Technophobia: Examining its hidden factors and defining it - Khasawneh, Odai Y. (Technology in Society, 2018)
shortDOI: 10/ggx3rd KerkoCite.ItemAlsoKnownAs: 10/ggx3rd 2405685:A9ZYMIC6

Technophobia among Female Undergraduate Students: A Challenge to Attainment of the MDGs in Nigeria - Achuonye, Keziah Akuoma; Ezekoka, Gertrude Kanayo (Journal of Education, Society and Behavioural Science, 2011)
EdTechHub.ItemAlsoKnownAs: 2405685:LINCNENL
Keywords: Millennium Development Goals (MDGs); Technophobia; computer; psychological gender; ⛔ No DOI found

Technology use in teacher preparation and professional development in low-and middle-income countries - UNESCO Digital Library - Hennessy, Sara; D'Angelo, Sophia; Koomar, Saalim; Kreimeia, Adam; Adam, Taskeen; Cao, Lydia; Haßler, Björn (UNESCO, 2023)
https://doi.org/10.54676/NJZV8067 KerkoCite.ItemAlsoKnownAs: 2339240:9URXV92S 2405685:UU8FCJCF

Technology use in teacher preparation and professional development in low- and middle-income countries: 2023 GEM Report – Evidence review - Hennessy, S.; D’Angelo, S.; Koomar, S.; Kreimeia, A.; Adam, T.; Cao, L.; Haßler, B. (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6958583 10.53832/edtechhub.0104 2405685:8SKNCIXH
Keywords: _r:AddedByZotZen

Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: Recommendations for policy from a systematic review - D'Angelo, Sophia; Hennessy, Sara; Kreimeia, Adam; Koomar, Saalim; Cao, Lydia; McIntyre, Nora; Brugha, Meaghan; Zubairi, Asma (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0080 2339240:PRMHXVPE 2405685:7S9CUP77 2405685:HHXQI3S4 2405685:VU5JQKWG 2534378:BXN59IRN
Keywords: Read; Teacher education and training; _r:AddedByZotZen

Technology use for teacher professional development in low- and middle-Income countries: A systematic review - Hennessy, Sara; D'Angelo, Sophia; McIntyre, Nora; Koomar, Saalim; Kreimeia, Adam; Cao, Lydia; Brugha, Meaghan; Zubairi, Asma (Computers and Education Open, 2022)
Pre-service education and in-service teacher professional development (collectively termed teacher professional development or TPD here) can play a pivotal role in raising teaching quality and, therefore, learning outcomes for children and young people in low- and middle-income countries (LMICs). However, TPD opportunities in LMICs are limited, unsustained, and often not informed by recent research evidence, and outcomes are mixed. Educational technologies offer potential to enhance formally provided programmes and informal peer-learning forms of TPD. We present the first systematic review of the literature pertaining to technology-mediated TPD for educators of school-aged learners in LMICs, aiming to characterise appropriate and effective uses of technology along with specific constraints operating in those contexts. An in-depth synthesis of 170 studies was undertaken, considering macro-, meso- and micro-level factors during TPD design and implementation in the 40 LMICs represented. Volume of publications increased dramatically over the review period (2008–2020), indicating that the field is rapidly developing. Results largely showed benefits for teachers, but evidence for sustainability, cost-effectiveness or tangible impacts on classroom practice and student outcomes was thin. Promising, locally-contextualised forms of technology-mediated TPD included virtual coaching, social messaging, blended learning, video-stimulated reflection, and use of subject-specific software/applications. We report on the variable effectiveness of programmes and limited attention to marginalised groups. To maximise effectiveness of technology-enhanced TPD, the role of facilitators or expert peers is paramount – yet often glossed over – and the interpersonal dimension of teacher learning must be maintained. Recommendations are made for researchers, policymakers, teachers and teacher educators.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.caeo.2022.100080 10.5281/zenodo.4733147 2339240:5GVQGQC4 2339240:GQEBFNI2 2339240:LPFYJHUF 2339240:Q5369EBL 2405685:66IBMGWS 2405685:E5J2KHF2 2405685:KXGE9JIR 2405685:P4MI8J9M 2405685:R3SISS58 2405685:RKQI4W3A 2405685:T5QVE96Z 2534378:5CCARHUH 2534378:DZ4AXQJ2 4042040:V58GV3BA
Keywords: Disability; ICT; Read; Referenced; Teacher education and training; Teacher professional development; What works evidence; _EdTechHub_Output; _MELA_knowledge_product; _MELA_seen; e-learning; low- and middle-income countries (LMICs); pedagogy; peer learning; teacher training; technology; ⛔ No DOI found

Technology Tools for Teaching and Training Results - USAID (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:Q7SYHPXZ 2405685:38SBFY8Y

Technology, Teacher Professional Development and Low- and Middle-Income Countries: Technical report on systematic mapping review - Hennessy, Sara; D'Angelo, Sophia; McIntyre, Nora; Koomar, Saalim; Kreimeia, Adam; Cao, Lydia; Brugha, Meaghan; Zubairi, Asma (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
10.5281/zenodo.5524840 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5524840 10.53832/edtechhub.0047 2339240:LSC89UVX 2339240:RIE9TWUK 2339240:SI398B6V 2405685:54BCQ23M 2405685:6NNCFPHE 2405685:77NJVUB6 2405685:HUY7VUM6 2405685:VTQDT65R 2405685:WFDCC7KZ 2534378:BQ8BJBGF
Keywords: ___working_potential_duplicate; _r:AddedByZotZen

Technology-supported professional development for teachers: lessons from developing countries - McAleavy, Tony; Hall-Chen, Alex; Horrocks, Sarah; Riggall, Anna (Education Development Trust, 2018)
This report captures what might be learnt from a selection of the world’s most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers.
KerkoCite.ItemAlsoKnownAs: 2339240:CNU2GKRL 2339240:KPPU5Z99 2339240:S2XT5FSG 2339240:UYNN98AQ 2405685:4JNZ9RRF 2405685:CF2KPK7I 2405685:DJG72BUZ 2405685:FXXS4882 2405685:ZEBNC5TV 2534378:6GQU9R37 2534378:ARJJXBIL 2534378:TQ4YR37L 2534378:WSS9V2GJ 2534378:XIMVL4RJ
Keywords: Africa; Bangladesh; Blended Learning; C:Low- and middle-income countries; Developing Nations; ERIC; Resources in Education (RIE); Educational Technology; Elementary Education; Elementary School Teachers; Faculty Development; Foreign Countries; Handheld Devices; India; Inservice Teacher Education; Kenya; Large Group Instruction; Nigeria; Online Courses; Pakistan; Policymakers; Practitioners; Refugees; Shared Resources and Services; Social Media; Teaching Methods; Technology Integration; Technology Uses in Education; Telecommunications; ___working_potential_duplicate; ⛔ No DOI found

Technology-supported professional development for teachers: Lessons from developing countries - McAleavy, Tony; Hall-Chen, Alex; Horrocks, Sarah; Riggall, Anna (Education Development Trust, 2018)
This report captures what might be learnt from a selection of the world's most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers. This report explores the literature surrounding technology for professional learning, identifying six promising case studies: (1) UNESCO projects in Pakistan and Nigeria – using mobile phones to deliver pedagogical content to early-grade and primary school teachers; (2) English in Action, Bangladesh using mobile phones and SD cards to deliver content to teachers; (3) Teacher Education in Sub-Saharan Africa (TESSA) – OER [Open Educational Resources] to support interactive teaching practice; (4) Teacher Education through School-based Support in India (TESS-India) – OER to support the adoption of more engaging pedagogies; (5) Teachers for Teachers, Kenya – using mobile technology to strengthen teacher development in Kakuma Refugee Camp; and (6) National Tablets Programme, Kenya – improving the coaching provided to teachers. Through these case studies we have made a series of reflections on the impact technology can have on teacher professional development, particularly in low- and low-middle income contexts: (1) Promising technology is not enough, we must not forget the human factor; (2) Mobile technologies have high potential to improve the reach, scalability and flexibility of teacher professional development; (3) OER constitute a promising format for professional development resources; (4) High-impact, sustainable technology-enabled solutions depend on local partnership and a sense of local ownership; and (5) The design and delivery of effective technology-enabled professional learning depends on high-quality impact data and careful piloting solutions. Our report explores each of these case studies and reflections in greater detail, drawing lessons for policymakers, practitioners and other organisations who seek to provide technology-related professional development opportunities for teachers.
KerkoCite.ItemAlsoKnownAs: 2339240:Z8QK9TIS 2405685:58SRHUVT
Keywords: Blended Learning; Developing Nations; Educational Technology; Elementary School Teachers; Faculty Development; Foreign Countries; Handheld Devices; Inservice Teacher Education; Large Group Instruction; Online Courses; Refugees; Shared Resources and Services; Social Media; Teaching Methods; Technology Integration; Technology Uses in Education; Telecommunications

Technology-Supported Personalised Learning: A Rapid Evidence Review - Major, Louis; Francis, Gill A. (EdTech Hub, 2020)
This publication is one part of a series of rapid evidence reviews that has been produced by the EdTech Hub. The purpose of the rapid evidence reviews is to provide education decision-makers with accessible evidence-based summaries of good practice in specific areas of EdTech. They are focused on topics which are particularly relevant in the context of widespread global challenges to formal schooling as a result of COVID-19. All the rapid evidence reviews are available at edtechhub.org.
ZenodoArchiveID: 4556925 PreviousDOI: 10.5281/zenodo.3948175 PreviousDOI: 10.5281/zenodo.4477170 PreviousShortDOI: 10/gg7sp2 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3948175 10.5281/zenodo.3948174 10.5281/zenodo.3948175 10.5281/zenodo.4477170 10.5281/zenodo.4556925 2339240:6NYL4Q6K 2339240:782897NS 2339240:CQIWZXYK 2339240:FFVXKB6Y 2339240:FH2WAXTQ 2339240:KAWEDEAZ 2339240:L9THHN3N 2339240:P8B4HPZC 2339240:QLA593HB 2339240:T58E6LDA 2339240:T8L6PTRX 2339240:VZBB4HAF 2405685:839AFBBS 2405685:89H7NAA7 2405685:A2II5ZV7 2405685:A49KTEL6 2405685:AT6JS3QN 2405685:CJR7PMKJ 2405685:DEXS2WA8 2405685:FFSBB3JJ 2405685:NQSPAG3I 2405685:RVZFVD7G 2405685:U95XV67E 2405685:WJRBJQBN 2534378:8FA5G2KF
Keywords: F: Evidence review; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v3; _zenodo:submitted; _zenodoETH

Technology Supported Learning in Tanzania - Camfed
KerkoCite.ItemAlsoKnownAs: 2339240:U74DPER9 2405685:T5GSGX9J

Technology Options for TCPD in Tanzania - Haßler, Björn; Mtebe, Joel; Abdelrahman, Salma; Kondor, Oscar; Mashauri, Aron; Adam, Taskeen; Koomar, Saalim (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5874600 2405685:X8QRZ5EJ
Keywords: _r:AddedByZotZen

Technology-Mediated Learning Theory - Bower, Matt (British Journal of Educational Technology, 2019)
Technology-enhanced learning research, such as that relating to the use of online technologies in formal learning contexts, is sometimes criticised for being under-theorised. This paper draws together areas of research and theory that have previously been somewhat separately treated, to support the integrated analysis and research of situations where technology mediates learning. First, key areas of research and theory relating to technology-mediated learning are introduced, along with their associated conceptual underpinnings and assumptions, in terms of premises. These areas are then explained with relation to one another regarding how they can be used to holistically understand learning in contexts where technology mediates learning. The implications of the theoretical concepts are discussed in terms of the future conduct of technology-mediated learning research, as well as the scope and conditions under which the theorisations apply.
Publisher: Wiley-Blackwell KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12771 2339240:DUA7DI6P 2405685:48HFJPQV
Keywords: Educational Technology; Electronic Learning; Learning Theories; Meta Analysis; Technology Integration; Technology Uses in Education

Technology is transforming governance in Pakistan - Touqeer, Irum; Rontoyanni, Clelia (World Bank Group, 2019)
Punjab Excise and Taxation Service Center. Photo: World Bank Technology is changing our world faster than ever before. And Pakistan, home to more than 64 million internet users and 62 million people connected to mobile data, is no exception. As they’ve become more digital-savvy, Pakistanis are now expecting better digital ...
KerkoCite.ItemAlsoKnownAs: 2339240:EELM2PKK 2405685:FM2QXUDY

Technology integration: Managing technological evolution in a complex environment - Iansiti, Marco (Research policy, 1995)
Publisher: North-Holland KerkoCite.ItemAlsoKnownAs: 10.1016/S0048-7333(94)00781-0 2339240:QFJ7MDRP 2405685:PDF7K229

Technology Integration before Student Outcomes: Factors Affecting Teacher Adoption of Technology in India - Bandyopadhyay, Alankar (University of Maryland, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:B3L4QKW6 2405685:75QWBXX7

Technology in the classroom: Learning from OLE Nepal - Wodon, Quentin (Global Partnership for Education, 2015)
A young software engineer returned to his native Nepal to support the introduction of technologies in the classroom. Working with the ministry of education, he learns that it takes time to introduce meaningful change, and that support to teachers in the use of the technology is key.
KerkoCite.ItemAlsoKnownAs: 2405685:7GNDXWP6

Technology in education in low-income countries: Problem analysis and focus of the Hub's work - Hennessy, Sara; Jordan, Katy; Hassler, Bjoern; Hollow, David; Brugha, Meghan; Jamieson Eberhardt, Molly; Sabates, Ricardo (2020)
An output by the EdTech Hub - #EdTechHub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3352007 10/ghgnfz 2339240:EYQWGP5R 2405685:ZGFQHAS3

Technology in Education. Background paper prepared for the 2023 Global Education Monitoring Report - Burns, Mary (UNESCO, 2021)
This think piece was commissioned by the Global Education Monitoring Report (GEM Report) Team to provide initial conceptual framing for the 2023 GEM Report, which focuses on information and communications technologies in education, or educational technology. The topics in this think piece were proposed by the GEM Report Team. As much as space permits, the think piece takes both a close up and wide-angle approach to technology.The think piece focuses, as much as possible, on research outlining the educational benefits of technology and organises educational technology along three axes: (1) technology as a learning tool; (2) technology to deliver learning; and (3) technology to support learning, outlining the uses, benefits, challenges, and additional areas for research associated with each. It discusses the technology tools associated with each category and poses additional research questions that the GEM Reporting Team may wish to explore for the Global Education Monitoring Report.
KerkoCite.ItemAlsoKnownAs: 2339240:M9QPC59P 2405685:KGTU7JWX

Technology functions for personalized learning in learner-centered schools - Lee, Dabae; Huh, Yeol; Lin, Chun-Yi; Reigeluth, Charles M. (Educational Technology Research and Development, 2018)
Personalized Learning (PL) has been widely promoted. Despite the increasing interest in PL, it is difficult to be implemented, because it can be complicated, costly, and even impossible without the help of powerful and advanced technology. This national survey study aimed at systematically investigating technology usage and needs of teachers in learner-centered schools in the U.S based on the conceptual framework of the Personalized Integrated Education System (PIES). PIES specifies four major functions: recordkeeping, planning, instruction, and assessment. A total of 308 learner-centered schools were identified that met at least three of the five criteria of PL: (1) personalized learning plans, (2) competency-based student progress, (3) criterion-referenced assessment, (4) problem- or project-based learning, and (5) multi-year mentoring. Survey responses of 245 teachers from 41 schools were analyzed. Results indicate that only 12% of teachers responded that they had a technology system that integrated the four major functions. Among the rest, 21% reported that they had no such systems. Technology was most widely used for planning and instruction but not for recordkeeping and assessment.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-018-9615-9 2339240:GUNE7QI3 2405685:YKDTT2EJ

Technology for Teacher Training - IDEAS (IDEAS | Institute of Development and Economic Alternatives, 2017)
The project will be introducing a new model of delivering in-service teacher training to government sector primary school teachers (PSTs), which builds upon the existing structure of cluster-based Continuous Professional Development (CPD) in Punjab.The Directorate of Staff Development (DSD) employs a cluster-based approach to in-service teacher training which constitutes a cascading model. Although the model […]
KerkoCite.ItemAlsoKnownAs: 2339240:6KEW4AH9 2405685:8E46E4T2

Technology for professional development: access, interest and opportunity for teachers of English in South Asia - British Council (British Council, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:UE23QGKH

Technology for Inclusive Education (TFIE) Pilot Report
KerkoCite.ItemAlsoKnownAs: 2405685:4C4Q94NW

Technology for Inclusive Education (TFIE) Pilot Report - Digital Literacy Trust (2018)
EdTechHub.ItemAlsoKnownAs: 2405685:SH5FCHUZ

