Importance of e-learning in higher education: a study - Suresh Babu, G.; Sridevi, K. (International Journal of Research Culture Society, 2018)
This study investigates the importance of using e-learning in teaching in higher education. In the institutions of higher education, the issue of utilizing modern information and communication technologies ICT) for teaching and learning is very important. This study gives a scholarly background to the study by reviewing some contributions made by various researchers and the institutions on the concept of e-learning, particularly its usage in teaching and learning in higher educational institutions. It looks at the scope, importance, the role elearning plays in higher educational institutions and the advantages and disadvantages of its adoption and implementation in higher education.
KerkoCite.ItemAlsoKnownAs: 2339240:W5NFPK3J 2405685:ZMXT6JIP
Keywords: ⛔ No DOI found

Implications of the University of South Africa's (UNISA) shift to open distance e-learning on teacher education - Ngubane-Mokiwa, Sindile A. (Australian Journal of Teacher Education, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:Z7CUFE46
Keywords: ⛔ No DOI found

Implementing the flipped classroom in teacher education: evidence from Turkey - Kurt, Gökçe (Journal of Educational Technology & Society, 2017)
The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 pre-service teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs' perceptions of the flipped classroom were also positive.
Publisher: International Forum of Educational Technology & Society, Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1895978809?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2339240:IHMVT8QM 2405685:I746BHPF 2534378:D65UEKHJ 2534378:I5BUKZQ2 2534378:KDF2VCK5
Keywords: Blended Learning; Blended learning; Classroom Techniques; Classroom management; Classrooms; Control Groups; Conventional Instruction; ERIC; Current Index to Journals in Education (CIJE); Education; Education–Teaching Methods And Curriculum; Educational Technology; English (Second Language); Experimental Groups; Flipped classroom; Focus Groups; Foreign Countries; Higher Education; Homework; Language Teachers; Learning; Postsecondary Education; Pre-service teachers of English; Preservice Teacher Education; Pretests Posttests; Program Effectiveness; Qualitative analysis; Quasiexperimental Design; Reversing; Scores; Second Language Instruction; Self Efficacy; Statistical Analysis; Teacher education; Teachers; Teaching Methods; Teaching methods; Technology Uses in Education; Tests; Turkey; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2097427; __finaldtb; ⛔ No DOI found

Implementing the flipped classroom in teacher education: evidence from Turkey - Kurt, Gökçe (Journal of Educational Technology & Society, 2017)
The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 pre-service teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs' perceptions of the flipped classroom were also positive.
Publisher: International Forum of Educational Technology & Society, Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1895978809?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:3HJZ8ZXE 2534378:D65UEKHJ 2534378:I5BUKZQ2 2534378:KDF2VCK5
Keywords: Blended Learning; Blended learning; Classroom Techniques; Classroom management; Classrooms; Control Groups; Conventional Instruction; ERIC; Current Index to Journals in Education (CIJE); Education; Education–Teaching Methods And Curriculum; Educational Technology; English (Second Language); Experimental Groups; Flipped classroom; Focus Groups; Foreign Countries; Higher Education; Homework; Language Teachers; Learning; Postsecondary Education; Pre-service teachers of English; Preservice Teacher Education; Pretests Posttests; Program Effectiveness; Qualitative analysis; Quasiexperimental Design; Reversing; Scores; Second Language Instruction; Self Efficacy; Statistical Analysis; Teacher education; Teachers; Teaching Methods; Teaching methods; Technology Uses in Education; Tests; Turkey; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2097427; __finaldtb; ⛔ No DOI found

Implementing school-based teacher development in Tanzania - Hardman, Frank; Hardman, Jan; Dachi, Hillary; Elliott, Louise; Ihebuzor, Noel; Ntekim, Maniza; Tibuhinda, Audax (Professional Development in Education, 2015)
This paper reports on the findings of a pilot school-based professional development programme for Tanzanian primary school teachers launched in February 2011 and evaluated in December 2012 by the Ministry of Education and Vocational Training with the support of UNICEF. The study set out to investigate the effectiveness and efficiency of the pilot programme in changing pedagogical practices before it was scaled up nationally. It was found that teachers who had participated in the school-based training showed significant differences in their pedagogical practices and demonstrated a positive attitude towards their training and their pupils, and saw teaching and learning as an interactive, communicative process. Drawing on the findings, the paper explores the challenges and the lessons learned for scaling up school-based teacher development at the national level in Tanzania and other countries in the east and southern African region.
Publisher: Routledge _eprint: https://doi.org/10.1080/19415257.2015.1026453 shortDOI: 10/gfv5xx KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2015.1026453 10/gfv5xx 2129771:2ABESKPA 2405685:2A8AKS3Z 2405685:5228WPEN 2405685:N44VX4DB 2534378:2UNZYMXP 2534378:ZQIPTYJL
Keywords: Tanzania; __C:filed:1; capacity development; primary education; quality education; school-based teacher development; teacher education reform

Implementing Parental Empowerment and Engagement Strategies in Times of Crisis: Experiences from Regional Educational Learning Initiative members in Kenya - Angoye, James (Regional Education Learning Initiative Africa, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:SEU7ZPDH 2405685:FCBGKM5G

Implementing mother tongue instruction in the real world: Results from a medium-scale randomized controlled trial in Kenya - Piper, Benjamin; Zuilkowski, Stephanie S.; Ong’ele, Salome (Comparative Education Review, 2016)
Research in sub-Saharan Africa investigating the effect of mother tongue (MT) literacy instruction at medium scale is limited. A randomized controlled trial of MT literacy instruction was implemented in 2013 and 2014 as part of the Primary Math and Reading (PRIMR) Initiative in Kenya. We compare the effect of two treatment groups—the base PRIMR program teaching literacy in English and Kiswahili and the PRIMR-MT program, which taught literacy in English, Kiswahili, and mother tongue—in two different language environments. Implementation of the MT program faced challenges because many educators were not speakers of the languages, some communities resisted mother tongue instruction, and some areas were more language heterogeneous. Effect sizes on MT literacy averaged between 0.3 and 0.6 standard deviations. The base PRIMR program also increased MT learning outcomes in some measures but had smaller effects than the PRIMR-MT program in oral reading fluency and comprehension.
Publisher: The University of Chicago Press KerkoCite.ItemAlsoKnownAs: 10.1086/688493 2405685:LXC5KVML 4042040:N6P4YDEN

Implementing Low Cost Digital Libraries for Rural Communities by Re-functioning Obsolescent Television Sets: The Offline-pedia Project - Minniti, Sergio; Salazar, Joshua; Vega, Jorge (VIEW Journal of European Television History and Culture, 2019)
Publisher: the Netherlands Institute for Sound and Vision shortDOI: 10/ghgn5c KerkoCite.ItemAlsoKnownAs: 10/ghgn5c 2405685:M979LTFN

Implementing large scale instructional technology in Kenya | RTI - Piper, Ben; Oyanga, A; Meija, J; Pouezevara, S (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:EDUQCBQZ 2405685:6JAG9EUA

Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a National Education System | SharEd
KerkoCite.ItemAlsoKnownAs: 2339240:UGUNNK3Z 2405685:K3WU6KSW

Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a national education system - Piper, Benjamin; Oyanga, Arbogast; Mejia, Jessica; Pouezevara, Sarah (International Journal of Education and Development using Information and Communication Technology, 2017)
Previous large-scale education technology interventions have shown only modest impacts on student achievement. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed the National Tablets Program. The National Tablets Program is integrated into the Tusome activity by providing tablets to each of more than 1,200 instructional coaches in the country to use when they visit teachers. This enables a national database of classroom instructional quality, which is used by the education system to monitor overall education quality. The tools provided on the tablets are designed to help coaches increase the quality of their instructional support to teachers, and deepen the shallow accountability structures in Kenya’s education system. Using results of a national survey, we investigated the ability of the National Tablets Program to increase the number of classroom observations done by coaches and to improve student learning outcomes. Survey results showed high levels of tablet program utilization, increased accountability, and improvements in learning outcomes. We share recommendations regarding large-scale ICT interventions and literacy programs.
KerkoCite.ItemAlsoKnownAs: 2339240:58E7TTX7 2339240:BKA9N5C4 2405685:3TIEJDV8 2405685:7L6V38N5 2405685:8NPF9AFB 2405685:IB7ASVMU 2534378:6WZ3BZFJ 2534378:A9KF6S9G 2534378:J2U5DHN3 2534378:QRRUK48B 2534378:WAL7Y23P 2534378:YIC9AUDV 2534378:ZPTKHLIH
Keywords: Accountability; C:Kenya; Classrooms; Clinical trials; Developing countries–LDCs; Digital divide; Digital literacy; ERIC; Current Index to Journals in Education (CIJE); Education; Education reform; Educational Practices; Educational Quality; Educational Technology; Educational technology; Foreign Countries; Handheld Devices; Initiatives; Intervention; Interviews; Kenya; Learning; Literacy; Literacy programs; Literature reviews; Maine; National Surveys; Observation; Outcomes of Education; Portugal; Quality; Questionnaires; Reading; Schools; Software; South Korea; Statistical Analysis; Statistical Significance; Students; Teachers; Teaching; Technology Uses in Education; Telecommunications; Texas; Turkey; Uruguay; __:import:01; __:match:final; __:matched; __:study_id:2096038; __finaldtb; ⛔ No DOI found

Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a National Education System - Piper, Benjamin; Oyanga, Arbogast; Mejia, Jessica; Pouezevara, Sarah (International Journal of Education and Development using ICT, 2017)
Previous large-scale education technology interventions have shown only modest results. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed a national tablets program. The program provides tablets to each of more than 1200 instructional coaches in the country and includes a national database of classroom quality, which is used by the education system to monitor education quality. The tablets program helps coaches to...
Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2405685:R3U2G3YM 2486141:5ZICUTPI
Keywords: ⛔ No DOI found

Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a National Education System - Piper, Benjamin; Oyanga, Arbogast; Mejia, Jessica; Pouezevara, Sarah (International Journal of Education and Development using ICT, 2017)
Previous large-scale education technology interventions have shown only modest results. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed a national tablets program. The program provides tablets to each of more than 1200 instructional coaches in the country and includes a national database of classroom quality, which is used by the education system to monitor education quality. The tablets program helps coaches to...
Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2339240:AM3KBAP6 2405685:UKTDQWEN
Keywords: ⛔ No DOI found

Implementing DREAMS Programming in Malawi - Bantwana World Education Initiative (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:CNBT7I8Y

Implementing augmented reality (AR) on phonics-based literacy among children with autism - Mahayuddin, Zainal Rasyid; Mamat, Najmiah (International Journal on Advanced Science, Engineering and Information Technology, 2019)
11 citations (Crossref) [2024-04-29] KerkoCite.ItemAlsoKnownAs: 10.18517/ijaseit.9.6.6833 2339240:XHU3472Q 2405685:C8JVKXJ9
Keywords: ⛔ No INSPIRE recid found

Implementing a virtual learning environment in a resource-constrained setting: five key reflections - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
Implementing a virtual learning environment is a challenge in any situation. But how do you implement one in a country with few resources, lacking technological infrastructure, and no experience with virtual learning? In response to Covid-19, Zanzibar is planning to implement a virtual learning environment (VLE) to complement its print-, radio-, and TV-based distance education programmes. In Zanzibar, an autonomous…
PreviousDOI: 10.5281/zenodo.4707995 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708006 2405685:K899A8PP 2405685:WZPDTZHA
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Implementing a Results-Based Financing Mechanism for Subnational Governments to Improve Education Outcomes : An Implementation Guide Inspired by the Case of Ceara, Brazil - World Bank (2020)
Implementing a Results-Based Financing Mechanism for Subnational Governments to Improve Education Outcomes : An Implementation Guide Inspired by the Case of Ceara, Brazil (English)
KerkoCite.ItemAlsoKnownAs: 2339240:6L449459 2405685:I3B7KICU

Implementing a one-to-one iPad program in a secondary school - Johnson, Donald P (UNIVERSITY OF NEBRASKA AT OMAHA, 2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:D4DRDZCV 2405685:948MY8YX

Implementing A LOT-Change Intervention through Radio in Korogocho and Viwandani - Muhia, N; Abuya, B; Wachira, M (African Population and Health Research Center, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:4GR5YS9M 2405685:G8HVMHXL

Implementation Strategy for the National ICT Policy
KerkoCite.ItemAlsoKnownAs: 2339240:LAEDJR2I 2405685:WKDQDXEY

Implementation Strategy 2016/17-2020/21 for the National ICT Policy - Ministry of Works, Transport and Communication (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:LJTEMKRB 2405685:GNIZLI2D

Implementation Status and Results Report - World Bank
EdTechHub.ItemAlsoKnownAs: 2405685:TAREZ3MA

