning Alliance (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:YXLETYUF

Cover Note for COVID-19 Accelerated Funding Request - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6J3QVH7N 2405685:76CTU2H2

Cover note for COVID-19 accelerated funding request - Global Partnership for Education (Global Partnership for Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SC59K4ZJ 2405685:WBAZV7WY

Education in Madagascar - Global Partnership for Education (2020)
See education data for Madagascar and learn about GPE programs, grants, results and progress.
Library Catalog: www.globalpartnership.org KerkoCite.ItemAlsoKnownAs: 2405685:R6YB53TI 2405685:ZZXJ6FCV

Education in Tanzania - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KJIAJ4F2 2405685:N4Z4I5X6

Education in Yemen - Global Partnership for Education (2020)
See education data for Yemen and learn about GPE programs, grants, results and progress.
Library Catalog: www.globalpartnership.org KerkoCite.ItemAlsoKnownAs: 2339240:26KW8YWN 2405685:FBLWX9MK 4803016:BZ2NFKYX

Ghana COVID-19 Accelerated Funding Application Form - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:X4EJC59Z 2405685:7DBZ64LJ

Global Partnership for Education provides $68 million in grants for education response to COVID-19 (coronavirus) - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LEZDGE4T 2405685:CYHEM8QR

Grant request to finance Rwanda COVID-19 education response from COVID-19 accelerated funding window under the GPE fund - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LFVAFBW8 2405685:YT65AH7X

KENYA GPE COVID 19 Learning Continuity in Basic Education Project - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AQPAEQP5 2405685:GR8UTH9R

Programa de Educação em Emergência 2020-2021 financiado pela Parceria Global da Educação - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PNVVS63J 2405685:WKLCL6TG

Proposal for GPE Accelerated Funding for COVID-19 Response (Malawi) - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FJXR8BZE 2405685:64GPW6ZN

Zambia COVID-19 Accelerated Funding Application Form - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:V3C72JI3 2405685:QZAE7YL8

A review of Empirical Research on School Leadership in the Global South - Global School Leaders (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:R5CJNHL6
Keywords: C:Low- and middle-income countries

A COVID-19 intervention: Using digital escape rooms to provide professional development to alternative certification educators - Gómez, Miguel (Journal of Technology and Teacher Education, 2020)
Teachers, support staff, schools, and school districts have faced a multitude of challenges in adapting their known and familiar practices to the new realities and restrictions that have been put in place due to the outbreak of COVID-19. These challenges are daunting and difficult for many in our education system. Fortunately, a numerous amount of our educators are resilient, creative, and determined to overcome these new challenges. Using their prior experiences and wis- dom, these educators can adapt and change to our new edu- cational environment. However, one group of educators have faced these challenges without the benefit of educational ex- periences. Alternative certification teachers, in just their first year of teaching, with no prior educational experience, have been thrust into this new post COVID-19 landscape. Using a digital escape room as a model, the author provided these inexperienced educators with professional development in problem-based learning designed to help these teachers navi- gate this new educational landscape.
KerkoCite.ItemAlsoKnownAs: 2405685:HPKW94V7
Keywords: Alternative Teacher Certification; Beginning Teachers; Communicable Diseases; Disease Control; Educational Technology; Elementary Secondary Education; Faculty Development; Problem Based Learning; Problem Solving; Puzzles; Technology Uses in Education; ⛔ No DOI found

Future Press Release - Google (Design Sprints with Google, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:UR6N3MU9 2405685:WY7I3VD2

An international review of plans for school reopening - Gorgen, Kristine; McAleavy, Tony (Education Development Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:MWNVG7LR
Keywords: auto_merged

An international review of plans for school reopening - Gorgen, Kristine; McAleavy, Tony (Education Development Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:MWNVG7LR

Overview of emerging country-level response to providing educational continuity under COVID-19: Best practice in pedagogy for remote teaching - Gould, Briony (EdTech Hub, 2020)
Overview of emerging country-level response to providing educational continuity under COVID-19: Best practice in pedagogy for remote teaching Full Report PDF Download Scope of Report This report provides a rapid evidence summary of what is known about best practice in teaching when school students are educated by distance learning. It considers both theoretical concepts and empirical evidence relating to the…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707768 2405685:37SUUB79 2405685:GWN8BWPM 2405685:K5NP3ZNE 2405685:L2HPYEFI
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

What are countries doing that already use remote learning extensively? What can we learn from them? - Gould, Briony (EdTech Hub, 2020)
What are countries doing that already use remote learning extensively? What can we learn from them? Full Report PDF Download Summary of report What’s on this page Summary of report Scope of study Key themes Scope of study This report provides a rapid evidence summary of the history, evolution, coverage, impact (successes and challenges) of remote learning in four countries…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707772 2405685:34IM2QJE 2405685:Y2TV9NH8
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

What can be learnt from China’s recent experiences with Covid-19 and school closures that can inform other countries’ education technology-enabled responses? - Gould, Briony (EdTech Hub, 2020)
What can be learnt from China’s recent experiences with Covid-19 and school closures that can inform other countries’ education technology-enabled responses? Full Report PDF Download Summary of report What’s on this page Summary of report Scope of study Summary of findings China’s response to Covid-19 built on the distinctive foundations of its existing education political economy, in particular China appears…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707776 2405685:GXS53XYJ 2405685:NAH5BIE5
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Balochistan Education Sector Plan: 2020-2025 - Government of Balochistan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:947UDH9X 2405685:SRM9NI8K

COVID-19 Response and Recovery Plan - Government of Bangladesh (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LEYGY974 2405685:6W2B7V7U

The Social Cash Transfer Programme (SCTP) - Government of Malawi; UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:4N4VCSLX 2405685:FU7VWMA2

Education Sector COVID-19 Contingency Plan - Government of Nigeria (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PPD5DFDT 2405685:IW38WHBC

Pakistan National Education Response and Resilience Plan (K-12) for COVID-19 - Government of Pakistan (Government of Pakistan (MoFEPT), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:7CFRWWI5 2405685:V97Q5URV

Pakistan Social & Living Standards Measurement Survey (2018-19) - Government of Pakistan (Pakistan Bureau of Statistics, 2020)
EdTechHub.ItemAlsoKnownAs: 2405685:N87HBJZQ

Pakistan Social & Living Standards Measurement Survey (PSLM) 2018-19 National /Provincial (Social Report) - Government of Pakistan (Government of Pakistan, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:P766PQMH 2405685:N25LPVRM

