Classification | EM-DAT - EM-DAT (2009)
KerkoCite.ItemAlsoKnownAs: 2405685:2Y72MJ9B 2405685:8WJ37L9P

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

The Difference Between Emergency Remote Teaching and Online Learning | EDUCAUSE - Hodges, Charles; Moore, Stephanie; Lockee, Barb; Trust, Torrey; Bond, Aaron (2020)
Publication Title: EDUCAUSE Review KerkoCite.ItemAlsoKnownAs: 2405685:7FE2C6Q7 2405685:VD6ZSLC9
Keywords: ___working_potential_duplicate

COVID-19 a global crisis for teaching and learning | Teachers Task Force for Education 2030 - ITTE (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:UVZXSWQB

The Tertiary Education Commission Act - Kabbah, President Alhaji Ahmad Tejan (2001)
KerkoCite.ItemAlsoKnownAs: 2405685:URKBLF52

The National Council for Technical , Vocational and other Academic Awards Act - Kabbah, President Alhaji Ahmad Tejan (2001)
KerkoCite.ItemAlsoKnownAs: 2405685:M3MZ2L84

The Polytechnics Act - Kabbah, President Alhaji Ahmad Tejan (2001)
KerkoCite.ItemAlsoKnownAs: 2405685:HMGAWLHC

The Education Act, 2004 - Kabbah, President Alhaji Ahmad Tejan (2004)
KerkoCite.ItemAlsoKnownAs: 2339240:X2LEVVUF 2405685:TI5ZIK8J

The Universities Act - Kabbah, President Alhaji Ahmad Tejan (2005)
KerkoCite.ItemAlsoKnownAs: 2405685:6FAZDP79

Handbook of Research on K-12 Online and Blended Learning (Second Edition) - Kennedy, Kathryn; Ferdig, Richard E (2018)
Publication Title: ETC Press KerkoCite.ItemAlsoKnownAs: 2405685:9JNECH38

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

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

PRISMA endorsers - Statement, PRISMA
KerkoCite.ItemAlsoKnownAs: 2405685:JG2W8XFN

(untitled) - UNESCO
KerkoCite.ItemAlsoKnownAs: 2339240:NPALPZHM 2405685:MPTT8GQL

School closures caused by Coronavirus (Covid-19) - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:PK3V4ZMD
Keywords: ___working_potential_duplicate; auto_merged

National Education Act 1997 (amendment) - United Republic of Tanzania (1995)
KerkoCite.ItemAlsoKnownAs: 2339240:XAA5X274 2405685:4FJUDM29

World Bank country and lending groups - World Bank data help desk - World Bank
KerkoCite.ItemAlsoKnownAs: 2405685:AMHWZMJU

1-1 in Education: Current Practice, International Comparative Research Evidence and Policy Implications - Valiente, Oscar (OECD, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:G8QNGWQP 2405685:WPNQTDQZ

1 Billion More Phones Than People In The World! - Turner, Ash (2020)
Library Catalog: www.bankmycell.com Section: Research KerkoCite.ItemAlsoKnownAs: 2405685:XKDR8EQX

1 - Introduction - Holtzblatt, Karen; Beyer, Hugh (Contextual Design (Second Edition), 2017)
User-centered design is a tried and true approach to product design. Start with an understanding of the user gathered via rich field interviews and build that understanding into your new product—then test and iterate the result with the user again. The first edition of this book introduced Contextual Design, a complete method to do just that. But over the last 10years, there's been a revolution in technology with smartphones and tablets providing constant, continuous connection with people, information sources, media, and the support structures of our lives wherever we happen to be. Our inquiry into the impact of these devices led to the development of the Cool Concepts, an articulation of what makes these devices loved. This new integration of technology into life requires new ways to understand and design, and therefore a revision of the Contextual Design method. This chapter motivates that redesign and discusses the principles driving the method: design for life, design in teams, and immersion in the life of the user.
KerkoCite.ItemAlsoKnownAs: 10.1016/B978-0-12-800894-2.00001-6 2405685:5CHLT6ZG
Keywords: Business analysis; Contextual design; Contextual inquiry; Cool concepts; Design; Design for life; Design thinking; HCI; Human-machine interaction; Marketing; Mobile design; Product design; Requirements gathering; System design; UX; Usability; User experience; User research; User-centered design

1. Use of smartphones and social media is common across most emerging economies - Silver, Laura; Smith, Aaron; Johnson, Courtney; Jiang, JingJing; Anderson, Monica; Rainie, Lee (Pew Research Center, 2019)
Large majorities in the 11 emerging and developing countries surveyed either own or share a mobile phone, and in every country it is much more common to
KerkoCite.ItemAlsoKnownAs: 2339240:BNUHV8IL 2405685:ZQ6UX9B6

1.3 billion learners are still affected by school or university closures, as educational institutions start reopening around the world, says UNESCO - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KFPUEX4Y 2405685:ZQ3VGX3S

10 challenges of e-learning during COVID-19 & ways to solve them - Plitnichenko, Lisa (Jellyfish.tech, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:W6RD3XBG 2405685:N9TSIG35

10 Important Facts About Girls' Education in Somalia - Cline, Matthew (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:GWI7YLXI 2405685:EI2YAW8S

10 principles to consider when introducing ICTs into remote, low-income educational environments - Trucano, Michael (World Bank Blogs, 2013)
there must be an I, a C, and a T here somewhere ... There are, broadly speaking, two strands of concurrent thinking that dominate discussions around the use of new technologies in education around the world. At one end of the continuum, talk is dominated by words like 'transformation'. The ...
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10 principles to consider when introducing ICTs into remote, low-income educational environments - Trucano, Michael (2013)
there must be an I, a C, and a T here somewhere ... There are, broadly speaking, two strands of concurrent thinking that dominate discussions around the use of new technologies in education around the world. At one end of the continuum, talk is dominated by words like 'transformation'. The ...
KerkoCite.ItemAlsoKnownAs: 2405685:4QHLLY7H 4042040:MXSNKXZ5

10 tendances des technologies appliquées à l’éducation dans les pays en développement - Trucano, Michael; Hawkins, Robert; Jimenez, Carla (World Bank Blogs, 2012)
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:H4YCEVBX

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

100 Women: 'We can't teach girls of the future with books of the past' - Perasso, Valeria (BBC News, 2017)
Research suggests women are either written off or portrayed in stereotypes roles in primary school textbooks from all over the world.
KerkoCite.ItemAlsoKnownAs: 2339240:HUV4BCCS 2405685:3U8HFCSX

11 raisons qui dont que les enseignants n'utilisent pas les nouvelle technologie en classe - Elouardani, Karim (Edupronet, 2016)
Au delà du degré d'intégration des nouvelles technologies en classe, il est intéressant d'identifier les freins à l'utilisation des TICE dans l'enseignement
Library Catalog: edupronet.com EdTechHub.ItemAlsoKnownAs: 2405685:4C64T32C

144155524.pdf
KerkoCite.ItemAlsoKnownAs: 2339240:E6YPQKG8 2405685:4436ZRI8

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

15 Ways to Support Young Children and their Families in the COVD-19 Response - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:PQHEWVUR

16809eed0a.pdf
KerkoCite.ItemAlsoKnownAs: 2405685:DJ4JV8DU

17 EdTech Frameworks and Who Needs to Know Them - Bapna, Akanksha; Nicolai, Susan; Myers, Christina; Pellini, Arnaldo; Sharma, Namrata; Wilson, Sam; Wilson, Susan Nicolai, Christina Myers, Arnaldo Pellini, Namrata Sharma and Sam, Akanksha Bapna (EdTech Hub, 2021)
17 EdTech frameworks that provide a valuable bridge between theory and practice. EdTech resources for policy-makers, educational institutions, teachers and multi-stakeholders.
KerkoCite.ItemAlsoKnownAs: 2339240:ZT8D763J 2405685:9TG8YM2I

18 large-scale EdTech initiatives on our radar in 2020 - Moss, Caitlin (EdTech Hub, 2020)
During the EdTech Hub’s inception phase so far, one question we hear a lot is: “What interesting or notable EdTech initiatives are you seeing?” Another question usually follows: “Which ones are reaching scale?” This week we have joined the global education community in London for the Education World Forum and BETT meetings. This is a […]
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Keywords: F:Blog post; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

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

20 innovative edtech projects from around the world - Trucano, Mike (World Bank Blogs, 2017)
Also available in: Español | Français what did I miss? For the past two decades, I've worked on issues at the intersection of the education and technology sectors in middle- and low-income countries and emerging markets around the world. It's been a fascinating job: Over the past 20 years, I've ...
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:RFEH3I9Z 2405685:DRDBILAR 2405685:LQIXHMGY

20 projets EdTech innovants à travers le monde - Trucano, Michael (Banque Mondiale Blogs, 2017)
Cette page en : English | Español | العربية J’étudie depuis deux décennies des aspects à l’intersection entre les secteurs de l’éducation et de la technologie dans les pays à revenu faible ou intermédiaire et émergents. C’est un travail fascinant : au cours des 20 dernières années, j’ai été consultant, évaluateur ou ...
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:GVJPHTDH

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

2014-02-14_Learning to Improve Learning Synthesis for Publishing_Edited_0.pdf
KerkoCite.ItemAlsoKnownAs: 2405685:P5NZCM2U

2017 Global ICT Development Index - ITU (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:D5MLE5DK 2405685:XYG7DKVM

2017 ISTE Standards for Educators: From Teaching With Technology to Using Technology to Empower Learners - Trust, Torrey (2017)
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2018 Annual Schools Census Report And Statistical Abstract - MBSSE (Ministry of Basic and Senior Secondary Education, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:MKX6QVVV 2405685:G2T55FUJ

2018 Civil Society Organization Sustainability Index - for Asia 5th Edition – December 2019 - USAID (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:SA6U2LEK 2405685:3ILYUE9N

2018 Education Statistics - Rwanda Ministry of Education (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:6Y4BYIXW 2405685:79VSZ8IK

2018 Population and Housing Census - National Statistics Office (Government of Malawi, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:UXWI3QF6 2405685:4KBEPZKW

2019 Annual School Census Report - Ministry of Basic and Senior Secondary Education (Ministry of Basic and Senior Secondary Education, 2019)
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2019 Annual Schools Census Report - Ministry of Basic and Senior Secondary Education; Education, Ministry of Basic and Senior Secondary (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:J7MURQFH 2486141:7DDR6BUJ

2019 Annual Schools Census Report And Statistical Abstract - Ministry of Basic and Senior Secondary Education (Government of Sierra Leone, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:MJH7EBNP 2405685:VM4EWGLU

2019 Civil Society Organization Sustainability Index - for Asia 6th Edition – December 2020 - USAID (United States Agency for International Development Bureau for Democracy, Conflict and Humanitarian Assistance Center of Excellence on Democracy, Human Rights and Governance, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9L542D8M 2405685:2GPSJK4R

2019 Kenya Population and Housing Census Volume IV: Distribution of Population by Socio-Economic Characteristics - Kenya National Bureau of Statistics (Kenya National Bureau of Statistics, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:NZQXRK6V 2405685:J4ZWA4L5

2019 State of Edtech Privacy Report - Kelly, G; Graham, J; Bronfman, J (2019)
Millions of educators use edtech apps and services in their classrooms daily, but findings suggest that many products don't do enough to protect kids' privacy. While the 2019 State of EdTech Privacy Report reveals incremental improvements in overall privacy practices since 2018, it also sheds light on key areas where the industry must improve, from targeted advertising to data sharing.
KerkoCite.ItemAlsoKnownAs: 2339240:325E5IJ9 2339240:ZEVH9ICL 2405685:EQXUN3BS 2405685:XT3RC4DY

2020 Annual Report on the Petroleum Funds | Ministry of Finance | Ghana - Ministry of Finance (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:JH3SZELK 2405685:DDPAL29F 4656463:XGB3IXY9

2020 Annual Schools Census Report - Ministry of Basic and Senior Secondary Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5S3TQR6D 2405685:JMH9T363

