Approximating the equilibrium effects of informed school choice - Neilson, Christopher A (Working Paper #628, Princeton University Industrial Relations Section, 2019)
This paper studies the potential small and large scale effects of a policy designed to produce more informed consumers in the market for primary education. We develop and test a personalized information provision intervention that targets families of public Pre-K students entering elementary schools in Chile. Using a randomized control trial, we ﬁnd that the intervention shifts parents’ choices toward schools with higher average test scores, higher value added, higher prices, and schools that tend to be further from their homes. Tracking students with administrative data, we ﬁnd that student academic achievement on test scores was approximately 0.2 standard deviations higher among treated families ﬁve years after the intervention. To quantitatively gauge how average treatment effects might vary in a scaled up version of this policy, we embed the randomized control trial within a structural model of school choice and competition where price and quality are chosen endogenously and schools face capacity constraints. We use the estimated model of demand and supply to simulate policy effects under different assumptions about equilibrium constraints. In counterfactual simulations, we ﬁnd that capacity constraints play an important role mitigating the policy effect but in several scenarios, the supply-side response increases quality, which contributes to an overall positive average treatment effect. Finally, we show how the estimated model can inform the design of a large scale experiment such that reduced form estimates can capture equilibrium effects and spillovers.
KerkoCite.ItemAlsoKnownAs: 2339240:2L3D59KP 2405685:SFXIW92Z
Keywords: ⛔ No DOI found

Approved Basic Education Statistical Booklet 2019 - Ministry of Education (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:JFBPSH7S 2405685:GBA7WEDP

Approaches to teacher professional development in low-to-middle-income countries - Power, Tom (Sustainable English language teacher development at scale: Lessons from Bangladesh, 2019)
This chapter begins by situating discussion of approaches to teacher development (TD) in the context of the grand societal challenge of Education for All (UNESCO 2014), as written into the earlier Millennium Development Goals (MDGs) and now Sustainable Development Goal (SDG) 4:‘to ensure inclusive and equitable quality education for all.’ This goal cannot be met without addressing the stark and urgent need for greater numbers of teachers who are adequately equipped with the knowledge and skills to enable effective student learning. Drawing upon personal experiences of work with teachers in LMICs over nearly two decades, the chapter argues against ‘blaming teachers’ for poor student learning outcomes, and advocates instead the development of better understandings of the often challenging contexts in which teachers practise. The chapter then critically examines common approaches to TD that have often failed adequately to equip teachers for classroom practice, outlining a broadly supported agenda for reform. Recent literature has begun to identify certain characteristics of TD programmes that are increasingly associated with effective student outcomes, in what may be an emerging consensus. These characteristics are briefly outlined, before the chapter closes with lessons learned from English in Action. EIA has both contributed to and benefitted from this emerging evidence base and Chapter 5 illustrates how the implementation of EIA exemplifies such characteristics through a cohesive programme design.
Extra URL: http://oro.open.ac.uk/57052/ KerkoCite.ItemAlsoKnownAs: 2339240:D5ABKQWT 2405685:5G9NIHEU 2405685:KJGDVY5F 2405685:P8GU4VUJ 2405685:W9CSF5TT 2534378:3KFFQRC7 2534378:RSWZTN7D
Keywords: Important; Read

Approaches to qualitative-quantitative methodological triangulation - Morse, Janice M. (Nursing research, 1991)
KerkoCite.ItemAlsoKnownAs: 2339240:T7BSX53W 2405685:M4SL5CDG

Appraising research on personalized learning: definitions, theoretical alignment, advancements, and future directions - Walkington, Candace; Bernacki, Matthew L. (Journal of Research on Technology in Education, 2020)
This article introduces a special issue comprising research on efforts to personalize learning in different academic subjects. We first consider the emergence of personalized learning (PL) and the myriad of definitions that describe its essential features. Thereafter, we introduce the articles in the special issue by examining their alignment to extant theories of learning, the instructional design features that personalize the learning experience based on a learner characteristic, and the relationships between PL design and outcomes achieved in an educational context. Based on observations of contemporary PL research, we identify key issues to be addressed by the field and recommendations for future researchers to undertake to advance a PL theory. Chief among issues with PL are the role of technology, the agency of the learner, and the absence of a consistent theoretical grounding to motivate PL design choices. Future directions that would advance PL include the adoption of a theory of change in PL design, a design-based research approach to refine PL initiatives, more intensive and iterative research in authentic classroom contexts, and a greater focus on student input into and ownership of the PL experience.
KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2020.1747757 2339240:DUK6NXYD 2405685:WF9TK4TD

Appraisal on perceived multimedia technologies as modern pedagogical tools for strategic improvement on teaching and learning - Adekunle, Salako E.; Adewale, Olumide S.; Boyinbode, Olutayo K. (International Journal of Modern Education and Computer Science, 2019)
shortDOI: 10/ggjpd6 KerkoCite.ItemAlsoKnownAs: 10.5815/ijmecs.2019.08.02 10/ggjpd6 2339240:KAJ9HGXU 2405685:D32JUS5T

Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic - Chiu, Thomas K. F. (Journal of Research on Technology in Education, 2022)
During school closures forced by the COVID-19 pandemic, remote/online learning has been adopted to help students continue to learn. Student engagement, which is energized by motivation as explained by self-determination theory (SDT), is a prerequisite for learning. Therefore, this study investigated how the three perceived psychological needs in SDT affected student engagement in online learning using pre- and post-questionnaires completed by 1201 Grade 8 and 9 students within 6 weeks of partaking in online learning. The results suggested that digital support strategies better satisfied students’ needs, that all of the needs were predictors of the level of engagement, and that relatedness support was very important.
KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2021.1891998 2339240:EGJHZX2B 2405685:65VT3EMD
Keywords: K-12 education; Online learning; pandemic; self-determination theory; student engagement

Applying the information search process model to analyze aspects in the design of serious games for children with hearing impairment - Cano, Sandra; Alghazzawi, Daniyal M.; Arteaga, Jaime Muñoz; Fardoun, Habib M.; Collazos, César A.; Amador, Viviana Bustos (Universal Access in the Information Society, 2018)
Deaf children traditionally face greater challenges and encounter difficulties particular to their abilities. The Information Search Process model (ISP) is oriented in the context of the present work as a process of searching for information about children with a hearing impairment in the area of literacy, applying the different stages of the ISP model to identify different aspects of hearing impairment. A case study was carried out at the USAER school in Aguascalientes, Mexico, a school that enables children with hearing impairments to be included in regular secondary schooling. The children here are aged 12–15 years and have literacy problems. Eight children from 7 to 11 years of age were also evaluated in the Institute for Deaf and Blind Children in Cali, Colombia. The ISP model can be deemed to have been useful for identifying the relevant needs to support both teachers and deaf children. A need was identified, to construct a game that integrates the activities undertaken following the FitzGerald keys and in turn allow them to assess learning through different activities that help increase the semantic repertoire.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10209-016-0520-x 2339240:UHUF6RAC 2405685:FBY7T8A3

Applying the general systems theory to students'conflict management in Nigeria's tertiary institutions - Oyebade, S. A. (Lagos Journal of Educational Administration and Planning, 2001)
KerkoCite.ItemAlsoKnownAs: 2339240:A2TBJ9CH 2405685:PP7FDCNC
Keywords: ⛔ No DOI found

Applying Systems Theory Through the Lens of Learning: What Does Learning Research Say? - Jones, Beau Fly; Knuth, Randy A.; Baxendale, Steve (Comprehensive Systems Design: A New Educational Technology, 1993)
Two areas of learning research, research about the learning process and views about the learner, need to be considered to guide educational stakeholders in the task of successfully redesigning schools to promote learning. The most meaningful learning results from an instructional design based on learning research. Research in the application of systems theory in education has profound implications for curriculum, instruction, and assessment in schools.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-642-58035-2_24 2339240:MMLQC3TU 2405685:2GAEJH8C
Keywords: Affective education; IQ; cognitive theory; creative thinking; critical thinking; educational research; intelligence; learner; learning processes; learning strategies; learning theories; metacognition; multiple intelligences; schema theories; school restructuring

Applying Systems Design Principles to the Design of Web-Based Training Systems - Bettin, Antje; Dillinger, Lisa; Ferraro, Sal; St-Pierre, Armand (WebNet Journal: Internet Technologies, Applications & Issues, 1999)
The Web is a popular platform for training educators and learners in educational systems. We find several Web-based training systems that are developed by enterprises that try to train teachers and students to use Web technologies in educational settings. The purpose of this article is to apply systems design principles to the design of Web-based training systems for teachers and learners. Several issues will be addressed in this paper such as the development of an Integrated Learning Community System (ILCS) for a better learning environment, the Quality Assurance / Audience Analysis /...
Publisher: Association for the Advancement of Computing in Education (AACE) KerkoCite.ItemAlsoKnownAs: 2339240:9I3C2SDI 2405685:3SDKRBX2
Keywords: ⛔ No DOI found

Applying systems approach to educational-organizational change: Improvement of an interdisciplinary program - Karim, Sanaz (Uppsala University, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:8RAJEDAT 2405685:PK4FS3HC

Applied Longitudinal Data Analysis: Modeling Change and Event Occurrence - Singer, Judith D.; Willett, John B. (Oxford University Press, USA, 2003)
Change is constant in everyday life. Infants crawl and then walk, children learn to read and write, teenagers mature in myriad ways, the elderly become frail and forgetful. Beyond these natural processes and events, external forces and interventions instigate and disrupt change: test scores may rise after a coaching course, drug abusers may remain abstinent after residential treatment. By charting changes over time and investigating whether and when events occur, researchers reveal the temporal rhythms of our lives. Applied Longitudinal Data Analysis is a much-needed professional book for empirical researchers and graduate students in the behavioral, social, and biomedical sciences. It offers the first accessible in-depth presentation of two of today's most popular statistical methods: multilevel models for individual change and hazard/survival models for event occurrence (in both discrete- and continuous-time). Using clear, concise prose and real data sets from published studies, the authors take you step by step through complete analyses, from simple exploratory displays that reveal underlying patterns through sophisticated specifications of complex statistical models.Applied Longitudinal Data Analysis offers readers a private consultation session with internationally recognized experts and represents a unique contribution to the literature on quantitative empirical methods.Visit http://www.ats.ucla.edu/stat/examples/alda.htm for:DT Downloadable data setsDT Library of computer programs in SAS, SPSS, Stata, HLM, MLwiN, and moreDT Additional material for data analysis
Google-Books-ID: PpnA1M8VwR8C KerkoCite.ItemAlsoKnownAs: 2339240:NZ8WQ53P 2405685:29VUNMHC
Keywords: Mathematics / Probability & Statistics / General; Medical / Epidemiology; Psychology / Statistics

Application of EdTech in Tanzania: Effectiveness of radio and television in teaching and learning amid COVID-19 pandemic - Feruzi, Sadiki M.; Li, Yang (International Journal of Advanced Engineering Research and Science, 2020)
On March 2020 school and university going students experienced termination of classes. The statement declared by the Tanzania prime minister honourable Kassim Majaliwa required all primary and secondary schools to postpone learning for a month and one day later universities were also asked to suspend studies and other activities. It was necessary to do so because of the novel coronavirus disease 2019 named by World Health Organisation as COVID-19 a pandemic that had spread and hit more than 150 countries. This paper intended to attain two major objectives, one was to explore the effectiveness of radio and television in handling teaching and learning process as an alternative adopted to ensure that students continue to be engaged in learning. Second, to examine the capabilities of the country through the Ministry of Education, Science and Technology to continue teaching and learning during the time of classroom disruption. The authors made a case study where radio and television platforms were adopted for teaching and learning. The results show that the transition from classroom teaching and learning to teaching and learning through radio and television stations platform was not effective. Similarly, the study shows that the government has demonstrated incompetence in running and monitoring the programme mostly in terms of programme preparation and implementation. However, this experience has built a solid foundation for the future cases, when the country, facilitators, students and parents will be more arranged than now.
KerkoCite.ItemAlsoKnownAs: 10.22161/ijaers.78.35 2339240:59RLSTL2 2405685:ZTLKNHUW

Application of Computerized Adaptive Testing to Educational Problems - Weiss, David J.; Kingsbury, G. Gage (Journal of Educational Measurement, 1984)
Three applications of computerized adaptive testing (CAT) to help solve problems encountered in educational settings are described and discussed. Each of these applications makes use of item response theory to select test questions from an item pool to estimate a student's achievement level and its precision. These estimates may then be used in conjunction with certain testing strategies to facilitate certain educational decisions. The three applications considered are (a) adaptive mastery testing for determining whether or not a student has mastered a particular content area, (b) adaptive grading for assigning grades to students, and (c) adaptive self-referenced testing for estimating change in a student's achievement level. Differences between currently used classroom procedures and these CAT procedures are discussed. For the adaptive mastery testing procedure, evidence from a series of studies comparing conventional and adaptive testing procedures is presented showing that the adaptive procedure results in more accurate mastery classifications than do conventional mastery tests, while using fewer test questions.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1745-3984.1984.tb01040.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1745-3984.1984.tb01040.x 2339240:YAKZAHN8 2405685:Y9HVC7FC

Application of a Systems Approach to Distance Education - Daniel, Teresa A. (Proceedings of the 50th Annual Meeting of the ISSS-2006, Sonoma, CA, USA, 2006)
KerkoCite.ItemAlsoKnownAs: 2339240:VERZ4VBV 2339240:ZEQWKAD9 2339240:ZRRNGZP7 2405685:C9JUSLSE
Keywords: ⛔ No DOI found

Application and program document for COVID-19 accelerated funding for Kenya - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AGYR5NT4 2405685:L3FWL7A2

Apping and resilience: How smartphones help Syrian refugees in Lebanon negotiate the precarity of displacement - Göransson, Markus (Clingendael Netherlands Institute of International Relations, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:XWGZ2UPM 2405685:U9DIK4S6

Appendix H Quality appraisal checklist – qualitative studies | Methods for the development of NICE public health guidance (third edition) | Guidance | NICE - NICE (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:PRFQXSFC 2405685:RFPEN259 PRFQXSFC

Appendix 2. Methodology for the Interviews and Structured Community Review - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
ConceptDOI: 10.5281/zenodo.3843384 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843385 10.5281/zenodo.4290640 2129771:75QW3PXV 2405685:L94YJ5L9
Keywords: Author:Haßler; AuthorFirst:Haßler; Björn-CV-OECS; _yl:aa2

Annual Survey of Progress and Achievement - T-TEL (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:8MWHYQCT 2405685:PSLM9PT6

Annual Status of Education Report (Rural) 2020. Wave 1 - ASER (ASER Centre, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:MS7X4T2X 2405685:ZJYQYIG2