Report on First Biannual Monitoring on the Implementation of National Finance Commission Award - Government of Pakistan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ANWF9DJP 2405685:VYT93HPK 4656463:2HHZI3V2

Pakistan Social & Living Standards Measurement Survey 2018–19 - Government of Pakistan. Pakistan Bureau of Statistics, Government of Pakistan; Ministry of Planning Development & Special Initiatives (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:BD7K9LQT
Keywords: auto_merged

Towards Integration of EMIS in Rwanda - Government of Rwanda (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AXY7UV8N 2405685:TPKDXBD7 4656463:5Y7LNDYF

Somalia Education Sector COVID-19 Response Plan - Government of Somalia (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TENR663S 2405685:GWQA5D9F

President's Office - Regional Administration and Local Government Fee Free Basic Education - Capitation Grants Disbursed to Secondary Schools 2019/2020 - Government of Tanzania (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FUHFWG2Q 2405685:A573Z6PA 4656463:28772ES7

Pre-Primary, Primary, Secondary, Adult and Non-Formal Education Statistics 2020 - Government of Tanzania, PO-RALG (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RBNKN8L7 2405685:96IJHXRC

Taleem Ghar - Government of the Punjab (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:LDT5HH25
Keywords: auto_merged

Taleem Ghar - Government of the Punjab (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:UIR53SVS

Bangladesh Education Sector Analysis - GPE (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PU356S5T 2405685:C7TES4HM

Putting girls’ education first in Kenya | Blog | Global Partnership for Education - GPE (2020)
With support from the Global Partnership for Education, the Government of Kenya is making strides in ensuring that all girls – including those living in the poorest and most remote areas of the country - have access to quality education.
KerkoCite.ItemAlsoKnownAs: 2339240:8VTDHUWJ 2405685:FJVZRG7R

Summative Evaluation of GPE’s Country-Level Support to Education: Bangladesh - GPE (Global Partnership for Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VBSUZLDH 2405685:EHB63PAS

Sierra Leone Education Attendance Monitoring System (SLEAMS) Final Technical Report - Graham, Hannah; Kawa, Muniru; Lee, Philip; Malyon, Stephanie; Hayward, Harry; Conteh, Sheriff; Chandia, Gloria (Charlie Goldsmiths Associates, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M68LGCE7 2405685:FTT9TD2Y

Social distancing meet social media: Digital tools for connecting students, teachers, and citizens in an emergency - Greenhow, Christine; Chapman, Amy (Information and Learning Science, 2020)
Purpose: In a public health crisis where social distancing, or physical distancing while in public spaces, is the new normal, social media offer respite from being alone. Recent statistics show spikes in social media usage worldwide during the Covid-19 pandemic. More than just easing loneliness, such freely available digital tools offer affordances for education in an emergency. Design/methodology/approach: This paper summarizes insights from literature reviews of over a decade of research and recent case studies on the benefits of teaching with social media in K-12 education. Findings: The authors highlight three affordances of social media for fostering active learning, community building and civic participation and describe how social media can be used in conjunction with conventional learning management systems. Furthermore, the authors argue that the unprecedented health crisis that is faced today requires the participation of responsible citizens of all ages; K-12 public education is on the front lines of preparing informed and active citizens and the integration of social media as part of remote education plans can help. Practical implications: The paper includes instructional guidelines for K-12 teachers and instructional designers in various settings who seek to integrate social media as part of their strategy for teaching students at a distance and facilitating their civic participation. Originality/value: This paper fulfills an identified need for evidence-based and pragmatic approaches to K-12 online teaching and learning using technologies already widely in use (i.e. social media).
KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0134 2405685:6G6Y4E84
Keywords: Active learning; COVID-19 pandemic; Civic participation; Community building; Distance education; K-12 education; Social media

Deploying an e-Learning Environment in Zanzibar: A Short Guide - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
In April 2020, the MoEVT and the World Bank approached the EdTech Hub to explore the feasibility of implementing a Virtual Learning Environment (VLE). The parties agreed on three deliverables to support this work. 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. 3. An implementation plan to guide the deployment of an e-learning system in Zanzibar. This presentation deck is the third deliverable.
ZenodoArchiveID: 4706000 previousDOI: 10.5281/zenodo.4706000 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3971656 10.5281/zenodo.4706000 10.53832/edtechhub.0029 2129771:YZIID28Y 2339240:7P4VDPLY 2339240:WYT4QCIW 2405685:85C5HVC7 2405685:I86XXKMH
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Deploying an e-learning Environment in Zanzibar: Digital Content Curation - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
In April 2020, the Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank approached EdTech Hub (the Hub) to explore the feasibility of implementing a Virtual Learning Environment (VLE). The MoEVT, the World Bank and the Hub agreed that the Hub would work with the MoEVT to develop the following 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. 3. An implementation plan to guide the deployment of the e-learning system. This document addresses the second part of the request and is an elaboration of the digital content selection, curation, and adaptation process suggested in the first report. However, this document is a stand-alone piece that does not require familiarity with any of the other deliverables.
ZenodoArchiveID: 3966976 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3966976 2129771:XMGQ4JQJ 2339240:L5RLM582 2339240:R72E853W 2405685:T2W7MU3K 2405685:U49W6LTF 2405685:ZI8PHKCC
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; ___working_potential_duplicate; _cover:v2; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Connected Women: The Mobile Gender Gap Report - GSMA (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:HSWBYY55 2405685:5LYAKGS7 2405685:IYH24VKQ

GSMA Mobile Connectivity Index - GSMA (GSMA Mobile Connectivity Index, 2020)
The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions
Library Catalog: www.mobileconnectivityindex.com KerkoCite.ItemAlsoKnownAs: 2339240:QCSFDGJW 2405685:K2NX5DRH

Pakistan: progressing towards a fully fledged digital economy - GSMA (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3J92Y492 2405685:MARF7FEW

Reform Policy to Boost Kenya’s Mobile Connectivity Says GSMA - GSMA (2020)
48 Per Cent of the Population of Kenya Remains Unconnected to Mobile Networks Nairobi: Kenya is making excellent progress to achieve its target of universal broadband coverage by 2030 and there is an opportunity for the government to accelerate the country’s digital transformation with more supportive policies. This was the key finding of a […]
KerkoCite.ItemAlsoKnownAs: 2405685:2MCWFLYY

