Country-Level Research Review: EdTech in Kenya - Myers, Christina; Kaye, Tom; Bapna, Akanksha; Williams, Ayesha; Mitchell, Joel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5256847 2405685:FQP8MJIY 2405685:SNBW6BK6
Keywords: _DOILIVE; _r:AddedByZotZen; _zenodo:submitted

Scaling Personalised Learning Technology in Malawi - Schmitt, Laurel (EdTech Hub, 2021)
Want to know more about the lessons we learnt from our sandbox with onebillion? Read our blog, Scaling personalized learning technology in Malawi.
KerkoCite.ItemAlsoKnownAs: 2339240:KWP37J8V 2339240:QWF5YPUM 2405685:3JNLR2A9 2405685:PMDAD9XJ

Technical Assistance to the Government of Tanzania: Inception Report - Proctor, Jamie; Plaut, Daniel; El-Serafy, Yomna; Carter, Alice; Thakrar, Jayshree (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5153385 2405685:EC7PUHHF
Keywords: _r:AddedByZotZen

Five ways geospatial analysis can help visualize and solve some of education’s biggest challenges - the Education Commission (the Education Commission, 2021)
As the education community continues to mobilize efforts towards achieving Sustainable Development Goal 4 (SDG 4), stakeholders at all levels of the system are grappling with questions on how to deliver inclusive quality education. What communities will benefit most...
Section: Updates KerkoCite.ItemAlsoKnownAs: 2129771:QDUZU3YQ 2405685:2ST897UD
Keywords: _yl:c

What Drives Successful Economic Diversification in Resource-Rich Countries? - Lashitew, Addisu A; Ross, Michael L; Werker, Eric (The World Bank Research Observer, 2021)
The “resource curse” is often understood to imply poor growth in the non-resource sectors of the economy, but research into the diversification performance of resource-rich countries is limited. This paper surveys recent evidence and identifies empirical patterns in the economic diversification of resource-rich countries. Diversification is measured using the growth of per capita non-resource (manufacturing and services) sectors in domestic and export markets, which has a cleaner interpretation than competing measures. This measure is used to evaluate the long-term diversification of countries that started off as resource-dependent, and to rank countries according to their performance. We then identify policy-relevant correlates of diversification at the national level, including the acquisition of human capital, public and intellectual capital, and firm dynamism. More resource-dependent countries appear to perform worse on measures of human capital and intellectual capital, but more resource-abundant countries perform better on public capital and human capital accumulation. We examine the mechanisms behind diversification performance through in-depth case studies of Oman, Laos, and Indonesia, and conclude by identifying policy lessons and future research directions.
37 citations (Crossref) [2024-04-29] KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkaa001 2339240:V8J8XJDX 2405685:YXRXML66
Keywords: ⛔ No INSPIRE recid found

Timor-Leste education: supporting sustainable system-wide reform and school leader capacity-building through collaborative foreign aid - Owen, Susanne; Wong, Debbie (Journal of Educational Change, 2021)
Effective school leadership and ongoing teacher capacity-building are essential aspects of school reform and improving educational outcomes for students in developing countries. This paper examines a Timor-Leste curriculum reform and associated school leader capacity-building and the implementation processes for building sustainability, within the context of research literature regarding effective professional development and successful foreign aid principles. The Timor-Leste leadership program was developed using an interpretivist paradigm and action research, with the authors being program designers and managers embedded in the context. School leader interviews and surveys, meeting notes and monitoring and evaluation reports, also teacher skills and student achievement data, were continuously examined to analyse issues and plan actions and solutions. Findings outline early impacts in relation to changing school leader behaviours, improved teacher skills and increased student literacy and numeracy, while also presenting implementation processes and actions taken to overcome challenges in relation to research-informed foreign aid principles.Given the importance of foreign aid for supporting significant educational improvement in developing countries, this Timor-Leste leadership capacity-building case study provides an example relevant to an under-researched area. While the focus is on one particular country and reform involving curriculum and professional development, the paper has value for other education contexts and system change initiatives which involve collaborations with foreign aid donors.
4 citations (Crossref) [2024-02-28] KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-020-09397-w 2339240:7CBH4P4D 2405685:HCP8M782
Keywords: Foreign aid; International development; School leadership capacity-building; School reform; School-based professional development; ⛔ No INSPIRE recid found

Automation of systematic literature reviews: A systematic literature review - van Dinter, Raymon; Tekinerdogan, Bedir; Catal, Cagatay (Information and Software Technology, 2021)
Context Systematic Literature Review (SLR) studies aim to identify relevant primary papers, extract the required data, analyze, and synthesize results to gain further and broader insight into the investigated domain. Multiple SLR studies have been conducted in several domains, such as software engineering, medicine, and pharmacy. Conducting an SLR is a time-consuming, laborious, and costly effort. As such, several researchers developed different techniques to automate the SLR process. However, a systematic overview of the current state-of-the-art in SLR automation seems to be lacking. Objective This study aims to collect and synthesize the studies that focus on the automation of SLR to pave the way for further research. Method A systematic literature review is conducted on published primary studies on the automation of SLR studies, in which 41 primary studies have been analyzed. Results This SLR identifies the objectives of automation studies, application domains, automated steps of the SLR, automation techniques, and challenges and solution directions. Conclusion According to our study, the leading automated step is the Selection of Primary Studies. Although many studies have provided automation approaches for systematic literature reviews, no study has been found to apply automation techniques in the planning and reporting phase. Further research is needed to support the automation of the other activities of the SLR process.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.infsof.2021.106589 2405685:D5JR22C8 2486141:MUGRSX6T
Keywords: Automation; Machine learning; Natural language processing; Review; Systematic literature review (SLR); Text mining; _Added-ailr-2024

E-waste and planned obsolescence - Selwyn, Neil (Critical Studies of EDUCATION & TECHNOLOGY, 2021)
Notes from Guardian report (15.04.20) by John Harris on e-waste and planned obsolescence ** There is a pressing need to talk about educational technology in terms of the disposal – rather than adop…
KerkoCite.ItemAlsoKnownAs: 2339240:MJVFPJ7K 2405685:8DUFXTJF

Handbook of Regression Modeling in People Analytics: With Examples in R and Python - McNulty, Keith (CRC Press, 2021)
Despite the recent rapid growth in machine learning and predictive analytics, many of the statistical questions that are faced by researchers and practitioners still involve explaining why something is happening. Regression analysis is the best ‘swiss army knife’ we have for answering these kinds of questions. This book is a learning resource on inferential statistics and regression analysis. It teaches how to do a wide range of statistical analyses in both R and in Python, ranging from simple hypothesis testing to advanced multivariate modelling. Although it is primarily focused on examples related to the analysis of people and talent, the methods easily transfer to any discipline. The book hits a ‘sweet spot’ where there is just enough mathematical theory to support a strong understanding of the methods, but with a step-by-step guide and easily reproducible examples and code, so that the methods can be put into practice immediately. This makes the book accessible to a wide readership, from public and private sector analysts and practitioners to students and researchers. Key Features:• 16 accompanying datasets across a wide range of contexts (e.g. academic, corporate, sports, marketing) • Clear step-by-step instructions on executing the analyses. • Clear guidance on how to interpret results. • Primary instruction in R but added sections for Python coders. • Discussion exercises and data exercises for each of the main chapters.• Final chapter of practice material and datasets ideal for class homework or project work.
Google-Books-ID: Nt4zEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:73W8T3RZ 2405685:5DS6D5VM
Keywords: Business & Economics / Statistics; Mathematics / Probability & Statistics / General

EdTech and Equity: Position Paper - Zubairi, Asma; Jefferies, Kate; Kreimeia, Adam, , Kreimeia (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5140323 2405685:9KIUKW7T
Keywords: _r:AddedByZotZen

Guidelines for reporting trial protocols and completed trials modified due to the COVID-19 pandemic and other extenuating circumstances: The CONSERVE 2021 Statement - Orkin, Aaron M.; Gill, Peter J.; Ghersi, Davina; Campbell, Lisa; Sugarman, Jeremy; Emsley, Richard; Steg, Philippe Gabriel; Weijer, Charles; Simes, John; Rombey, Tanja; Williams, Hywel C.; Wittes, Janet; et al. (JAMA, 2021)
Extenuating circumstances can trigger unplanned changes to randomized trials and introduce methodological, ethical, feasibility, and analytical challenges that can potentially compromise the validity of findings. Numerous randomized trials have required changes in response to the COVID-19 pandemic, but guidance for reporting such modifications is incomplete.As a joint extension for the CONSORT and SPIRIT reporting guidelines, CONSERVE (CONSORT and SPIRIT Extension for RCTs Revised in Extenuating Circumstances) aims to improve reporting of trial protocols and completed trials that undergo important modifications in response to extenuating circumstances.A panel of 37 international trial investigators, patient representatives, methodologists and statisticians, ethicists, funders, regulators, and journal editors convened to develop the guideline. The panel developed CONSERVE following an accelerated, iterative process between June 2020 and February 2021 involving (1) a rapid literature review of multiple databases (OVID Medline, OVID EMBASE, and EBSCO CINAHL) and gray literature sources from 2003 to March 2021; (2) consensus-based panelist meetings using a modified Delphi process and surveys; and (3) a global survey of trial stakeholders.The rapid review yielded 41 673 citations, of which 38 titles were relevant, including emerging guidance from regulatory and funding agencies for managing the effects of the COVID-19 pandemic on trials. However, no generalizable guidance for all circumstances in which trials and trial protocols might face unanticipated modifications were identified. The CONSERVE panel used these findings to develop a consensus reporting guidelines following 4 rounds of meetings and surveys. Responses were received from 198 professionals from 34 countries, of whom 90% (n = 178) indicated that they understood the concept definitions and 85.4% (n = 169) indicated that they understood and could use the implementation tool. Feedback from survey respondents was used to finalize the guideline and confirm that the guideline’s core concepts were applicable and had utility for the trial community. CONSERVE incorporates an implementation tool and checklists tailored to trial reports and trial protocols for which extenuating circumstances have resulted in important modifications to the intended study procedures. The checklists include 4 sections capturing extenuating circumstances, important modifications, responsible parties, and interim data analyses.CONSERVE offers an extension to CONSORT and SPIRIT that could improve the transparency, quality, and completeness of reporting important modifications to trials in extenuating circumstances such as COVID-19.
KerkoCite.ItemAlsoKnownAs: 10.1001/jama.2021.9941 2339240:5SVZDPZV 2405685:A55Z4Y79

Hello and Welcome to the Sandbox - Simpson, Lea; Carter, Alice; Rahman, Asad (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5123366 2405685:CQQURC65
Keywords: _EdTechHub_Output; _r:AddedByZotZen

Keeping Kenya Learning: The importance of caregiver engagement in supporting learning beyond the classroom - Kimathi, Deborah; El-Serafy, Yomna; Plaut, Daniel; Kaye, Tom (EdTech Hub, 2021)
Since the Covid-19 pandemic began, parents, teachers, students and policymakers have been exploring how to support students to learn at home. The emphasis on education at home has made evident the need to better equip caregivers to support their children’s learning. The Keep Kenya Learning (KKL) initiative is helping parents and caregivers build their capacity and confidence to support learning…
KerkoCite.ItemAlsoKnownAs: 2405685:LZM9KHE6
Keywords: _EdTechHub_Output

Embracing EdTech: four critical questions answered through a rapid prototype programme on teachers’ professional development (TPD) - Sabbab, Salman; Shakil, Abdullah All; Alam, Faria (EdTech Hub, 2021)
Seventy-one teachers participating in the ‘Onneshon’ prototype were flooding the WhatsApp group with messages about the challenges and hiccups they were experiencing, either with watching the video content or with taking a quiz in the first two weeks. Problems were pouring in and so were solutions being innovated and offered through diverse channels. In the space of two weeks, the…
KerkoCite.ItemAlsoKnownAs: 2405685:ZWUKU2YL
Keywords: _EdTechHub_Output

Social And Emotional Learning and EdTech: An Evidence Review - Kalifa, , Damani (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5094331 2405685:FNJUHA6J
Keywords: _EdTechHub_Output; _r:AddedByZotZen

Verna Lalbeharie joins EdTech Hub as incoming Executive Director - Hub, EdTech (EdTech Hub, 2021)
We are excited to announce that Verna Lalbeharie is joining EdTech Hub as the incoming Executive Director. A native of South Africa, now living in North Carolina (USA), Lalbeharie brings not only 25 years of EdTech expertise to the role, but also a career-spanning commitment to evidence-building in education technology to create a more equitable future for all students. “When…
KerkoCite.ItemAlsoKnownAs: 2405685:GWTBTPXG
Keywords: _EdTechHub_Output

