Bibliography Note (Kerko)

Updated: 2021-02-23_23.58.56

Do not edit this file manually. This file is used by Kerko to generate citation trees.

Source collection from which this file was generated: C5U3ZBQP

[VIEW] 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 zotero://select/groups/2405685/items/BMM3Z3CM

[VIEW] Ashlee, A., Clericetti, G., & Mitchell, J. (2020). Refugee Education: A Rapid Evidence Review (EdTech Hub Rapid Evidence Review No. 3). https://docs.edtechhub.org/lib/UUNEJ7FS zotero://select/groups/2405685/items/UUNEJ7FS

[VIEW] Jordan, K., & Mitchell, J. (2020). Messaging Apps, SMS, and Social Media: A Rapid Evidence Review (No. 8). The EdTech Hub. https://docs.edtechhub.org/lib/XHBPFYVC zotero://select/groups/2405685/items/XHBPFYVC

[VIEW] Webb, D., Barringer, K., Torrance, R., & Mitchell, J. (2020). Girls’ Education and EdTech: A Rapid Evidence Review (Rapid Evidence Review No. 2). EdTech Hub. https://edtechhub.org/lib/CZBRW85R zotero://select/groups/2405685/items/CZBRW85R

[VIEW] Mitchell, J., Ashlee, A., Clericetti, G., Gladwell, J., & Torrance, R. (2020b). Education in Emergencies: A Rapid Evidence Review (No. 7). The EdTech Hub. https://docs.edtechhub.org/lib/ZPTMAP5C zotero://select/groups/2405685/items/ZPTMAP5C

[VIEW] Damani, K., Barringer, K., Torrance, R., & Mitchell, J. (2020). Accelerated Learning and EdTech: A Rapid Evidence Review (Rapid Evidence Review No. 6). EdTech Hub. https://docs.edtechhub.org/lib/I4UFGAQA zotero://select/groups/2405685/items/I4UFGAQA

[VIEW] Kraft, R. H. P., & Latta, R. F. (1972). Introduction to the systems approach in educational planning and management. Educational Technology, 12(2), 5–8. https://www.jstor.org/stable/44417782 zotero://select/groups/2405685/items/PAJWEYYU

[VIEW] Oyebade, S. A. (2001). Applying the general systems theory to students’conflict management in Nigeria’s tertiary institutions. Lagos Journal of Educational Administration and Planning, 1(1), 36–49. zotero://select/groups/2405685/items/PP7FDCNC

[VIEW] Chen, G. K. (1975). What is the systems approach? Interfaces, 6(1), 32–37. https://doi.org/10.1287/inte.6.1.32 zotero://select/groups/2405685/items/5J24EWCJ

[VIEW] UNESCO Institute for Statistics. (2020, February 25). UIS releases more timely country-level data for SDG 4 on education. http://uis.unesco.org/en/news/uis-releases-more-timely-country-level-data-sdg-4-education zotero://select/groups/2405685/items/6MUKEWAK

[VIEW] World Bank. (2017). To take learning seriously, start by measuring it. In World Development Report 2018: Learning to Realize Education’s Promise (Vol. 1–0, pp. 91–104). The World Bank. https://doi.org/10.1596/978-1-4648-1096-1_ch4 zotero://select/groups/2405685/items/SAHW4P7Y

[VIEW] Afrobarometer. (2016). Uganda Round 6 Summary of results. Afrobarometer. https://afrobarometer.org/publications/uganda-round-6-summary-results-2015 zotero://select/groups/2405685/items/MABKYDLA

[VIEW] Meadows, D. H. (2008). Thinking in systems: A primer. chelsea green publishing. zotero://select/groups/2405685/items/QCW9AAW9

[VIEW] Nicolai, S., Meyers, C., Wilson, S., Pellini, A., & Bapna, A. (Forthcoming). Systems position paper: A case for a systems-based approach to EdTech. The EdTech Hub. zotero://select/groups/2405685/items/UR6CQL9K

[VIEW] Pathways for Prosperity Commission. (2019). The digital roadmap: How developing countries can get ahead. Pathways for Prosperity Commission. https://pathwayscommission.bsg.ox.ac.uk/digital-roadmap zotero://select/groups/2405685/items/I4ZZB6W6

[VIEW] Banathy, B. H., & Jenlink, P. M. (2003). Systems inquiry and its application in education. In Handbook of research for educational communications and technology (pp. 37–58). Routledge. zotero://select/groups/2405685/items/IC5RVDXF

[VIEW] Polonetsky, J., & Jerome, J. (2014). Student data: Trust, transparency, and the role of consent. Future of Privacy Forum (FPF). zotero://select/groups/2405685/items/TDSJ46XQ

[VIEW] Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116. https://doi.org/10.1177/0022487102053002003 zotero://select/groups/2405685/items/R4LV2TSF

[VIEW] Naviwala, N. (2016). Pakistan’s education crisis: The real story. Woodrow Wilson International Center for Scholars. https://eric.ed.gov/?id=ED570671 zotero://select/groups/2405685/items/JMXYPLHM

[VIEW] Verhulst, S., & Young, A. (2017). Open data in developing economies: Toward building an evidence base on what works and how. African Minds. https://poseidon01.ssrn.com/delivery.php?ID=086103007084118100095021003101127069000031020044032070010082070112002006077006085100034041051001058005046075105095121113003066009054033038035013016091082012029070093065094093073111067022025006082125085122098122109005003116107072092097012068085125085&EXT=pdf&INDEX=TRUE zotero://select/groups/2405685/items/SDFDCJHD

[VIEW] Global Partnership for Sustainable Development Data. (2019). Inclusive data charter. https://www.data4sdgs.org/initiatives/inclusive-data-charter zotero://select/groups/2405685/items/2LBXPGMA

[VIEW] Angrist, N., Evans, D. K., Filmer, D., Glennerster, R., Rogers, F. H., & Sabarwal, S. (2020). How to improve education outcomes most efficiently? A comparison of 150 interventions using the new Learning-Adjusted Years of Schooling etric. The World Bank. https://doi.org/10.1596/1813-9450-9450 zotero://select/groups/2405685/items/X53U5NLR

[VIEW] Evans, D., & Yuan, F. (2020). How big are effect sizes in international education studies? Center for Global Development. https://www.cgdev.org/publication/how-big-are-effect-sizes-international-education-studies zotero://select/groups/2405685/items/E288WQPR

[VIEW] Barrett, L. (2020). Governance of student data (p. 11). UNICEF. https://www.unicef.org/globalinsight/reports/governance-student-data zotero://select/groups/2405685/items/ZNQ632HM

[VIEW] UNICEF. (2020). Good governance of children’s data. https://www.unicef.org/globalinsight/good-governance-childrens-data zotero://select/groups/2405685/items/BTKMJNHX

[VIEW] Global Partnership for Education. (2018). Global Partnership for Education launches new public-private initiative to address the data challenge in global education. Global Partnership for Education. https://www.globalpartnership.org/news/global-partnership-education-launches-new-public-private-initiative-address-data-challenge-global-education zotero://select/groups/2405685/items/P6NCTW32

[VIEW] Chen, D., & Stroup, W. (1993). General system theory: Toward a conceptual framework for science and technology education for all. Journal of Science Education and Technology, 2(3), 447–459. https://doi.org/10.1007/BF00694427 zotero://select/groups/2405685/items/324558I2

[VIEW] Rahman, A. (2020, November 23). Engaging with equity: insights from our first sandbox meetup. EdTech Hub. https://edtechhub.org/2020/11/23/engaging-with-equity-insights-from-our-first-sandbox-meetup/ zotero://select/groups/2405685/items/QUU7IUSY

[VIEW] Abdul-Hamid, H., Mintz, S., & Saraogi, N. (2017). From compliance to learning: A System for harnessing the power of data in the State of Maryland (p. 155). World Bank. zotero://select/groups/2405685/items/SNR9WIYQ

