Bibliography Note (Kerko)

Updated: 2020-08-18_09.40.21

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

Source collection from which this file was generated: TAXXZM85

[VIEW] Watson, J. (2020, March 31). Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19). The EdTech Hub. https://edtechhub.org/2020/03/31/learning-through-television-in-low-income-contexts-mitigating-the-impact-of-covid-19/ zotero://select/groups/2405685/items/DLE5F2DK

[VIEW] Burns, M. (2020). School, interrupted: 4 options for distance education to continue teaching during COVID-19. Global Partnership for Education. https://www.globalpartnership.org/blog/school-interrupted-4-options-distance-education-continue-teaching-during-covid-19 zotero://select/groups/2405685/items/PSW9X5JE

[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] UNESCO. (2018). A Lifeline to learning: leveraging mobile technology to support education for refugees. https://unesdoc.unesco.org/ark:/48223/pf0000261278 zotero://select/groups/2405685/items/IEZPLWN9

[VIEW] Coflan, C. M., & Kaye, T. (2020). Using education technology to support learners with special educational needs and disabilities in low- and middle-income countries (EdTech Hub Helpdesk Response No. 4). EdTech Hub. https://doi.org/10.5281/zenodo.3744581 zotero://select/groups/2405685/items/2WY8H4WW

[VIEW] Pellini, A., David, R., Katy, J., & Phillips, T. (2020). Education during the COVID-19 crisis: Opportunities and constraints of using EdTech in low-income countries [UKFIET: The education and development forum]. https://www.ukfiet.org/2020/education-during-the-covid-19-crisis-opportunities-and-constraints-of-using-edtech-in-low-income-countries/ zotero://select/groups/2405685/items/HJLBXYCD

[VIEW] World Bank. (2020). Remote Learning, Distance Education and Online Learning During the COVID19 Pandemic: A Resource List by the World Bank’s Edtech Team. World Bank. https://doi.org/10.1596/33499 zotero://select/groups/2405685/items/6ZR5TDX6

[VIEW] Hallgarten, J. (2020). Evidence on efforts to mitigate the negative educational impact of past disease outbreaks. https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15202 zotero://select/groups/2405685/items/57M3QBH2

[VIEW] McAleavy, T., Joynes, C., Gibbs, E., & Sims, K. (2020). What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? Education Development Trust. zotero://select/groups/2405685/items/CY5UL3B9

[VIEW] Trucano, M. (2013). 10 principles to consider when introducing ICTs into remote, low-income educational environments. https://blogs.worldbank.org/edutech/10-principles-consider-when-introducing-icts-remote-low-income-educational-environments zotero://select/groups/2405685/items/23SM2GHY

[VIEW] Namit, K., & Mai, T. T. (2019). Digital School Census in 10 Weeks? How it was done in Sierra Leone. World Bank Blogs. https://blogs.worldbank.org/education/digital-school-census-10-weeks-how-it-was-done-sierra-leone zotero://select/groups/2405685/items/TIEFATQQ

[VIEW] Hares, S., & Mundy, K. (2020). Equity-Focused Approaches to Learning Loss during COVID-19. https://www.cgdev.org/blog/equity-focused-approaches-learning-loss-during-covid-19 zotero://select/groups/2405685/items/RR6F4GN6

[VIEW] Dreesen, T., Akseer, S., Brossard, M., Dewan, P., Giraldo, J.-P., Kamei, A., Mizunoya, S., & Ortiz, J. S. (2020). Promising practices for equitable remote learning (p. 10). UNICEF. https://www.unicef-irc.org/publications/pdf/IRB%202020-10.pdf zotero://select/groups/2405685/items/RIGJ57SP

[VIEW] Clear words translations. (2017, December 19). Localization & Translation Are Not The Same - But What’s The Difference? Clear Words Translations. http://clearwordstranslations.com/difference-localization-translation/ zotero://select/groups/2405685/items/ZTFVGY6P

[VIEW] CAST. (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org/ zotero://select/groups/2405685/items/6XPC3WHH

