Language of Instruction: Unlocking Effectiveness of Education and Sustainable Development in Sub-Saharan Africa - Truong, Natasha (2012)
The choice of the language of instruction in Sub-Saharan Africa (SSA) is a fundamental educational issue with ramiﬁcations for educational access and effectiveness and ultimately national development. Indigenous SSA languages have suffered devaluation in colonial and post-colonial SSA education, and this devaluation alienates the majority of SSA people, thus preventing them from participating in their own economic and political growth. Developmental policies that neglect to utilize local people’s talents and knowledge are failed policies. The language of instruction, speciﬁcally the use of the ﬁrst or native language (L1) as the medium of instruction, is the key to unlocking these talents and knowledge because doing so will foster knowledge acquisition and preservation of SSA cultures and identities. This will in turn liberate SSA from neocolonialism and pave the way to true progress.
KerkoCite.ItemAlsoKnownAs: 2405685:UP85LX5E 4042040:8537XWIR
Keywords: ⛔ No DOI found

Language of Instruction Country Profile: South Africa - USAID (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:THRGYED3 4042040:RBFB3PDX
Keywords: ⛔ No DOI found

Language of Instruction Country Profile: Malawi - USAID (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:BK7VYG8H 2405685:UQ6JNHZN
Keywords: ⛔ No DOI found

Language of Instruction Country Profile: Malawi - USAID (United States Agency for International Development, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:QB34QBQL 4042040:R9YNHPBC

Language issues in comparative education II: Policy and practice in multilingual education based on non-Dominant languages - Benson, Carol; Kosonen, Kimmo (BRILL, 2021)

Language Is a Complex Adaptive System: Position Paper - Beckner, Clay; Blythe, Richard; Bybee, Joan; Christiansen, Morten H.; Croft, William; Ellis, Nick C.; Holland, John; Ke, Jinyun; Larsen-Freeman, Diane; Schoenemann, Tom (Language Learning, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-9922.2009.00533.x 2339240:C9W3P6YU 2405685:RWN7ZYWK

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

Language data for Nigeria - CLEAR Global (2019)
Find information about languages in Nigeria, thanks to our language data, including interactive and static language maps for Nigeria.
KerkoCite.ItemAlsoKnownAs: 2405685:XYMKEPWU 4042040:JHQCMKE9

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

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

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

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

Language counts when learning mathematics with interactive apps - Outhwaite, Laura A.; Gulliford, Anthea; Pitchford, Nicola J. (British Journal of Educational Technology, 2020)
When available in multiple languages, educational apps can deliver the same mathematics instruction in the child’s first language or different language of instruction. This pilot study examined the ...
Publisher: John Wiley & Sons, Ltd shortDOI: 10/ghgn5f KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12912 10/ghgn5f 2339240:3KW6NVWT 2339240:BNU3GCP4 2405685:2EQJSHFN 2405685:RDKAHWMQ

Landscape Review: Education in Conflict and Crisis - How Can Technology Make a Difference? | INEE
KerkoCite.ItemAlsoKnownAs: 2339240:FKNMVVVK 2405685:PP9LCMD5

Landscape Review: Education in Conflict and Crisis - How Can Technology Make a Difference? | INEE - Dahya (2016)
Conflict and crisis are among the biggest obstacles to ensuring inclusive and quality education for all (Sustainable Development Goal 4). The use of information and communication technology (ICT) has the potential to support, enhance, and enable education for the most marginalized, affected by war, natural disasters, and the rapid spread of disease. Across these different contexts, tools like radio, mobile phones, mobile projectors, e-readers and tablets, laptops and computers can facilitate teaching and learning in a range of different ways. The term “mobility” with regard to learning is highly relevant in this landscape: it recognizes that learning should not stop as people move, and that people on the move are focused on continuing their education. This landscape aims to identify major trends, patterns, and lessons learned about the use of mobile technologies in crisis and conflict settings, and also to define gaps in our existing knowledge base.
KerkoCite.ItemAlsoKnownAs: 2339240:ZP6IQ38R 2405685:6F95SRW2
Keywords: GENERAL - to be categorised; RER theme_pedagogies and modalities; RER theme_supporting educators

Landscape Review: Education in Conflict and Crisis - How Can Technology Make a Difference? - Inter-agency Network for Education in Emergencies (INEE). (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:4LDJAPYI 2405685:TS3U5UDR 4803016:HC52EFPN

Lahore University of Management Sciences, Pakistan - Tufts University (The Talloires Network, 2020)
Social Innovation Lab The Social Innovation Lab (SIL) was founded by students and alumni of the Lahore University of Management Sciences to link driven and socially conscious LUMS students with social and economic problems throughout… Read More
Library Catalog: talloiresnetwork.tufts.edu KerkoCite.ItemAlsoKnownAs: 2339240:SXCI6V4T 2405685:4BX92YV8 2405685:RBR8S9ZD

LACRO Covid-19 Education Response: Update 34 Status of School's Reopening & Learning - UNICEF (UNICEF, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:QRZVATTS 2405685:DZKHREFH

LACRO COVID-19 Education response: Update 29 Status of schools reopening - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ZZLQWAX2 2405685:PARGWSS7

Lack of Means or Lack of Awareness? Survey findings: barriers to learning with WhatsApp in refugee camps in Lebanon - Boujikian, Michèle; Carter, Alice (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4780972 2405685:4UQT8WRN 2405685:WWUQ7VRT
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

Lack of internet access in Southeast Asia poses challenges for students to study online amid COVID-19 pandemic - Jalli, Nuurrianti (The Conversation, 2020)
In Southeast Asia like in many other developing regions, a large segment of the population don't have access to the Internet and electronic devices.
KerkoCite.ItemAlsoKnownAs: 2339240:XFH8JWUR 2405685:QX3R6SC8

Laboratoria: Reporte de Impacto 2020.pdf - Laboratoria (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KFQW887T 2405685:K24JWGNP

Labor force participation rate, female (% of female population ages 15+) - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:7VVW5D64

La Scientificite En Langues Africaines: L’exemple Du Kalabari Et De L’ikwerre - Iyalla-Amadi, Priye; Odungweru, U. S. (AFRREV IJAH: An International Journal of Arts and Humanities, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:M6HPZKFX 4042040:JEDTST39

La Mochila, una plataforma con herramientas para la vida - Coschool (Coschool, 2021)
Transformar tu entorno desde la educación socioemocional sí es posible, hoy te presentamos LA MOCHILA, una de nuestras herramientas de digitalización donde aprenderás a fortalecer distintas habilidades para la vida,
KerkoCite.ItemAlsoKnownAs: 2339240:KNJUG4ZC 2405685:MTNVCATR

La educación virtual en tiempos del COVID-19: Una experiencia en la maestría de Educación - Zea, Miriam Patricia Cárdenas; Quimi, Wendy Diana Carranza; Panta, Karina Alexandra Plua; García, Mariana Solís; Torres, Marioxy Morales (Universidad y Sociedad, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:UYX22NH2
Keywords: ⛔ No DOI found

L1-based multilingual education in the Asia and Pacific region and beyond - Benson, Carol; Kirkpatrick, Andy; Liddicoat, Anthony J. (The Routledge International Handbook of Language Education Policy in Asia, 2019)
This must-have handbook offers a comprehensive survey of the field. It reviews the language education policies of Asia, encompassing 30 countries sub-divided by regions, namely East, Southeast, South and Central Asia, and considers the extent to which these are being implemented and with what effect. The most recent iteration of language education policies of each of the countries is described and the impact and potential consequence of any change is critically considered. Each country chapter provides a historical overview of the languages in use and language education policies, examines the ideologies underpinning the language choices, and includes an account of the debates and controversies surrounding language and language education policies, before concluding with some predictions for the future.
KerkoCite.ItemAlsoKnownAs: 10.4324/9781315666235-3 2405685:RGBXIMBH 4042040:IP29C89Y

L'utilisation des preuves pour renforcer la formation pédagogique à travers les technologies à Madagascar - Coflan, Caitlin Moss; Koomar, Saalim; Rasolohery, Hasiniavo (EdTech Hub, 2021)
Lire en Anglais Contexte Madagascar fait face à un taux élevé de la pauvreté d’apprentissage; 97 pour cent des enfants en classe de primaire du pays ne sont pas capables de lire un texte en français adapté à leur âge (Banque mondiale 2019, sur données PASEC 2015). Nous savons que les enseignants ont une influence cruciale sur l’éducation des élèves;…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4728174 2405685:552YTW72
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH

L'utilisation des preuves pour renforcer la formation pédagogique à travers les technologies à Madagascar - Koomar, Saalim; Moss Coflan, Caitlin; Rasolohéry, Hasiniavo (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4645807 2405685:BBWJNPNA
Keywords: _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:analysis:nopdf; _r:AddedByZotZen

L'éducation bilingue dans le contexte multilingue guyanais: dispositifs cloisonnants et pratiques pédagogiques innovantes - Alby, Sophie; Léglise, Isabelle (Lambert Lucas, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:D7NAQAHV 4042040:55AQIE3B

Kytabu Super School – Kytabu - Kytabu
KerkoCite.ItemAlsoKnownAs: 2405685:G7Y77ICR

Kytabu – African Schools Online - Kytabu Company Ltd (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:PKHN3M8P

KYTABU - Global Innovation Exchange (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:MT8QSEFY

Kyrgyzstan - Giga
KerkoCite.ItemAlsoKnownAs: 2339240:3EUXX798 2405685:NCR64Z6X

Kukua Education
Library Catalog: www.kukua.me KerkoCite.ItemAlsoKnownAs: 2405685:WHIBWYXE

KUKUA
KerkoCite.ItemAlsoKnownAs: 2339240:RRLS8VFY 2405685:QVT77J94

Kreyòl, pedagogy, and technology for opening up quality education in Haiti: Changes in teachers' metalinguistic attitudes as first steps in a paradigm shift - DeGraff, Michel; Stump, Glenda S. (Language, 2018)
Publisher: Linguistic Society of America KerkoCite.ItemAlsoKnownAs: 2405685:TBPSKJ55 4042040:FQ8JKR53

Korail - BRAC
KerkoCite.ItemAlsoKnownAs: 2339240:468X5LI9 2405685:WH2XIVHB

Konnect
KerkoCite.ItemAlsoKnownAs: 2339240:Y7E74IL5 2405685:I85RHLSZ

Komuniti Guru Digital Learning - Komuniti Guru Digital Learning
KerkoCite.ItemAlsoKnownAs: 2339240:UMZ6N8C3 2405685:ZB29XBM7

Kolibri Content Library Catalog - Learning equality (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:Y6QNKVLE

Kolibri : A Free, Open Source Education for All | Learning Equality - Kolibri (https://learningequality.org/kolibri/)
KerkoCite.ItemAlsoKnownAs: 2339240:NTVH5BM4 2405685:8CEHXSKN

Kolibri : A Free, Open Source Education for All | Learning Equality - Kolibri (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LVPZ49SD 2405685:GD6I3IXB 4803016:4AEYLZW3

Kolibri : A Free, Open Source Education for All | Learning Equality - Learning Equality
KerkoCite.ItemAlsoKnownAs: 2339240:F3UGIWSG 2405685:WBZIPCDR

Kolibri : A Free, Open Source Education for All - Learning equality (Learning equality, 2020)
Library Catalog: learningequality.org KerkoCite.ItemAlsoKnownAs: 2405685:KDX549QC

Kolibri - Learning equality (2020)
Library Catalog: learningequality.org KerkoCite.ItemAlsoKnownAs: 2405685:F4AYTSCU

KoBoToolbox | Data Collection Tools for Challenging Environments - KoBo Toolbox (KoBoToolbox)
KoBoToolbox is a suite of tools for field data collection for use in challenging environments. Our software is free and open source. Most of our users are people working in humanitarian crises, as well as aid professionals and researchers working in developing countries.
KerkoCite.ItemAlsoKnownAs: 2405685:XTGCCN2F

Knowlege Pack: Procurement - World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:LZYNFMWY

Knowledge to policy: making the most of development research - Carden, F. (SAGE ; International Development Research Centre, 2009)
OCLC: ocn310715459 KerkoCite.ItemAlsoKnownAs: 2339240:DXBA9N7R 2405685:UCMNA8EW
Keywords: Economic development; Economic policy; Evaluation; Research Evaluation

Knowledge, Politics and Policymaking in Indonesia - Pellini, Arnaldo; Prasetiamartati, Budiati; Nugroho, Kharisma Priyo; Jackson, Elisabeth; Carden, Fred (Springer, 2018)
This edited volume examines key questions about evidence-informed policymaking in Indonesia. It draws on insights and evidence acquired through the implementation of the Knowledge Sector Initiative, a donor-funded programme that aims to increase the demand for and use of evidence in policymaking in Indonesia. Featuring contributions from academics, policy researchers, policymakers and development practitioners, the volume will deepen readers’ understanding of how knowledge and politics shape the policymaking process in Indonesia. As such, it will be of interest to Indonesian and international researchers, academics, students, practitioners and policymakers concerned with various aspects of evidence-informed policymaking research and processes. In particular, regional and international development practitioners and development partners interested in learning from Indonesia’s efforts to improve how evidence is used to address key development challenges will find this volume valuable.
Google-Books-ID: jSVhDwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:LFFYGQRP 2405685:G6K9FGDK
Keywords: Political Science / Political Process / General; Political Science / Public Affairs & Administration; Political Science / Public Policy / General; Social Science / Developing & Emerging Countries; Social Science / Sociology / General

Knowledge, policy and power in international development: a practical framework for improving policy - Jones, Harry; Jones, Nicola; Shaxson, Louise; Walker, David (Overseas Development Institute, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:X8KS8DJM 2405685:A3T226WU
Keywords: ⛔ No DOI found

Knowledge Platform
KerkoCite.ItemAlsoKnownAs: 2405685:65VD4SAT

Knowledge Platform (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ERIXNXI6 2405685:65VD4SAT 2405685:RDMSE5SF

Knowledge Pack: Technology for literacy - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:DXJYPN6T

Knowledge Pack: Technologies for personnalized and adaptive learning - EdTech team (World Bank Group, 2022)
Technologies for Personalized and Adaptive Learning Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:NNMIG6ZV

Knowledge Pack: Teachers’ skills and skills frameworks for remote and blended learning - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:TQEYJNHJ

Knowledge Pack: Remote phone-based formative assessment - EdTech and LEeP team (2022)
Remote Phone-Based Formative Assessment Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:L8XNUK2C

Knowledge Pack Procurement - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:S5KVIKRT

Knowledge Pack: Learning Management Systems for Education - EdTech team (World Bank Group, 2022)
Learning Management Systems for Education : Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:PYD59GQG

Knowledge Pack: Innovation Ecosystems - EdTech team (World Bank, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:PEP7ACJ3

Knowledge Pack: EMIS 2.0: Learning And Accountability System Architecture (LASA) - EdTech Team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:MTJV6RV3 2405685:59NITM5B 2405685:VFAKS428

Knowledge Pack: Digital Teaching and Learning - EdTech team (World Bank Group, 2022)
Digital Teaching and Learning Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:ATH52VLA

Knowledge Pack: Devices for education - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:DIGM2JYH

Knowledge Pack: Cloud for Education. - EdTech team (World Bank Group, 2022)
Cloud for Education Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:9GB86CPF

Knowledge Pack: Assistive Technologies - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:MHY6CHRW

‘Knowledge Must Be Contextual’: Some possible implications of complexity and dynamic systems theories for educational research - Haggis, Tamsin (Educational philosophy and theory, 2008)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1111/j.1469-5812.2007.00403.x 2339240:6ND5C5SW 2405685:ZZUNKU8W

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

Knowledge inequalities: A marginal view of the digital landscape. Keynote presentation. - Czerniewicz, Laura (2016)
Keynote presentation at Open Repositories Conference 2016 Dublin Ireland 14
KerkoCite.ItemAlsoKnownAs: 2339240:4CT5ERST 2405685:MUNVHXSY

Know Zone - Centre for Education Innovations (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9FGJK6X4 2405685:WKPMZUF2 WKPMZUF2

Kiwix: Internet content for people without internet access! - Kiwix (Kiwix)
Read Wikipedia or any website on your mobile phone or computer, even when there is no internet. For free!
Library Catalog: www.kiwix.org KerkoCite.ItemAlsoKnownAs: 2339240:2DZJUIUR 2405685:NKFZPC3R

Kiwix - HundrED (2020)
Kiwix brings internet content to people without internet access. Wikipedia, MOOCs, books from the Gutenberg Library or even TED talks: these and a thousand more can be made available offline and accessed on smartphones, computers and hotspots, even where there is no connectivity. Kiwix is free to use and distribute, and has more than 3 million users in 200 countries and territories.
Section: innovation KerkoCite.ItemAlsoKnownAs: 2339240:9M8AI7WC 2405685:U5PW66IU

KitKit School (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:CPQVK55T 2405685:J4ZAF7FX

