@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}, } @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_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{proctor_technical_2021, type = {Internal papers}, title = {Technical {Assistance} to the {Government} of {Tanzania}: {Inception} {Report}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Proctor, Jamie and Plaut, Daniel and El-Serafy, Yomna and Carter, Alice and Thakrar, Jayshree}, month = aug, year = {2021}, doi = {10.5281/zenodo.5153385}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5153385 2405685:EC7PUHHF}, keywords = {\_r:AddedByZotZen}, } @misc{kimathi_keeping_2021, title = {Keeping {Kenya} {Learning}: {The} importance of caregiver engagement in supporting learning beyond the classroom}, shorttitle = {Keeping {Kenya} {Learning}}, url = {https://edtechhub.org/2021/07/16/keeping-kenya-learning-the-importance-of-caregiver-engagement-in-supporting-learning-beyond-the-classroom/}, abstract = {Since the Covid-19 pandemic began, parents, teachers, students and policymakers have been exploring how to support students to learn at home. The emphasis on education at home has made evident the need to better equip caregivers to support their children’s learning.  The Keep Kenya Learning (KKL) initiative is helping parents and caregivers build their capacity and confidence to support learning…}, language = {en-US}, urldate = {2021-07-26}, journal = {EdTech Hub}, author = {Kimathi, Deborah and El-Serafy, Yomna and Plaut, Daniel and Kaye, Tom}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LZM9KHE6}, keywords = {\_EdTechHub\_Output}, } @misc{kimathi_importance_2021, title = {The {Importance} of {Caregiver} {Engagement} in {Supporting} {Learning}}, url = {https://edtechhub.org/2021/07/16/keeping-kenya-learning-the-importance-of-caregiver-engagement-in-supporting-learning-beyond-the-classroom/}, abstract = {Do you know the importance of caregiver engagement in supporting learning beyond the classroom? Visit our website to learn more.}, language = {en-US}, urldate = {2022-09-09}, journal = {EdTech Hub}, author = {Kimathi, Deborah and El-Serafy, Yomna and Plaut, Daniel and Kaye, Tom}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MCEFY3WR 2405685:7VZZBHDN}, } @techreport{hasler_systemic_2021, type = {Working {Paper}}, title = {Syṡtemic {Mixed}-{Methods} {Research} — a conceptual framework for scalable {EdTech} research}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Systemic {Mixed}-{Methods} {Research} — a conceptual framework for scalable {EdTech} research}, url = {https://docs.edtechhub.org/lib/TD2ASC4G}, language = {en}, number = {9}, institution = {EdTech Hub}, author = {Haßler, Björn and El-Serafy, Yomna and Khalayleh, Abdullah and McBurnie, Chris}, month = mar, year = {2021}, doi = {10.53832/edtechhub.0001}, note = {previousPreviousDOI: 10.5281/zenodo.4557484 previousPreviousDOI: 10.5281/zenodo.4557484 previousPreviousDOI: 10.5281/zenodo.4557484 PreviousDOI: 10.5281/zenodo.4557484 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4557484 10.53832/edtechhub.0001 2129771:HT9D5C8E 2339240:HPLKGS4I 2339240:RQGHJZV7 2339240:S3YSSL2W 2405685:K2FX6IVZ 2405685:T6YJ3L5G 2405685:TD2ASC4G 2405685:ZNQCJ5R7}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_yl:n, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_mother_2021, type = {Blog post}, title = {Mother {Language} {Day} 2021}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib/ZQCX7TX3}, abstract = {To celebrate International Mother Language Day 2021, Björn spoke with Alice Castillejo and Mia Marzotto at Translators without Borders. We talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. Research around the world shows that educational outcomes are worse for students studying in a second language. The use of an unfamiliar language is linked to high dropout rates and low academic achievement. We also know that 40\% of children worldwide are not educated in a language they speak at home. We need to put aside our assumptions about what languages people speak and understand. For example, Portuguese is only one of many languages spoken in Mozambique. To really understand the richness of different languages, we need to collect, share, and visualise the real