@techreport{adam_how_2024, type = {Learning {Brief}}, title = {How do {Communities} of {Practice} {Support} {Teacher} {Learning} and {What} {Role} {Can} {EdTech} {Play}?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/FRI5BD6J}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Adam, Taskeen and Friese, Laila}, year = {2024}, doi = {10.53832/edtechhub.1014}, note = {ZenodoArchiveID: 10694591 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1014 ZenodoArchiveConcept: 10694590}, keywords = {\_r:AddedByMyEducationEvidence, coming soon}, } @techreport{adam_decolonising_2023, type = {{EdTech} {Hub} {Other} type}, title = {Decolonising {EdTech}: {Unpacking} {Conceptual} {Frameworks}. {Writers} {Workshop} 1}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/XPBKG3FJ}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Adam, Taskeen and Moustafa, Nariman}, month = mar, year = {2023}, doi = {10.5281/zenodo.7850804}, note = {ZenodoArchiveID: 7850804 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7850804 ZenodoArchiveConcept: 7850803}, keywords = {\_r:AddedByZotZen}, } @techreport{adam_how_2024, type = {Learning {Brief}}, title = {How {Can} {EMIS} be {Designed} and {Implemented} in {Ways} {That} {Make} {Them} {Used} and {Useful}?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/X56ZT79X}, abstract = {This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at education management information systems (EMIS). EMIS are pivotal in educational administration, facilitating the digitisation of processes and data to enable informed decision-making. However, persistent challenges impede their effectiveness. We examine why it is vital to consider how EMIS are designed and implemented, particularly with regard to the needs and contexts of low- and middle-income countries (LMICs). We consider constraints in technical capacity, limited funding, and insufficient user engagement. We identify concrete, evidence-based recommendations for how to make EMIS useful and used more frequently based on current and recent research. To enhance EMIS efficacy, there is a need to underscore utility and usability, ensuring the collection of pertinent data and user-friendly interfaces. Furthermore, the social implications of EMIS data on individuals and communities must be considered in order to meet their needs. We also explore areas for further consideration and include lists of resources relevant to EMIS and questions and solutions to consider. Keywords: education management information systems (EMIS); low- and middle-income countries (LMICs); user-centred design; evidence-based decision-making; EdTech; educational administration. An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Adam, Taskeen and Mitchell, Joel}, year = {2024}, doi = {10.53832/edtechhub.1015}, note = {ZenodoArchiveID: 10694602 ZenodoArchiveConcept: 10694601 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.10080734 10.53832/edtechhub.1015}, keywords = {\_r:AddedByMyEducationEvidence, \_r:AddedByZotZen, coming soon}, } @techreport{adam_maldives_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {The {Maldives} and {Sri} {Lanka}: {Question} \& {Answer} {Session}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/HE2Q6Z8Y}, abstract = {EdTech Hub participated in a question and answer session in May 2020 for policymakers in The Maldives and Sri Lanka. The session focused on the challenges and issues in designing effective distance education programmes during the Covid-19 pandemic. This document provides answers to a list of 13 questions received from stakeholders.}, language = {EN}, number = {18}, institution = {EdTech Hub}, author = {Adam, Taskeen and Kaye, Tom and Haßler, Björn}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0018}, note = {ZenodoArchiveID: 5652128 previousZenodoArchiveID: 3885817 previousshortDOI: 10/ghgngv previousshortDOI: 10/ghgngv previousDOI: 10.5281/zenodo.3885817 previousshortDOI: 10/ghgngv EdTechHub.Source: 2405685:HE2Q6Z8Y EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgngv KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3885817 10.53832/edtechhub.0018 10/ghgngv 2129771:YC82FCEP 2339240:TND87RAP 2405685:HE2Q6Z8Y 2405685:SRU74BP6}, keywords = {F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{adam_rolling_2020, type = {{EdTech} {Hub} {Helpdesk} {Request}}, title = {Rolling {Out} a {National} {Virtual} {Learning} {Environment}}, copyright = {Creative Commomns Attribution 4.0}, url = {https://docs.edtechhub.org/lib/KWJRW62J}, abstract = {A virtual learning environment (VLE) is a virtual space designed to support teaching and learning and can resemble anything from a curated content repository to a synchronous video-enabled learning space. This technical note aims to inform the design and implementation of a VLE at a national level for basic education.}, language = {en}, number = {22}, institution = {EdTech Hub}, author = {Adam, Taskeen and McBurnie, Chris and Haßler, Björn}, month = jul, year = {2020}, doi = {10.53832/edtechhub.0010}, note = {previousshortDOI: 10/ghgnf6 previousshortDOI: 10/ghgnf6 previousDOI: 10.5281/zenodo.3406132 previousshortDOI: 10/ghgnf6 EdTechHub.Source: 2405685:KWJRW62J EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgnf6 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3406132 10.5281/zenodo.3406132EdTechHub.ItemAlsoKnownAs: 10.53832/edtechhub.0010 10/ghgnf6 2129771:3H8JIJ9T 2129771:MG4TM5B3 2339240:CN8LY32H 2339240:EG4V9NYX 2339240:T37Q6QE6 2339240:W2B4DTPS 2405685:7EP4VHD7 2405685:B76WDWTE 2405685:KWJRW62J 2405685:QFMSIUXQ 2405685:Y4EVL7PR 2486141:TAPS8LVP}, keywords = {F: Helpdesk response, H:Online learning, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v1, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{adam_consolidated_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Consolidated {Feedback} on {Tanzania} {Higher} {Education} {University} {Strategic} {Investment} {Plans}}, url = {https://docs.edtechhub.org/lib/7AFXFRPC}, abstract = {This EdTech Hub Helpdesk Response provides feedback on 15 Tanzania University Strategic Implementation Plans (USIPs) submitted to the Word Bank’s Higher Education for Economic Transformation Project (HEET). The feedback is intended to enhance and strengthen the plans provided by universities such that the USD 300 million is allocated and spent most effectively.