@techreport{proctor_complexity_2019, type = {Thinkpiece}, title = {Complexity and {Considerations} in {Delivering} {Adaptive} {Learning} {Digital} {Services}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib/XU7B7DHZ}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Proctor, Jamie}, year = {2019}, doi = {10.5281/zenodo.4561896}, note = {ZenodoArchiveID: 4561896 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4561896 2339240:M4PBAXK6 2405685:XU7B7DHZ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen, \_zenodo:submitted, \_zenodoETH}, } @techreport{proctor_should_2022, type = {Working {Paper}}, title = {Should we paint all classroom roofs white to improve learning in {Tanzania}?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/Z8B66R9X}, abstract = {A growing literature base has developed from Global North contexts, showing a clear link between classroom temperature and student learning outcomes. However, very little evidence shows how this impact translates to low- and middle-income countries (LMICs), where average classroom temperatures are often high. The hypothesis for the research was that classroom temperatures in Tanzania are high and that a white-paint-cool-roof intervention would help mitigate these high temperatures. This study includes a literature review to understand the classroom policy in Tanzania, establish links between temperature and learning, and assess temperature retrofit options. Following this, the study presents the results of an experiment to trial a white-paint cool roof against a blue-paint roof and an unpainted control roof. Finally, data analysis predicts the intervention effects over an entire year and the subsequent impact on learning outcomes. The learning outcomes analysis includes a cost-effectiveness analysis using the Learning-Adjusted Years of Schooling (LAYS) metric. Empirical evidence of temperatures inside classrooms in Dar Es Salaam suggests that the temperature often exceeds 40℃. Literature searches indicate that this is the first time classroom air temperatures have been recorded and published for East Africa. The experiment involved using a low-cost retrofit intervention to reduce temperature – by painting the classroom roof blue or white over eight days. Results showed that the White Paint Intervention (WPI) reduced the temperature by around 3.7℃ over the course of the school day and up to a maximum of 5℃. The WPI was roughly twice as effective as the Blue Paint Intervention at reducing interior air temperatures. The WPI results were then modelled to estimate the classroom temperature reduction over a year, based on the assumed 3.5℃ reduction. Finally, using estimates from the existing literature, the learning impact of the intervention was calculated. The results suggest that using the WPI intervention can improve learning by 7.1\%, which translates to an estimated 3.2 LAYS per classroom per year, at a cost-effectiveness of 5.3 LAYS per USD100. The paper shows that the impact of high temperatures in classrooms is likely undermining the funding currently channelled to improve learning outcomes in the region. Further, a WPI retrofit intervention is effective at reducing classroom temperatures in Tanzania. Due to climate-change-induced temperature increases, the intervention effectiveness is likely to increase over the coming decades. This paper was submitted as a dissertation in fulfilment of an MSc in Sustainability and Adaptation in the Built Environment at the Centre for Alternative Technology, Machynlleth, Powys (Wales)}, language = {en}, author = {Proctor, Jamie}, year = {2022}, doi = {10.53832/edtechhub.0122}, note = {ZenodoArchiveID: 7139243 ZenodoArchiveConcept: 7139242 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7139243 10.53832/edtechhub.0122 2405685:Z8B66R9X}, keywords = {\_r:AddedByZotZen}, } @techreport{koomar_session_2022, type = {{EdTech} {Hub} {Presentation}}, title = {Session 4: {How} can {I} rapidly upskill my large teacher workforce?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/E7C9MN3V}, abstract = {The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, author = {Koomar, Saalim and Proctor, Jamie}, year = {2022}, doi = {10.53832/edtechhub.0138}, note = {ZenodoArchiveID: 7341501 ZenodoArchiveConcept: 7341500 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7341501 10.53832/edtechhub.0138 2405685:E7C9MN3V}, keywords = {\_r:AddedByZotZen}, } @techreport{chuang_session_2022, type = {{EdTech} {Hub} {Presentation}}, title = {Session 6: {How} do {I} ensure my {EdTech} investments are cost-effective?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/CWKPJR8R}, abstract = {The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, author = {Chuang, Rachel and Proctor, Jamie}, month = nov, year = {2022}, doi = {10.53832/edtechhub.0140}, note = {ZenodoArchiveID: 7341519 ZenodoArchiveConcept: 7341518 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7341519 10.53832/edtechhub.0140 2405685:CWKPJR8R}, keywords = {\_r:AddedByZotZen}, } @techreport{jordan_country-level_2021, title = {A {Country}-{Level} {Research} {Review}: {EdTech} in {Tanzania}}, shorttitle = {A {Country}-{Level} {Research} {Review}}, url = {https://zenodo.org/record/4618376}, abstract = {This document presents a review of the research landscape in Tanzania in relation to EdTech research focused on learners, teachers, or systems at the level of school-based education, excluding higher education (HE). The review draws upon the research literature, policy documents, grey literature, and interviews with key stakeholders in order to present an overview of the research landscape in Tanzania. There is a substantial body of relevant EdTech research which has been undertaken in Tanzania in the past decade. Eighty research articles were identified for inclusion in the review. This document provides an overview of trends in this literature and key actors and projects, and provides a specific focus upon existing research which relates to EdTech Hub’s ‘high-potential evidence gaps’ (HPEG) framework. In combination with political economy analysis, three areas for future research which would be practical and likely to have high impact are identified and described.