[VIEW] Bullard, K., & Sonnenberg, K. (2020). Releasing the potential of teachers in the COVID response in low-income countries. Global Partnership for Education. https://www.globalpartnership.org/blog/releasing-potential-teachers-covid-response-low-income-countries zotero://select/groups/2405685/items/43SE8ETE

[VIEW] Broadband Commission. (2020). In moments of crisis, Broadband Commissioners come together to offer immediate support to communities worldwide. http://bbnewsletter.itu.int/covid19/ zotero://select/groups/2405685/items/8UAYJE3V

[VIEW] Braun, A., März, A., Mertens, F., & Nisser, A. (2020). Rethinking education in the digital age. European Parliamentary Research Service. https://www.vditz.de/fileadmin/media/publications/pdf/EPRS_STU_2020_641528_EN.pdf zotero://select/groups/2405685/items/KJURVZMQ

[VIEW] Beteille, T., Ding, E., Molina, E., Pushparatnam, A., & Wilichowski, T. (2020). Three Principles to Support Teacher Effectiveness During COVID-19. World Bank. https://doi.org/10.1596/33775 zotero://select/groups/2405685/items/EVVG746M

[VIEW] Barringer, K., Webb, D., & Torance, B. (Forthcoming). Girls Education RER - Google Docs. https://docs.google.com/document/d/18VrDmJZPWrp1n62ZLgfZrlpVwvWCWYvA4cowSaSlDhI/edit zotero://select/groups/2405685/items/BLT5KKXG

[VIEW] Banes, D., Hayes, A., Kurz, C., & Kushalnagar, R. (2019). Using information communications technologies (ICT) to implement universal design for learning. https://www.urc-chs.com/sites/default/files/urc-grn-ict.pdf zotero://select/groups/2405685/items/HNQV5VIQ

[VIEW] Aladin, K. (2020, April 2). Reaching Children & Students in Remote Locations. https://hundred.org/en/innovations/reaching-children-students-in-remote-locations zotero://select/groups/2405685/items/D9XFGTPK

[VIEW] Akmal, M. (2020). Gendered Impacts of COVID-19 School Closures: Insights from Frontline Organizations. 23. https://reliefweb.int/sites/reliefweb.int/files/resources/gendered-impacts-covid-19-school-closures-insights-frontline-organizations.pdf zotero://select/groups/2405685/items/VMCU7KCE

[VIEW] Achuonye, K. A., & Ezekoka, G. K. (2011). Technophobia among Female Undergraduate Students: A Challenge to Attainment of the MDGs in Nigeria. Journal of Education, Society and Behavioural Science, 49–57. http://journaljesbs.com/index.php/JESBS/article/view/17676 zotero://select/groups/2405685/items/LINCNENL

[VIEW] McBurnie, C. (2020). Using Interactive Radio Instruction to mitigate the educational impact of COVID-19: a curated resource list (EdTech Hub Helpdesk Response No. 6). https://doi.org/10.5281/zenodo.3762228 zotero://select/groups/2405685/items/A3T2DQ4D

[VIEW] Adam, T. (2020, April 22). The privilege of #pivotonline: A South African perspective. Open Development & Education. https://opendeved.net/2020/04/22/the-privilege-of-pivotonline/ zotero://select/groups/2405685/items/BE8K7HXB

[VIEW] Kaye, T., Groeneveld, C., Moss, C., & Haßler, B. (2020). Nepal “Ask me anything” Session: Responses to audience questions (EdTech Hub Helpdesk Response No. 13). EdTech Hub. https://doi.org/10.5281/zenodo.3804380 zotero://select/groups/2405685/items/UXQG7GRG

[VIEW] Haßler, B., Khalayleh, A., McBurnie, C., Adam, T., & Allier-Gagneur, Z. (2020, May 11). Who has what? Assessing who has access to what devices in the education response to the COVID-19 pandemic. Open Development & Education. https://opendeved.net/2020/05/11/who-has-what-assessing-who-has-access-to-what-devices/ zotero://select/groups/2405685/items/JMDCGPBJ

[VIEW] McBurnie, C., Adam, T., Kaye, T., & Haßler, B. (2020). Zero-rating educational content in low- and middle-income countries (EdTech Hub Helpdesk Response No. 8). https://doi.org/10.5281/zenodo.3784940 zotero://select/groups/2405685/items/F4PCMTZB

