Dialling up Learning: Testing the Impact of Delivering Educational Content via Interactive Voice Response to Students and Teachers in Ghana - Afoakwah, Edmund; Carballo, Francisco; Caro, Alex; D’Cunha, Samantha; Dobrowolski, Stephanie; Fallon, Alexandra (EdTech Hub, 2021)
This study explores the potential impact of interactive audio content for students and teachers delivered via Interactive Voice Response (IVR) in Ghana following the reopening of schools. The content for the lessons was drawn from the Rising On Air (ROA) audio library, a 20-week programme developed by Rising Academies to support student learning over the radio during Covid-19 pandemic-related school closures. Rising Academies’ 30 low-cost private primary schools, known as Omega schools, were included in a randomised controlled trial. Half of the schools were randomised to receive the student intervention and the other half to receive the teacher intervention. Of the total sample of 1,359 students, 719 students in Grades 4, 5 and 6 received daily audio lessons that focused on foundational numeracy skills. Of the total sample of 333 teachers, 160 teachers received weekly professional development sessions focused on the instruction of foundational reading. In the student intervention, no significant effect was found on students’ math skills and although the majority of students reported liking the intervention and wanting it to continue, engagement was a significant challenge. Results from the teacher intervention indicated an improvement in teachers’ understanding of phonemic awareness, phonics, and morphology. Teachers’ beliefs about their ability to improve student learning in the areas of reading and engagement also increased, but the potential impact on student outcomes was not measured. Differences between the student and teacher interventions suggest some important considerations for future interventions delivered via IVR and highlight some of the challenges as well as potential opportunities for more effective low-tech solutions. An output of the EdTech Hub, https://edtechhub.org
10.5281/zenodo.5555076 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5555076 10.53832/edtechhub.0051 2339240:7EJ6NEY6 2339240:AD3D9NRM 2339240:T92LLPYZ 2339240:YKA7P6GC 2405685:CJ35EP8W 2405685:ELJ87ZBC 2405685:MHMXZI8J 2405685:MXVNKUM2 2405685:P22BR78B 2405685:SNBG3VHT 2405685:UU5ZKKBE 2405685:X2ZWDMSU 2486141:F5MWP7EH 2534379:NKAFRXZM
Keywords: _r:AddedByZotZen

Dialling up Learning: Testing the Impact of Delivering Educational Content via Interactive Voice Response to Students and Teachers in Ghana - Afoakwah, Edmund; Carballo, Francisco; Caro, Alex; D’Cunha, Samantha; Dobrowolski, Stephanie; Fallon, Alexandra (EdTech Hub, 2021)
This study explores the potential impact of interactive audio content for students and teachers delivered via Interactive Voice Response (IVR) in Ghana following the reopening of schools. The content for the lessons was drawn from the Rising On Air (ROA) audio library, a 20-week programme developed by Rising Academies to support student learning over the radio during Covid-19 pandemic-related school closures. Rising Academies’ 30 low-cost private primary schools, known as Omega schools, were included in a randomised controlled trial. Half of the schools were randomised to receive the student intervention and the other half to receive the teacher intervention. Of the total sample of 1,359 students, 719 students in Grades 4, 5 and 6 received daily audio lessons that focused on foundational numeracy skills. Of the total sample of 333 teachers, 160 teachers received weekly professional development sessions focused on the instruction of foundational reading. In the student intervention, no significant effect was found on students’ math skills and although the majority of students reported liking the intervention and wanting it to continue, engagement was a significant challenge. Results from the teacher intervention indicated an improvement in teachers’ understanding of phonemic awareness, phonics, and morphology. Teachers’ beliefs about their ability to improve student learning in the areas of reading and engagement also increased, but the potential impact on student outcomes was not measured. Differences between the student and teacher interventions suggest some important considerations for future interventions delivered via IVR and highlight some of the challenges as well as potential opportunities for more effective low-tech solutions. An output of the EdTech Hub, https://edtechhub.org
10.5281/zenodo.5555076 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5555076 10.53832/edtechhub.0051 2339240:7EJ6NEY6 2339240:T92LLPYZ 2339240:YKA7P6GC 2405685:CJ35EP8W 2405685:ELJ87ZBC 2405685:MHMXZI8J 2405685:MXVNKUM2 2405685:P22BR78B 2405685:UU5ZKKBE 2405685:X2ZWDMSU 2486141:F5MWP7EH 2534379:NKAFRXZM
Keywords: _r:AddedByZotZen

Di Website Resmi TV Edukasi - TVEdukasi (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:VXY34Q9M 2405685:B73BERVH

DHIS2 for Education - DHIS (DHIS2, 2022)
Leverage DHIS2 tools and regional HISP capacity to facilitate data use for improvement in learning outcomes and equitable access to education
KerkoCite.ItemAlsoKnownAs: 2339240:TXCEBUHZ 2405685:Y7BLDTNW 4656463:NQ7DHU7A

DHIS2 - DHIS2 (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:H9WB26RL 2405685:T3H6KKJV

Dhaka slums: where Covid is curiously quiet - Mollah, Shaheen; Islam, Zyma (The Daily Star, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XNG8UT6Z 2405685:P98RB6EV

Dhaka: improving living conditions for the urban poor - World Bank (2007)
KerkoCite.ItemAlsoKnownAs: 2339240:N4KX2CI5 2405685:U5Y84Z3H

DFID's evaluation framework for payment by results - DFID (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:AZ3RL342 2405685:KP6PIPQN
Keywords: ⛔ No DOI found

DFID’s Approach to Value for Money (VfM) - DFID (Department for International Development, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:EVQLVDTR 2405685:SEVP4XKL

DFID Research Open and Enhanced Access Policy (v1.1) - DFID (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:9YKJJ2H8 2129771:C6UBZFCA 2405685:KRP4LRVP

DFID Research Open and Enhanced Access Policy - DFID (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:985M56X9 2405685:ELQSZ63X
Keywords: ⛔ No DOI found

DFID Research Open and Enhanced Access - Implementation Guide (v1.1) - DFID (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:2PHDD7YL 2129771:DB8ARQQZ 2405685:3RGNUZVV

DFID Ethics Principles for Research and Evaluation - DFID (2011)
KerkoCite.ItemAlsoKnownAs: 2129771:UVI5MIT5 2129771:ZS9X8R6Z 2405685:N8ARLYKX

DFID ethical guidance for research, evaluation and monitoring activities - DFID (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:DYKR49HK 2129771:MLJ8DYDF 2129771:XH8PYE58 2339240:NSUHFAGV 2405685:KMWTSU7N 2405685:WIMGWF8H
Keywords: ⛔ No DOI found

DFID Education Policy: Get Children Learning - DFID (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:QWCG3Z4G 2339240:CH6NJBI5 2405685:EX3LGFKW 2405685:LZRSS3GU 2405685:WP53PKT3 2534378:9HQCM62H
Keywords: ___working_potential_duplicate

DFID Education policy: get children learning - DFID (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:ZIM7BYSJ 2405685:ZVNXCXRB

DFID Education Policy 2018: Get Children Learning - GOV.UK - DFID (2008)
DFID calls for action to tackle the learning crisis; prioritising effective teaching and education systems, and renewed focus on poor and marginalised children.
KerkoCite.ItemAlsoKnownAs: 2405685:LHRC5X58 261495:KJSETUJ2
Keywords: IMPORT_FROM_DFID_RITE

DFID Digital Strategy - DFID (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:WHMH62EM 2405685:JXKSWHHT

Dewey goes digital: Scaling up constructivist pedagogies and the promise of new technologies - Wiske, M. S.; Perkins, D. (Scaling up success: Lessons learned from technology-based educational innovation. New York: Jossey-Bass, 2005)
KerkoCite.ItemAlsoKnownAs: 2339240:9PL5T8PF 2405685:3F5PV9TQ
Keywords: ⛔ No DOI found

Devising New Models for School Improvement in Developing Nations: Sierra Leone, a case study
KerkoCite.ItemAlsoKnownAs: 2405685:MWXU3IUJ

Devising New Models for School Improvement in Developing Nations: Sierra Leone, a case study - Mason, Miriam Theresa (Durham University, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:55RYBL9Q

Developments in Literacy
Library Catalog: www.dil.org EdTechHub.ItemAlsoKnownAs: 2405685:UW64ARIU

Developments in Literacy (2020)
Library Catalog: www.dil.org KerkoCite.ItemAlsoKnownAs: 2339240:TXKHRRQP 2405685:56JWZR28 2405685:UW64ARIU

Development Projects : Skills for A Vibrant Economy Project - P172627 - World Bank (World Bank)
Development Projects : Skills for A Vibrant Economy Project - P172627
KerkoCite.ItemAlsoKnownAs: 2339240:2IZJDLHB 2405685:ZU4F7RGH

Development of reliable and valid short forms of the marlowe-crowne social desirability scale - Reynolds, William M. (Journal of Clinical Psychology, 1982)
Developed, on the basis of responses from 608 undergraduate students to the 33-item Marlowe-Crowne Social Desirability Scale, three short forms of 11, 12, and 13 items. The psychometric characteristics of these three forms and three other short forms developed by Strahan and Gerbasi (1972) were investigated and comparisons made. Results, in the form of internal consistency reliability, item factor loadings, short form with Marlowe-Crowne total scale correlations, and correlations between Marlowe-Crowne short forms and the Edwards Social Desirability Scale, indicate that psychometrically sound short forms can be constructed. Comparisons made between the short forms examined in this investigation suggest the 13-item form as a viable substitute for the regular 33-item Marlowe-Crowne scale.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/1097-4679%28198201%2938%3A1%3C119%3A%3AAID-JCLP2270380118%3E3.0.CO%3B2-I KerkoCite.ItemAlsoKnownAs: 10.1002/1097-4679(198201)38:1<119::AID-JCLP2270380118>3.0.CO;2-I 2339240:ZAU33S5T 2405685:LE2UP3YX

Development of early mathematical skills with a tablet intervention: a randomized control trial in Malawi - Pitchford, Nicola J. (Frontiers in Psychology, 2015)
Evaluation of educational interventions is necessary prior to wide-scale rollout. Yet very few rigorous studies have been conducted on the effectiveness of tablet-based interventions, especially in the early years and in developing countries. This study reports a randomized control trial to evaluate the effectiveness of a tablet intervention for supporting the development of early mathematical skills in primary school children in Malawi. A total sample of 318 children, spanning Standards 1–3, attending a medium-sized urban primary school, were randomized to one of three groups: maths tablet intervention, non-maths tablet control, and standard face-to-face practice. Children were pre-tested using tablets at the start of the school year on two tests of mathematical knowledge and a range of basic skills related to scholastic progression. Class teachers then delivered the intervention over an 8-weeks period, for the equivalent of 30-min per day. Technical support was provided from the local Voluntary Service Overseas (VSO). Children were then post-tested on the same assessments as given at pre-test. A final sample of 283 children, from Standards 1–3, present at both pre- and post-test, was analyzed to investigate the effectiveness of the maths tablet intervention. Significant effects of the maths tablet intervention over and above standard face-to-face practice or using tablets without the maths software were found in Standards 2 and 3. In Standard 3 the greater learning gains shown by the maths tablet intervention group compared to both of the control groups on the tablet-based assessments transferred to paper and pencil format, illustrating generalization of knowledge gained. Thus, tablet technology can effectively support early years mathematical skills in developing countries if the software is carefully designed to engage the child in the learning process and the content is grounded in a solid well-constructed curriculum appropriate for the child’s developmental stage.
shortDOI: 10/f7chs2 KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2015.00485 10/f7chs2 2129771:JKQZXRI4 2339240:9JLFSKL8 2339240:JBNHVDFI 2339240:T5JKI3Z2 2339240:VHWCDGSL 2339240:XG5MYJGE 2405685:FRZ847WF 2405685:GQ3CW5G9 2405685:ILEWWQGE 2405685:KZAT29AX 2405685:PT9BHI7C 2405685:VDSNMXIP
Keywords: Evaluation; Mathematics; Tablets; Technology; ___working_potential_duplicate; intervention; primary school; randomized control trial

Development of digital diary for enhanced parental school involvement in Tanzania - Jeremiah, Sekione R.; Mtebe, Joel S. (The African Journal of Information Systems, 2018)
The study examined the use of digital diary as a tool for enhancing parental school involvement in Tanzania. The development of the digital diary followed eXtreme Programming agile method where 87 parents and 6 teachers from St. Florence school were involved. Parents and teachers were given six months to use the tool before testing for its effectiveness using data from 7 teachers and 156 parents through semi-structured interviews and questionnaires respectively. The study found that the majority of respondents (84.4% of parents and 96.7% of teachers) indicated that the digital diary was useful tool as enabled them to track children’s progress via their smartphones. Moreover, computer generated reports showed that messages to/from parents were delivered with approximately 90% success rate. This research argues for schools to adopt and use digital diaries for easy, engaging, and effective for better parental school involvement.
KerkoCite.ItemAlsoKnownAs: 2339240:W5QVIB2S 2405685:BYLMXZHB
Keywords: ⛔ No DOI found

Development of an aspect of executive control: Development of the abilities to remember what I said and to “Do as I say, not as I do” - Diamond, Adele; Taylor, Colleen (Developmental Psychobiology, 1996)
Luria's tapping test (tap once when E taps twice, tap twice when E taps once) was administered to 160 children (80 males, 80 females) between 31/2 to 7 years old. Older children were faster and more accurate than younger children, with most of the improvement occurring by the age of 6. All children tested demonstrated understanding of the instructions during the pretest, and most started out performing well, but younger subjects could not sustain this. Over the 16 trials, percentage of correct responses decreased, especially among younger subjects. Performance here was compared with performance on the day-night Stroop-like task. The most common error on both tasks was to comply with only one of the two rules. Other errors included tapping many times regardless of what the experimenter did and doing the same thing as the experimenter, rather than the opposite. It is suggested that the tapping task requires both the ability to hold two rules in mind and the ability to inhibit a strong response tendency, that these abilities improve between 3–6 years of age, and that this improvement may reflect important changes within frontal cortex during this period of life. © 1996 John Wiley & Sons, Inc.
shortDOI: 10/cr3n3j KerkoCite.ItemAlsoKnownAs: 10.1002/(sici)1098-2302(199605)29:4<315::aid-dev2>3.0.co 10/cr3n3j 2-t 2339240:ZDESQDFJ 2405685:7CPF4RSH