}, language = {EN}, number = {09}, institution = {EdTech Hub}, author = {Adam, Taskeen and Koomar, Saalim and Haßler, Björn}, month = aug, year = {2020}, doi = {10.5281/zenodo.3986727}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3986727 2129771:B5Z854HJ 2339240:IEATEWRY 2405685:7AFXFRPC}, keywords = {Helpdesk Response, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_dont\_post\_PDF, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @incollection{castillo_learning_nodate, title = {Learning, {Marginalization}, and {Improving} the {Quality} of {Education} in {Low}-{Income} {Countries}}, url = {https://docs.edtechhub.org/lib/QVX4XRJF}, author = {Castillo, Nathan and Adam, Taskeen and Haßler, Björn}, doi = {10.5281/zenodo.5652117}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652117 2129771:UEHRQHHH 2339240:9KYUHTMU 2405685:QVX4XRJF}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{adam_structured_2021, title = {Structured {Pedagogy} and {EdTech}}, copyright = {Creative Commomns Attribution 4.0}, url = {https://docs.edtechhub.org/lib/2QM825CH}, institution = {EdTech Hub}, author = {Adam, Taskeen and Chuang, Rachel and Haßler, Björn}, year = {2021}, doi = {10.5281/zenodo.4460344}, note = {ZenodoArchiveID: 4460344 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4460344 2129771:DDU3QPXM 2339240:5XNMEGSN 2339240:XIRCF4HG 2339240:XXL72KUQ 2405685:2QM825CH 2405685:5RMUBA3Q 2405685:GBS5KW7S}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{adam_school_2022, type = {Internal {Papers}}, title = {School {Infrastructure} {Survey}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/VIFG4IFF}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Adam, Taskeen and Koomar, Saalim and Hennessy, Sara}, month = mar, year = {2022}, doi = {10.5281/zenodo.5866554}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5866554 2405685:VIFG4IFF}, keywords = {\_r:AddedByZotZen}, } @misc{adam_tackling_2022, title = {Tackling coloniality in {EdTech}: {Making} your offering inclusive and socially just}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/3QV8PAED}, abstract = {On 29 June 2022, Bertha Centre, EdTech Hub, Open Development \& Education and the Overseas Development Institute (ODI) presented a workshop on Tackling Coloniality in EdTech. The workshop was hosted by Ntombini Marrengane (Bertha Institute). This slide deck shares the resources and activities used at the workshop, in the hope that it inspires others to host similar workshops that critically reflect on how coloniality can be embedded in EdTech designs, projects, programmes, processes, structures, values, knowledge systems, and philosophies.}, language = {en}, author = {Adam, Taskeen and Moustafa, Nariman and Sarwar, MoizzaBinat}, year = {2022}, doi = {10.53832/edtechhub.0150}, note = {ZenodoArchiveID: 7612943 ZenodoArchiveConcept: 7612942 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7612943 10.53832/edtechhub.0147 10.53832/edtechhub.0150 2405685:3QV8PAED}, keywords = {\_r:AddedByZotZen}, } @misc{adam_decolonising_2022, title = {Decolonising {EdTech}: {A} resource list for tackling coloniality and digital neocolonialism in {EdTech}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://edtechhub.org/2022/02/25/decolonising-edtech-a-resource-list-for-tackling-coloniality-and-digital-neocolonialism-in-edtech/}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, journal = {EdTech Hub}, author = {Adam, Taskeen and Sarwar, Moizza Binat and Moustafa, Nariman}, month = feb, year = {2022}, doi = {10.5281/zenodo.5997769}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5997769 10.5281/zenodo.5997789 10.5281/zenodo.5997811 2405685:6NMRRZ3B 2405685:E9WKENWB 2405685:P6JH9CGF}, keywords = {\_\_\_working\_potential\_duplicate, \_r:AddedByZotZen}, } @techreport{selwaness_guidance_2022, type = {Technical {Report}}, title = {Guidance {Note} on {Education} {Data} {Mapping} in {Sub}-{Saharan} {Africa}: {Moving} from theory to practice}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/KQUDWCXC}, language = {en}, institution = {EdTech Hub}, author = {Selwaness, Irene and Adam, Taskeen and Lawson, Laté and Heady, Lucy}, month = aug, year = {2022}, doi = {10.53832/edtechhub.0096}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6339212 10.53832/edtechhub.0096 2339240:VJZWBP65 2405685:6JLQ7UC6 2405685:KQUDWCXC}, keywords = {\_r:AddedByZotZen}, } @techreport{mcburnie_zero-rating_2020, type = {Helpdesk {Response}}, title = {Zero-{Rating} {Educational} {Content} in {Low}- and {Middle}-{Income} {Countries}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/F4PCMTZB}, language = {EN}, number = {8}, institution = {EdTech Hub}, author = {McBurnie, Chris and Adam, Taskeen and Kaye, Thomas and Haßler, Björn}, month = may, year = {2020}, doi = {10.53832/edtechhub.0004}, note = {ZenodoArchiveID: 3784940 previousshortDOI: 10/gg7sqj previousshortDOI: 10/gg7sqj previousDOI: 10.5281/zenodo.3784940 previousshortDOI: 10/gg7sqj EdTechHub.Copy: 2129771:4W3D35BT EdTechHub.Copy: 2129771:4W3D35BT shortDOI: 10/gg7sqj KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3784940 10.53832/edtechhub.0004 10/gg7sqj 2129771:4W3D35BT 2339240:7VJMDZGM 2339240:RSJNXIC6 2405685:DX5RMV6U 2405685:F4PCMTZB}, keywords = {F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{adam_use_2021, title = {The use of 'building blocks' to develop digital platforms for education in sub-{Saharan} {Africa}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.google.com/presentation/d/1kbsum_aPxdwhuGNzAEzHnr_Wx_psKAUVldt1M2Wz34I/edit#slide=id.gdedd2e55e3_3_285}, abstract = {We set out to investigate the existing and potential use cases of open-source, modular ‘building blocks’ to build digital platforms for education in sub-Saharan Africa (SSA). Building blocks fall into two main categories: teaching and learning (e.g., learning management systems) and education system management (e.g., data collection tools).}, institution = {EdTech Hub}, author = {Adam, Taskeen and El-Serafy, Yomna and Podea, Marius and Haßler, Björn}, year = {2021}, doi = {10.53832/edtechhub.0049}, note = {10.5281/zenodo.4913283 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0048 10.53832/edtechhub.0049 2339240:487NSL2N 2339240:96WXZFG3 2339240:BXUFCQ98 2339240:QUJFSUDE 2405685:4NFT3P7H 2405685:MZSKKWUZ 2405685:NVIUXYC6 2405685:PIXT9J66 2405685:RL5CTZU3 2405685:U8GMZZ48 2486141:7MQA6V3G 4656463:6378IJC5 4656463:TD3MYCHJ}, keywords = {\_EdTechHub\_Output, \_MELA\_seen}, } @techreport{vijil_data_2023, type = {Helpdesk {Response}}, title = {Data collection and visualisation tools in the education sector in sub-{Saharan} {Africa} and {South} {Asia}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/P833K7KC}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Vijil, Alejandra and El-Serafy, Yomna and Adam, Taskeen and Haßler, Björn}, year = {2023}, doi = {10.53832/edtechhub.0151}, note = {ZenodoArchiveID: 7371460 ZenodoArchiveConcept: 7371459 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7371460 10.5281/zenodo.7473922 10.5281/zenodo.7500121 10.53832/edtechhub.0151 2339240:BE2J66WG 2405685:BBAPFKW4 2405685:JHWKC6F4 2405685:P833K7KC 2405685:YLS6YQ3U}, keywords = {\_r:AddedByZotZen}, } @techreport{hennessy_technology_2023, title = {Technology use in teacher preparation and professional development in low-and middle-income countries - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000386082}, language = {English}, number = {ED/GEMR/MRT/2023/P1/8}, urldate = {2023-10-19}, institution = {UNESCO}, author = {Hennessy, Sara and D'Angelo, Sophia and Koomar, Saalim and Kreimeia, Adam and Adam, Taskeen and Cao, Lydia and Haßler, Björn}, year = {2023}, note = {https://doi.org/10.54676/NJZV8067 KerkoCite.ItemAlsoKnownAs: 2339240:9URXV92S 2405685:UU8FCJCF}, pages = {81 pages}, } @techreport{adam_use_2021, type = {Technical {Guidance}}, title = {The {Use} of {Technology} in the {CPD} {Implementation} {Plan} in {Tanzania}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/N5HMII3R}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Adam, Taskeen and El-Sefary, Yomna and Haßler, Björn and Khalayleh, Abdullah and Kremeia, Adam and Proctor, Jamie and Mtebe, Joel}, month = apr, year = {2021}, doi = {10.5281/zenodo.4665846}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4665846 2405685:N5HMII3R}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_r:AddedByZotZen}, } @techreport{hasler_keyword_2020, type = {Working {Paper} - {Research} {Instrument}}, title = {Keyword inventory with country statistics}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/LSEETV6K/download/H7AMK69A/Bj%C3%B6rn%20Ha%C3%9Fler%20et%20al_2019_Keyword%20inventory.pdf}, abstract = {Keyword inventory with country statistics (Updated July 2020)}, language = {en}, number = {08-3}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Allier-Gagneur, Zoe and Khalayley, Abdullah and McBurnie, Chris and McIntyre, Nora}, month = jul, year = {2020}, doi = {10.5281/zenodo.3908363}, note = {EdTechHub.Copy: 2129771:ACGUWMNN EdTechHub.Copy: 2129771:ACGUWMNN KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3908363 2129771:ACGUWMNN 2339240:BFHYXP48 2405685:55A44ZRB}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_yl:s, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{el-serafy_strategy_2021, title = {Strategy for {Tanzania} — {Focus} {Area}: {TCPD} in primary schools}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtchhub.org/lib/BPHSJBH7}, institution = {EdTech Hub}, author = {El-Serafy, Yomna and Khalayleh, Abdullah and Carter, Alice and Haßler, Björn and Proctor, Jamie and Adam, Taskeen}, year = {2021}, doi = {10.5281/zenodo.4742727}, note = {ZenodoArchiveID: 4742727 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4742727 2405685:BPHSJBH7}, keywords = {\_EdTechHub\_Output}, } @article{adam_between_2020, title = {Between {Social} {Justice} and {Decolonisation}: {Exploring} {South} {African} {MOOC} {Designers}’ {Conceptualisations} and {Approaches} to {Addressing} {Injustices}}, volume = {2020}, copyright = {Creative Commons Attribution}, issn = {1365-893X}, shorttitle = {Between {Social} {Justice} and {Decolonisation}}, url = {http://jime.open.ac.uk/articles/10.5334/jime.557/}, doi = {10.5334/jime.557}, abstract = {As social justice and decolonisation discussions fill the physical and virtual corridors of universities in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise (in)justice, and how they attempt to address these injustices in and through their MOOCs. As notions such as ‘social justice’ and ‘decolonisation’ have multiple meanings and connotations, a framework was created to unpack the ‘Dimensions of Human Injustice’ namely, material, cultural-epistemic, and political/geopolitical injustices. These dimensions of injustice were used to analyse semi-structured interviews with 27 South African MOOC designers. MOOC designers who stressed cultural-epistemic injustices, focused on relevance, inclusive processes and the geopolitics of knowledge production. Those who stressed material injustices, focused on socio-economic disparities, infrastructural inequalities and the need to tackle these systemic problems at a societal level. Through illustrating that MOOC designers attempt to address injustices based on their different conceptualisations of (in)justice, this study argues that a multi-pronged approach to tackling the various dimensions of injustice perpetuated in and through MOOCs can lead to more holistic justice-oriented MOOCs that better enable learners. Additionally, justice-oriented efforts by South African MOOC designers, highlighted in this paper, can be seen as a guide for the MOOC space in general to take greater strides in creating MOOCs in more justice-oriented ways.}, language = {en}, number = {1}, urldate = {2020-05-31}, journal = {Journal of Interactive Media in Education}, author = {Adam, Taskeen}, month = may, year = {2020}, note = {Number: 1 Publisher: Ubiquity Press EdTechHub.Source: 2129771:TMULW29L shortDOI: 10/ggx3rf KerkoCite.ItemAlsoKnownAs: 10.5334/jime.557 10/ggx3rf 2129771:TMULW29L 2405685:UBRAD3MS}, keywords = {MOOC designers, cultural-epistemic injustice, decolonisation, dode\_eth-src-dode, dode\_eth-trf2-dode, geopolitical injustice, material injustice, social justice}, pages = {7}, } @misc{adam_privilege_2020, title = {The privilege of \#pivotonline: {A} {South} {African} perspective}, shorttitle = {The privilege of \#pivotonline}, url = {https://opendeved.net/2020/04/22/the-privilege-of-pivotonline/}, abstract = {Taskeen Adam, https://opendeved.net/2020/04/22/the-privilege-of-\#pivotonline/, 2020-04-22, 10.5281/zenodo.3760383 As the global number of COVID-19 cases increase, lockdowns continue across the world. Reports from UNESCO highlight that nationwide closures are impacting over 91\% of the world’s student population who can no longer attend school. With schools closed, there has been a mass shift to online education — from primary …}, language = {en-GB}, urldate = {2020-06-09}, journal = {Open Development \& Education}, author = {Adam, Taskeen}, month = apr, year = {2020}, note = {Library Catalog: opendeved.net Section: blog EdTechHub.Source: 2129771:YIULJYN8 KerkoCite.ItemAlsoKnownAs: 2129771:XBIPY9PU 2129771:YIULJYN8 2339240:AWXAQ2CJ 2405685:BE8K7HXB 2405685:D2RECET8}, keywords = {\_\_\_working\_potential\_duplicate, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @article{adam_open_2020, title = {Open educational practices of {MOOC} designers: embodiment and epistemic location}, volume = {41}, issn = {0158-7919}, shorttitle = {Open educational practices of {MOOC} designers}, url = {https://doi.org/10.1080/01587919.2020.1757405}, doi = {10.1080/01587919.2020.1757405}, abstract = {This article reports the lack of epistemic diversity in producers of massive open online courses (MOOCs) through examining whose knowledges and what knowledges are forefronted in MOOCs. Through analysis of 27 semi-structured interviews, the study explored the relationship between South African MOOC designers and their open educational practices (OEP), questioning in what ways MOOC designers enact openness in their design, based on their own reasoning of what openness means. The study illustrates that MOOC designers create MOOCs that strongly link to who they are, what they value, and how they understand the world, highlighting the crucial need to have epistemically diverse MOOC designers from different cultures, value systems, and epistemologies, that critically reflect on their positionalities and subjectivities. From this, the study asserts a new way of looking at OEP where MOOC designers go beyond implementing OEP, to being someone who is open. I termed this the embodiment of openness.