Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement - Moher, David; Liberati, Alessandro; Tetzlaff, Jennifer; Altman, Douglas G (British Medical Journal, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.b2535 2339240:59LXUVEU 2405685:T8R5AV4B 2534378:V3VIP5A2
Keywords: ___working_potential_duplicate

Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement - Moher, David; Shamseer, Larissa; Clarke, Mike; Ghersi, Davina; Liberati, Alessandro; Petticrew, Mark; Shekelle, Paul; Stewart, Lesley A.; PRISMA-P Group (Systematic Reviews, 2015)
Systematic reviews should build on a protocol that describes the rationale, hypothesis, and planned methods of the review; few reviews report whether a protocol exists. Detailed, well-described protocols can facilitate the understanding and appraisal of the review methods, as well as the detection of modifications to methods and selective reporting in completed reviews. We describe the development of a reporting guideline, the Preferred Reporting Items for Systematic reviews and Meta-Analyses for Protocols 2015 (PRISMA-P 2015). PRISMA-P consists of a 17-item checklist intended to facilitate the preparation and reporting of a robust protocol for the systematic review. Funders and those commissioning reviews might consider mandating the use of the checklist to facilitate the submission of relevant protocol information in funding applications. Similarly, peer reviewers and editors can use the guidance to gauge the completeness and transparency of a systematic review protocol submitted for publication in a journal or other medium.
KerkoCite.ItemAlsoKnownAs: 10.1186/2046-4053-4-1 2339240:GZ9BP9K3 2405685:J9LFRERT
Keywords: Checklist Item; Knowledge Translation; Reporting Guideline; Systematic Review; Systematic Review Protocol; ___working_potential_duplicate

Urdu version of Sesame Street from April - Mohiuddin, Saeed (The News International, 2009)
Pakistani children would be able to watch the Urdu version of Sesame Street – the most-watched children’s television show in the world – five days a week on both PTV 1 and PTV 2...
KerkoCite.ItemAlsoKnownAs: 2405685:JFFPPRY2

Resource Pack to Support Remote Learning : Digital - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Digital (English)

Resource Pack to Support Remote Learning : Introduction - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Introduction (English)
KerkoCite.ItemAlsoKnownAs: 2405685:P4ZV3WJ6

Resource Pack to Support Remote Learning : Mobile - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Mobile (English)
KerkoCite.ItemAlsoKnownAs: 2405685:MLCVFR3W

Resource Pack to Support Remote Learning : Print - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Print (English)
KerkoCite.ItemAlsoKnownAs: 2405685:TIYRFXSF

Resource Pack to Support Remote Learning : Television - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Television (English)
KerkoCite.ItemAlsoKnownAs: 2405685:ENYQ2YWR

Resource Pack to Support Remote Learning : Formative Assessment - Mohn, Giti; Rafique, Giti; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank, 2021)
Resource Pack to Support Remote Learning : Formative Assessment (English)
KerkoCite.ItemAlsoKnownAs: 2405685:WFPQL8XD

Teacher Learning Circles: A Locally Owned Complement to Coaching - Mohr, Emet; Morency Notario, Paige (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:IK4RB896 2405685:9TYAKN9P

Digital Pakistan Policy - MoITT (Ministry of IT & Telecom, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:P7ELXC2E 2405685:IQICEFAM

Evidence-Based Teaching: Effective Teaching Practices in Primary School Classrooms - Molina, Ezequiel; Pushparatnam, Adelle; Rimm-Kaufman, Sara; Wong, Keri Ka-Yee (World Bank, Washington, DC, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8656 2339240:VC8SH4J9 2405685:94EF9DL4

El engagement en la educación virtual: experiencias durante la pandemia COVID-19 - Molina, Odiel Estrada; Cancell, Dieter Reynaldo Fuentes; Hernández, Alién García (Texto Livre: Linguagem e Tecnologia, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:5B3ZQV8Z
Keywords: ⛔ No DOI found

Dhaka slums: where Covid is curiously quiet - Mollah, Shaheen; Islam, Zyma (The Daily Star, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XNG8UT6Z 2405685:P98RB6EV

Could coronavirus lockdowns help close Latin America's digital divide? - Moloney, Anastasia (Reuters, 2020)
As Colombia enters its eighth week of coronavirus lockdown, street vendor Luis Duarte worries that his teenage daughter might not finish her school year now that her classes have moved online.
KerkoCite.ItemAlsoKnownAs: 2339240:KHJPGUYA 2405685:JR4YK73X
Keywords: Americas; CORONAVIRUS; Central America; Children; Civil Liberties; Civil Rights; Coronavirus; Education; Enterprise Reporting; Features; Fundamental Rights; General News; Government; HEALTH; Health; Human Rights; Internet; LATAM; Medicine; Peru; Politics; Social Issues; Society; South America; TECH; TRFN; Technology (TRBC level 1); US; United Nations; World Wide Web; Youth Issues

Scaling online education: Increasing access to higher education. - Moloney, Jacqueline F.; Oakley, Burks (Journal of Asynchronous Learning Networks, 2010)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:KX2AUEQV 2405685:RCM56VG3
Keywords: ⛔ No DOI found

Dearth of research in Bangladeshi universities - Momin, S (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:X9NZ9GIQ 2405685:B5DNCPYF

How Sierra Leone is betting on data to fight the impact of climate change on schools - Momoh, A; Atherton, Paul (Global Partnership for Education, 2022)
Data can significantly improve decision-making and allow for prioritizing interventions to benefit the most vulnerable populations. That’s why the ministry of Education in Sierra Leone is working with Fab Inc. to develop a web-based data tool that helps estimate and prioritize where new schools are really needed.
KerkoCite.ItemAlsoKnownAs: 2405685:AVDJP4T3 4042040:AJHHQGBH

The Journal Coverage of Web of Science and Scopus: A Comparative Analysis - Mongeon, Philippe; Paul-Hus, Adèle (Scientometrics, 2016)
Bibliometric methods are used in multiple fields for a variety of purposes, namely for research evaluation. Most bibliometric analyses have in common their data sources: Thomson Reuters' Web of Science (WoS) and Elsevier's Scopus. The objective of this research is to describe the journal coverage of those two databases and to assess whether some field, publishing country and language are over or underrepresented. To do this we compared the coverage of active scholarly journals in WoS (13,605 journals) and Scopus (20,346 journals) with Ulrich's extensive periodical directory (63,013 journals). Results indicate that the use of either WoS or Scopus for research evaluation may introduce biases that favor Natural Sciences and Engineering as well as Biomedical Research to the detriment of Social Sciences and Arts and Humanities. Similarly, English-language journals are overrepresented to the detriment of other languages. While both databases share these biases, their coverage differs substantially. As a consequence, the results of bibliometric analyses may vary depending on the database used. These results imply that in the context of comparative research evaluation, WoS and Scopus should be used with caution, especially when comparing different fields, institutions, countries or languages. The bibliometric community should continue its efforts to develop methods and indicators that include scientific output that are not covered in WoS or Scopus, such as field-specific and national citation indexes.
shortDOI: 10/f77hzh KerkoCite.ItemAlsoKnownAs: 10.1007/s11192-015-1765-5 10/f77hzh 2339240:8JJXVFNV 2405685:2IZQM7HX
Keywords: Bibliometrics; Citation indexes; Research evaluation; Scopus; Web of Science

High Court stops Malawi's 21-day coronavirus lockdown - Montsho, Molaole (2020)
The Lilongwe High Court in Malawi has granted Human Rights Defenders Coalition (HDRC) an order blocking the government from effecting a 21-day lockdown meant to curb the spread of Covid-19.
KerkoCite.ItemAlsoKnownAs: 2405685:IKJMHAAW

Moodle - Open-source learning platform | Moodle.org - Moodle (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:Q2JQYS7R 2405685:ZSDT9976

WhatsApp: Creating a virtual teacher community for supporting and monitoring after a professional development programme - Moodley, Maglin (South African Journal of Education, 2019)
KerkoCite.ItemAlsoKnownAs: 10.15700/saje.v39n2a1323 2339240:R7L9J4C3 2405685:HSIJJWM4

Modelling and supporting ICT implementation in secondary schools - Mooij, Ton; Smeets, Ed (Computers & Education, 2001)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S0360-1315(00)00068-3 2339240:AGM87JMU 2405685:LATP6NIT

Creating new forms of teacher education: Open Educational Resources (OERs) and the Teacher Education in Sub-Saharan Africa (TESSA) programme - Moon, Bob (Teacher education through open and distance learning, 2010)
Publisher: Citeseer KerkoCite.ItemAlsoKnownAs: 2405685:JQZG4SQP 2534378:PCFN73ZM
Keywords: ⛔ No DOI found

School‐based teacher development in Sub‐Saharan Africa: building a new research agenda - Moon, Bob (The Curriculum Journal, 2007)
shortDOI: 10/cdnf7g KerkoCite.ItemAlsoKnownAs: 10.1080/09585170701590007 10/cdnf7g 2405685:A94IN6L2

Teacher Education and the Challenge of Development: A global analysis - Moon, Bob (Routledge, 2013)
KerkoCite.ItemAlsoKnownAs: 2405685:Y6XEQM7K

Designing Open and Distance Learning for Teacher Education in Sub-Saharan Africa: A toolkit for educators and planners - Moon, Bob; Leach, Jenny; Stevens, Mary-Priscilla (World Bank, 2005)
KerkoCite.ItemAlsoKnownAs: 2405685:IIMIUDS2

Can new modes of digital learning help resolve the teacher crisis in sub-Saharan Africa? - Moon, Bob; Villet, Charmaine (Journal of Learning for Development, 2017)
Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying picture of significant under-achievement across the region. This paper argues that the teacher education and training structures of the last century will never be able to meet urgent contemporary needs. Given population growth, especially among the young, large-scale expansion of the teaching force and the associated teacher education systems will be the norm through to the middle years of the century and beyond. In this context the paper argues for a significant policy shift to expand quality teacher education and professional support at scale through a more school-based and digitally supported network model of provision. Examples of current digital programmes within the region are considered as well as the new technologies that are emerging with relevance to teacher education. The paper suggests a three-phase process through which national governments might move in making the necessary changes in policy and practice.
Publisher: Commonwealth of Learning, 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada KerkoCite.ItemAlsoKnownAs: 2405685:C4EES7UW 2534378:LSYA2A2W
Keywords: Africa; Computer Uses in Education; ERIC; Current Index to Journals in Education (CIJE); Educational Change; Educational Policy; Electronic Learning; Faculty Development; Foreign Countries; Higher Education; Inservice Teacher Education; Online Courses; Postsecondary Education; Preservice Teacher Education; Resource Units; Teacher Shortage; ⛔ No DOI found

Social Entrepreneurship and Disruptive Innovation: Evaluating the use of Rumie’s Free Educational Software in Seven Developing Economies - Moon, Chris; Kavanagh, Allison; Jeffrey, Jackie; Gebbels, Joseph; Korsgaard, Karen (Proceedings of The 11th European Conference on Innovation and Entrepreneurship 15-16 September 2016, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:RSNRHHT4 2405685:FHU55DFN
Keywords: ⛔ No DOI found

Learning to teach online: a systematic review of the literature on K-12 teacher preparation for teaching online - Moore-Adams, Brianne L; Jones, W Monty; Cohen, Jonathan (Distance Education, 2016)
There is a growing need for qualified online instructors to teach the expanding population of online K-12 students. To meet this need, teachers must be provided learning opportunities to acquire the specific types of knowledge and skills necessary to teach online. In this systematic review of the literature, we utilize the TPACK framework to aggregate the types of knowledge and skills required to teach online and examine both the extent to which these elements are addressed in existing programs and are based on empirical research. Findings suggest that the types of knowledge and skills based on empirical research originate from few studies and that most programs address only a small subset of knowledge and skills, varying greatly without uniformity in content or learning experiences.
KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2016.1232158 2405685:XP5NP64W
Keywords: Online learning; online teaching; teacher preparation; virtual learning

Access to digital learning during COVID-19 closures: compounding educational inequality? - Moore, Rhiannon; Marshall, Lydia (2020)
This blog was origially published as a guest blog on the UKFIET forum The COVID-19 global pandemic has led to children across the world seeing their schools closed down – the latest UNESCO estimates suggest that over 87% of the world’s student population is currently unable to attend school or university. This is certainly true for children and young people in countries covered by the Young Lives study, with all schools in India, Ethiopia and Peru and schools in some parts of Vietnam, currently closed.
Library Catalog: www.younglives.org.uk KerkoCite.ItemAlsoKnownAs: 2339240:E5TCVMHM 2405685:HMR72IPB

Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic - Moorhouse, Benjamin Luke (Journal of Education for Teaching, 2020)
This report describes the adaptations made to one initial teacher education course at a Hong Kong university designed for face-to-face instruction that was required to be delivered exclusively online due to the suspension of face-to-face classes caused by the COVID-19 pandemic. It describes the adaptations the tutor made, and the challenges faced adapting to the new mode of delivery. It is hoped that others can learn from the author’s experience and be prepared for the suspension of face-to-face classes caused by the COVID-19 pandemic or other health emergencies.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1755205 2405685:KL65EJ4F
Keywords: COVID-19 pandemic; Initial teacher education; adapting to online teaching; synchronous online teaching

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

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

Evaluation of the Sida-supported Education Program for Results (EPforR) 2014–2021, Tanzania - Moran, Greg; Connal, Criana; Kirama, Stephen; Leung, Yvonne (Sida, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2EUL79EI 2405685:B2PJZSBY

Schools’ readiness for digital learning in the eyes of principals. An analysis from PISA 2018 and its implications for the COVID19 (Coronavirus) crisis response - Moreno, Juan Manuel; Gortazar, Lucas (World Bank Blogs - Education for Global Development, 2020)
An analysis from PISA 2018 and its implications for the COVID19 crisis response
Library Catalog: blogs.worldbank.org EdTechHub.ItemAlsoKnownAs: 2405685:H5822577

How to do (or not to do)… gender analysis in health systems research - Morgan, Rosemary; George, Asha; Ssali, Sarah; Hawkins, Kate; Molyneux, Sassy; Theobald, Sally (Health Policy and Planning, 2016)
Gender-the socially constructed roles, behaviours, activities and attributes that a given society considers appropriate for males, females and other genders-affects how people live, work and relate to each other at all levels, including in relation to the health system. Health systems research (HSR) aims to inform more strategic, effective and equitable health systems interventions, programs and policies; and the inclusion of gender analysis into HSR is a core part of that endeavour. We outline what gender analysis is and how gender analysis can be incorporated into HSR content, process and outcomes Starting with HSR content, i.e. the substantive focus of HSR, we recommend exploring whether and how gender power relations affect females and males in health systems through the use of sex disaggregated data, gender frameworks and questions. Sex disaggregation flags female-male differences or similarities that warrant further analysis; and further analysis is guided by gender frameworks and questions to understand how gender power relations are constituted and negotiated in health systems. Critical aspects of understanding gender power relations include examining who has what (access to resources); who does what (the division of labour and everyday practices); how values are defined (social norms) and who decides (rules and decision-making). Secondly, we examine gender in HSR process by reflecting on how the research process itself is imbued with power relations. We focus on data collection and analysis by reviewing who participates as respondents; when data is collected and where; who is present; who collects data and who analyses data. Thirdly, we consider gender and HSR outcomes by considering who is empowered and disempowered as a result of HSR, including the extent to which HSR outcomes progressively transform gender power relations in health systems, or at least do not further exacerbate them.
KerkoCite.ItemAlsoKnownAs: 10.1093/heapol/czw037 10/ggcjsz 2339240:JEQ8AMQT 2405685:H26H5JAV 2339240:JEQ8AMQT
Keywords: Female; Framework; Health Services Research; Humans; Male; Power (Psychology); Sex Factors; Sexism; Social Norms; _C:Bangladesh BGD; _C:Canada CAN; _C:Finland FIN; _C:Kenya KEN; _C:Malawi MWI; _C:Mozambique MOZ; _C:Nepal NPL; _C:South Africa ZAF; _C:Uganda UGA; _C:Yemen YEM; __C:scheme:1; gender; gender analysis; health systems; health systems research