Annual Status of Education Report (rural) 2018 - ASER Centre (Assessment Survey Evaluation Research (India), 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:JNVC8NTE 2405685:4GRETSNN

Annual Status of Education Report ASER-Pakistan 2023: National (Rural) - ASER Pakistan (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:RKVQLNBW 2405685:B29734GA

Annual Status of Education Report. ASER-Pakistan 2021 - ASER Pakistan (ASER Pakistan Secretariate & Idara-e-Taleem-o-Agahi, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:CTU9LA3Q 2339240:MVDNFBGR 2405685:2IATPQCX 2405685:79X8U2KF

Annual Status of Education Report ASER-PAKISTAN 2019 Urban - ASER (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3RUH7M9U 2339240:VJDS6K9D 2405685:FQR3NTDK 2405685:HBB5FK84

Annual Status of Education Report: ASER-Pakistan 2019 (National) - ASER (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:V7FVUG3V 2405685:FMJKPGEV

Annual Status of Education Report 2021 (ASER, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:V4TFIXQM 2405685:4NXSN78X 4656463:NETWQXMZ

Annual Status of Education Report 2019 - ASER Pakistan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:659L7XT9 2405685:DP3FSMM5

Annual Status of Education Report - ASER (ASER, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:GM46AP95 2405685:B3TPJ3NB

Annual Status of Education Report - ASER Pakistan (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:DJW3TIQC

Annual School Census Report - Ministry of Basic and Secondary Education (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:3BAQ3WPG 2405685:FYWGE5WI

Annual School Census Report - Ministry of Basic and Secondary Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ELC26RCU 2405685:2GVLUELP 2405685:6I3545CN 2405685:UP66E9KW 2486141:U5LTFSMK
Keywords: auto_merged

Annual School Census - Ministry of Basic and Senior Secondary Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:PSR8CRAP 2405685:HK8SFD2T

Annual Report 2019 - Pakistan Telecommunication Authority (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:J3DYL6EV 2405685:2B6LEWB7 2405685:3DRT5K3E

Annual Primary School Census 2019 (Draft) - MoPME; Directorate of Primary Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:HALFYWI8 2405685:LEVHI9LQ

Annual Primary School Census 2019 - MoPME (Directorate of Primary Education, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:9X2J5EH3 2405685:TJ73RPSY

Annual Development Plan 2019/20 - Azad Government of the State of Jammu & Kashmir (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:WY99ANEK 2405685:HBIUHQNK

Annexure W1 Explanatory memorandum to the division of revenue - National Treasury of the Republic of South Africa (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:2WTMLS68 2405685:BS9MXPVV 4656463:4AP5L782

Angola - National Plan - 2018 – CABRI - Government of Angola (2018)
National Development Plan (PND 2018-2022)
KerkoCite.ItemAlsoKnownAs: 2339240:MDAREKIS 2405685:VFKRIDVS

Anasoma Mid-Term Report - Worldreader; R4D (Worldreader, 2017)
This report shows the initial findings of the first sprint of the Anasoma Research aimed at identifying barriers of and drivers to female mobile readership in Kenya.
KerkoCite.ItemAlsoKnownAs: 2339240:9NYR4VUI 2405685:ZQ33H7RV

Analyzing the Impact of COVID-19 on Education Professionals. Toward a Paradigm Shift: ICT and Neuroeducation as a Binomial of Action - Espino-Díaz, Luis; Fernandez-Caminero, Gemma; Hernandez-Lloret, Carmen-Maria; Gonzalez-Gonzalez, Hugo; Alvarez-Castillo, Jose-Luis (Sustainability, 2020)
This study analyzed the current situation of education in the context of the pandemic caused by COVID-19. The worldwide health emergency situation has caused the confinement of people and with it, the closure of centers and the transfer of face-to-face education to online education. Faced with these facts, teachers have had to adapt at a dizzying pace not only to new methodological approaches, but also to their own confinement, presenting high levels of stress. The purpose of this study is to offer a proposal that optimizes the work of education professionals in the current context of a pandemic through the use of Information and Communication Technologies (ICT) under the novel approach of the contributions of neuroeducation in the field of managing emotions and motivational processes, contributing to meaningful learning in students. The symbiosis of ICT and neuroeducation can make a great contribution to the paradigm shift that is taking place today.
KerkoCite.ItemAlsoKnownAs: 10.3390/su12145646 2405685:MFYX8XWV
Keywords: covid-19; ict; neuroeducation; stress; teachers

Analyzing and Utilizing Assessment Data for Better Learning Outcomes - UNESCO (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:G6ZY4973 2405685:9STIZJCN

Analysis of the problems of primary education system in Pakistan: critical review of literature - Ahmad, Iqbal; Rauf, Muhammad; Rashid, Aqeela (Academic Research International, 2013)
This study critically examines the problems of primary education system in Pakistan. For this purpose a critical review of existing literature was carried out. On the basis of deeper and critical investigation into the literature, the study found that primary education is the most neglected, poorly financed and poorly managed. There is political interference in the system which breeds corruption, favoritism and nepotism. The system of supervision is weak and traditionally characterized having no effective mechanism for teacher training with poor system of accountability, teachers are underpaid and successive educational policies have failed to bring any positive changes in the system due to poor implementation. The curriculum of the primary education is outdated. Assessment is based on the memory of the students rather than their performance. On the basis of this study it is recommended that the problems can be solved by robust system of accountability, eradication of corruption, quality assessment system, non political interference, quality curriculum, teacher motivation.
KerkoCite.ItemAlsoKnownAs: 2339240:9YFAGTM8 2405685:N876FRNY
Keywords: ⚠️ Invalid DOI

Analysis of Rural-Based Pre-Service Teachers Spatial-Visualisation Skills in Problem Solving in Vector Calculus Using MATLAB - Amevor, Godfred; Bayaga, Anass; Bosse, Michael (International Journal of Emerging Technologies in Learning (iJET), 2021)
In science, technology, engineering and mathematics (STEM) for instance, interdisciplinary studies have noted positive correlation between spatial-visualization (SV skills) and mathematical problem solving. The majority of these studies sharing a link between SV skills and problem solving were contextualized in urban settings and only a few in rural settings. This investigation analyses how rural-based pre-service teachers apply their SV skills in problem-solving in a South African university, in the context of vector calculus. One hundred rural-based pre-service teachers in a second year vector calculus class at University of Zululand (UNIZULU) were randomly selected into control and experimental groups. MATLAB was used as a dynamic visual tool to analyse how research participants applied their SV skills. A mixed method approach was employed in data collection (quantitative and qualitative). Our findings revealed that the rural-based pre-service teachers’ SV skills correlate with their problem-solving skills in vector calculus.
KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v16i10.19269 2339240:Q22Y38D2 2405685:43VE73IX

Analysis of motor performance in individuals with cerebral palsy using a non-immersive virtual reality task – a pilot study - Martins, Fabiana Paula Almeida; Massetti, Thaís; Crocetta, Tania Brusque; Lopes, Priscila Bianchi; da Silva, Amanda Abreu; Figueiredo, Eliketylen Fernandes; de Abreu, Luiz Carlos; da Silva, Talita Dias; Monteiro, Carlos Bandeira de Mello (Neuropsychiatric Disease and Treatment, 2019)
Purpose To evaluate the performance improvement of individuals with hemiparesis cerebral palsy (CP) using a virtual task. Participants and methods Twenty individuals were selected and distributed into two groups. The experimental group (CP group) comprised ten individuals with a medical diagnosis of CP, and ten individuals with typical development (sex- and age-matched) composed the control group (TD group). Both groups followed the same intervention protocol, which included a virtual coincident timing task: the participants performed upper limb movements in front of a computer’s webcam and interacted with the task with the aim of virtually intercepting spheres that fell in four rows following the rhythm of a pre-selected song during an 8-minute period. To verify the influence on a real task, pre- and posttests were performed in a similar task, but with physical contact (using the spacebar on the keyboard of a computer). To analyze the data, we evaluated the variable, constant, and absolute errors during the task and in the pre- and posttests. Results The results showed that there was an improvement in performance between the pre- and posttests; that is, after practicing the task in an environment without physical contact, there was a performance improvement in posttests in the real task, but only for the CP group. Moreover, there were significant differences in precision and accuracy between the two groups, with worse performance in the CP group. Conclusion Individuals with CP presented better performance in the real task after practice in a virtual reality task, albeit with worse performance compared with individuals with TD. This is an interesting result that supports the possible use of virtual tasks for the rehabilitation of individuals with CP.
KerkoCite.ItemAlsoKnownAs: 10.2147/NDT.S184510 2339240:CI3HQJFI 2405685:P8DEJMKH

Analysis of hybrid learning for students with learning disabilities in primary schools providing inclusive education - Rachmawati, Nugraheni; Supena, Asep; Yufiarti, Yufiarti; Yarmi, Gusti; Casmana, Asep (The Qualitative Report, 2022)
3 citations (Crossref) [2024-02-28] KerkoCite.ItemAlsoKnownAs: 10.46743/2160-3715/2022.5432 2339240:GBRSI7TN 2405685:W57QWCXM
Keywords: ⛔ No INSPIRE recid found

Analysis of emergency remote teaching in formal education: Crosschecking three contemporary techno-pedagogical frameworks - Kasperski, Ronen; Porat, Erez; Blau, Ina (Research in Learning Technology, 2023)
During the COVID-19 pandemic outbreak many countries around the world were forced to turn to Emergency Remote Teaching (ERT) and upscale the use of digital technologies for learning, teaching and assessment. The current study analysed field reports from 89 elementary and secondary Hebrew-speaking and Arabic-speaking information and communication technology schools in Israel, representing the cultural, ethnic, and religious diversity of the education system. The qualitative analysis of the collected data was based on three well established contemporary models of technology integration and Digital Competence of Educators (DigCompEdu): the International Society for Technology in Education, Technological Pedagogical Content Knowledge and DigCompEdu. The analysis (n = 872 statements) yielded aspects in the teachers’ reports that correspond with the theoretical models, alongside aspects that extend these models to ERT and aspects that were missing from the reports. Finally, based on our findings and previous work we suggested a comprehensive framework for ERT that can be used to design teachers’ professional development necessary for effective remote teaching in both emergency and routine times.
KerkoCite.ItemAlsoKnownAs: 10.25304/rlt.v31.2982 2339240:ANPQTXHM 2405685:8BBFIQT8
Keywords: COVID-19 pandemic; digital pedagogy; e-learning; emergency remote teaching; information and communication technology; online learning

Análisis comparativo de las prácticas educativas implementadas en Chile y México durante la pandemia de COVID-19 | Guayana Moderna - Arizmendi Loredo, Karla Fabiola; Fernández Hidalgo, Mariana; Núñez Rivadeneira, Scott (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:MVTBE3YP 2405685:V3CPUH66

Análisis comparativo de las prácticas educativas implementadas en Chile y México durante la pandemia de COVID-19 - Loredo, Karla Fabiola Arizmendi; Hidalgo, Mariana Fernández; Rivadeneira, Scott Núñez (Guayana Moderna, 2020)
Resumen El actual contexto de pandemia ha llevado a que los Sistemas Educativos implementen diversas herramientas para garantizar el derecho constitucional a la educación. A través de un estudio comparativo, realizado en colaboración por estudiantes de Chile y México se buscó establecer las diferencias y similitudes existentes entre ambos sistemas, incluyendo en éstas las medidas tomadas por los gobiernos de ambos países para abordar la nueva realidad de la educación a distancia, así como la situación actual en la cual se encuentran los maestros de educación básica de diversos establecimientos. Esta investigación se realizó a través de encuestas dirigidas a los docentes, y por medio del análisis de documentos e información relacionada a la organización de los sistemas educativos de Chile y México; por último, se compararon las propuestas y medidas decretadas por los mismos para su implementación en el desarrollo e impartición de las clases. Los principales resultados obtenidos en la investigación dan muestra de que las medidas implementadas por ambos países no logran resguardar el aseguramiento de la calidad, y que así mismo faltan herramientas para un correcto desarrollo de las clases virtuales. De igual forma, se presentan y analizan los resultados de las encuestas realizadas, en donde los maestros expresan su sentir acerca de los desafíos y la exigencia de la situación actual.Palabras Clave: Sistema Educativo, Educación Básica, México, Chile, Pandemia, Maestros
Number: 9 KerkoCite.ItemAlsoKnownAs: 2339240:6X3HHCPW 2405685:ZELUQ57S
Keywords: ⛔ No DOI found

An overview of mobile learning for refugee students: Juxtaposing refugee needs with mobile applications’ characteristics - Drolia, Maria; Sifaki, Eirini; Papadakis, Stamatios; Kalogiannakis, Michail (Challenges, 2020)
The mass influx of refugees into Europe since 2013 and their educational challenges have increased the need for high-quality refugee education. One proposal for addressing these challenges was to leverage mobile devices for educational purposes (mobile learning). Although significant research has been done in this field, mobile learning’s effectiveness on different social groups has yet to be explored. The present review paper aims to outline: (a) the factors that challenge refugee education, (b) the use of smart mobile devices by the refugee population, (c) the conflicting views about the effect of mobile learning in refugee education, and (d) the proposed characteristics for mobile refugee applications as found in the literature. A juxtaposition of refugee needs with the characteristics of mobile learning apps is attempted. By surveying the literature, the present paper concludes that mobile learning seems beneficial for refugees in two ways: providing refugees access to education and improving the quality of the provided refugee education. However, it is not a one-solution-fits-all regarding their education. At the end, future research proposals are included.
Number: 2 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/challe11020031 2339240:7Y5GLH6P 2405685:VTZ44G4A
Keywords: mobile applications; mobile learning; refugee education; refugees; smart mobile devices

