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

Open Data: Unlocking Innovation and Performance with Liquid Information - Manyika, James; Chui, Michael; Groves, Peter; Farrell, Diana; Van Kuiken, Steve; Almasi Doshi, Elizabeth (McKinsey Global Institute, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:J7R9PK49 2405685:747PVD3X
Keywords: _C:Algeria DZA; _C:Brazil BRA; _C:Canada CAN; _C:China CHN; _C:Colombia COL; _C:France FRA; _C:Georgia GEO; _C:Germany DEU; _C:Haiti HTI; _C:India IND; _C:Iran IRN; _C:Japan JPN; _C:Kenya KEN; _C:Mexico MEX; _C:Netherlands NLD; _C:New Zealand NZL; _C:Republic of Moldova MDA; _C:Romania ROU; _C:Russian Federation RUS; _C:Singapore SGP; _C:South Africa ZAF; _C:Sweden SWE; _C:United Kingdom GBR; _C:United States USA; __C:scheme:1

América Latina en PISA 2012: ¿Cómo se desempeñan los varones y las mujeres? - María Soledad, , Bos; Ganimian, Alejandro; Vegas, Emiliana (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:5T7CABGZ 2405685:2DI8HWJT

Here and now mobile learning: An experimental study on the use of mobile technology - Martin, Florence; Ertzberger, Jeffrey (Computers & Education, 2013)
00014 shortDOI: 10/f49wgf KerkoCite.ItemAlsoKnownAs: 10/f49wgf 2129771:J6IZD5FE 2405685:7BWBVVSA

An Investigation on Learning Performance among Disabled People Using Educational Multimedia Software: A Case Study for Deaf People - Masitry, Ananthi Krishnasami; Majid, Mazlina Abdul; Toh, M Zulfahmi; Herawan, Tutut (2013)
The increasing number of people with hearing-impaired in Malaysia attracts to produce a variety of technologies, which can assist the deaf people in carrying out their tasks in everyday life as normal people. New technology can help to decrease the difficulty that hearing-impaired people faces in daily life to use the information services like normal people. Thus, this paper focuses on: i) developing a new multimedia courseware for pre-school students with hearing problem, and ii) comparing the deaf student’s learning performance before and after using the courseware. Four modules were developed for e-MSL courseware consist of alphabets, numbers, words and quizzes with colorful text, animation, sounds, video and pictures using Malaysian Sign Language (MSL). Sekolah Rendah Pendidikan Khas (SRPK) Indera Mahkota II, Kuantan has been chosen as the case study for data collection and for investigating the student learning performance on the courseware. The survey results show that 100% of the respondents have agreed that using e-MSL courseware managed to reduce the student learning time more than 80%. The result has indicated that students have shown better learning performance using e-MSL compared to traditional learning.
KerkoCite.ItemAlsoKnownAs: 10.14257/ijbsbt.2013.5.6.02 2339240:6YFB5WG4 2405685:XDQ6E2DZ

The effectiveness of online and blended learning: A meta-analysis of the empirical literature - Means, Barbara; Toyama, Yukie; Murphy, Robert; Bakia, Marianne (Teachers College Record, 2013)
KerkoCite.ItemAlsoKnownAs: 2405685:3G5AHTWT
Keywords: ⛔ No DOI found

PISA and the globalization of education governance: some puzzles and problems - Meyer, Heinz Dieter; Benavot, Aaron (PISA, Power, and Policy: The Emergence of Global Educational Governance, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:6TPMJHMI 2405685:HJUQIN2P

Perception and Usage Level of ICT of the Primary School Teachers in Bangladesh - Mia, Abdul Hannan; Haque, Ziaul (Bangladesh Journal of MIS, 2013)
Bangladesh has been investing in the integration of information and communication technology (ICT) in education from the last decade. The evolution of the Information and Communication Technology (ICT) and their integration in the education lead to specific changes both in personal and professional area of primary school teachers in Bangladesh. Bangladesh has realized the need for a high quality primary education system and seen huge government funding for schools over the last 7years. However, Bangladesh’s spending on ICT has attracted little research regarding the impact of ICT on primary school teachers. For this reason, this study aimed to discover perception and usage level of ICT of the primary school teachers in Bangladesh. The study found that teachers have deficiency in usage and training of ICT. Findings revealed that programs on ICT provided for the primary schools in Bangladesh were too basic and that further investment is required. Data analyzed by STATA indicate that perception of primary school teachers about the ICT is positive irrespective of demographic characteristics such as sex, level of profession, type of institution, marital status and age. The usage level of ICT is not satisfactory whether the teacher is married or single, senior or junior or headmaster, male or female and government or non government. Some initiative can be taken to improve the ICT use among primary school teachers such as training on ICT, setup of computer Lab in primary school, introducing a course on ICT in primary level, reducing the cost of Internet connection and ICT devices etc.
KerkoCite.ItemAlsoKnownAs: 2339240:UBXB9GCB 2405685:B56Z8L24
Keywords: ⛔ No DOI found

Teachers’ Perception About Integration of ICT in Teaching and Learning of Kiswahili Language in Secondary Schools in Kenya. - Miima, Florence; Ondigi, Dr Samson; Mavisi, Rose (2013)
This article discusses the results of exploratory study of integration of ICT in teaching and learning of Kiswahili language in Kenyan secondary schools taking the case of Kakamega county in western part of Kenya. A survey design technique was adopted. Forty five teachers were selected to act as sample size for the study. Questionnaires and interview protocols were used to collect the data. The data collected was analyzed through descriptive statistical techniques. The results are summarized and presented through tables and graphs. The findings established that most Kiswahili teachers understand the benefit of integrating ICT in teaching and learning of Kiswahili language but they are not willing to adopt it due to various challenges. The paper examines how Kiswahili language teachers integrate ICT into everyday classroom practice, their perceptions, constrains, and their reservations. It also considers use of ICT along with the influences of established curriculum practice and policy upon Kiswahili language teacher’s willingness to develop new forms of activity and pedagogy. The case study provides some information on integration of ICT at all level of language teaching and learning in education.
KerkoCite.ItemAlsoKnownAs: 2339240:877NW8X7 2405685:7X9VB3JM

Using iPads to teach inquiry science to students with a moderate to severe intellectual disability: A pilot study - Miller, Bridget T; Krockover, Gerald H; Doughty, Teresa (Journal of Research in Science Teaching, 2013)
00000 shortDOI: 10/f49bvb KerkoCite.ItemAlsoKnownAs: 10/f49bvb 2129771:3WBKZA9Z 2405685:67E46G83

Master plan for information and communication technology in education (2012-2021) - Ministry of Education (Ministry of Education, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:TPN6776P 2405685:C2QYAICR

Alternative Education Systems Implementation Guide - Ministry of Education, Science and Technology (Republic of South Sudan, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:4DIC26K5 2405685:883F3NWN

Master Plan for Information and Communication Technology in Education (2012-2021) - MoE (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:9HILNTF3 2405685:MNN7P3J6

Teacher Education and the Challenge of Development: A global analysis - Moon, Bob (Routledge, 2013)
KerkoCite.ItemAlsoKnownAs: 2405685:Y6XEQM7K

Results on implementing personal learning environments in Tanzanian secondary schools - Mselle, L. J.; Kondo, T. S. (8th International Conference for Internet Technology and Secured Transactions (ICITST-2013), 2013)
In this paper we describe how an Offline Personal Learning Environment (OPLE) for learning mathematics was implemented in Tanzanian secondary schools. Students and teachers' perceptions were captured and discussed. The viability of delivering mathematics classes through offline digital content was tested. Results show that OPLE can be used to improve teaching and learning in Tanzanian secondary schools.
KerkoCite.ItemAlsoKnownAs: 10.1109/ICITST.2013.6750234 2339240:IKMNYZ6W 2405685:ZDTE45WN
Keywords: Context; Education; Educational institutions; Green products; ICT; Offline Digital Content; Offline Personal Learning Environment; Technology

The Influence of Principals’, Teachers’ and Students’ Attitude on Readiness to Adopt e-Learning in Secondary Schools in Kitui District, Kenya - Mulwa, Dr Angeline Sabina; Kyalo, Dr Dorothy Ndunge (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:5BBVKX84 2405685:SGP9493Q
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Special Needs Education (SNE) in Kenyan public primary schools: exploring government policy and teachers’ understandings - Mwangi, Lucy (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:UI9VSGAF 2405685:Y7LJH3SM 4656463:T688XI8F 4820577:YUAA6DRP
Keywords: ⛔ No DOI found

Pakistan Demographic and Health Survey 2012-13 - National Institute of Population Studies (USAID, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:YCKR4DWX 2405685:W69R3J66
Keywords: ⛔ No DOI found

Paper 3. Landscaping the Institutions of Educational Policy Research in Pakistan: Who is doing what? - Naveed, Arif (Department for International Development, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:3F34HHFP 2405685:YXTTKFC5

Enhanced STEM learning with Online Labs: Empirical study comparing physical labs, tablets and desktops - Nedungadi, Prema; Raman, Raghu; McGregor, Mark (Frontiers in Education Conference, 2013 IEEE, 2013)
00000 shortDOI: 10/gf62jb KerkoCite.ItemAlsoKnownAs: 10/gf62jb 2129771:HWCBYRE9 2405685:9HNXI88J

Promoting sustainable living in the borderless world through blended learning platforms - Ng, Khar; Parahakaran, Suma; Febro, Rhea; Weisheit, Egbert; Lee, Tan (Open Praxis, 2013)
shortDOI: 10/ggjk2r KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.5.4.88 10/ggjk2r 2339240:Q62IS6X4 2405685:RLWQ3JYS

The effect of free primary education policy on late school entry in urban primary schools in Kenya - Ngware, Moses W.; Oketch, Moses; Ezeh, Alex C.; Mutisya, Maurice (International Review of Education, 2013)
KerkoCite.ItemAlsoKnownAs: 10.1007/s11159-013-9389-6 2405685:JH6YHV6A

National Education Policy - Nigerian Educational Research and Development Council (2013)
KerkoCite.ItemAlsoKnownAs: 2405685:AHQUPS4B

Use of Information communication technology in teaching and learning processes in secondary schools in Rachuonyo South District, Homa-Bay County, Kenya - Obonyo, Samson O. (University of Nairobi, 2013)
The purpose of this study was to investigate the use of Information Communication Technology (ICT) in teaching and Learning in Rachuonyo South District secondary schools. The focus was on three main subject matters: on ICT use and competence, on teacher and student and on ICT infrastructure and teaching practices. The study is closely connected to the national educational policy, which has aimed strongly at supporting the implementation of ICT in pedagogical practices at all institutional levels. Six research questions were formulated to guide the researcher investigate the phenomena. A descriptive survey design was used to collect data from the field through the use of questionnaire and an observation schedule. The result indicated that ICT has not been successfully integrated in teaching and learning in schools. In general, students are capable and motivated users of computers. Some students have the skills to use new kinds of applications and their ICT skills are wider although not necessarily adequate. Teachers’ skills are more heterogeneous. The large majority of teachers have sufficient skills for everyday and routine working practices, but many of them still have difficulties in finding a meaningful integration of ICT into teaching and learning. Most teachers reported that the use of ICT in learning and teaching was slow in the past years and proposed upgrading of students computer labs and accelerating internet connectivity in the schools. Further, teachers’ good ICT competence helps them to adopt new pedagogical practices and integrate ICT in a meaningful way. The results also showed that students are capable and motivated users of new technology and their ICT skills are wide, although not necessarily adequate; the working habit might be ineffective and wrong. Some students have a special kind of ICT related adaptive expertise, which develops in a beneficial interaction between students and teachers, and individual interest and activity. The most common goal to student use of ICT is challenged by the internet, digital communication and the need to filter information. Since students’ ICT skills can be translated to increased creativity, which include innovation and productive workforce, to develop capacity to ICT which support the country’s knowledge base. The findings further indicated that ICT integration realized some challenges such as availability of sufficient number of ICT tools, lack of motivation and support and lack of technical support. The challenges are either teacher-level (Microlevel), school level (Meso-level) or system level (Macro-level). These barriers have hindered successful implementation of ICT into teaching and learning processes. The study also recommended that teachers should be given sufficient training on how to use ICT tools to enhance teaching and learning in schools. The study also recommended that students should be equipped with ICT skills such as Microsoft software applications such as word, excel and access. Finally, further research on the perception of teachers and students towards the use of ICT in enhancing teaching and learning and relevant strategies for using ICT to improve teaching and learning practices should be conducted.
Accepted: 2013-09-13T12:53:42Z KerkoCite.ItemAlsoKnownAs: 2339240:VMGJH5RH 2405685:K3FR5Q2D

Mother tongue as default language of instruction in lower primary science classes: Tension between policy prescription and practice in Nigeria - Okebukola, Peter Akinsola; Owolabi, Olatunde; Okebukola, Foluso Olutoyin (Journal of Research in Science Teaching, 2013)
The forecast for the first quarter of this century is that the issue of teaching science in the language to which the learner is most familiar will receive more attention in our quest to win more students for science. Over two-thirds of countries in Africa, Asia, and Europe have developed policies on the use of the mother tongue for teaching science in the lower levels of their education system. In spite of this policy thrust, the educational system of many of these countries has not responded fully to the demands of such a policy. Because studies which mapped the dynamics of communication in science classrooms taught using the mother tongue are scant, we remain in the dark as to how best to structure such classrooms. The study was conducted in 12 primary schools and it involved 36 teachers in urban and rural locations of Lagos State, Nigeria. Quantitative and qualitative data were collected from primary science classrooms where the mother tongue is expected to be used as a medium of instruction. Mismatch between policy and practice was found especially in urban science classrooms. Among other things, it was found that on the average, science lessons delivered in primary 1 in rural settings, were found to be 93.6% in the mother tongue (L1). In primary 2 this fell to 91.1% and in primary 3–84.6%. In contrast, in the urban schools, mother tongue content was found to be 61.8% in primary 1, 49.2% in primary 2 and 26.6% in primary 3. The geo-spatial communication between and among pupils in urban and rural science classes also showed interesting findings, that is, English served as a mediating language. The implications of the findings for future policy considerations and future research to inform policy are drawn. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 50:62–81, 2013
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21070 KerkoCite.ItemAlsoKnownAs: 10.1002/tea.21070 2405685:FM277GAH 4042040:XENETYQZ
Keywords: class dynamics; mother tongue; science teaching