What Is Universal Design for Learning (UDL)? - Morin, Amanda (Understood, 2020)
Universal Design for Learning (UDL) is a teaching approach to help all learners be successful. Learn how it benefits kids with learning and attention issues.
KerkoCite.ItemAlsoKnownAs: 2405685:5RVK7RQA 2405685:L8J8Y26T

Open and distance learning for basic education in South Asia: its potential for hard-to-reach children and children in conflict and disaster areas. - Morpeth, R; Creed, C; Cullen, J; Page, E; Raynor, J (United Nations Children's Fund, 2009)
OCLC: 732344293 KerkoCite.ItemAlsoKnownAs: 2339240:QT6HVKXS 2405685:WLVSJWJH
Keywords: ___working_potential_duplicate

Open and distance learning for basic education in South Asia: its potential for hard-to-reach children and children in conflict and disaster areas. - Morpeth, Ros; Creed, Charlotte; Cullen, Jane; Page, Elspeth; Raynor, Janet (UNICEF, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:NJVAHKIY 2405685:4T4243XR
Keywords: ___working_potential_duplicate

Expenditures and Revenue Management - Morrell, Lance (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:LW7XXDQC 2405685:LIVD2ABR

Delivering distance learning in emergencies: A review of evidence and best practice - Morris, Emily; Farrell, Anna; EnCompass LLC; MSI (USAID, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:X4TPTP4U

A Roadmap for Measuring Distance Learning - Morris, Emily; Farrell, Anna; Venetis, Emma (USAID, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:FCKJVJ9N 2405685:KLDWAH4G

Radio Instruction to Strengthen Education (RISE) in Zanzibar. Learning gains assessment: more than child's play. - Morris, Emily; Philip, Miriam; Othman, Abrahman Faki; Mitchell, James; Quiones, Esteban J.; Leatxe, Denisse (Education Development Center, Inc. and Ministry of Education and Vocational Training, 2009)
Students at a RISE learning center, who now have access to an early childhood education. RADIO INSTRUCTION TO STRENGTHEN EDUCATION (RISE) IN ZANZIBAR LEARNING GAINS ASSESSMENT:…
KerkoCite.ItemAlsoKnownAs: 2339240:B9UUQVJH 2405685:9E3KIGN5

Toolkit for Designing a Comprehensive Distance Learning Strategy - Morris, Emily; Tan, Yvette (USAID, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8CCGV3KW 2405685:3QQ8X8NF

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

Theoretical Saturation - Morse, Janice M. (The SAGE Encyclopedia of Social Science Research Methods, 2004)
shortDOI: 10/ghgngx KerkoCite.ItemAlsoKnownAs: 10.4135/9781412950589.n1011 10/ghgngx 2339240:WU6CXMH6 2405685:35ISXFGA

A computational literature review of the technology acceptance model - Mortenson, Michael J.; Vidgen, Richard (International Journal of Information Management, 2016)
A literature review is a central part of any research project, allowing the existing research to be mapped and new research questions to be posited. However, due to the limitations of human data processing, the literature review can suffer from an inability to handle large volumes of research articles. The computational literature review (CLR) is proposed here as a complementary part of a wider literature review process. The CLR automates some of the analysis of research articles with analyses of impact (citations), structure (co-authorship networks) and content (topic modeling of abstracts). A contribution of the paper is to demonstrate how the content of abstracts can be analyzed automatically to provide a set of research topics within a literature corpus. The CLR software can be used to support three use cases: (1) analysis of the literature for a research area, (2) analysis and ranking of journals, and (3) analysis and ranking of individual scholars and research teams. The working of the CLR software is illustrated through application to the technology acceptance model (TAM) using a set of 3,386 articles. The CLR is an open source offering, developed in the statistical programming language R, and made freely available to researchers to use and develop further.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijinfomgt.2016.07.007 2405685:M67A9BHN 2486141:B5ZK9CQN 2486141:VU33ACA5
Keywords: Citation analysis; Co-authorship analysis; Computational literature review; Journal ranking; Lda; Literature review; Social network analysis; Technology acceptance model; Topic models

Regression to the mean: treatment effect without the intervention - Morton, Veronica; Torgerson, David J. (Journal of Evaluation in Clinical Practice, 2005)
shortDOI: 10/ftt4qk KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2753.2004.00505.x 10/ftt4qk 2339240:9KBRFJE6 2405685:T5DCGNV9

15 EdTech research papers that we share all the time - Moss, Caitlin (EdTech Hub, 2020)
We hope you saw our recent blog post responding to questions we often get about interesting large-scale EdTech initiatives. Another question we are often asked is: “What EdTech research should I know about?” As Sara’s blog post explains, one of the Hub’s core spheres of work is research, so we ourselves are very interested in […]
Library Catalog: edtechhub.org Section: general shortDOI: 10/ghgk6c KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3690149 10/ghgk6c 2339240:6LUYX6ZR 2339240:AS8A9UGV 2405685:CV2HG6CJ 2405685:FI72KCVG 2405685:JTA347FP 2405685:N2YMVN4S 2405685:TEVH3TNS
Keywords: F:Blog post; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

18 large-scale EdTech initiatives on our radar in 2020 - Moss, Caitlin (EdTech Hub, 2020)
During the EdTech Hub’s inception phase so far, one question we hear a lot is: “What interesting or notable EdTech initiatives are you seeing?” Another question usually follows: “Which ones are reaching scale?” This week we have joined the global education community in London for the Education World Forum and BETT meetings. This is a […]
Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 2339240:35E4A2TD 2339240:4LGNB3A8 2339240:AA5FSXJC 2339240:RYJUP2SP 2405685:ATRDA7GD 2405685:BYEPNBQB 2405685:CLFVRHB5 2405685:EIZKB3Q4 2405685:QCXEVZTI 2405685:VMYU87NN 2405685:WWNJCJVG 2405685:ZFJGNIZJ 4656463:7UTAZK7R
Keywords: F:Blog post; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

Transforming teacher education and learning - Mott MacDonald (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:UHRZC5H2

How the world’s most improved school systems keep getting better - Mourshed, Mona; Barber, Michael; Chijioke, Chinezi (McKinsey & Company, 2010)
KerkoCite.ItemAlsoKnownAs: 2405685:KM2TUZWI

USAID/Madagascar impact evaluation of the Mahay Mamaky Teny (MMT) project - Moussa, Wael; Cao, Yvonne; Louge, Nathalie (United States Agency for International development, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:57KZZLLD 2405685:DXY44ZMG

EGates Knowledge Pack - Moustafa, Nariman (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10619937 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1010 ZenodoArchiveConcept: 10619936
Keywords: _r:AddedByMyEducationEvidence; coming soon

Movva - Movva
KerkoCite.ItemAlsoKnownAs: 2339240:P6IVNPXG 2405685:Q44LRRIK

Toward next-generation performance budgeting: lessons from the experiences of seven reforming countries - Moynihan, Donald; Beazley, Ivor (2016)
Toward next-generation performance budgeting : lessons from the experiences of seven reforming countries (English)
KerkoCite.ItemAlsoKnownAs: 2339240:4ENY522F 2405685:56M9IZ3Y 4656463:5AQLD7ML

2011 Rwanda TeacherMate Report - Mruz, Kari (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:97DLMLCN 2405685:U6CHPPTB
Keywords: ⛔ No DOI found

The Relevancy of Bronfenbrenner’s Ecological Systems Theory in Early Childhood Education - Msangi, Bilhuda (JOURNAL OF ISSUES AND PRACTICE IN EDUCATION, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:HX4DYBHH 2405685:IJBE87U4
Keywords: ⛔ No DOI found

Results on implementing personal learning environments in Tanzanian secondary schools - Mselle, L. J.; Kondo, T. S. (8th International Conference for Internet Technology and Secured Transactions (ICITST-2013), 2013)
In this paper we describe how an Offline Personal Learning Environment (OPLE) for learning mathematics was implemented in Tanzanian secondary schools. Students and teachers' perceptions were captured and discussed. The viability of delivering mathematics classes through offline digital content was tested. Results show that OPLE can be used to improve teaching and learning in Tanzanian secondary schools.
KerkoCite.ItemAlsoKnownAs: 10.1109/ICITST.2013.6750234 2339240:IKMNYZ6W 2405685:ZDTE45WN
Keywords: Context; Education; Educational institutions; Green products; ICT; Offline Digital Content; Offline Personal Learning Environment; Technology

Developing and piloting interactive physics experiments for secondary schools in Tanzania - Msoka, Vidate C; Mtebe, Joel S; Kissaka, Mussa M; Kalinga, Ellen C (Journal of Learning for Development, 2015)
Students in secondary schools in Tanzania have been facing difficulties in conducting laboratory experiments. This has been due to the acute shortage of laboratory facilities and poor teaching methodologies. Consequently, students perceive science subjects as unattractive, difficult and irrelevant to understanding the world around them. An interactive physics experiment was developed and piloted in two schools with 157 students to investigate whether interactive experiments can be used as an alternative to physical experiments. Results show that students found the interactive experiment was easier and more efficient, and, therefore, can be used as an alternative to physical experiments.
KerkoCite.ItemAlsoKnownAs: 2339240:XHD7QLC5 2405685:MHEIT7PV
Keywords: ⛔ No DOI found

Using mobile phones in teaching and learning in secondary schools in Tanzania - Msuya, Ombeni (International Journal of Education and Research, 2015)
This paper discusses some of the findings from a recent cross-sectional survey that examined how secondary schools’ teachers use their mobile phones in teaching and learning. The participants were drawn from Mwanga and Chamwino districts in Kilimanjaro and Dodoma regions respectively in Tanzania. A large area of the study location enjoys are liable mobile phones’ coverage network, many mobile phones’ service providers and reliable wireless internet. This study involved 100 teachers from public and private secondary schools obtained using purposive sampling.These teachers were only those who owned smart phones.The study used likerty-type questionnaires and semi-structured interview to collect data for understanding the contribution of teachers’ mobile phones in teaching and learning process in secondary schools. The 90(90%) questionnaires were filled and returned,while 10 (10%) questionnaires were not returned. The study found that most of the teachers had little knowledge on the use of mobile phones as a tool for ICT pedagogical uses. It was also revealed that the teachers were competent in the basic uses of mobile phones,but were not able to create upload, download and share academic resources through their smart phones;while others were not aware of the capacity of their mobile phones. It was revealed that mobile phones were relevant in teaching and learning in secondary schools. Moreover, majority of the secondary school teachers were not using their smart phones for educational purposes;instead,they used them for other non-educational activities. It was furthermore revealed that teachers were very bitter for allowing their students to carry mobile phones in the classroom.
Accepted: 2020-08-24T09:24:45Z Publisher: Contemporary Research Center KerkoCite.ItemAlsoKnownAs: 2339240:C9REPJXL 2405685:A7ERTQV9
Keywords: ⛔ No DOI found

Mtabe – Just Ask Too. - Mtabe
Library Catalog: mtabeapp.com KerkoCite.ItemAlsoKnownAs: 2339240:92SPD3NX 2405685:PL689LUU

Mtabe – Q&A SMS eLearning Platform - Mtabe
KerkoCite.ItemAlsoKnownAs: 2339240:XBRMJ9BH 2405685:DHEL6A7P

Conducting value for money analysis in digitising education systems in Tanzania (inception report) - Mtebe, Joel (PO-RALG, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RW75LGCQ 2405685:5498ABMY

Developing multimedia enhanced content to upgrade subject content knowledge of secondary school teachers in Tanzania - Mtebe, Joel S; Kibga, Elia Y; Mwambela, Alfred A; Kissaka, Mussa M (Journal of Learning for Development)
The failure rates and lack of interest amongst students in science and mathematics in secondary schools in Tanzania is a serious problem. The Ministry of Education and Vocational Training (MoEVT) implemented a project to enhance and upgrade the pedagogical knowledge and subject content knowledge of teachers in selected difficult topics in science and mathematics in secondary education. This article reports on the process involved in the development of multimedia enhanced content that involved teachers, facilitators, and technical staff. The developed content was evaluated for its satisfaction using a sample of 72 experts that included teachers and instructors after using the content for 10 days. Generally, respondents were satisfied with the quality of the developed multimedia enhanced content. However, accuracy had a minimum percentage of users’ satisfaction with 37%. This shows that the majority of the content had spelling and grammatical errors that were supposed to have been corrected before producing the final product. Although this is ongoing work, we believe that the lessons learned from our efforts can be useful to similar organizations planning to develop multimedia enhanced content for educational purposes.
KerkoCite.ItemAlsoKnownAs: 2339240:ZUGSB5D2 2405685:VQRTVRL7
Keywords: ⛔ No DOI found

Mining students’ data to analyse usage patterns in eLearning systems of secondary schools in Tanzania - Mtebe, Joel S; Kondoro, Aron W (Journal of Learning for Development, 2019)
The adoption and use of various eLearning systems to enhance the quality of education in secondary schools in Tanzania is becoming common. However, there is little evidence to suggest that students actually use them. Existing studies tend to focus on investigating students’ attitude towards using these systems through surveys. Nonetheless, data from surveys is normally subject to the possibility of distortion, low reliability, and rarely indicate the causal effects. This study adopted WEKA and KEEL as data mining tools to analyze students’ usage patterns and trends using 68,827 individual records from the log file of the Halostudy system implemented in secondary schools in Tanzania. The study found that the system usage is moderate and in decline. There is also variability in the usage of multimedia elements with biology having the highest number while mathematics has the lowest. Students from Dar es Salaam, Mwanza, and Arusha, in that order, had the highest system usage with the lowest being from the peripheral regions. The possible challenges limiting system usage are discussed. These findings show that data mining tools can be used to indicate usage patterns of systems implemented in sub-Saharan Africa and to help educators to find ways of maximising systems usage.
KerkoCite.ItemAlsoKnownAs: 2339240:AL8CL6D8 2405685:ECCVF4SL
Keywords: ⛔ No DOI found

