Ecological Systems Theory - Ettekal, Andrea; Mahoney, Joseph (2017)
Ecological systems theory explains how human development is influenced by different types of environmental systems. Researchers, policy makers, and practitioners are interested in the opportunities and risks associated with how youth spend their discretionary time outside the regular school day. One of the primary settings in which youth spend their out-of-school hours is in organized activities, which include extracurricular activities, after-school programs, and activities at community-based organizations. Much research on out-of-school activities has utilized ecological systems theory to understand how activities foster positive, healthy development of youth from different backgrounds.
zotzenLib.CopiedFrom: 2339240:NR3WND7N KerkoCite.ItemAlsoKnownAs: 10.4135/9781483385198.n94 2339240:NR3WND7N 2405685:D24BMJBJ

Ecological Systems, Complexity, and Student Achievement: Towards an Alternative Model of Accountability in Education - Johnson, Eileen S. (School Leadership Review, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:R2BS8Z3Z 2405685:UPKJH3ZY
Keywords: ⛔ No DOI found

Ecological models of human development - Bronfenbrenner, Urie (Readings on the development of children, 1994)
KerkoCite.ItemAlsoKnownAs: 2339240:IFDNWTWK 2405685:P7AUMPEJ
Keywords: ⛔ No DOI found

Ebola Emergency: Restoring Education, Creating Safe Schools and Preventing a Long-term Crisis - Global Business Coalition for Education (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:HBG9FT6H 2405685:VQS75XIN

Ebola, Education And Innovation In Sierra Leone - Berry, Chris (DFID bloggers, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:Y4SENBBT 2405685:CYLG6GK7 2405685:DD7BMIBU
Keywords: ___working_potential_duplicate

Ebola data and statistics - World Health Organization (WHO, 2016)
Publisher: World Health Organization KerkoCite.ItemAlsoKnownAs: 2339240:7VE2AZNA 2405685:YRWRU7UA

Ebola: beyond the health emergency - Plan International (Plan International, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:F57ZHP2V 2339240:WVDVNVSN 2405685:EFDBLXYH 2405685:GKT9E9YG

Eastern and Southern Africa Region Working Paper – Structured Pedagogy: For Real-Time Equitable Improvements in Learning Outcomes - Chakera, Shiraz; Haffner, Deborah; Harrop, Elizabeth (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:YS3W9WNF 2405685:ZD6CSNLA

East Asia/Southeast Asia: Mongolia - CIA Factsheet (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:53JGPC58 2405685:EGCM4TPH

Early Years Toolkit
An accessible summary of educational research for early years teaching
KerkoCite.ItemAlsoKnownAs: 2405685:68VTHRJ8

Early Years Preschool Program Impact Evaluation 2018, Midline Survey - Spier, Elizabeth (World Bank, Development Data Group, 2019)
KerkoCite.ItemAlsoKnownAs: 10.48529/ASWC-7R84 2405685:4Q6ZLDXY 2486141:PHAA4RZ7

Early reading: Igniting education for all - Gove, A.; Cvelich, P. (RTI, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:UT79GB9X 2405685:REPVRWJE

Early Literacy and Multilingual Education in South Asia - UNICEF (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:YPILCB6K 2405685:BIML6DRG

Early Grade Reading Study II (EGRS II) - USAID (2019)
The activity team works in partnership with the Department of Basic Education to evaluate the efficacy and cost-effectiveness of interventions focused on improving the performance of grade 1 and 2 learners in the subject English First Additional Language.
Library Catalog: www.edu-links.org KerkoCite.ItemAlsoKnownAs: 2405685:FPWA6KU3

Early Grade Reading Evaluation in Ghana: Unprecedented Results and Policy Impacts - Social Impact (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:QH4KTW9X

Early Grade Reading and Mathematics Project (RAMP) - USAID (2017)
The main goal of RAMP is to support the efforts of USAID Jordan and the MOE in instituting reading and mathematics teaching and learning methodologies, policy and practices within schools, communities and government entities that focus on improving learning outcomes for reading in Arabic and math in grades K‐3 for all public schools in Jordan.
Library Catalog: www.usaid.gov KerkoCite.ItemAlsoKnownAs: 2405685:2ACE4JAM

Early effects of the COVID-19 lockdown on children in rural Bangladesh - Makino, Momoe; Shonchoy, Abu S; Wahhaj, Zaki (2021)
Using data collected through a telephone-based survey in rural Bangladesh during the height of the pandemic, we present evidence on the eﬀects of COVID-19-led lockdown and school closures on children, focusing on three child-related outcomes: time use of children during the school closure, plans regarding children’s schooling continuation, and the incidence of child marriages. Our analysis reveals heterogeneity in the eﬀects of lockdown and school closure in terms of the child’s gender and the type of shocks. We ﬁnd a decrease in children’s study time and an increase in time spent on household chores during the school closure, and these changes were signiﬁcantly larger for girls than for boys. Within the household, respiratory illness lowered expectations that a child would return to school and increased the probability of marriage-related discussions for girls. Our ﬁndings oﬀer a cautionary tale regarding the potential longterm eﬀects of pandemic for girls in developing countries.
KerkoCite.ItemAlsoKnownAs: 2339240:EHS3BXYL 2405685:HBIVSCZT
Keywords: ⛔ No DOI found

Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS) correct theta scores for the kindergarten through eighth grade data collections errata - Chapman, Chris (National Center for Education Statistics, 2010)
Find information about and locate all publications and data products on education information from the National Center for Education Statistics–NCES–. In most cases you may also browse the content of publications or download data files.
Publisher: National Center for Education Statistics KerkoCite.ItemAlsoKnownAs: 2339240:EQ6XZLZG 2339240:WSU7RL5V 2405685:FIB7ELXL 2405685:L4SZDBCW

EAGER Scenario Model – Sierra Leone - Cochran, Mikaela (The International Rescue Committee, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:CXF88QEI 2339240:UWF4RMSZ 2405685:UEIPLTJ9 2405685:UGYV6DSA

E-Waste Statistics: Guidelines on classification reporting and indicators - Forti, Vanessa; Balde, Kees; Kuehr, Ruediger (United Nations University, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:XWDG6GIB 2405685:QTBL8NPC

E-waste and planned obsolescence - Selwyn, Neil (Critical Studies of EDUCATION & TECHNOLOGY, 2021)
Notes from Guardian report (15.04.20) by John Harris on e-waste and planned obsolescence ** There is a pressing need to talk about educational technology in terms of the disposal – rather than adop…
KerkoCite.ItemAlsoKnownAs: 2339240:MJVFPJ7K 2405685:8DUFXTJF

E-School Cambodia - e-School Cambodia
KerkoCite.ItemAlsoKnownAs: 2339240:EUFXF3T6 2405685:XE7XTZTQ

E-readiness of senior secondary school learners to online learning transition amid COVID-19 lockdown - Bhaumik, Rikisha; Priyadarshini, Anita (Asian Journal of Distance Education, 2020)
In the backdrop of recent COVID-19 lockdown, the school learners across the country have had the opportunity to experience online mode of learning. This study attempts to find out e-readiness of senior secondary school learners for transition to online learning along with their views on this mode of learning transaction. Quantitative descriptive survey method was used for the purpose of this study. A questionnaire comprising 20 Likert-type items covering four dimensions, viz. access, digital literacy and e-readiness, delivery of online learning, and online load, was administered on a 100-student sample from different schools of Delhi using non-probability sampling. Access to online learning and online load on learners were found to be high. The study also revealed that only 35.2% learners found online classes as effective as face-to-face classes. The delivery of online learning by teachers and digital skills of learners were found lacking. The geographical scope of the study is limited to National Capital Region of Delhi which has better smartphone penetration and internet access as compared to other states in India. The study concludes that online pedagogy and digital skills of teachers and learners need to be strengthened for a possible roadmap ahead. The study may provide useful insights into the challenges of online learning and areas for further improvement. Keywords:
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3891822 2405685:MX6XWGUS
Keywords: covid-19; digital access; e-readiness; online delivery; online learning

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

e-modul: Gerbang Kurikulum - Gerbang Kurikulum (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:9JLQGZ47 2405685:XU2ECZNW

E-learning tools for public awareness programme education in disaster risk management: Case study of the city of Cape Town disaster risk management centre - Kabaka, Martha; Stoltenkamp, Juliet (Proceedings of the International Conference on e-Learning, ICEL, 2013)
Disaster occurrence around the world has in the past few decades increased at an alarming rate necessitating an urgent need for mitigation strategies. As a result, research has indicated the usefulness of Information Communication Technology (ICT) in disaster risk management. Furthermore, ICT generally plays a critical role in all aspects of disaster risk management such as: early warning prediction; informing and circulating information relating to disasters to communities especially those at risk as promptly as possible and providing communication structures immediately after a disaster occurrence. As part of its planning and precautionary measures in responding to disasters, the City of Cape Town Disaster Risk Management Centre (CoCTDRMC) implements public awareness programmes across the city. The most acclaimed is an annual awareness programme especially for high school learners selected from various schools across the city. The learner participants are expected to act as change agents in their communities. In 2012, learners from twelve different schools across the city benefited from this programme. They were expected to educate families, friends, schoolmates and communities generally on the topical issues surrounding disaster risk management. This study uses a case study approach. Since the target audience of the programme is the youth, there is need to shift towards utilising ICT. The aim of this paper is to look at how e-learning as an ICT tool can be integrated in the implementation of Public Awareness Education Programme (PAEP), so as to target broader audience and create an increased capacity building across the City of Cape Town (CoCT). The examination considers providing tools that are accessible, dependable, resilient and flexible among the residents so as to reach the grassroots levels where communities are mostly affected. The paper considers a combination of tools so as to support behavioural change. Some of the research findings are that, the 2012 programme was very beneficial and successful. Henceforth there is need to target a broader audience, and although the CoCTDRMC does make use of some relevant ICTs, there is need for additional and upgraded technological resources. Also pertinent is the fact that e-learning can play a major role in making sure that a broader audience is reached if applied effectively. The findings of the research are of relevance to the CoCTDRMC and other municipalities across South Africa. The Centre for Innovative Educational and Communication Technologies (CIECT) at the University of the Western Cape can also use these findings to develop and implement an e-learning course for both employees of CoCTDRMC and other interested community members. This will guide them on how e-learning can assist in fostering a successful implementation of PAEP across the city.
KerkoCite.ItemAlsoKnownAs: 2405685:JM85NT5X
Keywords: Disaster; Disaster risk management; E-learning; Information communication technology; Public awareness education programme; ⛔ No DOI found

E-Learning System's Acceptance: A Comparative Study - Abu-Shanab, Emad (International Journal of Web-Based Learning and Teaching Technologies, 2014)
The major limitation for adopting e-learning systems is students and teachers perceptions of such applications. EduWave is a system implemented in Jordan, to be used by teachers, students and other stakeholders in public schools in the country. This study tried to contrast the perceptions of students and teachers and conclude to future agenda for improving the success chances of such systems. The research utilized results from two empirical studies, with 2 surveys applied to both teachers and students to probe their opinions regarding the obstacles facing EduWave utilization, the advantages and disadvantages of the system, the functionalities used, and the factors influencing the adoption. Results supported the original Technology Acceptance Model (TAM), with significant prediction of intentions to use EduWave through perceived usefulness and perceived ease of use for both teachers and students. Also, teachers and students results did not support the role of trust in the process. Conclusions and future work are stated at the end.
Publisher: IGI Global, 701 East Chocolate Avenue, Hershey, PA 17033 KerkoCite.ItemAlsoKnownAs: 10.4018/ijwltt.2014100101 2405685:7S596AGN 2534378:7YPB5HR4
Keywords: Comparative Analysis; ERIC; Current Index to Journals in Education (CIJE); Electronic Learning; Foreign Countries; Jordan; Public Schools; Stakeholders; Student Attitudes; Surveys; Teacher Attitudes

