@article{hennessy_technology_2022, title = {Technology use for teacher professional development in low- and middle-{Income} countries: {A} systematic review}, volume = {3}, issn = {2666-5573}, url = {https://www.sciencedirect.com/science/article/pii/S2666557322000088}, doi = {10.1016/j.caeo.2022.100080}, abstract = {Pre-service education and in-service teacher professional development (collectively termed teacher professional development or TPD here) can play a pivotal role in raising teaching quality and, therefore, learning outcomes for children and young people in low- and middle-income countries (LMICs). However, TPD opportunities in LMICs are limited, unsustained, and often not informed by recent research evidence, and outcomes are mixed. Educational technologies offer potential to enhance formally provided programmes and informal peer-learning forms of TPD. We present the first systematic review of the literature pertaining to technology-mediated TPD for educators of school-aged learners in LMICs, aiming to characterise appropriate and effective uses of technology along with specific constraints operating in those contexts. An in-depth synthesis of 170 studies was undertaken, considering macro-, meso- and micro-level factors during TPD design and implementation in the 40 LMICs represented. Volume of publications increased dramatically over the review period (2008–2020), indicating that the field is rapidly developing. Results largely showed benefits for teachers, but evidence for sustainability, cost-effectiveness or tangible impacts on classroom practice and student outcomes was thin. Promising, locally-contextualised forms of technology-mediated TPD included virtual coaching, social messaging, blended learning, video-stimulated reflection, and use of subject-specific software/applications. We report on the variable effectiveness of programmes and limited attention to marginalised groups. To maximise effectiveness of technology-enhanced TPD, the role of facilitators or expert peers is paramount – yet often glossed over – and the interpersonal dimension of teacher learning must be maintained. Recommendations are made for researchers, policymakers, teachers and teacher educators.}, language = {en-GB}, journal = {Computers and Education Open}, author = {Hennessy, Sara and D'Angelo, Sophia and McIntyre, Nora and Koomar, Saalim and Kreimeia, Adam and Cao, Lydia and Brugha, Meaghan and Zubairi, Asma}, year = {2022}, doi = {10.5281/zenodo.4733147}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.caeo.2022.100080 10.5281/zenodo.4733147 2339240:5GVQGQC4 2339240:GQEBFNI2 2339240:LPFYJHUF 2339240:Q5369EBL 2405685:66IBMGWS 2405685:E5J2KHF2 2405685:KXGE9JIR 2405685:P4MI8J9M 2405685:R3SISS58 2405685:RKQI4W3A 2405685:T5QVE96Z 2534378:5CCARHUH 2534378:DZ4AXQJ2 4042040:V58GV3BA}, keywords = {Disability, ICT, Read, Referenced, Teacher education and training, Teacher professional development, What works evidence, \_EdTechHub\_Output, \_MELA\_knowledge\_product, \_MELA\_seen, e-learning, low- and middle-income countries (LMICs), pedagogy, peer learning, teacher training, technology, ⛔ No DOI found}, }