Rapid versus traditional qualitative analysis using the Consolidated Framework for Implementation Research (CFIR) - Nevedal, Andrea L.; Reardon, Caitlin M.; Opra Widerquist, Marilla A.; Jackson, George L.; Cutrona, Sarah L.; White, Brandolyn S.; Damschroder, Laura J. (Implementation Science, 2021)
Qualitative approaches, alone or in mixed methods, are prominent within implementation science. However, traditional qualitative approaches are resource intensive, which has led to the development of rapid qualitative approaches. Published rapid approaches are often inductive in nature and rely on transcripts of interviews. We describe a deductive rapid analysis approach using the Consolidated Framework for Implementation Research (CFIR) that uses notes and audio recordings. This paper compares our rapid versus traditional deductive CFIR approach.
KerkoCite.ItemAlsoKnownAs: 10.1186/s13012-021-01111-5 2339240:R59M4XJ9 2405685:A87VCNQJ
Keywords: Consolidated Framework for Implementation Research (CFIR); Implementation science; Qualitative methods; Rapid analysis; Veterans

The Sandbox Handbook v1.0: A guide to growing and testing EdTech ideas - Rahman, Asad; Carter, Alice; Plaut, Daniel; Dixon, , Dixon; Salami, Taiye; Schmitt, Laurel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 5120788 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5120788 10.5281/zenodo.5142473 2405685:3C8VWLJP 2405685:772S7Z4R 2405685:CW2FHVT8
Keywords: _DOILIVE; _EdTechHub_Output; _r:AddedByZotZen; _zenodo:submitted

How Bangladesh repurposed pre-existing online platforms to reimagine education during Covid-19 - Bangladesh), Anir Choudhury (a2i (EdTech Hub, 2021)
Forty-two million. That is the total number of students in Bangladesh. Forty-two million potential leaders of tomorrow. Forty-two million reasons to be hopeful for the country’s future. Forty-two million students who, because of Covid-19, were left without classrooms, without their friends, without their schools and colleges – without formal education.
KerkoCite.ItemAlsoKnownAs: 2405685:HVNU4INN 2405685:TA8WC382
Keywords: _EdTechHub_Output

EdTech and Covid-19: the story so far - Gould, Briony (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4899740 2405685:IWGMZ8QI
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Country-Level Research Review: EdTech in Bangladesh - Zubairi, Asma; Kreimeia, Adam; Kaye, Tom; Ashlee, Amy (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 5651981 previousDOI: 10.5281/zenodo.5109678 previousDOI: 10.5281/zenodo.4943272 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4943272 10.5281/zenodo.5109678 10.5281/zenodo.5651981 2339240:TCHKGQZS 2405685:QUJHNPRD 2405685:XH44AG5R 2405685:YULPZE4D
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _r:AddedByZotZen; _zenodo:submitted

The Power of Girls' Reading Camps: Exploring the impact of radio lessons, peer learning and targeted paper-based resources on girls’ remote learning in Kenya - Amenya, Donvan; Fitzpatrick, Rachael; Njeri, M.E.; Naylor, Ruth; Page, Ella; Riggall, Anna (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 5651935 previousDOI: 10.5281/zenodo.4923094 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4923094 10.5281/zenodo.5651935 2339240:6ELB8P84 2339240:HZ3EBZ29 2405685:79JJ5T29 2405685:P8IAN448 2405685:RU8ET9S2
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

EdTech and Emergency Remote Learning: A Systematic Review - Crompton, Helen; Burke, Diane; Jordan, Katy; Wilson, Sam; Nicolai, Susan; Myers, Christina (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 5651932 previousDOI: 10.5281/zenodo.4917221 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4917221 10.5281/zenodo.5651932 2405685:V6UCUGBZ
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

Inequalities in Girls’ Learning Opportunities via EdTech: Addressing the Challenge of Covid-19 - Crompton, Helen; Chigona, Agnes; Jordan, Katy, , Jordan; Myers, Christina (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4917252 10.5281/zenodo.4917252 2339240:G2X4SJI9 2339240:MUSPGK9F 2339240:MVU3QIHM 2339240:NQF22P32 2405685:B2ABXUCR 2405685:D6PWMC4I 2405685:HW7NU96L 2405685:JWIHBL5M 2405685:PXBXCZ29 2405685:YHC5ZPU8
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _r:AddedByZotZen

EdTechTools Relaunched with TVET Resources - EdTech Hub; Generation Unlimited (EdTech Hub, 2021)
EdTechHub, Generation Unlimited (GenU), UNESCO and UNESCO-UNEVOC have joined forces to relaunch EdTechTools (formerly the Tools Database): a global repository of education technology tools and platforms designed to help decision makers at all levels in the global education and training community find resources that facilitate and support remote learning. More than a year after the world experienced an education disruption…
KerkoCite.ItemAlsoKnownAs: 2405685:HNAI38V8
Keywords: _EdTechHub_Output

Advancing Data-Driven Decision-Making for School Improvement: Findings from the One Tablet Per School User Testing Programme in Sierra Leone - McBurnie, Chris; Beoku-Betts, Iman; Waistell, Daniel; Nallo, Michael (MBSSE, EdTech Hub, Leh Wi Lan, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4896502 10.53832/edtechhub.0066 2339240:9A7P2GEI 2339240:PA2CB3JF 2339240:Q3RLYCNW 2339240:TMHE9JIR 2405685:2CEZ2LKN 2405685:9B56X45X 2405685:FAJLNB8S 2405685:KFTXK9K2 2405685:MPRD5RKR 2405685:PGUR927P 2405685:UKHA4WKY 2486141:A5SQMX8T 4656463:XTGYWNYB
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Malawi World Bank Approves $100 Million to Improve Skills Development Programs Press Release - World Bank (2021)
The World Bank today approved $100 million in financing from the International Development Association (IDA)* for Malawi to support increased access, particularly for female students, to skills development programs in priority areas of the economy that are most relevant to the labor market— now and in the future.
KerkoCite.ItemAlsoKnownAs: 2339240:TL85HTPK 2405685:U7C5Y7FU 2405685:YAAV4TE4
Keywords: auto_merged

Service Design Blueprint - Carter, , Alice (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147560 2405685:G62DCDN2
Keywords: _r:AddedByZotZen

What we learnt in the Sandbox between onebillion, VSO Malawi and EdTech Hub (Sprint Review Draft) - Dinham, Nat; Plaut, Daniel; Rahman, Asad; Schmit, Laurel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4959811 2405685:M78SQRBW
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

A mixed-methods evidence assessment for emergent fields of knowledge - Haßler, Björn (EdTech Hub, 2021)
previousPreviousDOI: 10.5281/zenodo.4698915 PreviousDOI: 10.5281/zenodo.4698915 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4698915 10.53832/edtechhub.0003 2129771:E3W7NXR9 2405685:PUVVR28E
Keywords: _EdTechHub_Output; _yl:m

The global stakes of digitalization in education - Haßler, Björn (2021)
PreviousDOI: 10.5281/zenodo.4888604 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4888887 2405685:J49DGN5M
Keywords: _DOILIVE; _EdTechHub_Output; _zenodo:submitted

Sierra Leone CPD Sandbox - Draft Theory of Change - Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4959786 2405685:T7AUREA5
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

WhatsApp-Assisted Learning for Refugees. End of Sandbox Sprint 3 - Boujikian, Michèle; Carter, Alice; Khalayleh, Abdullah (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4783017 2405685:89DPN3SP 2405685:EVSZNGMA
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

Determining the suitability of Whatsapp for Jusoor Azima Project - Khalayleh, Abdullah (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4783101 2405685:MIQMEJK2
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

Advancing evidence-based decision making in LMICs: Focus of EdTech Hub’s work - Hennessy, Sara (EdTech Hub, 2021)
This blog sets out the Hub’s aims and approaches to identifying appropriate and effective uses of EdTech that can potentially raise learning outcomes in low- and middle-income countries (LMICs). Research shows that EdTech offers immense potential, but sustainable and positive change at scale has largely proved elusive in practice – particularly for marginalised learners where we focus our work. To…
KerkoCite.ItemAlsoKnownAs: 2405685:33PABHJH 2405685:Q8R8G8WG
Keywords: _EdTechHub_Output

Lack of Means or Lack of Awareness? Survey findings: barriers to learning with WhatsApp in refugee camps in Lebanon - Boujikian, Michèle; Carter, Alice (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4780972 2405685:4UQT8WRN 2405685:WWUQ7VRT
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

Using EdTech to Support Learning Remotely in the Early Years. Rapid Literature Review of Evidence from the Global Response to Covid-19. - Korin, Astrid (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org This topic brief examines the literature on technology-based, remote approaches to supporting learning in the early years for children from birth to age five, identifying promising practices for using EdTech in early childhood education (ECE) in low- and middle-income countries (LMICs). It draws on the nurturing care framework, Principles for Digital Development, and effective pedagogical practices for ECE.
ZenodoArchiveID: 4746391 previousDOI: 10.5281/zenodo.4746391 previousDOI: 10.5281/zenodo.4664510 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4664510 10.5281/zenodo.4746391 2339240:CJNJNHNU 2405685:RTQ64R3P 2405685:TD3Y79BH
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _r:AddedByZotZen; _zenodo:submitted; _zenodoETH

Cambodia Secondary Education Blueprint 2030 - Ministry of Education, Youth and Sports (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:SUR9LL27 2405685:HD54DUP6

Evidence to Strengthen Tech-Supported Teacher Development in Madagascar - Coflan, Caitlin Moss; Koomar, Saalim; Rasolohery, Hasiniavo (EdTech Hub, 2021)
Our latest blog looks at using evidence to strengthen tech-supported teacher professional development in Madagascar. For more details, visit our website.
KerkoCite.ItemAlsoKnownAs: 2339240:ANDK8LBN 2405685:DRXSJH4U

L'utilisation des preuves pour renforcer la formation pédagogique à travers les technologies à Madagascar - Coflan, Caitlin Moss; Koomar, Saalim; Rasolohery, Hasiniavo (EdTech Hub, 2021)
Lire en Anglais Contexte Madagascar fait face à un taux élevé de la pauvreté d’apprentissage; 97 pour cent des enfants en classe de primaire du pays ne sont pas capables de lire un texte en français adapté à leur âge (Banque mondiale 2019, sur données PASEC 2015). Nous savons que les enseignants ont une influence cruciale sur l’éducation des élèves;…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4728174 2405685:552YTW72
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH

Covid-19 and EdTech in Africa: A Country-Level Review Based on eLearning Africa Data - Damani, Kalifa (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 4703718 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4703718 2405685:CDC2W7Q6 2405685:HVQVC8TU
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _r:AddedByZotZen; _zenodo:submitted; _zenodoETH

Let's Read — How Tusome Leveraged EdTech to Improve National Learning Outcomes. Governing Digital Transformation: Improving Outcomes in Education Systems - Myers, Christina; Kaye, Tom; Khalayleh, Abdullah (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 4699337 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4699337 2339240:MQFC486E 2339240:YAXCDGIK 2405685:3GQXS67C 2405685:Q9F2PISN
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _r:AddedByZotZen; _zenodo:submitted; _zenodoETH

EdTech for learners with disabilities: urgent need to focus on access, engagement and learning outcomes - Singal, Nidhi; Lynch, Paul; Kaye, Tom; Francis, Gill (EdTech Hub, 2021)
The current approaches to providing high quality learning experiences to learners with disabilities in low and middle-income (LMICs) countries requires radical rethinking. To date, significant numbers of learners with disabilities are not enjoying the benefits of barrier-free and meaningful engagement with the school curriculum in order to reach their potential. Appropriately matched technology to learner needs – in terms of…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4728168 2405685:6QJYLAD7 2405685:BZDFHTPM
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

