Bibliography Note (Kerko)

Updated: 2021-02-23_23.58.56

Do not edit this file manually. This file is used by Kerko to generate citation trees.

Source collection from which this file was generated: C5U3ZBQP

[VIEW] Haßler, B., Adam, T., Brugha, M., Damani, K., Allier-Gagneur, Z., Sara Hennessy, David Hollow, Katy Jordan, Kevin Martin, Mary Murphy, & Hannah Walker. (2019). Methodology for literature reviews undertaken by the EdTech Hub (Working Paper No. 3). EdTech Hub. https://doi.org/10.5281/zenodo.3352101 zotero://select/groups/2405685/items/BMM3Z3CM

[VIEW] Ashlee, A., Clericetti, G., & Mitchell, J. (2020). Refugee Education: A Rapid Evidence Review (EdTech Hub Rapid Evidence Review No. 3). https://docs.edtechhub.org/lib/UUNEJ7FS zotero://select/groups/2405685/items/UUNEJ7FS

[VIEW] Jordan, K., & Mitchell, J. (2020). Messaging Apps, SMS, and Social Media: A Rapid Evidence Review (No. 8). The EdTech Hub. https://docs.edtechhub.org/lib/XHBPFYVC zotero://select/groups/2405685/items/XHBPFYVC

[VIEW] Webb, D., Barringer, K., Torrance, R., & Mitchell, J. (2020). Girls’ Education and EdTech: A Rapid Evidence Review (Rapid Evidence Review No. 2). EdTech Hub. https://edtechhub.org/lib/CZBRW85R zotero://select/groups/2405685/items/CZBRW85R

[VIEW] Mitchell, J., Ashlee, A., Clericetti, G., Gladwell, J., & Torrance, R. (2020b). Education in Emergencies: A Rapid Evidence Review (No. 7). The EdTech Hub. https://docs.edtechhub.org/lib/ZPTMAP5C zotero://select/groups/2405685/items/ZPTMAP5C

[VIEW] Damani, K., Barringer, K., Torrance, R., & Mitchell, J. (2020). Accelerated Learning and EdTech: A Rapid Evidence Review (Rapid Evidence Review No. 6). EdTech Hub. https://docs.edtechhub.org/lib/I4UFGAQA zotero://select/groups/2405685/items/I4UFGAQA

[VIEW] Kraft, R. H. P., & Latta, R. F. (1972). Introduction to the systems approach in educational planning and management. Educational Technology, 12(2), 5–8. https://www.jstor.org/stable/44417782 zotero://select/groups/2405685/items/PAJWEYYU

[VIEW] Oyebade, S. A. (2001). Applying the general systems theory to students’conflict management in Nigeria’s tertiary institutions. Lagos Journal of Educational Administration and Planning, 1(1), 36–49. zotero://select/groups/2405685/items/PP7FDCNC

[VIEW] Chen, G. K. (1975). What is the systems approach? Interfaces, 6(1), 32–37. https://doi.org/10.1287/inte.6.1.32 zotero://select/groups/2405685/items/5J24EWCJ

[VIEW] UNESCO Institute for Statistics. (2020, February 25). UIS releases more timely country-level data for SDG 4 on education. http://uis.unesco.org/en/news/uis-releases-more-timely-country-level-data-sdg-4-education zotero://select/groups/2405685/items/6MUKEWAK

[VIEW] World Bank. (2017). To take learning seriously, start by measuring it. In World Development Report 2018: Learning to Realize Education’s Promise (Vol. 1–0, pp. 91–104). The World Bank. https://doi.org/10.1596/978-1-4648-1096-1_ch4 zotero://select/groups/2405685/items/SAHW4P7Y

[VIEW] Afrobarometer. (2016). Uganda Round 6 Summary of results. Afrobarometer. https://afrobarometer.org/publications/uganda-round-6-summary-results-2015 zotero://select/groups/2405685/items/MABKYDLA

[VIEW] Meadows, D. H. (2008). Thinking in systems: A primer. chelsea green publishing. zotero://select/groups/2405685/items/QCW9AAW9

[VIEW] Nicolai, S., Meyers, C., Wilson, S., Pellini, A., & Bapna, A. (Forthcoming). Systems position paper: A case for a systems-based approach to EdTech. The EdTech Hub. zotero://select/groups/2405685/items/UR6CQL9K

