Developing collaborations and technology for evidence synthesis - Haddaway, Martin Westgate & Neal (Evidence Synthesis Hackathon)
An event series to develop open software for evidence synthesis
KerkoCite.ItemAlsoKnownAs: 2405685:CSXAI3C4 2486141:GQ4UL3LB
Keywords: _Added-ailr-2024

Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program - Habibi, Akhmad; Mukinin, Amirul; Riyanto, Yatim; Prasohjo, Lantip Diat; Sulistiyo, Urip; Sofwan, Muhammad; Saudagar, Ferdiaz (Turkish Online Journal of Distance Education, 2018)
This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.
Publisher: Anadolu University, Office of the Rector, Eskisehir, 26470, Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013525781?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.382663 2405685:J6BE7A45 2534378:E9ZSB7L9 2534378:MCTX9ZFS
Keywords: Case Studies; College Students; Computer Mediated Communication; Critical Thinking; Data Analysis; ERIC; Current Index to Journals in Education (CIJE); Educational Benefits; Focus Groups; Foreign Countries; Group Discussion; Higher Education; Independent Study; Indonesia; Interpersonal Communication; Learner Engagement; Learning Motivation; Practicums; Preservice Teacher Education; Qualitative Research; Social Networks; Student Teacher Attitudes; Teacher Education Programs; __:import:01; __:match:final; __:matched; __:study_id:2097353; __finaldtb

Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program - Habibi, Akhmad; Mukinin, Amirul; Riyanto, Yatim; Prasohjo, Lantip Diat; Sulistiyo, Urip; Sofwan, Muhammad; Saudagar, Ferdiaz (Turkish Online Journal of Distance Education, 2018)
This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.
Publisher: Anadolu University, Office of the Rector, Eskisehir, 26470, Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013525781?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.382663 2339240:76QI6ABS 2405685:27N3HDGU 2534378:E9ZSB7L9 2534378:MCTX9ZFS
Keywords: Case Studies; College Students; Computer Mediated Communication; Critical Thinking; Data Analysis; ERIC; Current Index to Journals in Education (CIJE); Educational Benefits; Focus Groups; Foreign Countries; Group Discussion; Higher Education; Independent Study; Indonesia; Interpersonal Communication; Learner Engagement; Learning Motivation; Practicums; Preservice Teacher Education; Qualitative Research; Social Networks; Student Teacher Attitudes; Teacher Education Programs; __:import:01; __:match:final; __:matched; __:study_id:2097353; __finaldtb

The role of government and NGOs in slum development: the case of Dhaka City - Habib, Enamul (Development in Practice, 2009)
This article addresses the situation of slums in Dhaka City in relation to government and NGO mechanisms and priorities for slum development and upgrading. It concludes with specific suggestions for better slum management in the Bangladesh capital.
Publisher: [Taylor & Francis, Ltd., Oxfam GB] KerkoCite.ItemAlsoKnownAs: 10.1080/09614520802689576 2339240:V34LB5LZ 2405685:UMWM9PHR

Increasing children's knowledge of pattern detection and skip counting using a tablet-based math activity - Ha, Cheyeon; Hou, Xinying; Nguyen, Anh Huy; Uchidiuno, Judith Odili (ICLS 2020 Proceedings, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8WRM2HKL 2405685:UZA78MBC
Keywords: ⛔ No DOI found

Need for optical intervention in children attending a school for the blind in Eritrea - Gyawali, R; Moodley, V R (Clinical and Experimental Optometry, 2018)
Purpose To identify the need for optical intervention including spectacles and low vision devices (LVDs) in children attending the only school for the blind in Eritrea. Methods A total of 92 children were examined using the World Health Organization Prevention of Blindness program form for the recording of children with blindness and vision impairment. Examination included distance and near visual acuity (VA), refraction, trial of LVDs and evaluation of anterior and posterior segments. All the children who showed at least one line improvement in distance or near VA with refractive correction and/or LVDs were provided with these devices. Results Six children had distance VA of ≥6/18 (no vision impairment, NVI) at presentation and were excluded from analysis. For the remaining 86 children, male to female ratio was 1.2:1.0 with a mean age of 11.8 ± 2.8 years (range: 6–17 years). At presentation, 47 (54.7 per cent) children were blind (VA <3/60) and 24 (27.9 per cent) were severely visually impaired (VA <6/60–3/60), which reduced to 42 (48.9 per cent) and seven (8.1 per cent) children after refraction, respectively. A further 5.8 per cent (five children) achieved NVI with refractive correction. Using distance LVDs, 26 (30.2 per cent) and 16 (18.6 per cent) children had NVI and moderate vision impairment (VA <6/18–6/60), respectively. In terms of near vision, eight (9.3 per cent) children had near VA better than 1.00 M at presentation, which improved to 11 (12.8 per cent) with refractive correction and 19 (22.1 per cent) with near LVDs. A total of 29 spectacles and 42 LVDs were provided. Conclusion A significant number of children at the school for the blind benefited from refractive correction and LVDs. With such optical intervention, many of these children could study at mainstream schools with print media. A system including comprehensive vision examinations before admission to the school, refractive services and low vision rehabilitation is required to ensure that children with adequate residual vision do not have to be limited to learning in Braille media.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/cxo.12601 KerkoCite.ItemAlsoKnownAs: 10.1111/cxo.12601 2339240:LHWAJYVQ 2405685:QQPVFFVQ
Keywords: childhood vision impairment; low vision; low vision devices; schools for the blind

Informal tools in formal context: Adoption of web 2.0 technologies among geography student teachers in Ghana - Gyamfi, Stephen Adu (International Journal of Education and Development using Information and Communication Technology)
Despite the popularity of Web 2.0 technologies and their educational benefits in the 21st century classroom environment, their use for teaching and learning purposes is still very limited. This study extended the technology acceptance model (TAM) to empirically examine factors that determine Ghanaian geography student teachers' acceptance of Web 2.0 technologies for pedagogical purpose. A self-reported questionnaire administered to 300 student teachers in two universities in Ghana out of which 254 responded. The results from the stepwise multiple regression analysis showed that technological complexity, perceived usefulness and attitude towards use had a significant direct effect on intention to use Web 2.0 technologies. However, social influence which is an exogenous factor had the strongest influence on the student teachers' intention to use the Web 2.0 technologies than the two key original TAM constructs. Contrary to the original technology acceptance model, statistically, perceived ease of use had no significant influence on perceived usefulness. The findings are intended to provide insights to policy makers about how to design preservice teacher education programmes that address the demands of teaching and learning with Web 2.0 technologies in Ghana in particular and developing world context in general.
Num Pages: 24-40 Place: Bridgetown, Jamaica Publisher: University of the West Indies KerkoCite.ItemAlsoKnownAs: 2339240:Y33TA2XK 2405685:7YSJ8Y9V
Keywords: Computers; Education; Learning; Social networks; Student teachers; Teaching; Wikis; ⛔ No DOI found

Pre-service teachers' attitude towards information and communication technology usage: A Ghanaian survey - Gyamfi, Stephen Adu (International Journal of Education and Development using Information and Communication Technology)
This study employed the Technology Acceptance Model (TAM) to empirically investigate factors that influence Ghanaian pre-service teachers' attitudes towards Information and Communication Technology (ICT) usage. To achieve this aim, the study extended the TAM framework by adding leadership support and job relevance as exogenous variables. Data were randomly collected from 380 pre-service teachers studying a 3-year Diploma in Education programme in Ghana. Based on a multiple stepwise regression analysis, the findings suggested the following: (1) leadership support significantly influenced perceived ease of use; (2) job relevance significantly influenced perceived usefulness; (3) perceived usefulness significantly influenced attitude towards use; (4) perceived ease of use significantly influenced attitude towards use (5) the TAM is significant for pre-service teacher education context except the relationship between perceived ease of use and perceived usefulness. The study contributed to the literature by validating the TAM in the pre-service teacher education context in Ghana. It also provided several implications for the research and practice of ICT adoption in the developing world context.
Num Pages: 52-69 Place: Bridgetown, Jamaica Publisher: University of the West Indies KerkoCite.ItemAlsoKnownAs: 2339240:HQIKL9MJ 2405685:YIIV7W3K
Keywords: Attitudes; Computers; Education; Educational technology; Student teachers; Studies; Teaching; ⛔ No DOI found

Gauging the E-Readiness for the Integration of Information and Communication Technology Into Pre-Tertiary Education in Ghana: An Assessment of Teachers' Technological Pedagogical Content Knowledge (TPACK) - Gyaase, Patrick Ohemeng; Gyamfi, Samuel Adu; Kuranchie, Alfred (International Journal of Information and Communication Technology Education (IJICTE), 2019)
Countries are investing in information and communication technology (ICT) infrastructure and educating their citizens for effective ICT utilization. The attainment of the anticipated benefits hinges on effective integration of ICT in various levels of education. Effective integration of ICT requires...
shortDOI: 10/ggjtn5 KerkoCite.ItemAlsoKnownAs: 10.4018/IJICTE.2019040101 10/ggjtn5 2339240:DI3QR5XW 2405685:B5VHAXKP

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

Determinants of ICT Usage among Low-Income Groups in Colombia, Mexico, and Peru - Gutiérrez, Luis H.; Gamboa, Luis F. (The Information Society, 2010)
The authors examine the determinants of information and communications technology (ICT) usage among low-income people in three developing countries: Colombia, Mexico, and Peru. Using two composite indicators, they focus on cross-country differences and similarities in ICT usage across gender, age, education, and income levels. The authors’ analysis indicates that the single most important factor limiting the digitalization of low-income people in all three countries was lack of education. The impact of income itself was low although positive. Their ﬁndings also suggest that comprehensive measures that mix standard ICTs with very advanced ones can be misleading.
shortDOI: 10/cdbk9j KerkoCite.ItemAlsoKnownAs: 10/cdbk9j 2405685:KI5MYZCC