Killing 'Sesame Street' In Pakistan - Bricklin, Julia (Forbes, 2012)
Library Catalog: www.forbes.com Section: Business KerkoCite.ItemAlsoKnownAs: 2339240:EG2LHUD3 2405685:ESE7I5BY 4803016:LQTRPS8C

Kids hacker camps in Kenya | Proceedings of the Seventh International Conference on Information and Communication Technologies and Development - Ndaiga, Wachira; Salim, Anne (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:L64R4AUI 2405685:CZD5X8NE

KICD on Twitter: "Let's engage. For rich discussions on education matters. https://t.co/qb1ooAc7ZF" / Twitter - KICD (2020)
Library Catalog: twitter.com KerkoCite.ItemAlsoKnownAs: 2339240:XYZKJPMD 2405685:LXJ9TXTW LXJ9TXTW

Khyber Pakhtunkhwa: Multiple Indicator Cluster Survey 2016/17 - UNICEF; Government of Khyber Pakhtunkhwa (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:QHN39WFF 2405685:IJITUQF4

Khyber Pakhtunkhwa Education Sector Programme (KESP) 2 - DevelopmentAid (DevelopmentAid, 2018)
Innovative membership organization offering services to the international sector. Instant access to high quality CV’s, procurement notices shortlist and awards information.
KerkoCite.ItemAlsoKnownAs: 2339240:EL3GQSC6 2405685:3CR2GMFA

Khyber Pakhtunkhwa Education Sector Programme - Foreign, Commonwealth and Development Office (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:THUCC6ZL 2405685:MAS6IKMY

Kheda Communication Project
KerkoCite.ItemAlsoKnownAs: 2405685:UGJRFXNF

Khang Panya Lao - UNICEF
KerkoCite.ItemAlsoKnownAs: 2339240:JE5WAWEA 2405685:F4V2JIGF

Khan Academy: Free Online Courses, Lessons & Practice - Khan Academy (Khan Academy, 2020)
You can learn anything. Expert-created content and resources for every course and level. Always free.
Library Catalog: www.khanacademy.org KerkoCite.ItemAlsoKnownAs: 2339240:KSMVBM3C 2405685:APNQYVP9 APNQYVP9

Keyword inventory with country statistics - Haßler, Björn; Adam, Taskeen; Allier-Gagneur, Zoe; Khalayley, Abdullah; McBurnie, Chris; McIntyre, Nora (EdTech Hub, 2020)
Keyword inventory with country statistics (Updated July 2020)
EdTechHub.Copy: 2129771:ACGUWMNN EdTechHub.Copy: 2129771:ACGUWMNN KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3908363 2129771:ACGUWMNN 2339240:BFHYXP48 2405685:55A44ZRB
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _yl:s; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Keyword inventory (version 1) - Haßler, Björn; Adam, Taskeen; Brugha, Meaghan; Damani, Kalifa; Allier-Gagneur, Zoe; Hennessy, Sara; Hollow, David; Jordan, Katy; Martin, Kevin; Murphy, Mary; Walker, Hannah (EdTech Hub, 2019)
The document contains the keyword inventory used for automated searching. This file is now superseeded by DOI: 10.5281/zenodo.3908363, see https://docs.edtechhub.org/lib/55A44ZRB.
previousshortDOI: 10/ghgnfm previousDOI: 10.5281/zenodo.3523935 EdTechHub.Copy: 2129771:NB3WMPDJ shortDOI: 10/ghgnfm KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3523935 10.53832/edtechhub.0016 10/ghgnfm 2129771:NB3WMPDJ 2339240:B5AIHWDZ 2405685:2GC35JLV 2405685:LSEETV6K
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _yl:p; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Keynote Address by His Excellency President Julius Maada Bio on the theme of: "Education for Development" at the launch of the Free Quality School Education Programme - Maada Bio, Julius (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:5TSMLUKK 2405685:FW7MT9FE

Key Insights from Behavioral Journey Mapping of Caregivers - Busara (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FUP4ZI3Q 2405685:MZPI7CSU

Key ICT Features in UNICEF’S Response to Fighting Ebola - Inveneo (Inveneo, 2014)
International organizations like UNICEF are no stranger to dealing with devastating medical outbreaks like the ongoing Ebola crisis happening in West Africa, which has already claimed almost 5,000 lives. To engage local supporters, UNICEF recently hosted a speaker luncheon in San Francisco to explain the powerful work they have been doing on the ground throughout ...
KerkoCite.ItemAlsoKnownAs: 2339240:FWSBTY4I 2405685:NLRZBRPD

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

KEY FIGURES: 5th Rwanda Population and Housing Census (PHC) - National Institute of Statistics of Rwanda. (National Institute of Statistics of Rwanda., 2023)
The fifth Population and Housing Census in Rwanda, was conducted in August 2022. The Census operation was coordinated by the National Census Commission. Various census technical and administrative structures have been put in place to ensure a successful census operation.

Key factors in Knowledge Sharing Behavior in Virtual Communities of Practice: A Systematic Review - Soto, ROBERTO Hernández; Ortega, MÓNICA Gutiérrez; Avi, BARTOLOMÉ Rubia (Education in the Knowledge Society (EKS), 2021)
Virtual Communities of Practice (VCOP) are environments widely recognized as knowledge management instruments, and their sociocultural contrib ...
Publisher: EDICIONES UNIVERSIDAD DE SALAMANCA KerkoCite.ItemAlsoKnownAs: 10.14201/eks.22715 2339240:ZXUKA5SG 2405685:UAD45DRW

Key considerations when developing an ICT in Education strategy - AlSheikhTheeb, Thaer; Chuang, Rachel; Pandit, Sanjana (EdTech Hub, 2022)
This report was commissioned by UNICEF and produced under UNICEF and EdTech Hub’s global partnership, in response to a request from the UNICEF Laos team that was submitted to the EdTech Hub Helpdesk. It presents key considerations on the overarching process to develop an ICT in Education strategy (e.g., components, stakeholders, timelines) and lists examples of other national ICT in Education and EdTech strategies. Keywords: EdTech strategies; ICT in Education strategies An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6676586 10.53832/edtechhub.00100 10.53832/edtechhub.0100 2405685:2XS75XAU
Keywords: _r:AddedByZotZen

Kenyan school system is trying sign language for all children - Mativu (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:2IUM643C 2405685:JBUVX9XJ

Kenya Vision 2030: A Globally Competitive and Prosperous Kenya - Government of Kenya (Republic of Kenya, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:IPSRUIML

Kenya Vision 2030
KerkoCite.ItemAlsoKnownAs: 2405685:D4MCJFFR

Kenya - Scoping review (Google Docs)
Executive summary A concise summary of the high-level takeaways, to detail: What is already known on the topic What this paper adds What the Implications are for practice and / or policy Introduction [1 page maximum. The majority of the introduction will be standardised text across all six re...
KerkoCite.ItemAlsoKnownAs: 2339240:EGE4WU32 2405685:287I6R5Y

Kenya's pioneering eLearning programme - iMlango (iMlango, 2022)
iMlango aims to improve education outcomes in maths, literacy & life skills for 180,000 children in 245 schools by delivering access to digital education services & content.
KerkoCite.ItemAlsoKnownAs: 2339240:KPD8MKWN 2405685:NDXD68C9

Kenya’s ICT policy in practice: The effectiveness of tablets and e-readers in improving student outcomes - Kibukho, K.; Kwayumba, Dunston; Jepkemei, Evelyn; Piper, Benjamin (2014)
Kenya is investing in information and communication technology (ICT) to improve children’s learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students.
Publisher: RTI International. P.O. Box 12194, Research Triangle Park, NC 27709-2194. Tel: 919-541-6000; e-mail: publications@rit.org; Web site: http://www.rti.org KerkoCite.ItemAlsoKnownAs: 2339240:WXEI8ABZ 2405685:MJ9ENT2D
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Kenya’s ICT policy in practice: The effectiveness of tablets and e-readers in improving student outcomes - Piper, Benjamin; Jepkemei, Evelyn; Kwayumba, Dunston; Kibukho, Kennedy (FIRE: Forum for International Research in Education, 2015)
Kenya is investing in information and communication technology (ICT) to improve children's learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money.
shortDOI: 10/ggjkvv KerkoCite.ItemAlsoKnownAs: 10.18275/fire201502011025 10/ggjkvv 2339240:APPT498R 2339240:D5IHJW9H 2339240:E5GA8GCG 2339240:EK3GAM3J 2339240:G6TBKSGI 2339240:IYCXFMIU 2405685:5IT5XZNT 2405685:DAU3FLGU 2405685:H9RNSJQE 2405685:J45J4EMF 2405685:V6F62IW5 2405685:WVNEPIB3 2405685:Y4AUMNW2 2534378:73A9DFAH 2534378:8Y5PJAGB 2534378:P2EJKSKD
Keywords: African Languages; Control Groups; Cost Effectiveness; ERIC; Current Index to Journals in Education (CIJE); Educational Policy; Educational Practices; Elementary Secondary Education; English (Second Language); Experimental Groups; Foreign Countries; Handheld Devices; Intervention; Kenya; Literacy; Outcomes of Education; Program Effectiveness; Randomized Controlled Trials; Reading Achievement; Student Improvement; Technology Uses in Education; __:import:01; __:match:final; __:matched; __:study_id:2096974; ___working_potential_duplicate; __finaldtb

