The efficacy of learning analytics interventions in higher education: A systematic review - Larrabee Sønderlund, Anders; Hughes, Emily; Smith, Joanne (British Journal of Educational Technology, 2018)
Abstract Educational institutions are increasingly turning to learning analytics to identify and intervene with students at risk of underperformance or discontinuation. However, the extent to which the current evidence base supports this investment is currently unclear, and particularly so in relation to the effectiveness of interventions based on predictive models. The aim of the present paper was to conduct a systematic review and quality assessment of studies on the use of learning analytics in higher education, focusing specifically on intervention studies. Search terms identified 689 papers, but only 11 studies evaluated the effectiveness of interventions based on learning analytics. These studies highlighted the potential of such interventions, but the general quality of the research was moderate, and left several important questions unanswered. The key recommendation based on this review is that more research into the implementation and evaluation of scientifically driven learning analytics is needed to build a solid evidence base for the feasibility, effectiveness and generalizability of such interventions. This is particularly relevant when considering the increasing tendency of educational institutions around the world to implement learning analytics interventions with only little evidence of their effectiveness.
shortDOI: 10/gf5f7f KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12720 10/gf5f7f 2339240:E5LLMQQY 2405685:CFKVBYIP
Keywords: Reviewed

What works? The case of inclusive education | Unesco IIEP Learning Portal - Singal, Nidhi (2018)
The Sustainable Development Goals with their commitment to ensuring all young people will have access to good quality primary and lower secondary education by 2030 have spearheaded an increased focus on children with disabilities. The SDGs explicit mention of persons with disabilities, across education and other goals have resulted in intense discussions on how to make these commitments a reality.
Library Catalog: learningportal.iiep.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:FHDY4ZTC 2405685:IJ7WBNAN IJ7WBNAN

Licenses for open material - Wageningen University and Research (WUR, 2018)
Open materials are any material provided with an open license. You can use an open license to indicate what other people are allowed to do with your work.
EdTechHub.ItemAlsoKnownAs: 2405685:JAX76AQP

Sierra Leone Media Landscape Report - BBC Media Action (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:7N6UW9TG 2405685:644SZI8D

Reshaping adolescents' gender attitudes: evidence from a school-based experiment in India - Dhar, Diva; Jain, Tarun; Jayachandran, Seema (National Bureau of Economic Research, 2018)
Societal norms about gender roles contribute to the economic disadvantages facing women in many developing countries. This paper evaluates a school-based intervention in India that engaged adolescents in classroom discussions about gender equality for two and a half years with the goal of eroding their support for restrictive gender norms. Using a randomized controlled trial, we find that the program made attitudes 0.18 standard deviations more supportive of gender equality, or, equivalently, converted 16% of participants' regressive views. In addition, self-reported behavior became more aligned with progressive gender norms, particularly among boys. The effects observed in the short run were still present two years after the program had ended.
Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w25331 2339240:W8AREQBB 2405685:NBD6LG5T

Impact evaluation of Tayari school readiness program in Kenya - Ngware, Moses; Hungi, Njora; Wekulo, Patricia; Mutisya, Maurice; Njagi, Joan; Muhia, Nelson; Wambiya, Elvis; Donfouet, Hermann; Gathoni, Grace; Mambe, Shem (APHRC, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:547KU8IY 2405685:ZPLJMSX2

Beyond Short-Term Learning Gains: The Impact of Outsourcing Schools in Liberia after Three Years [long report] - Romero, Mauricio; Sandefur, Justin (Centre for Global Development, 2018)
After one year, outsourcing the management of ninety-three randomly-selected government primary schools in Liberia to eight private operators led to modest learning gains (Romero, Sandefur, & Sandholtz, in press). In this paper, we revisit the program two years later. After the first year, treatment effects on learning gains plateaued (e.g., the intention-to-treat effect on English was .18σ after one year, and .16σ after three years, equivalent to 4 words per minute additional reading fluency for the cohort that started in first grade). Looking beyond learning gains, the program reduced corporal punishment (by 4.6 percentage points from a base of 51%), but increased dropout (by 3.3 percentage points from a base of 15%) and failed to reduce sexual abuse. Behind these average effects, the identity of the contractor mattered. Despite facing similar contracts and settings, some providers produced uniformly positive results, while others present stark trade-offs between learning gains, access to education, child safety, and financial sustainability.
KerkoCite.ItemAlsoKnownAs: 2405685:DGLM6PKR

Improving Student Teachers' Digital Pedagogy through Meaningful Learning Activities - Sailin, Siti Nazuar; Mahmor, Noor Aida (Malaysian Journal of Learning and Instruction, 2018)
Purpose: This study aims to examine the attributes of meaningful learning that student teachers perceived as enabling them to improve their digital pedagogy. It is concerned with how the meaningful learning activities help to prepare student teachers to successfully integrate digital technologies in their future teaching practice. Methodology: This study adopted a qualitative research design and was underpinned by a meaningful learning theory as the theoretical and analytical framework. A total of 24 final year student teachers participated in this study. Data were mainly collected through student teachers' reflections regarding their learning experience. Thematic analysis was utilized to analyze and present the findings. Findings: The findings offer some important insights into how the learning activities carried out in this Scholarship of Teaching and Learning (SoTL) project have directly and indirectly accelerated the acquisition of all the five attributes of meaningful learning. The findings of this study reveal that meaningful learning activities contribute to the improvement of the student teachers' knowledge of and skills in using Web 2.0. This improvement has boosted their confidence to integrate digital pedagogy in future teaching practices. The findings also indicate that although student teachers value their experiences in meaningful learning activities, they have some concerns regarding firstly, their capacities in applying digital pedagogy and secondly, the practicality of integrating Web 2.0 tools in the school setting because of several inherent limitations. Significance: Meaningful learning activities when incorporated into teacher training programmes will expose student teachers to authentic experiences which will be beneficial for their own learning and future teaching practice.
Publisher: Universiti Utara Malaysia Press KerkoCite.ItemAlsoKnownAs: 10.32890/mjli2018.15.2.6 2339240:I5SE5VEN 2405685:UTJAKN83
Keywords: Educational Technology; Foreign Countries; Learning Activities; Preservice Teachers; Self Esteem; Student Attitudes; Teaching Methods; Technological Literacy; Technology Integration; Technology Uses in Education; Web 2.0 Technologies

Experimental evidence on scaling up education reforms in Kenya - Bold, Tessa; Kimenyi, Mwangi; Mwabu, Germano; Ng’ang’a, Alice; Sandefur, Justin (Journal of Public Economics, 2018)
What constraints arise when translating successful NGO programs to improve public services in developing countries into government policy? We report on a randomized trial embedded within a nationwide reform of teacher hiring in Kenyan government primary schools. New teachers offered a fixed-term contract by an international NGO significantly raised student test scores, while teachers offered identical contracts by the Kenyan government produced zero impact. Observable differences in teacher characteristics explain little of this gap. Instead, data suggests that bureaucratic and political opposition to the contract reform led to implementation delays and a differential interpretation of identical contract terms. Additionally, contract features that produced larger learning gains in both the NGO and government treatment arms were not adopted by the government outside of the experimental sample.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jpubeco.2018.08.007 2339240:58EIIZ3H 2405685:XRHDAKJR 4656463:B7GSKCJK
Keywords: Contract teachers; Education; External validity; Kenya; Randomized evaluation; State capacity

Making Kolibri an All-Around Inclusive EdTech - Matic, Radina (Medium, 2018)
Interactive Components, Documentation and Beyond
EdTechHub.ItemAlsoKnownAs: 2405685:6ZBP3PUP

Getting back to normal after Ebola strikes - Daems, Typhaine; Willemot, Yves (UNICEF, 2018)
Beating Ebola starts in the classroom. It doesn't end there
KerkoCite.ItemAlsoKnownAs: 2339240:3I6BWQ34 2405685:T24CRW2F

Education and Disability in the Global South: New Perspectives from Africa and Asia - Singal, Nidhi; Lynch, Paul; Johansson, Shruti Taneja (Bloomsbury Publishing, 2018)
Education and Disability in the Global South brings together new and established researchers from a variety of disciplines to explore the complexities and dilemmas encountered in providing education to children and young people with disabilities in countries in South Asia and Africa. Applying a range of methodological, theoretical and conceptual frameworks across different levels of education systems, from pre-school to higher education, the contributors examine not just the barriers but also the opportunities within the educational systems, in order to make strong policy recommendations. Together, the chapters offer a comprehensive overview of a range of issues, including a nuanced appreciation of the tensions between the local and global in relation to key developments in the field, critiquing a globalized notion of inclusive education, as well as proposing new methodological advancements in taking the research agenda forward. Empirical insights are captured not just from the perspectives of educators but also through engaging with children and young people with disabilities, who are uniquely powerful in providing insights for future developments.
Google-Books-ID: get1DwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:DZELW96T 2405685:9MZNXBIX
Keywords: Education / Educational Policy & Reform / General; Education / Inclusive Education; Education / Special Education / General

The difference between economic and financial analysis for WASH services - Ross, Ian (WASHeconomics.com, 2018)
The distinction between economic analysis and financial analysis is not always straightforward. In this post I try to clarify this. Definitions I have previously defined WASH economics as “the stud…
KerkoCite.ItemAlsoKnownAs: 2339240:RI9C4FHT 2405685:QWR4ZRBS

Effectiveness of a youth-led early childhood care and education programme in rural Pakistan: A cluster-randomised controlled trial - Yousafzai, Aisha K.; Rasheed, Muneera A.; Rizvi, Arjumand; Shaheen, Fariha; Ponguta, Liliana A.; Reyes, Chin R. (PLOS ONE, 2018)
Background The United Nation’s Sustainable Development Goals encompass lifelong learning from birth to youth to adulthood (Goal 4) and economic opportunities for young people (Goal 8). The targets include improving access to quality early childhood care and education (ECCE) as well as learning and training opportunities for adolescents and youth. Cross-generational models for young children and youth may offer opportunities to address the interconnections between goals and targets for the next generation. We investigated whether an ECCE programme for young children (3.5–6.5 years) delivered by female youth (18–24 years) in rural Pakistan would be effective on children’s school readiness. Methods In partnership with the National Commission for Human Development in Pakistan, we implemented the ‘Youth Leaders for Early Childhood Assuring Children are Prepared for School’ (LEAPS) programme to train female youth to deliver ECCE. The effectiveness of the LEAPS programme on children’s school readiness was evaluated in a cluster-randomised controlled trial. We randomly allocated five clusters (villages) to receive the intervention (n = 170 children) and five clusters to control (n = 170 children). Children’s school readiness was assessed after nine months of intervention exposure using the International Development and Early Learning Assessment tool. Analyses was by intention-to-treat. The trial is registered with ClinicalTrials.gov, number NCT02645162. Findings At endline, the intervention group had significantly higher school readiness scores (n = 166, mean percentage score 59.4, 95% CI 52.7 to 66.2) compared with the control group (n = 168, mean percentage score 45.5, 95% CI 38.8 to 52.3). The effect size (Cohen’s d) was 0.3. Conclusion Trained female youth delivered an ECCE programme that was effective in benefitting young children’s school readiness. The cross-generational model is a promising approach to support early child development; however, further evaluation of the model is needed to assess the specific benefits to youth including their skills and economic development.
Publisher: Public Library of Science KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0208335 2339240:PD93RTYY 2405685:ZUGJ62HH
Keywords: Caregivers; Child development; Children; Human learning; Pakistan; Schools; Supervisors; Teachers

TCF - The Citizens Foundation (2018)
TCF is a non-profit organisation which provides education for those people who cannot afford it. It is an NGO run by professional people.
Library Catalog: www.tcf.org.pk KerkoCite.ItemAlsoKnownAs: 2405685:CYT64SM2
Keywords: auto_merged

Elimika (Kenya Education Cloud) (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:D4BCHAZW 2405685:ISBJKG3V

Elimu Tanzania (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:CSDTPS7N 2405685:TB4RPQES

Ghana Investment Fund for Electronic Communications (2019)
Library Catalog: gifec.gov.gh KerkoCite.ItemAlsoKnownAs: 2405685:3CSLWUJY

Ghana Mulitple Indicator Cluster Survey 2017/2018 (The Government of Ghana, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:H645IUG5

Kenya Publishers Association (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:9A5R6KAC

KitKit School (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:CPQVK55T 2405685:J4ZAF7FX

Leveraging Community and Government Resources for Gender and Educational Equity in India: A Case Study of Educate Girls | Educate a Child (educate a child, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:NHVZMVIL 2405685:QLKRXATW

Ministry of Information, Communications and Technology, Innovation and Youth Affairs (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:WL8CUUV2

Scaling Access & Impact: Realizing the Power of EdTech. Executive Summary (Omidyar Network, 2019)
Publisher: Omiyad Network KerkoCite.ItemAlsoKnownAs: 2339240:6TRLF7J9 2405685:KKINUTFX

Telkom Kenya Limited (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:N3EXUGKG

Futures of Education in Bangladesh: Envisioning 2041 - a2i (Government of People's Republic of Bangladesh, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:WBR2EN8Q 2405685:HTABJ4F4

Constructivist Assistive Technology in a Mathematics Classroom for the Deaf: Going Digital at a Rural Namibian Primary School - Abiatal, Loide K.S.; Howard, Grant R. (Proceedings of the South African Institute of Computer Scientists and Information Technologists 2019, 2019)
Within the context of almost nine million children with hearing disabilities in Sub-Saharan Africa, their education is an important topic. The problem was the lack of conclusive research about the effects of digital assistive technologies for educating deaf learners in Sub-Saharan African countries, such as Namibia. The question was could a digital assistive technology improve the mathematics achievement of deaf children? The research objective was to gather scientific evidence by conducting a quantitative experiment with constructivist digital assistive technology and qualitative interviews with the teachers involved. The findings from the experiment suggest that the constructivist digital assistive technology may have had a positive effect on the mathematics achievement of the learners, which was supported by the findings from the interviews. This makes an original contribution to the domain and offers an intervention that was feasible, practical and potentially effective for improving the teaching and learning of mathematics for deaf learners.
KerkoCite.ItemAlsoKnownAs: 10.1145/3351108.3351136 2339240:9RXUDFHE 2405685:QSKYPSUP
Keywords: Constructivism; Constructivist assistive technology; Deaf learners; Digital assistive technology; Experiment; Hearing disability; Interviews; Mathematics education; Namibia; Primary school education; Sub-Saharan Africa; Teaching and learning