Development of a cadre of teacher educators: some lessons from Pakistan - Khamis, Anil; Sammons, Pamela (International Journal of Educational Development, 2004)
This article is based on an educational innovation, the creation of a cadre of teacher educators, in the developing world. Professional development teachers (PDT) were trained in an in-service two-year teacher education programme leading to a Masters of Education (M.Ed.) degree. The PDTs were expected to play three roles in their home schools upon completion of the degree programme: (a) exemplary teachers; (b) teacher educators; and (c) change agents within their home schools to effect improvement. This article reviews education in Pakistan and the innovations that have come to inform the need to focus on teacher education as a primary area of investment and presents findings of a three-year longitudinal study of a selection of PDTs trained at the Aga Khan University’s Institute for Educational Development (AKU-IED). The main findings of the study indicate that teachers benefited significantly as individuals with enhanced career prospects, identified themselves more and preferred the role of teacher educators as opposed to classroom-based teachers, and sought opportunities outside their own schools but their role as change agents was more limited. Those teachers who maintained links with their schools beyond the three-year bonding period (a condition of being admitted to study for the M.Ed.) varied in the extent to which they managed to initiate and sustain school improvement efforts as indicated by changes in the structures and relationships within schools affecting the teaching–learning offered to pupils.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2003.11.012 2339240:HZWD3HPL 2405685:VR29AWRC
Keywords: Development; Educational policy; International education; Pakistan; School improvement; Teacher education

Development Impact and You (DIY) Toolkit - NESTA UK (2014)
Practical tools to trigger & support social innovation
KerkoCite.ItemAlsoKnownAs: 2339240:GEFQTUQZ 2405685:7VCMN4PG

Development entrepreneurship - Faustino, J; Fabella, V.R (Built on dreams, grounded in reality: Economic policy reform in the Philippines, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:XERF5XA6 2405685:LT93ZA7S

Development assessment of leisure agriculture in Henan province of China based on SWOT-AHP method - Zhang, Yichuan; Feng, Lei (Journal of Industrial Engineering and Management, 2013)
shortDOI: 10/ggjqxr KerkoCite.ItemAlsoKnownAs: 10.3926/jiem.738 10/ggjqxr 2339240:HKMVRQHM 2405685:YLALA3IR

Development as Freedom - Sen, Amartya (OUP Oxford, 2001)
In Development as Freedom Amartya Sen explains how in a world of unprecedented increase in overall opulence millions of people living in the Third World are still unfree. Even if they are not technically slaves, they are denied elementary freedoms and remain imprisoned in one way or another by economic poverty, social deprivation, political tyranny or cultural authoritarianism. The main purpose of development is to spread freedom and its 'thousand charms' to the unfree citizens. Freedom, Sen persuasively argues, is at once the ultimate goal of social and economic arrangements and the most efficient means of realizing general welfare. Social institutions like markets, political parties, legislatures, the judiciary, and the media contribute to development by enhancing individual freedom and are in turn sustained by social values. Values, institutions, development, and freedom are all closely interrelated, and Sen links them together in an elegant analytical framework. By asking 'What is the relation between our collective economic wealth and our individual ability to live as we would like?' and by incorporating individual freedom as a social commitment into his analysis Sen allows economics once again, as it did in the time of Adam Smith, to address the social basis of individual well-being and freedom.
Google-Books-ID: Qm8HtpFHYecC KerkoCite.ItemAlsoKnownAs: 2339240:9V25PEIJ 2405685:T9Y67E3I
Keywords: Business & Economics / Economics / General; Political Science / General

Development and evaluation of Ning social network for teaching training online surveillance - Mohd Nawi, Mohd Aliff; Jamsari, Ezad Azraai; Sulaiman, Adibah; Hamzah, Mohd Isa (Turkish Online Journal of Distance Education, 2013)
Supervision of teaching practice is an important aspect of training teachers in improving their teaching skills. Barriers such as distance and time factor are the constraints faced by the lecturers at the National University of Malaysia to communicate with the teacher trainees under their supervision. Therefore, this study aims to develop and evaluate a social-networking site Ning's platform for the supervision of lecturers to teach on-line training. This study used the case design where a total of nine teacher trainees involved in this study. It found that overall, acceptance of the use of the social-networking site Ning mean score at the highest level of 3.91. In addition, all student teachers have positive attitudes towards the use of the social-networking site Ning social-networking site and agree a suitable approach to the supervision of one of the online teaching practices. While the "blog" is the most active facility used by student teachers in which they do self-reflection. In conclusion, the social-networking site Ning has the potential to assist lecturers to carry out supervision on-line teaching practice. (Contains 5 figures and 1 table.)
Publisher: Anadolu University, Office of the Rector, Eskisehir, 26470, Turkey KerkoCite.ItemAlsoKnownAs: 2405685:XGBJE4CK 2534378:5L9R6WLC 2534378:MFQCBZSB
Keywords: Courseware; ERIC; Current Index to Journals in Education (CIJE); Foreign Countries; Higher Education; Interviews; Malaysia; Observation; Online Courses; Social Networks; Student Teachers; Supervisory Methods; Teacher Education Programs; Teacher Supervision; Teaching Methods; Trainees; Web 2.0 Technologies; __:import:01; __:match:final; __:matched; __:study_id:2098097; __finaldtb; ⛔ No DOI found

Developing use of ICT to enhance teaching and learning in East African schools: a review of the literature - Hennessy, S.; Onguko, B.; Ang'ondi, E.K.; Harrison, D.; Namalefe, S.; Naseem, A.; Wamakote, L. (Faculty of Education, University of Cambridge and Aga Khan University Institute for Educational Development - Eastern Africa., 2010)
00005, 4316 KerkoCite.ItemAlsoKnownAs: 2129771:LK7DM4JL 2339240:GZVFPL8L 2405685:8RKDCB7L 2405685:UJYURVSI

Developing TPACK in science and mathematics teacher education in Tanzania: A proof of concept study - Kafyulilo, Ayoub; Fisser, Petra (Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning, 2019)
Since 1997, the government of Tanzania has made several attempts at introducing technology into education. However, despite these efforts technology has not become integrated into educational practice. A main reason is that teachers do not embrace the use of technology in their teaching. This study was initiated to design, implement and evaluate a professional development arrangement aimed at promoting teachers’ use of technology in their teaching practice. The study started with a ‘proof of concept’ study. Based on experiences in Ghana and Kuwait, a professional development arrangement was developed that incorporated ‘learning technology by design’ to prepare pre-service science and math teachers for using technology in their teaching. The experiences from this study informed the design of a professional development arrangement for practicing science teachers. The iterative design, implementation and evaluation of the professional development arrangements will be presented and discussed.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-20062-6_8 2339240:MQPLNUJN 2405685:Z8QTSILA

Developing Theory Through Integrating Human and Machine Pattern Recognition - Lindberg, Aron (Journal of the Association for Information Systems, 2020)
KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00593 2405685:HHW46K4J 2486141:4VVTVLXD
Keywords: _Added-ailr-2024

Developing teachers’ pedagogical practice in teaching science lessons with mobile phones: Vol 23, No 2 - Ekanayake, T.M.S.S.K.Y.; Wishart, J. (Technology, Pedagogy and Education, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2013.810366 2339240:NWTPELED 2405685:VP65WCLY 2405685:Z4END5P3 2534378:2YL386AV 2534378:G66QFAAT 2534378:KSGTWZ38
Keywords: CELL phones; Curriculum Implementation; ERIC; Current Index to Journals in Education (CIJE); Educational Practices; Foreign Countries; Handheld Devices; Higher Education; Instructional Development; LESSON planning; Lesson Plans; MOBILE learning; Observation; Pedagogical Content Knowledge; Postsecondary Education; Protocol Materials; SCIENCE teachers; Science Course Improvement Projects; Science Instruction; Sri Lanka; Student Evaluation; TEACHER development; TEACHING aids; Teacher Workshops; Teaching Methods; Teaching Skills; Technological Literacy; Technology Integration; Technology Uses in Education; Transcripts (Written Records); __:import:01; __:match:final; __:matched; __:study_id:2099925; ___working_potential_duplicate; __finaldtb; mobile phones; pedagogy; science; teaching and learning

Developing Teacher Leadership and Teaching Practice for the Use of Formative Assessment to Improve Students’ Learning - Campbell, Carol; DeLuca, Christopher; LaPointe-McEwan, Danielle (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:WVZQJFLR 2405685:56VRXI39
Keywords: ⛔ No DOI found

Developing Quality Teacher Professionals: a Reflective Inquiry on the Practices and Challenges in Tanzania - Anangisye, William A.L. (Papers in Education and Development, 2011)
KerkoCite.ItemAlsoKnownAs: 2405685:MG76SQYP
Keywords: ⛔ No DOI found

Developing Pedagogical Abilities in Students through Introducing Modern Forms and Methods of Education in the Mother Tongue Teaching Process - Kochkorbaevna, Kurbanova Bakhtikhon; Hilola, Isaqova (International Journal of Culture and Modernity, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:AFVA66C9 4042040:RBR2QRNK
Keywords: ⛔ No DOI found

Developing multimedia enhanced content to upgrade subject content knowledge of secondary school teachers in Tanzania - Mtebe, Joel S; Kibga, Elia Y; Mwambela, Alfred A; Kissaka, Mussa M (Journal of Learning for Development)
The failure rates and lack of interest amongst students in science and mathematics in secondary schools in Tanzania is a serious problem. The Ministry of Education and Vocational Training (MoEVT) implemented a project to enhance and upgrade the pedagogical knowledge and subject content knowledge of teachers in selected difficult topics in science and mathematics in secondary education. This article reports on the process involved in the development of multimedia enhanced content that involved teachers, facilitators, and technical staff. The developed content was evaluated for its satisfaction using a sample of 72 experts that included teachers and instructors after using the content for 10 days. Generally, respondents were satisfied with the quality of the developed multimedia enhanced content. However, accuracy had a minimum percentage of users’ satisfaction with 37%. This shows that the majority of the content had spelling and grammatical errors that were supposed to have been corrected before producing the final product. Although this is ongoing work, we believe that the lessons learned from our efforts can be useful to similar organizations planning to develop multimedia enhanced content for educational purposes.
KerkoCite.ItemAlsoKnownAs: 2339240:ZUGSB5D2 2405685:VQRTVRL7
Keywords: ⛔ No DOI found

Developing Inclusive Education Policy in Sierra Leone: A Research Informed Approach - Rose, R.; Garner, P.; Farrow, B. (Inclusion, Equity and Access for Individuals with Disabilities., 2019)
https://doi.org/10.100/ 978-981-13-5962-0_21 KerkoCite.ItemAlsoKnownAs: 2405685:AMF2AQAE

Developing great teaching: lessons from the international reviews into effective professional development - Cordingley, P; Higgins, S; Greany, T; Buckler, N; Coles-Jordan, D; Crisp, B; Saunders, L; Coe, R (Teacher Development Trust, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:VRGQHSQ6 2405685:P7V7CHIN

Developing Great Teaching: Lessons from the international reviews into effective professional development - Cordingley, Philippa; Higgins, Steve; Coe, Rob; Greany, Toby; Buckler, N.; Coles-Jordan, D.; Crisp, B.; Saunders, L. (Teacher Development Trust, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:UQJ8GNC7 2405685:4CD9B9MI 2405685:LLH3AAD5 2534378:BF6I8W9B
Keywords: C:England / International; ___working_potential_duplicate

Developing dialogic classroom practices through supporting professional agency: Teachers’ experiences of using the T-SEDA practitioner-led inquiry approach - Calcagni, Elisa; Ahmed, Farah; Trigo-Clapés, Ana Laura; Kershner, Ruth; Hennessy, Sara (Teaching and Teacher Education, 2023)
Classroom dialogue is considered productive for learning but rarely observed, and practitioner professional development is needed. This study investigated how 67 teachers across educational phases in six countries contextualised the T-SEDA inquiry toolkit to conduct classroom inquiries and develop new practices. Surveys and inquiry reports yielded insights into how practitioner agency was further developed, with implications for sustainability. Change was evident in self-reported enhanced awareness and understanding of dialogue and use of dialogic strategies. Increases in students’ dialogic participation and plans for dissemination to colleagues were reported.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2023.104067 2405685:ZQQP3GIM
Keywords: Classroom dialogue; Dialogic teaching; Professional development; Professional learning; Reflective inquiry; Teacher agency

Developing critical and theoretical approaches to educational technology research and practice - Jameson, Jill (British Journal of Educational Technology, 2019)
shortDOI: 10/gf62hg KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12775 10/gf62hg 2339240:2GDQTIZA 2339240:HWDKX456 2339240:RNTYTJ85 2405685:3X4HSMHB 2405685:UG65PX2M 2405685:UPPL58ZU

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

Developing BacaBicara: An Indonesian Lipreading System as an Independent Communication Learning for the Deaf and Hard-of-Hearing - Muljono, Muljono; Saraswati, Galuh Wilujeng; Winarsih, Nurul Anisa Sri; Rokhman, Nur; Supriyanto, Catur; Pujiono, Pujiono (International Journal of Emerging Technologies in Learning (iJET), 2019)
Deaf and hard-of-hearing people have limitations in communication, espe-cially on aspects of language, intelligence, and social adjustment. To com-municate, deaf people use sign language or lipreading. For normal people, it is very difficult to use sign language. They have to memorize many hand signs. Therefore, lipreading is a necessary for communication between nor-mal and deaf people. In Indonesia, there is still few education media for deaf people to learn lipreading. To overcome this challenge, we develop a lipread-ing educational media to help deaf and hard-of-hearing to learn Bahasa In-donesia, called BacaBicara. User-Centered Design (UCD) is implemented to design the application and to analyze the constraints and conceptual models for the needs of users. This conceptual model uses the picture, lipreading video, text, and sign language to help the users understand the contents. The High fidelity prototype was implemented for evaluating usability testing. Based on the evaluation of the application, the results show that the proto-type matches the usability goals and the user experience.
KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v14i04.9578 2339240:9IPNSKPY 2405685:QD5FWZIS
Keywords: Deaf and hard of hearing; Interaction; lipreading; user-centered design prototype

