TY - RPRT
TI - How Can Participatory Methods Centre Teachers Within Education Policy?
AU - Koomar, Saalim
AB - This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at the potential for participatory methods to bring teachers closer to the decision-making table. Insights from those closest to the work shed light on the daily contextual realities that can determine the mechanisms for optimal success or failure of a programme. However, these voices are often neglected in the design, implementation, and evaluation of interventions.
We examine why and how teachers can have a voice and a space to share their wisdom to inform and improve education policy. We draw on EdTech Hub's work across various low- and middle-income contexts to offer practical insights when using or planning to use participatory methods.
We share details of some of the most significant findings and engaging lessons EdTech Hub has learnt about the methods used and how they have contributed to ensuring teachers’ voices are heard at the policymaking level.
We also explore areas that require further research, noting five issues that we at EdTech Hub are still grappling with in our own work, and include lists of resources relevant to participatory methods for centring teachers in education policy.
Keywords: teacher; participatory methods; action research; implementation research; teacher professional development; education policy
An output of the EdTech Hub, https://edtechhub.org/
CN - edtechhub.1005
DA - 2024///
PY - 2024
LA - en
M3 - Learning Brief
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/GXMUGXHE
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - What is 'Nudging' and How Does it Change Behaviour in Education?
AU - Koomar, Saalim
AB - This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at the behaviour change strategy of leveraging concise messages at strategic decision points (i.e., ‘nudging’) to influence the behaviour of a recipient towards a desired outcome.
We focus on EdTech Hub’s work concerning nudge messaging. It builds on work from messaging interventions in Ghana and Kenya, linking these to the broader literature on the topic. It emphasises that although there is a strong and growing evidence base for nudge technologies, effective implementation remains dependent upon context-specific adaptation. It is not inevitable that nudge messaging interventions will lead to positive outcomes — indeed, outcomes are often mixed. It is therefore vital to understand the specific impacts of interventions on particular groups of recipients.
We present findings and recommendations that should inform how nudging technologies in education are approached and what decision-makers need to consider in order to ensure uptake and minimise risks.
Lastly, we explore areas that require further research, namely, the changing nature of nudging due to artificial intelligence, the safeguarding risks of nudging, persisting questions about cost-effectiveness, and how nudging can more specifically target learning.
Keywords
Behavioural psychology; EdTech; education; messaging; nudging; participation
An output of the EdTech Hub, https://edtechhub.org/
CN - edtechhub.1011
DA - 2024///
PY - 2024
LA - en
M3 - Learning Brief
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/ERWCZKS2
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - Using EdTech to Support Effective Data Monitoring: A Curated Resource List.
AU - Koomar, Saalim
AU - Blest, Harriet
AB - This list curates resources on the use of EdTech to support the effective monitoring of educational outcomes, such as learning, reporting, and attendance. Resources shared are both tools and initiatives that can be adapted to support effective educational monitoring.
CY - Cambridge, UK
DA - 2020///
PY - 2020
LA - EN
M3 - Helpdesk Response
PB - EdTech Hub
SN - 23
ST - Using edtech to support effective data monitoring
UR - https://docs.edtechhub.org/lib/FS4CMYUB
KW - C:Mozambique
KW - ES:Educational data
KW - ES:Monitoring and evaluation
KW - F: Helpdesk response
KW - L:Low-level foundational skills
KW - LP: English
KW - _DOILIVE
KW - _EdTechHub_Output
KW - _MELA_seen
KW - ___working_potential_duplicate
KW - _zenodo:submitted
KW - _zenodoETH
KW - _zenodoETH:submitted
ER -
TY - RPRT
TI - Open Educational Resources in Africa: A Curated Resource List
AU - Koomar, Saalim
AU - Jull, Stephen
AB - This curated list defines Open Rducational Resources (OER), offers background on open-source licensing, and provides a review of OER that can be used in the sub-Saharan African context.
CY - London, UK
DA - 2020///
PY - 2020
LA - EN
M3 - Helpdesk Response
PB - EdTech Hub
SN - 20
ST - Open Educational Resources in Africa
UR - https://docs.edtechhub.org/lib/10.5281/zenodo.3906041
KW - C: Ghana
KW - F: Helpdesk response
KW - H: Open resources
KW - LP: English
KW - _DOILIVE
KW - _EdTechHub_Output
KW - _MELA_seen
KW - ___working_potential_duplicate
KW - _cover:v3
KW - _zenodo:submitted
KW - _zenodoETH
ER -
TY - RPRT
TI - EdTech Initiatives Focused on Classrooms and Teachers: A Curated List for Rwanda
AU - Chuang, Rachel
AU - Koomar, Saalim
AB - This document was produced in response to a request from the FCDO Rwanda team for a curated list of EdTech initiatives related to the following focus areas: 1. Classroom software 2. Teacher education 3. School administration.
DA - 2020///
PY - 2020
M3 - Helpdesk Response
PB - EdTech Hub
SN - 28
UR - https://docs.edtechhub.org/lib/WGYWI78R
KW - F: Helpdesk response
KW - _DOILIVE
KW - _EdTechHub_Output
KW - _MELA_seen
KW - _zenodo:submitted
KW - _zenodoETH
KW - _zenodoETH:submitted
ER -
TY - RPRT
TI - Teacher Attitudes Survey
AU - Koomar, Saalim
AU - Hennessy, Sara
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2022/03/31/
PY - 2022
LA - en
M3 - Internal Papers
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/G2M69ZP4
KW - _r:AddedByZotZen
ER -
TY - RPRT
TI - Session 4: How can I rapidly upskill my large teacher workforce?
AU - Koomar, Saalim
AU - Proctor, Jamie
AB - The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity.
EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants.
An output of the EdTech Hub, https://edtechhub.org
CN - 0138
DA - 2022///
PY - 2022
LA - en
M3 - EdTech Hub Presentation
UR - https://docs.edtechhub.org/lib/E7C9MN3V
KW - _r:AddedByZotZen
ER -
TY - BLOG
TI - Access to and use of technology by primary school teachers: A survey in the 23 regions of Madagascar
AU - Rasolohery, Hasiniavo
AU - Koomar, Saalim
AU - Mitchell, Joel
AU - Mitchell, Hasiniavo Rasolohery, Saalim Koomar and Joel
T2 - EdTech Hub
AB - The Madagascar Ministry of National Education, through the National Institute for Pedagogical Training, plans to use new technology in teacher training for early-stage reading and writing in Malagasy. This initiative is undertaken within the framework of the Madagascar Basic Education Support Project. The main objective is to train 5,000 teachers of the T2 class remotely, drawing inspiration from systems such as the Distance Education for Primary Teachers (FADEP).
DA - 2023/03/20/T19:34:06+00:00
PY - 2023
LA - en-US
ST - Access to and use of technology by primary school teachers
UR - https://edtechhub.org/2023/03/20/access-to-and-use-of-technology-by-primary-school-teachers-a-survey-in-the-23-regions-of-madagascar/
Y2 - 2024/03/26/16:35:04
ER -
TY - RPRT
TI - Livrable 4: Note de conseils sur la plateforme numérique
AU - Messa, Angele
AU - Koomar, Saalim
AU - Mitchell, Joel
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2022/11/21/
PY - 2022
LA - en
M3 - Technical Report
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/RMJK6G6Q
KW - _r:AddedByZotZen
ER -
TY - BLOG
TI - Access to and use of technology by primary school teachers: A survey in the 23 regions of Madagascar
AU - Rasolohery, Hasiniavo
AU - Koomar, Saalim
AU - Mitchell, Joel
T2 - EdTech Hub
AB - The Madagascar Ministry of National Education, through the National Institute for Pedagogical Training, plans to use new technology in teacher training for early-stage reading and writing in Malagasy. This initiative is undertaken within the framework of the Madagascar Basic Education Support Project. The main objective is to train 5,000 teachers of the T2 class remotely, drawing inspiration from systems such as the Distance Education for Primary Teachers (FADEP).
DA - 2023/03/20/T19:34:06+00:00
PY - 2023
LA - en-US
ST - Access to and use of technology by primary school teachers
UR - https://edtechhub.org/2023/03/20/access-to-and-use-of-technology-by-primary-school-teachers-a-survey-in-the-23-regions-of-madagascar/
Y2 - 2023/10/16/21:23:33
ER -
TY - RPRT
TI - Consolidated Feedback on Tanzania Higher Education University Strategic Investment Plans
AU - Adam, Taskeen
AU - Koomar, Saalim
AU - Haßler, Björn
AB - This EdTech Hub Helpdesk Response provides feedback on 15 Tanzania University Strategic Implementation Plans (USIPs) submitted to the Word Bank’s Higher Education for Economic Transformation Project (HEET). The feedback is intended to enhance and strengthen the plans provided by universities such that the USD 300 million is allocated and spent most effectively.
DA - 2020/08/03/
PY - 2020
LA - EN
M3 - EdTech Hub Helpdesk Response
PB - EdTech Hub
SN - 09
UR - https://docs.edtechhub.org/lib/7AFXFRPC
KW - Helpdesk Response
KW - _EdTechHub_Output
KW - _MELA_seen
KW - _cover:analysis:nopdf
KW - _dont_post_PDF
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - RPRT
TI - Position paper: Using EdTech to support teacher education and professional development in low- and middle-income countries (internal working paper).
AU - Hennessy, Sara
AU - Koomar, Saalim
AU - Kreimeia, Adam
DA - 2020///
PY - 2020
PB - EdTech Hub
KW - _EdTechHub_Output
KW - _MELA_seen
KW - _cover:analysis:nopdf
KW - _dont_post_PDF
ER -
TY - RPRT
TI - School Infrastructure Survey
AU - Adam, Taskeen
AU - Koomar, Saalim
AU - Hennessy, Sara
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2022/03/31/
PY - 2022
LA - en
M3 - Internal Papers
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/VIFG4IFF
KW - _r:AddedByZotZen
ER -
TY - RPRT
TI - Tanzanian Teachers’ Experiences of Teaching With Technology: Recommendations for policy and practice
AU - Hennessy, Sara
AU - Koomar, Saalim
AU - Kreimeia, Adam
AB - This policy brief reports on a teacher survey in Tanzania (July–November 2021) that EdTech Hub commissioned HakiElimu to conduct in order to inform the government’s ongoing national school-based TCPD reform. The survey items were taken from a landmark global survey of 20,000+ teachers’ reflections, experiences, and challenges concerning EdTech access and use, teaching and learning, and professional development over the preceding year, reported by a team from T4 Education and EdTech Hub.
Keywords: Educational technology; learning outcomes; teacher needs; teacher professional development; teacher voice; technology access
An output of the EdTech Hub, https://edtechhub.org
CN - 0125
DA - 2022///
PY - 2022
LA - en
M3 - Policy Brief
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/VNE3Q93U
KW - _r:AddedByZotZen
ER -
TY - RPRT
TI - Uzoefu wa Walimu katika kufundisha kwa kutumia teknolojia nchini Tanzania Mapendekezo Juu ya Sera na Utekelezaji
AU - Hennessy, Sara
AU - Koomar, Saalim
AU - Kreimeia, Adam
AB - This is a Swahili version of the policy brief Teachers’ Experiences of Teaching With Technology in Tanzania: Recommendations for policy and practice published in October 2022.
