A Literature Overview of Accountability and EdTech: Recommendations for Using Technology to Improve Accountability in Educational Systems from Ghana and Other LMICs.

Abreh, M. K. (2017). Involvement of School Management Committees in School-Based Management: Experiences from Two Districts of Ghana. Educational Planning, 24(2), 61–75.

Akyeampong, K., Djangmah, J., Oduro, A., Seidu, A., & Hunt, F. (2007). Access to Basic Education in Ghana: The Evidence and the Issues. Country Analytic Report. ERIC.

Akyeampong, K., Rolleston, C., Ampiah, J. G., & Lewin, K. M. (2012). Access, Transitions and Equity in Education in Ghana: Researching Practice, Problems and Policy (Research Monograph no. 72; CREATE Pathways to Access, p. 73).

Al-Alawi, A. I., Abdulmohsen, M., Al-Malki, F. M., & Mehrotra, A. (2019). Investigating the barriers to change management in public sector educational institutions. International Journal of Educational Management, 33(1), 112–148. https://doi.org/10.1108/ijem-03-2018-0115

Anonymous. (2007). Project overseas: Teachers helping teachers. Alberta Teachers Association. https://www.teachers.ab.ca/News%20Room/ata%20news/Volume%2042/Number%204/Project%20Overseas/Pages/Ghana%20Celebrating%2050%20years%20of%20independence.aspx

Bulawa, P. (2013). Constraints to Senior Management’s Capacity to Implement the Performance Management System in Senior Secondary Schools in Botswana. International Education Studies, 6(5), p56. https://doi.org/10.5539/ies.v6n5p56

Denning, S. (2016). Christensen updates disruption theory. Strategy & Leadership, 44(2), 10–16. https://doi.org/10.1108/sl-01-2016-0005

DeStefano, J., Hartwell, A., Schuh-Moore, A., & Balwanz, D. (2006). Meeting EFA: Reaching the underserved through complementary models of effective schooling. Academy for Educational Development (AED).

Donkor, A. K. (2015). Basic school leaders in Ghana: how equipped are they? International Journal of Leadership in Education, 18(2), 225–238. https://doi.org/10.1080/13603124.2013.817610

Essuman, A., & Akyeampong, K. (2011). Decentralisation policy and practice in Ghana: the promise and reality of community participation in education in rural communities. Journal of Education Policy, 26(4), 513–527. https://doi.org/10.1080/02680939.2011.554999

Ezumah, B. (2012). Planning and designing educational technology for low-income communities: A participatory and proactive approach. In N. Ekekwe & N. Islam (Eds.), Disruptive Technologies, Innovation and Global Redesign: Emerging Implications. IGI Global. https://doi.org/10.4018/978-1-4666-0134-5

Ezumah, B. A. (2010). Toward a Successful Plan for Educational Technology for Low-Income Communities: A Formative Evaluation of One Laptop Per Child (OLPC) Projects in Nigeria and Ghana. Howard University.

Ezumah, B. A. (2010). Toward a Successful Plan for Educational Technology for Low-income Communities: A Formative Evaluation of One Laptop Per Child (OLPC) Projects in Nigeria and Ghana [Ph.D., Howard University]. https://search.proquest.com/docview/861340927/abstract/DF462B3222614CE3PQ/1

Grimus, M., & Ebner, M. (2015). Learning and Teaching With Mobile Devices: An Approach in Higher Secondary Education in Ghana. International Journal of Mobile and Blended Learning, 7(2), 17–32. https://doi.org/10.4018/ijmbl.2015040102

Grimus, M., & Ebner, M. (2014). LEARNING AND TEACHING WITH MOBILE DEVICES AN APPROACH IN SECONDARY EDUCATION IN GHANA. 10.

Grimus, M., Ebner, M., & Holzinger, A. (2012). Mobile Learning as a chance to enhance education in developing countries – on the example of Ghana. 340–345.

Haßler, B., Adam, T., Allier-Gagneur, Z., Blower, T., Brugha, M., Damani, K., Hennessy, S., Martin, K., Megha-Bongnkar, G., Murphy, M., Walker, H., & Walker, H. (2021). Methodology for literature reviews (Working Paper No. 10). EdTech Hub. https://doi.org/10.53832/edtechhub.0002

Imhanlahimi, E. O., & Imhanlahimi, R. E. (2008). An evaluation of the effectiveness of computer assisted learning strategy and expository method of teaching biology: a case study of lumen Christi international high school, Uromi, Nigeria. Journal of Social Sciences, 16(3), 215–220. https://doi.org/10.1080/09718923.2008.11892621

Jull, S., Swaffield, S., & MacBeath, J. (2014). Changing perceptions is one thing…: barriers to transforming leadership and learning in Ghanaian basic schools. School Leadership & Management, 34(1), 69–84. https://doi.org/10.1080/13632434.2013.849679

Kiboro, A., Bailey, S., Nair, M., Salam, T., & Dwhytie, A. (2014). Providing access to education in Sub-Saharan countries through Content-Oriented technology. 2014 IEEE Canada International Humanitarian Technology Conference - (IHTC), 1–4. https://doi.org/10.1109/ihtc.2014.7147542

Koopman, M. (2014). Step-by-step approach: The integration of ICT in the classroom in rural African schools. 8. https://ieeexplore.ieee.org/document/7058144

Kremer, M., Brennen, C., & Glennerster, R. (2013). The Challenge of Education and Learning in the Developing World. Science, 340(6130), 297–300. JSTOR. https://doi.org/10.1126/science.1235350