[VIEW] Pathways for Prosperity Commission. (2019). The digital roadmap: How developing countries can get ahead. Pathways for Prosperity Commission. https://pathwayscommission.bsg.ox.ac.uk/digital-roadmap zotero://select/groups/2405685/items/I4ZZB6W6

[VIEW] Banathy, B. H., & Jenlink, P. M. (2003). Systems inquiry and its application in education. In Handbook of research for educational communications and technology (pp. 37–58). Routledge. zotero://select/groups/2405685/items/IC5RVDXF

[VIEW] Polonetsky, J., & Jerome, J. (2014). Student data: Trust, transparency, and the role of consent. Future of Privacy Forum (FPF). zotero://select/groups/2405685/items/TDSJ46XQ

[VIEW] Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116. https://doi.org/10.1177/0022487102053002003 zotero://select/groups/2405685/items/R4LV2TSF

[VIEW] Naviwala, N. (2016). Pakistan’s education crisis: The real story. Woodrow Wilson International Center for Scholars. https://eric.ed.gov/?id=ED570671 zotero://select/groups/2405685/items/JMXYPLHM

[VIEW] Verhulst, S., & Young, A. (2017). Open data in developing economies: Toward building an evidence base on what works and how. African Minds. https://poseidon01.ssrn.com/delivery.php?ID=086103007084118100095021003101127069000031020044032070010082070112002006077006085100034041051001058005046075105095121113003066009054033038035013016091082012029070093065094093073111067022025006082125085122098122109005003116107072092097012068085125085&EXT=pdf&INDEX=TRUE zotero://select/groups/2405685/items/SDFDCJHD

[VIEW] Global Partnership for Sustainable Development Data. (2019). Inclusive data charter. https://www.data4sdgs.org/initiatives/inclusive-data-charter zotero://select/groups/2405685/items/2LBXPGMA

[VIEW] Angrist, N., Evans, D. K., Filmer, D., Glennerster, R., Rogers, F. H., & Sabarwal, S. (2020). How to improve education outcomes most efficiently? A comparison of 150 interventions using the new Learning-Adjusted Years of Schooling etric. The World Bank. https://doi.org/10.1596/1813-9450-9450 zotero://select/groups/2405685/items/X53U5NLR

[VIEW] Evans, D., & Yuan, F. (2020). How big are effect sizes in international education studies? Center for Global Development. https://www.cgdev.org/publication/how-big-are-effect-sizes-international-education-studies zotero://select/groups/2405685/items/E288WQPR

[VIEW] Barrett, L. (2020). Governance of student data (p. 11). UNICEF. https://www.unicef.org/globalinsight/reports/governance-student-data zotero://select/groups/2405685/items/ZNQ632HM

[VIEW] UNICEF. (2020). Good governance of children’s data. https://www.unicef.org/globalinsight/good-governance-childrens-data zotero://select/groups/2405685/items/BTKMJNHX

[VIEW] Global Partnership for Education. (2018). Global Partnership for Education launches new public-private initiative to address the data challenge in global education. Global Partnership for Education. https://www.globalpartnership.org/news/global-partnership-education-launches-new-public-private-initiative-address-data-challenge-global-education zotero://select/groups/2405685/items/P6NCTW32

[VIEW] Chen, D., & Stroup, W. (1993). General system theory: Toward a conceptual framework for science and technology education for all. Journal of Science Education and Technology, 2(3), 447–459. https://doi.org/10.1007/BF00694427 zotero://select/groups/2405685/items/324558I2

[VIEW] Rahman, A. (2020, November 23). Engaging with equity: insights from our first sandbox meetup. EdTech Hub. https://edtechhub.org/2020/11/23/engaging-with-equity-insights-from-our-first-sandbox-meetup/ zotero://select/groups/2405685/items/QUU7IUSY

[VIEW] Abdul-Hamid, H., Mintz, S., & Saraogi, N. (2017). From compliance to learning: A System for harnessing the power of data in the State of Maryland (p. 155). World Bank. zotero://select/groups/2405685/items/SNR9WIYQ

[VIEW] World Bank, Foreign, Commonwealth and Development Office, & Building Evidence in Education. (2020). Cost-effective approaches to improve global learning. World Bank, FCDO, BE2. http://documents1.worldbank.org/curated/en/719211603835247448/pdf/Cost-Effective-Approaches-to-Improve-Global-Learning-What-Does-Recent-Evidence-Tell-Us-Are-Smart-Buys-for-Improving-Learning-in-Low-and-Middle-Income-Countries.pdf zotero://select/groups/2405685/items/7WSML8I6

