Interactive Radio Instruction : A Successful Permanent Pilot Project? - Trucano, Michael (World Bank Blogs, 2010)
Despite their increased diffusion through rich and poor communities around the world, many people still have serious reservations about large scale investments in information and communication technologies (ICTs) within education systems. Spirited and long-running related debates related to their costs ("too expensive", their critics say), appropriateness ("students needs lots of ...
Published on EduTech KerkoCite.ItemAlsoKnownAs: 2339240:ZGSQFML6 2405685:B6SMKH4J
Keywords: ___working_potential_duplicate

Mapping Open Educational Resources Around The World - Trucano, Michael (2012)
In the decade since the term 'open education resources' was formally identified and adopted by UNESCO, related "teaching, learning or research materials that are in the public domain or released with an intellectual property license that allows for free use, adaptation, and distribution" have been slowly but surely creeping into ...
KerkoCite.ItemAlsoKnownAs: 2405685:XII9NCPC

SABER-ICT Framework Paper for Policy Analysis: Documenting national educational technology policies around the world and their evolution over time - Trucano, Michael (World Bank, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:3PPF8KE9 2339240:AIGS72SB 2339240:JDMJCIUE 2339240:NAM93CI5 2339240:SL666BQC 2339240:T48NXYSZ 2339240:ZNW3YE69 2405685:2YKFUKI7 2405685:382A98KH 2405685:6Z2B93A4 2405685:76N9EBXB 2405685:FCIYXGTF 2405685:HWBZM4P8 2405685:IV8GLIXL
Keywords: Systems Framework; ___working_potential_duplicate

Universal Service Funds & connecting schools to the Internet around the world - Trucano, Michael (2015)
EdTechHub.ItemAlsoKnownAs: 2405685:NSLD39FX

Will technology replace teachers? No, but ... - Trucano, Michael (World Bank Blogs, 2015)
In the future, will a machine replace me and smash other machines on my behalf? I've worked on, advised and evaluated educational technology projects in dozens of countries over the past fifteen years, mainly in middle and low income countries. As anyone who works intimately with information and communication technologies (ICTs) on ...
KerkoCite.ItemAlsoKnownAs: 2339240:PYU7LYHD 2405685:YBKF26IA

Worst practice in ICT use in education - Trucano, Michael (World Bank Blogs, 2010)
In business and in international development circles, much is made about the potential for 'learning from best practice'. Considerations of the use of educational technologies offer no exception to this impulse. That said, 'best practice' in the education sector is often a rather elusive concept (at best! some informed observers would say it ...
KerkoCite.ItemAlsoKnownAs: 2405685:5KWQPQ8G
Keywords: auto_merged

Zero-rating educational content on the Internet - Trucano, Michael (World Bank Blogs, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:EFI3EFFU 2405685:47WQJRBV 2405685:TGETQ347
Keywords: ___working_potential_duplicate

Interactive Radio Instruction : A Successful Permanent Pilot Project? - Trucano, M. (2010)
Despite their increased diffusion through rich and poor communities around the world, many people still have serious reservations about large scale investments in information and communication technologies (ICTs) within education systems. Spirited and long-running related debates related to their costs ("too expensive", their critics say), appropriateness ("students needs lots of ...
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:SIMZJ8BB 2405685:KZ8XDZND
Keywords: Commitment; Cost; Equity & access; ___working_potential_duplicate

Knowledge Maps: ICTs in Education - Trucano, M. (2005)
Recent work at infoDev created a series of Knowledge Maps of what is known and what isnt about ICT use in education.
KerkoCite.ItemAlsoKnownAs: 2339240:RNYZIPC4 2405685:NFADFZUL

Seeking impact and visibility: Scholarly communication in Southern Africa - Trotter, H.; Kell, C.; Willmers, M.; Gray, E.; King, T. (African Mind, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:GZ7V8LL8 2405685:GKVWPVD8

Young children's use of video as a source of socially relevant information - Troseth, G. L.; Saylor, M. M.; Archer, A. H. (Child Development, 2006)
Although prior research clearly shows that toddlers have difficulty learning from video, the basis for their difficulty is unknown. In the 2 current experiments, the effect of social feedback on 2-year-olds' use of information from video was assessed. Children who were told "face to face" where to find a hidden toy typically found it, but children who were given the same information by a person on video did not. Children who engaged in a 5-min contingent interaction with a person (including social cues and personal references) through closed-circuit video before the hiding task used information provided to find the toy. These findings have important implications for educational television and use of video stimuli in laboratory-based research with young children.
Place: Hoboken Publisher: Wiley WOS:000237394700018 KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8624.2006.00903.x 2339240:RLTHFNDK 2405685:53A22D6L
Keywords: behavior; blues-clues; comprehension; find; guide; imitation; infants; learn; perception; television

Lebanon - Media Landscape - Trombetta, Lorenzo (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:ZZL7UPM8 2405685:UIACR9QG

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

Slum children: barrier faced by children in accessing primary education - Tripathi, Alpica (United International Journal for Research & Technology, 2019)
Children are mostly recognised by the society as diamond gift from the God, as jewellers cleaves the diamond from other unwanted and rough pieces. In the same way, parents of the children cleave off unwanted thoughts, societal behaviour and environment from the life of the society so that brilliancy of children luminous in the world. The responsibility of parents as well as government of country is to make availability of healthy and friendly environment for the learning of the children. The slum children’s faces lots of barriers and hurdles in accessing and attaining the education. The education is the eminent phase of socialising the child. Education is a power to accelerate skills and talents among children. Education helps to transform the living conditions and thinking ability of children. The right to education is not only the right to access education but also the right to receive an education of good quality. Education must be available and accessible but also acceptable and adaptable. The most of the slum children are indulging their precious time in doing labour, earning a coin, fighting daily from the challenges of life and wandering here a there for having a meal. The children are no doubt a tribute from Almighty but they should be preserve and nurture very sensitively in span of life. Urban children face a particularly complex set of challenges affecting their development and the fulfilment of their rights. The worst consequences of urbanisation, industrialisation and modernisation give birth to diverse group of children in urban areas like slum children, runaway children, working children, street children, orphan child. These children spend their precious time as rag picker, construction workers, factory workers, child beggars, migrant labourer, sex worker and domestic workers in swanky lifestyle of cities. These un-notified and homeless children are far from the reach of the policies of the government and even not noticed by the policy maker of the government. These children are deprived from their rights of survival, rights of protection, rights of development and rights of participation. These children even fight for their basic necessities of life.
KerkoCite.ItemAlsoKnownAs: 2339240:QFXBURV4 2405685:WPJAASED
Keywords: ⛔ No DOI found

The potential of research for professional development in isolated settings during the COVID-19 crisis and beyond - Trikoilis, Dionysios; Papanastasiou, Elena (Journal of Technology and Teacher Education, 2020)
The global COVID-19 pandemic has created the urgent need for quality online instruction throughout all levels of educa- tion. However, this pandemic has found teachers physically isolated within their homes, and unprepared for the challeng- ing tasks of teaching online. Many of the challenges faced by teachers due to this isolation, are similar to those faced by teachers in remote areas around the world. One such issue, is the lack of access to traditional professional development op- portunities, which is frequently the only type of professional development offered to teachers in many countries. Thus, many teachers lack guidance on how to resolve many online teaching challenges during this period. Therefore, this study examines the potential of utilizing educational research for assisting teachers through this trying period of COVID-19
KerkoCite.ItemAlsoKnownAs: 2405685:PD2DN9DB
Keywords: Access to Education; Communicable Diseases; Disease Control; Educational Research; Educational Technology; Faculty Development; Foreign Countries; Online Courses; Professional Isolation; Rural Areas; Technology Uses in Education; ⛔ No DOI found

Learning through the crisis: Helping decision-makers around the world use digital technology to combat the educational challenges produced by the current COVID-19 pandemic - Traxler, John; Scott, Howard; Smith, Matt; Hayes, Sarah (EdTech Hub, 2020)
ZenodoArchiveID: 4706076 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706076 2339240:XWBHC8ID 2405685:CD9IAPFX
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

SUMMARY Learning through the crisis: Helping decision-makers around the world use digital technology to combat the educational challenges produced by the current COVID-19 pandemic - Traxler, John; Scott, Howard; Smith, Matt; Hayes, Sarah (EdTech Hub, 2020)
ZenodoArchiveID: 4706074 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706074 2339240:8TCJQBLC 2405685:5DWI862Y 2405685:ZWLE9BLR
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Students and mobile devices - Traxler, John (Research in Learning Technology, 2010)
00037 shortDOI: 10/crbzh7 KerkoCite.ItemAlsoKnownAs: 10/crbzh7 2129771:2WEAG4L8 2405685:UQVSEMXV

Making mobile learning work: case studies of practice - Traxler, J.; Wishart, J. (ESCalate, HEA Subject Centre for Education, University of Bristol, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:4H3PMF2K 2405685:E7FQNGFX

Guidebook to Successful Implementation of Digital Education - Traore, Moussa (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5719833 2405685:RTJ2Z8MX
Keywords: _r:AddedByZotZen

Systems, applications and technologies for e-learning - Traore, Moussa (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6811445 2405685:B6QXU3J3
Keywords: _r:AddedByZotZen

Titre du rapport - Traore, Moussa (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10935897 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1021 ZenodoArchiveConcept: 10935896
Keywords: Coming soon; _r:AddedByMyEducationEvidence

Language data by country - Translators Without Borders (Translators without Borders)
LANGUAGE DATA BY COUNTRY 31 countries | 66 datasets | 90 maps
KerkoCite.ItemAlsoKnownAs: 2405685:4RTGR535 4042040:RIS249B2

Language data for Malawi - Translators without Borders (Translators without Borders, 2021)
Open-source language data and maps about languages spoken in Malawi can improve how we communicate with communities in crisis.
KerkoCite.ItemAlsoKnownAs: 2339240:PCZ7W4YF 2405685:59QEPFPY

Language data for Malawi - Translators Without Borders (Translators without Borders, 2021)
Open-source language data and maps about languages spoken in Malawi can improve how we communicate with communities in crisis.
KerkoCite.ItemAlsoKnownAs: 2405685:85LDSX3J 4042040:U37DNB2H

Language data for Nigeria - Translators Without Borders (Translators without Borders)
Open-source language data and maps about languages spoken in Nigeria can improve how we communicate with communities in crisis.
KerkoCite.ItemAlsoKnownAs: 2405685:R3QBMYFF 4042040:Q8SDIFUL

Language Data Initiative - Translators Without Borders
KerkoCite.ItemAlsoKnownAs: 2339240:3T9TAMVD 2405685:EVMTSBQ5

Disability in and Around Urban Areas of Sierra Leone - Trani, Jean-Francois; Bah, Osman; Bailey, Nicki; Browne, Joyce; Groce, Nora; Kett, Maria (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:FSQFJ72I

Making great strides yet a learning crisis remains in Tanzania: Results of the SDI and SABER service delivery surveys - Trako, Iva; Molina, Ezequiel; Asim, Salman (The World Bank, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:SNZ3GBER 2405685:V4XEV62U

Malawi - Adolescents Out Of School (% Of Lower Secondary School Age) - 2022 Data 2023 Forecast 1999-2019 Historical - Trading Economics (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:B2EZI8AS 2405685:TDW3BSQ3

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

Back to school - but classes are empty because of Ebola fears in DRC - Tounsi, Samir (Theirworld, 2020)
In villages near the centre of an outbreak, families are keeping their children at home - even though teachers know how to protect them.
Archive Location: http://theirworld.org/ Publisher: Theirworld KerkoCite.ItemAlsoKnownAs: 2339240:6RVRAI4B 2405685:JE2QRR6X