[VIEW] World Bank, Foreign, Commonwealth and Development Office, & Building Evidence in Education. (2020). Cost-effective approaches to improve global learning. World Bank, FCDO, BE2. http://documents1.worldbank.org/curated/en/719211603835247448/pdf/Cost-Effective-Approaches-to-Improve-Global-Learning-What-Does-Recent-Evidence-Tell-Us-Are-Smart-Buys-for-Improving-Learning-in-Low-and-Middle-Income-Countries.pdf zotero://select/groups/2405685/items/7WSML8I6

[VIEW] Chuang, R., Kaye, T., Coflan, C. M., & Haßler, B. (2020). Back-to-school campaigns following disruptions to education. The EdTech Hub. https://doi.org/10.5281/zenodo.3878422 zotero://select/groups/2405685/items/IS587WTH

[VIEW] Karim, S. (2010). Applying systems approach to educational-organizational change: Improvement of an interdisciplinary program. Uppsala University. zotero://select/groups/2405685/items/PK4FS3HC

[VIEW] Arnold, R. D., & Wade, J. P. (2015). A definition of systems thinking: A systems approach. Procedia Computer Science, 44(2015), 669–678. https://doi.org/10.1016/j.procs.2015.03.050 zotero://select/groups/2405685/items/PAG4BEA2

[VIEW] Frederiksen, J. R., & Collins, A. (1989). A systems approach to educational testing. Educational Researcher, 18(9), 27–32. https://doi.org/10.3102/0013189X018009027 zotero://select/groups/2405685/items/V9HLK6VY

[VIEW] Pellini, A., Nicolai, S., Magee, A., Sharp, S., & Wilson, S. (2021). A Political Economy Analysis Framework for EdTech Evidence Uptake. The EdTech Hub. https://docs.edtechhub.org/lib/856UY54Y zotero://select/groups/2405685/items/856UY54Y

[VIEW] Unwin, T., Naseem, A., Pawluczuk, A., Shareef, M., Spiesberger, P., West, P., & Yoo, C. (2020b). Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education — home page (No. 2; Education for the Most Marginalised). EdTech Hub. https://edtechhub.org/education-for-the-most-marginalised-post-covid-19/ zotero://select/groups/2405685/items/AX8D5YK2

[VIEW] 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 zotero://select/groups/2405685/items/9NRLBU5A

[VIEW] Major, L., & Watson, S. (2017). Using video to support in-service teacher professional development: the state of the field, limitations and possibilities. Technology Pedagogy and Education, 27(1), 49–68. https://doi.org/10.1080/1475939X.2017.1361469 zotero://select/groups/2405685/items/TKGRWCS3

[VIEW] Education Commission. (2019). Transforming the Education Workforce: Learning Teams for a Learning Generation. Education Commission. https://educationcommission.org/wp-content/uploads/2019/09/Transforming-the-Education-Workforce-Executive-Summary.pdf zotero://select/groups/2405685/items/MF5UMTVS

[VIEW] Davis, N., Preston, C., & Sahin, I. (2009). Training teachers to use new technologies impacts multiple ecologies: Evidence from a national initiative. British Journal of Educational Technology, 40(5), 861–878. https://doi.org/10.1111/j.1467-8535.2008.00875.x zotero://select/groups/2405685/items/ULQ4J6GL

[VIEW] Watson, J. (2020). The relationship between educational television and mathematics capability in Tanzania. British Journal of Educational Technology, 274. https://doi.org/10.17863/cam.54714 zotero://select/groups/2405685/items/YENK6ASB

[VIEW] Wagner, D. A. (2018). Technology for Education in Low-Income Countries: Supporting the UN Sustainable Development Goals. In I. Lubin (Ed.), ICT-Supported Innovations in Small Countries and Developing Regions: Perspectives and Recommendations for International Education (pp. 51–74). Springer International Publishing. https://doi.org/10.1007/978-3-319-67657-9_3 zotero://select/groups/2405685/items/PRNWIW8H

[VIEW] Selwyn, N. (2015). Technology and education – Why it’s crucial to be critical. In S. Bulfin, N. F. Johnson, & L. Rowan (Eds.), Critical Perspectives on Technology and Education (pp. 245–255). Palgrave Macmillan. https://www.academia.edu/7771394/Technology_and_education_-_why_its_crucial_to_be_critical zotero://select/groups/2405685/items/N27GWJBG

[VIEW] Haßler, B., Major, L., & Hennessy, S. (2016). Tablet use in schools: a critical review of the evidence for learning outcomes. Journal of Computer Assisted Learning, 32(2), 139–156. https://doi.org/10.1111/jcal.12123 zotero://select/groups/2405685/items/9I6F956M

[VIEW] Haßler, B., Hennessy, S., & Hofmann, R. (2018). Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development. Journal of Learning for Development, 5(1), 58–78. https://jl4d.org/index.php/ejl4d/article/view/264 zotero://select/groups/2405685/items/NVEVT9HX

[VIEW] Angrist, N., Bergman, P., Brewster, C., & Matsheng, M. (2020). Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3663098 zotero://select/groups/2405685/items/7YTYUC4P

[VIEW] Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2016). Effective Teacher Professional Development (p. 76). Learning Policy Institute. https://www.yu.edu/sites/default/files/inline-files/Effective_Teacher_Professional_Development_REPORT.pdf zotero://select/groups/2405685/items/3EICVTPU

[VIEW] Pocinki, A., & Reeves, R. V. (2017, June 2). Social skills matter, but how do we measure and grow them in the classroom? Brookings. https://www.brookings.edu/blog/social-mobility-memos/2017/06/02/social-skills-matter-but-how-do-we-measure-and-grow-them-in-the-classroom/ zotero://select/groups/2405685/items/BHUQXSDN

[VIEW] Lamba, K., & Reimers, F. (2020). Sierra Leone and Liberia: Rising Academy Network on air (Education Continuity during the Coronavirus Crisis). World Bank; OECD; Harvard Global Education Innovation Initiative; HundrED. https://oecdedutoday.com/wp-content/uploads/2020/05/Sierra-Leone-Liberia-Rising-Academy-Network.pdf zotero://select/groups/2405685/items/9APBFG2P

[VIEW] Vegas, E. (2020, April 14). School closures, government responses, and learning inequality around the world during COVID-19. Brookings. https://www.brookings.edu/research/school-closures-government-responses-and-learning-inequality-around-the-world-during-covid-19/ zotero://select/groups/2405685/items/XI33VZU7

[VIEW] Dreesen, T., Akseer, S., Brossard, M., Dewan, P., Giraldo, J.-P., Kamei, A., Mizunoya, S., & Santiago Ortiz, J. (2020). Promising practices for equitable remote learning: Emerging lessons from COVID-19 education responses in 127 countries (Innocenti Research Brief). UNICEF. https://www.unicef-irc.org/publications/1090-promising-practices-for-equitable-remote-learning-emerging-lessons-from-covid.html zotero://select/groups/2405685/items/MGEDRZ5M

[VIEW] Hennessy, S., Haßler, B., & Hofmann, R. (2016). Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year. Research Papers in Education, 31(4), 399–427. https://doi.org/10.1080/02671522.2015.1073343 zotero://select/groups/2405685/items/NAJLZ3FE

[VIEW] Wolfenden, F., Adinolfi, L., Cross, S., Lee, C., Paranjpe, S., & Safford, K. (2017). Moving towards more participatory practice with Open Educational Resources (OER): TESS-India Academic Review (p. 26). The Open University. https://www.oerknowledgecloud.org/archive/TESS-India%20Academic%20Review%20Final%20130617_0.pdf zotero://select/groups/2405685/items/J2QYZC4N

[VIEW] Sancho-Gil, J. M., Rivera-Vargas, P., & Miño-Puigcercós, R. (2019). Moving beyond the predictable failure of Ed-Tech initiatives. Learning, Media and Technology, 45(1), 1–15. https://doi.org/10.1080/17439884.2019.1666873 zotero://select/groups/2405685/items/Q2EVH3HK

[VIEW] Castillo, N., Lee, J., Zahra, F., & Wagner, D. (2015). MOOCs for Development: Trends, Challenges, and Opportunities. International Technologies & International Development, 11(2), 35–42. https://repository.upenn.edu/literacyorg_articles/6 zotero://select/groups/2405685/items/BN8SW2CU