“We Always Make It Work”: Teachers’ agency in the time of crisis - Gudmundsdottir, Greta Björk; Hathoway, Dawn; Hathaway, Dawn M (Journal of Technology and Teacher Education, 2020)
As of mid-April 2020, 1.5 billion learners were affected by school closures across 191 countries due to the COVID-19 pandemic (UNESCO, 2020). During the weeks of school closures, teachers were expected to become online teach- ers overnight. As teacher educators, we were curious about teachers’ readiness for online practice. In the Teachers’ Read- iness Online (TRIO) survey (Gudmundsdottir & Hathaway, 2020), distributed internationally, we collected perspectives from 1186 teachers about their experiences related to online teaching in the early weeks of COVID-19 school closures. In this paper, we present preliminary data from Norwegian and US teachers related to previous experiences with online teaching and elaborations on readiness. We examined data for evidence of pedagogical, ethical, attitudinal, and technical (PEAT) dimensions (Dicte, 2019) to determine how teachers’ agency was activated in the times of the COVID-19 pandem- ic. Findings highlight that despite teachers’ inexperience and unpreparedness for online teaching, they were moderately prepared to use various digital tools and willing to make on- line learning work for them and their students.
KerkoCite.ItemAlsoKnownAs: 2405685:535SZ7GG
Keywords: Communicable Diseases; Computer Assisted Instruction; Crisis Management; Disease Control; Educational Technology; Elementary School Teachers; Foreign Countries; Online Courses; Professional Autonomy; Public Health; Readiness; Secondary School Teachers; Teacher Attitudes; Teacher Empowerment; Teaching Experience; Teaching Methods; ⛔ No DOI found

A revised PIRLS 2011 to 2016 trend for South Africa and the importance of analysing the underlying microdata - Gustafsson, Martin (Stellenbosch University, Department of Economics, 2020)
Given South Africa’s weak performance in international testing programmes, there is a strong interest in gauging improvements within these programmes. The finding that South Africa saw no progress between 2011 and 2016 in the Progress in International Reading Literacy Study (PIRLS) programme, which tests Grade 4 reading competencies, was inconsistent with considerable progress seen in a couple of other testing programmes. Moreover, an earlier PIRLS average score for Grade 4 from 2006 suggested that the 2011 mean score used to determine the flat 2011 to 2016 flat trend was problematic. The current paper uses the underlying microdata for PIRLS 2011 and 2016, which are publicly available, to examine the trend. It is clear that the 2011 mean score used by the international PIRLS analysts to arrive at the flat trend cannot be correct. It should be considerably lower. It should be noted that the 2011 mean for South Africa involved an unusual process. South Africa was the only country for which an original mean on an easier scale, prePIRLS, had to be recalibrated to the main PIRLS scale. This was because South Africa was the only country participating in the easier prePIRLS in 2011 and in some form of PIRLS in 2016. There was clearly something wrong with the 2011 recalibration. In correspondence, the International Association for the Evaluation of Educational Achievement (IEA), the body that conducts PIRLS globally, acknowledged, in part on the basis of a preliminary version of the current paper, that the originally published 2011 to 2016 South Africa trend should now not be considered reliable. They also confirmed that the classical score gains for South Africa reflected in the paper are correct. The method used in the paper is essentially to examine classical score gains between 2011 and 2016 with respect to common items, and then to recalibrate that to the main PIRLS scale. As an additional verification, the paper checks that gains remain after one controls for socio-economic status. The paper concludes that South Africa in fact saw a large gain between 2011 and 2016, equal to around 0.05 standard deviations a year. This is a fast rate of improvement by international standards. Of the 43 countries with 2011 to 2016 trends in PIRLS, South Africa displayed the third-steepest improvement, after Morocco and Oman.
Publication Title: Working Papers KerkoCite.ItemAlsoKnownAs: 2339240:M897T2X3 2405685:CJKTEYJ9 4656463:USBN9LDL
Keywords: PIRLS; South Africa; international testing systems; reading

Increasing children's knowledge of pattern detection and skip counting using a tablet-based math activity - Ha, Cheyeon; Hou, Xinying; Nguyen, Anh Huy; Uchidiuno, Judith Odili (ICLS 2020 Proceedings, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8WRM2HKL 2405685:UZA78MBC
Keywords: ⛔ No DOI found

Education in precarious times: A comparative study across six countries to identify design priorities for mobile learning in a pandemic - Hall, Tony; Connolly, Cornelia; Ó Grádaigh, Seán; Burden, Kevin; Kearney, Matthew; Schuck, Sandy; Bottema, Jeroen; Cazemier, Gerton; Hustinx, Wouter; Evens, Marie; Koenraad, Ton; Makridou, Eria; et al. (Information and Learning Science, 2020)
Purpose: This paper is based on the emergency changes we have had to make in the European DEIMP Project (2017-2020), “Designing and Evaluating Innovative Mobile Pedagogies” (DEIMP). DEIMP is undertaken by a transnational consortium comprising partner institutions and schools from the UK (coordinating), Australia, Belgium, Cyprus, Ireland and The Netherlands. As well as the enforced changes to the project, there have been major adjustments in how education is being provided in each of our countries, across all sectors: primary, secondary and tertiary. The purpose of this paper is to provide pragmatic guidelines that will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future. Design/methodology/approach: The authors outline 21 design principles underpinning innovative mobile learning, which will be of pragmatic use to all using mobile learning in the COVID-19 pandemic. These principles have emerged in the context of the three-year European DEIMP Project (2017-2020). The authors also examine major educational changes that have recently been imposed upon teachers and educational researchers, and key aspects of the current emergency response in education internationally, and resultant implications for educational technology and mobile learning. Findings: A living record highlighting what is currently happening in the educational systems of the DEIMP project’s respective partner countries. The paper outlines design concerns and issues, which will need to be addressed as the authors endeavour to bridge both the digital divide and digital use divide in remote education. Furthermore, the paper illustrates 21 pragmatic design principles underpinning innovative mobile pedagogies. Originality/value: A comparative study of the effects of the pandemic across six countries, including The UK, Australia, Belgium, Cyprus, Ireland and The Netherlands. The authors outline 21 design principles for mobile learning, which is hoped will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future.
KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0089 2405685:XEWUJWT9
Keywords: COVID-19; Comparative; Education; Learning; Mobile; Remote; Study