"For us it was a learning experience": design, development and implementation of blended learning - Onguko, Brown; Jepchumba, Lucy; Gaceri, Petronilla (European Journal of Training and Development, 2013)
Purpose - The purpose of this paper is to share reflections of the three authors on the process of instructional design and implementation of blended learning for teachers' professional development (PD) in rural western Kenya. It proposes reforms in provision of teachers' professional development to enable professional development providers to access specialized skills in instructional design (ID) and blended learning. Design/methodology/approach - The paper resulted from a design-based research including 12 entry and 12 exit interviews, observations of three face-to-face meetings of blended learning sessions and ten classroom observations of teachers implementing new teaching approaches learned through blended learning. Findings - The paper provides insights into the authors' experiences in this research. They shared the following reflections: engagement in ID empowered them and they are confident that they can engage in systematic instructional design on a larger scale; they gained technical knowledge and skills in authoring content in HTML on eXe open source platform; uploading the content and processing audio and video content was equally enthralling to them. Research limitations/implications - Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to consider incorporating the design-based research, instructional design and blended learning approaches used in this study while conducting related research in their dissimilar contexts. Practical implications - The paper includes implications for the design, development and implementation of teachers' professional development for challenging contexts as a contribution towards achievement of both Millennium Development Goals (MDGs) and Education for All (EFA). Originality/value - This paper fulfils an identified need to study provision of professional development for teachers who lack opportunities for professional development.
Place: Limerick Publisher: Emerald Group Publishing Limited Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1430572667?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1108/ejtd-10-2012-0052 2339240:C7CEXRWM 2339240:XN53EQR3 2405685:AFTT7Q76 2405685:UYED6EDY 2405685:ZZ7VUU4G 2534378:32ICX4DB 2534378:UTXP2X7Q
Keywords: 5220:Information technology management; 8306:Schools and educational services; 9177:Africa; Appropriate technology; Audio recordings; Business And Economics–Management; Instructional design; Kenya; Personal development; Professional development; Research; Rural schools; Teaching; Technological change; Training; __:import:01; __:match:final; __:matched; __:study_id:2096396; ___working_potential_duplicate; __finaldtb

Perspectives on underutilisation of ICT in education in Tanzania, Uganda and Kenya - Oroma, J. O.; Kiden, S.; Maghendha, M. W.; Ntiyani, S. (2013 IST-Africa Conference, 2013)
Developing countries in Africa have experienced considerably high growth in education that is witnessed by high enrolments at all levels, and brought forth several critical challenges like limited learning space, insufficient learning materials, and inadequate human capacity, forcing governments to build more schools and encourage the private sector to invest in education at all levels because education is pivotal to growth in other sectors. To overcome these challenges and improve the quality of education, these governments enacted several policies that integrate information and communication technologies in the curriculums at all levels of education and encouraged institutions to embrace these technologies because they enhance the teaching and learning processes. However, in reality, the adoption, ICT integration and implementation of these policies is inadequate and hindered by numerous factors. This study therefore focuses on exploring and comparing these factors leading to the underuse of ICT in education in these three countries.
KerkoCite.ItemAlsoKnownAs: 2339240:RWIB3G38 2405685:J9ABKGK8
Keywords: Africa; Computers; East Africa; Educational institutions; Government; ICT; ICT integration; ICT underutilisation; Internet; Kenya; Libraries; Materials; Tanzania; Uganda; Uganda and Kenya; challenges; computer aided instruction; context; countries; developing; developing countries; e-learning. Tanzania; education; education quality; educational institutions; excuses; human capacity; information and communication technologies; learning materials; learning process; learning space; private sector; teaching; teaching process; utilisation; ⛔ No DOI found

What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? Systematic review - Orr, David; Westbrook, Jo; Pryor, John; Durrani, Naureen; Sebba, Judy; Adu-Yeboah, Christine (EPPI-Centre, Social Science Research Unit, Institute of Education, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:K82B5UP3 2339240:NN7K3HRQ 2405685:5J3HIZH9 2405685:YAT9NL4R
Keywords: C:Low- and middle-income countries

Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students - Osborne, Jonathan; Simon, Shirley; Christodoulou, Andri; Howell-Richardson, Christina; Richardson, Katherine (Journal of Research in Science Teaching, 2013)
This article reports the outcomes of a project in which teachers' sought to develop their ability to use instructional practices associated with argumentation in the teaching of science—in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to the teaching of science as a common instructional practice within the school. To achieve this goal, two lead teachers in each school worked to improve the use of argumentation as an instructional practice by embedding activities in the school science curriculum and to develop their colleague's expertise across the curriculum for 11- to 16-year-old students. This research sought to identify: (a) whether such an approach using minimal support and professional development could lead to measurable difference in student outcomes, and (b) what changes in teachers' practice were achieved (reported elsewhere). To assess the effects on student learning and engagement, data were collected of students' conceptual understanding, reasoning, and attitudes toward science from both the experimental schools and a comparison sample using a set of standard instruments. Results show that few significant changes were found in students compared to the comparison sample. In this article, we report the findings and discuss what we argue are salient implications for teacher professional development and teacher learning. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:315–347, 2013
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21073 KerkoCite.ItemAlsoKnownAs: 10.1002/tea.21073 2339240:4NIGXKV2 2405685:4X4GKSJM 2405685:VIDIRPJ6 2534378:G9ZN4A6P
Keywords: argumentation; dialogic teaching; epistemic learning; student engagement; teacher professional development

Working with immigrant children and their families: An application of Bronfenbrenner's ecological systems theory - Paat, Yok-Fong (Journal of Human Behavior in the Social Environment, 2013)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/10911359.2013.800007 2339240:P68GAF86 2405685:ML8UK3IE

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

Schools going mobile: A study of the adoption of mobile handheld technologies in Western Australian independent schools. - Pegrum, M., Oakley, G., & Faulkner, R. (Australasian Journal of Educational Technology, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:FRV5EY6P 2405685:NWQ38UTS

How teachers are using technology at home and in their classrooms - Pew (Pew Research, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:9U3BWEQ6 2405685:JP7AHUZH

From Distance Learning and ODL to ODeL: Unisa Library’s journey to transformation and innovation - Rammutloa, Modiehi Winnie (2013)
KerkoCite.ItemAlsoKnownAs: 2405685:CF4G2BHS
Keywords: ⛔ No DOI found

U-report: Rapid SMS - RapidSMS (2013)
KerkoCite.ItemAlsoKnownAs: 2405685:FZNZL6J7
Keywords: sub-Saharan Africa

Efficacy of Think Tanks in Influencing Public Policies: The Case of Bangladesh - Rashid, A (Asian Journal of Political Science, 2013)
This article analyzes contextual and organizational challenges and constraints faced by think tanks in Bangladesh. It argues that while think tanks have been visible in the policy discourse through fostering policy debates and advocating policy proposals, their direct impact on policy outcomes remains limited. Think tanks’ research findings are often interpreted through the prism of politics. A number of think tanks are institutionally weak and face challenges in funding, attracting researchers, and retaining research focus. Think tanks can potentially focus attention to the wider policy community, and emphasize intermediate influences, such as, building capacity, wider networking and interacting with a broader base of policy-makers, in order to be effective and relevant in the policy discussions.
KerkoCite.ItemAlsoKnownAs: 10.1080/02185377.2013.793561 10/gkm64g 2339240:RD5SJH6B 2405685:C45YLVIG

How students create motivationally supportive learning environments for themselves: The concept of agentic engagement - Reeve, Johnmarshall (Journal of Educational Psychology, 2013)
KerkoCite.ItemAlsoKnownAs: 10.1037/a0032690 2339240:I46QQPET 2405685:2TMEVEBX

National ICT Policy – An ICT-Led Malawi - Republic of Malawi (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:LMKCNSPM 2405685:C83SEI43

Results From a Controlled Study of the iPad Fractions Game Motion Math - Riconscente, Michelle M (Games and Culture, 2013)
00001 shortDOI: 10/gf62jj KerkoCite.ItemAlsoKnownAs: 10/gf62jj 2129771:TGCRE2G3 2405685:XCA5SYZ5

Teachers and Students Perceptions on the Utilisation of Educational Media in Teaching and Learning History and Government in Secondary Schools in Kenya - Rugut, Eunice; Role, Jesse (2013)
The purpose of conducting this study was to determine the perception that students and teachers held on the utilisation of educational media in teaching and learning of History and Government subject in public secondary schools in Nandi Central Sub County, Kenya. The study involved participation of 10 secondary schools from the area. The target population for the study involved 48 teachers and 257 form IV students. The data for the research was collected through questionnaires. Research results showed that majority of student rated that educational media was very helpful in learning History and Government. Teachers had more positive perceptions towards the integration of educational media in teaching and learning of History and Government in secondary schools in Nandi Central Sub-County. There was a significant difference on the teachers perception and students perception on the use of educational media in teaching and learning History and Government in secondary schools (p<0.05). The study concluded that teachers and students perceived differently on the effect of utilisation of educational media in teaching and learning History and Government subject in secondary schools in Nandi Central. The study recommends that teachers should go for in-service training to be acquainted with new educational media resources. Teachers should also work closely with students when designing, improvising and utilising educational media resources in teaching and learning in schools.
KerkoCite.ItemAlsoKnownAs: 2339240:JXQX3HRX 2405685:A4NGYYZT
Keywords: ___working_potential_duplicate

Teachers and Students Perceptions on the Utilisation of Educational Media in Teaching and Learning History and Government in Secondary Schools in Kenya - Rugut, Eunice; Role, Jesse (2013)
The purpose of conducting this study was to determine the perception that students and teachers held on the utilisation of educational media in teaching and learning of History and Government subject in public secondary schools in Nandi Central Sub County, Kenya. The study involved participation of 10 secondary schools from the area. The target population for the study involved 48 teachers and 257 form IV students. The data for the research was collected through questionnaires. Research results showed that majority of student rated that educational media was very helpful in learning History and Government. Teachers had more positive perceptions towards the integration of educational media in teaching and learning of History and Government in secondary schools in Nandi Central Sub-County. There was a significant difference on the teachers perception and students perception on the use of educational media in teaching and learning History and Government in secondary schools (p<0.05). The study concluded that teachers and students perceived differently on the effect of utilisation of educational media in teaching and learning History and Government subject in secondary schools in Nandi Central. The study recommends that teachers should go for in-service training to be acquainted with new educational media resources. Teachers should also work closely with students when designing, improvising and utilising educational media resources in teaching and learning in schools.
KerkoCite.ItemAlsoKnownAs: 2339240:JXQX3HRX 2405685:A4NGYYZT
Keywords: ___working_potential_duplicate; auto_merged

School drop out in Bangladesh: insights using panel data - Sabatés, Ricardo; Hossain, Altaf; Lewin, Keith M. (International Journal of Educational Development, 2013)
This paper examines the relative strength of different factors associated with school drop out using data collected between 2007 and 2009 in Bangladesh. A sample of 9046 children, aged 4-15, was selected across six districts for a household survey focusing on children's school access and experiences. Two groups of children were identified: those who were enrolled in school in both 2007 and 2009 and those who dropped out by 2009. Using a multivariate logit model, results show age and gender, together with financial constraints, such as lack of income and school expenditure, as the top predictors of school drop out. Two other important predictors are lack of parental support for children's school work and school absenteeism. This paper identifies some possible interventions that could reduce school drop out. These include campaigns to reduce late entry and overage enrolment, reductions in direct costs of schooling, and more support for low achieving children to compensate for lack of educational support at home.
Accepted: 2016-12-19T10:39:39Z Publisher: © 2012 Elsevier Ltd. KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2012.09.007 2339240:DQCCLUX4 2405685:JWHUF3GA

Teaching children with disabilities: ICTs in Bangkok and Addis Ababa - Schiemer, Margarita; Proyer, Michelle (Multicultural Education & Technology Journal, 2013)
Purpose – This paper intends to explore the levels of availability and restrictions in relation to the use of ICTs (information and communication technologies) for educating children with disabilities in Thailand's and Ethiopia's capitals. Design/methodology/approach – In the course of an international research project, parents and teachers of children with different disabilities, the children themselves and further experts were interviewed about barriers and facilitators in the children's educational environment. For this paper only selected interviews focusing on sensory disabilities were analysed regarding the above mentioned areas of using ICTs. Findings – ICTs are available in the respective cities. The levels of restrictions related to the socio‐economic situation in the two cities vary accordingly but show the same overall limitations. The intensity and kind of use of ICTs is strongly related to resources, the educational actors' awareness and knowledge. Originality/value – Approaching the topic of ICTs in relation to disability might not be new, neither is the contextualisation with the Majority World. However, the combination of the three aspects against the background of current global developments (e.g. the growing gap between the poor and the rich) reveals the importance of taking a closer look at special needs education and ICTs in the Majority World. This opens the floor for discussion on how inclusion of the most marginalised groups in education affects development in general.
3 citations (Crossref) [2024-02-28] Publisher: Emerald Group Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/17504971311328026 2339240:8W9UMMQG 2339240:HT2CTPM2 2405685:5AVSEAD3 2405685:6SYB238I
Keywords: Children; Children with disabilities; Comparative research; Disabilities; Education; Ethiopia; ICTs; Majority World; Thailand; include (age level unclear); ⛔ No INSPIRE recid found

Teaching children with disabilities: ICTs in Bangkok and Addis Ababa - Schiemer, Margarita; Proyer, Michelle; Ahamer, Gilbert (Multicultural Education & Technology Journal, 2013)
Purpose – This paper intends to explore the levels of availability and restrictions in relation to the use of ICTs (information and communication technologies) for educating children with disabilities in Thailand's and Ethiopia's capitals. Design/methodology/approach – In the course of an international research project, parents and teachers of children with different disabilities, the children themselves and further experts were interviewed about barriers and facilitators in the children's educational environment. For this paper only selected interviews focusing on sensory disabilities were analysed regarding the above mentioned areas of using ICTs. Findings – ICTs are available in the respective cities. The levels of restrictions related to the socio‐economic situation in the two cities vary accordingly but show the same overall limitations. The intensity and kind of use of ICTs is strongly related to resources, the educational actors' awareness and knowledge. Originality/value – Approaching the topic of ICTs in relation to disability might not be new, neither is the contextualisation with the Majority World. However, the combination of the three aspects against the background of current global developments (e.g. the growing gap between the poor and the rich) reveals the importance of taking a closer look at special needs education and ICTs in the Majority World. This opens the floor for discussion on how inclusion of the most marginalised groups in education affects development in general.
KerkoCite.ItemAlsoKnownAs: 10.1108/17504971311328026 2339240:V5YTXAA5 2405685:2KZYYG9Y
Keywords: Children; Children with disabilities; Comparative research; Disabilities; Education; Ethiopia; ICTs; Majority World; Thailand