An Overview of ICT for Education of Refugees and IDPs - Joynes, Chris; James, Zoe (K4D, Knowledge, Evidence, and Learning for Development, 2018)
This rapid review examined examples of ICT approaches to address the education needs of those living in IDP and refugee camps and lessons learned from these experiences. Although ICT is considered a good system to fulfil the education needs within refugee settings, many studies conclude that access to ICTs in schools or at home is not sufficient to improve learning outcomes. It is due to the role of a mentor or tutor figure is seen as key to productive learner engagement with technology, and the effectiveness of ICT-based education is reliant on appropriate teacher training to ensure successful up-take at the classroom level (Tauson & Stannard 2018: 47, 62; UNESCO 2018: 74; Carlson 2013: 30). Secondly, in terms of content, ICTs for education should provide content that is responsive or adaptable to the learners’ level, is implemented in line with the local curriculum and also is relevant to the learners’ context (Tauson & Stannard 2018: 36-38, 61). Despite this potential for ICTs, there remains a broad lack of evidence related to education in refugee settings (Burde et al. 2015; Tauson & Stannard 2018; World Bank 2016). In particular, more information is needed on pedagogic design, on the effective use of ICTs for learning, on the role of ICTs in ensuring continuity of and linkages between learning in formal and non-formal settings, on the role of ICTs in educational data-gathering, and on the cost-effectiveness of ICT-led interventions (Burde et al 2015; Tausin & Stannard 2018; Carlson 2013). In light of the availability of evidence, some of the studies cited here instead supplement their findings by drawing on observational studies, and on studies on effective ICT usage from learners in non-refugee contexts (Burde et al. 2015; Tauson & Stannard 2018).
KerkoCite.ItemAlsoKnownAs: 2339240:75ZRE2RA 2339240:J9VYGNUA 2339240:N4VI3AHC 2405685:3Z2JBF58 2405685:UUEEVW9Z 2405685:VSQUMYUI
Keywords: Google Scholar/ "education technology" refugees; RER theme_general; RER theme_pedagogies and modalities; ⛔ No DOI found

An overview of e-learning in China: History, challenges and opportunities - Wang, Yan; Liu, Xuan; Zhang, Zhenhong (Research in Comparative and International Education, 2018)
The Chinese government has attached great importance to the development of e-learning since its emergence in the 1990s. As a consequence of the implementation of a series of policies, China has made significant achievements in the e-learning arena with respect to infrastructure construction, production of resources, academic education, non-academic training, and education for disadvantaged groups. However, due to the constraints of China’s traditional culture, information literacy, and educational mechanisms, challenges have emerged in the implementation of e-learning that need urgently to be addressed. As e-learning in China continues to grow, major research areas such as students’ and teachers’ perspectives on developments in e-learning, teachers’ pedagogical capacity and ongoing professional development in e-learning settings, and the production of more convenient and useful e-learning resources, are likely to be topics of continuing research interest.
Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/1745499918763421 2405685:5RZFNBJU 2534378:WASU4R5U
Keywords: Challenges; China; ICT in education; e-learning; professional development; successes

An overview of 25 years of research on digital personalised learning in primary and secondary education: A systematic review of conceptual and methodological trends - Van Schoors, Rani; Elen, Jan; Raes, Annelies; Depaepe, Fien (British Journal of Educational Technology, 2021)
Due to the increasing digitisation, interest in digital personalised learning (DPL) continues to grow. Many empirical studies on the effect of adaptive tools have used a wide variety of conceptualisations and operationalisations of DPL. This systematic review aims to address the lack of consensus by presenting an analysis of empirical studies on technology for DPL in primary and secondary education. The work is guided by the following questions: (1) What are some different conceptualisations used in DPL research? (2) What types of tools are used in the studies and how are they implemented? (3) What is the current evidence on the impact of DPL with regard to student outcomes considering the nature of the current studies? A Boolean search string was used in the databases Web of Science and ERIC, resulting in a dataset containing 6,908 papers. A screening based on specific inclusion and exclusion criteria yielded 53 papers. Our findings revealed a great diversity in DPL conceptualisations, with several authors not defining the concept and others providing information regarding different elements such as technology, personalisation, personalisation target, personalisation source, personalisation method and personalisation outcomes. In line with these differences in conceptualisation of DPL, several DPL tools were used across the studies. Concerning the impact of DPL, a positive trend was observed on learning outcomes, although methodological differences need to be considered. The review ends with guidelines for future research. Practitioner notes What is already known There are many definitions and terms concerning DPL, resulting in a lack of consensus in conceptualisation. There is a wide variety of DPL tools with different adaptive dimensions. Many authors emphasise the benefits of DPL in educational practice including a possible impact on learning gains. What this paper adds Contribution to a thorough understanding of the conceptualisation of DPL. Insights into the diversity in DPL tools building on a framework of adaptivity by Vandewaetere and Clarebout (2014) and adds focus on tool implementation as a context element. Insight into the impact of DPL taking into account study design and outcome indicators. Implications for practice and/or policy An overview of the affordances of DPL to educational researchers, educational policy makers, and teachers is provided that can encourage them to think about its opportunities for everyday practice. Concrete suggestions for future research are discussed.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13148 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13148 2339240:YZ9DIDAF 2405685:UARVNXGN
Keywords: adaptive learning; adaptive technology; digital personalised learning; educational technology; systematic review

An Overlooked Indicator of Edtech Quality: The Use of Learning Sciences Research - Van Nostrand, Parker; Noakes, Sierra; Shah, Zohal; Luke Luna, Christina (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:FTSEEWUK 2405685:FG5FSPVU

An Outline of General System Theory - von Bertalanffy, Ludwig (The British Journal for the Philosophy of Science, 1950)
A survey of the history of science shows that very similar conceptions have been developed independently in various branches of science. At present, for example, holistic interpretations are prevalent in all fields whereas in the past atomistic explanations were common. Such considerations lead to the postulation of General System Theory which is a logico-mathematical discipline applicable to all sciences concerned with systems. The fact that certain principles have general applicability to systems explains the occurrence of isomorphic laws in different scientific fields. Just as Aristotelian logic was a fundamental organon for the classificatory sciences of antiquity, so may General System Theory define the general principles of dynamic interaction which appears as the central problem of modern science. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Publisher: [Oxford University Press, The British Society for the Philosophy of Science] KerkoCite.ItemAlsoKnownAs: 10.1093/bjps/I.2.134 2339240:9EG3N78R 2339240:FAZFVCIV 2405685:G62VSR9H 2405685:MIFWVCLM

An open source machine learning framework for efficient and transparent systematic reviews - van de Schoot, Rens; de Bruin, Jonathan; Schram, Raoul; Zahedi, Parisa; de Boer, Jan; Weijdema, Felix; Kramer, Bianca; Huijts, Martijn; Hoogerwerf, Maarten; Ferdinands, Gerbrich; Harkema, Albert; Willemsen, Joukje; et al. (Nature Machine Intelligence, 2021)
To help researchers conduct a systematic review or meta-analysis as efficiently and transparently as possible, we designed a tool to accelerate the step of screening titles and abstracts. For many tasks—including but not limited to systematic reviews and meta-analyses—the scientific literature needs to be checked systematically. Scholars and practitioners currently screen thousands of studies by hand to determine which studies to include in their review or meta-analysis. This is error prone and inefficient because of extremely imbalanced data: only a fraction of the screened studies is relevant. The future of systematic reviewing will be an interaction with machine learning algorithms to deal with the enormous increase of available text. We therefore developed an open source machine learning-aided pipeline applying active learning: ASReview. We demonstrate by means of simulation studies that active learning can yield far more efficient reviewing than manual reviewing while providing high quality. Furthermore, we describe the options of the free and open source research software and present the results from user experience tests. We invite the community to contribute to open source projects such as our own that provide measurable and reproducible improvements over current practice.
Number: 2 Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s42256-020-00287-7 2405685:9JHZVHCH 2405685:QJXHWPWZ 2486141:B2E3YCYA 2486141:JV7SWTDP 2486141:MBP3F287
Keywords: Computational biology and bioinformatics; Computer science; Medical research; SARS-CoV-2; _Added-ailr-2024

An OLPC workshop in rural Tanzania: Preliminary results - Apiola, M.; Pakarinen, S.; Moisseinen, N.; Tedre, M. (2013 IEEE 13th International Conference on Advanced Learning Technologies, 2013)
One-to-one computing is an active and widely researched topic in educational technology. Its benefits include, for instance, easily up datable material base, anywhere-anytime learning, adaptability, and simulated experiments in science. The use of one-to-one computing in a developing country context has recently become an active research topic. However, the materialization of the educational benefits requires proper contextualization regarding the necessary pedagogical, organizational, institutional, and other types of adaptation. This paper presents preliminary results from an action research study in a primary school in rural Tanzania. In that study, the utilization of one-to-one computing in a combination with modern pedagogical approaches to teach ICT and health care topics was studied.
ISSN: 2161-377X KerkoCite.ItemAlsoKnownAs: 10.1109/ICALT.2013.35 2339240:GSKM7R48 2405685:2YMR5MHT
Keywords: Conferences; Developing country context; Educational institutions; Games; ICT; Materials; OLPC workshop; One-Laptop-Per-Child Foundation; Portable computers; Tanzania; anywhere-anytime learning; computer aided instruction; educational technology; information-and-communication technology; institutional learning; one-to-one computing; organizational learning; pedagogical approach; pedagogical learning

An Investigation on Learning Performance among Disabled People Using Educational Multimedia Software: A Case Study for Deaf People - Masitry, Ananthi Krishnasami; Majid, Mazlina Abdul; Toh, M Zulfahmi; Herawan, Tutut (2013)
The increasing number of people with hearing-impaired in Malaysia attracts to produce a variety of technologies, which can assist the deaf people in carrying out their tasks in everyday life as normal people. New technology can help to decrease the difficulty that hearing-impaired people faces in daily life to use the information services like normal people. Thus, this paper focuses on: i) developing a new multimedia courseware for pre-school students with hearing problem, and ii) comparing the deaf student’s learning performance before and after using the courseware. Four modules were developed for e-MSL courseware consist of alphabets, numbers, words and quizzes with colorful text, animation, sounds, video and pictures using Malaysian Sign Language (MSL). Sekolah Rendah Pendidikan Khas (SRPK) Indera Mahkota II, Kuantan has been chosen as the case study for data collection and for investigating the student learning performance on the courseware. The survey results show that 100% of the respondents have agreed that using e-MSL courseware managed to reduce the student learning time more than 80%. The result has indicated that students have shown better learning performance using e-MSL compared to traditional learning.
KerkoCite.ItemAlsoKnownAs: 10.14257/ijbsbt.2013.5.6.02 2339240:6YFB5WG4 2405685:XDQ6E2DZ

An investigation on learning Performance among disabled people using educational multimedia software: A case study for deaf people - Masitry, Ananthi Krishnasami; Majid, Mazlina Abdul; Toh, M. Zulfahmi; Sutarman, Sutarman; Herawan, Tutut (International Journal of Bio-Science and Bio-Technology, 2013)
The increasing number of people with hearing-impaired in Malaysia attracts to produce a variety of technologies, which can assist the deaf people in carrying out their tasks in everyday life as normal people. New technology can help to decrease the difficulty that hearing-impaired people faces in daily life to use the information services like normal people. Thus, this paper focuses on: i) developing a new multimedia courseware for pre-school students with hearing problem, and ii) comparing the deaf student’s learning performance before and after using the courseware. Four modules were developed for e-MSL courseware consist of alphabets, numbers, words and quizzes with colorful text, animation, sounds, video and pictures using Malaysian Sign Language (MSL). Sekolah Rendah Pendidikan Khas (SRPK) Indera Mahkota II, Kuantan has been chosen as the case study for data collection and for investigating the student learning performance on the courseware. The survey results show that 100% of the respondents have agreed that using e-MSL courseware managed to reduce the student learning time more than 80%. The result has indicated that students have shown better learning performance using e-MSL compared to traditional learning.
12 citations (Crossref) [2024-02-28] KerkoCite.ItemAlsoKnownAs: 10.14257/ijbsbt.2013.5.6.02 2339240:FFTDSD2U 2405685:LMG42B3J
Keywords: ⛔ No INSPIRE recid found

An Investigation of the Impact of an Intervention to Reduce Academic Procrastination Using Short Message Service (SMS) Technology - Davis, D; Abbitt, J (Journal of Interactive Online Learning, 2013)
This mixed-method pilot study investigated the impact of a custom Short Message Service (SMS) reminder system developed to help students reduce procrastination and increase performance on weekly content-related quizzes in a high-enrollment hybrid online course. Text message reminders were sent to three students with high procrastination and low performance levels on a schedule based on free-operant avoidance principles, where messages would be terminated upon completion of the weekly quiz. The results suggest that there was sufficient evidence that the system had a positive effect on procrastination levels, but less evidence for an effect on performance. Subsequent interviews with the participants confirmed the utility and potential of the system, and revealed areas for improvement in the implementation of the SMS reminder system as well as an understanding of the students’ response to the intervention.
KerkoCite.ItemAlsoKnownAs: 2405685:GVZZTKW6
Keywords: ⛔ No DOI found

An Investigation of Provision of Quality Basic Education in Ghana: A Case Study of Selected Schools in the Central Region - Ampiah, Joseph (Journal of International Cooperation in Education, 2008)
KerkoCite.ItemAlsoKnownAs: 2405685:NDYK3WSP
Keywords: ⛔ No DOI found

An Investigation of pre-service teachers' motives for using Instagram: Pre-service teachers' motives for using Instagram - Ramazanoğlu, Mehmet; Toytok, Esef Hakan (International Journal of Curriculum and Instruction, 2021)
The aim of the study was to determine the motivations of pre-service teachers to use Instagram program, which is one of the common social media tools, in the context of developments in information and communication technologies in order to achieve sustainable learning and examine them according to various variables. The study was designed via descriptive survey model in the quantitative method. The population of the research consisted of pre-service teachers who pursued their education at the Faculty of Education of Siirt University in the spring term of 2018-2019 academic year. In the study, convenient sampling (easily accessible) and criterion sampling methods were utilized. In this context, 384 of the 495 scales distributed were returned and 56 of them were excluded from the research because they were not properly filled, 163 of them were excluded from the research because they did not meet the criteria; therefore, opinions of 165 pre-service teachers were included in the research and analysed. Personal demographic form and Instagram usage motivation scale were used as data collection tool of the research. The results obtained in the research showed that pre-service teachers use Instagram for social escape / relaxation and personal development / self-expression the most with respect to their motivations to use Instagram while they use it with the purpose of entertainment / habit the least. It was observed that Instagram using motivations of pre-service teachers show significant differences in different factors according to gender, age, department and daily time spent in Instagram variables. In addition, it was found out that pre-service teachers should be able to use the Instagram program, which is one of the world-renowned social networking software, for a sustainable education and training life more dynamically and effectively.
Number: 1 KerkoCite.ItemAlsoKnownAs: 2339240:CPP7DSJE 2405685:VS56Z2RB
Keywords: ⛔ No DOI found