picture. Having done that, we can then apply this information. Do children who speak a particular language drop out early? We can then develop multilingual educational tools for learners and teachers based on improved data about relevant languages. We can also track educational outcomes by primary language, to ensure no learner is left behind. We can use language data to take action on three levels: children, teachers, and systems. With children, we can identify which language groups didn’t register for school, dropped out early, or consistently underperform. We can then adjust our communication and programming to meet their needs, leaving no one behind. We can also take action to support teachers. With language data, we can also take action on a system level. If over 40\% of children are educated in a language they don’t speak at home, we need to know how this affects their education. Much as we did for gender, if we don’t gather the data on inequality, we cannot begin to address it. Collective gathering and sharing of language data can allow us to understand how to increase learning outcomes for speakers of marginalised languages and provide the support they need and deserve.}, language = {en}, author = {Haßler, Björn and Castillejo, Alice and Marzotto, Mia and El-Serafy, Yomna and Khalayleh, Abdullah and Koomar, Saalim and Langa, Ancha and Nyilinkindi, Jacques and Saadeddin, Zeina and Tegha, Ghislaine and Villavicencio Peralta, Xuzel Ana}, month = feb, year = {2021}, doi = {10.5281/zenodo.5651994}, note = {ZenodoArchiveID: 5651994 previousDOI: 10.5281/zenodo.4555228 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555228 10.5281/zenodo.5651994 2339240:CME4837H 2405685:BSJEPIY4 2405685:ZQCX7TX3}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:other:ok, \_r:AddedByZotZen, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoODE, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @misc{hasler_mother_2021, type = {Blog post}, title = {Mother {Language} {Day} 2021: {Improving} data on mother-tongue languages for better learning outcomes}, copyright = {Creative Commons Attribution 4.0}, shorttitle = {Mother {Language} {Day} 2021}, url = {https://edtechhub.org/2021/02/20/mother-language-day-2021-improving-data-on-mother-tongue-languages-for-better-learning-outcomes/}, abstract = {To celebrate International Mother Language Day 2021, EdTech Hub’s Björn Haßler spoke with Alice Castillejo and Mia Marzotto of Translators without Borders. They talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. This blog post captures their conversation. “How do we know that speakers of marginalised languages are left behind?” Alice: Research…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Haßler, Björn and Castillejo, Alice and Marzotto, Mia and El-Serafy, Yomna and Khalayleh, Abdullah and Koomar, Saalim and Langa, Ancha and Nyilinkindi, Jacques and Saadeddin, Zeina and Tegha, Ghislaine and Villavicencio Peralta, Xuzel Ana}, month = feb, year = {2021}, doi = {10.5281/zenodo.4707931}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707931 2405685:E65E8VY5}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{khalayleh_characteristics_2021, title = {Characteristics of {Effective} {Technology}-{Enabled} {Teacher} {Learning} {Circles} — {Rapid} {Review} of the {Literature}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/ZBHBQT7T}, number = {1}, institution = {Open Development \& Education}, author = {Khalayleh, Abdullah and El-Serafy, Yomna and Haßler, Björn}, month = feb, year = {2021}, doi = {10.5281/zenodo.4537843}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4537843 2129771:ZBHBQT7T 2405685:XX2BVQGM}, keywords = {Author:Haßler, \_yl:a}, } @techreport{khalayleh_final_2021, title = {Final report}, copyright = {Creative Commons Attribution 4.0 International}, number = {2}, institution = {Open Development \& Education}, author = {Khalayleh, Abdullah and El-Serafy, Yomna and Haßler, Björn}, month = feb, year = {2021}, doi = {10.5281/zenodo.4540043}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4540043 2129771:6T2RCX4X 2405685:NWZU67FG}, keywords = {Author:Haßler, \_yl:b}, } @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{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}, }