Technology for Education in Low-Income Countries: Supporting the UN Sustainable Development Goals - Wagner, Daniel A. (ICT-Supported Innovations in Small Countries and Developing Regions: Perspectives and Recommendations for International Education, 2018)
Information and communications technologies (ICTs) are increasingly available, even in developing countries, leading to a number of pressing questions. Will ICTs for education (ICT4E) improve learning and educational quality? Might they increase the ‘digital divide’ with negative consequences for equity? What can ICT4E offer to help assist in the achievement of the new UN Sustainable Development Goals? The present review addresses these questions and uses of ICT4E in developing countries. First, a short overview is provided of how ICT4E intersects with the learning outcomes and the quality of education, including contemporary perceptions of what does and does not work in ICT4E. Second, an ICT4E framework is suggested as a way to reconceptualize the parameters currently in use that will lead to more effective ICT4E design solutions. Third, ICT projects in four key education subsectors – early childhood, basic as well as secondary education, and teacher education – help to disaggregate where and how interventions have been made in recent years. Finally, a set of investment domains in ICT4E is described, along with a set of specific suggestions to advance the field. The paper concludes with the suggestion that measurable, sustainable, and scalable design solutions in ICT4E are the best way to assist in achieving the UN Sustainable Development Goals.
shortDOI: 10/ggdg92 KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-67657-9_3 10/ggdg92 2339240:HXI33IQS 2339240:XDL85AWH 2339240:YJ69VD9B 2405685:DIB9X6BQ 2405685:PRNWIW8H 2405685:W82YLLHF
Keywords: Design solution; Framework; ICT4E; Learning; Technology; UN SDGs

Technology for Education in Low-Income Countries: Supporting the UN Sustainable Development Goals - Wagner, Daniel A.; Lubin, Ian (ICT-Supported Innovations in Small Countries and Developing Regions: Perspectives and Recommendations for International Education, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:8E8TKNM3 2405685:U4P4NXRK

Technology for education in low-income countries: Assisting the UN Sustainable Development Goals - Wagner, Daniel (ICT-Supported Innovations in Small Countries and Developing Regions, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:77JY2FRU 2405685:73WHWAGC

Technology for Data Collection Processing and Communication for EiE - USAID
KerkoCite.ItemAlsoKnownAs: 2339240:JDJWH7C6 2405685:48HNFCIV

Technology Enters the Classroom: An Evaluation of Educational Technology Initiatives in Punjab - Waqar, Yasira; Bokhari, Tahira Batool (2017)
This article provides a critical review of educational technology initiatives of the Punjab government. The attributes of meaningful learning with technology are used as a criterion to evaluate the benefits of technology initiatives in the education sector. An historical perspective of the integration of technology in Pakistan is given in the beginning to have a clear idea as how technology was introduced in the private schools in 1990s and what are the latest trends in these schools? The initiatives of Punjab government are then elaborated by discussing the following projects: Daanish Schools, School Reform Roadmap, Technology to Improve School Processes and Digitized Textbooks and Intelligent Tutoring System. After an analysis of these initiatives, a review of educational technology initiatives in developing countries is done to compare the successful and not so successful projects of educational technology. The article concludes with suggestions for educationists and policy-makers in Pakistan.
KerkoCite.ItemAlsoKnownAs: 2339240:ZJ2PDNDG 2405685:GESZ38IG

Technology-Enhanced Learning in Developing Nations: A review - Gulati, Shalni (The International Review of Research in Open and Distributed Learning, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:WAF5DV6Y 2405685:FDZCE3JY

Technology comprehension: Scaling making into a national discipline - Tuhkala, Ari; Wagner, Marie-Louise; Nielsen, Nick; Iversen, Ole Sejer; Kärkkäinen, Tommi (Proceedings of the Conference on Creativity and Making in Education, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1145/3213818.3213828 2339240:EQ638APZ 2405685:TRVMCJDJ

Technology Based Deaf Education Initiative by FESF Pakistan Wins Prestigious WISE Awards - FESF. Family Educational Services Foundation (2018)
Library Catalog: www.fesf.org.pk KerkoCite.ItemAlsoKnownAs: 2405685:EBK48Q7M
Keywords: auto_merged

Technology and Teacher Professional Development (TPD): the Process and Content of Microlearning in a School-Based Integrated In-Service Teacher Education (INSET) Project - Junaid, Muhammad Ibn; Ogange, Betty; Allela, Melisa (Commonwealth of Learning (COL), 2019)
Continuing teacher professional development for all teachers across the entire school system poses a challenge in many contexts, especially in developing countries. Teachers from schools located in remote rural areas usually have fewer professional development opportunities due to the lack of accessibility either to their schools or to professional development resources. On-site school-based professional development is a viable option if innovative design is adapted to generate microlearning resources that teachers can easily access and share. This paper reports on a technology enabled school-based integrated INSET project coordinated by the Freetown Teachers College (FTC) in 12 junior secondary schools (JSS) in Sierra Leone under the COL’s Teacher Futures Programme. The project represents an innovation in TPD and is different from the general type of face-to-face and exclusively paper-based in-service teacher training programme common in Sierra Leone. Under the new project a multimodal approach is used where the FTC mentors and the communities of learners (JSS teachers) are presented with both print and microlearning resources and also provided access to an eLearning platform and the use of mobile phones as the main vehicles of delivery. Microlearning is an emergent learning strategy known for its quick response in bridging skills and knowledge gaps. In the context of the INSET Project, it involves a weekly dose of pedagogical content knowledge and skills, including modelling of classroom best practices which teachers can adapt and use. The project design and methods are briefly described, but the main focus of the paper is on the microlearning component of this project and discusses the use of mobile technology in the delivery and implementation of TPD in the 12 project schools. The emphasis is on the methodological and management challenges that arise in creating and nurturing communities of practice (CoPs) in a school-based setting and how these are addressed by the various schools involved.
KerkoCite.ItemAlsoKnownAs: 2405685:AALEIRC2

Technology and Teacher Professional Development in Tanzania: Research instruments pack - Koomar, Saalim; Massam, Winston; Jacob, Winnie; Gervace, Anthony; Adam, Taskeen; Hennessy, Sara; Chachage, Kristeen; Malibiche, Mustafa; Mutura, Emmanuel; Mtenzi, Fredrick; Mwakabungu, Fika (EdTech Hub, 2023)
This pack contains links to research instruments developed by EdTech Hub, Aga Khan University, and Tanzania Institute of Education for a study investigating the impact of a national teacher professional development programme on primary-level learning outcomes. The tools have been developed iteratively, with substantive piloting having taken place, both in workshop settings and in schools. They draw on good practice examples, such as the World Bank’s TEACH tool for classroom observation and other research projects the team have worked on. We are making these tools available to other researchers and practitioners and hope that they will prove useful. They are provided in editable format so that others can modify them as they see fit.
ZenodoArchiveID: 7691834 ZenodoArchiveConcept: 7691833 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7691834 10.53832/edtechhub.0148 2405685:GXM765F3
Keywords: _r:AddedByZotZen

Technology and social inclusion: rethinking the digital divide - Warschauer, Mark (MIT Press, 2003)
KerkoCite.ItemAlsoKnownAs: 2405685:YPSD9Y39
Keywords: Digital divide; Marginality; Social

Technology and School Mapping - Vijil, Alejandra; Godwin, Katie; Mackintosh, Alasdair; Ramirez, Ana (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 6974072 ZenodoArchiveConcept: 6974071 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6974072 2405685:IJ2GD927
Keywords: _r:AddedByZotZen

Technology and mother-tongue literacy in Southern India: Impact studies among young children and out-of-school youth - Wagner, Daniel A; Daswani, C J; Karnati, Romilla (Information Technology and International Development, 2010)
The present research began with one main question: How can new technologies be effective for poor and illiterate children and youth in developing countries? We addressed this question through a research-based implementation project in India that included the development of local language multimedia software for literacy; a built-in, user-friendly interface; and the use of existing computer infrastructure. Two studies were undertaken in Andhra Pradesh state. One included a sample of youth and young adults who had never gone to school (or dropped out early) in peri-urban Hyderabad, and the other was composed of young second- and third-grade school children in rural West Godavari district. Based on a short-term intervention program, research results demonstrated a modest positive impact on the learning rate in reading with both groups of learners (when compared with control groups without the multimedia intervention). The findings provide support for the view that information and communications technologies for development can assist in promoting literacy among the poorest of the poor. In addition, the present results support the view that the digital divide, as it evolves over time, will only be narrowed when content-based solutions are sensitive to, and built on cultural and linguistic diversity.
KerkoCite.ItemAlsoKnownAs: 2339240:FMDF5K5E 2405685:IT38D8P5
Keywords: ⛔ No DOI found

Technology and Mother-Tongue Literacy in Southern India: Impact Studies among Young Children and Out-of-School Youth - Wagner, Daniel; Daswani, C.; Karnati, Romilla (International Technologies & International Development, 2010)
KerkoCite.ItemAlsoKnownAs: 2405685:XZ4RH2A2 4042040:XM2RMYLT
Keywords: ⛔ No DOI found

TECHNOLOGY AND INNOVATION REPORT 2021: Catching technological waves innovation with equity - UNCTAD (2021)
OCLC: 1245847334 KerkoCite.ItemAlsoKnownAs: 2339240:3J8FAXYC 2405685:SSF84XQK

Technology and equity in schooling: Deconstructing the digital divide - Warschauer, Mark; Knobel, Michele; Stone, Leeann (Educational policy, 2004)
Publisher: Sage Publications Sage CA: Thousand Oaks, CA KerkoCite.ItemAlsoKnownAs: 10.1177/0895904804266469 2339240:KTIX4GZT 2339240:LWSDVEBV 2405685:6PBK22NX
Keywords: equity; technology

Technology and education – Why it's crucial to be critical - Selwyn, Neil (Critical Perspectives on Technology and Education, 2015)
EdTechHub.Copy: 2129771:U9469F98 KerkoCite.ItemAlsoKnownAs: 2129771:U9469F98 2339240:95AXL9DA 2339240:ZM8NHUYV 2405685:5I386Z22 2405685:N27GWJBG

Technology and education: Computers, software, and the internet - Bulman, George; Fairlie, Robert W. (Handbook of the Economics of Education, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:LL75ZDAT 2405685:4Z5BR2BU

Technology and Distance Education: Sharing Experience in Sindh, Pakistan - Panhwar, Farzana (1996)
Female literacy in Pakistan is among the lowest in the world. In 1981, the literacy rate was 16 percent for females, and 7.3 percent for rural women. Distance education can effect many social changes. Females would be the main beneficiaries because it is not socially acceptable for girls to leave home for education; parents do not like coeducational schools; social attitudes do not permit school education for girls on the conviction that any freedom to go out will result in sexual involvement with males; and women with low levels of education are stigmatized and accorded low social status. Both rural and urban conditions can be improved by providing women with integrated programs in hygiene, food, health, and basic and vocational education, as well as professional training in the sciences, trades, and industry. Problems with Pakistan's distance education system include the lack of opportunity for question and answer sessions; no provision to make up missed classes; absence of teachers to advise students on the use of the materials; lack of competition; lack of competent teachers; corruption and poor funding, resulting in nonavailability of materials in libraries; low standards, resulting in receipt of degrees without corresponding learning; lack of facilities for lab work in science and technical training; lack of rights to duplicate costly foreign video materials. (TD)
KerkoCite.ItemAlsoKnownAs: 2339240:QC9T2JX7 2405685:L4RKZE9D
Keywords: Access to Education; Distance Education; Educational Needs; Elementary Secondary Education; Foreign Countries; Illiteracy; Relevance (Education); Rural Women; Sex Discrimination; Social Attitudes; Vocational Education; Womens Education

Technology and Child Development: Evidence from the One Laptop per Child Program | Publications
KerkoCite.ItemAlsoKnownAs: 2339240:EEW5LSST 2405685:MGH7RJ3Y

Technology and child development: Evidence from the One Laptop Per Child Program [IZA Discussion Paper No. 6401] - Cristia, Julian; Ibarraran, Pablo; Cueto, Santiago; Santiago, Ana; Severin, Eugenio (Social Science Research Network, 2012)
Although many countries are aggressively implementing the One Laptop per Child (OLPC) program, there is a lack of empirical evidence on its effects. This paper presents the impact of the first large-scale randomized evaluation of the OLPC program, using data collected after 15 months of implementation in 319 primary schools in rural Peru. The results indicate that the program increased the ratio of computers per student from 0.12 to 1.18 in treatment schools. This expansion in access translated into substantial increases in use both at school and at home. No evidence is found of effects on enrollment and test scores in Math and Language. Some positive effects are found, however, in general cognitive skills as measured by Raven's Progressive Matrices, a verbal fluency test and a Coding test.
KerkoCite.ItemAlsoKnownAs: 2339240:H697XM5B 2405685:LP9YKN89
Keywords: _Source:Intuitive; education; experiments; technology

Technology and Child Development: Evidence from the One Laptop Per Child Program [IDB Working Paper No. IDB-WP-304] - Cristia, Julián P; Ibarrarán, Pablo; Cueto, Santiago; Santiago, Ana; Severín, Eugenio (2012)
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2032444 10/ggf853 2339240:ZPH88FN8 2405685:2EZM2D4J 683578:TAE6LJIM
Keywords: _THEME: Curriculum and resources

Technology adoption in secondary mathematics teaching in Kenya: An explanatory mixed methods study - Kamau, Leonard Mwathi (Syracuse University, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:THKYV7MT 2405685:IAYQII5V
Keywords: ⛔ No DOI found

Technology adoption in education: Usage, spillovers and student achievement - Bergman, Peter (2016)
Publisher: CESifo Working Paper Series KerkoCite.ItemAlsoKnownAs: 2339240:E749AIMV 2405685:9XZ8ZZNP
Keywords: ⛔ No DOI found

Technology acceptance model in educational context: A systematic literature review - Granić, Andrina; Marangunić, Nikola (British Journal of Educational Technology, 2019)
A respectable amount of work dealing with Technology Acceptance Model (TAM) clearly indicates a popularity of TAM in the field of technology acceptance in general. Nevertheless, there is still a gap in existing knowledge regarding representative academic literature that underlie research on TAM in educational context. The main objective of this systematic literature review is to provide an overview of the current state of research efforts on TAM application in the field of learning and teaching for a variety of learning domains, learning technologies and types of users. Through systematic search by the use of EBSCO Discovery Service, the review has identified 71 relevant studies ranged between 2003 and 2018. The main findings indicate that TAM and its many different versions represent a credible model for facilitating assessment of diverse learning technologies. TAM's core variables, perceived ease of use and perceived usefulness, have been proven to be antecedent factors affecting acceptance of learning with technology. The paper identifies some gaps in current work and suggests areas for further investigation. The results of this systematic review provide a better understanding of TAM acceptance studies in educational context and create a firm foundation for advancing knowledge in the field. Practitioner Notes What is already known about this topic Technology acceptance research in teaching and learning context has become an attractive trend. A number of reviews and meta-analysis focused on specific topics related to technology acceptance in education have been conducted. The Technology Acceptance Model (TAM) is the key model in understanding predictors of human behaviour towards potential acceptance or rejection of the technology. What this paper adds The state of current research on Technology Acceptance Model application in educational context lacks comprehensive reviews addressing variety of learning domains, learning technologies and types of users. The paper presents systematic review of relevant academic literature on Technology Acceptance Model (TAM) in the field of learning and teaching. The paper provides empirical evidence on the predictive validity of the models based on TAM presented in selected literature. The findings revealed that TAM, along with its many different versions called TAM++, is a leading scientific paradigm and credible model for facilitating assessment of diverse technological deployments in educational context. TAM's core variables, perceived ease of use and perceived usefulness, have been proven to be antecedent factors that have affected acceptance of learning with technology. Implications for practice and/or policy The systematic review adds to the body of knowledge and creates a firm foundation for advancing knowledge in the field. By following the most common research objectives and/or by filling current gaps in applied research methods, chosen sample groups and types of result analysis, an own study could be conducted. Future research may well focus on identifying additional external factors that could further explain acceptance and usage of various learning technologies.
shortDOI: 10/gf5f7d KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12864 10/gf5f7d 2339240:UDAZ2J5E 2405685:2JHVIT8F

Technology acceptance in an academic context: Faculty acceptance of online education - Gibson, Shanan G.; Harris, Michael L.; Colaric, Susan M. (Journal of Education for Business, 2008)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.3200/JOEB.83.6.355-359 2339240:5NK4IDFV 2405685:B4RIUAAK

Technology Acceptable Use Agreement - Ridgewood Public Schools (Ridgewood Public Schools)
KerkoCite.ItemAlsoKnownAs: 2339240:EUA2GNFM 2405685:I3HM46VM

Technologies for Data Collection, Processing and Communication in Education in Emergencies: Mapping Practices and Opportunities in the MENA region and Globally - FHI360; USAID (2021)