E-Learning Sudan, Formal Learning for Out-of-School Children - Stubbé, Hester; Badri, Aiman; Telford, Rebecca (2016)
E-Learning Sudan (ELS) is a custom-built computer/tablet game that provides alternative learning opportunities to Sudanese children who are excluded from education. Unique in ELS is that children can learn mathematics, in their own remote village, without a teacher. This research study assessed the effectiveness of ELS in two pilots through a pretest–posttest control group quasi-experimental design. In Pilot I, 67 children in three remote villages, aged used the game for a period of six weeks, five days a week, 45 minutes a day; the control group did not receive any education.. In Pilot II, 591 children in 19 remote villages, played the game for six months, for a maximum of five times a week, 45 minutes a day; the control group received informal education in out-of-school centers. The results of the analysis on the pretest–posttest data revealed that ELS increased mathematics knowledge acquisition in numeracy and adding significantly and maintained student motivation to learn. Analyses of control group data and EGMA (internationally validates Early Grade Mathematics Assessment) showed that the children in the experimental group learned more than children who received no education at all, informal or formal education. These findings suggest that the implementation of ELS can greatly benefit learning for out-of-school children like in Sudan.
KerkoCite.ItemAlsoKnownAs: 2339240:UITLPRXD 2405685:HB5E9U2Q 4803016:M4K47HKG

E-learning Strategy - UNICEF Sudan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:CL56P42H 2405685:8BT62CM9

e-Learning Platform - Rwanda Education Board (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:TBU3AFWV 2405685:8L4ZNNUC

E-learning in secondary Schools in Kenya: A Case of the NEPAD E-schools - Ayere, Mildred; Odera, F; Agak, John (Educational Research and Reviews, 2010)
The New Partnership for Africa's Development (NEPAD) schools were set up as centres of excellence in Information and Communication Technology (ICT) integration, so that other schools could copy their model in e-learning. It was for this reason that they were provided with computers, e-materials, internet appliances and trained personnel. But to gauge their levels of success as e-learning centres there was need to compare them to other schools offering ICT education in Kenya. It was for this reason that this study compared the application of the e-learning in NEPAD and non-NEPAD schools in Kenya. Specifically, the study: Identified significant differences in levels of integration of ICT in curriculum subjects; surveyed the differences in use of e-materials in education research; examined availability of e-libraries; identified significant differences in academic performance of NEPAD and non-NEPAD schools attributed to e-learning. The study used a combination of an exploratory approach using descriptive survey and ex-post-facto design. It was carried out in six of the eight provinces in Kenya, where the NEPAD schools are located. It targeted 1600 form four students from 35 secondary schools involved in ICT education (NEPAD schools included). Saturated sampling was used for the six NEPAD schools while six non-NEPAD schools were selected through simple random sampling. The sample consisted of three officials from the ministry of education, twelve principals and twelve heads of ICT department (HODs), and 570 of the form four students. The main data collection instrument was the questionnaire; administered to the students, the principals, and the HODs. The interview schedule was administered to the ministry of education personnel while an observation checklist was used as a confirmatory tool. Analysis was done using both descriptive and inferential statistics. The study found that, there was a significant difference in the application of e-learning in NEPAD and non-NEPAD schools. Based on these findings, it was recommended that schools involved in ICT education should intensify teacher facilitation and support teacher roles that are required in e-learning Key words: E-Learning, ICT integration, ICT education, new partnership for Africa's development (NEPAD).
KerkoCite.ItemAlsoKnownAs: 2339240:2UFRZUA4 2405685:C5RVGKXP
Keywords: ⛔ No DOI found

E-Learning in Secondary Schools - Christianity Social Services Commission
KerkoCite.ItemAlsoKnownAs: 2339240:ER7IKW5S 2405685:BEAUMPYN

E-Learning in Bangladesh: A Study of Teachers’ Behavioral Orientation and Affective Alignment in the Post-New Normal - Shamim Miah, A.S.M; Rasel Kabir, Md; Sultana, Sarmin (Contemporary Research in Education and English Language Teaching, 2020)
This study explores the teachers’ behavioral and affective orientation to e-learning that is in practice at all the levels of education in Bangladesh i.e. primary school, secondary school, higher secondary school, college, and university. By investigating the reasons for such disarray, it proposes solutions to overcome them. It acquired its data through online surveys followed by quantitative analysis through descriptive inferential analogies of the logarithmically represented findings. The result of the study documents that teachers’ preparation, technological know-how and adaptation to the e-learning platforms, their methods of teaching, measurement of outcomes, and mapping of curricula suggest that e-learning in Bangladesh is vitiated due to the diffusion in the teaching staff demographics and diluted apprehension of the e-learning. The paper’s primary findings show that Bangladesh’s progress from Education 1.0 to Education 3.0 is more affective and behavioral than cognitive in the implementation; wherein, the very concept of e-learning is diluted or spun around the idea of education via some usage of technology only, more specifically web conference applications which is indicative of Education 2.0 practices. There is no distinction made that separates online learning from e-learning, e-learning from distance and distance from blended learning, etc. in the current environment.
KerkoCite.ItemAlsoKnownAs: 10.33094/26410230.2020.21.16.35 10/gj37h5 2339240:A7RYDPHH 2405685:KVRAQU2P

E-learning critical success factors: Comparing perspectives from academic staff and students - Alhabeeb, Abdullah; Rowley, Jennifer (Computers & Education, 2018)
This article advances knowledge on the factors that lead to successful e-learning in universities, through a comparative study of the perspectives of academic staﬀ and students. In particular, it contributes to the limited knowledge bases on the eﬀectiveness of e-learning in Saudi Arabia, and on the diﬀerences in perspectives of diﬀerent groups of stakeholders in e-learning. Based on previous research, a questionnaire was designed and distributed to convenience samples of academic staﬀ and students at King Saud University, Saudi Arabia. Respondents were invited to express their opinion regarding the importance of a number of factors to the success of e-learning. Principal Component Analysis was conducted on each dataset, in turn, to assess the loading of items onto factors, and the variance explained. The most important ﬁnding from this study is that the perspectives of students and academic staﬀ diﬀer, with there being nine factors for academic staﬀ and seven for students. Categories that are common to both groups are: student characteristics, instructor characteristics, ease of access, and support and training. The order for academics is: student characteristics, ease of access, instructor characteristics, and support and training; and, the order for students is: instructor characteristics, student characteristics, support and training, and ease of access.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2018.08.007 10/ggb9vb 2339240:C93AKSXB 2405685:DZ3WBTCE

E-learning combats Southeast Asia's teacher shortages - Watanabe, Sadachika (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:IM27KPQ5 2405685:W8B2TNTC

E-Learning as Part of Disaster Recovery Planning - Hanssen, Graeme M.; Rana, Tohid Ahmed (2007)
The world has recently witnessed large natural disasters with the Asian tsunami, the Pakistan earthquake, etc, which has resulted in loss of life measured in hundreds of thousands. One or two years later surveys of reconstruction work have revealed less than 25% of schools have been re-established, implicating long term economic and social consequences. Disaster Recovery planning could include rapid deployment of E-learning systems adapted to disaster zones, even with an apparent lack of broadband telecommunications infrastructure. This paper proposes technically innovative solutions to the rapid re-starting of education in disaster-struck communities by introducing the concept of a mobile E-school. Planning for Disaster Recovery could include the solutions proposed herein, as it is also possible to imagine in this Globalization World that budgets of wealthier nations encompassing these concepts. (Contains 1 figure.)
Publication Title: Online Submission KerkoCite.ItemAlsoKnownAs: 2339240:TNQWGH3K 2405685:7VPDA68G
Keywords: Computer Uses in Education; Distance Education; Educational Technology; Emergency Programs; Foreign Countries; Global Approach; Natural Disasters; Online Courses; Telecommunications; Virtual Classrooms

E-Learning as a Vehicle for the Development of Rural Girls in Ghana, West Africa - Roberts-Lewis, Kristie; Orok, Michael E. (Information Communication Technology (ICT) Integration to Educational Curricula: A New Direction for Africa, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:Y7JA2LUJ 2405685:N239WAEJ
Keywords: Equity through Access; ⛔ No DOI found

E-learning and Pakistan - An Era of Modern Education - University of Leeds
E-learning and Pakistan - An Era of Modern Education-conference_proceeding
KerkoCite.ItemAlsoKnownAs: 2339240:4IK753ZX 2405685:38E74X92

E-counselling implementation: Students' life stories and counselling technologies in perspective - Kolog, Emmanuel Awuni; Sutinen, Erkki; Vanhalakka-Ruoho, Marjatta (International Journal of Education and Development using Information and Communication Technology, 2014)
Given the current global trend of mimicking real life situations into digital counselling games and its related digital counselling platforms, we decided to contextually understand from the Ghanaian senior high school students, their life challenges arising from their life stories. The study also explores the extent to which ICT is currently being used to provide counselling services to students. Questionnaires and interviews were used to collect data from selected students and a school counsellor. The selected students were made to write about their life stories subjectively. The content of the data was analyzed. After that, students' financial status was identified as the main challenge to their academic pursuit, though several other difficulties were revealed in the study. The study also showed that students had little knowledge about the use of ICT in counselling and only used email as the only digital tool for counselling delivery. The purpose of the study is to use the findings as a basis to develop a digital counselling game in our next study. Again, the study is intended to serve as a guide for researchers when designing a digital counselling platforms for senior high schools.
Num Pages: 17 Place: Bridgetown, Jamaica Publisher: University of the West Indies KerkoCite.ItemAlsoKnownAs: 2339240:437XN5ZS 2405685:9IA65AMC
Keywords: Addictive behaviors; Behavior; Careers; Computers; Counseling; Design; Drug abuse; Education; Internet; Problems; Schools; Secondary schools; Society; Students; ⛔ No DOI found

Dynamics of Public Policy: Determinants of Policymaking and Implementation in Bangladesh - Aminuzzaman, S (Public Organization Review, 2013)
Socio-economic development achievements in Bangladesh have been characterized as a development paradox. The policymaking process in Bangladesh is seen as the outcome of incentives created by patronage politics as opposed to the compulsion for the government to play an effective developmental role. A number of factors strongly affect the public policy formulation and implementation process—factors such as the assistance and extent of pressure and persuasion from international development partners, and the capacity to mobilize and manage resources. The political commitment at the highest level is found to be the most critical determinant element of policy formulation and implementation in Bangladesh.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11115-013-0262-7 10/gkm64h 2339240:989ZEISW 2405685:SG2Z636R

Dynamics in Management of Open Schooling: a case of Open School of Bangladesh Open University - Alam, Shafiul; Rahman, M (2010)
The Open School (OS) of Bangladesh Open University (BOU) runs three pre-University programs namely Junior School Certificate (JSC) for Grade 6-8, Secondary School Certificate (SSC) for Grade 9-10, and Higher Secondary Certificate (HSC) for grade 11-12 through open and distance learning (ODL) mode. Management of these programs is highly influenced by the government policy particularly at the time of political change in Bangladesh. Normally, formal school syllabus and curriculum are subject to change as per the wills of the current government although BOUOS has the autonomy to design its curriculum. This change affects total management of open school because BOU Open School also maintains the curriculum for its school programs which is at par to the formal curriculum. This discusses the dynamics of open school management at the time of educational policy change in Bangladesh.
KerkoCite.ItemAlsoKnownAs: 2339240:S7IUXWG8 2405685:3KB7XYCF
Keywords: ⛔ No DOI found

Dynamics and indeterminism in developmental and social processes - Fogel, Alan; Lyra, Maria CDP; Valsiner, Jaan (Psychology Press, 1997)
KerkoCite.ItemAlsoKnownAs: 2339240:ZTYTHEDR 2405685:YMNDLINT

Dynamic systems theory: a tool for understanding development and education - Van Geert, Paul; Steenbeek, Henderien (URL: https://www. gse. harvard. edu/usableknowledge/(дата обращения 15.01. 2015), 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:AVEXK8NE 2405685:QV5Q42XF
Keywords: ⛔ No DOI found