Implementation of Universal Design for Learning in Low- and Middle-Income Countries: ‘I Thought These Principles Could Have Been Written by Me’ - McKenzie, Judith; Karisa, Amani; Kahonde, Callista (Disabilities, 2023)
UNESCO’s Global Education Monitoring Report (2020) strongly recommends the adoption of Universal Design for Learning (UDL) at the government level so that it becomes an integral part of countries’ inclusive education policies. However, UDL has largely been developed in high-income countries with technology as a central theme. The question is whether the purported benefits of the UDL approach can translate into low and middle-income country (LMIC) contexts. This study explores the relevance and fit of UDL to LMIC contexts by use of interviews (either individual or group) with 12 representatives of international agencies, non-governmental organizations (NGOs), and UDL experts who have experience in providing inclusive education services in LMICs. Three themes are reported: understanding of UDL, UDL supporting inclusive education, and UDL in teacher-training initiatives and capacity building. The concept of UDL is not new in LMICs, although the name may be. The potential for UDL to support inclusive education in LMICs is recognized. UDL needs to be mainstreamed in teacher training programs, and its implementation should be adapted to respond to the contextual realities of LMICs. The encounter between UDL proponents from high-income countries and education stakeholders in LMICs should be mutually enriching rather than imposing the approach from high-income countries on those in LMICs.
0 citations (Crossref) [2024-04-17] Number: 4 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/disabilities3040043 2339240:3UU6C6DM 2405685:MGRLI3CU
Keywords: LMIC; UDL; disability; inclusion; ⛔ No INSPIRE recid found

Implementation of Kobo Collect in drought-affected Provinces - UNFPA Angola (2022)
Implementation of Kobo Collect in drought-affected Provinces
KerkoCite.ItemAlsoKnownAs: 2405685:SA74XSPP 2486141:GLNA9GCW

Implementation of Information and Communication Technologies (ICTs) in Education Course: A Case from Teacher Education Institutions in Pakistan - Majoka, Muhammad Iqbal; Fazal, Shawana; Khan, Muhammad Saeed (Bulletin of Education and Research, 2013)
This research was aimed to explore the implementation of Information and Communication Technologies (ICTs) in education in teacher training programs in the Khyber Pakthunkhwa and Punjab provinces in Pakistan. It was the first time that the course "ICTs in Education" was implemented for ADE/B. Ed (Elementary) programs in session 2010-11. In this situation, it was vital to explore how successfully this course was implemented in the pioneer institutions, so as to have baseline information for further improvement in the implementation process. This study was focused to explore: (i) How the course "ICTs in Education" was implemented? (ii) How did the teacher educators follow the course guide and to what extent the course guide was helpful in implementing this course? Seven teacher training institutions (three from the Punjab and four from KP provinces) were selected as target population. The total sample was 40 teacher educators and 200 students from seven institutions. Mixed method research design was adopted to conduct this study. The data was drawn from the surveys for heads and prospective teachers, and semi-structured interviews with teacher educators. Analysis revealed that only in a few classrooms, different activities/ experiences as suggested in the unit were properly implemented, while in most that was not the case due to issues such as shortage of electric power supply, scarcity of ICTs tools and lack of training and skills in ICTs application. The extent to which teachers followed the course guide was another factor contributing to the implementation process.
Publisher: Institute of Education and Research KerkoCite.ItemAlsoKnownAs: 2339240:ZE68BKG6 2405685:SEX5IS4Z
Keywords: Barriers; Energy; Foreign Countries; Guides; Information Technology; Program Implementation; Teacher Education Programs; Teacher Educators; ⛔ No DOI found

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

Implementation Framework for ICT in Education - Rwanda Ministry of Education (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:G8GXTWI6 2405685:2WZHZDW2

Implementation Completion and Results Report – Vietnam Quality Improvement of Primary Education for Deaf Children Project (QIPEDC) - Nguyen, Anh Thuy (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:G228NA6E 2405685:G5KF52UM
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Implementation Completion and Results Report (TF-14253, TF-14358) - World Bank (World Bank Group, 2017)
EdTechHub.ItemAlsoKnownAs: 2405685:JNSJIRR8

Implementation Completion and Results Report for a Project to Improve Education Quality in Malawi - World Bank (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:K85DTG8S 2405685:FCZDMWUH

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

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

Impact Report 2022: Local Solutions to Global Challenges - Asante Africa Foundation (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:GCQ3SEYM 2405685:7ZP2FI97

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

Impact of the COVID-19 pandemic on online home learning: An explorative study of primary schools in Indonesia - Putri, Ratna Setyowati; Purwanto, Agus; Pramono, Rudy; Asbari, Masduki; Wijayanti, Laksmi Mayesti; Hyun, Choi Chi (International journal of advanced science and technology, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:G5VJE665 2405685:AF3FSIHI
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Impact of technology integration on education in emergency (EiE): An analysis of emergency remote education at K-12 level for girls in Afghanistan since 2020 - Ahmadi, Sima (Research Highlights in Technology and Teacher Education Special Edition, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:TTJ8NHX2 2405685:WNXNUQ2D

Impact of Podcasting on Pronunciation Skills of Pre-Service EFL Teachers - Kafes, Huseyin; Caner, Mustafa (Turkish Online Journal of Distance Education, 2020)
This explorative qualitative study investigates EFL freshmen's perception of the impact of creating pronunciation podcasts on their pronunciation skills. The study was conducted with the participation of 80 freshmen, enrolled in a Teaching English as a Foreign Language teacher education program at a Turkish state university. Data were collected through semi-structured interviews, investigator notes, records of dashboard activities, analytics and performance tracking records of the LMS, and podcasts created by the participants as well as the recordings of the peer feedbacks on the discussion board. Analysis of the data was done through content analysis technique, presenting the thematized findings through analytical generalizations. Results have shown that the participants have positive views of creating pronunciation podcasts and that podcasting freed them to a great extent from the spatio-temporal limitations of the classroom, allowing them to study and practice pronunciation at their own convenience. The findings are discussed with reference to pronunciation, recommendations for EFL freshmen are made, and implications are offered.
Publisher: Anadolu University KerkoCite.ItemAlsoKnownAs: 2405685:G4SSNAY6
Keywords: Audio Equipment; College Freshmen; Content Analysis; English (Second Language); Feedback (Response); Foreign Countries; Generalization; Independent Study; Language Teachers; Management Systems; Positive Attitudes; Preservice Teachers; Pronunciation; Pronunciation Instruction; Second Language Instruction; Second Language Learning; Student Attitudes; Teacher Education Programs; Teaching Methods; ⛔ No DOI found

Impact of pandemic COVID-19 on education in India - Jena, Pravat Kumar (International Journal of Current Research (IJCR), 2020)
The impact of pandemic COVID-19 is observed in every sector around the world. The education sectors of India as well as world are badly affected by this. It has enforced the world wide lock down creating very bad effect on the students’ life. Around 32 crore learners stopped to move schools/colleges and all educational activities halted in India. The outbreak of COVID-19 has taught us that change is inevitable. It has worked as a catalyst for the educational institutions to grow and opt for platforms with technologies, which have not been used before. The education sector has been fighting to survive the crises with a different approach and digitising the challenges to wash away the threat of the pandemic. This paper highlights some measures taken by Govt. of India to provide seamless education in the country. Both the positive and negative impacts of COVID-19 on education are discussed and some fruitful suggestions are also pointed to carry out educational activities during the pandemic situation.
KerkoCite.ItemAlsoKnownAs: 10.24941/ijcr.39209.07.2020 2339240:I4N7M2UM 2405685:8CAGU4TB
Keywords: COVID-19; Education; Govt. of India; impact; ⚠️ Invalid DOI

Impact of Online Computer Assisted Learning on Education: Evidence from a Randomized Controlled Trial in China - Bai, Yu; Tang, Bin; Wang, Boya; Auden, Emma; Mandell, Blake (Stanford University, 2018)
Education of poor and disadvantaged populations has been a long-standing challenge for education systems in both developed and developing countries. In China, millions of students in rural areas and migrant communities lag far behind their urban counterparts in terms of academic achievement. When they fall behind, they often have no way to catch up. Many of their parents have neither the skills nor the money to provide remedial tutoring; rural teachers often do not have time to give students the individual attention they need. Given this, there is growing interest by both educators and policymakers in helping underperforming students catch up using computer assisted learning (CAL). While CAL interventions have been shown to be effective internationally and elsewhere in China, traditional software-based CAL programs are difficult and costly to implement. An online version of CAL (OCAL), however, may be able to bypass many of offline CAL’s implementation problems and enhance the remedial tutoring experience. Unfortunately, there is little empirical evidence on whether OCAL programs can be effective in improving the quality of rural primary school education in developing countries. The objective of this paper is to examine the impact of an OCAL intervention on the academic and non-academic performance of students and to explore the mechanism behind OCAL’s impact. Importantly, we also aim to assess the cost effectiveness of the new OCAL program versus traditional CAL interventions. To achieve these objectives, we carried out a randomized controlled trial (RCT) involving over 1650 fifth grade students in 44 schools in rural areas and migrant communities across China. Students in the 22 treatment schools attended two 40minute OCAL sessions during their computer class each week for one semester; the students in the other 22 schools were in the control group and did not receive any intervention. According to our findings, OCAL improved overall English scores of students in the treatment group relative to the control group by 0.56 standard deviations. This impact is large when compared with offline CAL programs. We found that OCAL also led to a positive change in the attitudes of students towards English learning and towards student aspirations for their future education level. We found three possible explanations for OCAL’s impact. After rejecting the possibility of the Hawthorne Effect or self-efficacy-induced changes, we believe interest-oriented stimulation is the main source of improvement among students. The chance for comparison and competition with peers, as well as customized remedial question banks tailored to each student’s individual needs, likely contributed to the measured increases in academic performance among students in our sample. Cost-effectiveness analysis showed that the OCAL program is more cost-effective than traditional offline CAL, a comparison which is significant for policymakers as it indicates high potential for OCAL program expansion.
KerkoCite.ItemAlsoKnownAs: 2339240:UVG9KSAI 2339240:ZLVS7CVZ 2405685:7L744UX5 2405685:HM587PSY
Keywords: Quality: H; Relevance: M; ⛔ No DOI found

Impact of non-financial reward strategies on teachers’ performance: A study of secondary schools in Nyamira County, Kenya - Mochengo, Sylvester Nyageo; Atambo, Wallace; Abuga, Mogwambo Vitalis (European Journal of Business and Management, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:NK4YZG8L
Keywords: ⛔ No DOI found

Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India - Kapasia, Nanigopal; Paul, Pintu; Roy, Avijit; Saha, Jay; Zaveri, Ankita; Mallick, Rahul; Barman, Bikash; Das, Prabir; Chouhan, Pradip (Children and Youth Services Review, 2020)
To assess the impact of lockdown amidst COVID-19 on undergraduate and postgraduate learners of various colleges and universities of West Bengal. An online survey was conducted from 1 May to 8 May 2020 to collect the information. A structural questionnaire link using ‘Google form’ was sent to students’ through WhatsApp and E-mail. A total of 232 students provided complete information regarding the survey. The simple percentage distribution was used to assess the learning status of the study participants. During the lockdown period, around 70% of learners were involved in e-learning. Most of the learners were used android mobile for attending e-learning. Students have been facing various problems related to depression anxiety, poor internet connectivity, and unfavorable study environment at home. Students from remote areas and marginalized sections mainly face enormous challenges for the study during this pandemic. This study suggests targeted interventions to create a positive space for study among students from the vulnerable section of society. Strategies are urgently needed to build a resilient education system in the state that will ensure to develop the skill for employability and the productivity of the young minds.
shortDOI: 10/ghd7r9 KerkoCite.ItemAlsoKnownAs: 10/ghd7r9 2405685:Q7MA9TN9
Keywords: COVID-19; E-learning; Lockdown; Undergraduate and postgraduate learners; West Bengal