FOUNDATIONS OF CLASSROOM CHANGE IN DEVELOPING COUNTRIES Vol.2: Synthesis - Guthrie, Gerard (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:XHXMGVY3

A revised PIRLS 2011 to 2016 trend for South Africa and the importance of analysing the underlying microdata - Gustafsson, Martin (Stellenbosch University, Department of Economics, 2020)
Given South Africa’s weak performance in international testing programmes, there is a strong interest in gauging improvements within these programmes. The finding that South Africa saw no progress between 2011 and 2016 in the Progress in International Reading Literacy Study (PIRLS) programme, which tests Grade 4 reading competencies, was inconsistent with considerable progress seen in a couple of other testing programmes. Moreover, an earlier PIRLS average score for Grade 4 from 2006 suggested that the 2011 mean score used to determine the flat 2011 to 2016 flat trend was problematic. The current paper uses the underlying microdata for PIRLS 2011 and 2016, which are publicly available, to examine the trend. It is clear that the 2011 mean score used by the international PIRLS analysts to arrive at the flat trend cannot be correct. It should be considerably lower. It should be noted that the 2011 mean for South Africa involved an unusual process. South Africa was the only country for which an original mean on an easier scale, prePIRLS, had to be recalibrated to the main PIRLS scale. This was because South Africa was the only country participating in the easier prePIRLS in 2011 and in some form of PIRLS in 2016. There was clearly something wrong with the 2011 recalibration. In correspondence, the International Association for the Evaluation of Educational Achievement (IEA), the body that conducts PIRLS globally, acknowledged, in part on the basis of a preliminary version of the current paper, that the originally published 2011 to 2016 South Africa trend should now not be considered reliable. They also confirmed that the classical score gains for South Africa reflected in the paper are correct. The method used in the paper is essentially to examine classical score gains between 2011 and 2016 with respect to common items, and then to recalibrate that to the main PIRLS scale. As an additional verification, the paper checks that gains remain after one controls for socio-economic status. The paper concludes that South Africa in fact saw a large gain between 2011 and 2016, equal to around 0.05 standard deviations a year. This is a fast rate of improvement by international standards. Of the 43 countries with 2011 to 2016 trends in PIRLS, South Africa displayed the third-steepest improvement, after Morocco and Oman.
Publication Title: Working Papers KerkoCite.ItemAlsoKnownAs: 2339240:M897T2X3 2405685:CJKTEYJ9 4656463:USBN9LDL
Keywords: PIRLS; South Africa; international testing systems; reading

A return to boom and bust (in births) • Resolution Foundation - Gustafsson, Maja; Willetts, David (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:QJZQZHWS 2405685:2GFBNJ5G 4656463:XBIB57W6

Digital Tools for Real-Time Data Collection in Education - Gustafsson-Wright, Emily; Osborne, Sarah; Aggarwal,, Muskan (Brookings Institute, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:GK3VH2FL 2405685:ESE39N9B

Digital Tools for Real-Time Data Collection in Education - Gustafsson-Wright, Emily; Osborne, Sarah (Center for Universal Education at The Brookings Institution, 2022)
Real-time performance data in education enable critically needed tracking of program activities and instructors’ and learners’ progress to better inform adaptations along the way. In this report, we provide an overview of some of the key considerations related to real-time data collection in education, with a particular focus on the digital tools that enable their collection. Importantly, we have developed a typology of tools and selection criteria to support policymakers, practitioners, and researchers around the globe in either developing new tools or selecting from the landscape of existing ones. Our aim is to help initiate dialogue around the use of real-time data for adaptive management in education and contribute to data-informed decisions toward ensuring that all children have access to quality teaching and learning experiences.
KerkoCite.ItemAlsoKnownAs: 2339240:EYDDW7BF 2405685:74QPBRA3

Does it make a difference? Evaluating professional development - Guskey, Thomas R (Education Leadership, 2002)
Using five critical levels of evaluation, you can improve your school's professional development program. But be sure to start with the desired result—improved student outcomes.
KerkoCite.ItemAlsoKnownAs: 2405685:MK5KQJTQ 2534378:NNITJUR2
Keywords: ___working_potential_duplicate; auto_merged; ⛔ No DOI found

Professional Development and Teacher Change - Guskey, Thomas R. (Teachers and Teaching, 2002)
This article describes a model of teacher change originally presented nearly two decades ago (Guskey, 1986) that began my long and warm friendship with Michael Huberman. The model portrays the temporal sequence of events from professional development experiences to enduring change in teachers’ attitudes and perceptions. Research evidence supporting the model is summarized and the conditions under which change might be facilitated are described. The development and presentation of this model initiated a series of professional collaborations between Michael and myself, and led to the development of our co-edited book, Professional Development in Education: new paradigms and practices (Guskey & Huberman, 1995), which was named `Book of the Year’ by the National Staff Development Council in 1996.
shortDOI: 10/fnm4h7 KerkoCite.ItemAlsoKnownAs: 10.1080/135406002100000512 10/fnm4h7 2405685:WLVXAV3Q

Using ChatGPT as a lesson planning assistant with preservice secondary mathematics teachers - Gurl, Theresa J.; Markinson, Mara P.; Artzt, Alice F. (Digital Experiences in Mathematics Education, 2024)
KerkoCite.ItemAlsoKnownAs: 10.1007/s40751-024-00162-9 2339240:CE2H6K4T 2405685:XF4QTDPC

Parenting in the digital age: Attitudes, controls and limitations regarding children's use of ICT - Gür, Duygu; Türel, Yalın Kılıç (Computers & Education, 2022)
Today, with the development of technology, many possibilities are offered to users; however, these possibilities bring along some risks and threats. It is very important to ensure that users, especially teenagers, can benefit from the possibilities of technology at the highest level by minimizing the existing risks. At this point, the roles, attitudes and behaviors of parents have an important effect. The purpose of this study is to reveal the attitudes, behaviors, controls and limitations of middle school students' parents towards their children's use of information technologies. For this purpose, data were collected from parents through survey and interviews. The participants of the study consisted of 354 parents of 6th and 7th grade students from seven public schools and four private schools. The parents filled out a questionnaire. Also, semi-structured interviews were conducted with 13 volunteer parents. According to the results, parents ‘attitudes towards their children's ICT use were positive and they especially supported their use of ICT for educational purposes. However, it was revealed that parents were concerned about the possible risks and security threats that their children may encounter in virtual environments, and therefore they take precaution in order to prevent their children from possible risks by informing, controlling and limiting their children. Based on the results, while children benefit from digital opportunities, they need to prevent themselves from digital risks as well through precautions and interventions with the support of school-parent cooperation.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2022.104504 2339240:2IQVWEZI 2405685:75K5DJZG
Keywords: Digital parenting; Information and communication technologies (ICT); Limitations; Online risks; Parental control

The Systems Approach in Education - Gupta, Swati; Gupta, Amit (International Journal of Management, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:KAQRJD8J 2405685:C2W5JGAU 2405685:DHK64PHH
Keywords: ⛔ No DOI found

Health-related rehabilitation services: assessing the global supply of and need for human resources - Gupta, Neeru; Castillo-Laborde, Carla; Landry, Michel D. (BMC Health Services Research, 2011)
Human resources for rehabilitation are often a neglected component of health services strengthening and health workforce development. This may be partly related to weaknesses in the available research and evidence to inform advocacy and programmatic strategies. The objective of this study was to quantitatively describe the global situation in terms of supply of and need for human resources for health-related rehabilitation services, as a basis for strategy development of the workforce in physical and rehabilitation medicine.
KerkoCite.ItemAlsoKnownAs: 10.1186/1472-6963-11-276 2339240:ZMDVUMKV 2405685:B5VIRCLF
Keywords: Health Workforce; Medical Workforce; Rehabilitation Health; Rehabilitation Personnel; Rehabilitation Service

When Mother-tongue Education is not Preferred - Gupta, Anthea Fraser (Journal of Multilingual and Multicultural Development, 1997)
In some language situations primary education in the mother tongue may not be desirable. A number of factors may militate against education in the mother tongue: (1) difficulty in determining the mother tongue. This is especially a problem in multilingual settings where children grow up with multiple mother tongues; (2) definition of 'a language'. Mother tongues may be deemed to be the standard variety; and (3) social and ethnic divisiveness of mother tongue education. In multilingual settings the maintenance of social cohesiveness may be of more importance than the benefitof mother-tongue education.Where patterns of language use are linked to social class, mother-tongue education could further diminish access to power structures by underprivileged groups. Ideological issues can be resolved only in the context of the particular social and political situation. There is no general rule that primary education should be in the mother tongue.
Publisher: Routledge _eprint: https://doi.org/10.1080/01434639708666337 KerkoCite.ItemAlsoKnownAs: 10.1080/01434639708666337 2405685:UFXH7RGS 4042040:5KIPFIPU