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

Learner-centred education in international perspective: Whose pedagogy for whose development? - Schweisfurth, Michele (Routledge, 2013)
Is learner-centred education appropriate for all societies and classrooms? Learner-centred education (LCE) is a travelling policy, widely promoted by international agencies and national governments. Arguments in favour of this pedagogical tradition refer to theories and evidence from cognitive psychology, claiming that all learners can benefit equally from its judicious use. Beyond the benefits to the individual however, lie a set of assumptions about learner-centred education as a foundation for the building of democratic citizens and societies, suitable for economies of the future. These promises have been questioned by critics who doubt that it is appropriate in all cultural and resource contexts, and there is considerable evidence in the global South of perennial problems of implementation. In the light of these debates, is LCE still a good development 'bet'? This book provides an authoritative and balanced investigation of these issues, exploring the contextual factors from global movements to local resourcing realities which have fuelled it as a discourse and affected its practice. In the light of the theoretical underpinnings and research evidence, the book addresses pressing questions: to what extent is learner-centred education a sound choice for policy and practice in developing countries? And if it is a sound choice, under which conditions is it a viable one? The book is divided into three key parts: - Learner-centred Education as a Global Phenomenon - Learner-centred Education in Lower and Middle-income Countries - Lessons and Resolutions This book provides a much-needed fresh analysis of the concept and practice of LCE. It will be valuable reading for academics and post-graduates with a focus on comparative and international education, along with policy-makers in developing countries and development agencies.
Google-Books-ID: E0p0jeZNIIYC KerkoCite.ItemAlsoKnownAs: 2339240:VXYIEQEU 2405685:F9YR4IYI
Keywords: Education / General

English Language Classroom Practices: Bangladeshi Primary School Children’s Perceptions - Shrestha, P (RELC Journal, 2013)
English language teaching (ELT) has been investigated from various angles including how English language teachers perceive what happens in an ELT classroom. How primary school English language learners perceive their experiences of ELT is rarely reported in the published literature, particularly from developing countries such as Bangladesh. This article reports on a study that examined Bangladeshi primary school learners’ experience of English language classroom practices in which technology-enhanced communicative language teaching activities were promoted through a project called English in Action (EIA). EIA is a large-scale 9-year long international English language development project in Bangladesh, funded by the UK government. A semi-structured group interview was conducted with 600 Grade 3 students from different regions of Bangladesh. The findings showed that the learners found communicative language learning activities such as dialogue and role play more effective than translation and memorizing grammar rules for learning English, although they enjoyed reciting and drills. The results also showed that these learners’ English teachers tended to mix both traditional and communicative approaches in their lessons. The paper critiques EIA and argues that any major language development project needs to consider the local context and learners’ views on language learning for its success.
KerkoCite.ItemAlsoKnownAs: 10.1177/0033688213488466 10/gkm64m 2339240:LWI8RXJE 2405685:2V2WHBZB

Entry, engagement and empowerment: Dilemmas for inclusive education in an Indian context. - Singal, N; Florian, L (The Sage Handbook of Special Education, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:6ZNPUAW5 2405685:BQE39QTV

Assessment of policies to improve teacher quality and reduce teacher absenteeism - Suryahadi, Asep; Sambodho, Prio (SMERU Research Institute, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:SHUK26YV 2339240:7JW2DYF5 2405685:RTYA9G4P 4556019:9P4UH786

The Effects of Incentive Initiatives on Teacher Retention in Tanzania: A Case of the Rukwa Region - Swai, Anna Every (University of Massachusetts Amherst, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:A7PKCAEG 2405685:LMMTKRX8

The benefits of school mapping - Sylla, K; Tournier, B (2013)
KerkoCite.ItemAlsoKnownAs: 2405685:EKY3HCEB 4042040:KRRXYHVK

Ict Integration in Teacher Education: Pakistan "Attitude of Prospective Teachers Towards Ict" - Tahira, Syeda Samina; Saadi, Azhar Mumtaz (Iated-Int Assoc Technology Education & Development, 2013)
The integration of information and communication technologies can help to strengthen teachers and students, but the success of any initiatives to integrate technology in an educational program depends strongly upon the support and attitudes of people involved such as students or teachers. This study aimed to investigate the use of computers in teacher education institutes of Punjab, Pakistan. It measured the attitude of prospective teachers towards the use of ICT and identified barriers faced by prospective teachers in use of ICT. Loyd Gressard Computer Attitude Scale (Loyd and Gressard, 1984, 1985) was administered among 250 M. Ed level prospective teachers from 5-public sector universities of Punjab, Pakistan. This instrument captured the prospective teacher's attitude in four dimensions of ICT. These dimensions were computer anxiety, confidence with computers, liking computers and attitude toward the usefulness of computers. Moreover some open ended questions were also included to identify the barriers faced by prospective teachers in the use of ICT. The overall attitude of the prospective teachers towards the use of ICT was measured by applying simple descriptive statistical technique such as mean score. Further, comparison of attitude of male and female prospective teachers was made by applying inferential statistical technique such as t-test. All prospective teachers showed highly positive attitude towards ICT. Moreover female prospective teachers were found to be more anxious than male. Male prospective teachers were found more confident in using computers. Prospective teachers pointed out a lot of barriers faced by them in the use of ICT.
Pages: 5131-5137 Publication Title: 6th International Conference of Education, Research and Innovation (iceri 2013) WOS:000347240605031 KerkoCite.ItemAlsoKnownAs: 2339240:QPVE6YP9 2405685:YI352IKZ
Keywords: Information Communication Technology; Teacher Education; attitude; barriers in the use of ICT; computer anxiety; computer attitudes; confidence with computers; liking computers; usefulness of computers; validation

The Punjab Transparency and Right to Information Act 2013 - The Punjab Transparency and Right to Information Act (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:685NNGIN 2405685:TUNY9ZNI

Exclusion from education: The Economic Cost of Out of School Children in 20 Countries - Thomas, Milan; Burnett, Nicholas (Educate a Child; Results for Develpoment, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:X7MV2JRJ 2405685:XJX65WUX

Instructional and assessment accommodations in the 21st century. - Thurlow, M (The SAGE Handbook of Special Education: Two Volume Set., 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:HHLQ7XS4 2405685:QCATQYFU

Grade 4 Mathematics 2011 Assessment Items - TIMSS (TIMSS & PIRLS International Study Center, International Association for the Evaluation of Educational Achievement (IEA), 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:PNTQ6PGN 2405685:F48PU96X

Getting inside the black box of technology integration in education: Teachers stimulated recall of classroom observations - Tondeur, J.; Kershaw, L.; Vanderlinde, R.; van Braak, J. (Australasian Journal of Educational Technology, 2013)
KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.16 2405685:Z7PYZBH7

"Opening" a new kind of high school: The story of the open high school of Utah - Tonks, De Laina; Weston, Sarah; Wiley, David; Barbour, Michael K (International Review of Research in Open and Distance Learning, 2013)
The use of online learning at the primary and secondary school level is growing exponentially in the United States. Much of this growth is with full-time online schools, most of whichare operated by for-profit companies that use proprietary online course content. In this article we trace the development of, and philosophy behind, a full-time online school that uses open access software and open educational resources for course content. As more nations begin to put in place plans for primary and secondary education in the event of natural disasters (e.g., the Christchurch earthquakes) or pandemics (e.g., avian flu or H1N1), the availability of open online content is of critical importance.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v14i1.1345 2405685:AUZ2QTB5
Keywords: Cyber school; K-12 online learning; Open education; Virtual school

Technical and vocational education and training (TVET) for young people in low- and middle-income countries: a systematic review and meta-analysis - Tripney, Janice S; Hombrados, Jorge G (Empirical Research in Vocational Education and Training, 2013)
The world is facing a worsening youth employment crisis. In response, technical and vocational education and training (TVET) is back on the development agenda after years of neglect. This systematic review examined the evidence from studies evaluating the impacts of TVET interventions for young people in low- and middleincome countries (LMICs). The 26 included studies evaluated 20 different interventions, predominantly from Latin America. Meta-analyses of the effectiveness of TVET on five outcome measure categories were conducted. The overall mean effects on overall paid employment, formal employment, and monthly earnings were small, positive, and significant; however, significant heterogeneity was observed. Moderator analysis was performed in an attempt to explain between-study differences in effects. The overall paucity of research in this area, together with specific gaps and methodological limitations, affirm the need for strengthening the evidence base. Implications for policy, practice and research are discussed.
shortDOI: 10/gf62zx KerkoCite.ItemAlsoKnownAs: 10.1186/1877-6345-5-3 10/gf62zx 2317526:ZDA23HGH 2339240:T35VA5TJ 2405685:RC3867EU UA-ef9e8a77-a2ae-48e7-aee2-7ad36c907bed
Keywords: -AB-Review; -AB-Review-SSA; -RQAsummary; -codedOrSummarised; -review; C:Kenya; CLL:en; FF1.1/3; FF2.2; FF2.7.a; interesting; keyReview en; onLongList; retain_obsolete; revofrevSummarisedSeptember2018; summarised

Moving education into the digital age: the contribution of teachers' professional development - Twining, P.; Raffaghelli, J.; Albion, P.; Knezek, D. (Journal of Computer Assisted Learning, 2013)
This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development (TWG3). The focus was to explore how professional development of teachers may ensure that teachers are better prepared to use information and communication technology (ICT) to promote 21st century learning. The article is organized into three main sections: a review of key literature on professional development of teachers (TPD), in general and with specific reference to ICT; a summary of the key points emerging from TWG3's discussions; and recommendations for action. On the basis of discussions held within the TWG3, the authors concluded that effective TPD requires changes at several levels of educational systems (political, institutional and individual), and that ICTs should be seen as an opportunity for introducing new goals, structures and roles that support these changes. It is significant that while many of the issues highlighted by the group are well established, addressing them continues to be problematic globally.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12031 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12031 2339240:Q58NA4JQ 2405685:AQTVKM4U 2405685:GF53869U 2405685:HQMJZWT7 2534378:DKXRGCIE 2534378:NESJ6YZV
Keywords: ICT; IT; digital age; policy recommendations; practitioner research; teacher professional development; transformation

Information and Communication Technology (ICT) in Education in Five Arab States. Information paper - UNESCO (UNESCO Institute for Statistics, 2013)
OCLC: 7354004415 KerkoCite.ItemAlsoKnownAs: 2339240:KMAU59ZN 2405685:JXKRRG5B

UNESCO | Statistics on Radio - UNESCO (2013)
EdTechHub.ItemAlsoKnownAs: 2405685:XHCDHLWU

Out-of-School Children in the Balochistan, Khyber Pakhtunkhwa, Punjab and Sindh Provinces of Pakistan - UNICEF (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:LLT687MS 2405685:WUSWNI3X

Out-of-School children in Viet Nam: A country study - UNICEF Viet Nam; Ministry of Education and Training, Viet Nam (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:HSA5B8P4 2405685:8EZFVFI4

Facing the challenges of the One-Tablet-Per-Child policy in Thai primary school education. - Viriyapong, Ratchada; Harfield, Antony (International Journal of Advanced Computer Science & Applications, 2013)
00000 shortDOI: 10/gf62ht KerkoCite.ItemAlsoKnownAs: 10/gf62ht 2129771:5SZI5Q55 2339240:9R9APMSC 2405685:AQIFQCBV

Policy and practice on language of instruction in Ethiopian school: findings from the Young Lives school survey - Vujcich, Daniel (Young Lives, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:KY64TSCW 2405685:EW67EJNZ
Keywords: Ethiopia; Language; Native language and education; Teachers; Teaching

The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in Bangladesh - Walsh, Christopher S.; Power, Tom; Khatoon, Masuda; Biswas, Sudeb Kumar; Paul, Ashok Kumar; Sarkar, Bikash Chandra; Griffiths, Malcolm (Professional Development in Education, 2013)
shortDOI: 10/gftr32 KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2013.766232 10/gftr32 2405685:WABHFRL5
Keywords: ___working_potential_duplicate

The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in Bangladesh - Walsh, Christopher S.; Power, Tom; Khatoon, Masuda; Biswas, Sudeb Kumar; Paul, Ashok Kumar; Sarkar, Bikash Chandra; Griffiths, Malcolm (Professional Development in Education, 2013)
KerkoCite.ItemAlsoKnownAs: 10/gftr32 2339240:CKY3C4AK 2405685:7I9NQ7GL
Keywords: ___working_potential_duplicate

Benefits and Limitations of iPads in the High School Science Classroom and a Trophic Cascade Lesson Plan - Ward, Nicholas D; Finley, Rachel J; Keil, Richard G; Clay, Tansy G (Journal of Geoscience Education, 2013)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:BSXCKKIW 2405685:I6M28GND
Keywords: ⛔ No DOI found

Pedagogy, Curriculum, Teaching Practices and Teacher Education - Westbrook, J.; Durrani, N; Brown, R (2013)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:XM6FY2CY 2405685:JKSUKHVL

Dual-mode teacher professional development: challenges and re-visioning future TPD in Indonesia - Widodo, Ari; Riandi (Teacher Development, 2013)
This paper presents the results of a two-year research project aimed at developing a teacher professional development (TPD) model in Indonesia. New government policies in this nation, its archipelagic nature, vast numbers of teachers and scarcity of support resources present a unique challenge to TPD. A needs assessment was conducted to identify teachers’ professional needs. Based on the results of this assessment, a dual-mode TPD that combines face-to-face sessions and online sessions was developed. Participation in face-to-face sessions was relatively high but the participation rate in online sessions was very low. Incentives, teachers’ autonomy as professional learners, ICT skills and infrastructure are important considerations when designing TPD in Indonesia. This study and an analysis of TPD policy allow us to suggest future directions for TPD in Indonesia
Place: United Kingdom Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bri&AN=BEI.221367&site=ehost-live&scope=site KerkoCite.ItemAlsoKnownAs: 10.1080/13664530.2013.813757 2339240:CB38DZV3 2339240:QP2WUG5A 2405685:M5WDVH5K 2405685:REGZ6H9H 2405685:T4TMJ4LR 2534378:9P4LRFZC 2534378:BR8DXZB4 2534378:UHSPASDV 2534378:Z8BCLDYY
Keywords: CONTINUING education; EDUCATION & state; EDUCATION – Forecasting; ERIC; Current Index to Journals in Education (CIJE); Education–Teaching Methods And Curriculum; Educational Change; Educational Strategies; Elementary Secondary Education; FORECASTING; Faculty Development; Foreign Countries; HIGHER education; Higher Education; INDONESIA; Indonesia; Information Skills; Instructional Design; Interviews; Models; Needs Assessment; Online instruction; PROFESSIONAL education; Pedagogical Content Knowledge; Postsecondary Education; Professional development; Public policy; Questionnaires; Science Teachers; TEACHER certification; TEACHER development; TEACHER education; Teacher Education; Teacher education; __:import:01; __:match:final; __:matched; __:study_id:2097039; ___working_potential_duplicate; __finaldtb; dual-mode professional development; online training; teacher certification; teacher education; teacher education futures; teacher professional development in Indonesia