[VIEW] Chuang, R., Kaye, T., Coflan, C. M., & Haßler, B. (2020). Back-to-school campaigns following disruptions to education. The EdTech Hub. https://doi.org/10.5281/zenodo.3878422 zotero://select/groups/2405685/items/IS587WTH

[VIEW] Karim, S. (2010). Applying systems approach to educational-organizational change: Improvement of an interdisciplinary program. Uppsala University. zotero://select/groups/2405685/items/PK4FS3HC

[VIEW] Arnold, R. D., & Wade, J. P. (2015). A definition of systems thinking: A systems approach. Procedia Computer Science, 44(2015), 669–678. https://doi.org/10.1016/j.procs.2015.03.050 zotero://select/groups/2405685/items/PAG4BEA2

[VIEW] Frederiksen, J. R., & Collins, A. (1989). A systems approach to educational testing. Educational Researcher, 18(9), 27–32. https://doi.org/10.3102/0013189X018009027 zotero://select/groups/2405685/items/V9HLK6VY

[VIEW] Pellini, A., Nicolai, S., Magee, A., Sharp, S., & Wilson, S. (2021). A Political Economy Analysis Framework for EdTech Evidence Uptake. The EdTech Hub. https://docs.edtechhub.org/lib/856UY54Y zotero://select/groups/2405685/items/856UY54Y

[VIEW] Unwin, T., Naseem, A., Pawluczuk, A., Shareef, M., Spiesberger, P., West, P., & Yoo, C. (2020b). Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education — home page (No. 2; Education for the Most Marginalised). EdTech Hub. https://edtechhub.org/education-for-the-most-marginalised-post-covid-19/ zotero://select/groups/2405685/items/AX8D5YK2

[VIEW] Hammond, M. (2019). What is an ecological approach and how can it assist in understanding ICT take-up? British Journal of Educational Technology, 51(3), 853–866. https://doi.org/10.1111/bjet.12889 zotero://select/groups/2405685/items/9NRLBU5A

[VIEW] Major, L., & Watson, S. (2017). Using video to support in-service teacher professional development: the state of the field, limitations and possibilities. Technology Pedagogy and Education, 27(1), 49–68. https://doi.org/10.1080/1475939X.2017.1361469 zotero://select/groups/2405685/items/TKGRWCS3

[VIEW] Education Commission. (2019). Transforming the Education Workforce: Learning Teams for a Learning Generation. Education Commission. https://educationcommission.org/wp-content/uploads/2019/09/Transforming-the-Education-Workforce-Executive-Summary.pdf zotero://select/groups/2405685/items/MF5UMTVS

[VIEW] Davis, N., Preston, C., & Sahin, I. (2009). Training teachers to use new technologies impacts multiple ecologies: Evidence from a national initiative. British Journal of Educational Technology, 40(5), 861–878. https://doi.org/10.1111/j.1467-8535.2008.00875.x zotero://select/groups/2405685/items/ULQ4J6GL

[VIEW] Watson, J. (2020). The relationship between educational television and mathematics capability in Tanzania. British Journal of Educational Technology, 274. https://doi.org/10.17863/cam.54714 zotero://select/groups/2405685/items/YENK6ASB

[VIEW] Wagner, D. A. (2018). Technology for Education in Low-Income Countries: Supporting the UN Sustainable Development Goals. In I. Lubin (Ed.), ICT-Supported Innovations in Small Countries and Developing Regions: Perspectives and Recommendations for International Education (pp. 51–74). Springer International Publishing. https://doi.org/10.1007/978-3-319-67657-9_3 zotero://select/groups/2405685/items/PRNWIW8H

[VIEW] Selwyn, N. (2015). Technology and education – Why it’s crucial to be critical. In S. Bulfin, N. F. Johnson, & L. Rowan (Eds.), Critical Perspectives on Technology and Education (pp. 245–255). Palgrave Macmillan. https://www.academia.edu/7771394/Technology_and_education_-_why_its_crucial_to_be_critical zotero://select/groups/2405685/items/N27GWJBG

[VIEW] Haßler, B., Major, L., & Hennessy, S. (2016). Tablet use in schools: a critical review of the evidence for learning outcomes. Journal of Computer Assisted Learning, 32(2), 139–156. https://doi.org/10.1111/jcal.12123 zotero://select/groups/2405685/items/9I6F956M