Turkish pre-service teachers' reflective practices in teaching English to young learners - Güngör, Muzeyyen Nazli (Australian Journal of Teacher Education, 2016)
The course "Teaching English to Young Learners" is the first stage where pre-service teachers are introduced to a child's world, developmental characteristics, needs, interests as well as teaching and learning techniques for these learners in English language teaching pre-service teacher education programmes in Turkey. This action research study identifies the gap that pre-service teachers experience between the theoretical considerations and realities of teaching, and the problems they face in this course. It provides the opportunity for monitoring and evaluating themselves in a pre-service teacher education programme in Turkey. Hence, this piece of research aims to promote reflective practice at the preservice level in teaching English to young learners through video recorded microteaching sessions, reflective journals, and lesson plans of pre-service teachers. The study reports on the results by highlighting the contribution of these reflective tools to pre-service teachers' professional development, self- and peer- reflections and the preparedness to teach English to young learners. Finally, insights and recommendations concerning teacher educators and pre-service programmes are offered to promote reflective practice and make methodology courses more beneficial before pre-service teachers embark on their practicum experience.
Publisher: Edith Cowan University, Bradford Street, Mount Lawley, West Australia 6050, Australia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826521925?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.14221/ajte.2016v41n2.9 2405685:LGB6A2T8 2534378:MA7EKPTA 2534378:MK9KRY6K
Keywords: Action Research; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Elementary Education; English (Second Language); Foreign Countries; Higher Education; Journal Writing; Language Teachers; Lesson Plans; Postsecondary Education; Preservice Teacher Education; Preservice Teachers; Qualitative Research; Reflection; Reflective Teaching; Second Language Instruction; Teaching Methods; Turkey; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2096127; __finaldtb

End education crisis in Northern Kenya - The Standard - Guleid, Mohamed (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:BJZ6LCF2 2405685:YB9Q6BTQ

The Views of University Students About the Achievements and Motivations of the Distance Education Process During the Pandemic Period - Güldal Kan, Şebnem; Çaltıkuşu, Çilem; Şensoy, Şeniz (Propósitos y Representaciones, 2021)
The aim of this study is to examine the views of students about the achievements and motivations of thedistance education processes in universities during the pandemic period. The working group consists of 68 prospective teachers who continue their undergraduate programs in different departments of a private university in Northern Cyprus in the 2019-2020 spring academic year. All these participantsarestudying at thevariousdepartments of theFaculty of Education as 17 are in Pre-school Education, 28 in PrimaryEducationMathematics, 6 in PrimaryEducation, 1 in HistoryTeaching, 12 in Special Needs Education, 4 of them arestudying in Guidance and Psychological Counseling. The study is a qualitative study and the design of the study is determined as a case study. 42 female and 26 male teacher candidates participated in the study group. The majority of the participants are prospective teachers studying in their final year at university. While choosing the participants, easily accessible case sampling from purposeful sampling type was used. A Semi-structured interview form was used as a toolfordata collection. Later, the opinions of the experts were obtained and the interview questions were re-arranged accordingly and applied to the participants. As a result of the research, it was concluded that the psychological trauma experienced by teacher candidates during distance education at thepandemicperiodaffects both the success and motivation of their lessons.
KerkoCite.ItemAlsoKnownAs: 10.20511/pyr2021.v9nSPE3.1165 2339240:3524XZX7 2405685:AE8RCH6V

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

A Study of the Application of Information Technology in Distance Education in Pakistan - Gujjar, Aijaz Ahmed; Ahmed, Saira Ijaz; Ramzan, Muhammad (Journal of Educational Technology, 2011)
Education plays a vital role to develop the nation culturally, economically and socially. That is why every nation focuses on this sector. For its improvement all endeavors are being made through formal education, Non-formal education and Distance Education. The trend of distance education has developed considerably in developed countries and developing countries. Information technology plays a pivotal role for the development of Distance Education. Keeping in view the importance of I.T. in education, this study was developed. The main aim of this study was to investigate the use of information technology in distance education in Pakistan. Population comprised of the I.T. users, person helping, operating or supervising the I.T. tools as planners, academicians, designers, programmers, producers, operators, regional directors and Deans of AIOU. Questionnaire on five point Likert scale was prepared. Collected data was tabulated and analyzed. The main conclusions of the study are: The use of information technology is still limited. Computer net work was not used for distance learners, Radio, T.V. programs and relevant audio material, videocassettes were prepared and CDs, software still not in use. University library was not computerized. Staff got training from time to time in I.T. Education in their specialization. But there is need to make I.T. system more sophisticated according to new trends and students' needs. There is also need to develop regional centers, which should serve as resource centers to the facilitation of distance learners.
Publisher: i-manager Publications KerkoCite.ItemAlsoKnownAs: 10.26634/jet.7.4.1389 2339240:GMBSS6P7 2405685:F2XC3TFE
Keywords: Access to Information; Data Analysis; Data Collection; Distance Education; Electronic Libraries; Foreign Countries; Information Technology; Likert Scales; Nonformal Education; Open Universities; Questionnaires; Radio; Scores; Statistical Analysis; Student Needs; Technology Uses in Education; Television; Trend Analysis; Use Studies

Reimagining Girls' Education: Solutions to keep girls learning in emergencies - Guglielmi, Silvia; Jones, Nicola; Nicolai, Susan; Pereznieto, Paola; Plank, Georgia; Vu, Nhung; Sanchez-Tapia, Ingrid; Mackintosh, Alasdair (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:34NUHRTZ 2339240:8ZNTUL5A 2405685:MZB8Q7PA 2405685:TSIVULXP
Keywords: Access to Education; Barriers; Context Effect; Cost Effectiveness; Costs; Disadvantaged Youth; Distance Education; Educational Finance; Educational Technology; Emergency Programs; Equal Education; Evidence Based Practice; Females; Foreign Countries; Gender Bias; Inclusion; Intervention; Planning; Sex Fairness; Sex Stereotypes; Teaching Methods; Technology Uses in Education

Indonesia's Quiet Springtime: Knowledge, Policy and Reform - Guggenheim, Scott (Indonesia Rising: The Repositioning of Asia's Third Giant, 2012)
There are reasons for thinking that this is at last Indonesia's moment on the world stage. Having successfully negotiated its difficult transition to...
KerkoCite.ItemAlsoKnownAs: 2339240:TPFWM4PW 2405685:4ILELC5B

What works to improve teacher attendance in developing countries? A systematic review - Guerrero, Gabriela; Leon, Juan; Zapata, Mayli; Sugimaru, Claudia; Cueto, Santiago (EPPI: Centre, Social Science Research Unit, Institute of Education, University of London., 2012)
Previous studies have found national averages of teacher absenteeism in developing countries that range from 3 percent to 27 percent. However, within countries absenteeism is larger in poorer, more isolated schools, contributing to unequal educational opportunities. The purpose of this paper is to report on a systematic review of research on the effectiveness of interventions aimed at increasing teacher attendance in developing countries, as measured by the rate of teacher attendance. Whenever data are available we also estimate the impact of these programmes on student achievement.
KerkoCite.ItemAlsoKnownAs: 2129771:HQMEK2DN 2405685:RVQVA5PM 4556019:9LQMSXJ4
Keywords: potential solutions; ⛔ No DOI found

Digital transformation in the time of COVID-19: The case of MENA - Guermazi, Boutheina (2020)
In the MENA region, the demand for broadband services and data has increased significantly during the pandemic.
KerkoCite.ItemAlsoKnownAs: 2339240:4GN3MIUQ 2405685:TMSK223G

“We Always Make It Work”: Teachers’ agency in the time of crisis - Gudmundsdottir, Greta Björk; Hathoway, Dawn; Hathaway, Dawn M (Journal of Technology and Teacher Education, 2020)
As of mid-April 2020, 1.5 billion learners were affected by school closures across 191 countries due to the COVID-19 pandemic (UNESCO, 2020). During the weeks of school closures, teachers were expected to become online teach- ers overnight. As teacher educators, we were curious about teachers’ readiness for online practice. In the Teachers’ Read- iness Online (TRIO) survey (Gudmundsdottir & Hathaway, 2020), distributed internationally, we collected perspectives from 1186 teachers about their experiences related to online teaching in the early weeks of COVID-19 school closures. In this paper, we present preliminary data from Norwegian and US teachers related to previous experiences with online teaching and elaborations on readiness. We examined data for evidence of pedagogical, ethical, attitudinal, and technical (PEAT) dimensions (Dicte, 2019) to determine how teachers’ agency was activated in the times of the COVID-19 pandem- ic. Findings highlight that despite teachers’ inexperience and unpreparedness for online teaching, they were moderately prepared to use various digital tools and willing to make on- line learning work for them and their students.
KerkoCite.ItemAlsoKnownAs: 2405685:535SZ7GG
Keywords: Communicable Diseases; Computer Assisted Instruction; Crisis Management; Disease Control; Educational Technology; Elementary School Teachers; Foreign Countries; Online Courses; Professional Autonomy; Public Health; Readiness; Secondary School Teachers; Teacher Attitudes; Teacher Empowerment; Teaching Experience; Teaching Methods; ⛔ No DOI found

When does ICT support education in South Africa? The importance of teachers' capabilities and the relevance of language - Gudmundsdottir, G. B. (Information Technology for Development, 2010)
The aim of this paper is to highlight some of the challenges of information and communication technology (ICT) integration in a South African classroom setting. The main focus is on the concept of a digital divide, and how cultural complexity with special emphasis on language can affect the divide in schools that already have material access to ICT. The study is based on fieldwork in seventh-grade classes in four primary schools in Cape Town, South Africa. The learners answered a questionnaire regarding their ICT use and skills, and interviews were conducted with learners, teachers, and principals. In conclusion, it is argued that the challenges of language in South African schools can exacerbate or maintain the digital divide among learners who are already disadvantaged due to a range of social inequalities. For learners to fully master the use of ICT in today's global knowledge society, it needs to be put in a local context, which includes use in a familiar language. Moreover, it is suggested that greater opportunities for teacher training are needed in order to enhance culturally sensitive and appropriate ICT integration based on local needs and capacity.
Publisher: Routledge _eprint: https://doi.org/10.1080/02681102.2010.498409 KerkoCite.ItemAlsoKnownAs: 10.1080/02681102.2010.498409 2405685:U9M2N3BV 4042040:YQYVKVPN
Keywords: ICT integration; digital divide; disadvantaged learners; language of teaching and learning; teacher training