[VIEW] Schweisfurth, M. (2015). Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning. International Journal of Educational Development, 40, 259–266. https://doi.org/10.1016/j.ijedudev.2014.10.011 zotero://select/groups/2405685/items/44GP3DG6

[VIEW] Chang, A. M. (2018). Lean Impact: How to Innovate for Radically Greater Social Good (1 edition). Wiley. zotero://select/groups/2405685/items/6L9G8KMG

[VIEW] Wagner, D. (2001). IT and Education for the Poorest of the Poor: Constraints, Possibilities, and Principles. TechKnowLogia: International Journal for the Advancement of Knowledge and Learning, July/August, 48–50. https://repository.upenn.edu/literacyorg_articles/14 zotero://select/groups/2405685/items/4VR3QH65

[VIEW] McEwan, P. J. (2015). Improving Learning in Primary Schools of Developing Countries: A Meta-Analysis of Randomized Experiments. Review of Educational Research, 85(3), 42. https://doi.org/10.3102/0034654314553127 zotero://select/groups/2405685/items/LX62SZBQ

[VIEW] Piper, B., Oyanga, A., Mejia, J., & Pouezevara, S. (2017). Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a national education system. International Journal of Education and Development Using Information and Communication Technology, 13(3), 57–79. http://ijedict.dec.uwi.edu/viewarticle.php?id=2353 zotero://select/groups/2405685/items/7L6V38N5

[VIEW] Power, T., Hedges, C., McCormick, R., & Rahman, S. (2019). Evidence-based approaches to improving teachers’ skills, in schools serving poor and marginalised communities. Pan-Commonwealth of Learning Forum. http://oasis.col.org/bitstream/handle/11599/3412/PCF9_Papers_paper_256.pdf?sequence=1&isAllowed=y zotero://select/groups/2405685/items/26U2C9E5

[VIEW] Lai, J. W. M., & Bower, M. (2019). Evaluation of technology use in education: Findings from a critical analysis of systematic literature reviews. Journal of Computer Assisted Learning, 36(3), 241–259. https://doi.org/10.1111/jcal.12412 zotero://select/groups/2405685/items/7X5M3UH2

[VIEW] Groeneveld, C., & Taddese, A. (2020). EdTech in Tanzania: A Rapid Scan (EdTech Hub Country Scan No. 5). The EdTech Hub. https://doi.org/10.5281/zenodo.3911643 zotero://select/groups/2405685/items/FCPCJFJ4

[VIEW] Bettinger, E., Fairlie, R., Kapuza, A., Kardanova, E., Loyalka, P., & Zakharov, A. (2020). Does EdTech Substitute for Traditional Learning? Experimental Estimates of the Educational Production Function (No. w26967; p. w26967). National Bureau of Economic Research. https://doi.org/10.3386/w26967 zotero://select/groups/2405685/items/QNXAXD73

[VIEW] Hennessy, S., Onguko, B., Ang’ondi, E. K., Harrison, D., Namalefe, S., Naseem, A., & Wamakote, L. (2010). Developing use of ICT to enhance teaching and learning in East African schools: a review of the literature (4316; No. 1; p. 121). Faculty of Education, University of Cambridge and Aga Khan University Institute for Educational Development - Eastern Africa. http://www.educ.cam.ac.uk/centres/archive/cce/publications/CCE_Report1_LitRevJune0210.pdf zotero://select/groups/2405685/items/8RKDCB7L

[VIEW] 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 zotero://select/groups/2405685/items/UG65PX2M

[VIEW] Ananny, M., & Winters, N. (2007). Designing for development: Understanding One Laptop Per Child in its historical context. 2007 International Conference on Information and Communication Technologies and Development, 1–12. https://doi.org/10.1109/ICTD.2007.4937397 zotero://select/groups/2405685/items/P4NRIXTU

[VIEW] Cilliers, J., Fleischz, B., Kotzex, J., Mohohlwanex, N., Taylor, S., & Thulare, T. (2020). Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. https://riseprogramme.org/sites/default/files/inline-files/Virtual%20vs%20InPerson%20Coaching%20Working%20Paper.pdf zotero://select/groups/2405685/items/ZT5C342T

[VIEW] Outhwaite, L. A., Gulliford, A., & Pitchford, N. J. (2019). A new methodological approach for evaluating the impact of educational intervention implementation on learning outcomes. International Journal of Research & Method in Education, 43(3), 1–18. https://doi.org/10.1080/1743727x.2019.1657081 zotero://select/groups/2405685/items/EDBC9B8E

[VIEW] Evans, D. K., & Popova, A. (2015). What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews (No. 7203; Policy Research Working Paper, p. 43). World Bank Group. https://doi.org/10.1596/1813-9450-7203 zotero://select/groups/2405685/items/CP9T27XU

[VIEW] Sperling, G. B., & Winthrop, R. (2016). What Works in Girls’ Education: Evidence for the World’s Best Investment (p. 338). Brookings. https://www.brookings.edu/book/what-works-in-girls-education-evidence-for-the-worlds-best-investment/ zotero://select/groups/2405685/items/R57EPJVH

[VIEW] International Organization for Migration. (2010). World Migration Report 2010: The future of migration—Building capacities for change. International Organization for Migration. http://publications.iom.int/bookstore/index.php?main_page=product_info&cPath=37&products_id=665 zotero://select/groups/2405685/items/IZLNIX2Y

[VIEW] World Bank. (2016). World Development Report 2016: Digital dividends (10.1596/978-1-4648-0671-1;261495:CCMXMJHT). World Bank. https://www.worldbank.org/en/publication/wdr2016 zotero://select/groups/2405685/items/P9M8F67G

[VIEW] Hew, K. F., Lan, M., Tang, Y., Jia, C., & Lo, C. K. (2019). Where is the “theory” within the field of educational technology research? British Journal of Educational Technology, 50(3), 956–971. https://doi.org/10.1111/bjet.12770 zotero://select/groups/2405685/items/Z25HD3K7

[VIEW] Evans, D. (2020). Virtual teacher coaching may not be the solution we hoped for. Center For Global Development. https://www.cgdev.org/blog/virtual-teacher-coaching-may-not-be-solution-we-hoped zotero://select/groups/2405685/items/N7TJTQLU

[VIEW] 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 zotero://select/groups/2405685/items/4GB5HGKS

[VIEW] Orr, D., Westbrook, J., Pryor, J., Durrani, N., Sebba, J., & Adu-Yeboah, C. (2013). What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? Systematic review. EPPI-Centre, Social Science Research Unit, Institute of Education. zotero://select/groups/2405685/items/YAT9NL4R

[VIEW] Kishore, D., & Shah, D. (2019). Using technology to facilitate educational attainment: Reviewing the past and looking to the future (No. 23; Pathways for Prosperity Commission Background Paper Series, p. 47). https://pathwayscommission.bsg.ox.ac.uk/ed-tech-paper zotero://select/groups/2405685/items/A2RQMCL7

[VIEW] Koomar, S., Moss Coflan, C., & Kaye, T. (2020). Using EdTech in settings of fragility, conflict and violence: A curated resource list. The EdTech Hub. https://doi.org/10.5281/zenodo.3885806 zotero://select/groups/2405685/items/79LULMUU

[VIEW] UNHCR. (2018). UNHCR Global Trends 2018. UNHCR. https://www.unhcr.org/statistics/unhcrstats/5d08d7ee7/unhcr-global-trends-2018.html zotero://select/groups/2405685/items/RMY4LZ2G

[VIEW] Brown-Jeffy, S., & Cooper, J. E. (2011). Toward a conceptual framework of culturally relevant pedagogy: An overview of the conceptual and theoretical literature. Teacher Education Quarterly, 38(1), 65–84. https://eric.ed.gov/?id=EJ914924 zotero://select/groups/2405685/items/9V2M6ABC

[VIEW] Menocal, A. R., Cassidy, M., Swift, S., Jacobstein, D., Rothblum, C., & Tservil, I. (2018). Thinking and working politically through applied political economy analysis: A guide for practitioners (p. 12). USAID. https://www.usaid.gov/sites/default/files/documents/1866/PEA2018.pdf zotero://select/groups/2405685/items/9C3NYPC8

