Kenya - Scoping review (Google Docs)
Executive summary A concise summary of the high-level takeaways, to detail: What is already known on the topic What this paper adds What the Implications are for practice and / or policy Introduction [1 page maximum. The majority of the introduction will be standardised text across all six re...
KerkoCite.ItemAlsoKnownAs: 2339240:EGE4WU32 2405685:287I6R5Y

Kenya's pioneering eLearning programme - iMlango (iMlango, 2022)
iMlango aims to improve education outcomes in maths, literacy & life skills for 180,000 children in 245 schools by delivering access to digital education services & content.
KerkoCite.ItemAlsoKnownAs: 2339240:KPD8MKWN 2405685:NDXD68C9

Kenya’s ICT policy in practice: The effectiveness of tablets and e-readers in improving student outcomes - Kibukho, K.; Kwayumba, Dunston; Jepkemei, Evelyn; Piper, Benjamin (2014)
Kenya is investing in information and communication technology (ICT) to improve children’s learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students.
Publisher: RTI International. P.O. Box 12194, Research Triangle Park, NC 27709-2194. Tel: 919-541-6000; e-mail: publications@rit.org; Web site: http://www.rti.org KerkoCite.ItemAlsoKnownAs: 2339240:WXEI8ABZ 2405685:MJ9ENT2D
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Kenya’s ICT policy in practice: The effectiveness of tablets and e-readers in improving student outcomes - Piper, Benjamin; Jepkemei, Evelyn; Kwayumba, Dunston; Kibukho, Kennedy (FIRE: Forum for International Research in Education, 2015)
Kenya is investing in information and communication technology (ICT) to improve children's learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money.
shortDOI: 10/ggjkvv KerkoCite.ItemAlsoKnownAs: 10.18275/fire201502011025 10/ggjkvv 2339240:APPT498R 2339240:D5IHJW9H 2339240:E5GA8GCG 2339240:EK3GAM3J 2339240:G6TBKSGI 2339240:IYCXFMIU 2405685:5IT5XZNT 2405685:DAU3FLGU 2405685:H9RNSJQE 2405685:J45J4EMF 2405685:V6F62IW5 2405685:WVNEPIB3 2405685:Y4AUMNW2 2534378:73A9DFAH 2534378:8Y5PJAGB 2534378:P2EJKSKD
Keywords: African Languages; Control Groups; Cost Effectiveness; ERIC; Current Index to Journals in Education (CIJE); Educational Policy; Educational Practices; Elementary Secondary Education; English (Second Language); Experimental Groups; Foreign Countries; Handheld Devices; Intervention; Kenya; Literacy; Outcomes of Education; Program Effectiveness; Randomized Controlled Trials; Reading Achievement; Student Improvement; Technology Uses in Education; __:import:01; __:match:final; __:matched; __:study_id:2096974; ___working_potential_duplicate; __finaldtb

Kenya: Registered refugees and asylum-seekers as of 31 March 2025 - UNHCR (UNHCR Kenya, 2025)
KerkoCite.ItemAlsoKnownAs: 2339240:WI34EICY 2405685:7ZNKUUAL

Kenya Publishers Association (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:9A5R6KAC

Kenya Public Expenditure Review 2020: Options for Fiscal Consolidation after the COVID-19 Crisis - World Bank (World Bank, 2020)
The objective of this public expenditure review (PER) is to provide the government with options for fiscal consolidation and support macroeconomic stability in the medium-term. This PER addresses the broad topic of expenditure efficiency and examines options for expenditure rationalization to help return Kenya’s fiscal accounts to a prudent trajectory in the medium-term. The PER is being undertaken as a programmatic analytical product with two modules. The first module focuses on identifying options for expenditure rationalization and measures to strengthen within-year expenditure control for better expenditure management. The second module to be delivered in FY21 will focus on efficiency, effectiveness, and equity of spending within public services delivery sectors of education, health, and disaster risk financing. The report builds upon several other Bank-led reports that contribute to the discussion around improving public expenditure and strengthening expenditure controls in Kenya. It complements an ongoing governance for enabling service delivery and public investments in Kenya (GESDeK) project, which is at the forefront in supporting numerous reforms highlighted in this PER to improve efficiency in spending and strengthen expenditure controls. The report is organized as follows: chapter one contains the macro context, trends, and composition of spending, overall balance and debt. Chapter two contains the fiscal and debt sustainability analysis while chapter three presents options for expenditure rationalization in Kenya. Chapter four ties it all together with fiscal savings and policy recommendations.
Accepted: 2020-07-08T21:09:38Z KerkoCite.ItemAlsoKnownAs: 10.1596/34052 2339240:6ZRFSFSD 2405685:7F9L42V9
Keywords: Debt Sustainability; Expenditure Control System; Fiscal Sustainability; Fiscal Trends; Public Debt; Public Expenditure; Public Investment Management; Public Procurement; Public Wage Bill; Revenue

Kenya Population and Housing Census Results - Kenya National Bureau of Statistics (Kenya National Bureau of Statistics, 2019)
The total enumerated population was 47,564,296 Of which 23,548,056 were Males, 24,014,716 were Females and 1,524 were Intersex Females accounted for 50.5% of the total population The population has grown to 47.6 Million in 2019 from 37.7 Million in 2009 The intercensal growth rate has declined to 2.2% in 2019, from 2.9% in 2009 Average …
Library Catalog: www.knbs.or.ke Section: 2019 Census KerkoCite.ItemAlsoKnownAs: 2405685:5MHY2Y9G

Kenya Partnership Compact. 2021 | Documents | Global Partnership for Education - Global Partnership for Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:TZEUP59V 2405685:FABDEDV3

Kenya Overview - World Bank (2019)
The World Bank’s work in Kenya supports the government’s Vision 2030 development strategy, which aims to accelerate sustainable growth, reduce inequality, and manage resource scarcity.
Library Catalog: www.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:3KINEYR6

Kenya Open Data - ICT Authority
Library Catalog: www.opendata.go.ke KerkoCite.ItemAlsoKnownAs: 2405685:LYRRHTWP

Kenya: Off-grid Solar Access Project for Underserved Counties - World Bank (2020)
Kenya: Off-grid Solar Access Project for Underserved Counties
Library Catalog: projects.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:5ERS64QR

Kenya National Examination Council (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:LVGWP5NJ

Kenya National Education Sector Strategic Plan 2018 - 2022 - Ministry of Education, Republic of Kenya (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:56YDNKHI 2405685:8I8K8B9A

Kenya lauded for achieving 75% electricity access rate - Common Market for Eastern and Southern Africa (COMESA) (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:LE4N8QYZ 2405685:4RF5ZB4L

Kenya Kwanza Plan - Kenya Kwanza (Kenya Kwanza Plan)
Kenyans are rightfully skeptical of lofty promises and seemingly well-crafted plans that never get implemented. We have developed this plan well aware that it will stand or fall on the how question. There are three tests that a good plan must pass, namely prioritisation, sequencing and financing.
KerkoCite.ItemAlsoKnownAs: 2339240:63VTSXV8 2405685:5AH57FCF

Kenya Institute of Special Education (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:FH3RYNEC

Kenya Institute of Curriculum Development (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:2IYJWGUZ

Kenya: How Rogue Officials Inflated Enrolment, Used Ghost Schools to Steal Billions - Muchunguh, David (The Nation in Allafrica.com, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:HPKQLIY4 2405685:6QAGBDTM 4656463:3VX5BIBW

Kenya: Heavy Rains and Flooding Update #7 (19 June 2024) - OCHA (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:LFKG7X8C 2405685:Z6TCBWCR

Kenya GPE COVID-19 Learning Continuity in Basic Education: Stakeholder Engagement Plan - Ministry of Education, Kenya (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:RUEZ2X4Q

KENYA GPE COVID 19 Learning Continuity in Basic Education Project - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AQPAEQP5 2405685:GR8UTH9R

Kenya GPE 19 Learning Continuity in Basic Education Project - Implementation Status and Results Report - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:PNX9ZBM7 2405685:LRBZ32RR

Kenya: extreme inequality in numbers - Oxfam (Oxfam International, 2020)
Library Catalog: www.oxfam.org KerkoCite.ItemAlsoKnownAs: 2405685:BLVRKMF2

Kenya Education Sector Support Programme 2005 - 2010 - Ministry of Education, Science and Technology (2005)
KerkoCite.ItemAlsoKnownAs: 2405685:M9WKHV9E 4042040:6Z8AIIT7

Kenya Education Management Institute
KerkoCite.ItemAlsoKnownAs: 2405685:NBVLFTV9

Kenya Education Cloud
home
Library Catalog: kec.ac.ke KerkoCite.ItemAlsoKnownAs: 2405685:5IBJUFDB

Kenya Disabiliy Resource | Special Educational Needs - Kenya Disability Resource
KerkoCite.ItemAlsoKnownAs: 2339240:NAJQUTP3 2405685:GWT2K9F7

Kenya Digital Master Plan 2022-2032 - Republic of Kenya ICT Authority (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:2JU3HTBP 2405685:Z4EGG6C5

Kenya Broadcasting Corporation (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:RYQDKX8X

Kenya Basic Education COVID-19 Emergency Response Plan - Ministry of Education, Republic of Kenya (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:MPFJDKIH 2405685:GIYEVTKA

Kenya basic education COVID-19 emergency response plan - State Department of Early Learning and Basic Education (Republic of Kenya Ministry of Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AKCUG3MF 2405685:YJ5FR8R9

Kenya Basic Education COVID-19 Emergency Response Plan - State Department of Early Learning and Basic Education, Kenya (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:REVZSN4B

Kemendikbud Terbitkan Pedoman Penyelenggaraan Belajar dari Rumah - Belajar dari Rumah (Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi, 2020)
Kementerian Pendidikan dan Kebudayaan (Kemendikbud) menerbitkan Surat Edaran Nomor 15 Tahun 2020 tentang Pedoman Penyelenggaraan Belajar Dari Rumah Dalam Masa Darurat Penyebaran Covid-19. Staf Ahli Menteri Pendidikan dan Kebudayaan Bidang Regulasi, Chatarina Muliana Girsang menyampaikan Surat Edaran Nomor 15 ini untuk memperkuat Surat Edaran Mendikbud Nomor 4 Tahun 2020 tentang Pelaksanaan Pendidikan Dalam Masa Darurat Coronavirus Disease (Covid-19).
Section: Siaran Pers KerkoCite.ItemAlsoKnownAs: 2339240:WMQGW2Q5 2405685:FD82HXYD

Keeping the world's children learning through COVID-19 - Miks, Jason; McIlwaine, John (Keeping the world's children learning through COVID-19, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6SVCPPQF 2405685:PE2NGUCL

Keeping the learning going: using mobile technology to enhance learning transfer - Brion, Corinne (Educational Research for Policy and Practice, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1007/s10671-018-09243-0 2405685:VFBUV8DG

Keeping the Doors Open for Learning: Response Plan of Ministry of Education to the COVID-19 Outbreak - Ministry of Education (Rwanda) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DUZJ6SC7 2405685:BXUJTESS

Keeping the Doors Open for Learning: Response Plan of Ministry of Education to the COVID-19 Outbreak - Rwanda Ministry of Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:I8LIGBS7 2405685:XMEHJILZ

Keeping Kenya Learning: The importance of caregiver engagement in supporting learning beyond the classroom - Kimathi, Deborah; El-Serafy, Yomna; Plaut, Daniel; Kaye, Tom (EdTech Hub, 2021)
Since the Covid-19 pandemic began, parents, teachers, students and policymakers have been exploring how to support students to learn at home. The emphasis on education at home has made evident the need to better equip caregivers to support their children’s learning. The Keep Kenya Learning (KKL) initiative is helping parents and caregivers build their capacity and confidence to support learning…
KerkoCite.ItemAlsoKnownAs: 2405685:LZM9KHE6
Keywords: _EdTechHub_Output

Keeping Bangladesh’s Students Learning During the COVID-19 Pandemic - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ARRPM4JP 2405685:B9E9UBBB

Keep Kenya Learning Project (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:IH6LDXJY 2405685:78Y3ZEGR

Keep Kenya Learning (KKL): Training to Engage Caregivers in Digital Learning - Keep Kenya Learning (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:B9P3SYV3 2405685:439ATWCE