Assessing academic motivation among elementary school children: the Elementary School Motivation Scale (ESMS) - Guay, Frederic; Marsh, Herbert W.; Dowson, Martin; Larose, Simon (2005)
KerkoCite.ItemAlsoKnownAs: 2339240:HMLZINBZ 2405685:H83WX5UX
Keywords: ⛔ No DOI found

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

Facilitating innovation with technology: Key actors in educational ecosystems - Gu, Xiaoqing; Crook, Charles; Spector, Mike (British Journal of Educational Technology, 2019)
shortDOI: 10/ggfwhs KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12786 10/ggfwhs 2339240:39M39SXM 2339240:EFRE7X2P 2405685:442VMQ2C 2405685:DBTEPLR6

Accelerating affordable smartphone ownership in emerging markets - GSMA (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:QFFJ8AB6 2405685:JNRV8W9V

Achieving mobile-enabled digital inclusion in Bangladesh - GSMA (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:668LBR98 2405685:W5VR72AL

Addressing the Mobile Gender Gap in Pakistan - GSMA (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:M5U8DX98 2405685:VNM86856
Keywords: ⛔ No DOI found

Connected Women: The Mobile Gender Gap Report - GSMA (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:HSWBYY55 2405685:5LYAKGS7 2405685:IYH24VKQ

Connected Women The Mobile Gender Gap Report 2021 - GSMA (GSMA, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:VWI82KI4 2405685:4CDL58E7

Digital transformation in Tanzania. The role of mobile technology and impact on development goals - GSMA (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:R9F7Z4VM 2405685:PDC2FA2K

Early Warning Systems in the Philippines: Building Resilience Through Mobile and Digital Technologies - GSMA (The GSM Association, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:A9M7BGS3 2405685:54MHLBIR

Education for all in the time of COVID-19: how education can be part of the solution - GSMA (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Y8UC8D5F 2405685:GTFVIDAJ

GSMA Connected Women: the mobile gender gap report 2020 - GSMA (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NGGE4P82 2405685:RKH6CQ96

GSMA Intelligence - GSMA
KerkoCite.ItemAlsoKnownAs: 2339240:7EH8UGCQ 2405685:H86M7VQY

GSMA Mobile Connectivity Index - GSMA (GSMA Mobile Connectivity Index, 2018)
The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions
EdTechHub.ItemAlsoKnownAs: 2405685:5WXLVYAH

GSMA Mobile Connectivity Index - GSMA (GSMA Mobile Connectivity Index, 2020)
The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions
Library Catalog: www.mobileconnectivityindex.com KerkoCite.ItemAlsoKnownAs: 2339240:QCSFDGJW 2405685:K2NX5DRH

GSMA Mobile Connectivity Index | Sierra Leone - GSMA (2018)
The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions
Library Catalog: www.mobileconnectivityindex.com EdTechHub.ItemAlsoKnownAs: 2405685:AGNKXIPC

Mobile Internet Connectivity 2019: Sub-Saharan Africa Factsheet - GSMA
EdTechHub.ItemAlsoKnownAs: 2405685:6T453KW7

Mobile internet connectivity 2020: sub-Saharan Africa factsheet - GSMA (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2WXC4BIE 2405685:2A2MBEPM

Pakistan: progressing towards a fully fledged digital economy - GSMA (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3J92Y492 2405685:MARF7FEW

¿Qué debe incluir la política pública del próximo presidente para integrar completamente a El Salvador a la economía digital? - GSMA (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:97MH9542 2405685:RS4FH537

Reform Policy to Boost Kenya’s Mobile Connectivity Says GSMA - GSMA (2020)
48 Per Cent of the Population of Kenya Remains Unconnected to Mobile Networks Nairobi: Kenya is making excellent progress to achieve its target of universal broadband coverage by 2030 and there is an opportunity for the government to accelerate the country’s digital transformation with more supportive policies. This was the key finding of a […]
KerkoCite.ItemAlsoKnownAs: 2405685:2MCWFLYY

Open for Business: How Open Data Can Help Achieve the G20 Growth Target - Gruen, Nicholas; Houghton, John; Tooth, Richard (Lateral Economics, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:N6CIMVHK 2405685:2YZPLTEL

Classroom Cybernetics: an Approach for Effective and Efficient Classroom Teaching - Grover, Vijay (International Journal of Research in Advent Technology, 2016)
Cybernetics is not a new invention but its potential for application has not exhausted even after nearly seventy years of its origin. It started with idea of automation and control in the electrical and mechanical systems, but later on extended to biological, social systems and learning systems. Present paper is about application of cybernetics in education systems and discussion has been limited to only classroom situation. Cybernetics means ‘to steer’, ‘to navigate’ or ‘to govern’ for taking the system to desired goal. Here in classroom teaching-learning process is a system and the goal is success of the learner and learning process. Classroom cybernetics is constituted by Constructivism, Conversation theory and a feedback system. Constructivism resulted in five E’s namely- Engage, Explore, Explain, Elaborate and Evaluate. Conversation theory necessitatesinteraction between teacher and learner which passes through three levels of language namely-natural language, subject language and meat language. Feedback is another essential element of cybernetics which is an instrument for controlling the system to maintain equilibrium, move forward or even reverse it. Problem with the conversation theory is that it is applicable only for one to one correspondence between teacher and learner, thus can’t directly help in classroom situation. To make it applicable for classroom situation Ashby’s Law of requisite Variety has been applied which necessitates that teacher need to be hugely better equipped than the learners and should be skilled enough to visualize the learners’ state of mind. Thus effective use of constructivism, conversation theory, feedback loop and Ashby’s law of requisite varieties makes comprehensive Classroom Cybernetics.
KerkoCite.ItemAlsoKnownAs: 2339240:AUZTI59W 2405685:8KRWBNE8
Keywords: ⛔ No DOI found

Effective Use of Assistive Technologies for Inclusive Education in Developing Countries: Issues and challenges from two case studies - Grönlund, Åke; Lim, Nena; Larsson, Hannu (International Journal of Education and Development using ICT, 2010)
Developing countries face many obstacles in the process of implementing inclusive education (IE). Effective use of assistive technologies (AT) can help governments in developing countries achieve inclusive education by helping children with disabilities in schools. Despite the importance and positive impact of AT, prior research on the use of AT in inclusive education especially in developing countries is limited. To fill the research gap in this area, this paper investigates the research question of, How can AT be effectively used for IE in developing countries? To address this question,...
Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2339240:MQSJ66AT 2405685:AYQJEEVW
Keywords: ⛔ No DOI found

Dynamic Systems Modeling in Educational System Design & Policy - Groff, Jennifer Sterling (Journal of New Approaches in Educational Research, 2013)
KerkoCite.ItemAlsoKnownAs: 10.7821/naer.2.2.72-81 2405685:769WZKJB

Personalized Learning: The State of the Field & Future Directions - 2017 - Groff, Jennifer (2017)
Personalized Learning: The State of the Field & Future Directions - 2017
KerkoCite.ItemAlsoKnownAs: 2339240:VKJBHFCG 2405685:DXH58PJM
Keywords: ⛔ No DOI found

EdTech in Tanzania: A Rapid Scan - Groeneveld, Caspar; Taddese, Abeba (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private-sector partnerships, and the digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, Tanzania. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.
ZenodoArchiveID: 5652136 previousshortDOI: 10/ghgnd4 previousDOI: 10.5281/zenodo.3911643 shortDOI: 10/ghgnd4 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3911643 10.5281/zenodo.3911643 10.53832/edtechhub.0039 10/ghgnd4 2339240:2TKLQMKH 2339240:34IT889J 2339240:3UYWE57M 2339240:KMUFUI9L 2339240:MAIH68ES 2405685:4LWXXRCJ 2405685:5E4ZNE5G 2405685:F529QI2E 2405685:FCPCJFJ4 2405685:K76239FV 2405685:PW7BBS8G 2405685:UN3KMN7M 4656463:N2EMSCU6
Keywords: C:Tanzania; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH

Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 1: Inception Report - Groeneveld, Caspar; Michels, Guillaume; Kaye, Tom (EdTech Hub, 2022)
In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the first of five reports on the development of a proof of concept for the Hub. It provides a background and overview of the project. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest: Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5803111 10.53832/edtechhub.0075 2339240:XBN27377 2405685:674LJ8EY 2405685:EW94QPAA
Keywords: _r:AddedByZotZen

Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 5: Final report - Groeneveld, Caspar; Michels, Guillaume; Kaye, Tom (EdTech Hub, 2022)
In 2021, the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE), and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the fifth and final report on the development of a proof of concept for the Regional Learning Hub. We recommend beginning with this document and then moving to any of the remaining four reports, depending on your interest: Inception report; User research; Skills taxonomy; Content curation An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5795656 10.53832/edtechhub.0079 2405685:5XBMPDX6
Keywords: _r:AddedByZotZen

Helping improve the Kenya Education Cloud with a SWOT analysis - Groeneveld, Caspar; Kimenyi, Eric; Kaye, Tom (EdTech Hub, 2021)
In early 2021, EdTech Hub partnered with the Kenya Institute of Curriculum Development to support them to analyse the strengths, weaknesses, opportunities and threats of the Kenya Education Cloud. This blog highlights what we learnt, and lessons that can inform the development of Virtual Learning Environments around the world. Governments all over the world responded to Covid-19 school closures by…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707900 2405685:F5HJ29AQ
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

SWOT Analysis of the Kenya Education Cloud - Groeneveld, Caspar; Kimenyi, Eric; Kaye, Tom (EdTech Hub, 2021)
ZenodoArchiveID: 4745991 prevDOI: 10.5281/zenodo.4486279 prevDOI: 10.5281/zenodo.4742327 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4486279 10.5281/zenodo.4742327 10.5281/zenodo.4745991 2129771:LSCJ2AJX 2339240:95YP93VL 2339240:PBZKVTI5 2339240:WW642LX9 2405685:R3E3KVHX 2405685:TAWFGNE2 2405685:UMJTLGUE
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _cover:v3; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