2020 EdTech Ecosystem: Ghana and Cote D'ivoire - Jacobs Foundation (Jacobs Foundation and Chrysalis, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:83UDVRBX 2405685:LVJMBCWE

2020 Formula for sharing the DACF. 2020 - Parliament of Ghana (Government of the Republic of Ghana, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:BDXUM8GH 2405685:2A4ASLHF 4656463:W7S6ELIP

2020 GEM Report – Inclusion and education – All means all - UNESCO GEM (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AG62CBMT 2405685:6N7STLVM

2021-2022 Budget Document Archives - Government of Balochistan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:EX4JHH8J 2405685:AY6FUCK2 4656463:BYB9ZQ87

2021 Annual School Census Final Report - Ministry of Basic and Senior Secondary Education, Sierra Leone (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:M7XYZTWF 2405685:C7C3BM9Z

2021 Annual Schools Census Data. - Ministry of Basic and Senior Secondary Education.
KerkoCite.ItemAlsoKnownAs: 2405685:YSBYCLG5

2021ISCReducedSyllabusXII-ECONOMICS.pdf
KerkoCite.ItemAlsoKnownAs: 2405685:ZRRCSG3L

2022 Annual Review of Education Beyond Aid project - Foreign, Commonwealth & Development Office (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:N3FLI44P 2405685:ZVMWSU5M 4656463:KBGKANWJ

2022 Data Breach Investigations Report - Verizon Data Breach Investigations Report (2022)
Reduce risks with insights from the 2022 Data Breach Investigations Report (DBIR) from Verizon. Read the official report today.
KerkoCite.ItemAlsoKnownAs: 2339240:XT3T7FLZ 2405685:SNEYNCSI

2022 Global Education Outlook - HolonIQ (2022)
HolonIQ’s annual analysis of the global education market and expectations for 2022 and beyond.
KerkoCite.ItemAlsoKnownAs: 2339240:UKZMADY6 2405685:SSCCLGBV

2022 Malawi Education Statistics Report (EMIS) - Malawi Ministry of Education (Government of Malawi, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:QDQNJ628 2405685:PVLSA2PA

2023 Cost-Effective Approaches to Improve Global Learning - What does recent evidence tell us are “Smart Buys” for improving learning in low- and middle-income countries? - Akyeampong, K; Andrabi, A; Banerjee, A; Banerji, R; Dynarski, S; Glennerster, R; Grantham-McGregor, S; Muralidharan, K; Piper, B; Ruto, S; Saavedra, J; Schmelkes, S; et al. (FCDO, the World Bank, UNICEF, and USAID, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:2BGTWZKU 2405685:9X68BZ9M

2023 Cost-effective Approaches to Improve Global Learning - What does Recent Evidence Tell Us are “Smart Buys” for Improving Learning in Low- and Middle-income Countries? - Banerjee, Abhijit; Andrab, Tahir; Banerji, Rukmini; Dynarski, Susan; Glennerster, Rachel; Grantham-Mcgregor, Sally; Muralidharan, Karthik; Piper, Benjamin; Saavedra Chanduvi, Jaime; Yoshikawa, Hirokazu; Ruto, Sara; Schmelkes, Sylvia (World Bank Group, 2023)
2023 Cost-effective Approaches to Improve Global Learning - What does Recent Evidence Tell Us are “Smart Buys” for Improving Learning in Low- and Middle-income Countries? (English)
KerkoCite.ItemAlsoKnownAs: 2339240:X7GEK8EA 2405685:J3TLG7EN

21 Ways to 21st Century Skills: Why Students Need Them and Ideas for Practical Implementation - Kaufman, Kristina J. (Kappa Delta Pi Record, 2013)
Publisher: Routledge _eprint: https://doi.org/10.1080/00228958.2013.786594 KerkoCite.ItemAlsoKnownAs: 10.1080/00228958.2013.786594 2129771:B9RM5BSB 2405685:8VSDSJGU 2486141:3WDDIQAG

246 6 Accessibility and Utilization of ICTs Among Secondary School Teachers in Kenya - University, G. (2010)
This paper looks at levels of access and extent of use of Information and Communication Technologies (ICTs) among teachers in selected Kenyan secondary schools. For the past few years, an assortment of ICTs such as computers, lap tops, projectors, printers, e-blackboards and mobile phones have been available to teachers for use in integration of teaching and learning in schools. The paper attempts to establish how many teachers have access to the schools’ computers, their ICT literacy skills level and the level of ICT integration in subjects taught. The findings show that the use of ICT and its integration in the teaching and learning in secondary education is getting more widespread; and increasingly used among teachers as a means of communication and for information searching. Access rates for teachers have been observed to be much higher in educational institutions that have made effective ICT investments in education, translating into better utilization of ICT related technologies. Strategies have been suggested on how to utilize ICT to improve educational outcomes and recommendations given, on issues that touch on ICT access and infrastructure; human resources and training, policy environment, financing and ICT investment, curriculum development and locally relevant content.
KerkoCite.ItemAlsoKnownAs: 2339240:FR7DD5E8 2405685:8Z2L4L66

2Dsearch: Facilitating reproducible and valid searching in evidence synthesis - Russell-Rose, T; Shokraneh, F (BMJ Evidence-Based Medicine, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:N4IU2ZAD 2486141:NFPZ7TMZ
Keywords: ⛔ No DOI found

3 examples of mother tongue education to improve learning | Blog | Global Partnership for Education - Global Partnership for Education (Education for All blog, 2019)
GPE supports mother tongue education as a key component of the foundation of learning. On International Mother Tongue Day we review how three partner countries—Eritrea, The Gambia and Uzbekistan—with help from GPE, are implementing mother tongue programs.
KerkoCite.ItemAlsoKnownAs: 2339240:BDTJKNV3 2405685:NKEBMREJ

$3 Million ADB Grant to Support Pakistan’s Flood Response - Asian Development Bank (Asian Development Bank, 2022)
ADB approved a $3 million grant to support the Government of Pakistan’s emergency relief efforts amid widespread floods across the country.
Archive Location: Pakistan Last Modified: 2022-09-02T16:36+08:00 Publisher: Asian Development Bank KerkoCite.ItemAlsoKnownAs: 2339240:55WGMGMM 2405685:QNW3WEJD

32947_Chapter1.pdf
KerkoCite.ItemAlsoKnownAs: 2339240:RIG6TS8H 2405685:ZD9UXZC9

4 challenges of adopting blockchain in education & potential solutions - SotaTek (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:CAGQSMUC 2405685:DBKUN2KR

5 actions to help bring the most marginalized girls back to school after COVID-19 - Jenkins, Robert; Winthrop, Rebecca (The Brookings Institution, 2020)
Library Catalog: www.brookings.edu KerkoCite.ItemAlsoKnownAs: 2339240:7FI6B94F 2339240:85E3JA7E 2405685:924ECFFX 2405685:HZXBSR62 2405685:SI86DHRX

5 features of a monitoring, evaluation and learning system geared towards equity in education - Omoeva, Carina (2018)
Wow do we operationalize equity in education, in the context of education development programming? This blog post from FHI 360’s R&E Search For Evidence blog presents five features necessary for a monitoring, evaluation and learning system to be geared towards equity in education.
KerkoCite.ItemAlsoKnownAs: 2339240:IJU44B8G 2405685:SEHIF23V

5 Problems with the Draft India Data Accessibility & Use Policy, 2022 - Jain, Anushka (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:8UX9JFS7 2405685:T22SXW3W

5 things MENA countries can do to design better digital skills development programs - Blom, Andreas; Nusrat, Mariam; Goldin, Nicole (2020)
The COVID-19 pandemic has fueled the need for digital skills, therefore education and training need to become more affordable, relevant, context-vigilant and inclusive. There are five elements to consider when designing digital learning interventions.
KerkoCite.ItemAlsoKnownAs: 2339240:XIWH62IL 2405685:5UJPYKIW

5 Ways EdTech Helps Students With Special Needs in the Classroom - Davis, Chris (ViewSonic Library, 2019)
EdTech helps students with special needs to engage with learning better than ever before. Find out how to implement EdTech as assistive technology.
Library Catalog: www.viewsonic.com Section: Education KerkoCite.ItemAlsoKnownAs: 2339240:L69ICGF3 2405685:SCWN8NNM SCWN8NNM

6 Data Policy Issues Experts Are Tracking Right Now - World Economic Forum (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:NH8HP834 2405685:2WCIVPEY

6 key insights into the data and information education leaders want most - Custer, Samantha; King, Elizabeth; Atinc, Tamar Manuelyan; Read, Lindsay; Sethi, Tanya (Brookings Institute, 2018)
Researchers summarize their new analysis of two unique global surveys that assess the use of data and evidence by education leaders in developing countries.
KerkoCite.ItemAlsoKnownAs: 2339240:CUVUYU5E 2405685:YWY9KVI4

6 key insights into the data and information education leaders want most - Custer, Samantha; King, Elizabeth; Atinc, Tamar; Read, Lindsay; Sethi, Tanya (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:VRE4MDHJ 2405685:9Q8HHQZY

6 out of 10 children and adolescents are not learning a minimum in reading and math - UNESCO Institute for Statistics (News, Sustainable Development Goals, 2017)
New data from the UNESCO Institute for Statistics show that 617 million children and adolescents worldwide are not achieving minimum proficiency levels in reading and mathematics. The figure signals “a learning crisis” according to the UIS, which could threaten progress towards the Sustainable Development Goals (SDGs)....
KerkoCite.ItemAlsoKnownAs: 2339240:FKXXB57A 2339240:RAUM4LW3 2405685:6JL699EJ 2405685:MX5FKZEQ 2405685:W4Z4CGM6 2534378:RREZYYRL 6JL699EJ RAUM4LW3

(6) (PDF) The Limitations of Access Alone: moving towards open processes in education technology (ResearchGate)
ResearchGate is a network dedicated to science and research. Connect, collaborate and discover scientific publications, jobs and conferences. All for free.
KerkoCite.ItemAlsoKnownAs: 2405685:K7HQFQH2

65 % of Nigerian schools lack electricity, says UN chief - Lawal, Iyabo (The Guardian (Nigeria), 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:HYZM2UN5

6811.pdf
KerkoCite.ItemAlsoKnownAs: 2405685:4KQAIBD5

‘6Ps’ audit tool - Rahman, Asad; Carter, Alice (EdTech Hub, 2022)
EdTech interventions so often fail to take into consideration the broader system they work within. EdTech Hub has created this tool to assess interventions and identify any gaps in the thinking that might stop an intervention from working. Keywords: innovation; education system; 6Ps; tool An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0117 2339240:DP8CCUUK 2405685:2FMS5BBU 2405685:58EFZM9F
Keywords: _r:AddedByZotZen

7 Years Government Programme: National Strategy for Transformation (NST1) - Rwanda Ministry of Finance and Economic Planning (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:L6T236SC 2405685:6UGDFDT5

75 Digital Tools and Apps Teachers Can Use to Support Formative Assessment in the Classroom (Teach. Learn. Grow., 2019)
We’ve compiled an extensive list of 75 digital tools, apps, and platforms that can help teachers use formative assessment to elicit evidence of student learning. #education #teachers
Library Catalog: www.nwea.org Section: Formative Assessment KerkoCite.ItemAlsoKnownAs: 2339240:H4U5K8J7 2405685:WU8SHHQ8 WU8SHHQ8

7taps mobile-first microlearning
7taps is a free browser-based authoring tool to create, deliver and track mobile-first microlearning experiences.
KerkoCite.ItemAlsoKnownAs: 2405685:5C6UHUH8

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

9 Amazing Benefits of Technology in the Classroom (+18 Best Ways to Incorporate Technology) - Miller, Jen (Jen Reviews, 2018)
Library Catalog: www.jenreviews.com KerkoCite.ItemAlsoKnownAs: 2405685:X9JHWLI3

9 avantages la technologie en classe & 18 façons de l’intégrer dans ses cours - Duquesnoy, Maxime (PortailEduc, 2018)
Le site Jen Reviews propose un article intéressant sur les apports et l’intégration de la technologie dans ses enseignements. L’article (en anglais) est disponible via le lien Cet artic…
Library Catalog: portaileduc.net EdTechHub.ItemAlsoKnownAs: 2405685:N33JHTS7