IMPACT OF LEADERSHIP STYLE OF EDUCATIONAL ADMINISTRATORS ON USE OF EDUCATIONAL TECHNOLOGY - Ahmad, Saeed; Raza, Muhammad Aqeel (2011)
Besides others, educational administrators are more vulnerable to the technological advancement. In changed scenario, as the roles and responsibilities of educational administrators also change, this research was conducted to ascertain what leadership styles affect the integration of technology to improve teaching and learning. A survey of the educational administrators in the four districts of Punjab was conducted to identify the impact of leadership styles on the use of innovative instructional technology in the educational institutions, and ultimately enhancing the student achievement. This study focused on the relationship between administrative leadership styles and implementation of new technological programs or instructional strategies. For this study, a questionnaire consisting of two parts was used for collection of data from the educational administrators. The first part of the questionnaire determined the extent in the use of educational technology in the institutions, whereas the second part of the questionnaire assessed the leadership style of the administrators. The researchers adopted Hersey-Blanchard Situational Model for the study with some modifications, in view of the local circumstances. The replies received in response of technology questions were given numerical values, whereas the second part of the questionnaire reflected the leadership styles of the administrators. The data were tabulated and treated using appropriate statistical techniques to draw inferential conclusions about the impact of the leadership styles of the educational administrators on the use of educational technologies in the educational institutions. As a result of research, the selling/coaching leadership style, reflecting high task, high relationship behaviour, was found to be more encouraging in the use of educational technology. The researchers are of the view that the selling/coaching style of leadership should be promoted to enhance the use of educational technology in our educational institutions.
KerkoCite.ItemAlsoKnownAs: 2339240:3YJFE9DD 2405685:W8KTNHAN

Impact of Internet Access on Student Learning in Peruvian Schools - Kho, Kevin; Lakdawala, Leah; Nakasone, Eduardo (Michigan State University, Department of Economics, 2018)
We investigate the impacts of school-based internet access on pupil achievement in Peru, using a large panel of 5,903 public primary schools that gained internet connections during 2007-2014. We employ an event study approach and a trend break analysis that exploit variation in the timing of internet roll-out up to 5 years after installation. We find that internet access has a moderate, positive short-run impact on school-average standardized math scores, but importantly that this effect grows over time. We provide evidence that schools require time to adapt to internet access by hiring teachers with computer training and that this process is not immediate. These dynamics highlight the need for complementary investments to fully exploit new technological inputs and underscores the importance of using an extended evaluation window to allow the effects of school-based internet on learning to materialize.
Publication Title: Working Papers KerkoCite.ItemAlsoKnownAs: 2339240:7URC6DBK 2405685:SHDUYVBY
Keywords: Education; ICT; Internet; Schooling

Impact of Information Communication Technology on Education-Kenya - Kirimi, Josephine (Journal of Educational and Social Research, 2014)
Kenya has made remarkable progress putting in place an ICT policy framework and implementation strategy, complete with measurable outcomes and time frames. The process has had the benefit of sound advice from officials and stakeholders and, perhaps more importantly, strong leadership from the office of the permanent Secretary of the Ministry of Education. However, universal implementation is challenging given the lack of resources, national ICT infrastructure, and even electrical supply- particularly in the rural areas. As technology is bound to rule our present and future, it is good to obtain know-how of the technological reforms at the earliest. Children learn faster and can adapt to changes relatively easily. If they are trained during their school years, they have a high chance of becoming experts in technology. Computers can give lovelier explanations to various subjects. The internet is an ocean of information which can be harnessed for the rendition of information in school. The inclusion of technology in the learning process makes learning an enjoyable activity, thus inviting greater interest from the learners. The administration processes, the official procedures of the school can be simplified by the means of technology. School records, the information about all the students and the teachers and other school employees can efficiently be maintained by means of the advanced technology. Thus we see that technology not only benefits the school students but also eases the office work. It makes possible a more effective way of storage and distribution of information. The realization of the importance of technology in schools and its successful implementation is a necessity. The introduction of technology in schools is the means to bridge the long distance between the present and the future. DOI: 10.5901/jesr.2014.v4n1p435
KerkoCite.ItemAlsoKnownAs: 10.5901/jesr.2014.v4n1p435 10/gkm64d 2339240:SVPSUGP3 2405685:FYWRXAAR

Impact of Information Communication Technology on Education-Kenya - Kirimi, Kagwiria Josephine (undefined, 2013)
Kenya has made remarkable progress putting in place an ICT policy framework and implementation strategy, complete with measurable outcomes and time frames. The process has had the benefit of sound advice from officials and stakeholders and, perhaps more importantly, strong leadership from the office of the permanent Secretary of the Ministry of Education. However, universal implementation is challenging given the lack of resources, national ICT infrastructure, and even electrical supply- particularly in the rural areas. As technology is bound to rule our present and future, it is good to obtain know-how of the technological reforms at the earliest. Children learn faster and can adapt to changes relatively easily. If they are trained during their school years, they have a high chance of becoming experts in technology. Computers can give lovelier explanations to various subjects. The internet is an ocean of information which can be harnessed for the rendition of information in school. The inclusion of technology in the learning process makes learning an enjoyable activity, thus inviting greater interest from the learners. The administration processes, the official procedures of the school can be simplified by the means of technology. School records, the information about all the students and the teachers and other school employees can efficiently be maintained by means of the advanced technology. Thus we see that technology not only benefits the school students but also eases the office work. It makes possible a more effective way of storage and distribution of information. The realization of the importance of technology in schools and its successful implementation is a necessity. The introduction of technology in schools is the means to bridge the long distance between the present and the future. DOI: 10.5901/jesr.2014.v4n1p435
KerkoCite.ItemAlsoKnownAs: 2339240:ARQM629G 2405685:IVSETB4P
Keywords: ⛔ No DOI found

Impact of Education on Labour Market Outcomes in Rural and Urban India - Pradhan, K. C.; Parida, P. C.; Sarangi, Tapas (Reflecting on India’s Development: Employment, Skill and Health, 2018)
This paper examines the returns to education with respect to three labour market outcomes namely wages, employment and occupation using the National Sample Survey Office (NSSO) 68th round (2011–12) data. Wage equation (without selection bias) results point to the fact that returns to education increase at an increasing rate as the level of education increases and the impact of education is found relatively higher in the case of urban than rural areas. In case of employment, the study finds that compared to illiterates, the chances of higher educated people going to agriculture sector is less. This is true even in the case of rural areas whereas the interactive variable (education with rural dummy) is found negatively associated with employment in agriculture sector. Occupation results suggest that there is a strong association between higher education (under graduate and graduate and above) with professional occupations and less with agriculture and fishery and unskilled occupations, suggesting the need for improving education and creating quality employment opportunities in the rural areas that may help in arresting the growing urban burden.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-13-1414-8_8 2339240:22I8PCDJ 2405685:8FWZU7FX
Keywords: Education; Employment; India; Occupation; Urban-rural gap; Wages

Impact of Covid-19 on the right to education In Kenya - Jelimo, Catherine (Right to Education Initiative, 2020)
On March 15, 2020, the Kenyan government abruptly closed all schools and colleges nationwide in response to COVID-19, disrupting nearly17 million learners countrywide. The closure of institutions not only affected learners and teachers but it also brought forth numerous economic and social issues, including interrupted and loss of learning, education exclusion, homelessness, nutrition and economic crisis, childcare challenges and increase in teenage pregnancy cases, financial cost implication to households, and sexual exploitation among others.
KerkoCite.ItemAlsoKnownAs: 2339240:ECQGDC2K 2405685:Y863GBYM

Impact of COVID-19 on the institutional education system and its associated students in Bangladesh - Emon, Efta Khairul Haque; Alif, Ashrafur Rahman; Islam, M. Shahanul (Asian Journal of Education and Social Studies, 2020)
KerkoCite.ItemAlsoKnownAs: 10.9734/ajess/2020/v11i230288 2339240:X4UBFSR8 2405685:P48U5KA8
Keywords: Bangladesh; COVID-19; Coronavirus; education; impact; poverty.

Impact of Covid-19 on the education of children with disabilities in Malawi: reshaping parental engagement for the future - Singal, Nidhi; Mbukwa-Ngwira, Jenipher; Taneja-Johansson, Shruti; Lynch, Paul; Chatha, Gertrude; Umar, Eric (International Journal of Inclusive Education, 2021)
Covid-19 has led to unparalleled school closures and bought about extraordinary and unique challenges to ensuring continuity of learning for children across countries. This paper focuses on the educational experiences of children with disabilities in Malawi. Using a telephone survey, 99 parents/carers were interviewed about the impact of school closure on them and their child with disabilities. Parents reported as being overwhelmingly dissatisfied with the educational experiences of their child with disabilities, with a significant number reporting that they had no contact with the school or the teachers during closures. Children with disabilities were reported as spending very little time on formal learning activities. Nonetheless, parents were confident that their child with disabilities would return to school once these re-opened, as parents noted the loss of structure for their child’s day and increased loneliness arising from lack of contact with their friends. As schools reopen, the mental health of children with disabilities, alongside their learning, will need to be a priority. Finally, parents highlighted the need for more active involvement in their child’s schooling, so that they are able to support them better when they are at home.
Publisher: Routledge _eprint: https://doi.org/10.1080/13603116.2021.1965804 KerkoCite.ItemAlsoKnownAs: 10.1080/13603116.2021.1965804 2339240:QH5LTGZL 2405685:GDE8Q2X8
Keywords: Covid-19; Malawi; disability; education; parent; telephone survey

Impact of COVID-19 on Education in Sub-Saharan Africa - Aborode, A; Anifowoshe, O; Ifeoluwapo T, Ayodele; Rebecca A, Iretiayo; Oluwafemi O., David (Preprints, 2020)
The eruption of the COVID-19 pandemic has affected every sphere of life and may forever change how we have always lived and conducted our businesses, and no one can resist the wind of change that is blowing. Of all the sectors of governance, the educational sector, particularly at the tertiary level, appears to have been most greatly affected and therefore requires a more pragmatic approach to resolution. As of 29th June, Sub-Sahara Africa has reported 382,190 cases of COVID-19. In rejoinder to the virus epidemic, several Sub Sahara African governments implement the resolution to slam learning institutions to enclose the infection. Consequently, advanced schooling institutions obliged to reorganize their loom, becoming more digitally become forward, and changing to online platforms
KerkoCite.ItemAlsoKnownAs: 10.20944/preprints202007.0027.v1 2405685:Z5AGTX7N
Keywords: Africa; COVID-19; Deadly disease; Education; Governments; Resolution; Sub- Sahara

Impact of COVID-19 on child labour in South Asia - Idris, Iffat (University of Birmingham, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CJ4HLYNA 2405685:BEQQ6H6S

Impact Evaluation Results - Educate!
KerkoCite.ItemAlsoKnownAs: 2405685:L3VHUYZC

Impact evaluation of Tayari school readiness program in Kenya - Ngware, Moses; Hungi, Njora; Wekulo, Patricia; Mutisya, Maurice; Njagi, Joan; Muhia, Nelson; Wambiya, Elvis; Donfouet, Hermann; Gathoni, Grace; Mambe, Shem (APHRC, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:547KU8IY 2405685:ZPLJMSX2

Impact Evaluation of Funda Wande Coaching Intervention Midline Findings: Midline II - Ardington, Cally (SALDRU, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:GPB7DA4P

Impact Evaluation of Funda Wande Coaching Intervention Midline Findings: Midline I - Ardington, Cally; Meiring, Tiaan (SALDRU, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:IZWYX8R8 2405685:IZ8ZW2PK

Impact du COVID-19: Sur les conditions de vie des ménages enquête à haute fréquence par téléphone auprès des ménages (EHTM) - instat: Madagascar (Ministère de l'Économie et des Finances, 2020)
EdTechHub.ItemAlsoKnownAs: 2405685:2BXG8MNT

Impact de la pandémie de COVID-19 sur l’éducation en Afrique et incidence sur le recours aux technologies: Sondage sur l’expérience et les opinions des éducateurs et spécialistes de technologies - eLearning Africa; EdTech Hub (2020)
ZenodoArchiveID: 4749654 previousDOI: 10.5281/zenodo.4018774 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4749654 2405685:39XPD5EM 2405685:QZ2FJC4E
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH; ⚠️ Invalid DOI

Impact - eKitabu (eKitabu, 2016)
Impact: Improving educational achievement outcomes, engaging students and teachers through digital content and providing access for inclusive and quality education for a…
KerkoCite.ItemAlsoKnownAs: 2339240:Z4MSYQZG 2405685:KHQ3XKD3

Immersive interfaces for engagement and learning - Dede, Chris (science, 2009)
Publisher: American Association for the Advancement of Science KerkoCite.ItemAlsoKnownAs: 10.1126/science.1167311 2339240:SQQA37XD 2405685:2I8IGL6S

IMF Working Papers Volume 2017 Issue 203: Medium-Term Budget Frameworks in Sub-Saharan African Countries (2017) - Allen, Richard I.; Chaponda, Taz; Ray, Rohini; Fisher, Lesley (2017)
"Volume 2017 (2017): Issue 203 (Sep 2017): Medium-Term Budget Frameworks in Sub-Saharan African Countries" published on 11 Sep 2017 by International Monetary Fund.
ISBN: 9781484314203 KerkoCite.ItemAlsoKnownAs: 2339240:YNSWAY68 2405685:NRU4WB5W 4656463:9FAITKB3