Keep Kenya Learning: Helping Caregivers Support Learning at Home Sprint 1 - Mbatha, FaithMbithe; Crook, Rebecca; Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org Our research indicates that guidance and resources are necessary but insufficient in equipping caregivers to support their children’s learning. In Sprint 1, caregiver confidence and community emerged as important enablers of home learning. In our interviews, caregivers communicated how they felt limited by their lack of or outdated education. Global interventions indicate that reinforcing a sense of community for caregivers and enabling them to learn from modelling by trusted messengers are pathways to building greater engagement. Caregivers in both rural and urban communities expressed a willingness to engage with SMS (short message service) and online educational resources. However, it is clear that resource design must be: Accessible and understandable Credible and trusted Relevant and actionable.
ZenodoArchiveID: 4928926 PreviousDOI: 10.5281/zenodo.4747301 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4928926 2339240:PXT8SGSZ 2405685:9P9W4I53 2405685:A2D9FVTA 2405685:C2579UKC
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted; ⛔ No INSPIRE recid found

Keep Kenya Learning
KerkoCite.ItemAlsoKnownAs: 2339240:SWWUQ54B 2405685:JW9FFPYF

Keep Children Reading: Monitoring Reading Data During Covid-19
KerkoCite.ItemAlsoKnownAs: 2339240:4P2PZWXG 2405685:QMS23BR9

KCSE Biology Syllabus 2022/2023 - KCSE
KerkoCite.ItemAlsoKnownAs: 2339240:NJI93I7L 2405685:55X79XPJ

Karim and Jana - Queen Rania Foundation (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:CWY8BD2E

KaiOS Home - KaiOS (KaiOS)
the mobile OS for smart feature phone to enable tomorrow
KerkoCite.ItemAlsoKnownAs: 2405685:6HLAFZD2

KaiOS Home - KaiOS (KaiOS)
the mobile OS for smart feature phone to enable tomorrow
KerkoCite.ItemAlsoKnownAs: 2339240:6XB683UL 2405685:9VZ8AZVT

Kaduna State Government, Google, DSN Launch First Hausa-Language AI Learning Series – Independent Newspaper Nigeria - Adejumoh, Justus (2024)
Independent.ng - Nigeria News - Top Nigerian newspapers - Breaking news - Top news headlines from Nigeria and World.
KerkoCite.ItemAlsoKnownAs: 2339240:6ZI64LEJ 2405685:7QTFBJ7M

Kaduna State Education Sector Strategic Plan 2019–2029 - Kaduna State Ministry of Education, Science, and Technology (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:TCQAI8WV 2405685:GBMN8DMP

K-12 Egyptian Knowledge Bank Study Portal and New Form of Assessment - El Zayat, Nelly (World Bank Group, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:38YYF6X4 2405685:4WL5PMDG

Justice K.S.Puttaswamy(Retd) vs Union Of India on 26 September, 2018 - Sikri, A (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:WBELH9R9 2405685:SIQIWIMV

Jusoor’s WhatsApp-Assisted Learning Programme: Sprint Review 1. - Tutunji, Suha; Boujikian, Michèle; Carter, Alice; Atkinson, Grace (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:G5RD3H5K 2405685:NBWSSFLK
Keywords: ___working_potential_duplicate

Jusoor’s WhatsApp-Assisted Learning Programme: Sprint Review 1 - Tutunji, Suha; Boujikian, Michèle; Carter, Alice; Atkinson, Grace (2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4468599 2405685:AR38F6N8
Keywords: ___working_potential_duplicate

JSTOR: Search Results
KerkoCite.ItemAlsoKnownAs: 2339240:YZFIB52D 2405685:GRMF8HTY

JP Malawi Girls' Education | MPTF Office - UNDP
KerkoCite.ItemAlsoKnownAs: 2339240:VRRHYHLP 2405685:F8REYPF3

Jot-A-Dot Pocket Brailler - Harpo (HARPO, 2020)
The new way to Braille is to Jot a Dot – a portable brailling device for everyone! Why Jot-A-Dot? – Pocket-sized mechanical device – means brailling a note, on paper, anywhere!; Direct six key Braille entry – for fast & accurate Braille; – Read your Braille as you write – simply turn Jot-A-Dot over; – Inbuilt … Read more
KerkoCite.ItemAlsoKnownAs: 2339240:W2R6VZZM 2405685:HPGTS756

Jordan’s EdTech response to COVID-19 - Al-Hindawi, Hind; Hashem, Lina (EdTech Hub, 2020)
ZenodoArchiveID: 4706057 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706057 2339240:7DDCIKY9 2339240:P8XVRD6S 2405685:BTX9XW3J 2405685:KNCXGVW3 2405685:XFBMF3QV
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Jordan Response Plan for the Syria Crisis 2020-2022 - Hamarneh, Maisa (UNHCR, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:E5MW5S7K
Keywords: ⛔ No DOI found

Joint Sector Review Resources – Presentations - Malawi Ministry of Education (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:8QQZ2C4K 2405685:6L23TW3P

Joint IDA-IFC-MIGA Country Partnership Strategy for the Republic of Senegal - World Bank (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:3REHP3V4 2405685:FT6M9626

Joint Evaluation of Myanmar Non-Formal Middle School Education-Equivalency Pilot Programme - UNICEF (UNICEF, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:DJDVLBPV 2405685:E4Z8N6RR

Join this video meeting
Real-time meetings by Google. Using your browser, share your video, desktop and presentations with team members and customers.
Library Catalog: meet.google.com KerkoCite.ItemAlsoKnownAs: 2405685:UZID5APT

JIME - The Open Learning Initiative: Measuring the Effectiveness of the OLI Statistics Course in Accelerating Student Learning - Lovett, Marsha; Meyer, Oded; Thille, Candace (Journal of Interactive Media in Education, 2008)
The Open Learning Initiative (OLI) is an open educational resources project at Carnegie Mellon University that began in 2002 with a grant from The William and Flora Hewlett Foundation. OLI creates web-based courses that are designed so that students can learn effectively without an instructor. In addition, the courses are often used by instructors to support and complement face-to-face classroom instruction. Our evaluation efforts have investigated OLI courses’ effectiveness in both of these instructional modes – stand-alone and hybrid. This report documents several learning effectiveness studies that were focused on the OLI-Statistics course and conducted during Fall 2005, Spring 2006, and Spring 2007. During the Fall 2005 and Spring 2006 studies, we collected empirical data about the instructional effectiveness of the OLI-Statistics course in stand-alone mode, as compared to traditional instruction. In both of these studies, in-class exam scores showed no significant difference between students in the stand-alone OLI-Statistics course and students in the traditional instructor-led course. In contrast, during the Spring 2007 study, we explored an accelerated learning hypothesis, namely, that learners using the OLI course in hybrid mode will learn the same amount of material in a significantly shorter period of time with equal learning gains, as compared to students in traditional instruction. In this study, results showed that OLI-Statistics students learned a full semester’s worth of material in half as much time and performed as well or better than students learning from traditional instruction over a full semester. Editor: Stephen Godwin (Open University, UK). Reviewers: Tim de Jong (Open University, NL), Elia Tomadaki (Open University, UK), and Stephen Godwin (Open University, UK). Interactive elements: A demonstration of the StatTutor statistics tutorial is available for playback from http://jime.open.ac.uk/2008/14/stattutor_tour/ . The demonstration is in Flash format. http://jime.open.ac.uk/2008/14/stattutor_tour/
Number: 1 Publisher: Ubiquity Press shortDOI: 10/ghcsxd KerkoCite.ItemAlsoKnownAs: 10/ghcsxd 2405685:U4FGVWP3
Keywords: IDR; Mathematics Learning; case studies; design patterns; games; methodology; open learning; pattern languages

JiFUNzeni: a blended learning approach for sustainable teachers' professional development - Onguko, Brown Bully (Electronic Journal of e-Learning, 2014)
JiFUNzeni blended learning approach is a sustainable approach to provision of professional development (PD) for those in challenging educational contexts. JiFUNzeni approach emphasizes training regional experts to create blended learning content, working with appropriate technology while building content repositories. JiFUNzeni approach was fieldtested though a design-based research intervention conducted in rural western Kenya. The field test included design, development and implementation of a blended learning course for teachers’ professional development utilizing appropriate technologies including tablets powered by solar energy, open educational resources and open source software. One year after the intervention, follow-up interviews were conducted with eight of the ten teachers and two professional development tutors (PDTs) who participated in the research. The findings from the follow-up interviews shared in this paper revealed that: teachers still used cooperative learning and activity-based learning strategies in their teaching. The PDTs on the other hand designed, developed and implemented one other jiFUNzeni blended learning course for twelve teachers in one school in Korogocho slum in Nairobi city. Implementation by PDTs of jiFUNzeni approach confirmed that they had learned through a sustainable way of delivering professional development in challenging educational contexts. The PDTs utilized the instructional design approaches learned through their participation in the research in designing blended learning content, while they also innovated new ways of developing self-study content as an important creative addition to what they had previously learned. Two teenage children participated in digital content development by advising the PDTs on some appropriate ways of applying technology thus, attesting to the fact that digital natives are important reciprocal supporters to digital immigrants and vice versa.
KerkoCite.ItemAlsoKnownAs: 2339240:5SCGRA3U 2339240:M7R5EIZL 2339240:TS6R3E24 2339240:VWE52LMG 2339240:YMBURAH4 2405685:AKXHE6HE 2405685:Q3Y6Z65Z 2405685:U5WZEBXT 2405685:UNATTHSB 2405685:XVE57FFE 2534378:7WCVV8XM 2534378:DW5I8PW4 2534378:T6RRJMGR
Keywords: Blended Learning; Computer Software; Computers; Cooperative Learning; Cooperative learning; Course Content; Design; Disadvantaged Environment; Distance learning; Education–Computer Applications; Educational Technology; Elementary School Teachers; Faculty Development; Foreign Countries; Handheld Devices; Instructional Design; Internet; Interviews; Kenya; Learning Activities; Multimedia Materials; Open Source Technology; Program Development; Qualitative Research; Rural Areas; Self Evaluation (Individuals); Sustainability; Teacher Attitudes; Teaching Methods; Training; __:import:01; __:match:final; __:matched; __:study_id:2096405; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

Jamaica pilot experience: Accessible Digital Textbooks that transform education - UNICEF (2022)
Accessible Digital Textbooks that transform education.
KerkoCite.ItemAlsoKnownAs: 2339240:S382ZZ47 2405685:CS2LSYL3

JABSOM Library: Colandr for Systematic Reviews: Introducing Colandr - Kahili-Heede, Melissa
Using the systematic review tool for title and abstract screening, full-text article screening, and data extraction
KerkoCite.ItemAlsoKnownAs: 2405685:PYE2X6IZ 2486141:IXG47JQN

Ivory Coast children head back to school after virus shutdown - Reuters Staff (Reuters, 2020)
Thousands of children in face masks flocked back to school in Ivory Coast on Monday after the country became one of the first in West Africa to restart lessons after a two-month coronavirus shutdown.
KerkoCite.ItemAlsoKnownAs: 2339240:EKB2MANC 2405685:EE3FSPZV
Keywords: Africa; Aid Relief / Humanitarian Agencies; CORONAVIRUS; Children / Youth Issues; Coronavirus; EDUCATION; Education; Epidemics; HEALTH; Health / Medicine; Human Rights / Civil Rights; IVORYCOAST; Ivory Coast; Overseas Development Aid; Pictures; US; Video Available; West Africa; Western Europe

ITU | 2017 Global ICT Development Index - International Communication Union (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:SLQ5JLA7 2405685:F3ZAAB6P

‘It takes me half a bottle of whisky to get through one of your assignments’: Exploring one teacher educator's personal experiences of dyslexia - Glazzard, Jonathan; Dale, Kirsty (Dyslexia: An International Journal of Research and Practice, 2015)
This article uses a life history approach to explore personal experiences of dyslexia of one higher‐education lecturer and its impact on her professional identity. The informant is currently employed as a lecturer of initial teacher training in a UK university. She worked as a primary school teacher for over a decade prior to embarking on an academic career in teacher education. The informant draws on her own experiences as a pupil, teacher and lecturer, and additionally, she presents accounts of student teachers with dyslexia drawn from her current professional context. Although the data are not generalizable, the account nevertheless illustrates the positive impact of the social model of disability for the informant and her students who had been identified as dyslexic during their initial training as teachers. Additionally, the account also illustrates the ways in which teachers' personal experiences of dyslexia can shape professional identities in very positive ways. Implications for both teacher training and pedagogic approaches in schools to support learners with dyslexia are drawn out of the narrative. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Place: US Publisher: John Wiley & Sons KerkoCite.ItemAlsoKnownAs: 10.1002/dys.1493 2339240:MVRDF8M9 2405685:2KWS9WZM
Keywords: Dyslexia; Labeling; Mainstreaming (Educational); Self-Concept; Self-Esteem; Teacher Attitudes