An investigation of factors affecting usage and adoption of internet & mobile banking in Pakistan - Mazhar, Fatima; Rizwan, Muhammad; Fiaz, Umar; Ishrat, Sobia; Razzaq, Muhammad Salman; Khan, Taimur Nawaz (International Journal of Accounting and Financial Reporting, 2014)
Evolution of technology is a swift process, however, its acceptance and adoption in the society is slackened despite its promising results. Internet / mobile banking is a technological way of conducting banking transactions. The purpose of the current study is to find out the affect of various factors effecting successful adoption of internet / mobile banking using TAM, technological acceptance model in Pakistan, especially rural areas of the country. Results of the current study obtained using regression analysis reveals that the effect of perceived usefulness and security is significant on internet / mobile banking attitude where attitude significantly impact on intentions to use internet / mobile banking. Also due to the cultural effect this modern banking is not compatible with the lifestyle of rural population of Pakistan though the population widely acknowledged its usefulness.
KerkoCite.ItemAlsoKnownAs: 10.5296/ijafr.v4i2.6586 2339240:NPCR2NI7 2405685:JJ86NTI9

An investigation of appropriate new technologies to support interactive teaching in Zambian schools (ANTSIT). A joint report from Aptivate and the Centre for Commonwealth Education (University of Cambridge). Final Report to DfID. - Haßler, Björn; Hennessy, S.; Lord, T.; Cross, A.; Jackson, A.; Simpson, M. (Aptivate and University of Cambridge, 2011)
0007 EdTechHub.Source: 2129771:ZATDIRKP EdTechHub.Source: 2129771:ZATDIRKP KerkoCite.ItemAlsoKnownAs: 2129771:ZATDIRKP 2405685:3TABTBW7
Keywords: Author:Haßler; dode_eth-src-dode; dode_eth-trf2-dode

An Investigation into Pre-Service Teachers' Self-Regulated Online Learning Perceptions - Özdemir, Atilla; Önal, Ahmet (International Journal of Contemporary Educational Research, 2021)
The sudden outbreak of COVID-19 pandemics has accelerated the process of technological transformation experienced by educational institutions. Traditional face-to-face education has been replaced by distance education as a precaution to minimize physical contact among the teachers and the students. As a result, self-regulatory skills have become a more significant factor for academic success in distance education. In line with this, the main aim of the study is to identify the level of self-regulated online learning perceptions of pre-service teachers in Turkish higher education context. Furthermore, the study also aims to reveal whether the pre-service teachers' self-regulated online learning perceptions differ according to several variables such as their gender, department, class, level of digital literacy and the time they daily spend online. A total of 353 pre-service teachers from various departments have participated in the study. The findings of the study indicate that pre-service teachers' perceptions of self-regulated online learning are at moderate level; thus, it can be argued that the level of their perceptions is far from satisfactory. Additionally, it has been observed that the pre-service teachers' self-regulated online learning perceptions differ according to their gender, level of digital literacy and time daily spent online. To be more precise, it has been noted that self-regulated online learning perceptions of female pre-service teachers are higher than those of male pre-service teachers. In a similar vein, it has been observed that the higher the level of digital literacy and the more time spent online, the higher the self-regulated online learning perceptions of pre-service teachers. The overall results of the study suggest that self-regulation skills of the pre-service teachers need to be emphasized and improved with the aim of contributing to the efficient implementation of distance education.
Publisher: International Journal of Contemporary Educational Research KerkoCite.ItemAlsoKnownAs: 2339240:62H9WIHB 2405685:P6VB83C6
Keywords: COVID-19; Correlation; Distance Education; Electronic Learning; Foreign Countries; Gender Differences; Pandemics; Preservice Teachers; Self Management; Student Attitudes; Technological Literacy; Time Management; Undergraduate Students; ⛔ No DOI found

An Investigation into Implementation of ICT in Primary Schools, in Kenya, in the Light of Free Laptops at Primary One A Case Study of Teachers Implementing ICT into Their Teaching Practice - Tonui, Betty; Kerich, E; Koross, R (Journal of Education and Practice, 2016)
Information and communication technologies (ICTs) have been touted as being potentially powerful tools that can be used to facilitate the implied educational change and reform. Implementation of ICT in higher education learning environments is a complex task. Teachers and students, but also management, administration and ICT support are affected by and affect the implementation. To facilitate the change processes better the first step is to actually understand what problems and challenges implementation of ICT leads to and how it affects practice. Although classical instructional methods will continue to be used in the teaching-learning process, it is also true that Information Communication Technologies (ICTs) can be harnessed to become powerful pedagogical tools. Proceeding from the premise that there are many ways to use new technologies for teaching and learning, the paper presents literature on the possibilities and challenges of integrating ICT into teaching-learning, the rationale for adopting and using ICTs for learning-teaching, as well as the key factors that influence the adoption and use of ICTs in teaching and learning both from a general perspective and in a technical education context. The paper then outlines and discusses findings of a study designed to investigate the possibilities and challenges of using Information Communication Technology (ICT) in teaching-learning procedures in primary school institutions in Kenya using data obtained from a Tinderet District school in the Rift valley region of Kenya. It examines views in pertinent literature as well as teachers’ perceptions of the benefits of integrating ICT into teaching-learning, the success factors and obstacles encountered in their endeavours to do this. Conclusions are drawn and suggestions made to address the challenges and improve on the use of ICT for teaching-learning in teaching institutions.
KerkoCite.ItemAlsoKnownAs: 2339240:RL8BR95I 2405685:SWCURERR
Keywords: ⛔ No DOI found

An Investigation into Implementation of ICT in ECD and Primary Schools, in the Light of Free Laptops at Primary One: a case study of teachers implementing ICT into their teaching practice - Tonui, Betty C.; Kerich, E.; Koross, R.; J, K.; Moi, Too (2018)
Information and communication technologies (ICTs) have been touted as being potentially powerful tools that can be used to facilitate the implied educational change and reform. Implementation of ICT in higher education learning environments is a complex task. Teachers and students, but also management, administration and ICT support are affected by and affect the implementation. To facilitate the change processes better the first step is to actually understand what problems and challenges implementation of ICT leads to and how it affects practice. Although classical instructional methods will continue to be used in the teaching-learning process, it is also true that Information Communication Technologies (ICTs) can be harnessed to become powerful pedagogical tools. Proceeding from the premise that there are many ways to use new technologies for teaching and learning, the paper presents literature on the possibilities and challenges of integrating ICT into teaching-learning, the rationale for adopting and using ICTs for learning-teaching, as well as the key factors that influence the adoption and use of ICTs in teaching and learning both from a general perspective and in a technical education context. The paper then outlines and discusses findings of a study designed to investigate the possibilities and challenges of using Information Communication Technology (ICT) in teaching-learning procedures in primary school institutions in Kenya using data obtained from a Tinderet District school in the Rift valley
KerkoCite.ItemAlsoKnownAs: 2339240:CHUK8BFL 2405685:CD7SSBUP

An Introduction to Systematic Reviews - Gough, David; Oliver, Sandy; Thomas, James (Sage, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:5P6DHX2K 2405685:B4KR3X7L

An introduction to cybernetics - Ashby, W. Ross (Chapman & Hall Ltd, 1961)
KerkoCite.ItemAlsoKnownAs: 2339240:PKSMSLR2 2405685:FS5Q474K

An intervention study of instructional methods and student engagement in large classes in Thailand - Tolley, Leigh; Johnson, Laurene; Koszalka, Tiffany (International Journal of Educational Research, 2012)
shortDOI: 10/ggvk3n KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2012.05.003 10/ggvk3n 2339240:J76P33YH 2405685:2QG2SP3Z

An intersectionality-based policy analysis framework: critical reflections on a methodology for advancing equity - Hankivsky, Olena; Grace, Daniel; Hunting, Gemma; Giesbrecht, Melissa; Fridkin, Alycia; Rudrum, Sarah; Ferlatte, Olivier; Clark, Natalie (International Journal for Equity in Health, 2014)
In the field of health, numerous frameworks have emerged that advance understandings of the differential impacts of health policies to produce inclusive and socially just health outcomes. In this paper, we present the development of an important contribution to these efforts – an Intersectionality-Based Policy Analysis (IBPA) Framework.
KerkoCite.ItemAlsoKnownAs: 10.1186/s12939-014-0119-x 2129771:2SJPGWSG 2405685:YC55WA3X
Keywords: Equity; Health; Intersectionality; Policy analysis; Reflexivity; _C:Australia AUS; _C:Canada CAN; _C:Finland FIN; _C:India IND; _C:New Zealand NZL; _C:United Kingdom GBR; _C:United States USA; __C:scheme:1

An Intersectionality-Based Policy Analysis Framework - Hankivsky, Olena (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:UL8AGJDZ 2405685:T6G4MKTK
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Denmark DNK; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:India IND; _C:Ireland IRL; _C:Japan JPN; _C:Mexico MEX; _C:New Zealand NZL; _C:Norway NOR; _C:South Africa ZAF; _C:Sweden SWE; _C:Switzerland CHE; _C:United Kingdom GBR; _C:United States USA; __C:scheme:1

An international review of plans for school reopening - Gorgen, Kristine; McAleavy, Tony (Education Development Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:MWNVG7LR

An international review of plans for school reopening - Gorgen, Kristine; McAleavy, Tony (Education Development Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:MWNVG7LR
Keywords: auto_merged

An interactive system for finding complementary literatures: a stimulus to scientific discovery - Swanson, DR; Smalheiser, NR (Artificial Intelligence, 1997)
An unintended consequence of specialization in science is poor communication across specialties. Information developed in one area of research may be of value in another without anyone becoming aware of the fact. We describe and evaluate interactive software and database search strategies that facilitate the discovery of previously unknown cross specialty information of scientific interest. The user begins by searching MEDLINE for article titles that identify a problem or topic of interest. From downloaded titles the software constructs input for additional database searches and produces a series of heuristic aids that help the user select a second set of articles complementary to the first set and from a different area of research. The two sets are complementary if together they can reveal new useful information that cannot be inferred from either set alone. The software output further helps the user identify the new information and derive from it a novel testable hypothesis. We report several successful tests and applications of the system.
KerkoCite.ItemAlsoKnownAs: 10.1016/S0004-3702(97)00008-8 2405685:LL56VJY4 2486141:DI9NQLCF 2486141:Q4YETKAP
Keywords: _Added-ailr-2024

An interactive math braille learning application to assist blind students in Bangladesh - Nahar, L; Sulaiman, R; Jafaar, A (Assistive Technology, 2020)
Due to the lack of affordable assistive tools for learning mathematics, blind students in Bangladesh still use outdated learning tools like Tailor Frame. Therefore, demand for a low-cost technological tool is there that will help the blind students to learn math braille and calculate numbers more easily. To provide an effective and affordable assistive tool, this study begins with a needs assessment study to identify the basic needs of blind students in learning math braille and solving mathematical calculations. Afterward, a mobile phone based interactive assistive application is proposed to improve the learning facilities of math braille using Nemeth code for blind students in Bangladesh. Interfaces of the application are designed based on their needs. Besides, interaction methods (such as, hearing & touching) of blind students with the physical world were another criterion in designing very interactive interfaces that provide self-learning facilities. The interfaces are evaluated by the teachers, experts, and end users in order to identify the usability. The evaluation shows a promising result toward the acceptability of the designed application. Therefore, this application can be helpful for the blind students to learn math braille using Nemeth Code.
KerkoCite.ItemAlsoKnownAs: 10.1080/10400435.2020.1734112 10/gkm64j 2339240:9H367DU5 2405685:9SMEBFMC

An Integrating Framework for Research in Business and Society: A Step Toward the Elusive Paradigm? - Jones, Thomas M. (Academy of Management Review, 1983)
According to some authors, the field of business and society has suffered because it apparently lacks a dominant paradigm. This paper (1) concludes that such a paradigm is unlikely to emerge soon and (2) offers an “integrating framework” based on an interpenetrating systems model and focusing on the social control of business. This framework may serve as a unifying mechanism for existing research in the field as well as an agenda for future research.
Publisher: Academy of Management zotzenLib.CopiedFrom: 2339240:M572D7YN KerkoCite.ItemAlsoKnownAs: 10.5465/amr.1983.4284653 2339240:M572D7YN 2405685:77EURXJW

An integrated technology adoption and diffusion model - Sherry, Lorraine (International Journal of Educational Telecommunications, 1998)
Publisher: Association for the Advancement of Computing in Education (AACE) KerkoCite.ItemAlsoKnownAs: 2339240:EH36DDQU 2405685:GRNQQPBD
Keywords: ⛔ No DOI found

An Integrated ICT-led Socio-Economic Development Policy and Plan for Rwanda 2001 - 2005 - Government of Rwanda (2001)
KerkoCite.ItemAlsoKnownAs: 2339240:WXG3CA67 2405685:A2EUNCJZ

An instrument to elicit teachers' beliefs and assumptions - Donaghue, Helen (ELT Journal, 2003)
Teachers' beliefs influence the acceptance and uptake of new approaches, techniques, and activities, and therefore play an important part in teacher development. Consequently, trainers running teacher education courses should consider encouraging participants to think about their personal beliefs and theories about teaching before providing input. This article proposes the use of an instrument designed to elicit teachers' beliefs based on Kelly's (1969) theory of personal constructs, using an adapted version of his repertory grid technique.
KerkoCite.ItemAlsoKnownAs: 10.1093/elt/57.4.344 2405685:KN4XKI2I 2534378:HIFAXKCC

An Infographic Presentation of Eneza's 2012 Impact Study - Eneza Education (Eneza Education, 2013)
I am sure you are wondering what Eneza is, that should not worry you at all. We have just changed our name from MPrep to Eneza. “Eneza” is a Swahili ... Read More
Library Catalog: enezaeducation.com KerkoCite.ItemAlsoKnownAs: 2339240:LSRRXLCC 2405685:VBPTJLET

An inclusive response to COVID-19: Education for children with disabilities - McClain-Nhlapo, Charlotte (An inclusive response to COVID-19: Education for children with disabilities, 2020)
This blog was written by Charlotte McClain-Nhlapo, Global Disability Advisor, World Bank and originally published on the Global Partnership for Education website on 11 May 2020. What if the ongoing COVID-19 pandemic served as an opportunity to re-think how emergency education planning can be inclusive of children with disabilities? Isn’t this global crisis presenting a […]
KerkoCite.ItemAlsoKnownAs: 2339240:4R2MH3TN 2405685:Y7SN7MBF

An inclusive approach to searching for evidence on EdTech in low- and middle- income countries - Brugha, Meaghan (EdTech Hub, 2020)
A blog post by Meaghan Brugha and Katy Jordan. A searchable database The EdTech Hub has undertaken a large-scale search for publications on technology use in education in low- and middle- income countries. During this process, we created an internal research database. This is searchable through the use of a variety of filters, such as …
EdTechHub.Source: <this> EdTechHub.Source: 2405685:BGLPB3AG KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3911079 2129771:86J5A5RJ 2405685:6TX2RFBC 2405685:BGLPB3AG
Keywords: F:Blog post; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoODE

An Improved Model for the Implementation of Web-Based Learning in Adult Secondary School Education in Kenya - Ng’ang’a, Ms Martha Muthoni; Kimani, Prof Stephen; Kimwele, Dr Michael W. (International Journal of Computer (IJC), 2020)
The development of technology, which evolves continuously, has led to the transformation of traditional courses into web-based courses. However, as these e-learning systems grow more complex, involving numerous users with different levels of need, there is a need to have web-based learning models that adequately address such users’ needs, taking into consideration their levels of expertise, access and ability to interact with such systems. Most of the existing models present the adult learners with difficulties, as most of them have to concentrate mostly on learning the technology rather than learning the desired content. Most of the difficulties arise from the web-based learning model configurations in use in the country. The majority lack features and capabilities of highly interactive, fast-paced multimedia-supported learning currently demanded by most learners and tutors. Therefore, the main aim of this research was to devise an improved model for implementing a web-based learning programme in adult secondary school education. After analysing the existing models and establishing their operational challenges, an improved model was proposed. The proposed model was statistically tested using sample data. The results showed that recognizing both technological and user attributes along the recognized theoretical frameworks was important in increasing the users’ behavioural inclination to use the improved model. Therefore, it is recommended that more sensitization to web-based learning should be implemented by the adult education department in the Ministry of Education among adult learners in the country. It is also recommended that system developers should find ways of incorporating additional features into the model without affecting its architecture and function. Finally, there is need for future studies on the causal antecedents of the constructs presented in this research model to provide more precise practical implications.
KerkoCite.ItemAlsoKnownAs: 2339240:9FRGYBCA 2405685:JXYIK4RA
Keywords: Adult Learners; Model; Web Based Learning; ⛔ No DOI found

An extended systematic review of Canadian policy documents on e-learning: what we’re doing and not doing - Borokhovski, Eugene; Bernard, Robert; Mills, Erin; Abrami, Philip C.; Wade, C. Anne; Tamim, Rana; Bethel, Edward; Lowerison, Gretchen; Pickup, David; Surkes, Michael A. (Canadian Journal of Learning and Technology, 2011)
Number: 3 KerkoCite.ItemAlsoKnownAs: 10.21432/t22p41 10/gmfk2v 2339240:CHEZSB5X 2405685:6HB7ZEXG

An exploratory investigation into the factors related to EdTech use among Kenyan girls - Watson, Joe; Baier, Jasmin; Mughogho, Winnie; Millrine, Mark (British Journal of Educational Technology, 2023)
This paper contributes to the scarce literature on factors affecting EdTech use in households. These factors were considered through exploratory mixed-methods analyses of cross-sectional data on Kenyan girls and caregivers, captured during the COVID-19 pandemic. Quantitative analysis of the child dataset (n = 544) suggested the importance of both structural factors—such as technology hardware availability—and non-structural factors—including caregiver permission. Findings were supported by a thematic analysis of interview data from girls' caregivers (n = 58), which emphasised the role they play in girls' use of EdTech. Interviews also highlighted numerous caregiver concerns with EdTech, related to the relevance and rigour of educational content, the possibility of children accessing age-inappropriate material and child health (especially eyesight). Policy makers could alleviate these concerns by providing guidance on EdTech use and clearly signalling their approval of verified initiatives.
KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13307 2339240:WEWKJFWR 2405685:W8HYZ879

An exploratory investigation into the factors related to EdTech use among Kenyan girls - Watson, Joe; Baier, Jasmin; Mughogho, Winnie; Millrine, Mark (British Journal of Educational Technology, 2023)
This paper contributes to the scarce literature on factors affecting EdTech use in households. These factors were considered through exploratory mixed-methods analyses of cross-sectional data on Kenyan girls and caregivers, captured during the COVID-19 pandemic. Quantitative analysis of the child dataset (n = 544) suggested the importance of both structural factors—such as technology hardware availability—and non-structural factors—including caregiver permission. Findings were supported by a thematic analysis of interview data from girls' caregivers (n = 58), which emphasised the role they play in girls' use of EdTech. Interviews also highlighted numerous caregiver concerns with EdTech, related to the relevance and rigour of educational content, the possibility of children accessing age-inappropriate material and child health (especially eyesight). Policy makers could alleviate these concerns by providing guidance on EdTech use and clearly signalling their approval of verified initiatives. Practitioner notes What is already known about this topic EdTech can benefit girls' education, yet there are various barriers to it being used. Existing research shows clearly that EdTech use can be impeded by structural factors (eg, hardware ownership). However, we find insufficient empirical evidence on the role of non-structural or behavioural factors. What this paper adds This paper addresses this gap, using a mixed-methods approach to explore the influence of 33 different measures (including non-structural factors) that could affect the number of hours girls spend using EdTech at home. Findings from a quantitative sample of girls (n = 544) and a qualitative sample of girls' caregivers (n = 58) highlighted the importance of non-structural factors, especially caregiver permission. The variable most strongly associated with girls' EdTech usage in our selected quantitative model concerned whether this was sanctioned by their caregivers. Our qualitative data suggested why caregiver permission to use EdTech might be withheld: caregivers emphasised perceived concerns about the risks and rigour of EdTech. Implications for practice and/or policy Our findings suggest the viability of policy interventions that provide EdTech guidance to caregivers. Caregivers uncertain about EdTech could be reassured of the appropriateness of verified initiatives, while those already convinced might be aided in their attempts to support EdTech learning. Such guidance could provide a low-cost means of further exploiting the benefits that household EdTech learning can provide.
1 citations (Crossref) [2024-02-28] _eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13307 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13307 2339240:Q94ZI2GS 2405685:W4VSMH86
Keywords: COVID-19; EdTech; Kenya; caregivers; girls' education; ⛔ No INSPIRE recid found

An exploration of the potential role of digital technologies for promoting learning in foreign language classrooms: Lessons for a pandemic - Masterson, Mary (International Journal of Emerging Technologies in Learning (iJET), 2020)
This research study focuses on long-term digital technologies assisted cross-cultural communication as an instructional model. Secondary school foreign language learners of German and English collaborated online with the same age-cohort peers to acquire new cultural knowledge, as well as develop digi-tal technologies skills. Findings revealed that digital technologies facilitated personalised student-led learning through an inquiry-based approach. Results further indicated that the learners had rich opportunities to share their stories and to think critically about themselves and others. Indeed, pupils enriched their understanding of their partner’s culture as well as developing an en-hanced understanding of the influence of culture on behaviour and thinking. The students learned to use digital technologies by creating digital profiles, posting their comments, asking questions, exchanging cultural information, and gaining linguistic and cultural experience of a native speaker in a virtual space. This paper shows that with the purposeful integration of digital tech-nologies in foreign language classrooms opportunities for richer student learning experiences can be promoted.
KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v15i14.13297 2405685:DF9SH9L4
Keywords: c ulture; digital technologies; online collaborative learning

An Exploration of China-Africa Cooperation in Higher Education: Opportunities and Challenges in Open Distance Learning - Zhu, Xia; Chikwa, Gladson (Open Praxis, 2021)
Cognisant of the wide range of cooperation between China and Africa and the existing strong Sino-African relationship, this article explores the international cooperation between Africa and China in the higher education domain, especially in the field of Open Distance Learning (ODL). The study employed data triangulation relying on both secondary and primary sources to address the main research questions. It sheds light on the development of ODL in Chinese Higher Education Institutions (HEIs) with a focus on professional development of university teachers. The article argues that ODL is crucial for emerging economies' sustainable development. Key factors such as political, technological and socio-cultural features play a crucial role in the development and effective implementation of ODL. By exploring the potential opportunities and identifying related challenges, this article contributes to an understanding of how mutually beneficial partnerships between African universities and Chinese HEIs can be developed within the wider framework of Sino-African relationship.
Publisher: International Council for Open and Distance Education KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.13.1.1154 2339240:QGE68QAY 2405685:24EKHU7N
Keywords: Distance Education; Educational Development; Educational Technology; Faculty Development; Foreign Countries; Higher Education; International Cooperation; Lifelong Learning; Open Education; Partnerships in Education; Sustainable Development

An exploration of agency in the localisation of open educational resources for teacher development - Wolfenden, Freda; Adinolfi, Lina (Learning, Media and Technology, 2019)
This study examines the practice of adaptation and translation (localisation) of Open Educational Resources (OER). It employs a sociocultural perspective to focus on the experiences of practitioners (localisers) who undertook the localisation of a suite of 125 OER created as part of a teacher professional development programme in India. This localisation process generated eight unique versions of the OER in five languages. Drawing on project reports, practitioner interviews and analysis of the adapted OER, the study explores how localisers created meaning for the task, the situational and linguistic factors that influenced and mediated their decisions to adapt the materials – or not – and the skills and experiences that emerged through the process. Although the findings revealed that changes to the materials were limited, suggesting that enacting localisation is more difficult than perhaps suggested by OER proponents, the analysis indicated forms of localisers’ emerging professional agency through this endeavour.
Publisher: Routledge _eprint: https://doi.org/10.1080/17439884.2019.1628046 Extra URL: https://doi.org/10.1080/17439884.2019.1628046 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1628046 2405685:D4SI9BWU 2534378:ALXXMXLY 2534378:ZPP9MH8V
Keywords: India; Open educational resources (OER); __:import:01; __:match:final; __:matched; __:study_id:2457357; __finaldtb; localisation; professional agency

An experimental study of the performance of prospective teachers of flipped classroom and non-flipped classroom - Minaz, Maksal; Tabassum, Rabia; Idris, Muhammad (Pakistan Journal of Education, 2017)
Video-recording of lectures and creating of podcasts for playback on the computer and other portable devices which accommodate the new formats of self-developed learning are identified as flipped classroom. The study was focused on the objective to Investigate performance of prospective teachers of flipped classroom and non-flipped classroom with respect to flipped classroom strategy. Therefore, null hypotheses were formulated; there is no significant difference between the mean scores of flipped classroom and non-flipped classroom of prospective teachers before and after treatment; Pretest posttest equivalent group experimental research design was taken for the study. A paired random sampling technique was employed to select the sample on the basis of pretest scores from the subjects.. Experimental group was named flipped classroom and control group was named non-flipped classroom. Treatment of flipped classroom strategy provided to the flipped classroom and the non-flipped classroom was thought through lecture demonstration method. Posttest was administered to collect data from both groups without delay after treatment of six academic weeks. Results of the study illustrated that there was significant difference between the performance of flipped and non-flipped classrooms prospective teachers. It was recommended that flipped classroom may be an integral part of curriculum of professional development courses in Pakistan.
Place: Islamabad Publisher: Allama Iqbal Open University Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2364383027?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2339240:JSUA8DQA 2405685:AUM7ANGN 2405685:EC5V2BBM 2534378:Q5BTRXDU 2534378:ZZ43GQ5G
Keywords: Education; Educational technology; Learning; Pedagogy; Podcasts; Professional development; Teacher attitudes; __:import:01; __:match:final; __:matched; __:study_id:2096864; __finaldtb; ⛔ No DOI found

An examination of the use of technology in the teaching of history. A study of selected senior high schools in the cape coast metropolis, Ghana. - Boadu, Gideon (International Journal of Learning, Teaching and Educational Research, 2014)
This study examined the use of technology in the teaching of History in three (3) selected Senior High Schools in the Cape Coast metropolis. The study was modelled on the descriptive survey design with a sample size of 159 respondents, made up of 153 History students and 6 History teachers from three selected schools. The instruments used to collect data were the questionnaire and the interview guide. The study found that technologies such as computers, projectors, internet, and audio-visuals, could be used to teach History. Again, it was found that teachers have positive perceptions of the use of technology in teaching History, and students were also found to portray positive attitudes in class when technology is used to teach. Finally, the study revealed that teachers face the challenge of unavailability of technology resources, lack of enough time, and lack of motivation, in their attempt to use technology in class. It is recommended that seminars should be organized for teachers to expose them to the types of technologies and how to use them. Again, Ministry of Education should make technology resources available in schools, and also teachers should innovative and creative by using a variety of technologies in their lessons.
Number: 1 KerkoCite.ItemAlsoKnownAs: 2339240:I44YNVA2 2405685:BTZJESKM
Keywords: Attitude; History; Perception; Teaching; Technology; ⛔ No DOI found

An Evaluative Study of a Distance Teacher Education Program in a University in Ghana - Sampong, Kwasi Addo (The International Review of Research in Open and Distributed Learning, 2009)
The study used an adaptation of Provus’ discrepancy evaluation model to evaluate a distance teacher education program in the University of Cape Coast, the premier teacher education institution in Ghana. The study involved comparing performance data of the program as perceived by students and faculty/administrators to standards prepared from the program’s design. Performance data was obtained by administering two survey instruments to a random sample of students and faculty/administrators. Discrepancies between performance and standards were reported. The study concluded that although there were some discrepancies between program standards and performance the program is fulfilling its purpose of upgrading the professional and academic performance of a large number of teachers in the public K-8 schools in Ghana.
shortDOI: 10/gf7gv5 KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v10i4.725 10/gf7gv5 2405685:6GPHTVKC

An Evaluation of the Implementation of Information Technology in Secondary Schools in Kenya - Mbogo, Gracemary; Anne, Onunga; Kirathi, Miriam (Mediterranean Journal of Social Sciences, 2014)
Education is the best legacy a nation can give to her citizens especially the youth. This is because the development of any nation depends on the quality of education of such a nation. While ICT continues to advance in western Asia countries, African countries still experience a lag in its implementation and continues to widen the digital and knowledge divides. In a recent study by Kiptalam et .al (2010), observed that access to ICT facilities is against the ratio of 1:15 students in developed countries. This study was carried out to investigate the extent to which Information Technology has been implemented in secondary schools in Kenya. 30 teachers were sampled out from various counties. A questionnaire was administered to the sample. Descriptive statistics were used to analyze the data. The fidings indicated that most teachers appreciated the need to implement ICT in schools to enhance their effectiveness during the instructional processes. However, most of the teachers had limited ICT skills and rarely used ICT during their teaching. DOI: 10.5901/mjss.2014.v5n5p215
KerkoCite.ItemAlsoKnownAs: 10.5901/mjss.2014.v5n5p215 10/gj37f2 2339240:4AHCXZ5X 2405685:7TLXRA2N

An evaluation of the effectiveness of computer assisted learning strategy and expository method of teaching biology: a case study of lumen Christi international high school, Uromi, Nigeria - Imhanlahimi, E. O.; Imhanlahimi, R. E. (Journal of Social Sciences, 2008)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/09718923.2008.11892621 10/ggppsj 2339240:BM5PL29D 2405685:JYCRNIYS