A 10-step guide to monitoring and evaluating children’s participation - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 4: A 10-step guide to monitoring and evaluating children’s participation looks at involving children, young people and adults in the process. It includes guidance on identifying objectives and progress indicators, systematically collecting data, documenting activities and analysing findings.
KerkoCite.ItemAlsoKnownAs: 2339240:GSE2ME5Y 2405685:3KPMDTFE
Keywords: CitedIn:eCubed; eCubed

A 35-hour a year CPD entitlement could stop 12,000 teachers quitting - Henshaw, Pete (SecEd, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:V3CA53IQ 2405685:T2GWCZ9P

A Beginner's Guide to Applied Educational Research using Thematic Analysis - Peel, Karen L. (Practical Assessment, Research & Evaluation, 2020)
Publisher: University of Massachusetts Amherst KerkoCite.ItemAlsoKnownAs: 10.7275/RYR5-K983 10.7275/ryr5-k983 2339240:B4RF2Y4H 2405685:2N6FJTMH

A better Environment for Education in Sudan - Ashii, Hadeel Agab (2021)
In preparation for schools reopening, UNICEF is supporting the rehabilitation of classrooms and latrines in Sudan
KerkoCite.ItemAlsoKnownAs: 2339240:E4TPN65U 2405685:M2LX358G

A Better Way to Teach Children to Read? Evidence from a Randomized Controlled Trial - He, Fang; Linden, Leigh L; MacLeod, Margaret (2009)
KerkoCite.ItemAlsoKnownAs: 2339240:GGBU8YTM 2405685:3RUPLEZR
Keywords: ⛔ No DOI found

A breakthrough for Josh: How use of an iPad facilitated reading improvement. - McClanahan, B., Williams, K., Kennedy, E., & Tate, S. (TechTrends, 2012)
00000 shortDOI: 10/gf62hv KerkoCite.ItemAlsoKnownAs: 10/gf62hv 2129771:XY8MHLTU 2405685:YXAZLL57

A Brief Review of Systems Theories and Their Managerial Applications - Mele, Cristina; Pels, Jacqueline; Polese, Francesco (Service Science, 2010)
KerkoCite.ItemAlsoKnownAs: 10.1287/serv.2.1_2.126 2339240:PTMWF9VA 2405685:KNBTFISN

A Cascade Teacher Training Model in Disaster Education: A Case of Turkey - Gökmenoğlu, Tuba; Sönmez, Elif Daşçı; Yavuz, İbrahim (2021)
Individuals' reluctance to take precautions before the disasters happen is one of the most critical concerns of the disaster management area. The disaster education given through schools is a critical process in addressing this problem. The purpose of this paper is to introduce the teacher training program model and the implementation practices of Turkey's School-Based Disaster Education Project. In Turkey, there are few studies regarding the planning, development, implementation, and evaluation stages of Disaster Risk Reduction education for teachers. The project has been carried out within the framework of the Ministry of National Education and Japan International Cooperation Agency. An at-scale cascade teacher professional development model was implemented. The model reached 135,375 teachers in 67 provinces by the 567 trainer teachers in a relatively short time with the cascade training system. This project has brought a significant nationwide disaster risk reduction training experience for Turkey with its economic and sustainable structure.
KerkoCite.ItemAlsoKnownAs: 10.31704/ijocis.2021.002 2339240:MBVV772A 2405685:FC827Z2K

A Case for a Systems Approach to EdTech - Bapna, Akanksha; Nicolai, Susan; Myers, Christina; Pellini, Arnaldo; Sharma, Namrata; Wilson, Sam (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 5651995 previousDOI: 10.5281/zenodo.4604769 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4604769 10.5281/zenodo.5651995 2339240:5JZ4FURY 2339240:5MG5JK99 2339240:8CEUGJ7E 2339240:N7XVM2BS 2339240:QL5LSA92 2339240:UIDN49MT 2405685:5HSPDN5N 2405685:AMGEVSIH 2405685:JMP2BJ2E 2405685:M8P5BVVK 2405685:ST8IBIUV 2405685:UR6CQL9K 2405685:VBZ4N4AM 2534378:PDNLLG9Y 4656463:RA69ZQLB
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted

A CASE FOR MOTHER TONGUE EDUCATION? - Desai, Zubeida Khatoom
KerkoCite.ItemAlsoKnownAs: 2405685:3QW22J82 4042040:8CARXYI7
Keywords: ⛔ No DOI found

A case study of innovations that address constraints on the effectiveness of early-grade reading achievement - Comings, John P. (PROSPECTS, 2020)
The United States Agency for International Development, World Vision, and the Australian government established All Children Reading: A Grand Challenge for Development (ACR GCD) to address problems that prevent children from gaining foundational reading skills. ACR GCD mobilizes the private sector, academia, and nongovernmental organizations in problem-solving dialogues that support the development, testing, and promotion of new solutions to these problems. It also advances EdTech innovation and research to improve reading outcomes for marginalized children in low-resource contexts to effectively build bridges over system constraints in ways that lower the risk of pilot-testing and eventual large-scale replication. This case study describes some of ACR GCD’s funded innovations and its nontraditional approach to employing grant competitions (in which innovators propose solutions to broadly described problems) and prizes (in which innovators develop solutions to specifically identified problems). For innovations that have been evaluated, this article summarizes the findings on their impact on learning.
shortDOI: 10/gg7sg6 KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-020-09462-5 10/gg7sg6 2339240:AD5HM9RG 2405685:96TNJF7T

A case study of students’ and teachers’ perceptions in a Finnish high school during the COVID pandemic - Niemi, Hannele Marjatta; Kousa, Päivi (International Journal of Technology in Education and Science, 2020)
This study describes one local upper secondary school in Finland during the COVID-19 pandemic. All teaching was changed to distant for around two months. The study describes students’ and teachers’ perceptions during that time. Participants responded to the survey four times and freely described their experiences five times. The number of participants varied from 56 to 72 students and 9 to 15 teachers at different times. The data were analyzed by descriptive statistics, cluster analysis, and qualitative content analysis. The main findings indicate that distance teaching was implemented very successfully. However, open comments and cluster analysis revealed many challenges. Students complained of heavy workloads and fatigue. Some students lost motivation. These difficulties did not disappear over time. The main challenges for teachers included non-authentic interaction and a lack of the spontaneity that in-person teaching provides. Teachers quickly learned to use technological platforms, but interaction through it was not of as high quality. Teachers were also worried about students’ progress. Teachers did not recognize students’ heavy workload and motivation problems in the way that students described them. The study provides several recommendations for future remote teaching.
KerkoCite.ItemAlsoKnownAs: 10.46328/ijtes.v4i4.167 2339240:RTX5YPDY 2405685:87JLSSBA

A case study of the One Laptop per Child Project in Rwanda: Exploring the socio-cultural dimensions of delivery and implementation. - Girgis, R. (University of Cambridge, Cambridge, UK., 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:LRYTMBME 2405685:NRTNZLBJ

A case study of using an online community of practice for teachers' professional development at a secondary school in China - Wang, Qiyun; Lu, Zhiping (Learning, Media and Technology, 2012)
In this case study, an online community was designed at a secondary school in China for the teachers to prepare their lessons collectively, reflect on their teaching practices, collect comments from peers, and share resources. A survey was administered to the teachers to investigate their perceptions on the online community for their professional development. Two hundred and eighty-three teachers responded to the survey and eight teachers were further interviewed by email. The result showed that most teachers liked using the online community as they could gain subject knowledge and could obtain support from peers, share experiences and get feedback, and exchange resources. Also, online entries confirmed that transformational changes in teaching pedagogy and students' learning activities occurred along the time. However, certain teachers did not participate in the online community frequently. This paper describes the context of the case study, design dimensions of the online community, teachers' positive perceptions on using the online community, and transformational changes. Also, strategies for promoting effective use of the online community are discussed and follow-up studies to address the challenges involved in this study are proposed. [PUBLICATION ABSTRACT]
Place: Basingstoke Publisher: Taylor & Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1240554543?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.685077 2339240:IW35GJG8 2405685:5KA76IR7 2405685:5UJZ5TUP 2534378:7P96MCEU 2534378:I2ZKMFEE 2534378:TEPS99BX
Keywords: Case Studies; China; Communities of Practice; Distance Education; ERIC; Current Index to Journals in Education (CIJE); Education–Teaching Methods And Curriculum; Educational Practices; Electronic Learning; Electronic Mail; Foreign Countries; Interviews; Learning; Lesson Plans; Mail Surveys; Online instruction; Participant Satisfaction; Pedagogy; Polls & surveys; Professional Development; Professional development; Secondary Education; Secondary School Teachers; Secondary school teachers; Teacher Surveys; Teaching Methods; Technology Uses in Education; Transformative Learning; __:import:01; __:match:final; __:matched; __:study_id:2096477; __finaldtb; community of practice; lesson planning; professional development; reflection; technology

A Cautionary Tale of Tutoring Hard-to-Reach Students in Kenya - Schueler, Beth E.; Rodriguez-Segura, Daniel (Annenberg Institute, 2021)
Covid-19-induced school closures generated great interest in tutoring as a strategy to make up for lost learning time. Tutoring is backed by a rigorous body of research, but it is unclear whether it can be delivered effectively remotely. We study the effect of teacher-student phone call interventions in Kenya when schools were closed. Schools (n=105) were randomly assigned for their 3rd, 5th and 6th graders (n=8,319) to receive one of two versions of a 7-week weekly mathfocused intervention—5-minute accountability checks or 15-minute mini-tutoring sessions—or to the control group. Although calls increased student perceptions that teachers cared, accountability checks had no effect on math performance up to four months after the intervention and tutoring decreased math achievement among students who returned to their schools after reopening. This was, in part, because the relatively low-achieving students most likely to benefit from calls were least likely to return and take in-person assessments. Tutoring substituted away from more productive uses of time, at least among returning students. Neither intervention affected enrollment. Tutoring remains a valuable tool but to avoid unintended consequences, careful attention should be paid to aligning tutoring interventions with best practices and targeting interventions to those who will benefit most.
Publisher: EdWorkingPapers.com KerkoCite.ItemAlsoKnownAs: 2339240:XZCEK22N 2405685:9BBHUUTN

A Co-design Methodology for Blended Teacher Professional Development in Contexts of Mass Displacement.pdf - Kennedy, E; Moghli, MA; Chase, E; Pherali, T; Laurillard, D
Teachers working in challenging contexts of mass displacement need both expert and peer support. This article shares a co-design methodology being used to develop and test the use of what we are calling Massive Online Open Collaborations (MOOCs) which involve blended learning approaches for teacher professional development
KerkoCite.ItemAlsoKnownAs: 2339240:5AGKBFRH 2405685:P5QYIXXM
Keywords: Google Scholar/ teacher "professional development" AND refugees AND technology; RER theme_supporting educators

A cognitive assessment tool designed for data collection in the field in low-and middle-income countries - Ford, Cassie B.; Kim, Ha Yeon; Brown, Lindsay; Aber, J. Lawrence; Sheridan, Margaret A. (Research in Comparative and International Education, 2019)
The Rapid Assessment of Cognitive and Emotional Regulation (RACER) is a tablet-based assessment tool for children that measures executive function (EF) skills. Instructions that are brief and visually presented; game-like tasks are designed to easily engage children regardless of literacy level and variable test administration settings. RACER measures inhibitory control and working memory. This study presents the theoretical rationale and empirical evidence for tablet-based assessments of EF, the process of administering the RACER assessments. The current sample consists of students in Lebanon (N=1900) and Niger (N=850). The results indicate that individual differences in EF can be assessed by the RACER tablet tasks. Specifically, we demonstrate that EF scores are associated in expected ways with age and that tasks function similarly to what has been observed in high-income countries. The feasibility and utility for researchers, practitioners, and clinicians, of this cognitive assessment tool is discussed.
shortDOI: 10/ggcdmq KerkoCite.ItemAlsoKnownAs: 10.1177/1745499919829217 10/ggcdmq 2339240:LIPC5YY2 2339240:TL333DE5 2339240:XVBLDC46 2339240:Z5BEQNRN 2405685:3PXAARND 2405685:JSZ4DA4J 2405685:K8AE89HH