Using SMS mobile technology to assess the mastery of subject content knowledge of science and mathematics teachers of secondary schools in Tanzania - Mtebe, Joel S.; Kondoro, Aron; Kissaka, Mussa M.; Kibga, Elia (International Journal of Educational and Pedagogical Sciences)
Using SMS Mobile Technology to Assess the Mastery of Subject Content Knowledge of Science and Mathematics Teachers of Secondary Schools in Tanzania
KerkoCite.ItemAlsoKnownAs: 2339240:XBD4X8H2 2405685:GNNXI624
Keywords: ⛔ No DOI found

A critical review of eLearning research trends in Tanzania - Mtebe, Joel S.; Raphael, Christina (Journal of Learning for Development)
This study investigated research trends on eLearning implementation in Tanzania from 2007 to 2017. A total of 74 articles from electronic databases, conference proceedings, and selected electronic journals were reviewed. Using content analysis, the study found that there is an increasing interest in eLearning research with the majority of studies conducted by researchers from three universities. Students was found to be the most studied population group while quantitative research design being the most preferred research design. It was also revealed that mobile and game based learning were the least investigated eLearning technologies despite the proliferation of mobile telephony in Tanzania. Internet access and lack of support were the most ranked challenges hindering eLearning implementation in Tanzania. This study will also help policy makers to promote further research in areas where the research gaps have been identified and find interventions to overcome barriers that hinder eLearning implementation in Tanzania.
Number: 2 KerkoCite.ItemAlsoKnownAs: 2339240:AKD5TLAH 2405685:72R9GQJK 2405685:N3R4IIJF
Keywords: ⛔ No DOI found

Eliciting in-service teachers’ technological pedagogical content knowledge for 21st-century skills in Tanzania - Mtebe, Joel S; Raphael, Christina (Journal of Learning for Development)
The Tanzania Vision 2025 articulates the country's aspiration of becoming an industrialized and middle-income country by 2025. The education sector, which is the main driving force towards realizing this goal, is expected to bring about the right mix of high-quality skills for the rapid development of quality and adequate human resources. The kind of revolution needed is nevertheless impossible if teachers are not equipped with the necessary skills to bring in the desirable changes. This study adapted Technological Pedagogical Content Knowledge (TPACK) for 21st-Century skills to investigate teachers’ competence levels of 21st-Century skills using selfreported survey and classroom observations from a sample of 132 teachers in 20 schools in Pwani and Morogoro regions. The study found out that many teachers have moderate self-reported confidence in all TPACK elements with technology. Conversely, teachers self-reported confidence levels in content knowledge, pedagogical knowledge, and pedagogical content knowledge was found to be high. The findings from this study provides valuable insights on how teachers use ICT to prepare students for 21-Century skills capable of supporting the country’s efforts towards developing an industrial economy.
KerkoCite.ItemAlsoKnownAs: 2339240:B9ZGKPZ2 2405685:N3U2MIP9
Keywords: ⛔ No DOI found

Factors influencing teachers’ use of multimedia enhanced content in secondary schools in Tanzania - Mtebe, Joel Samson; Mbwilo, Betty; Kissaka, Mussa M. (The International Review of Research in Open and Distributed Learning, 2016)
Tanzania is faced with a severe shortage of qualified in-service school science and mathematics teachers. While science and mathematics account for 46% of the curriculum, only 28% of teachers are qualified to teach these subjects. In order to overcome this challenge, the Ministry of Education and Vocational Training (MoEVT) implemented a project to use multimedia-enhanced content to upgrade subject content knowledge of science and mathematics teachers in secondary schools. A total of 70 topics and 147 subtopics were developed and enhanced with various multimedia elements. The content was used to train 2,000 in-service science and mathematics teachers from secondary schools in 19 selected centers countrywide. However, the presence and availability of this content does not automatically guarantee that teachers will use them. For this content to improve teachers’ subject content knowledge, they must be accepted and used by teachers in secondary schools. This study examines factors affecting teachers’ acceptance and prolonged use of developed multimedia-enhanced content using the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) as a research framework. A sample of 1,137 teachers out of 2,000 was collected and tested against the research model using regression analysis. With exception of performance expectancy, all other factors had a statistically significant effect on teachers’ acceptance and use of the developed content. The government and other stakeholders can use these findings to develop strategies that will promote acceptance and use of the developed content in secondary schools in Tanzania.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v17i2.2280 2339240:4UC2AQT7 2405685:D5W6RICU

The effects of continuing professional development (CPD) though SPRINT on teacher classroom practices and student learning outcomes. In Collaboration toward Greater Autonomy in Educational Development - Mubanga, R (2012)
KerkoCite.ItemAlsoKnownAs: 2405685:NALKEFXU

School Program of In-service Training for the Term (SPRINT) Programme in Zambia - A Case of Collaboration Towards Self-Reliant Education Development - Mubanga, Ruth (Collaboration toward Greater Autonomy in Educational Development, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:BN7RXG6G 2339240:YFMGDYLU 2405685:J8VK4E8F

School Program of In-service Training for the Term (SPRINT) Program in Zambia -A Case of Collaboration Towards Self-Reliant Education Development - Mubanga, Ruth M (Japan Education Forum, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:CDR6XJVI
Keywords: ⛔ No DOI found

Impediments to Enhancing Research within Universities in Developing Context: The Case of Pakistani Universities - Muborakshoevaa, Marodsilton (Journal of International and Comparative Education, 2015)
Universities in some developing countries are undergoing reforms over the recent decades so that they become research-based institutions. It has been stressed that research is of paramount importance for enhancing the economy of a country and for societies to become knowledge-based. However some of these concepts and challenges faced by these universities are hardly explored. Relying on the analysis of qualitative interviews and document analysis, this paper examines how the Higher Education Commission (HEC) has taken numerous initiatives to boost the research capacity of universities in Pakistan. Even then, numerous challenge remains in the attempt to enhance research quality. Funding and its effective use, academic freedom, and value of research in the society emerged as major impediments to research development at the universities. Critical voices from the university faculty are rarely taken into account by those responsible for higher education bodies, therefore many of such challenges persist till date. The article proposes solutions for overcoming some of these challenges and situates the experience of Pakistani universities within the broader experiences of universities world-wide.
KerkoCite.ItemAlsoKnownAs: 10.14425/00.76.05 2339240:RL3MMSTI 2405685:FWY7ZU3R

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

Research methods dictionary - Mugenda, Olive M; Mugenda, Abel G (Kenya Arts Press, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:HQRL48EG

The ICT Landscape in Northern Kenya: Challenges & Opportunities - Mugendi, Jacob; Valbuena, Gustavo (Engineering For Change, 2020)
EDITORIAL TEAM: Carolina Rojas, E4C Expert Fellow; Mariela Machado, E4C Program Manager; Grace Burleson, E4C Research Manager DISCLAIMER: Any views and/or opinions expressed in this post by individual authors or contributors are their personal views and/or opinions and do not necessarily reflect the views and/or opinions of Huawei Technologies or iGov Africa. Click here to view the full report. The northern region of Kenya, which is arid and semi-arid in nature, forms...
KerkoCite.ItemAlsoKnownAs: 2339240:D688FAVN 2405685:6CD2PYZC

Viewpoints to ICT practices and hindrances from in Tanzanian secondary schools and teacher training colleges: Focus on classroom teachers - Muhoza, O. U.; Tedre, M.; Aghaee, N.; Hansson, H. (2014 International Conference on Teaching and Learning in Computing and Engineering, 2014)
On the policy level, Tanzania has strongly committed to Information and Communication Technology (ICT) supported education on all levels of education. National policy documents give ICT a high priority in development of the country's educational system. Curricula have been revamped to accommodate for increased role of ICT in the society and education. Also educational institutions have explicated high expectations of ICT in the process of "massification of education." Several research studies, however, have showed little change in the classrooms. Surveys and case studies have showed that on the way from policy documents to strategy level and implementation level, something gets missing. The lack of ICT in education is clear in primary and secondary school, which is unsurprising, given that majority of schools also lack electricity and basic facilities, including proper classrooms, tables, and books. This study sets out to investigate, using thematic interviews of secondary school teachers in Tanzania, what processes and support structures do teachers consider to be lacking in terms of ICT supported education. Informants from teacher training colleges were also involved in order to bring out viewpoints from teacher training. The results confirmed a large number of earlier results, divided to six categories: school policy, implementation and administration on the school level, access to ICT, leadership and management, school culture, and teacher training. A number of new factors were also pinpointed: teachers' lack of awareness of government policies and documentation on several levels, lack of pedagogical readiness for e-learning and blended learning, and cultural concerns. Concerning what should come first, there was a chicken-and-egg-problem: it makes little sense to invest in rapidly aging ICT infrastructure and facilities if there is no human capacity to make use of those investments, and it makes little sense to invest in human capacity if there is no technological infrastructure to put quickly aging technical know-how into immediate use.
KerkoCite.ItemAlsoKnownAs: 10.1109/LaTiCE.2014.31 2339240:7MAT6RPX 2405685:VZVLXKLX
Keywords: Classroom Activities; Computers; Culture; Educational Technology; Educational institutions; Government; ICT management; ICT supported education; Information and Communication Technology (ICT); Internet; Interviews; Tanzania; Tanzanian secondary schools; Teacher education; Teachers' expectations; Teachers' experiences; Training; blended learning; classroom teachers; computer aided instruction; cultural concerns; e-learning; educational courses; educational curricula; educational institutions; educational system development; government policies; information and communication technology; information technology; national policy documents; pedagogical readiness; teacher training; teacher training colleges

From teacher oriented to student centered learning, developing an ICT supported learning approach at the Eduardo Mondlane University, Mozambique - Muianga, Xavier; Klomsri, Tina; Tedre, Matti; Mutimucuio, Inocente (TOJET: The Turkish Online Journal of Educational Technology, 2018)
Eduardo Mondlane University (UEM) is in the process of modernizing its teaching and learning approaches. As one of the pedagogical reform projects, student-centred learning (SCL) in combination with web 2.0 tools was introduced as a pilot in the course ‘ICT in Environmental Education’ in the Faculty of Education. This study explored - using action research strategy - to what extent the new pedagogical approach contributed to students’ competency development. Twenty-nine students were involved in the course, eight semi-structured interviews with students were combined with sixteen classroom observations and 8 weeks how students used the Learning Management System (LMS) and web 2.0 tools. Results showed that collaborative E-learning supported the development of students’ information management and problem solving skills as well as their metacognitive strategies for self-regulated learning. ICT supported problem based learning contributed to an increased intrinsic motivation. However, not all students were ready to adopt an active role. At the start they looked upon teaching as a one-way knowledge transfer. This study recommends that E-learning initiatives in Mozambique should always go together with an ICT literacy course and training in 21st-century learning skills.
Place: Adapazari Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2071526082?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:CSQNR7VP 2534378:4GPZLTRP 2534378:8TQDH5CL 2534378:DBJAFQ3G 2534378:JCZ7J9WU 2534378:XPGZVM9Y
Keywords: Action Research; Action research; Classroom communication; College Students; College students; Colleges & universities; Content Analysis; Content analysis; Cooperative Learning; Cooperative learning; Distance learning; ERIC; Current Index to Journals in Education (CIJE); Education; Education–Teaching Methods And Curriculum; Educational Change; Electronic Learning; Environmental Education; Foreign Countries; Higher Education; Independent Study; Information Management; Information Technology; Information management; Information technology; Integrated Learning Systems; Interviews; Knowledge management; Learning; Learning Strategies; Literacy; Management Systems; Metacognition; Modernization; Motivation; Mozambique; Observation; Online instruction; Outcomes of Education; Pedagogy; Pilot Projects; Problem Solving; Problem based learning; Problem solving; Semi Structured Interviews; Skill Development; Skills; Student Attitudes; Student Centered Learning; Student Motivation; Students; Teachers; Teaching; Teaching Methods; Teaching methods; Technological Literacy; Universities; Web 2.0; Web 2.0 Technologies; Webs; __:import:01; __:match:final; __:matched; __:study_id:2097827; __finaldtb; ⛔ No DOI found

PARENTAL INVOLVEMENT IN PRIMARY SCHOOLS IN KENYA AS A MAJOR STRATEGY FOR ACADEMIC SUCCESS - Muigai, Jecinta W. (European Journal of Education Studies, 2018)
The new Kenyan curriculum emphasizes the role of parents as essential to their children’s education and in the success of curriculum implementation. The development requires a change in how parents and the community interact with schools and education. The perception in Kenya has always been that education is the sole responsibility of the school and the teacher. And so, parental involvement in Kenya has mainly been limited to financial contributions and teacher-parent meetings. With the introduction of new curriculum, the role of parent is crucial for the academic success of the child. A literature study investigated the extent of parental involvement in primary schools in Kenya. The data is obtained from a variety of library articles addressing parental involvement in Primary schools in different counties in Kenya. The current study found that majority of parents are involved in their children’s education, however, more awareness of the parental involvement is needed and more strategies on parental involvement needs to be employed for the success of the new curriculum. Article visualizations:
Number: 0 KerkoCite.ItemAlsoKnownAs: 10.46827/ejes.v0i0.2011 2405685:H59Q6NHX
Keywords: academic achievement; parental involvement; primary schools; ⚠️ Invalid DOI

Parental Involvement in Primary Schools in Kenya as a Major Strategy for Academic Success - Muigai, Jecinta W. (European Journal of Education Studies, 2018)
KerkoCite.ItemAlsoKnownAs: 10.46827/ejes.v0i0.2011 2339240:DIGA96IK 2405685:YUHYVPSU
Keywords: ⚠️ Invalid DOI

Determinants of Implementation of Public Sector Projects in Kenya: A Case of Laptop Project in Public Primary Schools in Kangundo Sub-County, Machakos County - Muinde, Samuel Mutisya
KerkoCite.ItemAlsoKnownAs: 2339240:JM2MIPWD 2405685:UT37EN5P
Keywords: ___working_potential_duplicate

Determinants of Implementation of Public Sector Projects in Kenya: A Case of Laptop Project in Public Primary Schools in Kangundo Sub-County, Machakos County - Muinde, Samuel Mutisya; Mbataru, Patrick (2019)
In One-to-one laptop programs are becoming popular across the globe. However available evidence suggests that their implementations in schools are often faced with challenges. For example, even though the government of Kenya began supplying laptops to public primary schools in 2016; reports indicate that the gadgets have not fully been put into use in many schools. Most of the empirical studies done in this area have majorly focused on the level of success and factors influencing implementation of the project and not the extent to which specific variables determine implementation of the project, thus resulting to a research gap. In order to fill this gap, study focused on the determinants of implementation of the laptop project in public primary schools in Kangundo Sub-county. The study was guided by 4 research objectives: i.) To assess the extent to which teachers’ perception determine implementation of the laptop project; ii) To establish the extent to which teachers’ capacity in ICT determine implementation of the laptop project; iii) To establish the extent to which availability of facilities determine the implementation of the laptop project; and iv) To establish the extent to which availability of digital subject content determine implementation of the laptop project. The study was premised on three (3) theories; Technology Acceptance Model, Constructivist Learning Theory and Resource Based Theory. The study adopted descriptive survey design. It targeted all the public primary schools, all teachers in lower primary and all the Ministry of Education officials heading the four zones that constitute Kangundo Sub-county. The study targeted all the 74 public primary schools which have 222 lower primary teachers, 74 head teachers and 4 MOEST officials making a total target population of 300. It adopted stratified random sampling in stratifying the schools into four zones and randomly selected 22 schools. All 22 school heads and all 66 lower primary school teachers of the participating schools were purposively sampled. Additionally, the 4 MOEST officials heading the four zones were included, making a sample of 92 participants. Tools of data collection included questionnaires for teachers and school heads, an interview guide for MOEST officials and an observation checklist. The data analysis was conducted using SPSS. Content analysis was adopted in analyzing qualitative data whereas descriptive statistics such as frequencies and percentages were used in analyzing quantitative data. Tables and figures were used to present the study results. The inferential analysis conducted shows that there was a significant relationship between independent and dependent variables. Both teachers’ capacity on ICT and availability of facilities were found to have significant effect on implementation of the laptop project while teachers’ perception and availability of digital subject content were found to have insignificant effect on the project in public primary schools in Kangundo Sub-County.
Accepted: 2020-06-30T09:17:59Z Publisher: International Academic Journal of Law and Society KerkoCite.ItemAlsoKnownAs: 2339240:2GJGUH3T 2405685:BVJFPMCV
Keywords: ___working_potential_duplicate; ⛔ No DOI found