Technological Hazards in Classroom Instruction: Rebooting the School Education System in Pakistan - Saleem, Khalid; Farid, Shahid; Atiq, Hira (2019)
The classroom instruction had undergone radical changes since the introduction of computers in the 1990s for educational purposes. New techniques and methods of classroom instruction and student-teacher interaction have emerged. The use of ICTs has put forward new prospects for the teachers as well as students. But, the introduction of these media and methods has made it difficult for the teachers to collaborate efficiently with the ever-changing classroom applications. The present study is an effort to disinter the status of the use ICTs for classroom instruction. For this purpose a questionnaire consisting of most common interactive social media apps and classroom instructional materials was used to collect data from the elementary level school teachers. The analysis of data revealed that the teachers are rarely using these apps and materials during their classroom instruction. Moreover, no training had ever been arranged for the teachers to help them use these apps and materials. It is, therefore, recommended that extensive teacher training is needed to enable the teachers for the effective use of ICTs in the classroom. School education cannot be made successful unless the whole system is rebooted through effective measures and productive use of ICTs.
KerkoCite.ItemAlsoKnownAs: 2339240:23MDID4M 2405685:8JGH8ESN
Keywords: ⛔ No DOI found

Technological Federalism : A Building Block to Constitutionalise the Digital Sphere - Mittal, Anushka (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:MANBX9Z8 2405685:5MPF4DCD
Keywords: ⛔ No DOI found

Technological determinism in educational technology research: some alternative ways of thinking about the relationship between learning and technology - Oliver, M. (Journal of Computer Assisted Learning, 2011)
This paper argues that research on the educational uses of technology frequently overemphasizes the influence of technology. Research in the field is considered a form of critical perspective, and assumptions about technology are questioned. Technological determinism is introduced, and different positions on this concept are identified. These are used to discuss the ways in which work within the field might be described as technologically deterministic. Four theoretical perspectives (activity theory, communities of practice, actor–network theory, and the social construction of technology) are then briefly characterized, demonstrating that alternative positions are viable, and positioning each in relation to the earlier discussion of technological determinism. The paper concludes by arguing that research, building on such alternative conceptions of technology, is important in developing our understanding of the relationship between technology and learning, as well as identifying potential methodological implications.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1365-2729.2011.00406.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2011.00406.x 2339240:KJEKCKHZ 2405685:GJSF8KVX
Keywords: affordance; educational technology; science and technology studies; technological determinism

Technocentrism and social fields in the Indian EdTech movement: formation, reproduction and resistance - Burch, Patricia; Miglani, Neha (Journal of Education Policy, 2018)
All over the globe, educational technology (EdTech) is being sold to schools as a central mechanism for improving access to quality learning for high poverty populations. There is a growing scholarship that interrogates the institutional drivers of the ‘EdTech craze’. Building on this work, this paper examines how technocentrism as a specific strain of neoliberalism is reflected at both the organizational and institutional levels, both by private and public sectors in the case of school education in India. We argue that using institutional theory to explain complex multi-layered reforms means looking in tandem at macro principles defined through interactions in the organizational field and the re-experiencing and transformation of those processes at the micro level.
KerkoCite.ItemAlsoKnownAs: 10.1080/02680939.2018.1435909 2339240:5ZMGP38H 2339240:MRFCBMCJ 2339240:WHH9EURE 2405685:HEHKWVQS

Techno-integration of Latin America: institutions, exponential trade, and equality in the era of algorithms - Basco, Ana Ines (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:J9ZR2BWL 2405685:J6XNQ8WQ

Technical Report on Teacher Deployment - Teaching Service Commission (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:Q4WTX5XU 2405685:59NJRPWV

Technical Note: Education during the COVID-19 Pandemic. - Inter-agency Network for Education in Emergencies (INEE). (2020)
We are thrilled to share a new INEE Technical Note on Education during the COVID-19 Pandemic.
KerkoCite.ItemAlsoKnownAs: 2339240:G7EH66SF 2405685:H32K3JQ5 4803016:LPDQQ8PI

Technical Assistance to the Government of Tanzania: Inception Report - Proctor, Jamie; Plaut, Daniel; El-Serafy, Yomna; Carter, Alice; Thakrar, Jayshree (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5153385 2405685:EC7PUHHF
Keywords: _r:AddedByZotZen

Technical and vocational education and training (TVET) for young people in low- and middle-income countries: a systematic review and meta-analysis - Tripney, Janice S; Hombrados, Jorge G (Empirical Research in Vocational Education and Training, 2013)
The world is facing a worsening youth employment crisis. In response, technical and vocational education and training (TVET) is back on the development agenda after years of neglect. This systematic review examined the evidence from studies evaluating the impacts of TVET interventions for young people in low- and middleincome countries (LMICs). The 26 included studies evaluated 20 different interventions, predominantly from Latin America. Meta-analyses of the effectiveness of TVET on five outcome measure categories were conducted. The overall mean effects on overall paid employment, formal employment, and monthly earnings were small, positive, and significant; however, significant heterogeneity was observed. Moderator analysis was performed in an attempt to explain between-study differences in effects. The overall paucity of research in this area, together with specific gaps and methodological limitations, affirm the need for strengthening the evidence base. Implications for policy, practice and research are discussed.
shortDOI: 10/gf62zx KerkoCite.ItemAlsoKnownAs: 10.1186/1877-6345-5-3 10/gf62zx 2317526:ZDA23HGH 2339240:T35VA5TJ 2405685:RC3867EU UA-ef9e8a77-a2ae-48e7-aee2-7ad36c907bed
Keywords: -AB-Review; -AB-Review-SSA; -RQAsummary; -codedOrSummarised; -review; C:Kenya; CLL:en; FF1.1/3; FF2.2; FF2.7.a; interesting; keyReview en; onLongList; retain_obsolete; revofrevSummarisedSeptember2018; summarised

Technical and Vocational Education and Training in Sub-Saharan Africa A Systematic Review of the Research Landscape - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany, 2020)
EdTechHub.Source: 2129771:ZEDIHF57 doi:10.5281/zenodo.3572897 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3572897 2129771:6T8PJSXH 2129771:ZEDIHF57 2249382:MJH3TPY8 2317526:3VEFAZHH 2317526:D2LPMDJM 2317526:K5A3S7E5 2317526:XAXNF68P 2339240:RBJPBT76 2339240:UPENDI6T 2405685:FR3BLS9E 2405685:VK4LFJNF
Keywords: Reviewed; _not_EdTechHub; _yl:a; _zenodoOTHER; dode_eth-src-dode; dode_eth-trf2-dode

Tech plus teachers: Did one-on-one phone tutorials help kids learn better during school closures in Sierra Leone? - Crawfurd, L; Evans, D; Guiterrez Bernal, M; Hares, S; Sam-Kpakra, R; Sandefur, J; Shojo, M (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5Z8RBH2S 2405685:TF3CV7CH

Tech-enhanced Continuous Professional Development​ - Aga Khan University (2022)
As a private, non-denominational university, AKU is committed to quality education and promoting human welfare through teaching, research and community service initiatives.
KerkoCite.ItemAlsoKnownAs: 2405685:9CI8WVJG

Teaching Writing with Radio - Levine, Sarah; Franzel, Johanna (English Journal, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:PTDACQYM
Keywords: ⛔ No DOI found

Teaching with the Test: Experimental Evidence on Diagnostic Feedback and Capacity Building for Public Schools in Argentina - de Hoyos, Rafael; Ganimian, Alejandro J; Holland, Peter A (World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:N4444M8W 2405685:ARGESB4X

Teaching with Tech: the role of education unions in shaping the future by Education International - Colclough, Dr Christina J. (Education International, 2020)
Teaching with Tech: the role of education unions in shaping the future Dr Christina J. Colclough September 2020 Report of a survey conducted by EI...
KerkoCite.ItemAlsoKnownAs: 2339240:QBSUD8XB 2405685:SXEWK3E6

Teaching Well? Educational reconstruction efforts and support to teachers in postwar Liberia - Shriberg, Janet (International Rescue Committee, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:HZ5IGX9C

Teaching Strategies for Instructional Quality: Insights from the TALIS-PISA Link Data - OECD (2016)
Series: OECD Education Working Papers Volume: 148 KerkoCite.ItemAlsoKnownAs: 10.1787/5jln1hlsr0lr-en 2339240:TG2NA6AM 2405685:UFMYLTMN

Teaching Practices in the 21st Century in Kenya: A Qualitative Approach - Kaume-Mwinzi, Regina K. (International Journal of Educational Excellence, 2018)
Education is an engine for the growth and progress of any society and it is responsible for building human capital which sets technological and economic growth. In the pre-technology education context, the teacher controlled the instructional process, the content was delivered to the entire class and the teacher emphasized factual knowledge. However, the current global demands in education require the use of approaches that are learner-centered and embracing integration of ICT. The purpose of this study is to establish the pedagogy used in Kenya for the 21st century learner. The case study design was used to collect qualitative data from three teachers who were purposively sampled from three education sub-sectors in Kenya: primary, secondary and university. The interview was guided by three research questions: Which teaching practices are used in Kenya? Which are the ‘best’ teaching practices in Kenya in the 21st century? What are the barriers for the ‘best’ teaching practices in Kenya? The findings were that the teaching methods currently in use were mainly teacher-centered although the respondents revealed that the ‘best’ teaching practices for the 21st century learner were student-centered. However, the barriers were large classes, lack of resources and facilities among other factors. The study recommends realignment of education policies to give priority to build pedagogical capabilities of teachers, provide digital tools and other resources. This would enable the 21st century learners’ opportunity to unleash their potential.
KerkoCite.ItemAlsoKnownAs: 10.18562/ijee.034 10/ggjrhq 2339240:T76TEDIL 2405685:XJKPKRMP

Teaching of Naazrah Quran Grade I-V as a separate compulsory subject - Punjab Curriculum & Textbook Board (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:IXHBSJZJ 2405685:RRM79XR4

Teaching literacy to youth in Dadaab - Rich, Sam (eLimu, 2020)
According to what statistics you use, Dadaab refugee camp is the fifth or sixth biggest city in Kenya. In the middle of 2017, its population was 250,000 and Norwegian Refugee Council (an international humanitarian organisation that focuses on displaced people) was running…
Library Catalog: e-limu.org KerkoCite.ItemAlsoKnownAs: 2339240:BML382C2 2405685:CCU7TETF

Teaching linear algebra supported by GeoGebra visualization environment - Aytekin, Cahit; Kiymaz, Yasemin (Acta Didactica Napocensia, 2019)
Linear algebra differs from other mathematics courses because of the special difficulties that students have in understanding the concepts. Teaching without concretizing the concepts of Linear Algebra encouraged students to memorize definitions of concepts and rules has been articulated. Many researches show that technology-supported teaching is effective in concretizing abstract concepts. In this study, it was examined how pre-service mathematics teachers relate the definitions of concepts (linear combination, linear dependency/independency and spanning) and their visual equivalents in R[superscript 2] and R[superscript 3]. The study was conducted with four students who attended the Linear Algebra-2 course in the Elementary Mathematics Teaching, Faculty of Education of a state university in Turkey. The study was conducted by the teaching experiment method. Interviews were conducted using activities prepared in the GeoGebra program. It was observed that the participants used these concepts in very flexible way and they established a relationship between visualization and definitions in a very short time compared to the time spent during an educational period.
Publisher: Babes-Bolyai University, Kogainiceanu 1, Cluj-Napoca, 400084 Romania Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396823562?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.24193/adn.12.2.7 2339240:BJHHRSRN 2405685:SNEABJDN 2534378:G2ILAXW6 2534378:J8FUJBYM
Keywords: Algebra; Computer Software; Definitions; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Foreign Countries; Higher Education; Mathematics Instruction; Mathematics Teachers; Postsecondary Education; Preservice Teachers; Teaching Methods; Technology Uses in Education; Turkey; Visualization; __:import:01; __:match:final; __:matched; __:study_id:2099267; __finaldtb

Teaching life sciences to blind and visually impaired learners - Fraser, William John; Maguvhe, Mbulaheni Obert (Journal of Biological Education, 2008)
KerkoCite.ItemAlsoKnownAs: 10.1080/00219266.2008.9656116 2339240:PVI7R3K4 2405685:UTVX7QVA

Teaching game and simulation based probability - Koparan, Timur (International Journal of Assessment Tools in Education, 2019)
Technology and games are the areas where learners are most interested in today's world. If these two can be brought together within the framework of learning objectives, they can be an advantage for teachers and students. This study aims to investigate the learning environment supported by game and simulation. The games were used to evaluate the basic probability knowledge of the prospective teachers, to demonstrate the role of problem solving in the formation of the mathematical knowledge, and to enable discussing mathematical ideas in a worksheet. Simulations were used for visualization and a large number of experiments. The sampling of the study, by which case study research is adopted, is comprised of 40 prospective teachers at a state university in Turkey. The data were collected by introducing nine open-ended questions by means of games, worksheets and simulation activities. The questions asked relevant to the games include making predictions about the fairness of the games, playing the games in small numbers and in big numbers and the observation of the scores, calculation of the winning probabilities of the gamers both experimentally and theoretically, and their comparisons. The process of finding out the probability information underlying the games by the prospective teachers was analyzed qualitatively by means of worksheets, simulations and in-class observation, and the ways of thinking, intuitions, estimations, strategies, and opinions about the learning situation of the participants were tried to be determined. The results obtained put forward that the learning situation that was set up simultaneously contributed to the knowledge of probability and probability teaching of the prospective teachers; and that the candidates' opinions about the learning situation are positive.
Publisher: International Journal of Assessment Tools in Education, Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396851044?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.21449/ijate.566563 2339240:WFPXES63 2405685:IJR2IERE 2534378:6GQZL9UT 2534378:RAGWXRWA
Keywords: Computer Simulation; ERIC; Current Index to Journals in Education (CIJE); Educational Environment; Foreign Countries; Higher Education; Instructional Effectiveness; Knowledge Level; Mathematics Skills; Postsecondary Education; Prediction; Preservice Teacher Education; Preservice Teachers; Probability; Problem Solving; Student Attitudes; Turkey; __:import:01; __:match:final; __:matched; __:study_id:2098269; __finaldtb

Teaching children with disabilities: ICTs in Bangkok and Addis Ababa - Schiemer, Margarita; Proyer, Michelle; Ahamer, Gilbert (Multicultural Education & Technology Journal, 2013)
Purpose – This paper intends to explore the levels of availability and restrictions in relation to the use of ICTs (information and communication technologies) for educating children with disabilities in Thailand's and Ethiopia's capitals. Design/methodology/approach – In the course of an international research project, parents and teachers of children with different disabilities, the children themselves and further experts were interviewed about barriers and facilitators in the children's educational environment. For this paper only selected interviews focusing on sensory disabilities were analysed regarding the above mentioned areas of using ICTs. Findings – ICTs are available in the respective cities. The levels of restrictions related to the socio‐economic situation in the two cities vary accordingly but show the same overall limitations. The intensity and kind of use of ICTs is strongly related to resources, the educational actors' awareness and knowledge. Originality/value – Approaching the topic of ICTs in relation to disability might not be new, neither is the contextualisation with the Majority World. However, the combination of the three aspects against the background of current global developments (e.g. the growing gap between the poor and the rich) reveals the importance of taking a closer look at special needs education and ICTs in the Majority World. This opens the floor for discussion on how inclusion of the most marginalised groups in education affects development in general.
KerkoCite.ItemAlsoKnownAs: 10.1108/17504971311328026 2339240:V5YTXAA5 2405685:2KZYYG9Y
Keywords: Children; Children with disabilities; Comparative research; Disabilities; Education; Ethiopia; ICTs; Majority World; Thailand

Teaching at the Right Level (TaRL) - HundrED.org (2019)
Simple, scalable, effective and learner centered. We tailor instruction to a child with fun, level-targeted activities to enable them to learn basic numeracy. Our model is a 30-day intervention implemented one hour a day. The pillars; assess and group students by ability, use targeted instruction, employ fun and engaging learner appropriate materials and maintain strong implementation systems.
Section: innovation KerkoCite.ItemAlsoKnownAs: 2405685:Q788MU3T

Teaching at the Right Level - strengthening foundational skills - Teaching at the Right Level Africa (Teaching at the Right Level)
KerkoCite.ItemAlsoKnownAs: 2339240:KXER8DT4 2405685:Q45DB26J 2405685:SGYM85VU

Teaching at the right level: from concern with exclusion to challenges of implementation - Global Education Monitoring Report Team; Pratham Resource Centre (India) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WWQQ6KGY 2405685:QVPEH4RJ

Teaching at the Right Level: Evidence - Teaching at the Right Level (Teaching at the Right Level, 2020)
Rigorous evidence shows that, when effectively implemented, TaRL improves learning outcomes. Through a series of randomised evaluations, researchers...
KerkoCite.ItemAlsoKnownAs: 2339240:NNYRTKAL 2405685:9A8QL94P

Teaching approaches and strategies that work; Keeping children engaged and achieving in mathematics - New Zealand Government (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:2XPLP8YB
Keywords: C:New Zealand

Teaching and Testing by Phone in a Pandemic. - Crawfurd, Lee; Evans, David K.; Hares, Susannah; Sandefur, Justin (Centre for Global Developement, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:474HKXRJ 2405685:DTZ6IE85