[VIEW] Grenier, G. (2015). The value of language skills. IZA World of Labor. https://doi.org/10.15185/izawol.205 zotero://select/groups/2405685/items/2S696UER

[VIEW] McGeown, J., Boisseau, S., & Bohan-Jacquot, S. (2020). Guidance Note 2: Teacher Resources. Humanity and Inclusion. https://inee.org/system/files/resources/IE%20Series%20of%20BRIEFS%20to%20support%20COVID%2019%20%20%23%202%20Teachers%20External%20ENGLISH.pdf zotero://select/groups/2405685/items/LEYPBIJF

[VIEW] Microsoft. (2020). Rural Broadband Access & Connectivity. Microsoft CSR. https://www.microsoft.com/en-us/corporate-responsibility/airband zotero://select/groups/2405685/items/B2C9UCII

[VIEW] Kirk, J. (2016, October 1). Translation through text: How Nowall can help refugees overcome the language barrier. Techfugees. https://techfugees.com/news/translation-through-text-how-nowall-can-help-refugees-overcome-the-language-barrier/ zotero://select/groups/2405685/items/DFM4L4LJ

[VIEW] McAleavy, T., Joynes, C., Gibbs, E., & Sims, K. (n.d.). Overview of emerging country-level response to providing continuity under COVID-19 What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? The EdTech Hub. Retrieved June 4, 2020, from https://edtechhub.org/overview-of-emerging-country-level-response-to-providing-continuity-under-covid-19-what-steps-are-being-taken-to-reach-the-most-disadvantaged-students-during-the-period-of-covid-19-school-closure/ zotero://select/groups/2405685/items/G647DH86

[VIEW] UNESCO. (2020, May 27). Global Education Coalition facilitates free internet access for distance education in several countries. https://en.unesco.org/news/global-education-coalition-facilitates-free-internet-access-distance-education-several zotero://select/groups/2405685/items/D8N5ZP96

[VIEW] MOJA. (n.d.). BRCK. Retrieved June 8, 2020, from https://www.brck.com/moja/ zotero://select/groups/2405685/items/96B3AS8W

[VIEW] Wuqu’ Kawoq. (n.d.). Retrieved June 8, 2020, from http://www.wuqukawoq.org/ zotero://select/groups/2405685/items/4SKYJC7T

[VIEW] Google Meet. (n.d.). Retrieved June 8, 2020, from https://meet.google.com/ zotero://select/groups/2405685/items/R57CKXPH

[VIEW] Google Translate. (n.d.). Retrieved June 8, 2020, from https://translate.google.com/ zotero://select/groups/2405685/items/2I3A6BCH

[VIEW] DeepL Translator. (n.d.). Retrieved June 8, 2020, from https://www.DeepL.com/translator zotero://select/groups/2405685/items/Q7K3UGVE

[VIEW] Tarjemly Live. (n.d.). Tarjemly Live. Retrieved June 8, 2020, from http://tarjemly-live.com/en/home zotero://select/groups/2405685/items/9HBV4665

[VIEW] UNICEF. (2020). Printed materials - Google Drive. https://drive.google.com/drive/folders/1K0hNSox-J-9pccPK8JYurvtObx1NVY-S zotero://select/groups/2405685/items/UP46B6GB

[VIEW] G3ict. (2020). ICT for All: Digital Inclusion Portal development. Buys ICT 4 All. https://buyict4all.org/ zotero://select/groups/2405685/items/VHIZ736Z

[VIEW] Khan, Md. S., Hasan, M., & Clement, C. (2012). Barriers to the Introduction of ICT into Education in Developing Countries: The Example of Bangladesh. International Journal of Instruction, 5. zotero://select/groups/2405685/items/ETUG4APG

[VIEW] McAleavy, T., & Gorgen, K. (2020). Best practice in pedagogy for remote teaching (p. 10). EdTech Hub. https://edtechhub.org/wp-content/uploads/2020/04/summary-research-best-practice-pedagogy-remote-teaching.pdf zotero://select/groups/2405685/items/CKA82YZA