It takes a village to raise a teacher: the Learning Assistant programme in Sierra Leone - Crisp, Martin; Wolfenden, Freda (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:I76Z2SKV

It’s been a year since schools started to close due to COVID-19 - Evans, David; Hares, Susannah; Mendez Acosta, A.; Saintis, C. (Center For Global Development, 2021)
Twelve months ago, the world was watching as schools closed across China and millions of students began learning online from their homes. Most of us didn’t think for a moment that just a few weeks later, almost every country in the world would close their schools and the education of more than a billion children would be disrupted. Since then, millions of students have not had any school-based, face-to-face education.
KerkoCite.ItemAlsoKnownAs: 2339240:2I9FNGHD 2339240:83VL88IT 2405685:9UUEEEJJ 2405685:C9KY68SX

IT and Education for the Poorest of the Poor: Constraints, Possibilities, and Principles - Wagner, Daniel (TechKnowLogia: International Journal for the Advancement of Knowledge and Learning, 2001)
Long before the term "Digital Divide" became a common term to describe gaps between the rich and poor in the effective access and use of information technology (IT), most policy makers, researchers and practitioners could at least agree on one thing: Reaching the poorest of the poor was going to be the most difficult of challenges.
KerkoCite.ItemAlsoKnownAs: 2339240:6MA9RTAZ 2339240:X47HG28W 2405685:4VR3QH65 2405685:9ISIB2PQ 2405685:EKYG84SU
Keywords: ⛔ No DOI found

ISTE Standards for Educators - Crompton, Helen (International Society for Technology in Education, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:6UYYM57G 2405685:UAK8E9CE
Keywords: ___working_potential_duplicate

ISTE Standards - International Society for Technology in Education (ISTE) (2024)
The widely adopted ISTE Standards provide a framework for educators to create high-impact, sustainable and scalable learning experiences for all students.
KerkoCite.ItemAlsoKnownAs: 2339240:PZEPDMZN 2405685:YWI65BIU

Issues of quality on Teachers Pay Teachers: An exploration of best-selling U.S. history resources - Harris, Lauren McArthur; Archambault, Leanna; Shelton, Catharyn C. (Journal of Research on Technology in Education, 2023)
KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2021.2014373 2339240:XV9B9ANM 2405685:77NSH2CV

Issues and strategies in inquiry-based learning evaluation - Mao, Yiqing (Open Journal of Social Sciences, 2023)
KerkoCite.ItemAlsoKnownAs: 10.4236/jss.2023.114030 2339240:ZGTCQ2SK 2405685:HTEUGKNQ

Issues and challenges related to digital equity: an overview - Resta, P.; Laferriere, T.; McLaughlin, R.; Kouraogo, A. (Second handbook of information technology in primary and secondary education, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:E9MB5XWP 2534378:3WPUWF8D

ISR-Mongolia: Improving Primary Education Outcomes for the most vulnerable children in rural Mongolia (P130760) - World Bank (The World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ES53MBII 2405685:QIRTFDQB

Isolating the “Tech” from EdTech: Experimental Evidence on Computer Assisted Learning in China - Ma, Yue; Fairlie, Robert; Loyalka, Prashant; Rozelle, Scott (National Bureau of Economic Research, 2020)
EdTech which includes online education, computer assisted learning (CAL), and remote instruction was expanding rapidly even before the current full-scale substitution for in-person learning at all levels of education around the world because of the coronavirus pandemic. Studies of CAL interventions have consistently found large positive effects, bolstering arguments for the widespread use of EdTech. However CAL programs, often held after school, provide not only computer-based instruction, but often additional non-technology based inputs such as more time on learning and instructional support by facilitators. In this paper, we develop a theoretical model to carefully explore the possible channels by which CAL programs might affect academic outcomes among schoolchildren. We isolate and test the technology-based effects of CAL and additional parameters from the theoretical model, by designing a novel multi-treatment field experiment with more than four thousand schoolchildren in rural China. Although we find evidence of positive overall CAL program effects on academic outcomes, when we isolate the technology-based effect of CAL (over and above traditional pencil-and-paper learning) we generally find small to null effects. Our empirical results suggest that, at times, the “Tech” in EdTech may have relatively small effects on academic outcomes, which has important implications for the continued, rapid expansion of technologies such as CAL throughout the world.
KerkoCite.ItemAlsoKnownAs: 10.3386/w26953 2339240:TNXB4CGW 2405685:K9L5U52U

iSherig Education Master Plan 2014–2018 - Ministry of Education (Royal Government of Bhutan, 2014)
KerkoCite.ItemAlsoKnownAs: 2405685:W6ZGNNVJ

iSherig-2 Education ICT Master Plan 2019-2023 - Ministry of Education (Royal Government of Bhutan, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:Y547BCXC 2405685:KA7K5USC

Is there learning continuity during the COVID-19 pandemic? Six Lessons - McBurnie, Chris; Haßler, Björn (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3930934 2129771:A4N8WK7U 2339240:U9PHB6X4 2405685:4QXBT6KW 2405685:LHJ3UUUE 2405685:MQVL7M9C
Keywords: dode_eth-src-dode; dode_eth-trf2-dode

Is there Learning Continuity during the COVID-19 Pandemic? A Synthesis of the Emerging Evidence - McBurnie, Chris; Adam, Taskeen; Kaye, Tom (Journal of Learning for Development, 2020)
Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As such, the education response to COVID-19 could widen existing inequalities.
KerkoCite.ItemAlsoKnownAs: 2405685:WFEBLP79
Keywords: dode_eth-src-dode; dode_eth-trf2-dode; ⛔ No DOI found

Is the Movies and Mobiles intervention a smart investment? - Orozco-Olvera, Victor; Rascón-Ramírez, Ericka G. (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:PL4Z9P4H 4042040:536CQLRQ

Is the COVID-19 slide in education real? - Donnelly, Robin; Patrinos, Harry A. (World Bank Blogs, 2020)
Emerging pieces of evidence of an actual COVID-19 learning loss and of its likely implications for the future of the generation currently in school show that it is essential to mitigate the long-term effects of the pandemic as much as possible.
KerkoCite.ItemAlsoKnownAs: 2339240:2NVGV5TV 2339240:8UU6ZPPE 2405685:XTUDMFSZ

Is Technology the Panacea and are we using it? - Pakistan Institute of Development Economics
KerkoCite.ItemAlsoKnownAs: 2339240:ICRDQSD8 2405685:X69DA56N

Is Technology Good for Education? - Selwyn, Neil (Polity Press, 2016)
Digital technologies are a key feature of contemporary education. Schools, colleges and universities operate along high-tech lines, while alternate forms of online education have emerged to challenge the dominance of traditional institutions. According to many experts, the rapid digitization of education over the past ten years has undoubtedly been a ‘good thing’. Is Technology Good For Education? offers a critical counterpoint to this received wisdom, challenging some of the central ways in which digital technology is presumed to be positively affecting education. Instead Neil Selwyn considers what is being lost as digital technologies become ever more integral to education provision and engagement. Crucially, he questions the values, agendas and interests that stand to gain most from the rise of digital education. This concise, up-to-the-minute analysis concludes by considering alternate approaches that might be capable of rescuing and perhaps revitalizing the ideals of public education, while not denying the possibilities of digital technology altogether.
KerkoCite.ItemAlsoKnownAs: 2339240:8V492M8U 2339240:I3N8C2AF 2405685:7IFH6594 2405685:7KFUNTHW 2405685:83Q4T29I 2405685:98EGSRBG 2534378:CZN4UQJE
Keywords: Social Science / Popular Culture; Social Science / Sociology / General; ___working_potential_duplicate; auto_merged

Is School Funding Unequal in Latin America?: A Cross-country Analysis - Bertoni, Eleonora; Elacqua, Gregory; Marotta, Luana; Martínez, Matias; Santos, Humberto; Soares, Sammara (2020)
Public spending on education has increased significantly in Latin America over the last decades. However, less is known whether increased spending has been translated into a more equitable distribution of resources within countries in the region. This study addresses this gap by measuring the inequality in per-pupil spending between regions with different levels of socioeconomic status (SES) within five Latin American countries: Brazil, Chile, Colombia, Ecuador, and Peru. Results show that Brazil, a federal country, has the widest socioeconomic funding gap due to large inequalities in local revenues between high and low SES regions. However, the country's funding gap has narrowed over time. School funding in Colombia has become more regressive over time, but its gap is half the size of the one in Brazil. The distribution of school funding in Peru has changed over time from being regressive-benefiting the richest regions-to being progressive-benefiting the poorest regions. Education spending in Chile and in Ecuador are, on the other hand, consistently progressive. However, while the progressiveness of funding in Ecuador is driven by transfers targeted at disadvantaged rural areas, the funding formulas in Chile addresses socioeconomic inequalities beyond the rural-urban gap.
Publisher: Inter-American Development Bank KerkoCite.ItemAlsoKnownAs: 10.18235/0002854 2339240:9JLTQPEY 2405685:IBBYHF76 4656463:V76SUDGT

Is M-learning versus E-learning or are they supporting each other? - Ozuorcun, Nilcan Ciftci; Tabak, Feride (Procedia - Social and Behavioral Sciences, 2012)
The massive changes in society and development of technology have an important effect on education. These changes affect all areas of education and this education continues, and is everywhere, at all times, using new technology. Mobile devices bring big opportunities to learners, to learn at all times, with no boundaries for education. Before M-learning, E-learning gave many advantages for learners while they were living faraway from school. In this study we try to explain the basic definitions of M-learning and E-learning, and try to find answers for the questions “is M-learning derived from E-learning” and “if it is derived, does M-learning support E-learning, or is M-learning in opposition to E-learning?” Is M-learning supporting E-learning, or are they in opposition??
KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2012.05.110 2339240:2QM8R4Z2 2405685:GT4BE48W
Keywords: E-learning; M-learning

Is it possible to wire the world? Meet the guy who has a plan to make it happen. - Time (Time, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:XPRZ7KC8 2405685:KR9XDJJZ

Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment - Manca, S.; Ranieri, M. (Journal of Computer Assisted Learning, 2013)
Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12007 Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12007 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12007 2405685:B5MW3EIN 2534378:BVALCP9J
Keywords: Facebook; Q =M; R = L; ___working_potential_duplicate; cultural issue; implicit pedagogies; social networking sites; technology-enhanced learning

Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment - Manca, S.; Ranieri, M. (Journal of Computer Assisted Learning, 2013)
Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12007 Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12007 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12007 2339240:UBDFNI8F 2405685:QWED6EQX
Keywords: Facebook; Q =M; R = L; cultural issue; implicit pedagogies; social networking sites; technology-enhanced learning

Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment - Manca, S.; Ranieri, M. (Journal of Computer Assisted Learning, 2013)
Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12007 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12007 2339240:FLCF89DX 2405685:WSR3QSTM
Keywords: Facebook; Q =M; R = L; ___working_potential_duplicate; cultural issue; implicit pedagogies; social networking sites; technology-enhanced learning

Is education ready to work in data-intensive environments? - World Bank (Medium, 2019)
The availability of good data can help lead to making good decisions. This is true in education, as it is in other sectors.
KerkoCite.ItemAlsoKnownAs: 2339240:Z34TZSCR 2405685:UTLWYIC3

Is Decentralization Good for Development? - Faguet, Jean-Paul; Pöschl, Caroline (. Is Decentralization Good for Development, 2015)
Decentralization research has become more quantitative and formal over the past two decades. But as technical rigor has increased, the focus of research has narrowed to decentralization’s effects on particular policy variables, leaving aside larger, more nuanced and complex questions of crucial importance to policymakers contemplating reform. This book seeks to return attention to issues like this that rank among policymakers’ first concerns, but are methodologically difficult to answer. We do this by marrying the insights and experience of senior policymakers involved in driving decentralization forward at the highest levels, with academics working at the forefront of the field in economics, politics, and development and policy studies. This chapter introduces the book by analyzing the following questions: Why do politicians decentralize in the first place? How can reform be made politically feasible? How can decentralization lead to improved development outcomes? Do municipalities compete amongst themselves, and what effects might this have on public policy and services? Will decentralization promote clientelism or broad-based development? And finally, will decentralization strengthen or weaken developing states? The evidence presented in the book provides a firm basis for concrete answers to all of these questions, allied to specific policy advice for aspiring reformers.
KerkoCite.ItemAlsoKnownAs: 2339240:PZE7EEHV 2405685:IML2PFMW 4656463:PKKG5BHR