Kenya Publishers Association (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:9A5R6KAC

Kenya Public Expenditure Review 2020: Options for Fiscal Consolidation after the COVID-19 Crisis - World Bank (World Bank, 2020)
The objective of this public expenditure review (PER) is to provide the government with options for fiscal consolidation and support macroeconomic stability in the medium-term. This PER addresses the broad topic of expenditure efficiency and examines options for expenditure rationalization to help return Kenya’s fiscal accounts to a prudent trajectory in the medium-term. The PER is being undertaken as a programmatic analytical product with two modules. The first module focuses on identifying options for expenditure rationalization and measures to strengthen within-year expenditure control for better expenditure management. The second module to be delivered in FY21 will focus on efficiency, effectiveness, and equity of spending within public services delivery sectors of education, health, and disaster risk financing. The report builds upon several other Bank-led reports that contribute to the discussion around improving public expenditure and strengthening expenditure controls in Kenya. It complements an ongoing governance for enabling service delivery and public investments in Kenya (GESDeK) project, which is at the forefront in supporting numerous reforms highlighted in this PER to improve efficiency in spending and strengthen expenditure controls. The report is organized as follows: chapter one contains the macro context, trends, and composition of spending, overall balance and debt. Chapter two contains the fiscal and debt sustainability analysis while chapter three presents options for expenditure rationalization in Kenya. Chapter four ties it all together with fiscal savings and policy recommendations.
Accepted: 2020-07-08T21:09:38Z KerkoCite.ItemAlsoKnownAs: 10.1596/34052 2339240:6ZRFSFSD 2405685:7F9L42V9
Keywords: Debt Sustainability; Expenditure Control System; Fiscal Sustainability; Fiscal Trends; Public Debt; Public Expenditure; Public Investment Management; Public Procurement; Public Wage Bill; Revenue

Kenya Population and Housing Census Results - Kenya National Bureau of Statistics (Kenya National Bureau of Statistics, 2019)
The total enumerated population was 47,564,296 Of which 23,548,056 were Males, 24,014,716 were Females and 1,524 were Intersex Females accounted for 50.5% of the total population The population has grown to 47.6 Million in 2019 from 37.7 Million in 2009 The intercensal growth rate has declined to 2.2% in 2019, from 2.9% in 2009 Average …
Library Catalog: www.knbs.or.ke Section: 2019 Census KerkoCite.ItemAlsoKnownAs: 2405685:5MHY2Y9G

Kenya Partnership Compact. 2021 | Documents | Global Partnership for Education - Global Partnership for Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:TZEUP59V 2405685:FABDEDV3

Kenya Overview - World Bank (2019)
The World Bank’s work in Kenya supports the government’s Vision 2030 development strategy, which aims to accelerate sustainable growth, reduce inequality, and manage resource scarcity.
Library Catalog: www.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:3KINEYR6

Kenya Open Data - ICT Authority
Library Catalog: www.opendata.go.ke KerkoCite.ItemAlsoKnownAs: 2405685:LYRRHTWP

Kenya: Off-grid Solar Access Project for Underserved Counties - World Bank (2020)
Kenya: Off-grid Solar Access Project for Underserved Counties
Library Catalog: projects.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:5ERS64QR

Kenya National Examination Council (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:LVGWP5NJ

Kenya National Education Sector Strategic Plan 2018 - 2022 - Ministry of Education, Republic of Kenya (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:56YDNKHI 2405685:8I8K8B9A

Kenya lauded for achieving 75% electricity access rate - Common Market for Eastern and Southern Africa (COMESA) (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:LE4N8QYZ 2405685:4RF5ZB4L

Kenya Kwanza Plan - Kenya Kwanza (Kenya Kwanza Plan)
Kenyans are rightfully skeptical of lofty promises and seemingly well-crafted plans that never get implemented. We have developed this plan well aware that it will stand or fall on the how question. There are three tests that a good plan must pass, namely prioritisation, sequencing and financing.
KerkoCite.ItemAlsoKnownAs: 2339240:63VTSXV8 2405685:5AH57FCF

Kenya Institute of Special Education (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:FH3RYNEC

Kenya Institute of Curriculum Development (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:2IYJWGUZ

Kenya: How Rogue Officials Inflated Enrolment, Used Ghost Schools to Steal Billions - Muchunguh, David (The Nation in Allafrica.com, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:HPKQLIY4 2405685:6QAGBDTM 4656463:3VX5BIBW

Kenya GPE COVID-19 Learning Continuity in Basic Education: Stakeholder Engagement Plan - Ministry of Education, Kenya (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:RUEZ2X4Q

KENYA GPE COVID 19 Learning Continuity in Basic Education Project - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AQPAEQP5 2405685:GR8UTH9R

Kenya GPE 19 Learning Continuity in Basic Education Project - Implementation Status and Results Report - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:PNX9ZBM7 2405685:LRBZ32RR

Kenya: extreme inequality in numbers - Oxfam (Oxfam International, 2020)
Library Catalog: www.oxfam.org KerkoCite.ItemAlsoKnownAs: 2405685:BLVRKMF2

Kenya Education Sector Support Programme 2005 - 2010 - Ministry of Education, Science and Technology (2005)
KerkoCite.ItemAlsoKnownAs: 2405685:M9WKHV9E 4042040:6Z8AIIT7

Kenya Education Management Institute
KerkoCite.ItemAlsoKnownAs: 2405685:NBVLFTV9

Kenya Education Cloud
home
Library Catalog: kec.ac.ke KerkoCite.ItemAlsoKnownAs: 2405685:5IBJUFDB

Kenya Disabiliy Resource | Special Educational Needs - Kenya Disability Resource
KerkoCite.ItemAlsoKnownAs: 2339240:NAJQUTP3 2405685:GWT2K9F7

Kenya Digital Master Plan 2022-2032 - Republic of Kenya ICT Authority (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:2JU3HTBP 2405685:Z4EGG6C5

Kenya Broadcasting Corporation (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:RYQDKX8X

Kenya Basic Education COVID-19 Emergency Response Plan - Ministry of Education, Republic of Kenya (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:MPFJDKIH 2405685:GIYEVTKA

Kenya basic education COVID-19 emergency response plan - State Department of Early Learning and Basic Education (Republic of Kenya Ministry of Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AKCUG3MF 2405685:YJ5FR8R9

Kenya Basic Education COVID-19 Emergency Response Plan - State Department of Early Learning and Basic Education, Kenya (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:REVZSN4B

Kemendikbud Terbitkan Pedoman Penyelenggaraan Belajar dari Rumah - Belajar dari Rumah (Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi, 2020)
Kementerian Pendidikan dan Kebudayaan (Kemendikbud) menerbitkan Surat Edaran Nomor 15 Tahun 2020 tentang Pedoman Penyelenggaraan Belajar Dari Rumah Dalam Masa Darurat Penyebaran Covid-19. Staf Ahli Menteri Pendidikan dan Kebudayaan Bidang Regulasi, Chatarina Muliana Girsang menyampaikan Surat Edaran Nomor 15 ini untuk memperkuat Surat Edaran Mendikbud Nomor 4 Tahun 2020 tentang Pelaksanaan Pendidikan Dalam Masa Darurat Coronavirus Disease (Covid-19).
Section: Siaran Pers KerkoCite.ItemAlsoKnownAs: 2339240:WMQGW2Q5 2405685:FD82HXYD

Keeping the world's children learning through COVID-19 - Miks, Jason; McIlwaine, John (Keeping the world's children learning through COVID-19, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6SVCPPQF 2405685:PE2NGUCL

Keeping the learning going: using mobile technology to enhance learning transfer - Brion, Corinne (Educational Research for Policy and Practice, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1007/s10671-018-09243-0 2405685:VFBUV8DG

Keeping the Doors Open for Learning: Response Plan of Ministry of Education to the COVID-19 Outbreak - Ministry of Education (Rwanda) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DUZJ6SC7 2405685:BXUJTESS