[VIEW] Williams, S., & Parkes, S. (2013, February 25). Broadband “the missing link” in global access to education. UNESCO. https://en.unesco.org/news/broadband-%E2%80%9C-missing-link%E2%80%9D-global-access-education zotero://select/groups/2405685/items/N8IVNWBY

[VIEW] Gilpin, L. (2014, March 12). White Space, the next internet disruption: 10 things to know. TechRepublic. https://www.techrepublic.com/article/white-space-the-next-internet-disruption-10-things-to-know/ zotero://select/groups/2405685/items/BRHSZUJB

[VIEW] LaFleur, M., Iversen, K., & Jensen, L. (2016). Unlocking the potential of knowledge and technology for all. OECD. https://doi.org/10.1787/sti_in_outlook-2016-en zotero://select/groups/2405685/items/J3YHKKFM

[VIEW] Trucano, M., Hawkins, R., & Jimenez, C. (2012). 10 tendances des technologies appliquées à l’éducation dans les pays en développement. World Bank Blogs. https://blogs.worldbank.org/fr/voices/10-tendances-des-technologies-appluqu-es-l-ducation-dans-les-pays-en-d-veloppement zotero://select/groups/2405685/items/H4YCEVBX

[VIEW] McCulloch, G. (2020, May 31). Covid-19 Is History’s Biggest Translation Challenge. Wired. https://www.wired.com/story/covid-language-translation-problem/ zotero://select/groups/2405685/items/AKWFK3T2

[VIEW] The Translation People. (n.d.). 8 Key Translation Technology Solutions. Retrieved June 4, 2020, from https://www.thetranslationpeople.com/8-key-translation-technology-solutions/ zotero://select/groups/2405685/items/5ZVGYD7A

[VIEW] Lokot, M., & Avakyan, Y. (2020). Intersectionality as a lens to the COVID-19 pandemic: implications for sexual and reproductive health in development and humanitarian contexts. Sexual and Reproductive Health Matters, 1–5. https://doi.org/10.1080/26410397.2020.1764748 zotero://select/groups/2405685/items/VMGH2PUG

[VIEW] UNESCO. (n.d.). Cumulative disadvantage; inter- and within-group inequalities | UNESCO Inclusive Policy Lab. UNESCO Inclusive Policy Lab. Retrieved June 3, 2020, from https://en.unesco.org/inclusivepolicylab/policy-marker-social-inclusion-inclusive-policies/cumulative-disadvantage-inter-and-within-group zotero://select/groups/2405685/items/KNHPL6JQ

[VIEW] Tas, E. O., & Reimao, M. (2014). When disadvantages don’t add up: On gender, ethnicity and education. World Bank Blogs. https://blogs.worldbank.org/developmenttalk/when-disadvantages-don-t-add-gender-ethnicity-and-education zotero://select/groups/2405685/items/M88XD3FX

[VIEW] Morris, E., Farrell, A., EnCompass LLC, & MSI. (2020). Delivering distance learning in emergencies: A review of evidence and best practice. USAID. https://www.edu-links.org/sites/default/files/media/file/DELIVERING%20DISTANCE%20LEARNING%20IN%20EMERGENCIES.pdf zotero://select/groups/2405685/items/X4TPTP4U

[VIEW] Power, T. (2020, May 29). Activating local study-groups for children’s learning—an equitable EdTech response? The EdTech Hub. https://edtechhub.org/2020/05/29/activating-local-study-groups-for-childrens-learning-an-equitable-edtech-response/ zotero://select/groups/2405685/items/8RXKC68I

[VIEW] United Nations. (2020). UN radio spreads Covid-19 information to remote areas. United Nations. https://www.un.org/en/un-coronavirus-communications-team/un-radio-broadcasts-spread-covid-19-information-remote-areas zotero://select/groups/2405685/items/F68VUBZ7

[VIEW] World Bank. (2020). Educational television during COVID-19: How to start and what to consider. https://blogs.worldbank.org/education/educational-television-during-covid-19-how-start-and-what-consider zotero://select/groups/2405685/items/Q3R544P2

[VIEW] World Bank. (2020). Guidance Note: Remote Learning and CVID-19. http://documents.worldbank.org/curated/en/531681585957264427/pdf/Guidance-Note-on-Remote-Learning-and-COVID-19.pdf zotero://select/groups/2405685/items/IZ5FEQXY