What can be learnt from China’s recent experiences with Covid-19 and school closures that can inform other countries’ education technology-enabled responses? - Hallgarten, Joe; Fitzpatrick, Rachael (Education Development Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:FY4BHGH3

Jordan Response Plan for the Syria Crisis 2020-2022 - Hamarneh, Maisa (UNHCR, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:E5MW5S7K
Keywords: ⛔ No DOI found

Flipped Classroom in Teacher Education: A Scoping Review - Han, Han; Røkenes, Fredrik Mørk (Frontiers in Education, 2020)
Although flipped classroom (FC) has been popular in education since the 2000s, there is a lack of reviews on how the teaching approach has been applied and what has been gained in the field of teacher education. Most reviews focus either on implementation and learning outcomes with students in higher education and disciplines other than education or on the latter approaches with primary and secondary school pupils. This article presents a scoping literature review of 33 studies published between 2014 until 2019 on flipped classroom (FC) in teacher education. Our analysis points out that studies were mainly conducted in the United States, with an increased implementation in European and Asian countries, and with adoption primarily in the disciplines pedagogy, science, and language arts. Moreover, a majority of studies employed mixed methods with surveys being the most commonly used instrument to collect data. Two main foci were identified across the reviewed studies: student perceptions and academic performance. The analysis of the former revealed six outcomes (1. Attitude, motivation, and emotion; 2. Content delivery; 3. Learning environment; 4. Learning experience; 5. Instructor and student presence; 6. Engagement). Based on our synthesis, we discuss current trends and future development in the research field, FC's pedagogical value added in teacher education, and potential knowledge gaps in the research literature.
KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2020.601593 2339240:W8E46PU5 2405685:RI5RBXB3

Beyond sex and gender analysis: an intersectional view of the COVID-19 pandemic outbreak and response - Hankivsky, Olena; Kapilashrami, Anuj (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:J9PZ8T42 2405685:GBDYQGPC

The economic impacts of learning losses - Hanushek, Eric A; Woessmann, Ludger (OECD, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DXRUZTPT 2405685:QERCBESG

CGD - COVID education policy tracking - Hares, Susannah; Crawfurd, Lee (Google Docs, 2020)
School closure tracker- Global Country,Code,Region,Income Group,School Closures,As of,Date,Number of confirmed cases at time of closure,Planned Reopening,Planned Length of Closure (Weeks),Closure extended?,Planned re-opening 2,Details of closure,Reopening process started (Y/N/School year ended)...
Library Catalog: docs.google.com KerkoCite.ItemAlsoKnownAs: 2339240:NCH33XSB 2405685:PC49BJ36

Jot-A-Dot Pocket Brailler - Harpo (HARPO, 2020)
The new way to Braille is to Jot a Dot – a portable brailling device for everyone! Why Jot-A-Dot? – Pocket-sized mechanical device – means brailling a note, on paper, anywhere!; Direct six key Braille entry – for fast & accurate Braille; – Read your Braille as you write – simply turn Jot-A-Dot over; – Inbuilt … Read more
KerkoCite.ItemAlsoKnownAs: 2339240:W2R6VZZM 2405685:HPGTS756

Lessons Learned about Remote Learning from Liberia’s Ebola Crisis - Hartenberger-Toby, Lisa (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PFSHLTH7 2405685:V64VBUXT

Preservice and Inservice Professional Development During the COVID-19 Pandemic - Hartshorne, Richard; Baumgartner, Emily; Kaplan-rakowski, Regina; Mouza, Chrystalla; Ferdig, Richard (Journal of Technology and Teacher Education, 2020)
The global COVID-19 pandemic has changed our lives in countless ways. This has included the move to emergency remote learning for PreK-12 and post-secondary education around the world. While school districts and post-secondary education institutions originally anticipated relatively brief closures, the impact of COVID-19 resulted in extensive periods of emergency remote teaching and learning. Many K-12 school districts and institutions of higher education had to teach online for almost all of the spring semester (2020); they have also added contingency plans for future remote instruction in the summer and for the 2020-2021 academic year. As we move beyond the survival phase of remote teaching and learning, it is critical now to transition to a thriving phase of remote teaching, learning, and teacher education.
KerkoCite.ItemAlsoKnownAs: 2405685:CDDAGUYD
Keywords: ⛔ No DOI found

Principles for Digital Development in Education - amendments, tenets, questions - Haßler, Björn (2020)
Principles for Digital Development in Education An adaptation of the Principles for Digital Development for use in education Björn Haßler, Open Development & Education, 2019 About this document Recommended acknowledge- ment. Please acknowledge/cite this document as indicated. Haßler, B. ...
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4516583 2129771:PDXPLXA5 2405685:KTBEJXS7 2486141:2QQKXZ5U
Keywords: _DOILIVE; _zenodoODE; dode_eth-src-dode

Teacher professional development in sub-Saharan Africa: Equity and scale [preprint] - Haßler, Björn; Bennett, Gemma; Damani, Kalifa (2020)
This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.
EdTechHub.Source: 2129771:WMYNLNVK KerkoCite.ItemAlsoKnownAs: 2129771:GIJXZ5UC 2129771:WMYNLNVK 2129771:ZQ6YQRSI 2405685:TI6VMAWR 2405685:TRRZUHFS 2486141:HFLTMIZV
Keywords: C:sub-Saharan Africa; _yl:t; dode_eth-src-dode; dode_eth-trf2-dode

Appendix 2. Methodology for the Interviews and Structured Community Review - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
ConceptDOI: 10.5281/zenodo.3843384 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843385 10.5281/zenodo.4290640 2129771:75QW3PXV 2405685:L94YJ5L9
Keywords: Author:Haßler; AuthorFirst:Haßler; Björn-CV-OECS; _yl:aa2

Chapter 02. Research Design - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843344 2129771:RJW8K8UD 2405685:668NNBDZ
Keywords: Author:Haßler; AuthorFirst:Haßler; Björn-CV-OECS; _yl:a2