A comparative analysis of e-learning policy formulation in the European Union and the United States: discursive convergence and divergence - Roumell Erichsen, Elizabeth; Salajan, Florin D. (Comparative Education Review, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1086/674095 10/wgm 2339240:7GEPUMQR 2405685:JBM25S44

A comparative study between tablet and laptop PCs: User satisfaction and preferences - Ozok, A Ant; Benson, Dana; Chakraborty, Joyram; Norcio, Anthony F (Intl. Journal of human–computer interaction, 2008)
00047 shortDOI: 10/dhz4w2 KerkoCite.ItemAlsoKnownAs: 10/dhz4w2 2129771:7A88X7JK 2405685:KMK6IXCK

A comparative study of blended learning versus traditional teaching in middle school science - Pixel (libreriauniversitaria.it Edizioni, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:T8SG7GWJ 2405685:KNI5GMUJ
Keywords: Education / Philosophy; Theory & Social Aspects

A Comparative Study of Online and Directly Selected Secondary School Teachers Regarding Teaching Proficiency and Classroom Management in Kohat Division, Pakistan - Suleman, Qaiser; Hussain, Ishtiaq (International Journal of Learning and Development, 2013)
Secondary school teachers occupy the most critical and crucial position in the entire education system (Suleman, et al, 2011a). The purpose of the study was to compare the performance of online and directly selected secondary school teachers regarding teaching proficiency and classroom Management. All the students at secondary school level in Kohat Division, Khyber Pakhtunkhwa (Pakistan) constituted the population of the study. Only 600 students studying at secondary school level in Kohat Division were selected as sample randomly. The study was delimited to only male students at secondary school level. The study was descriptive type and questionnaire was used as research instrument. Data was collected through personal visits. After the collection of data, it was organized, tabulated, analyzed and interpreted. The statistical tools i.e. means, standard deviation and differences of means were computed for each variable. Significance of difference between the mean values of the responses of students about online and directlly selected secondary school teachers were tested at 0.05 levels by applying t-test. After statisitcal analysis of the data, the researchers conclduded that the overall performance of the directly selected secondary school teachers was better and satisfactory. They were found to have the knowledge of teaching methods and the ability to control classroom disruptive behaviour. Conversely, the overall performance of the online selected secondary school teachers was poor and unsatisfactory. They have no knowledge of teaching methodologies and subject mastery. They were found unable to manage classroom disruptive behaviour and other related activities. Based on findings, it was strongly recommended that a special professional training programme should be arranged to the existing online selected SSTs in teaching methodologies and classroom management to equip them with the modern teaching methods and techniques of managing classroom behaviour so that they become able to perform their duties effectively.
Number: 3 KerkoCite.ItemAlsoKnownAs: 10.5296/ijld.v3i3.4130 2339240:MKBAFBWM 2405685:856AQDD2

A comparison of smartphone and paper data-collection tools in the Burden of Obstructive Lung Disease (BOLD) study in Gezira state, Sudan | PLOS ONE
KerkoCite.ItemAlsoKnownAs: 2405685:7DKJYPKA 2486141:E9TJ4KPB

A comprehensive analysis of personalized learning components - Shemshack, Atikah; Kinshuk; Spector, Jonathan (Journal of Computers in Education, 2021)
Personalized learning is a learning approach that aims to personalize the learning experience according to the unique needs, goals, and skills of individuals which can be achieved by using current instructional technology that provides unique learning experiences in different learning environments. Technology is the main component that will enable and enrich personalized learning experience; however, even though technology is available to personalize the learning experience, there is still a lack of unified agreement on what components need to be considered for a dynamic personalized learning approach that is to be able to provide a unique and effective learning experience to each learner. To address this need, this study aims to analyze and synthesize different personalized learning approaches that consider different learning components, so that we have an evolving agreement on personalized learning models and approaches. The findings of this research identified the following main components: learner profiles and attitudes, previous knowledge and beliefs, personalized adaptive learning paths, and flexible self-paced learning environments that are generated by learning analytics. These prominent characteristics imply that a personalized learning environment (PLE) would need to be dynamic to maintain a current record of learner interests and attitudes, past experiences and performance, and activities and interactions likely to match a particular learner and learning goal.
KerkoCite.ItemAlsoKnownAs: 10.1007/s40692-021-00188-7 2339240:QSBTLZSS 2405685:AYW2Z9VQ

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

A Comprehensive Situation Analysis of Teachers and the Teaching Profession in Sierra Leone: Final report presented to the Teaching Service Commission - Wright, Dr. Cream (Global Partnership for Education; World Bank, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:9VRVIUE6 2405685:UU3R28HB

A computational literature review of the field of System Dynamics from 1974 to 2017 - Kunc, Martin; Mortenson, Michael J.; Vidgen, Richard (Journal of Simulation, 2018)
System Dynamics celebrated its 60th anniversary in 2017. While there have been numerous special issues in diverse journals that bring together work by System Dynamics scholars who share similar research interests, there have been no systematic reviews of scholarly activity across the broad field. This paper presents a computational literature review of the field from 1974 to 2017. A CLR automates the analysis of research articles with analysis of content (topic modelling of abstracts) to identify emergent themes in the literature. We performed a broad review of the field by initially searching using the term “System Dynamics” with more than 8000 articles. However, the results obtained were not satisfactory so we decided to restrict our sample to less than 800 articles from recognised journals and proceedings. After evaluation of the results obtained from topic modelling, we decided to use 51 topics covering most of the articles in our sample. A list of 51 topics provides enough granularity to identify relevant patterns of activity within the community of System Dynamics scholars. For each of these 51 topics, we present a commentary on the key insights obtained.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/17477778.2018.1468950 KerkoCite.ItemAlsoKnownAs: 10.1080/17477778.2018.1468950 2405685:KNZA7VQE 2486141:2X7SQ6MJ 2486141:Y3KUR5CN
Keywords: System Dynamics; computational literature review; healthcare; methodology; supply chain

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

A conceptual framework of virtual interactive teacher training through open and distance learning for the remote areas english teachers of bangladesh - Parvin, Irene (Turkish Online Journal of Distance Education, 2017)
Since we are living in the information age and the importance of the need for communication among people of different cultures is increasing day by day in the globalizing world, people need to learn the languages of different cultures, particularly English, which is the common language of this global communication. This need for learning English requires trained qualified teachers of English. A scan of those who are teaching English in schools of Bangladesh reveals that most of them are very limited in both English skills and teaching methodologies for English. This situation is exacerbated when one moves into the rural areas. Most of the teachers are staying far away from the teachers’ training colleges and also for different constraint like administrative, financial, time constraint and were also unable to receive any training due to family problems. So Distance Education has a great demand to them. ICT is an effective media of distance education. For many years, universities with a significant commitment to distance and open education institutions have been at the forefront of adopting new technologies to increase access to education and training opportunities. Information and Communications Technology (ICT) is an umbrella term that includes all technologies for the manipulation and communication of information. Bangladesh Open University (BOU) is till now belonging to the second generation of distance education model but due to the enhancement of technology in Bangladesh, BOU can proceed further. The main purpose of this study is to identify a suitable technology for developing a virtual interactive teachers’ training program for the disadvantaged English teachers of Bangladesh. Respondents were selected through random sampling and data were analyzed using both descriptive statistics and quantitative themes. From the opinion of the secondary English teachers their access and acceptability on ICT was identified and also a need analysis was done. It is hoped that the result of this study will encourage the policy makers to implement new ODL approaches for the training of disadvantaged rural English teachers.
KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.285813 10/gkm637 2339240:B2I9JZNJ 2405685:Q55R8HVA

A Conceptual Model for Measuring and Supporting Self-Regulated Learning using Educational Data Mining on Learning Management Systems - Araka, Eric; Maina, Elizaphan; Gitonga, Rhoda; Oboko, Robert (2019 IST-Africa Week Conference (IST-Africa), 2019)
Self-Regulated Learning (SRL) is a field in educational psychology that as attracted tremendous research studies from various communities including ICTs. Recent studies and meta-analysis have greatly contributed to the domain knowledge that the use SRL strategies boost academic performance for learners. Despite these developments in SRL, our understanding on the tools and instruments to measure SRL in online learning environments is limited as the use of traditional tools developed for face-to-face classroom settings are still used to measure SRL on e-learning systems. Additionally, most of these studies focus on SRL on Massive Open Online Course (MOOC) environments and only analyse SRL strategies with limited attention to the scaffolds or interventions employed to stimulate growth of SRL skills in learners. The modern Learning Management Systems (LMS) such as Moodle allow storage of datasets on student activities. Consequently, it is possible to use Educational Data Mining (EDM) to extract learner patterns which can be used to support SRL and explore how SRL strategies change over time and inform the instructor. In view of this, the research examines the current SRL measurement and promotion tools for e-learning environments and proposes a conceptual model grounded on EDM for implementation as a solution to measuring and promoting SRL strategies for learners within LMS.
ISSN: 2576-8581 KerkoCite.ItemAlsoKnownAs: 10.23919/ISTAFRICA.2019.8764852 2339240:VAYVYVZ9 2405685:IGGGX8LC
Keywords: Data mining; Electronic learning; Instruments; Interventions; Learning Management systems; Learning management systems; Measurement and Promotion; Online learning; Process control; Scaffolds; Self-Regulated Learning; Software agents; Tools; e-learning

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

A concise introduction to mixed methods research - Creswell, John W. (SAGE Publications, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:ZJGY64YI 2405685:23B2BHKA

A contemporary approach to public expenditure management - Schick, Allen (1998)
A contemporary approach to public expenditure management (English)
KerkoCite.ItemAlsoKnownAs: 2339240:6WXDRFZ8 2339240:G3SNM9E2 2405685:4AFY4P6H 2405685:LX3MVW4J 4656463:7FXJ685Z 4656463:C8TECXPM

A Country-Level Research Review: EdTech in Tanzania - Jordan, Katy; Proctor, Jamie; Koomar, Saalim; Bapna, Akanksha (Zenodo, 2021)
This document presents a review of the research landscape in Tanzania in relation to EdTech research focused on learners, teachers, or systems at the level of school-based education, excluding higher education (HE). The review draws upon the research literature, policy documents, grey literature, and interviews with key stakeholders in order to present an overview of the research landscape in Tanzania. There is a substantial body of relevant EdTech research which has been undertaken in Tanzania in the past decade. Eighty research articles were identified for inclusion in the review. This document provides an overview of trends in this literature and key actors and projects, and provides a specific focus upon existing research which relates to EdTech Hub’s ‘high-potential evidence gaps’ (HPEG) framework. In combination with political economy analysis, three areas for future research which would be practical and likely to have high impact are identified and described.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4618376 10.5281/zenodo.5652060 2339240:F8ER2X27 2339240:KZ7L8K2X 2339240:YKGMJASP 2405685:3F4ASVFA 2405685:IA77HHMV 2405685:RQGJRKVS 2405685:TYZ4Y65R 2405685:VRE5DB5K
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodoETH

A COVID-19 intervention: Using digital escape rooms to provide professional development to alternative certification educators - Gómez, Miguel (Journal of Technology and Teacher Education, 2020)
Teachers, support staff, schools, and school districts have faced a multitude of challenges in adapting their known and familiar practices to the new realities and restrictions that have been put in place due to the outbreak of COVID-19. These challenges are daunting and difficult for many in our education system. Fortunately, a numerous amount of our educators are resilient, creative, and determined to overcome these new challenges. Using their prior experiences and wis- dom, these educators can adapt and change to our new edu- cational environment. However, one group of educators have faced these challenges without the benefit of educational ex- periences. Alternative certification teachers, in just their first year of teaching, with no prior educational experience, have been thrust into this new post COVID-19 landscape. Using a digital escape room as a model, the author provided these inexperienced educators with professional development in problem-based learning designed to help these teachers navi- gate this new educational landscape.
KerkoCite.ItemAlsoKnownAs: 2405685:HPKW94V7
Keywords: Alternative Teacher Certification; Beginning Teachers; Communicable Diseases; Disease Control; Educational Technology; Elementary Secondary Education; Faculty Development; Problem Based Learning; Problem Solving; Puzzles; Technology Uses in Education; ⛔ No DOI found