Teaching and Testing by Phone in a Pandemic - Crawfurd, Lee; Evans, David K.; Hares, Susannah; Sandefur, Justin (Center for Global Development, 2021)
How did children learn while schools were closed during 2020 due to the COVID-19 pandemic? In this paper we evaluate the effectiveness of live tutoring calls from teachers, using a randomized controlled trial with 4,399 primary school students in Sierra Leone.
KerkoCite.ItemAlsoKnownAs: 2339240:FTSVR76S 2339240:GAPVTT3N 2339240:K9KUNITI 2405685:5RJW9S5N 2405685:7AP7H3CG 2405685:H3J9AJ2Z 2405685:KW3QGYS5 2534379:ZTWPMXUG
Keywords: ___working_potential_duplicate

Teaching and Researching: Motivation - Dörnyei, Zoltán; Ushioda, Ema (Routledge, 2013)
Cultivating motivation is crucial to a language learner's success - and therefore crucial for the language teacher and researcher to understand. This fully revised edition of a groundbreaking work reflects the dramatic changes the field of motivation research has undergone in recent years, including the impact of language globalisation and various dynamic and relational research methodologies, and offers ways in which this research can be put to practical use in the classroom and in research. Key new features and material:· A brand new chapter on current socio-dynamic and complex systems perspectives · New approaches to motivating students based on the L2 Motivational Self System· Illustrative summaries of qualitative and mixed methods studies· Samples of new self-related motivation measures Providing a clear and comprehensive theory-driven account of motivation, Teaching and Researching Motivation examines how theoretical insights can be used in everyday teaching practice, and offers practical tips. The final section provides a range of useful resources, including relevant websites, key reference works and tried and tested example questionnaires. Written in an accessible style and illustrated with concrete examples, it is an invaluable resource for teachers and researchers alike.
Google-Books-ID: EaIuAgAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:I6SLCXLL 2405685:9FLIF94V
Keywords: Language Arts & Disciplines / General; Language Arts & Disciplines / Linguistics / General

Teaching and Learning Toolkit - Education Endowment Foundation (2020)
An accessible summary of the international evidence on teaching 5-16 year-olds
Library Catalog: educationendowmentfoundation.org.uk KerkoCite.ItemAlsoKnownAs: 2339240:JFQH43A7 2405685:QBGJWSD6 2405685:YBHMG6AV
Keywords: C:England

Teaching and Learning of Mathematics in the Context of the National Numeracy Programme in Malawi: Findings from a Rapid In-depth Qualitative Study - Correa de Oliveira, André; Kanyoza, Charity; Lurvink, Anne-Fleur; Boilo, Violet; Kadzamira, Esme; Haßler, Björn (EdTech Hub)
ZenodoArchiveID: 7510031 ZenodoArchiveConcept: 7510030 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7510031 10.53832/edtechhub.0156 2405685:B8SQMMBA
Keywords: _r:AddedByZotZen

Teaching and Learning Materials in Malawi - Kendall, Nancy; Samati, Madalo (Global Education Monitoring Report, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:WA4Q9XHZ 2405685:NQ65CGEN

Teaching and Learning Materials Financing - Read, Tony (Where Have All the Textbooks Gone?: Toward Sustainable Provision of Teaching and Learning Materials in Sub-Saharan Africa, 2015)
Suggests that no single universal cause behind the persistent under-financing of textbook provision in Sub-Saharan Africa (SSA) countries exists, but some common components include, (1) the pressure on teaching and learning materials (TLM) budgets caused by rapid enrollment growth; (2) the repeated tendency for curriculum designers to make decisions without taking into account the cost implications on the system as a whole; (3) the failure of development partner (DP) support to addressed affordability and sustainability issues; (4) the misunderstanding of ministries of education (MOEs) and DPs concerning manufacturing versus textbook cost as well as textbook versus system cost; (5) the lack of review and management of the nature and extent of fund diversion, fund misappropriation, piracy, and price mark-ups in undermining allocated TLM funding; and (6) the lack of monitoring, inspection, supervision, and financial audit systems necessary to ensure that all links in the financing and supply chain operate effectively.
KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0572-1_ch5 2339240:KH9KW2WE 2405685:ZZ9HPXR7

Teaching and learning: achieving quality for all - UNESCO (UNESCO Publishing, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:DVL44GZ9 2405685:P42UPESW Global Monitoring Report
Keywords: AWP2; AWP2-actual; CitedIn:AKFC; CitedIn:OER4S-TPE-HHH2; CitedIn:OER4Schools-2012-HHH1; CitedIn:OER4Schools-HHH3; CitedIn:OER4Schools-HHH3-A; CitedIn:OER4Schools-HHH3-A-PREVIOUS; CitedIn:OER4Schools-HHH3-B; CitedIn:PhD_Thesis; EfA; GMR; RPF-May-2016

Teachers’ virtual communities of practice: A strong response in times of crisis or just another Fad? - Ghamrawi, Norma (Education and Information Technologies, 2022)
The purpose of this study was to investigate the perceived effectiveness of a virtual community of practice (vCoP) designed to support knowledge and expertise sharing between K-12 teachers during Covid-19 pandemic. Besides, it aimed at exploring the potential of such vCoPs in delivering effective professional development, in general, and during crisis in particular. The vCoP was developed by the researcher herself as part of a consultancy to the UNESCO. The sample included 696 participants who were members of the vCoP. The research methodology adopted was mixed methods. Quantitative data was collected through surveying; and qualitative data was collected through 8 focus group interviews each involving 6 participants. Statistical analysis was used to analyze survey data, while interviews data was analyzed using theme-based analysis. Findings showed that participants viewed vCoPs as effective tools for e-professional development in general and during crisis in particular. Facilitators and blockers confronting vCoP nourishment are presented and discussed. Discussions and conclusions are offered at the end of the study.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-021-10857-w 2339240:T2DN66UF 2405685:DJ4PZFW8
Keywords: Covid-19 pandemic; Crisis education; Professional development; Remote education; Social networking; Virtual communities of practice

Teachers’ use of new technologies in Latin America - OECD (Making the Most of Technology for Learning and Training in Latin America, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1787/ce2b1a62-en 2339240:W35S4TJK 2405685:GRWZFAZ7

Teachers’ Skills and Skills Frameworks for Remote and Blended Learning Knowledge Pack - Freeman, Barbara; Raigosa Montoya,, Juliana (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:MN623V5B

Teachers Service Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:W5NH7MZX

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

Teachers resistance towards change in Punjab public schools: implications for school effectiveness - Arif, Seema; Riasat, Lubna (2019)
Teachers’ resistance to change has become a perennial phenomenon which educational sector had to deal with because without the active involvement and commitment of teachers, change and reform policies are prone to failure. The urge to explore the reasons behind teachers’ resistance towards any change and need to modify some policies to minimize this factor, motivated the researcher to conduct this research. The aim of present descriptive research is to identify reasons for teacher’s resistance towards reform agenda introduced by previous government of Punjab (2013-18). Using simple random sampling 28 public schools of tehsil Model Town district of Lahore were taken as sample of the study; each school was taken as cluster and all teachers were approached to fill the questionnaire, however, final data constituted only 295 questionnaires. Self-developed questionnaire, comprising 36 items further categorized into eight factors was used as tool. Both descriptive (means & Standard Deviation) and inferential (correlation & regression) were applied. The research has concluded that role of school principal and management’s implementation strategy have strong link with positive attitude of teacher towards adapting for change. Hence, it is important that principals must manage doubts and fears of teachers about change to counteract resistance and negative attitude towards change.
KerkoCite.ItemAlsoKnownAs: 2339240:22MLNCBI 2339240:ZT6ANWQL 2405685:2SZTZHC5 2405685:TI453NL5
Keywords: ⛔ No DOI found

Teachers’ professional development through the English in Action Secondary Teaching and Learning Programme in Bangladesh: experience from the UCEP schools - Shohel, M. Maruf C; Banks, Frank (Procedia-Social and Behavioral Sciences, 2010)
This paper explores the English in Action (EIA) intervention in Bangladesh and explores how the school-based support systems impact on classroom practice in Underprivileged Children’s Educational Programs (UCEP) Schools. It presents evidence to demonstrate how in-school training helps teachers’ professional development (TDP). This paper explores TPD by analysing interviews with UCEP school administrators and teachers who are participating in the pre-pilot EIA intervention. It draws a conclusion that school-based support systems combined with technology enhanced open and distance learning (ODL) are contributing significantly to TPD as an in-service training
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2010.03.894 2339240:WE7Z36DR 2405685:VDJRNRTI 2534378:A22MYIWP 2534378:HS2WT9YY 2534378:Q2THK4LH
Keywords: EiA Intervention; Experiential Learning; Secondary Teaching and Learning Programme; Teachers’ Professional Development; UCEP-Bangladesh; __:import:01; __:match:final; __:matched; __:study_id:2457264; __finaldtb

Teachers’ professional development through the English in action secondary teaching and learning programme in Bangladesh: Experience from the UCEP schools - Shohel, M; Banks, F; Banks, F (Procedia - Social and Behavioral Sciences, 2010)
This paper explores the English in Action (EIA) intervention in Bangladesh and explores how the school-based support systems impact on classroom practice in Underprivileged Children’s Educational Programs (UCEP) Schools. It presents evidence to demonstrate how in-school training helps teachers’ professional development (TDP). This paper explores TPD by analysing interviews with UCEP school administrators and teachers who are participating in the pre-pilot EIA intervention. It draws a conclusion that school-based support systems combined with technology enhanced open and distance learning (ODL) are contributing significantly to TPD as an in-service training.
KerkoCite.ItemAlsoKnownAs: 10/bfg65g 2339240:M5TKZEV8 2405685:LQTN958P

Teachers’ professional development through integrating ICT in English language education: A case from Pakistan - Bashiruddin, Ayesha
KerkoCite.ItemAlsoKnownAs: 2339240:7SHDAEAZ 2405685:27UV6GNY
Keywords: ⛔ No DOI found

Teachers' professional development in a challenging educational context – a study of actual practice in rural western Kenya - Onguko, Brown (University of Calgary, 2012)
This research adopted a design research approach, utilizing a mixture of methods including narratives, ethnographic observations, qualitative interviews and documentation of design artifacts. It was implemented in a challenging context in Western Kenya. The first research question for this study was: How might professional development (PD), offered through a blended learning approach and delivered by appropriate technologies, inform potential change to teaching practice in a challenging context in Kenya? Research question two sought to understand the implications of the professional development implemented in this study for teachers and professional development teachers (PDTs). Question three sought to understand the sustainability and scalability of the professional development approach The theoretical framework informing this research is based on activity theory- a needs-driven and goal directed process through tool mediation, and entails division of labor and isolation of partial tasks in a community of relationships (Vygotsky, 1978; Leont’ev, 1978; Engestrom, 1987; 1999; 2000; 2008). Key features of activity theory are active engagement and social interaction, which enabled teachers to collaboratively work with each other, studying through appropriate technologies to inform their teaching practices. Based on a review of literature, interviews with teachers and observation of teachers during face-to-face meetings in professional development and in their classroom practice, this study suggests that teachers in a challenging context can inform potential change to their teaching as a result of participation in locally developed content, delivered through blended learning on appropriate technologies. This study observes that through self-directed study on tablets, and occasional face-to-face interaction, teachers can transform into a community of learners that support each other in planning for their lessons. Content development involving local experts is critical to such interventions in challenging contexts, while drawing from global web content, harnessing open educational resources and being sensitive to local culture. Reflective conversations, professional dialogues and technology stewardship were all critical in informing teachers’ practice.
Publisher: Education KerkoCite.ItemAlsoKnownAs: 10.11575/PRISM/27984 2339240:DG2D5LEQ 2339240:HFGVU85N 2405685:3GUCVMD2 2405685:AJ9GX7EE 2534378:9XFBBTYJ 2534378:SQ7895I3
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2457443; __finaldtb; ⛔ No DOI found

Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice - Albion, Peter R.; Tondeur, Jo; Forkosh-Baruch, Alona; Peeraer, Jef (Education and Information Technologies, 2015)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9401-9 2339240:U649AIAT 2405685:2YQNCPBE

Teachers' Preferences for Proximity and the Implications for Staffing Schools: Evidence from Peru - Bertoni, Eleonora; Elacqua, Gregory; Hincapie, Diana; Méndez, Carolina; Paredes, Diana (Inter-American Development Bank, 2019)
KerkoCite.ItemAlsoKnownAs: 10.18235/0001977 2129771:L9UR6285 2339240:92L8XSSF 2339240:YW9P92JU 2405685:7YJITWWI 2405685:JVM5XA6B 2405685:NTU6WXZ3 4556019:SVTALQW6
Keywords: C:Peru; _C:Peru PER

Teachers’ perspectives on their use of ICT in teaching and learning: A case study - Kafyulilo, Ayoub; Keengwe, Jared (Education and Information Technologies, 2014)
This article presents the perspectives of science and mathematics teachers on their use of information and communication technology (ICT) in teaching and learning in Tanzania. The findings show that few teachers used computers for teaching and learning purposes while majority of them used computers for administrative purposes. Additionally, teachers were found to have limited confidence in using technology to facilitate specific concepts or skills, to support creativity, and to support students to learn complex concepts. Therefore, it is suggested that schools explore strategies ICT integration strategies that focus more on making a shift from teaching technology or using technology for administrative purpose to appropriate pedagogical uses that could enhance student learning.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-013-9259-7 2339240:S7HE9LX3 2405685:NJSM4MCL

Teachers’ perspectives on their use of ICT in teaching and learning: A case study - Kafyulilo, Ayoub; Keengwe, Jared (Education and information technologies, 2014)
This article presents the perspectives of science and mathematics teachers on their use of information and communication technology (ICT) in teaching and learning in Tanzania. The findings show that few teachers used computers for teaching and learning purposes while majority of them used computers for administrative purposes. Additionally, teachers were found to have limited confidence in using technology to facilitate specific concepts or skills, to support creativity, and to support students to learn complex concepts. Therefore, it is suggested that schools explore strategies ICT integration strategies that focus more on making a shift from teaching technology or using technology for administrative purpose to appropriate pedagogical uses that could enhance student learning.
Place: Boston Publisher: Springer US KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-013-9259-7 2339240:XQK45BLL 2405685:TXMN39EY
Keywords: Case studies; Communication; Computer Appl. in Social and Behavioral Sciences; Computer Science; Computers and Education; Education; Educational Technology; Information Systems Applications (incl.Internet); Information technology; Learning; Learning strategies; Mathematics; Pedagogy; Science; Student Learning; Study and teaching; Teacher attitudes; Teachers; Teaching; Technology Integration; Technology application; Training; User Interfaces and Human Computer Interaction

Teachers’ Perceptions of Adopting Information and Communication Technologies in Teaching and Learning at Rural Secondary Schools in Eastern Cape, South Africa - Chisango, Grasia; Newlin Marongwe; Mtsi, Nomxolisi; Matyedi, Thembisile E (Africa Education Review, 2020)
There is an increasing global call to adopt information and communication technologies (ICTs) in teaching and learning. ICTs have become so essential that the South African government has introduced the e-education policy. ICTs are powerful enabling tools that play a significant role in the teaching and learning process. This article reports on a study that sought to explore teachers’ perceptions of adopting ICTs in teaching and learning at some secondary schools in Eastern Cape, South Africa. The purposive sampling technique was used to identify three secondary schools and five study participants from each school. Data was collected through face-to-face interviews and focus group discussions. A thematic approach was adopted to analyse and present the collected data. The study found that the teachers had a positive attitude towards the adoption of technologies and were ready to integrate ICTs in teaching and learning but they lacked the requisite ICT skills. The article concludes that ICT is an important vehicle in education, and further recommends the training of both teachers and learners in ICT usage.
Place: Pretoria Publisher: Taylor & Francis Ltd. KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2018.1491317 2405685:EYHVBTGI 2534378:IYJXRTKJ
Keywords: Communication technology; Communications technology; Curriculum development; Education policy; Education–Higher Education; Information technology; Learning; Pedagogy; Perceptions; Positive thought; Rural communities; Secondary schools; South Africa; Teachers; Teaching; curriculum interpretation; intervention strategies; pedagogy; professional development; support