Architects and contractors: political economy analysis of policy research in Pakistan - Wood, Geof (University of Bath, 2013)
Publisher: Sustainable Development Policy Institute KerkoCite.ItemAlsoKnownAs: 2339240:MRWTHMXN 2405685:25WWT72Y
Keywords: ⛔ No DOI found

Country Partnership Strategy (FY2013–2017) for the Republic of Senegal - World Bank (2013)
KerkoCite.ItemAlsoKnownAs: 2405685:YH9WZL9A

eTransform Ghana Project Appraisal Document - World Bank (2013)
EdTechHub.ItemAlsoKnownAs: 2405685:88WHYLU8

Inclusion Matters : The Foundation for Shared Prosperity - World Bank (World Bank, 2013)
Today, the world is at a conjuncture where issues of exclusion and inclusion are assuming new significance for both developed and developing countries. The imperative for social inclusion has blurred the distinction between these two stylized poles of development. Countries that used to be referred to as developed are grappling with issues of exclusion and inclusion perhaps more intensely today than they did a decade ago. And countries previously called developing are grappling with both old issues and new forms of exclusion thrown up by growth. Nonlinear demographic transitions, global economic volatility, shifts in the international balance of power, and local political movements have had a large part to play in these shifting sands. These changes make social inclusion more urgent than it was even a decade ago. This report tries to put boundaries around the abstraction that is "social inclusion." Placing the discussion of social inclusion within such global transitions and transformations, the report argues that social inclusion is an evolving agenda. It offers two easy-to-use definitions and a framework to assist practitioners in asking, outlining, and developing some of the right questions that can help advance the agenda of inclusion in different contexts. This report builds on previous analytical work, especially by the World Bank, on themes that touch upon social inclusion, including multidimensional poverty, inequality, equity, social cohesion, and empowerment. There are seven main messages in this report: (1) excluded groups exist in all countries; (2) excluded groups are consistently denied opportunities; (3) intense global transitions are leading to social transformations that create new opportunities for inclusion as well as exacerbating existing forms of exclusion; (4) people take part in society through markets, services, and spaces; (5) social and economic transformations affect the attitudes and perceptions of people. As people act on the basis of how they feel, it is important to pay attention to their attitudes and perceptions; (6) exclusion is not immutable. Abundant evidence demonstrates that social inclusion can be planned and achieved; and (7) moving ahead will require a broader and deeper knowledge of exclusion and its impacts as well as taking concerted action. The report is divided into three parts. Part one is framing the issues. Part two focuses on transitions, transformations, and perceptions. Part three is change is possible.

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

Republic of Sierra Leone Higher and Tertiary Education Sector Policy Note - World Bank (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:ANFH2ALH 2405685:QAFBTUE9

Service delivery with more districts in Uganda : fiscal challenges and opportunities for reforms: Public expenditure review - World Bank (World Bank, 2013)
Service delivery with more districts in Uganda : fiscal challenges and opportunities for reforms - public expenditure review (English)
KerkoCite.ItemAlsoKnownAs: 2339240:W9VCYHFE 2405685:SWC8XSVG

The What, Why, and How of the Systems Approach for Better Education Results (SABER) - World Bank (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:8IFRAZ4E 2405685:8TPT289N
Keywords: Systems Framework

Soft Systems Methodology in an Educational Context—Enhancing Students Perception and Understanding - Yadin, Aharon (International Journal of e-Education, e-Business, e-Management and e-Learning, 2013)
This study was performed within a graduate course in the Organizational Development and Consulting graduate program. The course draws a comparison between the systems analysis processes used in computing systems (hard systems) and the organizational analysis methodologies applied in soft systems, such as Checklands' Soft Systems Methodology (SSM). Since most students' previous academic experience is in social sciences, abstract concepts related to computing systems were difficult to comprehend. The SSM that is mainly used for unstructured and poorly defined problems was exercised for identifying the students' difficulties. Using SSM for analyzing the students' perceived learning system revealed their specific difficulties, while providing a real life example on using the methodology. After understanding the students' difficulties, the course structure was changed for better addressing these difficulties. This paper describes the course, the methodology and the results obtained after implementing the proposed changes to the course.
KerkoCite.ItemAlsoKnownAs: 10.7763/IJEEEE.2013.V3.258 2339240:X4PCDH58 2405685:RF8S5YC7

The impact of teacher training on teacher and student outcomes: evidence from a randomised experiment in Beijing migrant schools - Zhang, Linxiu; Lai, Fang; Pang, Xiaopeng; Yi, Hongmei; Rozelle, Scott (Journal of Development Effectiveness, 2013)
shortDOI: 10/ggmrz8 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2013.807862 10/ggmrz8 2405685:VWT6F8G2

Towards Localization of Automated Tutors for Developing Countries - Zualkernan, Imran; Arroyo, Ivon; Woolf, Beverly P. (2013)
Abstract. This paper describes localization issues in relation to AIED systems in the developing world, and analyzes the particular case of the successful immersion of learning technologies to schools in Pakistan. The paper analyzes the needs for personalized learning in the developing world in comparison to countries such as the United States. A model and a survey based on various types of localization dimensions like teacher, student, and cultural alignment was developed and deployed to conduct an evaluation of an AI tutor called the Wayang Outpost in Pakistan. The results are that teachers are likely to use such a system if available, and that their intention to use such a tutor in the future is strongly dependent on how well the tutor is aligned with their teaching practices, students ’ learning habits, and whether the language in the tutor is understood by students. On average these teachers were also willing to allocate about two hours per week for such automated tutors.
KerkoCite.ItemAlsoKnownAs: 2339240:BSFMA2FT 2405685:CZR7Q4AJ
Keywords: ⛔ No DOI found

Using technology for enhancing teaching and learning in Bangladesh: challenges and consequences - Mahruf, C.; Shohel, M.; Kirkwood, Adrian (Learning, Media and Technology, 2012)
Extra URL: https://www.tandfonline.com/doi/full/10.1080/17439884.2012.671177 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.671177 10/gf5f6w 2339240:95DVIPCS 2339240:IVHSIR7Q 2405685:NXQEUUZM 2534378:CSPF7NEB 2534378:MLD48MMR 2534378:UQYRQ249
Keywords: BANGLADESH; Bangladesh; COMPUTER assisted instruction; COMPUTERS in education; CONTINUING education; DEVELOPING countries; EDUCATIONAL technology; INFORMATION technology; PROFESSIONAL education; SECONDARY school teachers; TEACHER development; TEACHERS – In-service training; _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Open systems; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2096535; __finaldtb; teachers’ professional development; teaching and learning; technology; technology-poor contexts; the

Using technology for enhancing teaching and learning in Bangladesh: challenges and consequences - Shohel, M. Mahruf C.; Kirkwood, Adrian (Learning, Media and Technology, 2012)
The increasing use of media and technologies for enhancing teaching and learning is an important current trend to overcome the challenges of schooling and teacher training in the changing world. Many countries in the Global South are trying to adopt technologies in their school and teacher training systems to achieve the UN Millennium Development Goals. Though some recent research shows impacts of using technologies for enhancing teaching and learning in technology-poor contexts, no research actually addresses the challenges and difficulties associated with using the technologies in those specific contexts. This article presents interview data derived from secondary schools teachers in Bangladesh, in a context beset with many difficulties associated with technology use. In a pilot project, Apple iPods were introduced in 2009 to explore the challenges and consequences of using technology in schools. The data reveal the implications for the teachers’ professional development when they used the iPod as a multimedia player to access educational resources made available to support teaching and learning. This article has also thrown some light on current debates about using technologies for enhancing teaching and learning in technology-poor contexts.
KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.671177 10/gf5f6w 2339240:IVHSIR7Q 2405685:9ATXKXTE
Keywords: Bangladesh; THEME: Curriculum and resources; THEME: Open systems; THEME: Teacher Professional Development; _Source:Intuitive; teachers’ professional development; teaching and learning; technology; technology-poor contexts; the

Transforming Learning Outcomes through a Learner Centred Pedagogy: Moving Toward a Ghanaian Activity Based Learning Concept and Framework - Addy, Nii; Kraft, Richard; Carlson, Samuel; Fletcher, Bev (Coffey International, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:ERDDUSBE

Plano Nacional de Desenvolvimento 2013-2017 - Ministério do Planeamento e do Desenvolvimento Territorial (Government of Angola, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:9RYXNIPK 2405685:DIKSZIWV

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

Do SMS Text Messaging and SMS Community Forums Improve Outcomes of Adult and Adolescent Literacy Programs? - Beltramo, Theresa; Levine, David (2012)
The most recent two decades in Senegal have been witness to a large shift of social communication norms, accessibility of information communication technologies (ICTs), and growth of ICT networks. Use of mobile phones in rural areas in Senegal is substantial– the penetration rate is 44.6% in 2008 (ITU, 2009). Increased cell phone usage is matched by expanding network coverage and the emergence of several competing operators.2Basic use of mobile phones in rural areas is widespread, but sending SMS and accessing the Internet by mobile phone is much less common (ITU, 2009). The possibility to expand SMS usage in rural communities throughout Senegal is large as text messaging remains the least expensive form of communication over distance. In addition, a significant portion of the rural Senegalese population migrates for work (on average each household reported 5 of their family members currently living and working outside Senegal).Senegalese out-migration flows are dominated by men ages 15-34 and thus this youthful population is of prime age for developing communication patterns which incorporate text messaging (UNDP Human Development Statistics, 2009)3. SMS text messaging can provide a low-cost solution to communicate with the diaspora. (see Appendix 3). However, the usage of mobile phones as a communications strategy can only be functional if all members of the community understand how to use, and have access to, a cell phone, as well as read and write messages. A very high share of women and teenage girls in rural Senegal lack both access to a mobile phone and the literacy skills needed to text message. In our study, only one in 8 female respondents owned a cell phone, less than half the rate for men. In addition, over 40% of the female respondents had no literacy or numeracy skills, again almost double the rate for men. Thus, the gender bias in literacy and numeracy skills and cell phone ownership must be addressed for equitable inclusive growth using ICT. We report on a pilot study in 20 communities of adding cell phone literacy and a free “SMS Community Forum” to an adult literacy and numeracy program. Overall results are promising, but the SMS Community Forum is not yet achieving all of its goals.
KerkoCite.ItemAlsoKnownAs: 2339240:F3W5M8WZ 2405685:E9QTU7D4 2405685:TBS7DQQ4
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Using Wiki in teacher education: Impact on knowledge management processes and student satisfaction - ScienceDirect - Biasutti, Michele; El-Deghaidy, Heba (Computers & Education, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2012.04.009 2339240:BB2ATG9A 2405685:BF358BBB

A Skills Gap Analysis for Private Sector Development in Sierra Leone 2012 Economic Sector Work - Mannah, Emmanuel; Ngadi Gibril, Yvonne (2012)
KerkoCite.ItemAlsoKnownAs: 2405685:RFM2MVCL

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

Usage and Impact of ICT in Education Sector; A Study of Pakistan - Wasif, M. Nisar; Munir, Ehsan Ullah; Shad, Shafqat Ali (arXiv:1206.5132 [cs], 2012)
In many countries, information and communication technology (ICT) has a lucid impact on the development of educational curriculum. This is the era of Information Communication Technology, so to perk up educational planning it is indispensable to implement the ICT in Education sector. Student can perform well throughout the usage of ICT. ICT helps the students to augment their knowledge skills as well as to improve their learning skills. To know with reference to the usage and Impact of ICT in Education sector of Pakistan, we accumulate data from 429 respondents from 5 colleges and universities, we use convenient sampling to accumulate the data from district Rawalpindi of Pakistan. The consequences show that Availability and Usage of ICT improves the knowledge and learning skills of students. This indicates that existence of ICT is improving the educational efficiency as well as obliging for making policies regarding education sector.
arXiv: 1206.5132 KerkoCite.ItemAlsoKnownAs: 2339240:IS8V7XML 2405685:3QNIXXK7
Keywords: Computer Science - Other Computer Science; ⛔ No DOI found

ICTs in Learning in Pakistan - Hassan, Taimoor; Sajid, Ar (International Journal of Evaluation and Research in Education (IJERE), 2012)
The paper investigates the barriers to the integration of Information and Communication Technologies (ICTs) at secondary level learning in Pakistan, with special emphasis on Punjab province. Exploring major barriers to the integration of ICTs at the school level, teacher level and student level and possible enablers to these barriers is the major focus of study. Sequential mixed method design is used. Interviews were analysed qualitatively whereas survey questionnaire were analysed quantitatively. It is observed from the findings that most of the participants have positive perceptions about integration of ICTs into their teaching and learning. Administrators and ICT coordinators revealed many barriers and possible enablers to the integration of ICTs. Many of these barriers are verified by the teachers and students. Later on however there were some barriers which were not endorsed by the teachers and students.
KerkoCite.ItemAlsoKnownAs: 10.11591/ijere.v1i2.1244 2339240:N34T78WC 2405685:5INDIDCV

Role of Educational Technology in Public and Private Institutes at Secondary School Level in District Karak (Khyber Pukhtunkhwa) Pakistan - Suleman, Qaiser; Hussain, Ishtiaq; Akhtar, Zaitoon (International Journal of Learning and Development, 2012)
Educational technology plays a fundamental role in enhancing teaching learning process. It has facilitated instructional process and made it more productive, dynamic and effective. Therefore the study was conducted to explore the role of educational technology in public and private institutes in district Karak (Khyber Pukhtunkhwa) Pakistan in comparative perspectives. The main objectives of the study were: to compare the availability of educational technology in public and private institutions at secondary level; to compare the usability of educational technology in public and private institutions at secondary level and to know the usefulness of educational technology in public and private institutions at secondary level. All the heads, teachers and students in public and private secondary schools in district Karak constituted the population of the study. In order to ensure adequate sample, 60 heads, 180 teachers and 600 students serving and studying in public and private sectors at secondary school level in District Karak were selected randomly. The study was delimited to the selected male public and private secondary schools. The study was also delimited to those technologies which are commonly used. The study was descriptive in nature therefore, the researchers decided to develop questionnaire for the collection of data. A single questionnaire was developed for the whole sample. Pilot testing was conducted to know the weakness, misconceptions and ambiguities of the questions. After conduction of pilot testing, the questionnaire was revised and then its final version was prepared in the light of valuable suggestions of the heads, teachers and students. The researchers personally visited to the respective sample and distributed the questionnaires among the heads, teachers and students in public and private secondary schools. In this way data was collected. After the collection of data, the data was organized, tabulated and analyzed. The researchers decided to apply chi-square for the statistical treatment of the data. Therefore, chi square was applied to compare the responses of the sample. After analysis of the data, it was concluded that educational technologies are not available in both sectors. Some technologies are available in minor amount but these technologies are not used in both public and private sectors. Key Words:Educational Technology, Availability of Educational Technology, Usability of Educational Technology, Importance of Educational Technology
Number: 5 KerkoCite.ItemAlsoKnownAs: 10.5296/ijld.v2i5.2337 2339240:FP59Z7RX 2405685:7K6FNXL5