Muhtasari huu wa masuala ya kisera unatoa ripoti ya utafiti wa walimu nchini Tanzania (Julai-Novemba 2021) ambao EdTech Hub iliagiza HakiElimu kuufanya ili kuchangia taarifa itakayosaidia mchakato endelevu wa serikali kuleta mageuzi ya MEWAKA katika ngazi za shule na vituo vya walimu. Dodoso zilichukuliwa kutoka katika uchunguzi wa kihistoria wa kimataifa uliohusisha takriban walimu 20,000+ , kuhusu uzoefu na changamoto zao katika ufikiaji na matumizi ya EdTech, ufundishaji na ujifunzaji, na maendeleo ya kitaaluma katika mwaka 2021, iliyoripotiwa na timu kutoka T4 Education na EdTech Hub.
Maneno muhimu: teknolojia ya elimu; matokeo ya kujifunza; mahitaji ya mwalimu; mafunzo endelevu ya taaluma ya ualimu; sauti ya mwalimu / Kauli ya mwalimu; ufikiaji wa teknolojia
An output of the EdTech Hub, https://edtechhub.org
CN - 0147
DA - 2023///
PY - 2023
LA - Swahili
M3 - Muhtasari Wa Sera / Policy Brief
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/ECXPS38I
KW - _r:AddedByZotZen
ER -
TY - RPRT
TI - Livrable 5: Guide pratique pour les enseignants: comment utiliser la plateforme numérique?
AU - Messa, Angele
AU - Rasolohery, Hasiniavo
AU - Koomar, Saalim
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2022/05/29/
PY - 2022
LA - en
M3 - Other type
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/SJ7QQBQS
KW - _r:AddedByZotZen
ER -
TY - BLOG
TI - Using evidence to strengthen tech-supported teacher professional development in Madagascar
AU - Koomar, Saalim
AU - Moss Coflan, Caitlin
AU - Rasolohéry, Hasiniavo
T2 - EdTech Hub
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2021/03/05/
PY - 2021
LA - en
M3 - Blog post
UR - https://edtechhub.org/2021/04/23/using-evidence-to-strengthen-tech-supported-teacher-professional-development-in-madagascar/
KW - _DOILIVE
KW - _EdTechHub_Output
KW - ___working_potential_duplicate
KW - _r:AddedByZotZen
KW - _zenodoETH
ER -
TY - BLOG
TI - Evidence to Strengthen Tech-Supported Teacher Development in Madagascar
AU - Coflan, Caitlin Moss
AU - Koomar, Saalim
AU - Rasolohery, Hasiniavo
T2 - EdTech Hub
AB - Our latest blog looks at using evidence to strengthen tech-supported teacher professional development in Madagascar. For more details, visit our website.
DA - 2021/04/23/T17:24:13+00:00
PY - 2021
LA - en-US
UR - https://edtechhub.org/2021/04/23/using-evidence-to-strengthen-tech-supported-teacher-professional-development-in-madagascar/
Y2 - 2023/10/18/11:34:17
ER -
TY - RPRT
TI - Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List
AU - Koomar, Saalim
AU - Moss Coflan, Caitlin
AU - Kaye, Tom
AB - This curated list of resources collates interventions that effectively deploy education technology in settings of fragility, conflict and violence (FCV). This list explores effective uses of EdTech in FCV settings, emphasising interventions and evidence relevant to the Yemeni context and distance learning during the Covid-19 crisis.
CN - 0042
DA - 2020/06/03/
PY - 2020
LA - EN
M3 - EdTech Hub Helpdesk Request
PB - EdTech Hub
SN - 11
ST - Using EdTech in Settings of Fragility, Conflict and Violence
UR - https://docs.edtechhub.org/lib/CMS6HPI8
KW - C:Yemen
KW - F: Helpdesk response
KW - LP: English
KW - W:Fragile and conflict affected contexts
KW - _DOILIVE
KW - _EdTechHub_Output
KW - _MELA_seen
KW - _cover:v1
KW - _zenodoETH
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - RPRT
TI - Effective Teacher Education in Low-Connectivity Settings: A Curated Resource List
AU - Koomar, Saalim
AU - Allier-Gagneur, Zoé
AU - McBurnie, Chris
AB - This list curates resources — both tools and initiatives — that can be adapted to support teacher education in low-connectivity settings, a prevailing challenge in Madagascar. Each example identifies the challenges; necessary prerequisites; pros and cons and; costs and impact assessment data where possible.