Technical and Vocational Education and Training in Sub-Saharan Africa A Systematic Review of the Research Landscape - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany, 2020)
EdTechHub.Source: 2129771:ZEDIHF57 doi:10.5281/zenodo.3572897 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3572897 2129771:6T8PJSXH 2129771:ZEDIHF57 2249382:MJH3TPY8 2317526:3VEFAZHH 2317526:D2LPMDJM 2317526:K5A3S7E5 2317526:XAXNF68P 2339240:RBJPBT76 2339240:UPENDI6T 2405685:FR3BLS9E 2405685:VK4LFJNF
Keywords: Reviewed; _not_EdTechHub; _yl:a; _zenodoOTHER; dode_eth-src-dode; dode_eth-trf2-dode

The OER4Schools professional development programme: Outcomes of a sustained trial in sub-Saharan Africa - Haßler, Björn; Hennessy, Sara; Hoffmann, R; Makonga, Abel (Frontiers in Education, 2020)
Sustaining educational initiatives beyond short-term pilot projects is highly challenging in low-income countries. We describe the outcomes and implications of our iterative Design-Based Implementation Research conducted in Zambia. This focused on a unique, school-based, peer-facilitated professional learning programme for primary teachers: OER4Schools integrates interactive pedagogy, open digital educational resources and mobile learning. Teacher interviews carried out 18 months after a year-long intervention showed that the programme became self-sustaining; earlier participants reported further development of their interactive teaching strategies and awareness of pupil progress; recent joiners developed similarly. Roles of teachers and pupils changed and a new classroom culture emerged. The study identifies the key mechanisms involved in sustainability, including culturally sensitive and participatory development and implementation, semi-structured multimedia materials, and supportive organisational structures for sustained professional learning. Our findings are hence framed by sociocultural influences as well as the wider policy context.
HHH3A shortDOI: 10/ghgn5x KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2020.00146 10/ghgn5x 2129771:6KN48Q7A 2339240:A5GQ37WB 2339240:B8J5VSFY 2405685:BG6WTIJK 2405685:BNF58PFR 2405685:KLUBUEJY 2405685:V7S2E5AQ 2405685:VHZVRENG 2534378:M3FT5RN4
Keywords: Author:Haßler; C: Zambia; Culturally responsive pedagogy (CRP); Design-based implementation research; Interactive Pedagogy; Learner-centred pedagogy; School leadership; Sustainable Development Goal (SDG) 4; Teacher Profesisonal Development; Zambia; ___working_potential_duplicate; _yl:b; dode_eth-src-dode; dode_eth-trf2-dode; school improvement; sub-Saharan Africa

A scoping review of technology in education in LMICs - descriptive statistics and sample search results [internal document] - Haßler, Björn; McIntyre, Nora; Mitchell, Joel; Martin, Kevin; Nourie, Kristi; Damani, Kalifa; Kristi Nourie; Kalifa Damani (EdTech Hub, 2020)
EdTechHub.Copy: 2129771:GYTVIZJV EdTechHub.Copy: 2129771:MBZLFNDM EdTechHub.ThisIsNot: 2339240:2387P995 2339240:8RA9UD7W shortDOI: 10/ghgk6h KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631588 10/ghgk6h 2129771:56GZ7UBP 2129771:9VXUZISD 2129771:ADGISTZU 2129771:GYTVIZJV 2129771:MBZLFNDM 2339240:2387P995 2339240:65KP6SVQ 2339240:6FUA4SDV 2339240:85SBE7SC 2339240:8RA9UD7W 2339240:IXIRDBKK 2339240:STPRNPV3 2405685:BBQI3VSA 2405685:CMRISZHV 2405685:F6UAIKKN 2405685:QJTH2UXC 2405685:R88UVQZ7 503888:7EH7BANW 503888:PI9FLM7C
Keywords: LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _yl:v; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

EdTech and COVID-19 response - Haßler, Björn; Nicolai, Susan; McBurnie, Chris; Jordan, Katy; Wilson, Sam; Kreimeia, Adam (The EdTech Hub, 2020)
This document is background paper 3 for the #SaveOurFuture campaign as an EdTech Hub report. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. The evidence library entry for the background paper in original format is https://docs.edtechhub.org/lib/SXDQAPB6.
ZenodoArchiveID: 5652040 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652040 2129771:NXT72X66 2129771:RZZI4WU9 2129771:XY56AEY8 2339240:BGZYE7EH 2339240:Q3INH4WN 2339240:V2JUHPPN 2405685:GI3IBRKA 2405685:IA9PL99D 2405685:P84UGFG8 2405685:QWFICPBX 2405685:SXDQAPB6 2405685:TSDUZKH9
Keywords: _DOILIVE; _EdTechHub_Output; _cover:other:ok; _cover:v2; _yl:j; _yl:k; _zenodo:submitted; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode; ⛔ No DOI found

The local politics of resource distribution - Hassan, Mai (The Oxford Handbook of Kenyan Politics, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QB8LSB25 2405685:3IF99AEE

Reimagining Human Connections : Technology and Innovation in Education at the World Bank - Hawkins, Robert; Trucano, Michael; Cobo, Cristóbal; Twinomugisha, Alex; Ciarrusta, Iñaki Sánchez (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:UWVBF4AK 2405685:VDXHYAP8
Keywords: ⛔ No DOI found

Hear her voice: COVID-19 stories: Girls' lives under lockdown - Hear Her Voice (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SALFM9KK 2405685:NDHDTUTC

Advice, Money, Results - Hedger, Edward; Manning, Nick; Schick, Allen (NYU Wagner, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6DPSXZPA 2405685:UDS636PJ 4656463:YY6I7ZS6

Beyond Doctrine: Refocusing PFM for Vital Public Objectives - Hedger, Edward; Manning, Nick; Schick, Allen (PFM, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ZKIA8PZE 2405685:6HQJLUEC 4656463:K2RLBS5X 4656463:KFXIT8ZC

Problems and proposals summary: Advice, Money, Results - Hedger, Edward; Schick, Allen; Manning, Nick (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Q9HZ2QJQ 2405685:AJYDHHXC 4656463:BA6GWKQ9