}, number = {2}, urldate = {2020-06-14}, journal = {Distance Education}, author = {Adam, Taskeen}, month = apr, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/01587919.2020.1757405 shortDOI: 10/ghd7n3 KerkoCite.ItemAlsoKnownAs: 10/ghd7n3 2405685:H9NKFIJF}, keywords = {MOOC designer, OEP, critical consciousness, dode\_eth-src-dode, dode\_eth-trf2-dode, embodiment, epistemic location, positionality}, pages = {171--185}, } @phdthesis{adam_addressing_2020, type = {Thesis}, title = {Addressing {Injustices} through {MOOCs}: {A} study among peri-urban, marginalised, {South} {African} youth}, copyright = {Attribution-NonCommercial-ShareAlike 4.0 International}, shorttitle = {Addressing {Injustices} through {MOOCs}}, url = {https://www.repository.cam.ac.uk/handle/1810/309515}, abstract = {The legacies of colonial rule continue to impact everyday life, particularly in education. These structural inequalities are often reinforced and amplified in online ‘global’ education through a form of digital neocolonialism, which is where hegemonic powers indirectly control or influence marginalised groups through the internet or information technology. In striving for justice-oriented online education models, this study analyses to what extent Massive Open Online Courses (MOOCs), produced both internationally and locally, support (or could support) the needs, preferences, and aspirations of marginalised South African youth and address the material, cultural-epistemic, political, and geopolitical injustices they face. To evaluate what South African peri-urban youth desire in their education and futures, as well as the challenges they experience, a seven-part survey was conducted with 250 youth from five townships in South Africa. Responses showed that whilst participants strongly value and aspire to further their education, financial difficulties, infrastructural barriers, family problems, and lack of emotional support and life mentorship limit them from achieving this. Participants reflected on how colonial and apartheid legacies have affected their educational experiences and identities through inferior quality of education, forced languages, forgotten histories and incongruent values, cultural norms and practices. In parallel, semi-structured interviews were conducted with 35 MOOC designers, from South Africa and the USA, to investigate the ways in which efforts, if any, were being made to reach students most in need of quality education. Interviews covered themes of openness, accessibility, and justice. It was found that, depending on the MOOC designer’s understanding of social justice and decolonial thought, they placed varying emphasis on addressing different forms of injustice. Some focused on resource, access and infrastructural barriers, while others focused on issues of content relevance and knowledge production. Furthermore, MOOC designers’ attempts to address injustices strongly related to their own identities and lived experiences, highlighting the importance of plurality of thought and epistemic diversity in the producers of MOOCs. Drawing on the historical injustices and lived experiences of the youth, and the attempts to address injustices by the MOOC designers, it was ascertained that there is no one size-fits-all formula to creating equitable MOOCs. Rather, depending on the purpose and target audience of the MOOC, nuanced approaches to addressing injustices are suggested. These approaches are shaped by various leverage points that influence the types of, and the extent to which, participatory methods, accessibility measures, knowledge sources, assessment and critical pedagogy are implemented. Additionally, the importance of these leverage points varies over the MOOC’s lifecycle, from inception and design, to implementation and assessment. Bearing in mind the broad-ranging injustices that youth participants raised, these approaches are presented with great caution that educational technologies and open education are not panaceas but if designed and used appropriately and justly, can be tools for liberation.}, language = {en}, urldate = {2020-08-25}, school = {University of Cambridge}, author = {Adam, Taskeen}, month = aug, year = {2020}, doi = {10.17863/CAM.56608}, note = {Accepted: 2020-08-24T08:23:28Z shortDOI: 10/ghgk6k KerkoCite.ItemAlsoKnownAs: 10/ghgk6k 2405685:Q835BH7A}, keywords = {dode\_eth-src-dode, dode\_eth-trf2-dode}, } @inproceedings{adam_between_2020, title = {Between {Social} {Justice} and {Decolonisation}: {Exploring} {South} {African} {MOOC} designers’ conceptualisations and approaches to addressing injustices [{O}-143]}, shorttitle = {Between {Social} {Justice} and {Decolonisation}}, url = {https://oer20.oerconf.org/sessions/o-143/}, abstract = {Visit the post for more.}, language = {en-US}, urldate = {2020-04-20}, booktitle = {{OER20}}, author = {Adam, Taskeen}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Y54SUGPI}, keywords = {dode\_eth-src-dode, dode\_eth-trf2-dode, ⛔ No DOI found}, } @techreport{hasler_technology_2022, type = {Technical {Report}}, title = {Technology {Options} for {TCPD} in {Tanzania}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/X8QRZ5EJ}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Haßler, Björn and Mtebe, Joel and Abdelrahman, Salma and Kondor, Oscar and Mashauri, Aron and Adam, Taskeen and Koomar, Saalim}, month = feb, year = {2022}, doi = {10.5281/zenodo.5874600}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5874600 2405685:X8QRZ5EJ}, keywords = {\_r:AddedByZotZen}, } @techreport{hasler_methodology_2019, type = {Working {Paper}}, title = {Methodology for literature reviews undertaken by the {EdTech} {Hub}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/BMM3Z3CM}, abstract = {An output of the EdTEch Hub}, language = {eng}, number = {3}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Brugha, Meaghan and Damani, Kalifa and Allier-Gagneur, Zoe and {Sara Hennessy} and {David Hollow} and {Katy Jordan} and {Kevin Martin} and {Mary Murphy} and {Hannah Walker}}, month = jan, year = {2019}, doi = {10.5281/zenodo.3352101}, note = {EdTechHub.Copy: 2129771:3GKL5PCI EdTechHub.Copy: 2129771:L2EAYWTN shortDOI: 10/ghgnfq KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3352101 10.5281/zenodo.3595594 10/ghgnfq 2129771:3GKL5PCI 2129771:K4IV67YV 2129771:L2EAYWTN 2317526:NRY5DISC 2339240:LY57CR53 2339240:XNCNITQP 2405685:BMM3Z3CM 2405685:CEJDF5XI}, keywords = {LP: English, R:Literature review, systematic review, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_dont\_post\_PDF, \_yl:h, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{adam_unlocking_2020, title = {Unlocking data to tell the story of education in {Africa}: webinar summary \& synthesis}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Unlocking data to tell the story of education in africa}, url = {https://zenodo.org/record/4279156}, abstract = {[No description available.]}, language = {en}, urldate = {2022-05-10}, institution = {Zenodo}, author = {Adam, Taskeen and Agyapong, Samuel and Asare, Samuel and Heady, Lucy and Wairimu, Wacharia and Mjomba, Renaldah and Mugo, John and Mukiria, Faith and Munday, Gemma}, month = jan, year = {2020}, doi = {10.5281/ZENODO.4279156}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4279156 10.5281/zenodo.4279156 2129771:XYEJSVYW 2339240:EETQSD8S 2339240:HZTGKNN9 2405685:6KDDB8UA 2405685:MS5GH9KJ 2405685:S9MFQ8KB}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{adam_unlocking_2020, title = {Unlocking data to tell the story of education in {Africa}: webinar summary \& synthesis}, shorttitle = {Unlocking data to tell the story of education in africa}, url = {https://zenodo.org/record/4279156}, abstract = {[No description available.]