Teachers’ Perception on Using Kio-Kit to Enhance Teaching and Learning STEM Subjects in Zanzibar - Ahmada, Raya Idrissa; Abdulla, Ali Abdulla; Yunus, Said Ali Said; Ismail, Maryam Jaffar (Sustainable ICT, Education and Learning, 2019)
In the current situation, teachers are encouraged to use interactive, student-centered approaches than using traditional approaches that mainly focus on ‘chalk and talk’. Student-centered approaches, also learner-centered, involve methods of teaching that shift the focus of instruction from the teacher to the student. When these approaches are powered by technology, they can doubly enhance teaching and learning. The most current technology that gains popularity in Africa in teaching and learning process is the Kio-Kit technology which promised to improve the quality of teaching and learning. It is a digital education toolbox which contains different forms of digital contents to help students in their learning process. The box contains 40 Kio tablets in which students use them to access the contents available in the Kio-Kit box. This paper aims to discuss the perception of using this type of technology from school teachers who have been trained intensively to use them to enhance the teaching and learning of STEM subjects. During the exploration, we confirmed that Kio-Kit technology enhances teaching and learning and helps the students gain necessary skills for the 21st century digital era. The results also reveal STEM teachers’ readiness to use the Kio-Kit technology in the classroom. Further, the paper describes the challenges encountered during the exploration of Kio-Kit in classroom and some suggestions are proposed.
shortDOI: 10/ghgn5v KerkoCite.ItemAlsoKnownAs: 10/ghgn5v 2339240:GGJVI64G 2405685:AUHLLX5M
Keywords: Digital classroom; ICT; Kio-Kits; STEM for Success; Student-centered learning; Zanzibar

Teachers’ Perception About Integration of ICT Tools in Kiswahili Language Pedagogy in Homabay County, Kenya - Ochieng, BENSON ONYANGO; Miima, FLORENCE ABUYEKA (International Journal of Arts and Commerce, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:E552R7C3 2405685:IEG3IU97

Teachers’ Perception About Integration of ICT in Teaching and Learning of Kiswahili Language in Secondary Schools in Kenya. - Miima, Florence; Ondigi, Dr Samson; Mavisi, Rose (2013)
This article discusses the results of exploratory study of integration of ICT in teaching and learning of Kiswahili language in Kenyan secondary schools taking the case of Kakamega county in western part of Kenya. A survey design technique was adopted. Forty five teachers were selected to act as sample size for the study. Questionnaires and interview protocols were used to collect the data. The data collected was analyzed through descriptive statistical techniques. The results are summarized and presented through tables and graphs. The findings established that most Kiswahili teachers understand the benefit of integrating ICT in teaching and learning of Kiswahili language but they are not willing to adopt it due to various challenges. The paper examines how Kiswahili language teachers integrate ICT into everyday classroom practice, their perceptions, constrains, and their reservations. It also considers use of ICT along with the influences of established curriculum practice and policy upon Kiswahili language teacher’s willingness to develop new forms of activity and pedagogy. The case study provides some information on integration of ICT at all level of language teaching and learning in education.
KerkoCite.ItemAlsoKnownAs: 2339240:877NW8X7 2405685:7X9VB3JM

Teachers of Refugees: A Review of the Literature - Richardson, Emily (Education Development Trust, 2018)
The United Nations High Commissioner for Refugees (UNHCR) estimates that 65.6 million people are forcibly displaced, having either crossed national borders or become internally displaced within their own countries. Of this estimate, over 22.5 million are refugees. Over half of the world's refugees are children. With an average length of displacement of approximately 20 years, the majority of these children will spend their entire childhoods away from home. Refugee children have limited access to basic social services like healthcare and education. Given the length of their displacement, generations of refugee children throughout the world could miss out on education altogether. Numerous studies show that the teacher is the most important in-school factor affecting the quality of education, particularly in refugee contexts, where the teacher is sometimes the only resource available to students. In refugee contexts where infrastructure and resources are limited, the role of the teacher is particularly important to the quality of education. However few studies to date have examined the role of teachers in refugee contexts. With more literature focusing on refugee children and youth, little is known about who the teachers of refugees are and how they are recruited, trained, retained, compensated and managed in their contexts. Importantly, there is little research on national teachers who are teaching refugee children; rather, much of the available literature focuses on refugee teachers – that is, teachers who are also refugees. In addition, this lack of literature on teachers of refugees hinders our understanding not only of their needs but also of 'how refugees can contribute to education in their host countries and (eventually) to their home countries'. The purpose of this literature review is to survey policies, practices and debates that governments and their partners must navigate to provide education for refugee populations, and the strategies they have used to select and manage teaching forces. The review analyses findings from the main literature on teachers of refugees according to the following themes: (1) recruitment, certification and selection of teachers; (2) teacher preparation and development; (3) teacher remuneration and incentives; and (4) teacher retention. In addition, for each of these themes, this review highlights the salient gaps in the research and suggests an agenda for further research. [Co-written with Leonora MacEwen and Ruth Naylor.]
Publication Title: Education Development Trust KerkoCite.ItemAlsoKnownAs: 2339240:KDEC9GDD 2405685:B3J76PXB
Keywords: Google Scholar/ teacher "professional development" AND refugees AND technology; RER theme_supporting educators

Teachers need training and support, not just an internet connection, to deliver quality distance education - Conover, Anna C (Teacher Task Force, 2022)
This blog is based on the findings of Distance learning and teacher training strategies. Lessons from the Caribbean, a recently published report by the Teacher Task Force. It was written by Anna C. Conover, Consultant Distance teaching and learning have expanded rapidly around the world since COVID-19 school closures first began in 2020. The transition exposed a wide digital divide in many countries, where lack of access to devices, online content and internet connectivity hindered universal access. Equally crucial, the shift shone a light on the need for more and better teacher training in digital and relevant pedagogical skills. However, in spite of this urgent need, ministries of education in many countries are only now integrating ICT competencies and standards into teacher policy frameworks. Moreover, traditional teacher training programmes do not necessarily adequately cover digital and related pedagogical skills in initial teacher training and continuing professional education. Teacher training can help improve learners’ and teachers’ experience of distance learning In response to the demand for training in distance learning and technology integration in small island developing states (SIDS) in the Caribbean, the Distance Learning and Teacher Training Strategies in the Caribbean SIDS teacher training programme was created to enhance the capacity of national education systems. The Teacher Task Force, UNESCO’s Global Education Coalition, Blackboard, the Caribbean Centre for Educational Planning (CCEP), UNICEF Jamaica, and the German Federal Ministry for Economic Cooperation and Development collaborated to develop, implement and monitor the programme. Building on the 2020 pilot project, Professional Development for Teachers for Blended Learning and Online Strategies, the programme was designed to strengthen teachers’ digital and related pedagogical skills. It took a holistic and context-sensitive approach to strengthening teachers’ capacity to guarantee that the most vulnerable students were not left behind during the crisis. The project aimed to confront challenges such as: how to maintain engagement and interaction for learning; how to convert content into appropriate online learning formats; how to handle school management issues, such as the need to respect normal school hours; and how to work with students with diverse needs. Providing support in these areas also helped to address teachers’ psychosocial well-being, since the abrupt transition to online teaching led to significant disruption of teachers’ professional and personal lives, causing uncertainty and other emotional challenges. Careful course design, adaptable materials and supportive communities of practice are essential for successful distance learning A key lesson from the programme was the importance of high standards for course design, content, and capacity for collaboration and delivery. Online platforms or learning management systems must be intuitive and user-friendly; courses must include different forms of interaction and student-teacher feedback loops; and time and space must be allotted for collaboration, reflection and experimentation. Since parental involvement is important for successful distance learning, course design should also include guidance for parents and reliable channels for them to communicate with teachers. Preparing and adapting materials for online learning is one of the most challenging and time-consuming tasks for teachers in transitioning to distance learning. So, teacher training should include guidance on tools to facilitate this work, such as “live worksheets”, which are interactive and support assessment at a distance. And programmes should use open-source materials where possible, or explicitly state copyright conditions when needed, to increase scalability and enable teachers to re-use materials. Teachers who participated in the teacher training programme particularly appreciated being part of a community of practice, enabling them to make new connections with distance education experts and other teachers in similar situations across their country and region. This feeling of belonging to a supportive network, as well as their newly acquired skills, boosted their personal and professional confidence in applying digital technologies and the required skills in their classrooms. Teacher training for distance education should prepare teachers to create inclusive online learning environments Ensuring inclusive education should be a priority in distance learning. Even though this form of schooling can limit teachers’ interactions with students (e.g., by reducing opportunities for spontaneous communication and gestural cues), it can also provide opportunities to promote inclusion. Designing courses with accessibility in mind is essential to create inclusive learning environments. For instance, to accommodate the needs of learners with disabilities, participants should be given a range of ways to access materials and participate in courses. This may include offering asynchronous* and synchronous** options for discussion, multimodal (visual, aural, textual, etc.) delivery of content, and downloadable as well as livestreamed content. In multilingual contexts, adapting to teachers’ language needs is also essential. In the SIDS programme, course content was often only available in French or English. However, to allow participants to conduct discussions in the language with which they were most comfortable, course facilitators allowed participants to form online breakout groups using other languages. Flexibility is a key feature in planning for teacher training Training teachers for distance education must be flexible, since teachers have competing and sometimes unforeseen demands on their time. Course content, pacing and assignments should be adjusted throughout the course according to participants’ changing needs. This is particularly important during emergency situations. For accreditation transparency and to maintain teacher motivation, courses can adapt to teachers’ time constraints by offering different levels of certification and micro-credentials for specific ICT skills. Careful planning that considers school calendars and teachers’ accessibility needs, as well as good communication campaigns, are essential to ensure successful enrolment and sustained attendance in teacher training. Registration should be easy and obstacle-free, and directly available online. In general, teacher training should not be scheduled at the beginning or at the end of the school year when teachers are busiest, or during long summer vacations when many teachers are not available. Partnerships are important for developing teacher training programmes for distance education Partnerships are particularly important in delivering distance education, since it requires considerable expertise and resources, including costly devices, uninterrupted connectivity, education software, open educational resources, and pedagogical and organizational expertise. Given that connectivity and device availability are often a barrier in online education, governments and stakeholders should develop partnerships with technology companies and internet providers to identify solutions, while ensuring that data security and participant privacy are respected. Educational technologies have proven to be useful to ensure continuity of education in emergency situations. Increasingly true to all societies, they are also among the basic tools needed to fully participate in our contemporary world. However, investing in these technologies will not achieve the desired results unless we also invest in teachers’ digital and related pedagogical skills. Initial and in-service teacher education must therefore be re-imagined including these skills and technologies. With their first-hand experience of the challenges and opportunities of remote teaching, teachers must be involved in the design, implementation and monitoring of distance learning and technology integration. In such a way, they must effectively be placed at the heart of wider education transformation. Glossary *Asynchronous online learning: Education and learning that occur online at a different time compared to when the teacher is instructing. **Synchronous online learning: Education and learning that occur online at the same time, but not in the same place with teachers and/or other learners. Photo credit: Abir Roy Barman/Shutterstock.com
KerkoCite.ItemAlsoKnownAs: 2339240:FW56SP6K 2405685:5SMBTHW9

Teachers matter: attracting, developing and retaining effective teachers - OECD (OECD Publishing, 2005)
Full report URL: https://www.oecd-ilibrary.org/education/teachers-matter-attracting-developing-and-retaining-effective-teachers_9789264018044-en KerkoCite.ItemAlsoKnownAs: 10.1787/9789264018044-en 2339240:FTEGGPA6 2339240:TU4GDZTW 2405685:DD6X5JJQ

Teachers Learning Together: Large-scale approaches to teacher communities of practice - Rossignoli, Serena; Amenya, Donvan; Kamana, Dieudonne; Tiganescu, Andrea; Kudenko, Irina (Education Development Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:KJU6N64C 2405685:WFJZTGQZ
Keywords: C:Kenya / Rwanda

Teachers’ Learning Communities for Developing High Order Thinking Skills—A Case Study of a School Pedagogical Change - Miedijensky, Shirley; Sasson, Irit; Yehuda, Itamar (Interchange (Toronto. 1984), 2021)
This study deals with an elementary school that is undergoing a process of pedagogical change. The teachers understood that their weak point was excessive use of teaching based on memorization rather than developing high-order thinking (HOT) skills. The school therefore established teachers’ learning communities for peer learning and designing learning tasks that encourage the development of HOT skills. Quantitative and qualitative research tools were used in this study as a formative assessment. The data included learning tasks and interviews with teachers. The findings indicate an increase in the expression of critical thinking and the cognitive levels of application, analysis, and synthesis. The national test scores indicate an increase in students’ performance in most subjects. It appears that educators recognize the need for a transition from teaching that emphasize memorizing information to methods that develop students’ thinking skills and independent learning and initiated a successful pedagogical change.
Place: Dordrecht Publisher: Springer Netherlands KerkoCite.ItemAlsoKnownAs: 10.1007/s10780-021-09423-7 2339240:JUVZA2U4 2405685:QTXG5999
Keywords: Case studies; Collaboration; Critical thinking; Education; Educational Philosophy; Educational Policy and Politics; Elementary schools; Formative assessment; High-order thinking; Learning; Memorization; Pedagogical change; Pedagogy; Peer learning; Qualitative research; Teachers; Teachers’ learning communities; Teaching; Teaching methods; Test scores; Thinking skills

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 for All: Inclusive Teaching for Children with Disabilities - Lewis, Ingrid; Bagree, Sunit (International Disability and Development Consortium, 2013)
KerkoCite.ItemAlsoKnownAs: 2405685:D28PA79H
Keywords: ⛔ No DOI found

Teachers’ experiences of ICT training in Nepal: how teachers in rural primary schools learn and make progress in their ability to use ICT in classrooms - Rana, Karna; Greenwood, Janinka; Henderson, Robyn (Technology, Pedagogy and Education, 2022)
This article reports on teachers’ experiences of ICT training in rural areas of Nepal. It discusses aspects of policy documents to help understand the Nepali educational context, before highlighting the challenges of establishing and maintaining infrastructure and professional learning opportunities across a country with challenging terrain and extreme environmental conditions. It then examines teachers’ perceptions in five rural primary schools about their experiences of training to use modern educational technologies in instructional activities. The findings indicate that none of the teachers received training in the use of ICT in their initial teacher education and that the Government has allowed non-governmental organisations to provide ICT infrastructure and training for rural schools and teachers. Although this is a small study, it offers insights into the gap between policy and practice and highlights the contextual challenges of Nepal’s attempts to operate on a global educational level as well as the challenges for teachers.
Publisher: Routledge _eprint: https://doi.org/10.1080/1475939X.2021.2014947 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2021.2014947 2405685:S2C5FKXL
Keywords: ICT training; Nepal education; TPACK; rural education; teacher professional development

Teachers’ digital literacy and digital activity as digital divide components among basic schools in Ghana - Quaicoe, James Sunney; Pata, Kai (Education and Information Technologies, 2020)
This survey-based study explores the nature of Digital Divide among Ghana’s basic (primary and junior high) schools from the perspective of Teachers’ Digital Literacy and their usage of digital technologies in school. The ICT-enhanced Teacher Standards for Africa (ICTeTSA) Framework comprising digital attitude, knowledge, skills and application components was used for measuring the perceived Teacher Digital Literacy, while, the European Union’s rubrics for measuring ICT frequency in schools was adopted for estimating the extent of teachers’ digital technology usage/activities. The study covered six districts in Ghana with 233 teachers (n = 233) sampled from 45 schools. Based perceptions of the Teacher Digital Literacy two significantly different Digital Divide clusters were found among schools that diverged based on the teachers’ digital application component of Teacher Digital Literacy. While, most schools teachers claimed an above average level of Teacher Digital Literacy; however, more than 50% of the schools are digitally proactive. Suggesting that teachers appear not to be actually using ICT tools and digital resources for professional practice. The cluster of schools differentiated by the extent of digital activities (TDA) were performed weekly. The study reveals several critical issues of teachers’ digital empowerment for technology in Ghana’s basic schools, of which school-based management (SBM) governance be adapted to address them.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10158-8 2339240:KAE2M2W5 2405685:BRSMLLYH

Teachers deployment and retention | Education | IIEP Policy Toolbox - UNESCO-IIEP (2021)
The surge in primary school enrolment and the push for improved quality has resulted in an acute shortage of teachers, making proper deployment and retention policies fundamental.
KerkoCite.ItemAlsoKnownAs: 2129771:NY77RCA2 2405685:GY9P8AJV 4556019:53D54ZXQ
Keywords: C:LMIC

Teachers’ conception towards the use of social networks as a tool for professional development in Tanzania government secondary schools: the case of Dodoma municipality - Manyama, Charles (University of Dodoma, 2017)
The current study sought to assess teachers' conception toward the use of social networks as a tool for professional development in Tanzania government secondary schools the case of Dodoma Municipality. Thus, the specific objectives of this study were to assess the influence of demographic characteristics on the use of social networks or as a tool for professional development. To assess teachers conception on the available social networks opportunity that can support professional development, to investigate teachers use of social networks available for professional development, to explore the perceived benefits of using social networks opportunity as a tool for professional development and to examine limitation that hinder teachers for professional development. The study was guided by social-cognitive theory, community of practice model (CoP) and technology acceptance model (TAM). A cross-section research design was used to collect data that involved 84 teachers‟ from ten secondary schools, six head of schools three quality assurers and one respondent from DEO office. SPSS computer program was used to analyze the data. Qualitative data were analyzes through content analysis and quantitative data were analyzed statistically using descriptive and inferential statistics by using SPSS Version 20, and Microsoft Excel were highly used. Linear regression techniques were used to seek whether there is a relationship between demographic characteristics and the use of social networks. The survey results showed that there is no significant relationship between demographic factors with the use of social networks as a tool for professional development. Either teachers have positive conceptions towards the use of social networks as a tool for professional development. Furthermore, teachers use SNs for communicating with their fellow from different groups but it is not effectively integrated into professional development. The findings indicate that, to a large extent, teachers agreed that SNs make them to be more creative and help them to improve their communication skills. In addition the findings indicated that teachers lack training on how to integrate SNs in TPD. Finally,the researcher recommend that, educational stakeholders should provide financial and material support to teachers in order to overcome challenge that limit the use of technology in teaching and learning.
Accepted: 2018-04-11T09:35:23Z Publisher: The University of Dodoma KerkoCite.ItemAlsoKnownAs: 2339240:YDEVGFS3 2405685:U59ER7CF
Keywords: ⛔ No DOI found