[VIEW] Unwin, T. (2020, January 16). Thoughts on “Education and digitisation in development cooperation.” Tim Unwin’s Blog. https://unwin.wordpress.com/2020/01/16/thoughts-on-education-and-digitisation-in-development-cooperation/ zotero://select/groups/2405685/items/PW4I6AJR

[VIEW] UNESCO. (2019). The world is off track in achieving the global education goal, SDG4. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000368935 zotero://select/groups/2405685/items/UVVIK4X9

[VIEW] UNESCO. (2016). The world needs almsot 69 million new teachers tp reach the 2030 education goals (UIS Fact Sheet n. 39). UNESCO. http://uis.unesco.org/sites/default/files/documents/fs39-the-world-needs-almost-69-million-new-teachers-to-reach-the-2030-education-goals-2016-en.pdf zotero://select/groups/2405685/items/TC8PNFAI

[VIEW] Buchel, K., Jakob, M., Kuhnhanss, C., Steﬀen, D., & Brunetti, A. (2020). The relative eﬀectiveness of teachers and learning software: Evidence from a field experiment in El Salvador (p. 43). University of Bern. https://ideas.repec.org/p/bss/wpaper/36.html zotero://select/groups/2405685/items/CTWU7VNK

[VIEW] Zhao, Y., Lei, J., & Frank, K. A. (2006). The social life of technology: An ecological analysis of technology diffusion in schools. Pedagogies: An International Journal, 1(2), 135–149. https://doi.org/10.1207/s15544818ped0102_5 zotero://select/groups/2405685/items/CXPZTPRP

[VIEW] Kozma, R. B. (2011). The Technological, Economic, and Social Contexts for Educational ICT Policy. In UNESCO (Ed.), Transforming education: the power of ICT policies (pp. 3–18). UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000211842 zotero://select/groups/2405685/items/IEN4NFX3

[VIEW] Zelezny-Green, R. (2011). The potential impact of mobile-assisted language learning on women and girls in Africa: A literature review. Ubiquitous Learning: An International Journal, 3(1). https://doi.org/10.18848/1835-9795/cgp/v03i01/40257 zotero://select/groups/2405685/items/MIEIJQ7T

[VIEW] The International Commission on Financing Global Education Opportunity. (2016). The learning generation: Investing in education for a changing world. Education Commission. https://report.educationcommission.org/wp-content/uploads/2016/09/Learning_Generation_Full_Report.pdf zotero://select/groups/2405685/items/34BX9Z5G

[VIEW] UNICEF. (2018). The Out-of-School Children Initiative (OOSCI) (Evaluation Report, February 2018). UNICEF. https://www.unicef.org/evaldatabase/files/Formative_Evaluation_of_the_Out-of-School_Children_Initiative_OOSCI.pdf zotero://select/groups/2405685/items/YGK8YT6I

[VIEW] Wu, A., Gonsalves, S.-L. R., & Wagner, D. A. (in press). The impact of technology on a multilingual world: Problems and opportunities. In In Lubin, I. (Ed.), Translating Learning Ecologies: ICT Across Global Contexts. zotero://select/groups/2405685/items/CIWK8MXI

[VIEW] Vilakati, N. (2014). The implementation of ICT educational policy in selected schools in Swaziland. UNISWA Research Journal, 27(4), 86–99. zotero://select/groups/2405685/items/E2955IEW

[VIEW] De Melo, G., Machado, A., & Miranda, A. (2014). The Impact of a One Laptop per Child Program on Learning: Evidence from Uruguay (No. 8489; IZA Discussion Papers, p. 17). Institute of Labor Economics (IZA). https://ideas.repec.org/p/iza/izadps/dp8489.html zotero://select/groups/2405685/items/NKJMEWZ2

[VIEW] Benavot, A., & Tanner, E. (2007). The growth of national learning assessments in the world, 1995–2006. In: Education for All by 2015: will we make it? EFA global monitoring report 2008.Paris: UNESCO, pp. 1–17. zotero://select/groups/2405685/items/IXHXN9RS

[VIEW] Liyanagunawardena, T., Williams, S., & Adams, A. (2013). The impact and reach of MOOCs:a developing countries’ perspective. University of Reading, 10. http://centaur.reading.ac.uk/32452/ zotero://select/groups/2405685/items/V86AWP3A

[VIEW] Carr-Hill, R., Rolleston, C., & Schendel, R. (2016). The effects of school-based decision-making on educational outcomes in low-and middle-income contexts: a systematic review. Campbell Systematic Reviews, 12(1), 1–169. zotero://select/groups/2405685/items/ZVY6STTI

[VIEW] Major, L., Francis, G., & Tsapali, M. (forthcoming). The effectiveness of technology-supported personalised learning in low- and middle-income countries: A meta-analysis. zotero://select/groups/2405685/items/5U948655

[VIEW] eLearning Africa, & EdTech Hub. (2020). The effect of Covid-19 on education in Africa and its implications for the use of technology. The EdTech Hub. https://www.elearning-africa.com/ressources/pdfs/surveys/The_effect_of_Covid-19_on_Education_in_Africa.pdf zotero://select/groups/2405685/items/6MJNV8GC

[VIEW] Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. https://doi.org/10.3102/0034654318759268 zotero://select/groups/2405685/items/3DXSV98B

[VIEW] Gibson, J. J. (1979). The ecological approach to visual perception. Houghton Mifflin. zotero://select/groups/2405685/items/BUWGNJ7V

[VIEW] Bronfenbrenner, U. (1979). The Ecology of Human Development. Harvard University Press. zotero://select/groups/2405685/items/X94S6SED

[VIEW] Medhi, I., Sagar, A., & Toyama, K. (2007). Text-free user interfaces for illiterate and semiliterate users. Information Technologies and International Development, 4(1), 37–50. https://doi.org/10.1162/itid.2007.4.1.37 zotero://select/groups/2405685/items/666MYDQ3

[VIEW] Selwyn, N. (2012). Ten suggestions for improving academic research in education and technology. Learning, Media and Technology, 37(3), 213–219. https://doi.org/10.1080/17439884.2012.680213 zotero://select/groups/2405685/items/4WXGG2TD

[VIEW] Major, L., & Francis, G. A. (2020). Technology-supported personalised learning: Rapid Evidence Review. The EdTech Hub. https://doi.org/10.5281/zenodo.3948174 zotero://select/groups/2405685/items/WJRBJQBN

[VIEW] McAleavy, T., Hall-Chen, A., Horrocks, S., & Riggall, A. (2018). Technology-supported professional development for teachers: lessons from developing countries. Education Development Trust. https://www.educationdevelopmenttrust.com/our-research-and-insights/research/technology-supported-professional-development-for- zotero://select/groups/2405685/items/FXXS4882

[VIEW] Wagner, D. A., Daswani, C. J., & Karnati, R. (2010). Technology and mother-tongue literacy in Southern India: Impact studies among young children and out-of-school youth. Information Technology and International Development, 6(4), 23–43. zotero://select/groups/2405685/items/IT38D8P5

[VIEW] Cristia, J., Ibarraran, P., Cueto, S., Santiago, A., & Severin, E. (2012). Technology and child development: Evidence from the One Laptop Per Child Program (SSRN Scholarly Paper ID 2025317). Social Science Research Network. https://papers.ssrn.com/abstract=2025317 zotero://select/groups/2405685/items/LP9YKN89

[VIEW] Oliver, M. (2011). Technological determinism in educational technology research: some alternative ways of thinking about the relationship between learning and technology. Journal of Computer Assisted Learning, 27(5), 373–384. https://doi.org/10.1111/j.1365-2729.2011.00406.x zotero://select/groups/2405685/items/GJSF8KVX

[VIEW] Haßler, B., & et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa A Systematic Review of the Research Landscape (Berufsbildung in SSA). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. zotero://select/groups/2405685/items/VK4LFJNF

[VIEW] UNESCO. (2014). Teaching and learning: achieving quality for all (P. Rose, Ed.). UNESCO Publishing. http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2013/ zotero://select/groups/2405685/items/P42UPESW