Lean Data Initiative - Acumen (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:GWCPJ9JE 2405685:F8558KAX

Appraisal on perceived multimedia technologies as modern pedagogical tools for strategic improvement on teaching and learning - Adekunle, Salako E.; Adewale, Olumide S.; Boyinbode, Olutayo K. (International Journal of Modern Education and Computer Science, 2019)
shortDOI: 10/ggjpd6 KerkoCite.ItemAlsoKnownAs: 10.5815/ijmecs.2019.08.02 10/ggjpd6 2339240:KAJ9HGXU 2405685:D32JUS5T

The Importance of Dynamic Geometry Computer Software on Learners’ Performance in Geometry - Adelabu, Folake Modupe; Makgato, Moses; Ramaligela, Manto Sylvia (The Electronic Journal of e-Learning, 2019)
The use of dynamic geometry computer software (DGCS) is important in educational environment, and it is more advantageous for learning mathematics comprehensively. This study examined the importance of dynamic geometry computer software on learners’ performance in geometry. A quasi experimental, non-equivalent control group was used. The instrument used in this study was geometry achievement mathematics test (GMAT) that comprised 15 multiple choices items. The GMAT was administered to 87 grade nine learners in two secondary schools in Tshwane south district, Gauteng Province South Africa. One school was used as experimental group and the second school was used as the control group. Data analysis employed the use of the statistical t-test independent sample. The result of the study shows that using DGCS is important in geometry whereby it improves the performance of learners. In addition, the results show that the software affects the female learners’ mathematics performances more positively than the male learners. Hence, the results of this study showed that there is great potential in using the DGCS (GeoGebra) to teach secondary schools mathematics. The study recommends that the use of technology in teaching and learning of mathematics should be a priority in the schools.
KerkoCite.ItemAlsoKnownAs: 2339240:FJ8S99TD 2405685:AB8PMF73
Keywords: ⛔ No DOI found

Magufuli asks Tanzania's teachers, parents to cane students - AfricaNews (Africanews, 2019)
Critics, including the local government minister, had said the official violated the students’ human rights because they had not been given a fair trial, and only teachers or headmasters are authori
KerkoCite.ItemAlsoKnownAs: 2339240:9F7R53TR 2405685:P4Y87VSG

Teachers’ Perception on Using Kio-Kit to Enhance Teaching and Learning STEM Subjects in Zanzibar - Ahmada, Raya Idrissa; Abdulla, Ali Abdulla; Yunus, Said Ali Said; Ismail, Maryam Jaffar (Sustainable ICT, Education and Learning, 2019)
In the current situation, teachers are encouraged to use interactive, student-centered approaches than using traditional approaches that mainly focus on ‘chalk and talk’. Student-centered approaches, also learner-centered, involve methods of teaching that shift the focus of instruction from the teacher to the student. When these approaches are powered by technology, they can doubly enhance teaching and learning. The most current technology that gains popularity in Africa in teaching and learning process is the Kio-Kit technology which promised to improve the quality of teaching and learning. It is a digital education toolbox which contains different forms of digital contents to help students in their learning process. The box contains 40 Kio tablets in which students use them to access the contents available in the Kio-Kit box. This paper aims to discuss the perception of using this type of technology from school teachers who have been trained intensively to use them to enhance the teaching and learning of STEM subjects. During the exploration, we confirmed that Kio-Kit technology enhances teaching and learning and helps the students gain necessary skills for the 21st century digital era. The results also reveal STEM teachers’ readiness to use the Kio-Kit technology in the classroom. Further, the paper describes the challenges encountered during the exploration of Kio-Kit in classroom and some suggestions are proposed.
shortDOI: 10/ghgn5v KerkoCite.ItemAlsoKnownAs: 10/ghgn5v 2339240:GGJVI64G 2405685:AUHLLX5M
Keywords: Digital classroom; ICT; Kio-Kits; STEM for Success; Student-centered learning; Zanzibar

Learning Equity Requires More than Equality: Learning Goals and Achievement Gaps between the Rich and the Poor in Five Developing Countries - Working Paper 504 - Akmal, Maryam; Pritchett, Lant (RISE Programme Working Paper, 2019)
Achieving some absolute standard of learning for all children is a key element of global equity in education. Using the Annual Status of Education Report (ASER) data from India and Pakistan, and Uwezo data from Kenya, Tanzania, and Uganda that test all children of given ages, whether in school or not, on simple measures of learning in math, reading (local language), and English, we quantify the role of achieving equality between the richest 20% and the poorest 40% in terms of grade attainment and learning achievement toward accomplishing the global equity goal of universal numeracy and literacy for all children.
KerkoCite.ItemAlsoKnownAs: 2339240:HR2A7JWR 2405685:5DCJE3IG

Gender equity and fee-free basic education in Tanzania - Al-Samarrai, Samer; Tamagnan, Marie Evane (Education Global Practice, Africa Region, World Ban, 2019)
Samer Al-Samarrai, Marie Evane Tamagnan1 Introduced in 2016, the Fee-Free Basic Education Program (FBEP) is the government’s flagship policy to expand equitable access to basic education. Evidence shows that policies of this kind increase educational access and lead to significant economic and social benefits. In Ghana, children that received fee-free education were much more likely to complete secondary school and had much higher earnings than children that were not part of the program. In Tanzania, similar benefits to FBEP are possible since the labor market returns to secondary schooling are high.
KerkoCite.ItemAlsoKnownAs: 2339240:UENQDWLH 2405685:M2GTQWNU

Effectiveness of Gamification of Web-Based Learning in Improving Academic Achievement and Creative Thinking among Primary School Students - Aljraiwi, Seham (International Journal of Education and Practice, 2019)
Gamification is one of the most significant modern trends in educational technology. The present study aims to identify the effectiveness of gamification of web-based learning on academic achievement and creative thinking among primary school students. A learning environment was designed based on gamification of web-based learning. A quasi-experimental approach was utilized to identify the effect of the independent variable, gamification, on the dependent variables, academic achievement and creative thinking among participants. An academic achievement test and the Torrance test of creative thinking were applied to the participants. Results revealed that there was a statistically significant difference between the means of scores of the experimental and control groups in the post-test academic achievement test and the Torrance test of creative thinking in favor of the experimental group. This suggests a high level of academic achievement and creative thinking after using gamification. The study recommends training in-service teachers in the use of gamification for web-based teaching of English.
Publisher: Conscientia Beam KerkoCite.ItemAlsoKnownAs: 10.18488/journal.61.2019.73.242.257 2339240:D8I68N8K 2405685:ZF63RKCS
Keywords: Academic Achievement; Achievement Tests; Control Groups; Creative Thinking; Creativity Tests; Educational Games; Elementary School Students; English (Second Language); Experimental Groups; Inservice Teacher Education; Instructional Effectiveness; Scores; Second Language Instruction; Web Based Instruction

Examination of factors influencing the use of mobile learning system: An empirical study - Almaiah, Mohammed Amin; Alismaiel, Omar Abdulwahab (Education and Information Technologies, 2019)
Past studies have placed little emphasis on quality factors as the detebile learning application provides me a promptrminants of mobile learning adoption. Thus, this study’s purpose is to integrate the Technology Acceptance Model (TAM) with the updated DeLone and McLean’s model (DL&ML) to examine whether quality factors (including system quality, information quality, and service quality) and individual beliefs (including perceived usefulness and perceived ease of use) are the antecedents to students’ satisfaction and their intention to use, leading to enhancing their actual usage of mobile learning system. A total of 400 questionnaires were distributed. The results showed that quality factors (including system quality, information quality, and service quality) had significant effects on students’ satisfaction and their intention to use mobile learning; besides, perceived usefulness has significantly strong impacts on intention to use mobile learning, and satisfaction and intention to use both have significant effects on actual use of mobile learning. This study opens future work for using the identified quality factors as guidelines for researchers and designers to design and develop mobile learning applications.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-018-9810-7 10/gjvp3d 2339240:HV3VGLYU 2405685:X9ZLVTQE

Report of the Special Rapporteur on extreme poverty and human rights - Alston, Philip (United Nations General Assembly, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:7DQX9NKE 2405685:M7L4IXDW

A Software Based on Eye Gaze to Evaluate Mathematics in Children with Cerebral Palsy in Inclusive Education - Alvarado-Cando, Omar; Belén Jara, G.; Barzallo, Paúl; Torres-Salamea, Hugo (Advances in Usability, User Experience and Assistive Technology, 2019)
The government of Ecuador has promoted inclusive education in public and private education centers, ensuring that all children can access education and not be discriminated by their disability. Teachers are responsible for planning, support and reorganized the curriculum according to the needs of each child included. The inclusion process for children with cerebral palsy (CP) and speech difficulties have been a little difficult because they cannot communicate properly with the teachers and the evaluation process is not clear and objective. In this paper, through the use of eye tracking technology provide by Irisbond, we present an educational software to evaluate mathematics in children with CP. The software performs the questions in written and audible way, and it allows the students to select and/or match the correct answer; children with CP from 5 to 7 years tested the program and they got a better rating than not using it.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-94947-5_89 2339240:Z2PVFKUK 2405685:IETJ528E
Keywords: Assistive technology; Cerebral palsy; Eye gazed; Inclusive education

The Charisma Machine - Ames, Morgan (MIT Press, 2019)
A fascinating examination of technological utopianism and its complicated consequences.In The Charisma Machine, Morgan Ames chronicles the life and legacy of...
KerkoCite.ItemAlsoKnownAs: 2339240:EBLRH5VE 2405685:TCF8RZEN

Personal Data Broker: A Solution to Assure Data Privacy in EdTech - Amo, Daniel; Fonseca, David; Alier, Marc; García-Peñalvo, Francisco José; Casañ, María José; Alsina, María (Learning and Collaboration Technologies. Designing Learning Experiences, 2019)
Educational technologies (Edtech) collect private and personal data from students. This is a growing trend in both new and already available Edtech. There are different stakeholders in the analysis of the collected students’ data. Teachers use educational analytics to enhance the learning environment, principals use academic analytics for decision making in the leadership of the educational institution and Edtech providers uses students’ data interactions to improve their services and tools. There are some issues in this new context. Edtech have been feeding their analytical algorithms from student’s data, both private and personal, even from minors. This draws a critical problem about data privacy fragility in Edtech. Moreover, this is a sensitive issue that generates fears and angst in the use of educational data analytics in Edtech, such as learning management systems (LMS). Current laws, regulations, policies, principles and good practices are not enough to prevent private data leakage, security breaches, misuses or trading. For instance, data privacy agreements in LMS are deterrent but not an ultimate solution due do not act in real time. There is a need for automated real-time law enforcement to avoid the fragility of data privacy. In this work, we take a step further in the automation of data privacy agreement in LMS. We expose which technology and architecture are suitable for data privacy agreement automation, a partial implementation of the design in Moodle and ongoing work.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-21814-0_1 2339240:7MD56SEP 2405685:9F2LYDQZ
Keywords: Academic analytics; Blockchain; Data privacy; Digital identity; Educational data mining; Learning Analytics; Moodle; Smart contracts

Delay in teachers’ salaries sparks unrest in Liberia - Andalou Agency (2019)
Students took to streets, demanding release of payments to their teachers and return to class work - Anadolu Agency
Library Catalog: www.aa.com.tr KerkoCite.ItemAlsoKnownAs: 2405685:LT97PP6U

Willingness and ability of LCPS to pay Ilm: A for products and services - AOE Research; Qazilbash, Zulfiqar (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:AUXHQ47E 2405685:2686V5Z6

Teachers resistance towards change in Punjab public schools: implications for school effectiveness - Arif, Seema; Riasat, Lubna (2019)
Teachers’ resistance to change has become a perennial phenomenon which educational sector had to deal with because without the active involvement and commitment of teachers, change and reform policies are prone to failure. The urge to explore the reasons behind teachers’ resistance towards any change and need to modify some policies to minimize this factor, motivated the researcher to conduct this research. The aim of present descriptive research is to identify reasons for teacher’s resistance towards reform agenda introduced by previous government of Punjab (2013-18). Using simple random sampling 28 public schools of tehsil Model Town district of Lahore were taken as sample of the study; each school was taken as cluster and all teachers were approached to fill the questionnaire, however, final data constituted only 295 questionnaires. Self-developed questionnaire, comprising 36 items further categorized into eight factors was used as tool. Both descriptive (means & Standard Deviation) and inferential (correlation & regression) were applied. The research has concluded that role of school principal and management’s implementation strategy have strong link with positive attitude of teacher towards adapting for change. Hence, it is important that principals must manage doubts and fears of teachers about change to counteract resistance and negative attitude towards change.
KerkoCite.ItemAlsoKnownAs: 2339240:22MLNCBI 2339240:ZT6ANWQL 2405685:2SZTZHC5 2405685:TI453NL5
Keywords: ⛔ No DOI found

Learner access to resources for eLearning and preference for eLearning delivery mode in distance education programs in Ghana - Arthur-Nyarko, Emmanuel; Kariuki, Moses Githua (International Journal of Educational Technology, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:XYCPC7IU 2405685:83GZ8QYZ
Keywords: ⛔ No DOI found