Teachers Co-creating for Teachers: Design and Implementation of an Online Teacher Professional Development Course in Sub-Saharan Africa - Negeze, Lucian Vumilia; Iyer, Sridhar (Global Perspectives on Educational Innovations for Emergency Situations, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-99634-5 2339240:AZ5MYLRA 2405685:EZWKWPG9

Teachers’ attitudes towards the utility of computers in education in Kenya - Buliva, Newton (African Educational Research Journal, 2018)
KerkoCite.ItemAlsoKnownAs: 10.30918/AERJ.61.18.004 10.30918/aerj.61.18.004 10/gj37d7 2339240:7GZZFLDB 2405685:UDGTWCSZ

Teachers' Attitudes Towards Gender Equality - Tavdgiridze, Lela; Khasaia, Ia; Sherozia, Nato; Turmanidze, Lela (2021)

Teachers' Attitude and Competence in the Use of Assistive Technologies in Special Needs Schools - Onivehu, Adams Ogirima; Ohawuiro, Onyiyeche Emilia; Oyeniran, Bunmi Juliana (Acta Didactica Napocensia, 2017)
This study examined teachers' attitude and competence in the use of assistive technologies in special needs schools. The descriptive survey method was employed for the study among 100 teachers who were drawn using purposive sampling technique from special needs schools in Osun State, Nigeria. Six research questions were generated while four hypotheses were tested at 0.05 level of significance. A researcher-constructed questionnaire tagged "Teachers' Attitude and Competence in the Use of Assistive Technology Questionnaire" ("TACUATQ") was used for data collection. The instrument was administered on 20 selected teachers outside the sample location through test-retest method; it yielded a reliability coefficient of 0.85 through Pearson Product Moment Correlation statistics. Data were analysed with percentage, mean and rank order, t-test and ANOVA statistical tools. The findings revealed that teachers have a positive attitude towards the use of assistive technologies. However, teachers were not competent in the use of assistive technologies. Gender and teaching experience did not influence teachers' attitude and competence in the use of assistive technologies. It was recommended among other things that teachers should be trained and re-trained on the use of assistive technology for students with speech disorders, visual impairments, hearing impairments, physical impairments and emotional and behavioural disorders.
Publisher: Babes-Bolyai University KerkoCite.ItemAlsoKnownAs: 10.24193/adn.10.4.3 2339240:FDGRYPVG 2405685:TUG39XRX
Keywords: Assistive Technology; Elementary Secondary Education; Foreign Countries; Gender Differences; Questionnaires; Special Needs Students; Special Schools; Teacher Attitudes; Teacher Competencies; Teacher Surveys; Teaching Experience

Teachers as Guides: The role of teachers in the facilitation of technology-mediated learning in an alternative education setting in western Kenya - Radhakrishnan, Dhinesh; DeBoer, Jennifer; Kimani, Samuel (Purdue University, 2018)
KerkoCite.ItemAlsoKnownAs: 10.5703/1288284316852 2339240:6MVFIILP 2405685:9HDGMXSH

Teachers and the Teaching Profession in Sierra Leone: A Comprehensive Situation Analysis - Wright, Cream (TSC, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:BPP6QJJT 2405685:K3L9HBBP 2601447:KDYSFZB9

Teachers and Teaching in Sierra Leone : Teacher Quality and Management Study - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:X6L76LFL 2405685:4KSNK63S 4556019:BHQLRIPR
Keywords: _C:Sierra Leone

Teachers and Teaching in Sierra Leone - The World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:346EVURZ 2405685:I5ZDCPFW

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

Teachers and Teacher Education Policies - Steiner-Khamsi, Gita (Education and International Development: An Introduction, 2015)
'Honorable Mention' 2016 PROSE Award - Education PracticeEducation is fundamental to every aspect of development and there is widespread support across the world for policies that affirm that all children, regardless of their circumstances, have a right to quality schooling. Yet despite concerted efforts from national governments, multilateral organisations and NGOs over many decades we are still far from achieving education for all. In addition, while education can enhance human development, it is also associated with persistent inequalities. Education and International Development provides a comprehensive introduction to the field, giving an overview of the history, influential theories, important concepts and areas of achievement, and presenting a critical reflection on emerging trends in policy, practice and research. With chapters that review key challenges and inspiring initiatives in countries around the globe - focusing on critical issues such as language, conflict and teachers - this book serves both as a companion to graduate studies in international education and a concise reference book for practitioners and educators in the field.
KerkoCite.ItemAlsoKnownAs: 2339240:62ZBHJUB 2405685:4KKLPE26
Keywords: Education / Comparative; Education / Multicultural Education

Teachers and Students Perceptions on the Utilisation of Educational Media in Teaching and Learning History and Government in Secondary Schools in Kenya - Rugut, E.; Role, Jesse (2016)
The purpose of conducting this study was to determine the perception that students and teachers held on the utilisation of educational media in teaching and learning of History and Government subject in public secondary schools in Nandi Central Sub County, Kenya. The study involved participation of 10 secondary schools from the area. The target population for the study involved 48 teachers and 257 form IV students. The data for the research was collected through questionnaires. Research results showed that majority of student rated that educational media was very helpful in learning History and Government. Teachers had more positive perceptions towards the integration of educational media in teaching and learning of History and Government in secondary schools in Nandi Central Sub-County. There was a significant difference on the teachers perception and students perception on the use of educational media in teaching and learning History and Government in secondary schools (p<0.05). The study concluded that teachers and students perceived differently on the effect of utilisation of educational media in teaching and learning History and Government subject in secondary schools in Nandi Central. The study recommends that teachers should go for in-service training to be acquainted with new educational media resources. Teachers should also work closely with students when designing, improvising and utilising educational media resources in teaching and learning in schools.
KerkoCite.ItemAlsoKnownAs: 2339240:PACAH3T8 2405685:LPWMW2HA
Keywords: ___working_potential_duplicate

Teachers and Students Perceptions on the Utilisation of Educational Media in Teaching and Learning History and Government in Secondary Schools in Kenya - Rugut, Eunice; Jesse, Role (International Journal of Science and Research (IJSR), 2016)
Call for Papers - International Journal of Science and Research (IJSR) is a Fully Refereed - Peer Reviewed International Journal. Notably, it is a Referred, Highly Indexed, Online International Journal with High Impact Factor.
Publisher: International Journal of Science and Research (IJSR) KerkoCite.ItemAlsoKnownAs: 2339240:VSUACQ2E 2405685:HCBCP5Q7
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Teachers and Students Perceptions on the Utilisation of Educational Media in Teaching and Learning History and Government in Secondary Schools in Kenya - Rugut, Eunice; Role, Jesse (2013)
The purpose of conducting this study was to determine the perception that students and teachers held on the utilisation of educational media in teaching and learning of History and Government subject in public secondary schools in Nandi Central Sub County, Kenya. The study involved participation of 10 secondary schools from the area. The target population for the study involved 48 teachers and 257 form IV students. The data for the research was collected through questionnaires. Research results showed that majority of student rated that educational media was very helpful in learning History and Government. Teachers had more positive perceptions towards the integration of educational media in teaching and learning of History and Government in secondary schools in Nandi Central Sub-County. There was a significant difference on the teachers perception and students perception on the use of educational media in teaching and learning History and Government in secondary schools (p<0.05). The study concluded that teachers and students perceived differently on the effect of utilisation of educational media in teaching and learning History and Government subject in secondary schools in Nandi Central. The study recommends that teachers should go for in-service training to be acquainted with new educational media resources. Teachers should also work closely with students when designing, improvising and utilising educational media resources in teaching and learning in schools.
KerkoCite.ItemAlsoKnownAs: 2339240:JXQX3HRX 2405685:A4NGYYZT
Keywords: ___working_potential_duplicate; auto_merged

Teachers and Students Perceptions on the Utilisation of Educational Media in Teaching and Learning History and Government in Secondary Schools in Kenya - Rugut, Eunice; Role, Jesse (2013)
The purpose of conducting this study was to determine the perception that students and teachers held on the utilisation of educational media in teaching and learning of History and Government subject in public secondary schools in Nandi Central Sub County, Kenya. The study involved participation of 10 secondary schools from the area. The target population for the study involved 48 teachers and 257 form IV students. The data for the research was collected through questionnaires. Research results showed that majority of student rated that educational media was very helpful in learning History and Government. Teachers had more positive perceptions towards the integration of educational media in teaching and learning of History and Government in secondary schools in Nandi Central Sub-County. There was a significant difference on the teachers perception and students perception on the use of educational media in teaching and learning History and Government in secondary schools (p<0.05). The study concluded that teachers and students perceived differently on the effect of utilisation of educational media in teaching and learning History and Government subject in secondary schools in Nandi Central. The study recommends that teachers should go for in-service training to be acquainted with new educational media resources. Teachers should also work closely with students when designing, improvising and utilising educational media resources in teaching and learning in schools.
KerkoCite.ItemAlsoKnownAs: 2339240:JXQX3HRX 2405685:A4NGYYZT
Keywords: ___working_potential_duplicate

Teachers' and Pupils' Experiences of Integrated Education in Uganda - Arbeiter, Susanne; Hartley, Sally (International Journal of Disability, Development and Education, 2002)
Under the Universal Primary Education (UPE) programme in Uganda, which was implemented in 1997, the idea of integrated education was put into practice. Today children with disabilities are enrolled in regular primary schools in the whole country. After three years of experience with UPE, the aim of this study was to examine the views of teachers about their needs for training and support regarding the task of teaching children with disabilities in ordinary classrooms. A qualitative approach was chosen using individual interviews, focus group discussions with teachers, pupils and head teachers, and observations in classrooms. Three primary schools in different districts of Uganda were selected as research sites. For a number of reasons data collection from the pupils proved problematic but generally the ndings con rmed the information drawn from the review of literature. In addition to the high teacher–pupil ratio, there is an alarming lack of resources in the schools and an urgent need for teacher training to meet special needs in the classroom. Despite these dif cult conditions found in schools, many teachers had positive attitudes towards integrating children with disabilities, but only a few examples from the classroom observations showed good practice for meeting a diversity of needs.
shortDOI: 10/frj9zc KerkoCite.ItemAlsoKnownAs: 10.1080/10349120120115334 10/frj9zc 2405685:QR783YSK

Teachers and mothers join forces to keep girls in school in Malawi - United Nations Population Fund (Africa Renewal, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:MKIFTFHW 2405685:ACCDGUZ7

Teachers’ adoption of an open and interactive e-book for teaching K-12 students Artificial Intelligence: a mixed methods inquiry - Zhang, Xiangling; Tlili, Ahmed; Shubeck, Keith; Hu, Xiangen; Huang, Ronghuai; Zhu, Lixin (Smart Learning Environments, 2021)
With the rapid development of information technology, e-books have become convenient for students to improve their learning performance, especially when learning complicated concepts. However, research showed that acceptance of e-books by teachers is fragmented, due to several factors including the e-book design. Therefore, this study combined the potential positive impacts of openness and interaction on learning to design an open and interactive e-book for teaching K-12 students AI. It then applied a mixed method to investigate the factors that affect teachers’ acceptance of this open and interactive e-book based on the technology acceptance model (TAM) and interviews. The obtained results showed that teachers’ intention to continue using this e-book is significantly influenced by their perceived usefulness and attitude towards this e-book. Additionally, both the interactive and openness features were very helpful for teachers in using this e-book in their teaching plans. However, some of them raised several concerns like the interactive coding platform should be personalized based on students’ age. The findings of this study could help different stakeholders (e.g., instructional designers, teachers, policymakers) in facilitating the design and adoption of open and interactive e-books.
KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-021-00176-5 2339240:2U8R2BFF 2405685:395HKI8Z

Teacher Wellbeing Resources Mapping & Gap Analysis - Inter-Agency Network for Education in Emergencies (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8AFTF3MZ 2405685:X759APEH

Teacher Turnover in Rwanda - Zeitlin, Andrew (Journal of African Economies, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1093/jae/ejaa013 2339240:MK8XIA4D 2405685:XX2WB7E8

Teacher Turnover in Malawi's Ministry of Education: Realities and Challenges - Kayuni, Happy; Tambulasi, Richard (International Education Journal, 2007)
The teaching profession is no longer a concern of academicians but the public in general who yearn for positive results. Internationally, the profession is continuously beset by several serious problems. One of the most serious problems in the teaching profession is teacher turnover. Governments are finding it difficult to retain teachers in schools. In Malawi, this problem is profound and overwhelming, even by Sub-Saharan standards. The paper heavily relies on secondary data derived from general trends and observations of several research findings as well as government publications, newspapers and several academic papers. The paper argues that main cause of this problem in Malawi can be attributed to general poor working conditions. The paper further argues that retention measures derived by the Malawi government may take time to bear fruits and it is unlikely that they can seriously affect teachers positively because they do not address the basic immediate needs of the teachers. (Contains 1 footnote.)
Publisher: Australian and New Zealand Comparative and International Education Society ERIC Number: EJ841708 KerkoCite.ItemAlsoKnownAs: 2339240:FYJD5CWX 2405685:ZNEQ55JY
Keywords: Developing Nations; Educational Development; Educational Policy; Faculty Mobility; Foreign Countries; Teacher Attitudes; Teacher Persistence; Teaching (Occupation); Teaching Conditions; ⛔ No DOI found

Teacher Training Programs - AIMS Rwanda (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:HXFSQLYS 2405685:NGD3KA6Z

Teacher Training Program through Distance Education in Bangladesh Open University: The Challenges of Using ICT - Talukder, M (St. Theresa Journal of Humanities and Social Sciences, 2015)
Bangladesh Open University is the only public university in the country that imparts education in an open and distance mode. Since the establishment of this university in 1992, it has been providing teacher education and training throughout Bangladesh. Teaching is one of the most challenging professions today in Bangladesh where knowledge is expanding rapidly and modern technologies are attracting teachers to learn how to use these technologies in their teaching. Hence, the demand of teacher training is increasing day by day. Since teacher training program is an important issue in Bangladesh, it could be done through distance education using Information and Communication Technology (ICT). The present study attempts to find out the challenges of using ICT in teacher training program and provides a possible solution to it. A mixed-method approach was adopted by using a questionnaire, observation and semi-structured interviews with the faculty members of BOU. The findings show that, when teacher training program integrates ICT, it encounters a challenging operational environment – curriculum, skilled people, and infrastructures of the university, limitation of time and cost of the program.
KerkoCite.ItemAlsoKnownAs: 2339240:8UTGMBWB 2405685:INU9GQQU
Keywords: ⛔ No DOI found

Teacher Training Delivery Mode Research - Tiguryera, Scholastica (USAID, RTI, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:WI5IJ7ZS 2405685:S546AYYY
Keywords: ⛔ No DOI found

Teacher Training and Support in Africa during the COVID-19 Pandemic. - ADEA; AU/CIEFFA; APHRC (Association for the Development of Education in Africa (ADEA); African Union’s International Center for Girls’ and Women’s Education in Africa (AU/CIEFFA); African Population and Health Research Center (APHRC), 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:44G2KH79 2405685:2BINBD72

Teacher shocks and student learning : evidence from Zambia - Das, Jishnu; Dercon, Stefan; Habyarimana, James; Krishnan, Pramila (The World Bank, 2005)
A large literature examines the link between shocks to households and the educational attainment of children. The authors use new data to estimate the impact of shocks to teachers on student learning in mathematics and English. Using absenteeism in the 30 days preceding the survey as a measure of these shocks they find large impacts: A 5 percent increase in the teacher's absence rate reduces learning by 4 to 8 percent of average gains over the year. This reduction in learning achievement likely reflects both the direct effect of increased absenteeism and the indirect effects of less lesson preparation and lower teaching quality when in class. The authors document that health problems-primarily teachers'own illness and the illnesses of their family members-account for more than 60 percent of teacher absences; not surprising in a country struggling with an HIV/AIDS epidemic. The relationship between shocks to teachers and student learning suggests that households are unable to substitute adequately for teaching inputs. Excess teaching capacity that allows for the greater use of substitute teachers could lead to larger gains in student learning.
Publication Title: Policy Research Working Paper Series KerkoCite.ItemAlsoKnownAs: 2339240:GFIFRUFA 2405685:RVFXTBTX 4656463:N3N5LCL3
Keywords: Educational Sciences; Gender and Education; Girls Education; Primary Education; Teaching and Learning

