Evidence Library – The EdTech Hub - Custom feedEvidence Library – The EdTech Hubhttps://docs.edtechhub.org/lib/2024-03-29T12:11:33.057559+00:00https://docs.edtechhub.org/lib/atom.xml?creator=%22Proctor,+Jamie%22KerkoMEWAKA in Tanzania: Emerging findings on tech-supported teacher professional developmenthttps://docs.edtechhub.org/lib/KMN7H8UA2023-11-07T21:06:42Z2023-11-07T21:07:21ZMEWAKA (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 programme is decentralised, with teacher learning based in schools and focused on semi-structured Communities of Learning (CoLs). CoLs are spaces where teachers can gather weekly to discuss and reflect on issues most relevant to their schools as well as learn and improve their pedagogical skills. Peer facilitators help teachers to collaboratively solve problems, learn new approaches to improve their practice, and generally create a culture of reflection and school improvement.Koomar, SaalimMassam, WinstonAnthony, GervaceMrope, WinifridaAdam, TaskeenHennessy, SaraMtenzi, FredrickProctor, JamieKomba, AnethMwakabungu, FikaBarretto, JohnpaulBarretto, Saalim Koomar, Winston Massam, Gervace Anthony, Winifrida Mrope, Taskeen Adam, Sara Hennessy, Fredrick Mtenzi, Jamie Proctor, Aneth Komba, Fika Mwakabungu and Johnpaul2023-03-03T15:31:18+00:00en-USMEWAKA in Tanzania: Emerging findings on tech-supported teacher professional developmentUsability Testing of a Mobile-based Learning Management System for Teacher Continuous Professional Development in Tanzaniahttps://docs.edtechhub.org/lib/L5AY2YZI2023-11-07T21:06:42Z2024-03-01T10:55:31ZThe last two decades have seen the growing adoption of mobile devices to enhance the quality of teachers' continuous professional development (TCPD) in low-income countries. Using mobile devices, typically not designed for educational use, presents new usability challenges, preventing teachers from effectively accessing learning materials in learning management systems (LMS). Therefore, it is important to test usability to improve the delivery of TCPD via mobile devices. This study evaluated the usability of TCPD-focused mobile-based LMS accessed via a mobile web browser and mobile app. The evaluation used a hybrid think-aloud method involving 63 teachers from 12 schools in Tanzania. Half of the schools were evaluated using a concurrent think-aloud method, and the other half using a retrospective think-aloud method. The study found that teachers encountered many usability problems in using the mobile app compared to those who accessed the LMS via mobile web browsers. The study also found usability flaws in the registration and login process, poor language translation, technical errors, and issues with quiz questions. These findings show the importance of user testing, even for well-developed LMS, such as Moodle. Additionally, this work provides useful guidance for those who want to implement mobile learning via an LMS in low-income countries.Kondoro, AronMaro, SalomeMtebe, JoelHaßler, BjörnProctor, JamieEdTech Hub2023-08-31Usability Testing of a Mobile-based Learning Management System for Teacher Continuous Professional Development in TanzaniaDeployment of Offline Learning Management Systems: Comparing the Performance of Selected Micro-servers in Tanzaniahttps://docs.edtechhub.org/lib/IXJ5MQJN2023-08-14T07:38:59Z2023-08-14T08:22:33ZLow-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 in terms of LMS benchmarking, response time, and resource utilisation. Results showed all devices had sufficient hardware resources to support the LMS, however, software stacks, I/O performance, and platform optimisations affected the micro-servers' performance. The Chromebook had the best performance in terms of response time, followed by the Raspberry Pi and tablets. In terms of cost, the Raspberry PI was the cheapest option. The installation process for tablets was more cumbersome than the other devices, meaning the devices with better tooling and a more conventional software stack were a better option for deploying offline micro-servers.Maro, SalomeKondoro, AronHaßler, BjörnMtebe, JoelProctor, Jamie2023-07-18https://doi.org/10.56059/jl4d.v10i2.8352311-1550Deployment of Offline Learning Management Systems: Comparing the Performance of Selected Micro-servers in TanzaniaTowards Improving the Accessibility and Usability of a Mobile-based Learning Management System for Blind Primary School Teachershttps://docs.edtechhub.org/lib/D9ML5MHA2023-08-14T07:38:25Z2023-08-14T13:10:43ZKondoro, AronMaro, SalomeMtebe, JoelProctor, JamieKomba, AnethHaßler, Björn2023-5-31https://doi.org/10.23919/IST-Africa60249.2023.10187797978-1-905824-71-7IEEETowards Improving the Accessibility and Usability of a Mobile-based Learning Management System for Blind Primary School TeachersSession 6: How do I ensure my EdTech investments are cost-effective?https://docs.edtechhub.org/lib/CWKPJR8R2022-11-21T11:37:18Z2023-12-05T16:09:47ZThe Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity.
EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants.
An output of the EdTech Hub, https://edtechhub.orgChuang, RachelProctor, Jamie2022-11-07enCreative Commons Attribution 4.0 InternationalSession 6: How do I ensure my EdTech investments are cost-effective?Session 4: How can I rapidly upskill my large teacher workforce?https://docs.edtechhub.org/lib/E7C9MN3V2022-11-21T11:32:37Z2023-12-05T21:09:23ZThe Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity.
EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants.
An output of the EdTech Hub, https://edtechhub.orgKoomar, SaalimProctor, Jamie2022enCreative Commons Attribution 4.0 InternationalSession 4: How can I rapidly upskill my large teacher workforce?Should we paint all classroom roofs white to improve learning in Tanzania?https://docs.edtechhub.org/lib/Z8B66R9X2022-10-03T12:43:57Z2023-12-05T21:10:00ZA growing literature base has developed from Global North contexts, showing a clear link between classroom temperature and student learning outcomes. However, very little evidence shows how this impact translates to low- and middle-income countries (LMICs), where average classroom temperatures are often high. The hypothesis for the research was that classroom temperatures in Tanzania are high and that a white-paint-cool-roof intervention would help mitigate these high temperatures.