An Evaluation of ELLN Digital: Technology-Supported Teacher Professional Development on Early Language, Literacy, and Numeracy for K-3 Teachers - Oakley, Grace; King, Ronnel; Scarparolo, Gemma (Digital Learning for Development, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:KW3JXUFD 2405685:QDANF5S7
Keywords: ⛔ No DOI found

An Evaluation of Computer Aided Learning (BRAC-CAL) in Secondary Schools in Bangladesh. - Power, T; Babu, R; Chowdhury, T (BRAC Research and Evaluation Division, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:HY6ESF47 2405685:7BA7PQLP

An EMIS for Palestine – the Education Management Information System in the West Bank and Gaza Strip - Sultana, Ronald G. (Mediterranean Journal of Educational Studies, 2003)
KerkoCite.ItemAlsoKnownAs: 2339240:Y7HXXPA3 2405685:MPK25NGN
Keywords: ⚠️ Invalid DOI; ⛔ No DOI found

An Emerging Dragon: Vietnamese Education After Resolution 29 - Le, Anh Vinh; Han, Puyuan; Khaing, Maw Maw; Farrar, Olivia (Education to Build Back Better: What Can We Learn from Education Reform for a Post-pandemic World, 2022)
In the years since its independence in 1975, Vietnam has experienced much political, social, economic, and educational change. Multiple comprehensive reforms over the past few decades have served to transform Vietnam from a country of war into an “emerging dragon” across all social and economic sectors, including education. In 2013, Vietnam passed one of the most significant pieces of education legislature in the country’s history: Resolution 29, a fundamental and comprehensive education reform that put the development of Vietnam’s education system at the top of socioeconomic development plans. This chapter accounts for the major changes of Vietnam education system after Resolution 29, including the country’s “success formula” as well as its lapses. It makes further recommendations for educational policymakers and educators in Vietnam regarding the role of the education sector in the coming ever-disruptive social and economic context.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-93951-9_5 2339240:RFAMG9TP 2405685:ZWDBGCAZ

An EdTech reading list from the Helpdesk team: Autumn 2020 (EdTech Hub, 2020)
In this blog post, we summarise six new publications from the Helpdesk and what we have learned about monitoring and evaluation, curriculum reform, blended learning, and teacher education. As Covid-19 continues to affect learning around the world, our Helpdesk is seeing a shift in the requests we receive. Earlier, the bulk of requests were linked to short-term Covid responses. Now,…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707480 2405685:29RAGPFX 2405685:E2UQW73U
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

An editorial on replication studies and scaling up efforts - Spector, J. Michael; Johnson, Tristan E.; Young, Patricia A. (Educational Technology Research and Development, 2015)
This editorial calls for the submission of replication studies, meta-analyses, and reports of large-scale impact studies to any section of ETR&D.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-014-9364-3 2339240:IALYW5HK 2405685:FW79IDCD

An Ed-Tech Tragedy? Educational technologies and school closures in the time of COVID-19 - UNESCO (United Nations Educational, Scientific and Cultural Organization (UNESCO), 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:5U643BBF 2405685:2U4WRAJU

An Ed-Tech Tragedy? Educational Technologies and School Closures in the Time of COVID-19 - West, Mark (UNESCO Digital Library, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:5BJFU66N 2405685:8ZYQZDCC
Keywords: ⛔ No INSPIRE recid found

An E-Learning Approach to Secondary School Education”: E-Readiness Implications in Kenya - Redempta, Kiilu (Journal of Education and Practice, 2012)
Information and Communication Technology (ICT) has the potential to enhance access, quality, and effectiveness in education. This paper examines the E-readiness implication on the adoption of e-learning in secondary schools in Kenya. The paper provides an opportunity for reflection on e-learning adoption and the potential role ICT can plays in education. The review has established that up to date, less than 10% of secondary schools in Kenya offer computer studies as a subject in the curriculum despite its perceived potential. The few schools that have an ICT programme limit the number of candidates who take up the subject considering it a specialty irrespective its being an essential subject as other compulsory subjects like Mathematics and Languages. Whereas the processing of information to build knowledge is one of the essential literacy skills vital for the workforce in the 21st century, it is often overlooked in current educational practices. the question of ereadiness of Kenyan schools cannot be overlooked if Kenya plans to use education as a platform for becoming an e-society of the 21st century as envisaged in Vision 2030.Therefore, it is imperative that E-Readiness issues be effectively addressed lest new technology introduced further marginalizes the already deprived Kenyan children. Desktop review of relevant literature was guided by Current Situation Analysis (CSA) which is equivalent to Strength, Weakness, Opportunities and Threats (SWOT) Analysis.
KerkoCite.ItemAlsoKnownAs: 2339240:QGAYFNJL 2405685:74DSLY4X
Keywords: ⛔ No DOI found

An Atlas of The Forty Colleges of Education in Ghana - Haßler, Björn; Akunor, J. T.; Nyamador, E. S. (2017)
EdTechHub.Source: 2129771:F7ZRYUZX shortDOI: 10/ghgk6m KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3911076 10/ghgk6m 2129771:F7ZRYUZX 2129771:U3IVX9WX 2405685:SKFNBK29
Keywords: _DOILIVE; _not_EdTechHub; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode

An approach for teaching of national languages and cultures through ICT in Cameroon - Nkenlifack, Marcellin; Demsong, Bethin; Teko, A.; Nangue, Raoul (International Journal of Advanced Computer Science and Applications, 2011)
This article describes the input of ICT to the modernization of teaching national languages and cultures in order to promote cultural diversity as well as dissemination of scientific knowledge through national languages. This will also reinforce the understanding capacities of the population. This project will serve as the guideline towards development of scientific knowledge and know-how. It presents numerous psychological, pedagogic, scientific and social advantages, among which there is a sensitization of our languages and cultures, the deployment of a platform in some schools, the training of teachers in using ICT in language teaching, the distribution selflearning aids, the development of a website for analysis and dissemination of cultural data, of conservation of linguistic and cultural heritage, and worthiness of pre-requisites and local predispositions towards the emergence and development of technology. It will contribute to make concrete the introduction of teaching national languages in the school curricula in Cameroon.
KerkoCite.ItemAlsoKnownAs: 10.14569/IJACSA.2011.020701 2405685:7SA8WE8M 4042040:9YX9TSJS

An appeal for practical social justice in the COVID-19 global response in low-income and middle-income countries - Kelley, Maureen; Ferrand, Rashida A; Muraya, Kui; Chigudu, Simukai; Molyneux, Sassy; Pai, Madhukar; Barasa, Edwine (The Lancet Global Health, 2020)
Publisher: The Author(s). Published by Elsevier Ltd. This is an Open Access article under the CC BY 4.0 license KerkoCite.ItemAlsoKnownAs: 10.1016/S2214-109X(20)30249-7 2405685:NRW34U6Q

An animated dictionary for hearing-impaired students in Thailand - Wicha, Santichai; Sharp, Bernadette; Sureephong, Pradorn; Chakpitak, Nopasit; Atkins, Anthony (Journal of Research in Special Educational Needs, 2012)
As English increasingly becomes the international language, many ministerial and educational organisations have identified the need to improve the competence of Thai students in speaking English. While there is significant research devoted to developing software tools to support the teaching of English as a second language, they are mostly concerned with adult learners. This project focuses on addressing the need to improve the teaching of English as a second language to primary school children with hearing impairments. This paper presents the development of an educational software tool referred to as the Total Communication with Animation Dictionary (TCAD), which supports learners in the acquisition and retention of new English lexical knowledge and is based on the theoretical approaches of Total Communication and situated learning. A series of experiments was undertaken to evaluate the effectiveness of the TCAD in improving vocabulary acquisition and retention. Early results are promising with increased learner engagement and performance compared with traditional approaches.
_eprint: https://nasenjournals.onlinelibrary.wiley.com/doi/pdf/10.1111/j.1471-3802.2012.01239.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-3802.2012.01239.x 2339240:26Y8P2ER 2405685:SY4KMK35
Keywords: Hearing-impaired students; language acquisition; total communication with 3D animation

An animated dictionary for hearing-impaired students in Thailand - Wicha, Santichai; Sharp, Bernadette; Sureephong, Pradorn; Chakpitak, Nopasit; Atkins, Anthony (Journal of Research in Special Educational Needs, 2012)
As English increasingly becomes the international language, many ministerial and educational organisations have identified the need to improve the competence of Thai students in speaking English. While there is significant research devoted to developing software tools to support the teaching of English as a second language, they are mostly concerned with adult learners. This project focuses on addressing the need to improve the teaching of English as a second language to primary school children with hearing impairments. This paper presents the development of an educational software tool referred to as the Total Communication with Animation Dictionary (TCAD), which supports learners in the acquisition and retention of new English lexical knowledge and is based on the theoretical approaches of Total Communication and situated learning. A series of experiments was undertaken to evaluate the effectiveness of the TCAD in improving vocabulary acquisition and retention. Early results are promising with increased learner engagement and performance compared with traditional approaches.
4 citations (Crossref) [2024-02-28] _eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1471-3802.2012.01239.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-3802.2012.01239.x 2339240:3MKR4PR5 2405685:8227VXM4
Keywords: Hearing-impaired students; language acquisition; total communication with 3D animation; ⛔ No INSPIRE recid found

An analysis of the reach and effectiveness of distance learning in India during school closures due to COVID-19 - van Cappelle, Frank; Chopra, Vidur; Ackers, Jim; Gochyyev, Perman (International Journal of Educational Development, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102439 2339240:RRVFL86Y 2405685:L6WAUQMA

An Analysis of Teacher Education Context, Structure, and Quality-Assurance Arrangements in TEDS-M Countries | IEA.nl - Ingvarson, L; Schwille, J; Tatto, M; Rowley, G; Peck, R; Senk, S (2013)
KerkoCite.ItemAlsoKnownAs: 2405685:CDNP37NW 4042040:5RIUL6JA

An analysis of peer reviewed publications on openness in education in half a century: Trends and patterns in the open hemisphere - Bozkurt, Aras; Koseoglu, Suzan; Singh, Lenandlar (Australasian Journal of Educational Technology, 2018)
Openness in education is an evolving concept which is shaped by the changing needs of societies, cultures, geographies, and economies, thus, it does not have a precise definition. By focusing on four sets of generic keywords - open education, open learning, open educational resources (OERs), and open educational practices (OEPs) - this paper examines research in openness in education through a systematic review of peer reviewed literature. In doing so, the researchers sought to draw attention to existing trends and patterns and possible future trajectories of openness in education. Content analysis, social network analysis, and text-mining are the methods used for data collection and analysis. Findings show that there has been growing interest on openness in education, particularly on OERs, across different fields. Findings also point to OEPs as an emerging area of study, which offers a fertile ground for future research. However, on closer inspection, a divide can be observed between the global north and global south in terms of research output.
shortDOI: 10/gf5f7n KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.4252 10/gf5f7n 2339240:8XL5IRCU 2405685:KCMI3HXH
Keywords: Open Education; Open Educational Practices (OEPs); Open Educational Resources (OERs); Open Learning; Openness; Reviewed

An Analysis of COVID-19 Student Learning Loss - Patrinos, Harry Anthony; Vegas, Emiliana; Carter-Rau, Rohan (World Bank, 2022)
COVID-19 caused significant disruption to the global education system. Early reviews of the first wave of lockdowns and school closures suggested significant learning loss in a few countries. A more recent and thorough analysis of recorded learning loss evidence documented since the beginning of the school closures between March 2020 and March 2022 finds even more evidence of learning loss. Most studies observed increases in inequality where certain demographics of students experienced more significant learning losses than others. But there are also outliers, countries that managed to limit the amount of loss. This review aims to consolidate all the available evidence and documents the empirical findings. Thirty-six robust studies were identified, the majority of which find learning losses on average amounting to 0.17 of a standard deviation, equivalent to roughly a one-half year’s worth of learning. These findings confirm that learning loss is real and significant, even compared to the first year of the pandemic. Further work is needed to increase the quantity of studies produced, and to ascertain the reasons for learning loss and in a few cases mitigation of loss.
Accepted: 2022-05-05T18:47:54Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-10033 2339240:3EFZDWNL 2339240:U5ETV2HF 2405685:HCX28CMA 2405685:K5MNBSW6
Keywords: Coronavirus Impact on Learning; Covid-19 Student Learning Loss; Education; Education Disruption; Educational Inequality; Human Capital Accumulation; Learning Inequality; Pandemic Education Impact; Remote Learning Quality; School Lockdowns; Systematic Education Review

Amira Learning Home Page - Amira Learning
The only reading solution designed to achieve measurable reading growth and curriculum coherence through the powerful synergy of AI and neuroscience.
KerkoCite.ItemAlsoKnownAs: 2405685:VQKIRJMB

América Latina en PISA 2012: ¿Cómo se desempeñan los varones y las mujeres? - María Soledad, , Bos; Ganimian, Alejandro; Vegas, Emiliana (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:5T7CABGZ 2405685:2DI8HWJT

Ambassador of Timor-Leste to ASEAN presents credentials to Secretary-General of ASEAN - Association of Southeast Asian Nations Secretariat (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:JXJT3LQX 2405685:7YHUJ7JJ

amagoh3dec2008jag2rev1.pdf
KerkoCite.ItemAlsoKnownAs: 2339240:YLRHNVNJ 2405685:TFQTRSRX

Always connected: the new digital media habits of young children - Gutnick, A.; Robb, Michael; Takeuchi, Lori; Kotler, Jennifer (The Joan Ganz Cooney Center at Sesame Workshop, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:S7ATT27X 2405685:UY859QN8

Altruism or Money?: Reducing Teacher Sorting Using BehavioUral Strategies in Peru - Ajzenman, Nicolás; Bertoni, Eleonora; Elacqua, Gregory; Marotta, Luana; Méndez, Carolina (Inter-American Development Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:U8EEDFA2 2405685:AQ7PIZ5G

Alternative forms of early grade instructional coaching: Emerging evidence from field experiments in South Africa - Cilliers, Jacobus; Fleisch, Brahm; Kotze, Janeli; Mohohlwane, Nompumelelo; Taylor, Stephen; Thulare, Tshegofatso (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:2JZ7BV5Y 2339240:2GZ7FD78 2405685:T3XGXGL2

Alternative Education Systems Implementation Guide - Ministry of Education, Science and Technology (Republic of South Sudan, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:4DIC26K5 2405685:883F3NWN

Alternative education: filling the gap in emergency and post-conflict situations - Baxter, Pamela; Bethke, Lynne (IIEP Publications, International Institute for Educational Planning, 7-9, rue Eugene-Delacroix, 75016 Paris, FRANCE, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:97HCHUV9 2405685:69679R62