Is civil society in trouble in Bangladesh? - Lewis, D (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:ESCEXEUH 2405685:IJQ2EZ6Y

Is 2020 a lost academic year? The impact of COVID-19 on education in eastern Africa: a case study of Kenya - Cordeiro, Vanessa Cezarita (Humanium, 2020)
Despite national efforts and strict measures designed to curb the spread of the virus, the country continues to suffer from the knock-on effects of the pandemic.
KerkoCite.ItemAlsoKnownAs: 2339240:UWXR4FT2 2405685:IAQMB7MN

Iris.ai - Your Researcher Workspace – Leading AI for your research challenge (Iris.ai - Your Researcher Workspace)
AI for scientific text understanding - literature reviews, research data extraction, post-market surveillance, and other tedious tasks.
KerkoCite.ItemAlsoKnownAs: 2405685:MWDZQV7W 2486141:JSRVQVGX
Keywords: _Added-ailr-2024

iPads in the Primary School: Emerging Research - Falloon, Garry (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:PFTIL4RJ 2405685:ISGN3KBA
Keywords: ⛔ No DOI found

iPads in higher education—Hype and hope - Nguyen, Lemai; Barton, Siew Mee; Nguyen, Linh Thuy (British Journal of Educational Technology, 2015)
00000 shortDOI: 10/f6z68d KerkoCite.ItemAlsoKnownAs: 10/f6z68d 2129771:KRM7NNM2 2405685:5EVR73U5

iPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research project - Cumming, Therese M; Strnadová, Iva; Singh, Sylvia (Action Research, 2014)
00000 shortDOI: 10/f53pm5 KerkoCite.ItemAlsoKnownAs: 10/f53pm5 2129771:K97LMCWI 2405685:PD9RT3NZ

iPadiCan: Trialling iPads to support primary and secondary students with disabilities - Watts, Liz; Brennan, Sharon; Phelps, Renata (Australian Educational Computing, 2012)
iPads have only been on the market since April 2010 but have rapidly gained great attention within educational communities. While their potential to support teaching and learning has been advocated by many, as yet little empirical research has been released on their application in primary and secondary classrooms. This paper reports on an action research study which investigated the possible role of iPads in supporting learning for students with disabilities. The project sought to document the practical steps required to implement iPads in classrooms, the applications which might be most educationally effective, together with the perceptions of students, teachers, parents and teaching assistants (TAs). The study provides evidence of the significant potential of the devices for children with a wide range of disabilities and, through a number of brief vignettes, demonstrates their capacity to support both learning and socialisation.
00001 KerkoCite.ItemAlsoKnownAs: 2129771:TACUNXJX 2405685:P3XRUIGA
Keywords: ⛔ No DOI found

iPad Scotland Evaluation - Burden, K., Hopkins, P., Male, T., Martin, S., & Trala, C. (University of Hull, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:BYHQGWUL 2405685:HFXXSAXW

iPad in education: A case study of iPad adoption and use in a primary school. - Henderson, S., & Yeow, J. (In 45th International Conference on System Science (HICSS) 2012, 2012)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:8UWM3IZS 2405685:YVTIBQYU
Keywords: ⛔ No DOI found

iPad: efficacy of electronic devices to help children with autism spectrum disorder to communicate in the classroom - Sankardas, Sulata Ajit; Rajanahally, Jayashree (Support for Learning, 2017)
Children with Autism Spectrum Disorder (ASD) are known to have difficulty in social communication, with research indicating that children with ASD fail to develop functional speech (Lord and Rutter, 1994). Over the years a number of Augmented and Alternate Communication (AAC) devices have been used with children with ASD to overcome this barrier and to facilitate communication. This article examines an Indian AAC tool called AVAZ (meaning sound), which is the first of its kind in India. The project reported also looks at the effectiveness of using AVAZ and the use of iPads by children with ASD in the classroom. Additionally, the article examines the suitability of using iPads for all learners in the spectrum. Twenty children between the ages of 4 and 10 years were selected to trial the use of AVAZ. They received three sessions weekly of 45 minutes over a period of 10 weeks. The feedback of the special educators who trained the children was analysed. The findings of this small scale study indicates that the children preferred using the AVAZ app and the iPad to pen and paper. Huguenin (2004) too indicated similar reports in using Information and Communication Technology (ICT) in enhancing children's motivation to learn and communicate. The trainers felt it could be used as an educational tool, and many more educational concepts could be added. Research also suggests that ICT can be used as a tool to tutor for educational purpose (Means, 1994). The AVAZ app could be recommended to children with ASD who are included in mainstream schools. This study was conducted at Sankalp, a special school in Tamil Nadu, Chennai.
_eprint: https://nasenjournals.onlinelibrary.wiley.com/doi/pdf/10.1111/1467-9604.12160 KerkoCite.ItemAlsoKnownAs: 10.1111/1467-9604.12160 2339240:B3KGPHPK 2405685:R92QINFG
Keywords: alternate and augmented communication; autism spectrum disorder; information and communication technology; social communication

Involvement of School Management Committees in School-Based Management: Experiences from Two Districts of Ghana. - Abreh, Might K. (Educational Planning, 2017)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:B2J5K7PZ 2405685:4U4JCYGE
Keywords: ⛔ No DOI found

Investing more in education to boost the economy, graduate from least developed country and mitigate covid-19 impact - McCarthy, Rachel (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:TQN6SL5I 2405685:C4HL3EAT
Keywords: ⛔ No INSPIRE recid found

Investing in the Early Years During COVID-19 - World Bank (World Bank, 2020)
shortDOI: 10/ghgnfj KerkoCite.ItemAlsoKnownAs: 10/ghgnfj 2405685:EVLP58NV

Investing in the crisis: Private participation in the education of Syrian refugees - Menashy, Francine; Zakharia, Zeena (Education International, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:SYFDME3C 2405685:RJNTJSR9

Investing in Science, Technology, Engineering and Math (STEM) Education to Build Africa’s Resilience Against Climate Change - United Nations (United Nations Office of the Special Adviser on Africa, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:CYYBCDFF 2405685:XWIPV7D3

Investing in ICTs in educational institutions in developing countries: An evaluation of their impact in Kenya - Wims, Pádraig; Lawler, M. (undefined, 2007)
ABSTRACT The incorporation of Information and Communication Technologies (ICT) into the educational curriculum has been promoted as a key step in bridging the digital divide. Despite considerable growth in the numbers of computers acquired by schools in Kenya in recent years and the sacrifices made to finance these, there has been little evaluation of their effectiveness. Consequently, this research seeks to redress this by examining the impact of ICT projects in educational institutions in Kenya. Teaching staff, current students and former students together with parents of current students were surveyed. Key informants were also interviewed to establish the current policies concerning ICT in education in Kenya. An absence of educational software was found, as was the lack of Internet access and use of e-mail. Some 35-40% of secondary school teachers had never used a computer. The research revealed tangible benefits to students from exposure to ICT. It was also found that exposure to computers in schools influenced the career choices of former students. It was concluded that reform of the telecommunications sector is necessary to hasten the rollout of computer technology in educational institutions in Kenya. At school level, the key issues which arose included staff training, mainstreaming of ICT across the curriculum and provision of adequate ICT equipment. Keywords: ICTs; Developing Countries; Education INTRODUCTION This paper investigates the use of computers in educational institutions in the Rift Valley province in Kenya. The adoption of Information and Communication Technologies (ICT) has been promoted as a key step in bridging the digital divide. Despite considerable growth in the numbers of computers acquired by schools in Kenya in recent years and the sacrifices made to finance these, there has been little evaluation of their effectiveness. Consequently, this study examines ICT projects in educational institutions in Kenya, in order to establish normal practice and to determine the effects of adopting ICTs at school level. BACKGROUND TO THE RESEARCH The country of Kenya experiences many of the problems typical of sub Sahara Africa enumerated by Langmia (2006) in that it is lagging behind in information superhighway technology. In terms of telecommunications infrastructural developments, the growth of the fixed telephone network throughout Kenya has been below expectations; according to the Central Bureau of Statistics (2006), the fixed line tele-density was 1.02% (number of fixed lines per one hundred population) during the year 2003 but this has actually deteriorated since then due to the steady population increase in the absence of infrastructural developments. Most of these fixed line subscribers are concentrated in urban areas which account for 94% of the fixed lines while 6% are in rural areas (ibid). In contrast, cellular services have expanded rapidly from under 15,000 customers in 1999 to over 2.8 million in 2004 (Export Processing Zones Authority, 2005). By April 2004, there were an estimated one million internet users and over one thousand cyber cafes throughout the country (ibid.). Keiyo District is one of 18 districts of the Rift Valley Province and lies just north of the equator, at its centre approximately 350km north west of Nairobi. The western and southern areas of the district are fertile and support the highest population. Livestock rearing and tillage farming are the main occupations of the community. To the north of Iten, the administrative centre, the land gradually rises through forests of indigenous trees and bleak high merino-sheep country. Lumbering is also carried on in this area. The total population of Keiyo District was estimated at 144,000 in 2004, and the population density was estimated to be 100 persons per square km (CKRC, 2004). Keiyo District is the eighth most densely populated district in the Rift Valley Province and has an average life expectancy of 61 years. …
KerkoCite.ItemAlsoKnownAs: 2339240:ZNLA847W 2405685:EQDB5T6L
Keywords: ⛔ No DOI found

Investing in disaster preparedness and effective recovery of school physical infrastructure - Opabola, Eyitayo A.; Galasso, Carmine; Rossetto, Tiziana; Meilianda, Ella; Idris, Yunita; Nurdin, Sukiman (International Journal of Disaster Risk Reduction, 2023)
The importance of functioning education infrastructure for the post-disaster recovery of communities is well-acknowledged. Yet, recent natural-hazard events worldwide have highlighted that school facilities still face many post-disaster recovery-impeding challenges. A significant investment in resilience enhancement through appropriate disaster preparedness and post-disaster recovery management is needed to tackle such global challenges. This paper summarises a series of stakeholder engagements (through interviews and focus group discussions) aimed at providing evidence-based recommendations to foster a more rapid and effective post-disaster recovery of school physical infrastructure in disaster-prone marginalised communities. The case-study community is in Central Sulawesi, Indonesia – a region still recovering from the 2018 Central Sulawesi earthquake, tsunami, and liquefaction, which caused damage to over 1200 schools. The considered stakeholders have significant experience in post-disaster recovery management in Central Sulawesi. This paper identifies early-response funding mechanisms, genuine collaborations between stakeholders, and improved capacity for self-organisation as critical elements for an inclusive, sustainable, safer, and more resilient school physical infrastructure. Although the discussion in this paper focuses on Central Sulawesi, the project's outcomes are scalable to other regions in Indonesia, South-East Asia, and other disaster-prone developing nations.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijdrr.2023.103623 2339240:F6Y6I49L 2405685:AFUPK9YY
Keywords: Disaster risk reduction; Preparedness; Resilient recovery; School physical infrastructure; Stakeholder engagement

Investing for the Future: Timor-Leste’s Petroleum Fund - Triwibowo, Darmawan; Miranda, Nelson A. Seixas (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:MNCSSYA2 2405685:PKKBZADB

Investigations into using data to improve learning: Philippines case study - Read, Lindsay; Atinc, Tamar Manuelyan (Global Economy and Development at Brookings, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:CY4FPYE7 2405685:MDKQZGJ4

Investigating Turkish pre-service teachers' perceptions of blogs: implications for the FATIH project - Ocak, Mehmet Akif; Gökçearslan, Sahin; Solmaz, Ebru (Contemporary Educational Technology, 2014)
This study aimed to investigate pre-service teachers' perceptions on the use of blogs regarding ICT integration in the FATIH project in Turkey. Participants were 174 pre-service teachers continuing their education. Data collection tool was a questionnaire which measured pre-service teachers' perceptions of the blogs. Questionnaire embodied some sub-categories of blog use such as learning, motivation, active participation, writing skills, group work, and critical thinking. Findings revealed that using blogs in classes affected learning and teaching process. The obtained results also showed that the blogs contributed to the recuperation of writing and critical thinking skills. These results indicated that students found social contributions of the blogs such as sharing information and interacting with peers. Based on the findings of study, appropriate conclusions and implications were addressed within the context of the FATIH project.
Publisher: Contemporary Educational Technology, Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826538580?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/6113 2405685:NP6PFAAG 2534378:SAUID3JV 2534378:WI3PD3BP
Keywords: Critical Thinking; Diaries; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Electronic Publishing; Factor Analysis; Foreign Countries; Group Activities; Higher Education; Online Surveys; Postsecondary Education; Preservice Teachers; Questionnaires; Student Attitudes; Student Motivation; Student Participation; Technology Integration; Technology Uses in Education; Turkey; Web Sites; Writing Skills; __:import:01; __:match:final; __:matched; __:study_id:2098538; __finaldtb

