Results 40 resources
Advancing evidence-based decision making in LMICs: Focus of EdTech Hub’s workHennessy, S. - 2021, May 7 - EdTech Hub
This blog sets out the Hub’s aims and approaches to identifying appropriate and effective uses of EdTech that can potentially raise learning outcomes in low- and middle-income countries (LMICs). Research shows that EdTech offers immense potential, but sustainable and positive change at scale has largely proved elusive in practice – particularly for marginalised learners where we focus our work. To…
Bridging between research and practice: Supporting professional development through collaborative studies of classroom teaching with technologyHennessy, S. - 2014 - Sense Publishers
This book presents a fresh approach to bridging the perceived gap between academic and classroom cultures. It describes a unique form of research partnership whereby Cambridge University academics and school teachers together grappled with and reformulated theory – through in-depth case studies analysing practice using interactive whiteboards in five subject areas. The inquiry exploited the collaborators’ complementary professional knowledge bases. Teachers’ voices are particularly audible...
Challenges and opportunities for teacher professional development in interactive use of technology in African schoolsHennessy, S., Haßler, B., & Hofmann, R. - 2015 - Technology, Pedagogy and Education, 24(5), 1–28
This article examines the supporting and constraining factors influencing professional learning about interactive teaching and mobile digital technology use in low-resourced basic schools in sub-Saharan Africa. It draws on a case study of iterative development and refinement of a school-based, peer-facilitated professional learning programme (‘OER4Schools’) that integrated use of mobile technologies, digital open educational resources and interactive pedagogy. The research and development...
Country list with HDI, iHDI, MPI and Gini (version 1) (Research Instrument No. 08–2)Haßler, B., Adam, T., Brugha, M., … Walker, H. - 2019 - EdTech Hub
This is pdf of a country list with HDI, iHDI, MPI and Gini. This file is now superseeded by DOI: 10.5281/zenodo.3908363, see https://docs.edtechhub.org/lib/55A44ZRB (which will also be available as a data file).
Design-Based Implementation Research Baseline Data Collection: Technical report [Technical Report]Koomar, S., Adam, T., Massam, W. E., … Barretto, J. - 2022 - EdTech Hub
This research study aims to investigate the effectiveness, cost-effectiveness, and sustainability of a tech-supported, decentralised, and school-based teacher continuous professional development (TCPD) model, to improve learning outcomes in rural Tanzanian primary schools. The research will test and iteratively improve the national TCPD model and roll-out (including the semi-structured Communities of Learning), as outlined in the Tanzanian National TCPD Implementation Plan (2021). We seek to...
Exploring the relationship between teachers’ use of technology during the Covid-19 pandemic in India and their perspectives on students’ motivation to learn [Technical Report]Tailor, K., Hennessy, S., & Jordan, K. - 2022 - EdTech Hub
An output of the EdTech Hub, https://edtechhub.org
Introducing the EdTech Hub’s programme for research in low-income countries – The EdTech HubHennessy, S. - 2019, October 16 - EdTech Hub
Keyword inventory (version 1) (Working Paper - Research Instrument No. 08–1)Haßler, B., Adam, T., Brugha, M., … Walker, H. - 2019 - EdTech Hub
The document contains the keyword inventory used for automated searching. This file is now superseeded by DOI: 10.5281/zenodo.3908363, see https://docs.edtechhub.org/lib/55A44ZRB.
Literature Reviews of Educational Technology Research in Low- and Middle-Income Countries: An audit of the field (Working Paper No. 2)Haßler, B., Adam, T., Brugha, M., … Walker, H. - 2019 - EdTech Hub
Methodology for literature reviews (Working Paper No. 10)Haßler, B., Adam, T., Allier-Gagneur, Z., … Walker, H. - 2021 - EdTech Hub
An output of the EdTEch Hub
OER4Schools: Participants BookHennessy, S., Haßler, B., Blair, J., … Tembo, A. - 2014 - The Centre for Commonwealth Education
Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one yearHennessy, S., Haßler, B., & Hofmann, R. - 2016 - Research Papers in Education, 31(4), 399–427
Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering,...
Problem Analysis. A Global Public Good produced by the EdTech Hub (https://EdTechhub.org, #EdTechHub). (Working Paper No. 5)Hennessy, S., Jordan, K., Haßler, B., … Sabates, R. - 2020 - EdTech Hub
An output by the EdTech Hub - #EdTechHub, https://edtechhub.org
Problem Analysis and Focus of EdTech Hub’s Work: Technology in Education in Low- and Middle-Income Countries (Working Paper No. 7)Hennessy, S., Jordan, K., Wagner, D. A., & EdTech Hub Team - 2021 - The EdTech Hub
Recommendation 7: Use ICT to provide access to content, professional development and professional learning communitiesLawrie, J., Hennessy, S., Haßler, B., … Lawrie, J. - 2015 - In Where it’s needed most: Quality professional development for all teachers (pp. 131–143) - Inter-agency network for education in emergencies
Reflections on Technology, Teaching, Learning, and Professional Development: Findings from a teacher survey in TanzaniaKoomar, S., Hennessy, S., Zubairi, A., … Kreimeia, A. - 2022 - African Educational Research Journal, 10(4), 342–368
This paper presents findings from a survey of 774 government school teachers across Tanzania over the period 2020–2021. The aims were to capture teachers’ recent experiences concerning (1) access and use of technology; (2) any student learning losses observed, and teachers’ recommendations to address these; and (3) experiences and needs concerning teacher professional development (TPD). Key findings in the survey’s focus areas included: Forty per cent of teachers reported that their school...
Reimagining Teacher Professional Development for Scalable, Sustainable and Equitable Outcomes - Using EdTech Research Evidence [Conference Panel Presentation]Hennessy, S., & Koomar, S. - 2021, August 27 - Asian Development Bank 9th International Skills Forum: Reimagining Education and Skills Development for a New Normal, Virtual
Research publication strategy and proposed publications (Working Paper No. 4)Haßler, B., McIntyre, N., Hollow, D., … Mitchell, J. - 2019 - EdTech Hub
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