Academy for Education Planning and Management and Annual Status of Education Report - ASER (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:BTUDKTRJ 2405685:EHRF5EK8 2405685:K5DECGEM

Annual Status of Education Report - ASER (ASER, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:GM46AP95 2405685:B3TPJ3NB

Annual Status of Education Report - ASER Pakistan (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:DJW3TIQC

School Education in Pakistan: A Sector Assessment - Asian Development Bank (Asian Development Bank, 2019)
Edition: 0 ISBN: 9789292615291 9789292615284 shortDOI: 10/ghgnf7 KerkoCite.ItemAlsoKnownAs: 10.22617/TCS190039 10/ghgnf7 2339240:MAX5I4DD 2339240:VDACLSSI 2405685:8VW9ZAMB 2405685:B4FE433S 2405685:MTCNL9CE

Improving School Performance through School Ranking: The Double-Edged Sword of Accountability - Atuhurra, Julius; Kaffenburger, Michelle (RISE Programme, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:K8SQNYUB 2405685:AN2ZBCLR 4656463:A4BQU8V8

How Can Schools Support Parents’ Engagement in their Children’s Learning? Evidence from Research and Practice - Axford, Nick; Berry, Vashti; Lloyd, Jenny; Moore, Darren; Rogers, Morwenna; Hurst, Alison; Blockley, Kelly; Durkin, Hannah; Minton, Jacqueline (EEF, 2019)
The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.
KerkoCite.ItemAlsoKnownAs: 2339240:MK49B6CM 2405685:BLGCB3CD

Teaching linear algebra supported by GeoGebra visualization environment - Aytekin, Cahit; Kiymaz, Yasemin (Acta Didactica Napocensia, 2019)
Linear algebra differs from other mathematics courses because of the special difficulties that students have in understanding the concepts. Teaching without concretizing the concepts of Linear Algebra encouraged students to memorize definitions of concepts and rules has been articulated. Many researches show that technology-supported teaching is effective in concretizing abstract concepts. In this study, it was examined how pre-service mathematics teachers relate the definitions of concepts (linear combination, linear dependency/independency and spanning) and their visual equivalents in R[superscript 2] and R[superscript 3]. The study was conducted with four students who attended the Linear Algebra-2 course in the Elementary Mathematics Teaching, Faculty of Education of a state university in Turkey. The study was conducted by the teaching experiment method. Interviews were conducted using activities prepared in the GeoGebra program. It was observed that the participants used these concepts in very flexible way and they established a relationship between visualization and definitions in a very short time compared to the time spent during an educational period.
Publisher: Babes-Bolyai University, Kogainiceanu 1, Cluj-Napoca, 400084 Romania Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396823562?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.24193/adn.12.2.7 2339240:BJHHRSRN 2405685:SNEABJDN 2534378:G2ILAXW6 2534378:J8FUJBYM
Keywords: Algebra; Computer Software; Definitions; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Foreign Countries; Higher Education; Mathematics Instruction; Mathematics Teachers; Postsecondary Education; Preservice Teachers; Teaching Methods; Technology Uses in Education; Turkey; Visualization; __:import:01; __:match:final; __:matched; __:study_id:2099267; __finaldtb

BAG - BAG Innovation Ltd (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:IJ3HHEHB 2405685:V9GV6AZN

Preparing teacher education students to integrate mobile learning into elementary education - Bai, Hua (TechTrends, 2019)
The wide adoption of mobile technology has greatly influenced K-12 education. In teacher education programs, it is necessary for educators to train teacher education students to use mobile technology for educational purpose. This paper reports an exploratory effort in preparing elementary education students for mobile learning. The participants’ perceptions of mobile learning and intended use of mobile technology were examined through the analyses of their online discussion posts, responses to survey items and their projects. Their perceived benefits of mobile learning, limitations of mobile technology, their intended implementation of mobile learning and the challenges they anticipated were reported. Implications and recommendations were discussed regarding the knowledge of mobile apps, pedagogical practices and some non-instructional issues.
Extra URL: http://link.springer.com/10.1007/s11528-019-00424-z KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-019-00424-z 2405685:FGVRJWT3 2534378:9U8QNM9N

Reimagining digital literacies from a feminist perspective in a postcolonial context - Bali, Maha (Media and Communication, 2019)
Publisher: PRT shortDOI: 10/ghd7tr KerkoCite.ItemAlsoKnownAs: 10.17645/mac.v7i2.1935 10/ghd7tr 2129771:YNKMTYRY 2405685:WRQ65HUV 2486141:KHXAW3EG

Using Information Communication Technologies (ICT) to Implement Universal Design for Learning (UDL) - Banes, David; Hayes, Anne; Kurz, Christopher; Kulshalnagar, Raja (University Research Co., LLC, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:QM93JBAC 2405685:QDLCLTE4

Using information communications technologies (ICT) to implement universal design for learning - Banes, David; Hayes, Anne; Kurz, Christopher; Kushalnagar, Raja (USAID, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:UPJYRCHC 2405685:HNQV5VIQ 2405685:LDR4KKFM

Progotir Pathey, Bangladesh Multiple Indicator Cluster Survey 2019, Survey Findings Report - Bangladesh Bureau of Statistics (BBS); UNICEF Bangladesh (Bangladesh Bureau of Statistics (BBS), 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:GI5823C2 2339240:N5JK4A3G 2405685:2RPSQCKH 2405685:78ADZUUD

Un potencial con barreras: La participación de las mujeres en el área de Ciencia y Tecnología en Argentina | Publications - Basco, Ana Inés; Lavena, Cecilia (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:VWA7ATK4 2405685:ATMQ6L3D

Engaging Teachers with Technology Increased Achievement, Bypassing Teachers Did Not - Beg, Sabrin A.; Lucas, Adrienne M.; Halim, Waqas; Saif, Umar (National Bureau of Economic Research, 2019)
Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals.
KerkoCite.ItemAlsoKnownAs: 10.3386/w25704 2339240:TBHVAYN6 2339240:ZM4QJ97Y 2405685:85UPRNLV 2405685:P6CAARB6
Keywords: ___working_potential_duplicate

Beyond the Basics: Improving Post-Primary Content Delivery through Classroom Technology - Beg, Sabrin; Lucas, Adrienne M; Halim, Waqas; Saif, Umer (2019)
Using an RCT in middle schools in Pakistan, we test the eﬀect of a governmentimplemented in-class technology and brief teacher training intervention on student achievement in grade level mathematics and science. After only 4 months of exposure, student achievement increased by 0.2-0.3 standard deviations on math and science tests, 52 to 120 percent more than the control group, and students were more likely to pass the provincially standardized high stakes exams. Increased eﬀorts by both students and teachers indicate a complementarity between technology and other inputs in education production. At a scale of 100 schools, this program is extremely cost-eﬀective.
KerkoCite.ItemAlsoKnownAs: 10.3386/w25704 2339240:N3IQ9VDH 2405685:56WJPPUE

Government Policy for the Internet Must Be Rights-Based and User-Centred | United Nations - Ben-Hassine, Wafa (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:RGPAFMXP 2405685:KE3RRNLQ

Research commentarydata-driven computationally intensive theory development - Berente, N.; Seidel, S; Safadi, H. (Information Systems Research, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1287/isre.2018.0774 2405685:YYPVZ3MY 2486141:Q2QSCZPT
Keywords: _Added-ailr-2024

How behavioral science can empower parents to improve children's educational outcomes - Bergman, Peter (Behavioral Science & Policy, 2019)
Parents powerfully influence their children’s educational outcomes. Yet psychological and informational barriers impede parents’ ability to engage with their children in ways that improve outcomes: parents tend to have inflated perceptions of their children’s performance, which can deter them from taking helpful steps to effectively support their learning, and parenting is complex. Limited cognitive bandwidth for coping with complexities can steer parents’ attention away from actions that have long-term benefits for their children and toward actions yielding immediate returns. Poor school-to-parent communication and poverty exacerbate all of these problems. In this article, the author demonstrates how providing timely, actionable information to parents can lower these barriers and help parents engage with their children more productively from kindergarten through high school. Moreover, providing this information can improve educational outcomes at low cost.
KerkoCite.ItemAlsoKnownAs: 10.1353/bsp.2019.0004 2339240:EFP32JJ7 2405685:W5PIX5JE

Teachers' Preferences for Proximity and the Implications for Staffing Schools: Evidence from Peru - Bertoni, Eleonora; Elacqua, Gregory; Hincapie, Diana; Méndez, Carolina; Paredes, Diana (Inter-American Development Bank, 2019)
KerkoCite.ItemAlsoKnownAs: 10.18235/0001977 2129771:L9UR6285 2339240:92L8XSSF 2339240:YW9P92JU 2405685:7YJITWWI 2405685:JVM5XA6B 2405685:NTU6WXZ3 4556019:SVTALQW6
Keywords: C:Peru; _C:Peru PER

Causes of Girls Drop out from Primary Schools in Tehsil Bahrain District Swat, KPK Pakistan - Bibi, Aqsa; Ahmad, Waqar (Asian Journal of Contemporary Education, 2019)
Getting education is very important for both boys and girls. However, there are female children who do not complete school cycle and leave school before its completion which is one of the concerning issues for the Ministry of Education in Pakistan. To know why these girls drop out of school, the study provides some brief information on it. To get information on the above issue, structured interviews were used. The study was conducted in 4 Girls primary schools of Tehsil Bahrain district SWAT. Data was collected from sample of 80 respondents, in which (11 dropout girls from Govt Girls Primary School Madyan Swat, 16 from Govt Girls Primary School Ayeen Swat, 22 dropout girls from Girls Primary School Darolai Swat, 3 dropout girls from Girls Primary School Jail Bahrain Swat. 20 mothers of the dropout students and 8 teachers. After collecting information, some of the main causes for the dropout were found as work to earn some money for support of family (poverty), moving from one place to another, culture of the village, punishment, teachers' behavior, long distance from house to school and lack of text books and facilities. By looking to the findings of the study, there is a need of other researches in the area.
Publisher: AESS Publications KerkoCite.ItemAlsoKnownAs: 10.18488/journal.137.2019.31.44.58 2339240:2CGD2B4A 2405685:8LQ6V9XE
Keywords: Child Labor; Cultural Influences; Dropout Research; Dropouts; Elementary School Students; Females; Foreign Countries; Individual Characteristics; Poverty; Student Attitudes

Theorising Effective Uses of Digital Technology with Activity Theory - Blayone, Todd J. B. (Technology, Pedagogy and Education, 2019)
Effective uses of digital technologies are vital to full inclusion in a network society. Digital-abilities researchers have produced several major frameworks, but these have generally not incorporated socio-contextual perspectives. To explore this lacuna, and engage in a reflective act of theorisation, activity theory is used to conceptualise four sub-systems of digitally mediated action. Eschewing technological determinism, humans are positioned as active agents capable of identifying, taking up, modifying and even subverting established technology uses in pursuit of meaningful objectives. At the same time, attention is given to contextual conditions shaping diverse activity systems supported by assemblages of humans and machines. Having theorised effective digital-technology uses through the lens of activity theory, the author reflects on this conceptual apparatus itself. In so doing, activity theory is characterised as a fertile, if complex and contested, future-oriented tradition that challenges individual-social dichotomies and addresses both humans and machines as mediators of activity, development and learning.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2019.1645728 2339240:5T4VKUGM 2405685:KTIRVW7U
Keywords: Automation; Computer Use; Cultural Influences; Educational Technology; Group Activities; Information Technology; Man Machine Systems; Social Theories; Technology Uses in Education

What works now? : evidence-informed policy and practice - Boaz, Annette; Davies, Huw; Fraser, Alec; Nutley, Sandra (Policy Press, 2019)
Building substantially on the earlier, landmark text, What Works? (Policy Press, 2000), this book brings together key thinkers and researchers to provide a contemporary review of the aspirations and realities of evidence-informed policy and practice. The text is clearly structured and provides sector-by-sector analysis of evidence use in policy-making and service delivery. It considers some cross-cutting themes, including a section of international commentaries, and concludes by looking at lessons from the past and prospects for the future.
KerkoCite.ItemAlsoKnownAs: 2339240:2S6VILZT 2405685:8BD4NMZZ

wwwlitbaskets.io, an IT artifact supporting exploratory literature searches for Information Systems research - Boell, SK; Wang, B (Proceedings of the Pacific Asia conference on information systems (eds KK Wei, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:EDNQS3TE 2486141:V87EDIZ4
Keywords: _Added-ailr-2024; ⛔ No DOI found

CASEL's framework for systemic social and emotional learning - Borowski, T. (Establishing Practical Social-Emotional Competence Assessment Work Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:Z2WGRMIS 2405685:ARDRR5TA

From Distance Education to Open and Distance Learning: A Holistic Evaluation of History, Definitions, and Theories - Bozkurt, Aras; Bozkurt, Aras (Handbook of Research on Learning in the Age of Transhumanism, 2019)
As pragmatist, interdisciplinary fields, distance education (DE) and open and distance learning (ODL) transform and adapt themselves according to changing paradigms. In this regard, the purpose of this study is to examine DE and ODL from different perspectives to discern their future directions. The study concludes that DE and ODL are constantly developing interdisciplinary fields where technology has become a significant catalyst and these fields become part of the mainstream education. However, mainstreaming should be evaluated with caution, and there is a need to revisit core values and fundamentals where critical pedagogy would have a pivotal role. Besides, there is no single theory that best explains these interdisciplinary fields, and therefore, there is a need to benefit from different theoretical approaches. Finally, as a result of constant changes, we should keep the definition of both DE and ODL up-to-date to better explain the needs of the global teaching and learning ecosystem.
ISBN: 9781522584315 Publisher: IGI Global shortDOI: 10/ghgn5b KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-5225-8431-5.ch016 10/ghgn5b 2405685:HUJRQ23F

BRAC Education Programme Bangladesh - BRAC (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:V9ITPR43 2405685:QBPVDD4B