The interplay between learning and the use of ICT in Rwandan student teachers' everyday practice - Mukama, E (Journal of Computer Assisted Learning, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2009.00326.x 2339240:UKZXPXZF 2405685:RXKHESR8

Experimenting with Automatic Text-to-Diagram Conversion: A Novel Teaching Aid for the Blind People - Mukherjee, Anirban; Garain, Utpal; Biswas, Arindam (Journal of Educational Technology & Society, 2014)
ABSTRACT Diagram describing texts are integral part of science and engineering subjects including geometry, physics, engineering drawing, etc. In order to understand such text, one, at first, tries to draw or perceive the underlying diagram. For perception of the blind students such diagrams need to be drawn in some non-visual accessible form like tactile graphics. Technologies for producing tactile graphics are available but they are too expensive to be afforded by the blind students or schools in developing countries like India. As a result, science education for a large population of blind students is severely compromised. This paper proposes a novel solution to this problem. A method for digital to Braille mapping of geometry diagrams on the low-cost traditional Braille text printer is reported here. Later on, this is integrated with a previously developed text-to-diagram conversion system. Using the integrated system, a blind student can input a geometry word problem and perceive the underlying diagram on a Braille printout. The major part of the study involves rigorous evaluation of the system at a Blind school. The enthusiasm and the ability shown by the subjects in using the system strongly attest its viability as an effective teaching/learning tool for the blind students.
KerkoCite.ItemAlsoKnownAs: 2339240:PALXABSW 2405685:QC4QNMYJ
Keywords: ⛔ No DOI found

GIS in Education Planning: The Kenyan School Mapping Project - Mulaku, G.C.; Nyadimo, E. (Survey Review, 2011)
School mapping consists of the building of geospatial databases of educational, demographic and socioeconomic data for educational institutions in order to support educational planning and decision making. Such databases contain data such as the geographic location of schools, the numbers of existing schools of different levels in the public and private sectors, their capacities, physical condition and facilities, enrolment and the number of teachers and their attributes. Also often included are data on related natural features and infrastructure such as rivers, roads, economic and administrative centers, medical facilities, religious facilities, etc. This paper describes the Kenyan School Mapping Project, whose objective was to collect such data for all Kenyan learning institutions and to integrate them in a GIS database that could be queried to provide useful information for educational planners, other professional users and average citizens. Results show that at the time of the project, there were nearly 73000 learning institutions in Kenya, ranging from early childhood schools to universities; useful information products on important educational indicators such as schools distribution, enrolments, pupil-teacher ratios and gender parity indices have also been generated from GIS analysis of the data. These results have demonstrated the utility of the database for its stated purpose and therefore shown the project to be a useful model that can be emulated by other developing countries.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1179/003962611X13117748892155 KerkoCite.ItemAlsoKnownAs: 10.1179/003962611X13117748892155 2405685:HH3GP4V2 4042040:NJ6E8C3M
Keywords: EMIS; GIS; KENYA; SCHOOL MAPPING

Education data for decision making (EDDATA II): key achievements and lessons learned; final report | UNESCO IIEP Learning Portal - Mulcahy-Dunn, Amy; Dick, Anna; Crouch, Luis; Newton, Erin (USAID; RTI International, 2016)
USAID's Education Data for Decision Making (EdData II) was implemented over a 12 year period beginning in 2004. EdData II had at its core the goal of improving access to data for USAID Missions and host country ministries, to use for making informed policy decisions. The tools and research developed under EdData II whelped to inform the development of learning metrics under the Sustainable Development Goals (2015); provide evidence to support the design and monitor the implementation of USAID's 2011-2017 Education strategy, and provide actionable, high-quality data to inform policy and practice in around 35 countries. The report reflects on EdData II and the project's impact, providing a summary of the most salient and impactful project activities, and drawing key lessons from their development and implementation. [...] The report is divided into four sections, as follows. Sections 1 and 2 begin with an overview of the background and key accomplishments of the EdData II contract and objectives, followed by a synopsis of EdData II task orders and their scope. Section 3, the main body of the report, delineates the key technical achievements of the program, including data collection tools, analysis, and measurement; pilot intervention programs; original and secondary research; and dissemination activities, as well as the implications of each. Section 4 reflects on the lessons learned from this work. In addition, several annexes provide further details about various aspects of the program.
EdTechHub.ItemAlsoKnownAs: 2405685:5QRX64GB

Prospective teachers' online learning mathematics activities in the age of COVID-19: A cluster analysis approach - Mulenga, Eddie M; Marbán, José M (Eurasia Journal of Mathematics, Science and Technology Education, 2020)
The learning situation in the Zambian education sector has changed in the age of COVID-19 when the first two cases of COVID-19 infection were detected in the country rising to 45 local and at least 1.8 million infections globally by 13th April, 2020. Zambia became one of the many countries globally that has prematurely closed all schools. This study examines prospective teachers' online learning mathematics activities in the age of COVID-19 pandemic. Cluster analysis results revealed that online learning mathematics activities have significant mean differences in clustering. Cluster 2 recorded the best performance, implying that students in this cluster exhibited excellent online learning skills for mathematics in technology-rich environments in which they will be forced to study and work in the future. The study reviews various available online platforms and indicates the one that will be opened by the government which is the Educational Channel on TV.
KerkoCite.ItemAlsoKnownAs: 10.29333/EJMSTE/8345 2405685:XS6UDPHU
Keywords: COVID-19; Mathematics education; Online learning; Prospective teachers; Virtual teaching; Zambia

Developing BacaBicara: An Indonesian Lipreading System as an Independent Communication Learning for the Deaf and Hard-of-Hearing - Muljono, Muljono; Saraswati, Galuh Wilujeng; Winarsih, Nurul Anisa Sri; Rokhman, Nur; Supriyanto, Catur; Pujiono, Pujiono (International Journal of Emerging Technologies in Learning (iJET), 2019)
Deaf and hard-of-hearing people have limitations in communication, espe-cially on aspects of language, intelligence, and social adjustment. To com-municate, deaf people use sign language or lipreading. For normal people, it is very difficult to use sign language. They have to memorize many hand signs. Therefore, lipreading is a necessary for communication between nor-mal and deaf people. In Indonesia, there is still few education media for deaf people to learn lipreading. To overcome this challenge, we develop a lipread-ing educational media to help deaf and hard-of-hearing to learn Bahasa In-donesia, called BacaBicara. User-Centered Design (UCD) is implemented to design the application and to analyze the constraints and conceptual models for the needs of users. This conceptual model uses the picture, lipreading video, text, and sign language to help the users understand the contents. The High fidelity prototype was implemented for evaluating usability testing. Based on the evaluation of the application, the results show that the proto-type matches the usability goals and the user experience.
KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v14i04.9578 2339240:9IPNSKPY 2405685:QD5FWZIS
Keywords: Deaf and hard of hearing; Interaction; lipreading; user-centered design prototype

Teachers in Anglophone Africa: Issues in Teacher Supply, Training, and Management - Mulkeen, Aidan (The World Bank, 2009)
shortDOI: 10/bbrt3g KerkoCite.ItemAlsoKnownAs: 10.1596/978-0-8213-8053-6 10/bbrt3g 2405685:ZEPFSZBW

Teachers and teacher policy in primary and secondary education - Mulkeen, Aidan; Ratteree, William; Voss-Lengnik, Ilse (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:T9D25FKH

EdTech in Sierra Leone: A Rapid Scan - Mullan, Joel; Taddese, Abeba (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, in Sierra Leone. This report is based primarily on desk research, with quality assurance provided by a country expert.
previousshortDOI: 10/ghgnd3 previousDOI: 10.5281/zenodo.3903213 shortDOI: 10/ghgnd3 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3903213 10.5281/zenodo.3903213 10.53832/edtechhub.0038 10/ghgnd3 2339240:4GMNADXW 2339240:NJVI79X2 2339240:VJKBU72Y 2405685:C5MWWQI2 2405685:D25NXEFY 2405685:NNCCIL5M 2405685:RHJ9EDQH 4656463:K7AIYRDP
Keywords: C:Sierra Leone; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH

Madagascar, 2018: Mass Media, Communication et Internet - Multiple Indicator Cluster Surveys (UNICEF; instat, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:7U72TRPS

The Influence of Principals’, Teachers’ and Students’ Attitude on Readiness to Adopt e-Learning in Secondary Schools in Kitui District, Kenya - Mulwa, Angeline Sabina; Kyalo, Dorothy Ndunge (European Scientific Journal, ESJ, 2013)
Studies conducted in the field of ICT use in secondary schools reveal that, although in the past few years teachers and students have enjoyed adequate access to an assortment of ICTs such as computers, laptops, projectors printers, e-blackboards, mobile phones for use n integration of teaching and learning in schools, the level of utilization of the ICTs by teachers and students in Kitui District is still minimal. This study sought to examine the relationship between Principals, teachers’ and students’ attitude on utilization of ICTs and the readiness to adopt e-learning in curriculum implementation at secondary school level. The major objective of the study was to establish the extent to which the attitude of principals, teachers and students influence readiness to adopt e-learning in secondary schools in Kitui District. Cross–sectional survey research design was adopted for the study. A sample of 66 principals, 66 teachers and 347 students, were involved in the study. The multiphase sampling procedure was adopted for this study. Data were collected using questionnaires and an observation schedule. The resultant information was analyzed by employing the quantitative approach which involved descriptive and inferential statistical procedures. The findings of the study reveal that the attitude held by secondary school Principals and Teachers had no significant influence on the schools’ readiness to adopt e-learning. However, the attitude held by students had a significant influence on the schools’ readiness to adopt e-learning. The study recommends that the government should plan to address the issue of e-learning infrastructure by availing e-learning equipment, enhancing connection to reliable sources of power, improving connectivity to various internet services and augmenting Human Resource ﻿capacity by organizing training programmes for Principals, Teachers and Students. Secondary schools should employ support staff members such as computer laboratory technicians or assistants before embarking on full-scale implementation of e-learning in schools in Kitui District and, indeed, all other remote semi-arid districts in Kenya. This will enhance positive attitude and confidence that e-learning can be successfully adopted in secondary schools in Kenya regardless of the location of the school.
Number: 5 KerkoCite.ItemAlsoKnownAs: 10.19044/esj.2013.v9n5p%p 2339240:Y9XUMHZQ 2405685:7RWAJYSM
Keywords: ___working_potential_duplicate; ⚠️ Invalid DOI

The Influence of Principals’, Teachers’ and Students’ Attitude on Readiness to Adopt e-Learning in Secondary Schools in Kitui District, Kenya - Mulwa, Dr Angeline Sabina; Kyalo, Dr Dorothy Ndunge (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:5BBVKX84 2405685:SGP9493Q
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Equity-Focused Approaches to Learning Loss during COVID-19 - Mundy, Karen; Hares, Susannah (2020)
Even in the best-resourced and highest-performing education systems, most COVID responses in education will end up by privileging better-off children. In developing countries, where far fewer children have access to secondary education, and where learning opportunities are heavily defined by quality education in the early years, COVID presents an especially stark equity challenge.
Library Catalog: www.cgdev.org KerkoCite.ItemAlsoKnownAs: 2339240:ADUFI2B5 2339240:LP3AE2HY 2339240:PMKBKUFC 2405685:6XDWQ7A4 2405685:72SGDFR3 2405685:INAZVHPJ 2405685:RR6F4GN6
Keywords: ___working_potential_duplicate

Managing Education Systems During COVID-19: An Open Letter to A Minister of Education - Mundy, Karen; Hares, Susannah (Center For Global Development, 2020)
The job of an education minister is now to “make sense of the mess”—to turn a series of interrelated challenges into a series of organized and prioritized problems and then into a strategy for action.
Library Catalog: www.cgdev.org KerkoCite.ItemAlsoKnownAs: 2339240:6YSRN7RQ 2405685:RFENY758 RFENY758

Evaluation study on the early learning Child-to-Child Programme - Mundy, Karen; Proulx, Kerrie; Janigan, Kara; Geva, Esther; Fraser, Christie (UNICEF, 2014)
Child-to-Child Programme in Ethiopia
KerkoCite.ItemAlsoKnownAs: 2339240:I5YZI248 2405685:Q9W8T3II

Mongolia leads in organizing TV classes for children - Munkhzul, A (Montsame (Mongolia), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:BIQ9P6M5 2405685:SYZ4XSBI 4803016:64QPZ5AD

Peru: Aprendo en casa - Munoz-Najar, Alberto (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:474WB6NJ 2405685:UUKZMAEV

Remote Learning During COVID-19: Lessons from Today, Principles for Tomorrow - Munoz-Najar, Alberto; Gilberto, Alison; Hasan, Amer; Cobo, Cristobal; Azevedo, Joao Pedro; Akmal, Maryam (World Bank, 2021)
School closures during COVID-19 (coronavirus) led to an unprecedented global experiment in the delivery of remote learning. This report seeks to assess what lessons can be drawn from experiences of remote learning during COVID-19 in K-12 education, with a focus on low- and middle-income countries. It focuses on the period from March 2020 to October 2021 and addresses the following key questions: 1. Was remote learning during COVID-19 taken up and if so, was it effective That is, did children learn as much as they did during pre-pandemic, in-person learning 2. What lessons can governments derive from this wide-spread experience 3. How might policymakers use these lessons to reimagine learning as schools begin to reopen This report is part of a larger effort led by the World Bank to provide guidance and technical assistance to optimize country effectiveness in the design and execution of remote learning strategies. It has been developed in conjunction with Remote Learning During the Global School Lockdown: Multi-Country Lessons, a qualitative study conducted between May and November 2020 to understand the perceived effectiveness of remote and remedial learning solutions implemented across 17 countries.
KerkoCite.ItemAlsoKnownAs: 10.1596/36665 2339240:K4ED7NM9 2405685:6MM7PBEE