A Review of Artificial Intelligence (AI) in Education from 2010 to 2020 - Zhai, Xuesong; Chu, Xiaoyan; Chai, Ching Sing; Jong, Morris Siu Yung; Istenic, Andreja; Spector, Michael; Liu, Jia-Bao; Yuan, Jing; Li, Yan (Complexity, 2021)
This study provided a content analysis of studies aiming to disclose how artificial intelligence (AI) has been applied to the education sector and explore the potential research trends and challenges of AI in education. A total of 100 papers including 63 empirical papers (74 studies) and 37 analytic papers were selected from the education and educational research category of Social Sciences Citation Index database from 2010 to 2020. The content analysis showed that the research questions could be classified into development layer (classification, matching, recommendation, and deep learning), application layer (feedback, reasoning, and adaptive learning), and integration layer (affection computing, role-playing, immersive learning, and gamification). Moreover, four research trends, including Internet of Things, swarm intelligence, deep learning, and neuroscience, as well as an assessment of AI in education, were suggested for further investigation. However, we also proposed the challenges in education may be caused by AI with regard to inappropriate use of AI techniques, changing roles of teachers and students, as well as social and ethical issues. The results provide insights into an overview of the AI used for education domain, which helps to strengthen the theoretical foundation of AI in education and provides a promising channel for educators and AI engineers to carry out further collaborative research.
Publisher: Hindawi KerkoCite.ItemAlsoKnownAs: 10.1155/2021/8812542 2405685:T7U5VLI3 2486141:LZ7DG3FE

How Can EdTech Support Primary School Learners with Disabilities in LMICs? Recommendations for Policy - Lynch, Paul; Singal, Nidhi; Francis, Gill A. (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 4701259 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4701259 2339240:K42SWARR 2405685:DGECLZII 2405685:J83BVHG6 2405685:UXWEBRCC
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v3; _r:AddedByZotZen; _zenodo:submitted; _zenodoETH

Helping improve the Kenya Education Cloud with a SWOT analysis - Groeneveld, Caspar; Kimenyi, Eric; Kaye, Tom (EdTech Hub, 2021)
In early 2021, EdTech Hub partnered with the Kenya Institute of Curriculum Development to support them to analyse the strengths, weaknesses, opportunities and threats of the Kenya Education Cloud. This blog highlights what we learnt, and lessons that can inform the development of Virtual Learning Environments around the world. Governments all over the world responded to Covid-19 school closures by…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707900 2405685:F5HJ29AQ
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

The Use of Technology in the CPD Implementation Plan in Tanzania - Adam, Taskeen; El-Sefary, Yomna; Haßler, Björn; Khalayleh, Abdullah; Kremeia, Adam; Proctor, Jamie; Mtebe, Joel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4665846 2405685:N5HMII3R
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen

Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review - Crompton, Helen; Burke, Diane; Jordan, Katy; Wilson, Samuel (Journal of Research on Technology in Education, 2021)
Emergencies can cause disruption to education. This study is unique in providing the first empirical systematic review on teacher support for Emergency Remote Education (ERE) from 2010 to 2020. A total of 57 studies emerged from the PRISMA search. This mixed-method study used deductive and inductive iterative methods to examine the data. The data reveal teacher support strategies from across 50 different high and low-income countries. Few studies focused on a teacher’s subject and the age range taught. In the examination of professional development provided to prepare K-12 teachers to conduct ERE, eight codes emerged from the grounded coding as; 1) prior preparation, 2) understanding ERE, 3) needs analysis, 4) digital pedagogical strategies, 5) technology tools, 6) frameworks, 7) digital equity, and 8) mental wellness.
ZenodoArchiveID: 5652026 Publisher: Routledge _eprint: https://doi.org/10.1080/15391523.2021.1899877 KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2021.1899877 10.1111/bjet.13114 10.5281/zenodo.5652026 2339240:258WF4VH 2339240:RAP22KJU 2405685:5UAQ3N5K 2405685:BKMMRYCD 2405685:IA5XF32V 2405685:SU6FMBKT 2405685:XERPP4G9 2534379:UVB8PHFN
Keywords: COVID-19; Teacher education; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:analysis:nopdf; _r:CopiedFromEvLib; _yl:a; disasters; emergencies; emergency remote education; pandemic; remote education

Community Help for Inclusive Learning and Development (CHILD): A Study of How Mobile Phones Were Used to Recruit and Equip Community Volunteers to Support Children’s Learning During Covid-19 School Closures in Zimbabwe - Power, Tom; Buckler, Alison; Ebubedike, Margaret; Tengenesha, Martha; Jama, Mbuso; Ndlovu, America; Mukoyi, Jane; Ndou, Mashudu; Mubaira, Simbarashe (EdTech Hub, 2021)
ZenodoArchiveID: 4557015 PrevoousDOI: 10.5281/zenodo.4502122 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4502122 10.5281/zenodo.4557015 2339240:6Z8Q4VYT 2339240:KCTXJNS6 2405685:HZRHPNI5
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

Eight Reasons Why EdTech Doesn’t Scale: How sandboxes are designed to counter the issue - Simpson, Lea; Carter, Alice; Rahman, Asad; Plaut, Daniel (EdTech Hub, 2021)
The EdTech Hub’s sandbox approach offers implementers and decision makers a clear way to implement and scale only the most effective EdTech interventions. In this position paper we share our view on why EdTech isn’t scaling and how we see the sandboxes approach addressing them. Keywords: innovation; implementation; sandboxes; EdTech; scale; experimentation An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 4966322 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4966322 10.53832/edtechhub.0115 10.53832/edtechhub.0116 2405685:8HKCSIRC
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Sierra Leone Series: Plan International and the importance of community support for distance teacher professional development programmes - McBurnie, Chris; Saidu, Arthur; Rincon Casado, Eusebio; Shergill, Maggie (EdTech Hub, 2021)
ZenodoArchiveID: 5652007 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652007 2405685:KZ6FTNMC
Keywords: _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:analysis:nopdf; _r:AddedByZotZen

A Monitoring and Evaluation Framework for Blended Learning: Pakistan Ministry of Federal Education and Professional Training - Khalayleh, Abdullah; Baloch, Imdad; Dele-Ajayi, Opeyemi; Kaye, Tom (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 4633326 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4633326 2339240:DNCQ88UV 2339240:ILPGZU8E 2339240:SGQPIKMM 2405685:AR7EAIDU 2405685:XBPZPS3P 2405685:ZL7H9N8P
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _r:AddedByZotZen; _zenodo:submitted; _zenodoETH

Sierra Leone Series: the Pikin-to-Pikin Movement and its focus on child protection, education, nutrition and health - McBurnie, Chris; Swaray, Abdulai; Kamara, Bai (EdTech Hub, 2021)
ZenodoArchiveID: 5652005 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652005 2405685:RT5H8XNG
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen

Deaf Reach: End of Sandbox Showcase - Siddiqui, Maira; Shaikh, Saira; Rahman, Asad (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4959839 2405685:6FBBKFMM
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

L'utilisation des preuves pour renforcer la formation pédagogique à travers les technologies à Madagascar - Koomar, Saalim; Moss Coflan, Caitlin; Rasolohéry, Hasiniavo (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4645807 2405685:BBWJNPNA
Keywords: _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:analysis:nopdf; _r:AddedByZotZen

Sierra Leone series: Plan International and the importance of community support for distance teacher professional development programmes - Saidu, Arthur; Casado, Eusebio Rincon; Shergill, Maggie; McBurnie, Chris (EdTech Hub, 2021)
Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector. In week four, we met with Arthur Saidu, Eusebio Rincon Casado and Maggie Shergill from…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707910 2405685:7HCBSU4P
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH

Lao People’s Democratic Republic – ASEM Education - ASEM (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:9C8XNI7E 2405685:4L9ZZA6N
Keywords: ⛔ No INSPIRE recid found

A Work Plan for Content Creation - Groeneveld, Caspar; Kibga, Elia; Proctor, Jamie; Kaye, Tom (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 4617798 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4617798 2339240:V3PGSF2W 2405685:EH6F8M5P
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _r:AddedByZotZen; _zenodo:submitted; _zenodoETH

A Country-Level Research Review: EdTech in Tanzania - Jordan, Katy; Proctor, Jamie; Koomar, Saalim; Bapna, Akanksha (Zenodo, 2021)
This document presents a review of the research landscape in Tanzania in relation to EdTech research focused on learners, teachers, or systems at the level of school-based education, excluding higher education (HE). The review draws upon the research literature, policy documents, grey literature, and interviews with key stakeholders in order to present an overview of the research landscape in Tanzania. There is a substantial body of relevant EdTech research which has been undertaken in Tanzania in the past decade. Eighty research articles were identified for inclusion in the review. This document provides an overview of trends in this literature and key actors and projects, and provides a specific focus upon existing research which relates to EdTech Hub’s ‘high-potential evidence gaps’ (HPEG) framework. In combination with political economy analysis, three areas for future research which would be practical and likely to have high impact are identified and described.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4618376 10.5281/zenodo.5652060 2339240:F8ER2X27 2339240:KZ7L8K2X 2339240:YKGMJASP 2405685:3F4ASVFA 2405685:IA77HHMV 2405685:RQGJRKVS 2405685:TYZ4Y65R 2405685:VRE5DB5K
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodoETH

EdTech and Covid-19: Insights from our Sandbox Portfolio. In Collaboration with Sandbox Partner Organisations - Rahman, Asad; Plaut, Daniel; Salami, Taiye; Carter, Alice (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4776960 2339240:JASYN9AV 2339240:URJVJP9H 2405685:7QBDH9I4 2405685:MXMPWAA2
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

Bibliography on teacher distribution and allocation - Haßler, Björn (2021)
ZenodoArchiveID: 4608425 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4608425 2339240:2DAZHLTB 2405685:WX9A6Z7X
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; dode_eth-src-eth

A Case for a Systems Approach to EdTech - Bapna, Akanksha; Nicolai, Susan; Myers, Christina; Pellini, Arnaldo; Sharma, Namrata; Wilson, Sam (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 5651995 previousDOI: 10.5281/zenodo.4604769 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4604769 10.5281/zenodo.5651995 2339240:5JZ4FURY 2339240:5MG5JK99 2339240:8CEUGJ7E 2339240:N7XVM2BS 2339240:QL5LSA92 2339240:UIDN49MT 2405685:5HSPDN5N 2405685:AMGEVSIH 2405685:JMP2BJ2E 2405685:M8P5BVVK 2405685:ST8IBIUV 2405685:UR6CQL9K 2405685:VBZ4N4AM 2534378:PDNLLG9Y 4656463:RA69ZQLB
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted

Highlights from EdTech and Covid-19: Lessons learned, future plans - Team, EdTech Hub (EdTech Hub, 2021)
On March 2nd EdTech Hub brought together education leaders, including teachers, program managers and policymakers, to reflect on a year of EdTech and Covid-19, discuss the lessons learned so far and consider how we can prepare for the future. Over 200 people joined from around the world for a lively and thought-provoking discussion. Speakers included: Helen Grant MP, UK Prime…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707919 2405685:UKK52XU7
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Introducing: A political economy framework for EdTech evidence uptake - Pellini, Arnaldo; Nicolai, Susan; Kreimeia, Adam; Wilson, Sam (EdTech Hub, 2021)
“Without context, words and actions have no meaning at all” – Gregory Bateson Evidence only makes a difference if it is used. While the EdTech field suffers from significant gaps in knowledge, more research won’t mean much unless it can be used to inform policy and decision-making. And to do this, an understanding of the context and of how individuals…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707924 2405685:24RG82ZT
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

GIS for Education Working Group launches to promote data-driven decision-making - the Education Commission (the Education Commission, 2021)
Around the world, individuals are using maps to power everyday decisions: how do I navigate from my home to the nearest hospital? How many supermarkets are in my community? What public transportation is available for me to take to work?
Section: Updates KerkoCite.ItemAlsoKnownAs: 2129771:5XRHZSJ4 2405685:FJZKNYJI
Keywords: _yl:b

Using evidence to strengthen tech-supported teacher professional development in Madagascar - Koomar, Saalim; Moss Coflan, Caitlin; Rasolohéry, Hasiniavo (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4585511 10.5281/zenodo.4728170 2405685:G2SH3FP6 2405685:HLMSBECU 2405685:MKH2ZP2T 2405685:TYXJSKEP
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _r:AddedByZotZen; _zenodoETH

Delivering Quality Education and Health Care to All: Preparing Regions for Demographic Change - OECD (OECD, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1787/83025c02-en 2339240:G6KY28PG 2405685:A5DTA23J

Sierra Leone series: the Pikin-to-Pikin Movement and its focus on child protection, education, nutrition and health. - Tahi (EdTech Hub, 2021)
Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector. In week one, we connected with Abdulai Swaray and Bai Kamara from the Pikin-to-Pikin Movement.…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707926 2405685:FB4FWFP9
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Mango Tree Literacy Labs’ Radio Programme Sandbox - Esbeck, Craig; Oloa, Charles; Brown, Victoria; Plaut, Daniel; Salami, Taiye (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4747475 2405685:RIPJWUDB
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted

Syṡtemic Mixed-Methods Research — a conceptual framework for scalable EdTech research - Haßler, Björn; El-Serafy, Yomna; Khalayleh, Abdullah; McBurnie, Chris (EdTech Hub, 2021)
previousPreviousDOI: 10.5281/zenodo.4557484 previousPreviousDOI: 10.5281/zenodo.4557484 previousPreviousDOI: 10.5281/zenodo.4557484 PreviousDOI: 10.5281/zenodo.4557484 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4557484 10.53832/edtechhub.0001 2129771:HT9D5C8E 2339240:HPLKGS4I 2339240:RQGHJZV7 2339240:S3YSSL2W 2405685:K2FX6IVZ 2405685:T6YJ3L5G 2405685:TD2ASC4G 2405685:ZNQCJ5R7
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _yl:n; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Keep Kenya Learning: Helping Caregivers Support Learning at Home Sprint 1. - Mbatha, FaithMbithe; Crook, Rebecca; Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org Our research indicates that guidance and resources are necessary but insufficient in equipping caregivers to support their children’s learning. In Sprint 1, caregiver confidence and community emerged as important enablers of home learning. In our interviews, caregivers communicated how they felt limited by their lack of or outdated education. Global interventions indicate that reinforcing a sense of community for caregivers and enabling them to learn from modelling by trusted messengers are pathways to building greater engagement. Caregivers in both rural and urban communities expressed a willingness to engage with SMS (short message service) and online educational resources. However, it is clear that resource design must be: Accessible and understandable Credible and trusted Relevant and actionable.
ZenodoArchiveID: 4928926 PreviousDOI: 10.5281/zenodo.4747301 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4928926 2405685:9P9W4I53 2405685:A2D9FVTA
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted

Sierra Leone series: Freetown Teachers College and its multimodal approach to teacher professional development - McBurnie, Chris; Moriba, Sambo; Brainard, Prince (EdTech Hub, 2021)
Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector. In week two, we connected with Dr Samba Moriba and Prince Brainard from Freetown Teachers…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4584801 2339240:F47KL5P7 2339240:VJ2SHXTR 2405685:DJHAECID 2405685:JV4FPSJW
Keywords: _DOILIVE; _EdTechHub_Output; _r:AddedByZotZen; _zenodoETH; dode_eth-src-eth

Gender Mainstreaming Strategic Plan in Education 2021–2025 - Ministry of Education, Youth and Sports (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:RHU8LCF2 2405685:BD9GLI2E

Country-Level Research Review: EdTech in Ghana - Tsapali, Maria; Major, Louis; Damani, Kalifa; Mitchell, Joel; Taddese, Abeba (EdTech Hub, 2021)
ZenodoArchiveID: 4613150 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4613150 2339240:7RV99GRF 2339240:KNG7CIPW 2405685:BHZPG5ZX 2405685:HH8PFJJE 2405685:IG4J94RS 2405685:YMAME8E6
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

Mother Language Day 2021 - Haßler, Björn; Castillejo, Alice; Marzotto, Mia; El-Serafy, Yomna; Khalayleh, Abdullah; Koomar, Saalim; Langa, Ancha; Nyilinkindi, Jacques; Saadeddin, Zeina; Tegha, Ghislaine; Villavicencio Peralta, Xuzel Ana (2021)
To celebrate International Mother Language Day 2021, Björn spoke with Alice Castillejo and Mia Marzotto at Translators without Borders. We talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. Research around the world shows that educational outcomes are worse for students studying in a second language. The use of an unfamiliar language is linked to high dropout rates and low academic achievement. We also know that 40% of children worldwide are not educated in a language they speak at home. We need to put aside our assumptions about what languages people speak and understand. For example, Portuguese is only one of many languages spoken in Mozambique. To really understand the richness of different languages, we need to collect, share, and visualise the real picture. Having done that, we can then apply this information. Do children who speak a particular language drop out early? We can then develop multilingual educational tools for learners and teachers based on improved data about relevant languages. We can also track educational outcomes by primary language, to ensure no learner is left behind. We can use language data to take action on three levels: children, teachers, and systems. With children, we can identify which language groups didn’t register for school, dropped out early, or consistently underperform. We can then adjust our communication and programming to meet their needs, leaving no one behind. We can also take action to support teachers. With language data, we can also take action on a system level. If over 40% of children are educated in a language they don’t speak at home, we need to know how this affects their education. Much as we did for gender, if we don’t gather the data on inequality, we cannot begin to address it. Collective gathering and sharing of language data can allow us to understand how to increase learning outcomes for speakers of marginalised languages and provide the support they need and deserve.
ZenodoArchiveID: 5651994 previousDOI: 10.5281/zenodo.4555228 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555228 10.5281/zenodo.5651994 2339240:CME4837H 2405685:BSJEPIY4 2405685:ZQCX7TX3
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:AddedByZotZen; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode

Mother Language Day 2021: Improving data on mother-tongue languages for better learning outcomes - Haßler, Björn; Castillejo, Alice; Marzotto, Mia; El-Serafy, Yomna; Khalayleh, Abdullah; Koomar, Saalim; Langa, Ancha; Nyilinkindi, Jacques; Saadeddin, Zeina; Tegha, Ghislaine; Villavicencio Peralta, Xuzel Ana (EdTech Hub, 2021)
To celebrate International Mother Language Day 2021, EdTech Hub’s Björn Haßler spoke with Alice Castillejo and Mia Marzotto of Translators without Borders. They talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. This blog post captures their conversation. “How do we know that speakers of marginalised languages are left behind?” Alice: Research…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707931 2405685:E65E8VY5
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

EdTech and Covid-19: lessons from around the world - Pellini, Arnaldo (EdTech Hub, 2021)
Arnaldo Pellini, Susan Nicolai, Moizza Binat Sarwar, Sam Wilson, Akanksha Bapna, Chris McBurnie, Adedoyin Adesina, Oladele Akogun, Ernest Ngabo, Hind Al-Hindawi, Ni Wayan Suriastini, Vollan Ochieng, Moses Ngware, Asma Rabi , Abdul Musawir, Clement Sefa-Nyarko, Edem Agbe , Rabia Tabassum, Amna Zaidi, Jeroen Groenewegen, Harish Doraiswamy, Sudhansu Sharma, Liangdi Xu In this blog we summarise four takeaways from a reflection…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707940 2339240:PAIL2F6F 2405685:27J8ETI9 2405685:G34FUWKA
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

A Political Economy Analysis Framework for EdTech Evidence Uptake - Pellini, Arnaldo; Nicolai, Susan; Magee, Arran; Sharp, Sam; Wilson, Sam (EdTech Hub, 2021)
ZenodoArchiveID: 4540204 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4540204 10.5281/zenodo.4540204 2339240:26GYDUTU 2339240:2Q9AWGM3 2339240:IQ36IBT8 2339240:MDUWMNQ5 2339240:P9XQBBQC 2405685:856UY54Y 2405685:CZZ5WHT7 2405685:P9T68ACJ 2405685:UGZDH4LB
Keywords: _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

A Political Economy Analysis Framework for EdTech Evidence Uptake - Pellini, Arnaldo; Nicolai, Susan; Magee, Arran; Sharp, Sam; Wilson, Sam (Zenodo, 2021)
[No description available.]
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4540204 2339240:TTFT62A6 2405685:LNYTJDFW

Consultants needed for UNESCO ACCRA's review of ICT in Education Policy in Ghana - Tahi (EdTech Hub, 2021)
ICT Transforming Education in Africa: Review of ICT in Education Policy in Ghana TERMS OF REFERENCE (TOR) FOR INDIVIDUAL CONSULTANTS 1. Background/Context UNESCO Korean Funds-In-Trust ICT Transforming Education in Africa is a project developed under the UNESCO-Korea Funds-in-Trust framework to support a selected number of Sub-Saharan African countries to test scalable and effective models of using information and communication technologies…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707948 2405685:P2RAXUE3
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

How to Guide: Delivering High-Quality Radio Learning - Rising Academies; EdTech Hub (2021)
ZenodoArchiveID: 4486906 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4486906 2339240:NTGE2FPC 2405685:DU497D8A 2405685:HCV5X9YJ
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

Methodology for literature reviews - Haßler, Björn; Adam, Taskeen; Allier-Gagneur, Zoe; Blower, Thomas; Brugha, Meaghan; Damani, Kalifa; Hennessy, Sara; Martin, Kevin; Megha-Bongnkar, Ghislaine; Murphy, Mary; Walker, Hannah; Walker, Hannah (EdTech Hub, 2021)
An output of the EdTEch Hub
previousPreviousDOI: 10.5281/zenodo.4557508 PreviousDOI: 10.5281/zenodo.4557508 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4557508 10.53832/edtechhub.0002 2129771:BKEP82PS 2339240:KF364I3I 2405685:2CKWI7RR 2405685:ESKCB3SZ 2405685:SRFG8S6C
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _yl:k; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Continuous professional development in Sierra Leone: Scoping Phase Overview - McBurnie, Chris; Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4774318 2405685:EKMQD8WQ
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Navigating the ‘Data Revolution’: A Case Study on the One Tablet Per School Programme in Sierra Leone - McBurnie, Chris (EdTech Hub, 2021)
ZenodoArchiveID: 5652063 previousDOI: 10.5281/zenodo.4430545 previousZenodoArchiveID: 4430545 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4430545 10.5281/zenodo.5652063 2339240:94IZR4ET 2339240:TST2YB8H 2405685:3BWKQDYQ 2405685:FEXGB4IJ 2405685:ZGYUEEZQ
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

Navigating the ‘Data Revolution’: A Case Study on the One Tablet Per School Programme in Sierra Leone - McBurnie, Chris (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:JUGDD7MG 2405685:CYTW2JQW
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

An open source machine learning framework for efficient and transparent systematic reviews - van de Schoot, Rens; de Bruin, Jonathan; Schram, Raoul; Zahedi, Parisa; de Boer, Jan; Weijdema, Felix; Kramer, Bianca; Huijts, Martijn; Hoogerwerf, Maarten; Ferdinands, Gerbrich; Harkema, Albert; Willemsen, Joukje; et al. (Nature Machine Intelligence, 2021)
To help researchers conduct a systematic review or meta-analysis as efficiently and transparently as possible, we designed a tool to accelerate the step of screening titles and abstracts. For many tasks—including but not limited to systematic reviews and meta-analyses—the scientific literature needs to be checked systematically. Scholars and practitioners currently screen thousands of studies by hand to determine which studies to include in their review or meta-analysis. This is error prone and inefficient because of extremely imbalanced data: only a fraction of the screened studies is relevant. The future of systematic reviewing will be an interaction with machine learning algorithms to deal with the enormous increase of available text. We therefore developed an open source machine learning-aided pipeline applying active learning: ASReview. We demonstrate by means of simulation studies that active learning can yield far more efficient reviewing than manual reviewing while providing high quality. Furthermore, we describe the options of the free and open source research software and present the results from user experience tests. We invite the community to contribute to open source projects such as our own that provide measurable and reproducible improvements over current practice.
Number: 2 Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s42256-020-00287-7 2405685:9JHZVHCH 2405685:QJXHWPWZ 2486141:B2E3YCYA 2486141:JV7SWTDP 2486141:MBP3F287
Keywords: Computational biology and bioinformatics; Computer science; Medical research; SARS-CoV-2; _Added-ailr-2024

Investigating the Impact on Learning Outcomes Through the Use of EdTech During Covid-19: Evidence from an RCT in the Punjab province of Pakistan - Adil, Fareeha; Nazir, Rabia; Akhtar, Misbah (EdTech Hub, 2021)
The objective of the current study is to test the impact of low-tech solutions on maths, Urdu, and English scores for students in the underdeveloped district of Bahawalnagar, which is situated in the southern part of Punjab in Pakistan. The target population for this study is Grade 8 students attending private schools. We have tested the impact of three interventions, namely: Teaching at the right level (TaRL), Fortnightly assessments (FAS) Digital teacher training sessions (DTS) Our findings show a significant and positive ‘Intention to Treat’ (ITT) impact on Urdu and English scores of the students in the TaRL treatment group. The students increased their English and Urdu scores by 0.56 SD. However, we found no significant impact of the intervention on maths scores in the TaRL treatment group. Fortnightly assessments and digital teacher training sessions were also found to contribute to higher English scores of the students. However, we found no ITT impact on the maths and Urdu scores for these treatment groups. The Local Average Treatment Effect (LATE) analysis revealed positive and significant improvement in Urdu and English scores of the students in the TaRL treatment group. Key stakeholders whom we interviewed suggested that redesigning the curriculum and incorporating TaRL within this approach could facilitate enhancement in learning outcomes in students in deprived areas. Our findings are important to help inform policymakers on the importance of designing and implementing cost-effective, low-tech solutions to help reduce learning gaps. An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5654887 10.53832/edtechhub.0067 2339240:VNTPMCJQ 2339240:XLHSGBDA 2405685:FSVST5BF 2405685:HVDCZZVG 2405685:L5WPA5SN 2405685:YWENAQDF
Keywords: _r:AddedByZotZen