Mobile literacy among Syrian refugee women teachers - Bradley, Linda; Bahous, Rima; Albasa, Ali (CALL and complexity – short papers from EUROCALL 2019, 2019)
This research project investigates mobile literacy of Syrian refugee women teachers settled in Lebanon and Sweden. Our research provides input into Syrian refugee women teachers' professional aspirations and their connection to informal mobile learning. In both countries, training programs are used for these newly arrived teachers, enabling them to move forward in their careers, where digital and mobile learning play an important part. The purpose is to investigate how Syrian refugee women teachers are blending their teaching profession and vocational training with mobile literacy and digital technology. A qualitative method approach was applied, interviewing 20 refugee women in Lebanon and Sweden, all teachers from Syria. The outcomes show that the teachers are developing their vocational abilities in getting more career-oriented training in their areas of education by means of enhancing their language skills through mobile technology. [For the complete proceedings, see ED600837.]
Publisher: Research-publishing.net, La Grange des Noyes, 25110 Voillans, France KerkoCite.ItemAlsoKnownAs: 10.14705/rpnet.2019.38.986 2339240:ZAUCKJ67 2405685:45VMGDEX 2405685:8RNRFPG7 2405685:HUEZG3W8 2534378:93K5R9FV 2534378:NR6VFNNC
Keywords: Career Development; Cross Cultural Studies; ERIC; Resources in Education (RIE); Faculty Development; Females; Foreign Countries; Handheld Devices; Informal Education; Information Technology; Land Settlement; Lebanon; Literacy; Occupational Aspiration; Refugees; Second Language Instruction; Second Language Learning; Sweden; Syria; Teacher Attitudes; Telecommunications; Videoconferencing; __:import:01; __:match:final; __:matched; __:study_id:2095768; ___working_potential_duplicate; __finaldtb

Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review - Brady, Mairead; Devitt, Ann; Kiersey, Rachel A. (British Journal of Educational Technology, 2019)
This paper presents a systematic literature review of academic staff experiences and perceptions of adopting Technology for Assessment OF/FOR/AS Learning in Higher Education. This paper is a qualitative synthesis of 65 peer-reviewed journal articles published between 2012 and 2017 reporting on the use of technology for assessment (TfA). The results suggest that there are some efficiencies for staff in implementing TfA but this can come with a cost at the set-up and maintenance phases. Furthermore, results indicated that assessment design is not of foremost concern to academic staff when introducing TfA, but that a wide variety of pressures and both educational and operational drivers are present. There were inconclusive findings in relation to understandings of appropriate institutional environments and supports for TfA to flourish in higher education. There is a need for empirical research, particularly longitudinal investigations, of academic experiences of implementations of TfA to investigate sustainability of adoption. The imperative of exploring the academic staff perspective as the instigator and manager of both the technology and the student learning experience requires deep consideration as TfA adoption progresses.
shortDOI: 10/gf5f7m KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12742 10/gf5f7m 2339240:BGFA2SDN 2405685:DBQ25LCM

Keeping the learning going: using mobile technology to enhance learning transfer - Brion, Corinne (Educational Research for Policy and Practice, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1007/s10671-018-09243-0 2405685:VFBUV8DG

Child Online Safety Universal Declaration - Broadband Commission (Broadband Commission, 2019)
There are more than 2 billion children under the age of 18, with the majority living in the developing countries in Sub Saharan Africa, Asia and Latin America and the Caribbean. Many children have access to and are being impacted by the Internet. They may also be exploited by its use in unthinkable ways, and … Child Online Safety Declaration Read More »
KerkoCite.ItemAlsoKnownAs: 2339240:NW5QXBCI 2405685:BQBQG5BV

The impact of mother tongue reading instruction in twelve Ugandan languages and the role of language complexity, socioeconomic factors, and program implementation - Brunette, Tracy; Piper, Benjamin; Jordan, Rachel; King, Simon; Nabacwa, Rehemah (Comparative Education Review, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1086/705426 2405685:N6LYI2SD 4042040:KKJT92BH

Factors That Influence Teachers' Pedagogical Use of ICT in Secondary Schools: A Case of Ghana - Buabeng-Andoh, Charles (Contemporary Educational Technology, 2019)
Technology is perceived as a vital driving force for contemporary education. The Government of Ghana acknowledges the relevance of Information and Communication Technology (ICT) in education, and it is financing ICT in secondary schools. However, most instructors are unwilling to integrate ICT into their teaching. Therefore, the purpose of this study was to investigate the factors that influence secondary school teachers' ICT usage in schools. The participants were 376 teachers randomly selected from 24 public and private schools. The data collected from the participants were analyzed by using descriptive statistics and analysis of variance. The results showed that teachers' use of ICT was still confined to basic and traditional activities such as search for information, class presentation etc. Internal and external factors were found to influence teachers' ICT usage. Also, female teachers reported that they use ICT more than male teachers. In general, this study has contributed to the literature regarding teachers' pedagogical use of ICT in secondary schools and also their gender differences in the use of ICT.
Publisher: Contemporary Educational Technology KerkoCite.ItemAlsoKnownAs: 2339240:BKXQRZLF 2405685:CJMLD46D
Keywords: Access to Computers; Competence; Computer Uses in Education; Foreign Countries; Gender Differences; Influence of Technology; Information Technology; Instructional Leadership; Pedagogical Content Knowledge; Private Schools; Public Schools; Rural Schools; Secondary School Teachers; Secondary Schools; Self Efficacy; Teacher Attitudes; Technological Literacy; Technology Integration; Training; Urban Schools; ⛔ No DOI found

Expanding School Time and the Value of Computer-Assisted Learning: Evidence from a Randomized Controlled Trial in El Salvador - Buchel, Konstantin; Jakob, Martina; Kuhnhanss, Christoph; Steﬀen, Daniel; Brunetti, Aymo (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:9YIYHWW9 2405685:BNSIAB6T
Keywords: ⛔ No DOI found

Information and communications technologies in secondary education in sub-Saharan Africa: Policies, practices, trends, and recommendations - Burns, Mary; Santally, Mohammad Issack (Mastercard Foundation, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:BIW2Z8U5 2405685:PF2YUZR3

Educating 21st Century Children: Emotional Well-Being in the Digital Age - Burns, Tracey; Gottschalk, Francesca (OECD Publishing, 2019)
What is the nature of childhood today? On a number of measures, modern children’s lives have clearly improved thanks to better public safety and support for their physical and mental health. New technologies help children to learn, socialise and unwind, and older, better-educated parents are increasingly playing an active role in their children's education. At the same time, we are more connected than ever before, and many children have access to tablets and smartphones before they learn to walk and talk. Twenty-first century children are more likely to be only children, increasingly pushed to do more by “helicopter parents” who hover over their children to protect them from potential harm. In addition to limitless online opportunities, the omnipresent nature of the digital world brings new risks, like cyber-bullying, that follow children from the schoolyard into their homes. This report examines modern childhood, looking specifically at the intersection between emotional well-being and new technologies. It explores how parenting and friendships have changed in the digital age. It examines children as digital citizens, and how best to take advantage of online opportunities while minimising the risks. The volume ends with a look at how to foster digital literacy and resilience, highlighting the role of partnerships, policy and protection.
KerkoCite.ItemAlsoKnownAs: 2339240:QCFAWB6K 2405685:EUL4UHAW

Broadening borders to build better schools: virtual professional learning communities - Carpenter, Daniel; Munshower, Paul (The International Journal of Educational Management, 2019)
PurposeThe purpose of this paper is to explore how rural teachers provided a PLC by leveraging virtual technologies to connect educators of like subject disciplines from several schools, foreign and domestic.Design/methodology/approachA phenomenological case study-based approach was leveraged to investigate established vPLCs at schools (Creswell, 2013; Stake, 2010). Qualitative data were collected from multiple sources to obtain rural teacher perceptions on the impact vPLCs had on their practice (Creswell, 2013).FindingsTeacher collaborative teams build relationships comparable to teams that met face to face as part of a similar PLC and PD experience. Participant reflections in this investigation showed that rural educators favored face-to-face meetings; however, vPLCs provided similar teacher experiences to that of the face-to-face PBL model. Results indicated that educators recognized virtual collaboration just as valuable a tool for enabling PLCs than face-to-face collaborations while still offering similarities to improved teacher practice.Research limitations/implicationsThe research was limited to teachers in rural settings in the USA (Texas) and in the Dominican Republic. The research was limited to teacher perceptions of change, and observed changes as part of their participation in a research-based virtual PLC model. The research was limited to the school setting over an academic year.Practical implicationsThe findings from this study have practical implications for rural teachers and school implementation of a professional learning community model.Originality/valueThe promise provided by this study is that vPLCs may provide opportunity for rural schools to provide a job-embedded professional development model (Croft et al., 2010) for otherwise isolated teachers (Barrett et al., 2015).
Place: Bradford Publisher: Emerald Group Publishing Limited Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2338030077?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1108/IJEM-09-2018-0296 2339240:ITBNKNJS 2405685:493XEK9T 2405685:BXCJZXC3 2534378:9DM4HQE9 2534378:BDJAHBNX 2534378:EEJ2GZ6E
Keywords: Collaboration; Communities of Practice; Computer Mediated Communication; ERIC; Current Index to Journals in Education (CIJE); Education; Educational technology; Faculty Development; Learning; Meetings; Preferences; Professional development; Professional learning communities; Rural Schools; Rural schools; School districts; Teacher Attitudes; Teacher Collaboration; Teacher collaboration; Teachers; Teaching; Virtual professional learning communities; __:import:01; __:match:final; __:matched; __:study_id:2095794; __finaldtb

Multilingual literacy transfer in rural South Africa: A technology-based impact study - Castillo, N.; Wagner, D.A. (International Review of Education, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1007/s11159-019-09779-0 2339240:KIHKDCTG 2405685:SIG5VBIC

Government Design Principles - Central Digital and Data Office (GOV.UK, 2019)
The UK government's design principles and examples of how they've been used.
KerkoCite.ItemAlsoKnownAs: 2339240:HEJIHY8U 2405685:R8NQTVRI

Meeting them where they are: The use of Twitter in youth civic education - Chapman, A L (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:CU7ZJ7CJ

Teacher education for realities of 21st century learners in rural South Africa - Chigona, A.; Chigona, W. (Human learning in the digital era, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:ALK9J264 2405685:FW9G3E5R

Educate! RCT 4-Year Follow-On (Interpretation Memo) - Chioda, L; Gertler, L; Gertler, P (2019)
Follow-up to a Randomized Controlled Trial which measured impact on students 4 years after completing the Educate! programme
KerkoCite.ItemAlsoKnownAs: 2339240:6FACMQ2Z 2405685:YKS9CJL2

Can public rankings improve school performance? Evidence from a nationwide reform in Tanzania - Cilliers, Jacobus; Mbiti, Isaac; Zeitlin, Andrew (Research on Improving Systems of Education (RISE), 2019)
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2019/027 2339240:8NZV7LWT 2405685:PDZ4MDGU

Can Public Rankings Improve School Performance? Evidence from a Nationwide Reform in Tanzania - Cilliers, Jacobus; Mbiti, Isaac; Zeitlin, Andrew (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:BKU3WJ9A 2405685:A72EGY39 4656463:UPYF75H3

Language data for Nigeria - CLEAR Global (2019)
Find information about languages in Nigeria, thanks to our language data, including interactive and static language maps for Nigeria.
KerkoCite.ItemAlsoKnownAs: 2405685:XYMKEPWU 4042040:JHQCMKE9

Payment by results in international development: Evidence from the first decade - Clist, Paul (Development Policy Review, 2019)
Donors would be sensible to limit themselves to either ‘small PbR’ (where the costs of PbR are minimised) or genuine ‘big PbR’ (where projects seek to maximise PBR’s benefits). The current evidence shows that projects outside these two categories are worse than traditional forms of aid. Evidence for ‘small PbR’ is mixed, while there is no evidence for ‘big PbR’ as it has yet to be tried.
KerkoCite.ItemAlsoKnownAs: 10.1111/dpr.12405 2339240:7FJCYSTU 2405685:XNFE2NTT 4656463:IMJ7GRVC

FRAMEWORK FOR STAKEHOLDER INCLUSION IN THE TECHNOLOGY PLANNING PROCESS - CoAction Learning Lab (Penn State COACTION LEARNING LAB, 2019)
zotzenLib.CopiedFrom: 2339240:7JSJ8J8R KerkoCite.ItemAlsoKnownAs: 2339240:7JSJ8J8R 2405685:T8SP8NAM

Great Teaching Toolkit: Evidence Review - Coe, Rob; Rauch, C.J.; Kime, Stuart; Singleton, Dan (Evidence Based Education, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:4IL87MTM
Keywords: C:England/International

Transforming Teacher Education and Learning in Ghana: The Impact of a Continuous Professional Development on Physics Teaching at the Colleges of Education - Coffie, Isaac Sonful (International journal of Research and Scientific Innovation, 2019)
The colleges of education in Ghana have been involved in a continuous professional development for over four years with support of Transforming Teacher Education and Learning (T-TEL). The main purpose of this research was to assess the perceived impact of the continuous professional programme on physics teaching at the colleges of education. Descriptive cross sectional survey was used for the study. An online survey was conducted which was completed by 85 physics tutors. The survey data were analysed using means and standard deviations and ANOVA. It was found that the professional development is perceived by the physics tutors to have great impact on their teaching practice. It was also found out that there was no statistical significant difference in the perceived impact of the professional development based on tutors’ experience. It was concluded that if the student teachers who are being trained by these tutors will learn these ideas from their tutors and practice them, teaching at the basic schools will be more interactive, students-centered and gender responsive.
EdTechHub.ItemAlsoKnownAs: 2405685:IPJBNU3S
Keywords: ⛔ No DOI found