Remote Learning During COVID-19: Lessons from Today, Principles for Tomorrow - Munoz-Najar, Alberto; Gilberto, Alison; Hasan, Amer; Pedro Azevedo, João; Akmal, Maryam (World Bank Group, 2022)
School closures during COVID-19 (coronavirus) led to an unprecedented global experiment in the delivery of remote learning. This report seeks to assess what lessons can be drawn from experiences of remote learning during COVID-19 in K-12 education, with a focus on low- and middle-income countries. It focuses on the period from March 2020 to October 2021 and addresses the following key questions: 1. Was remote learning during COVID-19 taken up and if so, was it effective? That is, did children learn as much as they did during pre-pandemic, in-person learning? 2. What lessons can governments derive from this wide-spread experience? 3. How might policymakers use these lessons to reimagine learning as schools begin to reopen? This report is part of a larger effort led by the World Bank to provide guidance and technical assistance to optimize country effectiveness in the design and execution of remote learning strategies. It has been developed in conjunction with Remote Learning During the Global School Lockdown: Multi-Country Lessons, a qualitative study conducted between May and November 2020 to understand the perceived effectiveness of remote and remedial learning solutions implemented across 17 countries.
KerkoCite.ItemAlsoKnownAs: 2339240:PF8DATUL 2405685:PY2ACUYU

Type of intervention: Public-private partnership (led by the government) Website: http://subeb.edostate.gov.ng/home-school/ - Munoz-Najar, Alberto; Osa Oviawe, Joan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LVI7NZUK 2405685:3SMIXA38
Keywords: ⛔ No DOI found

Graphical User Interface Design Guide for Mobile Applications Aimed at Deaf Children - Muñoz, Leidi J. Enriquez; Noguera Zúñiga, Edilson Y.; Flórez Aristizábal, Leandro; Collazos, Cesar A.; Daza, Gloria; Cano, Sandra; Alghazzawi, Daniyal M.; Fardoun, Habib M. (Learning and Collaboration Technologies. Design, Development and Technological Innovation, 2018)
The objective of this work is to establish a Graphical User Interface (GUI) design guide that will support the development of mobile applications aimed at deaf children. To achieve this goal, this research was carried out by reviewing systematic literature reviews and field research techniques. For data collection, the following research techniques were used: meetings, interviews and observation in order to define the general guidelines that are part of the guide. Based on these guidelines, we proceeded to the design and development of prototypes on paper and functional prototypes of a mobile application for deaf children of an educational institution in the city of Popayán-Colombia. These prototypes were subjected to a usability evaluation using inspection techniques by three (3) different user profiles: Specialists in children with hearing disabilities, children with hearing disabilities, designers and developers. The design guide was validated in a process that involved the teachers and students, considering criteria of identity, design, accessibility, navigation and operation. Based on the results obtained, the final guidelines were determined and, therefore, the development of the GUI design guide for mobile applications aimed at deaf children. This GUI design is a tool that can be used by developers and designers of mobile applications to create new applications that consequently allow the inclusion of this population in the use of new technologies.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-91743-6_4 2339240:R5HBFJT4 2405685:4AAAGFKW
Keywords: Deaf children; Design guide; Interface design; Mobile applications

Covid-19 Response: Diagnostic Assessment - Munyan-Penney, Nicholas; Barone, Charles (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ZWVTN8DU 2405685:PZQYCR5N
Keywords: ⛔ No DOI found

General equilibrium effects of (improving) public employment programs: experimental evidence from India - Muralidharan, Karthik; Niehaus, Paul; Sukhtankar, Sandip (National Bureau of Economic Research, 2017)
Public employment programs may aﬀect poverty both directly through the income they provide and indirectly through general-equilibrium eﬀects. We estimate both eﬀects, exploiting a reform that improved the implementation of India’s National Rural Employment Guarantee Scheme (NREGS) and whose rollout was randomized at a large (sub-district) scale. The reform raised beneﬁciary households’ earnings by 14%, and reduced poverty by 26%. Importantly, 86%of income gains came from non-program earnings, driven by higher private-sector (real) wages and employment. This pattern appears to reﬂect imperfectly competitive labor markets more than productivity gains: worker’s reservation wages increased, land returns fell, and employment gains were higher in villages with more concentrated landholdings. Non-agricultural enterprise counts and employment grew rapidly despite higher wages, consistent with a role for local demand in structural transformation. These results suggest that public employment programs can eﬀectively reduce poverty in developing countries, and may also improve economic eﬃciency.
Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w23838 2339240:BNCZ6C53 2405685:ITLTCPKW

Improving Public Sector Management at Scale? Experimental Evidence on School Governance in India - Muralidharan, Karthik; Singh, Abhijeet (Research on Improving Systems of Education (RISE), 2020)
We present results from a large-scale experimental evaluation of an ambitious attempt to improve management quality in Indian schools (implemented in 1,774 randomly-selected schools). The intervention featured several global “best practices” including comprehensive assessments, detailed school ratings, and customized school improvement plans. It did not, however, change accountability or incentives. We find that the assessments were near-universally completed, and that the ratings were informative, but the intervention had no impact on either school functioning or student outcomes. Yet, the program was perceived to be successful and scaled up to cover over 600,000 schools nationally. We find using a matched-pair design that the scaled-up program continued to be ineffective at improving student learning in the state we study. We also conduct detailed qualitative interviews with frontline officials and find that the main impact of the program on the ground was to increase required reporting and paperwork. Our results illustrate how ostensibly well-designed programs, that appear effective based on administrative measures of compliance, may be ineffective in practice.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2020/056 2339240:4STG83CB 2405685:IADCST5Q

Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India - Muralidharan, Karthik; Singh, Abhijeet; Ganimian, Alejandro J. (National Bureau of Economic Research, 2016)
Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals.
zotzenLib.CopiedFrom: 2339240:N6T9L9LX KerkoCite.ItemAlsoKnownAs: 10.3386/w22923 2339240:N6T9L9LX 2405685:ICNUA6RQ

Disrupting education? Experimental evidence on technology-aided instruction in India - Muralidharan, Karthik; Singh, Abhijeet; Ganimian, Alejandro J. (American Economic Review, 2019)
We study the impact of a personalized technology-aided after-school instruction program in middle-school grades in urban India using a lottery that provided winners with free access to the program. Lottery winners scored 0.37 sigma higher in math and 0.23 sigma higher in Hindi over just a 4.5-month period. IV estimates suggest that attending the program for 90 days would increase math and Hindi test scores by 0.6 sigma and 0.39 sigma respectively. We find similar absolute test score gains for all students, but much greater relative gains for academically-weaker students. Our results suggest that well-designed, technology-aided instruction programs can sharply improve productivity in delivering education.
shortDOI: 10/ggqfkz KerkoCite.ItemAlsoKnownAs: 10.1257/aer.20171112 10/ggqfkz 2339240:2URYXAL4 2339240:4YAVCBCF 2339240:7V3XB7ZJ 2339240:8LAH5EZS 2339240:FPI5PFGU 2339240:QRHQXRYZ 2339240:U2V8LTLL 2339240:V85IRLNH 2405685:7WM44UJQ 2405685:AJVTKPNE 2405685:EKZSBGYG 2405685:EWWJF7S6 2405685:EZDRM9UV 2405685:HDWKAHGN 2405685:MADAMGDT 2405685:N2HAMNQ9 2405685:SYASQJ2L 2405685:YFXKBCTF 2534378:JMN7CGMF
Keywords: Analysis of Education; Returns to Education; Education: Government Policy; Human Capital; Human Development; Income Distribution; Labor Productivity; Economic Development: Human Resources; Migration; Occupational Choice; Quality: H; Relevance: H; Skills; _THEME: Teacher Professional Development; ___working_potential_duplicate; ⛔ No DOI found

Teacher learning and policy intention: selected findings from an evaluation of a large‐scale programme of professional development in the Republic of Ireland - Murchan, Damian; Loxley, Andrew; Johnston, Keith (European Journal of Teacher Education, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1080/02619760903247292 2339240:TT6DVECV 2405685:5VUMZ5WA

Education in Tanzania – what role for citizens? - Murgo, John; Jaffer, Sana (PAL Network, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:7MWHN5P2 2405685:XI85LMZB

The impact of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) - Murimba, S (Prospects, 2005)
KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-005-6822-z 2339240:GTT4IHFP 2405685:P6WSGKA2

Innovation Education – What are innovation skills? How can we provide innovation learning through the education system? - Murphy, Ryan (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:HIT4U2LC
Keywords: ⛔ No DOI found

The Promise of Lean Experimentation - Murray, Peter; Ma, Steve (Stanford Social Innovation Review (SSIR), 2015)
By adopting a model from business, nonprofit organizations can launch, test, and implement new programs and services more efficiently. Includes magazine extras.
KerkoCite.ItemAlsoKnownAs: 2339240:G9EPMHW8 2405685:TJEMHIKP

Toolkit on gender-sensitive participatory evaluation methods - Murthy, Ranjani K. (Institute of Social Studies Trust, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:D6V2D4T7
Keywords: Feminism; Feminist theory; India; Research; Sex discrimination against women; Women's studies

Constant review vital for National ICT Policy - Musarurwa, Tawanda (The Sunday Mail (Zimbabwe), 2018)
The Leading Family Newspaper in Zimbabwe
KerkoCite.ItemAlsoKnownAs: 2405685:8CFQIYUW

Teachers’ self-directed professional development: science and mathematics teachers’ adoption of ICT as a professional development strategy - Mushayikwa, Emmanuel (African Journal of Research in Mathematics, Science and Technology Education, 2013)
This paper is part of a larger study that was carried out to investigate the use of information communication technology (ICT) in the self-directed professional development (SDPD) of mathematics and science teachers in Zimbabwe. The educational context provides an example of how teachers compensated for lack of structured government initiatives to support teachers' professional development. This paper focuses on the ways in which these teachers were using ICT resources to further their professional development. The study is based on 259 questionnaire responses from A-level Science and Mathematics teachers in Zimbabwe. Doyle and Ponder's "Practicality Ethic" and Loucks-Horsley et al.'s "Concerns-Based Adoption Model" provided the theoretical framework for analysing teachers' decision making and led to the development of a model for teacher empowerment with respect to the use of ICT. The study results showed that around 60% of teachers experienced difficulties in accessing ICT for their professional development. About half of the non-users did not access ICT even when it was available at their schools. Some of those who did access ICT used innovative methods to ensure access, including using their own resources, and pooling resources. The findings also show that teachers have three main drivers for using ICT for SDPD, including word processing for generating instructional materials; accessing and downloading web-based learning materials; and emailing for networking with peers and professional organisations. The results of this study demonstrate the great potential that ICT has for teachers' SDPD.
Extra URL: https://www.tandfonline.com/doi/full/10.1080/10288457.2013.848540 KerkoCite.ItemAlsoKnownAs: 10.1080/10288457.2013.848540 2339240:IK7J9JJ2 2405685:NB55PITP 2534378:QSCE4PB5
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2096430; __finaldtb

A second chance to dream: initiating ODeL in secondary school re-entry programs for young adult secondary school dropouts the case of Mumias District, Western Kenya - Musita, Richard; Ogange, Betty O.; Lugendo, Dorine (Distance Education, 2018)
The Kenyan education system has very limited re-entry options for learners who drop out before attaining secondary school certificate. It is very difficult to access training and or secure a job that requires at least secondary school education. This study examined the prospects of initiating Open and Distance e-Learning(ODeL) in re-entry programmes into high school for out of school Young Adult Secondary School Dropouts (Y.A.S.S.D). The study focused on the enablers and challenges of initiating ODeL in the secondary school re-entry programmes. An alternative flexible and sustainable community based ODeL model that potentially can address re-entry for the Y.A.S.S.D is proposed. A qualitative phenomenological design was used; focus group discussion and interviews were conducted from a purposeful sample of participants. The study revealed that the potential of ODeL in addressing re-entry into secondary school for Y.A.S.S.D great. Majority of the participants were aware of the existing secondary school re-entry options, however, ODeL appeared new. Despite there being challenges in introducing the ODeL mode of study in secondary school re-entry programmes, it is viable and requires further exploration. The enablers of this mode of study are largely in place to the extent appreciated by participants in the study.
shortDOI: 10/ggdcng KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2018.1429896 10/ggdcng 2339240:FKXTDETC 2405685:XWRSN3WD
Keywords: Re-entry; dropouts; open distance e-learning

Sudan: 'Can't Wait to Learn!' - Mustafa, Iman; Amin, Ahmed (2019)
How innovative learning is empowering children in Sudan
KerkoCite.ItemAlsoKnownAs: 2339240:NHFP5HRG 2405685:NDRMWC9P

Studying engagement and performance with learning technology in an African classroom - Mutahi, Juliet; Kinai, Andrew; Bore, Nelson; Diriye, Abdigani; Weldemariam, Komminist (Proceedings of the Seventh International Learning Analytics & Knowledge Conference, 2017)
In this paper, we study the engagement and performance of students in a classroom using a system the Cognitive Learning Companion (CLC). CLC is designed to keep track of the relationship between the student, content interaction and learning progression. It also provides evidence-based engagement-oriented actionable insights to teachers by assessing information from a sensor-rich instrumented learning environment in order to infer a learner's cognitive and affective states. Data captured from the instrumented environment is aggregated and analyzed to create interlinked insights helping teachers identify how students engage with learning content and view their performance records on selected assignments. We conducted a 1 month pilot with 27 learners in a primary school in Nairobi, Kenya during their maths and science instructional periods. We present our primary analysis of content-level interactions and engagement at the individual student and classroom level.
KerkoCite.ItemAlsoKnownAs: 10.1145/3027385.3027395 2339240:WZZYKWZV 2405685:UACDVUZC
Keywords: developing countries; education; engagement; learning analytics; mobile development

Brain drain in higher education: Critical voices on teacher education in Yemen - Muthanna, Abdulghani; Sang, Guoyuan (London Review of Education, 2018)
Brain drain is a context-based issue and has direct impact on the quality of higher education for institutions where a significant number of instructors migrate to take up work in other countries. This is a critical problem in Yemen where higher teacher education programmes still lack teachers. Interpretive analysis of in-depth interviews with two university administrators and ten teacher educators revealed four key factors affecting the occurrence of brain drain: ineffective application of sabbatical leave regulations; failure to equalize returning teachers’ salaries with those of their colleagues; lack of resources to support research; and the presence of internal and external conflicts. The study also provides insights for decreasing brain drain in Yemen.
shortDOI: 10/gg26fm KerkoCite.ItemAlsoKnownAs: 10.18546/LRE.16.2.09 10/gg26fm 2339240:J5J9SRGC 2405685:W26R6J94 4803016:IVSBZHVR

Education Technology Map: Guidance Document - Muyoya, C; Brugha, M; Hollow, D (Jigsaw Consult, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:I8BVRXMI 2339240:TE5NDYPK 2405685:AYEMCFEZ 2405685:PLYXAFQY
Keywords: Review; ⛔ No DOI found

Towards inclusive education in Tanzania: A study of pre-service student teachers training and percieved needs to practice inclusive education - Muyungu, Emmanuel Geofrey (University of Oslo, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:I8RCFHUS 2405685:2WZT9RMJ
Keywords: ⛔ No DOI found