Using innovative methods to train teachers of blind children: what we learned - Kweyu, Ignatius; Koszorus, Ferenc (EdTech Hub, 2021)
Governments all over the world have closed learning institutions because of the Covid-19 pandemic, including in Kenya. This has exacerbated the global learning crisis and made it more difficult for teachers, parents, and caregivers to include children with disabilities in quality education. To ensure learners with disabilities were not left behind during Covid-19 school closures, eKitabu partnered with EdTech Hub…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707952 2339240:Y7EARNQ6 2405685:HKG7DF93 2405685:WD8FQQ9D
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH

SWOT Analysis of the Kenya Education Cloud - Groeneveld, Caspar; Kimenyi, Eric; Kaye, Tom (EdTech Hub, 2021)
ZenodoArchiveID: 4745991 prevDOI: 10.5281/zenodo.4486279 prevDOI: 10.5281/zenodo.4742327 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4486279 10.5281/zenodo.4742327 10.5281/zenodo.4745991 2129771:LSCJ2AJX 2339240:95YP93VL 2339240:PBZKVTI5 2339240:WW642LX9 2405685:R3E3KVHX 2405685:TAWFGNE2 2405685:UMJTLGUE
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _cover:v3; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania - Sabates, Ricardo; Rose, Pauline; Alcott, Benjamin; Delprato, Marcos (Journal of Development Effectiveness, 2021)
Cost-effectiveness studies rarely pay explicit attention to whether resources are used effectively to benefit the most marginalised. By linking a quasi-experimental design with detailed financial information, we analyse the cost-effectiveness of the Campaign for Female Education (CAMFED)’s programme in Tanzania. The programme provides targeted, multi-dimensional support to marginalised girls in government secondary schools in deprived rural areas. We find the cost-effectiveness of CAMFED’s programme to be similar to interventions designed for more advantaged populations who are easier (and less costly) to reach. There is further evidence of positive spill-over effects to boys in the schools supported by CAMFED.
Publisher: Routledge _eprint: https://doi.org/10.1080/19439342.2020.1844782 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2020.1844782 2339240:IZUVIXVI 2405685:NV3ND4MJ
Keywords: Cost effectiveness; Girls’ Education; Tanzania; equity

Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania - Sabates, Ricardo; Rose, Pauline; Alcott, Benjamin; Delprato, Marcos (Journal of Development Effectiveness, 2021)
Cost-effectiveness studies rarely pay explicit attention to whether resources are used effectively to benefit the most marginalised. By linking a quasi-experimental design with detailed financial information, we analyse the cost-effectiveness of the Campaign for Female Education (CAMFED)’s programme in Tanzania. The programme provides targeted, multi-dimensional support to marginalised girls in government secondary schools in deprived rural areas. We find the cost-effectiveness of CAMFED’s programme to be similar to interventions designed for more advantaged populations who are easier (and less costly) to reach. There is further evidence of positive spill-over effects to boys in the schools supported by CAMFED.
Publisher: Routledge _eprint: https://doi.org/10.1080/19439342.2020.1844782 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2020.1844782 2339240:FRZIQURK 2405685:VBG6JSIG
Keywords: Cost effectiveness; Girls’ Education; Tanzania; equity

Structured Pedagogy and EdTech - Adam, Taskeen; Chuang, Rachel; Haßler, Björn (EdTech Hub, 2021)
ZenodoArchiveID: 4460344 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4460344 2129771:DDU3QPXM 2339240:5XNMEGSN 2339240:XIRCF4HG 2339240:XXL72KUQ 2405685:2QM825CH 2405685:5RMUBA3Q 2405685:GBS5KW7S
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; dode_eth-src-eth; dode_eth-trf2-dode

The use of 'building blocks' to develop digital platforms for education in sub-Saharan Africa - Adam, Taskeen; El-Serafy, Yomna; Podea, Marius; Haßler, Björn (EdTech Hub, 2021)
We set out to investigate the existing and potential use cases of open-source, modular ‘building blocks’ to build digital platforms for education in sub-Saharan Africa (SSA). Building blocks fall into two main categories: teaching and learning (e.g., learning management systems) and education system management (e.g., data collection tools).
10.5281/zenodo.4913283 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0048 10.53832/edtechhub.0049 2339240:487NSL2N 2339240:96WXZFG3 2339240:BXUFCQ98 2339240:QUJFSUDE 2405685:4NFT3P7H 2405685:MZSKKWUZ 2405685:NVIUXYC6 2405685:PIXT9J66 2405685:RL5CTZU3 2405685:U8GMZZ48 2486141:7MQA6V3G 4656463:6378IJC5 4656463:TD3MYCHJ
Keywords: _EdTechHub_Output; _MELA_seen

T-TEL Covid-19 Impact Assessment Study - Ananga, Eric; Kadiri, Abdul-Karim; Kporwodu, Marie; Nkrumah, Yahya; Whajah, Francis; Tackie, Majorie (2021)
ZenodoArchiveID: 4895400 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4895400 2339240:F8IYBAPY 2405685:57DYPNLR 2405685:DR6BDMJS 2405685:PTC9PGZW
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _zenodo:submitted

Computational literature reviews: method, algorithms, and roadmap - Antons, D.; Breidbach, C.F.; Joshi, A.M. (Organizational Research Methods, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:4JL8RZ7H 2486141:R52FLCHH
Keywords: _Added-ailr-2024; ⛔ No DOI found

Language issues in comparative education II: Policy and practice in multilingual education based on non-Dominant languages - Benson, Carol; Kosonen, Kimmo (BRILL, 2021)

HATUTAN Program in Timor-Leste - CARE International (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:D54MJKC2 2405685:FK3E3X62

Cost-Effectiveness and EdTech: Considerations and case studies - Chuang, Rachel; Burnett, Nicholas; Robinson, Elizabeth (EdTech Hub, 2021)
The answer to the question ‘What is cost-effective EdTech?’ is highly nuanced, as it depends on the choice of the initiative, its design, implementation, intended audience, and how the local context is addressed. We compiled select case studies that examine how EdTech was used in cost-effective and less cost-effective ways. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 5651978 previousDOI: 10.5281/zenodo.5213890 previousPreviousDOI: 10.5281/zenodo.4897985 previousPreviousDOI: 10.5281/zenodo.4897985 PreviousDOI: 10.5281/zenodo.4897985 PreviousDOI: 10.5281/zenodo.4897985 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.5213890 10.5281/zenodo.4897985 10.5281/zenodo.5213890 10.5281/zenodo.5651978 2339240:C93CUDGR 2339240:XJDIEYV8 2405685:DQX9SUB6 2405685:FZ937TYM 2405685:WEFTUGTJ 2405685:YU9RLZ98
Keywords: F: Helpdesk response; _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

Low-Tech Devices and Connectivity for Learning in Lebanon - Chuang, Rachel; Khalayleh, Abdullah (EdTech Hub, 2021)
This document was produced in response to a request from the FCDO Lebanon team for guidance on leveraging low-tech devices and enabling connectivity to support learners in Lebanon, aligning with school reopenings. The document compiles effective initiatives across Lebanon and other countries.
ZenodoArchiveID: 4140412 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4140412 2129771:9X3BTTLU 2339240:9PYYNK6J 2405685:ISTFVCA7 2405685:NS927T5K
Keywords: F: Helpdesk response; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

A Theory of Change for a Technology-Enhanced Education System in Bangladesh - Clark-Wilson, Alison; Bashir, Amreen; Kaye, Tom (EdTech Hub, 2021)
The first of a trilogy of Theories of Change (TOCs) that focuses on learners as the main beneficiaries of an increasingly technology-enhanced education system in Bangladesh. Initially created with stakeholders to support the monitoring and evaluation of programmes designed to offer distance learning during the 2020 Covid-19 school closures, the TOC describes how access to educational activities of different modalities (TV, Radio, Smartphone, online platforms etc.) should lead to improved educational outcomes for learners in Classes 1-12. Keywords: Bangladesh; Theory of Change; technology-enhanced learning; education An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 5652015 KerkoCite.ItemAlsoKnownAs: 10.5281/edtechhub.0044 10.5281/zenodo.4610089 10.53832/edtechhub.0044 2339240:D4Q4RX94 2339240:YKVDDCEI 2405685:2T7DPIBU 2405685:BUHD2X9T 2405685:E4I95IWF 2405685:NP95DHA2 2405685:Q2MS5ZSE 2405685:ZSEHKGUN
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted

Teaching and Testing by Phone in a Pandemic. - Crawfurd, Lee; Evans, David K.; Hares, Susannah; Sandefur, Justin (Centre for Global Developement, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:474HKXRJ 2405685:DTZ6IE85

Learning with technology during emergencies: A systematic review of K-12 education - Crompton, Helen; Burke, Diane; Jordan, Katy; Wilson, Samuel W. G. (British Journal of Educational Technology, 2021)
Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID-19 pandemic created the largest disruption of education in history, affecting 94% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE). The purpose of this study is to determine how technology has been used to continue K-12 learning remotely during an emergency. This systematic review included an aggregated and configurative synthesis to examine extant empirical work over eleven years, from January 2010 to December 2020. Following a rigorous, PRISMA selection process, 60 articles were included in the final analysis from 48 countries. Grounded coding of the strategies used for learning revealed the following categories: communication, delivery systems, student ERE readiness, partnerships, promoting student learning and engagement, and resources. Grounded coding of the technologies revealed that types of technologies used were divided into two major categories: Internet-based and non-Internet based, with the majority using Internet-based technologies. Practitioner notes What is already known about this topic The COVID-19 pandemic has caused school closures across the globe and prevented in-person school teaching. The rapid shift to distance education in schools can be conceptualised as ‘emergency remote education’ (ERE). Prior ERE research focused on bounded geographic locations where localised emergencies occurred. What this paper adds This provides the scholarly community with a unique systematic review of existing academic research on K-12 ERE implementation in emergencies. This provides aggregated data and analysis on the past 11 years of the types of emergencies, participants, subject domain, technologies used, and location information. This provides findings of the types of remote teaching strategies involving technology used to continue K-12 learning in emergency situations. This provides a set of recommendations on ERE for teachers, school leaders, policy makers, and funders. This provides researchers with a review of the field with identification of gaps and future research opportunities. Implications for practice and/or policy Recommendations regarding ERE are provided in this paper that will be of benefit to K-12 teachers, school leaders policymakers, and funders in the continuing COVID-19 pandemic and future emergencies. The research gaps highlighted in this paper, such as the lack of studies conducted in low and low middle-income countries, are presented with suggestions for much needed future research. This can lead to changes in practice and policy.
ZenodoArchiveID: 5652042 _eprint: https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13114 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652042 2339240:TJNJX997 2405685:9V69ZAFP 2405685:BDG6N6PJ 2405685:JE8I8566 2405685:YY7LXWQB
Keywords: COVID-19; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _yl:b; _zenodo:submitted; disasters; emergencies; emergency remote education; pandemic

Digital Personalised Learning to Improve Numeracy Outcomes in Kenyan Primary School Classrooms - EdTech Hub (EdTech Hub, 2021)
ZenodoArchiveID: 5596872 ZenodoArchiveConcept: 5596871 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0054 2405685:4N5VUGJG

Low-Tech Personalised Learning to Improve Girls' Education in Kenya - EdTech Hub (EdTech Hub, 2021)
ZenodoArchiveID: 5596885 ZenodoArchiveConcept: 5596884 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0059 2405685:7TUWEUKZ

Optimising Messaging to Promote Returns to School in Ghana for Marginalised Learners - EdTech Hub (EdTech Hub, 2021)
ZenodoArchiveID: 5596883 ZenodoArchiveConcept: 5596882 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0058 2405685:DMVKGJWQ

The Impact of a Tech-Supported, School-Based TCPD Model on Learning Outcomes in Tanzania - EdTech Hub (EdTech Hub, 2021)
ZenodoArchiveID: 5596877 ZenodoArchiveConcept: 5596876 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0056 2405685:PFMSZZ8N