}, language = {en}, urldate = {2022-05-10}, institution = {Zenodo}, author = {Adam, Taskeen and Agyapong, Samuel and Asare, Samuel and Heady, Lucy and Wairimu, Wacharia and Mjomba, Renaldah and Mugo, John and Mukiria, Faith and Munday, Gemma}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:59XYS4NB 2405685:2W6A2G3H}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{koomar_mewaka_2023, title = {{MEWAKA} in {Tanzania}: {Emerging} findings on tech-supported teacher professional development}, shorttitle = {{MEWAKA} in {Tanzania}}, url = {https://edtechhub.org/2023/03/03/mewaka-in-tanzania-emerging-findings-on-tech-supported-teacher-professional-development/}, abstract = {MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teachers’ Continuous Professional Development (TCPD)) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The programme is decentralised, with teacher learning based in schools and focused on semi-structured Communities of Learning (CoLs). CoLs are spaces where teachers can gather weekly to discuss and reflect on issues most relevant to their schools as well as learn and improve their pedagogical skills. Peer facilitators help teachers to collaboratively solve problems, learn new approaches to improve their practice, and generally create a culture of reflection and school improvement.}, language = {en-US}, urldate = {2023-10-17}, journal = {EdTech Hub}, author = {Koomar, Saalim and Massam, Winston and Anthony, Gervace and Mrope, Winifrida and Adam, Taskeen and Hennessy, Sara and Mtenzi, Fredrick and Proctor, Jamie and Komba, Aneth and Mwakabungu, Fika and Barretto, Johnpaul and Barretto, Winston Massam, Gervace Anthony, Winifrida Mrope, Taskeen Adam, Sara Hennessy, Fredrick Mtenzi, Jamie Proctor, Aneth Komba, Fika Mwakabungu {and} Johnpaul, Saalim Koomar}, month = mar, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AQZAQSU7 2405685:KMN7H8UA}, } @techreport{pambe_lessons_2021, type = {Technical {Report}}, title = {Lessons learnt from education data mapping in {Africa}: {Workshop} summary and synthesis}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/NNN9EZ7J}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Pambe, Rigobert and Kadzamira, Esme and Mjomba, Renaldah and Lawson, Laté and Onsomu, Eldah and Adam, Taskeen and Heady, Lucy and Mugo, John and Tinto, Teg-WendeIdriss}, year = {2021}, doi = {10.53832/edtechhub.0052}, note = {10.5281/zenodo.5576416 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5576416 10.53832/edtechhub.0052 2339240:282R466B 2339240:EQWZQPHA 2405685:2B2RMIDY 2405685:AEQDZV3T 2405685:DX6WMTLN 2405685:NNN9EZ7J}, keywords = {\_r:AddedByZotZen}, } @techreport{hasler_all_2021, type = {Working {Paper}}, title = {All {Programmes} {Recorded}, {All} {Outputs} {Reported}}, url = {https://docs.edtechhub.org/lib/VJYXV8JP}, number = {25}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Blower, Thomas and El-Serafy, Yomna and Kaye, Tom and Khalayleh, Abdullah and McBurnie, Chris and Megha-Bongnkar, Ghislaine and Regis, Callista}, month = oct, year = {2021}, doi = {10.53832/edtechhub.0050}, note = {previousDOI: 10.5281/zenodo.4698917 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4698917 10.53832/edtechhub.0050 2129771:WSQ43VG8 2405685:VJYXV8JP}, keywords = {AuthorFirst:Haßler, \_yl:q}, } @techreport{koomar_design-based_2022, type = {Technical {Report}}, title = {Design-{Based} {Implementation} {Research} {Baseline} {Data} {Collection}: {Technical} report}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/KMQCABXM}, abstract = {This research study aims to investigate the effectiveness, cost-effectiveness, and sustainability of a tech-supported, decentralised, and school-based teacher continuous professional development (TCPD) model, to improve learning outcomes in rural Tanzanian primary schools. The research will test and iteratively improve the national TCPD model and roll-out (including the semi-structured Communities of Learning), as outlined in the Tanzanian National TCPD Implementation Plan (2021). We seek to understand the model’s effectiveness and the role that technology can play. The research team includes researchers from EdTech Hub, Aga Khan University, and the Tanzania Institute of Education. The study employs a Design-Based Implementation Research (DBIR) approach in the first phase and an experimental study in the second phase. Keywords: teacher professional development; EdTech; design-based implementation research; Tanzania; Community of Learning; school-based An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim and Adam, Taskeen and Massam, Winston Edward and Anthony, Gervace and Mrope, Winifrida Jacob and Mtenzi, Fredrick and Mwakabungu, Fika and Komba, Aneth and Hennessy, Sara and Barretto, Johnpaul}, month = jun, year = {2022}, doi = {10.53832/edtechhub.0141}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6760137 10.53832/edtechhub.0141 2405685:6VSSZYCK 2405685:KMQCABXM}, keywords = {\_r:AddedByZotZen}, } @techreport{koomar_technology_2023, type = {Research {Instruments} and {Tools}}, title = {Technology and {Teacher} {Professional} {Development} in {Tanzania}: {Research} instruments pack}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/GXM765F3}, abstract = {This pack contains links to research instruments developed by EdTech Hub, Aga Khan University, and Tanzania Institute of Education for a study investigating the impact of a national teacher professional development programme on primary-level learning outcomes. The tools have been developed iteratively, with substantive piloting having taken place, both in workshop settings and in schools. They draw on good practice examples, such as the World Bank’s TEACH tool for classroom observation and other research projects the team have worked on. We are making these tools available to other researchers and practitioners and hope that they will prove useful. They are provided in editable format so that others can modify them as they see fit.}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim and Massam, Winston and Jacob, Winnie and Gervace, Anthony and Adam, Taskeen and Hennessy, Sara and Chachage, Kristeen and Malibiche, Mustafa and Mutura, Emmanuel and Mtenzi, Fredrick and Mwakabungu, Fika}, month = mar, year = {2023}, doi = {10.53832/edtechhub.0148}, note = {ZenodoArchiveID: 7691834 ZenodoArchiveConcept: 7691833 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7691834 10.53832/edtechhub.0148 2405685:GXM765F3}, keywords = {\_r:AddedByZotZen}, } @techreport{koomar_teknolojia_2023, type = {Research {Instruments} and {Tools} / {Zana} za utafiti}, title = {Teknolojia na maendeleo ya taaluma ya walimu nchini {Tanzania}: {Zana} za utafiti}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/6V4DBZR8}, abstract = {Kifurushi hiki kina zana za utafiti zilizotengenezwa na EdTech Hub, Aga Khan University, na Taasisi ya Elimu Tanzania kwa ajili ya utafiti unaochunguza athari za programu ya maendeleo ya kitaaluma ya walimu kwenye matokeo ya masomo ya ngazi ya msingi. Zana zimetengenezwa na kufanyiwa majaribio makubwa katika warsha, pamoja na shuleni. Zana hizi zimetengenezwa kwa kuzingatia mifano mizuri kama vile zana ya Benki ya Dunia ya TEACH ya uchunguzi wa darasani, pamoja na miradi mingine ya utafiti ambayo timu imefanyia kazi. Tunaweka zana hizi zipatikane kwa watafiti wengine na watendaji tukitumai kuwa zitakuwa za manufaa. Zana hizi zinapatikana kwa umbizo linaloweza kuhaririwa ili wengine waweze kuhariri inavyofaa kwao.