Dynamic Systems Modeling in Educational System Design & Policy - Groff, Jennifer Sterling (Journal of New Approaches in Educational Research, 2013)
KerkoCite.ItemAlsoKnownAs: 10.7821/naer.2.2.72-81 2405685:769WZKJB

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

DSTI | Home - Directorate of Science, Technology & Innovation (Sierra Leone) (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:T64PHUNV

DSTI Education Data Hub - DSTI (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:IYNCGEPI 2405685:88RPBVJU

Drought situation in the Kenya ASAL areas now at crisis level - Kenya | ReliefWeb - ASAL Humanitarian Network (2022)
News and Press Release in English on Kenya about Agriculture, Climate Change and Environment, Drought and more; published on 5 Oct 2022 by ASAL Humanitarian Network
KerkoCite.ItemAlsoKnownAs: 2339240:3PE84E95 2405685:I2LURL58

Dropout at primary and secondary level: a challenge to ensure rights to education for the Government of Bangladesh - Zaman, Md. Mostafa (Institute of Governance Studies (IGS), BRAC University, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:9C2DZWV7 2405685:MWALFWUF

DREAMS: Partnership To Reduce Hiv/Aids In Adolescent Girls And Young Women | Global Health | U.S. Agency for International Development - USAID
KerkoCite.ItemAlsoKnownAs: 2339240:IC4XBR33 2405685:3ASRFK8B

DRC’s solar revolution - GAVI (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:AIPGPP7C 2339240:VL9RM8EW 2405685:78PNQEQR 2405685:88V9YNWU 4656463:ATZF95TH

Draft Value Added Tax (Digital Marketplace Supply) Regulations, 2020 - Kenya Revenue Authority (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:YBK5DGSK

DRAFT Technical Report: Impacts of a 2-year EdTech program on early primary learning in Malawi amid disruptions due to COVID-19 - Imagine Worldwide (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:IHETD9DX 2405685:M4C6ZJ6J

Draft India Data Accessibility and Use Policy - Ministry of Electronics and Information Technology (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:RLA7GE4F 2405685:LWVFFURR

Double-Shift Secondary Schools: Possibilities and Issues - Linden, Toby (2001)
KerkoCite.ItemAlsoKnownAs: 2339240:8VG32CVC 2405685:RZP43K2T

Dot Mini - Access anything. Anywhere. - HundrED (2020)
Dot Mini is the first smart media device for the visually impaired. It combines innovative technology, software and design, for experiencing content like never before. Access books, magazines, audio, and even movies. Dot Incorporation strives to be a pioneer in accessible and affordable innovations for the vision impaired and the deafblind to lead independent, fulfilling lives.
Section: innovation KerkoCite.ItemAlsoKnownAs: 2339240:KT5V2JBC 2405685:HP7DVFAT

Dos anos despues salvando a una generacion - International Bank for Reconstruction and Development; World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:PQLERLG8 2405685:CVM5YGI9

Donor Organizations & the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1) - Haßler, Björn; Brugha, Meaghan; Muyoya, Chisenga; Mitchell, Joel; Hollow, David; Jackson, Alan (Jigsaw and Open Develoment & Education, 2018)
Donor Organizations & the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1) Also available at https://digitalprinciples.org/resource/donor-organizations-the-principles-for-digital-development-a-landscape-assessment-and-gap-analysis/, https://digitalprinciples.org/wp-content/uploads/PDD2018_interactive.pdf
EdTechHub.Source: 2129771:I2CG3TP3 shortDOI: 10/ghgk6z KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1204703 10/ghgk6z 2129771:I2CG3TP3 2129771:SI7RBL6P 2405685:46SDL9HI
Keywords: _DOILIVE; _not_EdTechHub; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode

Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars - Maguire, Moira; Delahunt, Brid (All Ireland Journal of Higher Education, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:BFWUPILB 2405685:7LAF386C
Keywords: ⛔ No DOI found

Does technology improve reading outcomes? Comparing the effectiveness and cost-effectiveness of ICT interventions for early grade reading in Kenya - Piper, Benjamin; Zuilkowski, Stephanie Simmons; Kwayumba, Dunston; Strigel, Carmen (International Journal of Educational Development, 2016)
Education policymakers are investing in information and communications technology (ICT) without a research base on how ICT improves outcomes. There is limited research on the effects of different types of ICT investments on outcomes. The Kenya Primary Math and Reading (PRIMR) study implemented a randomized controlled trial comparing the effects and cost of three interventions – e-readers for students, tablets for teachers, and the base PRIMR program with tablets for instructional supervisors. The results show that the ICT investments do not improve literacy outcomes significantly more than the base non-ICT instructional program. Our findings show that cost considerations should be paramount in selecting ICT investments in the education sector.
EdTechHub.Copy: 2129771:QHYYISLI shortDOI: 10/f8t8wn KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2016.03.006 10/f8t8wn 2129771:QHYYISLI 2339240:45CT95ZX 2339240:59F29QUS 2339240:AKA34H48 2339240:ERJRDYGR 2339240:JWWGS2FM 2339240:VHERHC8U 2339240:W2IRHE4N 2405685:6GPCWMKY 2405685:DH6QGZK3 2405685:DSJ268AF 2405685:HNU98RFR 2405685:NAH85KGQ 2405685:RJ64GDLT 2405685:T6BQBZK6 2405685:Y3YWXGDF 2534378:DA5UA4C3 2534378:IQ2QU9ZM 2534378:NFIYL9F6
Keywords: Education policy; International education; Kenya; Literacy; Reading; Technology; __:import:01; __:match:final; __:matched; __:study_id:2457283; ___working_potential_duplicate; __finaldtb

Does Teacher Training Actually Work? Evidence from a Large-Scale Randomized Evaluation of a National Teacher Training Program - Loyalka, Prashant; Popova, Anna; Li, Guirong; Shi, Zhaolei (American Economic Journal: Applied Economics, 2019)
shortDOI: 10/ggx3rb KerkoCite.ItemAlsoKnownAs: 10.1257/app.20170226 10/ggx3rb 2405685:JMUTWKKB
Keywords: C:China

Does private schooling narrow wealth inequalities in learning outcomes? Evidence from East Africa - Alcott, Benjamin; Rose, Pauline (Oxford Review of Education, 2016)
In many low- and lower-middle-income countries, private schools are often considered to offer better quality of education than government schools. Yet, there is a lack of evidence to date on their role in reducing inequalities: namely, the extent to which private schooling improves learning among the most disadvantaged children. Our paper uses household survey data from Kenya, Tanzania, and Uganda to identify whether any observed impact of private schooling on core literacy and numeracy skills differs according to children’s household wealth. We demonstrate wealth gaps in access to private schooling, and use inferential models to account for observable differences between those who do and do not enrol in private schools. In Kenya and Uganda, we find that private schooling appears to improve the chances of children learning relative to their peers in government schools, but the chances of the poorest children learning in private schools remains low and is at best equivalent to the richest learning in government schools. In Tanzania, private schooling does not seem to improve poorer children’s learning, whereas it does for richer children. These findings raise a caution about the extent to which private provision can help narrow learning inequalities.
shortDOI: 10/gftss4 KerkoCite.ItemAlsoKnownAs: 10.1080/03054985.2016.1215611 10/gftss4 2405685:UIP8CZ6M 261495:Q3BWUMWN
Keywords: CitedIn:OER4Schools-HHH3-B; CitedIn:PhD_Thesis; East Africa; Kenya; Learning outcomes; Tanzania; Uganda; education policy; inequality; private schooling

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

Does living in a community with more educated mothers enhance children's school attendance? Evidence from Sierra Leone - Kamanda, Mamusu; Madise, Nyovani; Schnepf, Sylke (International Journal of Educational Development, 2016)
In Sierra Leone girls are 23.4% less likely to attend secondary education than boys. This difference between sexes increases the gender gap in educational attainment since women's education is positively associated with children's educational wellbeing. This paper investigates the relationship between children's school attendance, their mothers’ level of education, as well as the overall level of women's education at the community level in Sierra Leone using multilevel statistical modelling techniques and the country's 2008 Demographic and Health Survey data. The findings suggest that, regardless of a child's own mother's education, an increase in the proportion of mothers with secondary or higher education in a community by 10% improves the probability of attending junior secondary school significantly by 8%; a 50% increase improves the likelihood of attending school by 45%. There was no significant relationship between the proportion of better educated mothers in a community and primary school attendance. However, relative to children whose mothers had no formal education, children whose mothers had attained primary, secondary or higher education were 7%, 14% and 22% more likely to attend primary school respectively. Future policies should seek to promote girls’ education at post-primary education and develop community based programmes to enable the diffusion and transmission of educational messages.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2015.09.008 2405685:YPUYEULY
Keywords: Girls’ education; Mothers’ education; School attendance; Sierra Leone

Does learning in mother tongue matter? Evidence from a natural experiment in Ethiopia - Seid, Yared (Economics of Education Review, 2016)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2016.08.006 2405685:4V2U38WZ 4042040:WIYKRWBE

Does it make a difference? Evaluating professional development - Guskey, Thomas R (Education Leadership, 2002)
Using five critical levels of evaluation, you can improve your school's professional development program. But be sure to start with the desired result—improved student outcomes.
KerkoCite.ItemAlsoKnownAs: 2405685:MK5KQJTQ 2534378:NNITJUR2
Keywords: ___working_potential_duplicate; auto_merged; ⛔ No DOI found

Does Education Need a QALY and Is LAYS It? - Crawfurd, Lee; Hares, Susannah; Le Nestour, Alexis; Rossiter, Jack (Center For Global Development, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:HEH7E87J 2405685:YR4DSMZM

Does EdTech Substitute for Traditional Learning? Experimental Estimates of the Educational Production Function - Bettinger, Eric; Fairlie, Robert; Kapuza, Anastasia; Kardanova, Elena; Loyalka, Prashant; Zakharov, Andrey (National Bureau of Economic Research, 2020)
Experimental studies rarely consider the shape and nature of the education production function, which is useful for deriving optimal levels of input substitution in increasingly resource constrained environments. Because of the rapid expansion of EdTech as a substitute for traditional learning around the world and against the backdrop of full-scale temporary substitution due to the coronavirus pandemic, we explore the educational production function by using a large randomized controlled trial that varies dosage of computer-assisted learning (CAL) as a substitute for traditional learning. Results show production is concave in CAL. Moving from zero to a low level of CAL, the marginal rate of technical substitution (MRTS) of CAL for traditional learning is greater than one. Moving from a lower to a higher level of CAL, production remains on the same or a lower isoquant and the MRTS is equal to or less than one. The estimates are consistent with the general form of a Cobb-Douglas production function and imply that a blended approach of CAL and traditional learning is optimal. The findings have direct implications for the rapidly expanding use of educational technology worldwide and its continued substitution for traditional learning.
shortDOI: 10/ghgk6x KerkoCite.ItemAlsoKnownAs: 10.3386/w26967 10/ghgk6x 2339240:CKF9HN4H 2339240:S4QWMRBY 2339240:TRKM9BLZ 2339240:XS952L7F 2405685:2CA8JM36 2405685:QNXAXD73 2405685:YBNVX46E 2405685:YMGYAZPV

Does computer-assisted learning improve learning outcomes? Evidence from a randomized experiment in migrant schools in Beijing - Lai, Fang; Luo, Renfu; Zhang, Linxiu; Huang, Xinzhe; Rozelle, Scott (Economics of Education Review, 2015)
The education of the disadvantaged population has been a long-standing challenge to education systems in both developed and developing countries. Although computer-assisted learning (CAL) has been considered one alternative to improve learning outcomes in a cost-effective way, the empirical evidence of its impacts on improving learning outcomes is mixed. This paper uses a randomized field experiment to explore the effects of CAL on student academic and non-academic outcomes for students in migrant schools in Beijing. Our results show that a remedial CAL program held out of regular school hours improved the student standardized math scores by 0.15 standard deviations and most of the program effect took place within 2 months after the start of the program. Students with less-educated parents benefited more from the program. Moreover, CAL also significantly increased the students’ interest in learning.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2015.03.005 2339240:4J6WADM5 2405685:3LTP3SLM
Keywords: China; Computer-assisted learning; Development; Education; Migration; Random assignment; Test scores