Blockchain Goes to School - Cognizant (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:HRWJ4MFX 2405685:RDV6F68H

Second Quarter Statistics Report for the Financial Year 2019/2020 - Communications Authority of Kenya (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:3QABM8GW

Human development report 2019: beyond income, beyond averages, beyond today: inequalities in human development in the 21st century - Conceição, Pedro; United Nations Development Programme (2019)
OCLC: 1130905759 KerkoCite.ItemAlsoKnownAs: 2339240:EFRSRANV 2405685:SNQDEQWB 2405685:VXDMBKGS

Innovative Delivery of Education in Bangladesh Using Mobile Technology - Cristol, Dean; Abdulbaki, Anwar; Tuhin, Salah Uddin; Al-Sabbagh, Samah; Majareh, Maryam; Gimbert, Belinda (2019)
Given the increasing use and accessibility of mobile technology, a pilot study, “Innovative Delivery of Education in Bangladesh Using Mobile Technology” was carried out using mobile learning devices to both increase and enrich the delivery of educational services in a remote Bangladesh district. The APTUS system was used to allow learners’ connection to digital learning platforms and content without electricity or internet access. The researchers maintained that mobile learning associated with Project Based Learning can effect student learning in five ways: (1) contingent learning, changing experience students have by responding to the environment; (2) situated learning, in which learning occurs in the conditions applicable to the learning; (3) authentic learning connected to immediate learning goals; (4) context-aware learning, in which the environment and history affect learning; and (5) personalized learning. The results from this pilot research study provides evidence of the students achievement growth overtime and motivated to learn higher-order thinking technology enhanced skills when practical applications are supplemented with technology tools such as tablets. Students reported a heightened interest in science as a result of the project. Teachers maintained that their teaching skills were enhanced by the project and able to apply practical applications to teach science rather than lecturing and rote learning. Parents attributed the project for their children being more motivated to learn science inside and outside of the classroom. The study appears to have a positive impact on the three groups of the participants and should be scaled up to benefit more learning communities, especially in remote areas of Bangladesh.
KerkoCite.ItemAlsoKnownAs: 2339240:UXGNF73S 2405685:MVSQSM9B
Keywords: ⛔ No DOI found

Mobile learning and student cognition: A systematic review of PK-12 research using Bloom’s Taxonomy - Crompton, Helen; Burke, Diane; Lin, Yi-Ching (British Journal of Educational Technology, 2019)
The rise of mobile learning in schools during the past decade has led to promises about the power of mobile learning to extend and enhance student cognitive engagement. The purpose of this study was to examine trends to determine the cognitive level students are involved in within mobile learning activities. This systematic review involved an aggregated and configurative synthesis of PK-12 mobile learning studies from 2010 to 16 and used Bloom’s Taxonomy as a theoretical framework for categorizing the cognitive level of student activities. Major new findings include that students are involved in activities at all six levels of Bloom’s Taxonomy. This study shows that over 60% of researchers are developing activities that require high levels of cognitive processing, a large increase from past studies. Nonetheless, 40% are integrating mobile devices in ways that keep students working with minimal cognitive processing. In both elementary and secondary studies, there was a 40/60% split in the use of lower versus high level thinking opportunities. New findings show that mobile devices were integrated into science, mathematics, social studies, literacy, art and special education. Studies in science settings were the majority of the studies (40%), followed by literacy (24%).
shortDOI: 10/gf5f7g KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12674 10/gf5f7g 2339240:ITSJB3B5 2339240:KIEJIK2D 2405685:J23Q8BH4
Keywords: Reviewed

Meeting the data challenge in education. A knowledge and innovation exchange (KIX) discussion paper | Documents | Global Partnership for Education - Crouch, L (GPE, 2019)
The purpose of this paper is to describe the current landscape in education data systems and spark discussion and debate around potential areas for KIX investment.
Publisher: GPE KerkoCite.ItemAlsoKnownAs: 2339240:JCMTRFJJ 2405685:EPWQ79FB

Meeting the data challenge in education: A knowledge and innovation exchange - Crouch, Luis (Global Partnership for Education, 2019)
The purpose of this paper is to describe the current landscape in education data systems and spark discussion and debate around potential areas for KIX investment.
KerkoCite.ItemAlsoKnownAs: 2339240:3KBXHSD9 2339240:PYIIMTJL 2405685:FK24U2VZ 2405685:NNIMTDB4 2405685:PCB2NZJ6 2534378:K8UUXZMX
Keywords: ___working_potential_duplicate

Assessment of the Impact of the Jovem de Futuro Program on Learning - de Barros, Ricardo Paes; de Carvalho, Mirela; Franco, Samuel; Garcia, Beatriz; Henriques, Ricardo; Machado, Laura (World Bank, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:2GLYDRF3 2405685:67VRVQEZ

No lost generation: Supporting the school participation of displaced Syrian children in Lebanon - de Hoop, Jacobus; Morey, Mitchell; Seidenfeld, David (Journal of Development Studies, 2019)
This study documents the impact of a cash transfer programme–known as the No Lost Generation Programme (NLG) and locally as Min Ila (‘from to’)–on the school participation of displaced Syrian children in Lebanon. An initiative of the government of Lebanon, the United Nations Children’s Fund (UNICEF), and the World Food Programme (WFP), the programme provided cash for the benefit of children enrolled in afternoon shifts at public primary schools. It was designed to cover the cost of commuting to school and to compensate households for income forgone because children were attending school instead of working. Commuting costs and forgone income are two critical barriers to child school participation. The analysis relies on a geographical regression discontinuity design to identify the impact halfway through the first year of programme operation, the 2016/2017 school year. The analysis finds substantive impacts on school attendance among enrolled children, which increased by 0.5 days to 0.7 days per week, an improvement of about 20 per cent relative to the control group. School enrolment among Syrian children rose rapidly across all Lebanon’s governorates during the period of the evaluation, resulting in supply-side capacity constraints that appear to have dampened positive enrolment impacts.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/00220388.2019.1687875 2405685:6254DV2I

Education Statistical Abstract 2016-2018 (Unpublished) - Department of Planning, Policy and Research (The Ministry of Education and Vocational Training, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:8VVC4TYA 2405685:EE4V6GP2

Research into Digital Accessibility and Literacy among School Teachers in Punjab: Research Report - DevTrio Consultants (British Council, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:C7T2UTEY

Realising the potential of technology in education: A strategy for education providers and the technology industry - DfE (Department for Education) (Department for Education, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:5UWKJNTD 2405685:R2I7U6ZD

DFID ethical guidance for research, evaluation and monitoring activities - DFID (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:DYKR49HK 2129771:MLJ8DYDF 2129771:XH8PYE58 2339240:NSUHFAGV 2405685:KMWTSU7N 2405685:WIMGWF8H
Keywords: ⛔ No DOI found

VfM Guidance: The 4th E Equity External Version - DFID (Department for International Development, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:HMCK3CL2 2405685:44MY29ZM

Understanding the Allocation of Public Personnel Across Government Health Facilities in Ghana - Diop, Binta Zahra; Awoonor-Williams, Koku; Ofosu, Anthony; Williams, Martin J (2019)
In order to deliver public services, governments must allocate scarce human and ﬁnancial resources across their territories, yet there is little systematic evidence on the productivity of these inputs or allocative eﬃciency with which governments allocate them. We study this by leveraging a unique panel dataset of service delivery, health outcomes, and human and ﬁnancial inputs in the universe of over 5,000 public health facilities in Ghana. Our research design allows us to estimate the marginal returns to health personnel and inputs, while controlling for unobserved heterogeneity across facilities. We document the roles and current distribution of the diﬀerent types of health workers and facilities within the health system, and investigate the relationship between patient volume and the number of health workers in a facility. We discuss implications for optimal staﬃng allocations and further research.
KerkoCite.ItemAlsoKnownAs: 2339240:HZJI434B 2405685:FWKIXDSV 4656463:5KM5I7B7
Keywords: ⛔ No DOI found

Bangladesh Primary Education Annual Sector Performance Report 2019 - Directorate of Primary Education (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:YZZV53KC 2405685:BZR78EKI

Government of Sierra Leone Education Data Hub - Directorate of Science, Technology and Innovation (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:8BAXTEYI 2405685:46EQS5JF

National Innovation and Digital Strategy - Directorate of Science, Technology and Innovation (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:Q8HXYPXT 2405685:GWCHFY72

Sierra Leone National Innovation and Digital Strategy (2019-2029): Digitization for all: Identity, Economy, and Governance - Directorate of Science, Technology & Innovation (Sierra Leone) (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:ZAK6UTWJ 2405685:65CSGZUZ 2405685:ALD9DQ6P

Transforming the Education Workforce: Learning Teams for a Learning Generation - Education Commission (Education Commission, 2019)
The Education Commission's vision to strengthen, diversify, and transform the education workforce to deliver inclusive, quality education for all.
KerkoCite.ItemAlsoKnownAs: 2339240:HFEU63QF 2339240:KAFI2DU8 2339240:Y46JESVZ 2405685:7JBG673D 2405685:AG66GV8B 2405685:J99WFZ9L 2405685:MF5UMTVS 2405685:PBVSSI2T 2405685:RZINF2DS 2534378:UMCUKS9F
Keywords: C: International; ___working_potential_duplicate

Abracadabra (ABRA) - Education Endowment Foundation (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:YLWE42F5

A Rapid Evidence Assessment of the effectiveness of educational interventions to support children and young people with multi-sensory impairment. - Ellis, L; Douglas, G; Hewett, R; McLinden, T; Terlektsi, E; Wotten, AM; Ware, J; Williams, L (Welsh Government, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:5DZTY8BD 2405685:2FIF7LND

Use of ICT by Biology Teachers in the Secondary Schools: Bangladesh Perspective - Farhana, Z; Chowdhury, S (Journal of Culture, Society and Development, 2019)
Information and communication technologies (ICT) have changed the pedagogy in education offering more student-centered learning incidents. The purpose of this study was to evaluate the use of ICT by the biology teachers in teaching-learning process of secondary schools in Bangladesh. A total of 50 biology teachers from several secondary schools of Bangladesh participated in the study. It was found that teachers have better access to computer than the average populace of Bangladesh. They have working knowledge on Microsoft Office Word, Excel, Power Point, and different web browsers. A good number of the teachers use computer for preparing their lectures, use internet for accessing educational materials, takes classes with multimedia with the support of ICT. However, about 17% to 25% were found to be not using these ICT means. Many teachers opined that they have less number of computers in the school to prepare for class work. They also assessed that hardware troubleshooting, software malfunction and unexpected power failure as challenges for using ICT. This paper recommends to provide continuous in-servicing training on ICT, interest free loan to teachers for purchasing laptop computer and to ensure technical support to overcome software and hardware problems in the schools.
KerkoCite.ItemAlsoKnownAs: 10.7176/jcsd/45-05 10/gj37jj 2339240:R2I6C4KK 2405685:8YK9A8A2

National Implementation Guidelines for ICT in Education - Federal Ministry of Education (Nigeria) (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:YDFAS5EL

National Policy on ICT in Education - Federal Ministry of Education (Nigeria) (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:MDRRF95U

Mobile Solutions Technical Assistance and Research (mSTAR) - FHI360 (2019)
The FHI 360 Mobile Solutions Technical Assistance and Research (mSTAR) project, funded by the U.S. Agency for International Development (USAID), increased access to and use of mobile and digital technologies by low-income individuals, civil society, local government institutions and private-sector stakeholders.
Library Catalog: www.fhi360.org EdTechHub.ItemAlsoKnownAs: 2405685:XJSKZQMC

A cognitive assessment tool designed for data collection in the field in low-and middle-income countries - Ford, Cassie B.; Kim, Ha Yeon; Brown, Lindsay; Aber, J. Lawrence; Sheridan, Margaret A. (Research in Comparative and International Education, 2019)
The Rapid Assessment of Cognitive and Emotional Regulation (RACER) is a tablet-based assessment tool for children that measures executive function (EF) skills. Instructions that are brief and visually presented; game-like tasks are designed to easily engage children regardless of literacy level and variable test administration settings. RACER measures inhibitory control and working memory. This study presents the theoretical rationale and empirical evidence for tablet-based assessments of EF, the process of administering the RACER assessments. The current sample consists of students in Lebanon (N=1900) and Niger (N=850). The results indicate that individual differences in EF can be assessed by the RACER tablet tasks. Specifically, we demonstrate that EF scores are associated in expected ways with age and that tasks function similarly to what has been observed in high-income countries. The feasibility and utility for researchers, practitioners, and clinicians, of this cognitive assessment tool is discussed.
shortDOI: 10/ggcdmq KerkoCite.ItemAlsoKnownAs: 10.1177/1745499919829217 10/ggcdmq 2339240:LIPC5YY2 2339240:TL333DE5 2339240:XVBLDC46 2339240:Z5BEQNRN 2405685:3PXAARND 2405685:JSZ4DA4J 2405685:K8AE89HH

Playing Every Day on Sesame Street - Foulds, Kim; Bucuvalas, Abby (American Journal of Play, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:87NLH2N4 2405685:CNFZA5YN
Keywords: ⛔ No DOI found

Liberia: Framework and Strategy Drawn up at UNESCO-MOE ICT in Education Policy Workshop - Front Page Africa (2019)
MONROVIA – UNESCO Liberia over the weekend ended a two-day workshop in Monrovia on ICT in Education, with participants building a consensus on a framework and strategy for a draft national policy on ICT in Education in country. The workshop is part of a UNESCO-CFIT project sponsored by the People’s Republic of China in collaboration […]
Library Catalog: frontpageafricaonline.com KerkoCite.ItemAlsoKnownAs: 2339240:KFUWVVA9 2405685:3L33SBJW