Kwadzo Agezo, C. (2010). Female leadership and school effectiveness in junior high schools in Ghana. Journal of Educational Administration, 48(6), 689–703. https://doi.org/10.1108/09578231011079557

Malakolunthu, S., McBeath, J., & Swaffield, S. (2014). Improving the quality of teaching and learning through leadership for learning: Changing scenarios in basic schools of Ghana. Educational Management Administration & Leadership, 42(5), 701–717. https://doi.org/10.1177/1741143213510510

Moon, C., Kavanagh, A., Jeffrey, J., Gebbels, J., & Korsgaard, K. (2016). Social Entrepreneurship and Disruptive Innovation: Evaluating the use of Rumie’s Free Educational Software in Seven Developing Economies. Proceedings of The 11th European Conference on Innovation and Entrepreneurship 15-16 September 2016, 485.

Natia, J., & Al-hassan, S. (2015). Promoting teaching and learning in Ghanaian Basic Schools through ICT. International Journal of Education and Development Using ICT, 11(2).

Nishimura, M. (2017). Community Participation in School Management in Developing Countries. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.64

Owoo, M. A. N. (2017). Bilingual Learning Spaces: Lessons From Using WhatsApp Videos in a Ghanaian Rural Context. Making a Difference: Prioritizing Equity and Access in CSCL.

Owusu-Bempah, J., Addison, R., & Fairweather, J. (2014). Commonalities and specificities of authentic leadership in Ghana and New Zealand. Educational Management Administration & Leadership, 42(4), 536–556. https://doi.org/10.1177/1741143213502198

Owusu, K. A., Monney, K. A., Appiah, J. Y., & Wilmot, E. M. (2010). Effects of computer-assisted instruction on performance of senior high school biology students in Ghana. Computers & Education, 55(2), 904–910. https://doi.org/10.1016/j.compedu.2010.04.001

Palalas, A., Berezin, N., Gunawardena, C., & Kramer, G. (2015). A design based research framework for implementing a transnational mobile and blended learning solution. International Journal of Mobile and Blended Learning (IJMBL), 7(4), 57–74. https://doi.org/10.4018/ijmbl.2015100104

Piper, B., Destefano, J., Kinyanjui, E. M., & Ong’ele, S. (2018). Scaling up successfully: Lessons from Kenya’s Tusome national literacy program. Journal of Educational Change, 19(3), 293–321. https://doi.org/10.1007/s10833-018-9325-4

Prew, M., & Quaigrain, K. (2010). Using School Performance Data to Drive School and Education District Office Accountability and Improvement: The Case of Ghana. Educational Management Administration & Leadership, 38(6), 728–744. https://doi.org/10.1177/1741143210379057

Quaicoe, J. S., & Pata, K. (2015). Factors determining digital divide in Ghana’s basic schools. 2015 IST-Africa Conference, 1–8. https://doi.org/10.1109/istafrica.2015.7190518

Rakusin, M., & Bostock. (2018). School leadership and early grade reading: Examining the evidence in Zambia. In Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia. RTI Press Publication BK-0022-1809.

Sarfo, F. K. (2007). The Views of Educational Practitioners in Ghana on ICT Use and Instructional Design Practice for Promoting Quality Education. Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007), 775–779. https://doi.org/10.1109/icalt.2007.255

Sofo, F., & Abonyi, U. K. (2018). Investigating the self-reported professional development activities of school leaders in Ghanaian rural basic schools. Professional Development in Education, 44(4), 521–538. https://doi.org/10.1080/19415257.2017.1359795

Suaka, P. L., & Kuranchie, A. (2018). Head Teachers’ Professional Management Needs and Concerns: Evidence from an Educational District in Ghana. African Educational Research Journal, 6(1), 20–29. https://doi.org/10.30918/aerj.61.18.002

Swaffield, S. (2017). Supporting Headteachers in a Developing Country. In R. Maclean (Ed.), Life in Schools and Classrooms (Vol. 38, pp. 277–291). Springer Singapore. https://doi.org/10.1007/978-981-10-3654-5_17

Swaffield, S., Jull, S., & Ampah-Mensah, A. (2013). Using Mobile Phone Texting to Support the Capacity of School Leaders in Ghana to Practise Leadership for Learning. Procedia - Social and Behavioral Sciences, 103, 1295–1302. https://doi.org/10.1016/j.sbspro.2013.10.459

UNESCO, & Education for All (Eds.). (2005). The quality imperative (2nd printing).

Wegerif, R. (2007). Dialogic education and technology: Expanding the space of learning (Vol. 7). Springer Science & Business Media.

Yelkpieri, D., Kweku, W. E.-D., & Kwesi. (2011). Patronage of Educational Broadcasts and its Effects on Academic Growth of Students of Winneba and Apam Senior High Schools in the Central Region of Ghana. Academic Leadership: The Online Journal, 9, 18.

Yelkpieri, D., Kweku, W. E.-D., & Kwesi. (2011). Patronage of Educational Broadcasts and its Effects on Academic Growth of Students of Winneba and Apam Senior High Schools in the Central Region of Ghana. Academic Leadership: The Online Journal, 9, 18.

Zame, M. Y., Hope, W. C., & Respress, T. (2008). Educational reform in Ghana: the leadership challenge. International Journal of Educational Management, 22(2), 115–128. https://doi.org/10.1108/09513540810853521