DA - 2020/06/30/
PY - 2020
LA - EN
M3 - Helpdesk Response
PB - EdTech Hub
SN - 21
UR - https://docs.edtechhub.org/lib/UQSMRFBF
KW - C:Madagascar
KW - E:Pedagogy
KW - E:Teacher education (pre-service and in-service)
KW - F: Helpdesk response
KW - LP: English
KW - W:Low connectivity and/or electricity
KW - _DOILIVE
KW - _EdTechHub_Output
KW - _MELA_seen
KW - _zenodo:submitted
KW - _zenodoETH
KW - _zenodoETH:submitted
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - RPRT
TI - L'utilisation des preuves pour renforcer la formation pédagogique à travers les technologies à Madagascar
AU - Koomar, Saalim
AU - Moss Coflan, Caitlin
AU - Rasolohéry, Hasiniavo
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2021/03/29/
PY - 2021
LA - en
M3 - Blog post
PB - EdTech Hub
KW - _EdTechHub_Output
KW - _MELA_seen
KW - ___working_potential_duplicate
KW - _cover:analysis:nopdf
KW - _r:AddedByZotZen
ER -
TY - BLOG
TI - L'utilisation des preuves pour renforcer la formation pédagogique à travers les technologies à Madagascar
AU - Coflan, Caitlin Moss
AU - Koomar, Saalim
AU - Rasolohery, Hasiniavo
T2 - EdTech Hub
AB - 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;…
DA - 2021/04/23/T17:23:39+00:00
PY - 2021
LA - en-US
UR - https://edtechhub.org/2021/04/23/lutilisation-des-preuves-pour-renforcer-la-formation-pedagogique-a-travers-les-technologies-a-madagascar/
Y2 - 2021/04/29/18:28:22
KW - _DOILIVE
KW - _EdTechHub_Output
KW - ___working_potential_duplicate
KW - _zenodoETH
ER -
TY - RPRT
TI - Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children
AU - Baloch, Imdad
AU - Kaye, Tom
AU - Koomar, Saalim
AU - McBurnie, Chris
AB - This brief explores the use of EdTech to support distance learning in Pakistan. Specifically, it explores ways to provide distance education to children in remote rural areas and urban slums.
CN - 0026
DA - 2020/06/17/
PY - 2020
LA - en
M3 - EdTech Hub Helpdesk Response
PB - EdTech Hub
SN - 17
ST - Pakistan Topic Brief
UR - https://docs.edtechhub.org/lib/9TKV7H6E
KW - F: Helpdesk response
KW - L:Out-of-school populations
KW - LP: English
KW - _DOILIVE
KW - _EdTechHub_Output
KW - _GS:indexed
KW - _MELA_seen
KW - _cover:v1
KW - _r:CopiedFromEvLib
KW - _zenodo:submitted
KW - _zenodoETH
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - RPRT
TI - A Country-Level Research Review: EdTech in Tanzania
AU - Jordan, Katy
AU - Proctor, Jamie
AU - Koomar, Saalim
AU - Bapna, Akanksha
AB - 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.
DA - 2021/03/18/
PY - 2021
DP - Zenodo
PB - Zenodo
ST - A Country-Level Research Review
UR - https://zenodo.org/record/4618376
Y2 - 2021/09/30/11:00:15
KW - _DOILIVE
KW - _EdTechHub_Output
KW - _MELA_seen
KW - _cover:v3
KW - _zenodoETH
ER -
TY - RPRT
TI - Livrable 6: Rapport final
AU - Rasolohery, Hasiniavo
AU - Koomar, Saalim
AU - Mitchell, Joel
AU - Messa, Angele
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2023/06/09/
PY - 2023
LA - en
M3 - Technical report
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/RCGFG7X2
KW - _r:AddedByZotZen
ER -
TY - JOUR
TI - Reflections on technology, teaching, learning, and professional development: Findings from a teacher survey in Tanzania
AU - Koomar, Saalim
AU - Hennessy, Sara
AU - Zubairi, Asma
AU - Kindoli, Robert
AU - Kreimeia, Adam
T2 - African Educational Research Journal
AB - This paper presents findings from a survey of 774 government school teachers across Tanzania over the period 2020-2021. The aims were to capture teachers' recent experiences concerning (1) access and use of technology; (2) any student learning losses observed, and teachers' recommendations to address lost learning; and (3) experiences and needs concerning teacher professional development (TPD). Key findings were (1) forty percent of teachers reported that their school lacked access to any form of technological device, with almost half stating they never used digital technologies for teaching and learning purposes. (2) Almost half of the teachers perceived that girls' learning suffered more than boys, and more than 60% of teachers believed learners from the financially poorest households suffered the greatest learning losses. (3) Teachers in Tanzania engaged in very little TPD and wanted increased support. The key differences across teacher groups were further examined by demographic factors, with notable differences apparent between urban and rural teachers, teachers with different levels of experience and different qualification levels. Recommendations are presented to stakeholders across the education ecosystem, including policymakers, school leaders, TPD designers, teachers, and researchers. The findings inform a national technology-mediated TPD programme in Tanzania.