A COVID-19 panacea in digital technologies? Challenges for democracy and higher education: - Burns, Ryan (Dialogues in Human Geography, 2020)
Universities have transitioned to online education in order to slow the spread of COVID-19. This transition mobilizes the technological utopian imaginary that d...
Publisher: SAGE Publications Sage UK: London, England shortDOI: 10/ghgn4m KerkoCite.ItemAlsoKnownAs: 10/ghgn4m 2405685:J97U7XNQ

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

A Data Guide to Sir Michael Barber’s “The Good News from Pakistan” - Das, Jishnu (World Bank Blogs, 2013)
Shanta’s blog reported on Sir Michael Barber’s approach to implementing service delivery or “Deliverology”. Sir Michael was back at the World Bank on June 6th to present “The Good News from Pakistan”, where he outlined the impressive changes in Punjab, Pakistan as a result of his leadership in delivering deliverology. ...
KerkoCite.ItemAlsoKnownAs: 2339240:8DFQYSP4 2405685:WXNMULPY

A Data Protection Framework for Learning Analytics - Cormack, Andrew Nicholas (Journal of Learning Analytics, 2016)
Most studies on the use of digital student data adopt an ethical framework derived from human-subject research, based on the informed consent of the experimental subject. However, consent gives universities little guidance on using learning analytics as a routine part of educational provision: which purposes are legitimate and which analyses involve an unacceptable risk of harm. Obtaining consent when students join a course will not give them meaningful control over their personal data three or more years later. Relying on consent may exclude those most likely to benefit from early intervention. This paper proposes a new framework based on the approach used in data protection law. Separating the processes of analysis (pattern-finding) and intervention (pattern-matching) gives students and staff continuing protection from inadvertent harm during data analysis. Students have a fully informed choice whether or not to accept individual interventions. Organizations obtain clear guidance: how to conduct analysis, which analyses should not proceed, and when and how interventions should be offered. The framework provides formal support for practices already being adopted and helps with several open questions in learning analytics, including its application to small groups and alumni, automated processing, and privacy-sensitive data.
KerkoCite.ItemAlsoKnownAs: 10.18608/jla.2016.31.6 2339240:GP98CEKP 2405685:MXJ5A83W

A definition of systems thinking: A systems approach - Arnold, Ross D.; Wade, Jon P. (Procedia computer science, 2015)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.procs.2015.03.050 2339240:D59T2YTU 2405685:PAG4BEA2
Keywords: _C:Australia AUS; _C:Austria AUT; _C:Canada CAN; _C:Germany DEU; _C:Greece GRC; _C:Norway NOR; __C:scheme:1

A Design Approach to Mathematics Teacher Educator Development in East Africa - Golding, Jennie; Batiibwe, Marjorie Sarah K. (Journal of Research and Advances in Mathematics Education, 2021)
Mathematical functioning in sub-Saharan Africa remains persistently weak in global terms. This limits the flourishing of young people and communities in the region. Moreover, affordable, effective ways to address the issue are not well established. This paper analyses outcomes from a blended learning 'Mathematical Thinking and IT' course, iteratively adapted for East African primary mathematics teacher educators. The course adopted theoretical approaches derived from the mathematics, teacher and technology education literatures. It aimed to address the problem of low mathematical functioning by equipping participants for their own work, and also for supporting local collaborative teacher development workshops. The reported study asked, 'What are the affordances and constraints of the adapted course and the available technology for mathematics teacher educator development in this context?' A variety of qualitative tools were used to track the course's impact on the ten mathematics teacher educator participants over six months, as they attempted to transfer course learning to their home professional context. The analysis adopted an ethnographic lens. Outcomes suggested participants with a broad mathematical and pedagogical capacity for change, including critical levels of reflection, made significant progress in their technological, mathematical and mathematics pedagogical expertise. However, teacher educators without such a threshold capacity appeared not able to re-envision practice. Free subject-specific software was appreciated by all participants, but not yet reliably accessible in these teacher educators' institutional contexts. The reported study evidences the potential for affordable, sustainable, development of many mathematics teacher educators in this context, but further research is needed. Similar courses should take account of local technological and education constraints.
Publisher: Universitas Muhammadiyah Surakarta Department of Education KerkoCite.ItemAlsoKnownAs: 10.23917/jramathedu.v6i1.11898 2339240:2HL3R784 2405685:T28BZSGT
Keywords: Blended Learning; Distance Education; Elementary School Mathematics; Foreign Countries; Mathematics Teachers; Pedagogical Content Knowledge; Professional Development; Program Effectiveness; Teacher Collaboration; Teacher Educators; Technological Literacy; Technology Integration

A design based research framework for implementing a transnational mobile and blended learning solution - Palalas, Agnieszka; Berezin, Nicole; Gunawardena, Charlotte; Kramer, Gretchen (International Journal of Mobile and Blended Learning (IJMBL), 2015)
The article proposes a modified Design-Based Research (DBR) framework which accommodates the various socio-cultural factors that emerged in the longitudinal PA-HELP research study at Central University College (CUC) in Ghana, Africa. A transnational team of stakeholders from Ghana, Canada, and the USA collaborated on the development, implementation, and subsequent modification of the DBR framework. The recommended framework is a result of lessons learned during this project in Ghana and as such, it is shaped by the need to be responsive to the local cultural and contextual contingencies. The article offers practical recommendations on the implementation of a mobile learning project in a cross-cultural setting, and provides a discussion of the salient cultural factors and the corresponding culturally-sensitive adaptations needed in the design research process. The Cross-Culture Design-Based Research (CC-DBR) framework is proposed to inform future transcultural m-learning studies.
Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2015100104 10/ggn3w3 2339240:UURH3JJF 2405685:SR6TDQ4M

A diachronic overview of mobile learning: A shift toward student-centred pedagogies - Crompton, Helen (Increasing access mobile learning, 2014)
KerkoCite.ItemAlsoKnownAs: 2405685:YMPGU356

A dialogic design-based research partnership approach: developing close-to-practice educational technology theory in Kenya (Forthcomming) - Major, Louis; Daltry, Rebecca; Rahman, Asad; Plaut, Daniel; Otieno, Mary; Otieno, Kevin (Global Perspectives on Teaching with Technology: Theories, Case Studies and Integration Strategies)
Design-based research (DBR) has promise for investigating educational technology in low- and middle-income contexts. However, DBR is implemented infrequently in such settings, highlighting a need for guidance on implementation. This chapter critically reflects on innovative DBR involving Kenyan teachers and research partners over two years. This focused on the iterative evaluation of a ‘digital personalised learning’ tool to improve its integration into classroom practice. This DBR promoted teacher-researcher engagement through adopting a dialogue-informed 'intermediate theory building' framework, bridging the theory-practice gap. Additionally, it enhanced inclusivity by broadening the concept of partnership through an ‘integrated’ approach. Lessons learned and practical implications are highlighted. Outcomes establish a novel foundation for applying DBR to enhance educational technology for marginalised learners.
KerkoCite.ItemAlsoKnownAs: 2339240:ZWZ4VVZD 2405685:EJWQSZTI

A dialogic design-based research partnership approach: developing close-to-practice educational technology theory in Kenya (Forthcomming) - Major, Louis; Daltry, Rebecca; Rahman, Asad; Plaut, Daniel; Otieno, Mary; Otieno, Kevin (Global Perspectives on Teaching with Technology: Theories, Case Studies and Integration Strategies, 2023)
Design-based research (DBR) has promise for investigating educational technology in low- and middle-income contexts. However, DBR is implemented infrequently in such settings, highlighting a need for guidance on implementation. This chapter critically reflects on innovative DBR involving Kenyan teachers and research partners over two years. This focused on the iterative evaluation of a ‘digital personalised learning’ tool to improve its integration into classroom practice. This DBR promoted teacher-researcher engagement through adopting a dialogue-informed 'intermediate theory building' framework, bridging the theory-practice gap. Additionally, it enhanced inclusivity by broadening the concept of partnership through an ‘integrated’ approach. Lessons learned and practical implications are highlighted. Outcomes establish a novel foundation for applying DBR to enhance educational technology for marginalised learners.
KerkoCite.ItemAlsoKnownAs: 2339240:ZWZ4VVZD 2405685:EJWQSZTI

A different approach to scaling up educational technology initiatives - Trucano, Michael (World Bank Blogs, 2013)
the way most projects 'scale up' just might yield inequitable results Much is made of the necessity to 'scale up' in international development circles. Here at the World Bank, a quick search on our web site reveals publications and conferences with titles like Scaling Up Knowledge Sharing for Development, Global ...
KerkoCite.ItemAlsoKnownAs: 2405685:FJEJAEUD

A different approach to scaling up educational technology initiatives - Trucano, Michael (World Bank Blogs, 2013)
the way most projects 'scale up' just might yield inequitable results Much is made of the necessity to 'scale up' in international development circles. Here at the World Bank, a quick search on our web site reveals publications and conferences with titles like Scaling Up Knowledge Sharing for Development, Global ...
KerkoCite.ItemAlsoKnownAs: 2339240:IVMT5ZJ9 2405685:SAJGS54E

A digital platform for supervised self-directed learning in emergencies: the case of the Syrian crisis - Almasri, Nada; Tahat, Luay; Skaf, Sawsan; Masri, Aman Al (Technology, Pedagogy and Education, 2019)
The well-known Syrian crisis has made it very challenging for thousands of Syrian children to have access to education. In this article, the authors propose a framework for designing a digital education platform to allow children inside Syria as well as in the refugee camps in bordering countries to have access to education. The authors start by looking at the efforts performed in the field of education in conflict-affected regions, and they extract from them the lessons learned and recommendations. They provide four main characteristics of war impacting children’s education: (1) insecurity, (2) instability, (3) lack of resources, and (4) lack of adult supervision. They then use these four characteristics, along with the extracted recommendations, as the grounds for drafting three design considerations for the implementation of a digital education platform. The three design considerations are: supervised self-directed learning method, context-aware education and children-oriented design. Finally, the authors use these design considerations to provide design recommendations for the four main elements of a digital education platform: hardware, software, curriculum and supporting services. They conclude by discussing the validity of the digital platform, its implementation feasibility, and challenges facing the implementation.
shortDOI: 10/ggtbq4 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939x.2019.1568293 10/ggtbq4 2339240:EQIPQ7IH 2405685:ZYQY3IXK
Keywords: Google Scholar/ "refugee education" ICT; RER theme_pedagogies and modalities

A district level study on the deployment, allocation and utilisation of teachers between and within Malawi's primary schools: an accountability and political settlements approach - Zubairi, Asma (REAL Centre, Faculty of Education, University of Cambridge, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:A5LNBAQR 2405685:Y4HQUGBA

A Dynamic Systems Theory approach to second language acquisition - De Bot, Kees; Lowie, Wander; Verspoor, Marjolijn (Bilingualism: Language and Cognition, 2007)
KerkoCite.ItemAlsoKnownAs: 10.1017/S1366728906002732 2339240:3NSRK3MN 2405685:L7F3YIU4

A five-part education response to the COVID-19 pandemic - Haßler, Björn; Khalayleh, Abdullah; McBurnie, Chris (EdTech Hub, 2020)
In March 2020, many countries began to close schools to slow the spread of coronavirus. Education leaders have subsequently launched rapid response programmes, implemented measures to support system recovery and explored long-term reforms. This paper proposes a five-part approach to guide education leaders through this process.
ZenodoArchiveID: 3756012 previousDOI: 10.5281/zenodo.3756012 EdTechHub.Source: 2405685:JLEWADHF EdTechHub.Source: <this> KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3756012 10.53832/edtechhub.0005 2129771:SB3DJ28L 2129771:XKGV4EYL 2339240:5FRH2GYG 2339240:97HNYI75 2339240:S82QHGKQ 2405685:JLEWADHF 2405685:JTYIWEJY 2405685:L8KCID8V 2405685:NLEUNMRZ 2405685:SCDLVVC7 2405685:YMZUYZ4Z 2486141:9MWJP6MS
Keywords: COV:COVID and reopening of schools; F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _yl:i; _zenodo:submitted; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