The potential and prerequisites of effective tablet integration in rural Kenya - Heinrich, Carolyn J.; Darling-Aduana, Jennifer; Martin, Caroline (British Journal of Educational Technology, 2020)
This study investigates how pedagogical, cultural and institutional factors interact with technical knowledge in educational technology integration and how they relate to equitable and effective technology use in low-resource settings. In the context of a one-to-one tablet initiative in rural Kenya, we explore how these factors constrain or support access to technology, instructor capacity, student engagement and student learning, as well as their implications for reducing educational and digital divides. We employ a mixed methods, such as a quasi-experimental (prepost, nonequivalent control group) research design that draws on data from classroom observations, teacher interviews, student surveys and focus groups, and assessments of student academic performance to generate evidence on classroom practices and student learning in schools with access to tablets, while also highlighting core challenges to successful technology integration. Our findings contribute to the identification of prerequisites and supporting factors for successful educational technology integration, as well as policy levers and school-based strategies that are likely to increase equitable access to quality learning experiences in schools in low-resource contexts. Practitioner Notes What is already known about this topic A lack of funding, planning and infrastructure hinder information and communication technology (ICT) integration. Procurement of educational technology and infrastructure improvement efforts has reduced digital divides, but learning divides persist in implementation. Insufficient teacher technology expertise and professional development constrain teacher's effective use of educational technology in classrooms. What this paper adds We employ mixed methods—triangulating the student assessment data with data from student surveys and focus groups, teacher interviews and classroom observations—to identify how pedagogical, cultural and institutional factors interact with technical knowledge in ICT integration in ways that support or constrain student learning in low-resource contexts. We find that more attention is needed for cultural factors that interact with pedagogical and technical skills to ensure that the classroom instructors' attention is equitability distributed in ways that discourage in-class “tracking” and differential access to quality learning experiences, such as some teachers' disregard of “slow learners” in the classroom. In low-resource contexts, providing even basic levels of infrastructure (eg, a consistent power source) and access to general technical knowledge requires more creative and concerted efforts from school leadership and instructors, such as the offer of tutorials and reading clubs outside of the class to expand access and improve the use of devices. Implications for practice and/or policy We find that device sharing can have positive effects on peer-to-peer learning, which suggests that policymakers in Kenya should weigh the benefits of achieving one-to-one device access against the potential advantages of alternative investments, such as expanding professional development on the integration and use of currently available devices. Increasing opportunities for peer-to-peer learning and exchange (among teachers and students) and building shared capacities for ICT integration can help reduce technical issues and lost instructional time.
_eprint: https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12870 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12870 2339240:UC5WF5M2 2405685:BE8XWFCU

Position paper: Using EdTech to support teacher education and professional development in low- and middle-income countries (internal working paper). - Hennessy, Sara; Koomar, Saalim; Kreimeia, Adam (EdTech Hub, 2020)
ZenodoArchiveID: 5652080 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652080 2339240:VJNSF4EV 2339240:Z6ZIBS2B 2405685:6E2K4GGE
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _dont_post_PDF

Cochrane Handbook for Systematic Reviews of Interventions - Higgins, JPT; Thomas, J; Chandler, J; Cumpston, M; Li, T; Paige, M. J; Welch, V. A (Cochrane, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2ZJMLSGD 2405685:H9AFXBCY

HEC Recognised National Research Journals of Social Sciences - Higher Education Council (Higher Education Council, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:HTZGFVYA 2405685:6S5P68YW

What kind of educator does the world need today? Reimagining teacher education in post-pandemic Canada - Hill, Cher; Rosehart, Paula; St. Helene, Janice; Sadhra, Sarine (Journal of Education for Teaching, 2020)
Our unique pre-service and in-service teacher education programmes at Simon Fraser University, in which experiential learning and professional mentorship are combined with academic course work, have undergone emergency modifications in order to enable our students to continue with their programmes while adhering to government restrictions due to COVID 19. As we respond to the emergent needs within university and school communities, social-emotional wellness, connection, ‘being apart together,’ engagement, and support for vulnerable students and those with exceptionalities, are currently the most important considerations. The pandemic has highlighted the need to dismantle racism and systemic inequities within our educational systems; to prioritise mental health and wellness in schools; to broaden and decolonise mainstream conceptions of teaching and learning as well as access to education; to build caring reciprocal relationships with the natural world; and to recognise teachers as researchers and community leaders. It is these issues that frame our vision of teacher education in the post-pandemic era. Inspired by the scholarship of Michelle Tanaka and Gregory Cajete, we ask ourselves and our students, what kind of educator does the world need today, and what kind of world are we going to leave for the children?.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1797439 2405685:XBARI5ZY
Keywords: Pandemic pedagogies; anti-racism and equity; decolonising education; trauma-sensitive teaching; wholistic teaching and learning

The Difference Between Emergency Remote Teaching and Online Learning | EDUCAUSE - Hodges, Charles; Moore, Stephanie; Lockee, Barb; Trust, Torrey; Bond, Aaron (2020)
Publication Title: EDUCAUSE Review KerkoCite.ItemAlsoKnownAs: 2405685:7FE2C6Q7 2405685:VD6ZSLC9
Keywords: ___working_potential_duplicate

Coronavirus has highlighted the UK's digital divide - Holmes, H.; Burgess, G. (Cambridge Centre for Housing & Planning Research, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CTY9BP66 2405685:8X42PQR2

Maslow's Hierarchy of Needs Explained - Hopper, Elizabeth (ThoughtCo, 2020)
Maslow's hierarchy of needs theory puts forward that people are motivated by five basic categories of needs.
Section: ThoughtCo KerkoCite.ItemAlsoKnownAs: 2339240:TCAFPM4Z 2405685:2226Y3Z9

Comparing Computer-Assisted and Teacher-Implemented Visual Matching Instruction for Children with ASD and/or Other DD - Hu, Xiaoyi; Lee, Gabrielle T.; Tsai, Yu-Ting; Yang, Yang; Cai, Su (Journal of Autism and Developmental Disorders, 2020)
This paper compared the effectiveness and efficiency of using computer-assisted instruction (CAI) and teacher-implemented instruction (TII) to teach visual matching skills to students with autism spectrum disorder and/or other developmental disabilities. Four school-aged students participated in this study with an alternating treatment design. The CAI incorporated discrete trial instruction with the gesture-tracking application, while the TII involved traditional one-to-one instruction using flashcards. The results indicated that all students acquired the target matching skills with generalization to similar untaught skills and maintained acquired skills at a high level for up to 5 weeks under both CAI and TII. Both CAI and TII were effective. However, CAI was more efficient than TII in regards to the prompts provided and the duration of instructional sessions. CAI also resulted in more student engagement in independent learning.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10803-019-03978-2 2339240:8ADGXQEL 2405685:EMBV8RTX