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

The Need for Randomised Controlled Trials in Educational Research - Torgerson, Carole J.; Torgerson, David J. (The Need for Randomised Controlled Trials in Educational Research, 2012)
The first use of RCTs in education is uncertain. In the last century the use of the design pre-dated its use in medicine by at least a decade (although medical trials may have been undertaken in the 19th century). Forsetlund and colleagues (2007) identified two education trials conducted by Walters in 1931 and 1932, which predated the 1944 and 1948 medical trials run by the UK's Medical Research Council by more than a decade. The early interest in RCTs among some educational researchers was not sustained. Other, less robust, designs to demonstrate educational effectiveness were pursued. For example, quasi-experimental studies were often preferred, being relatively inexpensive, rapid to conduct and often able to generate politically attractive conclusions. However, their results are inherently less reliable than the results from RCTs as their internal validity is always potentially confounded by variables offering alternative explanations.
Publication Title: Education Matters KerkoCite.ItemAlsoKnownAs: 10.4324/9780203123829-29 2339240:7V9M7RGA 2405685:HM97GX3U

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

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

"Opening" a new kind of high school: The story of the open high school of Utah - Tonks, De Laina; Weston, Sarah; Wiley, David; Barbour, Michael K (International Review of Research in Open and Distance Learning, 2013)
The use of online learning at the primary and secondary school level is growing exponentially in the United States. Much of this growth is with full-time online schools, most of whichare operated by for-profit companies that use proprietary online course content. In this article we trace the development of, and philosophy behind, a full-time online school that uses open access software and open educational resources for course content. As more nations begin to put in place plans for primary and secondary education in the event of natural disasters (e.g., the Christchurch earthquakes) or pandemics (e.g., avian flu or H1N1), the availability of open online content is of critical importance.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v14i1.1345 2405685:AUZ2QTB5
Keywords: Cyber school; K-12 online learning; Open education; Virtual school

Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence - Tondeur, Jo; van Braak, Johan; Ertmer, Peggy A.; Ottenbreit-Leftwich, Anne (Educational Technology Research and Development, 2017)
This review was designed to further our understanding of the link between teachers’ pedagogical beliefs and their educational uses of technology. The synthesis of qualitative ﬁndings integrates the available evidence about this relationship with the ultimate goal being to facilitate the integration of technology in education. A meta-aggregative approach was utilized to analyze the results of the 14 selected studies. The ﬁndings are reported in terms of ﬁve synthesis statements, describing (1) the bi-directional relationship between pedagogical beliefs and technology use, (2) teachers’ beliefs as perceived barriers, (3) the association between speciﬁc beliefs with types of technology use, (4) the role of beliefs in professional development, and (5) the importance of the school context. By interpreting the results of the review, recommendations are provided for practitioners, policy makers, and researchers focusing on pre- and in-service teacher technology training.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-016-9481-2 10/gbgzn4 2339240:ZFEQC5I7 2405685:HIV77NKT

Getting inside the black box of technology integration in education: Teachers stimulated recall of classroom observations - Tondeur, J.; Kershaw, L.; Vanderlinde, R.; van Braak, J. (Australasian Journal of Educational Technology, 2013)
KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.16 2405685:Z7PYZBH7

Educational gains of in-person vs. distance learning in primary and secondary schools: A natural experiment during the COVID-19 pandemic school closures in Switzerland - Tomasik, Martin J.; Helbling, Laura A.; Moser, Urs (International Journal of Psychology, 2021)
Using data from a computer-based formative feedback system, we compare learning gains in the 8 weeks of school closures related to the COVID-19 pandemic in Switzerland with learning gains in the 8 weeks before these school closures. The school performance in mathematics and language of N = 28,685 pupils is modelled in second-order piecewise latent growth models with strict measurement invariance for the two periods under investigation. While secondary school pupils remain largely unaffected by the school closures in terms of learning gains, for primary school pupils learning slows down and at the same time interindividual variance in learning gains increases. Distance learning arrangements seem an effective means to substitute for in-person learning, at least in an emergency situation, but not all pupils benefit to the same degree.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/ijop.12728 KerkoCite.ItemAlsoKnownAs: 10.1002/ijop.12728 2339240:38N2MJS4 2405685:GEGK86LW
Keywords: COVID-19; Distance learning; Learning progress; School achievement; School closures

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

ICT reform initiatives in Singapore schools: a complexity theory perspective - Toh, Yancy; So, Hyo-Jeong (Asia Pacific Education Review, 2011)
The past two decades have witnessed an exponential growth in the use of technology in our daily life. Notwithstanding its phenomenal influence, the use of technology in education remains sporadic and disjointed. The promise that technology will bring deep-seated changes in the way that educators teach and students learn remains, disappointedly, elusive. This paper argues that the lack of systemic frame of reference may have explanatory power over such less than impressive performance of ICT in education. Tracing the trajectory of Singapore’s ICT-related policies in the educational sector, this paper adopts the complexity lens to study the systemic policy changes that are imbued in the different stages of Singapore’s ICT-based reforms. In particular, the paper delves into the three constructs of complexity theory: self-organisation, coevolution and fitness landscape. By juxtaposing the interdependencies of these three concepts against the backdrop of Singapore’s educational landscape, the paper contends that the complexity theory perspective has the potential to help policymakers understand the dynamic and complex nature of reforms so as to devise multi-faceted solutions that will address the concerns of all key stakeholders in the learning ecology. Implications for policymaking are also discussed.
KerkoCite.ItemAlsoKnownAs: 10.1007/s12564-010-9130-0 2339240:L7HAM2DI 2405685:PK3ZLTY5

Research on Children with Disabilities Influences Education Policy in Pakistan - Tofaris, Elizabeth; Bari, Faisal; Malik, Rabea (REAL Centre, University of Cambridge and The Impact Initiative, 2019)
KerkoCite.ItemAlsoKnownAs: 10.35648/20.500.12413/11781/ii333 2339240:5PXUHZI5 2405685:UZRF9Y2H

Management of Vehichle Architecture Parameters - Toepfer, F; Naumann, T (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:8SLGFT58 2405685:3PEZQSSD
Keywords: ⛔ No DOI found

COVID-19 and education systems in Tanzania: Brainstorming for a true ed-tech disruption? - Todd, Gemma (World Bank Blogs)
The world was already facing a ‘learning crisis’. The addition of school closures from the coronavirus (COVID-19) pandemic has brought on new challenges. We witnessed a big ‘technology rush’ with the government and education stakeholders exploring solutions.
KerkoCite.ItemAlsoKnownAs: 2339240:BFSNWME5 2405685:D7FVS94T

COVID-19 and the education systems in Tanzania: Brainstorming for a true ed-tech disruption? (Part II) - Todd, Gemma (World Bank Blogs)
In Tanzania we have now opened all schools, colleges and universities, and we are hopefully going to stay in this post coronavirus (Covid-19) world. If we want technology to really revolutionize education the post Covid-19 world is a good time to make that happen.
KerkoCite.ItemAlsoKnownAs: 2339240:PXDDCDKK 2405685:K5DKETI7

Using large-scale assessments of students' learning to inform education policy: insights from the Asia-Pacific region - Tobin, Mollie; Lietz, Petra; Nugroho, Dita; Vivekanandan, Ramya; Nyamkhuu, Tserennadmid (UNESCO, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:SY5CA68X 2405685:E7VTYLJL

Using large-scale assessments of students' learning to inform education policy: insights from the Asia-Pacific region - Tobin, Mollie; Lietz, Petra; Nugroho, Dita; Vivekanandan, Ramya; Nyamkhuu, Tserennadmid (UNESCO, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:LE5RI5V9 2486141:XFLQF2AP

Grade 4 Mathematics 2011 Assessment Items - TIMSS (TIMSS & PIRLS International Study Center, International Association for the Evaluation of Educational Achievement (IEA), 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:PNTQ6PGN 2405685:F48PU96X

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

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

ICT in education in Tanzania: Lessons and experiences from IICD-supported projects - Tilya, Frank (International Institute for Communication and Development (IICD), 2007)
KerkoCite.ItemAlsoKnownAs: 2339240:NFKEZ7I9 2405685:FW2NJQDZ

Information Literacy in Kenya - Tilvawala, Khushbu; Myers, Michael D.; Andrade, Antonio Díaz (The Electronic Journal of Information Systems in Developing Countries, 2009)
There are a growing number of information and communications technologies (ICT) initiatives in developing countries. These initiatives are usually undertaken on the basis that they are important for social and economic development. However, one barrier to the efficient utilisation of ICT in developing countries is the relatively low level of information literacy. Without the ability to manipulate and use information effectively, investments in ICT-for-development projects may be unsuccessful. In this research project, three ICT initiatives in Kenya are analysed in the light of the dimensions of information literacy. Implications for other developing countries are discussed.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/j.1681-4835.2009.tb00275.x KerkoCite.ItemAlsoKnownAs: 10.1002/j.1681-4835.2009.tb00275.x 10/gj37f3 2339240:BP8W3QED 2405685:2BHNSFRF
Keywords: Information and communications technology; Kenya; developing countries; information literacy

Local Government Authority (LGA) fiscal inequities and the challenges of 'disadvantaged' LGAs in Tanzania - Tilley, Helen; Williamson, Tim; Long, Cathal; Sola, Nazar; Maziku, Alloyce; Tobias, Julia (2014)
It has for some time been widely recognised that some fiscal transfers to Local Government Authorities (LGAs) are very unevenly distributed – in particular government recurrent transfers, most notably those for the payment of salaries, Personal Emoluments (PE). The objective of this study is to analyse progress, achievements and challenges of the current strategies for addressing inequalities of recurrent grant allocations across LGAs.
KerkoCite.ItemAlsoKnownAs: 2339240:TIUT9N6X 2405685:KQX49VNY 4656463:BJN37HZX

10 things to know about how to influence policy with research - Tilley, Helen; Shaxson, Louise; Rea, Joanna; Ball, Louise; Young, John (Overseas Development Institute (ODI), 2017)
10 things you need to know if you want to use research to influence policy.
KerkoCite.ItemAlsoKnownAs: 2339240:GEXS74ZT 2405685:2BUUIYQY

Education for sustainable development in Africa: a critique of regional agendas - Tikly, Leon (Asia Pacific Education Review, 2019)
Education is often perceived in policy agendas as playing a transformative role in realising sustainable development and the SDGs on the continent. The assumption is based, however, on an insufficiently critical understanding of the historical role of education in supporting unsustainable development. The article provides a critical account of the relationship between education policy and sustainable development in Africa as an aspect of the postcolonial condition, i.e. as an aspect of the colonial legacy and of Africa’s position in relation to contemporary processes of globalisation. It is argued that if education is to play a transformative role in relation to sustainable development then education policy needs to be fundamentally re-oriented and harnessed to wider processes of economic, cultural and political transformation in the interests of social and environmental justice.
KerkoCite.ItemAlsoKnownAs: 10.1007/s12564-019-09600-5 2405685:UUXGULFV

Towards a framework for researching the quality of education in low‐income countries - Tikly, Leon (Comparative Education, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1080/03050068.2011.541671 2405685:P5529NJL

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

Situational Analysis: UNICEF Tanzania Decentralization and Local Governance Support Strategy (Mainland and Zanzibar) - Tidemand, Per (UNICEF, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:8SKV6WNN 2405685:9R6YB5WZ 4656463:R6KD25EU

Instructional and assessment accommodations in the 21st century. - Thurlow, M (The SAGE Handbook of Special Education: Two Volume Set., 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:HHLQ7XS4 2405685:QCATQYFU

Supporting Adolescent Girls Education in Zimbabwe - Thukral, H; Conrad, L; Laesecke, A; Reeves, A; Sibal, M; Zasoski, L (School-to-School International, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:RS9XM7XC 2405685:PVRJTG4H