[VIEW] Haßler, B., Hennessy, S., & Hofmann, R. (2018). Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development. Journal of Learning for Development, 5(1), 58–78. https://jl4d.org/index.php/ejl4d/article/view/264 zotero://select/groups/2405685/items/NVEVT9HX

[VIEW] Angrist, N., Bergman, P., Brewster, C., & Matsheng, M. (2020). Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3663098 zotero://select/groups/2405685/items/7YTYUC4P

[VIEW] Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2016). Effective Teacher Professional Development (p. 76). Learning Policy Institute. https://www.yu.edu/sites/default/files/inline-files/Effective_Teacher_Professional_Development_REPORT.pdf zotero://select/groups/2405685/items/3EICVTPU

[VIEW] Pocinki, A., & Reeves, R. V. (2017, June 2). Social skills matter, but how do we measure and grow them in the classroom? Brookings. https://www.brookings.edu/blog/social-mobility-memos/2017/06/02/social-skills-matter-but-how-do-we-measure-and-grow-them-in-the-classroom/ zotero://select/groups/2405685/items/BHUQXSDN

[VIEW] Lamba, K., & Reimers, F. (2020). Sierra Leone and Liberia: Rising Academy Network on air (Education Continuity during the Coronavirus Crisis). World Bank; OECD; Harvard Global Education Innovation Initiative; HundrED. https://oecdedutoday.com/wp-content/uploads/2020/05/Sierra-Leone-Liberia-Rising-Academy-Network.pdf zotero://select/groups/2405685/items/9APBFG2P

[VIEW] Vegas, E. (2020, April 14). School closures, government responses, and learning inequality around the world during COVID-19. Brookings. https://www.brookings.edu/research/school-closures-government-responses-and-learning-inequality-around-the-world-during-covid-19/ zotero://select/groups/2405685/items/XI33VZU7

[VIEW] Dreesen, T., Akseer, S., Brossard, M., Dewan, P., Giraldo, J.-P., Kamei, A., Mizunoya, S., & Santiago Ortiz, J. (2020). Promising practices for equitable remote learning: Emerging lessons from COVID-19 education responses in 127 countries (Innocenti Research Brief). UNICEF. https://www.unicef-irc.org/publications/1090-promising-practices-for-equitable-remote-learning-emerging-lessons-from-covid.html zotero://select/groups/2405685/items/MGEDRZ5M

[VIEW] Hennessy, S., Haßler, B., & Hofmann, R. (2016). Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year. Research Papers in Education, 31(4), 399–427. https://doi.org/10.1080/02671522.2015.1073343 zotero://select/groups/2405685/items/NAJLZ3FE

[VIEW] Wolfenden, F., Adinolfi, L., Cross, S., Lee, C., Paranjpe, S., & Safford, K. (2017). Moving towards more participatory practice with Open Educational Resources (OER): TESS-India Academic Review (p. 26). The Open University. https://www.oerknowledgecloud.org/archive/TESS-India%20Academic%20Review%20Final%20130617_0.pdf zotero://select/groups/2405685/items/J2QYZC4N

[VIEW] Sancho-Gil, J. M., Rivera-Vargas, P., & Miño-Puigcercós, R. (2019). Moving beyond the predictable failure of Ed-Tech initiatives. Learning, Media and Technology, 45(1), 1–15. https://doi.org/10.1080/17439884.2019.1666873 zotero://select/groups/2405685/items/Q2EVH3HK

[VIEW] Castillo, N., Lee, J., Zahra, F., & Wagner, D. (2015). MOOCs for Development: Trends, Challenges, and Opportunities. International Technologies & International Development, 11(2), 35–42. https://repository.upenn.edu/literacyorg_articles/6 zotero://select/groups/2405685/items/BN8SW2CU

[VIEW] Schweisfurth, M. (2015). Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning. International Journal of Educational Development, 40, 259–266. https://doi.org/10.1016/j.ijedudev.2014.10.011 zotero://select/groups/2405685/items/44GP3DG6

[VIEW] Chang, A. M. (2018). Lean Impact: How to Innovate for Radically Greater Social Good (1 edition). Wiley. zotero://select/groups/2405685/items/6L9G8KMG

[VIEW] Wagner, D. (2001). IT and Education for the Poorest of the Poor: Constraints, Possibilities, and Principles. TechKnowLogia: International Journal for the Advancement of Knowledge and Learning, July/August, 48–50. https://repository.upenn.edu/literacyorg_articles/14 zotero://select/groups/2405685/items/4VR3QH65

