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This Rapid Evidence Review (RER) provides a synthesis of recent evidence relating to teaching practices and pedagogies for emergency remote learning. The main aim of this review is to provide education decision-makers, funders, and implementers (among others) with a clear understanding of the available global evidence on effective practices in teaching when students are educated remotely during emergencies, and to assess the relevance of this evidence for low- and middle-income contexts. The...
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This report presents a rapid evaluation of AI-generated lesson plans currently being used in public schools in rural and urban Islamabad under the National Institute of Excellence in Teacher Education (NIETE). These centrally developed, scripted lesson plans are aligned with the national curriculum and built on the Gradual Release of Responsibility (GRR) model, with additional elements of the 5E and Inquiry-Based Learning (IBL) models in science, and the Concrete-Pictorial-Abstract (CPA)...
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An output of the EdTech Hub, https://edtechhub.org/
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Kifurushi hiki kina zana za utafiti zilizotengenezwa na EdTech Hub, Chuo Kikuu cha Dodoma, Chuo Kikuu cha Aga Khan, na Taasisi ya Elimu Tanzania kwa ajili ya utafiti unaochunguza upanuzi na mabadiliko ya kuendana na mahitaji ya walimu na mazingira ya shule katika utekelezaji wa Mafunzo Endelevu ya Walimu Kazini (MEWAKA) unaojumuisha matumizi ya teknolojia. Katika kuandaa zana hizi, tumetumia zana zilizochapishwa katika awamu ya kwanza ya utafiti huu na mifano kutoka sehemu mbalimbali, kwa...
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An output of the EdTech Hub, https://edtechhub.org/
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An output of the EdTech Hub, https://edtechhub.org/
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An output of the EdTech Hub, https://edtechhub.org/
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An output of the EdTech Hub, https://edtechhub.org/
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An output of the EdTech Hub, https://edtechhub.org/
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An output of the EdTech Hub, https://edtechhub.org/
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An output of the EdTech Hub, https://edtechhub.org/
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An output of the EdTech Hub, https://edtechhub.org/
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An output of the EdTech Hub, https://edtechhub.org/
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An output of the EdTech Hub, https://edtechhub.org/
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Keywords: EdTech; gender; Pakistan; girls’ education; developing economies; educational technology An output of the EdTech Hub, https://edtechhub.org/
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This pack contains links to research instruments developed by EdTech Hub, the University of Dodoma, Aga Khan University, and Tanzania Institute of Education for the second phase of a study investigating the scale-up and local contextualisation of a national technology-supported teacher professional development programme known as MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, which translates as ‘teacher continuous professional development’ [TCPD] in English). The instruments draw on previously...
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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 how in-service Communities of Practice (CoPs) support teacher learning and how EdTech can enhance this aspect of teacher professional development (TPD) in low- and middle-income countries. In-service CoPs have become an important component of TPD, creating spaces where teachers can share their knowledge...
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An output of the EdTech Hub, https://edtechhub.org/
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High-income countries often use external incentives such as remuneration, professional pathways or accreditation to motivate teachers to engage in professional development. This paper reflects on the challenges of engaging teachers in school-based professional development in resource-scarce education environments where the use of such incentives is not feasible and explores practical strategies to motivate their engagement. In such contexts, where qualified teacher status and promotion are...
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This Rapid Evidence Review provides a synthesis of recent evidence relating to the implementation of EdTech programmes, platforms, and devices for learners in contexts of forced displacement. The main aim of the review is to provide education decision-makers, funders, and implementers (among others), with a clear picture of which interventions may be the most effective in these contexts and, crucially, which implementation decisions facilitate or hinder this effectiveness. We reviewed...
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