Qualitative Metasynthesis: Reflections on Methodological Orientation and Ideological Agenda - Thorne, Sally; Jensen, Louise; Kearney, Margaret H.; Noblit, George; Sandelowski, Margarete (Qualitative Health Research, 2004)
In an era of pressure toward evidence-based health care, we are witnessing a new enthusiasm for qualitative metasynthesis as an enterprise distinct from conventional literature reviews, secondary analyses, and the many other scholarly endeavors with which it is sometimes confused. This article represents the reflections of five scholars, each ofwhom has authored a distinct qualitative metasynthesis strategy. By providing the reader a glimpse into the tradition of their various qualitative metasynthesis projects, these authors offer a finely nuanced examination of the tensions between comparison and integration, deconstruction and synthesis, and reporting and integration within the metasynthesis endeavor. In so doing, they account for many of the current confusions about representation and generalization within the products of these inquiries. Through understanding the bases of their unique angles of vision, the reader is invited to engage in their commitment to scholarly integrity and intellectual credibility in this emerging methodological challenge.
shortDOI: 10/djqm9s KerkoCite.ItemAlsoKnownAs: 10.1177/1049732304269888 10/djqm9s 2339240:T7C35YGI 2405685:SJTGGGWB

Inclusive considerations for optimal online learning in times of disasters and crises - Thompson, Kim M; Copeland, Clayton (Information and Learning Science, 2020)
Purpose: Special submission format guidelines indicate to insert placeholder and upload full abstract. Design/methodology/approach: Special submission format guidelines indicate to insert placeholder and upload full abstract. Findings: Special submission format guidelines indicate to insert placeholder and upload full abstract. Research limitations/implications: Special submission format guidelines indicate to insert placeholder and upload full abstract. Practical implications: Special submission format guidelines indicate to insert placeholder and upload full abstract. Social implications: Special submission format guidelines indicate to insert placeholder and upload full abstract. Originality/value: Special submission format guidelines indicate to insert placeholder and upload full abstract.
KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0083 2405685:348CQHBQ
Keywords: Course design; Diversity; Equity; Evidence-based practice; Inclusion; Inclusive pedagogy; Learning environment; Universal design for learning; pedagogy

Schooling, interrupted: a critical account of motivation and education during the first wave of the COVID-19 pandemic in Quebec - Thompson, Jennifer; Fraser, Sarah; Archambault, Isabelle; Beauregard, Nancy; Dupéré, Véronique; Frohlich, Katherine (Journal of Teaching and Learning, 2021)
Among the concerns about youth wellbeing during the COVID-19 pandemic, one well-documented impact is youth motivation, particularly in relation to schooling. Yet many questions remain: How are youth experiencing motivation? What factors affect their motivation? How are youth differentially experiencing motivation? This article addresses young people’s experiences of motivation during the first wave of the pandemic as explored through participatory visual research. In Spring 2020, the Quebec private and public secondary school systems responded very differently to school closures. Private schools pivoted to distance learning within about two weeks, whereas public schools took almost two months to provide formal instruction. Bringing youth’s accounts of motivation into conversation with youth’s concerns about the inequities across the private and public school systems offers a rich opportunity to revisit Self-Determination Theory as an established theory of motivation. Youth’s analyses urge us to revisit the conceptualization of “structure” within this theory and how structure might offer a junction for accounting for more macrostructural inequalities within motivation research.
KerkoCite.ItemAlsoKnownAs: 10.22329/jtl.v15i2.6722 2339240:YNB9HL6M 2405685:IZXQTPC9

The Global Report on the Status of Teachers 2021 - Thompson, Greg (2021)
The status of teachers remains a concern in many jurisdictions. Teachers are aware that holding the same qualifications or levels of training as other professions does not bring the same status, despite teaching and facilitating learning being complex work that requires significant expertise. The mandate for this Report was to consider the status of the teaching profession in the three years since the 2018 Report. Rather than simply covering the same ground as the previous Report, the survey was encouraged to maintain its strong focus on status, pay, and conditions while responding to pressing contemporary issues. In the midst of the global COVID-19 pandemic, with concern around the impact that this was having on school communities in general, and the teacher workforce in particular, a focus of this survey concerns the perspectives of unions across the world regarding the impact of COVID-19. [Publisher summary, ed]
OCLC: 1294427345 KerkoCite.ItemAlsoKnownAs: 2339240:P7UV6GX6 2405685:GXZIVFUX

Summative GPE country program evaluation - Thompson, Dale E (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:6QEDUC5K 2405685:FCYV6JLI 4803016:ET9CKE5Z

Exclusion from education: The Economic Cost of Out of School Children in 20 Countries - Thomas, Milan; Burnett, Nicholas (Educate a Child; Results for Develpoment, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:X7MV2JRJ 2405685:XJX65WUX

Rumie Build - Thomas, Jilson (Rumie Build)
Rumie Byte authoring application
KerkoCite.ItemAlsoKnownAs: 2405685:CTH2KEEB

Monitoring Radio Programming in times of COVID-19: Preliminary findings from parent interviews and discussions - Thomas, Harris; Lebah, Bingo (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VHEK5YRF 2405685:RJ6T5693

Diverse definitions of engagement: Personalised learning analytics to support staff and students - Thoeming, Alix; Baird, Aaron; Weeks, Ruth; Liu, Danny; Flitcroft, Harriet; Bridgeman, Adam (ASCILITE Publications, 2022)
Although teachers design learning experiences, their pedagogical and pastoral connections to students and teaching are often unaccounted for in learning analytics approaches. What is needed for analytics to reconnect teachers and students at a unit and program level, and help unit and program coordinators support those students who need it most? We present the approaches and findings from a pilot initiative where a freely available learning analytics platform allowed unit coordinators to define their own contextually unique measures of engagement and allowed program coordinators to see across units. We discuss the forms of outreach afforded by the initiative, the support provided to coordinators, and the implications of learning analytics that are not one-size-fits-all on using data meaningfully to support human connection.
KerkoCite.ItemAlsoKnownAs: 10.14742/apubs.2022.188 2339240:5I7T94SS 2405685:FVPC94MT
Keywords: relational pedagogy

EdTech to Support Out-of-School Children and Adolescents - Thinley, Sangay; Rui, Yang (EdTech Hub, 2023)
This Helpdesk report was created in response to a request from the World Bank Malawi Education Team for a curated list of resources on examples of EdTech interventions targeting out-of-school children and adolescents to inform an ASA (Advisory Services and Analytics) output. The ASA output will provide policy options to improve second-chance learning and foundational skills for out-of-school children (OOSC). To provide the World Bank Malawi team with adequate information on the above. This curated list begins with an introduction to the use of EdTech to support out-of-school children and youth, and then moves on to present examples of such interventions and programmes within Malawi, as well the wider African region and the rest of the world. This list is designed to serve as a resource for the team and does not make any direct recommendations on actions to be taken. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7906889 ZenodoArchiveConcept: 7906888 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7906875 10.5281/zenodo.7906889 10.53832/edtechhub.0163 2405685:4CB23ZC6 2405685:AG764A26
Keywords: _r:AddedByZotZen

EdTech in Cambodia: A Rapid Scan - Thinley, Sangay; Hayat, Amal; Thang, Sarah; Mazari, Haani (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10893092 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1020 ZenodoArchiveConcept: 10893091
Keywords: _r:AddedByMyEducationEvidence

A look at ThinkZone's Home Based Learning Program - ThinkZone (2020)
As COVID-19 hit India, anganwadis and government schools went into lockdown. ThinkZone has been implementing its home-based model of learning so that no kid’s education is left out during this crisis. The initiative is targeted at families in under-resourced communities who have limited access to smartphones and the internet.
KerkoCite.ItemAlsoKnownAs: 2339240:LD69WKYU 2405685:C38L7U4S

ThinkZone India - ThinkZone
KerkoCite.ItemAlsoKnownAs: 2339240:SH5FYZZZ 2405685:8ZSENEMB

A Systematic Review on Literature-based Discovery: General Overview, Methodology, & Statistical Analysis - Thilakaratne, Menasha; Falkner, Katrina; Atapattu, Thushari (ACM Computing Surveys, 2019)
The vast nature of scientific publications brings out the importance of Literature-Based Discovery (LBD) research that is highly beneficial to accelerate knowledge acquisition and the research development process. LBD is a knowledge discovery workflow that automatically detects significant, implicit knowledge associations hidden in fragmented knowledge areas by analysing existing scientific literature. Therefore, the LBD output not only assists in formulating scientifically sensible, novel research hypotheses but also encourages the development of cross-disciplinary research. In this systematic review, we provide an in-depth analysis of the computational techniques used in the LBD process using a novel, up-to-date, and detailed classification. Moreover, we also summarise the key milestones of the discipline through a timeline of topics. To provide a general overview of the discipline, the review outlines LBD validation checks, major LBD tools, application areas, domains, and generalisability of LBD methodologies. We also outline the insights gathered through our statistical analysis that capture the trends in LBD literature. To conclude, we discuss the prevailing research deficiencies in the discipline by highlighting the challenges and opportunities of future LBD research.
KerkoCite.ItemAlsoKnownAs: 10.1145/3365756 2405685:VSAB6MHU 2486141:7P3SZUP3 2486141:FKA6GEWK
Keywords: LBD; Literature-based discovery; hypotheses generation; knowledge discovery; literature mining; systematic review; text mining

Increasing student motivation: strategies for middle and high school teachers - Theobald, Margaret A. (Corwin Press, 2006)
This unique resource provides a wealth of theories and strategies for teachers to help spark students' motivations to learn and succeed beyond their formal schooling years.
Google-Books-ID: hYlyAwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:36JVNFDI 2405685:MU3JMLD8
Keywords: Education / General

Safe Schools: The Hidden Crisis - Theirworld (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:6VHH3JXF 2405685:8LFD5GBU

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

LEARNING to improve LEARNING: Lessons from Early Primary Interventions and Evaluations in India and Sub-Saharan Africa - The William & Flora Hewlett Foundation (2014)
EdTechHub.ItemAlsoKnownAs: 2405685:4QKUVYQV

Narional Information and Communications Technologies policy - The United Republic of Tanzania Ministry of Communications and Transport (2003)
KerkoCite.ItemAlsoKnownAs: 2405685:WSFBVSX6

8 Key Translation Technology Solutions - The Translation People
Create websites in different languages – CMS Translation Integration Plugins For companies looking to expand overseas, a localised website is one of the
Library Catalog: www.thetranslationpeople.com KerkoCite.ItemAlsoKnownAs: 2405685:5ZVGYD7A

The Ghana ICT for Accelerated Development Policy - The Republic of Ghana (2003)
KerkoCite.ItemAlsoKnownAs: 2405685:AISVIFYF

The Punjab Transparency and Right to Information Act 2013 - The Punjab Transparency and Right to Information Act (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:685NNGIN 2405685:TUNY9ZNI

Malawi ICT and Digitalization Policy Roadmap 2022-2026 (Draft) - The Presidential Delivery Unit Digitalization Labs (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M7X7ND37 2405685:VAIVNKWI

The Personal Data Protection Bill 2019 - The Personal Data Protection Bill (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:Q2TCIVX4 2405685:WLGITJRI

Data Availability and Transparency Bill 2022 - The Parliament of the Commonwealth of Australia (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:FC9SQZBH 2405685:NT2SRNI3

OpenLearn Create - The Open University (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:2ELM9ZWY

TESSA - The Open University (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:UI76E623

The National Treasury and Planning (@KeTreasury) - The National Treasury and Planning (Twitter, 2020)
Library Catalog: twitter.com KerkoCite.ItemAlsoKnownAs: 2405685:X4JIFPPY

Third Medium Term Plan 2018-2022 - The National Treasury and Planning (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:FG8UXQP8

Nigeria’s disappointing investment in education - The Nation (Nigeria) (2018)
For as far as most Nigerians can remember, this country has been proudly referred to as the Giant of Africa. The appellation was earned by virtue of Nigeria’s intimidating size and population. However, the country is fast losing the respect, not only in Africa but across the globe. The factors responsible for this are not […]
KerkoCite.ItemAlsoKnownAs: 2405685:UQVFDECB

Ministry of East African Community (EAC), ASALs And Regional Development - The Ministry of East African Community, Arid and Semi-Arid Lands, Republic of Kenya (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:M4AGM9PZ 2405685:9WMVHV9U