[VIEW] McEwan, P. J. (2015). Improving Learning in Primary Schools of Developing Countries: A Meta-Analysis of Randomized Experiments. Review of Educational Research, 85(3), 42. https://doi.org/10.3102/0034654314553127 zotero://select/groups/2405685/items/LX62SZBQ

[VIEW] Piper, B., Oyanga, A., Mejia, J., & Pouezevara, S. (2017). Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a national education system. International Journal of Education and Development Using Information and Communication Technology, 13(3), 57–79. http://ijedict.dec.uwi.edu/viewarticle.php?id=2353 zotero://select/groups/2405685/items/7L6V38N5

[VIEW] Power, T., Hedges, C., McCormick, R., & Rahman, S. (2019). Evidence-based approaches to improving teachers’ skills, in schools serving poor and marginalised communities. Pan-Commonwealth of Learning Forum. http://oasis.col.org/bitstream/handle/11599/3412/PCF9_Papers_paper_256.pdf?sequence=1&isAllowed=y zotero://select/groups/2405685/items/26U2C9E5

[VIEW] Lai, J. W. M., & Bower, M. (2019). Evaluation of technology use in education: Findings from a critical analysis of systematic literature reviews. Journal of Computer Assisted Learning, 36(3), 241–259. https://doi.org/10.1111/jcal.12412 zotero://select/groups/2405685/items/7X5M3UH2

[VIEW] Groeneveld, C., & Taddese, A. (2020). EdTech in Tanzania: A Rapid Scan (EdTech Hub Country Scan No. 5). The EdTech Hub. https://doi.org/10.5281/zenodo.3911643 zotero://select/groups/2405685/items/FCPCJFJ4

[VIEW] Bettinger, E., Fairlie, R., Kapuza, A., Kardanova, E., Loyalka, P., & Zakharov, A. (2020). Does EdTech Substitute for Traditional Learning? Experimental Estimates of the Educational Production Function (No. w26967; p. w26967). National Bureau of Economic Research. https://doi.org/10.3386/w26967 zotero://select/groups/2405685/items/QNXAXD73

[VIEW] Hennessy, S., Onguko, B., Ang’ondi, E. K., Harrison, D., Namalefe, S., Naseem, A., & Wamakote, L. (2010). Developing use of ICT to enhance teaching and learning in East African schools: a review of the literature (4316; No. 1; p. 121). Faculty of Education, University of Cambridge and Aga Khan University Institute for Educational Development - Eastern Africa. http://www.educ.cam.ac.uk/centres/archive/cce/publications/CCE_Report1_LitRevJune0210.pdf zotero://select/groups/2405685/items/8RKDCB7L

[VIEW] Jameson, J. (2019). Developing critical and theoretical approaches to educational technology research and practice. British Journal of Educational Technology, 50(3), 951–955. https://doi.org/10.1111/bjet.12775 zotero://select/groups/2405685/items/UG65PX2M

[VIEW] Ananny, M., & Winters, N. (2007). Designing for development: Understanding One Laptop Per Child in its historical context. 2007 International Conference on Information and Communication Technologies and Development, 1–12. https://doi.org/10.1109/ICTD.2007.4937397 zotero://select/groups/2405685/items/P4NRIXTU

[VIEW] Cilliers, J., Fleischz, B., Kotzex, J., Mohohlwanex, N., Taylor, S., & Thulare, T. (2020). Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. https://riseprogramme.org/sites/default/files/inline-files/Virtual%20vs%20InPerson%20Coaching%20Working%20Paper.pdf zotero://select/groups/2405685/items/ZT5C342T

[VIEW] Outhwaite, L. A., Gulliford, A., & Pitchford, N. J. (2019). A new methodological approach for evaluating the impact of educational intervention implementation on learning outcomes. International Journal of Research & Method in Education, 43(3), 1–18. https://doi.org/10.1080/1743727x.2019.1657081 zotero://select/groups/2405685/items/EDBC9B8E

[VIEW] Evans, D. K., & Popova, A. (2015). What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews (No. 7203; Policy Research Working Paper, p. 43). World Bank Group. https://doi.org/10.1596/1813-9450-7203 zotero://select/groups/2405685/items/CP9T27XU

[VIEW] Sperling, G. B., & Winthrop, R. (2016). What Works in Girls’ Education: Evidence for the World’s Best Investment (p. 338). Brookings. https://www.brookings.edu/book/what-works-in-girls-education-evidence-for-the-worlds-best-investment/ zotero://select/groups/2405685/items/R57EPJVH