Goal attainment scaling as an outcome measure in randomized controlled trials of psychosocial interventions in autism. - Ruble, Lisa; McGrew, John H.; Toland, Michael D. (Journal of Autism and Developmental Disorders, 2012)
Goal attainment scaling (GAS) holds promise as an idiographic approach for measuring outcomes of psychosocial interventions in community settings. GAS has been criticized for untested assumptions of scaling level (i.e., interval or ordinal), inter-individual equivalence and comparability, and reliability of coding across different behavioral observation methods. We tested assumptions of equality between GAS descriptions for outcome measurement in a randomized trial (i.e., measurability, equidistance, level of difficulty, comparability of behavior samples collected from teachers vs. researchers and live vs. videotape). Results suggest GAS descriptions can be evaluated for equivalency, that teacher collected behavior samples are representative, and that varied sources of behavior samples can be reliably coded. GAS is a promising measurement approach. Recommendations are provided to ensure methodological quality.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10803-012-1446-7 2339240:C2EDPDSD 2405685:VQ4QIXEN
Keywords: Autism; Goal attainment scaling; Outcome measurement; Psychosocial intervention; Randomized controlled trials; Reliability

Ten suggestions for improving academic research in education and technology - Selwyn, Neil (Learning, Media and Technology, 2012)
shortDOI: 10/gf9nv3 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.680213 10/gf9nv3 2339240:VQBSA24V 2405685:4WXGG2TD

Why do we care about evidence synthesis? An introduction to the special issue on systematic reviews - White, Howard; Waddington, Hugh (Journal of Development Effectiveness, 2012)
Systematic reviews are currently in high demand in international development. At least 100 new reviews are ongoing or already completed on a range of topics across the board in international development, many of which were commissioned by policy-making agencies. These new reviews need to be based on answerable questions, using methods of analysis and reporting which are appropriate for social and economic development programmes and relevant to users. This introductory paper lays out why we believe systematic reviews should be an important component of evidence-informed development policy and practice. It concludes by introducing the papers collected in this issue, which aim to demonstrate how reviews can be made to live up to the promises generated around them.
shortDOI: 10/gf3t4g KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2012.711343 10/gf3t4g 2339240:9ZS4VDFU 2405685:REZFBZQW
Keywords: -FullBiblioUHMLgen; -GeneralCitations; 3ie; CLL:en; Reviewed; impact evaluation; publicImportV1; systematic reviews

How to do a good systematic review of effects in international development: a tool kit - Waddington, Hugh; White, Howard; Snilstveit, Birte; Hombrados, Jorge Garcia; Vojtkova, Martina; Davies, Philip; Bhavsar, Ami; Eyers, John; Koehlmoos, Tracey Perez; Petticrew, Mark; Valentine, Jeffrey C.; Tugwell, Peter (Journal of Development Effectiveness, 2012)
shortDOI: 10/gftr66 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2012.711765 10/gftr66 2339240:9SUYHN2U 2405685:5TBR9BT9 UA-2dba826a-34ad-40f0-ae9b-959792b2e7e
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; 3ie; DL4D cited; Reviewed; ___working_potential_duplicate; auto_merged; publicImportV1

The method of Adaptive Comparative Judgement - Pollitt, Alastair (Assessment in Education: Principles, Policy & Practice, 2012)
Adaptive Comparative Judgement (ACJ) is a modification of Thurstone’s method of comparative judgement that exploits the power of adaptivity, but in scoring rather than testing. Professional judgement by teachers replaces the marking of tests; a judge is asked to compare the work of two students and simply to decide which of them is the better. From many such comparisons a measurement scale is created showing the relative quality of students’ work; this can then be referenced in familiar ways to generate test results. The judges are asked only to make a valid decision about quality, yet ACJ achieves extremely high levels of reliability, often considerably higher than practicable operational marking can achieve. It therefore offers a radical alternative to the pursuit of reliability through detailed marking schemes. ACJ is clearly appropriate for performances like writing or art, and for complex portfolios or reports, but may be useful in other contexts too. ACJ offers a new way to involve all teachers in summative as well as formative assessment. The model provides strong statistical control to ensure quality assessment for individual students. This paper describes the theoretical basis of ACJ, and illustrates it with outcomes from some of our trials.
Publisher: Routledge _eprint: https://doi.org/10.1080/0969594X.2012.665354 KerkoCite.ItemAlsoKnownAs: 10.1080/0969594X.2012.665354 2339240:DVE7RJRI 2405685:2658RB3T
Keywords: Space; scale and languages: identity construction of cross-boundary students in a multilingual university in Hong Kong; The method of Adaptive Comparative Judgement; assessment methods; judgement; marking; reliability

One Mouse per Child: interpersonal computer for individual arithmetic practice - Alcoholado, C.; Nussbaum, M.; Tagle, A.; Gomez, F.; Denardin, F.; Susaeta, H.; Villalta, M.; Toyama, K. (Journal of Computer Assisted Learning, 2012)
Single Display Groupware (SDG) allows multiple people in the same physical space to interact simultaneously over a single communal display through individual input devices that work on the same machine. The aim of this paper is to show how SDG can be used to improve the way resources are used in schools, allowing students to work simultaneously on individual problems at a shared display, and achieve personalized learning with individual feedback within different cultural contexts. We used computational fluency to apply our concept of "One Mouse per Child". It consists of a participatory approach that makes use of personal feedback on an interpersonal computer for the whole classroom. This allows for N simultaneous intelligent tutoring systems, where each child advances at his or her own pace, both within a lecture and throughout the curricular units. Each student must solve a series of mathematical exercises, generated according to his or her performance through a set of pedagogical rules incorporated into the system. In this process, the teacher has an active mediating role, intervening when students require attention. Two exploratory studies were performed. The first study was a multicultural experience between two such distanced socio-economic realities as Chile and India. It showed us that even in different environmental conditions, it is possible to implement this technology with minimal equipment (i.e. a computer, a projector, and one mouse per child). The second study was carried out in a third grade class in a low-income school in Santiago de Chile. The students were asked to solve mainly addition exercises. We established statistically relevant results and observed that the software proved most beneficial for the students with the lowest initial results. This happens because the system adapts to the students' needs, reinforcing the content they most need to work on, thus generating a personalized learning process.
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2011.00438.x 2339240:Z2T9W77P 2405685:7ICF7B4C
Keywords: Arithmetic; Chile; Computer Interfaces; Computer Peripherals; Computer Software; Computer System Design; Educational Technology; Feedback (Response); Foreign Countries; Grade 3; India; Intelligent Tutoring Systems; Mathematics Instruction; Teacher Role; Teaching Methods

Digital mismatch: Expectations and realities of digital competency amongst pre-service education students - Duncan-Howell, Jennifer (Australasian Journal of Educational Technology, 2012)
Pre-service education students entering university can be categorised broadly into two distinct groups, those who are coming directly from secondary school and those who are not. The second group can be quite diverse, ranging in age, academic and/or work experience. However, what both of these groups share is a digital expectation and they expect upon completion of their studies to be more digitally fluent than when they entered university, they expect to be taught via a range of digital technologies and they expect to use their digital skills throughout their personal and professional lives. These expectations have been either largely ignored or have failed to be understood by universities, resulting in a mismatch between student expectations and their experiences. However, the teaching staff within universities may be ill-prepared to meet these demands, either due to being non-users or exhibiting the same or lower levels of digital fluency as their students. The mismatch between student expectations and the reality is highlighted by an empirical case study involving undergraduate students enrolled in pre-service education degrees at an Australian university. The study will present clear evidence that students' digital expectancy should be considered when planning and improving learning environments.
Number: 5 zotzenLib.CopiedFrom: 2339240:2CK7YFH8 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.819 2339240:2CK7YFH8 2405685:JM9PRADZ

Variables affecting teachers' attitudes towards inclusive education in Bangladesh - Ahmmed, Masud; Sharma, Umesh; Deppeler, Joanne (Journal of Research in Special Educational Needs, 2012)
Inclusive education is a worldwide reform strategy intended to include students with different abilities in mainstream regular schools. Evidence from previous research shows that success in implementing effective inclusive teaching practices in the school is contingent on teachers' positive attitudes towards inclusive education. This study was conducted in the context of primary education in Bangladesh aiming to examine variables influencing teachers' attitudes towards inclusion of students with disabilities in regular classrooms. Data for the study was collected from 738 teachers working in 293 government primary schools in Bangladesh. The results indicated that perceived school support for inclusive teaching practices and a range of demographic variables including previous success in teaching students with disabilities and contact with a student with a disability were associated with more positive attitudes of the teachers towards the inclusive education. The results are discussed with possible implications for educators, policy-makers and international organisations working on the implementation of inclusive education. © 2012 The Authors. Journal of Research in Special Educational Needs
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-3802.2011.01226.x 2339240:EJGQITXV 2405685:KJHBE65X

Barriers to the Introduction of ICT into Education in Developing Countries: The Example of Bangladesh - Khan, Md. Shahadat; Hasan, Mahbub; Clement, Che (International Journal of Instruction, 2012)
Within a very few years, Information and Communication Technology (ICT) has turned out to be an effective educational technology which promotes some dramatic changes in teaching and learning processes. Technologies allow students to work more productively than in the past, but the teacher’s role in technology rich classrooms is more demanding than ever (Keengwe, Onchwari et al. 2008). ICT has the potential to transform the nature of education (improving teachers’ design work, enhancing the roles of students and teachers in the learning process and helping to create a collaborative learning environment, etc). Although ICT has the potential to improve the educational system to a great extent, developing countries are far from reaping these benefits because of certain barriers. The aim of this paper is to present a comprehensive review of international articles relating to barriers encountered when introducing ICT into classrooms. This review will help identify the factors that influence teachers’ decisions whether or not to implement ICT in teaching-learning situations. Connections will be made with existing literature to explore possible barriers for introducing ICT into education in Bangladesh. Further, this paper also offers a number of recommendations to reduce these barriers and maximize the beneficial use of ICT on education.
KerkoCite.ItemAlsoKnownAs: 2339240:ZVEEYPXK 2405685:ETUG4APG 2405685:NLFPM6QW
Keywords: ⛔ No DOI found

What are the impacts and cost effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? Protocol - Pryor, John; Westbrook, Jo; Adu-Yeboah, Christine; Orr, David; Durrani, Naureen (EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:AXK7CQ2A 2405685:NG2DIRTE

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

US pulls Pakistan Sesame Street aid - BBC (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:X5ZI5F5J 2405685:9SH62KD4 4803016:FMFFZ2VN

US pulls funding from Pakistan's Sesame Street - Boone, Jon (The Guardian, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:RVN4BHMY 2405685:2YC6M7TZ 4803016:NPYGTLE6
Keywords: Children's TV; Pakistan; Sesame Street; Television; US news; World news

Challenges Facing Adoption of Information Communication Technology (ICT) In Educational Management in Schools in Kenya - Kipsoi, Emmy; Chang'ach, Dr; Sang C, Hellen (Journal of Sociological Research, 2012)
ICT has contributed greatly to educational management in schools globally (Zhao and Frank, 2003). However, in Kenya schools hardly use ICTs to manage the quality of output, or to raise teacher productivity, or to reduce costs through analyzing spending. This is attributed to a myriad of challenges facing most schools in Kenya with regard to adoption of ICTs in educational management. This has resulted to a slow rate of adoption of technology despite its promise and potential for use in educational management in schools. As such, this paper analyses the lethargy that has surrounded education management in schools with respect to acquisition of Information Communication Technology. Education and training sector has a major role to play in the implementation of the proposed ICT policy. First, the sector itself is a major user of ICT, not only in education, training and research but also in the management of the sector. The paper argues that ICT policies must be dynamic, cost-effective, adaptable, and differentiated between sectors and between the various segments of educational management in order to contribute effectively to education management. The recommendations of this paper provide a basis for the urgent need for the integration of ICTs in educational management in schools in Kenya.
KerkoCite.ItemAlsoKnownAs: 10.5296/jsr.v3i1.1882 2339240:RXCIEA2R 2405685:EMUX9EK9

National Information and Communication Technology (ICT) Policy - Ministry of Communication Technology (Federal Government of Nigeria, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:ZQ5C93BK 2405685:RFDQFV5I

iLearning: the future of higher education? Student perceptions on learning with mobile tablets - Rossing, Jonathan P; Miller, Willie M; Cecil, Amanda K; Stamper, Suzan E (Journal of the Scholarship of Teaching and Learning, 2012)
The growing use of mobile technology on college campuses suggests the future of the classroom, including learning activities, research, and even studentfaculty communications, will rely heavily on mobile technology. Since Fall 2010, an interdisciplinary team of faculty from Indiana University – Purdue University Indianapolis (IUPUI) has experimented with the use of iPads in the classroom. This paper includes the preliminary results of a study on student impressions of mobile technology in the classroom. The paper will report both opportunities and limitations for incorporating mobile technologies in learning environments.
KerkoCite.ItemAlsoKnownAs: 2339240:QJIY5G7U 2405685:5KFU9S7S
Keywords: ⚠️ Invalid DOI

Effects of Special E-Learning Program on Hearing-Impaired Learners' Achievement and Perceptions of Basic Geometry in Lower Primary Mathematics: - Kiboss, Joel Kipkemboi (Journal of Educational Computing Research, 2012)
Achievement in mathematics is an issue of great concern not only to students and parents but also to employers and researchers in Kenya. This is because the Ken...
Sage CA: Los Angeles, CA shortDOI: 10/ggdtp3 KerkoCite.ItemAlsoKnownAs: 10.2190/EC.46.1.b 10.2190/ec.46.1.b 10/ggdtp3 2339240:E2A49LQS 2339240:SRIBPMIE 2405685:TBHFERAU 2405685:Z3BJFVR2