DA - 2022///
PY - 2022
DO - 10.30918/AERJ.104.22.048
DP - ERIC
VL - 10
IS - 4
SP - 342
EP - 368
LA - en
SN - 2354-2160
ST - Reflections on Technology, Teaching, Learning, and Professional Development
UR - https://eric.ed.gov/?id=EJ1373064
Y2 - 2023/10/12/18:52:35
KW - Access to Computers
KW - Elementary School Teachers
KW - Faculty Development
KW - Foreign Countries
KW - Gender Differences
KW - Learning Processes
KW - Pedagogical Content Knowledge
KW - Poverty
KW - Public School Teachers
KW - Rural Urban Differences
KW - Secondary School Teachers
KW - Social Differences
KW - Teacher Attitudes
KW - Teacher Characteristics
KW - Teacher Qualifications
KW - Teacher Surveys
KW - Teaching Experience
KW - Teaching Methods
KW - Technological Literacy
KW - Technology Integration
KW - Technology Uses in Education
KW - _r:AddedByZotZen
ER -
TY - BLOG
TI - Nine takeaways from our reviews of COVID-19 education responses
AU - Chuang, Rachel
AU - Kaye, Tom
AU - Koomar, Saalim
AU - McBurnie, Chris
AU - Moss Coflan, Caitlin
T2 - EdTech Hub
AB - Regular readers will know about our Helpdesk, the on-demand support service we provide for FCDO advisers and World Bank staff to help them make evidence-informed decisions. Since the onset of coronavirus, the Helpdesk team has responded to requests from 15 countries across Africa, Asia, and the Middle…
DA - 2020/08/31/T13:24:30+00:00
PY - 2020
LA - en-US
UR - https://edtechhub.org/2020/08/31/nine-takeaways-from-helpdesk-reviews-of-covid-19-education-responses/
Y2 - 2020/11/07/12:32:19
KW - _DOILIVE
KW - _EdTechHub_Output
KW - _zenodoETH
ER -
TY - RPRT
TI - Technology Options for TCPD in Tanzania
AU - Haßler, Björn
AU - Mtebe, Joel
AU - Abdelrahman, Salma
AU - Kondor, Oscar
AU - Mashauri, Aron
AU - Adam, Taskeen
AU - Koomar, Saalim
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2022/02/01/
PY - 2022
LA - en
M3 - Technical Report
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/X8QRZ5EJ
KW - _r:AddedByZotZen
ER -
TY - RPRT
TI - Turning to technology: A global survey of teachers' responses to the Covid-19 pandemic
AU - Pota, Vikas
AU - Hennessy, Sara
AU - Koomar, Saalim
AU - Kreimeia, Adam
AU - Zubairi, Asma
AU - Aerts, Carla
AU - Gault, Claire
AB - A global survey of teachers’ responses to the Covid-19 pandemic
DA - 2021///
PY - 2021
LA - en
M3 - T4 Insights Report
PB - T4 Education & EdTech Hub
UR - https://t4.education/turning-to-technology/
ER -
TY - RPRT
TI - Technology use in teacher preparation and professional development in low-and middle-income countries - UNESCO Digital Library
AU - Hennessy, Sara
AU - D'Angelo, Sophia
AU - Koomar, Saalim
AU - Kreimeia, Adam
AU - Adam, Taskeen
AU - Cao, Lydia
AU - Haßler, Björn
T2 - Global Education Monitoring Report 2023: Background paper
DA - 2023///
PY - 2023
SP - 81
EP - pages
LA - English
PB - UNESCO
SN - ED/GEMR/MRT/2023/P1/8
UR - https://unesdoc.unesco.org/ark:/48223/pf0000386082
Y2 - 2023/10/19/18:00:39
ER -
TY - JOUR
TI - Technology use for teacher professional development in low- and middle-Income countries: A systematic review
AU - Hennessy, Sara
AU - D'Angelo, Sophia
AU - McIntyre, Nora
AU - Koomar, Saalim
AU - Kreimeia, Adam
AU - Cao, Lydia
AU - Brugha, Meaghan
AU - Zubairi, Asma
T2 - Computers and Education Open
AB - Pre-service education and in-service teacher professional development (collectively termed teacher professional development or TPD here) can play a pivotal role in raising teaching quality and, therefore, learning outcomes for children and young people in low- and middle-income countries (LMICs). However, TPD opportunities in LMICs are limited, unsustained, and often not informed by recent research evidence, and outcomes are mixed. Educational technologies offer potential to enhance formally provided programmes and informal peer-learning forms of TPD. We present the first systematic review of the literature pertaining to technology-mediated TPD for educators of school-aged learners in LMICs, aiming to characterise appropriate and effective uses of technology along with specific constraints operating in those contexts. An in-depth synthesis of 170 studies was undertaken, considering macro-, meso- and micro-level factors during TPD design and implementation in the 40 LMICs represented. Volume of publications increased dramatically over the review period (2008–2020), indicating that the field is rapidly developing. Results largely showed benefits for teachers, but evidence for sustainability, cost-effectiveness or tangible impacts on classroom practice and student outcomes was thin. Promising, locally-contextualised forms of technology-mediated TPD included virtual coaching, social messaging, blended learning, video-stimulated reflection, and use of subject-specific software/applications. We report on the variable effectiveness of programmes and limited attention to marginalised groups. To maximise effectiveness of technology-enhanced TPD, the role of facilitators or expert peers is paramount – yet often glossed over – and the interpersonal dimension of teacher learning must be maintained. Recommendations are made for researchers, policymakers, teachers and teacher educators.
DA - 2022///
PY - 2022
DO - 10.1016/j.caeo.2022.100080
VL - 3
LA - en-GB
SN - 2666-5573
UR - https://www.sciencedirect.com/science/article/pii/S2666557322000088
KW - Disability
KW - ICT
KW - Read
KW - Referenced
KW - Teacher education and training
KW - Teacher professional development
KW - What works evidence
KW - _EdTechHub_Output
KW - _MELA_knowledge_product
KW - _MELA_seen
KW - e-learning
KW - low- and middle-income countries (LMICs)
KW - pedagogy
KW - peer learning
KW - teacher training
KW - technology
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Technology, Teacher Professional Development and Low- and Middle-Income Countries: Technical report on systematic mapping review
AU - Hennessy, Sara
AU - D'Angelo, Sophia
AU - McIntyre, Nora
AU - Koomar, Saalim
AU - Kreimeia, Adam
AU - Cao, Lydia
AU - Brugha, Meaghan
AU - Zubairi, Asma
AB - An output of the EdTech Hub, https://edtechhub.org
CN - 0047
DA - 2021/09/23/
PY - 2021
LA - en
M3 - Technical Report
PB - EdTech Hub
ST - Technology, teacher professional development and low- and middle-income countries
UR - https://docs.edtechhub.org/lib/VTQDT65R
KW - ___working_potential_duplicate
KW - _r:AddedByZotZen
ER -
TY - RPRT
TI - Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: Recommendations for policy from a systematic review
AU - D'Angelo, Sophia
AU - Hennessy, Sara
AU - Kreimeia, Adam
AU - Koomar, Saalim
AU - Cao, Lydia
AU - McIntyre, Nora
AU - Brugha, Meaghan
AU - Zubairi, Asma
AB - An output of the EdTech Hub, https://edtechhub.org
CN - 0080
DA - 2022/01/18/
PY - 2022
LA - en
M3 - Policy Brief
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/7S9CUP77
KW - Read
KW - Teacher education and training
KW - _r:AddedByZotZen
ER -
TY - BLOG
TI - MEWAKA in Tanzania: Emerging findings on tech-supported teacher professional development
AU - Koomar, Saalim
AU - Massam, Winston
AU - Anthony, Gervace
AU - Mrope, Winifrida
AU - Adam, Taskeen
AU - Hennessy, Sara
AU - Mtenzi, Fredrick
AU - Proctor, Jamie
AU - Komba, Aneth
AU - Mwakabungu, Fika
AU - Barretto, Johnpaul
AU - Barretto, Saalim Koomar, Winston Massam, Gervace Anthony, Winifrida Mrope, Taskeen Adam, Sara Hennessy, Fredrick Mtenzi, Jamie Proctor, Aneth Komba, Fika Mwakabungu and Johnpaul
T2 - EdTech Hub
AB - MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teachers’ Continuous Professional Development (TCPD)) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The programme is decentralised, with teacher learning based in schools and focused on semi-structured Communities of Learning (CoLs). CoLs are spaces where teachers can gather weekly to discuss and reflect on issues most relevant to their schools as well as learn and improve their pedagogical skills. Peer facilitators help teachers to collaboratively solve problems, learn new approaches to improve their practice, and generally create a culture of reflection and school improvement.
