The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in Bangladesh - Walsh, Christopher S.; Power, Tom; Khatoon, Masuda; Biswas, Sudeb Kumar; Paul, Ashok Kumar; Sarkar, Bikash Chandra; Griffiths, Malcolm (Professional Development in Education, 2013)
shortDOI: 10/gftr32 KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2013.766232 10/gftr32 2405685:WABHFRL5
Keywords: ___working_potential_duplicate

The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in Bangladesh - Walsh, Christopher S.; Power, Tom; Khatoon, Masuda; Biswas, Sudeb Kumar; Paul, Ashok Kumar; Sarkar, Bikash Chandra; Griffiths, Malcolm (Professional Development in Education, 2013)
KerkoCite.ItemAlsoKnownAs: 10/gftr32 2339240:CKY3C4AK 2405685:7I9NQ7GL
Keywords: ___working_potential_duplicate

Benefits and Limitations of iPads in the High School Science Classroom and a Trophic Cascade Lesson Plan - Ward, Nicholas D; Finley, Rachel J; Keil, Richard G; Clay, Tansy G (Journal of Geoscience Education, 2013)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:BSXCKKIW 2405685:I6M28GND
Keywords: ⛔ No DOI found

Pedagogy, Curriculum, Teaching Practices and Teacher Education - Westbrook, J.; Durrani, N; Brown, R (2013)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:XM6FY2CY 2405685:JKSUKHVL

Dual-mode teacher professional development: challenges and re-visioning future TPD in Indonesia - Widodo, Ari; Riandi (Teacher Development, 2013)
This paper presents the results of a two-year research project aimed at developing a teacher professional development (TPD) model in Indonesia. New government policies in this nation, its archipelagic nature, vast numbers of teachers and scarcity of support resources present a unique challenge to TPD. A needs assessment was conducted to identify teachers’ professional needs. Based on the results of this assessment, a dual-mode TPD that combines face-to-face sessions and online sessions was developed. Participation in face-to-face sessions was relatively high but the participation rate in online sessions was very low. Incentives, teachers’ autonomy as professional learners, ICT skills and infrastructure are important considerations when designing TPD in Indonesia. This study and an analysis of TPD policy allow us to suggest future directions for TPD in Indonesia
Place: United Kingdom Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bri&AN=BEI.221367&site=ehost-live&scope=site KerkoCite.ItemAlsoKnownAs: 10.1080/13664530.2013.813757 2339240:CB38DZV3 2339240:QP2WUG5A 2405685:M5WDVH5K 2405685:REGZ6H9H 2405685:T4TMJ4LR 2534378:9P4LRFZC 2534378:BR8DXZB4 2534378:UHSPASDV 2534378:Z8BCLDYY
Keywords: CONTINUING education; EDUCATION & state; EDUCATION – Forecasting; ERIC; Current Index to Journals in Education (CIJE); Education–Teaching Methods And Curriculum; Educational Change; Educational Strategies; Elementary Secondary Education; FORECASTING; Faculty Development; Foreign Countries; HIGHER education; Higher Education; INDONESIA; Indonesia; Information Skills; Instructional Design; Interviews; Models; Needs Assessment; Online instruction; PROFESSIONAL education; Pedagogical Content Knowledge; Postsecondary Education; Professional development; Public policy; Questionnaires; Science Teachers; TEACHER certification; TEACHER development; TEACHER education; Teacher Education; Teacher education; __:import:01; __:match:final; __:matched; __:study_id:2097039; ___working_potential_duplicate; __finaldtb; dual-mode professional development; online training; teacher certification; teacher education; teacher education futures; teacher professional development in Indonesia

Architects and contractors: political economy analysis of policy research in Pakistan - Wood, Geof (University of Bath, 2013)
Publisher: Sustainable Development Policy Institute KerkoCite.ItemAlsoKnownAs: 2339240:MRWTHMXN 2405685:25WWT72Y
Keywords: ⛔ No DOI found

Country Partnership Strategy (FY2013–2017) for the Republic of Senegal - World Bank (2013)
KerkoCite.ItemAlsoKnownAs: 2405685:YH9WZL9A

eTransform Ghana Project Appraisal Document - World Bank (2013)
EdTechHub.ItemAlsoKnownAs: 2405685:88WHYLU8

Joint IDA-IFC-MIGA Country Partnership Strategy for the Republic of Senegal - World Bank (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:3REHP3V4 2405685:FT6M9626

Republic of Sierra Leone Higher and Tertiary Education Sector Policy Note - World Bank (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:ANFH2ALH 2405685:QAFBTUE9

Service delivery with more districts in Uganda : fiscal challenges and opportunities for reforms: Public expenditure review - World Bank (World Bank, 2013)
Service delivery with more districts in Uganda : fiscal challenges and opportunities for reforms - public expenditure review (English)
KerkoCite.ItemAlsoKnownAs: 2339240:W9VCYHFE 2405685:SWC8XSVG

The What, Why, and How of the Systems Approach for Better Education Results (SABER) - World Bank (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:8IFRAZ4E 2405685:8TPT289N
Keywords: Systems Framework

Soft Systems Methodology in an Educational Context—Enhancing Students Perception and Understanding - Yadin, Aharon (International Journal of e-Education, e-Business, e-Management and e-Learning, 2013)
This study was performed within a graduate course in the Organizational Development and Consulting graduate program. The course draws a comparison between the systems analysis processes used in computing systems (hard systems) and the organizational analysis methodologies applied in soft systems, such as Checklands' Soft Systems Methodology (SSM). Since most students' previous academic experience is in social sciences, abstract concepts related to computing systems were difficult to comprehend. The SSM that is mainly used for unstructured and poorly defined problems was exercised for identifying the students' difficulties. Using SSM for analyzing the students' perceived learning system revealed their specific difficulties, while providing a real life example on using the methodology. After understanding the students' difficulties, the course structure was changed for better addressing these difficulties. This paper describes the course, the methodology and the results obtained after implementing the proposed changes to the course.
KerkoCite.ItemAlsoKnownAs: 10.7763/IJEEEE.2013.V3.258 2339240:X4PCDH58 2405685:RF8S5YC7

The impact of teacher training on teacher and student outcomes: evidence from a randomised experiment in Beijing migrant schools - Zhang, Linxiu; Lai, Fang; Pang, Xiaopeng; Yi, Hongmei; Rozelle, Scott (Journal of Development Effectiveness, 2013)
shortDOI: 10/ggmrz8 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2013.807862 10/ggmrz8 2405685:VWT6F8G2

Towards Localization of Automated Tutors for Developing Countries - Zualkernan, Imran; Arroyo, Ivon; Woolf, Beverly P. (2013)
Abstract. This paper describes localization issues in relation to AIED systems in the developing world, and analyzes the particular case of the successful immersion of learning technologies to schools in Pakistan. The paper analyzes the needs for personalized learning in the developing world in comparison to countries such as the United States. A model and a survey based on various types of localization dimensions like teacher, student, and cultural alignment was developed and deployed to conduct an evaluation of an AI tutor called the Wayang Outpost in Pakistan. The results are that teachers are likely to use such a system if available, and that their intention to use such a tutor in the future is strongly dependent on how well the tutor is aligned with their teaching practices, students ’ learning habits, and whether the language in the tutor is understood by students. On average these teachers were also willing to allocate about two hours per week for such automated tutors.
KerkoCite.ItemAlsoKnownAs: 2339240:BSFMA2FT 2405685:CZR7Q4AJ
Keywords: ⛔ No DOI found

Using technology for enhancing teaching and learning in Bangladesh: challenges and consequences - Mahruf, C.; Shohel, M.; Kirkwood, Adrian (Learning, Media and Technology, 2012)
Extra URL: https://www.tandfonline.com/doi/full/10.1080/17439884.2012.671177 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.671177 10/gf5f6w 2339240:95DVIPCS 2339240:IVHSIR7Q 2405685:NXQEUUZM 2534378:CSPF7NEB 2534378:MLD48MMR 2534378:UQYRQ249
Keywords: BANGLADESH; Bangladesh; COMPUTER assisted instruction; COMPUTERS in education; CONTINUING education; DEVELOPING countries; EDUCATIONAL technology; INFORMATION technology; PROFESSIONAL education; SECONDARY school teachers; TEACHER development; TEACHERS – In-service training; _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Open systems; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2096535; __finaldtb; teachers’ professional development; teaching and learning; technology; technology-poor contexts; the

Using technology for enhancing teaching and learning in Bangladesh: challenges and consequences - Shohel, M. Mahruf C.; Kirkwood, Adrian (Learning, Media and Technology, 2012)
The increasing use of media and technologies for enhancing teaching and learning is an important current trend to overcome the challenges of schooling and teacher training in the changing world. Many countries in the Global South are trying to adopt technologies in their school and teacher training systems to achieve the UN Millennium Development Goals. Though some recent research shows impacts of using technologies for enhancing teaching and learning in technology-poor contexts, no research actually addresses the challenges and difficulties associated with using the technologies in those specific contexts. This article presents interview data derived from secondary schools teachers in Bangladesh, in a context beset with many difficulties associated with technology use. In a pilot project, Apple iPods were introduced in 2009 to explore the challenges and consequences of using technology in schools. The data reveal the implications for the teachers’ professional development when they used the iPod as a multimedia player to access educational resources made available to support teaching and learning. This article has also thrown some light on current debates about using technologies for enhancing teaching and learning in technology-poor contexts.
KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.671177 10/gf5f6w 2339240:IVHSIR7Q 2405685:9ATXKXTE
Keywords: Bangladesh; THEME: Curriculum and resources; THEME: Open systems; THEME: Teacher Professional Development; _Source:Intuitive; teachers’ professional development; teaching and learning; technology; technology-poor contexts; the

Transforming Learning Outcomes through a Learner Centred Pedagogy: Moving Toward a Ghanaian Activity Based Learning Concept and Framework - Addy, Nii; Kraft, Richard; Carlson, Samuel; Fletcher, Bev (Coffey International, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:ERDDUSBE

A case study of using an online community of practice for teachers' professional development at a secondary school in China - Wang, Qiyun; Lu, Zhiping (Learning, Media and Technology, 2012)
In this case study, an online community was designed at a secondary school in China for the teachers to prepare their lessons collectively, reflect on their teaching practices, collect comments from peers, and share resources. A survey was administered to the teachers to investigate their perceptions on the online community for their professional development. Two hundred and eighty-three teachers responded to the survey and eight teachers were further interviewed by email. The result showed that most teachers liked using the online community as they could gain subject knowledge and could obtain support from peers, share experiences and get feedback, and exchange resources. Also, online entries confirmed that transformational changes in teaching pedagogy and students' learning activities occurred along the time. However, certain teachers did not participate in the online community frequently. This paper describes the context of the case study, design dimensions of the online community, teachers' positive perceptions on using the online community, and transformational changes. Also, strategies for promoting effective use of the online community are discussed and follow-up studies to address the challenges involved in this study are proposed. [PUBLICATION ABSTRACT]
Place: Basingstoke Publisher: Taylor & Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1240554543?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.685077 2339240:IW35GJG8 2405685:5KA76IR7 2405685:5UJZ5TUP 2534378:7P96MCEU 2534378:I2ZKMFEE 2534378:TEPS99BX
Keywords: Case Studies; China; Communities of Practice; Distance Education; ERIC; Current Index to Journals in Education (CIJE); Education–Teaching Methods And Curriculum; Educational Practices; Electronic Learning; Electronic Mail; Foreign Countries; Interviews; Learning; Lesson Plans; Mail Surveys; Online instruction; Participant Satisfaction; Pedagogy; Polls & surveys; Professional Development; Professional development; Secondary Education; Secondary School Teachers; Secondary school teachers; Teacher Surveys; Teaching Methods; Technology Uses in Education; Transformative Learning; __:import:01; __:match:final; __:matched; __:study_id:2096477; __finaldtb; community of practice; lesson planning; professional development; reflection; technology

Do SMS Text Messaging and SMS Community Forums Improve Outcomes of Adult and Adolescent Literacy Programs? - Beltramo, Theresa; Levine, David (2012)
The most recent two decades in Senegal have been witness to a large shift of social communication norms, accessibility of information communication technologies (ICTs), and growth of ICT networks. Use of mobile phones in rural areas in Senegal is substantial– the penetration rate is 44.6% in 2008 (ITU, 2009). Increased cell phone usage is matched by expanding network coverage and the emergence of several competing operators.2Basic use of mobile phones in rural areas is widespread, but sending SMS and accessing the Internet by mobile phone is much less common (ITU, 2009). The possibility to expand SMS usage in rural communities throughout Senegal is large as text messaging remains the least expensive form of communication over distance. In addition, a significant portion of the rural Senegalese population migrates for work (on average each household reported 5 of their family members currently living and working outside Senegal).Senegalese out-migration flows are dominated by men ages 15-34 and thus this youthful population is of prime age for developing communication patterns which incorporate text messaging (UNDP Human Development Statistics, 2009)3. SMS text messaging can provide a low-cost solution to communicate with the diaspora. (see Appendix 3). However, the usage of mobile phones as a communications strategy can only be functional if all members of the community understand how to use, and have access to, a cell phone, as well as read and write messages. A very high share of women and teenage girls in rural Senegal lack both access to a mobile phone and the literacy skills needed to text message. In our study, only one in 8 female respondents owned a cell phone, less than half the rate for men. In addition, over 40% of the female respondents had no literacy or numeracy skills, again almost double the rate for men. Thus, the gender bias in literacy and numeracy skills and cell phone ownership must be addressed for equitable inclusive growth using ICT. We report on a pilot study in 20 communities of adding cell phone literacy and a free “SMS Community Forum” to an adult literacy and numeracy program. Overall results are promising, but the SMS Community Forum is not yet achieving all of its goals.
KerkoCite.ItemAlsoKnownAs: 2339240:F3W5M8WZ 2405685:E9QTU7D4 2405685:TBS7DQQ4
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Using Wiki in teacher education: Impact on knowledge management processes and student satisfaction - ScienceDirect - Biasutti, Michele; El-Deghaidy, Heba (Computers & Education, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2012.04.009 2339240:BB2ATG9A 2405685:BF358BBB

A Skills Gap Analysis for Private Sector Development in Sierra Leone 2012 Economic Sector Work - Mannah, Emmanuel; Ngadi Gibril, Yvonne (2012)
KerkoCite.ItemAlsoKnownAs: 2405685:RFM2MVCL

Demonstrating a situated learning approach for in-service teacher education in rural India: The Quality Education Programme in Rajasthan - Saigal, Anju (Teaching and Teacher Education, 2012)
Recent educational policy in India has repositioned elementary school teachers as active, reflective practitioners, not just ‘deliverers’ of syllabus material. This article examines innovations in teacher support in Rajasthan's government schools through the ‘Quality Education Program.’ Drawing on qualitative research of collaborative learning processes, the paper discusses two support strategies used by the program: professional dialogic interactions and modeling of pedagogic strategies, which paralleled introductory or developmental phases within a ‘collaborative apprenticeship model’ of teacher professional development. In doing so, the paper outlines the potential of situated, collaborative approaches for Indian in-service teacher education and education development reform, more broadly.
shortDOI: 10/f37ckq KerkoCite.ItemAlsoKnownAs: 10/f37ckq 2405685:62L4J6HD

Usage and Impact of ICT in Education Sector; A Study of Pakistan - Wasif, M. Nisar; Munir, Ehsan Ullah; Shad, Shafqat Ali (arXiv:1206.5132 [cs], 2012)
In many countries, information and communication technology (ICT) has a lucid impact on the development of educational curriculum. This is the era of Information Communication Technology, so to perk up educational planning it is indispensable to implement the ICT in Education sector. Student can perform well throughout the usage of ICT. ICT helps the students to augment their knowledge skills as well as to improve their learning skills. To know with reference to the usage and Impact of ICT in Education sector of Pakistan, we accumulate data from 429 respondents from 5 colleges and universities, we use convenient sampling to accumulate the data from district Rawalpindi of Pakistan. The consequences show that Availability and Usage of ICT improves the knowledge and learning skills of students. This indicates that existence of ICT is improving the educational efficiency as well as obliging for making policies regarding education sector.
arXiv: 1206.5132 KerkoCite.ItemAlsoKnownAs: 2339240:IS8V7XML 2405685:3QNIXXK7
Keywords: Computer Science - Other Computer Science; ⛔ No DOI found

ICTs in Learning in Pakistan - Hassan, Taimoor; Sajid, Ar (International Journal of Evaluation and Research in Education (IJERE), 2012)
The paper investigates the barriers to the integration of Information and Communication Technologies (ICTs) at secondary level learning in Pakistan, with special emphasis on Punjab province. Exploring major barriers to the integration of ICTs at the school level, teacher level and student level and possible enablers to these barriers is the major focus of study. Sequential mixed method design is used. Interviews were analysed qualitatively whereas survey questionnaire were analysed quantitatively. It is observed from the findings that most of the participants have positive perceptions about integration of ICTs into their teaching and learning. Administrators and ICT coordinators revealed many barriers and possible enablers to the integration of ICTs. Many of these barriers are verified by the teachers and students. Later on however there were some barriers which were not endorsed by the teachers and students.
KerkoCite.ItemAlsoKnownAs: 10.11591/ijere.v1i2.1244 2339240:N34T78WC 2405685:5INDIDCV

Role of Educational Technology in Public and Private Institutes at Secondary School Level in District Karak (Khyber Pukhtunkhwa) Pakistan - Suleman, Qaiser; Hussain, Ishtiaq; Akhtar, Zaitoon (International Journal of Learning and Development, 2012)
Educational technology plays a fundamental role in enhancing teaching learning process. It has facilitated instructional process and made it more productive, dynamic and effective. Therefore the study was conducted to explore the role of educational technology in public and private institutes in district Karak (Khyber Pukhtunkhwa) Pakistan in comparative perspectives. The main objectives of the study were: to compare the availability of educational technology in public and private institutions at secondary level; to compare the usability of educational technology in public and private institutions at secondary level and to know the usefulness of educational technology in public and private institutions at secondary level. All the heads, teachers and students in public and private secondary schools in district Karak constituted the population of the study. In order to ensure adequate sample, 60 heads, 180 teachers and 600 students serving and studying in public and private sectors at secondary school level in District Karak were selected randomly. The study was delimited to the selected male public and private secondary schools. The study was also delimited to those technologies which are commonly used. The study was descriptive in nature therefore, the researchers decided to develop questionnaire for the collection of data. A single questionnaire was developed for the whole sample. Pilot testing was conducted to know the weakness, misconceptions and ambiguities of the questions. After conduction of pilot testing, the questionnaire was revised and then its final version was prepared in the light of valuable suggestions of the heads, teachers and students. The researchers personally visited to the respective sample and distributed the questionnaires among the heads, teachers and students in public and private secondary schools. In this way data was collected. After the collection of data, the data was organized, tabulated and analyzed. The researchers decided to apply chi-square for the statistical treatment of the data. Therefore, chi square was applied to compare the responses of the sample. After analysis of the data, it was concluded that educational technologies are not available in both sectors. Some technologies are available in minor amount but these technologies are not used in both public and private sectors. Key Words:Educational Technology, Availability of Educational Technology, Usability of Educational Technology, Importance of Educational Technology
Number: 5 KerkoCite.ItemAlsoKnownAs: 10.5296/ijld.v2i5.2337 2339240:FP59Z7RX 2405685:7K6FNXL5

Ten suggestions for improving academic research in education and technology - Selwyn, Neil (Learning, Media and Technology, 2012)
shortDOI: 10/gf9nv3 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.680213 10/gf9nv3 2339240:VQBSA24V 2405685:4WXGG2TD

Why do we care about evidence synthesis? An introduction to the special issue on systematic reviews - White, Howard; Waddington, Hugh (Journal of Development Effectiveness, 2012)
Systematic reviews are currently in high demand in international development. At least 100 new reviews are ongoing or already completed on a range of topics across the board in international development, many of which were commissioned by policy-making agencies. These new reviews need to be based on answerable questions, using methods of analysis and reporting which are appropriate for social and economic development programmes and relevant to users. This introductory paper lays out why we believe systematic reviews should be an important component of evidence-informed development policy and practice. It concludes by introducing the papers collected in this issue, which aim to demonstrate how reviews can be made to live up to the promises generated around them.
shortDOI: 10/gf3t4g KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2012.711343 10/gf3t4g 2339240:9ZS4VDFU 2405685:REZFBZQW
Keywords: -FullBiblioUHMLgen; -GeneralCitations; 3ie; CLL:en; Reviewed; impact evaluation; publicImportV1; systematic reviews

How to do a good systematic review of effects in international development: a tool kit - Waddington, Hugh; White, Howard; Snilstveit, Birte; Hombrados, Jorge Garcia; Vojtkova, Martina; Davies, Philip; Bhavsar, Ami; Eyers, John; Koehlmoos, Tracey Perez; Petticrew, Mark; Valentine, Jeffrey C.; Tugwell, Peter (Journal of Development Effectiveness, 2012)
shortDOI: 10/gftr66 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2012.711765 10/gftr66 2339240:9SUYHN2U 2405685:5TBR9BT9 UA-2dba826a-34ad-40f0-ae9b-959792b2e7e
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; 3ie; DL4D cited; Reviewed; ___working_potential_duplicate; auto_merged; publicImportV1

The method of Adaptive Comparative Judgement - Pollitt, Alastair (Assessment in Education: Principles, Policy & Practice, 2012)
Adaptive Comparative Judgement (ACJ) is a modification of Thurstone’s method of comparative judgement that exploits the power of adaptivity, but in scoring rather than testing. Professional judgement by teachers replaces the marking of tests; a judge is asked to compare the work of two students and simply to decide which of them is the better. From many such comparisons a measurement scale is created showing the relative quality of students’ work; this can then be referenced in familiar ways to generate test results. The judges are asked only to make a valid decision about quality, yet ACJ achieves extremely high levels of reliability, often considerably higher than practicable operational marking can achieve. It therefore offers a radical alternative to the pursuit of reliability through detailed marking schemes. ACJ is clearly appropriate for performances like writing or art, and for complex portfolios or reports, but may be useful in other contexts too. ACJ offers a new way to involve all teachers in summative as well as formative assessment. The model provides strong statistical control to ensure quality assessment for individual students. This paper describes the theoretical basis of ACJ, and illustrates it with outcomes from some of our trials.
Publisher: Routledge _eprint: https://doi.org/10.1080/0969594X.2012.665354 KerkoCite.ItemAlsoKnownAs: 10.1080/0969594X.2012.665354 2339240:DVE7RJRI 2405685:2658RB3T
Keywords: Space; scale and languages: identity construction of cross-boundary students in a multilingual university in Hong Kong; The method of Adaptive Comparative Judgement; assessment methods; judgement; marking; reliability

One Mouse per Child: interpersonal computer for individual arithmetic practice - Alcoholado, C.; Nussbaum, M.; Tagle, A.; Gomez, F.; Denardin, F.; Susaeta, H.; Villalta, M.; Toyama, K. (Journal of Computer Assisted Learning, 2012)
Single Display Groupware (SDG) allows multiple people in the same physical space to interact simultaneously over a single communal display through individual input devices that work on the same machine. The aim of this paper is to show how SDG can be used to improve the way resources are used in schools, allowing students to work simultaneously on individual problems at a shared display, and achieve personalized learning with individual feedback within different cultural contexts. We used computational fluency to apply our concept of "One Mouse per Child". It consists of a participatory approach that makes use of personal feedback on an interpersonal computer for the whole classroom. This allows for N simultaneous intelligent tutoring systems, where each child advances at his or her own pace, both within a lecture and throughout the curricular units. Each student must solve a series of mathematical exercises, generated according to his or her performance through a set of pedagogical rules incorporated into the system. In this process, the teacher has an active mediating role, intervening when students require attention. Two exploratory studies were performed. The first study was a multicultural experience between two such distanced socio-economic realities as Chile and India. It showed us that even in different environmental conditions, it is possible to implement this technology with minimal equipment (i.e. a computer, a projector, and one mouse per child). The second study was carried out in a third grade class in a low-income school in Santiago de Chile. The students were asked to solve mainly addition exercises. We established statistically relevant results and observed that the software proved most beneficial for the students with the lowest initial results. This happens because the system adapts to the students' needs, reinforcing the content they most need to work on, thus generating a personalized learning process.
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2011.00438.x 2339240:Z2T9W77P 2405685:7ICF7B4C
Keywords: Arithmetic; Chile; Computer Interfaces; Computer Peripherals; Computer Software; Computer System Design; Educational Technology; Feedback (Response); Foreign Countries; Grade 3; India; Intelligent Tutoring Systems; Mathematics Instruction; Teacher Role; Teaching Methods

Digital mismatch: Expectations and realities of digital competency amongst pre-service education students - Duncan-Howell, Jennifer (Australasian Journal of Educational Technology, 2012)
Pre-service education students entering university can be categorised broadly into two distinct groups, those who are coming directly from secondary school and those who are not. The second group can be quite diverse, ranging in age, academic and/or work experience. However, what both of these groups share is a digital expectation and they expect upon completion of their studies to be more digitally fluent than when they entered university, they expect to be taught via a range of digital technologies and they expect to use their digital skills throughout their personal and professional lives. These expectations have been either largely ignored or have failed to be understood by universities, resulting in a mismatch between student expectations and their experiences. However, the teaching staff within universities may be ill-prepared to meet these demands, either due to being non-users or exhibiting the same or lower levels of digital fluency as their students. The mismatch between student expectations and the reality is highlighted by an empirical case study involving undergraduate students enrolled in pre-service education degrees at an Australian university. The study will present clear evidence that students' digital expectancy should be considered when planning and improving learning environments.
Number: 5 zotzenLib.CopiedFrom: 2339240:2CK7YFH8 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.819 2339240:2CK7YFH8 2405685:JM9PRADZ

Variables affecting teachers' attitudes towards inclusive education in Bangladesh - Ahmmed, Masud; Sharma, Umesh; Deppeler, Joanne (Journal of Research in Special Educational Needs, 2012)
Inclusive education is a worldwide reform strategy intended to include students with different abilities in mainstream regular schools. Evidence from previous research shows that success in implementing effective inclusive teaching practices in the school is contingent on teachers' positive attitudes towards inclusive education. This study was conducted in the context of primary education in Bangladesh aiming to examine variables influencing teachers' attitudes towards inclusion of students with disabilities in regular classrooms. Data for the study was collected from 738 teachers working in 293 government primary schools in Bangladesh. The results indicated that perceived school support for inclusive teaching practices and a range of demographic variables including previous success in teaching students with disabilities and contact with a student with a disability were associated with more positive attitudes of the teachers towards the inclusive education. The results are discussed with possible implications for educators, policy-makers and international organisations working on the implementation of inclusive education. © 2012 The Authors. Journal of Research in Special Educational Needs
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-3802.2011.01226.x 2339240:EJGQITXV 2405685:KJHBE65X

Barriers to the Introduction of ICT into Education in Developing Countries: The Example of Bangladesh - Khan, Md. Shahadat; Hasan, Mahbub; Clement, Che (International Journal of Instruction, 2012)
Within a very few years, Information and Communication Technology (ICT) has turned out to be an effective educational technology which promotes some dramatic changes in teaching and learning processes. Technologies allow students to work more productively than in the past, but the teacher’s role in technology rich classrooms is more demanding than ever (Keengwe, Onchwari et al. 2008). ICT has the potential to transform the nature of education (improving teachers’ design work, enhancing the roles of students and teachers in the learning process and helping to create a collaborative learning environment, etc). Although ICT has the potential to improve the educational system to a great extent, developing countries are far from reaping these benefits because of certain barriers. The aim of this paper is to present a comprehensive review of international articles relating to barriers encountered when introducing ICT into classrooms. This review will help identify the factors that influence teachers’ decisions whether or not to implement ICT in teaching-learning situations. Connections will be made with existing literature to explore possible barriers for introducing ICT into education in Bangladesh. Further, this paper also offers a number of recommendations to reduce these barriers and maximize the beneficial use of ICT on education.
KerkoCite.ItemAlsoKnownAs: 2339240:ZVEEYPXK 2405685:ETUG4APG 2405685:NLFPM6QW
Keywords: ⛔ No DOI found

What are the impacts and cost effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? Protocol - Pryor, John; Westbrook, Jo; Adu-Yeboah, Christine; Orr, David; Durrani, Naureen (EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:AXK7CQ2A 2405685:NG2DIRTE

Killing 'Sesame Street' In Pakistan - Bricklin, Julia (Forbes, 2012)
Library Catalog: www.forbes.com Section: Business KerkoCite.ItemAlsoKnownAs: 2339240:EG2LHUD3 2405685:ESE7I5BY 4803016:LQTRPS8C

US pulls Pakistan Sesame Street aid - BBC (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:X5ZI5F5J 2405685:9SH62KD4 4803016:FMFFZ2VN

US pulls funding from Pakistan's Sesame Street - Boone, Jon (The Guardian, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:RVN4BHMY 2405685:2YC6M7TZ 4803016:NPYGTLE6
Keywords: Children's TV; Pakistan; Sesame Street; Television; US news; World news

Challenges Facing Adoption of Information Communication Technology (ICT) In Educational Management in Schools in Kenya - Kipsoi, Emmy; Chang'ach, Dr; Sang C, Hellen (Journal of Sociological Research, 2012)
ICT has contributed greatly to educational management in schools globally (Zhao and Frank, 2003). However, in Kenya schools hardly use ICTs to manage the quality of output, or to raise teacher productivity, or to reduce costs through analyzing spending. This is attributed to a myriad of challenges facing most schools in Kenya with regard to adoption of ICTs in educational management. This has resulted to a slow rate of adoption of technology despite its promise and potential for use in educational management in schools. As such, this paper analyses the lethargy that has surrounded education management in schools with respect to acquisition of Information Communication Technology. Education and training sector has a major role to play in the implementation of the proposed ICT policy. First, the sector itself is a major user of ICT, not only in education, training and research but also in the management of the sector. The paper argues that ICT policies must be dynamic, cost-effective, adaptable, and differentiated between sectors and between the various segments of educational management in order to contribute effectively to education management. The recommendations of this paper provide a basis for the urgent need for the integration of ICTs in educational management in schools in Kenya.
KerkoCite.ItemAlsoKnownAs: 10.5296/jsr.v3i1.1882 2339240:RXCIEA2R 2405685:EMUX9EK9

iLearning: the future of higher education? Student perceptions on learning with mobile tablets - Rossing, Jonathan P; Miller, Willie M; Cecil, Amanda K; Stamper, Suzan E (Journal of the Scholarship of Teaching and Learning, 2012)
The growing use of mobile technology on college campuses suggests the future of the classroom, including learning activities, research, and even studentfaculty communications, will rely heavily on mobile technology. Since Fall 2010, an interdisciplinary team of faculty from Indiana University – Purdue University Indianapolis (IUPUI) has experimented with the use of iPads in the classroom. This paper includes the preliminary results of a study on student impressions of mobile technology in the classroom. The paper will report both opportunities and limitations for incorporating mobile technologies in learning environments.
KerkoCite.ItemAlsoKnownAs: 2339240:QJIY5G7U 2405685:5KFU9S7S
Keywords: ⚠️ Invalid DOI

Effects of Special E-Learning Program on Hearing-Impaired Learners' Achievement and Perceptions of Basic Geometry in Lower Primary Mathematics: - Kiboss, Joel Kipkemboi (Journal of Educational Computing Research, 2012)
Achievement in mathematics is an issue of great concern not only to students and parents but also to employers and researchers in Kenya. This is because the Ken...
Sage CA: Los Angeles, CA shortDOI: 10/ggdtp3 KerkoCite.ItemAlsoKnownAs: 10.2190/EC.46.1.b 10.2190/ec.46.1.b 10/ggdtp3 2339240:E2A49LQS 2339240:SRIBPMIE 2405685:TBHFERAU 2405685:Z3BJFVR2

Assessing pre-service English language teachers' learning using e-portfolios: Benefits, challenges and competencies gained - Kabilan, Muhamad; Khan, Mahbub (Computers & Education, 2012)
Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students’ learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers’ practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers’ practices of e-portfolios – (1) developing understanding of an effective teacher’s role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2339240:AAZXN3IC 2405685:AP4J6MBB

Value for money and international development: Deconstructing myths to promote a more constructive discussion - Jackson, Penny (OECD Development Co-operation Directorate, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:TPBV4E5D 2405685:8ILRQE95

Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained - Kabilan, Muhammad Kamarul; Khan, Mahbub Ahsan (Computers & Education, 2012)
Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios–(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)
Publisher: Elsevier, 6277 Sea Harbor Drive, Orlando, FL 32887-4800 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964181150?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2405685:HWXIFTD8 2534378:5FY5U4RS 2534378:IBJ6BDNN
Keywords: Academic Achievement; Alternative Assessment; ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; English (Second Language); Ethics; Evaluation; Faculty Workload; Foreign Countries; Higher Education; Information Technology; Internet; Language Teachers; Malaysia; Negative Attitudes; Portfolios (Background Materials); Preservice Teachers; Reliability; Teacher Competencies; Teacher Education; Teaching Methods; Validity; __:import:01; __:match:final; __:matched; __:study_id:2097613; __finaldtb; auto_merged

Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained - Kabilan, Muhammad Kamarul; Khan, Mahbub Ahsan (Computers & Education, 2012)
Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios–(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)
Publisher: Elsevier, 6277 Sea Harbor Drive, Orlando, FL 32887-4800 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964181150?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2339240:3Y2E22FB 2405685:YU2SSCNS 2534378:5FY5U4RS 2534378:IBJ6BDNN
Keywords: Academic Achievement; Alternative Assessment; ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; English (Second Language); Ethics; Evaluation; Faculty Workload; Foreign Countries; Higher Education; Information Technology; Internet; Language Teachers; Malaysia; Negative Attitudes; Portfolios (Background Materials); Preservice Teachers; Reliability; Teacher Competencies; Teacher Education; Teaching Methods; Validity; __:import:01; __:match:final; __:matched; __:study_id:2097613; __finaldtb

Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained - Kabilan, Muhammad Kamarul; Khan, Mahbub Ahsan (Computers & Education, 2012)
Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios–(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)
Publisher: Elsevier, 6277 Sea Harbor Drive, Orlando, FL 32887-4800 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964181150?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2405685:HWXIFTD8 2534378:5FY5U4RS 2534378:IBJ6BDNN
Keywords: Academic Achievement; Alternative Assessment; ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; English (Second Language); Ethics; Evaluation; Faculty Workload; Foreign Countries; Higher Education; Information Technology; Internet; Language Teachers; Malaysia; Negative Attitudes; Portfolios (Background Materials); Preservice Teachers; Reliability; Teacher Competencies; Teacher Education; Teaching Methods; Validity; __:import:01; __:match:final; __:matched; __:study_id:2097613; __finaldtb

Remedial Education Programs to Accelerate Learning for All - Schwartz, Analice C. (World Bank, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1596/26824 2339240:KXDYXF58 2339240:Q455N3RS 2405685:KKLY53KW
Keywords: CHILD LABOR; CLASS SIZE; CURRICULUM; DISADVANTAGED GROUPS; EDUCATIONAL OUTCOMES; EMPLOYMENT; ETHNIC MINORITIES; HIGHER EDUCATION; HUMAN RESOURCES; LITERACY; ORPHANS; QUALITY OF EDUCATION; READING; SCHOOLS; SECONDARY EDUCATION; SOCIAL SKILLS; TEACHER TRAINING; TEXTBOOKS; UNIVERSAL PRIMARY EDUCATION; UNIVERSITIES; VULNERABLE GROUPS; YOUTH

Mediamarx: Voice to the Voiceless - Kaliyadan, Ratheesh (Kheda Communication Project, 2012)
Library Catalog: Blogger KerkoCite.ItemAlsoKnownAs: 2339240:X9IWRA2P 2405685:9JZUB7I3 4803016:68RW7YXR

Determining the feasibility of an e-portfolio application in a distance education teaching practice course - Kecik, Ilknur; Aydin, Belgin; Sakar, Nurhan; Dikdere, Mine; Aydin, Sinan; Yuksel, Ilknur; Caner, Mustafa (The International Review of Research in Open and Distributed Learning, 2012)
In this study we aim to conduct a complete evaluation of the e-portfolio application in the distance teaching practice course that is part of the Distance English Language Teacher (DELT) program at Anadolu University from the perspective of three groups: university supervisors, preservice teachers, and cooperating teachers. Using a survey on the needs of preservice teachers and how well these were met according to the three groups’ perspectives, we gathered qualitative and quantitative data on the feasibility of the e-portfolio application. Our analysis of the findings revealed that all three groups agreed about the needs of preservice teachers. And despite some minor variance in the perspectives of each group, we determined that e-portfolio applications can meet the majority of the planning, teaching, and reflection needs in the teaching process. We offer suggestions to improve eportfolio applications so they will better meet preservice teachers’ needs.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v13i2.1160 2339240:TMPJKTC3 2405685:QTQSZ579

Building an inclusive definition of e-learning: An approach to the conceptual framework - Sangrà, Albert; Vlachopoulos, Dimitrios; Cabrera, Nati (The International Review of Research in Open and Distributed Learning, 2012)
E-learning is part of the new dynamic that characterises educational systems at the start of the 21st century. Like society, the concept of e-learning is subject to constant change. In addition, it is difficult to come up with a single definition of e-learning that would be accepted by the majority of the scientific community. The different understandings of e-learning are conditioned by particular professional approaches and interests.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v13i2.1161 10/gfdb7r 2339240:M75M3X48 2405685:SW8QT9ZX

Technology and Child Development: Evidence from the One Laptop Per Child Program [IDB Working Paper No. IDB-WP-304] - Cristia, Julián P; Ibarrarán, Pablo; Cueto, Santiago; Santiago, Ana; Severín, Eugenio (2012)
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2032444 10/ggf853 2339240:ZPH88FN8 2405685:2EZM2D4J 683578:TAE6LJIM
Keywords: _THEME: Curriculum and resources

Can cost-effectiveness analysis integrate concerns for equity? Systematic review - Johri, Mira; Norheim, Ole Frithjof (International Journal of Technology Assessment in Health Care, 2012)
OBJECTIVES: The aim of this study was to promote approaches to health technology assessment (HTA) that are both evidence-based and values-based. We conducted a systematic review of published studies describing formal methods to consider equity in the context of cost-effectiveness analysis (CEA). METHODS: Candidate studies were identified through an unrestricted search of the Pub Med and EMBASE databases. The search closed on January 20, 2011. We identified additional studies by consulting experts and checking article bibliographies. Two authors independently reviewed each candidate study to determine inclusion and extracted data from studies retained for review. In addition to documenting methods, data extraction identified implicit and explicit notions of fairness. Data were synthesized in narrative form. Study quality was not assessed. RESULTS: Of the 695 candidate articles, 51 were retained for review. We identified three broad methods to facilitate quantitative consideration of equity concerns in economic evaluation: integration of distributional concerns through equity weights and social welfare functions, exploration of the opportunity costs of alternative policy options through mathematical programming, and multi-criteria decision analysis. CONCLUSIONS: Several viable techniques to integrate equity concerns within CEA now exist, ranging from descriptive approaches to the quantitative methods studied in this review. Two obstacles at the normative level have impeded their use in decision making to date: the multiplicity of concepts and values discussed under the rubric of equity, and the lack of a widely accepted normative source on which to ground controversial value choices. Clarification of equity concepts and attention to procedural fairness may strengthen use of these techniques in HTA decision making.
KerkoCite.ItemAlsoKnownAs: 10.1017/s0266462312000050 10/f3xtd7 2339240:IWXV98J3 2405685:PSE2A7W4
Keywords: Canada; Cost-Benefit Analysis; Decision Support Techniques; Health Resources; Health Services Accessibility; Health Status Disparities; Humans; Quality-Adjusted Life Years; Social Justice; Social Welfare

Determining the feasibility of an e-portfolio application in a distance education teaching practice course - Kecik, Ilknur; Aydin, Belgin; Sakar, Nurhan; Dikdere, Mine; Aydin, Sinan; Yuksel, Ilknur; Caner, Mustafa (International Review of Research in Open and Distance Learning, 2012)
[...]teacher education programs have begun embracing various web-based distance learning models to allow teachers to pursue additional education and professional growth experiences (Frey, 2008; Aldridge, Fraser, & Ntuli, 2009; Ludlow & Brannan, 1999; Beattie, Spooner, Jordan, Algozzine, & Spooner, 2002). [...]e-portfolios enable students' personal and professional growth and lifelong learning in distance education (Genç-Kumtepe, 2009; Lin, 2008; Frey, 2008).
Place: Athabasca Publisher: International Review of Research in Open and Distance Learning Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1634473704?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v13i2.1160 2405685:WS5G6A39 2534378:29ZCKBN5 2534378:YKJ8RPIT
Keywords: Collaboration; Cooperating teachers; Distance education; Distance learning; Education–Adult Education; Feedback; Independent study; Interactive learning; Supervisors; Teacher education; Teaching; __:import:01; __:match:final; __:matched; __:study_id:2096507; __finaldtb; adult learning; interactive learning environments; teaching practice

Technology and child development: Evidence from the One Laptop Per Child Program [IZA Discussion Paper No. 6401] - Cristia, Julian; Ibarraran, Pablo; Cueto, Santiago; Santiago, Ana; Severin, Eugenio (Social Science Research Network, 2012)
Although many countries are aggressively implementing the One Laptop per Child (OLPC) program, there is a lack of empirical evidence on its effects. This paper presents the impact of the first large-scale randomized evaluation of the OLPC program, using data collected after 15 months of implementation in 319 primary schools in rural Peru. The results indicate that the program increased the ratio of computers per student from 0.12 to 1.18 in treatment schools. This expansion in access translated into substantial increases in use both at school and at home. No evidence is found of effects on enrollment and test scores in Math and Language. Some positive effects are found, however, in general cognitive skills as measured by Raven's Progressive Matrices, a verbal fluency test and a Coding test.
KerkoCite.ItemAlsoKnownAs: 2339240:H697XM5B 2405685:LP9YKN89
Keywords: _Source:Intuitive; education; experiments; technology

OER Adaptation and Reuse across cultural contexts in Sub Saharan Africa: Lessons from TESSA (Teacher Education in Sub Saharan Africa) - Wolfenden, Freda; Buckler, Alison Sarah Hemmings; Keraro, Fred (Journal of Interactive Media in Education, 2012)
shortDOI: 10/gf5f64 KerkoCite.ItemAlsoKnownAs: 10.5334/2012-03 10/gf5f64 2339240:JII3H25Z 2405685:4AGBND6C 2405685:RF9QA3TD 2534378:5DH4QPVZ 2534378:DXRYWBS8 2534378:TSL8CQT4

Working with the Grain and Swimming against the Tide - Booth, David (Public Management Review, 2012)
Research into the governance of public goods provision in Africa suggests that, on their own, bottom–up pressures from voters and service users are only a weak factor in improving performance. It confirms the importance of working with politicians and service providers as well as clients. However, getting ‘uptake’ of these findings into the practice of development agencies is difficult. In the dissemination of previous studies, certain propositions about the power of information and community monitoring have been heavily over-sold because they satisfy practitioners' hunger for simple, upbeat messages. Incentives, ideologies and vested interests inhibit the adoption of more complex findings.
Publisher: Routledge _eprint: https://doi.org/10.1080/14719037.2012.657959 KerkoCite.ItemAlsoKnownAs: 10.1080/14719037.2012.657959 2339240:U2LWYWNF 2339240:ZXRHL45K 2405685:XB92ZXCD 2405685:YTRBP623
Keywords: Africa; community monitoring; governance; public services; research uptake

Online learning community: A case study of teacher professional development in Indonesia - Sari, Eunice (Intercultural Education, 2012)
This paper investigates the concept of online learning community (OLC) to address the issues of teacher professional development practice in twenty-first-century Indonesia. Teachers in Indonesia are trained in a 'conventional way', hence, not ready to prepare the younger generations for entrance into the twenty-first-century complex life and work environment. The pedagogical transformation of a teacher can be facilitated through teacher professional development. Recent studies show that OLC holds great promise in improving teachers' professional practice. This paper presents key results of the introduction and trialling of OLC with Indonesian teachers and teacher educators between 2009 and 2010 and aims to explore the feasibility of this model to support professional development of teachers in this era. The social learning interactions among community members were examined using Scardamalia's Twelve Socio-Cognitive Determinants of Knowledge Building and Hoftsede's Cultural Dimension Review for Indonesia.
KerkoCite.ItemAlsoKnownAs: 10.1080/14675986.2012.664755 2339240:L9YC4RVC 2405685:W2R874SP

School-based teachers’ professional development through technology-enhanced learning in Bangladesh - Shohel, M. Mahruf C.; Banks, Frank (Teacher Development, 2012)
To promote significant pedagogical change, the most successful teacher education programmes for the global south happen in the school context. This paper is based on a pre-pilot intervention study of an international education development programme in Bangladesh. Technology-enhanced learning, in this case the use of the Apple® iPod® (iPod touch®), was used to support teachers’ teaching and learning in their school contexts. This paper presents evidence to demonstrate how such school-based technology-enhanced support systems impact on classroom practice and help teachers’ professional development. Using the case of a pre-pilot intervention in the Underprivileged Children’s Educational Programs schools, it explores the teachers’ professional development by analysing interviews with the teachers who were participating in the pre-pilot intervention programme, and draws the conclusion from the collected data that school-based teachers’ professional development through technology-enhanced learning is contributing significantly to in-service training in a resource-constrained context.
Publisher: Routledge _eprint: https://doi.org/10.1080/13664530.2012.668103 KerkoCite.ItemAlsoKnownAs: 10.1080/13664530.2012.668103 10/gf5f6p 2339240:QYT78QZJ 2405685:AJFFY6AZ 2534378:EYTQ9C76 2534378:ILM8S5MC 2534378:L6R23M7S 2534378:PXRSVU2M 2534378:TBRE94GM 2534378:U2JMZZFP
Keywords: AUDIOVISUAL education; BANGLADESH; Bangladesh; COMPUTER assisted instruction; ENGLISH language – Study & teaching – Foreign speakers; Education–Teaching Methods And Curriculum; Educational technology; LANGUAGE teachers; Learning; PROFESSIONAL education; Professional development; SECONDARY school teachers; TEACHER development; TEACHERS – Attitudes; Teacher education; UCEP-Bangladesh; __:import:01; __:match:final; __:matched; __:study_id:2099954; ___working_potential_duplicate; hand-held device; school-based; teachers' professional development; teachers’ professional development; technology-enhanced learning

Motivation, personality, and development within embedded social contexts: an overview of self-determination theory - Deci, Edward L.; Ryan, Richard M. (The Oxford Handbook of Human Motivation, 2012)
"Motivation, Personality, and Development Within Embedded Social Contexts: An Overview of Self-Determination Theory" published on by Oxford University Press.
KerkoCite.ItemAlsoKnownAs: 10.1093/oxfordhb/9780195399820.013.0006 2339240:TBNV2RWW 2405685:P8QL6VW7

School Program of In-service Training for the Term (SPRINT) Programme in Zambia - A Case of Collaboration Towards Self-Reliant Education Development - Mubanga, Ruth (Collaboration toward Greater Autonomy in Educational Development, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:BN7RXG6G 2339240:YFMGDYLU 2405685:J8VK4E8F

Paradigm Shift in Language Planning and Policy: Game-Theoretic Solutions - Koffi, Ettien (DE GRUYTER, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1515/9781934078112 2405685:ITDX69J8 4042040:FYRKSLLC

Planning and designing educational technology for low-income communities: A participatory and proactive approach - Ezumah, Bellarmine (Disruptive Technologies, Innovation and Global Redesign: Emerging Implications, 2012)
This chapter is an excerpt of a study that addressed the above concern using the One Laptop Per Child (OLPC) projects in Nigeria and Ghana as a case. It also situates the OLPC XO-laptop as a disruptive technology, because it aims at altering the existing pedagogy of the communities in which it was introduced through its constructivist approach. Moreover, as with most disruptive technologies, the XO laptop project is considered revolutionary, dramatically cheaper than regular laptops, convenient, and provides a different kind of learning content. As with the theme of this chapter, the XO laptop, although possessing disruptive technological qualities, was unable to achieve its goal due to lack of thorough planning and implementation of the adoption process. Results from the study informed the author to posit a model for technology adoption in low-income communities that is considered inclusive, participatory, and proactive, involving all stakeholders in setting up a policy. Such policy is expected to serve as benchmark for measuring the congruency of any proposed product whether disruptive or sustainable to the local need before its adoption.
KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-4666-0134-5.ch017 2339240:6SLEALNK 2405685:GQ3B44QV
Keywords: ___working_potential_duplicate

Is M-learning versus E-learning or are they supporting each other? - Ozuorcun, Nilcan Ciftci; Tabak, Feride (Procedia - Social and Behavioral Sciences, 2012)
The massive changes in society and development of technology have an important effect on education. These changes affect all areas of education and this education continues, and is everywhere, at all times, using new technology. Mobile devices bring big opportunities to learners, to learn at all times, with no boundaries for education. Before M-learning, E-learning gave many advantages for learners while they were living faraway from school. In this study we try to explain the basic definitions of M-learning and E-learning, and try to find answers for the questions “is M-learning derived from E-learning” and “if it is derived, does M-learning support E-learning, or is M-learning in opposition to E-learning?” Is M-learning supporting E-learning, or are they in opposition??
KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2012.05.110 2339240:2QM8R4Z2 2405685:GT4BE48W
Keywords: E-learning; M-learning

Virtual learning communities: Success factors and challenges - Wegener, R.; Leimeister, Jan Marco (International Journal of Technology Enhanced Learning, 2012)
Despite their didactical potential many Virtual Learning Communities VLCs fail in enhancing learning outcomes. Therefore, we synthesise factors most critical for establishing a successful VLC. Applying a structured literature review, we searched for studies dealing with VLCs in the well known databases Business Source Premier, Science Direct and ERIC. We identified, classified and synthesised 64 relevant papers. Results indicate that critical success factors include a strong instructor that acts in different facilitation roles, face-to-face meetings that help establishing social ties and well structured small-group assignments that scaffold the learning process. Main challenges are a lack of common goals, feelings of inhibition and technical problems. Based on the review, we offer concrete advice for instructors building up VLCs. We suggest that future research should focus on the design of methods and tools for instructors to facilitate the learning process in a less resource demanding way.
KerkoCite.ItemAlsoKnownAs: 10.1504/IJTEL.2012.051814 2405685:8N552RQZ

Special Needs Education: Country Data 2012 (European Agency for Development in Special Needs Education, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:2R6EC87G 2405685:A7NTS6EN

Status of implementation of the ICT Curriculum in Ghanaian Basic Schools - Acquah, Bernard Yaw Sekyi (Journal of Arts and Humanities, 2012)
Number: 3 KerkoCite.ItemAlsoKnownAs: 10.18533/journal.v1i3.31 2339240:UQRE5T7J 2405685:HLGBJD66
Keywords: Content Knowledge; ⚠️ Invalid DOI

Exploring the Efficacy of Student Response System in a Sub-Saharan African Country: A Sociocultural Perspective - Learning & Technology Library (LearnTechLib) - Agbatogun, Alaba Olaoluwakotansibe (Journal of Information Technology Education: Research, 2012)
shortDOI: 10/gfrf4b KerkoCite.ItemAlsoKnownAs: 10.28945/1715 10/gfrf4b 2339240:MTR8Y89X 2405685:FJH7TUA4

Access, Transitions and Equity in Education in Ghana: Researching Practice, Problems and Policy - Akyeampong, Kwame; Rolleston, Caine; Ampiah, Joseph Ghartey; Lewin, Keith M (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:X5BPYATI 2405685:8UM3DEYF
Keywords: ⛔ No DOI found

The Impact of ICT as Another Route to Overcome Learning Barriers for Students with SEN: A Case Study in an Egyptian Context - Al-Gawhary, Wedad; Kambouri, Maria (International Association for the Development of the Information Society, 2012)
The purpose of this case study was to measure the impact of using ICT in Individual Learning Programmes of students with learning disabilities. Twenty five students and thirteen teachers took part in the research which was based on classroom observations. The Kappa coefficient was employed as a measure to statistically quantify the students' acquisition and progress in learning computer and literacy skills through raters' observations. A high correlation between Keyboard, PowerPoint, and literacy skills (writing, reading, and maths) was revealed suggesting the significance and impact of keyboard training as an essential component towards achieving educational objectives. Moreover, thematic analysis of the teachers' interviews provided a further dimension for understanding factors influencing the ICT integration process. These results further confirmed the positive impact of computer skills training on the students' learning experience which also revealed a strong belief in the right of every child to all learning opportunities, particularly ICT regardless of his/her abilities.(Contains 2 tables.) [For the complete proceedings, "Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)," see ED542606.]
Publication Title: International Association for Development of the Information Society KerkoCite.ItemAlsoKnownAs: 2339240:95DQ5J33 2405685:M5TD7M7N
Keywords: Autism; Barriers; Case Studies; Cerebral Palsy; Communications; Computer Literacy; Computer Mediated Communication; Computer Software; Down Syndrome; Foreign Countries; Heterogeneous Grouping; Information Technology; Interrater Reliability; Mixed Methods Research; Semi Structured Interviews; Semitic Languages; Special Needs Students

Design-Based Research: A decade of progress in education research? - Anderson, Terry; Shattuck, Julie (Educational Researcher, 2012)
Design-based research (DBR) evolved near the beginning of the 21st century and was heralded as a practical research methodology that could effectively bridge th...
Publisher: SAGE PublicationsSage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X11428813 2339240:EV6A7JPL 2405685:IF68G7MA

From research & design milieu to a Living Lab: Ukombozi School in Tanzania - Apiola, Mikko-Ville; Lähde, Kristiina; Tedre, Matti; Pakarinen, Saila (IST-Africa 2012 Conference Proceedings, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:C8768J3K 2405685:MZ2LT6S6
Keywords: ⛔ No DOI found

Australia-Indonesia for Pro-Poor Policy: the Knowledge Sector Initiative - Australian Agency for International Development (Australian Agency for International Development, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:XID676JJ 2405685:8IL3G32C

Introduction To Mixed Methods In Impact Evaluation - Bamberger, M. (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:VR8UU3JQ 2405685:MTREI8RF

Empowering Adolescent Girls: Evidence from a Randomized Control Trial in Uganda - Bandiera, Oriana; Buehren, Niklas; Burgess, Robin; Goldstein, Markus; Gulesci, Selim; Rasul, Imran; Sulaiman, Munshi (World Bank, 2012)
Nearly 60% of Uganda’s population is aged below 20. This generation faces health challenges associated with HIV, coupled with economic challenges arising from an uncertain transition into the labor market. We evaluate the impacts of a programme designed to empower adolescent girls against both challenges through the simultaneous provision of: (i) life skills to build knowledge and reduce risky behaviors; (ii) vocational training enabling girls to establish small-scale enterprises. The randomized control trial tracks 4 800 girls over two years. We …nd the programme signi…cantly improves HIV and pregnancy related knowledge, as well as corresponding risky behaviors: among those sexually active, self-reported routine condom usage increases by 50%. Furthermore, from a baseline of 21%, there is the near elimination of girls reporting having recently had sex unwillingly. On outcomes related to vocational training, the intervention raised the likelihood of girls being engaged in income generating activities by 35%, mainly driven by increased participation in self-employment. The …ndings suggest combined interventions might be more e¤ective among adolescent girls than single-pronged interventions aiming to change risky behaviors solely through related education programmes, or to improve labor market outcomes solely through vocational training.
KerkoCite.ItemAlsoKnownAs: 10.1596/25529 2339240:QLSZVP97 2405685:XLMCMUMT 4656463:6HBDA7WI

Information and collective action in community-based monitoring of schools : Field and lab experimental evidence from Uganda - Barr, A; Mugisha, F; Serneels, P; Zeitlin, A (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:8MW4XELS 2405685:DFTQKSMR

in Emergency and Post-Crisis Situations - Barry, Barbara; Newby, Landon (Global Education Cluster Working Group and IIEP-UNESCO, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:TBXXUF5N 2405685:2TJ3MN4H
Keywords: ⛔ No DOI found

Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty - Bhuasiri, Wannasiri; Xaymoungkhoun, Oudone; Zo, Hangjung; Rho, Jae Jeung; Ciganek, Andrew P. (Computers & Education, 2012)
This study identifies the critical success factors that influence the acceptance of e-learning systems in developing countries. E-learning is a popular mode of delivering educational materials in higher education by universities throughout the world. This study identifies multiple factors that influence the success of e-learning systems from the literature and compares the relative importance among two stakeholder groups in developing countries, ICT experts and faculty. This study collected 76 usable responses using the Delphi method and Analytic Hierarchy Process (AHP) approach. The results reveal 6 dimensions and 20 critical success factors for e-learning systems in developing countries. Findings illustrate the importance of curriculum design for learning performance. Technology awareness, motivation, and changing learners behavior are prerequisites for successful e-learning implementations. Several recommendations are provided to aid the implementation of e-learning systems for developing countries which have relevance for researchers and practitioners. Limitations as well as possible research directions are also discussed.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.10.010 10/dp8bv8 2339240:AGES4SVM 2339240:JTA584Q4 2339240:PRLY7JT2 2405685:4V5A5CV2
Keywords: AHP; Critical success factors; Delphi method; Developing countries; E-learning

Cognitive and socioemotional caregiving in developing countries - Bornstein, Marc H.; Putnick, Diane L. (Child Development, 2012)
Enriching caregiving practices foster the course and outcome of child development. We studied two developmentally significant domains of positive caregiving – cognitive and socioemotional – in more than 127,000 families with under-5 year children from 28 developing countries. Mothers varied widely in cognitive and socioemotional caregiving and engaged in more socioemotional than cognitive activities. More than half of mothers played with their children and took them outside, but only a third or fewer read books and told stories to their children. The GDP of countries related to caregiving after controlling for life expectancy and education. The majority of mothers report that they do not leave their under-5s alone. Policy and intervention recommendations are elaborated.
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8624.2011.01673.x 2339240:B9VFFTA2 2405685:3GF9TM87

iPad Scotland Evaluation - Burden, K., Hopkins, P., Male, T., Martin, S., & Trala, C. (University of Hull, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:BYHQGWUL 2405685:HFXXSAXW

Does Math Achievement h'APP'en when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction? - Carr, Jennie M (Journal of Information Technology Education, 2012)
00004 KerkoCite.ItemAlsoKnownAs: 2129771:FDS3EMAS 2405685:3Q5Q7NPI
Keywords: ⛔ No DOI found

Pre-service teacher training in Malawi: findings of a pilot study on the viability of media players for teacher development - Carrier, Carol; Finholt-Daniel, Matt; Sales, Gregory C (International Journal of Education and Development using Information and Communication Technology, 2012)
As part of the United States Agency for International Development (USAID funded Malawi Teacher Professional Development Support project, a sub-task was the piloting of an alternative technology that could be used for improving the quality and consistency of teacher continued professional development (CPD). The pilot, which included 26 open and distance learning (ODL) student teachers, was launched in the spring of 2011 using a low-cost portable MP3 multi-purpose device. A short course on numeracy, containing 5 weekly lessons, was piloted. Each lesson consisted of one or two readings, two videos, and an assignment that directed the learner to complete tasks and document their completion using the camera and audio recorder features of the media player. The viability of using the media player for CPD was evaluated on the ease of use, effectiveness of instruction, and potential for long-term scalability. The evaluation results demonstrated that, with a small amount if initial training, the devices were easy to use and they effectively deliver instruction. Scalability, however, is critical to the long-term success of an initiative based on these or similar devices. An analysis suggests that an affordable option worth considering is the systematic, shared use of media player devices within schools. This approach could dramatically reduce the cost of using this alternative technology for ODL training to pennies per lesson. [PUBLICATION ABSTRACT]
Place: Bridgetown Publisher: University of the West Indies KerkoCite.ItemAlsoKnownAs: 2339240:H5SC64NG 2405685:HNDKMF9C 2534378:5F2RLGL3 2534378:783739U4
Keywords: Distance learning; Education; Learning; Malawi; Software; Student teachers; Teacher education; Teaching; __:import:01; __:match:final; __:matched; __:study_id:2096523; __finaldtb; ⛔ No DOI found

Edutainment Radio, Women’s Status and Primary School Participation: Evidence from Cambodia - Cheung, Maria (2012)
This paper explores the eﬀect of being exposed to education-entertainment (“edutaiment”) gender-related radio information on women’s status and primary school participation. Speciﬁcally, I examine one of the most popular radio stations in Cambodia using two identiﬁcation strategies. The ﬁrst exploits plausible exogenous variation in over-the-air signal strength between radio transmitters and villages within a district. The second exploits the variation across time and space in exposure. Using individual data, both approaches show that access to both entertaining and educating information about gender issues had a signiﬁcant impact on behavior by raising the women’s decision-making power within the household and increasing children’s primary school attendance. The impact was found in both poor and rural households conﬁrming that en radio broadcast is an eﬀective way to transmit information in the more marginalized areas. Suggestive evidence shows that the exposure also aﬀected attitudes towards domestic violence and the prevalence of son preference which is a stepping stone towards changing socially constructed gender norms. The eﬀect on investing in children’s human capital is also reﬂected by higher primary school enrollment three years after exposure.
KerkoCite.ItemAlsoKnownAs: 2339240:WUMYSGHP 2405685:USAIB9C7
Keywords: ⛔ No DOI found

Teacher educators’ perspectives of the introduction of ICT in education in Bangladesh - Chowdhury, M (Critical Literacy: Theories and Practices, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:INLPU2EQ 2405685:72TSTWR5
Keywords: ⛔ No DOI found

Tweens with the iPad classroom—Cool but not really helpful? - Culén, A., & Gasparini, A. (In e-Learning and e-Technologies in Education (ICEEE), 2012 International Conference on, 2012)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:RKXYJY5N 2405685:LDT2VUW7
Keywords: ⛔ No DOI found

Education Fund for Sindh Pilot Programme: 2012/13-2014/15: Business Case - DFID (Department for International Development, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:4KN9UV5K 2405685:M6S66V2L

Digital Study Hall Biannual report 2012 - DHS (Digital Study Hall, 2012)
EdTechHub.ItemAlsoKnownAs:2405685:IYX4P468

The Impact of Scripted Literacy Instruction on Teachers and Students - Dresser, Rocio (Issues in Teacher Education, 2012)
Today, effective and creative teacher designed instruction is being replaced by scripted reading programs. These programs are changing the role of the teacher in the classroom from professionals to mere transmitters of knowledge. The idea that the role of the teacher had changed became evident while conducting a study with elementary school teachers from a local school. The five participating teachers were concerned about their English learners (ELs) not meeting their academic requirements. They attributed their students' low-test scores to the fact that a large number of them were proficient decoders, but struggled with reading comprehension and content knowledge. They felt that the scripted literacy program was rushed and did not give them enough time to take a closer look at students' individual reading needs. This article begins with a brief overview of the initial study and presents some of the unexpected findings. The article also explores some of the unintended consequences of scripted reading programs as well as the claims made by some proponents. At the end, it provides some alternatives to scripted instruction. (Contains 1 figure.)
Publisher: Caddo Gap Press KerkoCite.ItemAlsoKnownAs: 2339240:UYNF7HAW 2405685:TESFFI56
Keywords: Action Research; Decoding (Reading); Elementary School Teachers; English Language Learners; Individual Needs; Instructional Effectiveness; Literacy; Reading Comprehension; Reading Instruction; Reading Programs; Second Language Learning; Teacher Attitudes; Teacher Responsibility; Teacher Role; Teaching Methods; ⛔ No DOI found

The Digital StudyHall (DSH) - DSH (Digital StudyHall, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:6QKRLMUD 6QKRLMUD

Incentives work: Getting teachers to come to school - Duflo, Esther; Hanna, Rema; Ryan, Stephen (American Economic Review, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1257/aer.102.4.1241 2339240:SGHUYHRZ 2405685:27NFBCPU

Tablet vs. Paper: The Effect on Learners' Reading Performance. - Dundar, Hakan; Akcayir, Murat (International Electronic Journal of Elementary Education, 2012)
00007 KerkoCite.ItemAlsoKnownAs: 2129771:RGAHPBS9 2405685:3EE4XZP3
Keywords: ⛔ No DOI found

Life planning by digital storytelling in a primary school in rural Tanzania - Duveskog, Marcus; Tedre, Matti; Sedano, Carolina Islas; Sutinen, Erkki (Educational Technology & Society, 2012)
Storytelling is one of the earliest forms of knowledge transfer, and parents often use it for teaching their children values and knowledge. Formal schooling, however, is less inclined to use storytelling as a vehicle for knowledge transfer, and even less as a vehicle for modern self-directed, student-centered, and constructionist pedagogy. Research literature reports experiences on student-centered storytelling in schools, but there is little information about such learning environments using modern information technology. Using a case study approach, we collected qualitative data from a workshop that tested a number of constructionist pedagogical approaches and one-to-one computing technology in a hypercontextualized storytelling workshop. In that workshop, which took place in a Tanzanian primary school, pupils used their XO-1 laptops as digital media tools for expressing their dreams and solutions to overcoming challenges in life. Results of this study suggest that digital storytelling offers additional advantages when compared to traditional storytelling. Designers need to follow six principles for a successful digital storytelling workshop: commitment, contextual grounding, previous exposure to the context, involvement of local experts, atmosphere of trust, and realistic flexible planning.
KerkoCite.ItemAlsoKnownAs: 2339240:RY6T9AGL 2405685:KW2JCTF6
Keywords: ⛔ No DOI found

Planning and designing educational technology for low-income communities: A participatory and proactive approach - Ezumah, Bellarmine (Disruptive Technologies, Innovation and Global Redesign: Emerging Implications, 2012)
This chapter is an excerpt of a study that addressed the above concern using the One Laptop Per Child (OLPC) projects in Nigeria and Ghana as a case. It also situates the OLPC XO-laptop as a disruptive technology, because it aims at altering the existing pedagogy of the communities in which it was introduced through its constructivist approach. Moreover, as with most disruptive technologies, the XO laptop project is considered revolutionary, dramatically cheaper than regular laptops, convenient, and provides a different kind of learning content. As with the theme of this chapter, the XO laptop, although possessing disruptive technological qualities, was unable to achieve its goal due to lack of thorough planning and implementation of the adoption process. Results from the study informed the author to posit a model for technology adoption in low-income communities that is considered inclusive, participatory, and proactive, involving all stakeholders in setting up a policy. Such policy is expected to serve as benchmark for measuring the congruency of any proposed product whether disruptive or sustainable to the local need before its adoption.
KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-4666-0134-5 2339240:RRTECR3A 2405685:8K8CRIHL
Keywords: ___working_potential_duplicate

Preferences and skills of Indian public sector teachers - Fagernäs, Sonja; Pelkonen, Panu (IZA Journal of Labour & Development, 2012)
I25, J41, J45 Copyright Fagernäs and Pelkonen; licensee Springer. 2012
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 2339240:BDBGTNN7 2405685:2CNDI2PP
Keywords: Discrete choice experiment; Hiring quotas; India; Job preferences; Skills; Teacher recruitment

Academic achievement, technology and race: Experimental evidence - Fairlie, Robert W. (Economics of Education Review, 2012)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2012.04.003 2339240:CHZ2J6S6 2405685:LZFAY4ZT

The effects of home access to technology on computer skills: Evidence from a field experiment - Fairlie, Robert W. (Information Economics and Policy, 2012)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.infoecopol.2012.06.001 2339240:FVPZD3HY 2405685:YKXVMTXC

The effects of home computers on educational outcomes: Evidence from a field experiment with community college students - Fairlie, Robert W.; London, Rebecca A. (The Economic Journal, 2012)
Publisher: Oxford University Press Oxford, UK KerkoCite.ItemAlsoKnownAs: 10.1111/j.1468-0297.2011.02484.x 2339240:LQIGRRDA 2405685:AI8VD6L6

A study of online English language teacher education programmes in distance education context in Pakistan - Farooq, Muhammad U.; Al Asmari, AbdulRahman; Javid, Choudhary Z. (English Language Teaching, 2012)
Technology-based initiatives have transformed the process of teaching and learning activities at formal institutions generally and distance education institutions particularly. Distance education is at the heart of the digital age making maximum use of the emerging technologies. Researchers have favoured computer mediated communications (CMC) for improving the quality of teacher education in developing countries by providing access to more and better educational resources. The researchers designed a CMC-ELT blended model and offered online English language teacher education courses at post-graduate level. A group of students enrolled in MA TEFL programme of Allama Iqbal Open University (AIOU) Islamabad Pakistan, was selected randomly and was guided through CMC-ELT blended model. The results of the study showed that the online support in distance education enhanced students' performance in terms of access, interaction and cost. The effective use of online support in distance education can improve the quality of English language teaching programmes in Pakistan.
Publisher: Canadian Center of Science and Education, 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1773213777?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.5539/elt.v5n11p91 2339240:2EBC4XAX 2405685:9V9TWTN7 2405685:ZUW8ZBWE 2534378:6E7C4XSE 2534378:BNLKR978
Keywords: Access to Education; Blended Learning; Computer Mediated Communication; Control Groups; Costs; Distance Education; ERIC; Current Index to Journals in Education (CIJE); Educational Quality; English (Second Language); Experimental Groups; Foreign Countries; Higher Education; Language Teachers; Masters Programs; Online Courses; Open Universities; Pakistan; Postsecondary Education; Pretests Posttests; Program Improvement; Second Language Instruction; Second Language Learning; Statistical Analysis; Student Attitudes; Student Characteristics; Teacher Education Programs; Teaching Methods; __:import:01; __:match:final; __:matched; __:study_id:2096524; __finaldtb

Tablet PCs–An Assistive Technology for Students with Reading Difficulties? - Gasparini, Andrea A; Culén, Alma Leora (ACHI 2012, The Fifth International Conference on Advances in Computer-Human Interactions, 2012)
00012 KerkoCite.ItemAlsoKnownAs: 2129771:D8YCGGAP 2405685:444DWXKB
Keywords: ⛔ No DOI found

Optical Needs of Students with Low Vision in Integrated Schools of Nepal - Gnyawali, Subodh; Shrestha, Jyoti Baba; Bhattarai, Dipesh; Upadhyay, Madan (Optometry and Vision Science, 2012)
Purpose To identify the optical needs of students with low vision studying in the integrated schools for the blind in Nepal. Methods A total of 779 blind and vision-impaired students studying in 67 integrated schools for the blind across Nepal were examined using the World Health Organization/Prevention of Blindness Eye Examination Record for Children with Blindness and Low Vision. Glasses and low-vision devices were provided to the students with low vision who showed improvement in visual acuity up to a level that was considered sufficient for classroom learning. Follow-up on the use and maintenance of device provided was done after a year. Results Almost 78% of students studying in the integrated schools for the blind were not actually blind; they had low vision. Five students were found to be wrongly enrolled. Avoidable causes of blindness were responsible for 41% of all blindness. Among 224 students who had visual acuity 1/60 or better, distance vision could be improved in 18.7% whereas near vision could be improved in 41.1% students. Optical intervention provided improved vision in 48.2% of students who were learning braille. Only 34.8% students were found to be using the devices regularly after assessment 1 year later; the most common causes for nonuse were damage or misplacement of the device. Conclusions A high proportion of students with low vision in integrated schools could benefit from optical intervention. A system of comprehensive eye examination at the time of school enrollment would allow students with low vision to use their available vision to the fullest, encourage print reading over braille, ensure appropriate placement, and promote timely adoption and proper usage of optical device.
KerkoCite.ItemAlsoKnownAs: 10.1097/OPX.0b013e3182772f3c 2339240:FB9RDDK4 2405685:ELQBAZZ6

Use of tablet technology in the classroom. - Goodwin, K. (NSW Department of Education and Communities, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:YS6XDKHS 2405685:LV4CLWTE

Mobile Learning as a chance to enhance education in developing countries – on the example of Ghana - Grimus, Margarete; Ebner, Martin; Holzinger, Andreas (2012)
Education has become one of the biggest public enterprises in Ghana, taking about 11 percent of the GDP, enrolling about a quarter of the population in schools and other educational services (EDU 2011). The need for content, the demands of young people, requesting material for self-conducted learning, the lack of teachers, the small proportion of trained teachers and the lack of equipment in schools in rural areas are a huge challenge. The advancement of technology and high mobile penetration rates in developing countries has broadened the horizon of education. One possibility to overcome the problems is the application of the concept of mobile learning (called m-Learning). At first, it is required to describe the current situation in Ghana; this includes the identification of stakeholders as well as corresponding and influencing factors, which have to be taken in consideration when planning a holistic m-Learning-model for Ghana. MLearning implies inherently a chance in the didactical approach. In the next step, together with a group of teachers in Ghana, research will be done, aiming at the implementation of a sustainable m-Learning concept for secondary education. Integrating teachers in the first phase is a necessity, since it supports the development of a pedagogical concept, which is necessary for a change in pedagogical practice to integrate m-Learning in daily practice.
KerkoCite.ItemAlsoKnownAs: 2339240:5CCNSQIW 2405685:F9UHH538
Keywords: ⛔ No DOI found

What works to improve teacher attendance in developing countries? A systematic review - Guerrero, Gabriela; Leon, Juan; Zapata, Mayli; Sugimaru, Claudia; Cueto, Santiago (EPPI: Centre, Social Science Research Unit, Institute of Education, University of London., 2012)
Previous studies have found national averages of teacher absenteeism in developing countries that range from 3 percent to 27 percent. However, within countries absenteeism is larger in poorer, more isolated schools, contributing to unequal educational opportunities. The purpose of this paper is to report on a systematic review of research on the effectiveness of interventions aimed at increasing teacher attendance in developing countries, as measured by the rate of teacher attendance. Whenever data are available we also estimate the impact of these programmes on student achievement.
KerkoCite.ItemAlsoKnownAs: 2129771:HQMEK2DN 2405685:RVQVA5PM 4556019:9LQMSXJ4
Keywords: potential solutions; ⛔ No DOI found

Indonesia's Quiet Springtime: Knowledge, Policy and Reform - Guggenheim, Scott (Indonesia Rising: The Repositioning of Asia's Third Giant, 2012)
There are reasons for thinking that this is at last Indonesia's moment on the world stage. Having successfully negotiated its difficult transition to...
KerkoCite.ItemAlsoKnownAs: 2339240:TPFWM4PW 2405685:4ILELC5B

An Intersectionality-Based Policy Analysis Framework - Hankivsky, Olena (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:UL8AGJDZ 2405685:T6G4MKTK
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Denmark DNK; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:India IND; _C:Ireland IRL; _C:Japan JPN; _C:Mexico MEX; _C:New Zealand NZL; _C:Norway NOR; _C:South Africa ZAF; _C:Sweden SWE; _C:Switzerland CHE; _C:United Kingdom GBR; _C:United States USA; __C:scheme:1

Teacher Education in Sub-Saharan Africa: formative evaluation report - Harley, Ken; Barasa, Fred Simiyu (Teacher Education in Sub-Saharan Africa (TESSA), 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:5BSR5SID 2405685:CT5DSKZ6 2534378:927M5SAG 2534378:V4FU8B92
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2457446; __finaldtb; auto_merged; ⛔ No DOI found

Teacher Education in Sub-Saharan Africa: formative evaluation report - Harley, Ken; Barasa, Fred Simiyu (Teacher Education in Sub-Saharan Africa (TESSA), 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:6LCQWKL6 2405685:GW7U34GK 2534378:927M5SAG 2534378:V4FU8B92
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2457446; __finaldtb; ⛔ No DOI found

TESSA Formative Evaluation Report Executive Summary - Harley, Ken; Simiyu Barasa, Fred (Teacher education in sub-Saharan Africa, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:X4HFGDN9

Visible learning for teachers: Maximizing impact on learning - Hattie, John (Routledge, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:24JDEIRH 2405685:TKCIH9PB

The iPad as a Tool For Education - a case study - Heinrich, P. (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:FC3GMYB8 2405685:YGDJMN4F

iPad in education: A case study of iPad adoption and use in a primary school. - Henderson, S., & Yeow, J. (In 45th International Conference on System Science (HICSS) 2012, 2012)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:8UWM3IZS 2405685:YVTIBQYU
Keywords: ⛔ No DOI found

Empowering personalized learning with an interactive e-book learning system for elementary school students - Huang, Yueh-Min; Liang, Tsung-Ho; Su, Yen-Ning; Chen, Nian-Shing (Educational Technology Research and Development, 2012)
00032 shortDOI: 10/f37ffm KerkoCite.ItemAlsoKnownAs: 10/f37ffm 2129771:73VISNVU 2405685:N78SCBFW

Beyond Earthquakes: Leveraging GIS and Volunteered Geographic Information to Build Haitian Schools - ICTworks (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:GHN8JTUH 2405685:PF66UM59

Minimum Standards Handbook - Inter-Agency Network for Education in Emergencies (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:36HRNX48 2405685:9DU2357U

Mobile learning for teachers in Latin America: exploring the potential of mobile technologies to support teachers and improve practice - UNESCO Digital Library - Jara, Ignacio; Claro, Magdalena; Martinic, Rodolfo (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:KRJHMC8K 2405685:5DZ5M8LX

The relevance of authentic learning activities in developing competency and confidence of integrating technology in teaching among pre-service teachers in Tanzania - Kafyulilo, Ayoub (The African Symposium: An online journal of the African Educational Research Network, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:F9J3FBAD 2405685:JXZKG9EP
Keywords: ⛔ No DOI found

Gathering Feedback for Teaching Combining High-Quality Observations with Student Surveys and Achievement Gains - Kane, Thomas; Staiger, Douglas (Bill and Melinda Gates Foundation, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:3WHCQQ5F

Viewing mobile learning from a pedagogical perspective. - Kearney, Matthew; Schuck, Sandra; Burden, Kevin; Aubusson, Peter (Research in Learning Technology, 2012)
00054 shortDOI: 10/gf62hb KerkoCite.ItemAlsoKnownAs: 10/gf62hb 2129771:IU287RY8 2405685:6B29Z9PU

Enhancing teachers' ICT capacity for the 21st century learning environment: Three cases of teacher education in Korea - Kim, Hyeonjin; Choi, Hyungshin; Han, Jeonghye; So, Hyo-Jeong (Australasian Journal of Educational Technology, 2012)
KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.805 2339240:RDVA93BH 2405685:A5IGRHL2

Pakistan: A Hard Country - Lieven, Anatol (PublicAffairs, 2012)
An expert's compelling portrait of the complex, volatile country now situated at the fulcrum of international concerns.
Google-Books-ID: _tq3zQEACAAJ KerkoCite.ItemAlsoKnownAs: 2339240:96VSX2XE 2405685:8F4WBPTU

Comparison of 1:1 and 1:m CSCL environment for collaborative concept mapping - Lin, C.-P.; Wong, L.-H.; Shao, Y.-J. (Journal of Computer Assisted Learning, 2012)
00005 shortDOI: 10/cxp3pm KerkoCite.ItemAlsoKnownAs: 10/cxp3pm 2129771:GG442MGK 2405685:QVRRBCQP

Split-attention and redundancy effects on mobile learning in physical environments - Liu, Tzu-Chien; Lin, Yi-Chun; Tsai, Meng-Jung; Paas, Fred (Computers & Education, 2012)
00015 shortDOI: 10/dwzfrp KerkoCite.ItemAlsoKnownAs: 10/dwzfrp 2129771:5VX6SF5Q 2405685:HJSVM7LN

Turning on mobile learning in Latin America: illustrative initiatives and policy implications - UNESCO Digital Library - Lugo, Maria Teresa; Schurmann, Sebastian (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:AV96KBWJ 2405685:WDNVXMWE

School-based teachers' professional development through technology-enhanced learning in Bangladesh - Mahruf C Shohel, M; Banks, Frank (Teacher Development, 2012)
To promote significant pedagogical change, the most successful teacher education programmes for the global south happen in the school context. This paper is based on a pre-pilot intervention study of an international education development programme in Bangladesh. Technology-enhanced learning, in this case the use of the Apple® iPod® (iPod touch®), was used to support teachers' teaching and learning in their school contexts. This paper presents evidence to demonstrate how such school-based technology-enhanced support systems impact on classroom practice and help teachers' professional development. Using the case of a pre-pilot intervention in the Underprivileged Children's Educational Programs schools, it explores the teachers' professional development by analysing interviews with the teachers who were participating in the pre-pilot intervention programme, and draws the conclusion from the collected data that school-based teachers' professional development through technology-enhanced learning is contributing significantly to in-service training in a resource-constrained context.
Place: Abingdon Publisher: Taylor & Francis Ltd. shortDOI: 10/gf5f6p KerkoCite.ItemAlsoKnownAs: 10.1080/13664530.2012.668103 10/gf5f6p 2405685:NA7NT9BB 2534378:EYTQ9C76
Keywords: Bangladesh; Education–Teaching Methods And Curriculum; Educational technology; Learning; Professional development; Teacher education; UCEP-Bangladesh; ___working_potential_duplicate; hand-held device; school-based; teachers' professional development; technology-enhanced learning

Teacher reflections and praxis: a case study of Indian teachers of English as a foreign language - Makarani, Sakilahmed A. R. (University of Hawai'i at Mānoa, 2012)
This case study engaged Gujarati English as Foreign Language (EFL) teachers in video-based reflection with the goal of increasing their reflective abilities and uncovering their understandings about reflective teaching practices in the Indian pedagogical and cultural context. The study aimed to explore, and gain a deeper understanding of how structural, institutional, and social dynamics of the larger socio-political cultural context of India affected the classroom teachers' thinking and their teaching practices. It was hoped that not only would the Gujarati teachers demonstrate an ability to reflect on their practice, but that they would also engage in a critical examination of the factors that impacted their context. The computer-based qualitative data analysis software, Atlas.ti, was used to analyze data using a grounded theoretical approach. The findings indicated that participants successfully engaged in reflection about their teaching using video as the tool for their professional development. Initially teacher participants had mixed feelings about recording and watching videos of their classroom instruction; however, teacher participants later enjoyed the experience, explicitly stating that such reflection helped them. The study also revealed that teacher participants perceived parental, social, institutional, and economic factors as influences on their students' learning, however these were simply identified as problems or conditions without any type of deeper critical analysis. Further, it was found that the teachers did not reach a critical level of reflection, nor did they consider taking action to address fundamental contextual issues. While this study showed that teacher reflection using digital video recordings of classroom practice can be a productive approach to meaningful teacher reflection in India, the study also demonstrated that teachers need specific exposure to deeper critical pedagogical thinking to go beyond simply identifying or blaming the social or economic issues embedded in their context. The study concludes with recommendations on how to reach critical teacher reflection. It is hoped that this case study will add to the growing body of research literature related to teacher self-reflection as a means to improving teaching practice and preparing teachers to take on social challenges in the Indian context. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN: 9781303035289 Pages: 173 Publication Title: ProQuest LLC Loc in Archive 1697502591; ED554753 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1697502591?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2339240:NZ8XTVSM 2339240:ZZQBKRNI 2405685:FMI8USWB 2405685:V48XT6S6 2534378:C6KXYQA7 2534378:IW3DL8F8
Keywords: Case Studies; Computer Software; Cultural Context; ERIC; Resources in Education (RIE); Economic Factors; English (Second Language); Foreign Countries; Grounded Theory; India; Indians; Language Teachers; Qualitative Research; Reflective Teaching; Second Language Instruction; Second Language Learning; Social Influences; Teacher Attitudes; Teaching Methods; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2096525; __finaldtb

A breakthrough for Josh: How use of an iPad facilitated reading improvement. - McClanahan, B., Williams, K., Kennedy, E., & Tate, S. (TechTrends, 2012)
00000 shortDOI: 10/gf62hv KerkoCite.ItemAlsoKnownAs: 10/gf62hv 2129771:XY8MHLTU 2405685:YXAZLL57

DES JOURNAL 2012.pdf - Meno, Yeba Judith Sama Mouokuio (Journal of Continuing, Open and Distance Education, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:HCIDMNIQ
Keywords: ⛔ No DOI found

Gender bias in attitude towards girls in the Use of computers in selected schools in central Africa - Meno, Yeba Judith Sama Mouokuio (Journal of Continuing, Open and Distance Education, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:EYGKG23I 2405685:NWGCZ947
Keywords: Equity of Access; ⛔ No DOI found

National Information and Communication Technology (ICT) Policy - Ministry of Communication Technology (Nigeria) (2012)
KerkoCite.ItemAlsoKnownAs: 2405685:RSKAEETR

The Relevancy of Bronfenbrenner’s Ecological Systems Theory in Early Childhood Education - Msangi, Bilhuda (JOURNAL OF ISSUES AND PRACTICE IN EDUCATION, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:HX4DYBHH 2405685:IJBE87U4
Keywords: ⛔ No DOI found

The effects of continuing professional development (CPD) though SPRINT on teacher classroom practices and student learning outcomes. In Collaboration toward Greater Autonomy in Educational Development - Mubanga, R (2012)
KerkoCite.ItemAlsoKnownAs: 2405685:NALKEFXU

School Program of In-service Training for the Term (SPRINT) Program in Zambia -A Case of Collaboration Towards Self-Reliant Education Development - Mubanga, Ruth M (Japan Education Forum, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:CDR6XJVI
Keywords: ⛔ No DOI found

School-based professional development in one Lebanese school: how much is too much? - Nabhani, Mona; Bahous, Rima; Hamdan, Zeina (Professional Development in Education, 2012)
This case study examines the attitudes of the secondary and middle school teachers at one school in Lebanon regarding the effect of the school’s professional development (PD) programs on the quality of their teaching practices and motivation. It also examines teachers’ attitudes regarding PD as well as their recommendations to improve the quality of the PD program provided by their school. Questionnaires, focus group interviews and observations were conducted to collect and triangulate data results. Results show that teachers regard PD in their school as beneficial in general but able to be enhanced further. Although the attitude of novice teachers towards PD is more favorable than that of veteran teachers, findings show that the overall teachers’ attitude towards PD is a negative one. Modifications and suggestions to improve the quality of the PD activities are proposed by the teachers. The school offers a prosperous PD program, but its fruitfulness will remain limited unless an organizational structure is created.
shortDOI: 10/fzxm7p KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2011.639077 10/fzxm7p 2339240:9WFGU8AX 2339240:WLWXRWJ2 2405685:DMXQEDYG 2405685:I8KIIXIE
Keywords: Lebanon; professional development; schools; ⛔ No DOI found

The Constitution of the Islamic Republic of Pakistan - National Assembly of Pakistan (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:IXMJEFZG 2405685:SNZPZPFP

Fourth Population and Housing Census, Rwanda, 2012: Thematic Report: Characteristics of Households and Housing - National Institute of Statistics of Rwanda (NISR) (Ministry of Finance and Economic Planning (MINECOFIN), 2012)
EdTechHub.ItemAlsoKnownAs: 2405685:HVCBH9QU

Stimulating Demand for Research Evidence: What Role for Capacitybuilding? - Newman, Kirsty; Fisher, Catherine; Shaxson, Louise (Institute of Development Studies Bulletin, 2012)
There has been a great deal of interest in recent years in supporting evidence-informed policymaking in developing countries. In particular, there have been efforts to build the capacity of researchers and research intermediaries to supply appropriately packaged research information (for example in the form of policy briefs) to policymakers. While supply of research information is important, it will only be used to inform policy if it is accessed, valued and understood by policymakers. In this article, we discuss our understanding of demand for research from policymakers; the capacities which underlie it; and how these might be supported.
KerkoCite.ItemAlsoKnownAs: 2339240:XI8NKLGV 2405685:SAIYRV5G
Keywords: ⛔ No DOI found

Appendix H Quality appraisal checklist – qualitative studies | Methods for the development of NICE public health guidance (third edition) | Guidance | NICE - NICE (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:PRFQXSFC 2405685:RFPEN259 PRFQXSFC

Factors influencing the uptake of a mechatronics curriculum initiative in five Australian secondary schools - Nicholas, Howard; Ng, Wan (International Journal of Technology and Design Education, 2012)
While the ready-made LegoTM Robotics kits are popular in schools and are used by students at both primary and secondary year levels, using the Picaxe microcontroller (chip) to create simple electronic devices, including robotic devices is less popular. The latter imposes an additional challenge as a result of the need to construct the universal board with the chip in it—a challenge embraced in the cross-disciplinary mechatronics program in this study. This paper reports on how teachers from ﬁve Australian secondary schools put into practice technological pedagogical content knowledge (TPCK) developed from expert-led workshops and explores factors (intrinsic and extrinsic) that inﬂuenced the implementation. The results show that different strategies were adopted by the schools in implementing the programs. While teacher attitude played an important role in inﬂuencing the program’s success, being able to identify where the program sits within the curriculum and planning around timetable and facility constraints were also important factors to consider. The research indicated that teachers’ TPCK was most challenged in non-obvious areas such as diagnosing where faulty soldering joints were.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10798-010-9138-0 2339240:36UGFW8N 2405685:6NXDR2X9

Computerizing Primary Schools in Rural Kenya: Outstanding Challenges and Possible Solutions - Ogembo, Javier Gordon; Ngugi, Benjamin; Pelowski, Matthew (The Electronic Journal of Information Systems in Developing Countries, 2012)
This paper investigates the outstanding challenges facing primary schools’ computerization in rural Kenya. Computerization of schools is often envisaged as a ‘magic’, or at least a particularly efficient, solution to many of the problems that developing countries face in improving primary school education. However, while a great deal of consideration is given to the technical issues surrounding computer implementation, government policy makers, administrators, aid organizations and individuals participating in school computerization programs often have not carefully considered the contextual questions surrounding this endeavour. Specifically: 1.) what problems do rural schools actually want to solve with computerization; 2.) is computerization the most important priority for rural schools; 3.) are schools ready, in terms of infrastructure, for a computer in the classroom; or 4.) might there be better avenues for implementing access to the benefits of the digital age? These questions and the issue of school computerization are considered via results from a survey of thirty-seven rural Kenyan primary public schools. Results indicate that, while all schools had low ICT status making them primary targets for computerization, only eleven percent had at least one ICT compliant teacher, of which all were considered to require further training. In addition we found inadequate infrastructural preparedness – lack of access to electricity, internet; no classroom computer space, few desks, secure walls and protective roofing – posing severe challenges to the outstanding conception of computerization. We consider these results and make recommendations for better adapting programs for computer introduction, and also suggest the use of new innovative devices, such as cell phones, which might already have overcome many of the technical challenges found.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/j.1681-4835.2012.tb00371.x KerkoCite.ItemAlsoKnownAs: 10.1002/j.1681-4835.2012.tb00371.x 10/gf7gs8 2339240:33SJHXL4 2405685:NMZU3HHJ
Keywords: ICT; cell phone; classrooms; computerization; primary schools; techno-literacy

Context and Appropriate Technology: The Unavoidable Partnership - Onguko, Brown (Proceedings of the European Conference on e-Government, ECEG, 2012)
Teachers in rural parts of Kenya lack opportunities for professional development (PD). In addition, the teachers have no access to eLearning opportunities like their colleagues in urban parts. Among the factors that do not favor Kenyan rural teachers’ access to PD through eLearning include: lack of access to relevant technologies and lack of electricity. This paper shares research findings on provision of teachers’ PD through a blended learning approach, utilizing appropriate technologies in a rural school in western Kenya. Ten teachers and two Professional Development Teachers (PDTs) participated in this research. In the study, teachers’ needs assessment was done, to inform the instructional design on the topic: How to teach a large class of mixed ability students. The PD was implemented by engaging teachers in a variety of activities including: pairs of teachers collaboratively using a tablet to access self-study content; teachers studying through multimedia content; teachers planning and delivering lessons using activity-based learning and cooperative learning approaches; and PDTs and teachers participating in fortnightly face-to-face meetings. The findings of the study suggest that teaching practices of rural educators can be improved working with local experts to create locally-relevant content for needs-based PD, implemented in a blended learning approach while providing technology stewardship. Teachers accessed and studied through offline content; planned for and implemented cooperative learning and activity-based learning in lessons, using locally available materials; engaged in reflective conversations on successes and challenges; and spontaneously engaged in very lively professional dialogues. While teachers appreciated that it took long to prepare for active learning lessons, it was less strenuous to implement the lessons, because the students took responsibility for their own learning.
KerkoCite.ItemAlsoKnownAs: 2339240:24H28YGJ 2339240:ISIT39J6 2405685:5KI53BLU 2405685:W7KJBF6N 2405685:X3EGT59M 2405685:ZHM4CF5K 2534378:7IHB745E 2534378:SU4VP6FM
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2096499; __finaldtb; ⛔ No DOI found

Teachers' professional development in a challenging educational context – a study of actual practice in rural western Kenya - Onguko, Brown (University of Calgary, 2012)
This research adopted a design research approach, utilizing a mixture of methods including narratives, ethnographic observations, qualitative interviews and documentation of design artifacts. It was implemented in a challenging context in Western Kenya. The first research question for this study was: How might professional development (PD), offered through a blended learning approach and delivered by appropriate technologies, inform potential change to teaching practice in a challenging context in Kenya? Research question two sought to understand the implications of the professional development implemented in this study for teachers and professional development teachers (PDTs). Question three sought to understand the sustainability and scalability of the professional development approach The theoretical framework informing this research is based on activity theory- a needs-driven and goal directed process through tool mediation, and entails division of labor and isolation of partial tasks in a community of relationships (Vygotsky, 1978; Leont’ev, 1978; Engestrom, 1987; 1999; 2000; 2008). Key features of activity theory are active engagement and social interaction, which enabled teachers to collaboratively work with each other, studying through appropriate technologies to inform their teaching practices. Based on a review of literature, interviews with teachers and observation of teachers during face-to-face meetings in professional development and in their classroom practice, this study suggests that teachers in a challenging context can inform potential change to their teaching as a result of participation in locally developed content, delivered through blended learning on appropriate technologies. This study observes that through self-directed study on tablets, and occasional face-to-face interaction, teachers can transform into a community of learners that support each other in planning for their lessons. Content development involving local experts is critical to such interventions in challenging contexts, while drawing from global web content, harnessing open educational resources and being sensitive to local culture. Reflective conversations, professional dialogues and technology stewardship were all critical in informing teachers’ practice.
Publisher: Education KerkoCite.ItemAlsoKnownAs: 10.11575/PRISM/27984 2339240:DG2D5LEQ 2339240:HFGVU85N 2405685:3GUCVMD2 2405685:AJ9GX7EE 2534378:9XFBBTYJ 2534378:SQ7895I3
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2457443; __finaldtb; ⛔ No DOI found

Digital Literacy: Definition, Theoretical Framework, and Competencies - Osterman, Mark D (2012)
This paper offers an overview of existing definitions and theoretical frameworks for digital literacy. The researcher makes recommendations for an agreed upon definition and theoretical framework and discusses implications for a relationship between digital and visual literacy skills.
KerkoCite.ItemAlsoKnownAs: 2339240:9Q6R5ZNU 2405685:QR6375R6
Keywords: ⛔ No DOI found

Pedagogical framework of m-learning - Ozdamli, Fezile (Procedia-Social and Behavioral Sciences, 2012)
shortDOI: 10/fzgsqg KerkoCite.ItemAlsoKnownAs: 10/fzgsqg 2129771:87Y39DTV 2405685:MPFTMEZT

Assessing user acceptance toward blog technology using the UTAUT model - Pardamean, Bens; Susanto, Mario (International Journal of Mathematics and Computers in Simulation, 2012)
Blogs are among the many commonly used technologies for education and learning. They are also both conversational technologies and constructivist learning tools. Their interactive, collaborative, user-friendly, and instant archival features have transformed blogs into effective tools for enhancing case-based teaching methods in the asynchronous nature of the online environment. This study investigated the student populace’s acceptance of the blog technology through the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. UTAUT integrates eight theories from social psychology and sociology in order to examine the effects of major factors on behavioral intention and actual use of blog to learn e-business course materials and topic discussions. The results showed that both social influence and performance expectancy had a significant relationship with behavioral intention, whereas effort expectancy did not. In this study, behavioral intention did not have a significant relationship with actual usage level of blogs as a learning tool.
KerkoCite.ItemAlsoKnownAs: 2339240:QX33CKMX 2405685:QDHQ7BL5
Keywords: ⛔ No DOI found

Evaluations of situational judgement tests to assess non-academic attributes in selection - Patterson, Fiona; Ashworth, Victoria; Zibarras, Lara; Coan, Philippa; Kerrin, Maire; O’Neill, Paul (Medical Education, 2012)
Medical Education 2012: 46: 850–868 Objectives This paper presents a systematic review of the emerging international research evidence for the use of situational judgement tests (SJTs) for testing important non-academic attributes (such as empathy, integrity and resilience) in selection processes. Methods Several databases (e.g. MEDLINE, PsycINFO, Web of Science) were searched to retrieve empirical studies relating to SJTs published between 1990 and 2010. Personal contact with experts in the field was made to identify any unpublished research or work in progress to obtain the most current material. Finally, reference lists were checked to access other relevant journal articles and further research. All research studies were required to meet specific inclusion criteria selected by two independent reviewers. Results Over 1000 citations were identified during the initial literature search; following the review of abstracts, full-text copies of 76 articles were retrieved and evaluated. A total of 39 articles that adequately met the inclusion criteria were included in the final review. The research evidence shows that, compared with personality and IQ tests, SJTs have good levels of reliability, predictive validity and incremental validity for testing a range of professional attributes, such as empathy and integrity. Conclusions SJTs can be designed to test a broad range of non-academic constructs depending on the selection context. As a relatively low-fidelity assessment, SJTs are a cost-efficient methodology compared with high-fidelity assessments of non-academic attributes, such as those used in objective structured clinical examinations. In general, SJTs are found to demonstrate less adverse impact than IQ tests and are positively received by candidates. Further research is required to explore theoretical developments and the underlying construct validity of SJTs.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1365-2923.2012.04336.x shortDOI: 10/f37fc9 KerkoCite.ItemAlsoKnownAs: 10/f37fc9 2405685:2LTPTJHB 2405685:WDJGKHTC

Assessing the policy influence of research: A case study of governance research in Viet Nam - Pellini, Arnaldo; Anderson, James H; Tran, Huong Thi Lan; Irvine, Renwick (Overseas Development Institute, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:F58FH7TK 2405685:QTTE2VHQ

CAST methods in modelling: Computer aided systems theory for the design of intelligent machines - Pichler, Franz; Schwaertzel, Heinz (Springer Science & Business Media, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:SRTSWLJ5 2405685:27MVUU9X

CASTOR: learning to create context-sensitive and emotionally engaging narrations in-situ - Pittarello, Fabio; Bertani, Luca (Proceedings of the 11th International Conference on Interaction Design and Children, 2012)
00003 KerkoCite.ItemAlsoKnownAs: 2129771:HAUJKVS3 2405685:ATM9LKLU
Keywords: ⛔ No DOI found

Report on the Implementation of the Tuition Fee Free (TFF) Report - Policy, Planning, Research and Communication Division, Governmen of Papua New Guinea (2012)
KerkoCite.ItemAlsoKnownAs: 2405685:CQSEJWFX

From redistribution to recognition to representation: social justice and the changing politics of education - Power, Sally (Globalisation, Societies and Education, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1080/14767724.2012.735154 2339240:HPL47QPI 2405685:5AUSY5FM

The 'new' new technology: Exploiting the potential of mobile communications and open educational resources - Power, Tom (Teacher Education and the Challenge of Development: A Global Analysis, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:NJMUBYRW
Keywords: Economic development – Effect of education on – Developing countries.; Teachers – Training of – Developing countries.; Teaching – Developing countries.

English in action: school based teacher development in Bangladesh - Power, Tom; Shaheen, Robina; Solly, Mike; Woodward, Clare; Burton, Sonia (The Curriculum Journal, 2012)
shortDOI: 10/gftr33 KerkoCite.ItemAlsoKnownAs: 10/gftr33 2405685:2298G5YZ
Keywords: C:Bangladesh

English in action: school based teacher development in Bangladesh - Power, Tom; Shaheen, Robina; Solly, Mike; Woodward, Clare; Burton, Sonia (The Curriculum Journal, 2012)
In the Least Economically Developed Countries (LEDCs), School Based Teacher Development (SBTD) is sometimes advocated as a potential mechanism for improving the classroom practices experienced by millions of children in a complete school system, as quickly as possible. Robust evidence is required for approaches to be implemented with some confidence by Government development agencies, such as the UK Department for International Development (DFID). SBTD has a long history stemming from ideas of school-based curriculum development, which underlay the ideas on teacher-as-researcher, and is typically advocated in the developed world based on a view of the teacher as a professional. How might such notions play out, and to what effect, in LEDC contexts? This article examines the issues at stake in introducing SBTD in LEDCs, by examining: the nature of the evidence for various forms of teacher development, the nature of SBTD in particular and the evidence for its effectiveness. The latter issues will be illustrated through examination of English in Action (EIA, www.eiabd.com), a large-scale SBTD programme for primary and secondary English language (EL) teachers serving government schools across Bangladesh.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1080/09585176.2012.737539 KerkoCite.ItemAlsoKnownAs: 10.1080/09585176.2012.737539 2339240:VTZ8NAVX 2405685:U3Z382B7
Keywords: Bangladesh; English in Action; School Based Teacher Development; technologies

Incorporating the iPad in the mathematics classroom - Preciado-Babb, AP (Global Engineering Education Conference (EDUCON), 2012 IEEE, 2012)
00006 shortDOI: 10/gf62hj KerkoCite.ItemAlsoKnownAs: 10/gf62hj 2129771:ZELCHDIM 2405685:NQAMVVPS

An E-Learning Approach to Secondary School Education”: E-Readiness Implications in Kenya - Redempta, Kiilu (Journal of Education and Practice, 2012)
Information and Communication Technology (ICT) has the potential to enhance access, quality, and effectiveness in education. This paper examines the E-readiness implication on the adoption of e-learning in secondary schools in Kenya. The paper provides an opportunity for reflection on e-learning adoption and the potential role ICT can plays in education. The review has established that up to date, less than 10% of secondary schools in Kenya offer computer studies as a subject in the curriculum despite its perceived potential. The few schools that have an ICT programme limit the number of candidates who take up the subject considering it a specialty irrespective its being an essential subject as other compulsory subjects like Mathematics and Languages. Whereas the processing of information to build knowledge is one of the essential literacy skills vital for the workforce in the 21st century, it is often overlooked in current educational practices. the question of ereadiness of Kenyan schools cannot be overlooked if Kenya plans to use education as a platform for becoming an e-society of the 21st century as envisaged in Vision 2030.Therefore, it is imperative that E-Readiness issues be effectively addressed lest new technology introduced further marginalizes the already deprived Kenyan children. Desktop review of relevant literature was guided by Current Situation Analysis (CSA) which is equivalent to Strength, Weakness, Opportunities and Threats (SWOT) Analysis.
KerkoCite.ItemAlsoKnownAs: 2339240:QGAYFNJL 2405685:74DSLY4X
Keywords: ⛔ No DOI found

ICT for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools - Rodríguez, Patricio; Nussbaum, Miguel; Dombrovskaia, Lioubov (Technology, Pedagogy and Education, 2012)
Publisher: Taylor & Francis zotzenLib.CopiedFrom: 2339240:2EDMC2JD KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2012.720415 10.1080/1475939x.2012.720415 2339240:2EDMC2JD 2405685:9DB6K5UX

Education reform for the expansion of mother-tongue education in Ghana - Rosekrans, Kristin; Sherris, Arieh; Chatry-Komarek, Marie (International Review of Education, 2012)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 2405685:2HT4PVM3 4042040:QNQ7QUH9

Promoting education for sustainable development by using ICT enhanced problem based learning in a developing country - Roy, A.; Kihoza, P.; Suhonen, J.; Vesisenaho, M. (2012 IEEE Fourth International Conference on Technology for Education, 2012)
One of the goals of education is to create responsible citizens who can understand and respond to problems in their societies adequately. Such acts of responsibility may need knowledge, ability to think critically about the problem and some action towards a possible solution. Previous research shows that forest fires in Tanzania are serious social problem. Adequate education about this problem does not take place because of lack of number of teachers required and lack of qualification among the teachers. This study used ICT media to connect the expertise of local environmental officers to school students who creatively conducted projects-based-learning activities to solve local environmental conservation problems. These projects when followed by student presentations encourage and ensure that students learn about the problem well. Amix-method research approach shows that the use of video for learning and providing environmental education was ranked as being very effective by participants.
KerkoCite.ItemAlsoKnownAs: 10.1109/T4E.2012.27 2339240:WTAN6JY9 2405685:893YEBWF
Keywords: Communities; Educational institutions; Fires; ICT enhanced problem based learning; ICT media; ICT supported pedagogical model; ICT4D; ICT4E; Project Based Learning; Reflection; Sociology; Vegetation; computer aided instruction; developing country; environmental education; environmental science computing; information technology; interactive video; learning videos; local environmental conservation problems; local environmental officers; problem solving; problems in developing world; projects-based-learning activity; responsible citizens; school students; social awareness; social issues; student presentations; sustainable development; technical presentation

Mapping the Mixed Methods-Mixed Research Synthesis Terrain - Sandelowski, Margarete; Voils, Corrine I.; Leeman, Jennifer; Crandell, Jamie L. (Journal of Mixed Methods Research, 2012)
Mixed methods-mixed research synthesis is a form of systematic review in which the findings of qualitative and quantitative studies are integrated via qualitative and/or quantitative methods. Although methodological advances have been made, efforts to differentiate research synthesis methods have been too focused on methods and not focused enough on the defining logics of research synthesis-each of which may be operationalized in different ways-or on the research findings themselves that are targeted for synthesis. The conduct of mixed methods-mixed research synthesis studies may more usefully be understood in terms of the logics of aggregation and configuration. Neither logic is preferable to the other nor tied exclusively to any one method or to any one side of the qualitative/quantitative binary. © The Author(s) 2012.
KerkoCite.ItemAlsoKnownAs: 10.1177/1558689811427913 2405685:QCKXRTKE 2405685:QWALTZQ5
Keywords: ___working_potential_duplicate; aggregation; configuration; mixed research synthesis; systematic review

Remedial Education Programs to Accelerate Learning for All - Schwartz, Analice C. (World Bank, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1596/26824 2339240:6BCEXU44 2405685:3957D5SB

Check my school: A case study on citizen's monitoring of the education sector in the Philippines - Shkabatur, Jennifer (World Bank Group, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:KC39FKTL 2405685:Q3BVDSZZ

Teacher professional development using mobile technologies in a large-scale project: lessons learned from Bangladesh - Shrestha, Prithvi (International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 2012)
Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 10.4018/ijcallt.2012100103 10/gftr3z 2339240:6D45UDBE 2405685:SU6CDMZY 2534378:KGBGU7A7 2534378:LQMP437N

Migration transitions revisited: Their continued relevance for the development of migration theory - Skeldon, R. (Population, Space and Place, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1002/psp.667 2339240:H9KN6VZ2 2405685:YKSWRPY7

ICT4D, gender divides, and development: The case of Ghana - Steeves, H. Leslie; Kwami, Janet D. (Development Communication in Directed Social Change: A Reappraisal of Theories and Approaches. Singapore: Asian Media Information and Communication Centre (AMIC), 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:DVKZHCPQ 2405685:3EEDT3VP
Keywords: Equity of Access; ⛔ No DOI found

A Professional Development Program for the Mother Tongue-Based Teacher: Addressing Teacher Perceptions and Attitudes Towards MTBMLE - Stone, Rebecca J Paulson (University of Massachusetts Amherst, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:9CAEQJCZ 4042040:KDCL2XKB

An intervention study of instructional methods and student engagement in large classes in Thailand - Tolley, Leigh; Johnson, Laurene; Koszalka, Tiffany (International Journal of Educational Research, 2012)
shortDOI: 10/ggvk3n KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2012.05.003 10/ggvk3n 2339240:J76P33YH 2405685:2QG2SP3Z

Mapping Open Educational Resources Around The World - Trucano, Michael (2012)
In the decade since the term 'open education resources' was formally identified and adopted by UNESCO, related "teaching, learning or research materials that are in the public domain or released with an intellectual property license that allows for free use, adaptation, and distribution" have been slowly but surely creeping into ...
KerkoCite.ItemAlsoKnownAs: 2405685:XII9NCPC

10 tendances des technologies appliquées à l’éducation dans les pays en développement - Trucano, Michael; Hawkins, Robert; Jimenez, Carla (World Bank Blogs, 2012)
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:H4YCEVBX

Language of Instruction: Unlocking Effectiveness of Education and Sustainable Development in Sub-Saharan Africa - Truong, Natasha (2012)
The choice of the language of instruction in Sub-Saharan Africa (SSA) is a fundamental educational issue with ramiﬁcations for educational access and effectiveness and ultimately national development. Indigenous SSA languages have suffered devaluation in colonial and post-colonial SSA education, and this devaluation alienates the majority of SSA people, thus preventing them from participating in their own economic and political growth. Developmental policies that neglect to utilize local people’s talents and knowledge are failed policies. The language of instruction, speciﬁcally the use of the ﬁrst or native language (L1) as the medium of instruction, is the key to unlocking these talents and knowledge because doing so will foster knowledge acquisition and preservation of SSA cultures and identities. This will in turn liberate SSA from neocolonialism and pave the way to true progress.
KerkoCite.ItemAlsoKnownAs: 2405685:UP85LX5E 4042040:8537XWIR
Keywords: ⛔ No DOI found

The teacher salary system in Sierra Leone - Turrent, Victoria (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:57MI994B 2129771:EDZ7UPYF 2339240:HPKYUKLY 2339240:K8K3HH88 2405685:JYDRFRHV 2405685:YMKMBLNW 4556019:2UB9U5R4
Keywords: C:Sierra Leone; _C:Sierra Leone SLE; ⛔ No DOI found

Dar es Salaam Primary Schools: Do parents act to improve child learning? - Twaweza (Twaweza Brief No. 5, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:TG9E4XPS 2405685:NTGZWCJQ

A gender digital divide? Women learning English through ICTs in Bangladesh - Tyers, A (CEUR Workshop Proceedings. 955. 94-100., 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:YQWH7XU4 2405685:6YTLB5YY
Keywords: ⛔ No DOI found

Youth and skills: Putting education to work - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:3EUDIQ9U 2405685:R2TILTNN

Youth and skills: putting education to work, EFA global monitoring report, 2012 - UNESCO (2012)
KerkoCite.ItemAlsoKnownAs: 2405685:N8AHZTDF 2534378:ESWRX9FN

Nigeria Fact Sheet - United States Embassy in Nigeria (2012)
KerkoCite.ItemAlsoKnownAs: 2405685:65X2HYUP

Transforming education for girls in Tanzania and Nigeria: Cross country analysis of endline research studies - Unterhalter, Elaine; Heslop, Jo (ActionAid, 2012)
This cross country summary of the findings from the endline study conducted for the TEGINT project highlights a number of issues of particular pertinence to the community of policy makers, practitioners, and researchers concerned with gender equality, rights and girls’ education. Firstly, the considerable expansion of education provision at primary and junior secondary levels enhances girls’ enrolment, attendance, progression, attainment and empowerment. However, there are regional and locational differences, and the effects of the emergence of private schools on gender equality and girls’ empowerment merits careful scrutiny. It is a matter of concern, that despite the introduction of free primary education, schools continue to charge levies and that the costs of improving education are being passed down to the poorest. Secondly, there are clear indications that girls’ clubs give an important space for girls to learn about their rights and confidence to articulate solutions to their problems. This is the case both when girls in clubs come from higher performing girls in terms of class position and more marginalised girls. Thus girls clubs, widely used in many projects throughout Africa, but not till now well evaluated, appear an important strategy to continue to support. Thirdly, rurality appears as a particular condition of marginalisation, associated with higher levels of gender inequality. This is evident from the lower levels of girls’ empowerment in rural schools, and differences in articulating solutions. Thus particularly engaged interventions are needed with girls in remote areas to support empowerment. Fourthly, while improving teacher qualifications and engagement with gender equality is a necessary condition for enhancing education rights for all children, this is not a standalone intervention, and needs to be supported by other initiatives, possibly associated with teachers’ pay, work conditions and status. Fifthly, an intervention like TEGINT, appears particularly useful in helping to break the silence around gender based violence, however, such an intervention cannot be seen in isolation from work on other aspects of gender inequalities, poverty, and limited social provision. In a country like Tanzania, where there is more legislation and political action around gender equality than in Nigeria, girls, even the poorest, appear more knowledgeable about rights. Gender equality and girls’ education cannot thus be separated from other initiatives on rights, social development and addressing injustice.
Num Pages: 18 Publication Title: ActionAid KerkoCite.ItemAlsoKnownAs: 2339240:4FGB56K3 2405685:53CECDLI

Comparative pedagogies and epistemological diversity: social and materials contexts of teaching in Tanzania - Vavrus, Frances; Bartlett, Lesley (Comparative Education Review, 2012)
This article examines how epistemological differences regarding knowledge production and material differences in the conditions of teaching influence teachers’ and teacher educators’ understandings of learner-centered pedagogy. Emerging from a 5-year collaboration between teams of US and Tanzanian teacher educators, the research focuses on six Tanzanian secondary schools whose teachers participated in a workshop on learner-centered pedagogy and pedagogical content knowledge. We find that teachers’ views of knowledge production are profoundly shaped by the cultural, economic, and social contexts in which they teach. We conclude not only that teachers’ working conditions are important contextual factors in comparative studies of schooling but that the conditions themselves need to be conceptualized more fully in theories of knowledge production and global/local reforms of teacher education.
Extra URL: https://www.journals.uchicago.edu/doi/10.1086/667395 KerkoCite.ItemAlsoKnownAs: 10.1086/667395 2339240:3HI6ILD9 2405685:E6MNXDVH 2405685:Q9B7WUKH 2405685:ZKQCX7CV 2534378:6JTIABX8

Per diem policy analysis toolkit - Vian, T; Sabin, L (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:ELXCWXLH 2405685:4GC6763N 4656463:D6D4H9TF

Review of the use of ‘Theory of Change’ in international development - Vogel, Isabel (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:8WP9VPAU 2405685:ASUJZSHI
Keywords: ⛔ No DOI found

Low Cost Mobile Phones for Large Scale Teacher - Walsh, Christopher S; Shaheen, Robina; Power, Tom; Hedges, Claire; Kahtoon, Masuda; Mondol, Sikander (2012)
Education has the power to transform societies and contribute to social and economic development. In this paper we present the mobile technologies used for teacher professional development (TPD) and communicative language teaching in English in Action (EIA). The project aims to assist 25 million people access greater social and economic opportunities through English language teaching and TPD. EIA, in partnership with the Government of Bangladesh, will work with 80,000 teachers through a work-based programme of TPD using audio and visual resources on low cost mobile phones. With access to over 700 audio files aligned with the national textbook English for Today and professional development films that explain and then illustrate successful student-centred English teaching and learning, the project has already documented significant improvement in teachers’ and pupils’ English language competency. This paper provides an account of, and rationale for, the changes in the technologies used across two phases of the project, from the iPod Nano and Touch used in the pilot study with 690 teachers (2009-2010) to the low cost Nokia C1-01 mobile phone with a micro secure digital (SD) being used in upscaling to 12,500 teachers (2012-2014). We argue the low cost alphanumeric mobile phone with micro SD cards provides unprecedented opportunities to both deliver TPD and improve teachers’ and students’ communicative English language skills. The paper considers the unique suitability mobile phones present for resource constrained education systems in developing countries. Simultaneously we highlight the need for further application and research into the use of mobile technologies, not only for large-scale TPD projects, but for a diversity of international development projects and programmes which aim to achieve sustainable change at scale.
KerkoCite.ItemAlsoKnownAs: 2405685:XPZGL85X

What professional development makes the most difference to teachers? - Walter, Catherine; Briggs, Jessica (University of Oxford Department of Education, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:6FD437X4 2405685:RS5JRWCB

iPadiCan: Trialling iPads to support primary and secondary students with disabilities - Watts, Liz; Brennan, Sharon; Phelps, Renata (Australian Educational Computing, 2012)
iPads have only been on the market since April 2010 but have rapidly gained great attention within educational communities. While their potential to support teaching and learning has been advocated by many, as yet little empirical research has been released on their application in primary and secondary classrooms. This paper reports on an action research study which investigated the possible role of iPads in supporting learning for students with disabilities. The project sought to document the practical steps required to implement iPads in classrooms, the applications which might be most educationally effective, together with the perceptions of students, teachers, parents and teaching assistants (TAs). The study provides evidence of the significant potential of the devices for children with a wide range of disabilities and, through a number of brief vignettes, demonstrates their capacity to support both learning and socialisation.
00001 KerkoCite.ItemAlsoKnownAs: 2129771:TACUNXJX 2405685:P3XRUIGA
Keywords: ⛔ No DOI found

An animated dictionary for hearing-impaired students in Thailand - Wicha, Santichai; Sharp, Bernadette; Sureephong, Pradorn; Chakpitak, Nopasit; Atkins, Anthony (Journal of Research in Special Educational Needs, 2012)
As English increasingly becomes the international language, many ministerial and educational organisations have identified the need to improve the competence of Thai students in speaking English. While there is significant research devoted to developing software tools to support the teaching of English as a second language, they are mostly concerned with adult learners. This project focuses on addressing the need to improve the teaching of English as a second language to primary school children with hearing impairments. This paper presents the development of an educational software tool referred to as the Total Communication with Animation Dictionary (TCAD), which supports learners in the acquisition and retention of new English lexical knowledge and is based on the theoretical approaches of Total Communication and situated learning. A series of experiments was undertaken to evaluate the effectiveness of the TCAD in improving vocabulary acquisition and retention. Early results are promising with increased learner engagement and performance compared with traditional approaches.
_eprint: https://nasenjournals.onlinelibrary.wiley.com/doi/pdf/10.1111/j.1471-3802.2012.01239.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-3802.2012.01239.x 2339240:26Y8P2ER 2405685:SY4KMK35
Keywords: Hearing-impaired students; language acquisition; total communication with 3D animation

A new face of education: Bringing technology into the classroom in the developing world - Winthrop, R.; Smith, M.S. (Brookings, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:3ZM3DUIC 2405685:G7RGN7JS

Automated teller machines (ATMs) (per 100,000 adults) - Sierra Leone - World Bank (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:EERHMIDA 2405685:IECJPUES 4556019:QB8DZSFF

Gender Equality and Development - World Bank (World Bank Group, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:MRXABNXI 2405685:IBS4J2KN

Challenges and strategies of working with learners with low vision: Implications for teacher training - Yalo, J. A.; Indoshi, F. C.; Agak, J. O. (Educational Research and Reviews, 2012)
Learners with low vision can be trained to increase their visual functioning through a planned programme of visual experiences. Such a low vision training programme was introduced in Kenya in 1994. However, despite its implementation over the last 15 years, challenges still persist among teachers who work with such learners. The purpose of this study was to document challenges that learners with low vision have on teachers’ performance when teaching learners with low vision in special primary schools for the visually impaired in Kenya. The study was carried out in 6 schools for the visually impaired respondents in the study including 78 teachers survey through questionnaire and observation. The study established challenges faced by teachers as lack of appropriate devices for learners, lack of adequate training of teachers and lack of regular teacher auditing. Strategies suggested to address the challenges were supply of low vision devices, low vision teams based at each school reconstituted to provide co-ordinated learning support and regular case conferencing be mounted to provide teacher support.
KerkoCite.ItemAlsoKnownAs: 10.5897/ERR10.100 2339240:B8RGF7UM 2405685:ZSVGWH7J

Gender bias in attitude towards girls in the use of computers in selected schools in central Africa - Yeba, Judith Sama Mouokuio Meno (Journal of Continuing, Open and Distance Education, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:GQ2UGHN6 2339240:UFYFPPAS 2405685:9IAHMGKZ 2405685:9L84HEQM
Keywords: ⛔ No DOI found

Mother tongue-based bilingual education in Papua New Guinea - Malone, Susan; Paraide, Patricia (2011)
KerkoCite.ItemAlsoKnownAs: 2405685:SEQ297XD 4042040:752ZVCFP
Keywords: ⛔ No DOI found

ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana - Agyei, Douglas; Voogt, Joke (Education and Information Technologies, 2011)
Included in the contemporary mathematics curricula in Ghana is the expectation that mathematics teachers will integrate technology in their teaching. However, importance has not been placed on preparing teachers to use ICT in their instruction. This paper reports on a study conducted to explore the feasibility of ICT use in mathematics teaching at senior high school levels in Ghana. Interviews and survey data were used for data collection. Preliminary results showed that mathematics teachers in Ghana do not integrate ICT in their mathematics instruction. Among the major perceived barriers identified were: Lack of knowledge about ways to integrate ICT in lesson and Lack of training opportunities for ICT integration knowledge acquisition. To overcome some of these barriers, opportunities of a professional development arrangement for pre-service mathematics teachers were explored. Findings from the study revealed specific features of a professional development scenario that matters for ICT integration in mathematics teaching in the context of Ghana. KeywordsICT use–Professional development–Computer competencies–Mathematics education–Computer attitude–Ghana
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-010-9141-9 2339240:4GH4JJ6N 2405685:GKN47LAT

You use! I use! We use! Questioning the Orthodoxy of One-to-One Computing in Primary Schools - Larkin, Kevin (Journal of Research on Technology in Education, 2011)
The current orthodoxy regarding computer use in schools appears to be that one-to-one (1:1) computing, wherein each child owns or has sole access to a computing device, is the most efficacious way to achieve a range of desirable educational outcomes, including individualised learning, collaborative environments, or constructivist pedagogies. This article challenges this notion, suggesting instead that 1:2 computing is an appropriate means of achieving such aims in primary school. It further suggests that 1:2 computing is preferable to 1:1 computing to achieve a balance between productivity, student engagement, social activity, and individualised learning. This article draws on data collected during the 2009 school year from four Year 7 classrooms (11- to 13-year-old students) with varied patterns of access to netbook computers. The researcher collected detailed information from two pieces of software installed in each computer and analysed the data through an Activity Theory conceptual and methodological lens. Recommendations from this research will assist school leaders in making informed decisions regarding 1:1 and 1:2 computing.
shortDOI: 10/gf62g6 KerkoCite.ItemAlsoKnownAs: 10/gf62g6 2129771:6KZJQBYV 2405685:H9M22ASM

Building a high-quality teaching profession: lessons from around the world - Schleicher, Andreas (OECD, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1787/9789264113046-en 2405685:KHTXBDEZ 2534378:I7ZW5U83

Digital Gender Divide or Technologically Empowered Women in Developing Countries? A Typical Case of Lies, Damned Lies, and Statistics - Hilbert, Martin (Social Science Research Network, 2011)
The discussion about women’s access to and use of digital Information and Communication Technologies (ICT) in developing countries has been inconclusive so far. Some claim that women are rather technophobic and that men are much better users of digital tools, while others argue that women enthusiastically embrace digital communication. This article puts this question to an empirical test. We analyze data sets from 12 Latin American and 13 African countries from 2005-08. This is believed to be the most extensive empirical study in this field so far. The results are surprisingly consistent and revealing: the reason why fewer women access and use ICT is a direct result of their unfavorable conditions with respect to employment, education and income. When controlling for these variables, women turn out to be more active users of digital tools than men. This turns the alleged digital gender divide into an opportunity: given women’s affinity for ICT, and given that digital technologies are tools that can improve living conditions, ICT represent a concrete and tangible opportunity to tackle longstanding challenges of gender inequalities in developing countries, including access to employment, income, education and health services.
KerkoCite.ItemAlsoKnownAs: 2405685:UBBG896Q
Keywords: Damned Lies; Digital Gender Divide or Technologically Empowered Women in Developing Countries? A Typical Case of Lies; Martin Hilbert; SSRN; and Statistics

Role of Educational Technology at Primary School Level In District Karak (Khyber Pukhtunkhwa) Pakistan - Suleman, Dr (International Journal of Academic Research in Business and Social Sciences, 2011)
The study was conducted to explore the role of educational technology at primary school level in District Karak (Khyber Pukhtunkhwa). The main objectives of the study were; to investigate the availability, usability and importance of educational technology; and to investigate whether primary school teachers are for the effective use of technologies for teaching learning process. The study was descriptive in nature. All the teachers and students at primary level in District Karak constituted the population of the study. Only three hundred and sixty six (366) primary school teachers; and two thousand and two students (2002) of primary schools (@ of 25% and 5% respectively) were selected randomly as sample of the study. The study was descriptive in nature. Two different questionnaires were prepared for teachers and students for the collection of data. After analysis of data, the researcher arrived at results that educational technology is very useful for the effective teaching learning process at primary level. It was found that educational televisions, radios, film strips, flip charts, VCRs, overhead projectors, multimedia projectors, educational softwares, computers, and internet facilities were not available in schools. Majority of the teachers were not using the available technology in their teaching learning process. It was also found that teachers were not trained for the effective utilization of educational technology.
KerkoCite.ItemAlsoKnownAs: 2339240:BEJSKZSX 2405685:V4FIB68W
Keywords: ⛔ No DOI found

Cost Effectiveness of Interactive Radio Instruction Program Karnataka: Basic and Program Cost Effectiveness - Bakshi, Shubhashansha (eSocialSciences, 2011)
The Program CEA extends to the study to an impact analysis of the Radio programs to assess whether the expenditure being made for this intervention is helping the students in improving their learning outcomes. This would then serve as a true measure of effectiveness that is; linking the outreach with the outcomes. This requires tracking a cohort of treatment and control groups over a period of three years. Also the study has documented the qualitative behaviour as observed in these groups. URL:[http://cbps.in/Publications.aspx].
Publication Title: Working Papers KerkoCite.ItemAlsoKnownAs: 2339240:L8345RND 2405685:ESR8WZQI
Keywords: Attendance; CEA; Central Tendency; Cost Effectiveness; Enrolment; Interactive Radio Instruction Program; Karnataka; Qualitative analysis; Research; Teachers; cohort of treatment; data; outcomes; qualitative behaviour; school; villages

Human Rights-based Approach to Programming - UNICEF (UNICEF, 2011)
A human rights-based approach is a conceptual framework for the process of human development that is normatively based on international human rights standards and operationally directed to promoting and protecting human rights.
KerkoCite.ItemAlsoKnownAs: 2339240:Q4BNRITK 2405685:V424BQ63

An extended systematic review of Canadian policy documents on e-learning: what we’re doing and not doing - Borokhovski, Eugene; Bernard, Robert; Mills, Erin; Abrami, Philip C.; Wade, C. Anne; Tamim, Rana; Bethel, Edward; Lowerison, Gretchen; Pickup, David; Surkes, Michael A. (Canadian Journal of Learning and Technology, 2011)
Number: 3 KerkoCite.ItemAlsoKnownAs: 10.21432/t22p41 10/gmfk2v 2339240:CHEZSB5X 2405685:6HB7ZEXG

GIS in Education Planning: The Kenyan School Mapping Project - Mulaku, G.C.; Nyadimo, E. (Survey Review, 2011)
School mapping consists of the building of geospatial databases of educational, demographic and socioeconomic data for educational institutions in order to support educational planning and decision making. Such databases contain data such as the geographic location of schools, the numbers of existing schools of different levels in the public and private sectors, their capacities, physical condition and facilities, enrolment and the number of teachers and their attributes. Also often included are data on related natural features and infrastructure such as rivers, roads, economic and administrative centers, medical facilities, religious facilities, etc. This paper describes the Kenyan School Mapping Project, whose objective was to collect such data for all Kenyan learning institutions and to integrate them in a GIS database that could be queried to provide useful information for educational planners, other professional users and average citizens. Results show that at the time of the project, there were nearly 73000 learning institutions in Kenya, ranging from early childhood schools to universities; useful information products on important educational indicators such as schools distribution, enrolments, pupil-teacher ratios and gender parity indices have also been generated from GIS analysis of the data. These results have demonstrated the utility of the database for its stated purpose and therefore shown the project to be a useful model that can be emulated by other developing countries.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1179/003962611X13117748892155 KerkoCite.ItemAlsoKnownAs: 10.1179/003962611X13117748892155 2405685:HH3GP4V2 4042040:NJ6E8C3M
Keywords: EMIS; GIS; KENYA; SCHOOL MAPPING

Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme - Spiro, Jane (Higher Education Research & Development, 2011)
In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective.
Publisher: Routledge _eprint: https://doi.org/10.1080/07294360.2011.598453 KerkoCite.ItemAlsoKnownAs: 10.1080/07294360.2011.598453 2339240:H56WBEPQ 2405685:89HZUWSP
Keywords: home student experience; intercultural competences; international competences; savoir être; task design for internationalization; teacher development; teacher reflection