Funda Wande - YouTube - Funda Wande (2019)
Funda Wande is a not-for-profit organisation that aims to ensure that all learners in South Africa can read for meaning in their home language by the age of 10. We develop video and print materials to train teachers how to teach reading for meaning in Grades R–3. All our materials are freely available and are Creative Commons licensed, so anyone can use them. www.fundawande.org
KerkoCite.ItemAlsoKnownAs: 2339240:LECWHUV3 2405685:49D5RUBG

Cameras in the classroom: Facial recognition technology in schools - Galligan, Claire (University of Michigan, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:F3637ZJ8 2405685:XVF9F5NU

GDPR Definitions - GDPR (GDPR-Text.com | GDPR Text, Translation and Commentary, 2019)
For the purposes of this Regulation:...
KerkoCite.ItemAlsoKnownAs: 2339240:ERWQGLKM 2405685:VNDD6W74

Gender differences in computer and information literacy: An in-depth analysis of data from ICILS - Gebhardt, Eveline; Thomson, Sue; Ainley, John; Hillman, Kylie (Springer Nature, 2019)
This open access book presents a systematic investigation into internationally comparable data gathered in ICILS 2013. It identifies differences in female and male students’ use of, perceptions about, and proficiency in using computer technologies. Teachers’ use of computers, and their perceptions regarding the benefits of computer use in education, are also analyzed by gender. When computer technology was first introduced in schools, there was a prevailing belief that information and communication technologies were ‘boys’ toys’; boys were assumed to have more positive attitudes toward using computer technologies. As computer technologies have become more established throughout societies, gender gaps in students’ computer and information literacy appear to be closing, although studies into gender differences remain sparse. The IEA’s International Computer and Information Literacy Study (ICILS) is designed to discover how well students are prepared for study, work, and life in the digital age. Despite popular beliefs, a critical finding of ICILS 2013 was that internationally girls tended to score more highly than boys, so why are girls still not entering technology-based careers to the same extent as boys? Readers will learn how male and female students differ in their computer literacy (both general and specialized) and use of computer technology, and how the perceptions held about those technologies vary by gender.
Accepted: 2020-03-18 13:36:15 Journal Abbreviation: An In-depth Analysis of Data from ICILS KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-26203-7 2339240:WGHTZ8T5 2405685:7BDLRHWK

Complexity leadership theory:: a framework for leading in Australian early childhood education settings - Gibbs, Leanne; Press, Frances; Wong, Sandie (Leadership in Early Education in Times of Change, 2019)
This conceptual and theoretical chapter focuses upon the challenges and opportunities of leading in Australian early childhood education (ECE). Leading and leadership in ECE is enacted within a complex landscape comprising complicated legislation, a volatile workforce, comprehensive standards of practice and a diversity of children and families. In that context, the chapter highlights the perceptions that reinforce the challenges of leading in ECE and goes on to discuss an alternative theoretical framework; -complexity leadership theory and complex adaptive systems theory. This framework is proposed as a way of thinking about the emergence of leadership in an environment where educators can
KerkoCite.ItemAlsoKnownAs: 10.2307/j.ctvmd84fc.16 2339240:QSK8QXYM 2405685:EVWY4XH8

Effect of re-entry policy implementation on readmitted girls’ academic performance in mathematics in selected secondary schools of Mufulira District in Zambia - Gladys, Nsalamba; Alex, Simpande (International Journal of Data Science and Analysis, 2019)
Zambia is one of the countries in the Sub-Sahara Africa that has an established Re-Entry Policy. The policy was declared in 1997 and allows pregnant school girls to go to school. The aim is to create academically healthy learning institutions in which both girls and boys are free. As per findings of this research, the Re-Entry Policy has helped reduce gender discrepancies in terms of equity in education. Sad though, the paper has reviewed that most reentered girls fail mathematics, a thing that disadvantages them because mathematics is used as criteria of purity for admission into university and well-paid jobs. As such, the purpose of this study was to investigate the effect of Re-Entry Policy implementation on readmitted girl’s performance in mathematics. In order to achieve this aim, a qualitative research approach guided by some research questions and objectives was undertaken. Data relating to the research was collected through interview guides and questionnaires, and analyzed using narrative techniques. Furthermore, purposive sampling technique was used because the study targeted a specific group of people and characteristics. The conclusion made through the findings of this paper were that the perceived poor performance in mathematics by reentered girls is a ‘socio construct’ and not solely due to the Re-Entry Policy. This implies that the implementation of the policy is what is key; hence, the variations in performance for reentered girls in individual schools.
KerkoCite.ItemAlsoKnownAs: 10.11648/j.ijdsa.20190505.11 2339240:4IEBB4NH 2405685:B89SQIGF

Curriculum Leadership - Glatthorn, A; Boschee, F; Whitehead, B; Boschee, B (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:QDYREIE8 2405685:MK6VHNE4

Pakistan (Balochistan): Using technology to bring education to the most remote areas - Global Partnership for Education (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:X8TQADM6 2405685:8C795EZ9

Inclusive data charter - Global Partnership for Sustainable Development Data (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:JR7S3TSD 2405685:2LBXPGMA

What’s most broken? A tool to assist data-driven iterative improvement of an intelligent tutoring system - Goswami, Mononito; Mian, Shiven; Mostow, Jack (Proceedings of the AAAI Conference on Artificial Intelligence, 2019)
Number: 01 KerkoCite.ItemAlsoKnownAs: 10.1609/aaai.v33i01.33019941 2339240:3SW7MPDM 2405685:YURLY5VP

The Personal Data Protection Bill - Government of India (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:6FDVNC76 2405685:VDBFPWZS

The County Allocation of Revenue Bill, 2019 - Government of Kenya (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:HBM87LKU

National ICT Policy (2019-2024) - Government of Liberia (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:742YQUUN

Pakistan Economic Survey 2018–19 - Government of Pakistan. Economic Adviser's Wing, Finance Division (Government of Pakistan, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:KNTFZ89B
Keywords: auto_merged

Sierra Leone’s Medium-Term National Development Plan 2019-2023: Education for Development. - Government of Sierra Leone (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:RPKBXC8H 2405685:XNWLCKWJ

ESSP Contract 2019: Example partnership contract - Government of Sindh (Government of Sindh, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:JUWLIC7T 2405685:IHHEEJET 4656463:WIQKWWML

School Education Sector Plan and Roadmap for Sindh - Government of Sindh (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:BWRZQRFU

School Education Sector Plan and Roadmap for Sindh (2019–2024) - Government of Sindh. School Education & Literacy Department (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:HIXLP8XY 2405685:EQ4B5935 2405685:EV5Y3ETE
Keywords: ___working_potential_duplicate

Punjab Education Sector Plan 2019/20–2023/2024 - Government of the Punjab (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:ATSY7HWB
Keywords: ___working_potential_duplicate; auto_merged

Punjab Education Sector Plan (2019-2024) - Government of the Punjab (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:6NJ2RV3L

Education Amendment Act - Government of Zimbabwe (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:AGMIFLQB

Meeting the data challenge in education. A knowledge and innovation exchange (KIX) discussion paper | Documents | Global Partnership for Education - GPE (GPE, 2019)
The purpose of this paper is to describe the current landscape in education data systems and spark discussion and debate around potential areas for KIX investment.
KerkoCite.ItemAlsoKnownAs: 2339240:QLLLFLC4 2405685:XMDKWKPS 4656463:8GKMQBH2

Using technology to bring education to the most remote areas - GPE (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:ACEKM42F 2405685:DG7BRX4X

Outcomes of the Education Data Solutions Roundtable - GPE and Education Data Solutions Roundtable (2019)
This document’s intent is to support developing country partners by offering concrete, actionable recommendations for improving their education sector data production, flows, reporting and usage.
KerkoCite.ItemAlsoKnownAs: 2339240:9XIDS2VQ 2405685:QQHWSN5A 4656463:59CUBSHX

Technology acceptance model in educational context: A systematic literature review - Granić, Andrina; Marangunić, Nikola (British Journal of Educational Technology, 2019)
A respectable amount of work dealing with Technology Acceptance Model (TAM) clearly indicates a popularity of TAM in the field of technology acceptance in general. Nevertheless, there is still a gap in existing knowledge regarding representative academic literature that underlie research on TAM in educational context. The main objective of this systematic literature review is to provide an overview of the current state of research efforts on TAM application in the field of learning and teaching for a variety of learning domains, learning technologies and types of users. Through systematic search by the use of EBSCO Discovery Service, the review has identified 71 relevant studies ranged between 2003 and 2018. The main findings indicate that TAM and its many different versions represent a credible model for facilitating assessment of diverse learning technologies. TAM's core variables, perceived ease of use and perceived usefulness, have been proven to be antecedent factors affecting acceptance of learning with technology. The paper identifies some gaps in current work and suggests areas for further investigation. The results of this systematic review provide a better understanding of TAM acceptance studies in educational context and create a firm foundation for advancing knowledge in the field. Practitioner Notes What is already known about this topic Technology acceptance research in teaching and learning context has become an attractive trend. A number of reviews and meta-analysis focused on specific topics related to technology acceptance in education have been conducted. The Technology Acceptance Model (TAM) is the key model in understanding predictors of human behaviour towards potential acceptance or rejection of the technology. What this paper adds The state of current research on Technology Acceptance Model application in educational context lacks comprehensive reviews addressing variety of learning domains, learning technologies and types of users. The paper presents systematic review of relevant academic literature on Technology Acceptance Model (TAM) in the field of learning and teaching. The paper provides empirical evidence on the predictive validity of the models based on TAM presented in selected literature. The findings revealed that TAM, along with its many different versions called TAM++, is a leading scientific paradigm and credible model for facilitating assessment of diverse technological deployments in educational context. TAM's core variables, perceived ease of use and perceived usefulness, have been proven to be antecedent factors that have affected acceptance of learning with technology. Implications for practice and/or policy The systematic review adds to the body of knowledge and creates a firm foundation for advancing knowledge in the field. By following the most common research objectives and/or by filling current gaps in applied research methods, chosen sample groups and types of result analysis, an own study could be conducted. Future research may well focus on identifying additional external factors that could further explain acceptance and usage of various learning technologies.
shortDOI: 10/gf5f7d KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12864 10/gf5f7d 2339240:UDAZ2J5E 2405685:2JHVIT8F

Facilitating innovation with technology: Key actors in educational ecosystems - Gu, Xiaoqing; Crook, Charles; Spector, Mike (British Journal of Educational Technology, 2019)
shortDOI: 10/ggfwhs KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12786 10/ggfwhs 2339240:39M39SXM 2339240:EFRE7X2P 2405685:442VMQ2C 2405685:DBTEPLR6

What is an ecological approach and how can it assist in understanding ICT take-up? - Hammond, Michael (British Journal of Educational Technology, 2019)
This paper argues that ecological frameworks offer a powerful way of explaining the take-up of information and communication technology (ICT) in schools. Past research has focused on teachers and their willingness and readiness to use ICT but this has not satisfactorily explained the use (or non-use) of ICT. Gaps in this research can be addressed by an ecological approach which shifts attention from the teacher to the context in which ICT is expected to be used. Such an approach, following Bronfenbrenner and others, looks at the relationship of individuals to the system in which they act, a relationship which is seen as interdependent. An ecological perspective explains how take-up of ICT is influenced by the degree to which different levels of a system, eg, micro, meso, exo and macro levels, are aligned. It is recommended that researchers and policy makers should pay greater attention to context when advocating the use of ICT.
shortDOI: 10/ggf5gb KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12889 10/ggf5gb 2339240:2JN64RFF 2339240:KIW5RY6Y 2339240:M2AJGK69 2339240:XRN7BCP5 2405685:2DYHWMKY 2405685:9NRLBU5A 2405685:GY9VCUGX 2405685:P9WACL45

Systems Leadership for Learning - Haßler, Björn (Open Development & Education, 2019)
EdTechHub.Copy: 2129771:H3CR3Q8S shortDOI: 10/gg26c7 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.2626704 10.5281/zenodo.3595400 10/gg26c7 2129771:H3CR3Q8S 2339240:EXPQPHYQ 2405685:F7MH9IWP
Keywords: _DOILIVE; _not_EdTechHub; _yl:a; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode

Berufsbildung in Sub-Sahara Afrika: Stand der Forschung - Haßler, Björn; Stock, Inka; Schaffer, Jens; Winkler, Enno; Kagambèga, Assèta; Haseloff, Gesine; Marsden, Melissa; Watson, Joe; Gordon, Rebecca; Damani, Kalifa (VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany, 2019)
urn:nbn:de:0035-vetrepository-775510-9 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3334690 2317526:XAXNF68P 2339240:GVETNP2S 2405685:6QK46DKT 2405685:946X9BZX
Keywords: _DOILIVE; _not_EdTechHub; _yl:c; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode

Software review: COCI, the OpenCitations Index of Crossref open DOI-to-DOI citations - Heibi, Ivan; Peroni, Silvio; Shotton, David (Scientometrics, 2019)
Abstract In this paper, we present COCI, the OpenCitations Index of Crossref open DOI-to-DOI citations ( http://opencitations.net/index/coci ). COCI is the first open citation index created by OpenCitations, in which we have applied the concept of citations as first-class data entities, and it contains more than 445 million DOI-to-DOI citation links derived from the data available in Crossref. These citations are described using the resource description framework by means of the newly extended version of the OpenCitations Data Model (OCDM). We introduce the workflow we have developed for creating these data, and also show the additional services that facilitate the access to and querying of these data via different access points: a SPARQL endpoint, a REST API, bulk downloads, Web interfaces, and direct access to the citations via HTTP content negotiation. Finally, we present statistics regarding the use of COCI citation data, and we introduce several projects that have already started to use COCI data for different purposes.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11192-019-03217-6 2405685:PITG898L