Feasibility of cloud computing implementation for eLearning in secondary schools in Tanzania - Mwakisole, Kennedy F; Kissaka, Mussa M; Mtebe, Joel S (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2018)
This article assessed the feasibility of implementing eLearning systems in a cloud-based infrastructure for secondary schools in Tanzania. The study adopted questionnaire and document reviews as data collection tools. A total of 820 students successfully returned the questionnaire from seven secondary schools in Tanzania. The study found that 11% of government secondary schools had computer labs with 20.1% of them connected to the Internet. Moreover, more than half of surveyed students (56.6%) had access to mobile phones at home with 53.5% using the phones to access the Internet. However, the study found that the cost of the Internet had remained unaffordable to many students. This study shows that eLearning implementation in the cloud for secondary schools in Tanzania is feasible. This research will serve as a base for future studies that plan to implement eLearning systems to enhance teaching and learning in secondary schools in Tanzania.
KerkoCite.ItemAlsoKnownAs: 2339240:HMQ4G82U 2405685:P8RNDDAI
Keywords: ⛔ No DOI found

Cloud computing architecture for eLearning in secondary schools - Mwakisole, Kennedy; Kissaka, Mussa; Mtebe, Joel (The African Journal of Information Systems, 2019)
In recent years, schools have been investing heavily on information and communications technology (ICT) infrastructure to implement eLearning systems to enhance the quality of education in secondary schools in Tanzania. The majority of these systems are implemented using a traditional web-based eLearning approach on school premises which is costly and limits usage due to lack of scalability and flexibility. Consequently, many schools have started adopting cloud computing as a solution. However, this adaption depends on well-defined cloud eLearning architecture. This study proposed cloud architecture for implementing an eLearning system in secondary schools in Tanzania by adopting various layers proposed in previous studies. The effectiveness of this proposal was evaluated by comparing its performance with a similar traditional web-based eLearning system using the Moodle benchmark tool and Apache Jmeter. The study found that eLearning systems implemented in the cloud-based infrastructure had better performance metrics than web-based eLearning systems on school premises.
KerkoCite.ItemAlsoKnownAs: 2339240:H37DIS7E 2405685:QILWRT8Y
Keywords: ⛔ No DOI found

Provision of continuing professional development by resource centres in selected high schools of the Copperbelt province - Mwale, Kelly Kezala (2011)
The purpose of the study was to investigate the effectiveness of resource centres in providing Continuing Professional Development to high school teachers in the Copperbelt Province.Major concerns have been expressed by various stakeholders that not enough has been done in enhancing and strengthening the concept of Continuing Professional Development among high school teachers. The Teacher Resource Centres that are supposed to be custodians of In-service Training of Teachers(INSET) now Continuing Professional Development (CPD) are perceived not to have done enough. The establishment of Teacher Resource Centres throughout the country was meant to help upgrade the skills and competencies of teachers at both basic and high school levels. These Continuing Professional Development activities that should be on-going include School Programme of In-service for the Term (SPRINT), Demonstrate, Observe, Discuss and Implement (DODIS) and Subject Meeting at the Resource Centre (SMARC).A purposive sample of 8 teacher resource centres and 12 high schools giving the study a number of 84 respondents was selected.Data were collected by way of questionnaires, interviews and Focus Group Discussions. The major informants were the following: Headteachers, Heads of Department, Teachers and Resource Centre Coordinators.The results of the study revealed that Teacher Resource Centres were not effectively providing Continuing Professional Development (CPD) activities among high school teachers. The findings further revealed that the Continuing Professional Development activities such as School Programme of In-service for the Term (SPRINT), Demonstrate, Observe, Discuss and Implement (DODIS) and Subject Meeting at the Resource Centre (SMARC) were almost non-existent in high schools despite clustering them with basic schools.Generally, the findings indicated lack of commitment both by the coordinators in Resource Centres and school administrators. Further revelations by the study indicate that little or no effort has been given to school - based workshops, seminars, professional meetings and conferences. Additionally,constant monitoring of CPD activities was not given prominence by Resource Centre Coordinators hence the glaring lapses in the actual implementation of Continuing Professional Development programmes.Further analysis of both quantitative and qualitative data revealed that there was lack of significant advocacy and sensitisation on the difference between Continuing Professional Development activities and In-service Teacher Education tenable at colleges of education and universities. In view of the research findings, recommendations were made. Teacher Resource Centres ought to enhance advocacy and sensitisation of Continuing Professional Development activities. Pedagogical competences and skills would be strengthened at high school level if Teacher Resource Centres played their expected role of providing Continuing Professional Development to teachers. The study has also shown that school administrators did not apportion equal weight to Continuing Professional Development as they did with sporting activities. There is need to give both areas equal attention.
Accepted: 2011-06-09T14:56:49Z KerkoCite.ItemAlsoKnownAs: 2405685:IX3GN9W6

Higher education and programme delivery in the context of COVID-19 and institutional closures: student responses to the adoption of e-Learning at a public university in Zambia - Mwale, Nelly; Chita, Joseph (Ndimande-HlongwaN. RamrathanL. MkhizeN. SmitJ. A.(Eds.), Technology-based Teaching and Learning in Higher Education during the Time of COVID-19, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:3UPL6GJE
Keywords: ⛔ No DOI found

Integrating ICT into Teaching and Learning Biology: A Case for Rachuonyo South Sub-County, Kenya - Mwanda, Gideon (International Journal of Education, Culture and Society, 2017)
KerkoCite.ItemAlsoKnownAs: 10.11648/j.ijecs.20170206.12 10/gj37fw 2339240:U7RM2HPH 2405685:UUD5WNGX

Integrating ICT into Teaching and Learning Biology: A Case for Rachuonyo South Sub-County, Kenya - Mwanda, Gideon; Mwanda, Samwel; Midigo, Ronnie; Maundu, John (American Journal of Education and Information Technologies, 2017)
The purpose of this study was to find out the extent of integration of computer technology into teaching and learning Biology in secondary schools of Rachuonyo South Sub-County, Kenya. The target population consisted of students and biology teachers in the Sub-County. Data was collected by use of questionnaires and an observation check list. From the study, most schools had few computers; teachers had inadequate training on use of computer applications; most teachers did not use computer technology for personal growth and instructional purposes. Inadequate number of computers in the sampled schools was the major challenge facing the integration of computer technology into the instruction process. The study recommends increased accessibility of computers, adequate training on use of computer technology and development of a policy framework to guide on the path to effective computer integration into instruction process.
KerkoCite.ItemAlsoKnownAs: 10.11648/j.ajeit.20170102.12 2339240:BB268PHG 2405685:N3QTNN5K
Keywords: ⚠️ Invalid DOI

Special Needs Education (SNE) in Kenyan public primary schools: exploring government policy and teachers’ understandings - Mwangi, Lucy (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:UI9VSGAF 2405685:Y7LJH3SM 4656463:T688XI8F 4820577:YUAA6DRP
Keywords: ⛔ No DOI found

Strengthening Education Management Information Systems (EMIS) and Data for Increased Resilience to Crisis: country case study: South Soudan - Mwaniki, David (UNESCO, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:LRSS84YD
Keywords: auto_merged

Implemantation of the school programme of in service for the term (SPRINT) in selected basic schools of Chipata district of Zambia - Mwansa, Phillip (2010)
KerkoCite.ItemAlsoKnownAs: 2405685:WU9BNHBF

The Effect of Computer-Assisted Instruction on Student’s Attitudes and Achievement in Matrices and Transformations in Secondary Schools in Uasin Gishu District, Kenya - Mwei, Philip K.; Too, Jackson K.; Wando, Dave (2011)
Performance in Mathematics in secondary school Education in Kenya remains poor. Consequently the Kenya secondary school examination (KCSE) Mathematics results continue to cause concern to all the stakeholders in the education sector. Therefore, there is serious and urgent need for intervention. Although research has indicated that computer-assisted instruction (CAI) enhances student achievement, promotes positive attitudes towards Mathematics and instruction, and improves interpersonal relations, few studies have focused on CAI in Kenyan secondary schools Mathematics teaching/learning. The purpose of this study was to investigate the effects of CAI on students’ attitude and achievement in matrices and transformations between form four students who received instruction using CAI module or conventional instruction methods. The pretest – posttest control group experimental research design was used. Six classes selected at random with 205 students participated in the study. Results of this study indicated higher achievement and positive attitudes with CAI treatment groups. Making connections between the goals of Mathematics education and CAI offers a valuable means for improving mathematical knowledge and skills and hence performance in Mathematics.
Accepted: 2020-04-29T08:24:24Z Publisher: World Council for Curriculum Instruction KerkoCite.ItemAlsoKnownAs: 2339240:6I5FF3K4 2405685:6SE7SU4R
Keywords: ⛔ No DOI found

Availability of Resource Materials and Facilities for ICT Integration in the Public Primary School Curriculum in Kitui County, Kenya - Mwendwa, Nzwili K. (2017)
Throughout the world, the Information and Communications Technology (ICT) is changing the face of education. This paper is a report of a study that was carried out in the months of May and June 2016 on the availability of resources and facilities for ICT integration in the public primary school curriculum in Kitui County in Kenya. The research purpose and objective of the study was: To find out the availability of resources and facilities for ICT integration in the public primary school curriculum in Kitui County. This study was guided by the Technology Acceptance Model (TAM). It was informed by the pragmatic philosophy and the Mixed Method (MM) research approach. Data was collected from 388 public primary schools in Kitui County selected through stratified and simple random sampling methods. A total of 388 head teachers and 776 teachers participated in the study giving a total of 1114 respondents. The research instruments used were questionnaires for teachers, interview schedules for head teachers and observation checklists. The data collected was analyzed qualitatively and quantitatively. The findings revealed that most of the schools were connected to electricity but lacked ICT resources such as desk computers, whiteboards, CD-ROMs and anti-viruses. Laptops were available in some of the schools but were not being used by teachers in direct instruction. They were mainly used in the storage of school records, teacher plans, examination questions and for examination registration exercises. Another finding was lack of internet connectivity in most of the schools that affected ICT integration in the curriculum. The study recommended that the education stakeholders and the government should partner in provision of ICT resources and facilities to facilitate integration of ICT in schools. It is hoped that this study will be useful in education policy making on ICT integration in schools in Kenya and other parts of the world.
Accepted: 2020-05-26T08:32:29Z Publisher: Scholars Middle East Publishers KerkoCite.ItemAlsoKnownAs: 2339240:UP3XU562 2405685:UDB54BE6
Keywords: ⛔ No DOI found

Status of Teachers' Technology Uptake and Use of GeoGebra in Teaching Secondary School Mathematics in Kenya - Mwingirwa, Irene Mukiri; Marguerite, Miheso Khakasa (International Journal of Research in Education and Science, 2016)
The uptake of technology and specifically, GeoGebra software, in teaching mathematics has had mixed success in spite of its documented benefits. This study investigated teachers’ perspective towards training and eventual use of GeoGebra as a tool to enhance learning of mathematics. In this article we share findings from a larger study that was conducted in Kajiado County in Kenya (Africa) on GeoGebra use in teaching Secondary School Mathematics. This article presents the relationship between observed teachers’ perceptions towards the uptake of GeoGebra, a technology based tool and the actual uptake of GeoGebra using the Diffusion Innovation theoretical framework. Data was collected from practicing mathematics teachers who were exposed to GeoGebra through a series of training sessions. The findings after training sessions with the mathematics teachers showed willingness to use GeoGebra in their classes. The teachers identified Geometry as the topic where use of GeoGebra would be most relevant due to its abstract nature. Teachers’ responses indicated that GeoGebra was perceived as useful for teaching and learning Mathematics and that it would help learners grasp concepts in Geometry. However, the study also found out that systemic support would sustain teachers’ engagement with GeoGebra at classroom level as actualization of Geogebra use did differ significantly from teachers’ perceptions.
shortDOI: 10/gf5f55 KerkoCite.ItemAlsoKnownAs: 10.21890/ijres.83989 10/gf5f55 2339240:KK6SERL3 2405685:NLT9DE96

A Framework to Democratise the Design of Educational Games on Social Issues during Game Jams - Myers, Christina (The Open University, 2021)
Game Jams are events organised to create computer games, usually taking place during weekends. These events have become a popular way to enable participants to experience processes and practices of game development as well as to offer multidisciplinary learning opportunities, accessed through the variety of skills involved in game design. However, these events tend to be attended predominantly by male game developers and present barriers to participation for more diverse groups. This thesis investigates how to support diverse group participation in Game Jams, including people from different ethnicities, genders, ages, sexual orientations and who do not have any prior experience of designing games; and explores Game Jam participation as an opportunity to discuss social issues. To this end, a framework to democratise the design of educational games on social issues in Game Jams is proposed. The framework consists of a process with structured resources and activities to enhance learning by supporting egalitarian participation and agency. It offers collaborative learning opportunities for groups to engage with a social issue, relying on storytelling and on the exchange of perspectives and experiences. It also provides support and access to research-based principles to design games for education, and egalitarian opportunities to acquire game development skills, considered relevant opportunities given the wide-spread use of games and increasing interest in games as engaging tools for online education. The development of the framework is grounded in Critical Pedagogy, an educational approach providing principles and processes to democratise learning initiatives based on egalitarian participation and agency. Following a Design-Based Research methodology, the framework is developed through a case study on creating educational games on everyday sexism. A set of formative design studies are undertaken to co-design resources and activities that enable participants to elaborate solutions to the social issue and create educational games themselves. An evaluative study is then presented with the realisation of two Game Jams to assess and validate the proposed framework. The theoretical contributions of this work validate two new applications of Critical Pedagogy. The first one is to apply Critical Pedagogy to shape Game Jams to enhance learning through the active involvement of participants as equal learners and agents of social change. The second one applies Critical Pedagogy to democratise knowledge of design principles to create educational games on social issues. Lastly, access to a co-created tool for raising awareness of everyday sexism and insights on how to enable broad audiences to acquire games development skills are some of the practical contributions of this thesis.
KerkoCite.ItemAlsoKnownAs: 2339240:8JDXC44I 2405685:CNBR3BS2

Telephone Survey: Caregivers' and Learners' Perspectives on SMS for Education in Kenya - Myers, Christina; Jordan, Katy; Khagame, Phoebe; Mumbi, Albina; Njuguna, Lydia; Zhao, Annette (EdTech Hub, 2022)
This document presents the structure and questions used for a telephone survey which was undertaken with a sample of learners who use the M-Shule platform and their caregivers, in Kenya, during July and August 2022. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7310489 ZenodoArchiveConcept: 7310488 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7310489 10.53832/edtechhub.0133 2405685:NP52QFM8
Keywords: _r:AddedByZotZen

Country-Level Research Review: EdTech in Kenya - Myers, Christina; Kaye, Tom; Bapna, Akanksha; Williams, Ayesha; Mitchell, Joel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5256847 2405685:FQP8MJIY 2405685:SNBW6BK6
Keywords: _DOILIVE; _r:AddedByZotZen; _zenodo:submitted