Transforming Education Service Delivery Through Evidence-Informed Policy and Practice - The Ministry of Basic and Senior Secondary Education (MBSSE) (The Ministry of Basic and Senior Secondary Education (MBSSE), 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4550561 2129771:49ZQ5QHA 2405685:F2VBE6CR

A Framework for Evaluating Appropriateness of Educational Technology use in Global Development Programs - The Massachusetts Institute of Technology; The Indian Institute of Management (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:XWYLMJFY 2405685:2T64GBU3

The learning generation: Investing in education for a changing world - The International Commission on Financing Global Education Opportunity (Education Commission, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:RMV9AGAL 2405685:34BX9Z5G

Developing a Shared Vision of Ethical AI in Education: An invitation to participate - The Institute of Ethical AI in Education (University of Buckingham, 2020)
EdTechHub.ItemAlsoKnownAs: 2405685:WVH49MCW

Malawi Economy: Population, GDP, Inflation, Business, Trade, FDI, Corruption - The Heritage Foundation (2022)
Learn more about the Malawi economy, including the population of Malawi, GDP, facts, trade, business, inflation and other data and analysis on its economy from the Index of Economic Freedom published by The Heritage Foundation.
KerkoCite.ItemAlsoKnownAs: 2339240:V32U7VEA 2405685:WDLTPYAE

Statistics - The Global E-Waste Statistics Partnership (E-Waste in Africa, 2019)
Continent / Region / Country statistics
KerkoCite.ItemAlsoKnownAs: 2339240:D3C55V34 2405685:GNE5FSXL

18th Amendment - The Gazette of Pakistan (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:WRFZU3KY 2405685:HEDDQYSB

Five ways geospatial analysis can help visualize and solve some of education’s biggest challenges - the Education Commission (the Education Commission, 2021)
As the education community continues to mobilize efforts towards achieving Sustainable Development Goal 4 (SDG 4), stakeholders at all levels of the system are grappling with questions on how to deliver inclusive quality education. What communities will benefit most...
Section: Updates KerkoCite.ItemAlsoKnownAs: 2129771:QDUZU3YQ 2405685:2ST897UD
Keywords: _yl:c

GIS for Education Working Group - the Education Commission (the Education Commission, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:PEEHJ6D6 2405685:6NKZST4H
Keywords: _yl:a

GIS for Education Working Group launches to promote data-driven decision-making - the Education Commission (the Education Commission, 2021)
Around the world, individuals are using maps to power everyday decisions: how do I navigate from my home to the nearest hospital? How many supermarkets are in my community? What public transportation is available for me to take to work?
Section: Updates KerkoCite.ItemAlsoKnownAs: 2129771:5XRHZSJ4 2405685:FJZKNYJI
Keywords: _yl:b

The learning generation: investing in education for a changing world - The Education Commission (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:V38KXCY9 2405685:HWYYANS4

Five ways geospatial analysis can help visualize and solve some of education’s biggest challenges - The Education Comission (2021)
As the education community continues to mobilize efforts towards achieving Sustainable Development Goal 4 (SDG 4), stakeholders at all levels of the system are grappling with questions on how to deliver inclusive quality education. What communities will benefit most...
Section: Updates KerkoCite.ItemAlsoKnownAs: 2405685:2HMKI9VR 4042040:UQU9GND7

GIS for Education Working Group launches to promote data-driven decision-making - The Education Comission (the Education Commission, 2021)
Around the world, individuals are using maps to power everyday decisions: how do I navigate from my home to the nearest hospital? How many supermarkets are in my community? What public transportation is available for me to take to work?
Section: Updates KerkoCite.ItemAlsoKnownAs: 2405685:Y735WFTU 4042040:JMFPTRHK

EdTech Hub Strategy: Mitigating the impact of COVID-19 on equitable education access and learning - The EdTech Hub (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Z9NRHELL 2405685:ID5A529H

How covid-19 is interrupting children’s education - The Economist (The Economist, 2020)
Almost a billion children have seen their schools close
KerkoCite.ItemAlsoKnownAs: 2339240:XDKMUTEZ 2405685:9WE5ZGTX

Pakistan is home to the most frenetic education reforms in the world - The Economist (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:QAD6S9AH
Keywords: auto_merged

Education PS dismissal draws mixed reactions - The Citizen (The Citizen, 2020)
Education stakeholders were yesterday shocked over the drastic steps taken against former deputy permanent secretary (PS) in the ministry of Education, Dr Ave Maria Semakafu, after announcing...
KerkoCite.ItemAlsoKnownAs: 2339240:T5JI6JBW 2405685:72YESR3V

Childhood Cost Calculator (C3): User Guide. A costing tool for education and early childhood development - The Brookings Institution (Center for Universal Education at The Brookings Institution, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:Z93XE5YE 2405685:8MHTNSJ5

Let’s Read - The Asia Foundation (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:HM8MTIIC 2405685:Y4NFIS88

Taleem Ghar: Delivering Education In The Safety Of Homes - The Academia (2020)
Taleem Ghar: Delivering Education In The Safety Of Homes Asad Ullah Khan explain how Punjab government has acted to effects of COVID-19 in education
Library Catalog: academiamag.com KerkoCite.ItemAlsoKnownAs: 2405685:IMXB578I
Keywords: auto_merged

Taleem Ghar: Delivering Education In The Safety Of Homes - The Academia (2020)
Taleem Ghar: Delivering Education In The Safety Of Homes Asad Ullah Khan explain how Punjab government has acted to effects of COVID-19 in education
Library Catalog: academiamag.com KerkoCite.ItemAlsoKnownAs: 2405685:IMXB578I

Right to read: Joint efforts to provide books to minority-language learners - Thaung, Nyi Nyi; Gracie, Kristen (Education for All blog, 2021)
During this world-upending pandemic, ethnolinguistic minority learners are falling further through the cracks. Even if they have access to the technology necessary for distance learning, they will likely not receive content in their own language. Here is what organizations like UNESCO are doing to make sure minority learners don’t fall further behind.
KerkoCite.ItemAlsoKnownAs: 2405685:6ZQXE9WA 4042040:GJTQ6L6K

Accelerating early math learning with research-based personalized learning games: A cluster randomized controlled trial - Thai, Khanh-Phuong; Bang, Hee Jin; Li, Linlin (Journal of Research on Educational Effectiveness, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2021.1969710 2339240:KIHR63ZQ 2405685:SD4K7XXA

Social inequalities, fundamental inequities, and recurring of the digital divide: Insights from India - Tewathia, Nidhi; Kamath, Anant; Ilavarasan, P. Vigneswara (Technology in Society, 2020)
The paper uses a large scale national quantitate dataset to provide a fresh perspective on linkages between the digital divide and social inequalities in India. Commencing from two classical social theoretical perspectives – the Marxian conflict perspective and the Weberian cultural perspective – as starting points, we employed MANCOVA analysis on data of more than forty thousand households. The Marxian perspective reveals how information and communication technologies (ICT) assets come to be owned, and how they are used with the help of specific digital skills by the working class to influence labour markets and intergenerationally transfer class advantage. The Weberian perspective focuses on how ownership and use of ICT assets define an elite lifestyle which excludes others. The analysis is deepened by employing network effects approach. Results from data analysis indicate that the less educated, lower-income group, and lower caste strata are further marginalised as they neither have ICT assets nor the skills to use them. Households whose primary source of income is organised business own and use their ICT assets more than those that depend on agricultural or non-agricultural wage labour. Also, the highest adult education in a household, caste, and the primary source of income of the household differentiate ICT ownership and use. Overall, ICT ownership and usage are significantly different for different socio-economic groups in India. This linkage demonstrates how inequalities are aggravated in the manner of a Matthew Effect. The paper suggests that ICTs may end up amplifying the social inequalities in India.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.techsoc.2020.101251 2339240:8K2ESEF4 2405685:KKV53HCA
Keywords: Digital divide; Households; ICT; IHDS; Inequality

OLCreate: TESSA_GHA - TESSA - Ghana
KerkoCite.ItemAlsoKnownAs: 2405685:M7URBANI

About us - TESSA (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:46UZDFF4

About us | TESSA - TESSA
KerkoCite.ItemAlsoKnownAs: 2405685:M3C27BRB 2405685:N43YX62M

OLCreate: TESS-India (Teacher Education through School-based Support) - TESS-India
KerkoCite.ItemAlsoKnownAs: 2405685:5JVZWRKH 2405685:WKAQ2247

Factors That Affect Grade Nine Students in Rawalpindi, Pakistan - Terry, Marion; Malik, Amjad; Chohan, Bushra (2020)
In an attempt to investigate concerns expressed by high school counselors, the researchers developed a quantitative Likert-scale questionnaire to assess the relationships among school experiences and video gaming and texting. Questions about video gaming and texting appeared with other questions about social relations, extra-curricular activities, and leisure-time activities. Two schools in Rawalpindi, Pakistan, were the focus for data collection and analysis. Complete data sets were obtained for 205 grade 9 students (95 males and 110 females), based on anonymized school records and questionnaire responses. The researchers determined Spearman rho correlations with calculations of two-tailed probability of error. Non-educational video gaming correlated with school experiences and relationships with parents and peers. Recreational texting also correlated with school experiences and relationships with parents and peers. Other interesting correlations involved other non-academic activities, peer relationships, school experiences, and self-concept. This report includes the 35 correlations assessed as moderate, fair, or good in strength, separated by gender and collated into 11 tables. The researchers recommend that school professionals advise parents and students of the potentially harmful effects of excessively playing video games and texting.
ISSN: EISSN- Publication Title: Online Submission KerkoCite.ItemAlsoKnownAs: 2339240:YJZAA2FL 2405685:C9ETASW6
Keywords: Academic Achievement; Adolescents; Correlation; Extracurricular Activities; Foreign Countries; Gender Differences; Grade 9; Handheld Devices; High School Students; Leisure Time; Parent Child Relationship; Peer Relationship; Self Concept; Student Behavior; Telecommunications; Video Games

TERNET - TERNET
KerkoCite.ItemAlsoKnownAs: 2405685:H9Z92E2U

Transparency in literature reviews: an assessment of reporting practices across review types and genres in top IS journals - Templier, Mathieu; Paré, Guy (European Journal of Information Systems, 2018)
The central role of information systems review articles has been recognised in a recent explosion of interest in editorials, research articles, and opinion papers investigating methods and approaches for conducting standalone reviews. In continuity with recent developments in this area, this descriptive review seeks to determine the extent to which various types of review articles published in our field are transparent, i.e., they report important methodological elements about their design. To fulfil this objective, we identified, classified, and coded 142 review articles from the Association for Information Systems (AIS) senior scholars’ basket of journals published between 2000 and 2014. Overall, our findings indicate inadequate reporting of the methods, procedures, and techniques used in a majority of reviews. Our assessment also reveals that theory development and narrative reviews, which are the most frequently published types of reviews in our field, generally were the least explicit with regard to the methods they used. Based on our observations, we recommend that authors of all forms of reviews better document design decisions so to increase trustworthiness, get meaningful results, and develop a cumulative body of knowledge in our discipline. The list of reporting items developed in this study can serve as a framework to assist prospective authors of reviews both within and outside our field.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/0960085X.2017.1398880 KerkoCite.ItemAlsoKnownAs: 10.1080/0960085X.2017.1398880 2405685:Q276HLE3 2486141:87GPNG7X 2486141:NU76JNZC 2486141:RWR6BN8D 2486141:YMRZDEHX
Keywords: Literature reviews; assessment; reporting; transparency; trustworthiness