Does community involvement affect teacher effort? Assessing learning impacts of Free Primary Education in Kenya - Atuhurra, Julius F. (International Journal of Educational Development, 2016)
While the impressive school participation impacts of Universal Primary Education policies in Sub-Saharan Africa are widely recognized, attempts to measure learning gains from schooling remain minimal. Utilizing a unique international test score dataset, we measure and explain grade six reading and math learning outcomes in Kenya. By comparing competences between public and private schools before and after the introduction of free primary education, we find large achievement declines and inequalities based on gender and socioeconomic status. The declines are associated with low teacher efforts and community disengagement. Policy studies on community involvement in schools will likely lead to improved learning.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2016.03.008 2339240:G3NSWQKR 2405685:MBZJNJH3
Keywords: Community involvement; Educational policy; Learning achievement; Teacher effort

Does changing behavioral intentions engender behavior change? A meta-analysis of the experimental evidence - Webb, Thomas L.; Sheeran, Paschal (Psychological Bulletin, 2006)
Numerous theories in social and health psychology assume that intentions cause behaviors. However, most tests of the intention- behavior relation involve correlational studies that preclude causal inferences. In order to determine whether changes in behavioral intention engender behavior change, participants should be assigned randomly to a treatment that significantly increases the strength of respective intentions relative to a control condition, and differences in subsequent behavior should be compared. The present research obtained 47 experimental tests of intention-behavior relations that satisfied these criteria. Meta-analysis showed that a medium-to-large change in intention (d = 0.66) leads to a small-to-medium change in behavior (d = 0.36). The review also identified several conceptual factors, methodological features, and intervention characteristics that moderate intention-behavior consistency.
shortDOI: 10/c9ffrz KerkoCite.ItemAlsoKnownAs: 10.1037/0033-2909.132.2.249 10/c9ffrz 2405685:FQQMQ9MQ
Keywords: Attitude; Cooperative Behavior; Female; Humans; Intention; Male; Social Behavior

Documentation of educational research in Pakistan, 1947-1995: an annotated bibliography - Shabab, M. H (Academy of Educational Planning and Management, 1995)
OCLC: 37129977 KerkoCite.ItemAlsoKnownAs: 2339240:ZYDFD433 2405685:T7X4GFE4

Document Detail (World Bank)
Remote-learning, Time-Use, and Mental Health of Ecuadorian High-School Studentsduring the COVID-19 Quarantine (English)
KerkoCite.ItemAlsoKnownAs: 2405685:CDEGBD9S

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

Do School Electriﬁcation and Provision of Digital Media Deliver Educational Beneﬁts? First-year Evidence from 164 Tanzanian Secondary Schools - Seo, Hee Kwon (University of Chicago, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:9XWPHF2H 2405685:DPI4T7LU

Do No Harm teaching case study: Cité Soleil. Reference for workshop participants - Robillard, Sabina Carlson (CDA Collaborative Learning Projects, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:CBIIBYQ8 2405685:WFMXANTK
Keywords: ⛔ No DOI found

Do higher salaries yield better teachers and better student outcomes? - Cabrera, José María; Webbink, Dinand (Journal of Human Resources, 2019)
We study the effects of a policy aimed at attracting more experienced and better qualified teachers in primary schools in disadvantaged neighborhoods in Uruguay. Teachers in these schools could earn higher salaries, and more experienced teachers are given priority in choosing teaching positions. Eligibility for the program was based on a poverty index with a cutoff rule. Estimates from regression discontinuity models show that the policy successfully led to ‘hiring experience from other schools’, and also increased tenure. Overall, the effect on student outcomes was small. We rationalize this result by showing that the program may have increased experience in ways that are not strongly associated with improved student outcomes. Consistent with this, we do find achievement gains for students in schools that saw a reduction in the share of very inexperienced teachers. The results underscore that increases in teacher pay may only improve student outcomes if it increases those teacher characteristics that actually improve student outcomes.
Publisher: University of Wisconsin Press KerkoCite.ItemAlsoKnownAs: 10.3368/jhr.55.4.0717-8911R3 2339240:7TS6UAPR 2405685:IIE4HRSX
Keywords: I2; J24; disadvantaged students; student performance; teacher experience; teacher salaries

Do High-Stakes Exams Promote Consistent Educational Standards? - Rossiter, Jack; Abreh, Might Kojo; Ali, Aisha; Sandefur, Justin (Center for Global Development, 2021)
Each year over two million secondary-school students across English-speaking West Africa sit coordinated exams, with the explicit goal of maintaining consistent educational standards across schools and over time. We find that scores across math items drawn from different exam years—when taken by an identical group of students on the same day—closely track fluctuations in Ghana’s national pass rates over time, absent any role for cheating or changes in real performance.
KerkoCite.ItemAlsoKnownAs: 2339240:P76Y3ZMS 2339240:Q7EM36CB 2405685:8CHDNRL6 2405685:CNXH9CPT 4656463:DM8NI9DR

Do civil service performance incentives work: Evidence from Ghana and Zambia - Williams, Martin (International Growth Centre, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FYRVHDCN 2405685:J2DHI2US 4656463:VXFHI3G3

Do children benefit from internet access? Experimental evidence from Peru - Malamud, Ofer; Cueto, Santiago; Cristia, Julian; Beuermann, Diether W. (Journal of Development Economics, 2019)
This paper provides experimental evidence for the impact of home internet access on a broad range of child outcomes in Peru. We compare children who were randomly chosen to receive laptops with high-speed internet access to (i) those who did not receive laptops and (ii) those who only received laptops without internet. We find that providing free internet access led to improved computer and internet proficiency relative to those without laptops and improved internet proficiency compared to those with laptops only. However, there were no significant effects of internet access on math and reading achievement, cognitive skills, self-esteem, teacher perceptions, or school grades when compared to either group. We explore reasons for the absence of impacts on these key outcomes with survey questions, time-diaries, and computer logs.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2018.11.005 2339240:DR36TXTM 2405685:RNJDQM5M
Keywords: Academic achievement; Cognitive skills; Digital skills; Education; Experimental; Internet access; Technology

Do boys and girls use computers differently, and does it contribute to why boys do worse in school than girls? - Fairlie, Robert W. (The BE Journal of Economic Analysis & Policy, 2016)
Boys are doing worse in school than are girls, which has been dubbed “the Boy Crisis.” An analysis of the latest data on educational outcomes among boys and girls reveals extensive disparities in grades, reading and writing test scores, and other measurable educational outcomes, and these disparities exist across family resources and race. Focusing on disadvantaged schoolchildren, I then examine whether time investments made by boys and girls related to computer use contribute to the gender gap in academic achievement. Data from several sources indicate that boys are less likely to use computers for schoolwork and are more likely to use computers for playing games, but are less likely to use computers for social networking and email than are girls. Using data from a large field experiment randomly providing free personal computers to schoolchildren for home use, I also test whether these differential patterns of computer use displace homework time and ultimately translate into worse educational outcomes among boys. No evidence is found indicating that personal computers crowd out homework time and effort for disadvantaged boys relative to girls. Home computers also do not have negative effects on educational outcomes such as grades, test scores, courses completed, and tardies for disadvantaged boys relative to girls.
Publisher: De Gruyter KerkoCite.ItemAlsoKnownAs: 10.1515/bejeap-2015-0094 2339240:4UGCV2FT 2339240:RGUQIY3U 2405685:6L2THSSR 2405685:D9RDFBES

Do Behavioral Nudges Work Under Remote Learning? Evidence from Brazil During the Pandemic - Lichand, Guilherme; Christen, Julien; van Egeraat, Eppie (Social Science Research Network, 2022)
Behavioral nudges have been shown to increase student attendance and grades across a variety of settings. In low- and middle-income countries, these effects are often mediated by parents showing up in school to a greater extent, ultimately monitoring teachers more closely. As such, could nudges improve educational outcomes even under remote learning? In particular, could they prevent at least part of the dramatic learning losses in the context of COVID-19, which left billions of children around the world without in-person classes? We study this question using a cluster-randomized control trial with 18, 256 students across 87 high schools in the State of Goiás, Brazil. We find that motivational nudges sent through text messages to students or their caregivers under remote learning significantly increased standardized test scores relative to the control group, preventing 7.5% of learning losses in math and 24% in Portuguese. Additional experiments that varied the content of nudges at the student level illustrate the opportunities and challenges of using behavioral insights to motivate students in the context of remote learning.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3724386 2339240:9QTNGBWL 2405685:AZD43GWL
Keywords: COVID-19; Learning Losses; Nudges; Remote Learning

Do animations in enhanced ebooks for children favour the reading comprehension process?: a pilot study - Dalla Longa, Nicol; Mich, Ornella (Proceedings of the 12th International Conference on Interaction Design and Children, 2013)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:7XSFWB7H 2405685:DRCD8JLH
Keywords: ⛔ No DOI found

dmetar - Companion R Package for the Guide Doing Meta-Analysis in R
Serves as the companion R package for the open-source guide Doing Meta Analysis in R. Aimed at beginners, the package contains complementary functions to facilitate performing meta-analysis using the meta, metafor, netmeta and gemtc packages.
KerkoCite.ItemAlsoKnownAs: 2405685:E8CB9JLQ 2486141:VUEA4XRI
Keywords: _Added-ailr-2024

DLA Piper Global Data Protection Laws of the World - World Map - DLA Piper (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:2GXEDK3U 2405685:MMA7H4EF

Division de la Radio – Télévision scolaire (DRTS) - Ministère de l’Education Nationale
KerkoCite.ItemAlsoKnownAs: 2339240:NYUCDNKL 2405685:T38HICV6

Diverse definitions of engagement: Personalised learning analytics to support staff and students - Thoeming, Alix; Baird, Aaron; Weeks, Ruth; Liu, Danny; Flitcroft, Harriet; Bridgeman, Adam (ASCILITE Publications, 2022)
Although teachers design learning experiences, their pedagogical and pastoral connections to students and teaching are often unaccounted for in learning analytics approaches. What is needed for analytics to reconnect teachers and students at a unit and program level, and help unit and program coordinators support those students who need it most? We present the approaches and findings from a pilot initiative where a freely available learning analytics platform allowed unit coordinators to define their own contextually unique measures of engagement and allowed program coordinators to see across units. We discuss the forms of outreach afforded by the initiative, the support provided to coordinators, and the implications of learning analytics that are not one-size-fits-all on using data meaningfully to support human connection.
KerkoCite.ItemAlsoKnownAs: 10.14742/apubs.2022.188 2339240:5I7T94SS 2405685:FVPC94MT
Keywords: relational pedagogy

DistillerSR | Systematic Review Software | Literature Review Software (DistillerSR)
DistillerSR is the leading systematic review software that automates every stage of your review to produce evidence-based research faster and more accurately.
KerkoCite.ItemAlsoKnownAs: 2405685:BHCNFVFR 2486141:R8DJ5FX5
Keywords: _Added-ailr-2024

Distanced and Disadvantaged: A Study on the Effects of COVID-19 on Education for Learners with Disabilities in Kenya, October 2020 - Angoye, James; Mbari-Kirika, Irene; Walker, Bruce; Kavua, Martin (inABLE.org, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:C26APPB9 2405685:RG8YAEM9

Distance learning solutions - UNESCO (2020)
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:P4QRHZ6W

Distance learning: Reach & Effectiveness in South Asia - Panth, Brajesh; van Cappelle, Frank; Li, Zhigang; van Kalmthout, Ellen; Gochyyev, Perman; Hayashi, Ryotaro (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:SF5W3G69 2405685:8HZRZR9K