A Work Plan for Content Creation - Groeneveld, Caspar; Kibga, Elia; Proctor, Jamie; Kaye, Tom (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 4617798 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4617798 2339240:V3PGSF2W 2405685:EH6F8M5P
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _r:AddedByZotZen; _zenodo:submitted; _zenodoETH

Deploying an e-Learning Environment in Zanzibar: A Short Guide - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
In April 2020, the MoEVT and the World Bank approached the EdTech Hub to explore the feasibility of implementing a Virtual Learning Environment (VLE). The parties agreed on three deliverables to support this work. 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. 3. An implementation plan to guide the deployment of an e-learning system in Zanzibar. This presentation deck is the third deliverable.
ZenodoArchiveID: 4706000 previousDOI: 10.5281/zenodo.4706000 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3971656 10.5281/zenodo.4706000 10.53832/edtechhub.0029 2129771:YZIID28Y 2339240:7P4VDPLY 2339240:WYT4QCIW 2405685:85C5HVC7 2405685:I86XXKMH
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Deploying an e-learning Environment in Zanzibar: Digital Content Curation - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
In April 2020, the Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank approached EdTech Hub (the Hub) to explore the feasibility of implementing a Virtual Learning Environment (VLE). The MoEVT, the World Bank and the Hub agreed that the Hub would work with the MoEVT to develop the following 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. 3. An implementation plan to guide the deployment of the e-learning system. This document addresses the second part of the request and is an elaboration of the digital content selection, curation, and adaptation process suggested in the first report. However, this document is a stand-alone piece that does not require familiarity with any of the other deliverables.
ZenodoArchiveID: 3966976 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3966976 2129771:XMGQ4JQJ 2339240:L5RLM582 2339240:R72E853W 2405685:T2W7MU3K 2405685:U49W6LTF 2405685:ZI8PHKCC
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; ___working_potential_duplicate; _cover:v2; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE. A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem. A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.
ZenodoArchiveID: 5652121 previousZenodoArchiveID: 3941727 previousDOI: 10.5281/zenodo.3941727 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3941727 10.53832/edtechhub.0028 2129771:KLLMDHKK 2339240:Y5Z46TRU 2405685:2B8SH5S3 2405685:K7JDL4IL
Keywords: C:Tanzania; H:Online learning; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

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

Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 3: Skills taxonomy - Groeneveld, Caspar (EdTech Hub, 2022)
In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the third of five reports on the development of a proof of concept for the Hub and describes our observations during the creation of a skills taxonomy. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest: Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5803101 10.53832/edtechhub.0077 2405685:VFV5SG9H
Keywords: _r:AddedByZotZen

Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 4: Content curation - Groeneveld, Caspar (EdTech Hub, 2022)
In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the fourth of five reports on the development of a proof of concept for the Hub and describes our observations during content curation. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest: Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5803092 10.53832/edtechhub.0078 2405685:9VKXVKGI
Keywords: _r:AddedByZotZen

A conceptual systems dynamics model of research and development activities in South Africa - Grobbelaar, S. S.; Buys, Andre J. (The South African Journal of Industrial Engineering, 2005)
KerkoCite.ItemAlsoKnownAs: 10.7166/16-2-169 2405685:DDJI24GH

Despite the Odds - Grindle, Merilee (2004)
KerkoCite.ItemAlsoKnownAs: 2339240:XRBVAV7G 2405685:NGMDWLQE 4656463:HPPI3IAL

Mobile Learning as a chance to enhance education in developing countries – on the example of Ghana - Grimus, Margarete; Ebner, Martin; Holzinger, Andreas (2012)
Education has become one of the biggest public enterprises in Ghana, taking about 11 percent of the GDP, enrolling about a quarter of the population in schools and other educational services (EDU 2011). The need for content, the demands of young people, requesting material for self-conducted learning, the lack of teachers, the small proportion of trained teachers and the lack of equipment in schools in rural areas are a huge challenge. The advancement of technology and high mobile penetration rates in developing countries has broadened the horizon of education. One possibility to overcome the problems is the application of the concept of mobile learning (called m-Learning). At first, it is required to describe the current situation in Ghana; this includes the identification of stakeholders as well as corresponding and influencing factors, which have to be taken in consideration when planning a holistic m-Learning-model for Ghana. MLearning implies inherently a chance in the didactical approach. In the next step, together with a group of teachers in Ghana, research will be done, aiming at the implementation of a sustainable m-Learning concept for secondary education. Integrating teachers in the first phase is a necessity, since it supports the development of a pedagogical concept, which is necessary for a change in pedagogical practice to integrate m-Learning in daily practice.
KerkoCite.ItemAlsoKnownAs: 2339240:5CCNSQIW 2405685:F9UHH538
Keywords: ⛔ No DOI found

Learning and teaching with mobile devices: an approach in higher secondary education in Ghana - Grimus, Margarete; Ebner, Martin (International Journal of Mobile and Blended Learning, 2015)
While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods–specifically those involving the use of mobile-phones for both formal and informal learning–hold great promise for them (Grimus et al, 2013b). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones.
Publisher: IGI Global, 701 East Chocolate Avenue, Hershey, PA 17033 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1871575620?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2015040102 2405685:XK46R6XU 2534378:5KLKWTMM 2534378:KZNNQLJ5
Keywords: ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Faculty Development; Feedback (Response); Foreign Countries; Ghana; Handheld Devices; Online Surveys; Secondary Education; Semi Structured Interviews; Student Attitudes; Teacher Attitudes; Technical Education; Technology Uses in Education; Telecommunications; Workshops; __:import:03; __:match:final; __:matched; __:study_id:2096257; ___working_potential_duplicate; __finaldtb

Learning and Teaching With Mobile Devices: An Approach in Higher Secondary Education in Ghana - Grimus, Margarete; Ebner, Martin (International Journal of Mobile and Blended Learning, 2015)
While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods – specifically those involving the use of mobile-phones for both formal and informal learning – hold great promise for them (Grimus et al, 2013b). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones.
KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2015040102 10/ggn3xd 2339240:MHJH5AZV 2405685:NCJ8I8FF
Keywords: ___working_potential_duplicate

LEARNING AND TEACHING WITH MOBILE DEVICES AN APPROACH IN SECONDARY EDUCATION IN GHANA - Grimus, Margarete; Ebner, Martin (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:4INLKHHR 2405685:DSWX579I
Keywords: ⛔ No DOI found

Learning and Teaching with Mobile Devices: An Approach in Secondary Education in Ghana - Grimus, Margarete; Ebner, Martin (Institute for Information Systems Computer Media, Graz University of Technology, 2014)
While many developing nations find Internet-based e-learning unsuitable for their needs (lack of technology as well as of accessibility), mobile learning methods – specifically those involving the use of mobile-phones for both formal and informal learning – hold great promise for them (Grimus et al, 2013b). This article examines the chances and challenges of the use of mobile devices to support improvement and transformation of education in a Senior High School in Ghana. It draws attention to the local situation in a field-study looking at infrastructure, development of material and support. A model for teacher training was designed to facilitate teachers’ attitudes and abilities for implementation of mobile learning. The article figures out how mobile devices can be integrated in learning and teaching on the specific background of a school in Ghana. Based on our results we conclude that teachers and students want to use mobile devices in learning. Their perceptions are positive and they developed courses for specific subjects available for eReaders and mobile phones. The results and feedback from two workshops encourage us to propose this model as an example for integration of mobile devices for learning in other regions of Sub Sahara Africa.
KerkoCite.ItemAlsoKnownAs: 2339240:KUYCFDLA 2405685:W83IEEJP

OU partners with Ministry of Education in Ghana to launch OpenSTEM Africa - Grimmette, Hannah (OU News, 2019)
The Open University and the Ministry of Education (Ghana) have launched a programme to promote the effective teaching of practical science in Senior High Schools. Open STEM Africa: Ghana, is aimed at improving practical teaching and learning of science and in particular providing support for under-qualified or inexperienced science teachers, in line with the government of Ghana’s education policy.
Library Catalog: ounews.co Section: Education KerkoCite.ItemAlsoKnownAs: 2405685:GB3T6EY7

OU part of £5.5m research portfolio to improve education tech in low and middle income countries - Grimette, Hannah (OU News, 2022)
The Open University (OU) has launched a study with global research partner, Edtech Hub, to investigate the impact of technology on teaching in Bangladesh. Part of EdTech's first research portfolio, the OU's 3Mpower is one of 13 projects, which represents the largest investment in primary research on EdTech's use in low- and middle-income countries.
KerkoCite.ItemAlsoKnownAs: 2339240:M5XGVS2H 2405685:EXXQ3R4B

Republic of Sierra Leone Settlement Extents - GRID3 (Center for International Earth Science Information Network (CIESIN), Columbia University and Novel-T, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:HAJEN8QZ 2405685:M3AVWB8Q

Understanding access to education in Nigeria - GRID3 (GRID3, 2020)
To support Nigeria’s Universal Basic Educational Commission (UBEC) in improving access to education, GRID3 Nigeria used geospatial data to analyse the location of current schools to Nigeria's school-age population and recommend new school locations.
KerkoCite.ItemAlsoKnownAs: 2405685:XZMLYQM9 4042040:HUM63HGW

The value of language skills - Grenier, Gilles (IZA World of Labor, 2015)
shortDOI: 10/ghgn52 KerkoCite.ItemAlsoKnownAs: 10/ghgn52 2405685:2S696UER