Keeping the Doors Open for Learning: Response Plan of Ministry of Education to the COVID-19 Outbreak - Rwanda Ministry of Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:I8LIGBS7 2405685:XMEHJILZ

Keeping Kenya Learning: The importance of caregiver engagement in supporting learning beyond the classroom - Kimathi, Deborah; El-Serafy, Yomna; Plaut, Daniel; Kaye, Tom (EdTech Hub, 2021)
Since the Covid-19 pandemic began, parents, teachers, students and policymakers have been exploring how to support students to learn at home. The emphasis on education at home has made evident the need to better equip caregivers to support their children’s learning. The Keep Kenya Learning (KKL) initiative is helping parents and caregivers build their capacity and confidence to support learning…
KerkoCite.ItemAlsoKnownAs: 2405685:LZM9KHE6
Keywords: _EdTechHub_Output

Keeping Bangladesh’s Students Learning During the COVID-19 Pandemic - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ARRPM4JP 2405685:B9E9UBBB

Keep Kenya Learning: Helping Caregivers Support Learning at Home Sprint 1. - Mbatha, FaithMbithe; Crook, Rebecca; Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org Our research indicates that guidance and resources are necessary but insufficient in equipping caregivers to support their children’s learning. In Sprint 1, caregiver confidence and community emerged as important enablers of home learning. In our interviews, caregivers communicated how they felt limited by their lack of or outdated education. Global interventions indicate that reinforcing a sense of community for caregivers and enabling them to learn from modelling by trusted messengers are pathways to building greater engagement. Caregivers in both rural and urban communities expressed a willingness to engage with SMS (short message service) and online educational resources. However, it is clear that resource design must be: Accessible and understandable Credible and trusted Relevant and actionable.
ZenodoArchiveID: 4928926 PreviousDOI: 10.5281/zenodo.4747301 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4928926 2405685:9P9W4I53 2405685:A2D9FVTA
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted

Keep Kenya Learning
KerkoCite.ItemAlsoKnownAs: 2339240:SWWUQ54B 2405685:JW9FFPYF

Keep Children Reading: Monitoring Reading Data During Covid-19
KerkoCite.ItemAlsoKnownAs: 2339240:4P2PZWXG 2405685:QMS23BR9

KCSE Biology Syllabus 2022/2023 - KCSE
KerkoCite.ItemAlsoKnownAs: 2339240:NJI93I7L 2405685:55X79XPJ

Karim and Jana - Queen Rania Foundation (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:CWY8BD2E

KaiOS Home - KaiOS (KaiOS)
the mobile OS for smart feature phone to enable tomorrow
KerkoCite.ItemAlsoKnownAs: 2405685:6HLAFZD2

KaiOS Home - KaiOS (KaiOS)
the mobile OS for smart feature phone to enable tomorrow
KerkoCite.ItemAlsoKnownAs: 2339240:6XB683UL 2405685:9VZ8AZVT

K-12 Egyptian Knowledge Bank Study Portal and New Form of Assessment - El Zayat, Nelly (World Bank Group, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:38YYF6X4 2405685:4WL5PMDG

Justice K.S.Puttaswamy(Retd) vs Union Of India on 26 September, 2018 - Sikri, A (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:WBELH9R9 2405685:SIQIWIMV

Jusoor’s WhatsApp-Assisted Learning Programme: Sprint Review 1. - Tutunji, Suha; Boujikian, Michèle; Carter, Alice; Atkinson, Grace (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:G5RD3H5K 2405685:NBWSSFLK
Keywords: ___working_potential_duplicate

Jusoor’s WhatsApp-Assisted Learning Programme: Sprint Review 1 - Tutunji, Suha; Boujikian, Michèle; Carter, Alice; Atkinson, Grace (2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4468599 2405685:AR38F6N8
Keywords: ___working_potential_duplicate

JSTOR: Search Results
KerkoCite.ItemAlsoKnownAs: 2339240:YZFIB52D 2405685:GRMF8HTY

JP Malawi Girls' Education | MPTF Office - UNDP
KerkoCite.ItemAlsoKnownAs: 2339240:VRRHYHLP 2405685:F8REYPF3

Jot-A-Dot Pocket Brailler - Harpo (HARPO, 2020)
The new way to Braille is to Jot a Dot – a portable brailling device for everyone! Why Jot-A-Dot? – Pocket-sized mechanical device – means brailling a note, on paper, anywhere!; Direct six key Braille entry – for fast & accurate Braille; – Read your Braille as you write – simply turn Jot-A-Dot over; – Inbuilt … Read more
KerkoCite.ItemAlsoKnownAs: 2339240:W2R6VZZM 2405685:HPGTS756

Jordan’s EdTech response to COVID-19 - Al-Hindawi, Hind; Hashem, Lina (EdTech Hub, 2020)
ZenodoArchiveID: 4706057 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706057 2339240:7DDCIKY9 2339240:P8XVRD6S 2405685:BTX9XW3J 2405685:KNCXGVW3 2405685:XFBMF3QV
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Jordan Response Plan for the Syria Crisis 2020-2022 - Hamarneh, Maisa (UNHCR, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:E5MW5S7K
Keywords: ⛔ No DOI found

Joint Sector Review Resources – Presentations - Malawi Ministry of Education (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:8QQZ2C4K 2405685:6L23TW3P

Joint IDA-IFC-MIGA Country Partnership Strategy for the Republic of Senegal - World Bank (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:3REHP3V4 2405685:FT6M9626

Joint Evaluation of Myanmar Non-Formal Middle School Education-Equivalency Pilot Programme - UNICEF (UNICEF, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:DJDVLBPV 2405685:E4Z8N6RR

Join this video meeting
Real-time meetings by Google. Using your browser, share your video, desktop and presentations with team members and customers.
Library Catalog: meet.google.com KerkoCite.ItemAlsoKnownAs: 2405685:UZID5APT

JIME - The Open Learning Initiative: Measuring the Effectiveness of the OLI Statistics Course in Accelerating Student Learning - Lovett, Marsha; Meyer, Oded; Thille, Candace (Journal of Interactive Media in Education, 2008)
The Open Learning Initiative (OLI) is an open educational resources project at Carnegie Mellon University that began in 2002 with a grant from The William and Flora Hewlett Foundation. OLI creates web-based courses that are designed so that students can learn effectively without an instructor. In addition, the courses are often used by instructors to support and complement face-to-face classroom instruction. Our evaluation efforts have investigated OLI courses’ effectiveness in both of these instructional modes – stand-alone and hybrid. This report documents several learning effectiveness studies that were focused on the OLI-Statistics course and conducted during Fall 2005, Spring 2006, and Spring 2007. During the Fall 2005 and Spring 2006 studies, we collected empirical data about the instructional effectiveness of the OLI-Statistics course in stand-alone mode, as compared to traditional instruction. In both of these studies, in-class exam scores showed no significant difference between students in the stand-alone OLI-Statistics course and students in the traditional instructor-led course. In contrast, during the Spring 2007 study, we explored an accelerated learning hypothesis, namely, that learners using the OLI course in hybrid mode will learn the same amount of material in a significantly shorter period of time with equal learning gains, as compared to students in traditional instruction. In this study, results showed that OLI-Statistics students learned a full semester’s worth of material in half as much time and performed as well or better than students learning from traditional instruction over a full semester. Editor: Stephen Godwin (Open University, UK). Reviewers: Tim de Jong (Open University, NL), Elia Tomadaki (Open University, UK), and Stephen Godwin (Open University, UK). Interactive elements: A demonstration of the StatTutor statistics tutorial is available for playback from http://jime.open.ac.uk/2008/14/stattutor_tour/ . The demonstration is in Flash format. http://jime.open.ac.uk/2008/14/stattutor_tour/
Number: 1 Publisher: Ubiquity Press shortDOI: 10/ghcsxd KerkoCite.ItemAlsoKnownAs: 10/ghcsxd 2405685:U4FGVWP3
Keywords: IDR; Mathematics Learning; case studies; design patterns; games; methodology; open learning; pattern languages