Les Technologies De L’enseignement Et Le Covid-19 - 10 Choses À Savoir - EdTech Hub Team (2021)
ZenodoArchiveID: 4709702 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4709702 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2405685:26VNTFQU 2405685:DQ5URLSY 2405685:VJ488Z7L
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

Summary Brief: Problem Analysis and Focus of EdTech Hub’s Work - EdTech Hub Team (EdTech Hub, 2021)
ZenodoArchiveID: 4612141 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4612141 2339240:M4WB4UIZ 2405685:GNY5ZSWM
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

تكنولوجيا التعليم وجائحة كوفيد 19 - .10 أشياء يجب معرفتها - EdTech Hub Team (2021)
ZenodoArchiveID: 4709700 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4709700 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2405685:26VNTFQU 2405685:DQ5URLSY 2405685:VJ488Z7L
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

Education for All: An Integrated Approach (Phase II) - Education Above All (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:4FY4NCDN 2405685:DJBN3VPT

Strategy for Tanzania — Focus Area: TCPD in primary schools - El-Serafy, Yomna; Khalayleh, Abdullah; Carter, Alice; Haßler, Björn; Proctor, Jamie; Adam, Taskeen (EdTech Hub, 2021)
ZenodoArchiveID: 4742727 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4742727 2405685:BPHSJBH7
Keywords: _EdTechHub_Output

Digital Skills Ecosystem and Gap Assessment in Malawi: Final Report - Ernst & Young (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:WKQWSM76 2405685:YYDHA82Z

Regional Communications Infrastructure Program (RCIP) Malawi - Global Infrastructure Hub (2021)
Only one in ten people in Malawi have access to information and communications technology (as of 2016). This is due to the high cost and complexity of developing the infrastructure and end-user service offering. However, the government plans to improve access to, and the affordability of, broadband connections. It is initiating projects to reach out to the most disadvantaged groups in society.
KerkoCite.ItemAlsoKnownAs: 2339240:N5IPDHHZ 2405685:U3PJDBD6

Tanzania National Development Vision 2025 - Government of Tanzania (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8JRRC5P2 2405685:KHS6R9D2

Situation Analysis of Children in Timor- Leste - Government of Timor-Leste; UNICEF (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:VM4BNEQ7 2405685:E6SR4E49
Keywords: ⛔ No INSPIRE recid found

Problem Analysis and Focus of EdTech Hub’s Work: Technology in Education in Low- and Middle-Income Countries - Hennessy, Sara; Jordan, Katy; Wagner, Daniel A.; EdTech Hub Team (The EdTech Hub, 2021)
ZenodoArchiveID: 4332693 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4332693 2339240:322MPSF7 2339240:BTJ8QHAD 2339240:BTPX7CIX 2339240:DZSHD5WZ 2339240:EEUENHU3 2339240:HSFA8Z7Q 2339240:M3YUXFYS 2339240:Q2I8K6L8 2339240:WEEFFITS 2405685:347U73VH 2405685:8F46F44X 2405685:94F2MYRK 2405685:CSJHU24F 2405685:DYB6V7DK 2405685:EIQD4I2E 2405685:GUHMK274 2405685:HXF4GM6M 2405685:PBXBB7LF 2405685:QVG25MBV 2405685:R7Q7CT4P 2405685:SNZ55MKE 2534378:42JICVEU
Keywords: _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Botswana BWA; _C:Congo; Democratic Republic COD; _C:El Salvador SLV; _C:Gambia GMB; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Ireland IRL; _C:Jordan JOR; _C:Kenya KEN; _C:Lebanon LBN; _C:Liberia LBR; _C:Malawi MWI; _C:Pakistan PAK; _C:Peru PER; _C:Philippines PHL; _C:Rwanda RWA; _C:Senegal SEN; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Zambia ZMB; _C:eSwatini SWZ; _DOILIVE; _EdTechHub_Output; _MELA_seen; __C:scheme:1; ___working_potential_duplicate; _cover:v3; _zenodo:submitted; _zenodoETH

Problem Analysis and Focus of EdTech Hub’s Work: Technology in Education in Low- and Middle-Income Countries - Hennessy, Sara; Jordan, Katy; Wagner, Daniel A.; EdTech Hub Team (The EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:XHVAUXYZ 2405685:R2YGTN82
Keywords: _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Botswana BWA; _C:Congo; Democratic Republic COD; _C:El Salvador SLV; _C:Gambia GMB; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Ireland IRL; _C:Jordan JOR; _C:Kenya KEN; _C:Lebanon LBN; _C:Liberia LBR; _C:Malawi MWI; _C:Pakistan PAK; _C:Peru PER; _C:Philippines PHL; _C:Rwanda RWA; _C:Senegal SEN; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Zambia ZMB; _C:eSwatini SWZ; _DOILIVE; _EdTechHub_Output; _MELA_seen; __C:scheme:1; ___working_potential_duplicate; _cover:v3; _zenodo:submitted; _zenodoETH

Malawi Economic Monitor : Investing in Digital Transformation - Hettinger, Patrick Shawn; Mboob, Ida S,; Robinson, DanielleSimone; Nyirenda, Yalenga Loraine; Galal, Rami Mikko Ahmed; Chilima, Efrem Zephnath (World Bank, 2021)
Malawi Economic Monitor : Investing in Digital Transformation (English)
KerkoCite.ItemAlsoKnownAs: 2339240:4E283TFK 2405685:A54C4DV2

Midterm Evaluation Report - IMC Worldwide (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:X6NTWCQM 2405685:75DWT6LL

Affordability - International Telecommunications Union (ITU) (International Telecommunications Union (ITU), 2021)
Affordability - backgrounder
KerkoCite.ItemAlsoKnownAs: 2339240:4Q335Q2J 2405685:6G8LTNMU
Keywords: ⛔ No INSPIRE recid found

Education during the COVID-19: crisis Opportunities and constraints of using EdTech in low-income countries - Jordan, Katy; David, Raluca; Phillips, Toby; Pellini, Arnaldo (Revista de Educación a Distancia (RED), 2021)
The Covid-19 pandemic has ushered in a period of educational disruption on an unprecedented scale. During this time of crisis, education will not be business as usual, and EdTech alone cannot close the learning gap. It will be dedicated teachers and resilient educators who will ensure learning doesn’t st op — but they could be helped by the right EdTech tools. However, the digital divide means that internet and mobile network access varies greatly in middle and low - income countries. In this discussion paper, we explore some of the key constraints of using EdTech at scale to support education in low - income countries at a time of crisis, and highlight the opportunities that have so far emerged, in a rapidly - changing context. We draw upon evidence and examples to inform policy and programming decisions, moving from the initial emergency response to building resilience in the longer term, and planning to diagnose and treat the learning gaps that have emerged during the crisis.
ZenodoArchiveID: 5652036 Dates: 13-11-2020 — Actualizado el 09-01-2021 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652036 10.6018/red.453621 2405685:2BIQKP9C 2405685:IVHRNTQ7 2405685:L7Y5JD68 2405685:ZXQZ3FVV
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _zenodo:submitted; países de bajos ingresos

Multilingualism in Timor-Leste - Klinken, Catharina Williams-van; Lucas, Olinda (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:SN2PVGLX 2405685:BCDQINA9
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Mapping education data in sub-Saharan Africa - Lawson, Laté; Heady, Lucy (Education Sub Saharan Africa (ESSA), 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:HC6RUIMQ 2339240:MTMGPY6E 2405685:3GG5SPKY 2405685:TT9S4YV2 8836279:77XCCW4B 8836279:PNHCGL86 8836279:S2UPNP2W 8836279:TRTQSCA2

Case study: Team Girl Malawi - Link Education International (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:B9EEH33I

EdTech for Learners with Disabilities in Primary School Settings in LMICS: A Systematic Literature Review - Lynch, Paul; Singhal, Nidhi; Francis, Gill A. (EdTech Hub, 2021)
This systematic literature review was guided by the overarching aim of establishing the categories of EdTech that may be appropriate to support the learning of children with disabilities aged 4–12 years in low-and middle-income countries. A critical review of the published literature was deemed essential as the field of disability and EdTech (mirroring larger trends in disability and educational research) has remained dominated by anecdotal commentaries and strong personal assertions, but substantiated by little evidence. In framing the review we drew on a dual model of access which provides a helpful lens into how EdTech can support a learner’s development trajectory across different interventions (e.g. learning to read Braille or sign language), targeted educational outcomes, inclusive practices and suitable accommodations in different educational settings. This approach is underpinned by a human rights agenda, as articulated in the UN Convention for the Rights of Persons with Disabilities (CRPD) and the Sustainable Development Goals (SDGs) which demand fair and equal access to education for all children and young people. They are also concerned, though, that an individual child/young person should have agency, self-determination and independence. Article 2 of the CRPD unambiguously recognizes that reasonable accommodation is vital in enabling persons with disabilities to enjoy and exercise their rights on an equal basis with others.
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4348995 10.5281/zenodo.4348995 2339240:6VEXVUL7 2339240:BAU4D8ER 2339240:PAABA4B7 2339240:RHJJP4E2 2339240:TWQV2AGE 2339240:Z4FHRC9L 2405685:7IEM9MCP 2405685:88MZ92YX 2405685:ATYBHAIH 2405685:DGRQM9XQ 2405685:KKZ3ET5W 2405685:KL56SD42 2405685:VZNCHGEG 2405685:XJ42VUQG 2534378:3A5TU66J
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodoETH

The effectiveness of technology-supported personalised learning in low- and middle-income countries: A meta-analysis - Major, Louis; Francis, Gill A.; Tsapali, Maria (British Journal of Educational Technology, 2021)
Digital technology offers the potential to address educational challenges in resource-poor settings. This meta-analysis examines the impact of students' use of technology that personalises and adapts to learning level in low- and middle-income countries. Following a systematic search for research between 2007 and 2020, 16 randomised controlled trials were identified in five countries. Studies involved 53,029 learners aged 6–15 years. Coding examined learning domain (mathematics and literacy); personalisation level and delivery; technology use; and intervention duration and intensity. Overall, technology-supported personalised learning was found to have a statistically significant—if moderate—positive effect size of 0.18 on learning (p = 0.001). Meta-regression reveals how more personalised approaches which adapt or adjust to learners' level led to significantly greater impact (an effect size of 0.35) than those only linking to learners' interests or providing personalised feedback, support, and/or assessment. Avenues for future research include investigating cost implications, optimum programme length, and teachers' role in making personalised learning with technology effective. Practitioner notes What is already known about this topic? Promoting personalised learning is an established aim of educators. Using technology to support personalised learning in low- and middle-income countries (LMICs) could play an important role in ensuring more inclusive and equitable access to education, particularly in the aftermath of COVID-19. There is currently no rigorous overview of evidence on the effectiveness of using technology to enable personalised learning in LMICs. What this paper adds? The meta-analysis is the first to evaluate the effectiveness of technology-supported personalised learning in improving learning outcomes for school-aged children in LMICs. Technology-supported personalised learning has a statistically significant, positive effect on learning outcomes. Interventions are similarly effective for mathematics and literacy and whether or not teachers also have an active role in the personalisation. Personalised approaches that adapt or adjust to the learner led to significantly greater impact, although whether these warrant the additional investment likely necessary for implementation at scale needs to be investigated. Personalised technology implementation of moderate duration and intensity had similar positive effects to that of stronger duration and intensity, although further research is needed to confirm this. Implications for practice and/or policy: The inclusion of more adaptive personalisation features in technology-assisted learning environments can lead to greater learning gains. Personalised technology approaches featuring moderate personalisation may also yield learning rewards. While it is not known whether personalised technology can be scaled in a cost-effective and contextually appropriate way, there are indications that this is possible. The appropriateness of teachers integrating personalised approaches in their practice should be explored given ‘supplementary’ uses of personalised technology (ie, additional sessions involving technology outside of regular instruction) are common.
Archive: https://zenodo.org/record/4817787 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13116 10/gj6k5n 2339240:382K6GCA 2339240:53R3ZYT5 2339240:CYQPAERV 2339240:EXFAZMDQ 2339240:P2I2EU98 2339240:RM59PWFE 2405685:5U948655 2405685:FIXCCB5I 2405685:HBGSTQ7X 2405685:QFTDGH3C 2405685:RZNJVMWH 2405685:V8UFGT52 2405685:WTT4UQ43 2405685:ZD4YGMMJ 4042040:G8KVDVSC
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _zenodo:submitted; computer-assisted learning; learning outcomes; low- and middle-income; meta-analysis; personalisation; personalised adaptive learning; ⛔ No DOI found