}, urldate = {2021-09-30}, institution = {Zenodo}, author = {Jordan, Katy and Proctor, Jamie and Koomar, Saalim and Bapna, Akanksha}, month = mar, year = {2021}, doi = {10.5281/zenodo.4618376}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4618376 10.5281/zenodo.5652060 2339240:F8ER2X27 2339240:KZ7L8K2X 2339240:YKGMJASP 2405685:3F4ASVFA 2405685:IA77HHMV 2405685:RQGJRKVS 2405685:TYZ4Y65R 2405685:VRE5DB5K}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodoETH}, } @techreport{groeneveld_work_2021, type = {Technical {Guidance}}, title = {A {Work} {Plan} for {Content} {Creation}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib/EH6F8M5P}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Proctor, Jamie and Kaye, Tom}, month = mar, year = {2021}, doi = {10.5281/zenodo.4617798}, note = {ZenodoArchiveID: 4617798 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4617798 2339240:V3PGSF2W 2405685:EH6F8M5P}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_r:AddedByZotZen, \_zenodo:submitted, \_zenodoETH}, } @article{kondoro_usability_2023, title = {Usability {Testing} of a {Mobile}-based {Learning} {Management} {System} for {Teacher} {Continuous} {Professional} {Development} in {Tanzania}}, volume = {19}, url = {https://www.researchgate.net/publication/373523617_Usability_Testing_of_a_Mobile-based_Learning_Management_System_for_Teacher_Continuous_Professional_Development_in_Tanzania}, abstract = {The last two decades have seen the growing adoption of mobile devices to enhance the quality of teachers' continuous professional development (TCPD) in low-income countries. Using mobile devices, typically not designed for educational use, presents new usability challenges, preventing teachers from effectively accessing learning materials in learning management systems (LMS). Therefore, it is important to test usability to improve the delivery of TCPD via mobile devices. This study evaluated the usability of TCPD-focused mobile-based LMS accessed via a mobile web browser and mobile app. The evaluation used a hybrid think-aloud method involving 63 teachers from 12 schools in Tanzania. Half of the schools were evaluated using a concurrent think-aloud method, and the other half using a retrospective think-aloud method. The study found that teachers encountered many usability problems in using the mobile app compared to those who accessed the LMS via mobile web browsers. The study also found usability flaws in the registration and login process, poor language translation, technical errors, and issues with quiz questions. These findings show the importance of user testing, even for well-developed LMS, such as Moodle. Additionally, this work provides useful guidance for those who want to implement mobile learning via an LMS in low-income countries.}, journal = {The International Journal of Education and Development using Information and Communication Technology}, author = {Kondoro, Aron and Maro, Salome and Mtebe, Joel and Haßler, Björn and Proctor, Jamie and {EdTech Hub}}, month = aug, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZTWSB6CB 2405685:L5AY2YZI}, keywords = {⛔ No DOI found}, pages = {75--92}, } @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}, } @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}, } @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}, } @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}, } @article{maro_deployment_2023, title = {Deployment of {Offline} {Learning} {Management} {Systems}: {Comparing} the {Performance} of {Selected} {Micro}-servers in {Tanzania}}, volume = {10}, issn = {2311-1550}, shorttitle = {Deployment of {Offline} {Learning} {Management} {Systems}}, url = {https://jl4d.org/index.php/ejl4d/article/view/835}, doi = {10.56059/jl4d.v10i2.835}, abstract = {Low-powered mobile devices such as Raspberry Pis and tablets can be used as micro-servers to implement offline Learning Management Systems (LMS). Despite their potential, especially for low-income countries, such as Tanzania, no research is available detailing the affordances of these devices for supporting LMS features. This study investigated the suitability of various low-cost micro-servers for deploying LMSs. It compared the performance of the Raspberry Pi, Android tablet, and Chromebook in terms of LMS benchmarking, response time, and resource utilisation. Results showed all devices had sufficient hardware resources to support the LMS, however, software stacks, I/O performance, and platform optimisations affected the micro-servers' performance. The Chromebook had the best performance in terms of response time, followed by the Raspberry Pi and tablets. In terms of cost, the Raspberry PI was the cheapest option.  The installation process for tablets was more cumbersome than the other devices, meaning the devices with better tooling and a more conventional software stack were a better option for deploying offline micro-servers.}, number = {2}, urldate = {2023-08-14}, journal = {Journal of Learning for Development}, author = {Maro, Salome and Kondoro, Aron and Haßler, Björn and Mtebe, Joel and Proctor, Jamie}, month = jul, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v10i2.835 2405685:IXJ5MQJN}, pages = {280--296}, } @inproceedings{kondoro_towards_2023, address = {Tshwane, South Africa}, title = {Towards {Improving} the {Accessibility} and {Usability} of a {Mobile}-based {Learning} {Management} {System} for {Blind} {Primary} {School} {Teachers}}, isbn = {978-1-905824-71-7}, url = {https://ieeexplore.ieee.org/document/10187797/}, doi = {10.23919/IST-Africa60249.2023.10187797}, urldate = {2023-08-14}, booktitle = {2023 {IST}-{Africa} {Conference} ({IST}-{Africa})}, publisher = {IEEE}, author = {Kondoro, Aron and Maro, Salome and Mtebe, Joel and Proctor, Jamie and Komba, Aneth and Haßler, Björn}, month = may, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.23919/IST-Africa60249.2023.10187797 2405685:D9ML5MHA}, pages = {1--10}, }