Results 25 resources
An investigation of appropriate new technologies to support interactive teaching in Zambian schools (ANTSIT). A joint report from Aptivate and the Centre for Commonwealth Education (University of Cambridge). Final Report to DfID.Haßler, B., Hennessy, S., Lord, T., … Simpson, M. - 2011 - Aptivate and University of Cambridge
School-based professional development in a developing context: Lessons learnt from a case study in ZambiaHaßler, B., Hennessy, S., & Cross, A. - 2014 - Professional Development in Education, 41(5), 806–825
This paper reports on the development and outcomes of the second phase of OER4Schools, a school-based professional development programme supporting interactive forms of subject teaching in conjunction with Open Educational Resources (OER) and technology in Zambian primary schools. We worked with partners to identify the needs of school-based continuing professional development adapted to the local context; the programme was based on participatory, collaborative and inquiry-based pedagogies...
OER4Schools: Participants BookHennessy, S., Haßler, B., Blair, J., … Tembo, A. - 2014 - The Centre for Commonwealth Education
Perspectives on technology, resources and learning: Productive classroom practices, effective teacher professional development (p. 60)Haßler, B., Major, L., Warwick, P., … Nicholl, B. - 2016 - University of Cambridge
A short guide on the use of technology in learning: Perspectives and toolkit for discussionHaßler, B., Major, L., Warwick, P., … Nichol, B. - 2016 - University of Cambridge
Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development
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,...
Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional DevelopmentHaßler, B., Hennessy, S., & Hofmann, R. - 2018 - Journal of Learning for Development, 5(1), 58–78
Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this concept paper we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our experiences of over 5 years of iteratively developing, refining and evaluating an intensive school-based professional learning...
Synthesis of Reviews on Teacher Professional Development in Sub-Saharan AfricaHaßler, B., D’Angelo, S., Walker, H., & Marsden, M. - 2019, October 18 - Open Development & Education
EdTech Initiatives Focused on Classrooms and Teachers: A Curated List for Rwanda (Helpdesk Response No. 28)Chuang, R., & Koomar, S. - 2020 - EdTech Hub
This document was produced in response to a request from the FCDO Rwanda team for a curated list of EdTech initiatives related to the following focus areas: 1. Classroom software 2. Teacher education 3. School administration.
Teacher professional development in sub-Saharan Africa: Equity and scale [preprint] [Preprint]Haßler, B., Bennett, G., & Damani, K. - 2020
This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of...
The OER4Schools professional development programme: Outcomes of a sustained trial in sub-Saharan AfricaHaßler, B., Hennessy, S., Hoffmann, R., & Makonga, A. - 2020 - Frontiers in Education, 5(146)
Teacher professional development and coaching in low-income countries: Overarching considerations for the use of technology (EdTech Hub Helpdesk Response No. 2)Haßler, B. - 2020 - EdTech Hub
This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This second paper offers a wider perspective with some overarching considerations.
Teacher professional development and coaching in low-income countries: Practical considerations for the use of technology. (EdTech Hub Helpdesk Response No. 3)Haßler, B. - 2020 - EdTech Hub
This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This third paper offers a range of practical considerations.
Teacher professional development and coaching in low-income countries: An evidence-informed conversation (EdTech Hub Helpdesk Response No. 1)Haßler, B., & Moss, C. - 2020 - EdTech Hub
This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This first paper offers a broad overview.
Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? (Helpdesk Response No. 10B)Allier-Gagneur, Z., McBurnie, C., Chuang, R., & Haßler, B. - 2020 - EdTech Hub
This paper analyses a range of literature reviews to identify characteristics of effective teacher education, including focusing on practical subject pedagogy; incorporating peer support and; creating a coherent policy environment.
Effective Teacher Education in Low-Connectivity Settings: A Curated Resource List (Helpdesk Response No. 21)Koomar, S., Allier-Gagneur, Z., & McBurnie, C. - 2020 - EdTech Hub
This list curates resources — both tools and initiatives — that can be adapted to support teacher education in low-connectivity settings, a prevailing challenge in Madagascar. Each example identifies the challenges; necessary prerequisites; pros and cons and; costs and impact assessment data where possible.
Rolling Out a National Virtual Learning Environment (EdTech Hub Helpdesk Request No. 22)Adam, T., McBurnie, C., & Haßler, B. - 2020 - EdTech Hub
A virtual learning environment (VLE) is a virtual space designed to support teaching and learning and can resemble anything from a curated content repository to a synchronous video-enabled learning space. This technical note aims to inform the design and implementation of a VLE at a national level for basic education.
Using Blended Learning to Support Marginalised Adolescent Girls’ Education: A Review of the Evidence (Helpdesk Response No. 25)Allier-Gagneur, Z., Chuang, R., McBurnie, C., & Haßler, B. - 2020 - EdTech Hub
This topic brief reviews evidence about the use of blended learning to support the education of marginalised adolescent girls in low- and middle- income countries.
Guidance Note 10 Prioritising effective and appropriate teacher training From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education (ACT THREE (OF THREE): GUIDANCE NOTES; p. 8)Unwin, T., Naseem, A., Pawluczuk, A., … Yoo, C. - 2020 - UNESCO, UniTwin, EdTech Hub
Hardware and modality
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Language of publication
- English (7)
- Africa (4)
- Case study (1)