A Foot in the Door: Exploring the Role of Student Teaching Assignments in Teachers’ Initial Job Placements - Krieg, John M.; Theobald, Roddy; Goldhaber, Dan (Educational Evaluation and Policy Analysis, 2016)
We use data from Washington State to examine two stages of the teacher pipeline: the placement of prospective teachers into student teaching assignments and the hiring of prospective teachers into their first teaching positions. We find that prospective teachers are likely to complete their student teaching near their college and hometowns but that prospective teachers’ student teaching positions are much more predictive of their first teaching positions than their hometowns. This suggests that student teaching assignments may contribute to the “draw of home” in new teacher hiring. We also find that more qualified prospective teachers tend to student teach in more advantaged districts, suggesting that patterns in student teaching assignments may contribute to the inequitable distribution of teacher quality.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0162373716630739 2339240:XGTLRY57 2405685:P7NCNLKU
Keywords: econometric analysis; economics of education; higher education; program evaluation

A framework for an ICT-based development program for science teachers in state universities and colleges in region VI - Magallanes, Amel Lavezores; Lavezores, Amel (Universal Journal of Educational Research, 2014)
Curriculum reform is central to the aspirations of many developing countries as they strive to deliver a quality education to their citizens. In State Universities and Colleges in Region VI, with its remarkable achievement of a high literacy rate in a few decades, the next step is bringing its resources to bear on providing a quality education so that Filipino science professors and students may take their places in the global labor force. This study concerns the integration of information and communications technologies (ICT) into the science curriculum of Higher Education Institutions in State Universities and Colleges in the Philippines particularly in Region VI, and the training and development requirements of science professors in this regard. A mixed methodology was employed to obtain qualitative data from 11 policy makers as represented by the Vice President of Academic Affairs of the SUC's in region VI, and quantitative data from a questionnaire for which 139 replies were received from SUC's science professors in Region VI.The findings of this study confirmed those citations in the literature that inefficient management planning and inadequate resources influence the integration of ICT in the science curriculum. Furthermore, the qualitative and quantitative findings confirmed that teachers' access to training is affected by time constraints, ineffective ICT course material, unavailability of ICT infrastructures and facilities, and high cost of ICT trainings. The policy makers interviewed in this study perceived the teachers as having a positive attitude toward ICT integration in the science curriculum, quantitative data from the teachers pointed to a high interest in ICT integration, and their willingness to pursue further professional development in the effective use of ICT in the science curriculum. Furthermore, age factor exhibited a significant difference in ICT skills, utilization and individual barriers of science teachers in SUC's Region VI. The length of service also showed a very significant difference as to the ICT skills, utilization attitudes, and individual barriers of the teacher respondents. However, as to their gender and highest educational attainment, home location and school location, there was no such factor implicating a non-significant difference in the attitudes, skills, utilization and perceived barriers.
Publisher: Horizon Research Publishing, 506 North Garfield Avenue #210, Alhambra, CA 91801 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1697502673?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2014.020909 2405685:FXQZCGHG 2534378:CCZ6ZKIL
Keywords: Barriers; College Faculty; College Science; Computer Literacy; Computer Uses in Education; ERIC; Current Index to Journals in Education (CIJE); Foreign Countries; Higher Education; Information Technology; Mixed Methods Research; Philippines; Postsecondary Education; Science Teachers; State Colleges; State Universities; Teacher Attitudes; Technology Integration; Training

A Framework for Creating Short Forms of Internationally Used Direct Assessments - Seiden, Jonathan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:6YINVI8Z 2405685:THAGKHBH

A framework for evaluating appropriateness of educational technology use in global development programs - CITE (Comprehensive Initiative on Technology Education) (Comprehensive Initiative on Technology Education (CITE), Massachusetts Institute of Technology (MIT), 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:UKY5W649 2405685:FSFHRK83

A Framework for Evaluating Appropriateness of Educational Technology Use in Global Development Programs - MIT; USAID (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:SLTPLK6U 2405685:CICB4DXG
Keywords: Systems Framework

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

A Framework for Monitoring and Evaluating Children’s Participation — a Preparatory Draft for Piloting - Lansdown, Gerison (Save the Children, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:U7ZPUCKM 2405685:A2Z5M7AM 503888:UM69BURW
Keywords: CitedIn:eCubed; eCubed

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

A framework to guide an education response to the COVID-19 pandemic of 2020 - Reimers, Fernando M.; Schleicher, Andreas (OECD, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QJU8B4R3 2405685:LC9WU54Z

A gender digital divide? Women learning English through ICTs in Bangladesh - Tyers, A (CEUR Workshop Proceedings. 955. 94-100., 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:YQWH7XU4 2405685:6YTLB5YY
Keywords: ⛔ No DOI found

A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2 - Law, N.; Woo, David; Wong, Gary (UNESCO, 2018)
The objective of the Digital Literacy Global Framework (DLGF) project is to develop a methodology that can serve as the foundation for Sustainable Development Goal (SDG) thematic Indicator 4.4.2: “Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills”. To achieve this objective, we have built on the European Commission’s Digital Competence Framework for Citizens (DigComp 2.0) as the initial framework and conducted four empirical studies to develop the proposed framework.
EdTechHub.ItemAlsoKnownAs: 2405685:QB69UIDS

A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2 - UNESCO (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:F3FGM4MU 2405685:YTZK5L7Z

A Global Mapping of Delivery Approaches - Mansoor, Zahra; Qarout, Dana; Anderson, Kate; Carano, Celeste; Dvorakova, Veronika; Williams, Martin J (2021)
The past 25 years has seen numerous governments worldwide adopting new institutional forms, such as delivery units and reform labs, to try to improve service delivery. We conduct a systematic global search and mapping of these delivery approaches. We identify 152 instances of delivery approach (DA) adoption from 80 diﬀerent countries, ranging from the center of government down to provincial and local levels, with an accelerating trend of adoption since 2010. The majority of these include education as a focus sector. The main ﬁnding that emerges from our analysis is that there is no single model that characterizes the design of such approaches or the purposes for which they are adopted. However, we do identify a number of patterns, including that DAs in lower-income countries are more likely to focus mainly on output-type goals (as opposed to outcomes), use external consultants, and utilize accountability- and incentive-driven mechanisms relatively more heavily than their counterparts in middle- and high-income countries. While our ﬁndings are purely descriptive and cannot be used to infer whether DAs are eﬀective, they give an indication to policymakers about the menu of potential options available to them in designing DAs. This global mapping can also provide useful context for existing and future country-level case studies that investigate the eﬀectiveness of DAs and seek to explore which designs might be more eﬀective in diﬀerent contexts and for diﬀerent purposes.
KerkoCite.ItemAlsoKnownAs: 2339240:Z24GD989 2405685:YBYBTSS3 4656463:753W7S4E
Keywords: ⛔ No DOI found

A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis - Bozkurt, Aras; Jung, Insung; Xiao, Junhong; Vladimirschi, Viviane; Schuwer, Robert; Egorov, Gennady; Lambert, Sarah; Al-Freih, Maha; Pete, Judith; Don Olcott, Jr; Rodes, Virginia; Aranciaga, Ignacio; et al. (Asian Journal of Distance Education, 2020)
Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from a total of 31 countries across the world with a representation of 62.7% of the whole world population. In addition to the value of each case by country, the synthesis of this research suggests that the current practices can be defined as emergency remote education and this practice is different from planned practices such as distance education, online learning or other derivations. Above all, this study points out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational processes, the interruption of education signifies the importance of openness in education and highlights issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive dependency on online solutions.
Number: 1 EdTechHub.Source: 2129771:QXHI373Z EdTechHub.Source: 2129771:QXHI373Z KerkoCite.ItemAlsoKnownAs: 2129771:QXHI373Z 2405685:7ZV7JHZ7 2405685:CFE5CVWB 2405685:XYNYDBYX
Keywords: COVID-19; Coronavirus Pandemic; Covid-19.; Emergency remote education; distance education; dode_eth-src-dode; dode_eth-trf2-dode; emergency remote education; online learning; ⛔ No DOI found

A Guidance Note for Teacher Wellbeing in Emergency Settings - Inter-agency Network for Education in Emergencies (INEE, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:IP6AGVVP 2405685:MUMW9BCS

A guide for ensuring inclusion and equity in education - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:MNRGCNLS 2405685:W3TNNLQB

A guide for planning and strategy development in the face of complexity - Hummelbrunner, Richard; Jones, Harry (Overseas Development Institute, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:WXCR5DAR 2405685:A49N9HPW

A guide to developing the ICT curriculum for early childhood education. - Siraj-Blatchford, I; Siraj-Blatchford, J (Stylus Publishing, LLC., 2006)
KerkoCite.ItemAlsoKnownAs: 2339240:ZC6SPGTJ 2405685:2UIM9IDR

A historical perspective of systems theory - Adams, Kevin; Hester, Patrick; Bradley, Joseph (IIE Annual Conference and Expo 2013, 2013)
Systems theory lacks a universal, formally agreed upon definition. It is a term that has been used in a variety of disciplines to support varied purposes and one which is found frequently in the systems literature. Because the term has been used in a variety of disciplines and has multiple meanings, it is often subject to misunderstanding when used in a multidisciplinary setting. This paper classifies and provides a brief historical perspective of the major streams that address systems theory. A synthesis of these seemingly disparate streams is presented, along with a path forward for development of a unified theory.
KerkoCite.ItemAlsoKnownAs: 2339240:VJWXL5RY 2405685:4P4IZZTP
Keywords: ⛔ No DOI found

A how to guide to reflection: Adding cognitive learning to community service programs - Silcox, H. C. (Brighton Press, 1995)
KerkoCite.ItemAlsoKnownAs: 2339240:WSZNRLW2 2405685:XGUSBIU9

A Kenyan Cloud School. Massive Open Online & Ongoing Courses for Blended and Lifelong Learning - Jobe, William (Open Praxis, 2013)
This research describes the predicted outcomes of a Kenyan Cloud School (KCS), which is a MOOC that contains all courses taught at the secondary school level in Kenya. This MOOC will consist of online, ongoing subjects in both English and Kiswahili. The KCS subjects offer self-testing and peer assessment to maximize scalability, and digital badges to show progress and completion to recognize and validate non-formal learning. The KCS uses the Moodle LMS with responsive web design to increase ubiquitous access from any device. Access is free and open, and the KCS intends to be a contextualized open educational resource for formal secondary institutions to support blended learning and a free source of non-formal education for lifelong learning. The expected outcomes are that this effort will reduce secondary school dropout rates, improve test scores, become a quality resource for blended learning, as well as validate and recognize lifelong learning in Kenya.
KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.5.4.86 2339240:Q7HX7UH7 2405685:KHRJVC79

A Knowledge Development Perspective on Literature Reviews: Validation of a New Typology in the IS Field - Schryen, Guido; Wagner, Gerit; Benlian, Alexander; Paré, Guy (Communications of the AIS, 2020)
Literature reviews (LRs) play an important role in the development of domain knowledge in all fields. Yet, we observe a lack of insights into the activities with which LRs actually develop knowledge. To address this important gap, we (1) derive knowledge building activities from the extant literature on LRs, (2) suggest a knowledge-based typology of LRs that complements existing typologies, and (3) apply the suggested typology in an empirical study that explores how LRs with different goals and methodologies have contributed to knowledge development. The analysis of 240 LRs published in 40 renowned IS journals between 2000 and 2014 allows us to draw a detailed picture of knowledge development achieved by one of the most important genres in the IS field. An overarching contribution of our work is to unify extant conceptualizations of LRs by clarifying and illustrating how LRs apply different methodologies in a range of knowledge building activities to achieve their goals with respect to theory.
KerkoCite.ItemAlsoKnownAs: 2405685:2NRF8SJX 2486141:MDDDQ8AI 2486141:QA8SSXX8
Keywords: ⛔ No DOI found