Close to Home: Evidence on the Impact of Community-Based Girl Groups - Temin, Miriam; Heck, Craig J. (Global Health: Science and Practice, 2020)
Purpose:Community-based programming to promote gender equity, often delivered through community-based girl groups (CBGGs, sometimes called “safe spaces”), is increasing. However, evidence is weak on how CBGGs are implemented and their effect on adolescent girls’ health and well-being. We conducted a comprehensive literature review to identify relevant CBGG programs. Methods:The review included programs with impact evaluations that used experimental or quasi-experimental design, data from 2 time points, control/comparison groups, and quantitative program effects and P values. Results:We analyzed evaluations of 30 programs (14 randomized controlled trials, 16 quasi-experimental). Although program designs varied, most programs targeted unmarried girls aged 13 to 18 years who were both in school and not in school, and who met weekly in groups of 15 to 25 girls. Nearly all programs used multisectoral approaches focusing on life skills and often economic and financial content, such as financial literacy and microsavings. Complementary activities with community members, boys, and health services were common. Across programs, evaluations reported statistically significant effects (P<.05) the majority (>50%) of times they measured outcomes related to gender and health attitudes and knowledge, education, psychosocial well-being, and economic and financial outcomes. Measures of outcomes related to girls’ health behaviors and health status had majority null findings. Conclusions:CBGG program evaluations found positive effects on girl-level outcomes that are independent of external factors, like gender norm attitudes, and suboptimal performance on health behavior and health status, which rely on other people and systems. This delivery model has promise for building girls’ assets. Complementary actions to engage girls’ social environments and structures are needed to change behaviors and health status.
Publisher: Global Health: Science and Practice Section: REVIEW KerkoCite.ItemAlsoKnownAs: 10.9745/GHSP-D-20-00015 2405685:7TZMHJ2Q 2534379:NI3D9Q2E

Understanding Barriers to Girls’ Access and Use of EdTech in Kenya During Covid-19 - Tembey, Lara; Baier, Jasmin; Ogolla, Concilia; Mohan, Prithika (EdTech Hub and Busara Center for Behavioural Economics, 2021)
The Covid-19 pandemic resulted in the closure of approximately 90,000 schools across Kenya, causing over 18 million pre-primary, primary, and secondary school learners to be out of school throughout 2020. These lockdown measures of Covid-19 are expected to amplify gender inequalities in education and girls’ access to school, with girls likely to have experienced losses in learning during the pandemic to a greater extent than their male counterparts (⇡Malala Fund, 2020). To enable continued learning during this period, numerous education technology (EdTech) solutions and products have been developed to enable remote learning. This technology can be a powerful tool for girls. Studies have shown that girls engage more than boys when provided with the same level of access to technology, and receive more benefits beyond the realm of formal education such as an increase in access to economic opportunities and a greater ability to make informed decisions about their own health (⇡Webb et al., 2020). However, social inequalities, norms and technological constraints can disproportionately prevent girls from accessing and benefiting from EdTech (⇡Crompton et al., 2021). As such, EdTech interventions and products need to be designed and implemented prioritising gender considerations, otherwise they risk increasing the digital gender divide both in terms of access and use of digital technologies and the internet and the development of skills needed to use digital technologies (⇡Kuroda et al., 2019). Our qualitative and quantitative research looked at how access and usage of learning content and edutainment through smartphone and low-tech (such as radio, Interactive Voice Response, TV) EdTech solutions can be optimised to ensure inclusivity of girls, in particular, focusing on the caregiver as the gatekeeper for access to EdTech resources. In terms of access, our research found that caregivers are primarily concerned about financial resources, books and tutors, and often do not consider using EdTech to access educational resources when they are looking for support for their children. Further, our research showed that digital literacy, caregiver involvement, norms about technology for education, and intention are the most promising levers to improve access and use of educational material. An output of the EdTech Hub, https://edtechhub.org
10.5281/zenodo.5524805 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5524805 10.53832/edtechhub.0048 2339240:5D6SMESW 2339240:7NDUJC6J 2339240:M8IZH5DT 2339240:SIZUDNKL 2339240:XAXIKZJX 2339240:YPDDA6JD 2405685:45G9SKWR 2405685:5ENZ6TFU 2405685:EJ4PXU4S 2405685:JZM7W6QE 2405685:LCHJ5D5W 2405685:RUAJ8C8M
Keywords: _r:AddedByZotZen

TelOne | Home - TelOne (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:CBSKL2WY

Welcome to TeleTaleem - TeleTaleem
KerkoCite.ItemAlsoKnownAs: 2405685:WNJLLCQR

Welcome to TeleTaleem - TeleTaleem (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NZ7LZDGU 2405685:WNJLLCQR 2405685:X5FTB7CT

UNICEF and Telenor Group extend global partnership to reduce inequalities among children - Telenor (Telenor Group, 2019)
(FORNEBU, 31 January 2019) – UNICEF and Telenor Group today announced an agreement to extend their long-running global partnership for another three years – through 2021. Launched in 2014, the partnership delivers large-scale global projects which leverage Telenor’s digital platforms to reduce inequalities and enhance children and young people’s skills for the digital future.
KerkoCite.ItemAlsoKnownAs: 2339240:5M2TEFLZ 2405685:MIYADBNX

ICT Facts & Opportunities in Jordan - Telecommunications Regulatory Commission (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:4L359ZS5

Fiber Optics Lebanon - Telecommunications Regulatory Authority (Lebanon)
KerkoCite.ItemAlsoKnownAs: 2339240:N62X6H82 2405685:P778T4KZ

Replay - Salle des Profs - Pr : Astou Mbène – Intégralité - Télé Futurs Medias (TFM) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KCE7AG3S 2405685:EHWQ57GI

TéléEcole | La 1ere Télé Educative au Sénégal - télé-école
KerkoCite.ItemAlsoKnownAs: 2339240:J47GVTPR 2405685:FYZUIHTV

Large-Scale Simulation Study of Active Learning models for Systematic Reviews - Teijema, Jelle Jasper; de Bruin, Jonathan; Bagheri, Ayoub; van de Schoot, Rens (2023)
The active learning methods for prioritising systematic reviews have undergone significant progress and innovation in recent years. This rapid development, however, has inadvertently highlighted the disparity between the rapid development of these methodologies and their rigorous evaluation, stemming from constraints in simulation size, lack of infrastructure, and the use of few datasets. We embark on a large-scale simulation study involving over 27 thousand simulations and over 156 million datapoints, designed to provide robust empirical evidence of active learning methodologies performance. We evaluate 13 combinations of different classification models and feature extraction techniques across high-quality datasets sourced from the SYNERGY dataset. We run a single simulation for each possible combination of selected classification model, feature extraction technique, dataset, and relevant document. The spectrum of performance varies considerably, from marginally better than random reading to near flawless results. Still, every single model-feature extraction combination outperforms random screening. Results are publicly available for analysis and replication. This study advocates for large-scale simulations as the gold standard for assessing active learning methods; it underscores the importance of comprehensive testing to reduce reporting bias and enhance result reliability. It also highlights the need for curating diverse datasets for systematic review literature.
Publisher: PsyArXiv KerkoCite.ItemAlsoKnownAs: 10.31234/osf.io/2w3rm 2405685:QH5K46LQ 2486141:PSU8KBB4
Keywords: _Added-ailr-2024

The design and testing of multimedia for teaching arithmetic to deaf learners - Techaraungrong, Piyaporn; Suksakulchai, Surachai; Kaewprapan, Wacheerapan; Murphy, Elizabeth (Education and Information Technologies, 2017)
The purpose of the study reported on in this paper was to design and test multimedia for deaf and hard of hearing (DHH) learners. The study focused on counting, addition and subtraction with grade one (age 7) DHH learners in Thailand. The multimedia created for the study was informed by design considerations for DHH learners of arithmetic and aimed to minimize cognitive load. Testing took place over a period of 16 weeks during which learners alternated between 2 and 3 week sessions of one hour per day with multimedia (numbers 1–10) versus 2–3 week sessions of one hour per day with the teacher (numbers 11–20). Results of the design included features such as non-essential use of text, reliance on non-symbolic objects, user control, and signals to relevant content. Results of testing showed that learning with multimedia resulted in higher scores than learning with the teacher (Z = 4.545, p = 0.000). Post-intervention interviews highlighted the role of motivation, ease of comprehension and independent learner control of the multimedia. The conclusion highlighted the need for multimedia design principles that reflect a more inclusionary focus on children with special needs such as those featured in this study.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9441-1 2339240:CZT5XWYH 2405685:DK3Y33G7

Highlights from EdTech and Covid-19: Lessons learned, future plans - Team, EdTech Hub (EdTech Hub, 2021)
On March 2nd EdTech Hub brought together education leaders, including teachers, program managers and policymakers, to reflect on a year of EdTech and Covid-19, discuss the lessons learned so far and consider how we can prepare for the future. Over 200 people joined from around the world for a lively and thought-provoking discussion. Speakers included: Helen Grant MP, UK Prime…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707919 2405685:UKK52XU7
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

A Comprehensive Situation Analysis of Teachers and the Teaching Profession in Sierra Leone: Final report presented to the Teaching Service Commission - Teaching Service Commission (Global Partnership for Education, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:CFRE6D4Q

National Policy on Teacher Management - Teaching Service Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QRKTWTKL 2339240:SMJ7WD8H 2405685:HE9FKMPG 2405685:K33VF78D

Sierra Leone Education Attendance Monitoring System - Teaching Service Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CLIEEVEU 2405685:XV88ZYD7

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

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

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

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

Implementation Models: Evidence and lessons from randomised evaluations - Teaching at the Right Level (Teaching at the Right Level, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:6KK73UIE 2405685:HW3W3AAR

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

The Teachers’ Research Exchange (T-REX): Connecting Teaching, Research and Practice in Initial Teacher Education - Teachers' Research Exchange (National Forum for the Enhancement of Teaching and Learning in Higher Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:MBS83S74 2405685:M6FU72GG

Distance Learning and Teacher Training Strategies - Teacher Task Force; UNESCO (Teacher Task Force, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:7J3GWID6 2405685:UH8ZNZUX

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

Teach For Uganda - Teach For Uganda (Teach for uganda, 2022)
We are nurturing leaders who are committed to advancing equitable access to quality education in low-income communities in Uganda
KerkoCite.ItemAlsoKnownAs: 2339240:S2F9KJKP 2405685:GIL3HEI7

Estimating the impact of language of instruction in South African primary schools: A fixed effects approach - Taylor, Stephen; von Fintel, Marisa (Economics of Education Review, 2016)
For many children around the world, access to higher education and the labour market depends on becoming fluent in a second language. In South Africa, the majority of children do not speak English as their first language but are required to undertake their final school-leaving examinations in English. Most schools offer mother-tongue instruction in the first three grades of school and then transition to English as the language of instruction in the fourth grade. Some schools use English as the language of instruction from the first grade. In recent years a number of schools have changed their policy, thus creating within-school, cross-grade variation in the language of instruction received in the early grades. Using longitudinal data from the population of South African primary schools and a fixed-effects approach, we find that mother tongue instruction in the early grades significantly improves English acquisition, as measured in grades 4, 5 and 6.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2016.01.003 2405685:RSHGZ25V 4042040:N7L4HVF6
Keywords: Education; Fixed effects; Language of learning and teaching; South Africa

Bridging research and policy: a UK perspective - Taylor, Matthew (Journal of International Development, 2005)
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/jid.1237 KerkoCite.ItemAlsoKnownAs: 10.1002/jid.1237 2339240:X64RIS6M 2405685:PBSIK557

DIGITAL LEARNING INNOVATIONS FOR SYRIAN REFUGEES AND HOST COMMUNITIES EXTERNAL EVALUATION REPORT .pdf - Tawileh (2018)
This report presents the key findings of the Digital Learning Innovations project implemented by the International Education Association (IEA) to test the potential of technological and pedagogical innovations to improve the quality and accessibility of learning in and outside the classroom for Syrian refugee children and host communities in Lebanon and Jordan, with a primary focus on children ages 14 to 18. The project had two components, the first was implemented in Lebanon at 41 schools and led by IEA, and the second was implemented in Jordan at 14 UNICEF-affiliated Makani centres and led by Birzeit University.
KerkoCite.ItemAlsoKnownAs: 2339240:J8FCHKI4 2405685:6CQ9G32M
Keywords: Google Scholar/ "refugee education" ICT; RER theme_pedagogies and modalities