DA - 2023/03/03/T15:31:18+00:00
PY - 2023
LA - en-US
ST - MEWAKA in Tanzania
UR - https://edtechhub.org/2023/03/03/mewaka-in-tanzania-emerging-findings-on-tech-supported-teacher-professional-development/
Y2 - 2023/10/17/13:36:22
ER -
TY - RPRT
TI - Design-Based Implementation Research Baseline Data Collection: Technical report
AU - Koomar, Saalim
AU - Adam, Taskeen
AU - Massam, Winston Edward
AU - Anthony, Gervace
AU - Mrope, Winifrida Jacob
AU - Mtenzi, Fredrick
AU - Mwakabungu, Fika
AU - Komba, Aneth
AU - Hennessy, Sara
AU - Barretto, Johnpaul
AB - This research study aims to investigate the effectiveness, cost-effectiveness, and sustainability of a tech-supported, decentralised, and school-based teacher continuous professional development (TCPD) model, to improve learning outcomes in rural Tanzanian primary schools. The research will test and iteratively improve the national TCPD model and roll-out (including the semi-structured Communities of Learning), as outlined in the Tanzanian National TCPD Implementation Plan (2021). We seek to understand the model’s effectiveness and the role that technology can play.
The research team includes researchers from EdTech Hub, Aga Khan University, and the Tanzania Institute of Education. The study employs a Design-Based Implementation Research (DBIR) approach in the first phase and an experimental study in the second phase.
Keywords: teacher professional development; EdTech; design-based implementation research; Tanzania; Community of Learning; school-based
An output of the EdTech Hub, https://edtechhub.org
CN - 0141
DA - 2022/06/27/
PY - 2022
LA - en
M3 - Technical Report
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/KMQCABXM
KW - _r:AddedByZotZen
ER -
TY - RPRT
TI - Technology and Teacher Professional Development in Tanzania: Research instruments pack
AU - Koomar, Saalim
AU - Massam, Winston
AU - Jacob, Winnie
AU - Gervace, Anthony
AU - Adam, Taskeen
AU - Hennessy, Sara
AU - Chachage, Kristeen
AU - Malibiche, Mustafa
AU - Mutura, Emmanuel
AU - Mtenzi, Fredrick
AU - Mwakabungu, Fika
AB - This pack contains links to research instruments developed by EdTech Hub, Aga Khan University, and Tanzania Institute of Education for a study investigating the impact of a national teacher professional development programme on primary-level learning outcomes. The tools have been developed iteratively, with substantive piloting having taken place, both in workshop settings and in schools. They draw on good practice examples, such as the World Bank’s TEACH tool for classroom observation and other research projects the team have worked on.
We are making these tools available to other researchers and practitioners and hope that they will prove useful. They are provided in editable format so that others can modify them as they see fit.
CN - 0148
DA - 2023/03/02/
PY - 2023
LA - en
M3 - Research Instruments and Tools
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/GXM765F3
KW - _r:AddedByZotZen
ER -
TY - RPRT
TI - Teknolojia na maendeleo ya taaluma ya walimu nchini Tanzania: Zana za utafiti
AU - Koomar, Saalim
AU - Massam, Winston
AU - Jacob, Winnie
AU - Gervace, Anthony
AU - Adam, Taskeen
AU - Hennessy, Sara
AU - Chacage, Kristeen
AU - Malibiche, Mustafa
AU - Mutura, Emmanuel
AU - Mtenzi, Fredrick
AU - Mwakabungu, Fika
AB - Kifurushi hiki kina zana za utafiti zilizotengenezwa na EdTech Hub, Aga Khan University, na Taasisi ya Elimu Tanzania kwa ajili ya utafiti unaochunguza athari za programu ya maendeleo ya kitaaluma ya walimu kwenye matokeo ya masomo ya ngazi ya msingi. Zana zimetengenezwa na kufanyiwa majaribio makubwa katika warsha, pamoja na shuleni. Zana hizi zimetengenezwa kwa kuzingatia mifano mizuri kama vile zana ya Benki ya Dunia ya TEACH ya uchunguzi wa darasani, pamoja na miradi mingine ya utafiti ambayo timu imefanyia kazi.