[VIEW] International Organization for Migration. (2010). World Migration Report 2010: The future of migration—Building capacities for change. International Organization for Migration. http://publications.iom.int/bookstore/index.php?main_page=product_info&cPath=37&products_id=665 zotero://select/groups/2405685/items/IZLNIX2Y

[VIEW] World Bank. (2016). World Development Report 2016: Digital dividends (10.1596/978-1-4648-0671-1;261495:CCMXMJHT). World Bank. https://www.worldbank.org/en/publication/wdr2016 zotero://select/groups/2405685/items/P9M8F67G

[VIEW] Hew, K. F., Lan, M., Tang, Y., Jia, C., & Lo, C. K. (2019). Where is the “theory” within the field of educational technology research? British Journal of Educational Technology, 50(3), 956–971. https://doi.org/10.1111/bjet.12770 zotero://select/groups/2405685/items/Z25HD3K7

[VIEW] Evans, D. (2020). Virtual teacher coaching may not be the solution we hoped for. Center For Global Development. https://www.cgdev.org/blog/virtual-teacher-coaching-may-not-be-solution-we-hoped zotero://select/groups/2405685/items/N7TJTQLU

[VIEW] Kaiser, C. (2019). What is Agile Methodology: A primer on moving fast. How high-functioning teams build software. AngelList. https://angel.co/blog/agile-methodology-a-primer-on-moving-fast zotero://select/groups/2405685/items/4GB5HGKS

[VIEW] Orr, D., Westbrook, J., Pryor, J., Durrani, N., Sebba, J., & Adu-Yeboah, C. (2013). What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? Systematic review. EPPI-Centre, Social Science Research Unit, Institute of Education. zotero://select/groups/2405685/items/YAT9NL4R

[VIEW] Kishore, D., & Shah, D. (2019). Using technology to facilitate educational attainment: Reviewing the past and looking to the future (No. 23; Pathways for Prosperity Commission Background Paper Series, p. 47). https://pathwayscommission.bsg.ox.ac.uk/ed-tech-paper zotero://select/groups/2405685/items/A2RQMCL7

[VIEW] Koomar, S., Moss Coflan, C., & Kaye, T. (2020). Using EdTech in settings of fragility, conflict and violence: A curated resource list. The EdTech Hub. https://doi.org/10.5281/zenodo.3885806 zotero://select/groups/2405685/items/79LULMUU

[VIEW] UNHCR. (2018). UNHCR Global Trends 2018. UNHCR. https://www.unhcr.org/statistics/unhcrstats/5d08d7ee7/unhcr-global-trends-2018.html zotero://select/groups/2405685/items/RMY4LZ2G

[VIEW] Brown-Jeffy, S., & Cooper, J. E. (2011). Toward a conceptual framework of culturally relevant pedagogy: An overview of the conceptual and theoretical literature. Teacher Education Quarterly, 38(1), 65–84. https://eric.ed.gov/?id=EJ914924 zotero://select/groups/2405685/items/9V2M6ABC

[VIEW] Menocal, A. R., Cassidy, M., Swift, S., Jacobstein, D., Rothblum, C., & Tservil, I. (2018). Thinking and working politically through applied political economy analysis: A guide for practitioners (p. 12). USAID. https://www.usaid.gov/sites/default/files/documents/1866/PEA2018.pdf zotero://select/groups/2405685/items/9C3NYPC8

[VIEW] Unwin, T. (2020, January 16). Thoughts on “Education and digitisation in development cooperation.” Tim Unwin’s Blog. https://unwin.wordpress.com/2020/01/16/thoughts-on-education-and-digitisation-in-development-cooperation/ zotero://select/groups/2405685/items/PW4I6AJR

[VIEW] UNESCO. (2019). The world is off track in achieving the global education goal, SDG4. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000368935 zotero://select/groups/2405685/items/UVVIK4X9

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[VIEW] Buchel, K., Jakob, M., Kuhnhanss, C., Steﬀen, D., & Brunetti, A. (2020). The relative eﬀectiveness of teachers and learning software: Evidence from a field experiment in El Salvador (p. 43). University of Bern. https://ideas.repec.org/p/bss/wpaper/36.html zotero://select/groups/2405685/items/CTWU7VNK

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Problem Analysis and Focus of EdTech Hub’s Work: Technology in education in low- and middle-income countries

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Problem Analysis and Focus of EdTech Hub’s Work: Technology in education in low- and middle-income countries

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