A Literature Overview of Accountability and EdTech: Recommendations for Using Technology to Improve Accountability in Educational Systems from Ghana and Other LMICs. - McIntyre, Nora; Sabates, Ricardo; Eberhardt, Molly Jamieson (EdTech Hub, 2021)
ZenodoArchiveID: 4575561 PreviousDOI: 10.5281/zenodo.4468852 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4575561 2339240:DTA9GETP 2339240:V8PHTCMI 2405685:5TQ3YM2R 2405685:AI9EYM2F 2405685:E5W5QCIE
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

Teachers’ Learning Communities for Developing High Order Thinking Skills—A Case Study of a School Pedagogical Change - Miedijensky, Shirley; Sasson, Irit; Yehuda, Itamar (Interchange (Toronto. 1984), 2021)
This study deals with an elementary school that is undergoing a process of pedagogical change. The teachers understood that their weak point was excessive use of teaching based on memorization rather than developing high-order thinking (HOT) skills. The school therefore established teachers’ learning communities for peer learning and designing learning tasks that encourage the development of HOT skills. Quantitative and qualitative research tools were used in this study as a formative assessment. The data included learning tasks and interviews with teachers. The findings indicate an increase in the expression of critical thinking and the cognitive levels of application, analysis, and synthesis. The national test scores indicate an increase in students’ performance in most subjects. It appears that educators recognize the need for a transition from teaching that emphasize memorizing information to methods that develop students’ thinking skills and independent learning and initiated a successful pedagogical change.
Place: Dordrecht Publisher: Springer Netherlands KerkoCite.ItemAlsoKnownAs: 10.1007/s10780-021-09423-7 2339240:JUVZA2U4 2405685:QTXG5999
Keywords: Case studies; Collaboration; Critical thinking; Education; Educational Philosophy; Educational Policy and Politics; Elementary schools; Formative assessment; High-order thinking; Learning; Memorization; Pedagogical change; Pedagogy; Peer learning; Qualitative research; Teachers; Teachers’ learning communities; Teaching; Teaching methods; Test scores; Thinking skills

Annual School Census Report - Ministry of Basic and Secondary Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ELC26RCU 2405685:2GVLUELP 2405685:UP66E9KW
Keywords: auto_merged

EMIS - Ministry of Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:EBVA7NE2 2405685:Q2KEG3ZJ

Cambodia’s Science Technology and Innovation Roadmap 2030 - Ministry of Industry, Science, Technology and Innovation (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ELQ7W88X 2405685:G2968WIN

EdTech and Covid-19: 10 Things to Know - Nicolai, Susan; Wilson, Samuel; Jefferies, Kate (EdTech Hub, 2021)
EDTECH AND COVID-19 10 THINGS TO KNOW Covid-19 has reshaped our world. In education, mass school closures have accelerated the global use of education technologies. Yet the benefits do not reach everyone. Since the start of the pandemic, EdTech Hub and its partners have been researching and applying evidence on what works in technology for education in different contexts. Here…
ZenodoArchiveID: 5651983 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5651983 2339240:C67KNIJR 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2339240:W7FD9YT3 2405685:26VNTFQU 2405685:94AITL9D 2405685:DQ5URLSY 2405685:GT33JADA 2405685:VJ488Z7L zotzenLib.CopiedFrom: 2339240:C67KNIJR
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

Lessons learnt from education data mapping in Africa: Workshop summary and synthesis - Pambe, Rigobert; Kadzamira, Esme; Mjomba, Renaldah; Lawson, Laté; Onsomu, Eldah; Adam, Taskeen; Heady, Lucy; Mugo, John; Tinto, Teg-WendeIdriss (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
10.5281/zenodo.5576416 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5576416 10.53832/edtechhub.0052 2339240:282R466B 2339240:EQWZQPHA 2405685:2B2RMIDY 2405685:AEQDZV3T 2405685:DX6WMTLN 2405685:NNN9EZ7J
Keywords: _r:AddedByZotZen

Turning to technology: A global survey of teachers' responses to the Covid-19 pandemic - Pota, Vikas; Hennessy, Sara; Koomar, Saalim; Kreimeia, Adam; Zubairi, Asma; Aerts, Carla; Gault, Claire (T4 Education & EdTech Hub, 2021)
A global survey of teachers’ responses to the Covid-19 pandemic
KerkoCite.ItemAlsoKnownAs: 2339240:L9HFYFBK 2339240:PG5K4YH4 2339240:VJ8NQRB8 2405685:452IQSGM 2405685:8993UPBX 2405685:SMFP44X2

DigiMap – Digital Malawi Project - Public Private Partnership Commission (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:BBWYTFNJ 2405685:N6IH9MK6

EdTech Interventions for Deaf Learners: Sprint 2 Review - Rahman, Asad; Siddiqui, Maira; Shaikh, Sarah; Geary, Richard; Awasen, Aaron; Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4924787 10.53832/edtechhub.0131 2405685:D7JX8S7S
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

ICT in Education and Training Policy - Republic of Kenya. (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:BG82ZNVW

Spotlight Initiative to eliminate violence against women & girls in Timor-Leste - Robinson, Alex; Kiefel-Johnson, Felix (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ACGCCMFU 2405685:VVIKL45L

Cambodia Digital Economy and Society Policy Framework 2021–2035 - Royal Government of Cambodia (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ZCPRMATT 2405685:NSEFRBZY

Digitalization in teaching and education in Malawi: Digitalization, the future of work and the teaching profession project - Saka, Tionge Weddington (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:9BDZPJAA 2405685:Z9HNTSCR

Using community-based structures in education programming - Sarton, Emma; Thukral, Hetal (2021)
This Thematic Review summarises the learning around how community-based structures (CBSs) supported projects during COVID-19 school and community-based education closures. It examines the role of CBSs in supporting Girls’ Education Challenge projects to pivot successfully and identifies six characteristics of successful utilisation of CBSs. This Thematic Review is primarily aimed at projects, implementors and non-governmental organisations interested in working with CBSs to maximise project outcomes now and in the future. It is also useful for researchers and policy makers, supporting conversations about how to best work with communities and CBSs.
KerkoCite.ItemAlsoKnownAs: 2405685:I7BQJD5E 2405685:YNTJPK4A

A Framework for Creating Short Forms of Internationally Used Direct Assessments - Seiden, Jonathan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:6YINVI8Z 2405685:THAGKHBH

What makes a good school? | UNICEF Lao People's Democratic Republic - Siriphongphanh, Siriphone (2021)
Lao PDR rolls out Study to understand why certain Lao schools outperform others to help identify better practices
KerkoCite.ItemAlsoKnownAs: 2339240:TV2EGF7F 2405685:5TU2WGTZ
Keywords: ⛔ No INSPIRE recid found

GIS for Education Working Group - the Education Commission (the Education Commission, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:PEEHJ6D6 2405685:6NKZST4H
Keywords: _yl:a

Language data for Malawi - Translators without Borders (Translators without Borders, 2021)
Open-source language data and maps about languages spoken in Malawi can improve how we communicate with communities in crisis.
KerkoCite.ItemAlsoKnownAs: 2339240:PCZ7W4YF 2405685:59QEPFPY

Sustainable Development Cooperation Framework 2021-2025 - UNDP (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:PBYPE6CD 2405685:XPAK3XCQ

Lao People's Democratic Republic | INCLUSION | Education Profiles - UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:PSQ98E9A 2405685:ILAEKQIZ
Keywords: ⛔ No INSPIRE recid found

Laws, decrees and strategies on teachers in Lao PDR: a situation analysis - UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:EYNX572J 2405685:LI4FUFM4
Keywords: ⛔ No INSPIRE recid found

Malawi: Education Statistics - UNESCO Institute for Statistics (2021)
...
Last Modified: 2017-04-12 KerkoCite.ItemAlsoKnownAs: 2339240:ZU5965YA 2405685:2IXF4RSK

Lao Education and Sports Teaching and Learning Platform | UNICEF Lao People's Democratic Republic - UNICEF (2021)
Learning Never Stops: Investing in ICT-enabled Teaching and Learning to Strengthen Access to Education in Lao PDR
KerkoCite.ItemAlsoKnownAs: 2339240:QGRFF5EI 2405685:UT42DYIS
Keywords: ⛔ No INSPIRE recid found

Language of Instruction Country Profile: Malawi - USAID (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:BK7VYG8H 2405685:UQ6JNHZN
Keywords: ⛔ No DOI found

Are All Our Children Learning? - Uwezo (Usawa Agenda, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:DFJ494IE

Endogenous Development in Lao PDR in the Era of Globalization: Contrastive Case Studies of External Assistance for a Sustainable Rural Development Path - Vongxay, Phonemany; Suzuki, Noriyuki (Journal of Mekong Societies, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:BTI5HE6I 2405685:JET5AWJ9
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Lao PDR: Policy Insights from a Multi-year Teaching and Learning Study Series - Wong, Debbie; Hollingsworth, Hilary (Department of Foreign Affairs and Trade (DFAT), 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:CJMA6Q84 2405685:YQYVXB6X
Keywords: ⛔ No INSPIRE recid found

Cambodia Country Profile - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:B2H7C4JF 2405685:CMYC4E9W

Development Projects : Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project - P173407 - World Bank (World Bank, 2021)
Development Projects : Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project - P173407
KerkoCite.ItemAlsoKnownAs: 2339240:6XEIKV5D 2405685:X9W9SNBZ
Keywords: ⛔ No INSPIRE recid found

GDP per capita (current US$) - Malawi | Data - World Bank (World Bank, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KXZG4ANK 2405685:VUM5AGV3

Lao Basic Education Boost through $47 million Project - World Bank (World Bank, 2021)
The World Bank Global Partnership for Education III Learning and Equity Acceleration project will improve Lao education performance and teaching systems.
KerkoCite.ItemAlsoKnownAs: 2339240:LSU6M8RR 2405685:SIJRS9LM
Keywords: ⛔ No INSPIRE recid found

Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:EU4B8X32 2405685:4IRPCQEC
Keywords: ⛔ No INSPIRE recid found

Lao Peoples Democratic Republic - Learning and Equity Acceleration Project - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:2LYS5U6S 2405685:BGDBGZK8
Keywords: ⛔ No INSPIRE recid found

Leveraging Malawi’s Existing Digital Infrastructure to Boost Economic Growth - World Bank (World Bank, 2021)
The latest economic analysis of Malawi says the country has an opportunity to kickstart digital transformation by enabling the growth of a robust digital economy ecosystem
KerkoCite.ItemAlsoKnownAs: 2339240:F9MIWM7B 2405685:6ZM5SVJE

Malawi Overview - World Bank (World Bank, 2021)
The World Bank Group supports Malawi’s efforts to reduce poverty and promote economic growth by working with the government, development partners, and civil society.
KerkoCite.ItemAlsoKnownAs: 2339240:JPCM7M8E 2405685:ZFIJNHAT

Malawi World Bank Approves $100 Million to Improve Skills Development Programs - World Bank (World Bank, 2021)
The World Bank today approved $100 million in financing from the International Development Association (IDA)* for Malawi to support increased access, particularly for female students, to skills development programs in priority areas of the economy that are most relevant to the labor market— now and in the future.
KerkoCite.ItemAlsoKnownAs: 2339240:P7XWBIFX 2405685:28VJ9MRA

Malawi World Bank Approves $100 Million to Improve Skills Development Programs - World Bank (World Bank, 2021)
The World Bank today approved $100 million in financing from the International Development Association (IDA)* for Malawi to support increased access, particularly for female students, to skills development programs in priority areas of the economy that are most relevant to the labor market— now and in the future.
KerkoCite.ItemAlsoKnownAs: 2339240:TL85HTPK 2405685:YAAV4TE4

Country-Level Research Review: EdTech in Pakistan - Zubairi, Asma; Halim, Waqas; Kaye, Tom; Wilson, Sam (EdTech Hub, 2021)
ZenodoArchiveID: 4596486 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4596486 2129771:3CUB9UK6 2339240:3JHAWKKZ 2339240:NHJQTPKC 2339240:R2MHQ7R6 2405685:BTQ4CU7R 2405685:NZUHTJBG 2405685:R4LUIDP5
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