A systematic review of personalized learning: comparison between E-Learning and learning by coursework program in Oman - Tawafak, Ragad; Romli, Awanis; Iqbal Malik, Sohail; Alnaseeri, Mohanaad; Alfarsi, Ghaliya (International Journal of Emerging Technologies in Learning (iJET), 2019)
There is a need for several applications and technologies in the higher education institutions in Oman to enhance the educational process. This systematical study investigates the simultaneous influence of technology implementation with e-learning and traditional coursework program instruction on the enhancement and development of assessment method for undergraduates in different programs. This paper aims to analyze the current articles that handle with the learning process and compare between the understanding and acceptance of E-Learning mechanism and traditional coursework method of teaching for improving assessment method and evaluation of academic performance. The method works on the benefits of increasing E-Learning process for educational skills as an assistance tool with faculty material and class discussion. In this study, surveys were distributed to two different universities and college in Oman to assess their satisfaction of learning model. The findings of this paper assisted the model that may help to improve both the teaching method and academic performance of student learning outcomes.
KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v14i09.10421 2339240:7WIRDBU5 2405685:NW3WGQ5N

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

EdTech for Learning in Emergencies and Displaced Settings: A rigorous review and narrative synthesis - Tauson, Michaelle; Stannard, Luke (Save The Children, 2018)
Globally, according to UNESCO (2017), 264 million children of primary and secondary school age are out school. UNESCO also estimates that worldwide roughly 100 million young people are fully illiterate. While data on attendance, enrolment, and literacy can be difficult to gather in fragile and conflict-affected settings, estimates suggest that children in these settings are roughly three times more likely to be out of school than children living in stable, but low-income countries.
KerkoCite.ItemAlsoKnownAs: 2339240:CX7MJW5R 2339240:FBAM53IG 2339240:FBCFVAEE 2339240:FHZXSRXI 2339240:G8GRKFFX 2339240:KL87UZMA 2339240:RHDU25IK 2339240:SLJGQQ9G 2405685:28WH3URF 2405685:6QS8CQ9G 2405685:9ZFQ6L5J 2405685:CMAMJWTI 2405685:H2SWIIEB 2405685:JJQTKVY2 2405685:KETBQUYZ 2405685:KLHB3S5G 2405685:PF7AX4UZ 2405685:X2N4NZRQ 2534378:WMLTBU37
Keywords: IMPORT_FROM_DFID_RITE; Important; Read; _THEME: Teacher Professional Development; ___working_potential_duplicate; auto_merged

Unlock Education for All: Focus on Children Furthest Behind - Taulo, Wongani Grace; Bergmann, Jessica; Dreesen, Thomas; Nugroho, Dita (Save Our Future, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PH8HEKCC 2405685:3KBXL6BB

Schools Are Looking for Evidence From Their Edtech. Are Companies Ready to Provide It? - EdSurge News - Tate, Emily (EdSurge, 2022)
Schools are awash in technology in a way never before seen, thanks to the mad dash toward digital that was prompted by the pandemic a little more than ...
Section: Education Technology KerkoCite.ItemAlsoKnownAs: 2339240:U3HZHK7C 2405685:CDE92LPK

Conceptual understanding of definite integral with GeoGebra - Tatar, Enver; Zengin, Yilmaz (Computers in the Schools, 2016)
This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.
Place: New York Publisher: Taylor & Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1797266405?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/07380569.2016.1177480 2405685:BPKXJCAS 2534378:B2LVIZIL 2534378:HHXXSZS8 2534378:LCRTTW4I
Keywords: Computer Assisted Instruction; Computer Software; Computer assisted instruction–CAI; Computer-assisted instruction (CAI); ERIC; Current Index to Journals in Education (CIJE); Education–Computer Applications; Educational Technology; Foreign Countries; GeoGebra; Mathematics; Mathematics Education; Mathematics teachers; Mixed Methods Research; Program Effectiveness; Questionnaires; Secondary Education; Secondary School Mathematics; Student Attitudes; Teacher Education Programs; Turkey; Wilcoxon Matched Pairs Signed Ranks Test; __:import:01; __:match:final; __:study_id:2098412; __finaldtb; achievement; definite integral

Conceptual understanding of definite integral with GeoGebra - Tatar, Enver; Zengin, Yılmaz (Computers in the Schools, 2016)
This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.
KerkoCite.ItemAlsoKnownAs: 10.1080/07380569.2016.1177480 2339240:RFF77FWI 2405685:HKM9RVSU

Mixed Methodology: Combining Qualitative and Quantitative Approaches - Tashakkori, Abbas; Teddlie, Charles (SAGE, 1998)
Looking for a practical guide to using mixed methodologies? This book explores the most effective way to combine qualitative and quantitative techniques. It begins with a discussion of the paradigm wars between positivism and constructivism, explains the difference between using mixed methods in just the research methodology portion of a study versus using mixed model studies across all phases of the process, and then presents a typology of mixed methods and mixed model studies.
KerkoCite.ItemAlsoKnownAs: 2339240:BFMDLX6V 2405685:8DCXRQBX
Keywords: Social Science / Research

Sage handbook of mixed methods in social & behavioral research - Tashakkori, Abbas; Teddlie, Charles (SAGE Publications, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:BE9HCCSW 2405685:B7JM4898
Keywords: Handbooks; Research Methodology; Social sciences; etc; manuals

When disadvantages don’t add up: On gender, ethnicity and education - Tas, Emcet O.; Reimao, Maria (World Bank Blogs, 2014)
We often think that all women are in some way subjected to gender-based discrimination, and indeed, there is wealth of evidence to support this belief. The same can be said about ethnic minorities and other social groups—indigenous peoples, refugees, sexual minorities, the poor, immigrants, and people living with HIV/AIDS—who may ...
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:M88XD3FX

A Mobile Application to Improve Learning Performance of Dyslexic Children with Writing Difficulties - Tariq, Rabbia; Latif, Seemab (Journal of Educational Technology & Society, 2016)
A neurological learning disability, termed as Dyslexia, is characterized by difficulties in various aspects of writing skills making the individuals unable to develop age-appropriate and ability-appropriate functional skills. In Pakistan, lack of dyslexia awareness and remedial education training restrains the remediation of dyslexic children at early stages. There also exist noticeable affordance and accessibility issues concerning the remedial help and assistive technology adoption. In this research, we have developed a mobile learning application for android-powered devices that targets developmental progression and usability requirements of dyslexic children with writing difficulties. Our center of interest was to improve introductory writing skills of dyslexic children along with consistent evaluation of their learning performance to highlight the weak areas of learning process. To achieve this objective, we have designed a Writers Learning Algorithm (WLA) based on computational model of learning. We assessed the effectiveness and usability of the developed application in collaboration with dyslexic students as well as remedial teachers at selected dyslexia institutions in Pakistan. The preliminary assessment results concluded that application has justified its role in terms of representation, evaluation and optimization of writing proficiency of young dyslexic writers.
KerkoCite.ItemAlsoKnownAs: 2339240:57XXB33D 2405685:P9XMQ9MX
Keywords: ⛔ No DOI found

Sierra Leone research and knowledge systems: a rapid literature review - Tarawallie, Mamoud Idriss (INASP, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:83QNDI62 2405685:8PAQ6CIE

Transforming teacher quality in the Global South: using capabilities and causality to re-examine teacher performance - Tao, Sharon (Palgrave Macmillan, 2016)
A common story of teachers from the Global South portrays them as deficient, unreliable and unprofessional. However, this book uses an innovative Capability Approach/Critical Realist lens to reveal the causal links between teachers' constrained capabilities and their 'criticised' behaviours and offer nuanced, creative strategies for improvements.
Google-Books-ID: kbPtCwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:IX6V82MK 2405685:B9ZP36MT
Keywords: Education / Comparative; Education / Educational Policy & Reform / General; Education / General; Education / Professional Development; Education / Teacher Training & Certification; Social Science / Anthropology / Cultural & Social; Social Science / Developing & Emerging Countries; Social Science / General; Social Science / Sociology / General

Using the Capability Approach to improve female teacher deployment to rural schools in Nigeria - Tao, Sharon (International Journal of Educational Development, 2014)
This study focuses on the socio-cultural and institutional factors that affect female teacher deployment in rural primary schools in Nigeria. In Kwara State, there are extreme imbalances in teacher distribution between rural and urban areas due to female teachers’ active avoidance and/or attrition from rural posts. Given these problems, this article discusses an innovative use of the Capability Approach that informed a rural teacher deployment policy that addressed a number of issues that were specifically identified through female teachers’ values and lived experiences. This research not only had the positive analytical and political effects of prioritising the knowledge, participation and empowerment of female teachers; but it also provided a more fine-grained and holistic understanding of issues hindering effective deployment and retention of female Nigerian teachers, which informed the development of comprehensive and relevant strategies to address these.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.08.011 2339240:SMUG3D2K 2405685:CP2Y8GYI

LGA Implementation Guide for Teacher Continuous Professional Development - Tanzania Institute of Education; Ministry of Education, Science & Technology; President’s Office — Regional and Local Governance (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5202057 2405685:U7NR3KP4
Keywords: _r:AddedByZotZen

National Plan for Teachers’ Continuous Professional Development (4a) - Tanzania Institute of Education (Tanzania Institute of Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:9K72XNGD 2405685:T66WS3U5

Peer Facilitator Manual - Tanzania Institute of Education (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:L5GU78GL 2405685:Y66B6MLC

Quarterly Communication Statistics January-March 2020 - Tanzania Communications Regulatory Authority (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NLKYN8IL 2405685:S3VMTZDL

Building an Acceptable Use Policy - Tanweer, Rabia; Wyss, Natalie (EdTech Hub, 2023)
Acceptable use policies (AUPs) aim to define how digital and technological tools and services (both devices and ICT services) should be used in or by education systems and actors. These policies address the rights, privileges, responsibilities, and ramifications associated with the use of technology in education spaces and for educational purposes. In doing so, AUPs attempt to promote good practice and responsible, safe use of the internet and digital technologies. This brief uses global examples of AUP policies and guidance on the development of AUPs to outline best practices and key considerations for the development of AUPs. Keywords: EdTech usage; acceptable use policy; tablets; laptops; desktop computers; EdTech hardware; EdTech software. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7754059 ZenodoArchiveConcept: 7754058 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7754059 10.53832/edtechhub.0161 2405685:6E2WK46K
Keywords: _r:AddedByZotZen

Sierra Leone TCPD Sandbox Report - Tanweer, Rabia; Plaut, Daniel; McBurnie, Chris (EdTech Hub)
An output of the EdTech Hub, https://edtechhub.org
10.5281/zenodo.7217149 ZenodoArchiveID: 7217149 ZenodoArchiveConcept: 7217148 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7217149 10.53832/edtechhub.0180 2405685:9NR4RZ98
Keywords: _r:AddedByZotZen

Testing EdTech Interventions in Bandarban: Key Findings from the EdTech Hub Sandbox - Tanweer, Rabia; Plaut, Daniel; Datta, Rupa; Nashtaran, Trishia; Rahman, Asad; Ahmed, Shakil; Fazly, BMRabbi; Hoque, Rashedul; Moon, NurunNahar; Afroze, Sadia (EdTech Hub, 2023)
The Covid-19 pandemic has catalysed the need for technology-enhanced education globally. This is no different in Bangladesh, where the Education Section of the UNICEF Bangladesh Country Office is seeking a better understanding of the role and potential of EdTech to improve numeracy skills among the most marginalised learners. In efforts to do this, UNICEF Bangladesh partnered with EdTech Hub to in which EdTech interventions contribute the most to numeracy learning for marginalised learners in Bangladesh. This was explored through a sandbox in Bandarban, a remote region in South-Eastern Bangladesh. This report synthesises the evidence generated from this EdTech Hub sandbox. While further research is needed, its findings suggest that multimedia classrooms, which were found to be present and functioning in most schools in the region, are a promising intervention. Their effectiveness and implementation are worthwhile avenues for further research. Keywords: Bangladesh, Low connectivity/electricity, rural, marginalised learners, blended learning, tablets An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7591685 ZenodoArchiveConcept: 7591684 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7591685 10.53832/edtechhub.0146 2405685:J8IB7LVG 2405685:V4EVQ39I
Keywords: _r:AddedByZotZen