[VIEW] Stroh, D. P. (2015). Systems thinking for social change. Chelsea Green Publishing. zotero://select/groups/2405685/items/6FCQS7KJ

[VIEW] OECD. (2015). Students, Computers and Learning: Making the Connection. OECD Publishing. https://www.oecd-ilibrary.org/education/students-computers-and-learning_9789264239555-en zotero://select/groups/2405685/items/PW38U9JQ

[VIEW] Berlinski, S., Busso, M., Dinkelman, T., & Martinez, C. A. (2016). SMS-based school parents communication technology. Department for International Development (DFID). https://www.gov.uk/research-for-development-outputs/sms-based-school-parents-communication-technology zotero://select/groups/2405685/items/UTJ8CXMM

[VIEW] Ndaruhutse, S. (2020). Smart buys: system reform, local-level buy-in and reaching the most marginalised. The Education and Development Forum (UKFIET). https://www.ukfiet.org/2020/smart-buys-system-reform-local-level-buy-in-and-reaching-the-most-marginalised/ zotero://select/groups/2405685/items/BSJGIH79

[VIEW] Wagner, D. A. (2011). Smaller, quicker, cheaper: Improving learning assessments in developing countries. UNESCO-IIEP/FTI-Global Partnership for Education. http://unesdoc.unesco.org/images/0021/002136/213663e.pdf zotero://select/groups/2405685/items/9HDWFJL8

[VIEW] Yarrow, N., & Capek, M. (2019). Securing learning for children in conflict and crisis. World Bank. https://elibrary.worldbank.org/doi/abs/10.1596/978-1-4648-1234-7_ch3 zotero://select/groups/2405685/items/R8XFHX2K

[VIEW] Trotter, H., Kell, C., Willmers, M., Gray, E., & King, T. (2014). Seeking impact and visibility: Scholarly communication in Southern Africa. African Mind. zotero://select/groups/2405685/items/GKVWPVD8

[VIEW] Privacy International. (2020). Schools and Covid-19. Privacy International. http://privacyinternational.org/news-analysis/3709/schools-and-covid-19 zotero://select/groups/2405685/items/4GJ5GUKG

[VIEW] Omidyar Network. (2019). Scaling Access & Impact: Realizing Power of EdTech. (Executive Summary). Omidyar Network. https://www.omidyar.com/sites/default/files/Scaling_Access_Impact_Realizing_Power_of_%20EdTech.pdf zotero://select/groups/2405685/items/5EUGCVFT

[VIEW] Chromy, J. R. (2002). Sampling issues in design, conduct, and interpretation of international comparative studies of school achievement. In In A.C. Porter, & A. Gamoran (Eds.), Methodological advances in cross-national surveys of educational achievement (pps. 80- 116). zotero://select/groups/2405685/items/9UYVDGIK

[VIEW] Wagner, E., & Warren, H. (2020). Save Our Education: Protect every child’s right to learn in the COVID-19 response and recovery. Save The Children. https://resourcecentre.savethechildren.net/node/17871/pdf/save_our_education_0.pdf zotero://select/groups/2405685/items/BFW6FWT3

[VIEW] Trucano, M. (2016). SABER-ICT Framework Paper for Policy Analysis: Documenting national educational technology policies around the world and their evolution over time (No. 1; SABER-ICT Technical Paper Series). https://openknowledge.worldbank.org/bitstream/handle/10986/26107/112899-WP-SABER-ICTframework-SABER-ICTno01.pdf?sequence=1&isAllowed=y zotero://select/groups/2405685/items/IV8GLIXL

[VIEW] ACER Centre for Global Education Monitoring. (2015). Report on the concurrent validity and inter-rater reliability studies of Uwezo. Results for Development Institute (R4D). https://research.acer.edu.au/monitoring_learning/22 zotero://select/groups/2405685/items/2UY3CJGX

[VIEW] Dryden-Peterson, S. (2016). Refugee education: The crossroads of globalization. Educational Researcher, 45(9), 473–482. https://doi.org/10.3102/0013189x16683398 zotero://select/groups/2405685/items/BA7Y334L

[VIEW] Wagner, E. (n.d.). Refugee Education: is technology the solution? zotero://select/groups/2405685/items/98925V3U

[VIEW] West, M., & Chew, H. E. (2014). Reading in the mobile era: a study of mobile reading in developing countries. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000227436 zotero://select/groups/2405685/items/UTCWZPFG

[VIEW] Damani, K., & Mitchell, J. (2020). Rapid Evidence Review: Radio. The EdTech Hub. https://doi.org/10.5281/zenodo.3948148 zotero://select/groups/2405685/items/67BFM4C5

[VIEW] Watson, J., & McIntyre, N. (2020). Rapid Evidence Review: Educational television. The EdTech Hub. https://doi.org/10.5281/zenodo.3956365 zotero://select/groups/2405685/items/BZFLWXG6

[VIEW] Kuper, H., Ashrita, S., & White, H. (2018). Rapid Evidence Assessment (REA) of what works to improve educational outcomes for people with disabilities in Low- and Middle-Income Countries. Department for International Development (DFID). https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/738206/Education_Rapid_Review_full_report.pdf zotero://select/groups/2405685/items/EZEF9NPK

[VIEW] Aber, J. L., Tubbs, C., Torrente, C., Halpin, P. F., Johnston, B., Starkey, L., Shivshanker, A., Annan, J., Seidman, E., & Wolf, S. (2017). Promoting children’s learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo. Development and Psychopathology, 29(1), 53–67. https://doi.org/10.1017/s0954579416001139 zotero://select/groups/2405685/items/VZHC337C

[VIEW] Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116. https://doi.org/10.1177/0022487102053002003 zotero://select/groups/2405685/items/BQZJKSM9

[VIEW] Medie, P. A., & Kang, A. J. (2018). Power, knowledge and the politics of gender in the Global South. European Journal of Politics and Gender, 1(1–2), 37–53. https://doi.org/10.1332/251510818X15272520831157 zotero://select/groups/2405685/items/3IN84AU4

[VIEW] UNESCO. (2015). Pricing the right to education: the cost of reaching new targets by 2030 (Education for All Global Monitoring Report. Policy Paper 18; July 2015 update). https://unesdoc.unesco.org/ark:/48223/pf0000232197 zotero://select/groups/2405685/items/ZTNCL6FI

[VIEW] UN. (2020). Policy brief: Education during COVID-19 and beyond. United Nations. https://unsdg.un.org/resources/policy-brief-education-during-covid-19-and-beyond zotero://select/groups/2405685/items/L6KY3B3W

[VIEW] Damani, K., Francis, G., McIntyre, N., Major, L., & Hollow, D. (2020). Position paper: EdTech for learners (internal working paper). The EdTech Hub. zotero://select/groups/2405685/items/RAGXYQWJ

[VIEW] 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). The EdTech Hub. zotero://select/groups/2405685/items/6E2K4GGE

[VIEW] Meyer, H. D., & Benavot, A. (2013). PISA and the globalization of education governance: some puzzles and problems. In PISA, Power, and Policy: The Emergence of Global Educational Governance. Symposium. zotero://select/groups/2405685/items/HJUQIN2P

[VIEW] Lockheed, M. E. (2010). Policies, performance and panaceas: The role of international large-scale assessments in developing countries. Compare: A Journal of Comparative and International Education, 42(3), 509–545. zotero://select/groups/2405685/items/2CZ3PBXV

[VIEW] UNESCO. (2009). Overcoming inequality: why governance matters. http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2009-governance/ zotero://select/groups/2405685/items/3YGT6Z7I

[VIEW] Le Nestour, A., Moscoviz, L., & Mbaye, S. (2020). Phone survey on the Covid crisis in Senegal. Centre for Global Development. https://dataverse.harvard.edu/file.xhtml?persistentId=doi:10.7910/DVN/9XE95F/95RW9C&version=3.0 zotero://select/groups/2405685/items/JTS8MHYR

[VIEW] Grandvoinnet, H., Aslam, G., & Raha, S. (2015). Opening the Black Box: The contextual drivers of social accountability. The World Bank. https://doi.org/10.1596/978-1-4648-0481-6 zotero://select/groups/2405685/items/5ECFJ4UA