Let's Read — How Tusome Leveraged EdTech to Improve National Learning Outcomes. Governing Digital Transformation: Improving Outcomes in Education Systems - Myers, Christina; Kaye, Tom; Khalayleh, Abdullah (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 4699337 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4699337 2339240:MQFC486E 2339240:YAXCDGIK 2405685:3GQXS67C 2405685:Q9F2PISN
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _r:AddedByZotZen; _zenodo:submitted; _zenodoETH

Let's Read — How Tusome Leveraged EdTech to Improve National Learning Outcomes. Governing Digital Transformation: Improving Outcomes in Education Systems - Myers, Christina; Kaye, Tom; Khalayleh, Abdullah (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:2J7K7DAQ 2486141:3ILITC56

Let’s learn together’: co-creating mental health solutions with adolescents in Tanzania and Viet Nam - Myers, Christina; Samuels, Fiona (ODI, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:TU9L3ERY

'Let's learn together': co-creating mental health solutions with adolescents in Tanzania and Viet Nam - Myers, Christina; Samuels, Fiona; Kyungu, Esther; Mbowe, Dayani; Dang, Hoang-Minh; Vu, Van; Le, Ha; Leon-Himmelstine, Carmen; Pellini, Arnaldo (ODI: Think change, 2022)
Co-creation is when participants and key stakeholders themselves are central to the process of designing solutions. This approach challenges the idea that interventions should be designed for individuals, and instead focuses on contextualising interventions through designing solutions by the very individuals who will be using them.This ODI Case study explores the experiences and reflections that emerged from designing and implementing a co-creation process. The project, funded by Fondation Botnar, was aiming to respond to mental health and well-being challenges facing adolescents in Tanzania and Viet Nam by co-creating digital and non-digital solutions. In the context of Covid-19, it also presents insights that can be used to inform what a co-design process should consider in practice, as well as a few lessons learnt and suggestions on how to do things differently in future.
KerkoCite.ItemAlsoKnownAs: 2339240:WPJHF95F 2405685:GHBTXCU4

Mapeo y análisis de programas EdTech en América Latina y el Caribe - Myers, Christina; Wyss, Natalie; Villavicencio Peralta, Xuzel; Coflan, Caitlin (EdTech Hub, 2022)
Este documento se elaboró ​​en respuesta a una solicitud de la Oficina Regional de UNICEF para América Latina y el Caribe al Servicio de Asistencia de EdTech Hub en octubre de 2021. El equipo de UNICEF solicitó una lista seleccionada de programas de EdTech en la región de América Latina y el Caribe (ALC) y un análisis de un conjunto de programas preseleccionados con la intención de explorar su potencial para la implementación y el impacto a escala. Este informe no pretende cubrir todos los programas EdTech innovadores en la región de ALC. Más bien, presenta una lista de programas EdTech prometedores y analiza su diseño e implementación con el fin de explorar su relevancia y potencial para lograr un impacto a gran escala. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7306712 ZenodoArchiveConcept: 7306711 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7306712 10.53832/edtechhub.0132 2405685:ACLTCQV2 2405685:XIIQ4FSE
Keywords: _r:AddedByZotZen

Mapping and Analysing Digital Learning Platforms in Latin America and the Caribbean - Myers, Christina; Wyss, Natalie; Villavicencio Peralta, Xuzel; Coflan, Caitlin (EdTech Hub, 2022)
This document was produced in response to a request from the UNICEF Latin America and Caribbean Regional Office (LACRO) submitted to the EdTech Hub Helpdesk in October 2021. The UNICEF team requested a curated list of digital learning platforms in the Latin America and Caribbean (LAC) region and an analysis of a shortlisted series of platforms intending to explore their potential for at-scale implementation and impact. This report does not aim to cover every leading and innovative digital learning platform in the LAC region. Rather, it presents a list of promising platforms and discusses their design and implementation to explore their relevance and potential for at-scale impact. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7023230 ZenodoArchiveConcept: 7023229 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7023230 10.5281/zenodo.7038003 10.53832/edtechhub.0111 2405685:E2R8AXSA 2405685:SMH62I7W 2405685:VINQBTJ5
Keywords: _r:AddedByZotZen

#CostingEquity: The case for disability-responsive education financing - Myers, Juliette; Pinnock, Helen; Baboo, Nafisa; Lewis, Ingrid (International Disability and Development Consortium, 2018)
The #CostingEquity research project investigated the benefits of financing disability-inclusive education, the current state of education financing with regard to inclusion, and what needs to change in order for education financing to effectively support the realisation of SDG 4. The #CostingEquity research report addresses three broad questions: • How do international donors and domestic governments currently fund disability-inclusive education? • What are the gaps and challenges in financing disability-inclusive education? • What needs to change to increase quality, equitable financing for learners with disabilities? The report aims to contribute to a better understanding of the issues related to equitable financing for education for learners with disabilities. It considers additional marginalising factors such as gender, socio-economic status, social circumstances and urban/rural location. It offers key arguments for civil society activists, donors and government advisors to make the case for building and strengthening inclusive education systems. Detailed case studies provide useful examples of financing gaps, challenges and promising practice from developing country contexts, major education donors, and new and emerging philanthropic donor foundations. The focus of case studies and examples is on low and lower-middle income countries and were chosen to reflect a broad range of regions and countries.The report concludes with a series of recommendations for domestic and external financing approaches.
KerkoCite.ItemAlsoKnownAs: 2339240:3XWFXVAP 2339240:DU3DQXWC 2405685:9WX2Z28W 2405685:EQP34VAJ

Guide to the Accelerated Education Principles - Myers, Juliette; Pinnock, Helen; Lewis, Ingrid (Accelerated Education Working Group (AEWG), 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ZEPTLN9S 2405685:USP8QCWQ

Guide to the Accelerated Education Principles - Myers, Juliette; Pinnock, Helen; Lewis, Ingrid (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:SB4MHKTG

Eyes in the room trump eyes on the screen: effects of a responsive co-viewer on toddlers’ responses to and learning from video chat - Myers, Lauren; Crawford, Emily; Murphy, Claire; Aka-Ezoua, Edoukou; Felix, Christopher (Journal of Children and Media, 2018)
Scaffolding may be important for children to overcome puzzling aspects of video chat. We examined whether live co-viewer behavior (responsive or unresponsive), video chat partner’s eye gaze (aligned or misaligned), and object similarity (similar or dissimilar) impacted 24- to 30-month-old children’s responsiveness to (and short-term learning from) video chat. Co-viewer behavior was the primary factor influencing children’s responsiveness and learning; the on-screen Partner’s eye gaze was only influential in the presence of a responsive co-viewer; and object similarity did not impact the outcomes measured. Co-viewing provides essential support for children to respond to and learn from video chat interactions because it demonstrates the relevance and usefulness of the on-screen information. Findings suggest that children depend primarily on their live social partners to make sense of their media experiences.
KerkoCite.ItemAlsoKnownAs: 10.1080/17482798.2018.1425889 2339240:REKQPIXQ 2405685:2JA6V5L4

School-based professional development in one Lebanese school: how much is too much? - Nabhani, Mona; Bahous, Rima; Hamdan, Zeina (Professional Development in Education, 2012)
This case study examines the attitudes of the secondary and middle school teachers at one school in Lebanon regarding the effect of the school’s professional development (PD) programs on the quality of their teaching practices and motivation. It also examines teachers’ attitudes regarding PD as well as their recommendations to improve the quality of the PD program provided by their school. Questionnaires, focus group interviews and observations were conducted to collect and triangulate data results. Results show that teachers regard PD in their school as beneficial in general but able to be enhanced further. Although the attitude of novice teachers towards PD is more favorable than that of veteran teachers, findings show that the overall teachers’ attitude towards PD is a negative one. Modifications and suggestions to improve the quality of the PD activities are proposed by the teachers. The school offers a prosperous PD program, but its fruitfulness will remain limited unless an organizational structure is created.
shortDOI: 10/fzxm7p KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2011.639077 10/fzxm7p 2339240:9WFGU8AX 2339240:WLWXRWJ2 2405685:DMXQEDYG 2405685:I8KIIXIE
Keywords: Lebanon; professional development; schools; ⛔ No DOI found

Preparing Future Teachers through Distance Learning: An Empirical Study on Students' Perception of Teacher Education Program Provided by AIOU Pakistan - Nadeem, Mohammed; Ali, Akhtar; Maqbool, Saira (Turkish Online Journal of Distance Education, 2013)
The purpose of the current study was to analyse the pre service teachers training programs for the distance learners of Allama Iqbal Open University (AIOU) Islamabad, Pakistan. This kind of training is provided to the future teachers enrolled to acquire pre service training to become a teacher in a Government educational institution in Pakistan. The data was collected by administering a 45 items agree disagree four points Likert type scale to the subjects mainly through the scheduled meetings during the workshops. The independent sample t-test, and one way ANOVA along with mean difference was worked out for the data set. A group of 490 student teachers were randomly selected from the regions of Bahawalpur, Bahawalnagar, Rahimyarkhan, Multan, and D.G.Khan Districts (Southern Punjab). The planning for training is made timely but lacking physical facilities remains dominant in trainings. Although training plays an important role in students learning yet it is considered just a routine activity which made it a useless exercise. Similarly, findings reveal that co-curricular activities and child psychology are those aspects which ignored in the training. Future studies may be aimed at comparing the training system of teachers with teacher training through other channels of formal system of governments.
Publisher: Anadolu University KerkoCite.ItemAlsoKnownAs: 2339240:VA5S33ZR 2405685:MMLNNP88
Keywords: Child Psychology; Distance Education; Educational Facilities; Foreign Countries; Likert Scales; Measures (Individuals); Meetings; Open Universities; Statistical Analysis; Student Teacher Attitudes; Student Teachers; Teacher Education Programs; Workshops; ⛔ No DOI found

Literacy, Foundation Learning and Assessment in Developing Countries: Final Report. Education Rigorous Literature Review. - Nag, Sonali; Chiat, Shula; Torgerson, Carole; Snowling, Margaret J. (Department for International Development, 2014)
KerkoCite.ItemAlsoKnownAs: 2405685:IKA83Z7J 2405685:IM87X7QQ

Home language, school language and children's literacy attainments: A systematic review of evidence from low- and middle-income countries - Nag, Sonali; Vagh, Shaher Banu; Dulay, Katrina May; Snowling, Margaret J. (Review of Education, 2019)
The general consensus in the field is that when the home language is different from the language of instruction in school then children's literacy attainments could slow down. In this 26-year review of the literature on children's literacy attainments in low- to middle-income countries, 40 correlational, ethnographic and intervention studies provide the data. We test the ‘home language advantage’ hypothesis where we expect children who speak the same language at home and school to show better literacy learning. We also examine other attributes in the home language and literacy environment (HLLE). Among the multivariate studies, trends differ across countries, age and grade levels, and child measures. Rather than a universal home language advantage, the evidence shows that home language advantage is context-sensitive. The correlational and ethnographic evidence point to a multiple risk factors model of home and school language disconnection; and the ethnographic and intervention studies provide complementary evidence of both feelings of unease, disempowerment and wish to help among family members, and increased confidence following guided support. Possible underlying mechanisms are examined through parallel synthesis of evidence from multiple research methods on three HLLE dimensions—books-at-home, home tutoring and adult literacy practices. The data partially corroborate findings from high-income countries (e.g. home environments impact literacy development, responsive parenting is present across families) but also bring focus on context-specific realities. Neither low-income nor low-print environments are uniform constraints because communities differ and some homes use available resources more efficiently than others.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/rev3.3130 KerkoCite.ItemAlsoKnownAs: 10.1002/rev3.3130 2405685:RIZG682H 4042040:QLFNIHUN
Keywords: home language advantage; home language and literacy environment; low-income countries

Mathematics Education and Accessible Technologies for Visually Impaired Students in Bangladesh - Nahar, L; Jaafar, A; Sulaiman, R (Badioze Zaman H. et al. (eds) Advances in Visual Informatics. IVIC 2017. Lecture Notes in Computer Science, vol 10645, 2017)
The learning process for the visually impaired students (VIS) is complicated because they are unable to get visual information. A lot of challenges and problems these VIS are facing to get education, especially in studying Mathematics. As a developing country, Bangladesh cannot afford for the costly Mathematics learning tools for VIS. The objective of this study is to analyze the current scenarios of learning Mathematics in different types of blind schools in Bangladesh. A survey is conducted in all three types of schools in order to achieve the objective. The survey was based on questionnaire comprising questions related to Mathematics learning, examination methods and learning difficulties. Survey results shows that they follow Braille system for reading and writing; however, they cannot write in Braille in the final examination. Taylor frame and abacus are the only options for counting numbers. This paper also tries to propose some key points to improve the current Mathematics learning process for the blind students.
KerkoCite.ItemAlsoKnownAs: 2339240:S7ZDF3ZX 2405685:FU3UTF9E
Keywords: ⛔ No DOI found

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

Design of a Braille Learning Application for Visually Impaired Students in Bangladesh - Nahar, Lutfun; Jaafar, Azizah; Ahamed, Eistiak; Kaish, A. B. M. A. (Assistive Technology, 2015)
Visually impaired students (VIS) are unable to get visual information, which has made their learning process complicated. This paper discusses the overall situation of VIS in Bangladesh and identifies major challenges that they are facing in getting education. The Braille system is followed to educate blind students in Bangladesh. However, lack of Braille based educational resources and technological solutions have made the learning process lengthy and complicated for VIS. As a developing country, Bangladesh cannot afford for the costly Braille related technological tools for VIS. Therefore, a mobile phone based Braille application, “mBRAILLE”, for Android platform is designed to provide an easy Braille learning technology for VIS in Bangladesh. The proposed design is evaluated by experts in assistive technology for students with disabilities, and advanced learners of Braille. The application aims to provide a Bangla and English Braille learning platform for VIS. In this paper, we depict iterative (participatory) design of the application along with a preliminary evaluation with 5 blind subjects, and 1 sighted and 2 blind experts. The results show that the design scored an overall satisfaction level of 4.53 out of 5 by all respondents, indicating that our design is ready for the next step of development.
KerkoCite.ItemAlsoKnownAs: 10.1080/10400435.2015.1011758 10/f7svv7 2339240:PQ9MDIRA 2339240:S5PHSEX4 2405685:3JTWSRAR 2405685:V6F47JQW
Keywords: Visually Impaired Students (VIS); ___working_potential_duplicate; android platform; braille; education for VIS; mobile application

Impact of use of technology on student learning outcomes: Evidence from a large-scale experiment in India - Naik, Gopal; Chitre, Chetan; Bhalla, Manaswini; Rajan, Jothsna (World Development, 2020)
One of the Sustainable Development Goals (SDG-4) adopted by the United Nations focuses on ensuring inclusive and equitable quality education for all. Most research on impact of technology on learning outcomes depends on designs that require low student-to-computer ratio and extensive retraining of teachers. These requirements make the designs difficult to implement on a large scale and hence are limited in terms of inclusivity and ability to ‘provide equitable opportunity for all’. Our paper is the first to evaluate an intervention design that is aimed at dealing with these concerns. We conduct a large-scale randomised field experiment in 1823 rural government schools in India that uses technology-aided teaching to replace one-third of traditional classroom teaching. Even with high student-to-computer ratios and minimal teacher training, we observe a positive impact on student learning outcomes. The study thus presents a low cost, resource-light design, which can be implemented in a developing country on a large scale to address the problem of poor learning outcomes, thereby making the intervention inclusive and equitable in line with the spirit of SDG-4.
shortDOI: 10/ggjpcz KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2019.104736 10/ggjpcz 2339240:3NJT52QX 2339240:GS4FDFA5 2405685:DKG7WIV7
Keywords: Field experiment; India; Quality of learning; SDG-4; School education; Technology-aided-teaching

