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Results 5,744 resources
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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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Low-powered mobile devices such as Raspberry Pis and tablets can be used as micro-servers to implement offline Learning Management Systems (LMS). Despite their potential, especially for low-income countries, such as Tanzania, no research is available detailing the affordances of these devices for supporting LMS features. This study investigated the suitability of various low-cost micro-servers for deploying LMSs. It compared the performance of the Raspberry Pi, Android tablet, and Chromebook...
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This article presents the findings of an in-depth study on the implementation of six EdTech-supported projects within the UK Government Foreign, Commonwealth and Development Office (FCDO)’s Girls’ Education Challenge portfolio, which aims to improve education for the world’s most marginalised girls. Using primary key informant interviews and secondary data from sampled projects, the study identifies the core components related to the implementation of EdTech within the sampled projects:...
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This paper examines the extent to which refugee girls and young women were able to access learning during COVID-19 education closures in Pakistan, and the role that EdTech played in their learning access. It is based on findings from a survey with 403 Afghan refugee students, along with in-depth interviews with six young female refugees. The research shows that, while the majority of female refugee students were able to continue accessing education in some form during school closures,...
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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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MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teachers’ Continuous Professional Development (TCPD)) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The current and ongoing research project, The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania, using Design-Based Implementation Research (DBIR), closely aligned with the Tanzania National TCPD implementation plan (TIE, 2021), evaluates the initial...
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An output of the EdTech Hub, https://edtechhub.org
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Classroom dialogue is considered productive for learning but rarely observed, and practitioner professional development is needed. This study investigated how 67 teachers across educational phases in six countries contextualised the T-SEDA inquiry toolkit to conduct classroom inquiries and develop new practices. Surveys and inquiry reports yielded insights into how practitioner agency was further developed, with implications for sustainability. Change was evident in self-reported enhanced...
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Acceptable use policies (AUPs) aim to define how digital and technological tools and services (both devices and ICT services) should be used in or by education systems and actors. These policies address the rights, privileges, responsibilities, and ramifications associated with the use of technology in education spaces and for educational purposes. In doing so, AUPs attempt to promote good practice and responsible, safe use of the internet and digital technologies. This brief uses global...
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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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