Bibliography Note (Kerko)

Updated: 2021-06-11_18.57.27

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[VIEW] Bapna, A., Pellini, A., Wilson, S., Myers, C., & Nicolai, S. (2021). A Case for a Systems Approach to EdTech. EdTech Hub. https://doi.org/10.5281/zenodo.4604769 zotero://select/groups/2405685/items/UR6CQL9K

[VIEW] Unwin, T., Naseem, A., Pawluczuk, A., Shareef, M., Spiesberger, P., West, P., & Yoo, C. (2020). 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://doi.org/10.5281/zenodo.4684355 zotero://select/groups/2405685/items/AX8D5YK2

[VIEW] Pellini, A., Nicolai, S., Magee, A., Sharp, S., & Wilson, S. (2021). A Political Economy Analysis Framework for EdTech Evidence Uptake [Working Paper]. EdTech Hub. https://doi.org/10.5281/zenodo.4540204 zotero://select/groups/2405685/items/856UY54Y

[VIEW] Hennessy, S., Jordan, K., Wagner, D. A., & EdTech Hub Team. (2021). Problem Analysis and Focus of EdTech Hub’s Work: Technology in Education in Low- and Middle-Income Countries (Working Paper No. 7). The EdTech Hub. https://doi.org/10.5281/zenodo.4332693 zotero://select/groups/2405685/items/PBXBB7LF

[VIEW] Haßler, B., El-Serafy, Y., Khalayleh, A., & McBurnie, C. (2021). Syṡtemic Mixed-Methods Research — a conceptual framework for scalable EdTech research (Working Paper No. 8). EdTech Hub. https://doi.org/10.5281/zenodo.4557484 zotero://select/groups/2405685/items/TD2ASC4G

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[VIEW] Levin, B. B., & Schrum, L. (2013). Using Systems Thinking to Leverage Technology for School Improvement: Lessons Learned from Award-Winning Secondary Schools/Districts. Journal of Research on Technology in Education, 46(1), 29–51. https://doi.org/10.1080/15391523.2013.10782612 zotero://select/groups/2405685/items/PA3QLH3N

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[VIEW] Williams, R. J., Berlow, E. L., Dunne, J. A., Barabási, A.-L., & Martinez, N. D. (2002). Two degrees of separation in complex food webs. Proceedings of the National Academy of Sciences, 99(20), 12913–12916. https://doi.org/10.1073/pnas.192448799 zotero://select/groups/2405685/items/MDKLUVY4

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[VIEW] Voogt, J., Laferriere, T., Breuleux, A., Itow, R. C., Hickey, D. T., & McKenney, S. (2015). Collaborative design as a form of professional development. Instructional Science, 43(2), 259–282. https://doi.org/10.1007/s11251-014-9340-7 zotero://select/groups/2405685/items/YLC97CYN

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[VIEW] Van Geert, P., & Steenbeek, H. (2015). Dynamic systems theory: a tool for understanding development and education. URL: Https://Www. Gse. Harvard. Edu/Usableknowledge/(Дата Обращения 15.01. 2015). zotero://select/groups/2405685/items/QV5Q42XF

[VIEW] Trucano, M. (2016). SABER-ICT Framework Paper for Policy Analysis : Documenting National Educational Technology Policies Around the World and Their Evolution over Time. https://openknowledge.worldbank.org/handle/10986/26107 zotero://select/groups/2405685/items/382A98KH

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[VIEW] Richmond, B. (2000). The" thinking" in systems thinking: Seven essential skills. Pegasus Communications. zotero://select/groups/2405685/items/9WLQREGL

[VIEW] Phillips, M. (2016). Contextualising the Use of Digital Technologies (pp. 1–28). https://doi.org/10.1057/978-1-137-52462-1_1 zotero://select/groups/2405685/items/XAYZRBZW

[VIEW] Paat, Y.-F. (2013). Working with immigrant children and their families: An application of Bronfenbrenner’s ecological systems theory. Journal of Human Behavior in the Social Environment, 23(8), 954–966. https://doi.org/10.1080/10911359.2013.800007 zotero://select/groups/2405685/items/ML8UK3IE

[VIEW] Omidyar Network. (2019). Scaling Access and Impact: Realizing the Power of EdTech.pdf. https://ierc-publicfiles.s3.amazonaws.com/public/resources/Scaling_Access_Impact_Realizing_Power_of_%20EdTech.pdf zotero://select/groups/2405685/items/UX7HDLPW

[VIEW] Niederhauser, D. S., Howard, S. K., Voogt, J., Agyei, D. D., Laferriere, T., Tondeur, J., & Cox, M. J. (2018). Sustainability and scalability in educational technology initiatives: Research-informed practice. Technology, Knowledge and Learning, 23(3), 507–523. https://doi.org/10.1007/s10758-018-9382-z zotero://select/groups/2405685/items/9MN9XDN4

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