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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

6811.pdf
KerkoCite.ItemAlsoKnownAs: 2405685:4KQAIBD5

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2019 Annual School Census Report - Ministry of Basic and Senior Secondary Education (Ministry of Basic and Senior Secondary Education, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:99GBVUWP 2339240:NBI2YGW4 2405685:PF3NKF32 2405685:QNZEXSV3 2405685:SK6ZDI63 2486141:IVGKRIEH

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

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

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

2018 Annual Schools Census Report And Statistical Abstract - MBSSE (Ministry of Basic and Senior Secondary Education, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:MKX6QVVV 2405685:G2T55FUJ

2017 ISTE Standards for Educators: From Teaching With Technology to Using Technology to Empower Learners - Trust, Torrey (2017)
zotzenLib.CopiedFrom: 2339240:IMV3R3GJ KerkoCite.ItemAlsoKnownAs: 10.1080/21532974.2017.1398980 2339240:IMV3R3GJ 2339240:MZ6JSZCQ 2405685:ESPE96KG 2405685:I4QVUNPR

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

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

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

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

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

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

18 large-scale EdTech initiatives on our radar in 2020 - Moss, Caitlin (EdTech Hub, 2020)
During the EdTech Hub’s inception phase so far, one question we hear a lot is: “What interesting or notable EdTech initiatives are you seeing?” Another question usually follows: “Which ones are reaching scale?” This week we have joined the global education community in London for the Education World Forum and BETT meetings. This is a […]
Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 2339240:35E4A2TD 2339240:4LGNB3A8 2339240:AA5FSXJC 2339240:RYJUP2SP 2405685:ATRDA7GD 2405685:BYEPNBQB 2405685:CLFVRHB5 2405685:EIZKB3Q4 2405685:QCXEVZTI 2405685:VMYU87NN 2405685:WWNJCJVG 2405685:ZFJGNIZJ 4656463:7UTAZK7R
Keywords: F:Blog post; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

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

16809eed0a.pdf
KerkoCite.ItemAlsoKnownAs: 2405685:DJ4JV8DU

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

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

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

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

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

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

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

10 principles to consider when introducing ICTs into remote, low-income educational environments - Trucano, Michael (World Bank Blogs, 2013)
there must be an I, a C, and a T here somewhere ... There are, broadly speaking, two strands of concurrent thinking that dominate discussions around the use of new technologies in education around the world. At one end of the continuum, talk is dominated by words like 'transformation'. The ...
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:5I5XNP44 2339240:7ENMXVAZ 2339240:7TDXW2WT 2339240:M7NFMPY5 2405685:23SM2GHY 2405685:2KLF59UJ 2405685:BJSJWEMM 2405685:EJG6JBSL 2405685:EY7WAUHY 2405685:MDR3XLXP 2405685:N584ISNZ 2405685:RCHYAVL3 2405685:SVDWLWHS 2405685:XED3H9S7 4656463:P4BDEDD3 4656463:YXDWWIE2

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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