Perceptions of autism spectrum disorder among the Swahili community on the Kenyan coast - Greer, Jo; Sood, S. S. M.; Metcalfe, Dale (Research in Developmental Disabilities, 2022)
Background: In high-income and Western societies there is great understanding and awareness of autism spectrum disorder (ASD); however, for many low-middle income countries, research and knowledge is notably lacking. In Africa, there is a growing prevalence of ASD due to increased diagnosis, yet it is still a poorly understood condition. Aims: Emerging literature has emphasised how cultural and societal beliefs underpin the level of understanding of ASD, and which typically results in lack of awareness and acceptance. As such it is important to investigate the cultural perceptions towards ASD within low-middle income communities of African culture, to further understand the challenges and barriers individuals with ASD face. The aim of the current study was to probe participants from the Swahili community, on the coast of Kenya, of their cultural views towards ASD.Method: Semi-structured interviews were conducted with seven participants, and the data analysed using thematic analysis. Results: Three key themes developed from the data; stigma, lack of awareness, and Government responsibility. Conclusion: Cultural perceptions negatively impacted awareness and are exacerbated by lack of directive from the Government in providing appropriate diagnostic and educational support.
1 citations (Crossref) [2024-04-29] KerkoCite.ItemAlsoKnownAs: 10.1016/j.ridd.2022.104370 2339240:H936FS6S 2405685:ZI8AAL6P
Keywords: ASD; Government responsibility; Lack of awareness; Stigma; Swahili community; ⛔ No INSPIRE recid found

Limitations of Malaysia’s Data Protection Bill - Greenleaf, Graham (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:CB72STTR 2405685:PSA77FZR
Keywords: ⛔ No DOI found

Social distancing meet social media: Digital tools for connecting students, teachers, and citizens in an emergency - Greenhow, Christine; Chapman, Amy (Information and Learning Science, 2020)
Purpose: In a public health crisis where social distancing, or physical distancing while in public spaces, is the new normal, social media offer respite from being alone. Recent statistics show spikes in social media usage worldwide during the Covid-19 pandemic. More than just easing loneliness, such freely available digital tools offer affordances for education in an emergency. Design/methodology/approach: This paper summarizes insights from literature reviews of over a decade of research and recent case studies on the benefits of teaching with social media in K-12 education. Findings: The authors highlight three affordances of social media for fostering active learning, community building and civic participation and describe how social media can be used in conjunction with conventional learning management systems. Furthermore, the authors argue that the unprecedented health crisis that is faced today requires the participation of responsible citizens of all ages; K-12 public education is on the front lines of preparing informed and active citizens and the integration of social media as part of remote education plans can help. Practical implications: The paper includes instructional guidelines for K-12 teachers and instructional designers in various settings who seek to integrate social media as part of their strategy for teaching students at a distance and facilitating their civic participation. Originality/value: This paper fulfills an identified need for evidence-based and pragmatic approaches to K-12 online teaching and learning using technologies already widely in use (i.e. social media).
KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0134 2405685:6G6Y4E84
Keywords: Active learning; COVID-19 pandemic; Civic participation; Community building; Distance education; K-12 education; Social media

Learning and teachin with social network sites: A decade of research in K-12 related education - Greenhow, Christine; Askari, E (Education and Information Technologies, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9446-9 2405685:CQQGDLH3

The ‘leave no one behind’ index - Greenhill, Romilly (Overseas Development Institute, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:VFT83VC2 2405685:MFW2ERFR
Keywords: ⛔ No DOI found

Toward a conceptual framework for mixed-method evaluation designs - Greene, Jennifer C.; Caracelli, Valerie J.; Graham, Wendy F. (Educational evaluation and policy analysis, 1989)
shortDOI: 10/cjqt52 KerkoCite.ItemAlsoKnownAs: 10.3102/01623737011003255 10/cjqt52 2339240:UVASNUR6 2405685:GUZ6VDXL

Nigeria Has More Than 500 Languages, 300 Ethnic Groups... And Critically Important Elections. | Wilson Center - Green, Mark (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:S5GG8IDQ 2405685:QS3VCRAI

Designing for transition: Supporting teachers and students cope with emergency remote education - Green, Jennifer K.; Burrow, Marla S.; Carvalho, Lucila (Postdigital Science and Education, 2020)
The global pandemic reached New Zealand in the middle of a teaching semester, calling educators to rapidly transition into a fully online teaching mode. Covid-19 brought fears for the unknown and required an abrupt shift, creating anxiety for academic staff, students and parents. Amidst this transition, educators had to quickly reconfigure their designs, as specific pedagogical strategies set for in-class arrangements would no longer be appropriate for the new scenario. A whiplash redirect to the online mode introduced new tools and added uncertainties about Internet access and connectivity. People had to deal with remoteness and isolation and with changes to virtual learning. This paper theorizes about what it means to design for transition during an emergency. Drawing on the Activity-Centred Analysis and Design (ACAD) framework, we discuss implications for educational design, detailing how tools, social arrangements and tasks can be carefully orchestrated to support learning activity in emergency remote education. We situate the discussion within the transitioning experiences of students and staff at a Bachelor of Nursing programme, within a three-phased educational design which involved Virtual Happy Hours (VHH). The VHH sessions were run with two cohort groups of first- and second-year students in the Bachelor programme—and included their teaching staff. The intent of the VHH was to allow participants to familiarize themselves with tools, tasks and social elements that could be (re)used to facilitate engagement in a new online space—in preparation to the upcoming course sessions in the lockdown period.
KerkoCite.ItemAlsoKnownAs: 10.1007/s42438-020-00185-6 2339240:BKGH99W9 2405685:DNB9A29Z
Keywords: Covid-19; Design for learning; Digital Education and Educational Technology; Hybrid learning; Nursing education; Postdigital; Undergraduate

Payment by Results hasn’t produced much in the way of results, but aid donors are doing it anyway. Why? – FP2P - Green, Duncan (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:KUX5CYJA 2405685:2JC5M5HW 4656463:5538DZJJ

How change happens - Green, D. (Oxford University Press, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:9WGBKM7K 2405685:DWDK4DTC

Assessing national achievement levels in education. National assessments of educational achievement. Volume 1. - Greaney, V.; Kellaghan, T. (The World Bank, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:JDWCYWP3 2405685:VRH6UB2V

Let it Snow: How Solar Panels Can Thrive in Winter Weather - Gray, Charlie (Energy.gov, 2017)
Winter is here and many parts of the country have already seen snow. Although at first blush it may seem that solar power is ideal for the summer, solar panels actually produce useful power throughout all four seasons — including when they're covered...
KerkoCite.ItemAlsoKnownAs: 2339240:4WL2NVQ7 2405685:PW8ZY4M3

Can Education be Standardized? Evidence from Kenya - Gray-Lobe, Guthrie; Keats, Anthony; Kremer, Michael; Mbiti, Isaac; Ozier, Owen (Becker Friedman Institute for Economics at the University of Chicago, 2022)
We examine the impact of enrolling in schools that employ a highly-standardized approach to education, using random variation from a large nationwide scholarship program. Bridge International Academies not...
KerkoCite.ItemAlsoKnownAs: 2339240:RHPEGZVF 2405685:GD26M8HS

Resource Pack to Support Remote Learning - Radio - Grant, Ursula; Jordan, Caroline; Kamal, Helen; Kube-Barth, Sabine; Waistell, Daniel; Williamson, Sue; Hedges, Claire; Power, Tom; Richardson, Alison Mead (World Bank Group, 2021)
Resource Pack to Support Remote Learning - Radio (English)
KerkoCite.ItemAlsoKnownAs: 10/P1742520930bf702708f2601bdb63d95ee0 2405685:PE8R2AUP

A typology of reviews: an analysis of 14 review types and associated methodologies - Grant, Maria J.; Booth, Andrew (Health Information & Libraries Journal, 2009)
Background and objectives: The expansion of evidence-based practice across sectors has lead to an increasing variety of review types. However, the diversity of terminology used means that the full potential of these review types may be lost amongst a confusion of indistinct and misapplied terms. The objective of this study is to provide descriptive insight into the most common types of reviews, with illustrative examples from health and health information domains. Methods: Following scoping searches, an examination was made of the vocabulary associated with the literature of review and synthesis (literary warrant). A simple analytical framework—Search, AppraisaL, Synthesis and Analysis (SALSA)—was used to examine the main review types. Results: Fourteen review types and associated methodologies were analysed against the SALSA framework, illustrating the inputs and processes of each review type. A description of the key characteristics is given, together with perceived strengths and weaknesses. A limited number of review types are currently utilized within the health information domain. Conclusions: Few review types possess prescribed and explicit methodologies and many fall short of being mutually exclusive. Notwithstanding such limitations, this typology provides a valuable reference point for those commissioning, conducting, supporting or interpreting reviews, both within health information and the wider health care domain.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1471-1842.2009.00848.x Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-1842.2009.00848.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-1842.2009.00848.x 2405685:4QUG24KV 2405685:CMA32K5M 2534378:Z2PSQF5J

Comparison of Fixed-Item and Response-Sensitive Versions of an Online Tutorial - Grant, Lyle K.; Courtoreille, Marni (The Psychological Record, 2007)
shortDOI: 10/ghgn4z KerkoCite.ItemAlsoKnownAs: 10.1007/BF03395576 10/ghgn4z 2405685:IJZ2KVBN

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

Opening the Black Box: The contextual drivers of social accountability - Grandvoinnet, Helene; Aslam, Ghazia; Raha, Shomikho (The World Bank, 2015)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0481-6 2339240:J8RUNV3U 2405685:5ECFJ4UA