}, language = {Swahili}, institution = {EdTech Hub}, author = {Koomar, Saalim and Massam, Winston and Jacob, Winnie and Gervace, Anthony and Adam, Taskeen and Hennessy, Sara and Chacage, Kristeen and Malibiche, Mustafa and Mutura, Emmanuel and Mtenzi, Fredrick and Mwakabungu, Fika}, month = mar, year = {2023}, doi = {10.53832/edtechhub.0149}, note = {ZenodoArchiveID: 7701270 ZenodoArchiveConcept: 7701269 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7701270 10.53832/edtechhub.0149 2405685:6V4DBZR8}, keywords = {\_r:AddedByZotZen}, } @techreport{hasler_literature_2019, type = {Working {Paper}}, title = {Literature {Reviews} of {Educational} {Technology} {Research} in {Low}- and {Middle}-{Income} {Countries}: {An} audit of the field}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/NM6CPLE9}, number = {2}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Brugha, Meaghan and Damani, Kalifa and Allier-Gagneur, Zoe and Hennessy, Sara and Hollow, David and Jordan, Katy and Martin, Kevin and Murphy, Mary and Walker, Hannah}, month = dec, year = {2019}, doi = {10.53832/edtechhub.0015}, note = {previousShortDOI: 10/ghgnfn previousShortDOI: 10/ghgnfn previousDOI: 10.5281/zenodo.4779020 previousDOI: 10.5281/zenodo.4768577 previousDOI: 10.5281/zenodo.3594489 previousShortDOI: 10/ghgnfn EdTechHub.Copy: 2129771:USWMWK73 previousShortDOI: 10/ghgnfn KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3523943 10.5281/zenodo.3594489 10.5281/zenodo.4768577 10.5281/zenodo.4779020 10.53832/edtechhub.0015 10/ghgnfn 2129771:K852X3EV 2129771:T7BUZI5N 2129771:USWMWK73 2339240:5KS58AH6 2339240:NZDE37HY 2405685:NM6CPLE9 2405685:SSWKT2MV 2405685:TDVP3W34}, keywords = {LP: English, R:Literature review, systematic review, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_yl:g, \_zenodoETH:submitted, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode, educational technology, EdTech, low-income countries, literature review}, } @techreport{hasler_keyword_2019, type = {Working {Paper} - {Research} {Instrument}}, title = {Keyword inventory (version 1)}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/LSEETV6K}, abstract = {The document contains the keyword inventory used for automated searching. This file is now superseeded by DOI: 10.5281/zenodo.3908363, see https://docs.edtechhub.org/lib/55A44ZRB.}, number = {08-1}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Brugha, Meaghan and Damani, Kalifa and Allier-Gagneur, Zoe and Hennessy, Sara and Hollow, David and Jordan, Katy and Martin, Kevin and Murphy, Mary and Walker, Hannah}, month = oct, year = {2019}, doi = {10.53832/edtechhub.0016}, note = {previousshortDOI: 10/ghgnfm previousDOI: 10.5281/zenodo.3523935 EdTechHub.Copy: 2129771:NB3WMPDJ shortDOI: 10/ghgnfm KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3523935 10.53832/edtechhub.0016 10/ghgnfm 2129771:NB3WMPDJ 2339240:B5AIHWDZ 2405685:2GC35JLV 2405685:LSEETV6K}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_yl:p, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_country_2019, type = {Research instrument}, title = {Country list with {HDI}, {iHDI}, {MPI} and {Gini} (version 1)}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/3BG5X7VG}, abstract = {This is pdf of a country list with HDI, iHDI, MPI and Gini. This file is now superseeded by DOI: 10.5281/zenodo.3908363, see https://docs.edtechhub.org/lib/55A44ZRB (which will also be available as a data file).}, number = {08-2}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Brugha, Meaghan and Damani, Kalifa and Allier-Gagneur, Zoe and Hennessy, Sara and Hollow, David and Jordan, Katy and Martin, Kevin and Murphy, Mary and Walker, Hannah}, month = jan, year = {2019}, doi = {10.53832/edtechhub.0017}, note = {previousshortDOI: 10/ghgk6v previousDOI: 10.5281/zenodo.3346903 EdTechHub.Source: 2405685:3BG5X7VG EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgk6v KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3346903 10.53832/edtechhub.0017 10/ghgk6v 2129771:FLGEYF22 2339240:SZ4GSDD6 2405685:3BG5X7VG}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_yl:q, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_methodology_2021, type = {Working {Paper}}, title = {Methodology for literature reviews}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/2CKWI7RR}, abstract = {An output of the EdTEch Hub}, language = {en}, number = {10}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Allier-Gagneur, Zoe and Blower, Thomas and Brugha, Meaghan and Damani, Kalifa and Hennessy, Sara and Martin, Kevin and Megha-Bongnkar, Ghislaine and Murphy, Mary and Walker, Hannah and Walker, Hannah}, month = feb, year = {2021}, doi = {10.53832/edtechhub.0002}, note = {previousPreviousDOI: 10.5281/zenodo.4557508 PreviousDOI: 10.5281/zenodo.4557508 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4557508 10.53832/edtechhub.0002 2129771:BKEP82PS 2339240:KF364I3I 2405685:2CKWI7RR 2405685:ESKCB3SZ 2405685:SRFG8S6C}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_yl:k, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{koomar_mewaka_2024, type = {Technical report}, title = {{MEWAKA} {National} {Teacher} {Development} {Reform} in {Tanzania}: {Design}-{Based} {Implementation} {Research}: {Cycle} 1 {Findings}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/XHJC3W67}, abstract = {MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teacher Continuous Professional Development [TCPD]) is a landmark, school-based teacher professional development programme being implemented nationally by the Government of Tanzania, with the ultimate aim of raising learning outcomes in schools. EdTech Hub, Aga Khan University, and the Tanzania Institute of Education (TIE) are conducting research to iteratively enhance the MEWAKA implementation at primary school level and to understand the role that technology can play in scaling TCPD. This report presents the findings and recommendations from the first cycle of design-based implementation research (DBIR) conducted in rural schools in the Lindi region. Following a pilot peer facilitator workshop, data was collected through observation and self-reporting methods between September and December 2022. The aims were to capture stakeholders' perspectives at all levels of the education system and to see how schools are implementing the programme on the ground. The emerging findings and recommendations are being used to inform the redesign and further implementation of this TCPD model, and were used to identify key areas to test and investigate in the second cycle of the DBIR in 2023. Keywords: teacher professional development; design-based implementation research; Tanzania; primary education An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim and Massam, Winston and Chachage, Kristeen and Anthony, G. and Mrope, Winifrida Jacob and Malibiche, Mustafa and Mutura, Emmanuel and Adam, Taskeen and Hennessy, Sara and Mtenzi, Fred and Komba, Aneth and Mwakabungu, Fika and Paskali, Jonathan Hegwa and Nkya, H.