Literature review in mobile technologies and learning - Naismith, Laura; Sharples, Mike; Vavoula, Giasemi; Lonsdale, Peter (2004)
00662 KerkoCite.ItemAlsoKnownAs: 2129771:3BKJ5Q2K 2405685:LG3I5F3Y
Keywords: ⛔ No DOI found

Blended Learning and Academic Achievement: A Meta-Analysis - Najafi, Hossein; Heidari, Mozhgan (Quarterly Journal of Iranian Distance Education, 2018)
The purpose of the present research was to conduct a meta-analysis of Iranian studies on blended learning and academic achievement. As the third generation of distance education, blended learning integrates the strengths of face-to-face and online approaches. The methodology involved estimating the effect size for the relationship between blended learning and academic achievement. Out of 231 studies conducted between 2010 and 2017, 20experimental and quasi-experimental studies were selected as the sample using purposive sampling based on 9eligibility criteria. Data were analyzed using structured meta-analysis and were interpreted using Cohen’s for gauging small, medium, and large effect sizes. The results showed that the relationship between blended learning and academic achievement is significant, as the effect size for this relationship was 0.591, which is above medium in Cohen’s approach. Overall, the findings suggest the real positive effects of blended learning on learning outcome.
EdTechHub.ItemAlsoKnownAs: 2405685:QUAHGRTJ
Keywords: ⛔ No DOI found

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

Research weaving: visualizing the future of research synthesis - Nakagawa, Shinichi; Samarasinghe, Gihan; Haddaway, Neal R.; Westgate, Martin J.; O’Dea, Rose E.; Noble, Daniel WA; Lagisz, Malgorzata (Trends in ecology & evolution, 2019)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.tree.2018.11.007 2405685:Y29WIV7Q 2486141:7IWVPGZQ 2486141:SFJ37LP4
Keywords: _Added-ailr-2024

Third submarine cable to boost Internet service - Nakhoul, Shikrallah (BusinessNews.com.lb, 2019)
The aim is to turn Lebanon into a regional hub for Internet distribution
KerkoCite.ItemAlsoKnownAs: 2339240:BZYK8W8T 2405685:IH9QDU8V

Interaction in a discussion list: an exploration of cognitive, social, and teaching presence in teachers’ online collaborations - Nami, Fatemeh; Marandi, S Susan; Sotoudehnama, Elaheh (ReCALL: the Journal of EUROCALL, 2018)
Discussion lists have gained a significant popularity in professional development research over the past few decades for the opportunity they provide for asynchronous interaction. This article presents findings from a small-scale case study that aimed at exploring the nature of teachers’ asynchronous exchanges in a discussion list. The data comprised the archived log of the messages in a Yahoo Group discussion list by five in-service English as a foreign language (EFL) teachers who volunteered to take part in a hybrid computer-assisted language learning (CALL) teacher education course in a state university in Iran. The discussion list was incorporated into the course to engage participants in professional dialogue on topics related to technology/CALL. During the initial data analysis, participants’ asynchronous exchanges were grouped as suggestions, questions, unclassified, answers, and delivery, drawing upon Oriogun and Cave’s (2008) SQUAD categorization, following the constant comparative method of analysis. Through a follow-up computer-mediated discourse analysis, cognitive, social, and teaching presence functional moves were identified in the data. Participants used the space not only for socializing and peer instruction but also for constructing knowledge. Despite an uneven pattern of contribution, asynchronous exchanges provided opportunities for knowledge construction at different levels of cognitive presence on topics ranging from technology tools and their affordances/constraints to computer-assisted language testing, materials development, and classroom management. The findings provide CALL teacher education researchers and course designers insights into the potential of asynchronous interaction for online and blended language teacher education.
Place: Cambridge Publisher: Cambridge University Press Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2084810389?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1017/S0958344017000349 2405685:WM42S327 2534378:59HFNMGI 2534378:A5Y5932K 2534378:EEFLCSXC 2534378:G3TW72LP
Keywords: Asynchronous Communication; Blended Learning; CALL teacher education; CASE studies; COMPUTER assisted language instruction; Cognitive processes; Collaborative learning; Colleges & universities; Computer Mediated Communication; Computer assisted instruction–CAI; Computer assisted language learning; Critical thinking; Curriculum development; Data analysis; Discourse Analysis; Distance learning; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Educational technology; English (Second Language); English as a second language instruction; Faculty Development; Foreign Countries; Foreign languages; Group Discussion; Higher Education; Higher education; Hybrid computers; Interactive learning; Iran; LANGUAGE & languages; Language Teachers; Linguistics–Computer Applications; PROFESSIONAL education; Professional development; School environment; Second Language Instruction; Second language teachers; Social factors; TEACHERS; Teacher Education Programs; Teacher education; Teachers; Teaching; Technology Uses in Education; __:import:01; __:match:final; __:matched; __:study_id:2095858; __finaldtb; asynchronous interaction; cognitive presence; online collaboration; social presence; teaching presence

Digital School Census in 10 Weeks? How it was done in Sierra Leone - Namit, Kariba; Mai, Thanh Thi (World Bank Blogs, 2019)
Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request.
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:PP5768J6 2339240:TGTJZWCC 2405685:EPMH5GMB 2405685:EY9VEBRN 2405685:KXNLTUXL 2405685:NUSFD2XU 2405685:PLIT3YBG 2405685:TIEFATQQ 4803016:S4RTD2LL

Digital School Census in 10 Weeks? How it was done in Sierra Leone - Namit, Kariba; Mai, Thanh Thi (World Bank Blogs, 2019)
Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request.
KerkoCite.ItemAlsoKnownAs: 2405685:BFZ3FTAT 2486141:G289KIHC

Speak Up: A Multi-Year Deployment of Games to Motivate Speech Therapy in India - Nanavati, Amal; Dias, M. Bernardine; Steinfeld, Aaron (Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems - CHI '18, 2018)
The ability to communicate is crucial to leading an independent life. Unfortunately, individuals from developing communities who are deaf and hard of hearing tend to encounter difﬁculty communicating, due to a lack of educational resources. We present ﬁndings from a two-year deployment of Speak Up, a suite of voice-powered games to motivate speech therapy, at a school for the deaf in India. Using ethnographic methods, we investigated the interplay between Speak Up and local educational practices. We found that teachers’ speech therapy goals had evolved to differ from those encoded in the games, that the games inﬂuenced classroom dynamics, and that teachers had improved their computer literacy and developed creative uses for the games. We used these insights to further enhance Speak Up by creating an explicit teacher role in the games, making changes that encouraged teachers to build their computer literacy, and adding an embodied agent.
KerkoCite.ItemAlsoKnownAs: 10.1145/3173574.3173892 2339240:KG7IMUWQ 2405685:2HQYL9IR

Recovery of Learning Loss Created Due to COVID-19 Crisis: Analysis of Bangla Learning Outcomes and Identification of Content - NAPE; Room to Read (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6BFW7CPF 2405685:3WDEFT65

Social Media Demographics - NapoleonCat. Stats
Facebook, Instagram, Linkedin and Messenger user demographics updated monthly for every country in the world.
Library Catalog: napoleoncat.com EdTechHub.ItemAlsoKnownAs: 2405685:AXFEMYJP

Digital literacy for children: exploring definitions and frameworks - Nascimbeni, Fabio; Vosloo, Steven (UNICEF Office of Global Insight and Policy, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:TG6T4TJF

ECT 300 Educational Technology: What are some of the limitations of using live radio broadcasts in teaching? - Nasib, Tim (somi, 2017)
CHAPTER 6 EDUCATIONAL BROADCASTING 6a v).Analyze some of the limitations of using live radio broadcasts in teaching. 6.7 Limitations of live radio broadcasts. As mentioned earlier in this unit eve…
KerkoCite.ItemAlsoKnownAs: 2339240:6RA74DQL 2405685:8XUHDLTI

Fostering Early Math Comprehension: Experimental Evidence from Paraguay - Naslund-Hadley, Emma; Parker, Susan W; Hernandez-Agramonte, Juan Manuel (Global Education Review, 2014)
Research indicates that preschool children need to learn pre-math skills to build a foundation for primary- and secondary-level mathematics. This paper presents the results from the early stages of a pilot mathematics program implemented in Cordillera, Paraguay. In a context of significant gaps in teacher preparation and pedagogy, the program uses interactive audio segments that cover the entire preschool math curriculum. Since Paraguayan classrooms tend to be bilingual, the audio and written materials use a combination of Spanish and Guaraní. Based on an experimental evaluation since the program’s implementation, we document positive and significant improvements of 0.16 standard deviations in standardized test scores. The program helped narrow learning gaps between low- and high-performing students, and between students with trained teachers and those whose teachers lack formal training in early childhood education. Moreover, the program improved learning equally among both Guaraní- and Spanish-speaking students. But not all learning gaps narrowed as a result of the program. Although girls improved significantly, boys improved much more, ultimately increasing the gender gap. To close this gender gap, the program has been modified to encourage girls’ increased participation in the classroom and general interest in math.
KerkoCite.ItemAlsoKnownAs: 2405685:HRIPFXGZ
Keywords: ⛔ No DOI found

Stop thinking about tomorrow: Even in the era of COVID-19 History is teaching past and present reflections on teaching History during COVID-19 - Nasson, L. (Yesterday and Today, 2020)
Publisher: The South African Society for History Teaching (SASHT) KerkoCite.ItemAlsoKnownAs: 2405685:EN39RVFT
Keywords: ⛔ No DOI found

Exploring the effect of non-financial incentives on job satisfaction of teachers at Lubuto and Kayele Secondary schools in Ndola District - Natalia, Zulu (Zimbabwe Open University and the University of Zambia, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:E546IZZ7

Promoting teaching and learning in Ghanaian Basic Schools through ICT - Natia, James; Al-hassan, Seidu (International Journal of Education and Development using ICT, 2015)
Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2339240:58A7W9JA 2339240:YVRRGJRL 2405685:KMGX6DRI 2405685:UX7FDZ8M
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Promoting teaching and learning in Ghanaian Basic Schools through ICT - Natia, James; Al-hassan, Seidu (International Journal of Education and Development using ICT, 2015)
The Basic School Computerization policy was created in 2011 to introduce computers and e-learning into the entire educational system to promote training and life-long learning. Using data obtained by Connect for Change Education Ghana Alliance, this paper investigates the extent to which school administration, and teaching and learning are promoted through the use of ICT in Ghanaian Basic Schools. The data was obtained through a cross-sectional survey involving a random sampling of 333 Primary and 295 Junior High Schools across four regions (Northern, Upper East, Upper West and Volta) in...
Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2339240:ZCTZKAMM 2405685:3A3NQ4QY
Keywords: ___working_potential_duplicate; ⛔ No DOI found

The Constitution of the Islamic Republic of Pakistan - National Assembly of Pakistan (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:IXMJEFZG 2405685:SNZPZPFP

The ICT Rights of Persons with Disability Act 2020 - National Assembly of Pakistan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:7RMWHTD5 2405685:BDY9AXTY

Assessing value for money - National Audit Office UK (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:ZHUJ9HSE 2405685:WRBHMFF5 4656463:Y54ADAD3

Policies and Guidelines | - National Commission for Science and Technology (2002)
KerkoCite.ItemAlsoKnownAs: 2339240:45Q8MEPH 2405685:I6EUELAB

Education for Prosperity Strategy - National Committee for Human Resources Development (2016)
Library Catalog: www.hrd.jo KerkoCite.ItemAlsoKnownAs: 2405685:8S3LF8AJ

Textbook - National Council of Educational Research and Training (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:YH6ILVRW 2405685:JUTWVE3Q

Forum Guide to Data Governance - National Forum on Education Statistics (National Center for Education Statistics, 2020)
The Forum Guide to Data Governance highlights the multiple ways that data governance programs can benefit education agencies. It addresses the management, collection, use, and communication of education data; the development of effective and clearly defined data systems and policies to handle the complexity and necessary protection of data; and the continuous monitoring and decisionmaking needed in a regularly shifting data landscape. The Guide also features 12 case studies from state and local education agencies that have implemented effective data governance programs.
KerkoCite.ItemAlsoKnownAs: 2339240:HGBDFCQW 2405685:U9J3F56J

Inicio - National Institute for the Deaf (Insor Educativo)
KerkoCite.ItemAlsoKnownAs: 2339240:JF7LRGPX 2405685:2D26D3L4

Pakistan Demographic and Health Survey 2012-13 - National Institute of Population Studies (USAID, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:YCKR4DWX 2405685:W69R3J66
Keywords: ⛔ No DOI found

Pakistan Demographic and Health Survey, 2017–18 - National Institute of Population Studies (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:436K5QBU
Keywords: auto_merged

Pakistan Demographic and Health Survey 2017-18 - National Institute of Population Studies (USAID, UKAID and UNFPA, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:ESFL9NXP 2405685:GLMJ5FAM 2405685:UQVGKUEN
Keywords: ⛔ No DOI found

KEY FIGURES: 5th Rwanda Population and Housing Census (PHC) - National Institute of Statistics of Rwanda. (National Institute of Statistics of Rwanda., 2023)
The fifth Population and Housing Census in Rwanda, was conducted in August 2022. The Census operation was coordinated by the National Census Commission. Various census technical and administrative structures have been put in place to ensure a successful census operation.

RPHC4 Thematic Report: Characteristics of Households and Housing - National Institute of Statistics of Rwanda. (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:MWGCCUIB 2405685:YTI26JVP

Fourth Population and Housing Census, Rwanda, 2012: Thematic Report: Characteristics of Households and Housing - National Institute of Statistics of Rwanda (NISR) (Ministry of Finance and Economic Planning (MINECOFIN), 2012)
EdTechHub.ItemAlsoKnownAs: 2405685:HVCBH9QU

Population and Housing Census - National Institute of Statistics Rwanda
EdTechHub.ItemAlsoKnownAs: 2405685:L4Z8A6KM

National Numeracy Programme (NNP) - Objectives - National Numeracy Programme (NNP) (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:XAY8PSPU 2405685:CZYI6TCY

Malawi Vision 2063 Document - National Planning Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M39XQECB 2405685:IYB8C7VR

DIKSHA - National Portal of India (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XU82DGFU 2405685:5RN6C3TX 5RN6C3TX

Malawi - Fifth Integrated Household Survey 2019-2020 - National Statistical Office (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WQNKCSRI 2405685:KWDWZ5RP

National Household Survey on Access and Usage of ICT Services in Malawi 2019 - National Statistical Office (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:8XN2BTBI