Investigating the situation for children with autism and their families in Cambodia - Rose, Richard; Jegannathan, Bhoomikumar; Mong, Dalin; Pat, Puthy; Sok, Derozet (Education Sciences, 2023)
Publisher: MDPI KerkoCite.ItemAlsoKnownAs: 10.3390/educsci13060565 2339240:EHPCL9IH 2405685:G28FIFX4
Keywords: ⛔ No INSPIRE recid found

Investigating the self-reported professional development activities of school leaders in Ghanaian rural basic schools - Sofo, Francesco; Abonyi, Usman Kojo (Professional Development in Education, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2017.1359795 2339240:HNS48A2C 2405685:I9W5G33L

Investigating the Relationship between Students' Digital Literacy and Their Attitude towards Using ICT - Jan, Salma (International Journal of Educational Technology, 2018)
This study aimed to explore the relationship between secondary school students' digital literacy and their attitude towards using information and communication technology in a private secondary school in Karachi, Pakistan. For this study, the data were collected through survey questionnaire using google forms. The total sample size for this study was 344 secondary school students having almost equal ratio of male and female. On bivariate correlation analysis, digital literacy was found to be associated with students' attitude towards using information and communication technology (ICT) and other ICT related demographics. Further analysis using multiple linear regression analysis showed that digital literacy (DL), use of the tablet and smartphone, prior training in the use of computer and frequency of computer use significantly affect students' attitude towards using ICT.
Publisher: International Society for Educational Technology KerkoCite.ItemAlsoKnownAs: 2339240:GN89MJ8X 2405685:YJQ7SI9N
Keywords: Computer Literacy; Educational Technology; Foreign Countries; Handheld Devices; Incidence; Secondary School Students; Student Attitudes; Student Characteristics; Technological Literacy; Technology Uses in Education; Telecommunications; Training; ⛔ No DOI found

Investigating the relationship between students’ digital literacy and their attitude towards using ICT - Jan, Salma (International Journal of Educational Technology, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:83946ZQQ 2405685:GXYYF63V
Keywords: ⛔ No DOI found

Investigating the mediating role of online learning motivation in the COVID-19 pandemic situation in Bangladesh - Rahman, Md. H Asibur; Uddin, Mohammad Shahab; Dey, Anamika (Journal of Computer Assisted Learning, 2021)
The purpose of this paper is to investigate the mediating role of online learning motivation (OLM) in the COVID-19 pandemic situation in Bangladesh by observing and comparing direct lectures (DL), instructor–learner interaction (ILI), learner–learner interaction (LLI), and internet self-efficacy (ISE) as predictors of OLM and online learning satisfaction (OLS). Data were collected from 442 undergraduate and graduate students from more than 35 universities in Bangladesh. To test the hypotheses, the PLS-SEM approach was applied using SmartPLS 3.0. The study shows a significant mediating role of OLM between the independent variables and learning satisfaction. In addition, DL, ILI, and ISE are shown to be significant predictors of student satisfaction. The findings have a number of valuable implications for education policy makers, universities, instructors, and students. Moreover, the study suggests some new research perspectives to overcome the limitations of this research and to gain precise knowledge on students' learning motivation and satisfaction regarding other online classes for different categories of students (e.g., high school and college, professional, and PhD).
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12535 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12535 2339240:D2LCXIHU 2405685:DUEDNPFM
Keywords: Bangladesh; COVID-19; interactions; learning motivation; learning satisfaction; online education

Investigating the Impact on Learning Outcomes Through the Use of EdTech During Covid-19: Evidence from an RCT in the Punjab province of Pakistan - Adil, Fareeha; Nazir, Rabia; Akhtar, Misbah (EdTech Hub, 2021)
The objective of the current study is to test the impact of low-tech solutions on maths, Urdu, and English scores for students in the underdeveloped district of Bahawalnagar, which is situated in the southern part of Punjab in Pakistan. The target population for this study is Grade 8 students attending private schools. We have tested the impact of three interventions, namely: Teaching at the right level (TaRL), Fortnightly assessments (FAS) Digital teacher training sessions (DTS) Our findings show a significant and positive ‘Intention to Treat’ (ITT) impact on Urdu and English scores of the students in the TaRL treatment group. The students increased their English and Urdu scores by 0.56 SD. However, we found no significant impact of the intervention on maths scores in the TaRL treatment group. Fortnightly assessments and digital teacher training sessions were also found to contribute to higher English scores of the students. However, we found no ITT impact on the maths and Urdu scores for these treatment groups. The Local Average Treatment Effect (LATE) analysis revealed positive and significant improvement in Urdu and English scores of the students in the TaRL treatment group. Key stakeholders whom we interviewed suggested that redesigning the curriculum and incorporating TaRL within this approach could facilitate enhancement in learning outcomes in students in deprived areas. Our findings are important to help inform policymakers on the importance of designing and implementing cost-effective, low-tech solutions to help reduce learning gaps. An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5654887 10.53832/edtechhub.0067 2339240:VNTPMCJQ 2339240:XLHSGBDA 2405685:FSVST5BF 2405685:HVDCZZVG 2405685:L5WPA5SN 2405685:YWENAQDF
Keywords: _r:AddedByZotZen

Investigating the Impact of Content Repetition on Digital Personalised Learning Tools for Early Grade Learners - Sun, Chen; Daltry, Rebecca; Major, Louis; Friedberg, Aidan (EdTech Hub, 2025)
This is the third in a series of evidence briefs, reporting on four A/B/n tests which explore different features to enhance digital personalised learning (DPL) tools. This brief investigates the impact of repeating learning content for pre-primary learners on learner device usage and learning outcomes. The A/B test found that content repetition had an impact on literacy and numeracy outcomes for PP2 learners. PP2 learners’ usage of the DPL tool was significantly reduced with content repetition. However, considering the small size of the mixed-methods sample, caution should be taken when interpreting these results. Recommendations for DPL providers and researchers are discussed, taking into account contextual factors. Keywords: low- and middle-income countries; digital personalised learning; pre-primary education; classroom-integrated implementation; repetition An output of EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 13117639 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1048 ZenodoArchiveConcept: 13117638
Keywords: _r:AddedByMyEducationEvidence

Investigating The Benefits Of Incorporating Technology In Instructional Curriculum: Pre-Service Teachers' Perspectives From Ghana - Wiafe, Bernard; Akaadom, Bernard (International Journal of Advanced Research, 2019)
The use of technology has gained worldwide recognition in all professions. Teachers have resorted to several technology tools to enhance the work they do in the classroom and to facilitate the understanding of what they teach their students to enhance easy recall and for students to remember what they learn in class. The use of technology tools in the classroom in Ghana has not received much attention from teachers because of challenges with respect to technological infrastructural development. However, with the inclusion of technology in the teacher colleges of education curriculum, new teachers are being trained to incorporate technology into classroom instruction to change the face of teaching and make learners more eager to learn by bringing the understanding of concepts much more clearly to students. The study adopted a mixed method approach to bring to light, the perspectives of teacher trainees and tutors in colleges on the benefits both the teacher and the learner stand to gain in using technologies to deliver instruction in the classroom. It came to light that although there are challenges pre-service teachers tend to face in terms of access to such technologies, they still do their best to include technologies in their lessons whenever possible. This is because of the fact that learners tend to do well on instruction received on lessons delivered using technology as compared to lessons delivered without using technology based on their experience in using both approaches in the classroom. Keywords: Technology, instruction, benefits, curriculum.
KerkoCite.ItemAlsoKnownAs: 2339240:CALRBHZL 2405685:35ERS5DI
Keywords: ⛔ No DOI found

Investigating the barriers to change management in public sector educational institutions - Al-Alawi, Adel Ismail; Abdulmohsen, Muna; Al-Malki, Fatema Mohamed; Mehrotra, Arpita (International Journal of Educational Management, 2019)
Purpose – The purpose of this paper is to explore barriers to the change management in the public sector of educational institutions such as public schools of the Ministry of Education in the GCC countries. The exploration of the research is based on the ADKAR change management model that consists of five key elements, which are awareness, desire, knowledge, ability and reinforcement. The ADKAR model was used for many reasons, among these reasons is that it allows management to separate the change process into parts, pinpointing where change is failing and addressing that impact point.
KerkoCite.ItemAlsoKnownAs: 10.1108/ijem-03-2018-0115 2339240:VAJE86HZ 2405685:LD8TF3AS

Investigating the Activity Levels of School Quality Assurance Officers in Sierra Leone - Beoku-Betts, Iman; Leh Wi Lan (EdTech Hub, 2023)
Since the launch of the Free Quality School Education (FQSE) Programme in 2018, the Sierra Leone Ministry of Basic and Senior Secondary Education (MBSSE) has prioritised the use of data for decision-making across several education reform programmes. Part of this vision has been to build systems to measure school quality through School Quality Assurance Officers (SQAOs) using data collection and feedback. This system includes using tools for teacher management, lesson observations, school improvement, and attendance monitoring. This report presents findings from qualitative research conducted in three districts in Sierra Leone. The aim is to provide the MBSSE and other partners with insights to understand the variation in and what is needed to maximise SQAO activity levels, increase principal engagement with digital tools, and support and promote quality visits to schools. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7521375 ZenodoArchiveConcept: 7521374 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7521375 10.53832/edtechhub.0154 2405685:AHVWDNGT
Keywords: _r:AddedByZotZen

Investigating Thai teachers attitudes toward students with autism - Little, Cathy; Vibulpatanavong, Kanokporn; Evans, David (วารสารวิจัยทางการศึกษา คณะศึกษาศาสตร์ มหาวิทยาลัยศรีนครินทรวิโรฒ, 2014)
Greater numbers of students with Autism are being educated in mainstream settings, enrolled in regular classes, placed with ‘regular’ students, and with teachers who often have limited experience or knowledge about their specific disability. Teachers, with limited knowledge of disability, struggle to successfully include these students into their classes. However, a powerful predictor of successful inclusion of students with a disability into mainstream classrooms is the attitude of the general education teacher (Ainscow, 2007). A plethora of research abounds to empirically support what is known about quality teaching practice for students with Autism, yet this same research highlights teachers concerns of lack of knowledge, lack of support systems and overriding legislative policy as primary obstacles to the inclusion process. Research suggests that teachers of students with Autism have limited knowledge about the specific traits and idiosyncrasies that define these students learning styles and behaviours.This research investigated the attitudes of Thai teachers toward their students with Autism. Attitudes were defined by four constructs: attitude toward inclusion, teacher effectiveness, academic climate, and social inclusion. A key premise of this research was that positive teacher attitude was strongly related to more successful outcomes for students. This research utilised a mixed methods design over two phases, using both survey data and qualitative case studies. The following paper reports only on phase one of the research, the responses to the Teacher Attitudes Survey. Participants of the study were 404 teachers from seven schools in Bangkok. Results showed an ongoing need to assist teachers in building their confidence and knowledge in catering for students with Autism in the regular classroom. Teacher confidence (effectiveness) in meeting the education needs of students with Autism was reported as limited, yet teachers reported their understanding about the social inclusion of students with Autism in the regular school setting to be positive. Keywords : Attitudes, Autism, Education, Inclusion, Social Inclusio
KerkoCite.ItemAlsoKnownAs: 2339240:88H338PB 2405685:3KG9G7JY
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Investigating students' perceptions on mobile learning services - Almaiah, Mohammed Amin; Jalil, Masita Abdul (International Journal of Interactive Mobile Technologies (iJIM), 2014)
M-learning is a form of learning, which has similarities and differences with the electronic learning (elearning). It is mainly based on the use of the mobile wireless technologies that allow for learners to easily access learning materials anytime he desires and anywhere, whether on campus or off campus. Therefore, this creates a new flexible learning environment in the context of different learning settings. Students' perception of such technology is one of the most important factors for successful adoption of m-learning in the higher education environment. This study is conducted to investigate the perceptions of students in University Malaysia Terengganu (UMT) to move towards applying m-learning in their studies by using their mobile devices and to explore their expectations on mobile learning services. A total number of 91 undergraduate students majoring in computer science participated in the study. The findings show that the students have positive perception towards mobile learning and would like to use their mobile devices for both learning and administrative services.
KerkoCite.ItemAlsoKnownAs: 10.3991/ijim.v8i4.3965 10/gjvp54 2339240:DT6TCMRL 2405685:RT5KQENL