Tunaweka zana hizi zipatikane kwa watafiti wengine na watendaji tukitumai kuwa zitakuwa za manufaa. Zana hizi zinapatikana kwa umbizo linaloweza kuhaririwa ili wengine waweze kuhariri inavyofaa kwao.
CN - 0149
DA - 2023/03/06/
PY - 2023
LA - Swahili
M3 - Research Instruments and Tools / Zana za utafiti
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/6V4DBZR8
KW - _r:AddedByZotZen
ER -
TY - RPRT
TI - Mother Language Day 2021
AU - Haßler, Björn
AU - Castillejo, Alice
AU - Marzotto, Mia
AU - El-Serafy, Yomna
AU - Khalayleh, Abdullah
AU - Koomar, Saalim
AU - Langa, Ancha
AU - Nyilinkindi, Jacques
AU - Saadeddin, Zeina
AU - Tegha, Ghislaine
AU - Villavicencio Peralta, Xuzel Ana
AB - 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.
DA - 2021/02/21/
PY - 2021
LA - en
M3 - Blog post
UR - https://docs.edtechhub.org/lib/ZQCX7TX3
KW - _DOILIVE
KW - _EdTechHub_Output
KW - _GS:not_indexed
KW - _MELA_seen
KW - _cover:other:ok
KW - _r:AddedByZotZen
KW - _r:CopiedFromEvLib
KW - _zenodo:submitted
KW - _zenodoODE
KW - dode_eth-src-dode
KW - dode_eth-trf2-dode
ER -
TY - BLOG
TI - Mother Language Day 2021: Improving data on mother-tongue languages for better learning outcomes
AU - Haßler, Björn
AU - Castillejo, Alice
AU - Marzotto, Mia
AU - El-Serafy, Yomna
AU - Khalayleh, Abdullah
AU - Koomar, Saalim
AU - Langa, Ancha
AU - Nyilinkindi, Jacques
AU - Saadeddin, Zeina
AU - Tegha, Ghislaine
AU - Villavicencio Peralta, Xuzel Ana
T2 - EdTech Hub
AB - 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…
DA - 2021/02/20/T18:48:31+00:00
PY - 2021
LA - en-US
M3 - Blog post
ST - Mother Language Day 2021
UR - https://edtechhub.org/2021/02/20/mother-language-day-2021-improving-data-on-mother-tongue-languages-for-better-learning-outcomes/
Y2 - 2021/04/21/16:18:34
KW - _DOILIVE
KW - _EdTechHub_Output
KW - _zenodoETH
ER -
TY - RPRT
TI - Open Education Resources in Africa: A Curated Resource List
AU - Koomar, Saalim
AU - Jull, Stephen
AB - This curated list defines open educational resources, offers background on open source licensing, and provides a review of OER relevant to the context of Ghana in response to an EdTech Hub helpdesk request. This document does not intend to set out a comprehensive list of OER used by teachers, students, parents or other stakeholders; rather, this document will identify exemplars of OER provided they are relevant to the Ghanaian context and focus on: reaching marginalised learners through offline or online content; reaching marginalised learners through mass media; using OER for teacher education; further useful resources and methods of implementing OER.
DA - 2020/06/03/
PY - 2020
DP - DOI.org (Datacite)
PB - Zenodo
ST - Open Education Resources in Africa
UR - https://docs.edtechhub.org/lib/10.5281/zenodo.3906041
Y2 - 2021/01/28/17:10:07
ER -
TY - SLIDE
TI - Reimagining Teacher Professional Development for Scalable, Sustainable and Equitable Outcomes - Using EdTech Research Evidence
T2 - Asian Development Bank 9th International Skills Forum: Reimagining Education and Skills Development for a New Normal
A2 - Hennessy, Sara
A2 - Koomar, Saalim
CY - Virtual
DA - 2021/08/27/
PY - 2021
LA - en
M3 - Conference Panel Presentation
UR - https://events.development.asia/materials/20210827/reimagining-teacher-professional-development-scalable-sustainable-and-equitable
Y2 - 2022/01/05/12:15:08
ER -
TY - RPRT
TI - MEWAKA National Teacher Development Reform in Tanzania: Design-Based Implementation Research: Cycle 1 Findings
AU - Koomar, Saalim
AU - Massam, Winston
AU - Chachage, Kristeen
AU - Anthony, G.
AU - Mrope, Winifrida Jacob
AU - Malibiche, Mustafa
AU - Mutura, Emmanuel
AU - Adam, Taskeen
AU - Hennessy, Sara
AU - Mtenzi, Fred
AU - Komba, Aneth
AU - Mwakabungu, Fika
AU - Paskali, Jonathan Hegwa
AU - Nkya, H.
AB - MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teacher Continuous Professional Development [TCPD]) is a landmark, school-based teacher professional development programme being implemented nationally by the Government of Tanzania, with the ultimate aim of raising learning outcomes in schools. EdTech Hub, Aga Khan University, and the Tanzania Institute of Education (TIE) are conducting research to iteratively enhance the MEWAKA implementation at primary school level and to understand the role that technology can play in scaling TCPD. This report presents the findings and recommendations from the first cycle of design-based implementation research (DBIR) conducted in rural schools in the Lindi region. Following a pilot peer facilitator workshop, data was collected through observation and self-reporting methods between September and December 2022. The aims were to capture stakeholders' perspectives at all levels of the education system and to see how schools are implementing the programme on the ground. The emerging findings and recommendations are being used to inform the redesign and further implementation of this TCPD model, and were used to identify key areas to test and investigate in the second cycle of the DBIR in 2023.
