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eLearning Africa, & EdTech Hub. (2020). The effect of Covid-19 on education in Africa and its implications for the use of technology. EdTech Hub. https://doi.org/10.5281/zenodo.4749652

Engzell, P., Frey, A., & Verhagen, M. D. (2020). Learning Inequality During the Covid-19 Pandemic. SocArXiv. https://doi.org/10.31235/osf.io/ve4z7

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Groeneveld, C., & Taddese, A. (2020). EdTech in Tanzania: A Rapid Scan (Country Scan No. 5). EdTech Hub. https://doi.org/10.53832/edtechhub.0039

Gu, X., Crook, C., & Spector, M. (2019). Facilitating innovation with technology: Key actors in educational ecosystems. British Journal of Educational Technology, 50(3), 1118–1124. https://doi.org/10.1111/bjet.12786

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

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

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Hennessy, S., Koomar, S., & Kreimeia, A. (2020). Position paper: Using EdTech to support teacher education and professional development in low- and middle-income countries (internal working paper). EdTech Hub. https://doi.org/10.5281/zenodo.5652080

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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

Jansen, J. (2020). Data or bread? A policy analysis of student experiences of learning under lockdown. Southern African Review of Education, 26(1), 167–181.

Joe, H.-K., Hiver, P., & Al-Hoorie, A. H. (2017). Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings. Learning and Individual Differences, 53, 133–144. https://doi.org/10.1016/j.lindif.2016.11.005

Jordan, K., & Mitchell, J. (2020). Messaging Apps, SMS, and Social Media: A Rapid Evidence Review (Rapid Evidence Review No. 8). EdTech Hub. https://doi.org/10.5281/zenodo.4556938

Joyce, K. E., & Cartwright, N. (2020). Bridging the Gap Between Research and Practice: Predicting What Will Work Locally. American Educational Research Journal, 57(3), 1045–1082. https://doi.org/10.3102/0002831219866687

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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

Kam, M. (2013). Mobile learning games for low-income children in India: Lessons from 2004–2009. In In Berge, Z. & Muilenburg, L. (Eds.), Handbook of mobile learning. New York: Routledge. pp. 617–628.

Kamens, D. H., & McNeely, C. L. (2009). Globalization and the growth of international educational testing and national assessment. Comparative Education Review, 54(1), 5–25. https://doi.org/10.1086/648471

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Kerwin, J. T., & Thornton, R. L. (2020). Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures. The Review of Economics and Statistics, 1–45. https://doi.org/10.1162/rest_a_00911

Khan, F., & Ghadially, R. (2010). Empowerment through ICT education, access and use: A gender analysis of Muslim youth in India. Journal of International Development, 22(5), 659–673. https://doi.org/10.1002/jid.1718

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Koomar, S., Moss Coflan, C., & Kaye, T. (2020). Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List (EdTech Hub Helpdesk Request No. 11). EdTech Hub. https://doi.org/10.53832/edtechhub.0042

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Kraft, M. A., Blazar, D., & Hogan, D. (2018). The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Effect. Review of Educational Research, 88(4), 547–588. https://doi.org/10.3102/0034654318759268

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