Education Technology Market Size & Growth Report, 2030 - Grand View Research (Grand View Research, 2021)
The global education technology market size was valued at USD 106.46 billion in 2021 and is expected to expand at a compound annual growth rate (CAGR) of 16.5% from 2022 to 2030
KerkoCite.ItemAlsoKnownAs: 2339240:AECNU4GS 2405685:WBZ2RQQS

Towards a study of information geographies: (im)mutable augmentations and a mapping of the geographies of information: Towards a study of information geographies - Graham, Mark; De Sabbata, Stefano; Zook, Matthew A. (Geo: Geography and Environment, 2015)
shortDOI: 10/ggsp4d KerkoCite.ItemAlsoKnownAs: 10/ggsp4d 2405685:6MNK7SAW
Keywords: Digital Divide; Geoweb; augmented realities; immutable mobiles; information geography

Sierra Leone Education Attendance Monitoring System (SLEAMS) Final Technical Report - Graham, Hannah; Kawa, Muniru; Lee, Philip; Malyon, Stephanie; Hayward, Harry; Conteh, Sheriff; Chandia, Gloria (Charlie Goldsmiths Associates, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M68LGCE7 2405685:FTT9TD2Y

Sierra Leone teacher & school MIS developments: Sierra Leone Education Attendance Monitoring System (SLEAMS) and Teacher Records Management (TRM) system - Graham, Hannah (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KB3DUZXF 2405685:5NEC3AR4

Guidelines for Education Sector Plan Preparation - GPE; IIEP-UNESCO (UNESCO, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:CWTV3PW6 2339240:NAIGI842 2405685:LPT3UV3S 2405685:RV7S3GC7

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

Outcomes of the Education Data Solutions Roundtable - GPE and Education Data Solutions Roundtable (2019)
This document’s intent is to support developing country partners by offering concrete, actionable recommendations for improving their education sector data production, flows, reporting and usage.
KerkoCite.ItemAlsoKnownAs: 2339240:9XIDS2VQ 2405685:QQHWSN5A 4656463:59CUBSHX

Bangladesh Education Sector Analysis - GPE (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PU356S5T 2405685:C7TES4HM

Ghana education sector analysis. 2018 | Documents | Global Partnership for Education - GPE (2018)
Ghana’s Education Sector Analysis (ESA) 2018 provides an objective assessment of the state of education in the country. It has been produced to inform the finalization of the Education Sector Plan (ESP) 2018–2030 and to ensure a broad evidence base for future policymaking.
KerkoCite.ItemAlsoKnownAs: 2339240:RDJIZ8QW 2405685:QS9P7AFP 4656463:DS6H59W5

Meeting the data challenge in education. A knowledge and innovation exchange (KIX) discussion paper | Documents | Global Partnership for Education - GPE (GPE, 2019)
The purpose of this paper is to describe the current landscape in education data systems and spark discussion and debate around potential areas for KIX investment.
KerkoCite.ItemAlsoKnownAs: 2339240:QLLLFLC4 2405685:XMDKWKPS 4656463:8GKMQBH2

Methodological Guidelines for Education Sector Analysis. Volume 3 | Documents | Global Partnership for Education - GPE (2021)
The Methodological Guidelines provide methods for carrying out a comprehensive analysis of the education sector in lower-income countries.
KerkoCite.ItemAlsoKnownAs: 2339240:LH8ZMZQ6 2405685:B8UBK5Y5 4656463:F393WJPS

Proposal for GPE Accelerated Funding for COVID-19 Response: Malawi - GPE (Global Partnership for Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2ZSCUCA8 2405685:JW8RHUVL

Putting girls’ education first in Kenya | Blog | Global Partnership for Education - GPE (2020)
With support from the Global Partnership for Education, the Government of Kenya is making strides in ensuring that all girls – including those living in the poorest and most remote areas of the country - have access to quality education.
KerkoCite.ItemAlsoKnownAs: 2339240:8VTDHUWJ 2405685:FJVZRG7R

Summative Evaluation of GPE’s Country-Level Support to Education: Bangladesh - GPE (Global Partnership for Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VBSUZLDH 2405685:EHB63PAS

Summative GPE country program evaluation - GPE (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:LE4APHVD 2405685:BVBDM9S7

Using technology to bring education to the most remote areas - GPE (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:ACEKM42F 2405685:DG7BRX4X

2005 Strategic Programme for the Information Society: New Development Opportunities - Governo de Cabo Verde (2005)
KerkoCite.ItemAlsoKnownAs: 2339240:RBF2JLXK 2405685:2HG3NF7M

Plan estratégico de desarrollo sostenible (PEDS) 2017/2021 - Governo de Cabo Verde (Integrated National Financing Framework, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:JX86ERUG 2405685:2YGTSPM5

Outcomes-based funding in education: Assessing cost effectiveness and accountability - Government Outcomes Lab (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:NWAG5XDZ 2405685:7A5Y6H6T

Education Amendment Act - Government of Zimbabwe (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:AGMIFLQB

National Education Act - Government of Zimbabwe (1987)
EdTechHub.ItemAlsoKnownAs: 2405685:CHUDGFMH

Fiscal Transfers: View Consolidated formulae - Government of Uganda (OTIMS, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:TULVRHIN 2405685:ECEJKUEU 4656463:XPMJKJ47

Situation Analysis of Children in Timor- Leste - Government of Timor-Leste; UNICEF (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:VM4BNEQ7 2405685:E6SR4E49
Keywords: ⛔ No INSPIRE recid found

Inclusive Education Policy - Government of Timor-Leste (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:IELQJAB2 2405685:SGWTHKNV

National Strategic Plan for Digital Development and Information and Communication Technology (Timor 2032) - Government of Timor-Leste (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:IE6KWICQ 2405685:VI55FQQX

Political System - Government of Timor-Leste
KerkoCite.ItemAlsoKnownAs: 2339240:T9TNY2SK 2405685:I8DLUHMJ

Program of the IX Constitutional Government - Government of Timor-Leste
KerkoCite.ItemAlsoKnownAs: 2339240:4QQIFEZW 2405685:NCENWEB9

Timor-Leste Labour Force Survey 2021 Report - Government of Timor-Leste (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:W4VNE72G 2405685:FKIGMVVE

Timor-Leste Population and Housing Census 2022 Preliminary Results - Government of Timor-Leste (2022)
The 2022 Population and Housing Census is the fourth census to be conducted in Timor-Leste, following the previous censuses conducted in2015, 2010 and 2004 in the post-independence era. It is the first digital census and also the last one to be conducted at ϐive-year intervals, as the next census will be conducted after 10 years, according to international recommendations. The objective of the 2022 census is to provide up-to-date data on the country’s population size and distribution.This information is important for monitoring the implementation of the Timor-Leste Strategic Development Plan 2011 to 2030 and also provides the country’s disaggregated data for Sustainable Development Goals (SDG) indicators.
KerkoCite.ItemAlsoKnownAs: 2339240:R84V75WK 2405685:QJ6U3IUX
Keywords: ⛔ No INSPIRE recid found

Timor-Leste's Roadmap for Implemention of the 2030 Agenda and the SDGs - Government of Timor-Leste
KerkoCite.ItemAlsoKnownAs: 2339240:ZK78DPVI 2405685:WERULRBE

Prêmio Escola Nota 10 - Government of the State of Ceará
KerkoCite.ItemAlsoKnownAs: 2339240:7GSXNQZT 2405685:RCW5FPIF 4656463:QI9FDC3Q

Decree 86/2015/Nd-Cp on Mechanism for Collection and Management of Tuition Fees Applicable to Educational Institutions in the National Education System and Policies on Tuition Fee Exemption and Reduction and Financial Support from Academic Year 2015–2016 to 2020–2021 - Government of the Socialist Republic of Vietnam (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:SHU6QEAV 2405685:QMLSVV7R

Decree 81/2021/Nd-Cp Policies Financing for Learning Fees in Education and Training Sectors - Government of the Socialist Republic of Vietnam (2021)
Ngày 27/08/2021,Chính phủ đã ban hành Decree 81/2021/ND-CP policies financing for learning fees in education and training sectors Thuộc lĩnh vực Thuế - Phí - Lệ Phí, Giáo dục và sẽ có hiệu lực kể từ ngày 15/10/2021
KerkoCite.ItemAlsoKnownAs: 2339240:VB3R9IPJ 2405685:3RKNHPVH

Resolution No. 28/NQ-CP dated March 03, 2021 on issuance of national strategy for gender equality in 2021-2030 28/NQ-CP,Nghị quyết 28 2021 - Government of the Socialist Republic of Vietnam (2021)
Resolution No. 28/NQ-CP dated March 03, 2021 on issuance of national strategy for gender equality in 2021 - 2030 28/NQ-CP,Nghị quyết 28 2021
KerkoCite.ItemAlsoKnownAs: 2339240:B34SELJY 2405685:5IFAGEWC 2405685:Z97K2IU6

Political system - Government of the Socialist Republic of Vietnam
Political system
KerkoCite.ItemAlsoKnownAs: 2339240:L2Z5PKEJ 2405685:IDSBDJAM

Voluntary National Review 2023 on the implementation of the Sustainable Development Goals - Government of the Socialist Republic of Vietnam (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:ZBCTGAQ4 2405685:QMSAZF8C

Government Gazette - Government of the Republic of South Africa (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:X3Y7MC54

Part 2: Frameworks for Conditional Grants to Provinces: Detailed frameworks on Schedule 4, Part A; Schedule 5, Part A; Schedule 6, Part A; and Schedule 7, Part A grants to provinces - Government of the Republic of South Africa (Government of the Republic of South Africa, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NLMT2N9A 2405685:IE99ZAU9 4656463:TSUSCIKF

National Education Policy - Government of the Republic of Malawi (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:U3U6XW3Q 2405685:BR4LANIZ