This study includes a literature review to understand the classroom policy in Tanzania, establish links between temperature and learning, and assess temperature retrofit options. Following this, the study presents the results of an experiment to trial a white-paint cool roof against a blue-paint roof and an unpainted control roof. Finally, data analysis predicts the intervention effects over an entire year and the subsequent impact on learning outcomes. The learning outcomes analysis includes a cost-effectiveness analysis using the Learning-Adjusted Years of Schooling (LAYS) metric.
Empirical evidence of temperatures inside classrooms in Dar Es Salaam suggests that the temperature often exceeds 40℃. Literature searches indicate that this is the first time classroom air temperatures have been recorded and published for East Africa.
The experiment involved using a low-cost retrofit intervention to reduce temperature – by painting the classroom roof blue or white over eight days. Results showed that the White Paint Intervention (WPI) reduced the temperature by around 3.7℃ over the course of the school day and up to a maximum of 5℃. The WPI was roughly twice as effective as the Blue Paint Intervention at reducing interior air temperatures. The WPI results were then modelled to estimate the classroom temperature reduction over a year, based on the assumed 3.5℃ reduction. Finally, using estimates from the existing literature, the learning impact of the intervention was calculated. The results suggest that using the WPI intervention can improve learning by 7.1%, which translates to an estimated 3.2 LAYS per classroom per year, at a cost-effectiveness of 5.3 LAYS per USD100.
The paper shows that the impact of high temperatures in classrooms is likely undermining the funding currently channelled to improve learning outcomes in the region. Further, a WPI retrofit intervention is effective at reducing classroom temperatures in Tanzania. Due to climate-change-induced temperature increases, the intervention effectiveness is likely to increase over the coming decades.
This paper was submitted as a dissertation in fulfilment of an MSc in Sustainability and Adaptation in the Built Environment at the Centre for Alternative Technology, Machynlleth, Powys (Wales)Proctor, Jamie2022enCreative Commons Attribution 4.0 InternationalShould we paint all classroom roofs white to improve learning in Tanzania?Technical Assistance to the Government of Tanzania: Inception Reporthttps://docs.edtechhub.org/lib/EC7PUHHF2021-08-02T12:51:16Z2022-12-08T18:00:49ZAn output of the EdTech Hub, https://edtechhub.orgProctor, JamiePlaut, DanielEl-Serafy, YomnaCarter, AliceThakrar, Jayshree2021-08-09enCreative Commons Attribution 4.0 InternationalTechnical Assistance to the Government of Tanzania: Inception ReportStrategy for Tanzania — Focus Area: TCPD in primary schoolshttps://docs.edtechhub.org/lib/BPHSJBH72021-05-07T16:12:37Z2021-11-07T19:43:42ZEl-Serafy, YomnaKhalayleh, AbdullahCarter, AliceHaßler, BjörnProctor, JamieAdam, Taskeen2021Creative Commons Attribution 4.0 InternationalStrategy for Tanzania — Focus Area: TCPD in primary schoolsThe Use of Technology in the CPD Implementation Plan in Tanzaniahttps://docs.edtechhub.org/lib/N5HMII3R2021-04-06T14:49:46Z2021-07-26T12:45:30ZAn output of the EdTech Hub, https://edtechhub.orgAdam, TaskeenEl-Sefary, YomnaHaßler, BjörnKhalayleh, AbdullahKremeia, AdamProctor, JamieMtebe, Joel2021-04-06enCreative Commons Attribution 4.0 InternationalThe Use of Technology in the CPD Implementation Plan in TanzaniaA Work Plan for Content Creationhttps://docs.edtechhub.org/lib/EH6F8M5P2021-03-18T14:20:18Z2022-12-08T17:53:51ZAn output of the EdTech Hub, https://edtechhub.orgGroeneveld, CasparKibga, EliaProctor, JamieKaye, Tom2021-03-18enCreative Commons Attribution 4.0A Work Plan for Content CreationA Country-Level Research Review: EdTech in Tanzaniahttps://docs.edtechhub.org/lib/RQGJRKVS2021-03-16T10:59:33Z2023-06-05T14:04:14ZThis document presents a review of the research landscape in Tanzania in relation to EdTech research focused on learners, teachers, or systems at the level of school-based education, excluding higher education (HE). The review draws upon the research literature, policy documents, grey literature, and interviews with key stakeholders in order to present an overview of the research landscape in Tanzania. There is a substantial body of relevant EdTech research which has been undertaken in Tanzania in the past decade. Eighty research articles were identified for inclusion in the review. This document provides an overview of trends in this literature and key actors and projects, and provides a specific focus upon existing research which relates to EdTech Hub’s ‘high-potential evidence gaps’ (HPEG) framework. In combination with political economy analysis, three areas for future research which would be practical and likely to have high impact are identified and described.Jordan, KatyProctor, JamieKoomar, SaalimBapna, Akanksha2021-03-18A Country-Level Research Review: EdTech in TanzaniaComplexity and Considerations in Delivering Adaptive Learning Digital Serviceshttps://docs.edtechhub.org/lib/XU7B7DHZ2021-02-25T11:18:15Z2022-12-08T17:54:38ZAn output of the EdTech Hub, https://edtechhub.orgProctor, Jamie2019enCreative Commons Attribution 4.0Complexity and Considerations in Delivering Adaptive Learning Digital Services