Distance Learning: Promises, Problems, and Possibilities - Valentine, Doug (Online Journal of Distance Learning Administration, 2002)
Publisher: University of West Georgia Distance and Distributed Education Center KerkoCite.ItemAlsoKnownAs: 2339240:6Y2GJ3M4 2405685:5HW66XTV
Keywords: ⛔ No DOI found

Distance Learning Initiative Interim findings: May 15, 2020 - Ministry of Education and Higher Education (Lebanon) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KYP83HNT 2405685:6Y5DBEB8

Distance learning in the context of COVID-19: the case of Rwanda - Ngabonzima, Ernest; Isimbi, Roberte; Mwali, Marie Merci; Pellini, Arnaldo (EdTech Hub, 2020)
ZenodoArchiveID: 4706016 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706016 2339240:F62THLX3 2339240:V5PQVKX2 2405685:ADNJFTFA 2405685:CMDUS73G 2405685:T2JBHFBC
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Distance Learning in Pakistan Through Policy Intervention: National Distance Learning Framework. - Ministry of Federal Education & Professional Training
KerkoCite.ItemAlsoKnownAs: 2339240:2D2B4UZZ 2405685:QDFZKUFU

Distance Learning for Teacher Training in Brazil - Bof, Alvana (International Review of Research in Open and Distance Learning, 2004)
shortDOI: 10/ggx3rc KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v5i1.172 10/ggx3rc 2405685:7N6P78H9
Keywords: C:Brazil

Distance Learning during COVID-19 - Inter-Agency Network for Education in Emergencies (2020)
The third webinar of the INEE COVID-19 webinar series focused on providing distance learning in low-resource and low tech environments. The webinar highlighted the challenges currently facing EiE practitioners in the face of the school closures and restricted movement associated with COVID-19. EiE actors shared guidance and recommendations for continuing learning along with practical examples. More information about this webinar and INEE's COVID-19 response can be found on the INEE website: https://inee.org/collections/coronavi...
KerkoCite.ItemAlsoKnownAs: 2339240:H4HXTLS5 2405685:M9VJIUJC

Distance Learning Denied - Giannini, Stefania (World Education Blog, 2020)
Over 500 million of the world’s children and youth not accessing distance learning alternatives By Stefania Giannini, UNESCO Assistant Director-General for Education Most countries around the world…
Global Education Monitoring Report KerkoCite.ItemAlsoKnownAs: 2339240:5W4JTQJ5 2405685:TMWR4P99

Distance Learning as a Tool for System Resilience - EducationLinks (2020)
Find related information on EducationLinks at https://www.edu-links.org/events/dist.... COVD19 has had an unprecedented impact on educational systems across the world and required school systems to pivot to remote learning in mass. This panel discussion webinar explored the lessons learned, opportunities and challenges presented by this shift, and identified ways that distance learning modalities can continue to contribute to making educational systems more flexible, adaptable and inclusive of students who may be poorly served by traditional models. Experts from EDC, EdTech Hub, WorldReader and USAID/Egypt shared their insights on how distance learning can strengthen educational outcomes for students across the sector. This event was part of the Global Education Learning Series, learn more about the series at https://www.edu-links.org/LearningSeries
ZenodoArchiveID: 4706933 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706933 2339240:4WU2C356 2405685:4PVHDPR5
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _zenodoETH

Distance Learning and Teacher Training Strategies - Teacher Task Force; UNESCO (Teacher Task Force, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:7J3GWID6 2405685:UH8ZNZUX

Distance Learning A guide to playful distance learning – online and offline - Lego Foundation (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:5MI3FHD6

Distance Learning - UNESCO
KerkoCite.ItemAlsoKnownAs: 2339240:JQAW8TAM 2405685:UFASTWJL

Distance education in Ethiopia - Nekatibeb, Teshome; Tilson, Thomas (D. W. Chapman & L. O. Mahlck (Eds.). Adapting technology for school improvement: a global perspective, 2004)
KerkoCite.ItemAlsoKnownAs: 2405685:29YSSXX4

Disseminating the Evidence and Outputs Generated by Your Programme: Three options for setting up an evidence library - Haßler, Björn; Mansour, Hassan; Friese, Laila; Longley, Sophie (EdTech Hub, 2023)
This document is designed as a guide for building and implementing a content management system, specifically an evidence library, prioritising the needs of research programmes generating evidence for other researchers and policymakers and for public readership and global dissemination. The primary focus is on securely building a system to meet research discovery requirements, such as search engine optimisation, and visibility on Google Scholar. A robust content management system like an evidence library goes beyond simply meeting web standards. It is about enhancing the research discoverability of your work, gauging your impact and reach, increasing the accessibility of your evidence, and fostering a more collaborative environment. This comprehensive approach is vital for successfully sharing evidence with the public and the global community. The document is primarily aimed at project or communications leads. We assume no specific technical expertise. It seeks to help you decide how to deploy an evidence library and whether to draw on internal or external resources (such as web developers). We expect the document to also be useful for product owners and web developers; however, we expect that for such users, the document will cover a lot of familiar ground.
ZenodoArchiveID: 10114341 ZenodoArchiveConcept: 10114340 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1001 2405685:PWN42VDQ
Keywords: _EdTechHub_Output; _comingsoon; _r:AddedByMyEducationEvidence

Disruptive Classroom Technologies - Magana, Sonny (2020)
zotzenLib.CopiedFrom: 2339240:58NPCVHW KerkoCite.ItemAlsoKnownAs: 10.1093/acrefore/9780190264093.013.423 2339240:58NPCVHW 2405685:A5IDQ77C

Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India - Muralidharan, Karthik; Singh, Abhijeet; Ganimian, Alejandro J. (National Bureau of Economic Research, 2016)
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.
zotzenLib.CopiedFrom: 2339240:N6T9L9LX KerkoCite.ItemAlsoKnownAs: 10.3386/w22923 2339240:N6T9L9LX 2405685:ICNUA6RQ

Disrupting education? Experimental evidence on technology-aided instruction in India - Muralidharan, Karthik; Singh, Abhijeet; Ganimian, Alejandro J. (American Economic Review, 2019)
We study the impact of a personalized technology-aided after-school instruction program in middle-school grades in urban India using a lottery that provided winners with free access to the program. Lottery winners scored 0.37 sigma higher in math and 0.23 sigma higher in Hindi over just a 4.5-month period. IV estimates suggest that attending the program for 90 days would increase math and Hindi test scores by 0.6 sigma and 0.39 sigma respectively. We find similar absolute test score gains for all students, but much greater relative gains for academically-weaker students. Our results suggest that well-designed, technology-aided instruction programs can sharply improve productivity in delivering education.
shortDOI: 10/ggqfkz KerkoCite.ItemAlsoKnownAs: 10.1257/aer.20171112 10/ggqfkz 2339240:2URYXAL4 2339240:4YAVCBCF 2339240:7V3XB7ZJ 2339240:8LAH5EZS 2339240:FPI5PFGU 2339240:QRHQXRYZ 2339240:U2V8LTLL 2339240:V85IRLNH 2405685:7WM44UJQ 2405685:AJVTKPNE 2405685:EKZSBGYG 2405685:EWWJF7S6 2405685:EZDRM9UV 2405685:HDWKAHGN 2405685:MADAMGDT 2405685:N2HAMNQ9 2405685:SYASQJ2L 2405685:YFXKBCTF 2534378:JMN7CGMF
Keywords: Analysis of Education; Returns to Education; Education: Government Policy; Human Capital; Human Development; Income Distribution; Labor Productivity; Economic Development: Human Resources; Migration; Occupational Choice; Quality: H; Relevance: H; Skills; _THEME: Teacher Professional Development; ___working_potential_duplicate; ⛔ No DOI found

Disrupted classes, undisrupted learning during COVID-19 outbreak in China: Application of open educational practices and resources - Huang, Ronghuai; Tlili, Ahmed; Chang, Ting Wen; Zhang, Xiangling; Nascimbeni, Fabio; Burgos, Daniel (Smart Learning Environments, 2020)
With the coronavirus (COVID-19) outbreak in China, the Chinese government decided to ban any type of face-to-face teaching, disrupting classes and resulting in over 270 million students being unable to return to their universities/schools. Therefore, the Ministry of Education (MoE) launched an initiative titled ‘Ensuring learning undisrupted when classes are disrupted’ by reforming the entire educational system and including an online education component. However, this quick reform in this unexpected critical situation of widespread COVID-19 cases harbours several challenges, such as the lack of time and teacher/student isolation. This paper discusses the possibility of using open educational resources (OER) and open educational practices (OEP) as an effective educational solution to overcome these challenges. Particularly, this study presents a generic OEP framework built on existing open-practice definitions. It then presents, based on this framework and based on the challenges reported by several Chinese education specialists during two national online seminars, a set of guidelines for the effective use of OER and OEP for both teaching and learning. Finally, this study presents some recommendations for the better adoption of OER and OEP in the future. The findings of this study can help researchers and educators apply OER and OEP for better learning experiences and outcomes during the COVID-19 outbreak.
Publisher: Smart Learning Environments KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-020-00125-8 2405685:JW4NMFD6
Keywords: Coronavirus (COVID-19); Distance education; Online education; Open education; Open educational practices (OEP); Open educational resources (OER)

Displaced and dismayed: how ICTs are helping refugees and migrants, and how we can do better - Bock, Joseph G.; Haque, Ziaul; McMahon, Kevin A. (Information Technology for Development, 2020)
shortDOI: 10/ggsp4w KerkoCite.ItemAlsoKnownAs: 10.1080/02681102.2020.1727827 10/ggsp4w 2339240:JE8AC55J 2405685:QQ5VHJDF
Keywords: Google Scholar/ "education technology" refugees; RER theme_pedagogies and modalities

Dispelling the Myths: What the Research Says about Teacher Professional Learning - Hill, Heather C.; Papay, John P.; Schwartz, Nathaniel (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:UVV7YSWG 2405685:Q6A49ZX8

Discrimination in education: the Tanzania case - Kisanga, Maria E; Katunzi, Naomi (UNESCO, 1997)
KerkoCite.ItemAlsoKnownAs: 2405685:5MWIFM2W

Discovering statistics using IBM SPSS statistics - Field, Andy P. (SAGE, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:7BN3B36D 2405685:CFJAF8HE
Keywords: Computer programs; Statistics as Topic; Software; Database Management Systems; Social Sciences; Handbooks; manuals; etc; Statistical methods; Statistics; Social sciences; methods; Data Interpretation; Statistical; SPSS (Computer file)

Discover Scholarcy Features - Try it now! (Scholarcy | The long-form article summariser)
Discover the innovative features of our cutting-edge tool designed to revolutionize the way students researcher study and summarize articles.
KerkoCite.ItemAlsoKnownAs: 2405685:UKFMFUC9 2486141:E8F6GHQI

Disaster Management Preparedness in the Education Sector in Kenya – A Case of the COVID-19 Pandemic. - Ngari, Prof Fr Stephen Mbugua; Ndung’u, Stephen W. (Editon Consortium Journal of Educational Management and Leadership, 2020)
This study examined the disaster management preparedness in the education sector in Kenya, with a focus on the COVID-19 pandemic period. The study adopted destktop literature review for data collection. The collected data pertains e-learning in Kenya and in other countries during the time of the novel coronavirus pandemic. Notably, the education sector, like in many other countries, seeks to actualise the Millennium Development Goals (MDGs) in line with the United Nations and the Education for All (EFA) movement lead by UNESCO (MacEwen, et al., 2011). Examples of these events are; accidents such as the one evident in Kakamega Primary School where the school closed for about two weeks (Daily Nation, 2020), attack by militia groups as was the case of Garissa University in 2015, intercommunity wars that lead to displacements, famine, and fires. These disasters and events, whenever they strike, have led to the closure of affected institutions of learning to pave the way for interventions. Garissa University is a leading example since it had to close for about nine months in 2015-2016 (BBC, 2016). In Kenya, disasters and other events disrupt the progress towards achieving MDGs and EFA time to time, and that was the inspiration for this study. The study concludes that disasters like nature patterns, militia groups, electricity faults, and those instigated by learners can derail learning in education and cause loss of lives. As such, online learning comes in handy to lessen such disasters. The possibility of such learning model has been tested and proved during COVID-19 pandemic and it has been successful in many institutions of higher learning and middle level colleges.
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.51317/ecjeml.v1i1.192 2339240:UELFBQUK 2405685:QLGP6X6I
Keywords: COVID-19 Pandemic; Disaster Management; Education Sector; Preparedness