A Landscape Review of ICT for Disability-inclusive Education - World Bank (World Bank, 2022)
Information and communication technology (ICT) tools can have a catalytic effect in advancing both educational access and learning outcomes for children with disabilities. Despite tremendous potential, a gap exists between technology advancements and their large-scale application in educating children with disabilities in low- and middle-income countries. This landscape review of ICTs for disability inclusive education by the Inclusive Education Initiative seeks to understand the current status and trends in the practice of educational technology (EdTech) and the use of ICT in improving the educational participation and outcomes of children with disabilities. The review explores what factors enable or restrict this improvement within the wider EdTech ecosystem.
Accepted: 2022-03-04T16:17:23Z KerkoCite.ItemAlsoKnownAs: 2339240:9Y5ZR4TG 2405685:IGAGGE5B
Keywords: Access to Education; Access to Learning; Disability Inclusion; Edtech; Education Technology; Inclusive Education

A leader's framework for decision making - Snowden, David J.; Boone, Mary E. (Harvard business review, 2007)
KerkoCite.ItemAlsoKnownAs: 2339240:98AMTKKA 2405685:E4NREQGZ
Keywords: ⛔ No DOI found

A Lifeline to learning: leveraging mobile technology to support education for refugees - UNESCO (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:EAK955WV 2405685:IEZPLWN9 2405685:JX9L4RWA

A Lifeline to learning: leveraging mobile technology to support education for refugees; 2018 - 261278eng.pdf - UNESCO (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:483NMVU8

A lifeline to learning: Leveraging technology to support education for refugees - World (UNESCO)
English Analysis on World about Education, Children and Refugees; published on 26 Mar 2018 by UNESCO
KerkoCite.ItemAlsoKnownAs: 2339240:W4KW95WC 2405685:YMUYTPUR
Keywords: Google Scholar/ refugee education technology; Overarching paper; RER theme_pedagogies and modalities; RER_supporting educators

A Literature Overview of Accountability and EdTech: Recommendations for Using Technology to Improve Accountability in Educational Systems from Ghana and Other LMICs. - McIntyre, Nora; Sabates, Ricardo; Eberhardt, Molly Jamieson (EdTech Hub, 2021)
ZenodoArchiveID: 4575561 PreviousDOI: 10.5281/zenodo.4468852 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4575561 2339240:DTA9GETP 2339240:V8PHTCMI 2405685:5TQ3YM2R 2405685:AI9EYM2F 2405685:E5W5QCIE
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

A Literature Review of Digital Literacy over Two Decades - Peng, Danhua; Yu, Zhonggen (2022)
A Literature Review of Digital Literacy over Two Decades: The COVID-19 pandemic has forced online learning to be a “new normal” during the past three years, which highly emphasizes students’ improved digital literacy. This study aims to present a literature review of students’ digital literacy. Grounded on about twenty journal articles and other related publications from the Web of Science Core Collection, this paper focused on the definition of digital literacy; the factors affecting students’ digital literacy (age, gender, family socioeconomic status, and parent’s education level); the relationship between students’ digital literacy and their self-control, technostress, and engagement; and the three approaches to gauge the level of students’ digital literacy. The study also provided some advice for educators and policymakers. Finally, the limitations and implications were presented.
KerkoCite.ItemAlsoKnownAs: 2339240:VAYZHZ93 2405685:2T2BDF8L

A literature synthesis of personalised technology-enhanced learning: what works and why - FitzGerald, Elizabeth; Jones, Ann; Kucirkova, Natalia; Scanlon, Eileen (Research in Learning Technology, 2018)
Personalised learning, having seen both surges and declines in popularity over the past few decades, is once again enjoying a resurgence. Examples include digital resources tailored to a particular learner’s needs, or individual feedback on a student’s assessed work. In addition, personalised technology-enhanced learning (TEL) now seems to be attracting interest from philanthropists and venture capitalists indicating a new level of enthusiasm for the area and a potential growth industry. However, these industries may be driven by profit rather than pedagogy, and hence it is vital these new developments are informed by relevant, evidence-based research. For many people, personalised learning is an ambiguous and even loaded term that promises much but does not always deliver. This paper provides an in-depth and critical review and synthesis of how personalisation has been represented in the literature since 2000, with a particular focus on TEL. We examine the reasons why personalised learning can be beneficial and examine how TEL can contribute to this. We also unpack how personalisation can contribute to more effective learning. Lastly, we examine the limitations of personalised learning and discuss the potential impacts on wider stakeholders.
KerkoCite.ItemAlsoKnownAs: 10.25304/rlt.v26.2095 10/ggtvrf 2339240:BQZN4QMG 2339240:MNB3BJD3 2339240:PQY29F39 2405685:NMBZ59MG

A longitudinal study of learning, progression, and personal growth in Sierra Leone - Johnson, David; Hsieh, Jenny (University of Oxford, 2019)
EdTechHub.ItemAlsoKnownAs: 2405685:A2EVGSWW

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

A Lost Generation: Syrian Refugees and the Right to Education in Turkey - Smith, Tyler J (Fordham International Law Journal, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:LBKNUFFU
Keywords: International Law; New York; ⛔ No DOI found

A Map of Threats to Validity of Systematic Literature Reviews in Software Engineering - Zhou, Xin; Jin, Yuqin; Zhang, He; Li, Shanshan; Huang, Xin (2016 23rd Asia-Pacific Software Engineering Conference (APSEC), 2016)
Context: The assessment of Threats to Validity (TTVs) is critical to secure the quality of empirical studies in Software Engineering (SE). In the recent decade, Systematic Literature Review (SLR) was becoming an increasingly important empirical research method in SE. One of the mechanisms of insuring the level of scientific value in the findings of an SLR is to rigorously assess its validity. Hence, it is necessary to realize the status quo and issues of TTVs of SLRs in SE. Objective: This study aims to investigate the-state-of-the-practice of TTVs of the SLRs published in SE, and further support SE researchers to improve the assessment and strategies against TTVs in order to increase the quality of SLRs in SE. Method: We conducted a tertiary study by reviewing the SLRs in SE that report the assessment of TTVs. Results: We identified 316 SLRs published from 2004 to the first half of 2015, in which TTVs are discussed. The issues associated to TTVs were also summarized and categorized. Conclusion: The common TTVs related to SLR research, such as internal validity and reliability, were thoroughly discussed in most SLRs. The threats to construct validity and external validity drew less attention. Moreover, there are few strategies and tactics being reported to cope with the various TTVs.
ISSN: 1530-1362 KerkoCite.ItemAlsoKnownAs: 10.1109/APSEC.2016.031 2405685:ZFKRT7NL
Keywords: Bibliographies; Data mining; Evidence-Based Software Engineering; Manuals; Search problems; Software; Software engineering; Systematic (Literature) Review; Systematics; Threats to Validity

A meta-analysis of blended learning and technology use in higher education: from the general to the applied - Bernard, Robert M.; Borokhovski, Eugene; Schmid, Richard F.; Tamim, Rana M.; Abrami, Philip C. (Journal of Computing in Higher Education, 2014)
This paper serves several purposes. First and foremost, it is devoted to developing a better understanding of the effectiveness of blended learning (BL) in higher education. This is achieved through a meta-analysis of a sub-collection of comparative studies of BL and classroom instruction (CI) from a larger systematic review of technology integration (Schmid et al. in Comput Educ 72:271–291, 2014). In addition, the methodology of meta-analysis is described and illustrated by examples from the current study. The paper begins with a summary of the experimental research on distance education (DE) and online learning (OL), encapsulated in meta-analyses that have been conducted since 1990. Then it introduces the Bernard et al. (Rev Educ Res 74(3):379–439, 2009) meta-analysis, which attempted to alter the DE research culture of always comparing DE/OL with CI by examining three forms of interaction treatments (i.e., student–student, student–teacher, student–content) within DE, using the theoretical framework of Moore (Am J Distance Educ 3(2):1–6, 1989) and Anderson (Rev Res Open Distance Learn 4(2):9–14, 2003). The rest of the paper revolves around the general steps and procedures (Cooper in Research synthesis and meta-analysis: a step-by-step approach, 4th edn, SAGE, Los Angeles, CA, 2010) involved in conducting a meta-analysis. This section is included to provide researchers with an overview of precisely how meta-analyses can be used to respond to more nuanced questions that speak to underlying theory and inform practice—in other words, not just answers to the “big questions.” In this instance, we know that technology has an overall positive impact on learning (g+ = +0.35, p < .01, Tamim et al. in Rev Educ Res 81(3):4–28, 2011), but the sub-questions addressed here concern BL interacting with technology in higher education. The results indicate that, in terms of achievement outcomes, BL conditions exceed CI conditions by about one-third of a standard deviation (g+ = 0.334, k = 117, p < .001) and that the kind of computer support used (i.e., cognitive support vs. content/presentational support) and the presence of one or more interaction treatments (e.g., student–student/–teacher/–content interaction) serve to enhance student achievement. We examine the empirical studies that yielded these outcomes, work through the methodology that enables evidence-based decision-making, and explore how this line of research can improve pedagogy and student achievement.
shortDOI: 10/gcsf95 KerkoCite.ItemAlsoKnownAs: 10.1007/s12528-013-9077-3 10/gcsf95 2405685:PTIFABKG

A meta-analysis of the Dimensional Change Card Sort: Implications for developmental theories and the measurement of executive function in children - Doebel, Sabine; Zelazo, Philip David (Developmental Review, 2015)
The Dimensional Change Card Sort (DCCS) is a widely used measure of executive function in children. In the standard version, children are shown cards depicting objects that vary on two dimensions (e.g., colored shapes such as red rabbits and blue boats), and are told to sort them first by one set of rules (e.g., shape) and then by another (e.g., color). Most 3-year-olds persist in sorting by the pre-switch rules, whereas 5-year-olds switch flexibly. We conducted a meta-analysis of standard and experimental versions of the task (N = 69 reports, 426 conditions) to examine the influence of diverse task variations on performance. Age, how the test stimuli were labeled for the child, emphasis on conflict in the verbal introduction of the post-switch rules, and the number of pre-switch trials each independently predicted switching on the standard DCCS, whereas pre-switch feedback, practice, and task modality did not. Increasing the relative salience of the post-switch dimension was associated with higher rates of switching, and, conversely, decreasing post-switch salience was associated with lower rates of switching, and under both kinds of manipulation performance continued to be associated with age. Spatially separating the dimensional values was associated with higher rates of switching, and it was confirmed that the degree of spatial separation matters, with children benefiting most when the dimensional values are fully spatially segregated.Switch rates tended to be higher in versions on which children were prompted to label the stimuli compared to when the experimenter provided labels, and lower when reversal instructions were used in conjunction with the standard task stimuli. Theoretical and practical implications for the study and measurement of executive function in early childhood are discussed.
shortDOI: 10/f74vt9 KerkoCite.ItemAlsoKnownAs: 10.1016/j.dr.2015.09.001 10/f74vt9 2339240:NRX2Z5F9 2405685:DPMQWU6D
Keywords: Cognitive control; Cognitive flexibility; DCCS; Executive function; Meta-analysis; Set-shifting

A Meta-analysis of the Peer Evaluation Effects on Learning Achievements in Blended Learning Environment - Cui, Papan; Zheng, Lanqin (International Conference on Blended Learning, 2018)
shortDOI: 10/ghgn4n KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-94505-7_18 10/ghgn4n 2405685:XDP92C9L

A mixed-methods evidence assessment for emergent fields of knowledge - Haßler, Björn (EdTech Hub, 2021)
previousPreviousDOI: 10.5281/zenodo.4698915 PreviousDOI: 10.5281/zenodo.4698915 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4698915 10.53832/edtechhub.0003 2129771:E3W7NXR9 2405685:PUVVR28E
Keywords: _EdTechHub_Output; _yl:m