[VIEW] World Bank. (2020). 15 Ways to Support Young Children and their Families in the COVD-19 Response. http://documents.worldbank.org/curated/en/963051586986115651/pdf/15-Ways-to-Support-Young-Children-and-their-Families-in-the-COVD-19-Response.pdf zotero://select/groups/2405685/items/PQHEWVUR

[VIEW] World Bank. (2020). Investing in the Early Years During COVID-19. World Bank. https://doi.org/10.1596/33647 zotero://select/groups/2405685/items/EVLP58NV

[VIEW] Meno, Y. J. S. M. (2012). DES JOURNAL 2012.pdf. Journal of Continuing, Open and Distance Education, 2(1), 1–23. http://ir-library.mmarau.ac.ke:8080/xmlui/bitstream/handle/123456789/2270/DES%20JOURNAL%202012.pdf?sequence=1&isAllowed=y#page=15 zotero://select/groups/2405685/items/HCIDMNIQ

[VIEW] Hilbert, M. (2011). Digital Gender Divide or Technologically Empowered Women in Developing Countries? A Typical Case of Lies, Damned Lies, and Statistics (SSRN Scholarly Paper ID 2039116). Social Science Research Network. https://papers.ssrn.com/abstract=2039116 zotero://select/groups/2405685/items/UBBG896Q

[VIEW] Khasawneh, O. Y. (2018). Technophobia: Examining its hidden factors and defining it. Technology in Society, 54, 93–100. https://doi.org/10.1016/j.techsoc.2018.03.008 zotero://select/groups/2405685/items/A9ZYMIC6

[VIEW] Gutiérrez, L. H., & Gamboa, L. F. (2010). Determinants of ICT Usage among Low-Income Groups in Colombia, Mexico, and Peru. The Information Society, 26(5), 346–363. https://doi.org/10.1080/01972243.2010.511559 zotero://select/groups/2405685/items/KI5MYZCC

[VIEW] Learning equality. (2020). Kolibri : A Free, Open Source Education for All. Learning Equality. https://learningequality.org/kolibri/ zotero://select/groups/2405685/items/KDX549QC

[VIEW] Jenkins, R., & Winthrop, R. (2020, May 15). 5 actions to help bring the most marginalized girls back to school after COVID-19. Brookings. https://www.brookings.edu/blog/education-plus-development/2020/05/15/5-actions-to-help-bring-the-most-marginalized-girls-back-to-school-after-covid-19/ zotero://select/groups/2405685/items/924ECFFX

[VIEW] Guidance note 1: Inclusive Digital Learning. (2020). Humanity and Inclusion. https://inee.org/system/files/resources/IE%20Series%20of%20BRIEFS%20to%20support%20COVID%2019%20%20%23%201%20Inclusive%20Digital%20Learning%20ENGLISH.pdf zotero://select/groups/2405685/items/I44RINL4

[VIEW] Home. (n.d.). The Global Initiative for Inclusive ICT. Retrieved June 1, 2020, from https://buyict4all.org/ zotero://select/groups/2405685/items/5YL5HJUC

[VIEW] Naylor, R., & Gorgen, K. (2020). Overview of emerging country-level response to providing educational continuity under COVID-19: What lessons learned from supporting education for marginalised girls that could be relevant for EdTech responses to COVID-19 in low- and middle-income countries? (p. 22). EdTech Hub. https://edtechhub.org/wp-content/uploads/2020/05/marginalised-girls.pdf zotero://select/groups/2405685/items/SLJSKY8J

[VIEW] Wenham, C., Smith, J., & Morgan, R. (2020). COVID-19: the gendered impacts of the outbreak. The Lancet, 395(10227), 846–848. https://doi.org/10.1016/S0140-6736(20)30526-2 zotero://select/groups/2405685/items/DJY58IYS

[VIEW] Education in Cambodia | Where We Work | Global Partnership for Education. (n.d.). Retrieved May 29, 2020, from https://www.globalpartnership.org/where-we-work/cambodia zotero://select/groups/2405685/items/WVB62EB3