Developing and validating the International Development and Early Learning Assessment (IDELA) - Pisani, Lauren; Borisova, Ivelina; Dowd, Amy Jo (International Journal of Educational Research, 2018)
Evidence about the importance of stimulation and learning in childhood has been mounting in recent years, culminating with the inclusion of early childhood development in the 2015 Sustainable Development Goals. In following, there is a need for reliable measurement of early learning and development at local, national, and global levels. None of the existing tools designed to measure learning and development at the pre-primary level have been proven to be appropriate and feasible in diverse national contexts, as well as psychometrically rigorous. Therefore, Save the Children developed the International Development and Early Learning Assessment (IDELA) from 2011–2015. This paper presents evidence from the IDELA validation process including internal consistency, inter-rater reliability, test-retest reliability and concurrent validity.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2018.06.007 2339240:2282V67A 2405685:Y3BWXKFI
Keywords: Assessment; Early childhood development; Early childhood education; Learning

Developing and piloting interactive physics experiments for secondary schools in Tanzania - Msoka, Vidate C; Mtebe, Joel S; Kissaka, Mussa M; Kalinga, Ellen C (Journal of Learning for Development, 2015)
Students in secondary schools in Tanzania have been facing difficulties in conducting laboratory experiments. This has been due to the acute shortage of laboratory facilities and poor teaching methodologies. Consequently, students perceive science subjects as unattractive, difficult and irrelevant to understanding the world around them. An interactive physics experiment was developed and piloted in two schools with 157 students to investigate whether interactive experiments can be used as an alternative to physical experiments. Results show that students found the interactive experiment was easier and more efficient, and, therefore, can be used as an alternative to physical experiments.
KerkoCite.ItemAlsoKnownAs: 2339240:XHD7QLC5 2405685:MHEIT7PV
Keywords: ⛔ No DOI found

Developing and evaluating complex interventions: new guidance - Craig, Peter; Dieppe, Paul; Macintyre, Sally; Michie, Susan; Nazareth, Irwin; Petticrew, Mark (Medical Research Council, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:K93PM7IL 2405685:7UXMTNYV

Developing and communicating your message - Save the Children; The Open University
KerkoCite.ItemAlsoKnownAs: 2339240:98FBMAYT 2405685:MGZGCEL7

Developing an HIV/AIDS Education Curriculum for Takalani Sesame, South Africa's Sesame Street - Segal, Lauren; Cole, Charlotte Frances; Fuld, Janice (Early Education and Development, 2002)
The HIV/AIDS pandemic in South Africa has prompted a need for extensive efforts to educate citizens of all ages about the disease and ways of coping with its impact. This paper describes the process of developing an HIV/AIDS education curriculum for Takalani Sesame, an educational media project for young South African children. The process began with formative research with adults and children, and extensive discussions with HIV/AIDS health specialists. Guided by the research and advice from specialists, a team of educators developed a comprehensive curriculum that the Takalani Sesame production team will use to create HIV/AIDS education messages for television, radio and outreach materials for children ages 3-7 and the adults who care for them.
shortDOI: 10/fhjtsf KerkoCite.ItemAlsoKnownAs: 10.1207/s15566935eed1304_2 10/fhjtsf 2339240:VV58PTMZ 2339240:YD9NA82U 2405685:BSUIDDJH 2405685:BVB9XUXR 2405685:SDJSW8BC

Developing Adaptive E-Learning Environment Using Cognitive and Noncognitive Parameters: - Siddique, Ansar; Durrani, Qaiser S.; Naqvi, Husnain A. (Journal of Educational Computing Research, 2018)
The falling learning outcome is one of the major challenges faced by most of the educational systems. Adaptive educational systems (AESs) are viewed as catalyst...
Publisher: SAGE PublicationsSage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/0735633118769433 2339240:9LEPY9XD 2405685:BF7H6LZK

Developing a teacher-focused theory of change for technology-enhanced teaching and learning - EdTech Hub Team (2021)
Internal Brief
KerkoCite.ItemAlsoKnownAs: 2405685:2SL6PDSS

Developing a systemic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya, Tanzania and Uganda - Hardman, Frank; Ackers, Jim; Abrishamian, Niki; O’Sullivan, Margo (Compare: A Journal of Comparative and International Education, 2011)
While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the challenges and the lessons learned from each of the countries with regard to the development and strengthening of pre- and in-service training. The tension between quality, breadth and cost-effectiveness is explored together with a broader discussion of key principles to be taken into account when enhancing teacher education in the region as a whole.
shortDOI: 10/gftr63 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2011.581014 10/gftr63 2339240:7KFNHLPK 2339240:I6BDIQNZ 2339240:JJ5GL8XB 2339240:LE5N7BCQ 2405685:CBBDLLFH 2405685:J57J3RGT 2405685:PDZKWSFZ 2405685:Q7GP9QSC 2405685:QWHDI7ZH 2534378:L9VFMLYK
Keywords: C:Kenya / Uganda / Tanzania; Education; Education for All; Education reform; Kenya; Pedagogy; Principles; Quality of education; Tanzania; Teacher education; Uganda; ___working_potential_duplicate; basic education; pre-service and in-service training; quality education; sub-Saharan Africa; teacher education reform

Developing a situational judment test for adminission into initial teacher education in Oman: An exploratory study - Al Hashmi, WaleedTalib Abdullah (University of York, 2018)
EdTechHub.ItemAlsoKnownAs: 2405685:CBV2XIFH

Developing a Shared Vision of Ethical AI in Education: An invitation to participate - Institute of Ethical AI in Education (The University of Buckingham, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:LPQ8V5KC

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

Developing a Quantitative Data Analysis Plan - Banks, Emily; Paige, Ellie; Mather, Tanya (Australian National University, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:XHJFCBTZ 2405685:7KGBUJMK

Developing a Proof-of-Concept Selection Test for Entry into Primary Teacher Education Programs - Klassen, Robert; Durksen, Tracy L.; Kim, Lisa; Patterson, Fiona; Rowett, Emma; Warwick, Jane; Warwick, Paul; Wolpert, Mary (International Journal of Assessment Tools in Education, 2016)
The purpose of this article is to report on the development of a proof-ofconcept situational judgment test (SJT) to assist in the selection of candidates for primary teacher education (ITE) programs. Nine development steps involving practising teachers, teacher educators, and applicants to ITE programs were carried out to establish target attributes and to develop content for the test. The results from administering the test to 124 primary ITE candidates showed a near-normal distribution, high levels of reliability, and significant positive correlations with a range of concurrently administered interview scores. We conclude with a description of the necessary next steps needed to implement evidencesupported teacher education selection processes in a range of international settings.
shortDOI: 10/ghgn46 KerkoCite.ItemAlsoKnownAs: 10/ghgn46 2405685:TZKLB6LA

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

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

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

Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 2: Insights from user research - Rahman, Asad; Groeneveld, Caspar (EdTech Hub, 2022)
In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the second of five reports on the development of a proof of concept for the Hub. It provides a summary of user research undertaken for the project. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest. Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5803107 10.53832/edtechhub.0076 2405685:CI5UZ5R4 2405685:HU5IFEK9
Keywords: _r:AddedByZotZen

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

Developing a national EdTech strategy - Coflan, Caitlin; Wyss, Natalie; Thinley, Sangay; Roland, Mark (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7065183 ZenodoArchiveConcept: 7065182 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7065183 10.53832/edtechhub.0142 2405685:2437EGZU
Keywords: _r:AddedByZotZen

Determining the suitability of Whatsapp for Jusoor Azima Project - Khalayleh, Abdullah (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4783101 2405685:MIQMEJK2
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

Determining the feasibility of an e-portfolio application in a distance education teaching practice course - Kecik, Ilknur; Aydin, Belgin; Sakar, Nurhan; Dikdere, Mine; Aydin, Sinan; Yuksel, Ilknur; Caner, Mustafa (International Review of Research in Open and Distance Learning, 2012)
[...]teacher education programs have begun embracing various web-based distance learning models to allow teachers to pursue additional education and professional growth experiences (Frey, 2008; Aldridge, Fraser, & Ntuli, 2009; Ludlow & Brannan, 1999; Beattie, Spooner, Jordan, Algozzine, & Spooner, 2002). [...]e-portfolios enable students' personal and professional growth and lifelong learning in distance education (Genç-Kumtepe, 2009; Lin, 2008; Frey, 2008).
Place: Athabasca Publisher: International Review of Research in Open and Distance Learning Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1634473704?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v13i2.1160 2405685:WS5G6A39 2534378:29ZCKBN5 2534378:YKJ8RPIT
Keywords: Collaboration; Cooperating teachers; Distance education; Distance learning; Education–Adult Education; Feedback; Independent study; Interactive learning; Supervisors; Teacher education; Teaching; __:import:01; __:match:final; __:matched; __:study_id:2096507; __finaldtb; adult learning; interactive learning environments; teaching practice

Determining the feasibility of an e-portfolio application in a distance education teaching practice course - Kecik, Ilknur; Aydin, Belgin; Sakar, Nurhan; Dikdere, Mine; Aydin, Sinan; Yuksel, Ilknur; Caner, Mustafa (The International Review of Research in Open and Distributed Learning, 2012)
In this study we aim to conduct a complete evaluation of the e-portfolio application in the distance teaching practice course that is part of the Distance English Language Teacher (DELT) program at Anadolu University from the perspective of three groups: university supervisors, preservice teachers, and cooperating teachers. Using a survey on the needs of preservice teachers and how well these were met according to the three groups’ perspectives, we gathered qualitative and quantitative data on the feasibility of the e-portfolio application. Our analysis of the findings revealed that all three groups agreed about the needs of preservice teachers. And despite some minor variance in the perspectives of each group, we determined that e-portfolio applications can meet the majority of the planning, teaching, and reflection needs in the teaching process. We offer suggestions to improve eportfolio applications so they will better meet preservice teachers’ needs.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v13i2.1160 2339240:TMPJKTC3 2405685:QTQSZ579

Determinants of social desirability bias in sensitive surveys: a literature review - Krumpal, Ivar (Quality & Quantity, 2013)
Survey questions asking about taboo topics such as sexual activities, illegal behaviour such as social fraud, or unsocial attitudes such as racism, often generate inaccurate survey estimates which are distorted by social desirability bias. Due to self-presentation concerns, survey respondents underreport socially undesirable activities and overreport socially desirable ones. This article reviews theoretical explanations of socially motivated misreporting in sensitive surveys and provides an overview of the empirical evidence on the effectiveness of specific survey methods designed to encourage the respondents to answer more honestly. Besides psychological aspects, like a stable need for social approval and the preference for not getting involved into embarrassing social interactions, aspects of the survey design, the interviewer’s characteristics and the survey situation determine the occurrence and the degree of social desirability bias. The review shows that survey designers could generate more valid data by selecting appropriate data collection strategies that reduce respondents’ discomfort when answering to a sensitive question.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11135-011-9640-9 2339240:M3NUZ3KB 2405685:W6WCHYKD

Determinants of Implementation of Public Sector Projects in Kenya: A Case of Laptop Project in Public Primary Schools in Kangundo Sub-County, Machakos County - Muinde, Samuel Mutisya
KerkoCite.ItemAlsoKnownAs: 2339240:JM2MIPWD 2405685:UT37EN5P
Keywords: ___working_potential_duplicate

Determinants of Implementation of Public Sector Projects in Kenya: A Case of Laptop Project in Public Primary Schools in Kangundo Sub-County, Machakos County - Muinde, Samuel Mutisya; Mbataru, Patrick (2019)
In One-to-one laptop programs are becoming popular across the globe. However available evidence suggests that their implementations in schools are often faced with challenges. For example, even though the government of Kenya began supplying laptops to public primary schools in 2016; reports indicate that the gadgets have not fully been put into use in many schools. Most of the empirical studies done in this area have majorly focused on the level of success and factors influencing implementation of the project and not the extent to which specific variables determine implementation of the project, thus resulting to a research gap. In order to fill this gap, study focused on the determinants of implementation of the laptop project in public primary schools in Kangundo Sub-county. The study was guided by 4 research objectives: i.) To assess the extent to which teachers’ perception determine implementation of the laptop project; ii) To establish the extent to which teachers’ capacity in ICT determine implementation of the laptop project; iii) To establish the extent to which availability of facilities determine the implementation of the laptop project; and iv) To establish the extent to which availability of digital subject content determine implementation of the laptop project. The study was premised on three (3) theories; Technology Acceptance Model, Constructivist Learning Theory and Resource Based Theory. The study adopted descriptive survey design. It targeted all the public primary schools, all teachers in lower primary and all the Ministry of Education officials heading the four zones that constitute Kangundo Sub-county. The study targeted all the 74 public primary schools which have 222 lower primary teachers, 74 head teachers and 4 MOEST officials making a total target population of 300. It adopted stratified random sampling in stratifying the schools into four zones and randomly selected 22 schools. All 22 school heads and all 66 lower primary school teachers of the participating schools were purposively sampled. Additionally, the 4 MOEST officials heading the four zones were included, making a sample of 92 participants. Tools of data collection included questionnaires for teachers and school heads, an interview guide for MOEST officials and an observation checklist. The data analysis was conducted using SPSS. Content analysis was adopted in analyzing qualitative data whereas descriptive statistics such as frequencies and percentages were used in analyzing quantitative data. Tables and figures were used to present the study results. The inferential analysis conducted shows that there was a significant relationship between independent and dependent variables. Both teachers’ capacity on ICT and availability of facilities were found to have significant effect on implementation of the laptop project while teachers’ perception and availability of digital subject content were found to have insignificant effect on the project in public primary schools in Kangundo Sub-County.
Accepted: 2020-06-30T09:17:59Z Publisher: International Academic Journal of Law and Society KerkoCite.ItemAlsoKnownAs: 2339240:2GJGUH3T 2405685:BVJFPMCV
Keywords: ___working_potential_duplicate; ⛔ No DOI found