Disability Inclusive Education Toolkit | Education Links
This toolkit provides guidance and resources for integrating disability into the USAID Program Cycle.
Library Catalog: www.edu-links.org KerkoCite.ItemAlsoKnownAs: 2339240:6T4ATBJJ 2405685:X4CI3I9Q X4CI3I9Q

Disability in and Around Urban Areas of Sierra Leone - Trani, Jean-Francois; Bah, Osman; Bailey, Nicki; Browne, Joyce; Groce, Nora; Kett, Maria (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:FSQFJ72I

Disability, computer and school data in Zanzibar (Unpublished) - Othman, Othman S. (EMIS Department MoEVT Zanzibar, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NX2DISED 2405685:4C2J8V4D

DIKSHA - Platform for School Education – Apps on Google Play - DIKSHA (2020)
The DIKSHA platform offers teachers, students and parents engaging learning material relevant to the prescribed school curriculum. Teachers have access to aids like lesson plans, worksheets and activities, to create enjoyable classroom experiences. Students understand concepts, revise lessons and do practice exercises. Parents can follow classroom activities and clear doubts outside school hours. App highlights • Explore interactive material created by teachers and the best Indian content creators for teachers and students in India. By India, for India! • Scan QR codes from textbooks and find additional learning material associated with the topic • Store and share content offline, even without Internet connectivity • Find lessons and worksheets relevant to what is taught in the school classroom • Experience the app in English, Hindi, Tamil, Telugu, Marathi, Kannada, Assamese, Bengali, Gujarati, Urdu with additional Indian languages coming soon! • Supports multiple content formats like Video, PDF, HTML, ePub, H5P, Quizzes - and more formats coming soon! Advantages for teachers • Find interactive and engaging teaching material to make your class interesting • See and share best practices with other teachers to explain difficult concepts to students • Join courses to further your professional development and earn badges and certificates on completion • View your teaching history across your career as a school teacher • Receive official announcements from the state department • Conduct digital assessments to check your students’ understanding of a topic that you have taught Advantages for students and parents • Scan QR codes in your textbook for easy access to the associated lessons on the platform • Revise lessons that you learnt in class • Find additional material around topics that are difficult to understand • Practice solving problems and get immediate feedback on whether the answer is correct or not. Want to create content for DIKSHA? • Help teachers deliver concepts in an easy and engaging manner • Help students learn better in and outside class. • Get involved in providing students with high quality learning material, irrespective of where they study • If you wish to be a part of this movement, visit the VidyaDaan portal using vdn.diksha.gov.in This initiative is supported by the Ministry of Human Resources Development (MHRD) and led by the National Council Of Educational Research And Training (NCERT) in India.
KerkoCite.ItemAlsoKnownAs: 2339240:U4NQE4PI 2405685:7777ZCJE

DIKSHA - Government of India (DIKSHA - Government of India, 2021)
National Digital Infrastructure for Our Teachers, Our Heroes.
KerkoCite.ItemAlsoKnownAs: 2339240:I4KA3S36 2405685:I68RZN78

DIKSHA - National Portal of India (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XU82DGFU 2405685:5RN6C3TX 5RN6C3TX

Digitizing taxation and premature formalization in developing countries - Roy, Pallavi; Khan, Mushtaq H. (Development and Change, 2021)
The digitization of taxation systems can assist inclusion. However, it can also inadvertently lead to adverse outcomes for the poor in developing countries where many firms in the informal sector have low capabilities. Moreover, larger formal sector firms are often politically networked and in a position to engage in extractive informal transactions that digitization alone cannot restrict. Thus, while digitization creates tools for the enforcement of formal regulations, formalization can be unequal. This contribution focuses on digitized taxation as an application of a more general problem with digitization as a tool for formalization, referring to evidence from the rollout of the Goods and Services Tax (GST) in India. Using the analysis of political settlements, the authors distinguish between types of rule violations in developing economies. Networked higher-capability firms engage in ‘informal’ transactions when they violate rules to extract rents. This is different from the informality of unregistered micro and small enterprises in the informal sector who often violate rules they cannot adhere to, and make informal payments to enforcers to continue operating. When digital technologies are used in these contexts, adverse outcomes for welfare and inclusion can follow from ‘premature formalization’. A more cautious and inclusive path to formalization is necessary to protect vulnerable groups.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/dech.12662 KerkoCite.ItemAlsoKnownAs: 10.1111/dech.12662 2339240:MU6W52WZ 2405685:UGRBR3L5 4656463:R9NF9UEB

Digitizing Curriculum Standards to Unlock the Potential of Open Educational Resources in a Global Context. - Savov, Ivan (UNHCR, Vodafone Foundation, Google.org, and UNESCO, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:9CQZLXPE 2405685:57EEB3JT

Digitally Nudged Learning: A Nudged Gamification Study Intervention - Byrne, Jason; Ito, Takehiko; Furuyabu, Mariko (International Journal of Emerging Technologies in Learning (iJET), 2022)
The research focused on two elements of technology enhanced learning: the digital nudge and gamified online learning. The objective was to digitally nudge students towards a gamified online learning tool, thereby improving quiz test performance through a fun motivating language learning game. A mixed methods approach: the primary quasi-experimental methodology was regression discontinuity design, with a follow up survey. The findings show that few students actively participated in the fun gamified activities, yet none-the-less there was a significant 5% treatment effect afforded by the digitally nudged call to action. The research demonstrates the effectiveness of nudging students to complete L2 learning activity. It also somewhat shows the potential of gamification for voluntary engagement amongst first-year students at a Japanese university. Keywords—Digital nudge, Online learning, Gamification, L2 teaching/learning strategies.
KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v17i12.30567 2339240:CI9K6TPW 2405685:H7F66ER6

Digitalizing Laos: Improving Government Transparency, the Business Environment, and Human Capital - Runde, Daniel F; Bandura, Romina; Lee, Rachel (Center for Strategic and International Studies, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:6N97WY63 2405685:UQCUEMHV

Digitalization in teaching and education in Malawi - Saka, Tionge Weddington (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:9BDZPJAA 2405685:Z9HNTSCR

Digitalization, education and skills development in the global South: An assessment of the debate with a focus on Sub-Saharan Africa - Langthaler, Margarita; Bazafkan, Homa (ÖFSE Briefing Paper, 2020)
The COVID-19 pandemic has intensified discussions about the digital revolution. Digitalization of ever-more sectors of society appears to be the only possible answer to the requirements of physical distancing. The education sector stands out as one example. Yet, the pandemic has also brought to light the pitfalls of accelerated digitalization in terms of rising inequality and exclusion. In development policy, digitalization has been commonly referred to as a major opportunity for economic development. Much lower used to be the attention paid to risks such as the digital divide. Human capabilities rank as one of the key preconditions to reap the benefits of digitalization. Digitalization of education and training systems appears to be the order of the day. Yet, there is lack of consistent strategies to do so without deepening existing patterns of inequality and exclusion, in particular in the Global South. This Briefing Paper will initially analyse the lessons of experience from the COVID-19 pandemic and its impact on the education and TVET (Technical and vocational education and training) sector. It will then reflect on the framing of the debates on digitalization in education. The academic discussion will be summarised from two perspectives, first with regard to the skills required for a digitalized economy and second analysing the impact of digitalization on education systems, mainly in Sub-Saharan Africa. The Paper will subsequently comment on current trends in digitalization policies for the education sector as well as in development cooperation. Conclusions will outline a few recommendations at the policy level.
KerkoCite.ItemAlsoKnownAs: 2339240:5P9GGHH9 2405685:9XUC9BUA

Digitalisation Report - Federal Ministry for Digital and Economic Affairs (Austrian Federal Government, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:AC4928ZM

‘Digital welfare state’: big tech allowed to target and surveil the poor, UN is warned - Pilkington, Ed (the Guardian, 2019)
UN’s rapporteur on extreme poverty says in devastating account big tech companies are being allowed to go unregulated in ‘human rights free-zones’
Section: Technology KerkoCite.ItemAlsoKnownAs: 2339240:8GAAFX6C 2405685:F8TY9WN2

Digital UNICEF: Harnessing the power of technology and digital innovation for children - UNICEF (2021)
Harnessing the power of technology and digital innovation for children
KerkoCite.ItemAlsoKnownAs: 2339240:T7FCGJBW 2405685:GHE9QHPU

Digital transformation of everyday life – how COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? - Iivari, Netta; Sharma, Sumita; Ventä-Olkkonen, Leena (International Journal of Information Management, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijinfomgt.2020.102183 2339240:862JJKVQ 2405685:DA28K3HJ

Digital transformation in the time of COVID-19: The case of MENA - Guermazi, Boutheina (2020)
In the MENA region, the demand for broadband services and data has increased significantly during the pandemic.
KerkoCite.ItemAlsoKnownAs: 2339240:4GN3MIUQ 2405685:TMSK223G

Digital transformation in Tanzania. The role of mobile technology and impact on development goals - GSMA (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:R9F7Z4VM 2405685:PDC2FA2K

Digital training for increasing English teachers’ professionalism at junior high school - Syafryadin, Syafryadin; Wardhana, Dian Eka Chandra; Febriani, R.Bunga (Journal of Education and Learning (EduLearn), 2021)
This research aimed to know the problems and the implementation of the training as the solution and evaluation of digital training that can increase the English teachers’ professionalism at SMP Negeri 13 Bengkulu, Indonesia. This study used a descriptive qualitative method with the number of trainees were 10 English teachers. The procedures of collecting data were observation, documentation and interview. Then, the data analysis were done by comparing the result of the interview from the English teachers at SMP Negeri 13 Bengkulu, Indonesia before they joined and after joining digital training provided by the researchers and finally concluded. The first research finding is the English teachers had problems in terms of knowledge, difficult to apply the application or technology, and never joining training. The second finding is the implementation of digital training had many benefits namely increased the English teachers’ professionalism, experienced and innovated their knowledge and skills toward the use of digital learning, it brought a good quality for learning outcomes and it helped to be better in an advanced educational institution, particularly at SMP Negeri 13 Bengkulu, Indonesia. The last finding is that after implementation, the English teachers still got problems in using the application and need more training. The implication of this study is digital training can be an advanced way in educational development which needs good participation from the trainers, trainees and educational institution.
KerkoCite.ItemAlsoKnownAs: 10.11591/edulearn.v15i1.16937 2339240:A4FKY9HP 2405685:4K8W84RI

Digital Tools for Real-Time Data Collection in Education - Gustafsson-Wright, Emily; Osborne, Sarah; Aggarwal,, Muskan (Brookings Institute, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:GK3VH2FL 2405685:ESE39N9B

Digital technology governance: developing countries’ priorities and concerns - Phillips, Toby; Kira, Beatriz; Tartakowsky, Andrea; Dolan, Jonathan; Natih, Putu (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JLPVD2VU 2405685:FTX9VQI3

Digital Technology and the Futures of Education: Towards ‘Non-Stupid’ Optimism - Facer, Keri; Selwyn, Neil (2021)
Publisher: Unesco KerkoCite.ItemAlsoKnownAs: 2339240:2U3BB9Z8 2405685:69QN5JJU
Keywords: ⛔ No DOI found