JiFUNzeni: a blended learning approach for sustainable teachers' professional development - Onguko, Brown Bully (Electronic Journal of e-Learning, 2014)
JiFUNzeni blended learning approach is a sustainable approach to provision of professional development (PD) for those in challenging educational contexts. JiFUNzeni approach emphasizes training regional experts to create blended learning content, working with appropriate technology while building content repositories. JiFUNzeni approach was fieldtested though a design-based research intervention conducted in rural western Kenya. The field test included design, development and implementation of a blended learning course for teachers’ professional development utilizing appropriate technologies including tablets powered by solar energy, open educational resources and open source software. One year after the intervention, follow-up interviews were conducted with eight of the ten teachers and two professional development tutors (PDTs) who participated in the research. The findings from the follow-up interviews shared in this paper revealed that: teachers still used cooperative learning and activity-based learning strategies in their teaching. The PDTs on the other hand designed, developed and implemented one other jiFUNzeni blended learning course for twelve teachers in one school in Korogocho slum in Nairobi city. Implementation by PDTs of jiFUNzeni approach confirmed that they had learned through a sustainable way of delivering professional development in challenging educational contexts. The PDTs utilized the instructional design approaches learned through their participation in the research in designing blended learning content, while they also innovated new ways of developing self-study content as an important creative addition to what they had previously learned. Two teenage children participated in digital content development by advising the PDTs on some appropriate ways of applying technology thus, attesting to the fact that digital natives are important reciprocal supporters to digital immigrants and vice versa.
KerkoCite.ItemAlsoKnownAs: 2339240:5SCGRA3U 2339240:M7R5EIZL 2339240:TS6R3E24 2339240:VWE52LMG 2339240:YMBURAH4 2405685:AKXHE6HE 2405685:Q3Y6Z65Z 2405685:U5WZEBXT 2405685:UNATTHSB 2405685:XVE57FFE 2534378:7WCVV8XM 2534378:DW5I8PW4 2534378:T6RRJMGR
Keywords: Blended Learning; Computer Software; Computers; Cooperative Learning; Cooperative learning; Course Content; Design; Disadvantaged Environment; Distance learning; Education–Computer Applications; Educational Technology; Elementary School Teachers; Faculty Development; Foreign Countries; Handheld Devices; Instructional Design; Internet; Interviews; Kenya; Learning Activities; Multimedia Materials; Open Source Technology; Program Development; Qualitative Research; Rural Areas; Self Evaluation (Individuals); Sustainability; Teacher Attitudes; Teaching Methods; Training; __:import:01; __:match:final; __:matched; __:study_id:2096405; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

Jamaica pilot experience: Accessible Digital Textbooks that transform education - UNICEF (2022)
Accessible Digital Textbooks that transform education.
KerkoCite.ItemAlsoKnownAs: 2339240:S382ZZ47 2405685:CS2LSYL3

JABSOM Library: Colandr for Systematic Reviews: Introducing Colandr - Kahili-Heede, Melissa
Using the systematic review tool for title and abstract screening, full-text article screening, and data extraction
KerkoCite.ItemAlsoKnownAs: 2405685:PYE2X6IZ 2486141:IXG47JQN

Ivory Coast children head back to school after virus shutdown - Reuters Staff (Reuters, 2020)
Thousands of children in face masks flocked back to school in Ivory Coast on Monday after the country became one of the first in West Africa to restart lessons after a two-month coronavirus shutdown.
KerkoCite.ItemAlsoKnownAs: 2339240:EKB2MANC 2405685:EE3FSPZV
Keywords: Africa; Aid Relief / Humanitarian Agencies; CORONAVIRUS; Children / Youth Issues; Coronavirus; EDUCATION; Education; Epidemics; HEALTH; Health / Medicine; Human Rights / Civil Rights; IVORYCOAST; Ivory Coast; Overseas Development Aid; Pictures; US; Video Available; West Africa; Western Europe

ITU | 2017 Global ICT Development Index - International Communication Union (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:SLQ5JLA7 2405685:F3ZAAB6P

It takes a village to raise a teacher: the Learning Assistant programme in Sierra Leone - Crisp, Martin; Wolfenden, Freda (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:I76Z2SKV

It’s been a year since schools started to close due to COVID-19 - Evans, David; Hares, Susannah; Mendez Acosta, A.; Saintis, C. (Center For Global Development, 2021)
Twelve months ago, the world was watching as schools closed across China and millions of students began learning online from their homes. Most of us didn’t think for a moment that just a few weeks later, almost every country in the world would close their schools and the education of more than a billion children would be disrupted. Since then, millions of students have not had any school-based, face-to-face education.
KerkoCite.ItemAlsoKnownAs: 2339240:2I9FNGHD 2339240:83VL88IT 2405685:9UUEEEJJ 2405685:C9KY68SX

IT and Education for the Poorest of the Poor: Constraints, Possibilities, and Principles - Wagner, Daniel (TechKnowLogia: International Journal for the Advancement of Knowledge and Learning, 2001)
Long before the term "Digital Divide" became a common term to describe gaps between the rich and poor in the effective access and use of information technology (IT), most policy makers, researchers and practitioners could at least agree on one thing: Reaching the poorest of the poor was going to be the most difficult of challenges.
KerkoCite.ItemAlsoKnownAs: 2339240:6MA9RTAZ 2339240:X47HG28W 2405685:4VR3QH65 2405685:9ISIB2PQ 2405685:EKYG84SU
Keywords: ⛔ No DOI found

ISTE Standards for Educators - Crompton, Helen (International Society for Technology in Education, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:6UYYM57G 2405685:UAK8E9CE
Keywords: ___working_potential_duplicate

Issues and challenges related to digital equity: an overview - Resta, P.; Laferriere, T.; McLaughlin, R.; Kouraogo, A. (Second handbook of information technology in primary and secondary education, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:E9MB5XWP 2534378:3WPUWF8D

ISR-Mongolia: Improving Primary Education Outcomes for the most vulnerable children in rural Mongolia (P130760) - World Bank (The World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ES53MBII 2405685:QIRTFDQB

Isolating the “Tech” from EdTech: Experimental Evidence on Computer Assisted Learning in China - Ma, Yue; Fairlie, Robert; Loyalka, Prashant; Rozelle, Scott (National Bureau of Economic Research, 2020)
EdTech which includes online education, computer assisted learning (CAL), and remote instruction was expanding rapidly even before the current full-scale substitution for in-person learning at all levels of education around the world because of the coronavirus pandemic. Studies of CAL interventions have consistently found large positive effects, bolstering arguments for the widespread use of EdTech. However CAL programs, often held after school, provide not only computer-based instruction, but often additional non-technology based inputs such as more time on learning and instructional support by facilitators. In this paper, we develop a theoretical model to carefully explore the possible channels by which CAL programs might affect academic outcomes among schoolchildren. We isolate and test the technology-based effects of CAL and additional parameters from the theoretical model, by designing a novel multi-treatment field experiment with more than four thousand schoolchildren in rural China. Although we find evidence of positive overall CAL program effects on academic outcomes, when we isolate the technology-based effect of CAL (over and above traditional pencil-and-paper learning) we generally find small to null effects. Our empirical results suggest that, at times, the “Tech” in EdTech may have relatively small effects on academic outcomes, which has important implications for the continued, rapid expansion of technologies such as CAL throughout the world.
KerkoCite.ItemAlsoKnownAs: 10.3386/w26953 2339240:TNXB4CGW 2405685:K9L5U52U

iSherig Education Master Plan 2014–2018 - Ministry of Education (Royal Government of Bhutan, 2014)
KerkoCite.ItemAlsoKnownAs: 2405685:W6ZGNNVJ

iSherig-2 Education ICT Master Plan 2019-2023 - Ministry of Education (Royal Government of Bhutan, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:Y547BCXC 2405685:KA7K5USC

Is there learning continuity during the COVID-19 pandemic? Six Lessons - McBurnie, Chris; Haßler, Björn (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3930934 2129771:A4N8WK7U 2339240:U9PHB6X4 2405685:4QXBT6KW 2405685:LHJ3UUUE 2405685:MQVL7M9C
Keywords: dode_eth-src-dode; dode_eth-trf2-dode

Is there Learning Continuity during the COVID-19 Pandemic? A Synthesis of the Emerging Evidence - McBurnie, Chris; Adam, Taskeen; Kaye, Tom (Journal of Learning for Development, 2020)
Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As such, the education response to COVID-19 could widen existing inequalities.
KerkoCite.ItemAlsoKnownAs: 2405685:WFEBLP79
Keywords: dode_eth-src-dode; dode_eth-trf2-dode; ⛔ No DOI found

Is the Movies and Mobiles intervention a smart investment? - Orozco-Olvera, Victor; Rascón-Ramírez, Ericka G. (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:PL4Z9P4H 4042040:536CQLRQ

Is the COVID-19 slide in education real? - Donnelly, Robin; Patrinos, Harry A. (World Bank Blogs, 2020)
Emerging pieces of evidence of an actual COVID-19 learning loss and of its likely implications for the future of the generation currently in school show that it is essential to mitigate the long-term effects of the pandemic as much as possible.
KerkoCite.ItemAlsoKnownAs: 2339240:2NVGV5TV 2339240:8UU6ZPPE 2405685:XTUDMFSZ