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

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

Desk Review of Technology-Facilitated Learning in Pakistan: A review to guide future development of the technology-facilitated learning space in Pakistan - Wilson, Sam; Khalayleh, Abdullah; Baloch, Imdad; Kaye, Tom (EdTech Hub, 2022)
During the Covid-19 pandemic, EdTech has been used in many different ways to keep children learning in Pakistan. This has ranged from educational radio broadcasting to children in remote mountains, to TV channels being used to deliver classes nationwide. Yet, as the pandemic has developed, this picture has become more complex. Optimism in EdTech’s promise has given way to fears that the most marginalised children — particularly those who cannot access technological solutions — are falling further behind. Even those children who are able to use EdTech may not be learning. In short, a pre-existing digital divide has become more pronounced now that education delivery has had to increasingly rely on technology. This divide must be addressed if EdTech is to support effective learning for all children in all contexts in Pakistan. This desk review argues that the only way to realise EdTech’s potential is to recognise its shortcomings. Technology alone will not help children learn. EdTech’s role is as one part of a wider education system. Technology facilitates learning with support from key actors such as parents, teachers, and school leaders and with sustained political support and supporting infrastructure. This review provides an overview of Pakistan’s technology-facilitated learning landscape that caters to the learning needs of children aged 6–16. It sets out key EdTech-related features, challenges and trends, in addition to highlighting prominent EdTech organisations and tools in Pakistan. Keywords: infrastructure; low tech; policy; out-of-school children; marginalised learners; Pakistan; MoFEPT; UNICEF An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5849102 10.53832/edtechhub.0071 2339240:5YT7LKSS 2405685:6FN5VTP7 2405685:8UMQILZ9 2405685:GMA7II34 2405685:WEG87IDU
Keywords: _r:AddedByZotZen

Designing the Education Workforce - Lee, Ju-Ho; Steer, Liesbet; Jimenez, Emmanuel; King, Elizabeth M.; Erikson, Eliza (Social Science Research Network, 2020)
There is rising evidence that traditional ways of teaching are failing to provide adequate learning opportunities and breadth of skills for the 21st century, likely to leave millions of children and young adults behind. The challenge of meeting the demands of each student with vastly different backgrounds and abilities within today’s models of education has limited the capacity of teachers and education systems to provide the personalized learning that students need. A new approach is required. The Education Commission is partnering with select countries, higher education institutions, schools and tech thought leaders to test the applicability and adaptability of “High-Touch High-Tech (HTHT)” learning in diverse contexts. The first pilot - currently in Vietnam - will incrementally expand to other select countries in Asia, Latin America, and Africa. HTHT learning is an opportunity for new collaborators to become part of a transformative effort to personalize learning for enhanced learner success through the application of Artificial Intelligence. Based on the report, “Transforming the Education Workforce: Learning Teams for a Learning Generation” that the Education Workforce Initiative (EWI) released during 2019 UN General Assembly, we propose new approaches for harnessing the potential of teachers and the broader education workforce to ensure HTHT learning and, more broadly, quality education for all students.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3588221 2339240:MF8V2ZWX 2405685:58WPT2Z3
Keywords: Designing the Education Workforce; Eliza Erikson; Elizabeth M. King; Emmanuel Jimenez; Ju-Ho Lee; Liesbet Steer; SSRN

Designing Teacher Learning Circles for Improved Foundational Numeracy Outcomes: Findings from the National Numeracy Programme in Malawi - Correa de Oliveira, André; Plaut, Daniel; Kanyoza, Charity; Boilo, Violet; Chidothi, Emmanuel; Kadzamira, Esme; Mpoola, Dorothy; McBurnie, Chris; Phiri, Magret; Haßler, Björn (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7568301 ZenodoArchiveConcept: 7568300 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7568301 10.53832/edtechhub.0177 2405685:2AN8XVIA
Keywords: _forthcoming; _r:AddedByZotZen

Designing Open and Distance Learning for Teacher Education in Sub-Saharan Africa: A toolkit for educators and planners - Moon, Bob; Leach, Jenny; Stevens, Mary-Priscilla (World Bank, 2005)
KerkoCite.ItemAlsoKnownAs: 2405685:IIMIUDS2

Designing OLPC learning environments: A case on 1:1 pedagogy in rural Tanzania - Pakarinen, S.; Apiola, M.; Moisseinen, N.; Tedre, M. (2013 Africon, 2013)
In the past two decades computers have become a standard educational tool in the industrialized countries. Recently, equipping each student with a personal device (one-to-one computing, OLPC) has been enthusiastically advocated for developing countries, too. However, despite a number of pioneering research studies, broader analyses of pedagogical, technical, and organizational aspects of one-to-one computing in developing countries are largely missing. In this participatory action research in a rural Tanzanian primary school, we identified a number of pedagogical elements that were beneficial for teaching and utilizing ICT in the classroom. We pinpointed exploratory and self-regulated learning, group problem solving, and constructive principles as facilitators of learning within the one-to-one computing paradigm in this context. Our results show that the introduction of children's computers also triggered a number of changes in dynamics both within the school but also outside the school.
ISSN: 2153-0033 KerkoCite.ItemAlsoKnownAs: 10.1109/AFRCON.2013.6757660 2339240:W653CXZ9 2405685:8SFQ3SZ7
Keywords: Context; Educational institutions; ICT utilization; Interviews; Materials; OLPC learning environment; Portable computers; Tanzania; computer aided instruction; constructive principles; educational institutions; educational tool; exploratory learning; group problem solving; information and communications technology; learning facilitators; one-to-one computing; organizational aspect; participatory action research; pedagogical aspect; pedagogical elements; pedagogy; rural primary school; self-regulated learning; teaching; technical aspect

Designing learning opportunities for the hardest to reach - Game-based mathematics learning for out-of-school children in Sudan - Stubbé, Hester (2018)
Worldwide, 61 million children are not in school. Despite many campaigns and initiatives, this number has not decreased over the last 10 years. There is a growing recognition that especially the most marginalised children will not be reached by simply expanding the current education system. Innovative education technology, coupled with a context specific approach, could provide opportunities. This thesis describes a project that attempts to provide education for hard to reach children. To support children to learn, without additional instruction from teachers, it was decided to design and develop a mathematics game, targeting children in Sudan with no ready access to education (in remote areas, nomadic or Internally Displaced People). The overall question of this thesis is: How can children in remote villages in Sudan learn mathematics from playing a mathematics game without additional instruction from teachers? As there was no existing curriculum-based, Arabic mathematics game, a new game had to be designed. Following a research-based approach, a set of requirements for a mathematics game that could reach these children was identified. Then the mathematics game was designed, developed and evaluated. To study whether children in remote villages in Sudan can learn mathematics from playing the game autonomously, two pilots were carried out. Pilot I focused on the question whether out-of-school children in remote villages in Sudan can learn mathematics from playing the game at all. Following positive results, sustained learning was studied in pilot II; a longer pilot, including more children and more, diverse, learning objectives. The question whether children can learn can be answered with a wholehearted ’yes’. Children who played the game have learned as much as, and probably more than, children in the control groups (no education in the same period; informal education in the same period). The set of requirements that was identified and the careful game design have resulted in a mathematics game that is engaging and motivating for the target population, leading to significant learning results. Unintentionally, even the flexibility of the game-based learning approach was proven: children only played an average 2-3 days a week instead of the planned five days a week and still increased their test scores significantly. This shows that skipping a few days a week, or even a whole week once in a while, does not get in the way of learning. Finally, the influence of child-related and context factors on learning effect was studied. The distance to the nearest primary school, self-esteem and self-efficacy showed positive correlations with test results, with a medium effect. At the same time, self-esteem has increased during the pilot. For the Sudan game, this does not mean immediate changes are necessary. When taking the game to a school context, changes should be made. At the same time, the design process and the game components can and have been used to adapt the game. The mathematics game has been adapted for Lebanon and Jordan, with Syrian refugees in mind. In addition, a literacy game for Sudan and Jordan was designed and developed.
Accepted: 2018-09-21T16:26:53Z ISBN: 9789039370070 Publisher: Utrecht University Volume: 98? KerkoCite.ItemAlsoKnownAs: 2339240:BZ4B3PJS 2405685:UM3SWTHU

Designing inclusive digital solutions and developing digital skills: guidelines - UNESCO Digital Library - Vosloo, Steve
KerkoCite.ItemAlsoKnownAs: 2405685:M76SZQD6

Designing for Social Justice: A Decolonial Exploration of How to Develop EdTech for Refugees - Barnes, Katrina; Emerusenge, Aime Parfait; Rabi, Asma; Ullah, Noor; Mazari, Haani; Moustafa, Nariman; Thakrar, Jayshree; Zhao, Annette; Koomar, Saalim (Education Sciences, 2024)
This paper reflects on the lived experiences of young refugees located in Pakistan and Rwanda when interacting with education technology (EdTech) during and following displacement. We offer a broad decolonial commentary on issues related to the design and development of EdTech initiatives for refugees, noting some of the historical trends prevalent in the education and emergencies sector. We are guided by questions such as: Why EdTech to start with? Who designs the products? Where are they designed? How are they designed? And, which power dynamics are at play during the design process? From this, we draw on qualitative data generated through three focus groups, where we explore young refugees’ experiences of EdTech. The focus group included a creative element inviting participants to imagine what a liberatory EdTech practice would look like. We aim to illustrate the practical implications of design choices taken by EdTech developers and, from this, recommend a set of justice-centred design principles for developers of EdTech in refugee contexts. These insights relate specifically to the experiences of refugees in Rwanda and Pakistan, though we also discuss the implications of these learnings for other contexts.

Designing for Scale: Understanding design principles and learning process for a personalised learning platform in Kenya - EdTech Hub (EdTech Hub, 2022)
ZenodoArchiveID: 5596448 ZenodoArchiveConcept: 5596447 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0053 2405685:27K3U5W4

Designing for Scale: Reflections on Rolling Out Reading Improvement in Kenya and Liberia - Gove, Amber; Poole, Medina Korda; Piper, Benjamin (New Directions for Child and Adolescent Development, 2017)
Since 2008, the Ministries of Education in Liberia and Kenya have undertaken transitions from small-scale pilot programs to improve reading outcomes among primary learners to the large-scale implementation of reading interventions. The effects of the pilots on learning outcomes were significant, but questions remained regarding whether such large gains could be sustained at scale. In this article, the authors dissect the Liberian and Kenyan experiences with implementing large-scale reading programs, documenting the critical components and conditions of the program designs that affected the likelihood of successfully transitioning from pilot to scale. They also review the design, deployment, and effectiveness of each pilot program and the scale, design, duration, enabling conditions, and initial effectiveness results of the scaled programs in each country. The implications of these results for the design of both pilot and large-scale reading programs are discussed in light of the experiences of both the Liberian and Kenyan programs.
shortDOI: 10/ggkzrw KerkoCite.ItemAlsoKnownAs: 10.1002/cad.20195 10/ggkzrw 2405685:HTRYQVPL

Designing for scale: Learnings from a design-based research study of a technology-based personalised learning mathematics platform - Bapna, Akanksha; Myers, Christina; Sharma, Namrata (2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7100019 ZenodoArchiveConcept: 7100018 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7100019 2405685:NUAAR9IR
Keywords: _r:AddedByZotZen

Designing for or designing with? Informant design for interactive learning environments - Scaife, Michael; Rogers, Yvonne; Aldrich, Frances; Davies, Matt (Proceedings of the ACM SIGCHI Conference on Human factors in computing systems, 1997)
KerkoCite.ItemAlsoKnownAs: 10.1145/258549.258789 2339240:KMPP97J2 2405685:ZN5QASEE
Keywords: children; design; hi-tech; informant; interactive learning environments; low-tech; prototypes

Designing for development: Understanding One Laptop Per Child in its historical context - Ananny, Mike; Winters, Niall (2007 International Conference on Information and Communication Technologies and Development, 2007)
We argue that the One Laptop Per Child (OLPC) can be better understood by examining the general history of development communication and, specifically, through a historical debate between communication scholars Ithiel de Sola Pool and Herbert Schiller. Although originally conducted around broadcast media, the Pool-Schiller conversation identifies questions still relevant to contemporary information and communication for development (ICT4D) projects like the OLPC. Our analysis of their debate identifies five key questions we can apply to the OLPC or any given ICTD4D project: where does change happen? How does change happen? What obligations do designers and researchers have as change agents? What is the role of technology in change? What is the relationship between change, technology and international development? Equipped with this framework, we argue that one place to see OLPC's answers to these Pool-Schiller questions - and, thus, an understanding of OLPC development ideologies - can be found in a textual analysis of the OLPC software design guidelines. This preliminary analysis suggests that OLPC sees the child as the agent of change and the network as the mechanism of change.
ISSN: null shortDOI: 10/dmzbpd KerkoCite.ItemAlsoKnownAs: 10.1109/ICTD.2007.4937397 10.1109/ictd.2007.4937397 10/dmzbpd 2339240:FSC5KINY 2339240:WJKU5JYP 2405685:P4NRIXTU 2405685:UI2Y66TI
Keywords: Broadcasting; Computer science education; Computer vision; Context; Educational technology; Guidelines; History; Information analysis; Materials science and technology; Pool-Schiller questions; Portable computers; one laptop per child; public domain software; software design; software development management; systems analysis; textual analysis

Designing for complex ICT-based learning: understanding teacher thinking to help improve educational design - Markauskaite, Lina; Goodyear, Peter (2009)
KerkoCite.ItemAlsoKnownAs: 2339240:CVKX9PML 2405685:4SAUCKC2
Keywords: ⛔ No DOI found