A proposal for open educational resource adoption through a curriculum alignment hub - Chandra, Shivi (EdTech Hub, 2020)
In 2020, EdTech Hub began a collaboration with Learning Equality, a nonprofit organisation supporting the creation, adaptation, and distribution of Open Educational Resources (OER) in disconnected environments. The following post by Learning Equality’s Global Curriculum Specialist, Shivi Chandra, explores how individual efforts to address some of the challenges in adopting OER could become more powerful, receive recognition, and build upon…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707958 2339240:ZHJUIFM5 2405685:9QCBITED 2405685:UE5ASMRI
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Implementing a virtual learning environment in a resource-constrained setting: five key reflections - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
Implementing a virtual learning environment is a challenge in any situation. But how do you implement one in a country with few resources, lacking technological infrastructure, and no experience with virtual learning? In response to Covid-19, Zanzibar is planning to implement a virtual learning environment (VLE) to complement its print-, radio-, and TV-based distance education programmes. In Zanzibar, an autonomous…
PreviousDOI: 10.5281/zenodo.4707995 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708006 2405685:K899A8PP 2405685:WZPDTZHA
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

TheoryOn: A Design Framework and System for Unlocking Behavioral Knowledge Through Ontology Learning - Li, Jingjing; Larsen, Kai; Abbasi, Ahmed (MIS Quarterly, 2020)
The scholarly information-seeking process for behavioral research consists of three phases: searching, accessing, and processing of past research. Existing IT artifacts, such as Google Scholar, have in part addressed the searching and accessing phases, but fall short of facilitating the processing phase, creating a knowledge inaccessibility problem. We propose a behavioral ontology learning from text (BOLT) design framework that presents concrete prescriptions for developing systems capable of supporting researchers during their processing of behavioral knowledge. Based upon BOLT, we developed a search engine—TheoryOn—to allow researchers to directly search for constructs, construct relationships, antecedents, and consequents, and to easily integrate related theories. Our design framework and search engine were rigorously evaluated through a series of data mining experiments, a randomized user experiment, and an applicability check. The data mining experiment results lent credence to the design principles prescribed by BOLT. The randomized experiment compared TheoryOn with EBSCOhost and Google Scholar across four information retrieval tasks, illustrating TheoryOn’s ability to reduce false positives and false negatives during the information-seeking process. Furthermore, an in-depth applicability check with IS scholars offered qualitative support for the efficacy of an ontology-based search and the usefulness of TheoryOn during the processing phase of existing research. The evaluation results collectively underscore the significance of our proposed design artifacts for addressing the knowledge inaccessibility problem for behavioral research literature.
KerkoCite.ItemAlsoKnownAs: 10.25300/MISQ/2020/15323 2405685:XWGI45A5 2486141:3BYADXT6 2486141:MWMYWGI7
Keywords: _Added-ailr-2024

Sandbox Meet-up Planning Template - Rahman, , Asad (EdTech Hub, 2020)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147564 2405685:JXX8J5WJ
Keywords: _r:AddedByZotZen

School’s Out: Experimental Evidence on Limiting Learning Loss Using “Low-Tech” in a Pandemic - Angrist, Noam; Bergman, Peter; Matsheng, Moitshepi (National Bureau of Economic Research, 2020)
Schools closed extensively during the COVID-19 pandemic and occur in other settings, such as teacher strikes and natural disasters. This paper provides some of the first experimental evidence on strategies to minimize learning loss when schools close. We run a randomized trial of low-technology interventions – SMS messages and phone calls – with parents to support their child. The combined treatment cost-effectively improves learning by 0.12 standard deviations. We develop remote assessment innovations, which show robust learning outcomes. Our findings have immediate policy relevance and long-run implications for the role of technology and parents as partial educational substitutes when schooling is disrupted.
Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w28205 2339240:IJXPSRFF 2339240:IRQDPEL7 2405685:8XJARTV7 2405685:LHBGNCNF 2405685:YHH4SI2X 2534379:I69U33PS
Keywords: ___working_potential_duplicate

EdTech and Covid-19: 10 things to know - Nicolai, Susan; Wilson, Samuel; Jefferies, Kate (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4709698 2339240:C67KNIJR 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2339240:W7FD9YT3 2339240:ZD45QNVV 2405685:26VNTFQU 2405685:DQ5URLSY 2405685:FMY4DMRL 2405685:VJ488Z7L
Keywords: _EdTechHub_Output; _GS:not_indexed; _cover:v3; _r:CopiedFromEvLib; _zenodoETH

New Brief: Monitoring Distance Learning During the Covid-19 Pandemic - Bashir, Amreen; Groeneveld, Caspar; Kaye, Tom (EdTech Hub, 2020)
In the initial rush to respond to school closures, countries focused on rolling out distance education. Policy-makers now realise that effective distance education requires robust data generated via high-quality monitoring. This blog highlights the findings of a brief synthesising effective practices in monitoring distance education. Since March 2020, the Covid-19 pandemic has impacted 36 million learners in Bangladesh. Schools closed…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708238 2405685:73G8TGWV
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Introducing the EdTech Hub Specialist Network - Dzinotyiweyi, Monica; Mullan, Joel (EdTech Hub, 2020)
What is the Specialist Network? We’re an international group of experts with substantial practical experience in developing and implementing education and EdTech programmes around the world. The Specialist Network allows the EdTech Hub to draw on a wide range of context-specific and subject-specific experience and expertise. We have a particular focus on supporting the Hub’s Helpdesk, providing additional capacity to…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708248 2405685:CK8F2SMX
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Report launch: Education for the most marginalised post-Covid-19 - Unwin, Tim (EdTech Hub, 2020)
With the support of EdTech Hub, members of the UNESCO Chair in ICT4D have worked hard with colleagues across the world over the last six months to craft an innovative and practical report on how governments can learn from their experiences of Covid-19 to create resilient education systems that use digital technologies wisely, effectively and appropriately. We are all very…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708252 2405685:AQD8NUW9
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Monitoring Distance Education: A Brief to Support Decision-Making in Bangladesh and Other Low- and Lower-Middle-Income Countries - Kaye, Tom; Groeneveld, Caspar; Bashir, Amreen (EdTech Hub, 2020)
This brief outlines a model for monitoring and evaluating distance learning based on a desktop review of interventions during the Covid-19 school closures and other previous school shutdowns. It then examines how this might be applied in the Bangladeshi context.
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Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _zenodo:submitted; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

Engaging with equity: insights from our first sandbox meetup - Rahman, Asad (EdTech Hub, 2020)
Talented, committed innovators are working with EdTech all over the world to make sure children continue learning amidst the school closures caused by Covid-19. At the EdTech Hub, we are lucky to work with six such initiatives in Sandboxes. From experimenting with telephone helplines in Afghanistan to testing Whatsapp in refugee camps in Lebanon, to working with an advocacy campaign…
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Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Monitoring and evaluating radio in education - McBurnie, Chris (EdTech Hub, 2020)
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Keywords: _EdTechHub_Output; dode_eth-src-eth; dode_eth-trf2-dode

À propos de notre recherche de ressources pédagogiques numériques en français - Masrour, Vahid (EdTech Hub, 2020)
Photo credit: SIL Cameroon Lire en anglais Durant le mois d’octobre, EdTech Hub et Learning Equality ont lancé un appel afin de trouver des ressources pédagogiques en français, dans le but de les rendre plus accessibles aux apprenants francophones qui ne disposent pas de connexion à internet. Ce post, préparé par Vahid Masrour, Curriculum Operations Specialist pour Learning Equality, présente…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708244 2405685:FQPNCKCL
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Reflections on finding French digital education resources - Masrour, Vahid (EdTech Hub, 2020)
Photo credit: SIL Cameroon Read in French In October, EdTech Hub and Learning Equality put out a call to find French educational resources with the aim of making these resources more accessible to Francophone learners not connected to the internet. This post by Vahid Masrour, Learning Equality’s Curriculum Operations Specialist, highlights observations and recommendations from this process. He shares further…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708246 2405685:ZEC7MLXB
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Additional Funding Available: Call for Research Proposals - EdTech responses to Covid-19 - Kreimeia, Adam (EdTech Hub, 2020)
We are excited to announce that there is now increased funding available for projects through our Call for Research Proposals: EdTech responses to Covid-19, which closes on Friday 27th November 2020. As part of this window, additional funding, up to a total value of £50k, may be available to a small number of applications, particularly where they allow for comparison…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708240 2405685:U3A62288
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Why the World Needs a Curriculum Alignment Hub - Chandra, Shivi (Learning Equality, 2020)
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Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:image; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted

Covid-19, EdTech, and Survey Alignment in Education - Fitzpatrick, Rachael; McIntyre, Nora; Wilson, Samuel; Rose, Pauline (EdTech Hub, 2020)
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Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted

Australia will support two more districts from the 40 disadvantaged districts identified as a priority by the Ministry of Education and Sports to receive extra support - BEQUAL (Basic Education Quality and Access in Lao PDR, 2020)
18 of the Ministry’s priority districts will receive extra support from Australia to strengthen the implementation of the revised primary curriculum, out of a total of 34 districts supported by Australia
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Keywords: ⛔ No INSPIRE recid found

An EdTech reading list from the Helpdesk team: Autumn 2020 (EdTech Hub, 2020)
In this blog post, we summarise six new publications from the Helpdesk and what we have learned about monitoring and evaluation, curriculum reform, blended learning, and teacher education. As Covid-19 continues to affect learning around the world, our Helpdesk is seeing a shift in the requests we receive. Earlier, the bulk of requests were linked to short-term Covid responses. Now,…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707480 2405685:29RAGPFX 2405685:E2UQW73U
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

EDUCATION REFORM - Ministry of Education Ghana - Ministry of Education Ghana (2020)
The Ghana Education Reform Agenda The Government of Ghana initiated some key education reforms to transform teaching and learning and improve educational outcomes under the Education Strategic Plan (ESP 2018-2030) which was approved by cabinet in November 2018. These reforms are expected to contribute to the goals of the ESP and the Sustainable Development Goals
KerkoCite.ItemAlsoKnownAs: 2405685:B3P79X4E

Lessons for effective CPD - Synthesis of a Sandbox Learning Session - Plaut, Daniel (EdTech Hub, 2020)
An output of the EdTech Hub, https://edtechhub.org
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Keywords: _EdTechHub_Output; _r:AddedByZotZen

Sandbox Lean Cost Model - Rahman, , Asad (EdTech Hub, 2020)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147557 2405685:C44MFZNK
Keywords: _r:AddedByZotZen

Sandbox Sprint Review Template - Rahman, , Asad (EdTech Hub, 2020)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147553 2405685:9GMPGWCB
Keywords: _r:AddedByZotZen

Virtual Sandbox Pack - Rahman, Asad; Carter, Alice (EdTech Hub, 2020)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147542 2405685:RCGXK5RH
Keywords: _r:AddedByZotZen

Ghana’s education response during the COVID-19 crisis: EdTech to the rescue? - Agbe, Edem; Sefa-Nyarko, Clement (EdTech Hub, 2020)
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Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _zenodo:submitted; _zenodoETH

Jordan’s EdTech response to COVID-19 - Al-Hindawi, Hind; Hashem, Lina (EdTech Hub, 2020)
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Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Save our future - Haßler, Björn; Sagun, Rose (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4749380 2405685:QLTPHU6B
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodoODE

Education technology in the COVID-19 response in Nigeria - Isisi, Akogun; Olojede, Omolola; Adedoyin, Adesina; Akogun, Oladele (EdTech Hub, 2020)
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Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

China: testing a decade of online education preparation - Liangdi, Xu; Groenewegen-Lau, Jeroen (EdTech Hub, 2020)
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Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Distance learning in the context of COVID-19: the case of Rwanda - Ngabonzima, Ernest; Isimbi, Roberte; Mwali, Marie Merci; Pellini, Arnaldo (EdTech Hub, 2020)
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Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

EdTech and the COVID-19 response: A case study of Kenya - Ngware, Moses; Ochieng, Vollan (EdTech Hub, 2020)
ZenodoArchiveID: 4706019 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706019 2339240:D85SY35R 2405685:SMLIMS2X
Keywords: Kenya; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

COVID-19 and the education response in Indonesia: exploring the learning crisis - Suriastini, Wayan; Setyo, Pujiastuti; Herawati, Fita; Naryanta; Moddilani, Ganiko; Pellini, Arnaldo (EdTech Hub, 2020)
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Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Education technology in the COVID-19 response in Pakistan - Tabassum, Rabia; Hadi, Murium; Qaisrani, Ayesha; Shah, Qasim (EdTech Hub, 2020)
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Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v2; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education – Act one - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
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Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:other:ok; _zenodo:submitted; _zenodoETH