Imagine Worldwide Launches Commitment to Action at CGI 2024 - Imagine Worldwide (Imagine Worldwide, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:CNJTD9HE 2405685:R7FEXP64

ILMA
Innovate.Collaborate.Educate.
Library Catalog: www.ilmassociation.com KerkoCite.ItemAlsoKnownAs: 2405685:SWPNEHHL

ILMA (2020)
Innovate.Collaborate.Educate.
Library Catalog: www.ilmassociation.com KerkoCite.ItemAlsoKnownAs: 2339240:P3A8KJWK 2405685:6QDKUYG4 2405685:SWPNEHHL

Ilm Ideas Education Innovation Programme - Phase II (Ilm-2) - Foreign, Commonwealth and Development Office (GOV.UK, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:BWHYKMHD 2405685:RN53J7PC

iLearning: the future of higher education? Student perceptions on learning with mobile tablets - Rossing, Jonathan P; Miller, Willie M; Cecil, Amanda K; Stamper, Suzan E (Journal of the Scholarship of Teaching and Learning, 2012)
The growing use of mobile technology on college campuses suggests the future of the classroom, including learning activities, research, and even studentfaculty communications, will rely heavily on mobile technology. Since Fall 2010, an interdisciplinary team of faculty from Indiana University – Purdue University Indianapolis (IUPUI) has experimented with the use of iPads in the classroom. This paper includes the preliminary results of a study on student impressions of mobile technology in the classroom. The paper will report both opportunities and limitations for incorporating mobile technologies in learning environments.
KerkoCite.ItemAlsoKnownAs: 2339240:QJIY5G7U 2405685:5KFU9S7S
Keywords: ⚠️ Invalid DOI

ijmarshall/robotreviewer - Marshall, Iain (2024)
Automatic synthesis of RCTs
original-date: 2016-07-21T19:23:35Z KerkoCite.ItemAlsoKnownAs: 2405685:PQL34IN7 2486141:K5QNVJ2N
Keywords: bias; clinical-trials; cochrane; icasr; rcts; systematic-reviews; trial

iHub
KerkoCite.ItemAlsoKnownAs: 2339240:5MQAYLUJ 2405685:HJFCV336

If you don't understand, how can you learn? - UNESCO (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:Z58YQUQS 2405685:A6SE7Z9X

If you don't understand, how can you learn? - UNESCO (UNESCO, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:QK94J4GE 2405685:RN3HK9KQ

IDRC in Pakistan - IDRC (IRDC, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:CFIXEMFB 2405685:CTCDCYPM

Identity and schooling: Some lessons for the economics of education - Akerlof, G.A.; Kranton, R.E. (Journal of Economic Literature, 2002)
shortDOI: 10/gd2x2h KerkoCite.ItemAlsoKnownAs: 10.1257/.40.4.1167 10/gd2x2h 2339240:K54TNP5N 2405685:3F9RZUT5

Identité numérique et éducation: enseignement des langues camerounaises grâce aux TIC - Nkenlifack, Marcellin; Demsong, Bethin; Nangue, Raoul (International Journal of Information Sciences for Decision Making, 2011)
KerkoCite.ItemAlsoKnownAs: 2405685:CBI7ZEJX 4042040:HUVQQ8SS
Keywords: ⛔ No DOI found

Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides - Piper, Benjamin; Simmons Zuilkowski, Stephanie; Dubeck, Margaret; Jepkemei, Evelyn; King, Simon J. (World Development, 2018)
Several rigorously evaluated programs have recently shown positive effects on early literacy and numeracy outcomes in developing countries. However, these programs have not been designed to evaluate which ingredients of the interventions are most essential to improve literacy outcomes. Policy makers therefore lack evidence as to whether program ingredients such as teacher professional development (PD), instructional coaching, learner materials, teachers’ guides, community support, or technology are required for program impact. The Kenya Primary Math and Reading Initiative was a randomized controlled trial that compared three treatment groups with speciﬁc ingredients and a control group. Using literacy and numeracy outcome measures for grades 1 and 2, we evaluated the beneﬁts of the following ingredients: (1) teacher PD and teacher instructional support and coaching; (2) revised student books in literacy and numeracy, at a 1:1 ratio, added to PD and instructional support; and (3) structured teacher lesson plans added to student books, PD, and instructional support. We found that two of the three combinations of ingredients had statistically signiﬁcant positive impacts on learning outcomes. The results showed that the third combination—PD, teacher instructional support and coaching, 1:1 student books, and structured teacher lesson plans—was most effective. A cost-effectiveness analysis on the ingredients showed that the option of PD and instructional support, 1:1 revised books, and teachers’ guides was the most expensive, but that the additional impact on learning made this the most cost-effective intervention. This study rigorously analyzes which ingredients for literacy and numeracy improvement would be most effective for overall impact, and suggests to policy makers that careful decisions regarding program ingredients will lead to more effectively designed and implemented interventions to improve learning in developing countries.
EdTechHub.Copy: 2129771:3IIW96ZB shortDOI: 10/gftrqf KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2018.01.018 10/gftrqf 2129771:3IIW96ZB 2339240:AUEREUTT 2339240:NNWXI67C 2339240:QWI89XDJ 2339240:X37484JK 2405685:37II7RPP 2405685:4PBTS4CP 2405685:5LADY8ET 2405685:L36BGXMK 2405685:PT6BTPEC
Keywords: Africa; C:Kenya; Literacy; Numeracy; Program Evaluation; Program evaluation; Quantitative; Randomized controlled trial; Reading; Teacher Professional Development; ___working_potential_duplicate; numeracy; randomized control trial

Identifying the essential ingredients to literacy and numeracy improvement: teacher professional development and coaching, student textbooks, and structured teachers’ guides - Piper, Benjamin; Zuilkowski, Stephanie; Dubeck, Margaret; Jepkemei, Evelyn; King, Simon J. (World Development, 2018)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2018.01.018 2339240:W6C7ZW2X 2405685:53C9AZ8Q 2405685:RIK9NWV4 2534378:E5TCHLS4 2534378:QFTE8W6H
Keywords: Africa; Literacy; Numeracy; Program evaluation; Randomized controlled trial; Reading; ___working_potential_duplicate

Identifying the characteristics of effective teacher professional development: a critical review - Sims, Sam; Fletcher-Wood, Harry (School Effectiveness and School Improvement, 2020)
shortDOI: 10/ggx3rh KerkoCite.ItemAlsoKnownAs: 10.1080/09243453.2020.1772841 10/ggx3rh 2339240:683SAV2H 2339240:TS2ZKNQM 2405685:2BSDHIUH 2405685:JACJHJ5B 2405685:SELJQ32Y 2405685:VNCBV2AS 2534378:N5BNKDUA
Keywords: De-prioritise; ___working_potential_duplicate; ⚠️ Invalid DOI

Identifying strategies to enhance the educational inclusion of visually impaired children with albinism in Malawi - Lynch, Paul; Lund, Patricia; Massah, Bonface (International Journal of Educational Development, 2014)
Oculocutaneous albinism is an inherited condition with significant health and social impact on the lives of those affected throughout sub-Saharan, including in Malawi. Myths and superstitions surrounding the condition lead to stigmatisation, rejection and misconceptions. In a participatory study, consultations with educational professionals, children with albinism and their families documented the barriers to full educational access and revealed low-cost strategies that could be implemented in mainstream schools, to minimise the effect of the visual impairment associated with albinism. These were captured in two information booklets in English and vernacular, one for children and the other appropriate for teacher training.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.07.002 2339240:MXTDK768 2405685:K9AQNHDY
Keywords: Albinism; Resource centres; Special educational needs; Teacher training; Visual impairment

Identifying Effective Teachers: Lessons from Four Classroom Observation Tools - Filmer, Deon; Molina, Ezequiel; Wane, Waly (Research on Improving Systems of Education (RISE), 2020)
Four different classroom observation instruments—from the Service Delivery Indicators, the Stallings Observation System, the Classroom Assessment Scoring System, and the Teach classroom observation instrument—were implemented in about 100 schools across four regions of Tanzania. The research design is such that various combinations of tools were administered to various combinations of teachers, so these data can be used to explore the commonalities and differences in the behaviors and practices captured by each tool, the internal properties of the tools (for example, how stable they are across enumerators, or how various indicators relate to one another), and how variables collected by the various tools compare to each other. Analysis shows that inter-rater reliability can be low, especially for some of the subjective ratings; principal components analysis suggests that lower-level constructs do not map neatly to predetermined higher-level ones and suggest that the data have only a few dimensions. Measures collected during teacher observations are associated with student test scores, but patterns differ for teachers with lower versus higher subject content knowledge.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISEWP_2020/045 2405685:DSRXVH6M 2561267:ZFIFPNTP
Keywords: _B:important; _G:important; _G:reviewed; _Tanzania; _final_bib; _important

Identifying Disability In Household Surveys: Evidence On Education Access And Learning For Children With Disabilities In Pakistan - Rose, Pauline; Singal, Nidhi; Bari, Faisal; Malik, Rabea; Kamran, Sahar (REAL Centre, Faculty of Education, University of Cambridge, 2018)
This policy brief presents key findings from data on education of children with disabilities in Pakistan with respect to both access and learning. It draws on data from on-going research as part of the ESRC-DFID funded Teaching Effectively All Children (TEACh) project, along with data from ASER Pakistan.
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.1247087 2339240:88XND2WW 2339240:ERJED7M9 2339240:FW5AFH9B 2405685:8GIBGBHT 2405685:99VDZTLG 2405685:WUWYE7JH
Keywords: _not_EdTechHub; _zenodoOTHER

IDENTIFICAÇÃO DO MODELO DE NEGÓCIO DE UMA START-UP/TIC: ESTUDO DE CASO NA EMPRESA GEEKIE - Lulia Filho, Herivelto; Turri, Silvia Novaes Zilber; Silva, Eduardo Corneto; Santos, Edna de Souza Machado (Investigação Científica nas Ciências Humanas e Sociais Aplicadas 3, 2019)
This study does not only understand the state of the art of the startups, but also understand how a small company of technology-based structure, shape its business model to grow and strengthen their business. For this this article has how objective of research, identify and describe the business model of a Startup/ICT Brazilian that work in the area of the education. It was used the concepts of case study, when analyzing the company Start-up/ICT Geekie, but will be used only secondary data, being this research a documentary research. The results show that the adaptive learning platform Start-up/ICT Geekie offers innovative service, personalizing and customizing education schools where works. The business model creates value for students, teachers and schools. Limitations of this article are in not obtaining primary data direct in the Geekie company and have only one company as study focus which limits the understanding of the business model of firms in the education sector.
KerkoCite.ItemAlsoKnownAs: 10.22533/at.ed.69219160413 2339240:D9EVHTG4 2405685:V6X4436E

IDEAS BOX: AN INNOVATING PSYCHOSOCIAL TOOL FOR EMERGENCY SITUATIONS IMPACT STUDY IN THE KAVUMU AND BWAGIRISA CAMPS - BURUNDI - Lachal, C (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:V9XTARAH 2405685:3VM5KNHM

Idara-e-Taleem-o-Aagahi
KerkoCite.ItemAlsoKnownAs: 2405685:I57SKVU9

Idara-e-Taleem-o-Aagahi (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:7UALNTHU 2405685:I57SKVU9 2405685:ZFDHZ3C9

IDA Project Paper on a Proposed Additional Credit to the Republic of Senegal for a Quality Improvement and Equity of Basic Education Project - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:Z7Y4HEQH

ID4D Practitioner’s Guide - World Bank
KerkoCite.ItemAlsoKnownAs: 2339240:993VIZBM 2339240:VQLR4D49 2339240:VXV7JYJZ 2405685:37KRXR9S

ICTs, secondary education, and the knowledge economy: Exploring the roles of the private sector in post-apartheid South Africa - Evoh, Chijioke (Journal of Education for International Development, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:DZTHK4NH 4042040:37YKH65P
Keywords: ⛔ No DOI found

ICTs in Learning in Pakistan - Hassan, Taimoor; Sajid, Ar (International Journal of Evaluation and Research in Education (IJERE), 2012)
The paper investigates the barriers to the integration of Information and Communication Technologies (ICTs) at secondary level learning in Pakistan, with special emphasis on Punjab province. Exploring major barriers to the integration of ICTs at the school level, teacher level and student level and possible enablers to these barriers is the major focus of study. Sequential mixed method design is used. Interviews were analysed qualitatively whereas survey questionnaire were analysed quantitatively. It is observed from the findings that most of the participants have positive perceptions about integration of ICTs into their teaching and learning. Administrators and ICT coordinators revealed many barriers and possible enablers to the integration of ICTs. Many of these barriers are verified by the teachers and students. Later on however there were some barriers which were not endorsed by the teachers and students.
KerkoCite.ItemAlsoKnownAs: 10.11591/ijere.v1i2.1244 2339240:N34T78WC 2405685:5INDIDCV