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

A model of distance special education support services amidst COVID-19 - Frederick, Janice; Raabe, Ginger; Rogers, Valerie; Pizzica, Jessica (Behavioural Analysis in Practice, 2020)
The COVID-19 pandemic has significantly impacted the everyday life of many individuals across the globe. The school closures across the majority of the United States have presented administrators, educators, and behavior analysts with the unprecedented task of deciding how best to teach and support our students, especially those accessing special education services. The current paper describes the steps our program took, in light of school closures, to advocate for and ultimately create and implement a model that allows special education students to access the behavior analytic educational supports they had received on campus (e.g., BCBA and paraprofessional support) in a novel and remote manner. We share details regarding the advocacy and collaboration process as well as the distance special education support model itself in hopes that similar processes and models can be implemented across geographical locations to assist special education students in accessing their educational and behavioral supports in a meaningful way throughout current and future school closures.
Publisher: Behavior Analysis in Practice KerkoCite.ItemAlsoKnownAs: 10.31234/osf.io/q362v 2405685:I96LI4KA
Keywords: Applied behavior analysis; California Department of; applied behavior analysis; california department of education; covid-19; nonpublic agency; special education

A Monitoring and Evaluation Framework for Blended Learning: Pakistan Ministry of Federal Education and Professional Training - Khalayleh, Abdullah; Baloch, Imdad; Dele-Ajayi, Opeyemi; Kaye, Tom (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 4633326 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4633326 2339240:DNCQ88UV 2339240:ILPGZU8E 2339240:SGQPIKMM 2405685:AR7EAIDU 2405685:XBPZPS3P 2405685:ZL7H9N8P
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _r:AddedByZotZen; _zenodo:submitted; _zenodoETH

A multilingual and multimodal approach to literacy teaching and learning in urban education: a collaborative inquiry project in an inner city elementary school - Ntelioglou, Burcu Yaman; Fannin, Jennifer; Montanera, Mike; Cummins, Jim (Frontiers in Psychology, 2014)
This paper presents findings from a collaborative inquiry project that explored teaching approaches that highlight the significance of multilingualism, multimodality, and multiliteracies in classrooms with high numbers of English language learners (ELLs). The research took place in an inner city elementary school with a large population of recently arrived and Canadian-born linguistically and culturally diverse students from Gambian, Indian, Mexican, Sri Lankan, Tibetan and Vietnamese backgrounds, as well as a recent wave of Roma students from Hungary. A high number of these students were from families with low-SES. The collaboration between two Grade 3 teachers and university-based researchers sought to create instructional approaches that would support students’ academic engagement and literacy learning. In this paper, we described one of the projects that took place in this class, exploring how a descriptive writing unit could be implemented in a way that connected with students’ lives and enabled them to use their home languages, through the creation of multiple texts, using creative writing, digital technologies, and drama pedagogy. This kind of multilingual and multimodal classroom practice changed the classroom dynamics and allowed the students access to identity positions of expertise, increasing their literacy investment, literacy engagement and learning.
KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2014.00533 2405685:VZ8AMWYU 4042040:UM57LWWF

A multimedia adaptive tutoring system for mathematics that addresses cognition, metacognition and affect - Arroyo, Ivon; Woolf, Beverly Park; Burelson, Winslow; Muldner, Kasia; Rai, Dovan; Tai, Minghui (International Journal of Artificial Intelligence in Education, 2014)
This article describes research results based on multiple years of experimentation and real-world experience with an adaptive tutoring system named Wayang Outpost. The system represents a novel adaptive learning technology that has shown successful outcomes with thousands of students, and provided teachers with valuable information about students’ mathematics performance. We define progress in three areas: improved student cognition, engagement, and affect, and we attribute this improvement to specific components and interventions that are inherently affective, cognitive, and metacognitive in nature. For instance, improved student cognitive outcomes have been measured with pre-post tests and state standardized tests, and achieved due to personalization of content and math fluency training. Improved student engagement was achieved by supporting students’ metacognition and motivation via affective learning companions and progress reports, measured via records of student gaming of the system. Student affect within the tutor was measured through sensors and student self-reports, and supported through affective learning companions and progress reports. Collectively, these studies elucidate a suite of effective strategies to support advanced personalized learning via an intelligent adaptive tutor that can be tailored to the individual needs, emotions, cognitive states, and metacognitive skills of learners.
KerkoCite.ItemAlsoKnownAs: 10.1007/s40593-014-0023-y 2339240:PWE2978I 2405685:3KPMSS66

A multivariate approach to predicting student outcomes in web-enabled blended learning courses - Zacharis, Nick. Z. (Internet and Higher Education, 2015)
shortDOI: 10/f7s7t8 KerkoCite.ItemAlsoKnownAs: 10/f7s7t8 2405685:MRE7B8YM

"A new beginning" Children, primary schools and social change in post-conflict Preah Vihear Province Cambodia - Geeves, Richard; Eng, Kim Ly; Lorn, Sa; Borrmei, Lon; Saran, Sok (Save the Children, 2006)
KerkoCite.ItemAlsoKnownAs: 2405685:QKDQ5FLL

A new face of education: Bringing technology into the classroom in the developing world - Winthrop, R.; Smith, M.S. (Brookings, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:3ZM3DUIC 2405685:G7RGN7JS

A New Global Partnership: Eradicate Poverty and Transform Economies through Sustainable Development - High-Level Panel of Eminent Persons on; the Post-2015 Development Agenda (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:EA8HH9KE 2405685:RY88YPDL

A new methodological approach for evaluating the impact of educational intervention implementation on learning outcomes - Outhwaite, Laura A.; Gulliford, Anthea; Pitchford, Nicola J. (International Journal of Research & Method in Education, 2019)
Randomized control trials (RCTs) are commonly regarded as the ‘gold standard’ for evaluating educational interventions. While this experimental design is valuable in establishing causal relationships between the tested intervention and outcomes, reliance on statistical aggregation typically underplays the situated context in which interventions are implemented. Developing innovative, systematic methods for evaluating implementation and understanding its impact on outcomes is vital to moving educational evaluation research beyond questions of ‘what works’, towards better understanding the mechanisms underpinning an intervention’s effects. The current study presents a pragmatic, two-phased approach that combines qualitative data with quantitative analyses to examine the causal relationships between intervention implementation and outcomes. This new methodological approach is illustrated in the context of a maths app intervention recently evaluated in a RCT across 11 schools. In phase I, four implementation themes were identified; ‘teacher support’, ‘teacher supervision’, ‘implementation quality’, and ‘established routine’. In phase II, ‘established routine’ was found to predict 41% of the variance in children’s learning outcomes with the apps. This has significant implications for future scaling. Overall, this new methodological approach offers an innovative method for combining process and impact evaluations when seeking to gain a more nuanced understanding of what works in education and why.
shortDOI: 10/ggdbd4 KerkoCite.ItemAlsoKnownAs: 10.1080/1743727X.2019.1657081 10.1080/1743727x.2019.1657081 10/ggdbd4 2339240:AET3UUCZ 2339240:T4RNXVLL 2405685:EDBC9B8E 2405685:LJR2ZQYV
Keywords: Implementation; _C:Greece GRC; _C:India IND; _C:Malawi MWI; _C:Netherlands NLD; _C:Pakistan PAK; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:scheme:1; education; evaluation; intervention; mixed-methods

A New Scale of Social Desirability Independent of Psychopathology - Crowne, Douglas; Marlowe, David (Journal of Consulting Psychology, 1960)
A new social desirability scale was constructed and correlated with MMPI scales. Comparison was made with correlations of the Edwards Social Desirability scale. The new scale correlated highly with MMPI scales and supported the definition of social desirability. Ss need to respond in "culturally sanctioned ways."
KerkoCite.ItemAlsoKnownAs: 10.1037/h0047358 2339240:TVLS4IMW 2339240:ZQW9CUBH 2405685:5Q6PNBHN 2405685:EKSPVCBL 2405685:YA7UDCIZ 2534379:9R68LBUV

A Political Economy Analysis Framework for EdTech Evidence Uptake - Pellini, Arnaldo; Nicolai, Susan; Magee, Arran; Sharp, Sam; Wilson, Sam (EdTech Hub, 2021)
ZenodoArchiveID: 4540204 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4540204 10.5281/zenodo.4540204 2339240:26GYDUTU 2339240:2Q9AWGM3 2339240:IQ36IBT8 2339240:MDUWMNQ5 2339240:P9XQBBQC 2405685:856UY54Y 2405685:CZZ5WHT7 2405685:P9T68ACJ 2405685:UGZDH4LB
Keywords: _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

A Political Economy Analysis Framework for EdTech Evidence Uptake - Pellini, Arnaldo; Nicolai, Susan; Magee, Arran; Sharp, Sam; Wilson, Sam (Zenodo, 2021)
[No description available.]
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4540204 2339240:TTFT62A6 2405685:LNYTJDFW

A PRACTICAL AND EFFECTIVE PROGRAMME TO BUILD FOUNDATIONAL READING SKILLS FOR PRIMARY GRADE STRUGGLING LEARNERS IN INDIA - Misquitta, Radhika; Ghosh, Aditi (2019)
Curriculum-based measurement (CBM) has emerged as a valid, reliable and economic measure to assess and monitor reading skills. Unfortunately, CBMs have not been developed for the Indian context. Further, CBMs can be cumbersome to administer manually, especially given the high teacher- student ratio in India. The challenge also then remains about what teachers actually do with the reading data. Most teachers in India are unable to interpret reading scores or use them to tailor an intervention plan. This paper describes the work Gateway has begun to develop a digital curriculum- based measurement tool that is contextually relevant. This paper outlines the procedures used to select passages, including equating passages using readability formulae, as well as field testing passages. The tool will support teachers with collecting data, interpreting the scores, and most importantly, developing an intervention plan to support struggling learners. It will also outline future directions for the project.
Pages: 6381 KerkoCite.ItemAlsoKnownAs: 10.21125/iceri.2019.1535 2405685:QD674Y6P 2486141:B42E2QAP

A practical guide to multilevel modeling - Peugh, James L. (Journal of School Psychology, 2010)
Collecting data from students within classrooms or schools, and collecting data from students on multiple occasions over time, are two common sampling methods used in educational research that often require multilevel modeling (MLM) data analysis techniques to avoid Type-1 errors. The purpose of this article is to clarify the seven major steps involved in a multilevel analysis: (1) clarifying the research question, (2) choosing the appropriate parameter estimator, (3) assessing the need for MLM, (4) building the level-1 model, (5) building the level-2 model, (6) multilevel effect size reporting, and (7) likelihood ratio model testing. The seven steps are illustrated with both a cross-sectional and a longitudinal MLM example from the National Educational Longitudinal Study (NELS) dataset. The goal of this article is to assist applied researchers in conducting and interpreting multilevel analyses and to offer recommendations to guide the reporting of MLM analysis results. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Place: Netherlands Publisher: Elsevier Science KerkoCite.ItemAlsoKnownAs: 10.1016/j.jsp.2009.09.002 2339240:PZ2Y7AVZ 2405685:FZH78CSI
Keywords: Classrooms; Data Collection; Schools; Simulation

A practical guide to working with Education Management Information Systems: guidance for DFID advisers (first draft) - Ellison, R (2004)
KerkoCite.ItemAlsoKnownAs: 2339240:9HL4KU58 2405685:5PUPUE6A

A Practice-Based Approach to Foreign Language Teacher Preparation: A Cross-Continental Collaboration - Barahona, Malba; Davin, Kristin J. (Profile Issues in Teachers` Professional Development, 2021)
Publisher: Universidad Nacional de Colombia. KerkoCite.ItemAlsoKnownAs: 10.15446/profile.v23n1.85326 2339240:GXCBVJNW 2405685:ZDIR8KPV

A practitioner's guide to gamification of education - Huang, Wendy Hsin-Yuan; Soman, Dilip (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:93I9NIQH 2405685:HWNWYFFK