}, year = {2024}, doi = {10.53832/edtechhub.0167}, note = {ZenodoArchiveID: 7783382 ZenodoArchiveConcept: 7783381 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7783382 10.53832/edtechhub.0167 2339240:R9JRWMKC 2405685:6CC8GQZP 2405685:XHJC3W67}, keywords = {\_r:AddedByZotZen}, } @techreport{koomar_tcpd_2023, type = {Policy {Brief}}, title = {{TCPD} in {Tanzania}: {Design}-{Based} {Implementation} {Research} {Cycle} 1 {Recommendations} {Policy} {Brief}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/HUR5C9QN}, abstract = {MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teachers’ Continuous Professional Development (TCPD)) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The current and ongoing research project, The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania, using Design-Based Implementation Research (DBIR), closely aligned with the Tanzania National TCPD implementation plan (TIE, 2021), evaluates the initial implementation of MEWAKA at school level. This policy brief presents a summary of the key findings and recommendations from the first cycle of the DBIR carried out between September and December 2022. Keywords: TCPD; teacher professional development; design-based implementation research; primary education; tanzania; communities of learning An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim and Massam, Winston and Chachage, Kristeen and Anthony, Gervace and Mrope, Winifrida Jacob and Malibiche, Mustafa and Mutura, Emmanuel and Adam, Taskeen and Hennessy, Sara and Mtenzi, Frederick and Komba, Aneth and Mwakabungu, Fika and Paskali, Jonathan Hegwa and Nkya, Henry}, month = may, year = {2023}, doi = {10.53832/edtechhub.0166}, note = {ZenodoArchiveID: 7948836 ZenodoArchiveConcept: 7948835 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7948836 10.53832/edtechhub.0166 2339240:N4CC2DD8 2405685:FICAJDR3 2405685:HUR5C9QN 2405685:XVCIV366}, keywords = {\_r:AddedByZotZen}, } @techreport{koomar_tcpd_2024, type = {Other}, title = {{TCPD} in {Tanzania}: {Design}-{Based} {Implementation} {Research} {Cycle} 2 {Recommendations} {Policy} {Brief}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/72SNIVDF}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim and Chachage, Kristeen and Swai, Calvin and Massam, Winston and Anthony, Gervace and Mrope, Winifrida Jacob and Malibiche, Mustafa and Mutura, Emmanuel and Adam, Taskeen and Hennessy, Sara and Mtenzi, Frederick and Komba, Aneth and Mwakabungu, Fika and Paskali, Jonathan Hegwa and Nkya, Henry}, month = apr, year = {2024}, doi = {10.53832/edtechhub.1013}, note = {ZenodoArchiveID: 10652003 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1013 ZenodoArchiveConcept: 10652002}, keywords = {\_r:AddedByMyEducationEvidence, coming soon}, } @inproceedings{adam_one_2016, address = {Pretoria, South Africa}, title = {One {Laptop} per {Child} {Rwanda}: {Enabling} {Factors} and {Barriers}}, isbn = {ISBN 978-0-620-70782-4}, shorttitle = {One {Laptop} per {Child} {Rwanda}}, url = {http://aa-rf.org/wa_files/saicet-2016-proceedings%20tech.pdf}, booktitle = {Empowering the 21st {Century} {Learner}}, publisher = {African Academic Research Forum}, author = {Adam, Taskeen and Haßler, Björn and Cruickshank, Heather}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PZE5L9QW 2129771:WDGI2A2F 2405685:75Z2R2EG 2486141:PZQAFS2P}, keywords = {Author:Haßler, \_C:Australia AUS, \_C:Austria AUT, \_C:Bangladesh BGD, \_C:Belgium BEL, \_C:Botswana BWA, \_C:Burkina Faso BFA, \_C:Canada CAN, \_C:China CHN, \_C:Croatia HRV, \_C:Cuba CUB, \_C:Cyprus CYP, \_C:Denmark DNK, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:India IND, \_C:Iran IRN, \_C:Israel ISR, \_C:Italy ITA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Malaysia MYS, \_C:Mexico MEX, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Peru PER, \_C:Poland POL, \_C:Portugal PRT, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Serbia SRB, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, dode\_eth-src-dode, dode\_eth-trf2-dode, ⛔ No DOI found}, pages = {184--195}, } @article{mcburnie_is_2020, title = {Is there {Learning} {Continuity} during the {COVID}-19 {Pandemic}? {A} {Synthesis} of the {Emerging} {Evidence}}, volume = {7}, url = {https://jl4d.org/index.php/ejl4d/article/view/461}, abstract = {Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As such, the education response to COVID-19 could widen existing inequalities.}, number = {3}, journal = {Journal of Learning for Development}, author = {McBurnie, Chris and Adam, Taskeen and Kaye, Tom}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WFEBLP79}, keywords = {dode\_eth-src-dode, dode\_eth-trf2-dode, ⛔ No DOI found}, pages = {485--493}, } @incollection{el-serafy_effectiveness_2022, title = {The effectiveness of technology-supported teacher professional learning communities in emergency settings}, isbn = {978-1-00-318549-9}, abstract = {Professional learning communities are becoming increasingly popular in emergency settings due to their potential to be a sustainable, scalable, and grounded modality for teacher professional development. In settings where formal structures of professional development are absent or disjointed, professional learning communities respond to the urgent need to develop quality teachers. Moreover, where teachers have experienced significant trauma, such communities offer highly valued spaces for socioemotional support. Increasingly, practitioners in emergency settings are moving towards using technology to support professional learning communities, either by facilitating them entirely online or by using technology for specific components. This chapter builds upon existing literature on the use of technology in professional learning communities, both globally and in emergency settings in particular. The chapter correlates such literature to findings from primary research that involved 280 practitioners of professional learning communities in emergency settings. We demonstrate the potential for technology to significantly increase access to and effectiveness of professional learning communities in emergency settings, while laying out significant barriers to implementation.}, booktitle = {Future-{Proofing} {Teacher} {Education}}, publisher = {Routledge}, author = {El-Serafy, Yomna and Adam, Taskeen and Hassler, Björn}, year = {2022}, note = {Num Pages: 13 KerkoCite.ItemAlsoKnownAs: 2339240:5PIFL9PV 2405685:DCKRX5U6}, } @techreport{hasler_academic_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {Report}}, title = {Academic {Recovery} {Programmes} in the {Eastern} {Caribbean} — {Literature} {Review}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/DZA3GVBD}, abstract = {This report was commissioned by the Organization of the Eastern Caribbean states. It reviews the literature on Academic Recovery Programmes with view to applicability in the Eastern Caribbean, and particularly Dominica, Grenada, Saint Lucia and Saint Vincent and the Grenadines.