ICTs for non-formal education in rural Thailand - Intarat, Sudarat; Chanchalor, Sumalee; Murphy, Elizabeth (Australasian Journal of Educational Technology, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:P7LS6GSP 2405685:Y8CIB884
Keywords: ⛔ No DOI found

ICTs for Monitoring & Evaluation of Peacebuilding Programmes - Corlazzoli, Vanessa (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:77LJFJUB 2405685:6V57FGP4

ICTs and development in developing countries: a systematic review of reviews - Lwoga, Edda Tandi; Sangeda, Raphael Zozimus (The Electronic Journal of Information Systems in Developing Countries, 2019)
This systematic review of reviews aimed to explore the contribution of information and communication technologies (ICTs) for development in developing countries. This systematic review of reviews determines and summarizes ICTD research trends, and methodologies and conceptual frameworks used in ICTD research discuss the findings and evidence and then suggest approaches for further research. We reviewed existing systematic reviews published on ICT and development between January 1990 and July 2017. The review of reviews shows that a growing number of ICTD research works have used qualitative research approaches for data collection and analysis. We note several attempts to develop and apply models/frameworks over explanatory and predictive theories, most notably in the area of social, sociotechnical, and technical. Nevertheless, there is limited evidence on the long‐term contribution of ICT use on livelihoods, patterns of economic inequality, human freedom, and well‐being in developing countries. This review of reviews synthesizes existing systematic reviews on the contribution of ICT for development than was previously available for developing countries. This review has the potential for several stakeholders, including the public and private sector, intermediaries, and nonprofit organizations, to utilize the accumulated evidence from selected systematic reviews to enable/improve the appropriate and sustainable use of ICTs for development.
KerkoCite.ItemAlsoKnownAs: 10.1002/isd2.12060 2405685:2HFH9EJX 2534378:8P8Y85JD

ICT4E How-To Note Final_Feb20.pdf - USAID (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PXBX9L8Z 2405685:XEZW582W

ICT4D, gender divides, and development: The case of Ghana - Steeves, H. Leslie; Kwami, Janet D. (Development Communication in Directed Social Change: A Reappraisal of Theories and Approaches. Singapore: Asian Media Information and Communication Centre (AMIC), 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:DVKZHCPQ 2405685:3EEDT3VP
Keywords: Equity of Access; ⛔ No DOI found

ICT Using Situation in Rural and Urban Primary Schools of Bangladesh: A Comparative Study - Ali, M (Prime University Journal, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:E6NMCEBE 2405685:XHR99KDS
Keywords: ⛔ No DOI found

ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana - Agyei, Douglas; Voogt, Joke (Education and Information Technologies, 2011)
Included in the contemporary mathematics curricula in Ghana is the expectation that mathematics teachers will integrate technology in their teaching. However, importance has not been placed on preparing teachers to use ICT in their instruction. This paper reports on a study conducted to explore the feasibility of ICT use in mathematics teaching at senior high school levels in Ghana. Interviews and survey data were used for data collection. Preliminary results showed that mathematics teachers in Ghana do not integrate ICT in their mathematics instruction. Among the major perceived barriers identified were: Lack of knowledge about ways to integrate ICT in lesson and Lack of training opportunities for ICT integration knowledge acquisition. To overcome some of these barriers, opportunities of a professional development arrangement for pre-service mathematics teachers were explored. Findings from the study revealed specific features of a professional development scenario that matters for ICT integration in mathematics teaching in the context of Ghana. KeywordsICT use–Professional development–Computer competencies–Mathematics education–Computer attitude–Ghana
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-010-9141-9 2339240:4GH4JJ6N 2405685:GKN47LAT

ICT use in science and mathematics teacher education in Tanzania: Developing Technological Pedagogical Content Knowledge - Kafyulilo, Ayoub; Fisser, Petra; Pieters, Jules; Voogt, Joke (Australasian Journal of Educational Technology, 2015)
Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge (TPACK) as a framework for describing the knowledge and skills that pre-service teachers need to develop in order to effectively integrate technology in science and mathematics teaching. Pre-service teachers (N=22) participated in microteaching, hands-on training, collaborative lesson design in design teams, and reflection with peers. Pre- and post-assessment results of the pre-service teachers’ perceived knowledge and skills of integrating technology in teaching, showed significant changes in technology-related components of TPACK. We conclude that opportunities for pre-service teachers to participate in professional development programs that involve lesson design, teaching, evaluation and re-design, can be effective for the development of the knowledge and skills of integrating technology in science and mathematics teaching.
Number: 4 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.1240 2339240:7KWSVKXS 2405685:7XN4YDQE
Keywords: TPACK; lesson design; microteaching; reflection; technology integration; training

ICT Transforming Education in Africa UNESCO-KFIT project update, January-March 2019 - UNESCO Digital Library - UNESCO (UNESCO, 2019)
EdTechHub.ItemAlsoKnownAs: 2405685:E6JTI753

ICT Transforming Education in Africa UNESCO-KFIT project update, January-March 2019 - UNESCO (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:5ZL38WL2 2486141:VBBHJJDJ

ICT Transforming Education in Africa - UNESCO (2017)
EdTechHub.ItemAlsoKnownAs: 2405685:XF84DCD2

ICT Sector in Lebanon - 2018 Factbook - Investment Development Authority of Lebanon (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:TMY2LAGC 2405685:VQ3AFIVV

ICT : Rwanda and Republic of Korea Sign $7 Million to Support IT Development in Schools - Rwanda Podium (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:QIZE7MEZ 2405685:D7XKSB9D

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

ICT Price Baskets - International Telecommunication Union (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:IS7K38GU 2405685:KASHFILH

ICT Policy for Primary and Secondary Education (2019 - 2023). - Ministry of Primary and Secondary Education (Zimbabwe) (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:ZK7M3DZ9

ICT Policy for Lesotho - Ministry of Communications, Science and Technology (2005)
KerkoCite.ItemAlsoKnownAs: 2339240:63HF3R7Z 2405685:HCXADCY8

ICT integration in teaching and learning in secondary schools in Tanzania: Readiness and way forward - Ngeze, Lucian V. (International Journal of Information and Education Technology, 2017)
Publisher: Science Publishing Group KerkoCite.ItemAlsoKnownAs: 10.18178/ijiet.2017.7.6.905 2339240:ZV7BEGN9 2405685:YGBAHLFW

ICT integration in teaching and learning activities in higher education: a case study of Nepal's teacher education - Rana, Kesh; Rana, Karna (Malaysian Online Journal of Educational Technology, 2020)
This article reports an examination of information and communication technology (ICT) integration in teaching and learning activities in higher education in Nepal. ICT education policy by the government of Nepal emphasises the need to develop teachers' ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. The case study reported the lack of clear strategy to implement the ICT education policy and to fund for the ICT infrastructure and professional development of university staff to integrate ICT in teacher education. In this case, the Faculty of Education in the university, where there is no funding from the government and university for the ICT in education project, received funding from an international organisation to install ICT infrastructure and provide ICT training for teachers and other staff. It is argued that, to realise the policy in practice, more sustainable mechanisms need to be developed to provide ICT facilities for teachers and to train them how to use ICT in teaching activities.
Publisher: University of Malaya Faculty of Education, Kuala Lumpur 50603 Malaysia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396845922?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.17220/mojet.2020.01.003 2405685:7QTWPNA2 2534378:2HFCURH3 2534378:7EF9ZFLB 2534378:9RI575FJ
Keywords: ERIC; Current Index to Journals in Education (CIJE); Educational Policy; Foreign Countries; Higher Education; Information Technology; Nepal; Postsecondary Education; Preservice Teacher Education; Program Implementation; Sustainability; Technology Integration; __:import:01; __:match:final; __:matched; __:study_id:2095751; __finaldtb

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

ICT integration in Teacher Education - A study of University of Education, Winneba - Wilson, Kofi Bentum; Ayebi-Arthur, Kofi; Tenkorang, Emmanuel Yamoah (Ghana Journal of Science and Mathematics Education, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:69GF7UX5 2405685:9DV5HUJE
Keywords: ⛔ No DOI found

ICT in secondary school administration in rural southern Kenya: An educator’s eye on its importance and use - Makewa, Lazarus; Meremo, Jackson; Role, Elizabeth; Role, Jesse (2013)
This study investigated whether there was a significant difference between teachers’ and administrators’ perceptions on the importance of Information and Communications Technologies (ICT) in secondary school administration and evaluated the extent to which it was used by administrators. In this study, administrators are those involved in the day to day running of secondary school duties such as: the principal, deputy principal and heads of departments. The researchers used a descriptive-comparative research design to obtain information on the current status of ICT. The t-test was used to establish whether there was any significant difference in perceptions while a Pearson product-moment correlation coefficient was used to find whether there was any significant relationship between educators’ perceptions of the importance and extent of ICT use in secondary school administration. Both teachers and administrators rated the use of ICT in secondary school administration as important. Teachers and administrators viewed the use of ICT in student administration as equally important. Administrators rated the importance of using ICT in supervision of instruction and in student administration more highly. There was a significant difference between the perceptions of teachers and administrators on the importance of ICT use in the following areas of secondary school administration: student administration, general administration and supervision of instruction.
KerkoCite.ItemAlsoKnownAs: 2339240:8CTPMNKU 2405685:W5EYUSLQ
Keywords: ⛔ No DOI found

ICT in girl-child education, a key factor for national development in Nigeria - Ezzeh, Peace Oguguo; Okoh, Kate Chinwe (South Eastern Journal of research and sustainable development (SEJRSD), 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:46IKDKTG 2405685:9DS3MGJB
Keywords: Equity through Access; System Readiness; ⛔ No DOI found; ⛔ No INSPIRE recid found

ICT in education statistics: shifting from regional reporting to global monitoring;progress made, challenges encountered, and the way forward - UNESCO Institute for Statistics (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:A4UYLKQ4 2405685:BGVXSVGS

ICT in Education Policy - Ghana - Ministry of Education, Ghana (Ministry of Education Ghana, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:QKNEDW69 2405685:K24G4PWY

ICT in Education Policy - Ministry of Education (Government of the Republic of Rwanda, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:7VXYQMRX 2405685:AYLIXNJN

ICT in Education Policy - Ministry of Education (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:SUI5EK55

ICT in Education Policy - Ministry of Education, Ghana (2015)
EdTechHub.ItemAlsoKnownAs: 2405685:7ERX5YSD

ICT in Education Policy - Rwanda Ministry of Education (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:EYDJ6TT7 2405685:7U2U9JTH

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

ICT in Education in Madagascar - Isaacs, Shafika (World Bank, 2007)
KerkoCite.ItemAlsoKnownAs: 2339240:8YJZZ5ME 2405685:N6A4CBAY

ICT in Education in Liberia - Mangesi, Kofi (World Bank Group, 2007)
KerkoCite.ItemAlsoKnownAs: 2339240:97GN7HVT 2405685:QQNTJEB4
Keywords: ⛔ No DOI found

ICT in Education in Lesotho - Isaacs, Shafika (World Bank, 2007)
KerkoCite.ItemAlsoKnownAs: 2339240:ARCCU5WV 2339240:HYWUF76L 2405685:N22WGD2V

ICT in Education and Training Policy - Republic of Kenya. (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:BG82ZNVW

ICT in community-based lifelong learning center: model for northeast Thailand - Waring, Marilyn; Sacchanan, Chutima (Auckland University of Technology, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:BNDVHIUC 2405685:V78UPKRI
Keywords: ⛔ No INSPIRE recid found

ICT for Learning Process and Tools – Volume II | UNICEF Eastern and Southern Africa - UNICEF; Aga Khan Foundation and Innovation Unit (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:9Y4W7F8B

ICT for Education: A Conceptual Framework for the Sustainable Adoption of Technology-Enhanced Learning Environments in Schools - Rodriguez, Patricio; Nussbaum, Miguel; Dombrovskaia, Lioubov (Technology, Pedagogy and Education, 2012)
Currently, the use of information and communication technologies (ICT) in education does not conclusively demonstrate significant effects on learning. However, not all ICT usage models are designed to affect student outcomes. Therefore, to accurately study the impact of ICT, the concept of an educational programme supported by ICT must first be defined. The authors propose the ICT for Education (ICT4E) programme, an evidence-based framework to determine a model's ability to produce improvements before having to evaluate its results. The framework has four components: implementation, intervention, transference and total cost. Based on an explicit definition of the outcomes pursued by a given programme, this framework supports the design of its activities to promote sustainable changes in pedagogical practices in schools and calculate the programme's total cost. The authors illustrate this with a programme implemented in six countries. In Chile, the ICT4E programme forms part of the policy for educational technology, evaluating the effectiveness and scalability of such initiatives. (Contains 3 tables and 3 figures.)
18 citations (Crossref) [2024-02-28] Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2012.720415 2339240:GEJN29VT 2405685:22N8ZU8A
Keywords: Systems Framework; ⛔ No INSPIRE recid found

