@techreport{hennessy_technology_2022, type = {Evidence review *}, title = {Technology use in teacher preparation and professional development in low- and middle-income countries: 2023 {GEM} {Report} – {Evidence} review}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/8SKNCIXH}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Hennessy, S. and D’Angelo, S. and Koomar, S. and Kreimeia, A. and Adam, T. and Cao, L. and Haßler, B.}, month = aug, year = {2022}, doi = {10.53832/edtechhub.0104}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6958583 10.53832/edtechhub.0104 2405685:8SKNCIXH}, keywords = {\_r:AddedByZotZen}, } @article{walker_trialling_2022, title = {Trialling open educational resources for technology-supported teacher professional development in rural {Zimbabwe}}, doi = {10.1080/02671522.2022.2034925}, abstract = {This study reports on the adaptation and outcomes of a teacher professional development (TPD) programme in a rural Zimbabwean secondary school. The programme incorporated Open Educational Resources (OER), specifically OER4school materials, that were provided via tablet computers for teachers and students. A mixed-methods case study was employed to explore teachers’ perceptions, knowledge, experiences of interactive learning and teaching in relation to this TPD, as well as their perceptions and experiences of the role and value of using technology to support student learning. Video data from structured lesson observations were triangulated with teacher post-lesson interviews and thematically coded. The interviews indicated that all teachers demonstrated a change in mindset and a clear understanding of interactive teaching methods. However, the structured observations revealed that only half of the teachers were using these interactive methods. Teachers also emphasised the value of OER and tablet technologies in improving lesson planning and making classroom learning more authentic. The use of technology, as both a TPD medium and as a classroom tool, showed potential to enhance the quality of TPD and teacher quality. Yet more specific teacher development to support the interactive use of technology within the classroom would be beneficial.}, journal = {Research Papers in Education}, author = {Walker, H. and Hennessy, S. and Pimmer, C.}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02671522.2022.2034925 2339240:UGIJXYRG 2405685:FD59VQGK}, } @article{hennessy_supporting_2021, title = {Supporting practitioner-led inquiry into classroom dialogue with a research-informed professional learning resource: {A} design-based approach}, volume = {9}, doi = {http://dx.doi.org/10.1002/rev3.3269}, number = {3}, journal = {Review of Education}, author = {Hennessy, S and Kershner, R and Calcagni, E and Ahmed, F}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/rev3.3269 2339240:CHQCGVJ2 2405685:H94TBG7S 2405685:W3JZM7A8 2534378:AP82HE4R}, keywords = {⛔ No DOI found, ❓ Multiple DOI}, } @article{hasler_sustaining_2018, title = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}: {Grounded} {Insights} for {Teacher} {Professional} {Development}}, volume = {5}, number = {1}, journal = {Journal for Learning for Development}, author = {Haßler, B and Hennessy, S and Hofmann, R}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9BPXVI62 2405685:3GSCKVWC}, keywords = {⛔ No DOI found}, pages = {55--78}, } @techreport{hasler_short_2016, title = {A short guide on the use of technology in learning: {Perspectives} and toolkit for discussion}, shorttitle = {A short guide on the use of technology in learning}, url = {https://zenodo.org/record/2626660#.Xil1Rmj7TQA}, abstract = {Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development}, urldate = {2020-01-23}, institution = {University of Cambridge}, author = {Haßler, Björn and Major, L and Warwick, P and Watson, S and Hennessy, S and Nichol, B}, month = jun, year = {2016}, doi = {10.5281/zenodo.2626660}, note = {EdTechHub.Source: 2129771:IEVE675M shortDOI: 10/ghgk6j KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.2626660 10/ghgk6j 2129771:IEVE675M 2339240:VNSW8D9S 2405685:D2DUUSMC}, keywords = {\_not\_EdTechHub, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @techreport{hasler_perspectives_2016, title = {Perspectives on technology, resources and learning: {Productive} classroom practices, effective teacher professional development}, url = {https://www.educ.cam.ac.uk/people/staff/watson/Hassler%20et%20al%202016%20-%20Perspectives%20on%20Technology,%20Resources%20and%20Learning%20(Full).pdf}, language = {en}, institution = {University of Cambridge}, author = {Haßler, Björn and Major, L. and Warwick, P. and Watson, S. and Hennessy, S. and Nicholl, B.}, year = {2016}, note = {EdTechHub.Source: 2129771:XWX767NR KerkoCite.ItemAlsoKnownAs: 2129771:XWX767NR 2339240:LXSZ3BDY 2405685:KP542JTW}, keywords = {dode\_eth-src-dode, dode\_eth-trf2-dode, ⛔ No DOI found}, pages = {60}, } @incollection{lawrie_use_2015, address = {New York, NY}, title = {Use {ICT} to provide access to content, professional development and professional learning communities ({Recommendation} 7)}, url = {https://inee.org/resources/where-its-needed-most-quality-professional-development-all-teachers}, booktitle = {Where it's needed most: quality professional development for all teachers}, publisher = {Inter-Agency Network for Education in Emergencies (INEE)}, author = {Lawrie, J. and Hennessy, S. and Haßler, Björn and {Phalachandra}}, editor = {Burns, M. and Lawrie, J.}, year = {2015}, note = {EdTechHub.Source: 2129771:KQGAREE9 EdTechHub.Source: 2129771:KQGAREE9 Book DOI: 10.13140/RG.2.1.2044.3761 KerkoCite.ItemAlsoKnownAs: 2129771:KQGAREE9 2339240:CBYR6TWI 2405685:8Q6BDGWE 2405685:PKLI25VA 2405685:ZIXCZS28 2534378:DMKTGVXQ}, keywords = {C:Fragile contexts, docs.opendeved.net}, pages = {131--143}, } @article{hasler_school-based_2014, title = {School-based professional development in a developing context: {Lessons} learnt from a case study in {Zambia}}, volume = {41}, issn = {1941-5257}, shorttitle = {School-based professional development in a developing context}, url = {https://doi.org/10.1080/19415257.2014.938355}, doi = {10.1080/19415257.2014.938355}, abstract = {This paper reports on the development and outcomes of the second phase of OER4Schools, a school-based professional development programme supporting interactive forms of subject teaching in conjunction with Open Educational Resources (OER) and technology in Zambian primary schools. We worked with partners to identify the needs of school-based continuing professional development adapted to the local context; the programme was based on participatory, collaborative and inquiry-based pedagogies for both classroom learning and teacher development. We worked over a one-year period with four experienced teachers in two basic (primary) schools serving disadvantaged communities. Data were collected from observations, interviews, surveys, lesson planning/review meetings and team workshops. All participants integrated OER and technology into mathematics and science lessons and developed more interactive practices, including collaborative learning. Professional dialogue, quality conversations, reflective practice, cultural sensitivity, peer learning and cooperation were pivotal mechanisms through which teachers shifted their focus from teaching (and teacher exposition) to student learning. Seeing students as capable individuals, teachers raised their expectations and developed insight into interactive practices such as group work, providing meaningful opportunities for student collaboration and active learning by all.}, number = {5}, journal = {Professional Development in Education}, author = {Haßler, Björn and Hennessy, S. and Cross,, A.}, collaborator = {Chileshe, E. and Machiko, B.}, year = {2014}, note = {00015 EdTechHub.Source: 2129771:7RVZCL3K shortDOI: 10/gfv5xw KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2014.938355 10/gfv5xw 2129771:7RVZCL3K 2339240:6HHB3GBE 2405685:3RWNJGGM 2405685:72I5EQTH 2405685:RUTXQFGV}, keywords = {Author:Haßler, Open Educational Resources, Zambia, digital technology, dode\_eth-src-dode, dode\_eth-trf2-dode, interactive pedagogy, reflective practice, school-based professional development, sub-Saharan Africa}, pages = {806--825}, } @book{hennessy_learning_2013, address = {Paris}, series = {{OECD} {Education} {Working} {Papers} {No}. 89.}, title = {Learning from international experiences with interactive whiteboards: {The} role of professional development in integrating the technology}, url = {http://tinyurl.com/OECDIWBS}, publisher = {OECD Publishing}, author = {Hennessy, S. and London, L.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2PSREG5Q 2405685:VVAL36CP}, } @techreport{hasler_investigation_2011, address = {Cambridge}, title = {An investigation of appropriate new technologies to support interactive teaching in {Zambian} schools ({ANTSIT}). {A} joint report from {Aptivate} and the {Centre} for {Commonwealth} {Education} ({University} of {Cambridge}). {Final} {Report} to {DfID}.}, shorttitle = {An investigation of appropriate new technologies to support interactive teaching in {Zambian} schools ({ANTSIT})}, url = {http://www.educ.cam.ac.uk/centres/archive/cce/initiatives/projects/antsit/DfIDANTSITReport_FINAL_2Mb-2.pdf}, institution = {Aptivate and University of Cambridge}, author = {Haßler, Björn and Hennessy, S. and Lord, T. and Cross, A. and Jackson, A. and Simpson, M.}, year = {2011}, note = {0007 EdTechHub.Source: 2129771:ZATDIRKP EdTechHub.Source: 2129771:ZATDIRKP KerkoCite.ItemAlsoKnownAs: 2129771:ZATDIRKP 2405685:3TABTBW7}, keywords = {Author:Haßler, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @techreport{hennessy_developing_2010, address = {Cambridge, UK and Dar es Salaam, TZ}, title = {Developing use of {ICT} to enhance teaching and learning in {East} {African} schools: a review of the literature}, shorttitle = {Developing use of {ICT} to enhance teaching and learning in {East} {African} schools: a review of the literature}, url = {http://www.educ.cam.ac.uk/centres/archive/cce/publications/CCE_Report1_LitRevJune0210.pdf}, number = {1}, institution = {Faculty of Education, University of Cambridge and Aga Khan University Institute for Educational Development - Eastern Africa.}, author = {Hennessy, S. and Onguko, B. and Ang'ondi, E.K. and Harrison, D. and Namalefe, S. and Naseem, A. and Wamakote, L.}, year = {2010}, note = {00005, 4316 KerkoCite.ItemAlsoKnownAs: 2129771:LK7DM4JL 2339240:GZVFPL8L 2405685:8RKDCB7L 2405685:UJYURVSI}, pages = {121}, } @techreport{osborne_literature_2003, address = {Bristol}, title = {Literature {Review} in {Science} {Education} and the {Role} of {ICT}: {Promise}, {Problems} and {Future} {Directions}}, shorttitle = {Literature {Review} in {Science} {Education} and the {Role} of {ICT}: {Promise}, {Problems} and {Future} {Directions}}, url = {http://www.nestafuturelab.org/research/reviews/se01.htm}, number = {6}, urldate = {0025-01-06}, institution = {Nesta FutureLab}, author = {Osborne, J. and Hennessy, S.}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:A4LVVMFJ 2405685:KT9DD3YZ}, }