Disrupted classes, undisrupted learning during COVID-19 outbreak in China: Application of open educational practices and resources - Huang, Ronghuai; Tlili, Ahmed; Chang, Ting Wen; Zhang, Xiangling; Nascimbeni, Fabio; Burgos, Daniel (Smart Learning Environments, 2020)
With the coronavirus (COVID-19) outbreak in China, the Chinese government decided to ban any type of face-to-face teaching, disrupting classes and resulting in over 270 million students being unable to return to their universities/schools. Therefore, the Ministry of Education (MoE) launched an initiative titled ‘Ensuring learning undisrupted when classes are disrupted’ by reforming the entire educational system and including an online education component. However, this quick reform in this unexpected critical situation of widespread COVID-19 cases harbours several challenges, such as the lack of time and teacher/student isolation. This paper discusses the possibility of using open educational resources (OER) and open educational practices (OEP) as an effective educational solution to overcome these challenges. Particularly, this study presents a generic OEP framework built on existing open-practice definitions. It then presents, based on this framework and based on the challenges reported by several Chinese education specialists during two national online seminars, a set of guidelines for the effective use of OER and OEP for both teaching and learning. Finally, this study presents some recommendations for the better adoption of OER and OEP in the future. The findings of this study can help researchers and educators apply OER and OEP for better learning experiences and outcomes during the COVID-19 outbreak.
Publisher: Smart Learning Environments KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-020-00125-8 2405685:JW4NMFD6
Keywords: Coronavirus (COVID-19); Distance education; Online education; Open education; Open educational practices (OEP); Open educational resources (OER)

Youth Transitions: Creating Pathways to Success - Hughes, Deirdre; Smith, Graeme (Education Development Trust, 2020)
Around the world, young people face considerable challenges. Even before the disruption of the Covid-19 crisis, policymakers were seeking to respond to rapid technological advances, climate change and – in some countries – an ageing population and workforce. While children and young people worldwide generally have high aspirations and ambitions for their futures, evidence shows that they often face problematic and protracted transitions into work. In this context, new pathways from school to employment are needed. In this paper, we review extensive evidence to provide guidance on how children and young people can be best prepared to succeed in their school-to-work transitions, both now and in the future.
Publication Title: Education Development Trust KerkoCite.ItemAlsoKnownAs: 2339240:L5AZMEAV 2405685:KWZK6FAG
Keywords: 21st Century Skills; COVID-19; Career Development; Career Education; Economic Climate; Education Work Relationship; Educational Policy; Employers; Foreign Countries; Job Skills; Labor Market; Pandemics; Public Policy; Social Change; Technology Uses in Education; Vocational Education; Youth Employment

Global Humanitarian Overview 2020 - Humanitarian InSight (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:D73AFUL9 2405685:ELFTXJUU 4803016:7W4WSYYK

Guidance Note 1: Inclusive Digital Learning - Humanity and Inclusion (INEE, 2020)
EdTechHub.ItemAlsoKnownAs: 2405685:DZ2RH5VK
Keywords: ___working_potential_duplicate

Guidance note 1, inclusive digital learning - Humanity and Inclusion (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:GDU3CF3D 2405685:VTPHEH8I
Keywords: ___working_potential_duplicate

Dot Mini - Access anything. Anywhere. - HundrED (2020)
Dot Mini is the first smart media device for the visually impaired. It combines innovative technology, software and design, for experiencing content like never before. Access books, magazines, audio, and even movies. Dot Incorporation strives to be a pioneer in accessible and affordable innovations for the vision impaired and the deafblind to lead independent, fulfilling lives.
Section: innovation KerkoCite.ItemAlsoKnownAs: 2339240:KT5V2JBC 2405685:HP7DVFAT

Kiwix - HundrED (2020)
Kiwix brings internet content to people without internet access. Wikipedia, MOOCs, books from the Gutenberg Library or even TED talks: these and a thousand more can be made available offline and accessed on smartphones, computers and hotspots, even where there is no connectivity. Kiwix is free to use and distribute, and has more than 3 million users in 200 countries and territories.
Section: innovation KerkoCite.ItemAlsoKnownAs: 2339240:9M8AI7WC 2405685:U5PW66IU

Education Policy Brief Latin America and the Caribbean #2: Four Key Elements to Make Hybrid Education a Reality | Publications - IADB (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LNU6BJMX 2405685:HZVZWDEK

Remote eye-tracking for cognitive telerehabilitation and interactive school tasks in times of COVID-19 - Iannizzotto, Giancarlo; Nucita, Andrea; Fabio, Rosa Angela; Caprì, Tindara; Bello, Lucia Lo (Information (Switzerland), 2020)
In the attempt to mitigate the effects of COVID-19 lockdown, most countries have recently authorized and promoted the adoption of e-learning and remote teaching technologies, often with the support of teleconferencing platforms. Unfortunately, not all students can benefit from the adoption of such a surrogate of their usual school. We were asked to devise a way to allow a community of children affected by the Rett genetic syndrome, and thus unable to communicate verbally, in writing or by gestures, to actively participate in remote rehabilitation and special education sessions by exploiting eye-gaze tracking. As not all subjects can access commercial eye-tracking devices, we investigated new ways to facilitate the access to eye gaze-based interaction for this specific case. The adopted communication platform is a videoconferencing software, so all we had at our disposal was a live video stream of the child. As a solution to the problem, we developed a software (named SWYG) that only runs at the "operator" side of the communication, at the side of the videoconferencing software, and does not require to install other software in the child's computer. The preliminary results obtained are very promising and the software is ready to be deployed on a larger base. While this paper is being written, several children are finally able to communicate with their caregivers from home, without relying on expensive and cumbersome devices.
KerkoCite.ItemAlsoKnownAs: 10.3390/info11060296 2405685:8EIPHM8H
Keywords: COVID-19; Remote interactive education; Telerehabilitation; Video conferencing; Video-based eye-gaze tracking

Safe Back to School: A Practitioner’s Guide - IASC Global Education Cluster; Child Protection Global Protection Cluster (INEE, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TT35QG9N 2405685:CAWF597M

Impact of COVID-19 on child labour in South Asia - Idris, Iffat (University of Birmingham, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CJ4HLYNA 2405685:BEQQ6H6S