Keywords: teacher professional development; design-based implementation research; Tanzania; primary education
An output of the EdTech Hub, https://edtechhub.org
CN - 0167
DA - 2024///
PY - 2024
LA - en
M3 - Technical report
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/XHJC3W67
KW - _r:AddedByZotZen
ER -
TY - RPRT
TI - TCPD in Tanzania: Design-Based Implementation Research Cycle 1 Recommendations Policy Brief
AU - Koomar, Saalim
AU - Massam, Winston
AU - Chachage, Kristeen
AU - Anthony, Gervace
AU - Mrope, Winifrida Jacob
AU - Malibiche, Mustafa
AU - Mutura, Emmanuel
AU - Adam, Taskeen
AU - Hennessy, Sara
AU - Mtenzi, Frederick
AU - Komba, Aneth
AU - Mwakabungu, Fika
AU - Paskali, Jonathan Hegwa
AU - Nkya, Henry
AB - MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teachers’ Continuous Professional Development (TCPD)) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The current and ongoing research project, The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania, using Design-Based Implementation Research (DBIR), closely aligned with the Tanzania National TCPD implementation plan (TIE, 2021), evaluates the initial implementation of MEWAKA at school level. This policy brief presents a summary of the key findings and recommendations from the first cycle of the DBIR carried out between September and December 2022.
Keywords: TCPD; teacher professional development; design-based implementation research; primary education; tanzania; communities of learning
An output of the EdTech Hub, https://edtechhub.org
CN - 0166
DA - 2023/05/19/
PY - 2023
LA - en
M3 - Policy Brief
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/HUR5C9QN
KW - _r:AddedByZotZen
ER -
TY - RPRT
TI - TCPD in Tanzania: Design-Based Implementation Research Cycle 2 Recommendations Policy Brief
AU - Koomar, Saalim
AU - Chachage, Kristeen
AU - Swai, Calvin
AU - Massam, Winston
AU - Anthony, Gervace
AU - Mrope, Winifrida Jacob
AU - Malibiche, Mustafa
AU - Mutura, Emmanuel
AU - Adam, Taskeen
AU - Hennessy, Sara
AU - Mtenzi, Frederick
AU - Komba, Aneth
AU - Mwakabungu, Fika
AU - Paskali, Jonathan Hegwa
AU - Nkya, Henry
AB - An output of the EdTech Hub, https://edtechhub.org/
CN - edtechhub.1013
DA - 2024/04/19/T05:00:00.000Z
PY - 2024
LA - en
M3 - Other
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/72SNIVDF
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - Minoritised Languages, Education, and Technology: Current practices and future directions in low- and middle-income countries
AU - Zhao, Annette
AU - Mitchell, Joel
AU - Gasanabandi, Gentille
AU - Ullah, Noor
AU - Barnes, Katrina
AU - Koomar, Saalim
AB - This article explores the current status and future directions of mother-tongue-based multilingual education (MTB MLE) and the use of technology in low- and middle-income countries (LMICs), focusing on the use of minoritised mother tongues. An initial literature review of available academic sources in multiple languages reveals a lack of evidence on the use of technology in MTB MLE across different countries, especially multilingual contexts with greater linguistic diversity. To understand the issue in greater detail and to offer recommendations informed by current practice, interviews and a collaborative workshop with four organisations with relevant educational technology (EdTech) initiatives were conducted. The analysis covers facilitating and limiting factors these organisations have encountered, and the potential positive impact on learners and society generally. We conclude by identifying practical, policy, and research priorities for multilingual education and educational technology in general.
CN - 0127
DA - 2024///
PY - 2024
LA - en
M3 - Working Paper
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/GBBGHCBH
KW - _r:AddedByZotZen
ER -
TY - RPRT
TI - Country-level research review: Sierra Leone
AU - Kallon Kelly, Christiana
AU - Koomar, Saalim
AU - Kreimeia, Adam
AU - McBurnie, Chris
AU - Mitchell, Joel
AU - Myers, Christina
DA - 2020///unpublished
PY - 2020
KW - dode_eth-src-eth
ER -
TY - JOUR
TI - Designing for Social Justice: A Decolonial Exploration of How to Develop EdTech for Refugees
AU - Barnes, Katrina
AU - Emerusenge, Aime Parfait
AU - Rabi, Asma
AU - Ullah, Noor
AU - Mazari, Haani
AU - Moustafa, Nariman
AU - Thakrar, Jayshree
AU - Zhao, Annette
AU - Koomar, Saalim
T2 - Education Sciences
AB - This paper reflects on the lived experiences of young refugees located in Pakistan and Rwanda when interacting with education technology (EdTech) during and following displacement. We offer a broad decolonial commentary on issues related to the design and development of EdTech initiatives for refugees, noting some of the historical trends prevalent in the education and emergencies sector. We are guided by questions such as: Why EdTech to start with? Who designs the products? Where are they designed? How are they designed? And, which power dynamics are at play during the design process? From this, we draw on qualitative data generated through three focus groups, where we explore young refugees’ experiences of EdTech. The focus group included a creative element inviting participants to imagine what a liberatory EdTech practice would look like. We aim to illustrate the practical implications of design choices taken by EdTech developers and, from this, recommend a set of justice-centred design principles for developers of EdTech in refugee contexts. These insights relate specifically to the experiences of refugees in Rwanda and Pakistan, though we also discuss the implications of these learnings for other contexts.
DA - 2024/01/09/
PY - 2024
DO - 10.3390/educsci14010077
DP - DOI.org (Crossref)
VL - 14
IS - 1
SP - 77
J2 - Education Sciences
LA - en
SN - 2227-7102
ST - Designing for Social Justice
UR - https://www.mdpi.com/2227-7102/14/1/77
Y2 - 2024/01/12/12:59:26
ER -