Is Technology the Panacea and are we using it? - Pakistan Institute of Development Economics
KerkoCite.ItemAlsoKnownAs: 2339240:ICRDQSD8 2405685:X69DA56N

Is Technology Good for Education? - Selwyn, Neil (Polity Press, 2016)
Digital technologies are a key feature of contemporary education. Schools, colleges and universities operate along high-tech lines, while alternate forms of online education have emerged to challenge the dominance of traditional institutions. According to many experts, the rapid digitization of education over the past ten years has undoubtedly been a ‘good thing’. Is Technology Good For Education? offers a critical counterpoint to this received wisdom, challenging some of the central ways in which digital technology is presumed to be positively affecting education. Instead Neil Selwyn considers what is being lost as digital technologies become ever more integral to education provision and engagement. Crucially, he questions the values, agendas and interests that stand to gain most from the rise of digital education. This concise, up-to-the-minute analysis concludes by considering alternate approaches that might be capable of rescuing and perhaps revitalizing the ideals of public education, while not denying the possibilities of digital technology altogether.
KerkoCite.ItemAlsoKnownAs: 2339240:8V492M8U 2339240:I3N8C2AF 2405685:7IFH6594 2405685:7KFUNTHW 2405685:83Q4T29I 2405685:98EGSRBG 2534378:CZN4UQJE
Keywords: Social Science / Popular Culture; Social Science / Sociology / General; ___working_potential_duplicate; auto_merged

Is School Funding Unequal in Latin America?: A Cross-country Analysis - Bertoni, Eleonora; Elacqua, Gregory; Marotta, Luana; Martínez, Matias; Santos, Humberto; Soares, Sammara (2020)
Public spending on education has increased significantly in Latin America over the last decades. However, less is known whether increased spending has been translated into a more equitable distribution of resources within countries in the region. This study addresses this gap by measuring the inequality in per-pupil spending between regions with different levels of socioeconomic status (SES) within five Latin American countries: Brazil, Chile, Colombia, Ecuador, and Peru. Results show that Brazil, a federal country, has the widest socioeconomic funding gap due to large inequalities in local revenues between high and low SES regions. However, the country's funding gap has narrowed over time. School funding in Colombia has become more regressive over time, but its gap is half the size of the one in Brazil. The distribution of school funding in Peru has changed over time from being regressive-benefiting the richest regions-to being progressive-benefiting the poorest regions. Education spending in Chile and in Ecuador are, on the other hand, consistently progressive. However, while the progressiveness of funding in Ecuador is driven by transfers targeted at disadvantaged rural areas, the funding formulas in Chile addresses socioeconomic inequalities beyond the rural-urban gap.
Publisher: Inter-American Development Bank KerkoCite.ItemAlsoKnownAs: 10.18235/0002854 2339240:9JLTQPEY 2405685:IBBYHF76 4656463:V76SUDGT

Is M-learning versus E-learning or are they supporting each other? - Ozuorcun, Nilcan Ciftci; Tabak, Feride (Procedia - Social and Behavioral Sciences, 2012)
The massive changes in society and development of technology have an important effect on education. These changes affect all areas of education and this education continues, and is everywhere, at all times, using new technology. Mobile devices bring big opportunities to learners, to learn at all times, with no boundaries for education. Before M-learning, E-learning gave many advantages for learners while they were living faraway from school. In this study we try to explain the basic definitions of M-learning and E-learning, and try to find answers for the questions “is M-learning derived from E-learning” and “if it is derived, does M-learning support E-learning, or is M-learning in opposition to E-learning?” Is M-learning supporting E-learning, or are they in opposition??
KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2012.05.110 2339240:2QM8R4Z2 2405685:GT4BE48W
Keywords: E-learning; M-learning

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

Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment - Manca, S.; Ranieri, M. (Journal of Computer Assisted Learning, 2013)
Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12007 Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12007 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12007 2405685:B5MW3EIN 2534378:BVALCP9J
Keywords: Facebook; Q =M; R = L; ___working_potential_duplicate; cultural issue; implicit pedagogies; social networking sites; technology-enhanced learning

Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment - Manca, S.; Ranieri, M. (Journal of Computer Assisted Learning, 2013)
Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12007 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12007 2339240:FLCF89DX 2405685:WSR3QSTM
Keywords: Facebook; Q =M; R = L; ___working_potential_duplicate; cultural issue; implicit pedagogies; social networking sites; technology-enhanced learning

Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment - Manca, S.; Ranieri, M. (Journal of Computer Assisted Learning, 2013)
Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12007 Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12007 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12007 2339240:UBDFNI8F 2405685:QWED6EQX
Keywords: Facebook; Q =M; R = L; cultural issue; implicit pedagogies; social networking sites; technology-enhanced learning

Is education ready to work in data-intensive environments? - World Bank (Medium, 2019)
The availability of good data can help lead to making good decisions. This is true in education, as it is in other sectors.
KerkoCite.ItemAlsoKnownAs: 2339240:Z34TZSCR 2405685:UTLWYIC3

Is Decentralization Good for Development? - Faguet, Jean-Paul; Pöschl, Caroline (. Is Decentralization Good for Development, 2015)
Decentralization research has become more quantitative and formal over the past two decades. But as technical rigor has increased, the focus of research has narrowed to decentralization’s effects on particular policy variables, leaving aside larger, more nuanced and complex questions of crucial importance to policymakers contemplating reform. This book seeks to return attention to issues like this that rank among policymakers’ first concerns, but are methodologically difficult to answer. We do this by marrying the insights and experience of senior policymakers involved in driving decentralization forward at the highest levels, with academics working at the forefront of the field in economics, politics, and development and policy studies. This chapter introduces the book by analyzing the following questions: Why do politicians decentralize in the first place? How can reform be made politically feasible? How can decentralization lead to improved development outcomes? Do municipalities compete amongst themselves, and what effects might this have on public policy and services? Will decentralization promote clientelism or broad-based development? And finally, will decentralization strengthen or weaken developing states? The evidence presented in the book provides a firm basis for concrete answers to all of these questions, allied to specific policy advice for aspiring reformers.
KerkoCite.ItemAlsoKnownAs: 2339240:PZE7EEHV 2405685:IML2PFMW 4656463:PKKG5BHR

Is civil society in trouble in Bangladesh? - Lewis, D (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:ESCEXEUH 2405685:IJQ2EZ6Y

Is 2020 a lost academic year? The impact of COVID-19 on education in eastern Africa: a case study of Kenya - Cordeiro, Vanessa Cezarita (Humanium, 2020)
Despite national efforts and strict measures designed to curb the spread of the virus, the country continues to suffer from the knock-on effects of the pandemic.
KerkoCite.ItemAlsoKnownAs: 2339240:UWXR4FT2 2405685:IAQMB7MN

Iris.ai - Your Researcher Workspace – Leading AI for your research challenge (Iris.ai - Your Researcher Workspace)
AI for scientific text understanding - literature reviews, research data extraction, post-market surveillance, and other tedious tasks.
KerkoCite.ItemAlsoKnownAs: 2405685:MWDZQV7W 2486141:JSRVQVGX
Keywords: _Added-ailr-2024

iPads in the Primary School: Emerging Research - Falloon, Garry (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:PFTIL4RJ 2405685:ISGN3KBA
Keywords: ⛔ No DOI found

iPads in higher education—Hype and hope - Nguyen, Lemai; Barton, Siew Mee; Nguyen, Linh Thuy (British Journal of Educational Technology, 2015)
00000 shortDOI: 10/f6z68d KerkoCite.ItemAlsoKnownAs: 10/f6z68d 2129771:KRM7NNM2 2405685:5EVR73U5

iPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research project - Cumming, Therese M; Strnadová, Iva; Singh, Sylvia (Action Research, 2014)
00000 shortDOI: 10/f53pm5 KerkoCite.ItemAlsoKnownAs: 10/f53pm5 2129771:K97LMCWI 2405685:PD9RT3NZ

iPadiCan: Trialling iPads to support primary and secondary students with disabilities - Watts, Liz; Brennan, Sharon; Phelps, Renata (Australian Educational Computing, 2012)
iPads have only been on the market since April 2010 but have rapidly gained great attention within educational communities. While their potential to support teaching and learning has been advocated by many, as yet little empirical research has been released on their application in primary and secondary classrooms. This paper reports on an action research study which investigated the possible role of iPads in supporting learning for students with disabilities. The project sought to document the practical steps required to implement iPads in classrooms, the applications which might be most educationally effective, together with the perceptions of students, teachers, parents and teaching assistants (TAs). The study provides evidence of the significant potential of the devices for children with a wide range of disabilities and, through a number of brief vignettes, demonstrates their capacity to support both learning and socialisation.
00001 KerkoCite.ItemAlsoKnownAs: 2129771:TACUNXJX 2405685:P3XRUIGA
Keywords: ⛔ No DOI found