ICT for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools - Rodríguez, Patricio; Nussbaum, Miguel; Dombrovskaia, Lioubov (Technology, Pedagogy and Education, 2012)
Publisher: Taylor & Francis zotzenLib.CopiedFrom: 2339240:2EDMC2JD KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2012.720415 10.1080/1475939x.2012.720415 2339240:2EDMC2JD 2405685:9DB6K5UX

ICT for All: Digital Inclusion Portal development - G3ict (Buys ICT 4 All, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:VHIZ736Z

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

ICT Facts and Figures 2017 - International Telecommunication Union (International Telecommunication Union, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:LN5HMG4D 2405685:CI7Y26G7

ICT education for girls provides the bandwidth for a more robust digital society | United Nations in Thailand - Okuda, Atsuko (United Nations Thailand)
Closing the gender gap in education outcomes has not translated into equal participation and representation in politics, the economy and society in Thailand.
KerkoCite.ItemAlsoKnownAs: 2339240:IASMY2WX 2405685:GKX9LKW6
Keywords: ⛔ No INSPIRE recid found

ICT, education and social development in Latin America and the Caribbean – UNESCO Digital Library - Hinostroza, J. Enrique (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:DKL4STWM 2405685:75KUTCQH

ICT Development Strategy for Education (Draft) - Ministry of Education and Sports (Laos) (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:WAZQQ2KS 2405685:XZM83LAH

ICT Country Profiles: Mongolia - International Telecommunication Union (The International Telecommunication Union, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:3GT5TVKL 2405685:256VVLTX

ICT competency standards for teachers: policy framework - UNESCO (UNESCO, 2008)
KerkoCite.ItemAlsoKnownAs: 2405685:WJ3FMNHE 2534378:DFXARHI2

ICT competency standards for teachers in Tanzania - Ministry of Education and Vocational Training; UNESCO Office Dar es Salaam (United Republic of Tanzania, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:L5MM9267 2405685:Q4N43P4R

ICT and the Education of Refugees: A Stocktaking of Innovative Approaches in the MENA Region - Lewis, Kent; Thacker, Simon (World Bank, 2016)
More than 10 million school-age children have been forced out of school in the Middle East and North Africa (MENA) due to armed conflict in Syria, Iraq, Yemen, Libya and other countries. Most are displaced internally but others have fled across borders to seek refuge. As governments and international agencies struggle to ensure these children a safe learning environment and a good quality education, many look to information and communications technology (ICT) to provide at least part of the solution. The use of smartphones and other mobile devices, ubiquitous even among impoverished refugees, can provide a platform that educators can leverage to reach marginalized children and youth. This paper aims to inform discussion on the role information and communications technology (ICT) can play in the educational response to the refugee crisis in the MENA. It provides a clear and concise snapshot of the role ICT has played, the promise it holds, the projects that are currently under preparation and what more might be done. The purpose of this note is to provide a clear and concise snapshot of the role ICT has played, the promise it holds, the projects that are currently under preparation, and what more might be done. This is in no way a comprehensive assessment but rather an attempt to promote dialogue and inform programs.
KerkoCite.ItemAlsoKnownAs: 2339240:FWSEWBZS 2405685:F7YA8GIX 2405685:JDXTAB43
Keywords: Google Scholar/ "education technology" refugees; RER theme_pedagogies and modalities

ICT and students' performance in Pakistan - Salam, Shafaq; Yang, Mengke; Shaheen, Aliya; Movahedipour, Mahmood; Zeng, Jianqiu (Human Systems Management, 2017)
Traditionally, education emphasizes on the use of textbooks for the acquisition of knowledge. However, educational settings around the world are now emphasizing on digital curricula that promote competences and performance. The purpose of this article is to examine the impact of use of Information and Communication Technology (ICT) on students' performance. Knowing the importance of ICT for education, the private schools of Pakistan emphasize the use of ICT; however, public schools lag behind in the ICT infrastructure, thereby producing a digital divide. This research conducted a survey with 150 public and private school students of Peshawar District, in the KP province of Pakistan. The results show that the use of ICT acts as a catalyst for improving the quality of education and the students' performance. The study's findings can benefit policy makers who design ICT-based curricula and provide ICT infrastructure for public schools. Moreover, the study's results can help narrow the current digital divide, by providing a high-quality education to public school students.
Place: Amsterdam Publisher: Ios Press WOS:000416674900002 KerkoCite.ItemAlsoKnownAs: 10.3233/HSM-17118 2339240:EDXEVSJ2 2405685:2MKGHWUI
Keywords: Public schools; comparative analysis; impact of ICT; performance; private; private schools; public-schools; skills

ICT and Education for Refugees in Transit - Wahyuni, Dewi Sari; Fatdha, T. Sy Eiva (SALTeL Journal (Southeast Asia Language Teaching and Learning), 2019)
Refugees in transit often have no access to formal education. Indonesia as one of transit countries has allowed these community school-age children to join public school. Unfortunately, teenagers and adults do not have similar consent. As most of them are stranded for a long time to skip their basic education, there should be a bridge so that they still can catch up with their secondary or even higher education level. During their uncertain waiting time, some international and national organizations and local institutions have provided them with private classes in specific subjects. The problem is these classes are unaligned with the lesson grade in host country formal education institution, which is categorized based on learners’ ages. Moreover, they are placed in separated places (detention centre, interception, community housings) which cost time and fare to get these refugees in one education centre. The alternative solution for handling this situation is by having blended learning, a combination of online learning platform and face-to-face meeting managed by teachers both from the host country and refugees. These students although they are limited by any means, have been familiar with ICT such as Microsoft Office, Photoshop, Multimedia and Internet. The online learning platform will muddle through time and distance in order to support them to take Package A, B, C (National Elementary, Junior and Senior High School Equivalency) tests as these tests are admitted at work and further study in host country as well as their destination countries without age limitation.
Number: 2 shortDOI: 10/ggsp4n KerkoCite.ItemAlsoKnownAs: 10.35307/saltel.v2i2.27 10/ggsp4n 2339240:PWKDILWA 2405685:VU2VVUBV
Keywords: Google Scholar/ "blended learning" refugee education; RER theme_pedagogies and modalities

ICT and Education for Refugees in Transit - Wahyuni, Dewi Sari; Fatdha, T. Sy Eiva (SALTeL Journal (Southeast Asia Language Teaching and Learning), 2019)
Refugees in transit often have no access to formal education. Indonesia as one of transit countries has allowed these community school-age children to join public school. Unfortunately, teenagers and adults do not have similar consent. As most of them are stranded for a long time to skip their basic education, there should be a bridge so that they still can catch up with their secondary or even higher education level. During their uncertain waiting time, some international and national organizations and local institutions have provided them with private classes in specific subjects. The problem is these classes are unaligned with the lesson grade in host country formal education institution, which is categorized based on learners’ ages. Moreover, they are placed in separated places (detention centre, interception, community housings) which cost time and fare to get these refugees in one education centre. The alternative solution for handling this situation is by having blended learning, a combination of online learning platform and face-to-face meeting managed by teachers both from the host country and refugees. These students although they are limited by any means, have been familiar with ICT such as Microsoft Office, Photoshop, Multimedia and Internet. The online learning platform will muddle through time and distance in order to support them to take Package A, B, C (National Elementary, Junior and Senior High School Equivalency) tests as these tests are admitted at work and further study in host country as well as their destination countries without age limitation.
0 citations (Crossref) [2024-02-28] Number: 2 KerkoCite.ItemAlsoKnownAs: 10.35307/saltel.v2i2.27 2339240:SI4JQMQW 2405685:7WQ2J687
Keywords: Education; ICT; Refugees; Transit; ⛔ No INSPIRE recid found

“I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 - Adarkwah, Michael Agyemang (Education and Information Technologies, 2020)
Globally, Information and Communication Technology (ICT) is regarded as a dependable vehicle for facilitating educational reform and development, a platform for communication, and as a means to achieve the Sustainable Development Goal Four (SDG 4). Since the enactment of the No Child Left Behind Act (NCLB) and declaration of the SDG 4, many countries have opted to embrace the lifelong education for all by integrating ICT in teaching and learning at all school levels. The Ghanaian Government’s initiative to ensure “education anytime anywhere for everyone” by revolutionizing teaching and learning through ICT has faced a lot of challenges and criticisms. The main mission of the Ghana ICT for Accelerated Development (ICT4AD) in 2003 was to transform Ghana into an information and technology-driven high-income economy through education, but this goal is yet to be realized. In the wake of the COVID-19 which has forced many countries and educational sectors to adopt online learning, there is a need to discuss the effectiveness of online learning and barriers to online learning in the developing contexts, and how to successfully integrate ICT in schools for online learning, especially rural schools where students’ educational careers are in jeopardy because they benefit less from online learning. The paper identifies critical factors that affect online learning, recommends post COVID-19 strategies to promote e-learning for policymakers in education and the government, and concludes with a conceptual model for emergency transition to e-learning.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10331-z 2339240:9RBTK9P8 2339240:BM2YW6VU 2339240:KFUF9I2X 2405685:6LC3X3CD

I'd blush if I could: closing gender divides in digital skills through education - West, Mark; Kraut, Rebecca; Ei Chew, Han (UNESCO, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:GZ2PGRST 2405685:ZQPSPXQG

Hyderbad police bust racket selling fake degree certificates, 10 held - Buddi, Mahesh (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:HX2U7CYL 2405685:Q5R9F9MM

Hybrid learning: International experiences with multimodal approaches - Villavicencio, Xuzel; Coflan, Caitlin (2022)
This slide deck was originally developed for a webinar series on blended and hybrid learning for UNICEF El Salvador and the El Salvador Ministry of Education. The online workshops were delivered in two sessions, with the teachers from El Salvador as a key part of the audience. Along with the lessons learnt from the various international initiatives mapped, subjects like the country's ICT infrastructure and the relevance of a Socio Emotional Learning (SEL) approach were also covered. Keywords: hybrid; blended; El Salvador; multimodal; teacher training; socio-emotional learning. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7023344 ZenodoArchiveConcept: 7023343 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7023344 10.53832/edtechhub.0112 2405685:C2SK9SF9
Keywords: _r:AddedByZotZen

Hunger numbers stubbornly high for three consecutive years as global crises deepen: UN report - World Health Organization (2024)
Around 733 million people faced hunger in 2023, equivalent to one in eleven people globally and one in five in Africa, according to the latest State of Food Security and Nutrition in the World (SOFI) report published today by five United Nations specialized agencies.
KerkoCite.ItemAlsoKnownAs: 2405685:XPPNEB7W

Humanitarian OpenStreetMap Team | Home
KerkoCite.ItemAlsoKnownAs: 2405685:9RW7592K

Humanitarian Data Exchange - Humanitarian Data Exchange (OCHA Services: Humanitarian Data Exchange)
KerkoCite.ItemAlsoKnownAs: 2339240:KRXGZT4D 2405685:XZJYPS6F

Human Rights-based Approach to Programming - UNICEF (UNICEF, 2011)
A human rights-based approach is a conceptual framework for the process of human development that is normatively based on international human rights standards and operationally directed to promoting and protecting human rights.
KerkoCite.ItemAlsoKnownAs: 2339240:Q4BNRITK 2405685:V424BQ63

Human Development Summary- Cambodia - UNDP (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:LPS6AL6Z 2405685:WYRBIC2U

Human Development Reports: Tanzania - UNDP
KerkoCite.ItemAlsoKnownAs: 2339240:2ACUHG6V 2405685:IV7CWVQH

Human Development Reports - UNDP (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:7TS3DJI9

Human Development Reports - United Nations Development Programme (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AD2VSI2P 2405685:KA8YNP9D

Human Development Report 2023/2024 - United Nations Development Programme (UNDP, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:AJWGTAXE 2405685:XILU4638