Investigating risks and opportunities for children in a digital world: A rapid review of the evidence on children's internet use and outcomes - Stoilova, M.; Livingstone, S.; Khazbak, R. (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:6EVYCKBZ 2405685:7VBGU59I

Investigating Indonesian teachers' knowledge and use of ICT in mathematics teaching - Mailizar, Mailizar (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:BZKS5TET 2405685:59SUXIVC
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Investigating ICTs for Education in Marginalized Communities - Kamal, Mehruz; Diksha, Diksha (2019)
The Agenda for Sustainable Development is a universal agenda to eliminate poverty through sustainable development by 2030. When it was adopted in 2015, the international community recognized that education was essential for the success of all seventeen of its goals. Ambitions for education are captured in Sustainable Development Goal 4, which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” The United Nations has explicitly stated the importance of using ICTs in achieving educational opportunities. Since then, very few studies have tackled the issue. The findings so far, do not provide detailed guidance on the impact of ICTs in this domain. The purpose of this study is to contribute to this gap by integrating research in the fields of Information Systems, Development studies, and Psychology to understand the factors for facilitating educational objectives through ICTs within marginalized communities.
KerkoCite.ItemAlsoKnownAs: 2339240:AS7RGTC4 2405685:VHKEV9JL
Keywords: Google Scholar/ "education technology" refugees; RER theme_pedagogies and modalities; ⛔ No DOI found

Investigating effects of using digital video in teacher training in Cambodia - Lok, Leandra; Schellings, Gonny; Brouwer, Niels; Brok, Perry Den (Journal of Technology and Teacher Education, 2018)
While research has shown that video can be an effective tool in the professional learning of teachers in industrialized countries, it is unknown whether this is also true for other countries with distinctive cultural, political, and historical contexts, such as Cambodia. This paper presents results from a study which examined the effectiveness of using video to introduce student-centered teaching to teachers in Cambodia. The training consisted of collaboratively watching and discussing videos of teaching practices. A 2x2 design was used, varying group conditions (team versus pair) and...
Publisher: Society for Information Technology & Teacher Education KerkoCite.ItemAlsoKnownAs: 2339240:2DX9UEXA 2405685:XK4TIVSF
Keywords: ⛔ No DOI found

Investigating effects of using digital video in teacher training in Cambodia - Lok, Leandra; Schellings, Gonny; Brouwer, Niels; Den Brok, Perry (Journal of Technology and Teacher Education, 2018)
While research has shown that video can be an effective tool in the professional learning of teachers in industrialized countries, it is unknown whether this is also true for other countries with distinctive cultural, political, and historical contexts, such as Cambodia. This paper presents results from a study which examined the effectiveness of using video to introduce student-centered teaching to teachers in Cambodia. The training consisted of collaboratively watching and discussing videos of teaching practices. A 2x2 design was used, varying group conditions (team versus pair) and relevance of the material (model video versus action video). The findings indicated that although it was not possible to determine if there had been changes in teacher behavior, using video had led to an increase in teachers' perceived knowledge of student-centered teaching, especially for the team and the model video conditions.
Publisher: Association for the Advancement of Computing in Education, P.O. Box 1545, Chesapeake, VA 23327 KerkoCite.ItemAlsoKnownAs: 2405685:DBMD28PC 2534378:5IAKXKPQ 2534378:INDI72PC 2534378:W5INGKSD 2534378:ZPX4ANVW
Keywords: Active Learning; Behavior Change; Cambodia; Cultural Context; ERIC; Current Index to Journals in Education (CIJE); Education–Computer Applications; Faculty Development; Foreign Countries; Instructional Effectiveness; Knowledge Base for Teaching; Learning; Mixed Methods Research; Questionnaires; Student Centered Learning; Studies; Teacher Attitudes; Teacher Behavior; Teacher education; Teachers; Teaching; Teaching Methods; Training; Video; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2095890; __finaldtb; ⛔ No DOI found

Investigating educational change: The Aga Khan University Institute for educational development teacher education for school improvement model - Khamis, Anil; Sammons, Pamela (International Journal of Educational Development, 2007)
This article continues the analyses of the impact of an innovative teacher education programme aimed at school improvement in a developing country context (A. Khamis, P. Sammons, 2004. The development of a cadre of teacher educators: some lessons from Pakistan. International Journal of Educational Development, 24(3), 255–268). Building on recent publications that have analysed outcomes of the teacher education programme and how the cadre of teacher educators has worked to initiate improvement in schools in Pakistan. The article considers the ‘teacher education for school improvement model’ based on findings from the case studies of nine co-operating school. Lessons are presented to further inform the development of teacher education programmes and the measurement of effectiveness of such programmes in developing country contexts. The article further considers relevant international research on educational change and reform to draw further lessons. These lessons include the need to pay greater attention to the cultural contexts and milieu in Pakistan, and the need to create models of school improvement and teacher education that originate within developing country contexts rather than the adaptation of European/North American models that are based on sources of data in those contexts. The article concludes by arguing for the need to develop better theoretical understandings from the current innovations underway and placing the onus on intervening agencies to better inform educational change strategies promoted in developing country contexts.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2006.12.006 2339240:9NIU3EAU 2405685:AVG9NPXF
Keywords: Developing countries; Educational change; Innovation; Pakistan; School improvement; Teacher education

invest2innovate
Library Catalog: invest2innovate.com KerkoCite.ItemAlsoKnownAs: 2405685:G8V7DHI7

invest2innovate (2020)
Library Catalog: invest2innovate.com KerkoCite.ItemAlsoKnownAs: 2339240:7LEYDWIS 2405685:G8V7DHI7 2405685:Z5AAYWS4

Introduction to the systems approach in educational planning and management - Kraft, Richard H.P.; Latta, Raymond F. (Educational Technology, 1972)
Publisher: Educational Technology Publications, Inc. KerkoCite.ItemAlsoKnownAs: 2339240:T6LXP9KD 2405685:PAJWEYYU
Keywords: ⛔ No DOI found

Introduction to Technology-Enabled Learning | MOOCs For Development - Commonwealth of Learning
KerkoCite.ItemAlsoKnownAs: 2339240:ZQ463V3R 2405685:JGEP6ZEA

Introduction to systems thinking - Kim, Daniel H. (Pegasus Communications Waltham, MA, 1999)
KerkoCite.ItemAlsoKnownAs: 2339240:J44NEUSY 2405685:NKH3MT9C

Introduction to Systems Theory | Wiley (Wiley.com)
Niklas Luhmann ranks as one of the most important sociologists and social theorists of the twentieth century. Through his many books he developed a highly original form of systems theory that has been hugely influential in a wide variety of disciplines. In Introduction to Systems Theory, Luhmann explains the key ideas of general and sociological systems theory and supplies a wealth of examples to illustrate his approach. The book offers a wide range of concepts and theorems that can be applied to politics and the economy, religion and science, art and education, organization and the family. Moreover, Luhmann’s ideas address important contemporary issues in such diverse fields as cognitive science, ecology, and the study of social movements. This book provides all the necessary resources for readers to work through the foundations of systems theory – no other work by Luhmann is as clear and accessible as this. There is also much here that will be of great interest to more advanced scholars and practitioners in sociology and the social sciences.
KerkoCite.ItemAlsoKnownAs: 2339240:SBP94GMQ 2405685:7YWJ6LX3

Introduction to systems theory - Luhmann, Niklas; Baecker, Dirk; Gilgen, Peter (Polity Cambridge, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:X232ZWJN 2405685:485X4Q3H
Keywords: ___working_potential_duplicate; auto_merged

Introduction to Systematic Reviews - Serbic, Danijela (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:QZ275HD2 2405685:NQ9IFWKD QZ275HD2

Introduction To Mixed Methods In Impact Evaluation - Bamberger, M. (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:VR8UU3JQ 2405685:MTREI8RF

Introduction to Gilgit-Baltistan: Geographical, Cultural, and Historical overview – North Times - Aziz, Baqir (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:M8N7SV9F 2405685:CTXM6PDE

Introduction of an EdTech intervention to support learning of foundational skills in Sierra Leone: policy, teacher, and community perspectives - Lurvink, Anne-Fleur; Pitchford, Nicola J. (Frontiers in Education, 2023)
Background: Like many other countries, Sierra Leone faces significant challenges with primary education resulting in many children leaving primary school without acquiring basic foundational skills. To address these challenges, an educational technology (EdTech) intervention was implemented in 20 primary schools located in two marginalized districts in Sierra Leone. While this EdTech intervention has been shown to raise learning outcomes, little is known about the impacts on the broader education ecosystem. This paper investigates how this EdTech intervention might address some the challenges faced with primary education in Sierra Leone, by examining policy, teacher, and community perspectives. Method: A mixed methods approach was employed which included a policy mapping exercise, a survey of teachers training needs in supporting the development of foundational skills with grade 1 learners, an interview with teachers after they had delivered the EdTech intervention to garner their perceptions and experiences of using the technology in their class, and focus groups with teachers and other community members to gain insights into how the EdTech intervention had been received. Results: Findings from the policy mapping exercise and quantitative data from the survey of teacher training needs were triangulated with qualitative data from the interviews and focus groups. Four key themes emerged relating to the effective and sustained use of this EdTech intervention to support the acquisition of foundational skills by primary school children in Sierra Leone: (1) the need for continued teacher professional development, (2) the use of English as the language of instruction, (3) access to the technology by children with special educational needs and disabilities (SEND), and (4) the importance of active community engagement in supporting the intervention. Discussion: Collectively, results indicated that the EdTech intervention employed in this study aligned well to the education policy in Sierra Leone. Enhanced teacher training is needed, especially in using English as the language of instruction, and continued community engagement is essential for scaling the intervention effectively and ensuring that all children, including those with SEND, access the technology at primary school. These results have implications for other EdTech intervention deployed in resource-poor settings to enhance learning of foundational skills.
KerkoCite.ItemAlsoKnownAs: 2339240:J83HRBE6 2405685:BTDXQFJ9

Introducing the EdTech Hub Specialist Network - Dzinotyiweyi, Monica; Mullan, Joel (EdTech Hub, 2020)
What is the Specialist Network? We’re an international group of experts with substantial practical experience in developing and implementing education and EdTech programmes around the world. The Specialist Network allows the EdTech Hub to draw on a wide range of context-specific and subject-specific experience and expertise. We have a particular focus on supporting the Hub’s Helpdesk, providing additional capacity to…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708248 2405685:CK8F2SMX
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Introducing the EdTech Hub’s programme for research in low-income countries – The EdTech Hub - Hennessy, Sara (EdTech Hub, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:A7H9CPGD A7H9CPGD
Keywords: LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

Introducing Systems Approaches - Reynolds, Martin; Holwell, Sue
KerkoCite.ItemAlsoKnownAs: 2339240:BRSN7YUY 2405685:6KUAXMRH
Keywords: ❓ Multiple DOI

Introducing Smart Teaching and Learning (INSTAL) - Sindh Education Foundation, Government of Sindh
SEF|Sindh Education Foundation government of Sindh Sindh Education Foundation (SEF), was established under the Sindh Education Foundation Act, 1992 as a semi-autonomous organization committed to educating and empowering children and communities towards social change by ensuring access to educational facilities and quality education. towards social change by ensuring access to educational facilities and quality education access to educational facilities and quality education.
Library Catalog: www.sef.org.pk KerkoCite.ItemAlsoKnownAs: 2405685:LJS3SGQM

Introducing Smart Teaching and Learning (INSTAL) - Sindh Education Foundation, Government of Sindh (2020)
SEF|Sindh Education Foundation government of Sindh Sindh Education Foundation (SEF), was established under the Sindh Education Foundation Act, 1992 as a semi-autonomous organization committed to educating and empowering children and communities towards social change by ensuring access to educational facilities and quality education. towards social change by ensuring access to educational facilities and quality education access to educational facilities and quality education.
Library Catalog: www.sef.org.pk KerkoCite.ItemAlsoKnownAs: 2339240:NLBY5CB6 2405685:I7TZL8R7 2405685:LJS3SGQM

