Evidence Library – The EdTech Hub - Custom feedEvidence Library – The EdTech Hubhttps://docs.edtechhub.org/lib/2024-03-29T06:11:28.078227+00:00https://docs.edtechhub.org/lib/atom.xml?creator=%22McAleavy,+Tony%22KerkoTechnology-supported professional development for teachers: Lessons from developing countrieshttps://docs.edtechhub.org/lib/58SRHUVT2024-03-15T16:55:04Z2024-03-18T21:31:39ZThis report captures what might be learnt from a selection of the world's most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers. This report explores the literature surrounding technology for professional learning, identifying six promising case studies: (1) UNESCO projects in Pakistan and Nigeria -- using mobile phones to deliver pedagogical content to early-grade and primary school teachers; (2) English in Action, Bangladesh using mobile phones and SD cards to deliver content to teachers; (3) Teacher Education in Sub-Saharan Africa (TESSA) -- OER [Open Educational Resources] to support interactive teaching practice; (4) Teacher Education through School-based Support in India (TESS-India) -- OER to support the adoption of more engaging pedagogies; (5) Teachers for Teachers, Kenya -- using mobile technology to strengthen teacher development in Kakuma Refugee Camp; and (6) National Tablets Programme, Kenya -- improving the coaching provided to teachers. Through these case studies we have made a series of reflections on the impact technology can have on teacher professional development, particularly in low- and low-middle income contexts: (1) Promising technology is not enough, we must not forget the human factor; (2) Mobile technologies have high potential to improve the reach, scalability and flexibility of teacher professional development; (3) OER constitute a promising format for professional development resources; (4) High-impact, sustainable technology-enabled solutions depend on local partnership and a sense of local ownership; and (5) The design and delivery of effective technology-enabled professional learning depends on high-quality impact data and careful piloting solutions. Our report explores each of these case studies and reflections in greater detail, drawing lessons for policymakers, practitioners and other organisations who seek to provide technology-related professional development opportunities for teachers.McAleavy, TonyHall-Chen, AlexHorrocks, SarahRiggall, Anna2018enTechnology-supported professional development for teachers: Lessons from developing countriesAn international review of plans for school reopeninghttps://docs.edtechhub.org/lib/MWNVG7LR2023-02-15T13:54:32Z2023-02-20T13:12:28ZGorgen, KristineMcAleavy, Tony2020An international review of plans for school reopeningAn international review of plans for school reopeninghttps://docs.edtechhub.org/lib/MWNVG7LR2023-02-15T13:54:32Z2023-02-20T13:12:28ZGorgen, KristineMcAleavy, Tony2020An international review of plans for school reopeningAn international review of plans for school reopeninghttps://docs.edtechhub.org/lib/MWNVG7LR2023-02-15T13:54:32Z2023-02-20T13:12:28ZGorgen, KristineMcAleavy, Tony2020An international review of plans for school reopeningLearning Renewed: ten lessons from the pandemichttps://docs.edtechhub.org/lib/ARSSKSPN2022-09-13T17:00:25Z2022-09-26T12:31:38ZMcAleavy, TonyRiggall, AnnaKorin, Astrid2021enLearning Renewed: ten lessons from the pandemicMaintaining learning continuity during school closure: Community Health Volunteer support for marginalised girls in Kenyahttps://docs.edtechhub.org/lib/9GTVFSEH2021-06-10T12:57:05Z2021-06-10T12:57:44ZAmenya, DonvanFitzpatrick, RachaelPage, EllaNaylor, RuthJones, CharlotteMcAleavy, Tony2020Maintaining learning continuity during school closure: Community Health Volunteer support for marginalised girls in KenyaWhat does the research suggest is best practice in pedagogy for remote teaching?https://docs.edtechhub.org/lib/89I7MWHD2020-06-11T11:29:02Z2023-02-17T19:06:30ZMcAleavy, TonyGorgen, Kristine2020enWhat does the research suggest is best practice in pedagogy for remote teaching?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?https://docs.edtechhub.org/lib/G647DH862020-06-04T17:57:42Z2023-02-15T14:28:24ZSummary of report Scope of study This report provides a rapid summary of country-level responses to the management of school closures in 2020, with a focus on the needs of disadvantaged students and the role of technology. We consider low-income, middle-income and high-income countries. • We take a broad view of …McAleavy, TonyJoynes, ChrisGibbs, EmmaSims, Kate2020en-GBOverview 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?Best practice in pedagogy for remote teachinghttps://docs.edtechhub.org/lib/CKA82YZA2020-06-04T17:47:37Z2022-12-08T17:54:20ZMcAleavy, TonyGorgen, KristineApril 2020enCreative Commons Attribution 4.0 International LicenseBest practice in pedagogy for remote teachingWhat steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure?https://docs.edtechhub.org/lib/CY5UL3B92020-06-01T11:40:08Z2023-06-05T21:22:04ZMcAleavy, TonyJoynes, ChrisGibbs, EmmaSims, KateMay 2020enWhat steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure?Technology-supported professional development for teachers: lessons from developing countrieshttps://docs.edtechhub.org/lib/FXXS48822020-05-15T12:25:36Z2024-02-22T19:14:37ZThis report captures what might be
learnt from a selection of the world’s most
interesting examples of technology-assisted
in-service professional development in
lower-income countries and from
wider reflections about the potential of
technology to enhance the professional
learning of teachers.McAleavy, TonyHall-Chen, AlexHorrocks, SarahRiggall, Anna2018enTechnology-supported professional development for teachers: lessons from developing countries