Bandarban Sandbox: Needs assessment and hypothesis development - Tanweer, Rabia; Nashtaran, Trishia; Plaut, Daniel; Rahman, Asad; Ahmed, Shakil; Chowdhury, Dilruba; Rabbi, BM Fazley; Hoque, Rashedul; Nahar, Nurun; Afroze, Sadia (EdTech Hub, 2022)
The Covid-19 pandemic has catalysed the need for technology-enhanced education globally. This is no different in Bangladesh, where the Education Section of the UNICEF Bangladesh Country Office is seeking a better understanding of the role and potential of EdTech to improve numeracy skills among the most marginalised learners, working closely with the government and EdTech Hub to identify how EdTech can best be harnessed to support learning in Bangladesh. This partnership uses the sandbox approach — which provides a space for partners to test and grow ideas in conditions of uncertainty — to test how EdTech modalities that aim to improve numeracy outcomes for Grade 6 learners (early secondary) in Bandarban, one of the most remote areas of Bangladesh, can be used most effectively by learners and educators. This report outlines the process and findings from the needs assessment and hypothesis development phase. These findings (as well as the data collection which informs them) are organised around five research questions developed by EdTech Hub in partnership with Agami Education Foundation, the implementing agency for the sandbox. The findings of the research were distributed in themes that outlined the availability and utilisation of technology and a valid level of knowledge and interest in teachers and students towards using technology for education. While some findings shed light on the technical aspects of the context, some human factors also played a role in resisting the acceptance of technology in education. Building on the learning from this needs assessment phase, Agami Education Foundation and EdTech Hub have agreed to test this implementation plan in the upcoming staggered deployment phase. Keywords: EdTech; sandbox; numeracy; Bandarban; Bangladesh; UNICEF An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6942540 10.53832/edtechhub.0103 2405685:77665EVG 2405685:JV4F45P5
Keywords: _r:AddedByZotZen

Research on deep learning techniques in breaking text-based Captchas and designing image-based Captcha - Tang, Mengyun; Gao, Haichang; Zhang, Yang; Liu, Yi; Zhang, Ping; Wang, Ping (IEEE Transactions on Information Forensics and Security, 2018)
The ability of hackers to infiltrate computer systems using computer attack programs and bots led to the development of Captchas or Completely Automated Public Turing Tests to Tell Computers and Humans Apart. The text Captcha is the most popular Captcha scheme given its ease of construction and user friendliness. However, the next generation of hackers and programmers has decreased the expected security of these mechanisms, leaving websites open to attack. Text Captchas are still widely used, because it is believed that the attack speeds are slow, typically two to five seconds per image, and this is not seen as a critical threat. In this paper, we introduce a simple, generic, and fast attack on text Captchas that effectively challenges that supposition. With deep learning techniques, our attack demonstrates a high success rate in breaking the Roman-character-based text Captchas deployed by the top 50 most popular international websites and three Chinese Captchas that use a larger character set. These targeted schemes cover almost all existing resistance mechanisms, demonstrating that our attack techniques are also applicable to other existing Captchas. Does this work then spell the beginning of the end for text-based Captcha? We believe so. A novel image-based Captcha named Style Area Captcha (SACaptcha) is proposed in this paper, which is based on semantic information understanding, pixel-level segmentation, and deep learning techniques. Having demonstrated that text Captchas are no longer secure, we hope that our proposal shows promise in the development of image-based Captchas using deep learning techniques.
Conference Name: IEEE Transactions on Information Forensics and Security KerkoCite.ItemAlsoKnownAs: 10.1109/TIFS.2018.2821096 2339240:HKNAN37V 2405685:4GMXQAMG
Keywords: CAPTCHAs; Captcha; Character recognition; Computer security; Image segmentation; Machine learning; Resistance; convolutional neural network; deep learning; image-based; security; text-based

A qualitative inquiry of K-12 teachers experience with open educational practices - Tang, Hengtao (International Review of Research in Open and Distributed Learning, 2020)
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v21i3.4750 2405685:EEV3GZ4F

Digital Literacies for International Teacher Education: a Ghanaian perspective - Taner, Lisa (The Open University, 2018)
Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.
Publisher: The Open University KerkoCite.ItemAlsoKnownAs: 2339240:HMVJWSZ2 2405685:4IUVXWK9
Keywords: ___working_potential_duplicate

Digital literacies for international teacher education: a Ghanaian perspective - Taner, Lisa (The Open University, 2018)
Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.
http://oro.open.ac.uk/54964/ KerkoCite.ItemAlsoKnownAs: 2339240:6I3C4XC6 2405685:UNPAN57F 2534378:GVRULWW2 2534378:SQKD29GI
Keywords: _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Education management; _THEME: Open systems; _THEME: School management; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2426091; ___working_potential_duplicate; __finaldtb

Digital literacies for international teacher education: a Ghanaian perspective - Taner, Lisa (The Open University, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:NV7LHQV7 2405685:6IFVXFGH

Digital literacies for international teacher education: a Ghanaian perspective - Taner, Lisa (The Open University, 2018)
Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.
http://oro.open.ac.uk/54964/ KerkoCite.ItemAlsoKnownAs: 2339240:6I3C4XC6 2405685:UFXME9DD
Keywords: THEME: Curriculum and resources; THEME: Education management; THEME: Open systems; THEME: School management; THEME: Teacher Professional Development; _Source:Intuitive; ___working_potential_duplicate

Pre-primary teachers’ preparedness in integrating information and communication technology in teaching and learning in Tanzania - Tandika, Pambas Basil; Ndijuye, Laurent Gabriel (Information and learning science, 2019)
Purpose Integration and use of technology in teaching and learning in the education sector from pre-primary education (PPE) to the higher levels of education, is a policy issue. In developed countries, including Tanzania, information and communication technology (ICT), especially in PPE, is inadequately researched for laying evidence on its applicability in instruction and learning. Therefore, this paper aims to determine pre-primary teachers’ preparedness in integrating ICT in classroom instruction and challenges teachers face in integrating it for child’s meaningful learning. Design/methodology/approach Methods and instruments: a qualitative transcendental phenomenological approach was used in determining teachers’ preparedness in integrating ICT in PPE in Tanzania. It was further used to collect data that describe the teaching and learning through the integration of ICT in every session as their lived experience for pre-primary teachers. Its selection was appropriate as it allowed researchers to systematically analyse for description the commonalities and differences existing among the involved teachers in integrating ICT in teaching and learning as their lived experiences (Moerer-Urdahl and Creswell, 2004). To appropriately analyse teachers’ understanding and experiences regarding ICT and its integration in teaching and learning in pre-primary classes, semi-structured interviews and open-ended questionnaires were used for in-depth understanding of the study problem. Semi-structured interviews were used to collect data through open-ended questions where researchers took an average of 40 min per session with participants’ (teachers) using notebooks to take note of their thoughts, feelings and beliefs about ICT integration in PPE. Use of the semi-structured interview was based on the reality that it provides in-depth information pertaining to participants’ experiences and viewpoints of a particular topic (Turner, 2010). Once the interview session was complete, each teacher was given a questionnaire to fill in for triangulating their experiences. Description of participants: a total of 14 schools constituting 28 teachers were purposively sampled and engaged in this study. Analysis of participants’ demographic characteristics indicates that all of the involved teachers had certificate in teacher education that qualified them as primary school teachers. Meanwhile, 18 (66.7 per cent) of the pre-primary school teachers who were involved in this study were female with only 10 (33.3 per cent) had working experience at and above five years of teaching in early grade classes. Study participants (teachers) from Itilima and Meatu Districts were purposively involved in the study as their experiences in young children’s learning and contextual influences (educational and training policy of 2014, the ICT policy of 2007, and foreign studies) are potential in improving the quality of learning. Study area: the current study was conducted in two districts (Itilima and Meatu) all found in Simiyu region. The two districts were selected and considered appropriate by the study as they constituted the 17 most disadvantaged rural areas in Tanzania (Mosha et al., 2015). Authors describe the two districts as having poor educational outcomes mainly relatively low pass rates in the primary school leaving examination results. In Itilima, one ward out of 22 was studied in which its six schools [with a total of 12 teachers] among 87 schools in the district were involved. While in Meatu district, eight of 121 schools [with a total of 16 teachers] in one ward of 29 wards were studied. This implies that a total of 14 schools and 28 teachers were involved in this study. Data analysis: the data collected through the interviews and open-ended questionnaires were subjected to content analysis procedures (reading and re-reading notes and transcripts followed by a three-steps-coding process consisting of open, axial and selective coding procedures). The analysis process was informed by the Vagle’s (2014) six steps for phenomenological research data analysis procedure (holistic reading of the entire text, first line-by-line reading, follow up questions, second line-by-line reading, third line-by-line reading, and subsequent readings). Practically, the researchers read and re-read the texts and transcribed data from the language used during data collection that is Kiswahili, into the reporting language that is English. Following transcription, data were coded for developing categories of data through axial and elective coding processes. Findings The data analysis was conducted and results and its discussion are presented in three sub-sections: preparedness of teachers in using ICT in teaching and learning; teachers’ views about the integration of ICT in teaching and learning; and challenges faced by teachers in integrating ICT in teaching and learning. Teacher’s preparedness in the use of ICT in teaching: exploration of teachers’ preparedness in integrating ICT in teaching and learning was preceded by exploration of teachers’ understanding of ICT in teaching and learning. Analysis revealed that majority of teachers were aware about ICT in teaching and learning and they understood it as the implementation of curriculum at school level that involves use of ICT-based facilities such as television, mobile phones, computer and radio. Teacher elaborated that appropriate use of ICT-based facilities that would later develop children to potentially improve their understanding and practical application in daily life. Other teachers understood ICT in teaching and learning as use of printed materials [newspapers and magazines] in facilitating pupil’s learning of planned lessons. While other teachers were aware of what ICT means the second category of teachers as noted in their responses, had limited understanding, as to them, ICT in education meant use of printed materials. Difference in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as use of ICT facilities in developing children’s competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Their views are based on the development of children with competencies useful in facilitating further learning in the subject known as Teknolojia ya Habari na Mawasiliano. Following the question based on exploring teachers’ understanding of ICT in teaching and learning, researchers explored teachers’ preparedness in using ICT in teaching and learning. Table 1.0 illustrates teachers’ multiple responses regarding their preparation. Table I: teacher’s preparedness in using ICT in teaching and learning. S/N; preparedness; freq; and per cent. Enhancing child’s understanding on the use of ICT-based facilities-20, 71.4; using remedial sessions teaching ICT-12, 42.8; using ICT-based facilities for teaching other classes-8, 28.5. Table 1.0 illustrates that teachers are prepared to enable children use ICT to access information and more knowledge related to their school subjects and general life. They were of the view that ICT could serve well in areas where text and supplementary books are scares or torn-out by pupils because were poorly bound or due to poor quality of papers used. Therefore, availability of ICT facilities in schools would become important resource-materials for pupils, as well as teachers. For instance, a teacher said that; Availability of ICT facilities, such as computers in schools will help us in preparing notes or content for supplementing their learning. Different from the paper-based notes, computers will keep our notes properly compared to the papers that get easily displaced and hard to retrieve notes when lost (Interview, 20 April 2016). In addition to the use of ICT facilities in serving as resource material, their use in schools would aid pupils and teachers to use them beyond teaching and learning. Teachers narrated that children may find games and puzzles that all help in stimulating their thinking, hence interest in schooling and further learning. Teachers also said they are prepared to use even extra hours that are beyond school timetable to ensure children learn well to meet the uncovered periods once facilities are placed in school. Use of extra hours beyond the normal school timetable comm. Research limitations/implications The study was limited to the accessed and involved schools as some schools were found to have no specific teachers teaching a pre-primary class on reasons the responsible teacher for the class had retired. As a result, researchers spend extended time to travel and reach schools that were located far from one school to the other. Again, some teachers were reluctant in participation on reasons that researchers are evaluating their competency for reporting to the higher authorities. Practical implications Differences in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as the use of ICT facilities in developing pupils’ competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Effective integration of ICT for efficiency in instruction depends on the teacher’s preparedness especially competency in using the equipments and infrastructures especially electric power. Social implications Integration of Information and Communication Technology in teaching and learning in PPE is socially important in the view that all children regardless of their background (urban or rural, affluent or poor) benefits in learning through use of technology. The children’s access to education integrating ICT would ensure equal opportunities
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-01-2019-0009 2339240:T4KLPYB6 2405685:TZWTRL92
Keywords: Information and communication technology; Learning and quality instruction; Pre-primary education; Preparedness; Teaching

eSkwela: ICT for alternative learning system - Tan, Maria Melizza (APEC ICT4D Expo, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:W2AZQGMQ 2405685:K9ST6RTJ