iPad Scotland Evaluation - Burden, K., Hopkins, P., Male, T., Martin, S., & Trala, C. (University of Hull, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:BYHQGWUL 2405685:HFXXSAXW

iPad in education: A case study of iPad adoption and use in a primary school. - Henderson, S., & Yeow, J. (In 45th International Conference on System Science (HICSS) 2012, 2012)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:8UWM3IZS 2405685:YVTIBQYU
Keywords: ⛔ No DOI found

iPad: efficacy of electronic devices to help children with autism spectrum disorder to communicate in the classroom - Sankardas, Sulata Ajit; Rajanahally, Jayashree (Support for Learning, 2017)
Children with Autism Spectrum Disorder (ASD) are known to have difficulty in social communication, with research indicating that children with ASD fail to develop functional speech (Lord and Rutter, 1994). Over the years a number of Augmented and Alternate Communication (AAC) devices have been used with children with ASD to overcome this barrier and to facilitate communication. This article examines an Indian AAC tool called AVAZ (meaning sound), which is the first of its kind in India. The project reported also looks at the effectiveness of using AVAZ and the use of iPads by children with ASD in the classroom. Additionally, the article examines the suitability of using iPads for all learners in the spectrum. Twenty children between the ages of 4 and 10 years were selected to trial the use of AVAZ. They received three sessions weekly of 45 minutes over a period of 10 weeks. The feedback of the special educators who trained the children was analysed. The findings of this small scale study indicates that the children preferred using the AVAZ app and the iPad to pen and paper. Huguenin (2004) too indicated similar reports in using Information and Communication Technology (ICT) in enhancing children's motivation to learn and communicate. The trainers felt it could be used as an educational tool, and many more educational concepts could be added. Research also suggests that ICT can be used as a tool to tutor for educational purpose (Means, 1994). The AVAZ app could be recommended to children with ASD who are included in mainstream schools. This study was conducted at Sankalp, a special school in Tamil Nadu, Chennai.
_eprint: https://nasenjournals.onlinelibrary.wiley.com/doi/pdf/10.1111/1467-9604.12160 KerkoCite.ItemAlsoKnownAs: 10.1111/1467-9604.12160 2339240:B3KGPHPK 2405685:R92QINFG
Keywords: alternate and augmented communication; autism spectrum disorder; information and communication technology; social communication

Involvement of School Management Committees in School-Based Management: Experiences from Two Districts of Ghana. - Abreh, Might K. (Educational Planning, 2017)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:B2J5K7PZ 2405685:4U4JCYGE
Keywords: ⛔ No DOI found

Investing in the Early Years During COVID-19 - World Bank (World Bank, 2020)
shortDOI: 10/ghgnfj KerkoCite.ItemAlsoKnownAs: 10/ghgnfj 2405685:EVLP58NV

Investing in the crisis: Private participation in the education of Syrian refugees - Menashy, Francine; Zakharia, Zeena (Education International, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:SYFDME3C 2405685:RJNTJSR9

Investing in ICTs in educational institutions in developing countries: An evaluation of their impact in Kenya - Wims, Pádraig; Lawler, M. (undefined, 2007)
ABSTRACT The incorporation of Information and Communication Technologies (ICT) into the educational curriculum has been promoted as a key step in bridging the digital divide. Despite considerable growth in the numbers of computers acquired by schools in Kenya in recent years and the sacrifices made to finance these, there has been little evaluation of their effectiveness. Consequently, this research seeks to redress this by examining the impact of ICT projects in educational institutions in Kenya. Teaching staff, current students and former students together with parents of current students were surveyed. Key informants were also interviewed to establish the current policies concerning ICT in education in Kenya. An absence of educational software was found, as was the lack of Internet access and use of e-mail. Some 35-40% of secondary school teachers had never used a computer. The research revealed tangible benefits to students from exposure to ICT. It was also found that exposure to computers in schools influenced the career choices of former students. It was concluded that reform of the telecommunications sector is necessary to hasten the rollout of computer technology in educational institutions in Kenya. At school level, the key issues which arose included staff training, mainstreaming of ICT across the curriculum and provision of adequate ICT equipment. Keywords: ICTs; Developing Countries; Education INTRODUCTION This paper investigates the use of computers in educational institutions in the Rift Valley province in Kenya. The adoption of Information and Communication Technologies (ICT) has been promoted as a key step in bridging the digital divide. Despite considerable growth in the numbers of computers acquired by schools in Kenya in recent years and the sacrifices made to finance these, there has been little evaluation of their effectiveness. Consequently, this study examines ICT projects in educational institutions in Kenya, in order to establish normal practice and to determine the effects of adopting ICTs at school level. BACKGROUND TO THE RESEARCH The country of Kenya experiences many of the problems typical of sub Sahara Africa enumerated by Langmia (2006) in that it is lagging behind in information superhighway technology. In terms of telecommunications infrastructural developments, the growth of the fixed telephone network throughout Kenya has been below expectations; according to the Central Bureau of Statistics (2006), the fixed line tele-density was 1.02% (number of fixed lines per one hundred population) during the year 2003 but this has actually deteriorated since then due to the steady population increase in the absence of infrastructural developments. Most of these fixed line subscribers are concentrated in urban areas which account for 94% of the fixed lines while 6% are in rural areas (ibid). In contrast, cellular services have expanded rapidly from under 15,000 customers in 1999 to over 2.8 million in 2004 (Export Processing Zones Authority, 2005). By April 2004, there were an estimated one million internet users and over one thousand cyber cafes throughout the country (ibid.). Keiyo District is one of 18 districts of the Rift Valley Province and lies just north of the equator, at its centre approximately 350km north west of Nairobi. The western and southern areas of the district are fertile and support the highest population. Livestock rearing and tillage farming are the main occupations of the community. To the north of Iten, the administrative centre, the land gradually rises through forests of indigenous trees and bleak high merino-sheep country. Lumbering is also carried on in this area. The total population of Keiyo District was estimated at 144,000 in 2004, and the population density was estimated to be 100 persons per square km (CKRC, 2004). Keiyo District is the eighth most densely populated district in the Rift Valley Province and has an average life expectancy of 61 years. …
KerkoCite.ItemAlsoKnownAs: 2339240:ZNLA847W 2405685:EQDB5T6L
Keywords: ⛔ No DOI found

Investigations into using data to improve learning: Philippines case study - Read, Lindsay; Atinc, Tamar Manuelyan (Global Economy and Development at Brookings, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:CY4FPYE7 2405685:MDKQZGJ4

Investigating Turkish pre-service teachers' perceptions of blogs: implications for the FATIH project - Ocak, Mehmet Akif; Gökçearslan, Sahin; Solmaz, Ebru (Contemporary Educational Technology, 2014)
This study aimed to investigate pre-service teachers' perceptions on the use of blogs regarding ICT integration in the FATIH project in Turkey. Participants were 174 pre-service teachers continuing their education. Data collection tool was a questionnaire which measured pre-service teachers' perceptions of the blogs. Questionnaire embodied some sub-categories of blog use such as learning, motivation, active participation, writing skills, group work, and critical thinking. Findings revealed that using blogs in classes affected learning and teaching process. The obtained results also showed that the blogs contributed to the recuperation of writing and critical thinking skills. These results indicated that students found social contributions of the blogs such as sharing information and interacting with peers. Based on the findings of study, appropriate conclusions and implications were addressed within the context of the FATIH project.
Publisher: Contemporary Educational Technology, Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826538580?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/6113 2405685:NP6PFAAG 2534378:SAUID3JV 2534378:WI3PD3BP
Keywords: Critical Thinking; Diaries; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Electronic Publishing; Factor Analysis; Foreign Countries; Group Activities; Higher Education; Online Surveys; Postsecondary Education; Preservice Teachers; Questionnaires; Student Attitudes; Student Motivation; Student Participation; Technology Integration; Technology Uses in Education; Turkey; Web Sites; Writing Skills; __:import:01; __:match:final; __:matched; __:study_id:2098538; __finaldtb

Investigating the self-reported professional development activities of school leaders in Ghanaian rural basic schools - Sofo, Francesco; Abonyi, Usman Kojo (Professional Development in Education, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2017.1359795 2339240:HNS48A2C 2405685:I9W5G33L