Assessing pre-service English language teachers' learning using e-portfolios: Benefits, challenges and competencies gained - Kabilan, Muhamad; Khan, Mahbub (Computers & Education, 2012)
Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students’ learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers’ practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers’ practices of e-portfolios – (1) developing understanding of an effective teacher’s role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2339240:AAZXN3IC 2405685:AP4J6MBB

Value for money and international development: Deconstructing myths to promote a more constructive discussion - Jackson, Penny (OECD Development Co-operation Directorate, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:TPBV4E5D 2405685:8ILRQE95

Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained - Kabilan, Muhammad Kamarul; Khan, Mahbub Ahsan (Computers & Education, 2012)
Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios–(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)
Publisher: Elsevier, 6277 Sea Harbor Drive, Orlando, FL 32887-4800 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964181150?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2405685:HWXIFTD8 2534378:5FY5U4RS 2534378:IBJ6BDNN
Keywords: Academic Achievement; Alternative Assessment; ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; English (Second Language); Ethics; Evaluation; Faculty Workload; Foreign Countries; Higher Education; Information Technology; Internet; Language Teachers; Malaysia; Negative Attitudes; Portfolios (Background Materials); Preservice Teachers; Reliability; Teacher Competencies; Teacher Education; Teaching Methods; Validity; __:import:01; __:match:final; __:matched; __:study_id:2097613; __finaldtb

Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained - Kabilan, Muhammad Kamarul; Khan, Mahbub Ahsan (Computers & Education, 2012)
Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios–(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)
Publisher: Elsevier, 6277 Sea Harbor Drive, Orlando, FL 32887-4800 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964181150?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2405685:HWXIFTD8 2534378:5FY5U4RS 2534378:IBJ6BDNN
Keywords: Academic Achievement; Alternative Assessment; ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; English (Second Language); Ethics; Evaluation; Faculty Workload; Foreign Countries; Higher Education; Information Technology; Internet; Language Teachers; Malaysia; Negative Attitudes; Portfolios (Background Materials); Preservice Teachers; Reliability; Teacher Competencies; Teacher Education; Teaching Methods; Validity; __:import:01; __:match:final; __:matched; __:study_id:2097613; __finaldtb; auto_merged

Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained - Kabilan, Muhammad Kamarul; Khan, Mahbub Ahsan (Computers & Education, 2012)
Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios–(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)
Publisher: Elsevier, 6277 Sea Harbor Drive, Orlando, FL 32887-4800 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964181150?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2339240:3Y2E22FB 2405685:YU2SSCNS 2534378:5FY5U4RS 2534378:IBJ6BDNN
Keywords: Academic Achievement; Alternative Assessment; ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; English (Second Language); Ethics; Evaluation; Faculty Workload; Foreign Countries; Higher Education; Information Technology; Internet; Language Teachers; Malaysia; Negative Attitudes; Portfolios (Background Materials); Preservice Teachers; Reliability; Teacher Competencies; Teacher Education; Teaching Methods; Validity; __:import:01; __:match:final; __:matched; __:study_id:2097613; __finaldtb

Remedial Education Programs to Accelerate Learning for All - Schwartz, Analice C. (World Bank, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1596/26824 2339240:KXDYXF58 2339240:Q455N3RS 2405685:KKLY53KW
Keywords: CHILD LABOR; CLASS SIZE; CURRICULUM; DISADVANTAGED GROUPS; EDUCATIONAL OUTCOMES; EMPLOYMENT; ETHNIC MINORITIES; HIGHER EDUCATION; HUMAN RESOURCES; LITERACY; ORPHANS; QUALITY OF EDUCATION; READING; SCHOOLS; SECONDARY EDUCATION; SOCIAL SKILLS; TEACHER TRAINING; TEXTBOOKS; UNIVERSAL PRIMARY EDUCATION; UNIVERSITIES; VULNERABLE GROUPS; YOUTH

Mediamarx: Voice to the Voiceless - Kaliyadan, Ratheesh (Kheda Communication Project, 2012)
Library Catalog: Blogger KerkoCite.ItemAlsoKnownAs: 2339240:X9IWRA2P 2405685:9JZUB7I3 4803016:68RW7YXR

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

Building an inclusive definition of e-learning: An approach to the conceptual framework - Sangrà, Albert; Vlachopoulos, Dimitrios; Cabrera, Nati (The International Review of Research in Open and Distributed Learning, 2012)
E-learning is part of the new dynamic that characterises educational systems at the start of the 21st century. Like society, the concept of e-learning is subject to constant change. In addition, it is difficult to come up with a single definition of e-learning that would be accepted by the majority of the scientific community. The different understandings of e-learning are conditioned by particular professional approaches and interests.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v13i2.1161 10/gfdb7r 2339240:M75M3X48 2405685:SW8QT9ZX

Technology and Child Development: Evidence from the One Laptop Per Child Program [IDB Working Paper No. IDB-WP-304] - Cristia, Julián P; Ibarrarán, Pablo; Cueto, Santiago; Santiago, Ana; Severín, Eugenio (2012)
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2032444 10/ggf853 2339240:ZPH88FN8 2405685:2EZM2D4J 683578:TAE6LJIM
Keywords: _THEME: Curriculum and resources

Can cost-effectiveness analysis integrate concerns for equity? Systematic review - Johri, Mira; Norheim, Ole Frithjof (International Journal of Technology Assessment in Health Care, 2012)
OBJECTIVES: The aim of this study was to promote approaches to health technology assessment (HTA) that are both evidence-based and values-based. We conducted a systematic review of published studies describing formal methods to consider equity in the context of cost-effectiveness analysis (CEA). METHODS: Candidate studies were identified through an unrestricted search of the Pub Med and EMBASE databases. The search closed on January 20, 2011. We identified additional studies by consulting experts and checking article bibliographies. Two authors independently reviewed each candidate study to determine inclusion and extracted data from studies retained for review. In addition to documenting methods, data extraction identified implicit and explicit notions of fairness. Data were synthesized in narrative form. Study quality was not assessed. RESULTS: Of the 695 candidate articles, 51 were retained for review. We identified three broad methods to facilitate quantitative consideration of equity concerns in economic evaluation: integration of distributional concerns through equity weights and social welfare functions, exploration of the opportunity costs of alternative policy options through mathematical programming, and multi-criteria decision analysis. CONCLUSIONS: Several viable techniques to integrate equity concerns within CEA now exist, ranging from descriptive approaches to the quantitative methods studied in this review. Two obstacles at the normative level have impeded their use in decision making to date: the multiplicity of concepts and values discussed under the rubric of equity, and the lack of a widely accepted normative source on which to ground controversial value choices. Clarification of equity concepts and attention to procedural fairness may strengthen use of these techniques in HTA decision making.
KerkoCite.ItemAlsoKnownAs: 10.1017/s0266462312000050 10/f3xtd7 2339240:IWXV98J3 2405685:PSE2A7W4
Keywords: Canada; Cost-Benefit Analysis; Decision Support Techniques; Health Resources; Health Services Accessibility; Health Status Disparities; Humans; Quality-Adjusted Life Years; Social Justice; Social Welfare

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

Technology and child development: Evidence from the One Laptop Per Child Program [IZA Discussion Paper No. 6401] - Cristia, Julian; Ibarraran, Pablo; Cueto, Santiago; Santiago, Ana; Severin, Eugenio (Social Science Research Network, 2012)
Although many countries are aggressively implementing the One Laptop per Child (OLPC) program, there is a lack of empirical evidence on its effects. This paper presents the impact of the first large-scale randomized evaluation of the OLPC program, using data collected after 15 months of implementation in 319 primary schools in rural Peru. The results indicate that the program increased the ratio of computers per student from 0.12 to 1.18 in treatment schools. This expansion in access translated into substantial increases in use both at school and at home. No evidence is found of effects on enrollment and test scores in Math and Language. Some positive effects are found, however, in general cognitive skills as measured by Raven's Progressive Matrices, a verbal fluency test and a Coding test.
KerkoCite.ItemAlsoKnownAs: 2339240:H697XM5B 2405685:LP9YKN89
Keywords: _Source:Intuitive; education; experiments; technology

OER Adaptation and Reuse across cultural contexts in Sub Saharan Africa: Lessons from TESSA (Teacher Education in Sub Saharan Africa) - Wolfenden, Freda; Buckler, Alison Sarah Hemmings; Keraro, Fred (Journal of Interactive Media in Education, 2012)
shortDOI: 10/gf5f64 KerkoCite.ItemAlsoKnownAs: 10.5334/2012-03 10/gf5f64 2339240:JII3H25Z 2405685:4AGBND6C 2405685:RF9QA3TD 2534378:5DH4QPVZ 2534378:DXRYWBS8 2534378:TSL8CQT4

The Need for Randomised Controlled Trials in Educational Research - Torgerson, Carole J.; Torgerson, David J. (The Need for Randomised Controlled Trials in Educational Research, 2012)
The first use of RCTs in education is uncertain. In the last century the use of the design pre-dated its use in medicine by at least a decade (although medical trials may have been undertaken in the 19th century). Forsetlund and colleagues (2007) identified two education trials conducted by Walters in 1931 and 1932, which predated the 1944 and 1948 medical trials run by the UK's Medical Research Council by more than a decade. The early interest in RCTs among some educational researchers was not sustained. Other, less robust, designs to demonstrate educational effectiveness were pursued. For example, quasi-experimental studies were often preferred, being relatively inexpensive, rapid to conduct and often able to generate politically attractive conclusions. However, their results are inherently less reliable than the results from RCTs as their internal validity is always potentially confounded by variables offering alternative explanations.
Publication Title: Education Matters KerkoCite.ItemAlsoKnownAs: 10.4324/9780203123829-29 2339240:7V9M7RGA 2405685:HM97GX3U

Working with the Grain and Swimming against the Tide - Booth, David (Public Management Review, 2012)
Research into the governance of public goods provision in Africa suggests that, on their own, bottom–up pressures from voters and service users are only a weak factor in improving performance. It confirms the importance of working with politicians and service providers as well as clients. However, getting ‘uptake’ of these findings into the practice of development agencies is difficult. In the dissemination of previous studies, certain propositions about the power of information and community monitoring have been heavily over-sold because they satisfy practitioners' hunger for simple, upbeat messages. Incentives, ideologies and vested interests inhibit the adoption of more complex findings.
Publisher: Routledge _eprint: https://doi.org/10.1080/14719037.2012.657959 KerkoCite.ItemAlsoKnownAs: 10.1080/14719037.2012.657959 2339240:U2LWYWNF 2339240:ZXRHL45K 2405685:XB92ZXCD 2405685:YTRBP623
Keywords: Africa; community monitoring; governance; public services; research uptake

Online learning community: A case study of teacher professional development in Indonesia - Sari, Eunice (Intercultural Education, 2012)
This paper investigates the concept of online learning community (OLC) to address the issues of teacher professional development practice in twenty-first-century Indonesia. Teachers in Indonesia are trained in a 'conventional way', hence, not ready to prepare the younger generations for entrance into the twenty-first-century complex life and work environment. The pedagogical transformation of a teacher can be facilitated through teacher professional development. Recent studies show that OLC holds great promise in improving teachers' professional practice. This paper presents key results of the introduction and trialling of OLC with Indonesian teachers and teacher educators between 2009 and 2010 and aims to explore the feasibility of this model to support professional development of teachers in this era. The social learning interactions among community members were examined using Scardamalia's Twelve Socio-Cognitive Determinants of Knowledge Building and Hoftsede's Cultural Dimension Review for Indonesia.
KerkoCite.ItemAlsoKnownAs: 10.1080/14675986.2012.664755 2339240:L9YC4RVC 2405685:W2R874SP

School-based teachers’ professional development through technology-enhanced learning in Bangladesh - Shohel, M. Mahruf C.; Banks, Frank (Teacher Development, 2012)
To promote significant pedagogical change, the most successful teacher education programmes for the global south happen in the school context. This paper is based on a pre-pilot intervention study of an international education development programme in Bangladesh. Technology-enhanced learning, in this case the use of the Apple® iPod® (iPod touch®), was used to support teachers’ teaching and learning in their school contexts. This paper presents evidence to demonstrate how such school-based technology-enhanced support systems impact on classroom practice and help teachers’ professional development. Using the case of a pre-pilot intervention in the Underprivileged Children’s Educational Programs schools, it explores the teachers’ professional development by analysing interviews with the teachers who were participating in the pre-pilot intervention programme, and draws the conclusion from the collected data that school-based teachers’ professional development through technology-enhanced learning is contributing significantly to in-service training in a resource-constrained context.
Publisher: Routledge _eprint: https://doi.org/10.1080/13664530.2012.668103 KerkoCite.ItemAlsoKnownAs: 10.1080/13664530.2012.668103 10/gf5f6p 2339240:QYT78QZJ 2405685:AJFFY6AZ 2534378:EYTQ9C76 2534378:ILM8S5MC 2534378:L6R23M7S 2534378:PXRSVU2M 2534378:TBRE94GM 2534378:U2JMZZFP
Keywords: AUDIOVISUAL education; BANGLADESH; Bangladesh; COMPUTER assisted instruction; ENGLISH language – Study & teaching – Foreign speakers; Education–Teaching Methods And Curriculum; Educational technology; LANGUAGE teachers; Learning; PROFESSIONAL education; Professional development; SECONDARY school teachers; TEACHER development; TEACHERS – Attitudes; Teacher education; UCEP-Bangladesh; __:import:01; __:match:final; __:matched; __:study_id:2099954; ___working_potential_duplicate; hand-held device; school-based; teachers' professional development; teachers’ professional development; technology-enhanced learning

Motivation, personality, and development within embedded social contexts: an overview of self-determination theory - Deci, Edward L.; Ryan, Richard M. (The Oxford Handbook of Human Motivation, 2012)
"Motivation, Personality, and Development Within Embedded Social Contexts: An Overview of Self-Determination Theory" published on by Oxford University Press.
KerkoCite.ItemAlsoKnownAs: 10.1093/oxfordhb/9780195399820.013.0006 2339240:TBNV2RWW 2405685:P8QL6VW7

School Program of In-service Training for the Term (SPRINT) Programme in Zambia - A Case of Collaboration Towards Self-Reliant Education Development - Mubanga, Ruth (Collaboration toward Greater Autonomy in Educational Development, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:BN7RXG6G 2339240:YFMGDYLU 2405685:J8VK4E8F

What influences teachers to change their practice - Webster, Alison; McNeish, Di; Scott, Sara; Maynard, Linda; Haywood (National Centre for Social Research for Centre for Understanding Behaviour Change, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:4ULEWL5G 2405685:FXGUQAAM