Designing appropriate learning technologies for school vs home settings in Tanzanian rural villages - Uchidiuno, Judith; Yarzebinski, Evelyn; Madaio, Michael; Maheshwari, Nupur; Koedinger, Ken; Ogan, Amy (Proceedings of the 1st ACM SIGCAS Conference on Computing and Sustainable Societies, 2018)
Smartphone- and tablet-based learning systems are often posited as solutions for closing early literacy gaps between rural and urban regions in emerging economies. These systems are often developed based on experiences with students in urban contexts, limiting their success rates with children from rural areas who have had little to no prior exposure to technology. To explore how such technologies are used in different learning contexts, we deployed an early literacy learning application in school and home settings in a rural village in Tanzania. We use Rogoff's theory of instructional models to understand and describe the interaction between learners, adults, and peers. We found that in the presence of a school teacher, the instructional model was primarily "adult-run" where information was almost entirely disseminated by the teacher, while in home settings, the instructional model was similar to a "community-of-learners" model where children collaborate with other peers and adults to achieve their learning goals. We use these instructional models to surface six themes of support and scaffolding that were expressed differently across settings, and discuss the benefits and drawbacks of the instructional models observed in providing support across these themes.
KerkoCite.ItemAlsoKnownAs: 10.1145/3209811.3209881 2339240:CSDUPUSQ 2405685:TA6G2B8G
Keywords: Early Literacy; Educational Technology; Sub-Saharan Africa

Designing and monitoring distance teaching and learning interventions: A guide for projects and implementers - Girls' Education Challenge; Fund Manager; EdTech Hub (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:58CZ6GI8 2405685:ATJRX6DV

Designing and conducting mixed methods research - Creswell, John W.; Plano Clark, Vicki L. (SAGE Publications, 2010)
PREFACE; Chapter 1. The Nature of Mixed Methods Research; Chapter 2. The Foundations of Mixed Methods Research; Chapter 3. Choosing a Mixed Methods Research Design; Chapter 4. Examples of Mixed Methods Designs; Chapter 5. Introducing a Mixed Methods Study; Chapter 6. Collecting Data in Mixed Methods Research; Chapter 7. Analyzing and Interpreting Data in Mixed Methods Research; Chapter 8. Writing and Evaluating Mixed Methods Research; Chapter 9. Summary and Recommendations; Appendix A: An Example of the Convergent Parallel Design; Appendix B: An Example of the Explanatory Sequential Design; Appendix C: An Example of the Exploratory Sequential Design; Appendix D: An Example of the Embedded Design; Appendix E: An Example of the Transformative Design; Appendix F: An Example of the Multiphase Design; Appendix G. Glossary; References; Subject Index; Author Index; About the Authors; List of Tables; List of Figures;
KerkoCite.ItemAlsoKnownAs: 2339240:MJ9GH854 2405685:58HWXRSA
Keywords: Evaluation; Methodology; Research; Social sciences

Designing and conducting mixed methods research - Creswell, John; Plano Clark, Vicki (SAGE, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:RJTZ4YRF 2405685:JYHZ2A8P

Designing an Educational Innovation to Achieve Scale: Five Critical Concepts - Dede, Chris (The EvoLLLution, 2016)
Research has documented that in education, unlike other sectors of society, the scaling of successful instructional programs from a few settings to widespread use across a range of contexts is very difficult (Dede, Honan, & Peters, 2005). In fact, research typically shows a huge influence of setting (e.g., the teacher’s content preparation, students’ self-efficacy, prior […]
KerkoCite.ItemAlsoKnownAs: 2405685:TX3BDCL8

Designing a research project: randomised controlled trials and their principles - Kendall, J. M. (Emergency Medicine Journal, 2003)
The sixth paper in this series discusses the design and principles of randomised controlled trials.
Publisher: British Association for Accident and Emergency Medicine Section: Research series KerkoCite.ItemAlsoKnownAs: 10.1136/emj.20.2.164 2339240:A3E5UM75 2405685:S2NJ3SPQ
Keywords: randomised controlled trials; research

Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya - Dubeck, Margaret M.; Jukes, Matthew C.H.; Brooker, Simon J.; Drake, Tom L.; Inyega, Hellen N. (International Journal of Educational Development, 2015)
What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy? We argue that two broad sets of considerations must be made in designing such an intervention. First, the intervention must be effective by bridging the gap between current teacher practice and the scientiﬁc literature on effective instruction. This broad consideration is detailed with 10 design recommendations. Second, the intervention must be amenable to being scaled-up and mainstreamed as part of government policy. This involves being (i) simple and replicable; (ii) well received by teachers; and (iii) cost effective. The paper describes how these factors were considered in the design of a literacy intervention in government primary schools in coastal Kenya. It also includes reactions from teachers about the intervention and their change in knowledge.
shortDOI: 10/f7fghr KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.11.022 10/f7fghr 2405685:4WTUAF8V 2405685:USCCYKCK 2534378:5GJ88R44 2534378:DLHXICEY 2534378:NIUAY2PP
Keywords: ADULTS; BEST practices; EDUCATION; EDUCATIONAL innovations; EDUCATIONAL intervention; ELEMENTARY education; KENYA; Kenya; LITERACY; Literacy; Perception; Reading instruction; TEACHER development; TEACHING methods; Teacher education; Text messages; __:import:01; __:match:final; __:matched; __:study_id:2099920; ___working_potential_duplicate; __finaldtb

Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya - Dubeck, Margaret M.; Jukes, Matthew C.H.; Brooker, Simon J.; Drake, Tom L.; Inyega, Hellen N. (International Journal of Educational Development, 2015)
What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy? We argue that two broad sets of considerations must be made in designing such an intervention. First, the intervention must be effective by bridging the gap between current teacher practice and the scientific literature on effective instruction. This broad consideration is detailed with 10 design recommendations. Second, the intervention must be amenable to being scaled-up and mainstreamed as part of government policy. This involves being (i) simple and replicable; (ii) well received by teachers; and (iii) cost effective. The paper describes how these factors were considered in the design of a literacy intervention in government primary schools in coastal Kenya. It also includes reactions from teachers about the intervention and their change in knowledge. [ABSTRACT FROM AUTHOR]
Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bri&AN=108296506&site=ehost-live&scope=site KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.11.022 2339240:B8GCJR9U 2405685:7W777384 2534378:5GJ88R44 2534378:DLHXICEY 2534378:NIUAY2PP
Keywords: ADULTS; BEST practices; EDUCATION; EDUCATIONAL innovations; EDUCATIONAL intervention; ELEMENTARY education; KENYA; Kenya; LITERACY; Literacy; Perception; Reading instruction; TEACHER development; TEACHING methods; Teacher education; Text messages; __:import:01; __:match:final; __:matched; __:study_id:2099920; __finaldtb

Design Thinking for Educators - Schurr, Michael (2013)
KerkoCite.ItemAlsoKnownAs: 2405685:MIZAQAF8 2447227:RRF4465C 261495:HPJKGN4A

Design Research in Education: A Practical Guide for Early Career Researchers - Bakker, Arthur (Routledge, 2018)
Design Research in Education is a practical guide containing all the information required to begin a design research project. Providing an accessible background to the methodological approaches used in design research as well as addressing all the potential issues that early career researchers will encounter, the book uniquely helps the early career researcher to gain a full overview of design research and the practical skills needed to get their project off the ground. Based on extensive experience, the book also contains multiple examples of design research from both undergraduate and postgraduate students, to demonstrate possible projects to the reader. With easy to follow chapters and accessible question and response sections, Design Research in Education contains practical advice on a wide range of topics related to design research projects including: The theory of design research, what it entails, and when it is suitable The formulation of research questions How to structure a research project The quality of research and the methodological issues of validity and reliability How to write up your research The supervision of design research. Through its theoretical grounding and practical advice, Design Research in Education is the ideal introduction into the field of design based research and is essential reading for bachelor's, master's and PhD students new to the field, as well as to supervisors overseeing projects that use design research.
Google-Books-ID: uI3gtAEACAAJ EdTechHub.Copy: 2129771:ZBKEAZHR KerkoCite.ItemAlsoKnownAs: 2129771:ZBKEAZHR 2339240:ZRBLTX25 2405685:IPVIQS97

Design Principles for Systematic Search Systems: A Holistic Synthesis of a Rigorous Multi-cycle Design Science Research Journey - Sturm, Benjamin; Sunyaev, Ali (Business & Information Systems Engineering, 2019)
Rigorous systematic literature searches are often described as complex, error-prone and time-consuming because of a prevailing lack of adequate technological assistance. Nonetheless, one of the first steps when conducting a rigorous literature review is finding an appropriate literature sample. The quality of this literature sample is an important factor for the overall quality of the literature review. This article investigates how to design innovative IT systems that effectively facilitate systematic literature searches. Applying the design science research paradigm, the research method consists of multiple design cycles of artifact development, evaluation, and refinement. In doing so, six design principles are derived that intend to increase the comprehensiveness, precision, and reproducibility of systematic literature searches. The results could be helpful for research and practice. The derived design knowledge builds a foundation for future research on systematic search systems and enables new methodological contributions. The results could also guide the development of innovative search systems and features that, eventually, increase the quality and efficiency of information accumulation in different contexts.
KerkoCite.ItemAlsoKnownAs: 10.1007/s12599-018-0569-6 2405685:6ZC2C36J 2486141:I75MLBTJ 2486141:UNR5E4GB
Keywords: Design principles; Design science research; Information retrieval; Literature review; Systematic literature searches; Systematic search systems; _Added-ailr-2024

Design of a braille writing tutor to combat illiteracy - Kalra, N.; Lauwers, T.; Dewey, D.; Stepleton, T.; Dias, M. B. (Information Systems Frontiers, 2009)
Less than 3% of the 145 million blind people living in developing countries are literate (Helander, Prejudice and dignity: An introduction to community-based rehabilitation. New York: UNDP 1998). This low literacy rate is partly due to the lack of trained teachers and the challenges associated with learning to write braille on a traditional slate and stylus. These challenges include writing from right to left, writing mirrored images of letters, and receiving significantly delayed feedback. Extensive conversations with the Mathru Educational Trust for the Blind near Bangalore, India, revealed the need for a robust, low-power, low-cost braille writing tutor. We present an iterative and participatory process resulting in the creation and refinement of a prototype braille writing tutor system. This system uses a novel input device to capture a student’s activity on a slate using a stylus and uses a range of techniques to teach braille writing skills to both beginner and advanced students. We report on lessons learned from the implementation of this project and from a 6-week pilot study at Mathru, and outline future directions for improvement.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10796-009-9171-2 2339240:DMTM67T4 2405685:FFILLF45

Design of a Braille Learning Application for Visually Impaired Students in Bangladesh - Nahar, Lutfun; Jaafar, Azizah; Ahamed, Eistiak; Kaish, A. B. M. A. (Assistive Technology, 2015)
Visually impaired students (VIS) are unable to get visual information, which has made their learning process complicated. This paper discusses the overall situation of VIS in Bangladesh and identifies major challenges that they are facing in getting education. The Braille system is followed to educate blind students in Bangladesh. However, lack of Braille based educational resources and technological solutions have made the learning process lengthy and complicated for VIS. As a developing country, Bangladesh cannot afford for the costly Braille related technological tools for VIS. Therefore, a mobile phone based Braille application, “mBRAILLE”, for Android platform is designed to provide an easy Braille learning technology for VIS in Bangladesh. The proposed design is evaluated by experts in assistive technology for students with disabilities, and advanced learners of Braille. The application aims to provide a Bangla and English Braille learning platform for VIS. In this paper, we depict iterative (participatory) design of the application along with a preliminary evaluation with 5 blind subjects, and 1 sighted and 2 blind experts. The results show that the design scored an overall satisfaction level of 4.53 out of 5 by all respondents, indicating that our design is ready for the next step of development.
KerkoCite.ItemAlsoKnownAs: 10.1080/10400435.2015.1011758 10/f7svv7 2339240:PQ9MDIRA 2339240:S5PHSEX4 2405685:3JTWSRAR 2405685:V6F47JQW
Keywords: Visually Impaired Students (VIS); ___working_potential_duplicate; android platform; braille; education for VIS; mobile application

Design Kit - IDEO.org (Design Kit Methods for Human Centered Design, 2015)
Human-centered design is a practical, repeatable approach to arriving at innovative solutions. Think of these Methods as a step-by-step guide to unleashing your creativity, putting the people you serve at the center of your design process to come up with new answers to difficult problems.
KerkoCite.ItemAlsoKnownAs: 2339240:K6Q474LC 2405685:6Y4NPGWH

Design for scalability: A case study of the River City curriculum - Clarke, Jody; Dede, Chris (Journal of Science Education and Technology, 2009)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10956-009-9156-4 2339240:QUPKNCUZ 2405685:KM59HIC2

Design-based research and technology-enhanced learning environments - Wang, Feng; Hannafin, Michael J. (Educational Technology Research and Development, 2005)
KerkoCite.ItemAlsoKnownAs: 10.1007/BF02504682 2405685:EJDCIGTI

Design-Based Research and Design-Based Implementation Research | InformalScience.org - Crowley, Kevin (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:N6JXHCC5 2405685:ZME3DNCB

Design-based research: a methodological toolkit for engineering change - Barab, S. (Handbook of the Learning Sciences, 2014)
EdTechHub.Copy: 2129771:N54R9A2V KerkoCite.ItemAlsoKnownAs: 2129771:N54R9A2V 2339240:HZYMHDPX 2405685:SB55YALH

Design-Based Research: A decade of progress in education research? - Anderson, Terry; Shattuck, Julie (Educational Researcher, 2012)
Design-based research (DBR) evolved near the beginning of the 21st century and was heralded as a practical research methodology that could effectively bridge th...
Publisher: SAGE PublicationsSage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X11428813 2339240:EV6A7JPL 2405685:IF68G7MA

