@techreport{mcaleavy_best_2020, title = {Best practice in pedagogy for remote teaching}, copyright = {Creative Commons Attribution 4.0 International License}, url = {https://edtechhub.org/wp-content/uploads/2020/04/summary-research-best-practice-pedagogy-remote-teaching.pdf}, language = {en}, institution = {EdTech Hub}, author = {McAleavy, Tony and Gorgen, Kristine}, month = apr, year = {2020}, doi = {10.5281/zenodo.4705039}, note = {ZenodoArchiveID: 4705039 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705039 2339240:DYB6DZ4Z 2405685:CKA82YZA 2405685:T4MVFPEL 2405685:X4GWSACH}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH, ⛔ No DOI found}, pages = {10}, } @techreport{mcaleavy_what_2020, title = {What steps are being taken to reach the most disadvantaged students during the period of {Covid}-19 school closure?}, url = {https://edtechhub.org/overview-of-emerging-country-level-response-to-providing-continuity-under-covid-19-what-steps-are-being-taken-to-reach-the-most-disadvantaged-students-during-the-period-of-covid-19-school-closure/}, language = {en}, institution = {Education Development Trust}, author = {McAleavy, Tony and Joynes, Chris and Gibbs, Emma and Sims, Kate}, month = may, year = {2020}, doi = {10.5281/zenodo.4705909}, note = {ZenodoArchiveID: 4705909 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705909 2339240:7ZRTPCRD 2339240:QN533HVR 2339240:SU542298 2405685:2HZ9V7IF 2405685:4CKXCNC2 2405685:9JB5M3HI 2405685:BAEUEWI9 2405685:CY5UL3B9 2405685:E3GHWHIZ 2405685:WXF7VILV}, keywords = {COV:COVID and reopening of schools, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:other:ok, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, ⛔ No DOI found}, pages = {31}, } @misc{mcaleavy_overview_2020, title = {Overview of emerging country-level response to providing continuity under {COVID}-19 {What} steps are being taken to reach the most disadvantaged students during the period of {Covid}-19 school closure?}, url = {https://edtechhub.org/overview-of-emerging-country-level-response-to-providing-continuity-under-covid-19-what-steps-are-being-taken-to-reach-the-most-disadvantaged-students-during-the-period-of-covid-19-school-closure/}, abstract = {Summary of report Scope of study This report provides a rapid summary of country-level responses to the management of school closures in 2020, with a focus on the needs of disadvantaged students and the role of technology. We consider low-income, middle-income and high-income countries. • We take a broad view of …}, language = {en-GB}, urldate = {2020-06-04}, journal = {EdTech Hub}, author = {McAleavy, Tony and Joynes, Chris and Gibbs, Emma and Sims, Kate}, year = {2020}, doi = {10.5281/zenodo.4707782}, note = {ZenodoArchiveID: 4707782 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707782 2405685:G647DH86 Library Catalog: edtechhub.org}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodo:submitted, \_zenodoETH}, } @techreport{mcaleavy_technology-supported_2018, title = {Technology-supported professional development for teachers: {Lessons} from developing countries}, shorttitle = {Technology-{Supported} {Professional} {Development} for {Teachers}}, url = {https://www.educationdevelopmenttrust.com/our-research-and-insights/research/technology-supported-professional-development-for-}, abstract = {This report captures what might be learnt from a selection of the world's most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers. This report explores the literature surrounding technology for professional learning, identifying six promising case studies: (1) UNESCO projects in Pakistan and Nigeria -- using mobile phones to deliver pedagogical content to early-grade and primary school teachers; (2) English in Action, Bangladesh using mobile phones and SD cards to deliver content to teachers; (3) Teacher Education in Sub-Saharan Africa (TESSA) -- OER [Open Educational Resources] to support interactive teaching practice; (4) Teacher Education through School-based Support in India (TESS-India) -- OER to support the adoption of more engaging pedagogies; (5) Teachers for Teachers, Kenya -- using mobile technology to strengthen teacher development in Kakuma Refugee Camp; and (6) National Tablets Programme, Kenya -- improving the coaching provided to teachers. Through these case studies we have made a series of reflections on the impact technology can have on teacher professional development, particularly in low- and low-middle income contexts: (1) Promising technology is not enough, we must not forget the human factor; (2) Mobile technologies have high potential to improve the reach, scalability and flexibility of teacher professional development; (3) OER constitute a promising format for professional development resources; (4) High-impact, sustainable technology-enabled solutions depend on local partnership and a sense of local ownership; and (5) The design and delivery of effective technology-enabled professional learning depends on high-quality impact data and careful piloting solutions. Our report explores each of these case studies and reflections in greater detail, drawing lessons for policymakers, practitioners and other organisations who seek to provide technology-related professional development opportunities for teachers.