Human Development Report 2021/2022 - UNDP (2022)
We live in a world of worry. The ongoing Covid-19 pandemic, having driven reversals in human development in almost every country, continues to spin off variants unpredictably. War in Ukraine and elsewhere has created more human suffering. Record-breaking temperatures, fires, storms and floods sound the alarm of planetary systems increasingly out of whack. Together, they are fuelling a cost-of-living crisis felt around the world, painting a picture of uncertain times and unsettled lives. Uncertainty is not new, but its dimensions are taking ominous new forms today. A new “uncertainty complex” is emerging, never before seen in human history. Constituting it are three volatile and interacting strands: the destabilizing planetary pressures and inequalities of the Anthropocene, the pursuit of sweeping societal transformations to ease those pressures and the widespread and intensifying polarization. This new uncertainty complex and each new crisis it spawns are impeding human development and unsettling lives the world over. In the wake of the pandemic, and for the first time ever, the global Human Development Index (HDI) value declined—for two years straight. Many countries experienced ongoing declines on the HDI in 2021. Even before the pandemic, feelings of insecurity were on the rise nearly everywhere. Many people feel alienated from their political systems, and in another reversal, democratic backsliding has worsened. There is peril in new uncertainties, in the insecurity, polarization and demagoguery that grip many countries. But there is promise, too—an opportunity to reimagine our futures, to renew and adapt our institutions and to craft new stories about who we are and what we value. This is the hopeful path forward, the path to follow if we wish to thrive in a world in flux.
KerkoCite.ItemAlsoKnownAs: 2339240:57HA59AV 2405685:MUAEXKSK
Keywords: ⛔ No INSPIRE recid found

Human Development Report 2020: The Next Frontier - Human Development and the Anthropocene. Bangladesh. - United Nations Development Programme (United Nations, 2020)
KerkoCite.ItemAlsoKnownAs: 10.18356/9789210055161 2339240:ZBYSBI9Y 2405685:225TWATP
Keywords: ___working_potential_duplicate

Human Development Report 2020: The Next Frontier - Human Development and the Anthropocene - United Nations Development Programme (United Nations, 2020)
KerkoCite.ItemAlsoKnownAs: 10.18356/9789210055161 2339240:3N8EHHNR 2405685:7CEEGQAQ
Keywords: ___working_potential_duplicate

Human Development Report 2019 - Viet Nam briefing note - United Nations Development Programme (UNDP, 2019)
Beyond income, beyond averages, beyond today: Inequalities in human development in the 21st century
KerkoCite.ItemAlsoKnownAs: 2339240:6JH8NRWS 2405685:Q5AS8C6J

Human development report 2019: beyond income, beyond averages, beyond today: inequalities in human development in the 21st century - Conceição, Pedro; United Nations Development Programme (2019)
OCLC: 1130905759 KerkoCite.ItemAlsoKnownAs: 2339240:EFRSRANV 2405685:SNQDEQWB 2405685:VXDMBKGS

Human Development Report 2009: Overcoming barriers—Human mobility and development - UNDP (United Nations Development Programme (UNDP), 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:JCKNGM3L 2405685:XEIHRBY3

Human Development Indices and Indicators: 2018 Statistical Update: Senegal - UNDP (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:ENN9MWVG

Human Development Indices - Global Data Lab
KerkoCite.ItemAlsoKnownAs: 2339240:JC36BL8D 2405685:VAN8JHHB

Human Development in Asia 1999: The Crisis of Governance - Mahbub ul Haq Human Development Centre (Oxford University Press, 1999)
OCLC: 248045155 KerkoCite.ItemAlsoKnownAs: 2339240:CS9GI3H6 2405685:DI8DBSXJ

Human Centred Design (HCD) - UNICEF (2018)
Creating solutions for children using the Human Centred Design approach
KerkoCite.ItemAlsoKnownAs: 2339240:T5LVBKBU 2405685:YXJKZA5U

Human Capital Project - World Bank (2021)
The World Bank believes accelerating investments in people, also known as Investing in Human Capital is essential to achieving greater equity and economic growth. Check the definition of human capital in the World Bank Project brief.
KerkoCite.ItemAlsoKnownAs: 2339240:BTCFQ5AH 2405685:4GEV8ITE

Human Capital Index - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:67H7ELJ3 2405685:2DSQB34Y

Human Capital Country Brief Ghana - World Bank (World Bank, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:3HFIBJCH 2405685:P6EK2X2R

Human Capital Accumulation and Disasters: Evidence from the Pakistan Earthquake of 2005 - Andrabi, Tahir; Daniels, Benjamin; Das, Jishnu (UKAID, Australian Aid, Gates Foundation, and Oxford Policy Management, 2020)
We trace the effects of a devastating earthquake that occurred in Northern Pakistan in 2005. Using a new dataset from a survey conducted four years after the earthquake, we first show that the distance of the household from the fault line was not correlated with pre-existing household characteristics, while it was strongly predictive of earthquake-related damage and mortality. Through emergency relief aid, households living close to the fault line reported receiving substantial cash compensation that amounted to as much as 150 percent of their annual household consumption expenditure. Four years after the earthquake, there were no differences in public infrastructure, household or adult outcomes between areas close to and far from the fault line. However, children in their critical first thousand days at the time of the earthquake accumulated large height deficits, with the youngest the most affected. Children aged 3 through 15 at the time of the earthquake did not suffer growth shortfalls, but scored significantly worse on academic tests if they lived close to the fault line. Finally, children whose mothers completed primary education were fully protected against the emergence of a test score gap. We estimate that if these deficits continue to adult life, the affected children could stand to lose 15 percent of their lifetime earnings. Even when disasters are heavily compensated, human capital accumulation can be critically interrupted, with greater losses for already disadvantaged populations
KerkoCite.ItemAlsoKnownAs: 2339240:6UX6ZLW9 2339240:BSXBSGKH 2339240:KYXD4HM8 2405685:DAMJ5L34 2405685:X2T7I3MD 2405685:XLZI3FQ3

Human-AI collaboration to identify literature for evidence synthesis - Spillias, Scott; Tuohy, Paris; Andreotta, Matthew; Annand-Jones, Ruby; Boschetti, Fabio; Cvitanovic, Christopher; Duggan, Joe; Fulton, Elizabeth; Karcher, Denis; Paris, Cecile (2023)
Systematic approaches to evidence synthesis can improve the rigour, transparency, and replicability of a traditional literature review. However, these systematic approaches are time and resource intensive. We evaluate the ability of OpenAI’s ChatGPT to undertake two initial stages of evidence syntheses (searching peer-reviewed literature and screening for relevance) and develop a novel collaborative framework to leverage the best of both human and AI intelligence. Using a scoping review of community-based sheries management as a case study, we nd that with substantial prompting, the AI can provide critical insight into the construction and content of a search string. Thereafter, we evaluate ve strategies for synthesising AI output to screen articles based on prede ned inclusion criteria. We nd low omission rates (< 1%) of relevant literature by the AI are achievable, which is comparable to that of human screeners. These ndings show that generalised AI tools can assist reviewers with evidence synthesis to accelerate the implementation and improve the reliability of a review.
KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-3099291/v1 2405685:CCUCADRD 2486141:AHW2MJ6E
Keywords: _Added-ailr-2024

Hub Heroes, our newest project. - Hello World (Hello World, 2020)
Hello World has a new programme, Hub Heroes. This programme will exponentially increase literacy and numeracy for children at our hubs AND empower mothers in our Hub communities to take advantage of the technology and connectivity at the Hello Hub.
Section: Behind the Scenes KerkoCite.ItemAlsoKnownAs: 2339240:U2NZW46V 2405685:5TCKX67Z

https://enezaeducation.com/ - Eneza Education (Eneza Education)
Eneza Education is an ed-tech company that provides curriculum aligned revision material in all subjects for primary and secondary learners on any device. Our virtual tutor provides access to curriculum-aligned ... Read More
KerkoCite.ItemAlsoKnownAs: 2339240:CC2KSNYY 2405685:W49V2EWH

http://www.oleghana.org/index.php - OLE Ghana
Library Catalog: www.oleghana.org KerkoCite.ItemAlsoKnownAs: 2339240:DUSCKB63 2339240:QX9KVBIQ 2405685:G5WGI5Q8 2405685:T29RIPCE

How well do discrete choice experiments predict health choices? A systematic review and meta-analysis of external validity - Quaife, Matthew; Terris-Prestholt, Fern; Di Tanna, Gian Luca; Vickerman, Peter (The European Journal of Health Economics, 2018)
Discrete choice experiments (DCEs) are economic tools that elicit the stated preferences of respondents. Because of their increasing importance in informing the design of health products and services, it is critical to understand the extent to which DCEs give reliable predictions outside of the experimental context. We systematically reviewed the literature of published DCE studies comparing predictions to choices made in reality; we extracted individual-level data to estimate a bivariate mixed-effects model of pooled sensitivity and specificity. Eight studies met the inclusion criteria, and six of these gave sufficient data for inclusion in a meta-analysis. Pooled sensitivity and specificity estimates were 88% (95% CI 81, 92%) and 34% (95% CI 23, 46%), respectively, and the area under the SROC curve (AUC) was 0.60 (95% CI 0.55, 0.64). Results indicate that DCEs can produce reasonable predictions of health-related behaviors. There is a great need for future research on the external validity of DCEs, particularly empirical studies assessing predicted and revealed preferences of a representative sample of participants.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10198-018-0954-6 2405685:6UTTG9K5

How we read now: strategic choices for print, screen, and audio - Baron, Naomi S. (Oxford University Press, 2021)
"The digital revolution has transformed reading. Onscreen text, audiobooks, podcasts, and videos often replace print. We make these swaps for pleasure reading, but also in schools. How We Read Now is a ringside seat to the impact of reading medium on learning. Teachers, administrators, librarians, and policymakers need to make decisions about classroom materials. College students must weigh their options. And parents face choices for their children. Digital selections are often based on cost or convenience, not educational evidence. Current research offers essential findings about how print and digital reading compare when the aim is learning. Yet the gap between what scholars and the larger public know is huge. How We Read Now closes the gap. The book begins by sizing up the state of reading today, revealing how little reading students have been doing. The heart of the book connects research insights to practical applications. Baron draws on work from international researchers, along with results from her collaborative studies of student reading practices ranging from middle school through college. The result is an impartial view of the evidence, including where the jury is still out. The book closes with two challenges. The first is that students increasingly complain print is boring. And second, for all the educational buzz about teaching critical thinking, digital reading is inherently ill-suited for cultivating these habits of mind. Since screens and audio are now entrenched - and valuable - platforms for reading, we need to rethink how to help learners use them wisely"–
KerkoCite.ItemAlsoKnownAs: 2405685:J344M3XP
Keywords: Computers and literacy; Critical thinking; Reading; Reading comprehension; Technological innovations

How we measure social and emotional skills - OECD - OECD (OECD Study on Social and Emotional Skills, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:D6XF5GKT 2405685:GI8HHQSN GI8HHQSN

How we are implementing our national policy on radical inclusion in education - Sengeh, David Moinina (Africa Renewal, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:K9YK7BME 2405685:SS6XUFAS

How TV white space is helping bridge the digital divide - Harris, Briony (On the Issues, 2019)
How the need for reliable internet in Essex County, New York, led to a business that services the local community.
Section: Rural Broadband KerkoCite.ItemAlsoKnownAs: 2339240:5GTBVDTK 2405685:7N7JWBUX

How to Use ChatGPT for Academic Purposes (Academic Insight Lab)
Exploring the ethical concerns and legitimate uses of ChatGPT in academic settings, including knowledge curation, data analysis, and generating new data points. Best practices for using ChatGPT are also discussed. Join today for free and begin using our AI tools, which are built using the most advan
KerkoCite.ItemAlsoKnownAs: 2405685:WYT5WBSR 2486141:9PPDL488

How to teach English in India: testing the relative productivity of instruction methods within the Pratham English language education program - He, Fang; Linden, Leigh L; MacLeod, Margaret (2008)
Using a pair of randomized evaluations, we assess the relative productivity of several modes of implementing an Indian English education curriculum. Each consists of a specially designed machine or flash card based activities implemented either indirectly through a teacher training program or directly by externally supervised teaching assistants. The new methods are very effective and, on average, all implementation strategies yield gains of about 0.25-0.35 standard deviations in students’ knowledge of English. Weaker students benefit more from interventions that include teacher directed activities while stronger students benefit more from the more self-paced machine-based implementation. Compared to an externally implemented version of the curriculum, the treatments implemented through the teacher training program improved students’ math and English scores rather than just their English scores, a result that may be due to the fact that teachers implemented the interventions more efficiently.
KerkoCite.ItemAlsoKnownAs: 2339240:YK589CIH 2405685:RQYG6BYY 683578:JQU56E9F
Keywords: THEME: Curriculum and resources; ⛔ No DOI found