Alternative education: filling the gap in emergency and post-conflict situations - Bethke, Lynne (2009)
KerkoCite.ItemAlsoKnownAs: 2339240:VFT8G57N 2405685:2BNDFIF2

Alternate Education Service Delivery COVID-19 Emergency Response Plan - Ministry of Education (Afghanistan) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PYWCWDEX 2405685:TWFWHL6J

Allô École! Using mobile technologies to connect government, teachers, and parents - World Bank (World Bank, 2017)
A World Bank pilot is promoting a mobile social accountability platform « Allô École! » to increase accountability in the primary education sector of the DRC.
KerkoCite.ItemAlsoKnownAs: 2405685:AALGLPHJ 2405685:JG7HH32A
Keywords: C: Democratic Republic of Congo

Allama Iqbal Open University - Allama Iqbal Open University (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CCT4YGVS 2405685:QXVTKYVN 2405685:T4YJDV6I

All Trials Registered. All Results Reported - AllTrials (AllTrials)
KerkoCite.ItemAlsoKnownAs: 2405685:B43HF4TV

All Tanzania schools reopen amid strict virus protocols - AfricaNews (Africanews, 2020)
The government on the other hand has issued stringent measures to be followed even as schools are reopening to prevent the spread of the novel coronavirus among students.
KerkoCite.ItemAlsoKnownAs: 2339240:T5CCIXD5 2405685:7REVA6GB

All Programmes Recorded, All Outputs Reported - Haßler, Björn; Adam, Taskeen; Blower, Thomas; El-Serafy, Yomna; Kaye, Tom; Khalayleh, Abdullah; McBurnie, Chris; Megha-Bongnkar, Ghislaine; Regis, Callista (EdTech Hub, 2021)
previousDOI: 10.5281/zenodo.4698917 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4698917 10.53832/edtechhub.0050 2129771:WSQ43VG8 2405685:VJYXV8JP
Keywords: AuthorFirst:Haßler; _yl:q

All Children Reading Announces eKitabu and SIL LEAD as Winners of Book Boost: Access for All Challenge - All Children Reading (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:WHDRK6YA 2405685:Y6AIHC5N

All Children Reading: A Grand Challenge for Development [Web Page] - All Children Reading (All Children Reading: A Grand Challenge for Development)
Advancing edtech innovation and research to improve reading outcomes for marginalized children in low-resource contexts. Learn more here.
KerkoCite.ItemAlsoKnownAs: 2405685:GCAP2IJS

All Children Reading: A Grand Challenge for Development [Report] - All Children Reading (USAID; World Vision; Australian Aid)
ACR GCD provides an overview and results of 32 innovations piloted from 2012-2014 to improve early grade literacy in developing countries.
KerkoCite.ItemAlsoKnownAs: 2405685:9J9SWV35

All Children Reading: A Grand Challenge for Development – Final Report - USAID (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:8YBAE6L9 2405685:RWC4U47Y
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Aliim – Smartphone Schools Program - Aliim.org
KerkoCite.ItemAlsoKnownAs: 2339240:M57TK8HX 2405685:F349LVCL

Alif Ailaan Pakistan District Education Rankings 2015 - Alif Ailaan; SDPI (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:THETL6HZ 2405685:CUGQAVWT

Algorithmic design in EdTech: Investigating adaptivity for learners and teachers in a digital personalised learning tool in Kenya - Moustafa, Nariman; Daltry, Rebecca; Major, Louis; Sun, Chen (EdTechHub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15805704 ZenodoArchiveConcept: 15805703 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1127 2405685:WVDDN399
Keywords: _r:AddedByMyEducationEvidence

Alarm over teen pregnancies as Kenya ranked third worldwide | Nation - Maichuhie, Kamau (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:885ESW6Z 2405685:AKH9DB7U

AKU, Gilgit-Baltistan govt partner to boost teacher capacity | The Aga Khan University News - Aga Khan University (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:ZMELENAS 2405685:64PI7KX6

Akili Impact Report 2016-2020 DRAFT - Ubongo (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:88QFCGMK 2405685:MFVTZYGZ

Akili and Me – Akili and Me Official Site - Akili and Me
KerkoCite.ItemAlsoKnownAs: 2339240:MGA73LHE 2405685:753NNC2V

Akello Digital Classroom | Home - Akello Digital Classroom (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:I89TBIGA

Ajuster l'aide pédagogique aux élèves de langue maternelle Bushinengué, dans les Segpas à l'ouest de la Guyane - Anelli, Serge (La nouvelle revue de l'adaptation et de la scolarisation, 2011)
Publisher: INSHEA KerkoCite.ItemAlsoKnownAs: 2405685:V9YS3VNK 4042040:I5CJDQC6
Keywords: ⛔ No DOI found

AJ&K Education Policy (2021-2030) - Department of Elementary and Secondary Education, Government of Azad government of the state of Jammu and Kashmir (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SKLICSCG 2405685:KFNTR7AS

Airband Initiative: Connecting the unconnected - Connelly, K. (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:UJW5C6UZ 2405685:Q4S2F5A6

AIED Unplugged: Leapfrogging the digital divide to reach the underserved - Isotani, Seiji; Bittencourt, Ig Ibert; Challco, Geiser C.; Dermeval, Diego; Mello, Rafael F. (Artificial Intelligence in education. Posters and late breaking results, workshops and tutorials, industry and innovation tracks, practitioners, doctoral consortium and Blue Sky, 2023)
Artificial Intelligence in Education (AIED) is a driving force to improve education. Nevertheless, policymakers from the Global South fear that AI will increase the digital divide and reduce the opportunities for students in these regions to thrive. To address this problem, we analyzed the past 30 years of data on four aspects of the digital divide. Then, based on these findings and a series of discussions with stakeholders (e.g., policymakers), we proposed the concept of AIED Unplugged. An approach to creating AI-based educational technologies that do not require changes in current school settings (e.g., infrastructure), do not rely on stable internet access, and do not ask for digital skills to use them. We applied this concept to redesign an education policy in Brazil to help students improve their writing skills. Our results show a reduction in time, cost and complexity to running the policy, and a positive impact on more than 500,000 students in 7,000 schools in the country.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-031-36336-8_118 2405685:ZCMV5IK4

Aid on the Edge of Chaos: Rethinking International Cooperation in a Complex World - Ramalingam, Ben (Oxford University Press, 2013)
It is widely recognised that the foreign aid system - which today involves every country in the world - is in need of drastic change. But there are conflicting opinions as to what is needed. Some call for dramatic increases in resources, to meet long-overdue commitments, and to scale up what is already being done around the world. Others point to the flaws in aid, and bang the drum for cutting it altogether - and argue that the fate of poor and vulnerable people be best placed in the hands of markets and the private sector. Meanwhile, growing numbers are suggesting that what is most needed is the creative, innovative transformation of how aid works. Aid on the Edge of Chaos is firmly in the third of these camps. In this ground-breaking book, Ben Ramalingam shows that the linear, mechanistic models and assumptions on which foreign aid is built would be more at home in early twentieth century factory floors than in the dynamic, complex world we face today. All around us, we can see the costs and limitations of dealing economies and societies as if they are analogous to machines. The reality is that such social systems have far more in common with ecosystems: they are complex, dynamic, diverse and unpredictable. Many thinkers and practitioners in science, economics, business, and public policy have started to embrace more 'ecologically literate' approaches to guide both thinking and action, informed by ideas from the 'new science' of complex adaptive systems. Inspired by these efforts, there is an emerging network of aid practitioners, researchers, and policy makers who are experimenting with complexity-informed responses to development and humanitarian challenges. This book showcases the insights, experiences, and often remarkable results from these efforts. From transforming approaches to child malnutrition, to rethinking processes of economic growth, from building peace to combating desertification, from rural Vietnam to urban Kenya, Aid on the Edge of Chaos shows how embracing the ideas of complex systems thinking can help make foreign aid more relevant, more appropriate, more innovative, and more catalytic. Ramalingam argues that taking on these ideas will be a vital part of the transformation of aid, from a post-WW2 mechanism of resource transfer, to a truly innovative and dynamic form of global cooperation fit for the twenty-first century.
KerkoCite.ItemAlsoKnownAs: 2405685:JI2589JZ

Aid Effectiveness and Policy Ownership - Sobhan, R (Development and Change, 2002)
KerkoCite.ItemAlsoKnownAs: 10.1111/1467-7660.00267 10/dqm388 2339240:4NCLWIGB 2405685:ZMMG5MJL

AI User Manual: For teachers, students, schools, and parents in Thailand 2025 - Office of Academic Affairs and Educational Standards; Office of the Basic Education Commission (OBEC) (Government of Thailand, 2025)
KerkoCite.ItemAlsoKnownAs: 2339240:TRCCWJEY 2405685:VW67FTL4

AI’s excessive water consumption threatens to drown out its environmental contributions - Bosch, Hilmer; Gupta, Joyeeta; Vliet, Luc van (The Conversation, 2024)
Artificial intelligence promises revolutionary solutions to global challenges, but the water costs to produce and power AI hardware and infrastructure may exceed the benefits.
KerkoCite.ItemAlsoKnownAs: 2405685:4ESLYJN2

AI's climate impact goes beyond its emissions - Coleman, Jude (Scientific American, 2023)
To understand how AI is contributing to climate change, look at the way it’s being used
KerkoCite.ItemAlsoKnownAs: 2405685:Z9G6569K

AI Revolution in Education: What you need to know - Molina, E.; Cobo, C.; Pineda, J.; Rovner, H. (World Bank, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:DDB299C3 2405685:T3ZU8PCT

AI products: What AI EdTech products are out there? - AI for Education (AI for Education.org, 2024)
Explore our landscape mapping of AI-powered EdTech solutions in Sub-Saharan Africa, India and Pakistan. This snapshot focuses on these key regions, offering a
KerkoCite.ItemAlsoKnownAs: 2405685:33LQGNFR

AI Observatory Webinar Report: unlocking learning outcomes in the age of AI - Luz, Gita (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15149258 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1109 ZenodoArchiveConcept: 15149257
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

AI Observatory Webinar Presentation: 7 headlines we have learned about unlocking learning outcomes in the age of AI - Luz, Gita (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15149320 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1110 ZenodoArchiveConcept: 15149319
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

AI Literacy: A Framework to Understand, Evaluate, and Use Emerging Technology - Mills, Kelly; Ruiz, Pati; Lee, Keun-woo; Coenraad, Merijke; Fusco, Judi; Roschelle, Jeremy; Weisgrau, Josh (Digital Promise, 2024)
To enable all who participate in educational settings to leverage AI tools for powerful learning, this paper describes a framework and strategies for educational leaders to design and implement a clear approach to AI literacy for their specific audiences (e.g. learners, teachers, or others) that are safe and effective. The first part of the paper describes a framework that identifies essential components of AI literacy and connects them to existing initiatives that districts have been implementing for decades. The second part of the paper identifies strategies and illustrative examples as guidance for educational leaders to integrate AI literacy in PK–12 education and adapt to their unique contexts.
KerkoCite.ItemAlsoKnownAs: 2339240:WEUB46HQ 2405685:7DBFX59E

AI language tools risk scientific diversity and innovation - Nakadai, Ryosuke; Nakawake, Yo; Shibasaki, Shota (Nature Human Behaviour, 2023)
Number: 11 Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s41562-023-01652-3 2405685:QIX9ZW5M 2486141:LHWYJQUZ
Keywords: Cultural evolution; Scientific community

AI in the Classroom: A rapid evaluation of AI-generated lesson plans in Islamabad’s public schools - Aslam, Nawaz; Qureshi, Ghada; Hassan, Syed Mustafa (EdTech Hub, 2025)
This report presents a rapid evaluation of AI-generated lesson plans currently being used in public schools in rural and urban Islamabad under the National Institute of Excellence in Teacher Education (NIETE). These centrally developed, scripted lesson plans are aligned with the national curriculum and built on the Gradual Release of Responsibility (GRR) model, with additional elements of the 5E and Inquiry-Based Learning (IBL) models in science, and the Concrete-Pictorial-Abstract (CPA) model in maths. Using a mixed-methods approach—including teacher surveys, focus group discussions, key informant interviews, and an expert rubric-based review—the study assesses the lesson plans' quality, relevance, and adaptability. Teachers expressed strong support for the lesson plans, especially in terms of reduced workload and structured delivery, though concerns were raised around flexibility, contextual responsiveness, and teacher agency. While the study does not evaluate student learning outcomes, it provides actionable insights and recommendations for improving the design, support, and implementation of AI-generated instructional tools, particularly as the programme scales to other provinces in Pakistan, such as Balochistan. An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15077892 ZenodoArchiveConcept: 15077891 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1104 10.53832/edtechhub.1105 10.53832/edtechhub.1107 10.53832/edtechhub.1108 2405685:FR4GREKJ 2405685:XG7G3FDM
Keywords: _r:AddedByMyEducationEvidence

AI in education: Enhancing learning experiences and student outcomes - Xu, Zhiyi (Applied and Computational Engineering, 2024)
This research article makes an attempt to investigate the potential of Artificial Intelligence (AI) in enhancing the learning experiences, as well as student outcomes. As a result, it has developed a study that will be able to understand how the different AI tools, including machine learning, data learning, virtual reality (VR) and augmented reality (AR), automation, and so forth can be used to develop learning experiences and outcomes. Subsequently, a case study involving a mathematics classroom was used to collect data and confirm whether indeed AI led to improved learning experiences and study outcomes. The study confirms that AI resulted in positive outcome with positive performance measure sin academic performance, motivation and engagement, learning progression, and so forth.
KerkoCite.ItemAlsoKnownAs: 10.54254/2755-2721/51/20241187 2339240:VP5WELWN 2405685:R3ERLE4S

AI for Education AI Assessments Event Summary - Fab Inc. (2023)
KerkoCite.ItemAlsoKnownAs: 2405685:RSKXEXU8

AI ethics and learning: EdTech companies’ challenges and solutions - Kousa, Päivi; Niemi, Hannele (Interactive Learning Environments, 2022)
The aim of this study is to identify the ethical challenges, solutions and needs of educational technology (EdTech) companies. Qualitative data was collected in interviews with seven experts from four companies, and the data was analysed using inductive content analysis. The four main areas of challenges were ambiguous regulations, inequalities in human learning, ethical dilemmas in machine learning (ML) and lack of ability to assess consequences in society. According to the studied companies, AI regulations are difficult to understand and implement. There is also much to be done in terms of reliability, transparency, and safety. Consequently, companies suggested that AI-based products should be more preventive, safe, explicable, and equally accessible. Sufficient information, multi-professional support also within company, global collaboration, sharing best practices, and general discussion were emphasised. The results show that EdTech companies are aware of their ethical challenges, and their responsibility as disseminators of information. However, translating information into practice is challenging because it is often very fragmented and difficult to understand. Companies hoped that everyone: themselves, consumers, educational institutions, researchers, funders, and decision-makers would do more together to overcome the ethical challenges of AI.
Publisher: Routledge _eprint: https://doi.org/10.1080/10494820.2022.2043908 KerkoCite.ItemAlsoKnownAs: 10.1080/10494820.2022.2043908 2405685:5DG8ZQ2I
Keywords: Artificial intelligence; EdTech companies; ethical challenges and solutions; ethical sustainability; responsibility