Introducing mobile technology for enhancing teaching and learning in Bangladesh: teacher perspectives - Shohel, M. Mahruf C.; Power, Tom (Open Learning: The Journal of Open, Distance and e-Learning, 2010)
This paper reviews the themes emerging from Bangladeshi teachers' experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies-enhanced supported open distance learning programme of professional development in English-language teaching. This paper presents evidence arising from semi-structured interviews carried out with teachers from a pre-pilot study for the English in Action project. The teachers participating in this study reflect upon six months' experience of using professional development materials (course material of audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text-book reading passages, songs, poems and stories), all accessed via portable digital media players (iPods). (Contains 1 table and 1 figure.)
Publisher: Routledge, Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/815957037?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/02680513.2010.511953 10/brrchv 2339240:9GRACLAU 2405685:BFA3BZUN 2534378:HMHCMR9X 2534378:KT2WCVFZ 2534378:QXQHZY9I 2534378:UJQAALFW 2534378:ZJT5CTY3
Keywords: BANGLADESH; Bangladesh; COMPUTER assisted language instruction; COMPUTERS in education; CONTINUING education; Computer Assisted Instruction; DISTANCE education; Developing Nations; Digital audio players; Distance Education; Distance learning; ENGLISH language – Study & teaching – Foreign speakers; ERIC; Current Index to Journals in Education (CIJE); Education–Teaching Methods And Curriculum; Educational Development; Educational Technology; Educational technology; Elementary Secondary Education; English (Second Language); English in Action support model; English language; Foreign Countries; Handheld Devices; Higher Education; Inservice Teacher Education; Interviews; LANGUAGE teachers; Language instruction; Multimedia Instruction; OPEN learning; Open Universities; Pilot Projects; Postsecondary Education; Professional development; Program Descriptions; Program Development; Program Effectiveness; Protocol Materials; SECONDARY education; Second Language Instruction; Secondary Education; Secondary School Teachers; Studies; TEACHER development; TEACHERS – Attitudes; TELEMATICS; Teacher Attitudes; Teachers; Technology Integration; United Kingdom; Video Technology; _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2098161; ___working_potential_duplicate; __finaldtb; auto_merged; mobile learning; mobile technology; technology intervention

Introducing mobile technology for enhancing teaching and learning in Bangladesh: teacher perspectives - Shohel, M. Mahruf C.; Power, Tom (Open Learning: The Journal of Open, Distance and e-Learning, 2010)
This paper reviews the themes emerging from Bangladeshi teachers’ experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies‐enhanced supported open distance learning programme of professional development in English‐language teaching. This paper presents evidence arising from semi‐structured interviews carried out with teachers from a pre‐pilot study for the English in Action project. The teachers participating in this study reflect upon six months’ experience of using professional development materials (course material of audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text‐book reading passages, songs, poems and stories), all accessed via portable digital media players (iPods).
Publisher: Routledge _eprint: https://doi.org/10.1080/02680513.2010.511953 shortDOI: 10/brrchv KerkoCite.ItemAlsoKnownAs: 10.1080/02680513.2010.511953 10/brrchv 2405685:EEAEL6VW 2405685:UTNGW9R7
Keywords: Bangladesh; C:Bangladesh; English in Action support model; ___working_potential_duplicate; mobile learning; mobile technology; technology intervention

Introducing Meta Llama 3: The most capable openly available LLM to date - Meta (Meta AI, 2024)
Today, we’re introducing Meta Llama 3, the next generation of our state-of-the-art open source large language model. In the coming months, we expect to share new capabilities, additional model sizes, and more.
KerkoCite.ItemAlsoKnownAs: 2405685:NB5CKG83

Introducing ICT into Teacher-Training Programs: Problems in Bangladesh - Khan, Shahadat Hossain; Hasan, Mahbub (Journal of Education and Practice, 2013)
Information and Communication Technology can offer more adaptable and efficient ways of teacher training for improvement of quality of professional development programs. But the use of ICT into teacher training usually faces certain obstacles. In this paper, we identified different barriers of introducing ICT into teacher training model (this model had been discussed by the authors in a separate paper, titled as “A model for integrating ICT into teacher training programs in Bangladesh based on TPCK) in Bangladesh, a developing country. We then described the strategies to overcome these problems for improving the current status of ICT integration into teacher training. Finally, we concluded with emerging research issues and offered pertinent recommendation with respect to ICT integration into teacher training program for improving quality of teaching in Bangladesh.
KerkoCite.ItemAlsoKnownAs: 2339240:JV86HLB6 2405685:L7TKD9JC
Keywords: ⛔ No DOI found

Introducing ICT into schools in Rwanda: Educational challenges and opportunities - Rubagiza, Jolly; Were, Edmond; Sutherland, Rosamund (International Journal of Educational Development, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2010.06.004 2339240:KZWZNYJD 2405685:SGQ638Q2

Introducing ICT into schools in Rwanda: Educational challenges and opportunities - Rubagiza, Jolly; Were, Edmond; Sutherland, Rosamund (International Journal of Educational Development, 2011)
The Rwandan government views Information and Communication Technology (ICT) as a key tool for transforming the economy, with the education sector playing an important role in developing the necessary human resources. Since 2000 there has been a big push to introduce computers into schools and integrate ICT into the education curriculum through a range of initiatives. Within this paper we draw on the research of EdQual, a DFID funded project in order to examine issues related to the use of ICTs in schools in Rwanda. We argue that the potential of ICT will not be realised by the mere introduction of computers and ICT infrastructure in schools. We show that current policy initiatives appear to be disadvantaging particular groups, such as girls and those living in rural communities. Drawing on Sen's capability approach as a framework for theorising issues of education policy and social justice, we discuss how engagement with ICT can be reconceptualised as access to the capability of what Jenkins calls participatory culture. We also argue that without a shift in practices of teaching and learning with ICT in schools young people are not likely to learn how to exploit the capabilities offered by access to ICT.
shortDOI: 10/fbzpsx KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2010.06.004 10/fbzpsx 2339240:598XB2ZB 2339240:XMRM5J74 2405685:DP4TMVIX 2405685:QHGK2FVA
Keywords: Curriculum; Education; ICT; Rwanda; Social justice

Introducing ICT into schools in Rwanda: Educational challenges and opportunities - Rubagiza, Jolly; Were, Edmond; Sutherland, Rosamund (International Journal of Educational Development, 2011)
The Rwandan government views Information and Communication Technology (ICT) as a key tool for transforming the economy, with the education sector playing an important role in developing the necessary human resources. Since 2000 there has been a big push to introduce computers into schools and integrate ICT into the education curriculum through a range of initiatives. Within this paper we draw on the research of EdQual, a DFID funded project in order to examine issues related to the use of ICTs in schools in Rwanda. We argue that the potential of ICT will not be realised by the mere introduction of computers and ICT infrastructure in schools. We show that current policy initiatives appear to be disadvantaging particular groups, such as girls and those living in rural communities. Drawing on Sen's capability approach as a framework for theorising issues of education policy and social justice, we discuss how engagement with ICT can be reconceptualised as access to the capability of what Jenkins calls participatory culture. We also argue that without a shift in practices of teaching and learning with ICT in schools young people are not likely to learn how to exploit the capabilities offered by access to ICT.
44 citations (Crossref) [2024-04-29] KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2010.06.004 2339240:S5P5M8MB 2405685:RQIF6DT4
Keywords: Curriculum; Education; ICT; Rwanda; Social justice; ⛔ No INSPIRE recid found

Introducing ICAN (International Common Assessment of Numeracy)- as a Global Learning Metric - PAL network
KerkoCite.ItemAlsoKnownAs: 2405685:3V87FHRY 2486141:PI69K7KQ

Introducing EIDU’s solver platform: Facilitating open collaboration in AI to help solve the global learning crisis - Friedberg, Aidan (Artificial intelligence in education. Posters and late breaking results, workshops and tutorials, industry and innovation tracks, practitioners’ and doctoral consortium, 2022)
Series Title: Lecture Notes in Computer Science KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-031-11647-6_18 2405685:XNNB5TQS

Introducing: A political economy framework for EdTech evidence uptake - Pellini, Arnaldo; Nicolai, Susan; Kreimeia, Adam; Wilson, Sam (EdTech Hub, 2021)
“Without context, words and actions have no meaning at all” – Gregory Bateson Evidence only makes a difference if it is used. While the EdTech field suffers from significant gaps in knowledge, more research won’t mean much unless it can be used to inform policy and decision-making. And to do this, an understanding of the context and of how individuals…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707924 2405685:24RG82ZT
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Intrinsic and extrinsic motivations: classic definitions and new directions - Ryan, Richard M.; Deci, Edward L. (Contemporary Educational Psychology, 2000)
Intrinsic and extrinsic types of motivation have been widely studied, and the distinction between them has shed important light on both developmental and educational practices. In this review we revisit the classic definitions of intrinsic and extrinsic motivation in light of contemporary research and theory. Intrinsic motivation remains an important construct, reflecting the natural human propensity to learn and assimilate. However, extrinsic motivation is argued to vary considerably in its relative autonomy and thus can either reflect external control or true self-regulation. The relations of both classes of motives to basic human needs for autonomy, competence and relatedness are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1006/ceps.1999.1020 2339240:X6N9P7QB 2405685:QLADEWI4

Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions - Ryan, Richard M.; Deci, Edward L. (Contemporary Educational Psychology, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.cedpsych.2020.101860 2339240:H7GQ3NBI 2405685:HGBR3JY8

Intraclass correlation values for planning group-randomized trials in education - Hedges, Larry V.; Hedberg, E. C. (Educational Evaluation and Policy Analysis, 2007)
Experiments that assign intact groups to treatment conditions are increasingly common in social research. In educational research, the groups assigned are often schools. The design of group-randomized experiments requires knowledge of the intraclass correlation structure to compute statistical power and sample sizes required to achieve adequate power. This article provides a compilation of intraclass correlation values of academic achievement and related covariate effects that could be used for planning group-randomized experiments in education. It also provides variance component information that is useful in planning experiments involving covariates. The use of these values to compute the statistical power of group-randomized experiments is illustrated.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0162373707299706 2339240:SH7TIT4V 2405685:32US7S89

Interview with the Statistics, Research & Information Management Directorate on data governance practices within the Ghana Ministry of Education. - Sackey, Robert (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:RGTDU93T 2405685:U8P9D9ZD

Interview with the National Teaching Council on data governance practices within the Ghana Ministry of Education. - Daniel, Asai Boso (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:KQX8LW2T 2405685:93DQHEKS

Interview with the Ghana Library Authority on data governance practices within the Ghana Ministry of Education. - Dennis, Mawuli Dakudzie (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:LDW4WJHK 2405685:BRPTDPR4

Interview with the Ghana Education Service on data governance practices within the Ghana Ministry of Education. - Fred, Binkorang (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:6SUJY7SC 2405685:NPGMPZLS

Interview with the Center for National Distance Learning and Open School on data governance practices within the Ghana Ministry of Education. - CENDLOS (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:9N63SQZZ 2339240:A3P7Y95M 2405685:AAK65MWF 2405685:KI7ZJ29W

Interventions to enhance girls' education and gender equality: Education rigorous literature review - Unterhalter, Elaine; North, Amy; Arnot, Madeleine; Lloyd, Cynthia; Moletsane, Lebo; Murphy-Graham, Erin; Parkes, Jenny; Saito, Mioko (Department for International Development, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:GSN37EPX 2405685:MJFFTV6X

Interventions for improving learning outcomes and access to education in low- and middleincome countries: A systematic review - Snilstveit, Birte; Stevenson, Jennifer; Phillips, Daniel; Vojtkova, Martina; Gallagher, Emma; Schmidt, Tanja; Jobse, Hannah; Geelen, Maisie; Grazia Pastorello, Maria (International Initiative for Impact Evaluation, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:9EA7KUXQ 2405685:FKHIT7B6

Interventions for improving learning outcomes and access to education in low- and middle- income countries: a systematic review | 3ie - Snilstveit, Birte; Stevenson, Jennifer; Phillips, Daniel; Vojtkova, Martina; Gallagher, Emma; Schmidt, Tanja; Jobse, Hannah; Geelen, Maisie; Pastorello, Maria Grazia; Eyers, John (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:GW2FC6EG 2405685:R68ITM25

Interventions for children with dyslexia: A review on current intervention methods - Yuzaidey, Nurul Anis Mohd; Din, Normah Che; Ahmad, Mahadir; Ibrahim, Norhayati; Razak, Rogayah A.; Harun, Dzalani (Med J Malaysia, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:SD9ESZS8 2405685:5JIB8B6A
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Intersectionality theory and practice - Atewologun, Doyin (Oxford research encyclopedia of business and management, 2018)
Intersectionality is a critical framework that provides us with the mindset and language for examining interconnections and interdependencies between social categories and systems. Intersectionality is relevant for researchers and for practitioners because it enhances analytical sophistication and offers theoretical explanations of the ways in which heterogeneous members of specific groups (such as women) might experience the workplace differently depending on their ethnicity, sexual orientation, and/or class and other social locations. Sensitivity to such differences enhances insight into issues of social justice and inequality in organizations and other institutions, thus maximizing the chance of social change.
KerkoCite.ItemAlsoKnownAs: 10.1093/acrefore/9780190224851.013.48 2339240:343YCBLT 2405685:39C4YXEE