}, language = {en}, urldate = {2020-08-18}, institution = {Education Development Trust}, author = {McAleavy, Tony and Hall-Chen, Alex and Horrocks, Sarah and Riggall, Anna}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z8QK9TIS 2405685:58SRHUVT}, keywords = {Blended Learning, Developing Nations, Educational Technology, Elementary School Teachers, Faculty Development, Foreign Countries, Handheld Devices, Inservice Teacher Education, Large Group Instruction, Online Courses, Refugees, Shared Resources and Services, Social Media, Teaching Methods, Technology Integration, Technology Uses in Education, Telecommunications}, } @techreport{mcaleavy_technology-supported_2018, address = {Reading}, title = {Technology-supported professional development for teachers: lessons from developing countries}, url = {https://www.educationdevelopmenttrust.com/our-research-and-insights/research/technology-supported-professional-development-for-}, abstract = {This report captures what might be learnt from a selection of the world’s most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers.}, language = {en}, institution = {Education Development Trust}, author = {McAleavy, Tony and Hall-Chen, Alex and Horrocks, Sarah and Riggall, Anna}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CNU2GKRL 2339240:KPPU5Z99 2339240:S2XT5FSG 2339240:UYNN98AQ 2405685:4JNZ9RRF 2405685:CF2KPK7I 2405685:DJG72BUZ 2405685:FXXS4882 2405685:ZEBNC5TV 2534378:6GQU9R37 2534378:ARJJXBIL 2534378:TQ4YR37L 2534378:WSS9V2GJ 2534378:XIMVL4RJ}, keywords = {Africa, Bangladesh, Blended Learning, C:Low- and middle-income countries, Developing Nations, ERIC, Resources in Education (RIE), Educational Technology, Elementary Education, Elementary School Teachers, Faculty Development, Foreign Countries, Handheld Devices, India, Inservice Teacher Education, Kenya, Large Group Instruction, Nigeria, Online Courses, Pakistan, Policymakers, Practitioners, Refugees, Shared Resources and Services, Social Media, Teaching Methods, Technology Integration, Technology Uses in Education, Telecommunications, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @techreport{gorgen_international_2020, title = {An international review of plans for school reopening}, url = {https://docs.edtechhub.org/lib/MWNVG7LR}, institution = {Education Development Trust}, author = {Gorgen, Kristine and McAleavy, Tony}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MWNVG7LR}, keywords = {auto\_merged}, } @techreport{gorgen_international_2020, title = {An international review of plans for school reopening}, url = {https://docs.edtechhub.org/lib/MWNVG7LR}, institution = {Education Development Trust}, author = {Gorgen, Kristine and McAleavy, Tony}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MWNVG7LR}, } @techreport{gorgen_international_2020, title = {An international review of plans for school reopening}, url = {https://docs.edtechhub.org/lib/MWNVG7LR}, institution = {Education Development Trust}, author = {Gorgen, Kristine and McAleavy, Tony}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MWNVG7LR}, } @techreport{mcaleavy_what_2020, title = {What does the research suggest is best practice in pedagogy for remote teaching?}, url = {https://docs.edtechhub.org/lib/89I7MWHD}, language = {en}, author = {McAleavy, Tony and Gorgen, Kristine}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:89I7MWHD 2405685:XHIZKSIA}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {26}, } @article{mcaleavy_learning_2021, title = {Learning {Renewed}: ten lessons from the pandemic}, url = {https://files.eric.ed.gov/fulltext/ED614249.pdf}, language = {en}, author = {McAleavy, Tony and Riggall, Anna and Korin, Astrid}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5ZRP2HCK 2405685:ARSSKSPN}, keywords = {⛔ No DOI found}, } @techreport{amenya_maintaining_2020, title = {Maintaining learning continuity during school closure: {Community} {Health} {Volunteer} support for marginalised girls in {Kenya}}, url = {https://www.educationdevelopmenttrust.com/our-research-and-insights/research/maintaining-learning-continuity-during-school-clos}, urldate = {2021-05-21}, institution = {Education Development Trust}, author = {Amenya, Donvan and Fitzpatrick, Rachael and Page, Ella and Naylor, Ruth and Jones, Charlotte and McAleavy, Tony}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9GTVFSEH 2534379:PDMPBGRU}, }