Where is the “theory” within the field of educational technology research? - Hew, Khe Foon; Lan, Min; Tang, Ying; Jia, Chengyuan; Lo, Chung Kwan (British Journal of Educational Technology, 2019)
Critics often characterise the study of educational technology as under-theorised. To test this assertion and to determine the extent of this criticism, the present paper reports an in-depth analysis of the 503 most recent empirical articles published in three selected education-technology-related journals (Computers & Education; Learning, Media and Technology; and British Journal of Educational Technology). These journals were selected because they publish studies related to all education settings rather than focusing on only a certain segment such as higher education; they have broad geographical catchment; and they were the most highly ranked journals in terms of their 2017 journal citation impact factor. The present paper examines how explicitly existing theory was identified in previous research, how theories were applied and how often these theories were advanced in education technology research. In the majority of cases, explicit engagement with theory was absent. Many studies either were wholly bereft of theories or made vague use of theory. Where theory was explicit, the articles were more likely to use theory to conceptualise the research, to inform the data collection or analysis process and to discuss the results. Very few articles reported findings that help us to learn something new about a particular theory (ie, little evidence of theory advancement).
shortDOI: 10/ggfwht KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12770 10/ggfwht 2339240:CK56VJL5 2339240:UB5ENBCI 2405685:WFXYS36Q 2405685:Z25HD3K7

School factors related to the emotional wellbeing and resettlement outcomes of students from refugee backgrounds: Protocol for a systematic review - Horswood, Deserae; Baker, Jess; Fazel, Mina; Rees, Susan; Heslop, Linda; Silove, Derrick (Systematic Reviews, 2019)
Background: Schools can play a vital role in the resettlement of refugee children and their families. Yet, the body of research examining school environmental factors that support the mental health and acculturation of refugee children is methodologically heterogeneous, investigates numerous and disparate school factors, and is often "hidden" in broader qualitative studies. This limits the capacity to apply the findings in a practical manner. Methods: Based on PRISMA statement principles, we review the relevant literature to investigate the relationship between school climate and the emotional wellbeing and resettlement outcomes of refugee students. Six electronic databases will be systematically searched: MEDLINE, PsycINFO, Embase, CINAL, Web of Science, and ERIC, supplemented by a systematic review of the grey literature, relevant international websites, and sequential, site-specific internet searches. Finally, subject area experts will be consulted and backward and forward citation searches of included articles will be completed. Two independent reviewers will screen identified articles against eligibility criteria and extract data for included studies. Quality of included studies will be assessed using the Mixed Methods Appraisal Tool (MMAT) for mixed studies reviews. Data will be synthesised using a convergent qualitative narrative approach. Discussion: Given the centrality of school in the daily lives of resettled refugee children, it is vital to assess the impact of school climate on the psychosocial wellbeing and resettlement trajectories of this population. This review will identify evidence-based school factors which support good mental health and resettlement outcomes for refugee students and make recommendations for translation of this knowledge into the school environment.
Publisher: Systematic Reviews KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-019-1016-6 2405685:X7EVBRYF
Keywords: Acculturation; Mental health; Refugee; Resettlement; School; Systematic review

The Politics of Learning Reforms in Bangladesh Naomi , Mirza M. Hassan, Muhammad Ashikur Rahman, Khondoker Shakhawat Ali, and Md. Sajidul Islam Introduction - Hossain, N; Hassan, M; Rahman, M; Ali, K; Islam, Md (The politics of education in developing countries: from schooling to learning, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:4KSRXN8F 2405685:APF6QN7D
Keywords: Developing countries; Education; Education and state; Political aspects

What Do We Mean by Blended Learning? - Hrastinski, Stefan (TechTrends, 2019)
The term blended learning is used frequently, but there is ambiguity about what is meant. What do we mean by blended learning? What, how and why are we blending? In this paper different definitions, models and conceptualizations of blended learning and their implications are discussed. Inclusive definitions and models, and diverse conceptualizations, mean that essentially all types of education that include some aspect of face-to-face learning and online learning is described as blended learning in the literature. Blended learning has become an umbrella term. Blended learning is also used to describe other blends, such as combining different instructional methods, pedagogical approaches and technologies, although these blends are not aligned with influential blended learning definitions. Since blended learning has many meanings, it is important that researchers and practitioners carefully explain what blended learning means to them. It is also suggested that alternative, more descriptive terms, could be used as a complement or replacement to blended learning.
shortDOI: 10/ggkdqc KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-019-00375-5 10/ggkdqc 2405685:QXWVB278

Reexamining the impact of self-determination theory on learning outcomes in the online learning environment - Hsu, Hui-Ching Kayla; Wang, Cong Vivi; Levesque-Bristol, Chantal (Education and information technologies, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-019-09863-w 2339240:2XB7RW54 2405685:YKVJG2Z5

Effects of gesture-based match-to-sample instruction via virtual reality technology for Chinese students with autism spectrum disorders - Hu, Xiaoyi; Han, Zhuo Rachel (International Journal of Developmental Disabilities, 2019)
Effective strategies to address academic performance are critical to students with disabilities in inclusive settings. The purpose of this study was to investigate the effectiveness of using gesture-based instruction via Leap Motion-aided virtual reality (VR) technology to teach matching skills to school-aged students with autism spectrum disorder (ASD) in China. Three participants with ASD from general education schools participated in this study. A multiple probe design across participants was used. The results indicated that all participants acquired the target match-to-sample skills and maintained the acquired skills at a high level for up to 12 weeks. Results of this study provide important implications to special education and general education teachers working with students with ASD.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/20473869.2019.1602350 KerkoCite.ItemAlsoKnownAs: 10.1080/20473869.2019.1602350 2339240:XFCC6MFH 2405685:2Q77DSNT
Keywords: China; autism spectrum disorders; computer-assisted instruction; gesture-based; match-to-sample; virtual reality technology

Country Profile: Lebanon - Huawei (Global Connectivity Index, 2019)
Select and compare the status of your nation's digital transformation against up to 3 nations around the world
KerkoCite.ItemAlsoKnownAs: 2339240:RCNK4LTR 2405685:6F99JY9Y

Gender Inequality Index (GII): Human Development Reports - Human Development Report (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:5RBLVQAF 2405685:SADRRVDB

Formation de formateurs au numérique éducatif de 4 pays (Burkina, Comores, Mali et Tchad) - IFADEM (Initiative francophone pour la formation à distance des maîtres, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:2GY6RDDF

Pakistani Teacher-Educator Professional Learning through an International Blended Course - Impedovo, Maria Antonietta; Malik, Sufiana Khatoon (Open Praxis, 2019)
International teacher-educator learning supports a more complex vision of teacher professionalism for both developed and developing countries. The aim of this paper is the analysis of Pakistani teacher-educator professional learning after attending an international blended course, considering the impact of online and face-to-face participation and the main competencies involved in their professional learning. The blended learning course attended by the Pakistani Teacher-educators is part of an international project between Europe and Asia. The analysis is carried out using written traces in the online platform; 47 questionnaires at the end of the face-to-face training sessions in Pakistan and 10 deep-interviews with Pakistani educators; the written traces, open questions, and deep-interviews were qualitatively analyzed. Additionally, the educators' technological, pedagogical and instructional design and interpersonal and intercultural skills were also analysed. The paper considers how international learning could affect the professional learning of teacher-educators in Global South and the centrality of the design of innovative learning courses for today's environment of international globalization.
Publisher: International Council for Open and Distance Education KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.11.2.928 2339240:YNGS2RBD 2405685:DLCJJKLI
Keywords: Blended Learning; Cultural Awareness; Faculty Development; Foreign Countries; Instructional Design; International Education; Interpersonal Competence; Professionalism; Skill Development; Teacher Educator Education; Teacher Educators; Teaching Skills; Technological Literacy

Teacher career reforms: Learning from experience - International Institute for Educational Planning (International Institute for Educational Planning, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:5CH6SQ4J 2405685:UMUSCXUL

Building a globalised research system – the case of Bangladesh - Irfanullah, H (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:FYJUZ95H 2405685:CJIZGFZR

What can we learn from EMIS diagnostics? | Blog | Global Partnership for Education - Irving, Margaret; Percier, Marc-Antoine (2019)
Millions of dollars are invested in strengthening education management information systems, but many countries still struggle with data-related issues. How can countries make their systems more effective? An EMIS diagnostic is the first step.
KerkoCite.ItemAlsoKnownAs: 2339240:CJ2XAYYS 2339240:YV5QAT6M 2405685:2NUN9HSN 2405685:TQ6BQSYH 4656463:34BSI83K

Measuring digital development: Facts and figures 2019 - ITU (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:9SG4ANLJ 2405685:AT4EB7GV

Will Technology Transform Education for the Better? - J-PAL Evidence Review (Abdul Latif Jameel Poverty Action Lab, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:EP4SDEQI 2405685:9N96VS8X

Developing critical and theoretical approaches to educational technology research and practice - Jameson, Jill (British Journal of Educational Technology, 2019)
shortDOI: 10/gf62hg KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12775 10/gf62hg 2339240:2GDQTIZA 2339240:HWDKX456 2339240:RNTYTJ85 2405685:3X4HSMHB 2405685:UG65PX2M 2405685:UPPL58ZU

Decolonisation in Universities: The politics of knowledge - Jansen, Jonathan (Wits University Press, 2019)
Shortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This book brings together some of the most innovative thinking on curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curricula and can it be undone? How is the project of curricula decolonisation similar to or different from the quest for post-colonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting? Strong conceptual analyses are combined with case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. This comparative perspective enables reasonable judgments to be made about the prospects for institutional take-up within the curriculum of century-old universities. Decolonisation in Universities is essential reading for undergraduate teaching, postgraduate research and advanced scholarship in the field of curriculum studies.Shortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This edited volume brings together the most innovative thinking on curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curriculum and can it be undone? How is the project of curriculum decolonisation similar to or different from the quest for postcolonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting? The book combines strong conceptual analyses with novel case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. Such a comparative perspective enables reasonable judgements to be made about the prospects for institutional take-up within the curriculum of century-old universities.
KerkoCite.ItemAlsoKnownAs: 2405685:ZNXFPM2C

From Theory to Practice: Open Government Data, Accountability, and Service Delivery - Jelenic, Michael Christopher (2019)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8873 2339240:LXXRK6IW 2405685:QEFZPG9K

A systematic literature review of the use of Semantic Web technologies in formal education - Jensen, Jesper (British Journal of Educational Technology, 2019)
This paper presents a systematic literature review of research focused on use of Semantic Web technologies in formal educational contexts. Through systematic search, the review has identified 199 research articles, which are examined with the intention of identifying prevalent themes within the body of research within the field of formal educational use of Semantic Web technologies. The themes identified by the review are: (1) Semantic Web ontologies; (2) Efficient distribution, accessibility, retrieval, reuse and combination of educational resources; (3) Linked Data; (4) Semantic Web enhanced virtual learning environments and personalization of learning environments; (5) Semantic Web learning objects; (6) Evaluation, feedback and assessment; (7) Semantic Web services; (8) Pedagogical tools for teachers and students. Furthermore, this review seeks to examine how these themes and the use of Semantic Web technologies in formal education reflects on the ongoing discussion of how pedagogy and technology should interact. The outset of this discussion is a previous study by Dirckinck-Holmfeld, which establishes that there is a tendency to emphasize technology over pedagogy in educational design and development.
shortDOI: 10/gf5f68 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12570 10/gf5f68 2339240:PJ8XJQ83 2405685:IC2U23KL
Keywords: Reviewed

SiLearn: an intelligent sign vocabulary learning tool - Jestin, Joy; Kannan, Balakrishnan; Sreeraj, M (Journal of Enabling Technologies, 2019)
Purpose Vocabulary learning is a difficult task for children without hearing ability. Absence of enough learning centers and effective learning tools aggravate the problem. Modern technology can be utilized fruitfully to find solutions to the learning difficulties experienced by the deaf. The purpose of this paper is to present SiLearn – a novel technology based tool for teaching/learning sign vocabulary.Design/methodology/approach The proposed mobile application can act as a visual dictionary for deaf people. SiLearn is equipped with features that can automatically detect both text and physical objects and convert them to their corresponding signs. For testing the effectiveness of the proposed mobile application quantitative analyses were done. Quantitative analysis is based on testing a class of 28 students belonging to St Clare Oral School for the Deaf, Kerala, India. This group consisted of 17 boys and 11 girls. Analysis was also done through questionnaire. Questionnaires were given to teachers, parents of deaf students learning sign language and other sign language learners.Findings Results indicate that as SiLearn is very effective in sign vocabulary development. It can enhance vocabulary learning rate considerably.Originality/value This is the first time that artificial intelligence (AI) based techniques are used for early stage sign language learning. SiLearn can equally be used by children, parents and teachers for learning sign language.
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/JET-03-2019-0014 2339240:3TIFN8RY 2339240:XBVND93J 2405685:KRCC2J5F 2405685:XGY53UE5
Keywords: Assistive technology; CALL; Deaf education; Learning technology; Mobile-assisted language learning; Sign language

The Automation of Management and Business Science - Johnson, C.D.; Bauer, BC; Niederman, F. (Academy of Management Perspectives, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5465/amp.2017.0159 2405685:ITCCF5GH 2486141:RS9IM5JJ
Keywords: _Added-ailr-2024

Supporting Open Data Kit - Joseph, Dan (Missing Maps, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:6ATM7QAX 2486141:IECBUB9S