Design-based online teacher professional development to introduce integration of STEM in Pakistan - Anwar, Tasneem (University of Minnesota, 2017)
In today's global society where innovations spread rapidly, the escalating focus on science, technology, engineering and mathematics (STEM) has quickly intensified in the United States, East Asia and much of Western Europe. Our ever-changing, increasingly global society faces many multidisciplinary problems, and many of the solutions require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts. Thus, there is a critical need to explore the integration of STEM subjects in international education contexts. This dissertation study examined the exploration of integration of STEM in the unique context of Pakistan. This study used three-phase design-based methodological framework derived from McKenney and Reeves (2012) to explore the development of a STEM focused online teacher professional development (oTPD-STEM) and to identify the design features that facilitate teacher learning. The oTPD-STEM program was designed to facilitate eight Pakistani elementary school teachers' exploration of the new idea of STEM integration through both practical and theoretical considerations. This design-based study employed inductive analysis (Strauss and Corbin, 1998) to analyze multiple data sources of interviews, STEM perception responses, reflective learning team conversations, pre-post surveys and artifacts produced in oTPD-STEM. Findings of this study are presented as: (1) design-based decisions for oTPD-STEM, and (2) evolution in understanding of STEM by sharing participant teachers' STEM model for Pakistani context. This study advocates for the potential of school-wide oTPD for interdisciplinary collaboration through support for learner-centered practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN: 9781369679038 Pages: 284 Publication Title: ProQuest LLC KerkoCite.ItemAlsoKnownAs: 2339240:9I4QVZDI 2339240:DBDFJKBJ 2339240:X7AAWQUH 2405685:4364Q9YV 2405685:FR3HXWGG 2405685:MRNCUA28 2405685:XZPKBXP2 2534378:CGYHJZSS 2534378:DN6N2JCI 2534378:JGZHHY6I 2534378:PULZXS5Y 2534378:VMIH94FH
Keywords: 0530:Teacher education; 0714:Science education; Attitude Measures; Community of practice; Design; Design-based research; ERIC; Resources in Education (RIE); Education; Educational Technology; Elementary Education; Elementary School Teachers; Faculty Development; Foreign Countries; Interdisciplinary Approach; Interviews; Models; Online Courses; Online teacher professional development; Pakistan; Reflective practices; STEM Education; Science education; Stem integration; Student Centered Learning; Teacher Attitudes; Teacher education; Technology Uses in Education; __:import:01; __:match:final; __:matched; __:study_id:2096054; __finaldtb

Design-Based Implementation Research Baseline Data Collection: Technical report - Koomar, Saalim; Adam, Taskeen; Massam, Winston Edward; Anthony, Gervace; Mrope, Winifrida Jacob; Mtenzi, Fredrick; Mwakabungu, Fika; Komba, Aneth; Hennessy, Sara; Barretto, Johnpaul (EdTech Hub, 2022)
This research study aims to investigate the effectiveness, cost-effectiveness, and sustainability of a tech-supported, decentralised, and school-based teacher continuous professional development (TCPD) model, to improve learning outcomes in rural Tanzanian primary schools. The research will test and iteratively improve the national TCPD model and roll-out (including the semi-structured Communities of Learning), as outlined in the Tanzanian National TCPD Implementation Plan (2021). We seek to understand the model’s effectiveness and the role that technology can play. The research team includes researchers from EdTech Hub, Aga Khan University, and the Tanzania Institute of Education. The study employs a Design-Based Implementation Research (DBIR) approach in the first phase and an experimental study in the second phase. Keywords: teacher professional development; EdTech; design-based implementation research; Tanzania; Community of Learning; school-based An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6760137 10.53832/edtechhub.0141 2405685:6VSSZYCK 2405685:KMQCABXM
Keywords: _r:AddedByZotZen

Design-Based Implementation Research: An Emerging Model for Transforming the Relationship of Research and Practice - Fishman, Barry J; Penuel, William R; Allen, Anna-Ruth; Cheng, Britte Haugan; Sabelli, Nora (Teachers College Record: The Voice of Scholarship in Education, 2013)
This chapter presents an introduction to design-based implementation research (DBIR). We describe the need for DBIR as a research approach that challenges educational researchers and practitioners to transcend traditional research/practice barriers to facilitate the design of educational interventions that are effective, sustainable, and scalable. We examine antecedents to DBIR, including evaluation research, community-based participatory research, design-based research, and implementation research. The four core principles of DBIR are explained: (1) a focus on persistent problems of practice from multiple stakeholders’ perspectives; (2) a commitment to iterative, collaborative design; (3) a concern with developing theory and knowledge related to both classroom learning and implementation through systematic inquiry; and (4) a concern with developing capacity for sustaining change in systems. We close with an overview of the chapters contained in this NSSE Yearbook on DBIR and explain how each chapter contributes to the overall development of the DBIR approach.
EdTechHub.Copy: 2129771:JIBWPGSE KerkoCite.ItemAlsoKnownAs: 10.1177/016146811311501415 2129771:JIBWPGSE 2339240:2FIFHB2M 2339240:TJLDAUNX 2339240:UWS3I3ET 2405685:6UJQ32JH 2405685:8T9Z277Z 2405685:NYT7JDUT
Keywords: ⛔ No DOI found

Design Based Implementation Research - LearnDBIR
KerkoCite.ItemAlsoKnownAs: 2405685:VWKDJSEP

Design and Implementation of a Software for Teaching Health Related Topics to Deaf Students: the First Experience in Iran - Ahmadi, Maryam; Abbasi, Masoomeh; Bahaadinbeigy, Kambiz (Acta Informatica Medica, 2015)
Introduction: Deaf are not able to communicate with other community members due to hearing impaired. Providing health care for deaf is more complex because of their communication problems. Multimedia tools can provide multiple tangible concepts (movie, subtitles, and sign language) for the deaf and hard of hearing. In this study, identify the priority health needs of deaf students in primary schools and health education software has been created. Method: Priority health needs and software requirements were identified through interviews with teachers in primary schools in Tehran. After training videos recorded, videos edited and the required software has been created in stages. Results: As a result, health care needs, including: health, dental, ear, nails, and hair care aids, washing hands and face, the corners of the bathroom. Expected Features of the software was including the use of sign language, lip reading, pictures, animations and simple and short subtitles. Discussion: Based on the results of interviews and interest of educators and students to using of educational software for deaf health problems, we can use this software to help Teachers and student’s families to education and promotion the health of deaf students for learn effectively.
KerkoCite.ItemAlsoKnownAs: 10.5455/aim.2015.23.76-80 2339240:VTT3R5G4 2405685:6APQM7RL

Design and Evaluation of Mobile Learning Applications for Autistic Children in Pakistan - Ahmad, Muneeb Imtiaz; Shahid, Suleman (Human-Computer Interaction – INTERACT 2015, 2015)
In this paper, we present the design and evaluation of culturally specific mobile learning applications, designed as a tool to encourage social interaction in autistic children. These applications were designed for Pakistani children keep their cultural context in mind. We performed longitudinal evaluation (around eight weeks) of these applications at an autistic school in Pakistan. Our initial results, based on pre and post evaluation questionnaires and video analysis of social interactions, showed that the applications had a positive effect on the development of socio-emotional skills of children and were appreciated not only by children but also by the teachers.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-22701-6_32 2339240:Z35DS3UQ 2405685:FA9V4SCD
Keywords: App; Autism; Culture; Social skills; Tablet

Design and development of a Web Based Learning System in lower primary schools: A Case study of Makini Primary School, Kenya - Akinyi, Beatrice Ochieng (Moi University, 2015)
Web design technology arises from continued technological trend of computing. Globally the rise of application of information communication technology to the learning programme of primary schools is not much emphasized on. There is empirical evidence to prove that information communication technology is highly beneficial wherever it is applied. The study aimed at designing and developing a web based system of learning that can enhance the academic and social growth of lower primary school pupils. The objectives of the study were: to examine the correlation between the increased use of web based systems of learning and learner‟s academic performance; to identify the set of skills required for lower primary pupils to fully exploit the potential of web based systems of learning; to find out the specification and technical attributes of web based systems of learning that facilitate learning and lastly to design a web based learning system for lower primary school pupils. The study focused on Makini lower primary school in Nairobi County. The study employed case study method and qualitative approach. Rapid Application Development life cycle was used in software development process. Purposive sampling method was used to identify the respondents. Data was collected using interviews and focus group discussions. Findings of the study were: increased use of web based system that enhanced the learner‟s academic performance, the web based system of learning was able to identify games which exploit the pupils‟ skill in learning hence reducing monotony and lastly the web based system was able to identify some technical attributes such as use of graphics and access rights that facilitated learning and testing. The conclusion showed that developing of a web based learning system would reduce monotony in learning and enabled pupils to be in control and also increased the creativity and thinking level. The study recommends that: additions be made to the system such as a module to generate a feasible master timetable for each teacher; the web application of the system be further expanded to help attendance recording by the class teacher and for the parents to be able to view the status of their children performance using the Internet or Intranet of the school and lastly the system be made for every teacher to have some specific free periods or some part of days off and that will require an efficient search technique.
Accepted: 2018-07-19T06:28:17Z KerkoCite.ItemAlsoKnownAs: 2339240:2NYT4UPN 2339240:9UIGBGDA 2405685:II4IEI4L 2405685:UZS2AQCD
Keywords: ___working_potential_duplicate

Deschooling Society - Illich, Ivan (Marion Boyars, 1971)
Schools have failed our individual needs, supporting false and misleading notions of 'progress' and development fostered by the belief that ever-increasing production, consumption and profit are proper yardsticks for measuring the quality of human life. Our universities have become recruiting centers for the personnel of the consumer society, certifying citizens for service, while at the same time disposing of those judged unfit for the competitive rat race. In this bold and provocative book, Illich suggest some radical and exciting reforms for the education system.
KerkoCite.ItemAlsoKnownAs: 2405685:PM6GNMCT
Keywords: Social Science / Sociology / General

Des manuels scolaires sur mesure: Guide pratique à l'intention des auteurs de manuels scolaires - Chatry-Komarek, Marie (Des manuels scolaires sur mesure, 1994)
Publisher: l'Harmattan KerkoCite.ItemAlsoKnownAs: 2405685:MZBJLHY2 4042040:D9J252TM
Keywords: ⛔ No DOI found

DES JOURNAL 2012.pdf - Meno, Yeba Judith Sama Mouokuio (Journal of Continuing, Open and Distance Education, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:HCIDMNIQ
Keywords: ⛔ No DOI found

Deployment of Offline Learning Management Systems: Comparing the Performance of Selected Micro-servers in Tanzania - Maro, Salome; Kondoro, Aron; Haßler, Björn; Mtebe, Joel; Proctor, Jamie (Journal of Learning for Development, 2023)
Low-powered mobile devices such as Raspberry Pis and tablets can be used as micro-servers to implement offline Learning Management Systems (LMS). Despite their potential, especially for low-income countries, such as Tanzania, no research is available detailing the affordances of these devices for supporting LMS features. This study investigated the suitability of various low-cost micro-servers for deploying LMSs. It compared the performance of the Raspberry Pi, Android tablet, and Chromebook in terms of LMS benchmarking, response time, and resource utilisation. Results showed all devices had sufficient hardware resources to support the LMS, however, software stacks, I/O performance, and platform optimisations affected the micro-servers' performance. The Chromebook had the best performance in terms of response time, followed by the Raspberry Pi and tablets. In terms of cost, the Raspberry PI was the cheapest option. The installation process for tablets was more cumbersome than the other devices, meaning the devices with better tooling and a more conventional software stack were a better option for deploying offline micro-servers.
KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v10i2.835 2405685:IXJ5MQJN

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

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

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

Demonstrating a situated learning approach for in-service teacher education in rural India: The Quality Education Programme in Rajasthan - Saigal, Anju (Teaching and Teacher Education, 2012)
Recent educational policy in India has repositioned elementary school teachers as active, reflective practitioners, not just ‘deliverers’ of syllabus material. This article examines innovations in teacher support in Rajasthan's government schools through the ‘Quality Education Program.’ Drawing on qualitative research of collaborative learning processes, the paper discusses two support strategies used by the program: professional dialogic interactions and modeling of pedagogic strategies, which paralleled introductory or developmental phases within a ‘collaborative apprenticeship model’ of teacher professional development. In doing so, the paper outlines the potential of situated, collaborative approaches for Indian in-service teacher education and education development reform, more broadly.
shortDOI: 10/f37ckq KerkoCite.ItemAlsoKnownAs: 10/f37ckq 2405685:62L4J6HD

Demographic Dividend Country Highlights - Ghana - Demographic Dividend (Demographic Dividend, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:R4C4R2I4 2405685:J78H735M

Demographic and Health Survey
KerkoCite.ItemAlsoKnownAs: 2405685:CPCGDZA5

Deliverology 101: A Field Guide For Educational Leaders - Barber, Michael; Moffit, Andy; Kihn, Paul (Corwin Press, 2011)
'Michael Barber's pioneering work as head of my Delivery Unit helped ensure real progress, not just with our education reforms, but with healthcare and policing too. It attracted worldwide attention. This guide distils the wisdom he gained at that time and has refined since. I strongly recommend it.' - Tony Blair, Former UK Prime Minister 1997-2007A step-by-step approach to delivering resultsMichael Barber, former chief advisor on delivery to British Prime Minister Tony Blair, and his colleagues Andy Moffit and Paul Kihn thoroughly describe Barber's proven reform delivery processes in this practical field guide. The timing is ideal, as Barack Obama's administration prioritizes education reform. Citing education reform case studies from more than 20 countries, the authors assert that most previous reforms were unsuccessful due to failed implementation. This book focuses on how to accomplish meaningful results, including:- Significant and ongoing education reform- Excellence and equity across public educationThe authors illustrate a field-tested program that ensures reform is achieved in the most profound sense, with students able to see, feel, and reap the benefits of a high-quality education. It is based not only on the experience of the Blair administration but also on case studies of successful implementation of reform in the U.S. and elsewhere.Listen as Barber describes the importance of the book:
Google-Books-ID: xABno3Uy4QEC KerkoCite.ItemAlsoKnownAs: 2339240:489PXSCK 2405685:VPHVU2TK
Keywords: Education / Decision-Making & Problem Solving; Education / Leadership