Paradigm Shift in Language Planning and Policy: Game-Theoretic Solutions - Koffi, Ettien (DE GRUYTER, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1515/9781934078112 2405685:ITDX69J8 4042040:FYRKSLLC

Planning and designing educational technology for low-income communities: A participatory and proactive approach - Ezumah, Bellarmine (Disruptive Technologies, Innovation and Global Redesign: Emerging Implications, 2012)
This chapter is an excerpt of a study that addressed the above concern using the One Laptop Per Child (OLPC) projects in Nigeria and Ghana as a case. It also situates the OLPC XO-laptop as a disruptive technology, because it aims at altering the existing pedagogy of the communities in which it was introduced through its constructivist approach. Moreover, as with most disruptive technologies, the XO laptop project is considered revolutionary, dramatically cheaper than regular laptops, convenient, and provides a different kind of learning content. As with the theme of this chapter, the XO laptop, although possessing disruptive technological qualities, was unable to achieve its goal due to lack of thorough planning and implementation of the adoption process. Results from the study informed the author to posit a model for technology adoption in low-income communities that is considered inclusive, participatory, and proactive, involving all stakeholders in setting up a policy. Such policy is expected to serve as benchmark for measuring the congruency of any proposed product whether disruptive or sustainable to the local need before its adoption.
KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-4666-0134-5.ch017 2339240:6SLEALNK 2405685:GQ3B44QV
Keywords: ___working_potential_duplicate

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

Virtual learning communities: Success factors and challenges - Wegener, R.; Leimeister, Jan Marco (International Journal of Technology Enhanced Learning, 2012)
Despite their didactical potential many Virtual Learning Communities VLCs fail in enhancing learning outcomes. Therefore, we synthesise factors most critical for establishing a successful VLC. Applying a structured literature review, we searched for studies dealing with VLCs in the well known databases Business Source Premier, Science Direct and ERIC. We identified, classified and synthesised 64 relevant papers. Results indicate that critical success factors include a strong instructor that acts in different facilitation roles, face-to-face meetings that help establishing social ties and well structured small-group assignments that scaffold the learning process. Main challenges are a lack of common goals, feelings of inhibition and technical problems. Based on the review, we offer concrete advice for instructors building up VLCs. We suggest that future research should focus on the design of methods and tools for instructors to facilitate the learning process in a less resource demanding way.
KerkoCite.ItemAlsoKnownAs: 10.1504/IJTEL.2012.051814 2405685:8N552RQZ

Special Needs Education: Country Data 2012 (European Agency for Development in Special Needs Education, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:2R6EC87G 2405685:A7NTS6EN

Status of implementation of the ICT Curriculum in Ghanaian Basic Schools - Acquah, Bernard Yaw Sekyi (Journal of Arts and Humanities, 2012)
Number: 3 KerkoCite.ItemAlsoKnownAs: 10.18533/journal.v1i3.31 2339240:UQRE5T7J 2405685:HLGBJD66
Keywords: Content Knowledge; ⚠️ Invalid DOI

Exploring the Efficacy of Student Response System in a Sub-Saharan African Country: A Sociocultural Perspective - Learning & Technology Library (LearnTechLib) - Agbatogun, Alaba Olaoluwakotansibe (Journal of Information Technology Education: Research, 2012)
shortDOI: 10/gfrf4b KerkoCite.ItemAlsoKnownAs: 10.28945/1715 10/gfrf4b 2339240:MTR8Y89X 2405685:FJH7TUA4

Access, Transitions and Equity in Education in Ghana: Researching Practice, Problems and Policy - Akyeampong, Kwame; Rolleston, Caine; Ampiah, Joseph Ghartey; Lewin, Keith M (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:X5BPYATI 2405685:8UM3DEYF
Keywords: ⛔ No DOI found

The Impact of ICT as Another Route to Overcome Learning Barriers for Students with SEN: A Case Study in an Egyptian Context - Al-Gawhary, Wedad; Kambouri, Maria (International Association for the Development of the Information Society, 2012)
The purpose of this case study was to measure the impact of using ICT in Individual Learning Programmes of students with learning disabilities. Twenty five students and thirteen teachers took part in the research which was based on classroom observations. The Kappa coefficient was employed as a measure to statistically quantify the students' acquisition and progress in learning computer and literacy skills through raters' observations. A high correlation between Keyboard, PowerPoint, and literacy skills (writing, reading, and maths) was revealed suggesting the significance and impact of keyboard training as an essential component towards achieving educational objectives. Moreover, thematic analysis of the teachers' interviews provided a further dimension for understanding factors influencing the ICT integration process. These results further confirmed the positive impact of computer skills training on the students' learning experience which also revealed a strong belief in the right of every child to all learning opportunities, particularly ICT regardless of his/her abilities.(Contains 2 tables.) [For the complete proceedings, "Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)," see ED542606.]
Publication Title: International Association for Development of the Information Society KerkoCite.ItemAlsoKnownAs: 2339240:95DQ5J33 2405685:M5TD7M7N
Keywords: Autism; Barriers; Case Studies; Cerebral Palsy; Communications; Computer Literacy; Computer Mediated Communication; Computer Software; Down Syndrome; Foreign Countries; Heterogeneous Grouping; Information Technology; Interrater Reliability; Mixed Methods Research; Semi Structured Interviews; Semitic Languages; Special Needs Students

New modes of teacher pre-service training and professional support - Anamuah-Mensah, Jophus; Banks, Frank; Moon, Bob; Wolfenden, Freda (Teacher education and the challenge of development: a global analysis, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:66DBFE2I 2339240:QKU3SVEH 2405685:2WMAM3CW 2405685:7TSLQG4X 2405685:QKECWWAV 2534378:3FC4SJYU
Keywords: Economic development – Effect of education on – Developing countries.; Teachers – Training of – Developing countries.; Teaching – Developing countries.

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

From research & design milieu to a Living Lab: Ukombozi School in Tanzania - Apiola, Mikko-Ville; Lähde, Kristiina; Tedre, Matti; Pakarinen, Saila (IST-Africa 2012 Conference Proceedings, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:C8768J3K 2405685:MZ2LT6S6
Keywords: ⛔ No DOI found

Australia-Indonesia for Pro-Poor Policy: the Knowledge Sector Initiative - Australian Agency for International Development (Australian Agency for International Development, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:XID676JJ 2405685:8IL3G32C

Introduction To Mixed Methods In Impact Evaluation - Bamberger, M. (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:VR8UU3JQ 2405685:MTREI8RF

Empowering Adolescent Girls: Evidence from a Randomized Control Trial in Uganda - Bandiera, Oriana; Buehren, Niklas; Burgess, Robin; Goldstein, Markus; Gulesci, Selim; Rasul, Imran; Sulaiman, Munshi (World Bank, 2012)
Nearly 60% of Uganda’s population is aged below 20. This generation faces health challenges associated with HIV, coupled with economic challenges arising from an uncertain transition into the labor market. We evaluate the impacts of a programme designed to empower adolescent girls against both challenges through the simultaneous provision of: (i) life skills to build knowledge and reduce risky behaviors; (ii) vocational training enabling girls to establish small-scale enterprises. The randomized control trial tracks 4 800 girls over two years. We …nd the programme signi…cantly improves HIV and pregnancy related knowledge, as well as corresponding risky behaviors: among those sexually active, self-reported routine condom usage increases by 50%. Furthermore, from a baseline of 21%, there is the near elimination of girls reporting having recently had sex unwillingly. On outcomes related to vocational training, the intervention raised the likelihood of girls being engaged in income generating activities by 35%, mainly driven by increased participation in self-employment. The …ndings suggest combined interventions might be more e¤ective among adolescent girls than single-pronged interventions aiming to change risky behaviors solely through related education programmes, or to improve labor market outcomes solely through vocational training.
KerkoCite.ItemAlsoKnownAs: 10.1596/25529 2339240:QLSZVP97 2405685:XLMCMUMT 4656463:6HBDA7WI

Information and collective action in community-based monitoring of schools : Field and lab experimental evidence from Uganda - Barr, A; Mugisha, F; Serneels, P; Zeitlin, A (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:8MW4XELS 2405685:DFTQKSMR

in Emergency and Post-Crisis Situations - Barry, Barbara; Newby, Landon (Global Education Cluster Working Group and IIEP-UNESCO, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:TBXXUF5N 2405685:2TJ3MN4H
Keywords: ⛔ No DOI found

Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty - Bhuasiri, Wannasiri; Xaymoungkhoun, Oudone; Zo, Hangjung; Rho, Jae Jeung; Ciganek, Andrew P. (Computers & Education, 2012)
This study identifies the critical success factors that influence the acceptance of e-learning systems in developing countries. E-learning is a popular mode of delivering educational materials in higher education by universities throughout the world. This study identifies multiple factors that influence the success of e-learning systems from the literature and compares the relative importance among two stakeholder groups in developing countries, ICT experts and faculty. This study collected 76 usable responses using the Delphi method and Analytic Hierarchy Process (AHP) approach. The results reveal 6 dimensions and 20 critical success factors for e-learning systems in developing countries. Findings illustrate the importance of curriculum design for learning performance. Technology awareness, motivation, and changing learners behavior are prerequisites for successful e-learning implementations. Several recommendations are provided to aid the implementation of e-learning systems for developing countries which have relevance for researchers and practitioners. Limitations as well as possible research directions are also discussed.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.10.010 10/dp8bv8 2339240:AGES4SVM 2339240:JTA584Q4 2339240:PRLY7JT2 2405685:4V5A5CV2
Keywords: AHP; Critical success factors; Delphi method; Developing countries; E-learning

Cognitive and socioemotional caregiving in developing countries - Bornstein, Marc H.; Putnick, Diane L. (Child Development, 2012)
Enriching caregiving practices foster the course and outcome of child development. We studied two developmentally significant domains of positive caregiving – cognitive and socioemotional – in more than 127,000 families with under-5 year children from 28 developing countries. Mothers varied widely in cognitive and socioemotional caregiving and engaged in more socioemotional than cognitive activities. More than half of mothers played with their children and took them outside, but only a third or fewer read books and told stories to their children. The GDP of countries related to caregiving after controlling for life expectancy and education. The majority of mothers report that they do not leave their under-5s alone. Policy and intervention recommendations are elaborated.
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8624.2011.01673.x 2339240:B9VFFTA2 2405685:3GF9TM87

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

Does Math Achievement h'APP'en when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction? - Carr, Jennie M (Journal of Information Technology Education, 2012)
00004 KerkoCite.ItemAlsoKnownAs: 2129771:FDS3EMAS 2405685:3Q5Q7NPI
Keywords: ⛔ No DOI found

Pre-service teacher training in Malawi: findings of a pilot study on the viability of media players for teacher development - Carrier, Carol; Finholt-Daniel, Matt; Sales, Gregory C (International Journal of Education and Development using Information and Communication Technology, 2012)
As part of the United States Agency for International Development (USAID funded Malawi Teacher Professional Development Support project, a sub-task was the piloting of an alternative technology that could be used for improving the quality and consistency of teacher continued professional development (CPD). The pilot, which included 26 open and distance learning (ODL) student teachers, was launched in the spring of 2011 using a low-cost portable MP3 multi-purpose device. A short course on numeracy, containing 5 weekly lessons, was piloted. Each lesson consisted of one or two readings, two videos, and an assignment that directed the learner to complete tasks and document their completion using the camera and audio recorder features of the media player. The viability of using the media player for CPD was evaluated on the ease of use, effectiveness of instruction, and potential for long-term scalability. The evaluation results demonstrated that, with a small amount if initial training, the devices were easy to use and they effectively deliver instruction. Scalability, however, is critical to the long-term success of an initiative based on these or similar devices. An analysis suggests that an affordable option worth considering is the systematic, shared use of media player devices within schools. This approach could dramatically reduce the cost of using this alternative technology for ODL training to pennies per lesson. [PUBLICATION ABSTRACT]
Place: Bridgetown Publisher: University of the West Indies KerkoCite.ItemAlsoKnownAs: 2339240:H5SC64NG 2405685:HNDKMF9C 2534378:5F2RLGL3 2534378:783739U4
Keywords: Distance learning; Education; Learning; Malawi; Software; Student teachers; Teacher education; Teaching; __:import:01; __:match:final; __:matched; __:study_id:2096523; __finaldtb; ⛔ No DOI found

Edutainment Radio, Women’s Status and Primary School Participation: Evidence from Cambodia - Cheung, Maria (2012)
This paper explores the eﬀect of being exposed to education-entertainment (“edutaiment”) gender-related radio information on women’s status and primary school participation. Speciﬁcally, I examine one of the most popular radio stations in Cambodia using two identiﬁcation strategies. The ﬁrst exploits plausible exogenous variation in over-the-air signal strength between radio transmitters and villages within a district. The second exploits the variation across time and space in exposure. Using individual data, both approaches show that access to both entertaining and educating information about gender issues had a signiﬁcant impact on behavior by raising the women’s decision-making power within the household and increasing children’s primary school attendance. The impact was found in both poor and rural households conﬁrming that en radio broadcast is an eﬀective way to transmit information in the more marginalized areas. Suggestive evidence shows that the exposure also aﬀected attitudes towards domestic violence and the prevalence of son preference which is a stepping stone towards changing socially constructed gender norms. The eﬀect on investing in children’s human capital is also reﬂected by higher primary school enrollment three years after exposure.
KerkoCite.ItemAlsoKnownAs: 2339240:WUMYSGHP 2405685:USAIB9C7
Keywords: ⛔ No DOI found

Teacher educators’ perspectives of the introduction of ICT in education in Bangladesh - Chowdhury, M (Critical Literacy: Theories and Practices, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:INLPU2EQ 2405685:72TSTWR5
Keywords: ⛔ No DOI found

Tweens with the iPad classroom—Cool but not really helpful? - Culén, A., & Gasparini, A. (In e-Learning and e-Technologies in Education (ICEEE), 2012 International Conference on, 2012)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:RKXYJY5N 2405685:LDT2VUW7
Keywords: ⛔ No DOI found

Education Fund for Sindh Pilot Programme: 2012/13-2014/15: Business Case - DFID (Department for International Development, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:4KN9UV5K 2405685:M6S66V2L

Digital Study Hall Biannual report 2012 - DHS (Digital Study Hall, 2012)
EdTechHub.ItemAlsoKnownAs:2405685:IYX4P468