Intersectionality as a lens to the COVID-19 pandemic: implications for sexual and reproductive health in development and humanitarian contexts - Lokot, Michelle; Avakyan, Yeva (Sexual and Reproductive Health Matters, 2020)
shortDOI: 10/ggv23f KerkoCite.ItemAlsoKnownAs: 10/ggv23f 2405685:VMGH2PUG

Intersecting inequalities - Jones, Nicola; Presler-Marshall, Elizabeth; Anh, Tran (Empowering Adolescent Girls in Developing Countries, 2018)
KerkoCite.ItemAlsoKnownAs: 10.4324/9781315180250-7 2339240:X9V5T5MI 2405685:EE6SQGW4

Interrogating gender divides in technology for education and development: The case of the one laptop per child project in Ghana - Steeves, H. Leslie; Kwami, Janet (Studies in Comparative International Development, 2017)
The One Laptop per Child (OLPC) project aims to make low-cost computers accessible to the “world’s poorest children,” presuming that the gadgets will support their empowerment via education. The project’s success globally, however, has been mixed at best, with many countries terminating their purchases due to cost, inadequate infrastructure, and negative side effects. In October 2010, Ghana suspended the country’s 3-year participation. This study examines the complex history and failure of OLPC Ghana in two pilot schools, one urban and one rural, with particular attention to gender bias. The analysis draws on interviews with government personnel, students, and teachers in the pilot classes. Despite lacking electric power in the rural community, UNDP’s Millennium Villages Project played a strong support role, making OLPC somewhat more effective with less of a gender divide in the rural school than in the urban school in Accra. Both pilot schools faced severe sustainability challenges raising decade-old questions about modernity and technological determinism. Further, in both schools, particularly the urban school, a digital divide by gender was evident.
15 citations (Crossref) [2024-04-29] KerkoCite.ItemAlsoKnownAs: 10.1007/s12116-017-9245-y 2339240:4VMARDY3 2405685:S4AUFT59
Keywords: Development; Gender; Ghana; Information communication technology (ICT); Internet; ⛔ No INSPIRE recid found

Interrogating Gender Divides in Technology for Education and Development: the Case of the One Laptop per Child Project in Ghana - Steeves, Leslie; Kwami, Janet (Studies in Comparative International Development, 2017)
The One Laptop per Child (OLPC) project aims to make low-cost computers accessible to the “world’s poorest children,” presuming that the gadgets will support their empowerment via education. The project’s success globally, however, has been mixed at best, with many countries terminating their purchases due to cost, inadequate infrastructure, and negative side effects. In October 2010, Ghana suspended the country’s 3-year participation. This study examines the complex history and failure of OLPC Ghana in two pilot schools, one urban and one rural, with particular attention to gender bias. The analysis draws on interviews with government personnel, students, and teachers in the pilot classes. Despite lacking electric power in the rural community, UNDP’s Millennium Villages Project played a strong support role, making OLPC somewhat more effective with less of a gender divide in the rural school than in the urban school in Accra. Both pilot schools faced severe sustainability challenges raising decade-old questions about modernity and technological determinism. Further, in both schools, particularly the urban school, a digital divide by gender was evident.
shortDOI: 10/ggtsmj KerkoCite.ItemAlsoKnownAs: 10.1007/s12116-017-9245-y 10/ggtsmj 2339240:DKVPCJ4N 2405685:EBIDU596 2405685:EHX857GT
Keywords: C: Ghana

Interrater Reliability in Systematic Review Methodology: Exploring Variation in Coder Decision-Making - Belur, Jyoti; Tompson, Lisa; Thornton, Amy; Simon, Miranda (Sociological Methods and Research, 2021)
A methodologically sound systematic review is characterized by transparency, replicability, and a clear inclusion criterion. However, little attention has been paid to reporting the details of interrater reliability (IRR) when multiple coders are used to make decisions at various points in the screening and data extraction stages of a study. Prior research has mentioned the paucity of information on IRR including number of coders involved, at what stages and how IRR tests were conducted, and how disagreements were resolved. This article examines and reflects on the human factors that affect decision-making in systematic reviews via reporting on three IRR tests, conducted at three different points in the screening process, for two distinct reviews. Results of the two studies are discussed in the context of IRR and intrarater reliability in terms of the accuracy, precision, and reliability of coding behavior of multiple coders. Findings indicated that coding behavior changes both between and within individuals over time, emphasizing the importance of conducting regular and systematic IRR and intrarater reliability tests, especially when multiple coders are involved, to ensure consistency and clarity at the screening and coding stages. Implications for good practice while screening/coding for systematic reviews are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1177/0049124118799372 2405685:CL8BQKLI
Keywords: coding; interrater reliability; precision; replicability; screening; systematic review; κ statistic

Internet World Stats - Usage and Population Statistics - Internet World Stats (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:KBW2E6FN

Internet Utilization: A Case of Connected Rural and Urban Secondary Schools in Kenya - Kiptalam, George Kibet; Rodrigues, Anthony Joachim (2013)
This paper looks at the utilization of the Internet among teachers and students in connected rural and urban secondary schools in Kenya. A conceptual framework composed of variables which can explain Internet utilization in Kenyan secondary schools is established and measured. Instruments based on this framework were used in the survey and covered 11 schools with school principals, teachers and students as respondents. Findings show that use of the Internet and its integration in teaching and learning in secondary education is increasing with its use more pervasive among students and teachers as a means of communication and for information searching. Internet access rates for teachers and students have been observed to be much higher in educational institutions that have made effective ICT investments in education, translating into better utilization of ICT related technologies. Strategies are suggested on how to utilize the Internet to improve educational outcomes, and recommendations given on issues that touch on ICT access and infrastructure; human resources and training; policy environment; financing and ICT investment; curriculum development and locally relevant content
KerkoCite.ItemAlsoKnownAs: 2339240:FCU9WCGE 2405685:2ZY6U5AA
Keywords: ⛔ No DOI found

Internet usage in Vietnam - Statista (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:8EK8QNF7 2405685:DRCMBYLD

Internet freedom and social media effects: democracy and citizen attitudes in Latin America - Gainous, Jason; Wagner, Kevin; Gray, Tricia (Online Information Review, 2016)
Purpose The purpose of this paper is to theorize the heightened exposure to information via the internet can lead citizens to be more critical about political conditions in their countries because using social media increases the likelihood of being exposed to dissident information. Further, the authors argue that the degree to which information is restricted, or internet access is limited, across countries can decrease this effect simply because the likelihood of exposure to a dissident flow is diminished. Design/methodology/approach The authors used survey data from the 2010 Latino Barometer to estimate a series of multilevel models to test whether citizens’ attitudes about the political conditions and about democracy in their respective countries worsen, and whether this effect is stronger in countries with higher internet freedom. Findings The results confirm that social media use has a negative influence on citizens’ attitudes about their national political conditions. In addition, respondents from those countries with more internet freedom tended to have more positive attitudes about their democracy and political conditions, generally. However, as a result of more internet freedom, the negative effects of internet and social media use on these attitudes was more pronounced in countries with more internet freedom. Originality/value These results suggest that the flow of information via the internet has substantial effect on how people feel about their government. This could be consequential for political stability, particularly in countries the conditions are not favorable. That said, these results also suggest that governments can actively decrease the odds of this dissidence building by controlling the flow of information.
Publisher: Emerald Group Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/OIR-11-2015-0351 2339240:5DKJPVYR 2405685:QIGFI5EV
Keywords: Digital information; Internet filtering; Latin America; Political attitudes; Social media

Internet Connectivity Seen as Having Positive Impact on Life in Sub-Saharan Africa - Silver, Laura; Johnson, Courtney (Pew Research Center, 2018)
EdTechHub.ItemAlsoKnownAs: 2405685:BRQSIYV5
Keywords: ___working_potential_duplicate

Internet connectivity seen as having positive impact on life in sub-Saharan Africa - Silver, Laura; Johnson, Courtney (Pew Research Center's Global Attitudes Project, 2018)
Large majorities in all six sub-Saharan countries surveyed own mobile phones. Ownership is highest in South Africa, where about nine-in-ten adults own a
EdTechHub.ItemAlsoKnownAs: 2405685:H282TBDA
Keywords: ___working_potential_duplicate

Internet connectivity in Lebanon impacted following blast (NetBlocks, 2020)
Network data from the NetBlocks internet observatory confirm that internet connectivity in Lebanon has significantly fallen following reports of an explosion on Tuesday 4 August 2020, with the outage ongoing ...
KerkoCite.ItemAlsoKnownAs: 2339240:ICIBWXZZ 2405685:FMC2WLXC

Internet access and education: key considerations for policy makers - Internet Society (2017)
The Internet has immense potential to improve the quality of education, which is one of the pillars of sustainable development. This Internet Society briefing outlines ways in which policymakers can unlock that potential through an enabling framework for access to the Internet. It sets out five priorities for policymakers: infrastructure and access, vision and policy, inclusion, capacity, and content and devices. Together these represent key considerations for unlocking access to the Internet in support of education.
KerkoCite.ItemAlsoKnownAs: 2339240:HCLYMDEI 2405685:TY6YHILD

International Telecommunications Union (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:49IVAHYE

International Standard Classification of Education (ISCED) - UNESCO Institute for Statistics (2020)
The world's education systems vary widely in terms of structure and curricular content. Consequently, it can be difficult to compare national education systems with those of other countries or to benchmark progress towards national and international goals. ...
Last Modified: 2017-09-14 Library Catalog: uis.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:JUZ9FU6T

International review of the literature of evidence of best practice models and outcomes in the education of blind and visually impaired children - Douglas, Graeme; McLinden, Mike; Steve, McCall; Pavey, Susan; Ware, J; Farrell, A (National Council for Special Education (NCSE), 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:45QZZCB8 2405685:MZA7MRZ8

International Review of Research in Open and Distributed Learning (Érudit)
The International Review of Research in Open and Distributed Learning (www.irrodl.org) est une revue numérique à comité de lecture qui diffuse des r…
KerkoCite.ItemAlsoKnownAs: 2339240:BDI3SU92 2405685:W83T2NWX

International Handbook on Education in South East Asia - Ximenes, Pedro Barreto (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:2S9UHS4C 2405685:E5AUNS9T

International handbook of information technology in primary and secondary education - Voogt, Joke; Knezek, Gerald (Springer Science+Business Media, 2008)
Extra URL: https://www.springer.com/gp/book/9780387733142 KerkoCite.ItemAlsoKnownAs: 2405685:9BC9Z253 2534378:ZTADYSJJ

International experience of using E-learning during pandemics and military conflicts - Bakhmat, Nataliia; Krasnoshchok, Inna; Voron, Olha (E-Learning Innovations Journal, 2023)
The spread of the COVID-19 pandemic and certain military conflicts and wars in different regions have become recent critical conditions in the social development of humanity, which has led to the active spread of the electronic knowledge acquisition system. Therefore, the experience of studying the peculiarities of e-learning implementation during a pandemic and military conflicts has become relevant. The purpose of this study is to implement a comprehensive review and analysis of existing scientific works on the use of e-learning in crisis conditions. For this purpose, PubMed, Scopus, WebofScince were chosen as the main scientific and metric databases, and Ebsco and Sherpa Romeo were used as additional ones. The criteria for including the literature are based on relevance, relevance to the research topic, and the availability of a detailed methodology. In addition, the emphasis was placed on the works of less than 5 authors and publications written since 2014. Thus, based on these criteria, 62 items were selected for analysis. The analysis was based on thematic and comparative methods. The results characterize the dynamics of the emergence of scientific papers on e-education. It is determined that high rates of interest are present in 2020 and 2022 (both 27.42% of the total). It has also been found that modern countries use various electronic tools to adapt to the crisis: learning platforms, management systems, electronic communications, and electronic journals. The conclusions show that international experience shows that the global education system is adapting to the challenges. E-education has also proven to be effective during military conflicts, in particular the experience of Saudi Arabia, Syria, Ukraine and other countries, which indicates the widespread use of e-education elements.
Number: 2 KerkoCite.ItemAlsoKnownAs: 10.57125/ELIJ.2023.06.25.04 2339240:8JEGRCNI 2405685:4SHKS5W3
Keywords: critical conditions; development; electronic technologies; global educational system; war conditions