Teacher’s Guide, Part B: Teaching Mathematics (P 1-3) (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:PME3KYTV

Teacher Rotation and Student Outcomes: Experimental Evidence from Uganda - Cohen, Isabelle; Dal Bo, Ernesto; Finan, Federico; Omala, Kizito; Schonholzer, David (2022)
This report summarizes an ongoing study of the effect of teacher rotation on student outcomes in Uganda. In the status quo, teachers are transferred (“rotated”) across schools at the discretion of district authorities. In randomized treatment schools, we incentivize teachers...
KerkoCite.ItemAlsoKnownAs: 2339240:NAYL7M9C 2405685:CFU9P6AL 4656463:5JYX8Z9Y

Teacher Retention and Mobility in Sierra Leone: What factors motivate teachers to stay at or leave schools? - Lurvink, Anne-Fleur; Mansaray, Kabiru; Kamara, Josephine; Khanu, Alimamy James; Cameron, Emma; Godwin, Katie; Haßler, Björn (EdTech Hub, 2023)
The current study is the third in a series of research studies, which aim to generate evidence that can support the MBSSE and TSC with their teacher allocation and deployment strategy. Our first study investigated teacher preferences for school choice and uncovered important considerations for teacher deployment. Following this, we investigated mobility patterns for teachers who are on the government payroll, and payroll teacher retention rates. The latter study helped us understand where teachers move to when they change schools, and also helped us identify areas with high (hot spots) and low retention rates (cold spots). The current study is explanatory in nature and aims to understand why teachers stay at or leave their schools. Keyword: teacher allocation; teacher retention; teacher mobility; Sierra Leone An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7966434 ZenodoArchiveConcept: 7966433 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7966434 10.53832/edtechhub.0168 2405685:CQ8JNCH8
Keywords: _r:AddedByZotZen

Teacher reflections and praxis: a case study of Indian teachers of English as a foreign language - Makarani, Sakilahmed A. R. (University of Hawai'i at Mānoa, 2012)
This case study engaged Gujarati English as Foreign Language (EFL) teachers in video-based reflection with the goal of increasing their reflective abilities and uncovering their understandings about reflective teaching practices in the Indian pedagogical and cultural context. The study aimed to explore, and gain a deeper understanding of how structural, institutional, and social dynamics of the larger socio-political cultural context of India affected the classroom teachers' thinking and their teaching practices. It was hoped that not only would the Gujarati teachers demonstrate an ability to reflect on their practice, but that they would also engage in a critical examination of the factors that impacted their context. The computer-based qualitative data analysis software, Atlas.ti, was used to analyze data using a grounded theoretical approach. The findings indicated that participants successfully engaged in reflection about their teaching using video as the tool for their professional development. Initially teacher participants had mixed feelings about recording and watching videos of their classroom instruction; however, teacher participants later enjoyed the experience, explicitly stating that such reflection helped them. The study also revealed that teacher participants perceived parental, social, institutional, and economic factors as influences on their students' learning, however these were simply identified as problems or conditions without any type of deeper critical analysis. Further, it was found that the teachers did not reach a critical level of reflection, nor did they consider taking action to address fundamental contextual issues. While this study showed that teacher reflection using digital video recordings of classroom practice can be a productive approach to meaningful teacher reflection in India, the study also demonstrated that teachers need specific exposure to deeper critical pedagogical thinking to go beyond simply identifying or blaming the social or economic issues embedded in their context. The study concludes with recommendations on how to reach critical teacher reflection. It is hoped that this case study will add to the growing body of research literature related to teacher self-reflection as a means to improving teaching practice and preparing teachers to take on social challenges in the Indian context. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN: 9781303035289 Pages: 173 Publication Title: ProQuest LLC Loc in Archive 1697502591; ED554753 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1697502591?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2339240:NZ8XTVSM 2339240:ZZQBKRNI 2405685:FMI8USWB 2405685:V48XT6S6 2534378:C6KXYQA7 2534378:IW3DL8F8
Keywords: Case Studies; Computer Software; Cultural Context; ERIC; Resources in Education (RIE); Economic Factors; English (Second Language); Foreign Countries; Grounded Theory; India; Indians; Language Teachers; Qualitative Research; Reflective Teaching; Second Language Instruction; Second Language Learning; Social Influences; Teacher Attitudes; Teaching Methods; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2096525; __finaldtb

Teacher professional learning and development: best evidence synthesis iteration (BES) - Timperley, Helen (Ministry of Education, 2007)
OCLC: 191120634 KerkoCite.ItemAlsoKnownAs: 2339240:637XHZ8P 2339240:VMDWGMWX 2405685:FUMAUAXK 2405685:J6RGES7A 2405685:QMWASTW4 2405685:RWFWTTS2 2405685:TKHJYKZR
Keywords: C:New Zealand

Teacher professional development using mobile technologies in a large-scale project: lessons learned from Bangladesh - Shrestha, Prithvi (International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 2012)
Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 10.4018/ijcallt.2012100103 10/gftr3z 2339240:6D45UDBE 2405685:SU6CDMZY 2534378:KGBGU7A7 2534378:LQMP437N

Teacher Professional Development Programme Document - Universal Basic Education Commission
KerkoCite.ItemAlsoKnownAs: 2405685:GNX3ICBJ

Teacher Professional Development in Tanzania: Challenges and Opportunities - Komba, Sotco Claudius; Mwakabenga, Rehema Japhet (Educational Leadership, 2019)
This chapter is about teacher professional development in Tanzania. The authors have examined the current status of teacher professional development in Tanzania, focusing on predominant perspectives on the concept and provision modalities. In addition, the authors have identified challenges facing teacher professional development in Tanzania, most of which seem to be systemic. The challenges include lack of explicit policy and guidelines for teacher professional development, limited knowledge on teacher professional development among teacher professional development stakeholders, predominance of traditional approach to teacher professional development, and ineffective organization of teacher professional development activities. It is, thus, concluded that a number of opportunities are available for effective teacher professional development in Tanzania. These include strengthening the available institutions responsible for teacher professional development, making use of different teacher professional development providers available in the country to promote professional development activities for teachers through a harmonized scheme and capitalizing on the use of different communication networks and the national optic fiber to promote self-directed teacher professional development.
Publisher: IntechOpen KerkoCite.ItemAlsoKnownAs: 10.5772/intechopen.90564 2339240:9MJFKUCS 2405685:632GMNKZ
Keywords: _Tanzania; _final_bib

Teacher professional development in sub-Saharan Africa: Equity and scale [preprint] - Haßler, Björn; Bennett, Gemma; Damani, Kalifa (2020)
This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.
EdTechHub.Source: 2129771:WMYNLNVK KerkoCite.ItemAlsoKnownAs: 2129771:GIJXZ5UC 2129771:WMYNLNVK 2129771:ZQ6YQRSI 2405685:TI6VMAWR 2405685:TRRZUHFS 2486141:HFLTMIZV
Keywords: C:sub-Saharan Africa; _yl:t; dode_eth-src-dode; dode_eth-trf2-dode

Teacher professional development in sub-Saharan Africa: Equity and scale - Haßler, Björn; Bennett, Gemma; Damani, Kalifa (Embedding Social Justice in Teacher Education and Development in Africa, 2021)
This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.
KerkoCite.ItemAlsoKnownAs: 2129771:E2Q73NBN 2129771:EPYMVB2W 2405685:SM8RY6F9
Keywords: Author:Haßler; Björn-CV-OECS; _yl:a; dode_eth-src-dode; dode_eth-trf2-dode

Teacher Professional Development around the World: The Gap between Evidence and Practice - Popova, Anna; Evans, David K.; Breeding, Mary E.; Arancibia, Violeta (World Bank, 2018)
shortDOI: 10/ghgngf KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8572 10/ghgngf 2339240:XS7TPHW4 2405685:RJX4M8AM 2405685:SQ5CWK8Q 2486141:U6AFHNPF
Keywords: C:Low- and middle-income countries

Teacher Professional Development and Student Literacy Growth: a Systematic Review and Meta-analysis - Basma, Badriah; Savage, Robert (Educational Psychology Review, 2018)
This systematic review explores the impact of teacher professional development (PD) on student reading achievement. The first part of the literature evaluates all available existing systematic reviews and meta-analyses of PD intervention studies. No quality reviews of PD and reading specifically (distinct from ‘attainment’) were found. There was a little overlap of studies in existing reviews. The second part of the systematic review focuses on the most recent intervention studies exploring PD and student reading achievement. The results of a meta-analysis of all high-quality studies are presented in the third part of the paper. This analysis showed no strong evidence of publication bias and an effect size for PD on student literacy of g = 0.225. This effect was moderated by the number of hours of PD whereby studies with fewer than 30 h of PD was significant for student reading outcomes (g = 0.367, p < 0.001) but more than 30 PD hours was not significant (g = 0.143, p > .05). Following a Weight of Evidence assessment, analysis showed that nearly all high-quality articles involved shorter PD. Weight of Evidence was a significant moderator, (g = 0.408, p < 0.001 for high-quality studies, g = 0.077, p > 0.5, n.s., for medium quality studies). Our review suggests that only high-quality studies of short teacher PD currently provide evidence of impact on student’s reading achievement.
shortDOI: 10/ghgn5t KerkoCite.ItemAlsoKnownAs: 10.1007/s10648-017-9416-4 10/ghgn5t 2405685:9XT28XJI
Keywords: C: International

Teacher professional development and curriculum: Enhancing teacher professionalism in Africa by Education International - Issuu - Sayed, Yusuf; Bulgrin, Eva (Education International Research, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:E4BGMVNV 2405685:8ZAX7AE9

Teacher professional development and coaching in low-income countries: Practical considerations for the use of technology. - Haßler, Björn (EdTech Hub, 2020)
This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This third paper offers a range of practical considerations.
previousshortDOI: 10/ghgngk previousshortDOI: 10/ghgngk previousDOI: 10.5281/zenodo.3631750 previousshortDOI: 10/ghgngk EdTechHub.Copy: 2129771:5EWDQDIA EdTechHub.ThisIsNot: 2339240:94ZP3EK4 shortDOI: 10/ghgngk KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631750 10.53832/edtechhub.0013 10/ghgngk 2129771:5EWDQDIA 2339240:4KQKED7R 2339240:94ZP3EK4 2405685:978RP7D4 2405685:VM6NXYF3
Keywords: E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _yl:o; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Teacher professional development and coaching in low-income countries: Overarching considerations for the use of technology - Haßler, Björn (EdTech Hub, 2020)
This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This second paper offers a wider perspective with some overarching considerations.
ZenodoArchiveID: 3631748 previousshortDOI: 10/ghgngh previousshortDOI: 10/ghgngh previousDOI: 10.5281/zenodo.3631748 previousshortDOI: 10/ghgngh EdTechHub.Copy: 2129771:UEUAKMXJ EdTechHub.ThisIsNot: 2339240:94ZP3EK4 shortDOI: 10/ghgngh KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631748 10.53832/edtechhub.0012 10/ghgngh 2129771:UEUAKMXJ 2339240:94ZP3EK4 2339240:E62J77SP 2339240:MM2SDXUM 2339240:S4UAH7Q3 2405685:3AV6MSKJ 2405685:DQWJLRN5 2405685:H9W2X3KM
Keywords: C:Low-income countries; E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v1; _yl:n; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Teacher professional development and coaching in low-income countries: An evidence-informed conversation - Haßler, Björn; Moss, Caitlin (EdTech Hub, 2020)
This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This first paper offers a broad overview.
previousshortDOI: 10/ghgngg previousshortDOI: 10/ghgngg previousDOI: 10.5281/zenodo.3631746 previousshortDOI: 10/ghgngg EdTechHub.Copy: 2129771:EHFUXJQC EdTechHub.ThisIsNot: 2339240:94ZP3EK4 shortDOI: 10/ghgngg KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631746 10.53832/edtechhub.0011 10/ghgngg 2129771:EHFUXJQC 2129771:YHNWVMB3 2339240:94ZP3EK4 2339240:FIDI5TC2 2405685:39DIRNE9 2405685:HH3QKBIF 2405685:I3BV48CX 2405685:ITL9PIC3 2405685:K8BSWYFM 2405685:KF9F48ID 2405685:N68MMAPR 2405685:P5Y5GMFN 2405685:SC5NHA65 2486141:TAY7LNB6
Keywords: E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _yl:m; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Teacher Policies, Incentives, and Labor Markets in Chile, Colombia, and Perú: Implications for Equality - Bertoni, Eleonora; Elacqua, Gregory; Jaimovich, Analía; Rodríguez, Julio; Santos, Humberto (Inter-American Development Bank, 2018)
KerkoCite.ItemAlsoKnownAs: 10.18235/0001319 2339240:4RHG5HRJ 2405685:QUXD8IIV

Teacher Perspectives on Peer-Peer Collaboration and Education Technologies in Rural Tanzanian Classrooms - Uchidiuno, Judith; Koedinger, Ken; Ogan, Amy (ACM SIGCAS Conference on Computing and Sustainable Societies, 2021)
Teachers’ perspectives are critical for understanding classroom culture. They create and enforce rules in classrooms and are responsible for educating students using methods that they perceive to be most effective. Therefore, creating supplementary education technologies without understanding teachers and the culture they promote may lead to interventions that are underutilized or ineffective. Our research specifically investigates how technologies that foster student collaboration fit into teachers’ views of learning in a rural context with limited existing collaboration scaffolds. We interviewed 24 teachers and observed 39 classrooms in a rural Tanzanian village to understand how teachers value peer-peer collaboration in their teaching practice, and the unique challenges they face educating students in rural classroom settings. We uncover insights that inform the design and deployment of supplementary education technologies to support teachers in rural Tanzania and similar demographics.
KerkoCite.ItemAlsoKnownAs: 10.1145/3460112.3471939 2339240:VUXY6J6M 2405685:TWE99YU2
Keywords: Early literacy; Sub-Saharan Africa; educational technologies; peer-peer collaboration

Teacher Performance-Based Incentives and Learning Inequality - Filmer, Deon; Habyarimana, James; Sabarwal, Shwetlena (Rise Programme, 2020)
This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a “discouragement effect” (once incentives were withdrawn, student performance did not fall below prebaseline levels). Rather, impacts on learning were sustained beyond the intervention period. However, these incentives may have exacerbated learning inequality within and across schools. Increases in learning were concentrated among initially better-performing schools and students. At the same time, learning outcomes may have decreased for schools and students that were lower performing at baseline. Finally, the study finds that incentivizing students without simultaneously incentivizing teachers did not produce observable learning gains.
KerkoCite.ItemAlsoKnownAs: 2405685:KH5WR8A6 2561267:PWZSY59G
Keywords: _B:important; _G:important; _G:reviewed; _Tanzania; _final_bib; _important

Teacher peer support in social network sites - Kelly, Nick; Antonio, Amy (Teaching and Teacher Education, 2016)
This paper describes the types of support that teachers are accessing through the Social Network Site (SNS) ‘Facebook’. It describes six ways in which teachers support one another within online groups. It presents evidence from a study of a large, open group of teachers online over a twelve week period, repeated with multiple groups a year later over a one week period. The findings suggest that large open groups in SNSs can be a useful source of pragmatic advice for teachers but that these groups are rarely a place for reflection on or feedback about teaching practice.
shortDOI: 10/f8np5n KerkoCite.ItemAlsoKnownAs: 10/f8np5n 2405685:FHCG5UYK
Keywords: Beginning teacher; Facebook; Natural language processing; Online professional development; Social network; Teacher; Teacher education

Teacher Motivation: Theoretical Framework, Situation Analysis of Save the Children Country Offices, and Recommended Strategies - Guajardo, Jarret (Save the Children, 2011)
KerkoCite.ItemAlsoKnownAs: 2405685:ZJTYNS5F

Teacher Motivation in Sub-Saharan Africa and South Asia - Bennell, Paul; Akyeampong, Kwame (DFID, 2007)
This is one of a series of Education Papers issued by the Central Research Department of the Department For International Development. Each paper represents a study or piece of commissioned research on some aspect of education and training in developing countries. Most of the studies were undertaken in order to provide informed judgements from which policy decisions could be drawn, but in each case it has become apparent that the material produced would be of interest to a wider audience, particularly those whose work focuses on developing countries.This report synthesises the main findings and recommendations of an international research project on teacher motivation and incentives in sub-Sahara Africa and South Asia. The study has addressed the following four main questions: • To what extent is there a problem of poor motivation among teachers in sub-Saharan Africa and South Asia? Does this amount to a ‘crisis’, as has been suggested by some observers? • If so, what are the main reasons for poor teacher motivation? • How do poor motivation and incentives affect teacher performance and the overall effectiveness of national education systems? • What should be done to ensure that teachers are adequately motivated?
KerkoCite.ItemAlsoKnownAs: 2129771:5XS5KY3U 2339240:4YDHY6PL 2405685:25GLFYDL 2405685:WPFEWHNL 4556019:J65GX7JX
Keywords: C:sub-Saharan Africa and South Asia; ⛔ No DOI found