At least 77 million rural inhabitants in Latin America and the Caribbean have no access to high-quality internet services - IICA (IICA.INT, 2020)
IICA-BID-MICROSOFT DOCUMENT “RURAL CONNECTIVITY IN LATIN AMERICA AND THE CARIBBEAN – A BRIDGE TOWARDS SUSTAINABLE DEVELOPMENT IN TIMES OF THE PANDEMIC” The study focused on 24 countries throughout all of Latin America and the Caribbean. Average rural connectivity is approximately half of connectivity levels in urban areas. Limitations in available information about the status of rural connectivity and obsolete regulatory frameworks have hindered the implementation of policies to accelerate rural digital inclusion.
KerkoCite.ItemAlsoKnownAs: 2339240:R32EM3RN 2405685:CQKCWYN9

Digital transformation of everyday life – how COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? - Iivari, Netta; Sharma, Sumita; Ventä-Olkkonen, Leena (International Journal of Information Management, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijinfomgt.2020.102183 2339240:862JJKVQ 2405685:DA28K3HJ

Child-directed Tablet-based Learning: Project Launch, Monitoring, and Improvement Toolkit - Imagine Worldwide (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:MJ592UKH

Child-directed Tablet-based Learning: Project Preparation Toolkit - Imagine Worldwide (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:T7BK22I4

Child-directed Tablet-based Learning: Toolkits for project design, preparation, and implementation - Imagine Worldwide (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PNMXVDQ2 2405685:A4NNJNSJ 2405685:GBIY52AG

Baseline Evaluation Report - IMC Worldwide; International Rescue Committee (IRC) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VW7X6QVP 2405685:BA9FG9NP

Promising Practices for Equitable Remote Learning. Emerging lessons from COVID-19 education responses in 127 countries - Innocenti, UNICEF Office of Research- (UNICEF-IRC, 2020)
The COVID-19 pandemic has had an unprecedented impact on societies, globally. To help contain the spread of the disease, schools around the world have closed, affecting 1.6 billion learners – approximately 91 per cent of the world’s enrolled stud
KerkoCite.ItemAlsoKnownAs: 2339240:IAWWZH62 2405685:4X5SBU6U

RECOVR Ghana: Tracking the Effects of the COVID-19 Pandemic. Innovations for Poverty Action. - Innovations for Poverty Action (Poverty Action, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:YRW2WNJF 2405685:PNGSGGIP

Impact du COVID-19: Sur les conditions de vie des ménages enquête à haute fréquence par téléphone auprès des ménages (EHTM) - instat: Madagascar (Ministère de l'Économie et des Finances, 2020)
EdTechHub.ItemAlsoKnownAs: 2405685:2BXG8MNT

Developing a Shared Vision of Ethical AI in Education: An invitation to participate - Institute of Ethical AI in Education (The University of Buckingham, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:LPQ8V5KC

Interim Report: Towards a Shared Vision of Ethical AI in Education - Institute of Ethical AI in Education (University of Buckingham, 2020)
EdTechHub.ItemAlsoKnownAs: 2405685:LGKE7AG2

Acelera Brasil - Instituto Ayrton Senna (Instituto Ayrton Senna, 2020)
Solução educacional desenvolvida para garantir que alunos com atraso escolar tenham a chance de recuperar o aprendizado e desenvolver suas competências.
KerkoCite.ItemAlsoKnownAs: 2339240:67R8B78H 2405685:NXFDVUHQ

Distance Learning during COVID-19 - Inter-Agency Network for Education in Emergencies (2020)
The third webinar of the INEE COVID-19 webinar series focused on providing distance learning in low-resource and low tech environments. The webinar highlighted the challenges currently facing EiE practitioners in the face of the school closures and restricted movement associated with COVID-19. EiE actors shared guidance and recommendations for continuing learning along with practical examples. More information about this webinar and INEE's COVID-19 response can be found on the INEE website: https://inee.org/collections/coronavi...
KerkoCite.ItemAlsoKnownAs: 2339240:H4HXTLS5 2405685:M9VJIUJC

Coronavirus (COVID-19) Resources | INEE - Inter-agency Network for Education in Emergencies (INEE). (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NH7Z3RSH 2405685:HHMLYB2R 4803016:PT2WIUFL

How broadband, digitization and ICT regulation impact the global economy Global econometric modelling - International Telecommunication Union (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9DDP5SW6 2339240:M93SUBKT 2405685:46DEBCB8 2405685:QLWP8269
Keywords: ⛔ No DOI found

Internet World Stats - Usage and Population Statistics - Internet World Stats (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:KBW2E6FN

Innovations for Poverty Action - IPA (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XBCLFVL6 2405685:5Z5LJ7DD

Role of technology in science classrooms: an exploratory study of Pakistan - Iqbal, Zeeshan; Sami, Aisha (International Journal of Technology Enhanced Learning, 2020)
Knowledge of science has its own demanding place in the current competitive world. Students have shown lack of interest and sufficient knowledge about the science subjects including Physics, Chemistry, and Biology. Multimedia audio-visual aids play important role in enhancing the classroom learning. Even though, these multimedia audio-visual aids are not being fully utilised in Pakistani education system. This study was conducted to illustrate the importance of using multimedia audio-visual aids in the classrooms especially during teaching physics, chemistry and biology at secondary schools of Pakistan. The researchers employed purposive sampling technique for this study and the sample size was 240 students. Primary data was collected by using observation method and conducting interviews. Collected data were analysed by using both quantitative and qualitative data analyse methods and presented in a descriptive way. Findings revealed that using multimedia audio-visual aids in the classrooms is an effective strategy that makes students active, maintains a high level of interest in the lesson and encourages students to participate in the classrooms and thus leads towards better learning.
Place: Geneva Publisher: Inderscience Enterprises Ltd WOS:000525177900001 KerkoCite.ItemAlsoKnownAs: 10.1504/IJTEL.2020.106281 2339240:XRQJE3NP 2405685:8LC4DI2T
Keywords: Pakistan; audio-visual aids; education; secondary schools; technology

Baseline Situational Analysis on Open Distance Learning (ODL) in Southern African Development Community (SADC) Member States - Isaacs, Shafika; Mohee, Romeela (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VAR65TK9 2405685:7G4LE65V
Keywords: ⛔ No DOI found

After School Tutoring: Evidence from a Randomized Control Trial - Islam, Asad; Ruthbah, Ummul (Monash Business School, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6UF6IMYI 2339240:9E58WXYL 2405685:CDI2BBT7 2405685:WJ9E799P 2405685:ZWZGL8M9 2534379:Q8FJ88QY