Digital technologies in the COVID-19 responses in sub-Saharan Africa: policies, problems and promises - Bakibinga-Gaswaga, Elizabeth; Bakibinga, Stella; Bakibinga, David Baxter Mutekanga; Bakibinga, Pauline (The Pan African Medical Journal, 2020)
The gains made five years after the adoption of the 2030 Agenda for Sustainable Development will be lost if the threats presented by the COVID-19 pandemic are not countered in a timely manner. The threat is worse in sub Saharan Africa where poverty and poor health and limited access to services present challenges to even the most robust of health systems on the continent. In light of the requisite public-private collaboration and multi-sectoral approach, digital technologies offer opportunities to support the COVID-19 responses. This commentary reviews the policy environment and the challenges presented by digital illiteracy, poor infrastructure, the high cost of installing ICT infrastructure, the volatile political environment and limited electricity supply as well as the opportunities that digital technologies provide to ensure that people and communities are still able to access goods and services. It highlights how digital technologies are being used by the governments, parliaments, judiciaries, schools, health service providers, transport authorities and marketers to reach their targeted audiences. The commentary concludes with recommendations on possible interventions that emphasize the need to address infrastructural limitations, promote public private partnerships and tackle the digital divide in all its dimensions, including from a gender and rural/urban perspective.
KerkoCite.ItemAlsoKnownAs: 10.11604/pamj.supp.2020.35.2.23456 2339240:ADHCAM8A 2405685:4CW66YTH

Digital technologies in education - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KYQYJ7CD 2405685:XJFUKGMR

Digital Study Hall: Lighthouse Case Study - Dover, Mark (Global Solution Networks, 2013)
EdTechHub.ItemAlsoKnownAs:2405685:MA8GBA4K

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

Digital storytelling and reflection in higher education: a case of pre-service student teachers and their lecturers at a university of technology - Ivala, Eunice; Gachago, Daniela; Condy, Janet; Chigona, Agnes (Journal of Education and Training Studies, 2014)
Employers in South Africa are calling for students graduating from higher education institutions (HEIs) to exhibit the capacity for reflection. However, many tertiary institutions fall short in allowing opportunities for reflection. As a result, HEIs are grappling to find ways of fostering reflection amongst their students. This paper argues that digital storytelling if implemented properly is one of the ways which can be used to help HEIs in this accomplishment. It documents results of production of digital stories by 29 final-year pre-service student teachers at the Cape Peninsula University of Technology (CPUT), South Africa, as part of their assessment in their professional development course. The study was informed by structuration theory and levels of reflection and cognitive processing to help the researchers understand the potential of digital storytelling in enhancing reflection. Qualitative methods of collecting data were utilized. Focus group interviews were conducted with the students and their facilitators to elicit whether production of digital stories led to reflection. Findings showed that the production of digital stories promoted the three levels of reflection and thus deep learning and higher-order thinking skills.
Publisher: Redfame Publishing Inc, 9450 SW Gemini Drive #99416, Beaverton, OR 97008 KerkoCite.ItemAlsoKnownAs: 10.11114/jets.v2i1.286 2339240:5UUL3KML 2405685:ECTD3I55 2405685:IZMKPN8S 2534378:IEFUXYHR 2534378:KPXZTCDD
Keywords: Case Studies; Cognitive Processes; College Faculty; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Focus Groups; Foreign Countries; Higher Education; Personal Narratives; Postsecondary Education; Preservice Teachers; Professional Development; Qualitative Research; Reflection; Skill Development; South Africa; Story Telling; Teaching Methods; Technology Uses in Education; Video Technology; __:import:02; __:match:final; __:matched; __:study_id:2096367; __finaldtb

Digital Skills in Latin American Teachers - Estrada, Ricardo (Development Bank of Latin America, 2020)
We are a development bank with 20 shareholder countries - in Latin America, the Caribbean, Spain and Portugal- as well as 13 private banks
KerkoCite.ItemAlsoKnownAs: 2339240:5B5XGSK6 2405685:99ZG5953

Digital Skills Ecosystem and Gap Assessment in Malawi: Final Report - EY (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:WKQWSM76 2405685:YYDHA82Z

"Digital Senegal 2025" Strategy - International Telecommunications Union
KerkoCite.ItemAlsoKnownAs: 2339240:QANHX7PW 2405685:MI3J6SZH

Digital School Census in 10 Weeks? How it was done in Sierra Leone - Namit, Kariba; Mai, Thanh Thi (World Bank Blogs, 2019)
Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request.
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:PP5768J6 2339240:TGTJZWCC 2405685:EPMH5GMB 2405685:EY9VEBRN 2405685:KXNLTUXL 2405685:NUSFD2XU 2405685:PLIT3YBG 2405685:TIEFATQQ 4803016:S4RTD2LL

Digital School Census in 10 Weeks? How it was done in Sierra Leone - Namit, Kariba; Mai, Thanh Thi (World Bank Blogs, 2019)
Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request.
KerkoCite.ItemAlsoKnownAs: 2405685:BFZ3FTAT 2486141:G289KIHC

Digital Revolutions in Public Finance - International Monetary Fund (2017)
Digitization promises to reshape fiscal policy by transforming how governments collect, process, share, and act on information. More and higher-quality information can improve not only policy design for tax and spending, but also systems for their management, including tax administration and compliance, delivery of public services, administration of social programs, public financial management, and more. Countries must chart their own paths to effectively balance the potential benefits against the risks and challenges, including institutional and capacity constraints, privacy concerns, and new avenues for fraud and evasion. Support for this book and the conference on which it is based was provided by the Bill and Melinda Gates Foundation “Click Download on the top right corner for your free copy..."
KerkoCite.ItemAlsoKnownAs: 2339240:K89WLEA9 2405685:RLAY4PYV 4656463:H5X9X779

Digital Personalised Learning to Improve Numeracy Outcomes in Kenyan Primary School Classrooms - EdTech Hub (EdTech Hub, 2021)
ZenodoArchiveID: 5596872 ZenodoArchiveConcept: 5596871 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0054 2405685:4N5VUGJG

Digital Personalised Learning to Improve Literacy and Numeracy Outcomes in Kenyan Classrooms - Daltry, Rebecca; Major, Louis; Sun, Chen; Otieno, Mary; Otieno, Kevin; Otieno, Louis Major, Chen Sun, Mary Otieno and Kevin, Rebecca Daltry (EdTech Hub, 2023)
This blog forms part of a wider research study on digital personalised learning to improve literacy and numeracy outcomes in Kenyan classrooms, and outlines emergent findings from a randomised controlled trial following the first two rounds of assessment (baseline and midline). The preliminary findings will be strengthened after further analyses and endline assessment.
KerkoCite.ItemAlsoKnownAs: 2339240:SL5WSSVM 2405685:5BIU6BJ5

Digital Pakistan Policy - Ministry of IT & Telecom (Government of Pakistan, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:ARZK4RTD
Keywords: ___working_potential_duplicate; auto_merged

Digital Pakistan Policy - Ministry of IT & Telecom (Pakistan) (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:94582E3H

Digital Pakistan Policy - MoITT (Ministry of IT & Telecom, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:P7ELXC2E 2405685:IQICEFAM

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

Digital literacy, libraries, and public policy: Report of the Office for Information Technology Policy's Digital Literacy Task Force - American Library Association (American Library Association (ALA), 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:UA88Y66B 2405685:VMF2PYCM

Digital literacy in Ugandan teacher education: Insights from a case study - Andema, Samuel; Kendrick, Maureen; Norton, Bonny (Reading & Writing-Journal of the Reading Association of South Africa, 2013)
Publisher: AOSIS KerkoCite.ItemAlsoKnownAs: 2405685:EMRHZ4XF
Keywords: ⛔ No DOI found

Digital literacy for children: exploring definitions and frameworks - Nascimbeni, Fabio; Vosloo, Steven (UNICEF Office of Global Insight and Policy, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:TG6T4TJF

Digital literacy for children — 10 things to know - UNICEF (2019)
Digital literacy goes beyond technical know-how. It refers to the knowledge, skills and attitudes that allow children to be both safe and empowered in an increasingly digital world. This encompasses their play, participation, socializing, searching and learning through digital technologies. What constitutes digital literacy will vary according to children’s age, local culture and context. Children need to be digitally literate even when they are not online. Facial scanning and artificial intelligence-based profiling increasingly affect children’s lives. Children’s schooling, social welfare and future job opportunities may depend on how well they understand the digital world around them. Digital literacy is a growing part of any approach to skills development. It features in UNICEF’s framework which seeks to prepare children and adolescents for school, work and life. In addition to digital literacy, other interconnected skills for UNICEF are: foundational skills (literacy and numeracy); transferable skills (also known as life skills, 21st-century skills or soft skills); and job-specific skills (technical and vocational skills). Tools to develop and assess digital literacy are proliferating. A number of digital competence frameworks have been developed by both international agencies and companies. Frameworks are a necessary starting point as they define the boundaries of what constitutes digital literacy and inform curricula and assessments. Despite using a range of labels (e.g. digital literacy, skills, citizenship), they broadly converge around the idea of a set of competencies that include technical as well as transferable skills, such as communication and problem solving. Yet most existing tools place little emphasis on children. Digital literacy definitions usually focus on citizens of all ages and not on children specifically. UNICEF believes there is a need to focus more on digital literacy for children, who have unique needs. In this area, there is a slow change from a risk and safety paradigm towards rights-based approaches that favour expression, play and development. Few programmes operate at scale or have been evaluated for impact. One contributing factor is the lack of global consensus and standards that makes it difficult for governments and other stakeholders to design and implement comparative and cost-effective initiatives, especially within developing countries. Similarly, UNICEF programmes would benefit from greater coordination. While UNICEF has delivered a range of digital literacy programmes at the request of governments, a survey of 40 initiatives carried out by 37 Country Offices shows they are not well coordinated with each other, and knowledge is not systematically generated or shared about efficacy and impact. Implementing digital literacy is not easy. According to the Country Offices surveyed, key barriers to digital literacy programming are: lack of teachers’ and trainers’ capacity; lack of ICT infrastructure; low connectivity (especially for remote areas); and a lack of understanding from decision-makers. The Country Offices are asking for policy development support, digital literacy frameworks, curriculum guidelines and practical tools, such as training manuals and toolkits. Some existing digital literacy frameworks or tools suit UNICEF well. These include the DigComp framework of the European Commission and the Digital Kids Asia-Pacific framework developed by the UNESCO Asia and Pacific Regional Office in Bangkok. If using existing digital literacy frameworks, UNICEF can add value by focusing on children. Digital literacy programmes should be context-driven. Implementing digital literacy programmes effectively requires more than simply importing a good programme from elsewhere. Beyond choosing a framework, an integrated approach to digital literacy involves undertaking a preliminary diagnostic review of the local context, developing operationalization guidelines and conducting impact assessments.
KerkoCite.ItemAlsoKnownAs: 2339240:DAVC5T72 2405685:LGV5JGFE

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

Digital Literacies for International Teacher Education: a Ghanaian perspective - Taner, Lisa (The Open University, 2018)
Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.
Publisher: The Open University KerkoCite.ItemAlsoKnownAs: 2339240:HMVJWSZ2 2405685:4IUVXWK9
Keywords: ___working_potential_duplicate

Digital literacies for international teacher education: a Ghanaian perspective - Taner, Lisa (The Open University, 2018)
Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.
http://oro.open.ac.uk/54964/ KerkoCite.ItemAlsoKnownAs: 2339240:6I3C4XC6 2405685:UNPAN57F 2534378:GVRULWW2 2534378:SQKD29GI
Keywords: _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Education management; _THEME: Open systems; _THEME: School management; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2426091; ___working_potential_duplicate; __finaldtb

Digital literacies for international teacher education: a Ghanaian perspective - Taner, Lisa (The Open University, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:NV7LHQV7 2405685:6IFVXFGH

Digital literacies for international teacher education: a Ghanaian perspective - Taner, Lisa (The Open University, 2018)
Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.
http://oro.open.ac.uk/54964/ KerkoCite.ItemAlsoKnownAs: 2339240:6I3C4XC6 2405685:UFXME9DD
Keywords: THEME: Curriculum and resources; THEME: Education management; THEME: Open systems; THEME: School management; THEME: Teacher Professional Development; _Source:Intuitive; ___working_potential_duplicate