[VIEW] Alidou, H., Boly, A., Brock-Utne, B., Diallo, Y. S., Heugh, K., & Wolff, H. E. (2006). Optimising learning and education in Africa: The language factor (pp. 1–186). ADEA, UIE, GTZ. https://uil.unesco.org/literacy/multilingual-research/optimising-learning-education-and-publishing-africa-language-factor zotero://select/groups/2405685/items/SDDDDUBW

[VIEW] Beuermann, D. W., Cristia, J., Cueto, S., Malamud, O., & Cruz-Aguayo, Y. (2015). One Laptop per Child at home: Short-term impacts from a randomized experiment in Peru. American Economic Journal. Applied Economics, 7(2), 53–80. https://doi.org/10.1257/app.20130267 zotero://select/groups/2405685/items/9EXLABVP

[VIEW] Abraham, L., Burke, M., Gray, E., & Rens, A. (2008). Opening Access to Knowledge in Southern African Universities (Study Series 2008). SARUA. https://www.sarua.org/files/publications/OpeningAccess/Opening_Access_Knowledge_2008.pdf zotero://select/groups/2405685/items/4F5CP8EU

[VIEW] Anderson, M., & Perrin, A. (2018). Nearly one-in-five teens can’t always finish their homework because of the digital divide. Pew Research Center. https://www.pewresearch.org/fact-tank/2018/10/26/nearly-one-in-five-teens-cant-always-finish-their-homework-because-of-the-digital-divide/ zotero://select/groups/2405685/items/KGJ7KCMN

[VIEW] UNESCO Institute for Statistics. (2019). New methodology shows that 258 million children, adolescents and youth are out of school. UNESCO Institute for Statistics. http://uis.unesco.org/sites/default/files/documents/new-methodology-shows-258-million-children-adolescents-and-youth-are-out-school.pdf zotero://select/groups/2405685/items/G6XBUYV2

[VIEW] Kozma, R. B. (2005). National Policies that Connect ICT-Based Education Reform to Economic and Social Development. Human Technology: An Interdisciplinary Journal on Humans in ICT Environments, 1(2), 117–156. https://doi.org/10.17011/ht/urn.2005355 zotero://select/groups/2405685/items/MUCISL2Q

[VIEW] Asim, S., Chimombo, J., Chugnov, D., & Gera, R. (2017). Moving teachers to Malawi’s remote communities: A data-driven approach to teacher deployment (Working Paper No. 8253). World Bank. https://openknowledge.worldbank.org/handle/10986/28914 zotero://select/groups/2405685/items/CLQLKA7M

[VIEW] Castillo, N., & Wagner, D. A. (2019). Multilingual literacy transfer in rural South Africa: A technology-based impact study. International Review of Education, 65, 389–408. https://doi.org/10.1007/s11159-019-09779-0 zotero://select/groups/2405685/items/SIG5VBIC

[VIEW] Duflo, E., & Hanna, R. (2005). Monitoring works: Getting teachers to come to school (No. w11880). National Bureau of Economic Research. https://doi.org/10.3386/w11880 zotero://select/groups/2405685/items/2C6VSE3T

[VIEW] Abadzi, H., Crouch, L., Echegaray, M., Pasco, C., & Sampe, J. (2005). Monitoring basic skills acquisition through rapid learning assessments: A case study from Peru. PROSPECTS, 35(2), 137–156. https://doi.org/10.1007/s11125-005-1817-3 zotero://select/groups/2405685/items/KCL8RYGR

[VIEW] Hong, Q. N., Pluye, P., Fabregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M.-P., Griffiths, F., Nicolau, B., O’Cathain, A., Rousseau, M.-C., & Vedel, I. (2018). Mixed methods appraisal tool (MMAT), version 2018. http://mixedmethodsappraisaltoolpublic.pbworks.com/w/file/fetch/127916259/MMAT_2018_criteria-manual_2018-08-01_ENG.pdf zotero://select/groups/2405685/items/WJWIBS9S

[VIEW] 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. zotero://select/groups/2405685/items/LRN6BNM9

[VIEW] Mashininga, K. (2020). Ministers to promote zero-rated access to online content. University World News. https://www.universityworldnews.com/post.php?story=20200512085259585 zotero://select/groups/2405685/items/YXTGH2F7

[VIEW] Pereznieto, P., Magee, A., & Fyles, N. (2017). Mitigating threats to girls’ education in conflict-affected contexts: current practice. https://www.odi.org/publications/11013-mitigating-threats-girls-education-conflict-affected-contexts-current-practice zotero://select/groups/2405685/items/JGHJRCA2

[VIEW] Perlman Robinson, J., & Winthrop, R. (2016). Millions learning: Scaling up quality education in developing countries. Brookings Institute. https://www.brookings.edu/wp-content/uploads/2016/04/final-millions-learning-report.pdf zotero://select/groups/2405685/items/N4ZAERGR

[VIEW] Skeldon, R. (2012). Migration transitions revisited: Their continued relevance for the development of migration theory. Population, Space and Place, 18(2), 154–166. https://doi.org/10.1002/psp.667 zotero://select/groups/2405685/items/YKSWRPY7

[VIEW] Selwyn, N. (2016). Minding our language: why education and technology is full of bullshit … and what might be done about it. Learning, Media and Technology, 41(3), 437–443. https://doi.org/10.1080/17439884.2015.1012523 zotero://select/groups/2405685/items/V9FLJKWX

[VIEW] Patrinos, H., & Kagia, R. (2007). Maximising the performance of education systems: The case of teacher absenteeism. In The Many Faces of Corruption: Tracking Vulnerabilities at the Sector Level. World Bank Group; Education Development Center. zotero://select/groups/2405685/items/3UN8AR43

[VIEW] Crouch, L. (2019). Meeting the data challenge in education: A knowledge and innovation exchange. https://www.globalpartnership.org/content/meeting-data-challenge-education-knowledge-and-innovation-exchange-kix-discussion-paper zotero://select/groups/2405685/items/NNIMTDB4

[VIEW] Rose, P., Downing, P., Asare, S., & Mitchell, R. (2019). Mapping the landscape of education research by scholars based in sub-Saharan Africa Insights from the African Education Research Database. Zenodo. https://doi.org/10.5281/zenodo.3242314 zotero://select/groups/2405685/items/ZM2IB7JE

[VIEW] Engzell, P., Frey, A., & Verhagen, M. D. (2020). Learning Inequality During the Covid-19 Pandemic. SocArXiv. https://doi.org/10.31235/osf.io/ve4z7 zotero://select/groups/2405685/items/42C36LBW

[VIEW] Wagner, D. A., Wolf, S., & Boruch, R. F. (Eds.). (2018). Learning at the bottom of the pyramid: Science, measurement, and policy in low-income countries. UNESCO-IIEP. http://www.iiep.unesco.org/en/learning-bottom-pyramid-4608 zotero://select/groups/2405685/items/CH8XANB6

[VIEW] Nirwana, N., Vatresia, A., & Utama, F. P. (2019). Mapping teacher distribution analysis with digitation technology implementation to improve education management in Bengkkulu City. Proceedings of the International Conferennce on Educational Sciences and Teacher Profession (ICETeP 208). zotero://select/groups/2405685/items/92SJIVRG

[VIEW] Glewwe, P., Kremer, M., & Moulin, S. (2009). Many Children Left Behind? Textbooks and Test Scores in Kenya. American Economic Journal: Applied Economics, 1(1), 112–135. https://doi.org/10.1257/app.1.1.112 zotero://select/groups/2405685/items/KTGQM3Y3

[VIEW] Wagner, D. (2018). Learning as Development: Rethinking International Education in a Changing World. https://books.google.co.uk/books/about/Learning_as_Development.html?id=xssrDwAAQBAJ&redir_esc=y zotero://select/groups/2405685/items/K3NHBWTP