The Impact of Scripted Literacy Instruction on Teachers and Students - Dresser, Rocio (Issues in Teacher Education, 2012)
Today, effective and creative teacher designed instruction is being replaced by scripted reading programs. These programs are changing the role of the teacher in the classroom from professionals to mere transmitters of knowledge. The idea that the role of the teacher had changed became evident while conducting a study with elementary school teachers from a local school. The five participating teachers were concerned about their English learners (ELs) not meeting their academic requirements. They attributed their students' low-test scores to the fact that a large number of them were proficient decoders, but struggled with reading comprehension and content knowledge. They felt that the scripted literacy program was rushed and did not give them enough time to take a closer look at students' individual reading needs. This article begins with a brief overview of the initial study and presents some of the unexpected findings. The article also explores some of the unintended consequences of scripted reading programs as well as the claims made by some proponents. At the end, it provides some alternatives to scripted instruction. (Contains 1 figure.)
Publisher: Caddo Gap Press KerkoCite.ItemAlsoKnownAs: 2339240:UYNF7HAW 2405685:TESFFI56
Keywords: Action Research; Decoding (Reading); Elementary School Teachers; English Language Learners; Individual Needs; Instructional Effectiveness; Literacy; Reading Comprehension; Reading Instruction; Reading Programs; Second Language Learning; Teacher Attitudes; Teacher Responsibility; Teacher Role; Teaching Methods; ⛔ No DOI found

The Digital StudyHall (DSH) - DSH (Digital StudyHall, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:6QKRLMUD 6QKRLMUD

Incentives work: Getting teachers to come to school - Duflo, Esther; Hanna, Rema; Ryan, Stephen (American Economic Review, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1257/aer.102.4.1241 2339240:SGHUYHRZ 2405685:27NFBCPU

Tablet vs. Paper: The Effect on Learners' Reading Performance. - Dundar, Hakan; Akcayir, Murat (International Electronic Journal of Elementary Education, 2012)
00007 KerkoCite.ItemAlsoKnownAs: 2129771:RGAHPBS9 2405685:3EE4XZP3
Keywords: ⛔ No DOI found

Life planning by digital storytelling in a primary school in rural Tanzania - Duveskog, Marcus; Tedre, Matti; Sedano, Carolina Islas; Sutinen, Erkki (Educational Technology & Society, 2012)
Storytelling is one of the earliest forms of knowledge transfer, and parents often use it for teaching their children values and knowledge. Formal schooling, however, is less inclined to use storytelling as a vehicle for knowledge transfer, and even less as a vehicle for modern self-directed, student-centered, and constructionist pedagogy. Research literature reports experiences on student-centered storytelling in schools, but there is little information about such learning environments using modern information technology. Using a case study approach, we collected qualitative data from a workshop that tested a number of constructionist pedagogical approaches and one-to-one computing technology in a hypercontextualized storytelling workshop. In that workshop, which took place in a Tanzanian primary school, pupils used their XO-1 laptops as digital media tools for expressing their dreams and solutions to overcoming challenges in life. Results of this study suggest that digital storytelling offers additional advantages when compared to traditional storytelling. Designers need to follow six principles for a successful digital storytelling workshop: commitment, contextual grounding, previous exposure to the context, involvement of local experts, atmosphere of trust, and realistic flexible planning.
KerkoCite.ItemAlsoKnownAs: 2339240:RY6T9AGL 2405685:KW2JCTF6
Keywords: ⛔ No DOI found

Planning and designing educational technology for low-income communities: A participatory and proactive approach - Ezumah, Bellarmine (Disruptive Technologies, Innovation and Global Redesign: Emerging Implications, 2012)
This chapter is an excerpt of a study that addressed the above concern using the One Laptop Per Child (OLPC) projects in Nigeria and Ghana as a case. It also situates the OLPC XO-laptop as a disruptive technology, because it aims at altering the existing pedagogy of the communities in which it was introduced through its constructivist approach. Moreover, as with most disruptive technologies, the XO laptop project is considered revolutionary, dramatically cheaper than regular laptops, convenient, and provides a different kind of learning content. As with the theme of this chapter, the XO laptop, although possessing disruptive technological qualities, was unable to achieve its goal due to lack of thorough planning and implementation of the adoption process. Results from the study informed the author to posit a model for technology adoption in low-income communities that is considered inclusive, participatory, and proactive, involving all stakeholders in setting up a policy. Such policy is expected to serve as benchmark for measuring the congruency of any proposed product whether disruptive or sustainable to the local need before its adoption.
KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-4666-0134-5 2339240:RRTECR3A 2405685:8K8CRIHL
Keywords: ___working_potential_duplicate

Preferences and skills of Indian public sector teachers - Fagernäs, Sonja; Pelkonen, Panu (IZA Journal of Labour & Development, 2012)
I25, J41, J45 Copyright Fagernäs and Pelkonen; licensee Springer. 2012
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 2339240:BDBGTNN7 2405685:2CNDI2PP
Keywords: Discrete choice experiment; Hiring quotas; India; Job preferences; Skills; Teacher recruitment

Academic achievement, technology and race: Experimental evidence - Fairlie, Robert W. (Economics of Education Review, 2012)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2012.04.003 2339240:CHZ2J6S6 2405685:LZFAY4ZT

The effects of home access to technology on computer skills: Evidence from a field experiment - Fairlie, Robert W. (Information Economics and Policy, 2012)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.infoecopol.2012.06.001 2339240:FVPZD3HY 2405685:YKXVMTXC

The effects of home computers on educational outcomes: Evidence from a field experiment with community college students - Fairlie, Robert W.; London, Rebecca A. (The Economic Journal, 2012)
Publisher: Oxford University Press Oxford, UK KerkoCite.ItemAlsoKnownAs: 10.1111/j.1468-0297.2011.02484.x 2339240:LQIGRRDA 2405685:AI8VD6L6

A study of online English language teacher education programmes in distance education context in Pakistan - Farooq, Muhammad U.; Al Asmari, AbdulRahman; Javid, Choudhary Z. (English Language Teaching, 2012)
Technology-based initiatives have transformed the process of teaching and learning activities at formal institutions generally and distance education institutions particularly. Distance education is at the heart of the digital age making maximum use of the emerging technologies. Researchers have favoured computer mediated communications (CMC) for improving the quality of teacher education in developing countries by providing access to more and better educational resources. The researchers designed a CMC-ELT blended model and offered online English language teacher education courses at post-graduate level. A group of students enrolled in MA TEFL programme of Allama Iqbal Open University (AIOU) Islamabad Pakistan, was selected randomly and was guided through CMC-ELT blended model. The results of the study showed that the online support in distance education enhanced students' performance in terms of access, interaction and cost. The effective use of online support in distance education can improve the quality of English language teaching programmes in Pakistan.
Publisher: Canadian Center of Science and Education, 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1773213777?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.5539/elt.v5n11p91 2339240:2EBC4XAX 2405685:9V9TWTN7 2405685:ZUW8ZBWE 2534378:6E7C4XSE 2534378:BNLKR978
Keywords: Access to Education; Blended Learning; Computer Mediated Communication; Control Groups; Costs; Distance Education; ERIC; Current Index to Journals in Education (CIJE); Educational Quality; English (Second Language); Experimental Groups; Foreign Countries; Higher Education; Language Teachers; Masters Programs; Online Courses; Open Universities; Pakistan; Postsecondary Education; Pretests Posttests; Program Improvement; Second Language Instruction; Second Language Learning; Statistical Analysis; Student Attitudes; Student Characteristics; Teacher Education Programs; Teaching Methods; __:import:01; __:match:final; __:matched; __:study_id:2096524; __finaldtb

Tablet PCs–An Assistive Technology for Students with Reading Difficulties? - Gasparini, Andrea A; Culén, Alma Leora (ACHI 2012, The Fifth International Conference on Advances in Computer-Human Interactions, 2012)
00012 KerkoCite.ItemAlsoKnownAs: 2129771:D8YCGGAP 2405685:444DWXKB
Keywords: ⛔ No DOI found

Optical Needs of Students with Low Vision in Integrated Schools of Nepal - Gnyawali, Subodh; Shrestha, Jyoti Baba; Bhattarai, Dipesh; Upadhyay, Madan (Optometry and Vision Science, 2012)
Purpose To identify the optical needs of students with low vision studying in the integrated schools for the blind in Nepal. Methods A total of 779 blind and vision-impaired students studying in 67 integrated schools for the blind across Nepal were examined using the World Health Organization/Prevention of Blindness Eye Examination Record for Children with Blindness and Low Vision. Glasses and low-vision devices were provided to the students with low vision who showed improvement in visual acuity up to a level that was considered sufficient for classroom learning. Follow-up on the use and maintenance of device provided was done after a year. Results Almost 78% of students studying in the integrated schools for the blind were not actually blind; they had low vision. Five students were found to be wrongly enrolled. Avoidable causes of blindness were responsible for 41% of all blindness. Among 224 students who had visual acuity 1/60 or better, distance vision could be improved in 18.7% whereas near vision could be improved in 41.1% students. Optical intervention provided improved vision in 48.2% of students who were learning braille. Only 34.8% students were found to be using the devices regularly after assessment 1 year later; the most common causes for nonuse were damage or misplacement of the device. Conclusions A high proportion of students with low vision in integrated schools could benefit from optical intervention. A system of comprehensive eye examination at the time of school enrollment would allow students with low vision to use their available vision to the fullest, encourage print reading over braille, ensure appropriate placement, and promote timely adoption and proper usage of optical device.
KerkoCite.ItemAlsoKnownAs: 10.1097/OPX.0b013e3182772f3c 2339240:FB9RDDK4 2405685:ELQBAZZ6

Use of tablet technology in the classroom. - Goodwin, K. (NSW Department of Education and Communities, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:YS6XDKHS 2405685:LV4CLWTE

Plan stratégique Gabon émergent Vision 2025 - Government of Gabon (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:3NWBNK5Y 2405685:YXN4KAQC

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

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

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

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

An Intersectionality-Based Policy Analysis Framework - Hankivsky, Olena (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:UL8AGJDZ 2405685:T6G4MKTK
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Denmark DNK; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:India IND; _C:Ireland IRL; _C:Japan JPN; _C:Mexico MEX; _C:New Zealand NZL; _C:Norway NOR; _C:South Africa ZAF; _C:Sweden SWE; _C:Switzerland CHE; _C:United Kingdom GBR; _C:United States USA; __C:scheme:1

Teacher Education in Sub-Saharan Africa: formative evaluation report - Harley, Ken; Barasa, Fred Simiyu (Teacher Education in Sub-Saharan Africa (TESSA), 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:5BSR5SID 2405685:CT5DSKZ6 2534378:927M5SAG 2534378:V4FU8B92
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2457446; __finaldtb; auto_merged; ⛔ No DOI found

Teacher Education in Sub-Saharan Africa: formative evaluation report - Harley, Ken; Barasa, Fred Simiyu (Teacher Education in Sub-Saharan Africa (TESSA), 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:6LCQWKL6 2405685:GW7U34GK 2534378:927M5SAG 2534378:V4FU8B92
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2457446; __finaldtb; ⛔ No DOI found

TESSA Formative Evaluation Report Executive Summary - Harley, Ken; Simiyu Barasa, Fred (Teacher education in sub-Saharan Africa, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:X4HFGDN9

Visible learning for teachers: Maximizing impact on learning - Hattie, John (Routledge, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:24JDEIRH 2405685:TKCIH9PB

The iPad as a Tool For Education - a case study - Heinrich, P. (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:FC3GMYB8 2405685:YGDJMN4F

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

Empowering personalized learning with an interactive e-book learning system for elementary school students - Huang, Yueh-Min; Liang, Tsung-Ho; Su, Yen-Ning; Chen, Nian-Shing (Educational Technology Research and Development, 2012)
00032 shortDOI: 10/f37ffm KerkoCite.ItemAlsoKnownAs: 10/f37ffm 2129771:73VISNVU 2405685:N78SCBFW

Beyond Earthquakes: Leveraging GIS and Volunteered Geographic Information to Build Haitian Schools - ICTworks (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:GHN8JTUH 2405685:PF66UM59

Minimum Standards Handbook - Inter-Agency Network for Education in Emergencies (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:36HRNX48 2405685:9DU2357U

Systematic literature studies: Database searches vs. backward snowballing - Jalali, S; Wohlin, C (Proceedings of the ACM-IEEE international symposium on empirical software engineering and measurement, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1145/2372251.2372257 2405685:5MQKS9RN 2486141:FNQHJ85U

Mobile learning for teachers in Latin America: exploring the potential of mobile technologies to support teachers and improve practice - UNESCO Digital Library - Jara, Ignacio; Claro, Magdalena; Martinic, Rodolfo (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:KRJHMC8K 2405685:5DZ5M8LX

The relevance of authentic learning activities in developing competency and confidence of integrating technology in teaching among pre-service teachers in Tanzania - Kafyulilo, Ayoub (The African Symposium: An online journal of the African Educational Research Network, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:F9J3FBAD 2405685:JXZKG9EP
Keywords: ⛔ No DOI found

Gathering Feedback for Teaching Combining High-Quality Observations with Student Surveys and Achievement Gains - Kane, Thomas; Staiger, Douglas (Bill and Melinda Gates Foundation, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:3WHCQQ5F

Viewing mobile learning from a pedagogical perspective. - Kearney, Matthew; Schuck, Sandra; Burden, Kevin; Aubusson, Peter (Research in Learning Technology, 2012)
00054 shortDOI: 10/gf62hb KerkoCite.ItemAlsoKnownAs: 10/gf62hb 2129771:IU287RY8 2405685:6B29Z9PU

Enhancing teachers' ICT capacity for the 21st century learning environment: Three cases of teacher education in Korea - Kim, Hyeonjin; Choi, Hyungshin; Han, Jeonghye; So, Hyo-Jeong (Australasian Journal of Educational Technology, 2012)
KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.805 2339240:RDVA93BH 2405685:A5IGRHL2

What Are Learning Disabilities? - Learning Disabilities Association of America (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:XJEGAHBR 2405685:ZGGHV3LT
Keywords: ⛔ No INSPIRE recid found

Pakistan: A Hard Country - Lieven, Anatol (PublicAffairs, 2012)
An expert's compelling portrait of the complex, volatile country now situated at the fulcrum of international concerns.
Google-Books-ID: _tq3zQEACAAJ KerkoCite.ItemAlsoKnownAs: 2339240:96VSX2XE 2405685:8F4WBPTU

Comparison of 1:1 and 1:m CSCL environment for collaborative concept mapping - Lin, C.-P.; Wong, L.-H.; Shao, Y.-J. (Journal of Computer Assisted Learning, 2012)
00005 shortDOI: 10/cxp3pm KerkoCite.ItemAlsoKnownAs: 10/cxp3pm 2129771:GG442MGK 2405685:QVRRBCQP