AI‐driven adaptive learning for sustainable educational transformation - Strielkowski, Wadim; Grebennikova, Veronika; Lisovskiy, Alexander; Rakhimova, Guzalbegim; Vasileva, Tatiana (Sustainable Development, 2024)
Abstract This paper scrutinizes how adaptive learning technologies and artificial intelligence (AI) are transforming today's education by making it personalized, accessible, and efficient as well as leading people to accepting, addressing, and mitigating sustainable development. Recently, education witnessed a remarkable technological surge driven by various advances in technology, which can be demonstrated by the increase of the number of scientific publications on this topic from just 1 in 1990 to 636 in 2023. Ongoing digitalization and technological revolution in education together with the novel approach to respect each student's unique learning style and abilities paved the way for adaptive learning technologies represented by the innovative tools that personalize educational experiences to cater to individual learners. All of that contributes to preparing more educated and informed citizens, drives innovation, and supports economic growth necessary for achieving a sustainable future. Our bibliographic study employs VOSviewer to conduct a bibliometric analysis of a total number of 3518 selected publications using the keywords “adaptive learning” and “AI” (represented by articles, proceeding papers, and book chapters) indexed in the Web of Science (WoS) database from 1990 to 2024. Our results demonstrate that recent technological changes played a key role in transforming adaptive learning, which was rather reinforced by the “digital surge” in education brought about by the COVID‐19 pandemic. Our findings can be useful for further development in the field of adaptive education where they can be employed by the relevant stakeholders and policymakers as well as by the scholars and researchers.
KerkoCite.ItemAlsoKnownAs: 10.1002/sd.3221 2339240:ZTJR5YUP 2405685:YPYVX9BP

AI Competency Framework for Teachers - UNESCO (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:Z7LGR89F 2405685:F2FBQ5DU

AHHA Education Timor Leste (AHHA Education Timor Leste)
KerkoCite.ItemAlsoKnownAs: 2339240:3TCX68C3 2405685:P2YBVBQH
Keywords: ⛔ No INSPIRE recid found

Agile delivery - Service Manual - GOV.UK - GOV.UK (UK Government)
How to work in an agile way: principles, tools and governance.
KerkoCite.ItemAlsoKnownAs: 2339240:DSJ9ELBQ 2339240:HVPAJBJU 2405685:7U9S9NSM 2405685:EWWBN56Z 2405685:GIYZQRBW 2405685:MFDEN76D 2405685:NXTJ5CKI 2405685:SLTJ43M6

Agile delivery - How to work in an agile way: Principles, tools and governance. - Gov.UK (UK Government)
How to work in an agile way: principles, tools and governance.
KerkoCite.ItemAlsoKnownAs: 2339240:9ZHP4XRW 2405685:EJ7EF4GD
Keywords: ⛔ No INSPIRE recid found

Agency for the Development of Educational Management (ADEM)
KerkoCite.ItemAlsoKnownAs: 2339240:45TYXMSB 2405685:VATLSGX9

Agency and technology-mediated task repetition with young learners: Research and implications for primary classroom practice - Pinter, Annamaria (Language Teaching for Young Learners, 2019)
Abstract This paper offers a review of the TBLT literature for young learners with an aim to identify some gaps where future research and classroom practice could be targeted. The specific focus of this review is on procedural task repetition for children, arguing that in addition to the linguistic benefits, task repetition is associated with important gains in the affective domain. It is suggested that technology-mediated task repetition, via tablet devices, can further enhance both opportunities for learning and confidence building and enjoyment. Due to the technological affordances, the learners are firmly in charge of creating dynamic, fluid tasks through cycles of reflection and practice, polishing their performance along the way, stretching towards their ‘upper potential’. To date research within TBLT with children has not explored yet what types of tasks children enjoy working with and why and how task repetition is realised when using tablet devices to record their own performances. This paper suggests steps that can be taken in this direction both in research and classroom practice.
Publisher: John Benjamins KerkoCite.ItemAlsoKnownAs: 10.1075/ltyl.00010.pin 2339240:Z8R58PVM 2405685:QNFR2RAE

Age appropriate design: a code of practice for online services - Information Commissioner's Office (ICO, 2020)
Publisher: ICO KerkoCite.ItemAlsoKnownAs: 2339240:7C7U937X 2405685:JQFB2MWY

AfterAccess: ICT access and use in Asia and the Global South - LIRNE Asia (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:WCW6IF9Y 2405685:LYCBIJZN

AfterAccess: ICT access and use in Asia and the Global South - LIRNEasia (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:VFQGLJQM 2405685:Q7ERERPN

After School Tutoring: Evidence from a Randomized Control Trial - Islam, Asad; Ruthbah, Ummul (Monash Business School, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6UF6IMYI 2339240:9E58WXYL 2405685:CDI2BBT7 2405685:WJ9E799P 2405685:ZWZGL8M9 2534379:Q8FJ88QY

After COVID-19, let’s reimagine education in Kenya - Zaman, Maniza (2021)
Digital learning should be part of a basic package of essential services for every child
KerkoCite.ItemAlsoKnownAs: 2339240:YEMKMSZT 2405685:4TIDEWQM

African Women in EdTech (WAKE)

African Storybook - African Storybook
KerkoCite.ItemAlsoKnownAs: 2339240:55JZQNG2 2405685:JHBQZWYV

African Languages Today: The Challenge of and Prospects for Empowerment under Globalization - Bamgbose, Ayo (Selected Proceedings of the 40th Annual Conference on African Linguistics, 2011)
Abstract: Ayo Bamgbose, African Languages Today: The Challenge of and Prospects for Empowerment under Globalization
KerkoCite.ItemAlsoKnownAs: 2405685:IEWJWUT3 4042040:3KFY9V4P

African higher education network forms interdisciplinary action group to maximize ethical use of AI - Honoris United Universities (2024)
Honoris United Universities recently concluded its two-day Annual Academic Summit for 2024 in Tunis,
KerkoCite.ItemAlsoKnownAs: 2405685:4LFP8964

African Economic Outlook 2020: Developing Africa's workforce for the future - African Development Bank (African Development Bank Group, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RGLHRFY5 2405685:FYY98J88
Keywords: ⛔ No INSPIRE recid found

African Economic Outlook 2020 - African Development Bank (2020)
African Economic Outlook 2020 Supplement Amid COVID–19 Download supplement (english) Download supplement (french)
Publisher: African Development Bank Group KerkoCite.ItemAlsoKnownAs: 2339240:3G9E4YDH 2405685:QXFSEW67
Keywords: ⛔ No INSPIRE recid found

Africa: Tanzania — The World Factbook - Central Intelligence Agency - Central Intelligence Agency (Central Intelligence Agency World Factbook website, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Z4U5EGRC 2405685:AHC3I8EU

Africa’s Covid-19 opportunity (EdTech Hub, 2020)
Educators in Africa are optimistic about the opportunities that Covid-19 brings for reform and innovation in education. That’s the headline from a survey eLearning Africa recently conducted, in which 1,600 education and technology professionals from 52 countries in Africa were asked for their thoughts on the longer-term effects of the pandemic. Despite what it’s doing to societies and economies around…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707890 2405685:AESZ5WMM 2405685:YER28PCY
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Africa Internet Users, 2020 Population and Facebook Statistics - Internet World Stats: Usage and Population Statistics
EdTechHub.ItemAlsoKnownAs: 2405685:5VVRKC33

Africa: children out of primary school - Statista (2021)
As of 2019, 18.7 percent of children in primary-school-age were not enrolled in primary or secondary education in Sub-Saharan Africa.
KerkoCite.ItemAlsoKnownAs: 2339240:FY7GASPI 2405685:3ENXC6R5
Keywords: ⛔ No INSPIRE recid found

Affordances of mobile technologies for experiential learning: the interplay of technology and pedagogical practices - Lai, C-H; Yang, J-C; Chen, F-C; Ho, C-W; Chan, T-W (Journal of Computer Assisted Learning, 2007)
00128 shortDOI: 10/b9gjjp KerkoCite.ItemAlsoKnownAs: 10/b9gjjp 2129771:WLJT7DZ7 2405685:JL2LF9RS

Affordance of Deep Infusion of One-to-One Tablet-PCs Into and Beyond Classroom. - Li, SC; Pow, JWC (International Journal of Instructional Media, 2011)
00009 KerkoCite.ItemAlsoKnownAs: 2129771:UFN7TVBT 2405685:8CTWM5GN
Keywords: ⛔ No DOI found

Affordable online maths tuition: Evaluation report and executive summary. - Torgerson, Carole; Ainsworth, Hannah; Buckley, Hannah; Hampden-Thompson, Gillen; Hewitt, Catherine; Humphry, Deborah; Jefferson, Laura; Mitchell, Natasha; Torgerson, David (Education Endowment Foundation, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:BEA4Y4D2 2405685:J3GWGJX9
Keywords: ⛔ No DOI found

Affordability and cost-effectiveness: decision-making on the cost-effectiveness plane - Sendi, P. P.; Briggs, A. H. (Health Economics, 2001)
Much recent research interest has focused on handling uncertainty in cost-effectiveness analysis and in particular the calculation of confidence intervals for incremental cost-effectiveness ratios (ICERs). Problems of interpretation when ICERs are negative have led to two important and related developments: the use of the net-benefit statistic and the presentation of uncertainty in cost-effectiveness analysis using acceptability curves. However, neither of these developments directly addresses the problem that decision-makers are constrained by a fixed-budget and may not be able to fund new, more expensive interventions, even if they have been shown to represent good value for money. In response to this limitation, the authors introduce the affordability curve which reflects the probability that a programme is affordable for a wide range of threshold budgets. The authors argue that the joint probability an intervention is affordable and cost-effective is more useful for decision-making since it captures both dimensions of the decision problem faced by those responsible for health service budgets.
Number: 7 Publisher: John Wiley and Sons KerkoCite.ItemAlsoKnownAs: 10.1002/hec.639 2339240:SXUMKWQZ 2405685:CQBIWZXP

Affordability - International Telecommunication Union
Affordability - backgrounder
KerkoCite.ItemAlsoKnownAs: 2339240:29MT3DWK 2339240:4Q335Q2J 2405685:6G8LTNMU 2405685:ELUCRU2D
Keywords: ⛔ No INSPIRE recid found

AEPAM Online Library - Ministry of Federal Education & Professional Training
KerkoCite.ItemAlsoKnownAs: 2339240:YDG22EQY 2405685:S5RMZIAM

AENN Data Utilisation + Dashboard Co-creation Workshop Report - Viamo (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:W3YICELF

Advice, Money, Results - Hedger, Edward; Manning, Nick; Schick, Allen (NYU Wagner, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6DPSXZPA 2405685:UDS636PJ 4656463:YY6I7ZS6

Adverse consequences of school closures - UNESCO (UNESCO, 2020)
School closures - even when temporary - carry high social and economic costs. The disruptions they cause touch people across communities, but their impact is particularly severe for disadvantaged boys and girls and their families. Some of the reasons why school closures are so harmful are listed below. While the list is far from comprehensive, it helps clarify why school closures should matter to all of us. Interrupted learning: Schooling provides essential learning and when schools close, children and youth are deprived opportunities for growth and development.
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:N9NK3DJF 2339240:UTNECT36 2405685:35ZWVEZ9 2405685:7UZI77DJ

Advancing Youth Project: Interactive Audio Instruction Program in Liberia - Education Development Center (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:A5DU5UUV 2405685:GP68D93N

Advancing women’s digital skills and economic empowerment through girls in tech Indonesia: A case study - Afiani, Isyfi (Salasika, 2018)
The advancing Information and Communication Technology (ICT) has massively supported the economy in the digital era as it disseminates, stores, brings added value and manages information to provide unlimited opportunities for economic development. However, ICT may contribute to discrimination and existing inequalities reinforcement so-called the digital divide. Since all aspects of human interaction with ICT are gendered, this study tackles the digital gender divide issue, that is, the gap between men and women regarding access to, content and use of ICT. Accordingly, in 2016, the gender gap of global internet users was 12% and it grows every year. In response to this condition, a global movement promoting women engagement in ICT has emerged. This study, therefore, depicts the role of Girls in Tech Indonesia community as a chapter of Global Girls in Tech movement in advancing women economic empowerment through ICT by implementing transformational leadership concepts and Longwe’s empowerment framework. In the core of qualitative studies, this study shows that Girls in Tech Indonesia’s leadership performance contributes positively to women empowerment.
1 citations (Crossref) [2024-04-29] Number: 1 KerkoCite.ItemAlsoKnownAs: 10.36625/sj.v1i1.39 2339240:E5W3KXKL 2405685:7PTB86S9
Keywords: Empowerment; Girls in Tech; ICT; Leadership; ⛔ No INSPIRE recid found

Advancing technology for learning in Chad - GPE KIX (GPE KIX, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:NFG5XXJI 2405685:9NUS6ZAP

Advancing Learning Outcomes for Transformational Change III - African Population and Health Research Center (African Population and Health Research Center, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:W7FEWQUN 2405685:CQGHMQKA

Advancing learning in formal and informal settings via mobile app technology: where to from here, and how? - Khaddage, Ferial; Muller, Wolfgang; Flintoff, Kim (Educational Technology & Society, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:EHC8I8C6 2405685:2XJPAP7V
Keywords: ⛔ No DOI found

Advancing evidence-based decision making in LMICs: Focus of EdTech Hub’s work - Hennessy, Sara (EdTech Hub, 2021)
This blog sets out the Hub’s aims and approaches to identifying appropriate and effective uses of EdTech that can potentially raise learning outcomes in low- and middle-income countries (LMICs). Research shows that EdTech offers immense potential, but sustainable and positive change at scale has largely proved elusive in practice – particularly for marginalised learners where we focus our work. To…
KerkoCite.ItemAlsoKnownAs: 2405685:33PABHJH 2405685:Q8R8G8WG
Keywords: _EdTechHub_Output

Advancing Equity by Incorporating Intersectionality in Research and Analysis - US Department of Health and Human Services, Office of the Assistant Secretary for Planning and Evaluation (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:CZBTMVRI 2405685:WEDTJPI5
Keywords: ⛔ No DOI found