[VIEW] Czerniewicz, L. (2016). Knowledge inequalities: A marginal view of the digital landscape. Keynote presentation. [Education]. Open Repositories Conference 2016, Dublin, Ireland. https://www.slideshare.net/laura_Cz/laura-czerniewicz-open-repositories-conference-2016-dublin zotero://select/groups/2405685/items/MUNVHXSY

[VIEW] Selwyn, N. (2016). Is Technology Good for Education? Polity Press. zotero://select/groups/2405685/items/7KFUNTHW

[VIEW] Duflo, E., Hanna, R., & Ryan, S. (2012). Incentives work: Getting teachers to come to school. American Economic Review, 102(4), 1241–1278. https://doi.org/10.1257/aer.102.4.1241 zotero://select/groups/2405685/items/27NFBCPU

[VIEW] Rubagiza, J., Were, E., & Sutherland, R. (2011). Introducing ICT into schools in Rwanda: Educational challenges and opportunities. International Journal of Educational Development, 31(1), 37–43. https://doi.org/10.1016/j.ijedudev.2010.06.004 zotero://select/groups/2405685/items/QHGK2FVA

[VIEW] OECD. (2016). Innovating education and educating for innovation: the power of digital technologies and skills. OECD Publishing. http://www.oecd.org/education/ceri/GEIS2016-Background-document.pdf zotero://select/groups/2405685/items/QG76K2FC

[VIEW] Piper, B., Simmons Zuilkowski, S., Dubeck, M., Jepkemei, E., & King, S. J. (2018). Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides. World Development, 106, 324–336. https://doi.org/10.1016/j.worlddev.2018.01.018 zotero://select/groups/2405685/items/5LADY8ET

[VIEW] Asare, S., Mitchell, R., & Rose, P. (2020). How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa. Compare: A Journal of Comparative and International Education, 0(0), 1–20. https://doi.org/10.1080/03057925.2020.1811638 zotero://select/groups/2405685/items/C54NGNMP

[VIEW] UNDP. (2009). Human Development Report 2009: Overcoming barriers—Human mobility and development. United Nations Development Programme (UNDP). https://www.un.org/en/development/desa/population/events/pdf/8/UNDP_OHDR_Klugmann.pdf zotero://select/groups/2405685/items/XEIHRBY3

[VIEW] Angrist, N., Evans, D. K., Filmer, D., Glennerster, R., Rogers, F. H., & Sabarwal, S. (2020). How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions Using the New Learning-Adjusted Years of Schooling Metric (p. 48). http://documents1.worldbank.org/curated/en/801901603314530125/pdf/How-to-Improve-Education-Outcomes-Most-Efficiently-A-Comparison-of-150-Interventions-Using-the-New-Learning-Adjusted-Years-of-Schooling-Metric.pdf zotero://select/groups/2405685/items/67PNDWSU

[VIEW] Schwille, J., & Dembélé, M. (2007). Global perspectives on teacher learning: improving policy and practice (Fundamentals of Educational Planning Series). International Institute for Educational Planning. https://unesdoc.unesco.org/ark:/48223/pf0000150261 zotero://select/groups/2405685/items/9WSGNMX9

[VIEW] Green, D. (2016). How change happens. Oxford University Press. zotero://select/groups/2405685/items/DWDK4DTC

[VIEW] 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 zotero://select/groups/2405685/items/GK3NERIR

[VIEW] Unwin, T., Naseem, A., Pawluczuk, A., Shareef, M., Spiesberger, P., West, P., & Yoo, C. (2020a). Guidance Note 10: Prioritising effective and appropriate teacher training (p. 8). The EdTech Hub. https://edtechhub.org/wp-content/uploads/2020/09/Education-for-the-most-marginalised-Report-Guidance-note-10-v7.pdf zotero://select/groups/2405685/items/7E62A3FM

[VIEW] Global Education Monitoring Report. (2020). Global education monitoring report, 2020: Inclusion and education: all means all - UNESCO Digital Library. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000373718 zotero://select/groups/2405685/items/49QZEUVL

[VIEW] DFID. (2018). Girls Education Challenge: Thematic Review (Education Technology). DFID. https://dfid-gec-api.s3.amazonaws.com/linked-resources/Thematic-Review-Educational-Technology.pdf zotero://select/groups/2405685/items/WQ3F6U6S

[VIEW] Evans, D., Akmal, M., & Jakiela, P. (2020). Gender gaps in education: The long view (p. 56). Centre for Global Development. https://www.cgdev.org/sites/default/files/gender-gaps-education-long-view-revised-march-2020.pdf zotero://select/groups/2405685/items/JWT48RW7

[VIEW] Meno, Y. J. S. M. (2012). Gender bias in attitude towards girls in the Use of computers in selected schools in central Africa. Journal of Continuing, Open and Distance Education, 1. zotero://select/groups/2405685/items/NWGCZ947

[VIEW] 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 zotero://select/groups/2405685/items/442VMQ2C

[VIEW] 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 zotero://select/groups/2405685/items/K53M3I4L

[VIEW] Hornberger, N. H., & Corson, D. (2008). Encyclopedia of language and education, volume 8: Research methods in language and education. Kluwer Academic. zotero://select/groups/2405685/items/5H9LYZJN

[VIEW] Piper, B., Sitabkhan, Y., Mejia, J., & Betts, K. (2018). Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. RTI Press. https://doi.org/10.3768/rtipress.2018.op.0053.1805 zotero://select/groups/2405685/items/NLYSQ2ZG

[VIEW] Haßler, B., Nicolai, S., McBurnie, C., Jordan, K., Wilson, S., & Kreimeia, A. (2020). EdTech and COVID-19 response. The EdTech Hub. https://docs.edtechhub.org/lib/IA9PL99D zotero://select/groups/2405685/items/P84UGFG8

[VIEW] The EdTech Hub. (2020). EdTech Hub Strategy: Mitigating the impact of COVID-19 on equitable education access and learning. https://docs.google.com/document/d/1g1-8MqV9KBjd0W5mPtorHH0M3uuuiV-SZBe_pH6b81Y/edit zotero://select/groups/2405685/items/ID5A529H

[VIEW] Plan International. (2015). Ebola: beyond the health emergency. Plan International. https://www.plan.ie/wp-content/uploads/2015/03/GLO-Ebola-Final-IO-Eng-Feb15.pdf zotero://select/groups/2405685/items/GKT9E9YG

[VIEW] Phillips, T., Kira, B., Tartakowsky, A., Dolan, J., & Natih, P. (2020). Digital technology governance: developing countries’ priorities and concerns (p. 41). https://www.bsg.ox.ac.uk/sites/default/files/2020-06/final_digital-tech-gov-21may20_0.pdf zotero://select/groups/2405685/items/FTX9VQI3

[VIEW] Gove, A., & Cvelich, P. (2011). Early reading: Igniting education for all (Report by Early Grade Learning Community of Practice (Revised edition).). RTI. https://shared.rti.org/content/early-reading-igniting-education-all-report-early-grade-learning-community-practice zotero://select/groups/2405685/items/REPVRWJE

[VIEW] Ekanayake, T. M. S. S. K. Y., & Wishart, J. (2014). Developing teachers’ pedagogical practice in teaching science lessons with mobile phones: : Vol 23, No 2. Technology, Pedagogy and Education, 23(2), 131–150. https://doi.org/10.1080/1475939X.2013.810366 zotero://select/groups/2405685/items/VP65WCLY

[VIEW] Anderson, T., & Shattuck, J. (2012). Design-Based Research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813 zotero://select/groups/2405685/items/IF68G7MA

[VIEW] Abdul-Hamid, H. (2017). Data for learning: Building a smart education data system. World Bank. https://openknowledge.worldbank.org/handle/10986/28336 zotero://select/groups/2405685/items/L35JT7CP

[VIEW] 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. zotero://select/groups/2405685/items/EIV33BLC

[VIEW] Selwyn, N. (2015b). Data entry: towards the critical study of digital data and education. Learning, Media & Technology, 40(1), 64–82. https://doi.org/10.1080/17439884.2014.921628 zotero://select/groups/2405685/items/XH3WU6DU

[VIEW] UNICEF. (2020, August 26). COVID-19: Are children able to continue learning during school closures? UNICEF DATA. https://data.unicef.org/resources/remote-learning-reachability-factsheet/ zotero://select/groups/2405685/items/8INREBKY