Plan National de Developpement du Burundi PND Burundi 2018-2027 - Government of the Republic of Burundi (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:U4CAY7TE 2405685:WFI3S4FQ

Punjab Education Sector Plan 2019/20–2023/2024 - Government of the Punjab (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:ATSY7HWB
Keywords: ___working_potential_duplicate; auto_merged

Punjab Education Sector Plan (2019-2024) - Government of the Punjab (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:6NJ2RV3L

Punjab IT Policy - Government of the Punjab (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:LFJZRJPR
Keywords: ___working_potential_duplicate; auto_merged

Taleem Ghar - Government of the Punjab (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:UIR53SVS

Taleem Ghar - Government of the Punjab (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:LDT5HH25
Keywords: auto_merged

Taleem Ghar: An initiative by Government of the Punjab - Government of the Punjab
KerkoCite.ItemAlsoKnownAs: 2339240:4CEL5WA6 2405685:XVLAVI4R

National Information and Communication Infrastructure Implementation Plan 2012-2016 - Government of the Kingdom of Swaziland; Ministry of Information, Communications and Technology (Government of the Kingdom of Swaziland, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:QJKDY62F 2405685:AGP3T4LZ

Plan national stratégique de développement (PNSD) 2019-2023 - Government of the Democratic Republic of the Congo (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:NI3KENSY 2405685:CJFUL356

Pre-Primary, Primary, Secondary, Adult and Non-Formal Education Statistics 2020 - Government of Tanzania, PO-RALG (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RBNKN8L7 2405685:96IJHXRC

President's Office - Regional Administration and Local Government Fee Free Basic Education - Capitation Grants Disbursed to Secondary Schools 2019/2020 - Government of Tanzania (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FUHFWG2Q 2405685:A573Z6PA 4656463:28772ES7

Tanzania National Development Vision 2025 - Government of Tanzania (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8JRRC5P2 2405685:KHS6R9D2

South Sudan Schools: Ana Fii Inni - Government of South Sudan (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:J8Q88APF 2405685:7YU4XEMS 4656463:BK426X4U

Somalia Education Sector COVID-19 Response Plan - Government of Somalia (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TENR663S 2405685:GWQA5D9F

School Education Sector Plan and Roadmap for Sindh (2019–2024) - Government of Sindh. School Education & Literacy Department (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:HIXLP8XY 2405685:EQ4B5935 2405685:EV5Y3ETE
Keywords: ___working_potential_duplicate

ESSP Contract 2019: Example partnership contract - Government of Sindh (Government of Sindh, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:JUWLIC7T 2405685:IHHEEJET 4656463:WIQKWWML

School Education and Literacy Department - Government of Sindh (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FRCT272N 2405685:6LH3I6DG 2405685:J4NIEBTA

School Education Sector Plan and Roadmap for Sindh - Government of Sindh (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:BWRZQRFU

Out-Of-School Children Study Sierra Leone - Government of Sierra Leone; Irish Aid; UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:FUGDDXTR 2405685:8IWQ2ZSL

Sierra Leone Teaching Service Commission Act - Government of Sierra Leone (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:XVKYXQ4E 2405685:D8ZBENA6

Basic and Senior Secondary Education Act, 2023 - Government of Sierra Leone (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:X4WE79XI 2405685:JWZZ6UGY

Constitution of Sierra Leone - Government of Sierra Leone (1991)
KerkoCite.ItemAlsoKnownAs: 2405685:Z3EDBKSD

EMIS – MBSSE - Government of Sierra Leone (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:HKHF8XA6 2405685:BWCAJFI4 4656463:QV6UP6K3

Sierra Leone Education Sector Plan: Transforming learning for all 2022–2026 - Government of Sierra Leone (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:8FE32XB4 2486141:8HN4J7TQ

Sierra Leone’s Medium-Term National Development Plan 2019-2023: Education for Development. - Government of Sierra Leone (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:RPKBXC8H 2405685:XNWLCKWJ

The Agenda for Prosperity: Road to Middle Income Status - Government of Sierra Leone (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:FHMH4G7H 2405685:7DIVY6PP
Keywords: ⛔ No DOI found

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

National ICT Strategy and Plan NICI - 2015 - Government of Rwanda (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:Z7UNCKNZ 2405685:8HCP38PR

RwandaEQUIP - Government of Rwanda (RwandaEQUIP, 2022)
RwandaEQUIP A legacy of excellence in education The Transformation of Education begins with Teachers 2019 Nobel Prize-winning economist, Professor Michael Kremer’sground-breaking study announcing learning gains among the largest ever measured in international education. The impact of the methodology, underpinning RwandaEQUIP, is among the greatest of any rigorously studied intervention in emerging markets. Read the Full Study Here […]
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The NICI-2010 Plan - Government of Rwanda (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:XFC7GT49 2405685:YP3XVYES

Towards Integration of EMIS in Rwanda - Government of Rwanda (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AXY7UV8N 2405685:TPKDXBD7 4656463:5Y7LNDYF

Pakistan Education Statistics 2016-17.pdf - Government of Pakistan; Ministry of Federal Education and Professional Training; National Education Management Information System; Academy of Educational Planning and Management (2018)
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Pakistan Floods 2022: Post-Disaster Needs Assessment - Government of Pakistan; Asian Development Bank; European Union; United Nations Development Programme; World Bank (2022)
Assessment in English on Pakistan about Agriculture, Health, Flash Flood, Flood and more; published on 28 Oct 2022 by ADB, EU and 4count other organizations
KerkoCite.ItemAlsoKnownAs: 2339240:D2KKEMFP 2405685:AQ76DABK

Pakistan Social & Living Standards Measurement Survey 2018–19 - Government of Pakistan. Pakistan Bureau of Statistics, Government of Pakistan; Ministry of Planning Development & Special Initiatives (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:BD7K9LQT
Keywords: auto_merged

New Guidelines for the INGOs to work with NDMA / PDMAs in COVID 19 Crises - Government of Pakistan. Ministry of Interior and Narcotics Control
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New Guidelines for the INGOs to work with NDMA / PDMAs in COVID 19 Crises - Government of Pakistan. Ministry of Interior and Narcotics Control (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LWMCXDGV 2405685:E2VZM5TG 2405685:QWW494F3

Pakistan Economic Survey 2018–19 - Government of Pakistan. Economic Adviser's Wing, Finance Division (Government of Pakistan, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:KNTFZ89B
Keywords: auto_merged

Article 160 - Constitution 1973 - Government of Pakistan (1973)
KerkoCite.ItemAlsoKnownAs: 2339240:ZLBSDW84 2405685:DMVADFQ3 4656463:3APVGIGQ

Key Findings Report PSLM District Level Survey 2019/20 - Government of Pakistan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:7WY876U4 2405685:D7GVPXME

Ministry of Federal Education and Professional Training - Government of Pakistan
EdTechHub.ItemAlsoKnownAs: 2405685:UHRBEGYJ

Pakistan Education Statistics 2016-17 - Government of Pakistan (Government of Pakistan, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:SECKE4CB 2405685:AQDUZ6BJ 2405685:VX7D4S3R
Keywords: ___working_potential_duplicate

Pakistan National Education Response and Resilience Plan (K-12) for COVID-19 - Government of Pakistan (Government of Pakistan (MoFEPT), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:7CFRWWI5 2405685:V97Q5URV

Pakistan Social and Living Standards Measurement: District Level - Government of Pakistan (Pakistan Bureau of Statistics, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:974WTH3V 2405685:5EY2VN83

Pakistan Social & Living Standards Measurement Survey (2018-19) - Government of Pakistan (Pakistan Bureau of Statistics, 2020)
EdTechHub.ItemAlsoKnownAs: 2405685:N87HBJZQ

Pakistan Social & Living Standards Measurement Survey (PSLM) 2018-19 National /Provincial (Social Report) - Government of Pakistan (Government of Pakistan, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:P766PQMH 2405685:N25LPVRM

Report on First Biannual Monitoring on the Implementation of National Finance Commission Award - Government of Pakistan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ANWF9DJP 2405685:VYT93HPK 4656463:2HHZI3V2

Education Sector COVID-19 Contingency Plan - Government of Nigeria (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PPD5DFDT 2405685:IW38WHBC

National Electrification Strategy - Government of Mozambique (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:YENGEM59 2405685:AS3Q3HQY
Keywords: ⛔ No INSPIRE recid found

Programa de Ensino á Distância no Ensino Secundário (PESD1 e 2) - Government of Maputo City (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:ANEAKJXV 2405685:I4WB785A

Education Sector Implementation Plan II (2013/14 - 2017/18) - Government of Malawi; UNICEF Malawi (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:HJJGG7CU 2405685:2IVEYH7J

Malawi Social Cash Transfer Programme Strategic Plan 2022 - 2027 - Government of Malawi; UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:NNGIVX4W 2405685:XXEGUPKH

The Social Cash Transfer Programme (SCTP) - Government of Malawi; UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:4N4VCSLX 2405685:FU7VWMA2

Building Educational Foundations through Innovation & Technology (BEFIT): Malawi Scale-Up Program Overview - Government of Malawi (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:VG6HFP8C 2405685:CHYEF38Q 2405685:GHJ6XWR4

Education Act: No.21 of 2013 - Government of Malawi (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:WEANDFW3 2405685:HWCWMRCN

Malawi Growth and Development Strategy (MGDS-III) 2017–2022 - Government of Malawi (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:99BEMNP3 2405685:8AV66KVR

Malawi National ICT for Development (ICT4D) Policy - Government of Malawi (2006)
KerkoCite.ItemAlsoKnownAs: 2339240:GDT8RMBE 2405685:PT3CV2YM
Keywords: ⛔ No DOI found

National ICT Master Plan - Government of Malawi (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:JKYMAPAN 2405685:DGG93AXT