Delivering Remote Learning Using a Low-Tech Solution: Evidence from an RCT during the Covid-19 Pandemic - Islam, Asad; Wang, Liang Choon; Hassan, Hashibul (EdTech Hub, 2022)
During the prolonged school closure due to the Covid-19 pandemic, many children in rural Bangladesh were missing out on formal education. What is more these children had limited access to distance learning modalities such as the internet, television, and radio. To counteract this poor access, this study used the widely accessible modality of mobile phones to deliver a set of audio lessons to primary school students using Interactive Voice Response (IVR). These lessons were developed using the Interactive Radio Instruction (IRI) method. An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5721401 10.53832/edtechhub.0070 2339240:CHJR9D5G 2339240:RFJZSHMG 2405685:FE3VBQQW 2405685:NFXKD34I 2405685:PU8D6GXN 2405685:SY9TIAMH
Keywords: _r:AddedByZotZen

Delivering Quality Education and Health Care to All: Preparing Regions for Demographic Change - OECD (OECD, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1787/83025c02-en 2339240:G6KY28PG 2405685:A5DTA23J

DELIVERING DISTANCE LEARNING IN EMERGENCIES.pdf
KerkoCite.ItemAlsoKnownAs: 2405685:CNJRB2PQ

Delivering Distance Learning in Emergencies | Education Links - USAID (2020)
The purpose of this review, produced by USAID's Data and Evidence in Education Programs (DEEP) activity, is to provide evidence on four effective distance learning modalities that can be implemented in USAID-recipient countries during and beyond emergencies.
Library Catalog: www.edu-links.org KerkoCite.ItemAlsoKnownAs: 2339240:95CMVFHW 2405685:MI8EPGGE 4803016:SHFD7DWA

Delivering distance learning in emergencies: A review of evidence and best practice - Morris, Emily; Farrell, Anna; EnCompass LLC; MSI (USAID, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:X4TPTP4U

Delivering Distance Learning in Emergencies: a review of evidence and best practice - USAID (USAID, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:EYQZ8LE4 2339240:TJ98KHR9 2405685:4R3INTAZ 2405685:D8JL8DRY 2405685:IBRFNIH3

Delivering Distance Education in Emergencies: A Review of Evidence and Best Practice - USAID (2020)
The purpose of this review, produced by USAID's Data and Evidence in Education Programs (DEEP) activity, is to provide evidence on four effective distance learning modalities that can be implemented in USAID-recipient countries during and beyond emergencies.
KerkoCite.ItemAlsoKnownAs: 2405685:YL7FTVBZ

delfi2019/delfi.org · master · Jens Lechtenbörger / publications (GitLab)
Source files for selected publications
KerkoCite.ItemAlsoKnownAs: 2405685:F5Q9Q29B

Delaying child marriage through community-based skills-development programs for girls: Results from a randomized controlled study in rural Bangladesh - Amin, Sajeda; Ahmed, Johana; Saha, Jyotirmoy; Hossain, Md.; Haque, Eashita (Population Council, 2016)
KerkoCite.ItemAlsoKnownAs: 10.31899/pgy9.1009 2339240:YW7SLW72 2405685:QGJZ86U6

Delay in teachers’ salaries sparks unrest in Liberia - Andalou Agency (2019)
Students took to streets, demanding release of payments to their teachers and return to class work - Anadolu Agency
Library Catalog: www.aa.com.tr KerkoCite.ItemAlsoKnownAs: 2405685:LT97PP6U

Defining the "Open" in Open Content and Open Educational Resources - Wiley, David
KerkoCite.ItemAlsoKnownAs: 2339240:5JWDZ73L 2405685:CTRYHMI5

Defining the Digital Divide: Developing a Theoretical Understanding of Inequalities in the Information Age - Selwyn, Neil (Cardiff University School of Social Sciences, 2002)
KerkoCite.ItemAlsoKnownAs: 2405685:RQ3X93P5

Defining student engagement - Axelson, Rick D.; Flick, Arend (Change: The Magazine of Higher Learning, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:4HS963IH 2405685:RSVBHYFA

Defining 'leave no one behind' - Stuart, Elizabeth; Samman, Emma (Overseas Development Institute, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:3RBJYYZ2 2405685:2EE927XT

Define and Frame Your Design Challenge by Creating Your Point Of View and Ask “How Might We” - Dam, Rikke Friis; Siang, Teo Yu (The Interaction Design Foundation)
Defining your design challenge is probably one of the most important steps in the Design Thinking process, as it sets the tone and guides all of the activities that follow. In the Define mode, you sho...
KerkoCite.ItemAlsoKnownAs: 2339240:XQV7IBW9 2405685:5QRU2RGF

DEFI Launch Presentation - DEFI Cambridge (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:N39L59NI 2405685:QSW66P3B

DeepL Translator
Use the free DeepL Translator to translate your texts with the best machine translation available, powered by DeepL’s world-leading neural network technology. Currently supported languages are English, German, French, Spanish, Portuguese, Italian, Dutch, Polish, Russian, Japanese, and Chinese.
Library Catalog: www.deepl.com KerkoCite.ItemAlsoKnownAs: 2405685:Q7K3UGVE

DEEP IMPACT: an investigation of the use of information and communication technologies for teacher education in the global south - Leach, Jenny (DFID, 2006)
KerkoCite.ItemAlsoKnownAs: 2405685:RQHCLU3T
Keywords: ___working_potential_duplicate

DEEP IMPACT: an investigation of the use of information and communication technologies for teacher education in the Global South - Leach, Jenny; Ahmed, Atef; Makalima, Shumi; Power, Tom (DFID, 2006)
KerkoCite.ItemAlsoKnownAs: 2405685:RQHCLU3T 2405685:V427KR5D 2534378:7SP4UDPQ
Keywords: ___working_potential_duplicate; auto_merged

Deconstructing EdTech frameworks based on their creators, features, and usefulness - Cherner, Todd; Mitchell, Chyrstine (Learning, Media and Technology, 2020)
Several theoretical frameworks have been released in recent years to inform how educational technology (edtech) can be used in the classroom. These frameworks range from providing a holistic view of the role edtech plays in education at a macrolevel to analyzing how edtech is used by students and teachers. With a growing number of them now available, researchers have yet to systemically collect and analyze a set of these frameworks, which can result in edtech not being used effectively by practitioners and researchers alike. In response, this study employed a content analysis methodology to analyze nine frameworks designed for using edtech. This study will report its findings regarding the creators of these frameworks, features used to draw attention to the frameworks, and which frameworks key stakeholders may find most useful. To conclude, implications for contextualizing these frameworks within the EdTech Ecosystem will be offered along with critical considerations for practitioners and researchers to use when selecting edtech frameworks for their work.
Publisher: Routledge _eprint: https://doi.org/10.1080/17439884.2020.1773852 zotzenLib.CopiedFrom: 2339240:3IXTKVWF KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2020.1773852 2339240:3IXTKVWF 2339240:N7T4DBJN 2339240:U79BIBXS 2405685:XB6U7UD3
Keywords: Critical Media Literacy; EdTech; Frameworks

Decolonising EdTech: Unpacking Conceptual Frameworks. Writers Workshop 1 - Adam, Taskeen; Moustafa, Nariman (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7850804 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7850804 ZenodoArchiveConcept: 7850803
Keywords: _r:AddedByZotZen

Decolonising EdTech: A resource list for tackling coloniality and digital neocolonialism in EdTech - Adam, Taskeen; Sarwar, Moizza Binat; Moustafa, Nariman (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5997769 10.5281/zenodo.5997789 10.5281/zenodo.5997811 2405685:6NMRRZ3B 2405685:E9WKENWB 2405685:P6JH9CGF
Keywords: ___working_potential_duplicate; _r:AddedByZotZen

Decolonisation of curriculum: the case of language education policy in Nepal - Poudel, Prem Prasad; Jackson, Liz; Choi, Tae-Hee (London Review of Education, 2022)
While decolonisation is usually discussed in relation to countries that were formally colonised, countries that have not been formally colonised have also faced challenges related to colonialism. In this case, it is worth considering whether decolonial theory has more widespread applicability to respond to global challenges faced in the postcolonial era. This article documents the historical trajectories of colonisation and decolonisation of the school curriculum in Nepal. Although Nepal was never formally colonised, the introduction of modern schooling in Nepal was informed by the British colonisation of India, where local languages were replaced by English in the curriculum, diminishing the value of local languages and knowledges. Against this backdrop, the Nepal government issued a series of policies supporting Nepali supremacy, but the expansion of English was not significantly challenged. Rather, the policies resulted in a double colonisation of ethnic/Indigenous languages: external colonisation by English, and internal colonisation by the Nepali language. However, significant decolonisation efforts have recently made space for minoritised languages in the curriculum. This article illustrates these colonisation and decolonisation waves, shaped by the government, local communities and other actors. Drawing on Nepal’s legislative and educational policies, the article relates language policy decisions and actions as decolonial efforts to support ethnic/Indigenous languages and explores the implications for understanding tensions around decolonisation of curriculum.
Publisher: UCL Press KerkoCite.ItemAlsoKnownAs: 10.14324/LRE.20.1.13 2405685:ZINX7XPB 4042040:NTMVL2T9

Decolonisation in Universities: The politics of knowledge - Jansen, Jonathan (Wits University Press, 2019)
Shortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This book brings together some of the most innovative thinking on curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curricula and can it be undone? How is the project of curricula decolonisation similar to or different from the quest for post-colonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting? Strong conceptual analyses are combined with case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. This comparative perspective enables reasonable judgments to be made about the prospects for institutional take-up within the curriculum of century-old universities. Decolonisation in Universities is essential reading for undergraduate teaching, postgraduate research and advanced scholarship in the field of curriculum studies.Shortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This edited volume brings together the most innovative thinking on curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curriculum and can it be undone? How is the project of curriculum decolonisation similar to or different from the quest for postcolonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting? The book combines strong conceptual analyses with novel case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. Such a comparative perspective enables reasonable judgements to be made about the prospects for institutional take-up within the curriculum of century-old universities.
KerkoCite.ItemAlsoKnownAs: 2405685:ZNXFPM2C

Decentralisation policy and practice in Ghana: the promise and reality of community participation in education in rural communities - Essuman, Ato; Akyeampong, Kwame (Journal of Education Policy, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1080/02680939.2011.554999 2339240:367L95ZT 2405685:MRVNK2D7
Keywords: ___working_potential_duplicate

Decentralisation policy and practice in Ghana: the promise and reality of community participation in education in rural communities - Essuman, Ato; Akyeampong, Kwame (Journal of Education Policy, 2011)
In 1987, the government of Ghana embarked on a process to decentralise education management to districts as part of wider social and democratic governance reforms. A central part of this reform was the prescription of active community participation in the affairs of schools within their locality. This paper explores the different meanings community participation had for school community stakeholders. It examines the multiple understandings of how community and school relations work and the factors which influence this relationship. Drawing on case study data, it argues that much of the theoretical and policy expectations on representation and participation in education by community members are only evident in form, but not as intended in practice. In poor rural contexts, it is often the local elite and relatively more educated members of the community, who become the new brokers of decision-making and, through their actions, close up the spaces for representation and participation by community members in the affairs of schools. Furthermore, the extent of community participation appears to be shaped by a ‘social contract’ based on the principle of reciprocity of roles between the community and schools, and that increasingly teachers feel accountable to the traditional hierarchical educational structure, and not to the community. The paper argues that the realisation of decentralisation policy in education has to contend with the realities of local politics of influence in the community, and tap into the positive side of this influence to improve education service delivery.
Publisher: Routledge _eprint: https://doi.org/10.1080/02680939.2011.554999 KerkoCite.ItemAlsoKnownAs: 10.1080/02680939.2011.554999 10/bqzj2s 2339240:KLMLRR4J 2405685:USDNAYZW
Keywords: Ghana; Parent Teacher Associations (PTA); School Management Committees (SMC); ___working_potential_duplicate; community participation; decentralisation policy

Death of mixed methods? Or the rebirth of research as a craft - Symonds, Jennifer E.; Gorard, Stephen (Evaluation & Research in Education, 2010)
The classification by many scholars of numerical research processes as quantitative and other research techniques as qualitative has prompted the construction of a third category, that of ‘mixed methods’, to describe studies that use elements from both processes. Such labels might be helpful in structuring our understanding of phenomena. But they can also inhibit our activities when they serve as inaccurate or limiting descriptors. Based on the observation that mixed methods are fast becoming a common research approach in the social sciences, this paper questions whether the assumptions that are used and perpetuated by mixed methods are valid. The paper calls for a critical change in how we perceive research, in order to better describe actual research processes. A ‘core’ design typology of the mechanisms underlying research structures and processes is posited to encourage creative thinking around alternatives to the three purported paradigms of quantitative, qualitative and mixed methods. This ‘return to basics’ seeks to encourage new and innovative research designs to emerge, and suggests a rebirth of research from the ashes of mixed methods.
shortDOI: 10/fkx8x7 KerkoCite.ItemAlsoKnownAs: 10.1080/09500790.2010.483514 10/fkx8x7 2339240:VLHNF2T5 2405685:K7FDAWK7
Keywords: mixed methods; paradigm; qualitative; quantitative; research methods; research philosophy

Dearth of research in Bangladeshi universities - Momin, S (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:X9NZ9GIQ 2405685:B5DNCPYF

Deafness and Hearing Loss. Fact Sheet - WHO
Deafness and hearing loss fact sheet from WHO: providing key facts and information on causes, impact, prevention, identification, management and WHO response.
KerkoCite.ItemAlsoKnownAs: 2339240:EEQ6MBMZ 2405685:YT3MEVKQ

Deaf Schools and Training Centers in Pakistan - Deaf Reach (Deaf Reach Schools, Training Centers and Colleges in Pakistan)
Deaf Reach is the only branch network of schools and training centers in Pakistan.
KerkoCite.ItemAlsoKnownAs: 2339240:8872XNQV 2405685:9MQ8YL4A

Deaf Reach: End of Sandbox Showcase - Siddiqui, Maira; Shaikh, Saira; Rahman, Asad (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4959839 2405685:6FBBKFMM
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