[VIEW] Asadullah, N. (2020). COVID-19, schooling and learning. BRAC. https://bigd.bracu.ac.bd/wp-content/uploads/2020/06/COVID-19-Schooling-and-Learning_June-25-2020.pdf zotero://select/groups/2405685/items/324RM4PS

[VIEW] Raftree, L., & Byrne, J. (2020). COVID-19: A spotlight on child data governance gaps (p. 8). UNICEF. https://www.unicef.org/globalinsight/reports/covid-19-spotlight-child-data-governance-gaps zotero://select/groups/2405685/items/977L3Z8B

[VIEW] World Bank. (2020). Cost-effective approaches to improve global learning: What does recent evidence tell us are “Smart Buys” for improving learning in Low and Middle Income Countries? [Text/HTML]. https://documents.worldbank.org/en/publication/documents-reports/documentdetail zotero://select/groups/2405685/items/PXQZNUIT

[VIEW] Holmes, H., & Burgess, G. (2020). Coronavirus has highlighted the UK’s digital divide. Cambridge Centre for Housing & Planning Research. https://www.cchpr.landecon.cam.ac.uk/Research/Start-Year/2017/building_better_opportunities_new_horizons/digital_divide/presentation_slides/at_download/file zotero://select/groups/2405685/items/8X42PQR2

[VIEW] Onguko, B. (2012). Context and appropriate technology: The unavoidable partnership. Proceedings of the European Conference on E-Government, ECEG, 502–509. zotero://select/groups/2405685/items/ZHM4CF5K

[VIEW] 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 zotero://select/groups/2405685/items/U9X4ME39

[VIEW] Major, L., Warwick, P., Rasmussen, I., Ludvigsen, S., & Cook, V. (2018). Classroom dialogue and digital technologies: A scoping review. Education and Information Technologies, 23(5), 1995–2028. https://doi.org/10.1007/s10639-018-9701-y zotero://select/groups/2405685/items/T6GR54KG

[VIEW] Galligan, C. (2019). Cameras in the classroom: Facial recognition technology in schools. University of Michigan. http://stpp.fordschool.umich.edu/technology-assessment zotero://select/groups/2405685/items/XVF9F5NU

[VIEW] Vu, B. T., & Savonitto, I. S. (2020). Building back better: Education systems for resilience, equity and quality in the age of Covid-19. World Bank. http://documents1.worldbank.org/curated/en/497341595425543327/Building-Back-Better-Education-Systems-for-Resilience-Equity-and-Quality-in-the-Age-of-COVID-19.pdf zotero://select/groups/2405685/items/8W2VVGVE

[VIEW] Giannini, S. (2020, June 18). Build back better: Education must change after COVID-19 to meet the climate crisis. UNESCO. https://en.unesco.org/news/build-back-better-education-must-change-after-covid-19-meet-climate-crisis zotero://select/groups/2405685/items/RHV7HDYM

[VIEW] Joyce, K. E., & Cartwright, N. (2019). Bridging the Gap Between Research and Practice: Predicting What Will Work Locally. American Educational Research Journal. https://doi.org/10.3102/0002831219866687 zotero://select/groups/2405685/items/GWCE2WB6

[VIEW] Save Our Future. (2020). Averting an education catastrophe for the world’s children. Save Our Future. https://saveourfuture.world/white-paper/ zotero://select/groups/2405685/items/T95RE4K7

[VIEW] Simpson, L. (2019). Behavioural Innovation: embracing behavioural science for lasting impact. Brink. https://medium.com/hellobrink-co/behavioural-innovation-embracing-behavioural-science-for-lasting-impact-85d1d78688f4 zotero://select/groups/2405685/items/ILLVHDH4

[VIEW] UNICEF, & WHO. (2015). Assistive Technology for Children with Disabilities: Creating Opportunities for Education, Inclusion and Participation A discussion paper. WHO. https://www.unicef.org/disabilities/files/Assistive-Tech-Web.pdf zotero://select/groups/2405685/items/DPLSVVT4

[VIEW] Building Evidence in Education. (2015). Assessing the strength of evidence in the education sector (p. 52). https://www.usaid.gov/sites/default/files/documents/1865/BE2_Guidance_Note_ASE.pdf zotero://select/groups/2405685/items/XQR2NCPT

[VIEW] Greaney, V., & Kellaghan, T. (2008). Assessing national achievement levels in education. National assessments of educational achievement. Volume 1. The World Bank. https://openknowledge.worldbank.org/handle/10986/6904 zotero://select/groups/2405685/items/VRH6UB2V

[VIEW] Rohwerder, B. (2018). Assistive technologies in developing countries (K4D Helpdesk Report; p. 24). Institute of Developing Studies. https://assets.publishing.service.gov.uk/media/5af976ab40f0b622d4e9810f/Assistive_technologies_in_developing-countries.pdf zotero://select/groups/2405685/items/NLB4KHWQ

[VIEW] Global Education Monitoring Report. (2017). Accountability in education: meeting our commitments. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000259338 zotero://select/groups/2405685/items/AYVKJDAA

[VIEW] OECD. (2010). Are the new millennium learners making the grade? Technology use and educational performance in PISA 2006. OECD. https://www.oecd-ilibrary.org/education/are-the-new-millennium-learners-making-the-grade_9789264076044-en zotero://select/groups/2405685/items/ZK4PRGRH

[VIEW] Joynes, C., & James, Z. (2018). An overview of ICT for education of refugees and IDPs. Department for International Development. zotero://select/groups/2405685/items/VSQUMYUI

[VIEW] Lynch, P., Singal, N., & Francis, G. (2020). A systematic literature review of the role of EdTech for learners with disabilities in primary school settings in low and middle income countries. The EdTech Hub. zotero://select/groups/2405685/items/XJ42VUQG

[VIEW] Kingdon, G. G., Little, A., Aslam, M., Rawal, S., Moe, T., Patrinos, H., Beteille, T., Banerji, R., Parton, B., & Sharma, S. K. (2014). A rigorous review of the political economy of education systems in developing countries. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/305753/Political-economy-education-systems1.pdf zotero://select/groups/2405685/items/4MKGQTV3

[VIEW] FitzGerald, E., Jones, A., Kucirkova, N., & Scanlon, E. (2018). A literature synthesis of personalised technology-enhanced learning: what works and why. Research in Learning Technology, 26. https://doi.org/10.25304/rlt.v26.2095 zotero://select/groups/2405685/items/NMBZ59MG

[VIEW] Winthrop, R., & Smith, M. S. (2012). A new face of education: Bringing technology into the classroom in the developing world. Brookings. https://www.brookings.edu/research/a-new-face-of-education-bringing-technology-into-the-classroom-in-the-developing-world/ zotero://select/groups/2405685/items/G7RGN7JS

[VIEW] Girgis, R. (2015). A case study of the One Laptop per Child Project in Rwanda: Exploring the socio-cultural dimensions of delivery and implementation. [MPhil Dissertation]. University of Cambridge, Cambridge, UK. zotero://select/groups/2405685/items/NRTNZLBJ

[VIEW] UIS. (2017, September 20). 6 Out of 10 Children and Adolescents Are Not Learning a Minimum in Reading and Math. News, Sustainable Develpoment Goals. http://uis.unesco.org/en/news/6-out-10-children-and-adolescents-are-not-learning-minimum-reading-and-math zotero://select/groups/2405685/items/6JL699EJ

[VIEW] World Bank. (2018). World Development Report 2018: Learning to Realize Education’s Promise. https://www.worldbank.org/en/publication/wdr2018 zotero://select/groups/2405685/items/HQFK65IQ

[VIEW] Wagner, D. A., Day, B., James, T., Kozma, R. B., Miller, J., & Unwin, T. (2005). Monitoring and Evaluation of ICT in Education Projects: A Handbook for Developing Countries. InfoDev / World Bank. http://www.infodev.org/en/Publication.9.html zotero://select/groups/2405685/items/7H8YJAHN

[VIEW] 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 zotero://select/groups/2405685/items/9UT2Q56S