}, number = {1}, institution = {Open Development \& Education}, author = {Haßler, Björn and Adam, Taskeen and Blower, Thomas and Megha-Bongnkar, Ghislaine}, month = jan, year = {2021}, doi = {10.5281/zenodo.4555872}, note = {Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555872 2129771:DZA3GVBD 2405685:MNS7ECK7}, keywords = {Author:Haßler, AuthorFirst:Haßler, \_C:Dominica DMA, \_C:Grenada GRD, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_yl:b}, } @article{nicolai_toward_2023, title = {Toward a holistic approach to {EdTech} effectiveness: {Lessons} from {Covid}-19 research in {Bangladesh}, {Ghana}, {Kenya}, {Pakistan}, and {Sierra} {Leone}}, volume = {102}, issn = {07380593}, shorttitle = {Toward a holistic approach to {EdTech} effectiveness}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059323001177}, doi = {10.1016/j.ijedudev.2023.102841}, language = {en}, urldate = {2023-08-16}, journal = {International Journal of Educational Development}, author = {Nicolai, Susan and Jordan, Katy and Adam, Taskeen and Kaye, Tom and Myers, Christina}, month = oct, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2023.102841 2405685:EFV98PTB}, pages = {102841}, } @misc{hasler_who_2020, title = {Who has what? {Assessing} who has access to what devices in the education response to the {COVID}-19 pandemic}, url = {https://opendeved.net/2020/05/11/who-has-what-assessing-who-has-access-to-what-devices/}, language = {en-GB}, urldate = {2020-06-01}, journal = {Open Development \& Education}, author = {Haßler, Björn and Khalayleh, Abdullah and McBurnie, Chris and Adam, Taskeen and Allier-Gagneur, Zoé}, month = may, year = {2020}, note = {Library Catalog: opendeved.net Section: blog EdTechHub.Source: 2129771:T6Q8K4IR KerkoCite.ItemAlsoKnownAs: 2129771:T6Q8K4IR 2339240:CFWFBGB5 2405685:JMDCGPBJ 2405685:LQY8MDMV}, keywords = {\_yl:x, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @techreport{adam_taskeen_unlocking_2020, title = {Unlocking {Data} to {Tell} the {Story} of {Education} in {Africa}: {Webinar} {Summary} \& {Synthesis}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Unlocking {Data} to {Tell} the {Story} of {Education} in {Africa}}, url = {https://zenodo.org/record/4279156}, abstract = {[No description available.]}, language = {en}, urldate = {2022-06-02}, institution = {Zenodo}, author = {Adam, Taskeen and Agyapong, Samuel and Asare, Samuel and Heady, Lucy and Wacharia, Wairimu and Mjomba, Renaldah and Mugo, John and Mukiria, Faith and Munday, Gemma}, month = jan, year = {2020}, doi = {10.5281/ZENODO.4279156}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4279156 2405685:IX9GRQQ3 2486141:QVCFTMBD}, } @techreport{hasler_technical_2020, address = {Bonn, Germany}, title = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa} {A} {Systematic} {Review} of the {Research} {Landscape}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, language = {German}, urldate = {2018-12-08}, institution = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, note = {EdTechHub.Source: 2129771:ZEDIHF57 doi:10.5281/zenodo.3572897 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3572897 2129771:6T8PJSXH 2129771:ZEDIHF57 2249382:MJH3TPY8 2317526:3VEFAZHH 2317526:D2LPMDJM 2317526:K5A3S7E5 2317526:XAXNF68P 2339240:RBJPBT76 2339240:UPENDI6T 2405685:FR3BLS9E 2405685:VK4LFJNF}, keywords = {Reviewed, \_not\_EdTechHub, \_yl:a, \_zenodoOTHER, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @incollection{hasler_appendix_2020, address = {Bonn, Germany}, title = {Appendix 2. {Methodology} for the {Interviews} and {Structured} {Community} {Review}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/75QW3PXV}, abstract = {This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843385}, doi = {10.5281/zenodo.4290640}, note = {ConceptDOI: 10.5281/zenodo.3843384 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843385 10.5281/zenodo.4290640 2129771:75QW3PXV 2405685:L94YJ5L9}, keywords = {Author:Haßler, AuthorFirst:Haßler, Björn-CV-OECS, \_yl:aa2}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 02. {Research} {Design}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/RJW8K8UD}, abstract = {This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843344}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843344 2129771:RJW8K8UD 2405685:668NNBDZ}, keywords = {Author:Haßler, AuthorFirst:Haßler, Björn-CV-OECS, \_yl:a2}, } @article{bozkurt_global_2020, title = {A global outlook to the interruption of education due to {COVID}-19 pandemic: {Navigating} in a time of uncertainty and crisis}, volume = {15}, copyright = {Copyright (c) 2020 Asian Journal of Distance Education}, issn = {1347-9008}, shorttitle = {A global outlook to the interruption of education due to {COVID}-19 pandemic}, url = {http://www.asianjde.org/ojs/index.php/AsianJDE/article/view/462}, abstract = {Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from a total of 31 countries across the world with a representation of 62.7\% of the whole world population. In addition to the value of each case by country, the synthesis of this research suggests that the current practices can be defined as emergency remote education and this practice is different from planned practices such as distance education, online learning or other derivations. Above all, this study points out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational processes, the interruption of education signifies the importance of openness in education and highlights issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive dependency on online solutions.}, language = {en}, number = {1}, urldate = {2020-06-07}, journal = {Asian Journal of Distance Education}, author = {Bozkurt, Aras and Jung, Insung and Xiao, Junhong and Vladimirschi, Viviane and Schuwer, Robert and Egorov, Gennady and Lambert, Sarah and Al-Freih, Maha and Pete, Judith and Don Olcott, Jr and Rodes, Virginia and Aranciaga, Ignacio and Bali, Maha and Alvarez, Abel Jr and Roberts, Jennifer and Pazurek, Angelica and Raffaghelli, Juliana Elisa and Panagiotou, Nikos and Coëtlogon, Perrine de and Shahadu, Sadik and Brown, Mark and Asino, Tutaleni I. and Tumwesige, Josephine and Reyes, Tzinti Ramírez and Ipenza, Emma Barrios and Ossiannilsson, Ebba and Bond, Melissa and Belhamel, Kamel and Irvine, Valerie and Sharma, Ramesh C. and Adam, Taskeen and Janssen, Ben and Sklyarova, Tatiana and Olcott, Nicoleta and Ambrosino, Alejandra and Lazou, Chrysoula and Mocquet, Bertrand and Mano, Mattias and Paskevicius, Michael}, month = jun, year = {2020}, note = {Number: 1 EdTechHub.Source: 2129771:QXHI373Z EdTechHub.Source: 2129771:QXHI373Z KerkoCite.ItemAlsoKnownAs: 2129771:QXHI373Z 2405685:7ZV7JHZ7 2405685:CFE5CVWB 2405685:XYNYDBYX}, keywords = {COVID-19, Coronavirus Pandemic, Covid-19., Emergency remote education, distance education, dode\_eth-src-dode, dode\_eth-trf2-dode, emergency remote education, online learning, ⛔ No DOI found}, pages = {1--126}, }