How to select, calculate, and interpret effect sizes - Durlak, Joseph A. (Journal of Pediatric Psychology, 2009)
The objective of this article is to offer guidelines regarding the selection, calculation, and interpretation of effect sizes (ESs). To accomplish this goal, ESs are first defined and their important contribution to research is emphasized. Then different types of ESs commonly used in group and correlational studies are discussed. Several useful resources are provided for distinguishing among different types of effects and what modifications might be required in their calculation depending on a study's purpose and methods. This article should assist producers and consumers of research in understanding the role, importance, and meaning of ESs in research reports.
KerkoCite.ItemAlsoKnownAs: 10.1093/jpepsy/jsp004 2339240:VIP48LY8 2405685:PNEQWL2D

How to re-imagine learning in the wake of Covid-19 (EdTech Hub, 2020)
Last week the EdTech Hub, #NextGenEdu, and Education Development Trust convened experts, policymakers, and implementers to discuss their visions for a reimagined approach to learning in the wake of coronavirus. The invited speakers were: Mohibul Hasan Chowdhury, Deputy Minister of Education, Bangladesh Ministry of Education Jim Ackers, Regional Education Advisor, UNICEF South Asia Regional Office Sonam Wangchuk, Founder, Students’ Educational…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707880 2405685:KDWC5B3N
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

How to plan and perform a qualitative study using content analysis - Bengtsson, Mariette (NursingPlus Open, 2016)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.npls.2016.01.001 2339240:SKJRXYHY 2405685:8ZSD4CAB

How to measure the scope, quality and outcomes of children’s - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 3: How to measure the scope, quality and outcomes of children’s participation provides a conceptual framework for children’s participation and introduces a series of benchmarks and tables to measure children’s participation.
KerkoCite.ItemAlsoKnownAs: 2339240:LK2EXKBB 2405685:Z76N7SQU
Keywords: CitedIn:eCubed; eCubed

How to manage distance learning for children with autism during the COVID-19 pandemic at Rumah Autis Depok, Indonesia? - Ayuningtyas, Fitria; Sevilla, Vinta; Uljanatunnisa, Uljanatunnisa (International Journal of Multicultural and Multireligious Understanding, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:PA9YCH6A 2405685:VPK8C85K
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

How to maintain education during wars? An integrative approach to ensure the right to education - Tlili, Ahmed; Salha, Soheil; Shehata, Boulus; Zhang, Xiangling; Endris, Awol; Arar, Khalid; Mishra, Sanjaya; Jemni, Mohamed (Open Praxis, 2024)
It is widely acknowledged that the relationship between education, security, and stability is bidirectional. In times of war, access to quality education becomes compromised, and conversely, the absence of proper education constrains individuals to a life under constant threat, disrupting education provision. War, viewed as a "lifetime and life-wide status," evolves into a self-fulfilling prophecy, both at an individual and collective level, making it challenging to break free from, particularly within the broader context of education provision. Although, scant information exists about how education is maintained during wars, hindering the right to education in such contexts. This study therefore addresses this gap by synthesizing the literature to identify and present 14 educational scenarios and teaching strategies on how education was maintained from different war contexts over time. The findings reveal that education during wars can be digital-based (i.e., facilitated by technology) and non-digital based (without technology). Additionally, various teaching strategies are applied during wars, including inspirational, hands-on and practical, fun-based, among others. Finally, teaching during wars is not limited to teachers only, but it could also involve parents, neighbors, etc. The findings of the literature can help to ensure the right to education in crises like wars and reveal the importance of open education in such crises. They can also contribute to enriching the ongoing theoretical and practical debate on how to maintain education in crises like wars. This can help to better be prepared for future education in crises, which is the focus of several international organizations.
Publisher: International Council for Open and Distance Education KerkoCite.ItemAlsoKnownAs: 10.3316/informit.T2024041000014090856799422 2339240:ZGVPDHG5 2405685:D68RANSP
Keywords: Education–Curricula–Evaluation; Human rights–Study and teaching–Activity programs; Open plan schools–Planning; War–Causes

How to integrate Value for Money assessments within the External Evaluations of the GEC - Shah, Valsa (Foreign, Commonwealth & Development Office, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:32NCMKDK 2405685:NQ22KZWA

How to Improve Teaching Practice? Experimental Comparison of Centralized Training and In-classroom Coaching - Cilliers, Jacobus; Fleisch, Brahm; Prinsloo, Cas; Taylor, Stephen (Research on Improving Systems of Education (RISE), 2018)
We experimentally compare two modes of in-service professional development for South African public primary school teachers. In both programs teachers received the same learning material and daily lesson plans, aligned to the ofﬁcial literacy curriculum. Pupils exposed to two years of the program improved their reading proﬁciency by 0.12 standard deviations if their teachers received centralized Training, compared to 0.24 if their teachers received in-class Coaching. Classroom observations reveal that teachers were more likely to split pupils into smaller reading groups, which enabled individualized attention and more opportunities to practice reading. Results vary by class size and baseline pupil reading proﬁciency.
shortDOI: 10/ghgnff KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2018/024 10/ghgnff 2405685:WYIY3SSM
Keywords: C: South Africa

How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions Using the New Learning-Adjusted Years of Schooling Metric - Angrist, Noam; Evans, David K.; Filmer, Deon; Glennerster, Rachel; Rogers, F. Halsey; Sabarwal, Shwetlena (The World Bank, 2020)
Many low- and middle-income countries lag far behind high-income countries in educational access and student learning. Limited resources mean that policymakers must make tough choices about which investments to make to improve education. Although hundreds of education interventions have been rigorously evaluated, making comparisons between the results is challenging. Some studies report changes in years of schooling; others report changes in learning. Standard deviations, the metric typically used to report learning gains, measure gains relative to a local distribution of test scores. This metric makes it hard to judge if the gain is worth the cost in absolute terms. This paper proposes using learning-adjusted years of schooling (LAYS)—which combines access and quality and compares gains to an absolute, cross-country standard—as a new metric for reporting gains from education interventions. The paper applies LAYS to compare the effectiveness (and cost-effectiveness, where cost is available) of interventions from 150 impact evaluations across 46 countries. The results show that some of the most cost-effective programs deliver the equivalent of three additional years of high-quality schooling (that is, schooling at quality comparable to the highest-performing education systems) for just $100 per child—compared with zero years for other classes of interventions.
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2129771:TUR7B4UV 2339240:3LCE9HV8 2339240:438DD95Z 2339240:98FSI5XH 2339240:PRN4F3XJ 2339240:S527VEKP 2339240:SNZZPXZE 2339240:TSZ5USU5 2405685:2W6J6E78 2405685:52GAJX48 2405685:59W7LV77 2405685:67PNDWSU 2405685:E7BQQ8AY 2405685:PJMJJZIG 2405685:W96R4GKX 2405685:X53U5NLR 2405685:XF4XK3C6 2534378:RYREI3A2 2534379:2C73YQ47
Keywords: Cost-Benefit Analysis; Education Outcomes; Government Policy; Impact Evaluation; Learning Loss; Learning-Adjusted Years of Schooling; Public Expenditure; Years of Schooling; ___working_potential_duplicate; ⛔ No DOI found

How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions using the New Learning-Adjusted Years of Schooling Metric - Angrist, Noam; Evans, David K.; Filmer, Deon; Glennerster, Rachel; Rogers, F. Halsey; Sabarwal, Shwetlena (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2339240:FCGVKGYD 2405685:UZH2P3ET 4656463:BUSJHPWA

How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions using the New Learning-Adjusted Years of Schooling Metric - Angrist, Noam; Evans, David K.; Filmer, Deon; Glennerster, Rachel; Rogers, F. Halsey; Sabarwal, Shwetlena (The World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2339240:FUVY78BN 2405685:MFJLAVX6
Keywords: COST-BENEFIT ANALYSIS; EDUCATION OUTCOMES; GOVERNMENT POLICY; IMPACT EVALUATION; LEARNING LOSS; PUBLIC EXPENDITURE; SCHOOLING; YEARS OF SCHOOLING

How to Guide: Delivering High-Quality Radio Learning - Rising Academies; EdTech Hub (2021)
ZenodoArchiveID: 4486906 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4486906 2339240:NTGE2FPC 2405685:DU497D8A 2405685:HCV5X9YJ
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

How to Ensure Compliance With Policies and Procedures - Strickland, Dale (CurrentWare, 2020)
Once your AUP is written, you need to enforce it. Follow these tips to maximize the enforcement of your acceptable use policy.
KerkoCite.ItemAlsoKnownAs: 2339240:HFZUYR6Q 2405685:X6XUSMV7

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

How to Do a Systematic Review: A Best Practice Guide for Conducting and Reporting Narrative Reviews, Meta-Analyses, and Meta-Syntheses - Siddaway, Andy P.; Wood, Alex M.; Hedges, Larry V. (Annual Review of Psychology, 2019)
Systematic reviews are characterized by a methodical and replicable methodology and presentation. They involve a comprehensive search to locate all relevant published and unpublished work on a subject; a systematic integration of search results; and a critique of the extent, nature, and quality of evidence in relation to a particular research question. The best reviews synthesize studies to draw broad theoretical conclusions about what a literature means, linking theory to evidence and evidence to theory. This guide describes how to plan, conduct, organize, and present a systematic review of quantitative (meta-analysis) or qualitative (narrative review, meta-synthesis) information. We outline core standards and principles and describe commonly encountered problems. Although this guide targets psychological scientists, its high level of abstraction makes it potentially relevant to any subject area or discipline. We argue that systematic reviews are a key methodology for clarifying whether and how research findings replicate and for explaining possible inconsistencies, and we call for researchers to conduct systematic reviews to help elucidate whether there is a replication crisis.
shortDOI: 10/gftjxg KerkoCite.ItemAlsoKnownAs: 10.1146/annurev-psych-010418-102803 10/gftjxg 2339240:XIMFRKVQ 2405685:QWKJ9FR4
Keywords: Guidelines as Topic; Humans; Meta-Analysis as Topic; Publication Bias; Reviewed; Systematic Reviews as Topic; evidence; guide; meta-analysis; meta-synthesis; narrative; systematic review; theory

How to do a good systematic review of effects in international development: a tool kit - Waddington, Hugh; White, Howard; Snilstveit, Birte; Hombrados, Jorge Garcia; Vojtkova, Martina; Davies, Philip; Bhavsar, Ami; Eyers, John; Koehlmoos, Tracey Perez; Petticrew, Mark; Valentine, Jeffrey C.; Tugwell, Peter (Journal of Development Effectiveness, 2012)
shortDOI: 10/gftr66 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2012.711765 10/gftr66 2339240:9SUYHN2U 2405685:5TBR9BT9 UA-2dba826a-34ad-40f0-ae9b-959792b2e7e
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; 3ie; DL4D cited; Reviewed; ___working_potential_duplicate; auto_merged; publicImportV1

How to Develop an Acceptable Use Policy: The Steps to Take - Webswise (Webwise.ie, 2016)
Creating an AUP is vital for your school, in addressing internet safety issues for students. Here we look at how to develop an Acceptable Use Policy (AUP).
KerkoCite.ItemAlsoKnownAs: 2339240:RDT95RQ7 2405685:2C5HQJPN

How to Design EdTech Programmes That Lead to Gender-Transformative Change - Samuels, Fiona; Leon-Himmelstine, Carmen; Marcus, Rachel; Myers, Christina (EdTech Hub, 2022)
This paper outlines how EdTech programming can adopt a gender-transformative approach to improve gender equity in access and learning outcomes. It explains what the term ‘gender-transformative change’ means, and why it is needed. Some key dimensions of gender-transformative approaches in the specific context of EdTech initiatives are outlined, looking at how different approaches can enhance access to education and learning opportunities and improve outcomes, and challenge discriminatory gender norms and stereotypes. Based on a desk review of grey and published materials, this paper then presents and discusses insights from the approaches taken by four EdTech programmes. Keywords: EdTech; gender-transformative; country case studies; education; girls’ education An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6475261 10.53832/edtechhub.0090 2405685:DSG9QF4F 2405685:GBQT3KMA
Keywords: _r:AddedByZotZen

How to Design and Institutionalize Spending Reviews - Doherty, Laura; Sayegh, Amanda (2022)
Spending reviews refer to the process of conducting in-depth assessments of existing public expenditure in order to identify opportunities to reduce or redirect spending from low-priority, inefficient, or ineffective spending. They offer a systemic approach to ensuring that spending is aligned with the government’s policy priorities, is effective in achieving its intended objectives and is deployed efficiently. This How to Note outlines the various objectives of spending reviews and provides guidance on designing a spending review process, including the organizational architecture and roles and responsibilities of various stakeholders. It also discusses the various stages of con¬ducting spending reviews and mechanisms for integrat¬ing their outcomes into the budget process. This note draws on lessons and experiences from countries that have established spending reviews, while recognizing that this is an emerging area for further reform.
KerkoCite.ItemAlsoKnownAs: 2339240:RE3DZLBS 2405685:MCXQLRBY 4656463:JIZ6TQ92