Teacher motivation for online learning: piloting a microlearning support system | VVOB in Rwanda - VVOB (VVOB, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:I252ES6E 2405685:IYMV8VDP

Teacher motivation and incentives in Malawi - Kadzamira, Esme Chipo (2006)
KerkoCite.ItemAlsoKnownAs: 2339240:SWGNG2DL 2405685:VPVQV7I7

Teacher motivation and incentives in Malawi - Kadzamira, Esme Chipo (Centre for Educational Research and Training, University of Malawi, 2006)
KerkoCite.ItemAlsoKnownAs: 2129771:5JBMK24W 2129771:5TI4XUFN 2339240:3RTX2ISG 2405685:RYZ5A4F2 4556019:IX6M7P8I 4556019:M4TPZI27 4752638:4I5N2859 4752638:7C6UCMHK
Keywords: C:Malawi; _C:Malawi MWI; ⛔ No DOI found

Teacher Monitoring Pilot - Sierra Leone Education Attendance Monitoring System (SLEAMS)
A pilot project to monitor teacher attendance aimed at achieving better education outcomes in Sierra Leone.
EdTechHub.ItemAlsoKnownAs: 2405685:VBF825V5

Teacher Monitoring Pilot - SLEAMS
KerkoCite.ItemAlsoKnownAs: 2405685:49MW7JDT

Teacher Management Policy for Sierra Leone - Teaching Service Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:ILC2GGZX 2129771:XQMFH5JU 2339240:5QZ2N3GQ 2339240:QSY3I4ZA 2405685:M6F97ARN 2405685:RFT2PNDX 4556019:49UIZ3SU
Keywords: _C:Sierra Leone SLE

Teacher learning for educational change: A systems thinking approach - Hoban, Garry Francis; Hoban, Garry F. (Open University Press Buckingham, 2002)
KerkoCite.ItemAlsoKnownAs: 2339240:9BA5PLTJ 2405685:AT3UQE4V

Teacher Learning Circles: Reading Theory in Practice Through Dialogue - Suda, Liz (2007)
KerkoCite.ItemAlsoKnownAs: 2339240:73SGFQU8 2405685:QKTS75KP

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

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

Teacher knowledge and employer-driven professional development: a critical analysis of the Gauteng Department of Education programmes - de Clercq, Francine; Shalem, Yael (Southern African Review of Education, 2014)
There is growing consensus in international and local literature that, to be effective, professional development activities (PDAs) should focus on ways of teaching that improve learners' learning, but there is no clear consensus on the teaching focus and the form in which teacher learning is organised. Drawing from literature on teacher knowledge, in particular Shulman's distinction between subject matter and pedagogical content knowledge (PCK), this article critically reviews the PDAs provided by the Gauteng Department of Education (GDE), South Africa. It identifies 2009 as a turning point in the GDE provision of PDAs. Until 2009, most PDAs were targeted at the improvement of a few discrete aspects of teacher practice, to comply with a new curriculum framework. Around 2009, the GDE turned towards scripted teaching in a form of standardised lesson plans, to engineer a whole new practice for teachers in order to improve learners' results. The argument of this article is that teacher knowledge of subject matter, consisting of knowledge of the substantive and syntactic aspects of the curriculum content and beyond, has not been imparted to teachers by employer-driven curriculum implementation workshops or short courses, and that only a limited number of teaching routines such as sequencing and pacing of the curriculum content can be imparted by scripted lesson plans. Although the idea of scripting a new practice is understandable in the light of the general agreement that PDAs in South Africa failed to make a difference to teachers' practice and to learners' performance, it is essential to understand its limitations., Y. (2014) Teacher knowledge and employer-driven professional development: A critical analysis of the Gauteng Department of Education programmes. Southern African Review of Education, 20(1): 129-147.
KerkoCite.ItemAlsoKnownAs: 2339240:59VJE745 2405685:Z6VARPVH 2534378:7FDZ8B93
Keywords: ⛔ No DOI found

Teacher factors influencing classroom use of ICT in sub-Saharan Africa - Hennessy, Sara; Harrison, David; Wamakote, Leonard (Itupale Online Journal of African Studies, 2010)
This paper synthesises the research literature on teachers‟ use of Information and Communication Technology (ICT) in primary and secondary schools in sub-Saharan Africa, with a particular emphasis on improving the quality of subject teaching and learning. We focus on the internal factors of influence on teachers‟ use, or lack of use, of technology in the classroom. Our discussion attends to perceptions and beliefs about ICT and their motivating effects, technological literacy and confidence levels, pedagogical expertise related to technology use, and the role of teacher education. These factors are discussed in light of significant infrastructure and other external issues. We conclude by drawing out a number of pedagogical implications for initial teacher education and professional development to bring schooling within developing contexts into the 21 st century.
EdTechHub.Copy: 2129771:J94BQM7C KerkoCite.ItemAlsoKnownAs: 2129771:J94BQM7C 2339240:957DANTW 2405685:RXIW5GY7
Keywords: Schools; Secondary; Scientific literature; ⛔ No DOI found

Teacher Empowerment Through Curriculum Development: Theory Into Practice - Carl, Arend E. (Juta and Company Ltd, 2009)
Treating curriculum studies as an educational field in its own right, this critical resource gives teachers the power to control the focus and direction their classes take by revealing the variety of benefits gained from rigorous curriculum planning. Stressing the importance of a teacher’s own involvement in the creation of curriculum, the guide shows teachers how to deal with the constant changes they face. For educators looking to contribute responsibly and dynamically to the content of their classes, this valuable and updated tool reveals new techniques that will empower educators and the significance behind involved curriculum development.
Google-Books-ID: KHck3QIyu0kC KerkoCite.ItemAlsoKnownAs: 2339240:TYRB2LRT 2405685:IKG6DI9I
Keywords: Education / Curricula; Education / Professional Development

Teacher Efficacy: Capturing an elusive construct - Tschannen-Moran, Megan; Hoy, Anita Woolfolk (Teaching and Teacher Education, 2001)
KerkoCite.ItemAlsoKnownAs: 10.1016/S0742-051X(01)00036-1 2339240:D3W592I8 2405685:TYE4TW26

Teacher educators’ perspectives of the introduction of ICT in education in Bangladesh - Chowdhury, M (Critical Literacy: Theories and Practices, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:INLPU2EQ 2405685:72TSTWR5
Keywords: ⛔ No DOI found

Teacher educators and OER in East Africa: Interrogating pedagogic change - Wolfenden, Freda; Auckloo, Pritee; Buckler, Alison; Cullen, Jane (Adoption and Impact of OER in the Global South, 2017)
This study examines the use of Open Educational Resources (OER) in six teacher education institutions in three contrasting East African settings – Mauritius, Tanzania and Uganda – all of which had previous engagement with OER initiatives. Drawing primarily on interviews with teacher educators, the study examines how and when teacher educators engage with OER, the factors that support and constrain sustained OER engagement, and the influence of such engagement on their teaching practice. It seeks to answer the following three research questions: What kinds of OER are teacher educators aware of and how do they access them? How and for what purpose are they using the OER? What intended and enacted pedagogic practices are associated with OER use? The study takes a sociocultural approach, paying attention to the practices of teacher educators and the context and culture of the teacher education institutions within which they work, as well as the national policies relevant to these institutions. Surveys were sent to academic staff at each of the participating institutions who were, or had been, involved in curriculum development work involving OER. Male and female educators from different disciplinary backgrounds and with varying roles and periods of service within the institutions were targeted. From the respondents, selected individuals were asked to participate in semi-structured interviews concerning OER and their pedagogical practices. A total of 58 surveys were completed by teacher educators along with 36 in-depth teacher educator interviews and six institutional stakeholder interviews. The results of the study indicate that teacher educators’ understanding and use of OER is highly fragmented, with little traction at department or institutional level. At all the study sites there was dissonance between the ways in which individual educators are using OER and the dominant institutional values and discourse. There were also numerous structural and cultural factors acting to limit agency with regards to OER use. The demands of curriculum and assessment, professional identity, digital skills, provision of equipment and connectivity, values and weak cultures of collaboration all exerted an influence and enabled or constrained teacher educators’ efforts to achieve agency with OER. For a small number of teacher educators (OER “champions”), OER provides a tool for extending their agency to move towards more participatory practices. In their interviews, several of these educators spoke of the formative role of academic training and many were linked to external OER networks. These elements of historic identity formation influence how they respond to OER, and enhance their confidence to take risks in moving beyond conventional practice. Enabling educators to act in an agentive way with OER is not easy. Moving forward, attention should be given to issues of access so that educators are able to locate and view OER relatively easily and experiment with their use. This study recommends that time be made available for educators to enhance their skills in working digitally and to become familiar with principles of learning design such that these become integral dimensions of their professional identity. It is also argued that extending and deepening engagement with OER requires opportunities for professional dialogue and collaboration to support the development of productive educator identities with OER and transformation of the community’s field of practice.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1094850 2339240:CV3YAJZ6 2405685:T9JSZ9PS
Keywords: East Africa; Global South; Mauritius; OEP; OER; Open Education; Open Educational Resources; ROER4D; Tanzania; Uganda; _not_EdTechHub; _zenodoOTHER; agency; pedagogy; teacher education

Teacher education through school-based support in India (TESS-India): Business Case - Department for International Development (DFID)
EdTechHub.ItemAlsoKnownAs: 2405685:MVPJK2FD

Teacher Education Modality Rapid Review, Modes, Affordances and Evidence on Remote and Blended Initial and Continuing Teacher Education - Perry, Dr Thomas; Findon, Dr Madeleine; Braim, Dr Benjamin; Davison, Dr Ian; Whatmore, Dr Tracy; Cottle, Dan; Anbreen, Noshaba; Cordingley, Philippa; Crisp, Bart (STEM Learning, University of Birmingham, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SHWIGDZU 2405685:FVDRXMPR

Teacher Education in Sub-Saharan Africa: formative evaluation report - Harley, Ken; Barasa, Fred Simiyu (Teacher Education in Sub-Saharan Africa (TESSA), 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:5BSR5SID 2405685:CT5DSKZ6 2534378:927M5SAG 2534378:V4FU8B92
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2457446; __finaldtb; auto_merged; ⛔ No DOI found

Teacher Education in Sub-Saharan Africa: formative evaluation report - Harley, Ken; Barasa, Fred Simiyu (Teacher Education in Sub-Saharan Africa (TESSA), 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:6LCQWKL6 2405685:GW7U34GK 2534378:927M5SAG 2534378:V4FU8B92
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2457446; __finaldtb; ⛔ No DOI found

Teacher education for realities of 21st century learners in rural South Africa - Chigona, A.; Chigona, W. (Human learning in the digital era, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:ALK9J264 2405685:FW9G3E5R

Teacher Education at a Distance: Impact on Development in the Community - Binns, Felicity; Wrightson, Tony (DFID, 2006)
KerkoCite.ItemAlsoKnownAs: 2405685:3IPM5K7Y
Keywords: C:Low- and middle-income countries; ⛔ No DOI found

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

Teacher Development Programme End of Programme Report - Teacher Development Programme (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:YREGV4VF 2405685:AIWDTWHX

Teacher design in teams as a professional development arrangement for developing technology integration knowledge and skills of science teachers in Tanzania - Kafyulilo, Ayoub; Fisser, Petra; Voogt, Joke (Education and Information Technologies, 2016)
This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in Tanzania, where 12 in-service science teachers participated in a workshop about technology integration in science teaching and worked in design teams to prepare technology-enhanced biology, chemistry and physics lessons. Through collaboration in design teams, teachers were able to make science animations using PowerPoint and record videos to use in their teaching. The designed lessons were taught in the classroom and reflected upon thereafter by all teachers. In order to determine the change in teachers’ technology integration knowledge and skills, data were collected before and after the professional development arrangement by using questionnaire, interview and observation data. Focus group discussion and reflection questionnaire data were used to assess teachers’ experience of working in design teams at the end of the professional development arrangement. Findings showed an increase in teachers’ technology integration knowledge and skills between pre- and post-measurements. Collaboration in design teams had the potential for teachers to share knowledge, skills, experience and challenges related to technology-enhanced teaching.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-014-9321-0 10/gf5f4m 2339240:7CEQ93PT 2339240:JGN4RV5I 2339240:UY65BS7S 2405685:JSZJ37ZS 2405685:RUYKREG7 2534378:3QB7Y6QJ 2534378:55Q9N5GF 2534378:56IKE4DH 2534378:7PX4TKVE 2534378:SYZ7CCCB 2534378:ZSZNYZ9S
Keywords: CAREER development; CHEMISTRY education; Computer Software; Computers–Information Science And Information Theory; Cooperation; EDUCATIONAL technology; ERIC; Current Index to Journals in Education (CIJE); Educational technology; Focus Groups; Foreign Countries; In-service science teachers; Interviews; Lesson design in teams; Lesson plans; MICROSOFT PowerPoint (Computer software); Observation; PROFESSIONAL education; Professional Development; Professional development; Questionnaires; Reflection; SCIENCE teachers; SECONDARY schools; Science Instruction; Science Teachers; Science teachers; Secondary Education; Secondary Schools; Secondary school teachers; TPACK; Tanzania; Teaching Methods; Teamwork; Technology Integration; Technology Uses in Education; Technology integration knowledge and skills; Visual Aids; _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Open systems; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2096124; __finaldtb

Teacher Deployment Protocol - Teaching Service Commission (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:YHSCP3RW 2405685:6D9F755H

Teacher Deployment in Sierra Leone: Lessons learnt and moving forward - Beoku-Betts, Iman (EdTech Hub, 2023)
This report provides an overview of the teacher deployment process in Sierra Leone prior to and including 2022. Through interviews with key stakeholders in the Ministry of Basic and Senior Secondary Education (MBSSE) and the Teaching Service Commission (TSC), we look at lessons learnt from the deployment process and next steps for how teacher deployment can be implemented. Although there are a number of volunteer teachers in Sierra Leone, the TSC are aiming to increase the number of qualified teachers on the government payroll as well as retaining teachers in rural areas. It was noted that teachers from rural areas being put on the government payroll and deployed to rural schools are better placed to teach in rural schools than teachers moving from urban to rural areas. Hpwever, it is still challenging to find qualified teachers in these rural areas. The TSC want to look at how they can target teachers to take up rural positions, either through distance learning to gain the right qualifications or working with teacher training institutions (TTIs) to prioritise schools in rural areas for placement. Overall, the TSC want to use data as the basis for decision-making on deploying teachers equitably. Keywords Teacher deployment; teacher training; unqualified teachers; volunteer teachers; rural schools; data for decision-making An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7521062 ZenodoArchiveConcept: 7521061 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7521062 10.53832/edtechhub.0145 2405685:M3D6NGR4
Keywords: _r:AddedByZotZen

Teacher CPD: International trends, opportunities and challenges - Scutt, Cat; Baeyer, Sarah (Chartered College of Teaching, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:36UKQ92L
Keywords: C:International

Teacher Continuous Professional Development in Tanzania: Lessons Learnt - Chachage, Kristeen; Thakrar, Jay (EdTech Hub, 2023)
This report shares the experience and learning from the activities carried out as part of the Government of Tanzania's efforts to operationalise its National Framework for Teacher Continuous Professional Development (TCPD), which shifts TCPD from discreet workshops to cost-effective, ongoing, school-based professional development. It is among the first of its kind at a national level, particularly in low- and middle-income country contexts. Through a collaborative and responsive approach of adaptive technical assistance and innovation, the EdTech Hub team supported Government of Tanzania partners in developing and implementing a technology-enhanced, school-based, national TCPD system. This report begins with an overview of the activities implemented and then consolidates reflection through nine lessons learnt that could help inform current and future thinking on the design, delivery, and funding of TCPD programming in Tanzania. The TCPD reflected in this report is specific to Tanzania's teaching and learning environment. While we recognise that environments can vary widely, even between countries with similar goals and objectives, the report also seeks to contribute to any current and future analyses that collate features of effective TCPD from around the world. Keywords: teacher professional development; teacher training; technology; learning management system; communities of learning; teacher needs assessment; An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7677950 ZenodoArchiveConcept: 7677949 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7677950 10.53832/edtechhub.0157 2339240:RBNTBT7Z 2405685:9WBV8KPN 2405685:EGL4QHDZ
Keywords: _r:AddedByZotZen

Teacher Coaching: What We Know - Evans, David (World Bank Blogs - Development Impact, 2017)
“Teacher coaching has emerged as a promising alternative to traditional models of professional development.” In Kraft, Blazar, and Hogan’s newly updated review “The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence, ” they highlight that reviews of the literature on teacher professional development (i.e., ...
KerkoCite.ItemAlsoKnownAs: 2405685:VHFL7S36 VHFL7S36