Technology and Teacher Professional Development (TPD): the Process and Content of Microlearning in a School-Based Integrated In-Service Teacher Education (INSET) Project - Junaid, Muhammad Ibn; Ogange, Betty; Allela, Melisa (Commonwealth of Learning (COL), 2019)
Continuing teacher professional development for all teachers across the entire school system poses a challenge in many contexts, especially in developing countries. Teachers from schools located in remote rural areas usually have fewer professional development opportunities due to the lack of accessibility either to their schools or to professional development resources. On-site school-based professional development is a viable option if innovative design is adapted to generate microlearning resources that teachers can easily access and share. This paper reports on a technology enabled school-based integrated INSET project coordinated by the Freetown Teachers College (FTC) in 12 junior secondary schools (JSS) in Sierra Leone under the COL’s Teacher Futures Programme. The project represents an innovation in TPD and is different from the general type of face-to-face and exclusively paper-based in-service teacher training programme common in Sierra Leone. Under the new project a multimodal approach is used where the FTC mentors and the communities of learners (JSS teachers) are presented with both print and microlearning resources and also provided access to an eLearning platform and the use of mobile phones as the main vehicles of delivery. Microlearning is an emergent learning strategy known for its quick response in bridging skills and knowledge gaps. In the context of the INSET Project, it involves a weekly dose of pedagogical content knowledge and skills, including modelling of classroom best practices which teachers can adapt and use. The project design and methods are briefly described, but the main focus of the paper is on the microlearning component of this project and discusses the use of mobile technology in the delivery and implementation of TPD in the 12 project schools. The emphasis is on the methodological and management challenges that arise in creating and nurturing communities of practice (CoPs) in a school-based setting and how these are addressed by the various schools involved.
KerkoCite.ItemAlsoKnownAs: 2405685:AALEIRC2

A Typology of Learning Profiles: Tools for Analysing the Dynamics of Learning - Kaffenberger, Michelle (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:B9IPCUC4 2339240:WMRDN7LF 2405685:NX2PDMMP

Developing TPACK in science and mathematics teacher education in Tanzania: A proof of concept study - Kafyulilo, Ayoub; Fisser, Petra (Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning, 2019)
Since 1997, the government of Tanzania has made several attempts at introducing technology into education. However, despite these efforts technology has not become integrated into educational practice. A main reason is that teachers do not embrace the use of technology in their teaching. This study was initiated to design, implement and evaluate a professional development arrangement aimed at promoting teachers’ use of technology in their teaching practice. The study started with a ‘proof of concept’ study. Based on experiences in Ghana and Kuwait, a professional development arrangement was developed that incorporated ‘learning technology by design’ to prepare pre-service science and math teachers for using technology in their teaching. The experiences from this study informed the design of a professional development arrangement for practicing science teachers. The iterative design, implementation and evaluation of the professional development arrangements will be presented and discussed.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-20062-6_8 2339240:MQPLNUJN 2405685:Z8QTSILA

What is Agile Methodology: A primer on moving fast. How high-functioning teams build software - Kaiser, C. (AngelList, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:G9GN46C3 2405685:4GB5HGKS

Investigating ICTs for Education in Marginalized Communities - Kamal, Mehruz; Diksha, Diksha (2019)
The Agenda for Sustainable Development is a universal agenda to eliminate poverty through sustainable development by 2030. When it was adopted in 2015, the international community recognized that education was essential for the success of all seventeen of its goals. Ambitions for education are captured in Sustainable Development Goal 4, which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” The United Nations has explicitly stated the importance of using ICTs in achieving educational opportunities. Since then, very few studies have tackled the issue. The findings so far, do not provide detailed guidance on the impact of ICTs in this domain. The purpose of this study is to contribute to this gap by integrating research in the fields of Information Systems, Development studies, and Psychology to understand the factors for facilitating educational objectives through ICTs within marginalized communities.
KerkoCite.ItemAlsoKnownAs: 2339240:AS7RGTC4 2405685:VHKEV9JL
Keywords: Google Scholar/ "education technology" refugees; RER theme_pedagogies and modalities; ⛔ No DOI found

‘When Will You Start Teaching the REAL Curriculum?’ - Karim, Azmina; Hussain, Faheem (Information and Communication Technologies for Development. Strengthening Southern-Driven Cooperation as a Catalyst for ICT4D, 2019)
This paper explores key problems faced by different humanitarian agencies in educating Rohingya refugees from Myanmar seeking asylum in Bangladesh. The first half this research provides an overview of the challenges faced by different refugee communities globally in the Education sector, followed by the relevant ICT interventions. Then, based on our interviews and focus group discussions with Rohingya refugees, we highlight the roadblocks faced by them while accessing education services in their camps. Absence of coherent curriculum, challenges with language, lack of qualified teachers, and non-acceptance of ICTs as primary education tools for children are identified as some of the key challenges faced by Rohingyas. Based on our research, we recommend that enabling policies and an inclusive hybrid knowledge network, emboldened by pre and in-service teacher training, inclusive religious education, standardized curriculum, and tangible employment opportunities can pave the path for a better and an educated future for the persecuted Rohingyas.
shortDOI: 10/ggtbq5 KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-18400-1_55 10/ggtbq5 2339240:6N8GWXWK 2405685:4FDS64G6
Keywords: Google Scholar/ "refugee education" ICT; RER theme_durable solutions

2019 State of Edtech Privacy Report - Kelly, G; Graham, J; Bronfman, J (2019)
Millions of educators use edtech apps and services in their classrooms daily, but findings suggest that many products don't do enough to protect kids' privacy. While the 2019 State of EdTech Privacy Report reveals incremental improvements in overall privacy practices since 2018, it also sheds light on key areas where the industry must improve, from targeted advertising to data sharing.
KerkoCite.ItemAlsoKnownAs: 2339240:325E5IJ9 2339240:ZEVH9ICL 2405685:EQXUN3BS 2405685:XT3RC4DY

Digital Economy Blueprint - Kenya Digital Economy (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:6CTY84PQ

2019 Kenya Population and Housing Census Volume IV: Distribution of Population by Socio-Economic Characteristics - Kenya National Bureau of Statistics (Kenya National Bureau of Statistics, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:NZQXRK6V 2405685:J4ZWA4L5

Kenya Population and Housing Census Results - Kenya National Bureau of Statistics (Kenya National Bureau of Statistics, 2019)
The total enumerated population was 47,564,296 Of which 23,548,056 were Males, 24,014,716 were Females and 1,524 were Intersex Females accounted for 50.5% of the total population The population has grown to 47.6 Million in 2019 from 37.7 Million in 2009 The intercensal growth rate has declined to 2.2% in 2019, from 2.9% in 2009 Average …
Library Catalog: www.knbs.or.ke Section: 2019 Census KerkoCite.ItemAlsoKnownAs: 2405685:5MHY2Y9G

C-DELTA: Preparing students as digital leaders in Bangladesh - Khan, S (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:395TDINJ 2405685:SUZI34L7
Keywords: ⛔ No DOI found

Evaluating the Readiness to Implement an E-Learning Technology to Support Education - Kimwise, Alone; Benjamin, Mudaheranwa; Mugabirwe, Beatrice (2019)
The study sought thought to establish the preparedness of refugees in settlements to embrace E-learning and Multimedia Technology as useful tool for supporting education and learning especially in mathematics, and basic health education when implemented. The study which covered Nakivale refugee settlement adopted the cross-sectional survey research design. A questionnaire was administered to learners of senior one, primary six and an interview guide to teachers. The findings showed that majority of the respondents said that they did not have access to ICTs, Majority of the respondents were Ugandan origin and overall the respondents had low experience in performing computer functions. The findings gave a big view of the limited practical implication concerning the readiness to E-learning and Multimedia Technology adoption to support education and learning in schools in Uganda.
KerkoCite.ItemAlsoKnownAs: 2339240:D4EIRAJZ 2405685:JVK2DS76
Keywords: RER theme_pedagogies and modalities; ⛔ No DOI found

Independent Learning with Technology – Impact of Global Learning XPRIZE - King, Simon (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:CBGZBPNS 2405685:WTUJTG7M
Keywords: ⛔ No DOI found

Using technology to facilitate educational attainment: Reviewing the past and looking to the future - Kishore, Diwakar; Shah, Dhwani (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:CFVSJSDI 2405685:A2RQMCL7
Keywords: Potential Usefulness: H; ⛔ No DOI found

Teaching game and simulation based probability - Koparan, Timur (International Journal of Assessment Tools in Education, 2019)
Technology and games are the areas where learners are most interested in today's world. If these two can be brought together within the framework of learning objectives, they can be an advantage for teachers and students. This study aims to investigate the learning environment supported by game and simulation. The games were used to evaluate the basic probability knowledge of the prospective teachers, to demonstrate the role of problem solving in the formation of the mathematical knowledge, and to enable discussing mathematical ideas in a worksheet. Simulations were used for visualization and a large number of experiments. The sampling of the study, by which case study research is adopted, is comprised of 40 prospective teachers at a state university in Turkey. The data were collected by introducing nine open-ended questions by means of games, worksheets and simulation activities. The questions asked relevant to the games include making predictions about the fairness of the games, playing the games in small numbers and in big numbers and the observation of the scores, calculation of the winning probabilities of the gamers both experimentally and theoretically, and their comparisons. The process of finding out the probability information underlying the games by the prospective teachers was analyzed qualitatively by means of worksheets, simulations and in-class observation, and the ways of thinking, intuitions, estimations, strategies, and opinions about the learning situation of the participants were tried to be determined. The results obtained put forward that the learning situation that was set up simultaneously contributed to the knowledge of probability and probability teaching of the prospective teachers; and that the candidates' opinions about the learning situation are positive.
Publisher: International Journal of Assessment Tools in Education, Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396851044?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.21449/ijate.566563 2339240:WFPXES63 2405685:IJR2IERE 2534378:6GQZL9UT 2534378:RAGWXRWA
Keywords: Computer Simulation; ERIC; Current Index to Journals in Education (CIJE); Educational Environment; Foreign Countries; Higher Education; Instructional Effectiveness; Knowledge Level; Mathematics Skills; Postsecondary Education; Prediction; Preservice Teacher Education; Preservice Teachers; Probability; Problem Solving; Student Attitudes; Turkey; __:import:01; __:match:final; __:matched; __:study_id:2098269; __finaldtb

The digital gender gap - Kuroda, Reiko; Lopez, Mariana; Sasaki, Janelle; Settecase, Michelle (GSMA, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:AZ4M7W6W 2405685:HJNK96RX

Should students use digital scratchpads? Impact of using a digital assistive tool on arithmetic problem-solving - Kwak, Minji; Gweon, Gahgene (Artificial Intelligence in Education, 2019)
An excessive cognitive load may reduce a student’s problem-solving performance by preventing effective learning. Using an assistive tool, such as a notepad, can reduce such extraneous cognitive while solving a problem, thereby improving a student’s performance. In this paper, we collected game log data from an educational game, called “Double digit”, which has a digital scratchpad as an assistive tool that can be used to reduce student’s cognitive load. We examine whether a correlation exists between the amount of “digital scratchpad usage” and a student’s “game performance”. Game log data, which consisted of 1,440,000 actions, was collected from 418 students in kindergarten to grade 2. Our data analysis using person-correlation shows a significant positive relationship between digital scratchpad usage and game performance for all three game difficulty levels. Interestingly, the correlation increases as the game difficulty level increases. This suggests that as game level difficulty increases, which requires a higher cognitive load of a student, students who used the digital scratchpad had higher game performance.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-23207-8_29 2339240:8N9UGXQP 2405685:GVNM84AF
Keywords: Arithmetic addition; Cognitive load; Digital assistive tool; Digital scratchpad; Game performance

Evaluation of technology use in education: Findings from a critical analysis of systematic literature reviews - Lai, Jennifer W. M.; Bower, Matt (Journal of Computer Assisted Learning, 2019)
Because the educational technology research literature is so broad, it is difficult for researchers to acquire an accurate sense of the issues and trends across the entire field. There has not been any recent effort to synthesize or critically analyse the systematic reviews in the area of educational technology. This study analysed 73 systematic literature reviews, including meta-analyses, focused on the evaluation of technology in educational contexts, in order to holistically understand the impact of learning technology use across different aspects of evaluation. Among these reviews, the most common theme examined was learning outcomes (89%), followed by affective elements (45%), behaviours (25%), technological elements (21%) and teaching/pedagogical aspects (19%). Most of the reviews found that the use of technology improved learning outcomes and affective perceptions. Approaches involving interaction, gamification, constructivism, student-centred learning and feedback were most effective. The analysis highlighted the need for more reviews focusing on multiple aspects of learning technology evaluation, on school level education and on the use of technology in naturalistic (non-interventional) settings. Critical reflections are also cast on the methods used to conduct systematic reviews in the educational technology field.
shortDOI: 10/ggfw5z KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12412 10/ggfw5z 2339240:JWK8KI8H 2339240:ZML7IW3X 2405685:7X5M3UH2 2405685:A32JUJ96
Keywords: evaluation; learning technology; meta-review; systematic review; tertiary review

The legacy of colonial language policies and their impact on student learning: Evidence from an Experimental Program in Cameroon - Laitin, David D.; Ramachandran, Rajesh; Walter, Stephen L. (Economic Development and Cultural Change, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1086/700617 2405685:5JH99UHL 4042040:FGB9E6BX

The politics of the education budget: Financing mass secondary education in Tanzania (2004–2012) - Languille, Sonia (International Journal of Educational Development, 2019)
This article examines the budget dimension of the rapid expansion of secondary education in Tanzania since 2004. It aims to illuminate important challenges associated with the current international call for universal secondary education and for domestic revenue mobilization to fill the significant financial gap to achieve SDG 4 by 2030. The article sheds light on critical political factors that shaped Tanzania’s education budget allocation, a topic scarcely scholarly investigated. In light of the analysis, the article concludes that tax justice, at global and national level, needs to guide any ambitious agenda for action to finance quality education for all.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2019.02.003 2339240:AMBHFVJQ 2405685:9BXZPI9L
Keywords: Budget; Financing; Political economy; Secondary education; Tanzania

Understanding the elephant: the discourse approach to boundary identification and corpus construction for theory review articles - Larsen, K.; Hovorka, D.; Dennis, A.R. (Journal of the Association for Information Systems, 2019)
KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00556 2405685:QNI8K9ZN 2486141:G3PRNUG5
Keywords: _Added-ailr-2024