What Forty Years of Research Says About the Impact of Technology on Learning A Second-Order Meta-Analysis and Validation Study - Tamim, Rana; Bernard, Robert; Borokhovski, Eugene; Abrami, Philip; Schmid, Richard (Review of Educational Research, 2011)
This research study employs a second-order meta-analysis procedure to summarize 40 years of research activity addressing the question, does computer technology use affect student achievement in formal face-to-face classrooms as compared to classrooms that do not use technology? A study-level meta-analytic validation was also conducted for purposes of comparison. An extensive literature search and a systematic review process resulted in the inclusion of 25 meta-analyses with minimal overlap in primary literature, encompassing 1,055 primary studies. The random effects mean effect size of 0.35 was significantly different from zero. The distribution was heterogeneous under the fixed effects model. To validate the second-order meta-analysis, 574 individual independent effect sizes were extracted from 13 out of the 25 meta-analyses. The mean effect size was 0.33 under the random effects model, and the distribution was heterogeneous. Insights about the state of the field, implications for technology use, and prospects for future research are discussed.
shortDOI: 10/cg7r89 KerkoCite.ItemAlsoKnownAs: 10.3102/0034654310393361 10/cg7r89 2405685:VFERDKE8

Blended Learning for Learner Empowerment: Voices from the Middle East - Tamim, Rana M. (Journal of Research on Technology in Education, 2018)
shortDOI: 10/gg5s28 KerkoCite.ItemAlsoKnownAs: 10/gg5s28 2405685:WJST56EU

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

Welcome to Taleem Ghar - Taleem Ghar
KerkoCite.ItemAlsoKnownAs: 2339240:346Q9BMV 2405685:3B5QF3Y5

Exploring the Relationship Between Teachers’ Use of Technology During the Covid-19 Pandemic in India and Their Perspectives on Students’ Motivation to Learn - Tailor, Kavita; Hennessy, Sara; Jordan, Katy (EdTech Hub, 2023)
During the Covid-19 pandemic, a wealth of research emerged to quantify student learning and the accessibility of technology for learners. However, existing evidence highlights that access to technology did not equate to learning, yet few studies have investigated the underlying reasons behind this. As a correlating factor of learning achievement, this report investigates student motivation to learn, as perceived by teachers, and how this may have been influenced by their use of remote technologies during the pandemic. It elucidates the perspectives of teachers working remotely during the pandemic by presenting a secondary data analysis using the world’s largest teacher survey post-Covid-19 (the T4 teacher survey). It complements these findings with qualitative data gathered from eight teachers and education practitioners in India via an online focus group. Results from this study imply that teachers’ pedagogy was more important for student learning motivation than their use of technology and confirmed that more frequent interaction between teachers and students or parents can increase teacher perceptions of student learning motivation. Findings also suggest that student learning motivation may have significantly depended on the continued development of academic and socio-emotional skills. These findings have practical implications for improving remote learning and blended learning environments and for addressing the salient issue of rote learning in India. Keywords: student motivation, technology, learning loss, Covid-19, digital pedagogy, self-determination theory An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7373033 ZenodoArchiveConcept: 7373032 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7373033 10.53832/edtechhub.0144 2405685:499UU2BN 2405685:D7VXZW6I
Keywords: _r:AddedByZotZen

Evaluating the impact of technology-supported personalised learning interventions on the mathematics achievements of elementary students in India - Tailor, Kavita (2022)
Technology-supported personalised learning (TSPL) refers to the use of technology to personalise a learner’s experience by adjusting the pace and relevance of content based on the learner’s age, capability and prior knowledge (FitzGerald et al., 2018). Although technology has been epitomised in creating personalised and effective learning experiences for students, there are perennial debates on its role in enhancing quality, productivity and learning (Payal Arora, 2019; Zierer, 2019). This review explores the effectiveness of TSPL on the mathematics achievements of elementary students in India. This review argues that while evidence on using TSPL at scale to benefit all learners remains mixed and inconclusive, with continued iterative research, TSPL holds promise in serving learners’ needs irrespective of achievement level or socio-economic background. In doing so, this review outlines an agenda for future research to improve the efficiency, reach, and effectiveness of TSPL. This involves gaining a deeper understanding of whether TSPL works best as either a supplement or substitute in classrooms and the impacts of doing so in different quality schools. Mechanisms around how TSPL interventions can operate via low-tech mechanisms to better serve low-income communities and to advantage students of all learning abilities are also explored.
Publisher: Apollo - University of Cambridge Repository KerkoCite.ItemAlsoKnownAs: 10.17863/CAM.90561 2339240:YMU6UE6X 2405685:KVJUWCPA
Keywords: India; education technology; elementary school; mathematics; personalised learning

Ict Integration in Teacher Education: Pakistan "Attitude of Prospective Teachers Towards Ict" - Tahira, Syeda Samina; Saadi, Azhar Mumtaz (Iated-Int Assoc Technology Education & Development, 2013)
The integration of information and communication technologies can help to strengthen teachers and students, but the success of any initiatives to integrate technology in an educational program depends strongly upon the support and attitudes of people involved such as students or teachers. This study aimed to investigate the use of computers in teacher education institutes of Punjab, Pakistan. It measured the attitude of prospective teachers towards the use of ICT and identified barriers faced by prospective teachers in use of ICT. Loyd Gressard Computer Attitude Scale (Loyd and Gressard, 1984, 1985) was administered among 250 M. Ed level prospective teachers from 5-public sector universities of Punjab, Pakistan. This instrument captured the prospective teacher's attitude in four dimensions of ICT. These dimensions were computer anxiety, confidence with computers, liking computers and attitude toward the usefulness of computers. Moreover some open ended questions were also included to identify the barriers faced by prospective teachers in the use of ICT. The overall attitude of the prospective teachers towards the use of ICT was measured by applying simple descriptive statistical technique such as mean score. Further, comparison of attitude of male and female prospective teachers was made by applying inferential statistical technique such as t-test. All prospective teachers showed highly positive attitude towards ICT. Moreover female prospective teachers were found to be more anxious than male. Male prospective teachers were found more confident in using computers. Prospective teachers pointed out a lot of barriers faced by them in the use of ICT.
Pages: 5131-5137 Publication Title: 6th International Conference of Education, Research and Innovation (iceri 2013) WOS:000347240605031 KerkoCite.ItemAlsoKnownAs: 2339240:QPVE6YP9 2405685:YI352IKZ
Keywords: Information Communication Technology; Teacher Education; attitude; barriers in the use of ICT; computer anxiety; computer attitudes; confidence with computers; liking computers; usefulness of computers; validation

Consultants needed for UNESCO ACCRA's review of ICT in Education Policy in Ghana - Tahi (EdTech Hub, 2021)
ICT Transforming Education in Africa: Review of ICT in Education Policy in Ghana TERMS OF REFERENCE (TOR) FOR INDIVIDUAL CONSULTANTS 1. Background/Context UNESCO Korean Funds-In-Trust ICT Transforming Education in Africa is a project developed under the UNESCO-Korea Funds-in-Trust framework to support a selected number of Sub-Saharan African countries to test scalable and effective models of using information and communication technologies…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707948 2405685:P2RAXUE3
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Sierra Leone series: the Pikin-to-Pikin Movement and its focus on child protection, education, nutrition and health. - Tahi (EdTech Hub, 2021)
Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector. In week one, we connected with Abdulai Swaray and Bai Kamara from the Pikin-to-Pikin Movement.…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707926 2405685:FB4FWFP9
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Supporting Refugee Distance Education: A Review of the Literature - Taftaf, Randa; Williams, Christy (American Journal of Distance Education, 2020)
The sudden influx of refugees into countries around the world has caused a complicated, multi-faceted, international refugee crisis. Refugees, whether in camps or urban areas, face a myriad of problems and obstacles, yet one of the most critical issues young refugees face is the lack of educational opportunities and/or resources. United Nations International Children’s Emergency Fund warns that this lack of education could potentially create a “lost generation” which may lead to serious implications, not only for these young refugees but also to surrounding, nearby societies. This paper seeks to understand if and how Information and Communication Technology (ICTs) have been reported in the literature as being used in different contexts to connect young refugees with high quality educational opportunities, and whether the urban or camp contexts impact these opportunities. The results of this review of the literature indicate that a number of different ICTs have successfully been used in a variety of different educational settings and for a variety of purposes. Additionally, where a refugee lives could impact the accessibility and nature of the ICT tools available to provide an education.
shortDOI: 10/ggtbqz KerkoCite.ItemAlsoKnownAs: 10.1080/08923647.2020.1691411 10/ggtbqz 2339240:657SIDHS 2405685:UNCYZZY6
Keywords: Google Scholar/ "refugee education" ICT; RER theme_pedagogies and modalities

A rapid scan of the EdTech landscape in 11 countries - Taddese, Abeba (EdTech Hub, 2020)
By Abeba Taddese We have just produced rapid scans of the EdTech landscape in 11 countries: Ghana, Jordan, Kenya, Liberia, Nigeria, Pakistan, Rwanda, Senegal, Sierra Leone, Tanzania, and Zimbabwe. The scans are based primarily on desk research and offer a glimpse into the countries’ EdTech ecosystems. They examine enabling factors for EdTech from a holistic systems perspective but are by…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707872 2405685:9EPB5ZXS
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

EdTech in Ghana: A Rapid Scan - Taddese, A. (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Ghana. This report is based primarily on desk research, with quality assurance provided by a country expert.
previousshortDOI: 10/ghgk65 previousDOI: 10.5281/zenodo.3830951 shortDOI: 10/ghgk65 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3830951 10.5281/zenodo.3830951 10.53832/edtechhub.0030 10/ghgk65 2339240:2AU72ZG2 2339240:3DWURGVT 2339240:KMTF4A22 2339240:L86PMYJ2 2339240:PRSHWWK5 2405685:4TKSDH2I 2405685:97JHVZU9 2405685:GUJ3TBS3 2405685:NA8X7J9C 2405685:S3EKNHHG 2405685:XGAFJNAD 4656463:PU6FSTAF
Keywords: Access; C:Ghana; Distance learning; EdTech; LP: English; Online learning; Remote learning; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v1; _zenodoETH

Education technology in the COVID-19 response in Pakistan - Tabassum, Rabia; Hadi, Murium; Qaisrani, Ayesha; Shah, Qasim (EdTech Hub, 2020)
ZenodoArchiveID: 4705912 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705912 2339240:26FUGGA3 2339240:X339ME8R 2405685:EHKCNED4 2405685:NIVS5RZF 2405685:TWMVIX77
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v2; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

Effective Assessment and Progress Monitoring in an Online Environment: A Study in Six Countries - T4 Education; EdTech Hub (EdTech Hub, 2022)
The study was undertaken in six countries – Bangladesh, India, Nigeria, Pakistan, Philippines, and South Africa. The data collection involved focus group discussions with two held in each country..
KerkoCite.ItemAlsoKnownAs: 2339240:PA9TD6UB 2405685:E66UZCLZ