DBE's National School Nutrition Programme - Republic of South Africa (DBE's National School Nutrition Programme, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:YZ9QTSYZ 2405685:B5V2NBXA 4656463:DV2MRLQV

Day of the Girl Child - 2016 - UNICEF (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:YPVKV9FR 2405685:ITLXFDVB

Daughters of the Nile: Egyptian women changing their world - Spencer, S.I. (Cambridge Scholars Publishing, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:ZR4EGXPQ 2405685:J2EGTGIH 8836279:4NUAEXU7 8836279:NHFYJUTP 8836279:QG95BB97 8836279:RWYRBVNY 8836279:YN2PEZKN

DataBank World Development Indicators - World Bank
KerkoCite.ItemAlsoKnownAs: 2405685:H6VYFXC8

Data Visualization - EGER: Evidence for Gender and Education Resource - EGER
KerkoCite.ItemAlsoKnownAs: 2405685:8KV2UUTA

Data sharing agreements - UK Information Commissioner's Office (2021)
Publisher: ICO KerkoCite.ItemAlsoKnownAs: 2339240:KR74YVJ2 2405685:NDIMW83H

Data quality check for hierarchical linear data with outliers - idinsight (2022)
How to implement a data quality check for pairs of variables displaying linear relationships.
KerkoCite.ItemAlsoKnownAs: 2339240:M8FQ77D9 2405685:43GVXKPC 4656463:SNDBI83X

Data Protection and Privacy Legislation Worldwide | UNCTAD - UNCTAD (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:EJJ7ZG4L 2405685:4NWNE7KK

Data Protection Act 2018 - UK Data Protection Act (2018)
Publisher: Queen's Printer of Acts of Parliament KerkoCite.ItemAlsoKnownAs: 2339240:HNU89ZMS 2405685:JDHA3K3Q

Data Privacy in Bangladesh A Review of Three Key Stakeholders Perspectives - Hossain, Kamal; Alam, Khabirul; Khan, Umme Saara (Seventh International Conference on Advances in Social Science, Economics and Management Study - SEM 2018, 2018)
KerkoCite.ItemAlsoKnownAs: 10.15224/978-1-63248-164-1-32 2339240:KCTEUWP5 2405685:B99HJAAP

Data or bread? A policy analysis of student experiences of learning under lockdown - Jansen, J. (Southern African Review of Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VTN5WEHF 2405685:EIV33BLC
Keywords: ⛔ No DOI found

Data Must Speak - UNICEF
User-friendly data empower decision makers to improve education for all children.
KerkoCite.ItemAlsoKnownAs: 2339240:LNS38WK8 2405685:8W5DSB7X

Data Innovation for Policymaking - Pulse Lab Jakarta (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:ZEBZVJHJ 2405685:56LPJUQ3
Keywords: ⛔ No DOI found

Data Governance, Privacy and Digital Security - OECD
Data and research on e-commerce including measuring the information economy, internet economy outlook, open internet, openness, key ICT indicators, digital economy policy papers., The global and interconnected digital environment offers a wide range of social and economic benefits and generates enormous potential by fostering innovation, productivity and new sources of growth. Data governance, privacy and digital security are key issues at the heart of OECD work on trust in the digital economy.
KerkoCite.ItemAlsoKnownAs: 2339240:U8JZGWFT 2405685:WLPNCHYF

Data Governance and Stewardship - U.S. Department of Education (2015)
Successful data management requires a proactive approach to addressing stakeholders’ needs for high-quality data, while protecting the privacy of individual respondents. To accomplish this, organizations are advised to develop and implement a comprehensive data governance program. A sound governance program will help organizations to improve their decisionmaking and improve efficiency of operations through establishing a coordinated response to common issues, such as data access controls and staff training; standardizing data definitions and processes; and implementing a holistic approach to mitigating data security risks.
KerkoCite.ItemAlsoKnownAs: 2339240:JD3JVUN2 2405685:YP2J6X8N
Keywords: ⛔ No DOI found

Data governance: A conceptual framework, structured review, and research agenda - Abraham, Rene; Schneider, Johannes; vom Brocke, Jan (International Journal of Information Management, 2019)
Data governance refers to the exercise of authority and control over the management of data. The purpose of data governance is to increase the value of data and minimize data-related cost and risk. Despite data governance gaining in importance in recent years, a holistic view on data governance, which could guide both practitioners and researchers, is missing. In this review paper, we aim to close this gap and develop a conceptual framework for data governance, synthesize the literature, and provide a research agenda. We base our work on a structured literature review including 145 research papers and practitioner publications published during 2001-2019. We identify the major building blocks of data governance and decompose them along six dimensions. The paper supports future research on data governance by identifying five research areas and displaying a total of 15 research questions. Furthermore, the conceptual framework provides an overview of antecedents, scoping parameters, and governance mechanisms to assist practitioners in approaching data governance in a structured manner.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijinfomgt.2019.07.008 2339240:QNUP8K53 2405685:IHNENRTG
Keywords: Conceptual framework; Data governance; Information governance; Literature review; Research agenda

Data for learning: Building a smart education data system - Abdul-Hamid, Husein (World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:7H5MJ922 2339240:Q76HYYDX 2405685:K9XZYD5C 2405685:L35JT7CP
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Data Explorer | Open Budget Survey | International Budget Partnership - International Budget Partnership (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:D69W9L3W 2405685:LK8DZU67 4656463:6HT97ATH

Data entry: towards the critical study of digital data and education - Selwyn, Neil (Learning, Media & Technology)
The generation and processing of data through digital technologies is an integral element of contemporary society, as reflected in recent debates over online data privacy, ‘Big Data’ and the rise of data mining and analytics in business, science and government. This paper outlines the significance of digital data within education, arguing for increased interest in the topic from educational researchers. Building on themes from the emerging sub-field of ‘digital sociology’, the paper outlines a number of ways in which digital data in education could be questioned along social lines. These include issues of data inequalities, the role of data in managerialist modes of organisation and control, the rise of so-called ‘dataveillance' and the reductionist nature of data-based representation. The paper concludes with a set of suggestions for future research and discussion, thus outlining the beginnings of a framework for the future critical study of digital data and education.
KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2014.921628 2339240:6N7V798T 2339240:VT9LJSLR 2405685:WGDUUZJR 2405685:XH3WU6DU

Data-driven innovation for growth and well-being - OECD
Data and research on e-commerce including measuring the information economy, internet economy outlook, open internet, openness, key ICT indicators, digital economy policy papers., Greater access and use of data creates a wide array of policy issues, such as privacy and consumer protection, open data access, skills and employment, and measurement to name a few. The OECD is undertaking extensive analysis on the role of data in promoting innovation, growth and well-being.
KerkoCite.ItemAlsoKnownAs: 2339240:LTG6EL5I 2405685:SZGET5L7

Data Collection Survey on Possibilities of Educational Support with ICT and Japanese Companies Promotion in Mongolia - JICA (Japan International Cooperation Agency, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:239E56EY 2339240:RC54QSKZ 2405685:4MTLKFBX 2405685:JEGDNZCT
Keywords: ___working_potential_duplicate

Data Collection Survey on Possibilities of Educational Support with ICT and Japanese Companies Promotion in Mongolia - JICA (Japan International Cooperation Agency, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:239E56EY 2405685:4MTLKFBX
Keywords: ___working_potential_duplicate

Data Collection Strategies in Mixed Methods Research - Johnson, Burke; Turner, Lisa A. (SAGE, 2003)
Johnson, B. and Turner, L.A. (2003) Data Collection Strategies in Mixed Methods Research. In: Tashakkori, A.M. and Teddlie, C.B., Eds., Handbook of Mixed Methods in Social and Behavioral Research, SAGE Publications, Thousand Oaks, 297-319.
Google-Books-ID: F8BFOM8DCKoC KerkoCite.ItemAlsoKnownAs: 2339240:TABBLHJ3 2405685:QBEU7PW5
Keywords: Social Science / Folklore & Mythology; Social Science / Research

Data collection, primary vs. secondary - Hox, Joop J; Boeije, Hennie R (Encyclopedia of social measurement, 2005)
KerkoCite.ItemAlsoKnownAs: 2339240:UCPDPGBR 2405685:JHLNYE8U 8836279:KMCCAUGF 8836279:NIIEJVFN 8836279:PFLS2S4N 8836279:SI5LCGZX

Data collection and visualisation tools in the education sector in sub-Saharan Africa and South Asia - Vijil, Alejandra; El-Serafy, Yomna; Adam, Taskeen; Haßler, Björn (EdTech Hub, 2024)
This report provides a landscape analysis of available data collection and visualisation tools in the education sector in sub-Saharan Africa and South Asia. Digital data collection has the potential to facilitate cost-effective, adaptable, timely and reliable data to inform decision-making. The value proposition of these tools, as opposed to paper-based data collection, is that they have the potential to save valuable time and resources, minimise errors, and facilitate the sharing of results. To develop this report, we reviewed 50 available tools, of which we reviewed four in depth, considering their uses, features, and challenges. This report offers key takeaways on the potential advantages and limitations of using digital data collection tools in the education sector in sub-Saharan Africa and South Asia. Key words: data collection, data visualisation, education, sub-saharan africa, south asia, landscape analysis An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7371460 ZenodoArchiveConcept: 7371459 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7371460 10.5281/zenodo.7473922 10.5281/zenodo.7500121 10.53832/edtechhub.0151 2339240:BE2J66WG 2405685:BBAPFKW4 2405685:JHWKC6F4 2405685:P833K7KC 2405685:YLS6YQ3U
Keywords: _r:AddedByZotZen

Data centre - UNESCO-UIS (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:DPXIU8FL 2405685:VNTWEW4U

Data Availability and Use - Australian Government Productivity Commission (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:K27TZBX7 2405685:YIPJ56YY

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

Data Availability and Transparency Bill 2020 [and] Data Availability and Transparency (Consequential Amendments) Bill 2020 - Markham, David (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TTBXMDVP 2405685:TCQ5KVQ2

Data analysis methods for qualitative research: managing the challenges of coding, interrater reliability, and thematic analysis. - Belotto, Michael J. (The Qualitative Report, 2018)
KerkoCite.ItemAlsoKnownAs: 10.46743/2160-3715/2018.3492 2405685:5N7JRUCZ 2405685:VFBZDQZ4 2534378:6EM4AA2V 2534378:EHPTTHWF
Keywords: ___working_potential_duplicate

Data Access Protocol - Department of Education Children Services (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:MPJEIYTY 2405685:PY3ZWV84

Data Access and Protection Laws in Pakistan: A technical review - Halim, Waqas; Upadhyay, Arjun; Coflan, Caitlin (EdTech Hub, 2022)
The advancement of technologies has supported an exponential rise in the collection and use of data. Data, when used appropriately, can support better decision-making and inform innovation. Data has value to entrepreneurs and innovators who seek to design products that respond to user needs. However, the widespread collection and use of data have also spawned concerns about individual rights and data privacy. Issues related to collection, usage, dissemination, and access to data have also come to the forefront. To address these concerns, many countries across the globe have introduced data protection laws. This policy brief identifies and analyses global best practices in data protection and data access. It is developed in response to an inquiry related to data and research in the education sector, specifically in Pakistan. The brief explores the potential practical challenges in the enforcement and implementation of global good practices in the context of the data protection environment in Pakistan; it proposes a set of key recommendations for the Government of Pakistan, provincial governments, development partners, and other education-related ministries and public departments. Keywords: Data protection (laws), good practices, data access, privacy rights, children's data, sensitive data, data-driven policy, data integration, third-party data sharing, open data, data security, data governance, encryption An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6621244 10.53832/edtechhub.0098 2405685:GV4MKFZH
Keywords: _r:AddedByZotZen

Dashboard Summary - Education Innovation Challenge
KerkoCite.ItemAlsoKnownAs: 2339240:332VZIFV 2405685:6P6MP8SL

Daring Progress: Telecommunications Public Policy 2014-2015 - Ministry Of Telecommunications (Lebanon) (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:PR6LVJ8C 2405685:PXT872T3

Darakht-e Danesh Online Library - Darakht-e Danesh (2020)
The Darakht-e Danesh Online Library for Educators is a repository of open educational resources for teachers, teacher trainers, school administrators, literacy workers and others involved in furthering education in Afghanistan.
Library Catalog: www.darakhtdanesh.org KerkoCite.ItemAlsoKnownAs: 2339240:T65HPCDE 2405685:7827QLJQ 4803016:3AEZNBWX

Dar es Salaam Primary Schools: Do parents act to improve child learning? - Twaweza (Twaweza Brief No. 5, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:TG9E4XPS 2405685:NTGZWCJQ

d-portal - d-portal.org (Development Portal (IATI), 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:TP8UYYRT 2405685:2ZVBXGSP 4656463:DQFR6HEF

Cyclone Idai: On the Ground Data from Mozambique - Becker, Nick (GeoPoll, 2019)
GeoPoll has conducted an SMS survey in Mozambique to reach those affected by Cyclone Idai. Data from Sofala province and Beira city following the cyclone.
EdTechHub.ItemAlsoKnownAs: 2405685:BNT75G27

Cyber wellness - Ministry of Education (Singapore) (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:S28C8GQT 2405685:6PCYGUAU

Cyber Actors Target K-12 Distance Learning Education to Cause Disruptions and Steal Data (2020)
This Joint Cybersecurity Advisory was coauthored by the Federal Bureau of Investigation (FBI), the Cybersecurity and Infrastructure Security Agency (CISA), and the Multi-State Information Sharing and Analysis Center (MS-ISAC).
KerkoCite.ItemAlsoKnownAs: 2339240:27NVH9YU 2405685:HYNK7VR6

Curriculum Reform & Building Back Better. - Chuang, Rachel; Mullan, Joel (2020)
This EdTech Hub Helpdesk Response presents an overview of curriculum reform implementation within the context of Covid-19 and strengthening education systems for when children return to school ('building back better'). The document emphasises interventions and evidence relevant to African countries.
ZenodoArchiveID: 5652087 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3470024 10.5281/zenodo.5652087 2339240:69J5ZJAK 2405685:L3P7EL3U 2405685:TEL4GR8G
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH