HLM behind the curtain: Unveiling decisions behind the use and interpretation of HLM in higher education research - Niehaus, Elizabeth; Campbell, Corbin M.; Inkelas, Karen Kurotsuchi (Research in Higher Education, 2014)
Hierarchical linear modeling (HLM) has become increasingly popular in the higher education literature, but there is significant variability in the current approaches to the conducting and reporting of HLM. The field currently lacks a general consensus around important issues such as the number of levels of analysis that are important to include and how much variance should be accounted for at each level in order for the HLM analysis to have practical significance (Dedrick et al., Rev Educ Res 79:69–102, 2009). The purpose of this research is to explore the use of a 3-level HLM model, appropriate contextualizing of results of HLM, and the interpretation of HLM results that resonates with practice. We used an example of a 3-level model from the National Study of Living Learning Programs to highlight the practical issues that arise in the interpretation of HLM within a higher education context.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11162-013-9306-7 2339240:T3IAMTEX 2405685:XUPUQT78
Keywords: Hierarchical linear modeling (HLM); Higher education research; Statistical methods

A case study of students’ and teachers’ perceptions in a Finnish high school during the COVID pandemic - Niemi, Hannele Marjatta; Kousa, Päivi (International Journal of Technology in Education and Science, 2020)
This study describes one local upper secondary school in Finland during the COVID-19 pandemic. All teaching was changed to distant for around two months. The study describes students’ and teachers’ perceptions during that time. Participants responded to the survey four times and freely described their experiences five times. The number of participants varied from 56 to 72 students and 9 to 15 teachers at different times. The data were analyzed by descriptive statistics, cluster analysis, and qualitative content analysis. The main findings indicate that distance teaching was implemented very successfully. However, open comments and cluster analysis revealed many challenges. Students complained of heavy workloads and fatigue. Some students lost motivation. These difficulties did not disappear over time. The main challenges for teachers included non-authentic interaction and a lack of the spontaneity that in-person teaching provides. Teachers quickly learned to use technological platforms, but interaction through it was not of as high quality. Teachers were also worried about students’ progress. Teachers did not recognize students’ heavy workload and motivation problems in the way that students described them. The study provides several recommendations for future remote teaching.
KerkoCite.ItemAlsoKnownAs: 10.46328/ijtes.v4i4.167 2339240:RTX5YPDY 2405685:87JLSSBA

Technology in education: a case study on Lao People's Democratic Republic - Nietschke, Yung; Dabrowski, Anna (International Education Research, 2023)
This paper was commissioned by the Global Education Monitoring Report as background information for the development of the 2023 Global Education Monitoring (GEM) Report: technology and education, Southeast Asia. Digital technology has the potential to transform learning and offer a solution to persistent challenges in equity of access and quality of learning for all students. COVID-19 has accelerated the adoption of technology to deliver alternative modes of education. It has also put the spotlight on the digital divide that technology creates. This Case Study explores the progress of technology integration in the education sector in Lao PDR in line with its aspirations for a thriving digital economy driven by a digitally-skilled workforce. It explores the current conditions that facilitate or inhibit digitalization of the education sector and considers the impact across the system, sector-wide and school levels. This includes issues relating to digital access, digital literacy of teachers and students, technology infrastructure investments and the regulatory environment. The findings suggest that many of these challenges are not unique to Lao PDR. However, with a clear strategy, political commitment and sustainable resourcing of the education sector, there are opportunities for the Government of Lao PDR and its partners, to set a strong foundation for digitalizing the education system.
Publisher: Global Education Monitoring Report Team KerkoCite.ItemAlsoKnownAs: 2339240:4QQEEHZ3 2405685:V9RN8N7R
Keywords: accepted; checks the GP(disadvntaged group-OOS)T; publisher: Global education Monitering report; ⛔ No DOI found; ⛔ No INSPIRE recid found

Technology in education: a case study on Lao People's Democratic Republic - Nietschke, Yung; Dabrowski, Anna (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:2G8JRHPM 2405685:9XD3CL25

Strengthening Foundational Learning in the Asean Region: A Review of Promising Practices - Nietschke, Yung; Monty, Adeola; Dabrowski, Anna; Goundar, Payal; Ahmed, Syeda Kashfee; Wong, Debbie; Spink, Jeaniene (Australian Council for Educational Research, 2024)
In the Association of Southeast Asian Nations (ASEAN) region, there is a learning crisis. Children from the most marginalised groups face insurmountable barriers to accessing a quality education, while many of those who are in school are not learning. Foundational learning is often described as the essential skills and knowledge that serve as the basis for further learning and development, and includes basic literacy (reading and writing) and numeracy (mathematics), and more recently, a focus on critical thinking, problem-solving, and socioemotional skills. In collaboration, ASEAN and the United Kingdom have established the Supporting the Advancement of Girls' Education (SAGE) Programme under their ASEAN-UK partnership. This initiative is designed to narrow the development gap between the first six ASEAN members and the four newer member countries (Cambodia, Myanmar, Lao PDR and Viet Nam) and Timor-Leste, by addressing their education priorities within the ASEAN region, specifically focusing on challenges faced by girls and marginalised groups. The SAGE program aims to understand early-grade students' challenges in the ASEAN region, identify effective practices to address these issues and provide practical recommendations to empower students with essential foundational skills for lifelong learning. This report, part of a three-part series, focuses on supporting foundational learning in primary school settings in ASEAN countries. Its objective is to comprehend the challenges faced by the region in promoting foundational learning.
KerkoCite.ItemAlsoKnownAs: 10.37517/978-1-74286-740-3 2339240:XG5LY2UE 2405685:78EJC3UJ

Nigeria Learning Passport - Nigeria Federal Ministry of Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:4TAPVKN4 2405685:CCRKKXJS

National Education Policy - Nigerian Educational Research and Development Council (2013)
KerkoCite.ItemAlsoKnownAs: 2405685:AHQUPS4B

Economic role of education in agriculture: evidence from rural Vietnam - Ninh, Le Khuong (Journal of Economics and Development, 2020)
Purpose This paper investigates the impact of education on output of rice farming households in Vietnam. Design/methodology/approach Given the literature review, this paper specifies three empirical models (i.e. linear constant coefficient model, partially nonlinear model and linear varied coefficient model) with variables that well describe the mechanism through which education affects output. The data were collected from 901 rice farming households randomly selected out of ten provinces and city in the Mekong River Delta (MRD) of Vietnam. The models are estimated using ordinary least squares (OLS) and Robinson's (1988) double residual estimators. Findings Estimates of the empirical models show that seed, fertilizer, labor and farm size have significant impacts on output of rice farming households while pesticide and herbicide do not. Education is also found to have a positive effect on output of rice farming households because it helps them better manage farms of larger size via combining various inputs in a more desirable way. Originality/value This paper confirms the positive impact of education on agricultural output, which implies that policies aiming to provide better education to rural people will greatly enhance their income as well as trigger long-term economic and agricultural growth.
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/JED-05-2020-0052 2339240:8WVZQKDR 2405685:Y25ZN4GM 4656463:N9ECH866
Keywords: Agriculture; Education; Household; Input; Output; Rice; Rural; Schooling; Vietnam

Bangladesh Demographic and Health Survey 2017-2018: key indicators - NIPORT; ICF (National Institute of Population Research and Training (NIPORT) and ICF, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:77QXWVJP 2405685:2IGTN5VN

Pakistan Demographic and Health Survey 2017-18 - NIPS/Pakistan, National Institute of Population Studies-; ICF (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:RTFLL9BG 2405685:3GGE62IJ
Keywords: ⛔ No DOI found

In Ghana, Free High School Brings Opportunity and Grumbling - Nir, S.M. (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:V7XGFRLC

Mapping Teacher Distribution Analysis with Digitation Technology Implementation to Improve Education Management in Bengkulu City - Nirwana, Nirwana; Vatresia, Arie; Utama, F. P. (Atlantis Press, 2019)
Embedded technology in education management is one of the most important things as an aid for Education Department. Not only help in learning process, the use of technology has been also used in many part of education to improve learning process. In this paper, we proposed the idea of mapping the digitation of High School (SMA) in Bengkulu city to manage...
ISSN: 2352-5398 KerkoCite.ItemAlsoKnownAs: 10.2991/icetep-18.2019.49 2405685:W6VBYJPS 2486141:QIPGVMGF

Mapping teacher distribution analysis with digitation technology implementation to improve education management in Bengkkulu City - Nirwana, Nirwana; Vatresia, Arie; Utama, F.P (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:WPX77ITN 2405685:92SJIVRG
Keywords: ⛔ No DOI found

Community Participation in School Management in Developing Countries - Nishimura, Mikiko (Oxford Research Encyclopedia of Education, 2017)
Community participation in school management has great potentials for removing mistrust and distance between people and schools by nurturing transparency of information and a culture of mutual respect and by jointly pursuing improvement of school by sharing vision, process, and results. Individual and organizational behavioral changes are critical to increase the level of participation. In countries where the administrative structures are weak, the bottom-up approach to expanding educational opportunity and quality learning may be the only option.Nevertheless, when community participation is implemented with a top-down manner without wider consultation on its aims, processes, and expected results, the consequences are likely to be conflicts between actors, a strong sense of overwhelming obligation, fatigue, inertia, and disparity in the degree and results of community participation between communities. Political aspects of school management and socio-cultural difference among the population require caution, as they are likely to induce partial participation or nonparticipation of the community at large. Community participation in school management will result in a long-term impact only if it involves a wide range of actors who can discuss and practice the possibilities of revisiting the definition of community and the way it should be.
ISBN: 9780190264093 KerkoCite.ItemAlsoKnownAs: 10.1093/acrefore/9780190264093.013.64 10/ggn6cs 2339240:8A8V8P9M 2405685:ZM3Y87L2

NITDA | e-Learning Facilities - NITDA (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:5EPQAVFL

Thai Lip-Reading CAI for Hearing Impairment Student - Nittaya, Warunee; Wetchasit, Kaskaew; Silanon, Kittasil (2018 Seventh ICT International Student Project Conference (ICT-ISPC), 2018)
This paper is proposed the lip-reading computer assisted instruction (CAI) for hearing impairment student. It consists of two units: the first unit is a part of the learning lesson. In this unit, the student can learns the various categories of vocabulary. The vocabularies come from the thing which use in day life, such as Fruit, Animal, vehicles and so on. It enables student to practice pronunciation by looking at a model speaker mouth movement. The second unit is the multiple choice game. The student has to see lip-reading video and choose the correct answer choice. Experiments are tested with ten hearing impairment primary school students. The result of before and after practicing with the CAI system are evaluated. The rate of correctly mouth shape recognition is grater after practicing with the system for improvement of pronunciation.
KerkoCite.ItemAlsoKnownAs: 10.1109/ICT-ISPC.2018.8523956 2339240:X4N5EIA4 2405685:PQE8MWAL

Effect of financial and non-financial motivation on performance of teachers in private secondary schools in Sheema Disrict, Uganda - Niwamanya, J. (Uganda Technology and Management University, 2016)
This cross-sectional descriptive study assessed the relationship between motivation and performance of teachers in private secondary schools in Sheema District, Uganda. Specifically, the study examined the relationship between financial motivation and teachers’ performance in private secondary schools in Sheema District; and examined the relationship between non-financial motivation and teachers’ performance in private secondary schools in Sheema district. Data was collected using questionnaire, interview guide and documentary review methods. Purposive sampling was used to select 10 head teachers from 10 private secondary schools in Sheema District, and 212 teachers out of 383 teachers from ten schools in Sheema District. Findings indicated that there was significant positive relationship between financial motivation and teachers’ performance in private secondary school teachers ( r=0.692at 0.000 significant level) as well as nonfinancial motivation being significantly positively related to performance of private secondary school teachers in Sheema District (r=0.616 at 0.000 significant level). Financial motivation impacts on performance of teachers by 69.2% while non-financial motivation impacts by 61.6%. The value of r square when all variables were operating at the same time was 50.7%. This demonstrates that difference in teacher performance can be explained by the differences in non-financial and financial factors. Other factors that affect teacher performance would explain 49.3% of the difference in teacher performance. Therefore there is a need to use both financial and non-financial rewards, although the financial motivation has more impact.
KerkoCite.ItemAlsoKnownAs: 2405685:CVJ6RWXT

Local governance, decentralisation and corruption in Bangladesh and Nigeria - Nixon, Hamish A D; Menocal, Alina Rocha; Bhattacharya, Debapriya; Fuad, Syed Muhtasim; Hassan, Idayat; Iwuamadi, Kelechi C; Rezbana, Umme Shefa; Yusuf, Shamsudeen (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:BT5PUL3H 2405685:6LBMHHTG 4656463:VP5TVEFF
Keywords: ⛔ No DOI found

Abigisha n'abiga mu Rwanda babonye ubumenyi bwo kuvuga haba muri Kinyarwanda n'Icyongereza nyuma ya 2008-2011 bikurikiranye na politiki-y'indimi-mu burezi - Niyibizi, Epimaque (Rwanda Journal of Education, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:X8JG72M9 4042040:IFUVAG58
Keywords: ⛔ No DOI found

Ururimi rwa Kinyarwanda mu burezi ibihe: umugani cyangwa ukuri? - Niyomugabo, Cyprien (Journal of Educational Research and Review, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:UFWTLTLY 4042040:ET6PL2GZ
Keywords: ⛔ No DOI found

Assessment of parent’s engagement in implementation of competency-based curriculum in private primary schools in Tharaka South Sub-County of Tharaka-Nithi County, Nithi County, Kenya - Njeru, Atanasia Ikoore; Kirimi, Josephine (European Journal of Education Studies, 2023)
Education is a shared responsibility and all stakeholders need to understand and appreciate what is being done and what is required of them to make meaningful contributions to the process. Because the Competency-Based Curriculum shifted its focus from teaching-centric to collaborative-centered, parents are important stakeholders for its successful implementation. Therefore, empowering and engaging a parent in the learning process is essential to the learner’s growth and development. The study examined parents’ engagement in CBC implementation. This study specifically aimed to determine parents’ engagement in the implementation of Competency-Based Curriculum in private primary schools in Tharaka South Sub-County of Tharaka-Nithi County. To get this, the researcher went to private primary schools in Tharaka South Sub County to observe how parents are embracing CBC and randomly selected some parents for interviews, teachers, and head teachers to fill out questionnaires. The study adopted a descriptive survey design where the targeted population was drawn from the 30 private schools in the sub-county. The study targeted 528 respondents. 66 respondents were sampled: 42 parents, 18 teachers and 6 head teachers. Simple random sampling was then used to select the participant. The study conducted a pretest study in 3 private primary schools for the purpose of validating the research instruments. Data was collected using questionnaires for head teachers and teachers and interview schedules for parents. The validity of the research instruments was determined through expert judgment whereas the reliability of the questionnaires was determined through a Cronbach’s alpha coefficient of 0.7982 was obtained. Qualitative data was analyzed thematically whereas quantitative data was summarized using percentages, mean, standard deviation and frequencies were used. This was facilitated by the Statistical Package for Social Sciences (SPSS) Version 21. The study established a significant relationship between the parent’s literacy and the implementation of CBC with a significance value of p=0.000<0.05. The study concluded that the implementation of CBC is greatly challenged by a lack of sensitization on the implementation of the CBC and perceived CBC as expensive, demanding and time-consuming. Thus, recommended that the private schools get more time with their parents to sensitize them on the CBC implementation and get to know their role in the academic performance of their children and also try to change their perception of CBC as expensive, demanding and time-consuming. Article visualizations:
Number: 7 KerkoCite.ItemAlsoKnownAs: 10.46827/ejes.v10i7.4890 2339240:U8V7ZQBP 2405685:6DAPRS4W
Keywords: competency-based curriculum; curriculum implementation; parent’s engagement

Slum dwellers' response to free primary education: a case study of Kibera slum, Nairobi - Njeru, Caroline N. (University of Nairobi, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:WQ65TY5H 2405685:6GFTYXEX

Children adjust to life outside Nigeria’s Almajiri system | UNICEF Nigeria - Njoku, Geoffrey (UNICEF Nigeria, 2020)
UNICEF is supporting the return of children who have left the Almajiri system and their successful reunion with their families
KerkoCite.ItemAlsoKnownAs: 2339240:HCMW8XQW 2405685:6KJDYTQN

The contribution of ICTs to the delivery of special educational needs in Ghana: practices and potent - Nkansah, Godfred Bonnah; Unwin, Tim (Information Technology for Development, 2010)
KerkoCite.ItemAlsoKnownAs: 10.1080/02681102.2010.497273 2339240:6W2XSNXE 2405685:GP3VLXGC

Identité numérique et éducation: enseignement des langues camerounaises grâce aux TIC - Nkenlifack, Marcellin; Demsong, Bethin; Nangue, Raoul (International Journal of Information Sciences for Decision Making, 2011)
KerkoCite.ItemAlsoKnownAs: 2405685:CBI7ZEJX 4042040:HUVQQ8SS
Keywords: ⛔ No DOI found

An approach for teaching of national languages and cultures through ICT in Cameroon - Nkenlifack, Marcellin; Demsong, Bethin; Teko, A.; Nangue, Raoul (International Journal of Advanced Computer Science and Applications, 2011)
This article describes the input of ICT to the modernization of teaching national languages and cultures in order to promote cultural diversity as well as dissemination of scientific knowledge through national languages. This will also reinforce the understanding capacities of the population. This project will serve as the guideline towards development of scientific knowledge and know-how. It presents numerous psychological, pedagogic, scientific and social advantages, among which there is a sensitization of our languages and cultures, the deployment of a platform in some schools, the training of teachers in using ICT in language teaching, the distribution selflearning aids, the development of a website for analysis and dissemination of cultural data, of conservation of linguistic and cultural heritage, and worthiness of pre-requisites and local predispositions towards the emergence and development of technology. It will contribute to make concrete the introduction of teaching national languages in the school curricula in Cameroon.
KerkoCite.ItemAlsoKnownAs: 10.14569/IJACSA.2011.020701 2405685:7SA8WE8M 4042040:9YX9TSJS

Information Technology and Transcription of Reading Materials for the Visually Impaired Persons in Nigeria - Nkiko, Christopher; Atinmo, Morayo I; Michael-Onuoha, Happiness Chijioke; Ilogho, Julie E; Ifeakachuku, Osinulu; Adetomiwa, Basiru; Usman, Kazeem Omeiza (Journal of Education and Learning, 2018)
Studies have shown inadequate reading materials for the visually impaired in Nigeria. Information technology has greatly advanced the provision of information to the visually impaired in other industrialized climes. This study investigated the extent of application of information technology to the transcription of reading materials for the visually impaired in Nigeria. The study adopted survey research design of the ex-post facto to select 470 personnel as respondents. A questionnaire titled Information Technology Use Scale (α=0.74), and Interview Schedule (α=0.75), were used. Data were analyzed using descriptive statistics and Pearson Product Moment Correlation. The findings indicate that information technology in transcription was low and a significant positive relationship between application of information technology and transcription of information materials (r=0.62: p<0.05). The study recommended among others that Multi-National Corporations should be sensitized to extend their Corporate Social Responsibility (CSR) activities to help in procuring modern information technology devices and software to enhance transcription.
KerkoCite.ItemAlsoKnownAs: 10.5539/jel.v7n1p42 2339240:WU4F235U 2405685:TWFV2EY2

Meta-Analysis of Gender Equity and Social Inclusion in Primary Education for Teachers in Tanzania: An Assessment of Current Status and Future Directions - Nkya, Henry
KerkoCite.ItemAlsoKnownAs: 2405685:8UJT2YMK

Prize Lecture: Michael Kremer, Prize in Economic Sciences 2019 - Nobel Prize (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:UADJ9JZR

Meta-Ethnography - Noblit, George W.; Hare, R. Dwight (1988)
Synthesizing Qualitative Studies
KerkoCite.ItemAlsoKnownAs: 2339240:NNXHYU5P 2405685:MRPIRBGH

Education in the Lao People’s Democratic Republic: On Track for the Twenty-First Century - Noonan, Richard (Springer Singapore, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2A2TQKCC 2405685:D7TSN7SJ
Keywords: ⛔ No INSPIRE recid found

Effectiveness of implementation of special education curriculum in face-to-face learning during the Covid-19 pandemic for children with special needs - Noor, Moch; Sugiantiningsih, Anak Agung Putu (International Journal of Social Science Research and Review, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:SEFWN4FY 2405685:MHJIGDIU
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Launching the Development of an OER World Map: Phase II - North Rhine-Westphalian Library Service Centre (The William and Flora Hewlett Foundation)
EdTechHub.ItemAlsoKnownAs: 2405685:6JBL5GRG

eGranary as a digital resource in Uganda: Preliminary findings - Norton, Bonny; Early, Margaret; Tembe, Juliet (Cultural Attitudes towards Technology and Communication 2010 Proceedings of the Seventh International Conference on Cultural Attitudes towards Technology and Communication Vancouver, Canada, 15-18 June 2010, 2010)
KerkoCite.ItemAlsoKnownAs: 2405685:KTRC2M6P
Keywords: ⛔ No DOI found

Phonology-based reading instruction to improve dyslexic students’ early reading ability - Novianti, Ranti; Syihabuddin, S.; Rochyadi, Endang (Indonesian Journal of Applied Linguistics, 2019)
KerkoCite.ItemAlsoKnownAs: 10.17509/ijal.v9i2.20242 2339240:UZ7ZKRMU 2405685:TYVK43JK
Keywords: ⛔ No INSPIRE recid found

Parental Engagement in Children's Online Learning During COVID-19 Pandemic - Novianti, Ria; Garzia, Meyke (Journal of Teaching and Learning in Elementary Education, 2020)
The world is shaken as the Covid-19 pandemic. All aspects of human life feel the consequences, including the education. School activity is replaced by online learning at home and teachers is now sharing the burden of teaching with parents. Facing this situation, parents should be able to play a role as children's learning companions at home. In fact, not all parents are ready for this new task. This research aims to find out more about the parental engagement in children's online learning during the Covid-19 pandemic. Research conducted in Riau province with 148 samples of parents from the first and second grade of elementary school students, who filled the online questionnaire. The design used in this study is a converging design, simultaneously collecting quantitative and qualitative data, combining the data, comparing the results, and explaining all descriptions in the results. The result shows that parental engagement in supervising the children study time is 81,7%, parent role in accompanying children in learning is 80,4%, supervising children study time is 71,8%, recognizing children learning difficulties 69% and providing learning facilities 64.8%. It can be concluded that most of the parents are engaged in children online learning activities, although there are still those who have obstacles and difficulties in dividing time, attention and explaining the lesson to childrens.
54 citations (Crossref) [2024-02-28] Number: 2 KerkoCite.ItemAlsoKnownAs: 10.33578/jtlee.v3i2.7845 2339240:874R3ZFK 2405685:984H2HN8
Keywords: Covid-19 pandemic; online learning; parental engagement; ⛔ No INSPIRE recid found

Thematic Analysis: Striving to Meet the Trustworthiness Criteria - Nowell, Lorelli S.; Norris, Jill M.; White, Deborah E.; Moules, Nancy J. (International Journal of Qualitative Methods, 2017)
As qualitative research becomes increasingly recognized and valued, it is imperative that it is conducted in a rigorous and methodical manner to yield meaningful and useful results. To be accepted as trustworthy, qualitative researchers must demonstrate that data analysis has been conducted in a precise, consistent, and exhaustive manner through recording, systematizing, and disclosing the methods of analysis with enough detail to enable the reader to determine whether the process is credible. Although there are numerous examples of how to conduct qualitative research, few sophisticated tools are available to researchers for conducting a rigorous and relevant thematic analysis. The purpose of this article is to guide researchers using thematic analysis as a research method. We offer personal insights and practical examples, while exploring issues of rigor and trustworthiness. The process of conducting a thematic analysis is illustrated through the presentation of an auditable decision trail, guiding interpreting and representing textual data. We detail our step-by-step approach to exploring the effectiveness of strategic clinical networks in Alberta, Canada, in our mixed methods case study. This article contributes a purposeful approach to thematic analysis in order to systematize and increase the traceability and verification of the analysis.
shortDOI: 10/gfzk5k KerkoCite.ItemAlsoKnownAs: 10.1177/1609406917733847 10/gfzk5k 2339240:MA82VRXM 2405685:N7WTRMQI

A multilingual and multimodal approach to literacy teaching and learning in urban education: a collaborative inquiry project in an inner city elementary school - Ntelioglou, Burcu Yaman; Fannin, Jennifer; Montanera, Mike; Cummins, Jim (Frontiers in Psychology, 2014)
This paper presents findings from a collaborative inquiry project that explored teaching approaches that highlight the significance of multilingualism, multimodality, and multiliteracies in classrooms with high numbers of English language learners (ELLs). The research took place in an inner city elementary school with a large population of recently arrived and Canadian-born linguistically and culturally diverse students from Gambian, Indian, Mexican, Sri Lankan, Tibetan and Vietnamese backgrounds, as well as a recent wave of Roma students from Hungary. A high number of these students were from families with low-SES. The collaboration between two Grade 3 teachers and university-based researchers sought to create instructional approaches that would support students’ academic engagement and literacy learning. In this paper, we described one of the projects that took place in this class, exploring how a descriptive writing unit could be implemented in a way that connected with students’ lives and enabled them to use their home languages, through the creation of multiple texts, using creative writing, digital technologies, and drama pedagogy. This kind of multilingual and multimodal classroom practice changed the classroom dynamics and allowed the students access to identity positions of expertise, increasing their literacy investment, literacy engagement and learning.
KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2014.00533 2405685:VZ8AMWYU 4042040:UM57LWWF

Cohort 3 Digital Skills Training Completion | Digital Malawi - Ntha Foundation (Ntha Foundation, 2022)
The evaluation and assessment process of the first phase of the Digital skills training is taking place at the Kwathu Innovation and Creative Centre hub this week.
KerkoCite.ItemAlsoKnownAs: 2339240:AJPH8VMP 2405685:VE4K65UC

Culturally sensitive transformational learning: Incorporating the afrocentric paradigm and African feminism - Ntseane, Peggy Gabo (Adult Education Quarterly, 2011)
Informed by the Afrocentric learning paradigm, this conceptual piece argues that Mezirow’s version of the theory of transformative learning is useful, but it would be more so if applied to be culturally sensitive. Using Botswana cultural learning values as an example, the article demonstrates how the theory can be made culturally sensitive to an African learning context. African values identified to inform a collective process of transformational learning are that (a) there is no absolute knowledge because of the communal involvement in knowledge construction and knowledge acquisition, (b) spiritual obligation that is influenced by the metaphysical world means that the knowledge context is complex, (c) knowledge is communal because social change depends on collective responsibility, and (d) gender roles/expectations are critical for processing knowledge. In conclusion, the article argues that the continued marginalization of diverse cultural contexts denies new insight into the positive development of a useful critical theory such as transformational learning.
Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0741713610389781 2339240:EJG4NVJM 2405685:EN8VNM8U

Teacher attendance and time on task in primary schools in Mozambique - Nugroho, Dita; Karamperidou, Despina (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:XI9TB42I 2405685:VZR6RFUF

Time to Teach: Teacher Attendance and Time on Task in Primary Schools in Mozambique - Nugroho, Dita; Karamperidou, Despina (UNICEF, 2021)
Teacher attendance is one of the prerequisites on the path toward universal learning in developing countries. Over the past decades, however, studies from across the developing world have found national rates of teacher absenteeism that range from 3 to 27 per cent. Therefore, enhancing teachers' presence in the classroom and ensuring that class time is spent teaching, can contribute significantly to the productivity and inclusive prosperity of a country. This Time to Teach study collates and strengthens the evidence base on primary school teacher absenteeism in Mozambique. The study uses a mix of qualitative and quantitative research methods to provide critical insights into the factors that underpin the multiple forms of teacher absenteeism and time on task. It also examines how factors vary across countries, school types, gender of teacher and other teacher characteristics. Despite high levels of teacher absenteeism, the study shows that teachers are generally committed and that what is needed is education system strengthening. It is hoped that findings will inform workable solutions and policies that will ensure a motivated teaching force, increase opportunities for children to learn at school and, ultimately, improve their life and work opportunities.
KerkoCite.ItemAlsoKnownAs: 2405685:ZP685VWV 4042040:9DF5VZLU 4556019:44PQIP2W 4556019:6P6UPZAV
Keywords: Barriers; C:Mozambique; Developing Nations; Educational Change; Educational Policy; Elementary School Teachers; Employee Absenteeism; Foreign Countries; Gender Differences; Influences; Institutional Characteristics; Rural Urban Differences; Sanctions; Teacher Attendance; Teacher Attitudes; Teacher Characteristics; Teacher Education; Teacher Persistence; Teaching Conditions; Time Management; ⛔ No DOI found

Improving Accessibility on Flickr - Nuh, Yerusha (Flickr Blog, 2016)
We’re excited to detail a number of new accessibility features enabled on Flickr. Read more here.
EdTechHub.ItemAlsoKnownAs: 2405685:F8MCR2DG

Radio in Education in the Face of COVID-19 - Núñez, Felix (Institute for the Future of Education, 2021)
The pandemic came to reaffirm radio as a flexible, massive, low-cost, and long-range communication medium for education.
KerkoCite.ItemAlsoKnownAs: 2339240:U69AUKVX 2405685:CK8VWPIP

CEPAL - SECRETARIA TECNICA DEL ELAC (*) - Núñez, Georgina; Jordán, Valeria; Rojas, Fernando (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:C3REYAYA 2405685:DSL9X4VX
Keywords: ⛔ No DOI found

Using Evidence: How Research Can Inform Public Services - Nutley, Sandra M.; Isabel, Walter; Davies, Huw T. O. (Policy Press, 2007)
This book provides a timely and novel contribution to understanding and enhancing evidence use. It builds on and complements the popular and best-selling What Works?: Evidence-based policy and practice in public services (Davies, Nutley and Smith, Policy Press, 2000), by drawing together current knowledge about how research gets used and how this can be encouraged and improved. In particular, the authors explore various multidiscipliary frameworks for understanding the research use agenda; consider how research use and the impact of research can be assessed; summarise the empirical evidence from the education, health care, social care and criminal justice fields about how research is used and how this can be improved and draw out practical issues that need to be addressed if research is to have greater impact on public services. Using evidence is important reading for university and government researchers, research funding bodies, public service managers and professionals, and students of public policy and management. It will also prove an invaluable guide for anyone involved in the implementation of evidence-based policy and practice.
Google-Books-ID: UfMefp4rO9sC KerkoCite.ItemAlsoKnownAs: 2339240:ZMN2KQDV 2405685:NQSYULZI
Keywords: Political Science / Public Affairs & Administration; Political Science / Public Policy / General; Social Science / Sociology / General

Wiki Sign Dict: A Development of an Online Sharing Dictionary for Hearing Impaired. - Nuttaya, Iam-Khong; Surachai, Suksakulchai
KerkoCite.ItemAlsoKnownAs: 2339240:TPFVCW7E 2405685:W85K48NB

Evaluation of the extent school access programme assisted teachers to acquire ICT skills - Nwajiuba, Chinyere Augusta; Okoro, Kingsley O.; Edikpa, Edith (Asian Journal of Information Technology, 2019)
Evaluation of the Extent School Access Programme Assisted Teachers to Acquire ICT Skills
KerkoCite.ItemAlsoKnownAs: 10.36478/ajit.2019.67.71 10/ggcmnh 2339240:WURRLWAG 2405685:SUTEI49U 2534378:2TFUSAV4 2534378:ENLRRMCY
Keywords: _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Education management; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2426072; __finaldtb

Financing Education in Nigeria: Opportunities for Action - Nwoko, Chinedum (2015)
KerkoCite.ItemAlsoKnownAs: 2405685:Z6UCWWTA

Assessment of public primary school teachers preparedness in the implementation of digital literacy programme in public primary schools in Imenti north sub-county, Kenya - Nyaga, Felistas (University of Nairobi, 2018)
The purpose of this study was to investigate the preparedness of public primary school teachers in the implementation of digital literacy programme in Imenti North Sub County Kenya. The study was guided by the following objectives; to establish infrastructural availability for the public primary school teachers’ usage in teaching and learning in implementation of digital literacy programme in public primary schools in Imenti North Sub County, to examine how public primary school teachers’ competence influence implementation of digital literacy program in public primary schools in Imenti North Sub County, The study sought to determine how public primary school teacher perception influence implementation of digital literacy program in public primary schools in Imenti North Sub County. The study also sought to establish how digital literacy content availability for the public primary school teachers influence implementation of digital literacy programme in public primary schools in Imenti North Sub County. The study adopted descriptive research design. The study was grounded on technology diffusion theory to explain the relationship between the independent and dependent variables. The study had a target population of 596 respondents who comprised 59 head teachers and 537 teachers. The respondents were selected using proportionate random sampling technique where by a sample size of 137 was used. Primary data was obtained using self-administered questionnaires that were made up of both open ended and closed ended questions, also unstructured interview was administered face-to-face or over the phone. The reliability of the study was measured using test retest method. The Data was analyzed using Statistical Package for Social Sciences and the data was presented in frequency tables, percentages and regression analysis. The study concluded that preparedness of public primary school teachers in the implementation of digital literacy programme was highly influenced by teacher competence followed by infrastructural preparedness and then by Teacher perception while digital literacy content had the least effect on implementation of digital literacy programme in public primary schools in Imenti North Sub County. The study concluded that infrastructural preparedness influences implementation of digital literacy program in public primary schools in Imenti North Sub County significantly. Even though the schools have electricity their computer lab have not been fully equipped. The implementation of digital literacy program has been delayed by inadequate internet connections coupled with inadequate digital literacy program devices for teaching and learning in the schools. Also, there being inadequate tablets for the learners and laptops for the teachers have negatively affected the implementation of digital literacy program in public primary schools. The study recommends that teachers and instructors need to be trained in basic ICT skills and ICT-based teaching methods to feel comfortable about using the materials. The study recommends that the governments should ensure that all the public primary schools are connected to wireless internet services; that primary schools should be assisted by both national and county government need to ensure that the schools have a complete computer lab that is fully equipped with enough laptops for the teachers and tablets for the learners. The study further recommends that head teachers and parents need to set up administrative committees to manage ICT facilities as proven to be very effective in ensuring the sustainability of initiatives.
Accepted: 2018-10-18T13:52:29Z KerkoCite.ItemAlsoKnownAs: 2339240:3QH6L8SL 2405685:C6Y4LLKR

The influence of infrastructure, training, content and communication on the success of NEPAD’S pilot e-Schools in Kenya - Nyagowa, Hesbon O; Ocholla, Dennis N; Mutula, Stephen M (Information Development, 2014)
This study was conducted to evaluate the contribution of four of the seven e-School dimensions to the success of the pilot phase of the New Partnership for Africa’s Development (NEPAD) e-School project in Kenya. The study employed survey research methodology. All six of the NEPAD e-Schools in Kenya were included and the teachers and students in those schools formed the study population. Of the 5,186 students and teachers, a representative sample of 1,508 was selected using probabilistic techniques. Data was collected using observations and a survey questionnaire. It was established that all six of the e-Schools had installed the basic computing facilities required for integrating information and communication technologies (ICT) in teaching and learning; all the e-Schools were observed to have the Very Small Aperture Terminal (VSAT) for Internet access in computer laboratories where a variable number of computers were installed. The ICT infrastructure provided modest communication capabilities. But while teachers received technical (ICT) training, they did not receive training on pedagogies for ICT integration in teaching and learning. We conducted hypothesis testing and confirmed that the four dimensions of E-School Success Model, investigated in the current study, positively contribute towards the success of the e-School. We therefore concluded that ICT infrastructure quality, content and communication quality, training effectiveness and use make considerable contributions to the success of the pilot phase of the NEPAD e-School project in Kenya. We recommend that stakeholders should continue investing in the NEPAD e-School project. Further studies on the impact of the other three dimensions of the e-Schools are recommended.
Sage UK: London, England shortDOI: 10/f6jwcp KerkoCite.ItemAlsoKnownAs: 10.1177/0266666913489698 10/f6jwcp 2339240:92BVGHM8 2405685:E6WWI998 2405685:NHIH8TRB
Keywords: Kenya; New Partnership for Africa’s Development; e-schools

Measuring Rohingya Children’s Development: Cultural and Contextual Adaptation of IDELA - Nyeu, Maung; Alif, Ahmed; Tiwari, Priyamvada; Busch, Julian; Tofail, Fahmida; Yoshikawa, Hirokazu (figshare, 2022)
In this brief, NYU Global TIES for Children researchers describe a rapid iterative process of cultural, linguistic, and contextual adaptation and extension of child assessment tools for Rohingya Children in Cox's Bazar, Bangladesh. It includes three specific examples showcasing the rigorous, culturally responsive, equity-based approach to adaptation. This report also highlights some of the most critical findings from using this extended IDELA, known as IDELA-E, in our pilot study. Results suggest that IDELA-E is responsive to the environment in which the Rohingya children grow up and can capture their learning and development gains across multiple domains. Assessment using IDELA-E shows the age-based developmental progression of Rohingya children across these five domains: fine and gross motor, emergent literacy, emergent numeracy, socio-emotional, and executive function development. Overall, this brief highlights a rigorous process of cultural and contextual adaptation of tools for assessing children in a low-resourced context in the global south.
KerkoCite.ItemAlsoKnownAs: 10.6084/m9.figshare.21565404.v1 2339240:44ETW9Z7 2405685:UW87Z7F4

Quantitizing Affective Data as Project Evaluation on the Use of a Mathematics Mobile Game and Intelligent Tutoring System - Nygren, Eeva; Blignaut, Seugnet; Leendertz, Verona; Sutinen, Erkki (Informatics in Education, 2019)
Technology-enhanced learning generally focuses on the cognitive rather than the affective domain of learning. This multi-method evaluation of the INBECOM project (Integrating Behaviourism and Constructivism in Mathematics) was conducted from the point of view of affective learning levels of Krathwohl et al. (1964). The research questions of the study were: (i) to explore the affective learning experiences of the three groups of participants (researchers, teachers and students) during the use of a mobile game UFractions and an intelligent tutoring system ActiveMath to enhance the learning of fractions in mathematics; and (ii) to determine the significance of the relationships among the affective learning experiences of the three groups of participants (researchers, teachers and students) in the INBECOM project. This research followed a sequential, equal status, multi-mode research design and methodology where the qualitative data were derived from the interviews with researchers, teachers and students, as well as from learning diaries, feelings blogs, and observations (311 documents) across three contexts (South Africa, Finland, and Mozambique). The qualitative data was quantitized (Saldaña, 2009), i.e. analysed deductively in an objective and quantifiable way as instances on an ExcelT spreadsheet for statistical analyses. All the data was explored from the affective perspective by labelling the feelings participants experienced according to the affective levels of the Krathwohl et al. (1964) framework. The researchers concluded that: (i) the research participants not only received information, but actively participated in the learning process; responded to what they learned; associated value to their acquired knowledge; organised their values; elaborated on their learning; built abstract knowledge; and adopted a belief system and a personal worldview; and (ii) affirmation of affective learning at all five levels was recognised among the three groups of participants. The study raised a number of issues which could be addressed in future, like how affective levels of learning are intertwined with cognitive levels of learning while learning mathematics in a technology-enhanced learning environment; and how pedagogical models which take into account both cognitive and affective aspects of learning support deep learning.
KerkoCite.ItemAlsoKnownAs: 10.15388/infedu.2019.18 2339240:R2M5YK7G 2405685:3SUJ8RED

Viet Nam MICS-EAGLE factsheet - O'Connell, Tara; Quynh, Nguyen; Lan, Le Anh; Nguyen, Hoang Anh; Fushimi, Akihiro; Mizunoya, Suguru; Mishra, Sakshi; Kelly, Peggy (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:M65QMTVP 2405685:H2F6XSRZ

Supporting teachers in taking up productive talk moves: The long road to professional learning at scale - O’Connor, Catherine; Michaels, Sarah (International Journal of Educational Research, 2019)
In this paper we describe our early, qualitative work on “teacher talk moves” such as revoicing, situated within the urban classrooms of highly skilled teachers, including their role in the work of managing multiple constraints while maintaining productive inclusivity. We then describe our attempts to discern the impact of these talk tools on student achievement in multiple classrooms, using both post-hoc controls and in vivo studies. We move on to the challenges present in disseminating this work in professional development settings; our approach includes framing talk tools as rational responses to actual classroom challenges. Finally we describe current efforts to disseminate cyber-enabled PD in science education K-12, including a central focus on academically productive talk.
shortDOI: 10/ghgn5s KerkoCite.ItemAlsoKnownAs: 10/ghgn5s 2405685:X9V64KPT 2534378:LDIGVCHK

Sierra Leone: Transforming the Country through Innovation - O'Connor, Shane; Zurutuza, Naroa (UNICEF, 2019)
Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2405685:XYSCRRC4

O'Genius Panda - O'Genius Panda
EdTechHub.ItemAlsoKnownAs: 2405685:E59T4C85

Using text mining for study identification in systematic reviews: A systematic review of current approaches - O’Mara-Eves, Alison; Thomas, James; McNaught, John; Miwa, Makoto; Ananiadou, Sophia (Systematic Reviews, 2015)
The large and growing number of published studies, and their increasing rate of publication, makes the task of identifying relevant studies in an unbiased way for inclusion in systematic reviews both complex and time consuming. Text mining has been offered as a potential solution: through automating some of the screening process, reviewer time can be saved. The evidence base around the use of text mining for screening has not yet been pulled together systematically; this systematic review fills that research gap. Focusing mainly on non-technical issues, the review aims to increase awareness of the potential of these technologies and promote further collaborative research between the computer science and systematic review communities.
KerkoCite.ItemAlsoKnownAs: 10.1186/2046-4053-4-5 2405685:RYWDKMDX 2486141:5YIWPZYG 2486141:MZ34R4K8
Keywords: Automation; Review efficiency; Screening; Study selection; Text mining

The Development of Effective Strategies to Teach Reading among Unqualified Primary Teachers in a Developing Country Context - O'Sullivan, Margo (International Journal of Early Years Education, 2003)
The teaching of reading in primary classrooms in developing countries, particularly, the teaching of English reading to second-language pupils, receives very little attention in the literature. One notable study that highlighted the low standard of reading in developing countries claimed that the teaching of reading in these countries is in crisis (Williams, 1993). This can be attributed to teachers’ reliance on a rote memory approach to teaching reading. There is, however, very little research available on efforts that attempt to address this problem. This article emerged from a research study of an in-service programme in Namibia and it begins to address this gap. The programme, for mainly unqualiﬁed primary teachers, sought to develop teachers’ capacity to teach reading more effectively. It explored the usefulness of various Western strategies to teach reading, bearing the transfer issue in mind. The study highlighted the usefulness of an instructional structured reading lesson and explored the issue of prescription inherent in it. It also found that structured and bottom-up strategies were more effective than top-down strategies. However, the main lesson to be learned is that an eclectic approach to teaching reading, using strategies adapted to the realities within which teachers work, is useful in developing country contexts.
shortDOI: 10/fchgrn KerkoCite.ItemAlsoKnownAs: 10.1080/09669760304702 10/fchgrn 2405685:SCJ4ZCAV

Action research and the transfer of reflective approaches to in-service education and training (INSET) for unqualified and underqualified primary teachers in Namibia - O’Sullivan, Margo C. (Teaching and Teacher Education, 2002)
The literature on training approaches for both pre-service and in-service teacher training has been dominated since the 1980s by reﬂective approaches. This has undoubtedly inﬂuenced the relatively recent introduction of reﬂective approaches in developing countries. This article explores efforts, within an action research study of a 3-year (1995–1997) In-service Education and Training (INSET) programme, to implement reﬂective approaches in the training of unqualiﬁed and underqualiﬁed primary teachers in Namibia. The study raises ‘transfer’ questions concerning the appropriateness of reﬂective approaches, as conceptualised in western contexts, for these teachers. It led to the adaptation of these approaches and ultimately the development of an approach termed the ‘structured reﬂection’ approach, which was within the professional capability of the teachers to implement at the time of the study. Action research was used to develop this approach. r 2002 Elsevier Science Ltd. All rights reserved.
Extra URL: https://linkinghub.elsevier.com/retrieve/pii/S0742051X02000148 KerkoCite.ItemAlsoKnownAs: 10.1016/S0742-051X(02)00014-8 2339240:TEEMNCIK 2339240:TQI4YUMP 2405685:Q8N9AGMR 2405685:RPEHPJH5 2405685:UPFKVQ5A 2534378:G446AQHA

An Evaluation of ELLN Digital: Technology-Supported Teacher Professional Development on Early Language, Literacy, and Numeracy for K-3 Teachers - Oakley, Grace; King, Ronnel; Scarparolo, Gemma (Digital Learning for Development, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:KW3JXUFD 2405685:QDANF5S7
Keywords: ⛔ No DOI found

Localizing OER in Afghanistan: Developing a Multilingual Digital Library for Afghan Teachers - Oates, Lauryn; Hashimi, Jamshid (Open Praxis, 2016)
The Darakht-e Danesh (‘knowledge tree’) Online Library is the first open educational resource (OER) initiative in Afghanistan, established to enhance teacher subject-area knowledge, access and use of learning materials, and to foster more diverse teaching methodologies in order to improve learning outcomes in Afghan classrooms. This paper describes our experience developing this local language digital library, buildings its responsiveness to our audience of users as we progressed, customizing both the interface and the resources for Afghanistan’s education environment. We innovated methods to devise relevant local content, localized usability, developed different access models to reach different populations of users, integrated impact measurement, and opted to openly license material in the library’s collection. By making digital educational content open from the first introduction of digital repositories of learning objects in Afghan languages, we have an opportunity to establish the principle of openness and to promote open practices in teacher professional development in Afghanistan. The paper aims to share lessons on how OER can be customized for multilingual, resource-scarce contexts drawing from our experience to date in Afghanistan, and seeking to contribute to the literature on localization and multilingual OER.
Number: 2 shortDOI: 10/gg26fk KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.8.2.288 10/gg26fk 2339240:C7TTPCLP 2339240:PYPNI5CG 2405685:6JQMFU42 2405685:GL8KDFQU 4803016:FHBDTUMJ
Keywords: Afghanistan; OER; language; localization; open access; teacher education; teacher professional development; teaching and learning materials

Use of Information communication technology in teaching and learning processes in secondary schools in Rachuonyo South District, Homa-Bay County, Kenya - Obonyo, Samson O. (University of Nairobi, 2013)
The purpose of this study was to investigate the use of Information Communication Technology (ICT) in teaching and Learning in Rachuonyo South District secondary schools. The focus was on three main subject matters: on ICT use and competence, on teacher and student and on ICT infrastructure and teaching practices. The study is closely connected to the national educational policy, which has aimed strongly at supporting the implementation of ICT in pedagogical practices at all institutional levels. Six research questions were formulated to guide the researcher investigate the phenomena. A descriptive survey design was used to collect data from the field through the use of questionnaire and an observation schedule. The result indicated that ICT has not been successfully integrated in teaching and learning in schools. In general, students are capable and motivated users of computers. Some students have the skills to use new kinds of applications and their ICT skills are wider although not necessarily adequate. Teachers’ skills are more heterogeneous. The large majority of teachers have sufficient skills for everyday and routine working practices, but many of them still have difficulties in finding a meaningful integration of ICT into teaching and learning. Most teachers reported that the use of ICT in learning and teaching was slow in the past years and proposed upgrading of students computer labs and accelerating internet connectivity in the schools. Further, teachers’ good ICT competence helps them to adopt new pedagogical practices and integrate ICT in a meaningful way. The results also showed that students are capable and motivated users of new technology and their ICT skills are wide, although not necessarily adequate; the working habit might be ineffective and wrong. Some students have a special kind of ICT related adaptive expertise, which develops in a beneficial interaction between students and teachers, and individual interest and activity. The most common goal to student use of ICT is challenged by the internet, digital communication and the need to filter information. Since students’ ICT skills can be translated to increased creativity, which include innovation and productive workforce, to develop capacity to ICT which support the country’s knowledge base. The findings further indicated that ICT integration realized some challenges such as availability of sufficient number of ICT tools, lack of motivation and support and lack of technical support. The challenges are either teacher-level (Microlevel), school level (Meso-level) or system level (Macro-level). These barriers have hindered successful implementation of ICT into teaching and learning processes. The study also recommended that teachers should be given sufficient training on how to use ICT tools to enhance teaching and learning in schools. The study also recommended that students should be equipped with ICT skills such as Microsoft software applications such as word, excel and access. Finally, further research on the perception of teachers and students towards the use of ICT in enhancing teaching and learning and relevant strategies for using ICT to improve teaching and learning practices should be conducted.
Accepted: 2013-09-13T12:53:42Z KerkoCite.ItemAlsoKnownAs: 2339240:VMGJH5RH 2405685:K3FR5Q2D

Investigating Turkish pre-service teachers' perceptions of blogs: implications for the FATIH project - Ocak, Mehmet Akif; Gökçearslan, Sahin; Solmaz, Ebru (Contemporary Educational Technology, 2014)
This study aimed to investigate pre-service teachers' perceptions on the use of blogs regarding ICT integration in the FATIH project in Turkey. Participants were 174 pre-service teachers continuing their education. Data collection tool was a questionnaire which measured pre-service teachers' perceptions of the blogs. Questionnaire embodied some sub-categories of blog use such as learning, motivation, active participation, writing skills, group work, and critical thinking. Findings revealed that using blogs in classes affected learning and teaching process. The obtained results also showed that the blogs contributed to the recuperation of writing and critical thinking skills. These results indicated that students found social contributions of the blogs such as sharing information and interacting with peers. Based on the findings of study, appropriate conclusions and implications were addressed within the context of the FATIH project.
Publisher: Contemporary Educational Technology, Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826538580?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/6113 2405685:NP6PFAAG 2534378:SAUID3JV 2534378:WI3PD3BP
Keywords: Critical Thinking; Diaries; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Electronic Publishing; Factor Analysis; Foreign Countries; Group Activities; Higher Education; Online Surveys; Postsecondary Education; Preservice Teachers; Questionnaires; Student Attitudes; Student Motivation; Student Participation; Technology Integration; Technology Uses in Education; Turkey; Web Sites; Writing Skills; __:import:01; __:match:final; __:matched; __:study_id:2098538; __finaldtb

Kenya: Heavy Rains and Flooding Update #7 (19 June 2024) - OCHA (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:LFKG7X8C 2405685:Z6TCBWCR

Teachers’ Perception About Integration of ICT Tools in Kiswahili Language Pedagogy in Homabay County, Kenya - Ochieng, BENSON ONYANGO; Miima, FLORENCE ABUYEKA (International Journal of Arts and Commerce, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:E552R7C3 2405685:IEG3IU97

Adoption of education technologies for learning during COVID-19 pandemic: The experiences of marginalized and vulnerable learner populations in Kenya - Ochieng, Vollan Okoth; Waithanji Ngware, Moses (International Journal of Educational Reform, 2022)
The onset of COVID-19 made governments and other education actors prioritize distance learning, particularly through education technologies (EdTechs). Most sub-Saharan African countries adopted and adapted this approach. This paper examines the extent of EdTechs’ deployment in Kenya during the COVID-19 pandemic among marginalized and vulnerable populations. A cross-sectional study design was adopted for the study from which this paper drew its data, with both secondary and primary data utilized. The findings show that marginalized/vulnerable learner populations are still left out on EdTech supported learning. This article proposes salient recommendations that could help advance inclusive education discussion and related EdTechs’ discourse.
KerkoCite.ItemAlsoKnownAs: 10.1177/10567879221076081 2339240:2LCBFF56 2405685:IST3UVII

Learning English Language by Radio in Primary Schools in Kenya - Odera, Florence (2011)
Learning English Language by Radio in Primary Schools in Kenya By Florence Y. Odera (PhD) P.O.Box 2303, Kisumu, Kenya Introduction and background information One of the
KerkoCite.ItemAlsoKnownAs: 2339240:H2WW7AHK 2405685:AI2IS3MP
Keywords: ___working_potential_duplicate

Learning English Language by Radio in Primary Schools in Kenya - Odera, Florence Y
Radio is one of the most affordable educational technologies available for the use in education and development in developing countries. This article explores the use of school radio broadcast to assist teachers and pupils to learn and improve English language both written and spoken in Kenyan primary schools. English language occupies a central place in formal education in Kenya. It is one of the compulsory subjects in both primary (aged six to 13 years) and secondary education (aged 14 to 18 years). It is also a medium of instruction in upper primary from standard four to university education in Kenya. However, teaching and learning English remains one of the most difficult and taxing assignment to primary schoolteachers, because when children join class one they go to the classroom with pre-set language skills. They have developed skills in their vernacular which is the language of instruction in most of rural schools or Kiswahili in urban schools. Sometimes, they mix vernacular, Kiswahili and English and come up with another language called “Sheng”. This makes it very difficult for them to learn English language. Research from developed and developing countries indicates that the use of school radio programmes assist pupils and teachers to learn foreign language like English faster and help them to improve pronunciation of difficult words. School radio broadcast was introduced in Kenya in 1961. One of the reasons was to help improve the standard of spoken and written English language and set the standard for the spoken English in the country. Radio was chosen, because it is affordable and simple to maintain. Despite of the existence of the program in Kenya for many years, there has been an out cry over falling standard in English language evidenced by poor performance in national examinations. The purpose of this study was to find out if teachers in primary schools use broadcasts to schools radio programmes to assist them in teaching and learning the language. The study was based on a descriptive survey. The area of study was Kisumu district and saturated sampling technique was used to select a sample of participants. Data were collected by use of questionnaire for pupils and teachers, while semi-structured interview was used to collect information from head teachers. The main findings indicated that most teachers were not listening to the school radio broadcasts. Very few of them used radio lessons citing various problems, such as lack of resources, broadcast time tables and teachers guide notes, negative attitudes and large number of pupils in the class. Those, who listened to English radio lessons, valued them very much and noted how it has helped to improve the pupils spoken English and performance in Kenya certificate of primary education examination. In view of the findings, the paper recommends that head teachers should provide teachers with radio sets and support materials, encourage and assist them to use English radio lessons.
KerkoCite.ItemAlsoKnownAs: 2339240:CMTI82DS 2405685:9I854Q5C
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Universal child benefits: Policy issues and options - ODI & UNICEF (Overseas Development Institute/ United Nations Children's Fund, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2IESFPQB 2405685:WUGIBXUX

Are the new millennium learners making the grade? Technology use and educational performance in PISA 2006 - OECD (OECD, 2010)
OECD's dissemination platform for all published content - books, serials and statistics
KerkoCite.ItemAlsoKnownAs: 2339240:7LPHP87J 2405685:ZK4PRGRH

Bridging the digital gender divide: include, upskill, innovate - OECD (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:6D4DRZZ5 2405685:GAKGT4J9

Children in the digital environment: Revised typology of risks - OECD (OECD, 2021)
The digital environment has become an integral part of children’s everyday lives and interactions. The benefits can be tremendous, but there also risks. In 2011, the OECD adopted a Typology of Risks in an effort to broadly categorise those risks. Since then the digital environment has changed significantly, as risks have evolved in nature and new ones have emerged. This report informs the OECD’s broader work on children in the digital environment by examining these trends and presenting an updated Typology of Risks. The Typology provides a high-level overview of the risk landscape, and outlines four risk categories and their manifestations. The Typology also identifies and analyses risks that cut across these four risk categories, and that can therefore have wide-ranging effects on children’s lives.
KerkoCite.ItemAlsoKnownAs: 10.1787/9b8f222e-en 2339240:XHMZ9GF7 2405685:356IBD77

Creating effective teaching and learning environments: first results from TALIS - OECD (OECD, 2009)
OCLC: 845567686 KerkoCite.ItemAlsoKnownAs: 2405685:9N4IMAQN
Keywords: C:OECD countries

Creditor Reporting System (CRS) - OECD (Organisation for Economic Cooperation and Development (OECD), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2M8XI4TR 2405685:A8SUQKJN
Keywords: ___working_potential_duplicate

Creditor Reporting System (CRS) - OECD (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:GKAXYNKY 2405685:QF9A6M5Z
Keywords: ___working_potential_duplicate

Data-driven innovation for growth and well-being - OECD
Data and research on e-commerce including measuring the information economy, internet economy outlook, open internet, openness, key ICT indicators, digital economy policy papers., Greater access and use of data creates a wide array of policy issues, such as privacy and consumer protection, open data access, skills and employment, and measurement to name a few. The OECD is undertaking extensive analysis on the role of data in promoting innovation, growth and well-being.
KerkoCite.ItemAlsoKnownAs: 2339240:LTG6EL5I 2405685:SZGET5L7

Data Governance, Privacy and Digital Security - OECD
Data and research on e-commerce including measuring the information economy, internet economy outlook, open internet, openness, key ICT indicators, digital economy policy papers., The global and interconnected digital environment offers a wide range of social and economic benefits and generates enormous potential by fostering innovation, productivity and new sources of growth. Data governance, privacy and digital security are key issues at the heart of OECD work on trust in the digital economy.
KerkoCite.ItemAlsoKnownAs: 2339240:U8JZGWFT 2405685:WLPNCHYF

Delivering Quality Education and Health Care to All: Preparing Regions for Demographic Change - OECD (OECD, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1787/83025c02-en 2339240:G6KY28PG 2405685:A5DTA23J

How we measure social and emotional skills - OECD - OECD (OECD Study on Social and Emotional Skills, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:D6XF5GKT 2405685:GI8HHQSN GI8HHQSN

Innovating education and educating for innovation: the power of digital technologies and skills - OECD (OECD Publishing, 2016)
OECD Innovation Strategy calls upon all sectors in the economy and society to innovate in order to foster productivity, growth and well-being. Education systems are critically important for innovation through the development of skills that nurture new ideas and technologies. However, whereas digital technologies are profoundly changing the way we work, communicate and enjoy ourselves, the world of education and learning is not yet going through the same technology-driven innovation process as other sectors. This report served as the background report to the second Global Education Industry Summit which was held on 26-27 September 2016. It€discusses the available evidence on innovation in education, the impact of digital technologies on teaching and learning, the role of digital skills and the role of educational industries in the process of innovation. The report argues for smarter policies, involving all stakeholders, for innovation in education
OCLC: ocn962008654 KerkoCite.ItemAlsoKnownAs: 2339240:MUZ4UCRL 2339240:PPRIS9CK 2405685:NPVDYFNJ 2405685:QG76K2FC
Keywords: Educational innovations

Lessons for Education from COVID-19 A Policy Maker’s Handbook for More Resilient Systems - OECD (OECD Publishing, 2020)
The COVID-19 pandemic has shaken long-accepted beliefs about education, showing that learning can occur anywhere, at any time, and that education systems are not too heavy to move. When surveyed in May 2020, only around one-fifth of OECD education systems aimed to reinstate the status quo. Policy makers must therefore maintain the momentum of collective emergency action to drive education into a new and better normal. This Handbook provides practical guidance to support them to do just that. It presents the current state-of-play in over 40 education systems, and efforts to improve pedagogical practices in the midst of the pandemic. It proposes three key lessons and related policy pointers for the current academic term and beyond. Drawing on concrete examples of COVID-19 policy responses from primary to tertiary, as well as impactful pre-crisis policies, it addresses the policy areas of flexible learning, educator skills, and student equity. The Handbook has been prepared with evidence from the Education Policy Outlook series – the OECD’s analytical observatory of education policy. As such, it benefits from a decade of policy analysis, outcomes from the Education Policy Reform Dialogues 2020, and the development of an actionable Framework for Responsiveness and Resilience in education.
Google-Books-ID: lAkPEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:P9VP49QS 2405685:K76DA8BJ

OECD Digital Economy Outlook 2020 - OECD (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2SVTCF5V 2405685:YEBSH72B

PISA 2021 ICT Framework - OECD (2020)
zotzenLib.CopiedFrom: 2339240:9V4N7QF4 KerkoCite.ItemAlsoKnownAs: 2339240:9V4N7QF4 2405685:5M3PZ5A9 2405685:FLCKNMWZ
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

PISA 2022 ICT Framework - OECD (PISA 2022 Assessment and Analytical Framework, 2023)
KerkoCite.ItemAlsoKnownAs: 10.1787/dfe0bf9c-en 2405685:2SWALTJD

Pisa for Development: Capacity needs analysis: Tanzania - OECD (OECD; World Bank, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:QZHGJQJ7 2405685:VHFALL7R

Programme for International Student Assessment (PISA): Results from Pisa 2018 - OECD (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:6YJ7KLI5

Strengthening online learning when schools are closed: The role of families and teachers in supporting students during the COVID-19 crisis - OECD (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DYKBSIJT 2405685:C489QCHG

Students, Computers and Learning: Making the Connection - OECD (OECD Publishing, 2015)
Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.
KerkoCite.ItemAlsoKnownAs: 2339240:GJFNXQDL 2405685:PW38U9JQ

Systems Approaches to Public Sector Challenges: Working with Change - OECD (OECD, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1787/9789264279865-en 2339240:2YQASYHU 2405685:LLR8UTFC

Teachers matter: attracting, developing and retaining effective teachers - OECD (OECD Publishing, 2005)
Full report URL: https://www.oecd-ilibrary.org/education/teachers-matter-attracting-developing-and-retaining-effective-teachers_9789264018044-en KerkoCite.ItemAlsoKnownAs: 10.1787/9789264018044-en 2339240:FTEGGPA6 2339240:TU4GDZTW 2405685:DD6X5JJQ

Teachers’ use of new technologies in Latin America - OECD (Making the Most of Technology for Learning and Training in Latin America, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1787/ce2b1a62-en 2339240:W35S4TJK 2405685:GRWZFAZ7

Teaching Strategies for Instructional Quality: Insights from the TALIS-PISA Link Data - OECD (2016)
Series: OECD Education Working Papers Volume: 148 KerkoCite.ItemAlsoKnownAs: 10.1787/5jln1hlsr0lr-en 2339240:TG2NA6AM 2405685:UFMYLTMN

The funding of school education: Main findings and policy pointers - OECD (The Funding of School Education: Connecting Resources and Learning, 2017)
This study on school funding policies was conducted for a number of reasons:
KerkoCite.ItemAlsoKnownAs: 2339240:V9TTH9VS 2405685:8UT9HDR2 4656463:DI64NC3J

The impact of COVID-19 on student equity and inclusion: Supporting vulnerable students during school closures and school re-openings - OECD (2020)
Series: OECD Policy Responses to Coronavirus (COVID-19) KerkoCite.ItemAlsoKnownAs: 10.1787/d593b5c8-en 2339240:HJ77WBL2 2405685:QPTQEPUC

The new millennium learners: Emerging issues from the first expert meeting - OECD (Organisation for Economic Cooperation and Development (OECD), 2007)
KerkoCite.ItemAlsoKnownAs: 2339240:R9C4NL8M 2405685:HZ6N3ZN3

The Path to Becoming a Data-Driven Public Sector - OECD (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:E6U46RNV 2405685:CQH4ADND

The Potential Impact of Artificial Intelligence on Equity and Inclusion in Education - OECD (2024)
Series: OECD Artificial Intelligence Papers Volume: 23 KerkoCite.ItemAlsoKnownAs: 10.1787/15df715b-en 2339240:UJMT6222 2405685:QLNZMBT5

Viet Nam Teachers and teaching conditions, primary to upper secondary education - OECD (Education GPS)
KerkoCite.ItemAlsoKnownAs: 2339240:ZVBHH35D 2405685:VX8W2I78

How Learning Continued During the COVID-19 Pandemic: Global Lessons from Initiatives to Support Learners and Teachers - OECD; World Bank (OECD, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1787/bbeca162-en 2339240:3HGTDMG7 2405685:Y563A6V8

OER Courseware, Research and Policies | OER Africa - OER Africa
KerkoCite.ItemAlsoKnownAs: 2405685:N8PBTPN4

OER Commons - OER Commons (OER Commons)
Library Catalog: www.oercommons.org KerkoCite.ItemAlsoKnownAs: 2339240:8X92V6WP 2405685:A248ZINP

Creative Commons — Attribution-NonCommercial 3.0 Unported — CC BY-NC 3.0 - OER World Map
KerkoCite.ItemAlsoKnownAs: 2405685:3ZSAQ8KZ

OER World Map - OER World Map
KerkoCite.ItemAlsoKnownAs: 2339240:Y86ERCC9 2405685:GRUY8QXK

OER4Schools | Home - OER4Schools (2015)
KerkoCite.ItemAlsoKnownAs: 2405685:JKN3CVK9

Children and parents: media use and attitudes report 2019 - Ofcom (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:7FENY3IH 2405685:R7D2BVIY
Keywords: ⛔ No DOI found

Inflation and price indices - Office for National Statistics - Office for National Statistics (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:PCFUFYYS 2405685:7VBH2E2Q

National Digital Plan HORIZON 2025 - Office of the Head of State (Government of Democratic Republic of Congo, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:32G7WA7C 2405685:94CM3VIY

The logical chain: continuing professional development in effective schools - Ofsted (2006)
KerkoCite.ItemAlsoKnownAs: 2339240:6RVN2CE5 2405685:7W8DVFNS

Life experiences of individuals living with dyslexia in Malaysia: A phenomenological study - Oga, Chan; Haron, Fatimah (Procedia-Social and behavioral sciences, 2012)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2012.05.261 2339240:PHHTPURG 2405685:Y77YE77L
Keywords: ⛔ No INSPIRE recid found

Origins of Human Competence: A Cultural-Ecological Perspective - Ogbu, John U. (Child Development, 1981)
In this essay it is argued that child rearing in the family and similar micro settings in the early years of life and subsequent adolescent socialization are geared toward the development of instrumental competencies required for adult economic, political, and social roles. These cultural imperatives vary from 1 cultural group to another as do the required competencies. In the United States they are different for the white middle class and for minority groups like urban ghetto blacks. It follows that the conventional research approach which used white middle-class child-rearing practices and children's competencies as standards is not useful in understanding minority groups' child rearing and competencies. Rather, for cross-cultural research, a cultural-ecological model is proposed which is not ethnocentric and studies competence in the context of the cultural imperatives in a given population. Cross-cultural or intergroup comparison is appropriate if based on data from such contextual studies.
Publisher: [Wiley, Society for Research in Child Development] KerkoCite.ItemAlsoKnownAs: 10.2307/1129158 2339240:5BH2CB6Q 2405685:ZI8SRUAY

Voluntary and involuntary minorities: A cultural-ecological theory of school performance with some implications for education - Ogbu, John U.; Simons, Herbert D. (Anthropology & Education Quarterly, 1998)
Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1525/aeq.1998.29.2.155 2339240:I6T62CUH 2339240:QPY6G6B8 2405685:R9MTTME6 2405685:XLTNLZRN

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

FTTx Deployment - OGERO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RGSD7UV8 2405685:46ANSAXN

Digital competencies and the 21 century skills of university teachers in Nigeria - Ogunbodede, Kolawole Francis; Ewata, Thompson O.; Kumar, Amit; Okediji, Oyekanmi Gabriel (European Journal of Interactive Multimedia and Education, 2023)
The study examined university teachers’ digital literacy in Nigeria’s south-south geopolitical region. The descriptive survey approach was used, and three research questions served as the study’s direction. Data were gathered via an online questionnaire. SPSS version 23 was used to calculate the mean and standard deviation after frequency counts and simple percentages were used to evaluate the data while the independent t-test was used to test the hypothesis. The online survey was distributed to 200 faculty members, and 91 of them fill it out, yielding a 46% response rate. The sample for the study consisted of 91 lecturers who answered the online survey. Two measurement and evaluation specialists and two experts in digital technology evaluated the questionnaire. Cronbach’s alpha was employed to determine the instrument’s dependability, and the result was 0.74. The results showed that university lecturers possess high levels of both fundamental and multidimensional digital competence. The survey found that among the difficulties experienced by university teachers in acquiring digital skills were a lack of opportunity for information and communication technology (ICT) training, the high cost of ICT literacy training, inadequate ICT facilities, and a lack of sponsorship. Lastly, the outcome of the hypothesis test indicates that there is no statistically substantial difference in the levels of digital competence between male and female university lecturers. Based on their findings, the researchers suggested that university administrators set up digital skills training for university faculty members as well as assistance and incentives to promote development of digital abilities. The government should be dedicated to education overall by investing adequate finances for teacher training, infrastructural development, and enhanced welfare programs to deliver excellent university education in this digital era.
KerkoCite.ItemAlsoKnownAs: 10.30935/ejimed/13966 2339240:5ECG87D3 2405685:BMLZCI77

The Use of Information and Communication Technology (ICT) for Knowledge Management in the Second Cycle Educational Institutions in Ghana - Ohemeng, Patrick; Twum, Edward; Nii, Isadore (International Journal of Computer Applications, 2015)
Given its capabilities to widen access, improve the quality and reduce the cost of developing, accessing and maintaining information, Information and Communication Technology (ICT) offers increased possibilities for managing knowledge. This paper thus investigates the level of utilization of ICT in the knowledge management processes in the Ghanaian educational system. Being a descriptive study, a randomly selected sample of second cycle educational institutions was surveyed through questionnaire. Using descriptive data analysis, the study found a low level of Information and Communication Technologies usage in knowledge management processes in the second cycle educational system. Knowledge management practices were found to be inefficient due to, among other things, absence of strategic policies and nonutilization of ICT. The findings indicate that the Secondary Schools are not deriving the efficiency returns of the computers they have acquired due to the absence of a deliberate and effective strategy for knowledge management. Also students, teachers and administrators in the second cycle schools are not benefitting from the information revolution for knowledge management. It was recommended that capacity building in knowledge management and improvement of Internet speed should be given priority attention by educational authorities.
KerkoCite.ItemAlsoKnownAs: 10.5120/ijca2015906600 2339240:MY59MT5E 2405685:R9EMPF5Y

Mobile solution for better reading instruction in rural Africa - Ojanen, Emma; Jere-Folotiya, Jacqueline; Yalukanda, Christopher; Sampa, Francis; Nshimbi, Chomba; Katongo, Maggie; Choopa, Mapenzi; Lyytinen, Heikki (2015 IST-Africa Conference, 2015)
GraphoGame Teacher Training Service is a mobile-based solution for providing teachers with scientifically validated pedagogical training in literacy instruction. In many African countries teachers currently have insufficient knowledge to teach literacy in local languages and learning materials are scarce, especially for children with learning difficulties. As part of the GraphoWorld network, CAPOLSA/University of Zambia is developing new mobile-based method for providing in-service training for teachers in literacy instruction and assisting children with learning difficulties. GraphoGame Teacher Training Service was piloted in October 2014 in rural Zambia. An orientative workshop was given to 24 teachers who learned about literacy instruction methodology and then organized a GraphoGame intervention to randomly selected 2nd grade children either at home or in a school environment. Parents of the children in the home intervention group were also encouraged to play GraphoGame. GraphoGame learning analytics shows that both the children and their parents improved their word reading skills. Children who played GraphoGame performed better than their non-playing classmates in the EGRA letter-sound knowledge test at the end of the intervention. Teachers, parents and children were all motivated to use ICT-based literacy learning tools and their literacy skills levels show high demand for support services for literacy instruction.
ISSN: null shortDOI: 10/gf62qw KerkoCite.ItemAlsoKnownAs: 10.1109/istafrica.2015.7190559 10/gf62qw 2339240:FYCG4SIF 2405685:HTPQU2DR
Keywords: Africa; African country teachers; CAPOLSA/University of Zambia; Conferences; EGRA letter-sound knowledge test; Electronic learning; Games; GraphoGame; GraphoGame learning analytics; GraphoGame teacher training service; GraphoWorld network; ICT-based literacy learning tools; Mobile handsets; Training; Zambia; computer games; educational institutions; home environment; home intervention group; in-service teacher training; information science education; learning materials; literacy; literacy instruction; literacy skills levels; local languages; mobile learning; mobile-based method; orientative workshop; professional aspects; reading instruction; rural Africa; rural Zambia; rural areas; school environment; scientifically validated pedagogical training; teacher training; word reading skills

GraphoGame – a catalyst for multi-level promotion of literacy in diverse contexts - Ojanen, Emma; Ronimus, Miia; Ahonen, Timo; Chansa-Kabali, Tamara; February, Pamela; Jere-Folotiya, Jacqueline; Kauppinen, Karri-Pekka; Ketonen, Ritva; Ngorosho, Damaris; Pitkänen, Mikko; Puhakka, Suzanne; Sampa, Francis; et al. (Frontiers in Psychology, 2015)
GraphoGame (GG) is originally a technology-based intervention method for supporting children with reading difficulties. It is now known that children who face problems in reading acquisition have difficulties in learning to differentiate and manipulate speech sounds and consequently, in connecting these sounds to corresponding letters. GG was developed to provide intensive training in matching speech sounds and larger units of speech to their written counterparts. GG has been shown to benefit children with reading difficulties and the game is now available for all Finnish school children for literacy support. Presently millions of children in Africa fail to learn to read despite years of primary school education. As many African languages have transparent writing systems similar in structure to Finnish, it was hypothesized that GG-based training of letter-sound correspondences could also be effective in supporting children’s learning in African countries. In this article we will describe how GG has been developed from a Finnish dyslexia prevention game to an intervention method that can be used not only to improve children’s reading performance but also to raise teachers’ and parents’ awareness of the development of reading skill and effective reading instruction methods. We will also provide an overview of the GG activities in Zambia, Kenya, Tanzania, and Namibia, and the potential to promote education for all with a combination of scientific research and mobile learning.
KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2015.00671 2339240:Q4965Q6E 2405685:FW2VAUDE

Mother tongue as default language of instruction in lower primary science classes: Tension between policy prescription and practice in Nigeria - Okebukola, Peter Akinsola; Owolabi, Olatunde; Okebukola, Foluso Olutoyin (Journal of Research in Science Teaching, 2013)
The forecast for the first quarter of this century is that the issue of teaching science in the language to which the learner is most familiar will receive more attention in our quest to win more students for science. Over two-thirds of countries in Africa, Asia, and Europe have developed policies on the use of the mother tongue for teaching science in the lower levels of their education system. In spite of this policy thrust, the educational system of many of these countries has not responded fully to the demands of such a policy. Because studies which mapped the dynamics of communication in science classrooms taught using the mother tongue are scant, we remain in the dark as to how best to structure such classrooms. The study was conducted in 12 primary schools and it involved 36 teachers in urban and rural locations of Lagos State, Nigeria. Quantitative and qualitative data were collected from primary science classrooms where the mother tongue is expected to be used as a medium of instruction. Mismatch between policy and practice was found especially in urban science classrooms. Among other things, it was found that on the average, science lessons delivered in primary 1 in rural settings, were found to be 93.6% in the mother tongue (L1). In primary 2 this fell to 91.1% and in primary 3–84.6%. In contrast, in the urban schools, mother tongue content was found to be 61.8% in primary 1, 49.2% in primary 2 and 26.6% in primary 3. The geo-spatial communication between and among pupils in urban and rural science classes also showed interesting findings, that is, English served as a mediating language. The implications of the findings for future policy considerations and future research to inform policy are drawn. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 50:62–81, 2013
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21070 KerkoCite.ItemAlsoKnownAs: 10.1002/tea.21070 2405685:FM277GAH 4042040:XENETYQZ
Keywords: class dynamics; mother tongue; science teaching

The Power of Mobile to Accelerate Digital Transformation in Pakistan - Okeleke, Kenechi (GSMA, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:52GDR44W 2405685:RL6EI64R
Keywords: ___working_potential_duplicate; auto_merged

Parent and implementer attitudes on gender-equal caregiving in theory and practice: Perspectives on the impact of a community-led parenting empowerment program in rural Kenya and Zambia - Okelo, Kenneth; Onyango, Silas; Murdock, Dawn; Cordingley, Kaylie; Munsongo, Kelvin; Nyamor, George; Kitsao-Wekulo, Patricia (BMC Psychology, 2022)
Fathers are often perceived to be mainly responsible for the provision of the family's economic needs. However, past studies have demonstrated that fathers’ involvement in parenting has great significance for the child’s holistic growth and development. Few studies have investigated fathers’ roles in the nurturing care of young children, particularly responsive care and stimulation, in sub-Saharan Africa. The study reported here was carried out as part of a larger study that sought to evaluate the effectiveness of the Moments That Matter (MTM) program in improving the nurturing care of young children in rural communities in Zambia and Kenya. The MTM program uses a parenting empowerment approach to promote bonding and interactions between caregivers and their children within the home, focusing on responsive care, early learning, and security and safety so that children reach their full developmental potential. Trained volunteers facilitated monthly primary caregiver support and learning groups and ECD home visits. Fathers were encouraged to participate in the home visits and to attend some of the group meetings on specific topics. The study reported in this paper aimed to establish the impact of the parenting empowerment program in promoting more gender-equal attitudes and practices on parenting among fathers (who were not the primary caregivers).
KerkoCite.ItemAlsoKnownAs: 10.1186/s40359-022-00866-w 2339240:9YBRQDN6 2405685:4UHGV9DW
Keywords: And holistic development; Childcare; Early childhood development; Early learning; Fathers’ perceptions; Fathers’ practices; Fathers’ roles; Parenting; Responsive care; Stimulation

The successful education sector development in Tanzania – comment on gender balance and inclusive education - Okkolin, Mari-Anne; Lehtomäki, Elina; Bhalalusesa, Eustella (Gender and Education, 2010)
In this paper we discuss to what extent the international and national equality goals regarding gender balance and inclusive education have been reached in the education sector development in Tanzania. According to recent reports, the development trend has been generally positive, and the country is close to achieving its primary education targets. More detailed reviews suggest, however, that current monitoring and evaluation mechanisms are too narrow to catch the critical factors regarding equality, particularly in secondary education. Our comment concerns the achievements and challenges, and emphasises the significance of a multidimensional set of information including in‐depth qualitative research on connections between socio‐cultural factors and education.
Publisher: Routledge _eprint: https://doi.org/10.1080/09540250802555416 KerkoCite.ItemAlsoKnownAs: 10.1080/09540250802555416 2339240:7Z3K4YGB 2405685:I6TUSX4P
Keywords: Tanzania; disability; education; educational outcomes; gender; inclusive education

ICT education for girls provides the bandwidth for a more robust digital society | United Nations in Thailand - Okuda, Atsuko (United Nations Thailand)
Closing the gender gap in education outcomes has not translated into equal participation and representation in politics, the economy and society in Thailand.
KerkoCite.ItemAlsoKnownAs: 2339240:IASMY2WX 2405685:GKX9LKW6
Keywords: ⛔ No INSPIRE recid found

State capacities and challenges in educating women and girls: The Ugandan experience - Okudi, Christine (Buwa, 2016)
This issue of BUWA explores these questions and provides space for African women and men to define the kind of education that can meet SDG goals. Articles in the issue assess the existing policy frameworks and the officially stated drivers which are shaping them as well as those which are not stated. The various tested and emerging untested models for delivering quality education for women and girls on the continent are considered, as well as key questions around innovative, robust financing models and challenges for education. The main focus here is the extent to which the provision of quality education has to be fully catered to through domestic finances and resources – both for sustainability and ownership purposes.
KerkoCite.ItemAlsoKnownAs: 2339240:D8Q2FHIW 2405685:68IWK5C4
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Education financing in Nigeria and the impact of the COVID-19 pandemic - Okwuosa, Maryjacob; Whisper to Humanity; Halilu, Mukhtar (Global Partnership for Education, 2021)
As the COVID-19 pandemic strains national economies and budgets, the need to protect domestic education budgets and ensure that education remains a priority for national governments has never been more urgent. GPE Youth Leaders from Nigeria raise awareness on the problems the education sector is facing and call on leaders to increase their ambitions for financing education and development.
KerkoCite.ItemAlsoKnownAs: 2339240:W8F8KVSM 2405685:WXXP4NGC

The effect of internet services on child education outcomes: evidence from poa! Internet in Kenya - Okyere, Charles Yaw (Journal of Development Effectiveness, 2022)
In 2016-2018 poa! Internet, a private internet service provider, distributed free internet services across schools in Nairobi, Kenya. Using inverse probability weighting (IPW) method, the study finds that the intervention significantly increases students’ internet use and training, receipt of information on educational content, and participation in information and communication technologies (ICTs) education programmes. However, the study does not find evidence that internet services increase school attendance. The results suggest that facilitating access to internet services in schools can significantly increase child computer and internet skills and training in developing countries, even if those investments have limited gains on school attendance.
Publisher: Routledge _eprint: https://doi.org/10.1080/19439342.2020.1829001 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2020.1829001 2339240:TRFENWZN 2405685:3YSCZCH4
Keywords: Internet services; Kenya; education; gender; quasi-experimental design

Understanding of consumer behaviour as a prerequisite for environmental protection - Ölander, Folke; Thøgersen, John (Journal of Consumer Policy, 1995)
KerkoCite.ItemAlsoKnownAs: 10.1007/BF01024160 2339240:A2LQNT7I 2405685:RLGCUNJQ

Open Learning Exchange | Moving from education to learning - OLE
Library Catalog: www.ole.org KerkoCite.ItemAlsoKnownAs: 2339240:XJYNPAFL 2405685:57L9ACCF

http://www.oleghana.org/index.php - OLE Ghana
Library Catalog: www.oleghana.org KerkoCite.ItemAlsoKnownAs: 2339240:DUSCKB63 2339240:QX9KVBIQ 2405685:G5WGI5Q8 2405685:T29RIPCE

E-Pustakalaya | Home - OLE Nepal (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:LRSJY9G6

Financial sustainability of digital learning environments - Oliveira, Andre Correade; Rui, YangTingting; Upadhyay, Arjun (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7847815 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7847815 ZenodoArchiveConcept: 7847814
Keywords: _comingsoon; _r:AddedByZotZen

Technological determinism in educational technology research: some alternative ways of thinking about the relationship between learning and technology - Oliver, M. (Journal of Computer Assisted Learning, 2011)
This paper argues that research on the educational uses of technology frequently overemphasizes the influence of technology. Research in the field is considered a form of critical perspective, and assumptions about technology are questioned. Technological determinism is introduced, and different positions on this concept are identified. These are used to discuss the ways in which work within the field might be described as technologically deterministic. Four theoretical perspectives (activity theory, communities of practice, actor–network theory, and the social construction of technology) are then briefly characterized, demonstrating that alternative positions are viable, and positioning each in relation to the earlier discussion of technological determinism. The paper concludes by arguing that research, building on such alternative conceptions of technology, is important in developing our understanding of the relationship between technology and learning, as well as identifying potential methodological implications.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1365-2729.2011.00406.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2011.00406.x 2339240:KJEKCKHZ 2405685:GJSF8KVX
Keywords: affordance; educational technology; science and technology studies; technological determinism

Students’ and teachers’ attitudes and views on employing the use of iPads in science lessons - Oliviera, Jose (University of Cambridge, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:9SLGJ8KE 2405685:C4BAKFXY

Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky: 25th International Conference, AIED 2024, Recife, Brazil, July 8–12, 2024, Proceedings, Part II - Olney, Andrew M.; Chounta, Irene-Angelica; Liu, Zitao; Santos, Olga C.; Bittencourt, Ig Ibert (Springer Nature Switzerland, 2024)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-031-64312-5 2405685:NYQ6U4YD

Scaling education innovations for impact in low-and-middle-income countries during COVID - Olsen, Brad (Brookings Institution, 2021)
In 2020, the Center for Universal Education (CUE) at the Brookings Institution joined the Global Partnership for Education’s (GPE) Knowledge and Innovation Exchange (KIX), a joint partnership between the Global Partnership for Education and the International Development Research Centre (IDRC), to facilitate a cross-national, multiteam, design-based research and professional support initiative called Research on Scaling the Impact of Innovations in Education (ROSIE). The intention of ROSIE is to bring together researchers and practitioners to study the process of scaling education initiatives. This first annual brief reflects on scaling insights from different scaling teams across many low- and middle-income countries to jointly learn and share best practices related to scaling in education. Effective scaling is not just about designing and delivering promising innovations for use but also embedding them in thoughtful, mutifaceted ways to ensure that they grow, deepen, and have lasting impact. This brief discusses how several teams went about this work during the difficult last year.
KerkoCite.ItemAlsoKnownAs: 2339240:S7V2Y764 2405685:Y9VGSW9N

Nigeria: Commission to Integrate Almajiri, Out-of-School Children System - Olugbemi, Adeniyi (Leadership, 2023)
Minister of state for education, Dr Yusuf Tanko Sununu, has said the federal government will soon integrate the over 10 million Almajirai and out-of-school children, with the establishment of National Commission for Almajirai and Out-of-School Children. He said this is with a view to teaching them skills to make them self-reliant.
KerkoCite.ItemAlsoKnownAs: 2339240:YNSSEEHZ 2405685:QAI3CDGM
Keywords: Education; Nigeria; West Africa

Students Awareness and Utilization of Educational Broadcasts to Learn in Ogbomoso, Oyo State Nigeria - Olumorin, Charles Olubode; Aderoju, Musiliu Adekola; Onojah, Amos Ochayi (Turkish Online Journal of Distance Education, 2018)
Radio and Television are broadcast media meant to disseminate audio and video signal, messages, information or programs to wide range of audience. Radio and television are already playing a role in educating the populace non-formally through various educational channels and programs, but there is significant potential to capitalize on their ability to enhance development and learning curriculum content among secondary school students. This study: 1) Find out the awareness of educational radio and television programs by secondary school students in Ogbomoso 2) Investigate secondary school students access to educational radio and television programs in Ogbomoso and 3) Investigate problems militating against students' use of educational radio and television programs for learning. Questionnaire was used as instrument to elicit responses from 100 secondary school students on their awareness-on and access to seven educational radio and television programs. The findings revealed that the students were not aware of the educational radio and television programs even though they have access to it. The study recommends that teachers in secondary schools should include educational broadcasts as forms of stimulus variation that they could apply to their classes and educational programs producers on both radio and television should create enough awareness about the programs to enable students follow the programs at appropriate time.
Publisher: Anadolu University KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.445122 2339240:UNNNDHTX 2405685:FDFUW8VP
Keywords: Access to Education; Audiovisual Instruction; Barriers; Distance Education; Educational Radio; Educational Television; Familiarity; Foreign Countries; Questionnaires; Secondary School Students; Student Surveys

Challenges facing principals in Integrating Information Communication Technology (ICT) for efficient management in secondary schools In Nyamira County, Kenya - Ombui, Silas Chester (2013)
This study examines the challenges faced by Kenyan secondary school principals in the use of ICT in enhancing school management. The study investigated computer literacy levels of secondary school principals, challenges faced by principals in integrating ICT for management and acquiring computer hardware and software, extent in which ICT is being used in management and the recommendations which can enhance the principals use ICT for management. The target groups of schools under the study were schools situated in a rural district where we have weak infrastructure and limited facilities in terms of transportation and other means of communication. The study was conducted in 30 secondary schools in Nyamira District in Kenya selected purposefully using availability of electricity as the criteria for selection. Data collection methods included closed and open ended questionnaires for the principals and observation. The data collected was analyzed by tabulating the responses from the 30 respondents and processed manually using frequency counts and percentages. The study findings showed that ICT as a management tool was not used effectively to address management issues. The study also revealed that ICT was being used for clerical issues and to a limited extent on little management issues particularly the processing of examinations. The major challenges facing the principals was lack of funds to acquire computer hardware and software, lack of exposure on the capabilities of ICT to ease management work, and lack of adequate training in ICT for the principals. The findings of the study suggest that for successful implementation of ICT for management in Kenyan secondary schools, strategies that include the financing of ICT infrastructure by the government and other stakeholders, capacity building and the formulation of an ICT policy is required to address the issue of management in secondary schools. Equally adaptation of strategies used elsewhere in the world could be employed.
Accepted: 2013-09-09T06:59:21Z KerkoCite.ItemAlsoKnownAs: 2339240:WADVWVPF 2405685:HCBPD3VW 4656463:YKELQPB3

Scaling Access and Impact: Realizing the Power of EdTech - Omidyar Network (Omidyar Network, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:CM2376RQ 2339240:DVANKZCR 2339240:I3GMH7FI 2339240:NTBHJHCH 2339240:X2A9CDQP 2405685:4E7EW2UF 2405685:5EUGCVFT 2405685:CREQEA9S 2405685:RV53FHR5 2405685:UX7HDLPW

5 features of a monitoring, evaluation and learning system geared towards equity in education - Omoeva, Carina (2018)
Wow do we operationalize equity in education, in the context of education development programming? This blog post from FHI 360’s R&E Search For Evidence blog presents five features necessary for a monitoring, evaluation and learning system to be geared towards equity in education.
KerkoCite.ItemAlsoKnownAs: 2339240:IJU44B8G 2405685:SEHIF23V

Mainstreaming Equity in Education - Omoeva, Carina (FHI 360 Education Policy and Data Center / Education Equity Research Initiative, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:KQK6D75U 2405685:HP39R2WL

Principals' Instructional Leadership Styles and their effect on Tutors on ICT integration in teaching Science - Omwenga, Ezekiel (2016)
The study was carried out to determine the influence of the Principals' leadership style and its effect on the tutors' ICT integration in teaching in Nyanza Region Kenya. One research question and research hypothesis guided the study. The population comprised of 30 Principals and 160 Tutors. A questionnaire and an interview schedule were used to collect data from the Principals and Tutors. Cronbach alpha reliability computation was done to determine the overall reliability of the instrument. Cronbach alpha coefficient of 0.9 and higher was considered reliable. Pearson correlation coefficient, mean and standard deviation were used to analyze data collected and the hypothesis was tested at 0.01 alpha levels. The results from the data analysis indicated there was a direct linear relationship between principal's instructional leadership styles and the teachers' integration of ICT in teaching of science. Based on the findings of the study, it was recommended that the Government of Kenya should develop policies to guide the instructional leaders, KICD, TSC, MOEST and KESI to develop guidelines for Tutors in ICT integration during the teaching of Science.
KerkoCite.ItemAlsoKnownAs: 2339240:EJ4NX3TX 2405685:AJ7SJMEA

Performance expectancy, effort expectancy, and facilitating conditions as factors influencing smart phones use for mobile learning by postgraduate students of the University of Ibadan, Nigeria - Onaolapo, Sodiq; Oyewole, Olawale (Interdisciplinary Journal of e-Skills and Lifelong Learning, 2018)
shortDOI: 10/ghgp5f KerkoCite.ItemAlsoKnownAs: 10/ghgp5f 2339240:E7SFCGQN 2405685:YREJK4SQ

One laptop per child in Rwanda - One Laptop per Child. (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:D7HTGMCI 2405685:MDB8C2SB

onebillion: COVID-19 UPDATE: How we can keep children learning - onebillion (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JEYRECE4 2405685:LKVB55XR

onebillion: one app that delivers reading, writing and numeracy - Onebillion
KerkoCite.ItemAlsoKnownAs: 2405685:F5P8LATF

onebillion: one app that delivers reading, writing and numeracy - onebillion
KerkoCite.ItemAlsoKnownAs: 2339240:XUIZFKTX 2405685:Z4AYZZ5L

onebillion: onecourse – one app for reading and numeracy - onebillion
KerkoCite.ItemAlsoKnownAs: 2339240:P4IZEKTW 2405685:Y2HNMHZI

Onecourse – one app for reading and numeracy - Onebillion (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:D22UZRYK 2405685:2QMRIDCA

onetab - onebillion (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:63XVIAX4 2405685:II2Z2MLN

Pakistan: Federal Cabinet approves Draft Personal Data Protection Bill - OneTrust DataGuidance (DataGuidance, 2022)
OneTrust DataGuidance confirmed, on 28 February 2022, with Saeed Hasan Khan, Partner at S.U. Khan Associates Corporate & Legal Consultants, that the Federal Cabinet of Pakistan approved, on 16 February 2022, the draft of the Personal Data Protection Bill 2021. In particular, Mr Khan stated "The draft Bill will be considered and debated by the legislature and will then be adopted. Thereafter the law will be promulgated on receiving ascent of the President of Pakistan." You can read the draft Personal Data Protection Bill here.
KerkoCite.ItemAlsoKnownAs: 2339240:7LT44FAY 2405685:MN7NQSYV

South Africa: Schools to stay closed amid surge in coronavirus cases - Ongmu, Kalden (WION, 2021)
The reopening of South African schools for the new academic year has been postponed by two weeks in the wake of rising new covid-19 variant cases. “All stakeholders were united in supporting a delay in the opening of schools. Given the pressure experienced by the health system in the past weeks due to covid-19, the council of education, ministers in conjunction with NCCC and cabinet has taken a decision to delay the reopening of both public and private schools by two weeks, Deputy Minister of Basic Education, Reginah Mhaule said.
KerkoCite.ItemAlsoKnownAs: 2339240:Y3LQKI97 2405685:BTK7JUSE

Context and Appropriate Technology: The Unavoidable Partnership - Onguko, Brown (Proceedings of the European Conference on e-Government, ECEG)
KerkoCite.ItemAlsoKnownAs: 2339240:SHJRT3XP 2405685:Q54EJERF
Keywords: ⛔ No DOI found

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

JiFUNzeni: a blended learning approach for sustainable teachers' professional development - Onguko, Brown Bully (Electronic Journal of e-Learning, 2014)
JiFUNzeni blended learning approach is a sustainable approach to provision of professional development (PD) for those in challenging educational contexts. JiFUNzeni approach emphasizes training regional experts to create blended learning content, working with appropriate technology while building content repositories. JiFUNzeni approach was fieldtested though a design-based research intervention conducted in rural western Kenya. The field test included design, development and implementation of a blended learning course for teachers’ professional development utilizing appropriate technologies including tablets powered by solar energy, open educational resources and open source software. One year after the intervention, follow-up interviews were conducted with eight of the ten teachers and two professional development tutors (PDTs) who participated in the research. The findings from the follow-up interviews shared in this paper revealed that: teachers still used cooperative learning and activity-based learning strategies in their teaching. The PDTs on the other hand designed, developed and implemented one other jiFUNzeni blended learning course for twelve teachers in one school in Korogocho slum in Nairobi city. Implementation by PDTs of jiFUNzeni approach confirmed that they had learned through a sustainable way of delivering professional development in challenging educational contexts. The PDTs utilized the instructional design approaches learned through their participation in the research in designing blended learning content, while they also innovated new ways of developing self-study content as an important creative addition to what they had previously learned. Two teenage children participated in digital content development by advising the PDTs on some appropriate ways of applying technology thus, attesting to the fact that digital natives are important reciprocal supporters to digital immigrants and vice versa.
KerkoCite.ItemAlsoKnownAs: 2339240:5SCGRA3U 2339240:M7R5EIZL 2339240:TS6R3E24 2339240:VWE52LMG 2339240:YMBURAH4 2405685:AKXHE6HE 2405685:Q3Y6Z65Z 2405685:U5WZEBXT 2405685:UNATTHSB 2405685:XVE57FFE 2534378:7WCVV8XM 2534378:DW5I8PW4 2534378:T6RRJMGR
Keywords: Blended Learning; Computer Software; Computers; Cooperative Learning; Cooperative learning; Course Content; Design; Disadvantaged Environment; Distance learning; Education–Computer Applications; Educational Technology; Elementary School Teachers; Faculty Development; Foreign Countries; Handheld Devices; Instructional Design; Internet; Interviews; Kenya; Learning Activities; Multimedia Materials; Open Source Technology; Program Development; Qualitative Research; Rural Areas; Self Evaluation (Individuals); Sustainability; Teacher Attitudes; Teaching Methods; Training; __:import:01; __:match:final; __:matched; __:study_id:2096405; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

"For us it was a learning experience": design, development and implementation of blended learning - Onguko, Brown; Jepchumba, Lucy; Gaceri, Petronilla (European Journal of Training and Development, 2013)
Purpose - The purpose of this paper is to share reflections of the three authors on the process of instructional design and implementation of blended learning for teachers' professional development (PD) in rural western Kenya. It proposes reforms in provision of teachers' professional development to enable professional development providers to access specialized skills in instructional design (ID) and blended learning. Design/methodology/approach - The paper resulted from a design-based research including 12 entry and 12 exit interviews, observations of three face-to-face meetings of blended learning sessions and ten classroom observations of teachers implementing new teaching approaches learned through blended learning. Findings - The paper provides insights into the authors' experiences in this research. They shared the following reflections: engagement in ID empowered them and they are confident that they can engage in systematic instructional design on a larger scale; they gained technical knowledge and skills in authoring content in HTML on eXe open source platform; uploading the content and processing audio and video content was equally enthralling to them. Research limitations/implications - Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to consider incorporating the design-based research, instructional design and blended learning approaches used in this study while conducting related research in their dissimilar contexts. Practical implications - The paper includes implications for the design, development and implementation of teachers' professional development for challenging contexts as a contribution towards achievement of both Millennium Development Goals (MDGs) and Education for All (EFA). Originality/value - This paper fulfils an identified need to study provision of professional development for teachers who lack opportunities for professional development.
Place: Limerick Publisher: Emerald Group Publishing Limited Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1430572667?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1108/ejtd-10-2012-0052 2339240:C7CEXRWM 2339240:XN53EQR3 2405685:AFTT7Q76 2405685:UYED6EDY 2405685:ZZ7VUU4G 2534378:32ICX4DB 2534378:UTXP2X7Q
Keywords: 5220:Information technology management; 8306:Schools and educational services; 9177:Africa; Appropriate technology; Audio recordings; Business And Economics–Management; Instructional design; Kenya; Personal development; Professional development; Research; Rural schools; Teaching; Technological change; Training; __:import:01; __:match:final; __:matched; __:study_id:2096396; ___working_potential_duplicate; __finaldtb

Teachers' Attitude and Competence in the Use of Assistive Technologies in Special Needs Schools - Onivehu, Adams Ogirima; Ohawuiro, Onyiyeche Emilia; Oyeniran, Bunmi Juliana (Acta Didactica Napocensia, 2017)
This study examined teachers' attitude and competence in the use of assistive technologies in special needs schools. The descriptive survey method was employed for the study among 100 teachers who were drawn using purposive sampling technique from special needs schools in Osun State, Nigeria. Six research questions were generated while four hypotheses were tested at 0.05 level of significance. A researcher-constructed questionnaire tagged "Teachers' Attitude and Competence in the Use of Assistive Technology Questionnaire" ("TACUATQ") was used for data collection. The instrument was administered on 20 selected teachers outside the sample location through test-retest method; it yielded a reliability coefficient of 0.85 through Pearson Product Moment Correlation statistics. Data were analysed with percentage, mean and rank order, t-test and ANOVA statistical tools. The findings revealed that teachers have a positive attitude towards the use of assistive technologies. However, teachers were not competent in the use of assistive technologies. Gender and teaching experience did not influence teachers' attitude and competence in the use of assistive technologies. It was recommended among other things that teachers should be trained and re-trained on the use of assistive technology for students with speech disorders, visual impairments, hearing impairments, physical impairments and emotional and behavioural disorders.
Publisher: Babes-Bolyai University KerkoCite.ItemAlsoKnownAs: 10.24193/adn.10.4.3 2339240:FDGRYPVG 2405685:TUG39XRX
Keywords: Assistive Technology; Elementary Secondary Education; Foreign Countries; Gender Differences; Questionnaires; Special Needs Students; Special Schools; Teacher Attitudes; Teacher Competencies; Teacher Surveys; Teaching Experience

Investing in disaster preparedness and effective recovery of school physical infrastructure - Opabola, Eyitayo A.; Galasso, Carmine; Rossetto, Tiziana; Meilianda, Ella; Idris, Yunita; Nurdin, Sukiman (International Journal of Disaster Risk Reduction, 2023)
The importance of functioning education infrastructure for the post-disaster recovery of communities is well-acknowledged. Yet, recent natural-hazard events worldwide have highlighted that school facilities still face many post-disaster recovery-impeding challenges. A significant investment in resilience enhancement through appropriate disaster preparedness and post-disaster recovery management is needed to tackle such global challenges. This paper summarises a series of stakeholder engagements (through interviews and focus group discussions) aimed at providing evidence-based recommendations to foster a more rapid and effective post-disaster recovery of school physical infrastructure in disaster-prone marginalised communities. The case-study community is in Central Sulawesi, Indonesia – a region still recovering from the 2018 Central Sulawesi earthquake, tsunami, and liquefaction, which caused damage to over 1200 schools. The considered stakeholders have significant experience in post-disaster recovery management in Central Sulawesi. This paper identifies early-response funding mechanisms, genuine collaborations between stakeholders, and improved capacity for self-organisation as critical elements for an inclusive, sustainable, safer, and more resilient school physical infrastructure. Although the discussion in this paper focuses on Central Sulawesi, the project's outcomes are scalable to other regions in Indonesia, South-East Asia, and other disaster-prone developing nations.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijdrr.2023.103623 2339240:F6Y6I49L 2405685:AFUPK9YY
Keywords: Disaster risk reduction; Preparedness; Resilient recovery; School physical infrastructure; Stakeholder engagement

Open Data Handbook - Open Data Handbook (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:VHCFKFPD 2405685:DWCG7BQT

ODK - Open Data Kit (ODK, 2018)
The ODK community produces free and open-source software for collecting, managing, and using data in resource-constrained environments.
Library Catalog: getodk.org KerkoCite.ItemAlsoKnownAs: 2405685:9CTM6SC2

ODK - Open Data Kit; Kit, Open Data (ODK, 2018)
The ODK community produces free and open-source software for collecting, managing, and using data in resource-constrained environments.
KerkoCite.ItemAlsoKnownAs: 2405685:32TBDFZT 2486141:CKAU3BCK

Open Data Punjab - Open Data Punjab (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:TRPK93UI 2405685:MLU9HKVK

Program Assessment of Kolibri FLY - Open Development and Education (OpenDevEd, 2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0270 2339240:4BDDU4SM 2405685:JC3YVXXT

Open Data Commons: legal tools for open data - Open Knowledge Foundation
KerkoCite.ItemAlsoKnownAs: 2339240:8AXLUXIR 2339240:IDZVLYTA 2405685:R3323J37 2405685:ZZSFI5XI

Ghana Reads - Open Learning Exchange
Library Catalog: ghanareads.oleghana.org KerkoCite.ItemAlsoKnownAs: 2405685:592FRRT9

Open Learning Exchange - Open Learning Exchange (2020)
Library Catalog: www.ole.org KerkoCite.ItemAlsoKnownAs: 2405685:JF264N4L

Open Learning Exchange: Moving from education to learning - Open Learning Exchange
KerkoCite.ItemAlsoKnownAs: 2339240:SVV4J44Z 2405685:T6GAXVRR

Our Platform | Open Learning Exchange - Open Learning Exchange
KerkoCite.ItemAlsoKnownAs: 2405685:KMJA8V32

Ghana Reads - Open Learning Exchange Ghana (2017)
Library Catalog: www.oleghana.org KerkoCite.ItemAlsoKnownAs: 2405685:KKFABZMZ

OLE Ghana - Open Learning Exchange Ghana (2017)
Library Catalog: www.oleghana.org KerkoCite.ItemAlsoKnownAs: 2405685:A5UVHX67

Open School BC Home Page - Open School BC (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FB7UPPB9 2405685:SYAV3ETQ SYAV3ETQ

OUT policy on Open Educational Resources (OER) - Open University of Tanzania (OUT) (OUT, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:UPRFY5AM 2405685:8G9HSMHS

OpenAlex: The open catalog to the global research system - OpenAlex
KerkoCite.ItemAlsoKnownAs: 2405685:3TB9F8HB 2486141:T4959PT9
Keywords: _Added-ailr-2024

Vietnam Digital Transformation Agenda - OpenDevelopment Vietnam (2023)
Vietnam is pushing toward Industry 4.0 with the government's Digital Transformation Agenda (DTA) to leverage digital technologies to drive economic growth, improve governance, and promote social development. Digital transformation is being promoted as the key to unlocking the country's two primary development goals: achieving net zero carbon emission by 2050 and becoming a high-income country
KerkoCite.ItemAlsoKnownAs: 2339240:JEZF39C7 2405685:Y3DTWWS5

OpenEMIS - OpenEMIS (OpenEMIS, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SDRM4HY9 2405685:PR8GHPEC

OpenEMIS – Better data. Better education - OpenEMIS (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:HYT2HLNY 2405685:D7LD9WCF 4656463:M8NDLPJN

OpenEMIS_Data_Security_Practices_en.pdf - OpenEMIS (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:3UEUQBTC 2405685:UUPHN22F

Schools and continuing professional development (CPD) in England – State of the Nation research project: survey report - Opfer, D.; Pedder, D.; Lavicza, Z. (TDA, 2008)
URL is to 'Synthesis report'. KerkoCite.ItemAlsoKnownAs: 2339240:A77QXN4I 2405685:D7DC2JBK

Conceptualizing teacher professional learning - Opfer, V. Darleen; Pedder, David (Review of Educational Research, 2011)
Publisher: SAGE Publications Sage CA: Los Angeles, CA Extra URL: https://journals.sagepub.com/doi/abs/10.3102/0034654311413609 KerkoCite.ItemAlsoKnownAs: 10.3102/0034654311413609 2339240:K7VCJNKP 2405685:8GP9P3IJ 2405685:RFTSSBXB 2534378:ECXANTI8
Keywords: Important; Read

Opportunity Education - Opportunity Education Foundation (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DYSII6N2 2405685:MYJMZAPQ

Orange Education Portal - Orange Sierra Leone (2020)
Library Catalog: www.orange.sl KerkoCite.ItemAlsoKnownAs: 2405685:YV3WDQAQ

Orbit Reader 20 - Braille Display, Book Reader and Note-taker. Includes an SD Card, Charger and a USB cable - Orbit Research (Orbit Research, 2016)
The Orbit Reader 20 is the world’s most affordable Refreshable Braille Display. It is a unique 3-in-1 device and serves as a self-contained book reader, a note-taker and as a braille display by connecting to a computer or smartphone via USB or Bluetooth.
KerkoCite.ItemAlsoKnownAs: 2339240:576TQEPP 2405685:ZN7Y2Q8Y

Taleemabad - Orenda Project
KerkoCite.ItemAlsoKnownAs: 2405685:Y3FWMG3H

Taleemabad - Orenda Project (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:N4Z655E3 2405685:Y3FWMG3H 2405685:ZRSJ3NXE

Guidelines for reporting trial protocols and completed trials modified due to the COVID-19 pandemic and other extenuating circumstances: The CONSERVE 2021 Statement - Orkin, Aaron M.; Gill, Peter J.; Ghersi, Davina; Campbell, Lisa; Sugarman, Jeremy; Emsley, Richard; Steg, Philippe Gabriel; Weijer, Charles; Simes, John; Rombey, Tanja; Williams, Hywel C.; Wittes, Janet; et al. (JAMA, 2021)
Extenuating circumstances can trigger unplanned changes to randomized trials and introduce methodological, ethical, feasibility, and analytical challenges that can potentially compromise the validity of findings. Numerous randomized trials have required changes in response to the COVID-19 pandemic, but guidance for reporting such modifications is incomplete.As a joint extension for the CONSORT and SPIRIT reporting guidelines, CONSERVE (CONSORT and SPIRIT Extension for RCTs Revised in Extenuating Circumstances) aims to improve reporting of trial protocols and completed trials that undergo important modifications in response to extenuating circumstances.A panel of 37 international trial investigators, patient representatives, methodologists and statisticians, ethicists, funders, regulators, and journal editors convened to develop the guideline. The panel developed CONSERVE following an accelerated, iterative process between June 2020 and February 2021 involving (1) a rapid literature review of multiple databases (OVID Medline, OVID EMBASE, and EBSCO CINAHL) and gray literature sources from 2003 to March 2021; (2) consensus-based panelist meetings using a modified Delphi process and surveys; and (3) a global survey of trial stakeholders.The rapid review yielded 41 673 citations, of which 38 titles were relevant, including emerging guidance from regulatory and funding agencies for managing the effects of the COVID-19 pandemic on trials. However, no generalizable guidance for all circumstances in which trials and trial protocols might face unanticipated modifications were identified. The CONSERVE panel used these findings to develop a consensus reporting guidelines following 4 rounds of meetings and surveys. Responses were received from 198 professionals from 34 countries, of whom 90% (n = 178) indicated that they understood the concept definitions and 85.4% (n = 169) indicated that they understood and could use the implementation tool. Feedback from survey respondents was used to finalize the guideline and confirm that the guideline’s core concepts were applicable and had utility for the trial community. CONSERVE incorporates an implementation tool and checklists tailored to trial reports and trial protocols for which extenuating circumstances have resulted in important modifications to the intended study procedures. The checklists include 4 sections capturing extenuating circumstances, important modifications, responsible parties, and interim data analyses.CONSERVE offers an extension to CONSORT and SPIRIT that could improve the transparency, quality, and completeness of reporting important modifications to trials in extenuating circumstances such as COVID-19.
KerkoCite.ItemAlsoKnownAs: 10.1001/jama.2021.9941 2339240:5SVZDPZV 2405685:A55Z4Y79

Perspectives on underutilisation of ICT in education in Tanzania, Uganda and Kenya - Oroma, J. O.; Kiden, S.; Maghendha, M. W.; Ntiyani, S. (2013 IST-Africa Conference, 2013)
Developing countries in Africa have experienced considerably high growth in education that is witnessed by high enrolments at all levels, and brought forth several critical challenges like limited learning space, insufficient learning materials, and inadequate human capacity, forcing governments to build more schools and encourage the private sector to invest in education at all levels because education is pivotal to growth in other sectors. To overcome these challenges and improve the quality of education, these governments enacted several policies that integrate information and communication technologies in the curriculums at all levels of education and encouraged institutions to embrace these technologies because they enhance the teaching and learning processes. However, in reality, the adoption, ICT integration and implementation of these policies is inadequate and hindered by numerous factors. This study therefore focuses on exploring and comparing these factors leading to the underuse of ICT in education in these three countries.
KerkoCite.ItemAlsoKnownAs: 2339240:RWIB3G38 2405685:J9ABKGK8
Keywords: Africa; Computers; East Africa; Educational institutions; Government; ICT; ICT integration; ICT underutilisation; Internet; Kenya; Libraries; Materials; Tanzania; Uganda; Uganda and Kenya; challenges; computer aided instruction; context; countries; developing; developing countries; e-learning. Tanzania; education; education quality; educational institutions; excuses; human capacity; information and communication technologies; learning materials; learning process; learning space; private sector; teaching; teaching process; utilisation; ⛔ No DOI found

Improving Enrollment and Learning Through Videos and Mobiles: Experimental Evidence from Northern Nigeria by Victor Orozco-Olvera, Ericka G. Rascon-Ramirez :: SSRN - Orozco-Olvera, Victor; Rascon-Ramirez, Ericka G. (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:ZT8V7EMR 2405685:N869HF5U

Is the Movies and Mobiles intervention a smart investment? - Orozco-Olvera, Victor; Rascón-Ramírez, Ericka G. (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:PL4Z9P4H 4042040:536CQLRQ

Mobile-based solutions can strengthen human capital gains disrupted by COVID-19 in developing countries - Orozco, Victor (2021)
Education technology is leveraging smartphones to reverse the pandemic-induced learning crisis.
KerkoCite.ItemAlsoKnownAs: 2339240:5G6GXMV4 2405685:VC52RJ7L

What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? Systematic review - Orr, David; Westbrook, Jo; Pryor, John; Durrani, Naureen; Sebba, Judy; Adu-Yeboah, Christine (EPPI-Centre, Social Science Research Unit, Institute of Education, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:K82B5UP3 2339240:NN7K3HRQ 2405685:5J3HIZH9 2405685:YAT9NL4R
Keywords: C:Low- and middle-income countries

Four Key Elements to Make Hybrid Education a Reality - Ortiz, Elena Arias; Brechner, Miguel; Alfaro, Marcelo Pérez; Vásquez, Madiery (Inter-American Development Bank – Education Division – Social Sector, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LNU6BJMX 2405685:HZVZWDEK

Pakistan EdTech Landscape: Using Technology as a Force Multiplier to address the Educational Emergency - Osama, Athar; Imran, Zia; Jamshan, Walia (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:GHDLY5WX 2405685:CKMEWC8Q

Les Langues Africaines a L'ere Numerique: Defis Et Opportunites de L'informatisation Des Langues Autochtones - Osborn, Don (IDRC, 2011)
KerkoCite.ItemAlsoKnownAs: 2405685:MFEFAQY5 4042040:H7B5DJCZ

Literature Review in Science Education and the Role of ICT: Promise, Problems and Future Directions - Osborne, J.; Hennessy, S. (Nesta FutureLab, 2003)
KerkoCite.ItemAlsoKnownAs: 2129771:A4LVVMFJ 2405685:KT9DD3YZ

Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students - Osborne, Jonathan; Simon, Shirley; Christodoulou, Andri; Howell-Richardson, Christina; Richardson, Katherine (Journal of Research in Science Teaching, 2013)
This article reports the outcomes of a project in which teachers' sought to develop their ability to use instructional practices associated with argumentation in the teaching of science—in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to the teaching of science as a common instructional practice within the school. To achieve this goal, two lead teachers in each school worked to improve the use of argumentation as an instructional practice by embedding activities in the school science curriculum and to develop their colleague's expertise across the curriculum for 11- to 16-year-old students. This research sought to identify: (a) whether such an approach using minimal support and professional development could lead to measurable difference in student outcomes, and (b) what changes in teachers' practice were achieved (reported elsewhere). To assess the effects on student learning and engagement, data were collected of students' conceptual understanding, reasoning, and attitudes toward science from both the experimental schools and a comparison sample using a set of standard instruments. Results show that few significant changes were found in students compared to the comparison sample. In this article, we report the findings and discuss what we argue are salient implications for teacher professional development and teacher learning. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:315–347, 2013
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21073 KerkoCite.ItemAlsoKnownAs: 10.1002/tea.21073 2339240:4NIGXKV2 2405685:4X4GKSJM 2405685:VIDIRPJ6 2534378:G9ZN4A6P
Keywords: argumentation; dialogic teaching; epistemic learning; student engagement; teacher professional development

Nature and dynamics of inequalities in Ghana - Osei-Assibey, Eric (Development, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1057/dev.2015.25 2339240:TBRJJYZ2 2405685:5PVKISEY

Assessment of the effectiveness of ICT on Teacher Trainees in Colleges of education. A Case of St. Monica's College of Education - Osei Frimpong, Kojo; Asare, Samuel; Caroline, Owusu-Mintah (Asian Journal of Computer Science and Information Technology, 2019)
The use of ICT in teacher training colleges has relatively improve teaching and learning. The effective use of various ICT tools such the computer, smart phones and PDAs has brought innovative ideas in teacher trainees. This study aimed at finding out the factors influencing the use of ICT tools in enhancing teaching and learning process in the various teacher training institutions in Ghana. A survey was used in order to investigate the study. It was revealed from the findings of the study that students and tutors in the various colleges of education have now accepted the use of ICT in teaching and learning process. However some students still see ICT as difficult due to various factors such as inadequate computers in the various colleges for practical tution and poor access to the internet for learning.
KerkoCite.ItemAlsoKnownAs: 2339240:DVBYU842 2405685:VRJIV787
Keywords: ⛔ No DOI found

Fiscal Decentralization in Ghana: Progress and Challenges - Osei, Edna (Institute for Fiscal Studies Ghana, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:86IVWGL2 2405685:PL3W26A4 4656463:HLGC2IQF