Digital Literacies: Concepts, Policies and Practices - Lankshear, Colin; Knobel, Michele (Peter Lang, 2008)
This book brings together a group of internationally-reputed authors in the field of digital literacy. Their essays explore a diverse range of the concepts, policies and practices of digital literacy, and discuss how digital literacy is related to similar ideas: information literacy, computer literacy, media literacy, functional literacy and digital competence. It is argued that in light of this diversity and complexity, it is useful to think of digital literacies - the plural as well the singular. The first part of the book presents a rich mix of conceptual and policy perspectives; in the second part contributors explore social practices of digital remixing, blogging, online trading and social networking, and consider some legal issues associated with digital media.
Google-Books-ID: doVQq67wWSwC KerkoCite.ItemAlsoKnownAs: 2339240:M2KPWTSY 2405685:W2ZFAFBN
Keywords: Computers / Interactive & Multimedia; Computers / Social Aspects

Digital Library Appropriation in the Context of SubSaharan Countries: The Case of eGranary Digital Library Implementation - Gafinowitz, Nicci CL (Proceedings of the 7th Annual Symposium on Computing for Development, 2016)
shortDOI: 10/ghgn48 KerkoCite.ItemAlsoKnownAs: 10/ghgn48 2405685:E5AP7SNE

Digital Learning Solutions | Digital Learning For Every Child - Giraldo, Juan Pablo; Tungatarova, Auken; Cooper, Rachel (EdTech Hub, 2021)
UNICEF and EdTech Hub are partnering together to improve learning outcomes through effective uses of EdTech and digital learning. Read this guest post from UNICEF team members which focuses on the first pillar of UNICEF’s Reimagine Education initiative, world-class digital learning solutions.
KerkoCite.ItemAlsoKnownAs: 2339240:CF8CHKIM 2405685:9WZQKU59

Digital Learning Programme - Ministry of Education, Kenya (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:IP7DIJBT

Digital learning management systems in Africa: myths and realities - Unwin, Tim; Kleessen, Beate; Hollow, David; Williams, James B.; Oloo, Leonard Mware; Alwala, John; Mutimucuio, Inocente; Eduardo, Feliciana; Muianga, Xavier (Open Learning: The Journal of Open, Distance and e-Learning, 2010)
This paper reports on a survey of 358 respondents across 25 African countries into their usage of learning management systems. It concludes that while there are some enthusiastic advocates of such systems, the reality is that most African educators as yet have little knowledge about, or interest in, their usage. There remain very considerable infrastructural constraints to be overcome before they can be widely adopted for open and distance learning across the continent, and there is still reluctance in many institutions to develop systems that can enable learning resources to be made available in this way. This does not mean that the potential of high‐quality digital learning management systems should be ignored in Africa, but rather that much more sustained work needs to be done in human capacity development and infrastructural provision if African learners are truly to benefit from the interactive learning experiences that such systems can deliver.
shortDOI: 10/cdqw26 KerkoCite.ItemAlsoKnownAs: 10/cdqw26 2339240:RR3PWQF9 2405685:MUXPSWA7
Keywords: Africa; ICT; LMS; OER; universities

Digital Learning Innovations for Syrian Refugees and Host Communities in Lebanon - Metni, Eliane (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:D4326RKF 2405685:4GR2F2BC

DIGITAL LEARNING INNOVATIONS FOR SYRIAN REFUGEES AND HOST COMMUNITIES EXTERNAL EVALUATION REPORT .pdf - Tawileh (2018)
This report presents the key findings of the Digital Learning Innovations project implemented by the International Education Association (IEA) to test the potential of technological and pedagogical innovations to improve the quality and accessibility of learning in and outside the classroom for Syrian refugee children and host communities in Lebanon and Jordan, with a primary focus on children ages 14 to 18. The project had two components, the first was implemented in Lebanon at 41 schools and led by IEA, and the second was implemented in Jordan at 14 UNICEF-affiliated Makani centres and led by Birzeit University.
KerkoCite.ItemAlsoKnownAs: 2339240:J8FCHKI4 2405685:6CQ9G32M
Keywords: Google Scholar/ "refugee education" ICT; RER theme_pedagogies and modalities

Digital Learning Initiative - Ministry of Education and Higher Education (Lebanon); Center for Educational Research and Development (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:7SQ7RIPC 2405685:42F353PN

DIGITAL LEARNING FOR EVERY CHILD: CLOSING THE GAPS FOR AN INCLUSIVE AND PROSPEROUS FUTURE - Brossard, Matt; Carnelli, Marta; Chaudron, Stephane; Di-Gioia, Rosanna; Dreesen, Thomas; Kardefelt-Winther, Daniel; Little, Céline; Yameogo, Jean Luc (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:D9ZQQYQE 2405685:EFSU4PM3
Keywords: ⛔ No DOI found

Digital learning for developing Asian countries - Lim, Cher Ping; Tinio, Victoria; Smith, Matthew; Bhowmik, Miron Kumar (Routledge International Handbook of Schools and Schooling in Asia, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:9HMQ57TL 2405685:ZXUFKWM5

Digital & Innovative Learning in Pakistan: The domestic K12 products and services industry overview and enterprise directory - Qazilbash, Zulfiqar; Javeed, Khadija (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2ZWIVV9S 2405685:ZIB5JSI9

Digital in Bangladesh: All the Statistics You Need in 2021 - DataReportal (DataReportal – Global Digital Insights, 2021)
Our huge new collection of statistics and insights into how people in Bangladesh use the internet, social media, mobile, and ecommerce in 2021.
KerkoCite.ItemAlsoKnownAs: 2339240:I94ZZMY6 2339240:J4Q9N36L 2405685:3U3S5NRZ 2405685:G7IWS6TF 2405685:YVMDGILY 2534379:969KQJR3
Keywords: ___working_potential_duplicate

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

Digital game-based education for Syrian refugee children: Project Hope - Sirin, Selcuk; Plass, Jan L; Homer, Bruce D; Vatanartiran, Sinem; Tsai, Tzuchi (Vulnerable Children and Youth Studies, 2018)
Turkey is the top refugee-hosting country in the world, with more than three million registered Syrian refugees. An international research team was the first to document the educational and mental health needs of Syrian refugee children, finding that an overwhelming majority are not enrolled in school in Turkey, partly as a result of language barriers, and that about half suffer from Post-traumatic stress disorder (PTSD) and/or depression. The present study was designed as an innovative intervention using an online, game-based learning intervention for refugee children, named Project Hope. Data gathered from a controlled field experiment show significant improvements in Turkish language acquisition, coding, executive functioning and overall sense of hopefulness. Implications for policy, practice and research are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1080/17450128.2017.1412551 2405685:9KFC2Y5W
Keywords: Digital games; Executive functions; Game-based curriculum; Mental health; Refugee children; Syrian Refugees

Digital Foundations Project - Projects - The Public Private Partnership Commission - Public Private Partnership Commission (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:QEY68WUZ 2405685:BBIYA6JF

Digital education - Federal Ministry of Education, Science and Research, Republic of Austria
KerkoCite.ItemAlsoKnownAs: 2405685:FAXSMFCL

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

Digital Divide or Digital Provide? Technology, Time Use, and Learning Loss during COVID-19 - Asadullah, M. Niaz; Bhattacharjee, Anindita (The Journal of Development Studies, 2022)
COVID-19 school closure has caused a worldwide shift towards technology-aided home schooling. Given widespread poverty in developing countries, this has raised concerns over new forms of learning inequalities. Using nationwide data on primary and secondary school children in slum and rural households in Bangladesh, we examine how learning time at home during the early months of school closure varies by access to technology at home. Data confirms a significant socio-economic and gender divide in access to TV, smartphone, computer, and internet among rural households. However, the analysis of daily time use data shows only a modest return to a technology in terms of boosting learning time at home. The learning-grade gradient is shallow and insensitive to TV, smartphone, and computer access at home. We also find no evidence that technology access per se helps learning by boosting time spent in online schooling and private supplementary coaching/tutoring. While technology access matters in households where parents act as home tutors, the magnitude of such a complementary effect are not large. The results imply a loss of out-of-school learning time during school closure even in households with technology access. We consider additional hypotheses relating to institutional and socio-economic barriers to home-based learning in developing countries.
Publisher: Routledge _eprint: https://doi.org/10.1080/00220388.2022.2094253 KerkoCite.ItemAlsoKnownAs: 10.1080/00220388.2022.2094253 2405685:4QFIBL3G
Keywords: COVID-19; D10; I21; J22; Q50; home-based education; learning crisis; school closure

Digital Divide in Developing Countries - Lu, Ming-te (Journal of Global Information Technology Management, 2001)
Publisher: Routledge _eprint: https://doi.org/10.1080/1097198X.2001.10856304 KerkoCite.ItemAlsoKnownAs: 10.1080/1097198X.2001.10856304 2339240:NRNWKC7T 2405685:92RTAQLI

Digital degrowth: toward radically sustainable education technology - Selwyn, Neil (Learning, Media and Technology, 2023)
This paper outlines how ideas of ‘degrowth’ might be used to reimagine sustainable forms of education technology. In essence, degrowth calls for a proactive renewal of technology use around goals of voluntary simplicity and slowing-down, community-based coproduction and sharing, alongside conscious minimalization of resource consumption. The paper considers how core degrowth principles of conviviality, commoning, autonomy and care have been used to develop various forms of ‘radically sustainable computing’. The paper then suggests four ways in which degrowth principles might frame future thinking around education technology in terms of: (i) curtailing current manipulative forms of education technology, (ii) bolstering existing convivial forms of education technology; (iii) stimulating the development of new convivial education technologies; and (iv) developing digital technologies to achieve the eventual de-schooling of society. It is concluded that mobilisation of these ideas might support a much-needed reorientation of digital technology in education along low-impact, equitable lines.
Publisher: Routledge _eprint: https://doi.org/10.1080/17439884.2022.2159978 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2022.2159978 2339240:UK94S6MG 2405685:UUGQ439A
Keywords: Degrowth; Illich; digital; education; sustainability

Digital collaborative learning in elementary and middle schools as a function of individualistic and collectivistic culture: The role of ICT coordinators’ leadership experience, students’ collaboration skills, and sustainability - Blau, I.; Shamir-Inbal, T.; Hadad, S. (Journal of Computer Assisted Learning, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12436 2405685:JZRM5WNP

Digital Citizenship in Pakistan - Jeffrey, Roger; Oberlander, Jon; MacDonald, Stuart; Bhatti, Feyza (British Council, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:XR7EPNN4

Digital Badges for Professional Development - Diaz, Veronica (EDUCAUSE, 2013)
Brent Herbert-Copley, Ditch the resume and pick up a badge, they're not just for Boy Scouts, Globe and Mail, May 1, 2013.
KerkoCite.ItemAlsoKnownAs: 2339240:4Q7LF5YE 2405685:ACFRJGNS

Digital 2020: Kenya – DataReportal – Global Digital Insights - DataReportal (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:V4V2NMAF 2405685:I6DECA4T

Digital 2020: Kenya - DataReportal (2020)
All the data, statistics, and trends you need to understand digital use in Kenya in 2020, including the latest reported figures for the number of internet users, social media users, and mobile connections, and key indicators for ecommerce use.
KerkoCite.ItemAlsoKnownAs: 2339240:RA7W42A7 2405685:R7MPW7JK 2405685:UUAD5BMZ
Keywords: ___working_potential_duplicate

Digital 2020: Global Digital Overview - Kemp, Simon (Datareportal, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:BXE5MMI9

Digistem | Home - Digistem (2020)
Library Catalog: digistem.co KerkoCite.ItemAlsoKnownAs: 2405685:3IUSL3ST

DigiSchool – ICT Authority - ICT Authority
KerkoCite.ItemAlsoKnownAs: 2339240:K3YM9LWV 2405685:HAD56BVL

DigiSchool - ICT Authority
KerkoCite.ItemAlsoKnownAs: 2405685:BC5NUXIX

DigiMap – Digital Malawi Project - Public Private Partnership Commission (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:BBWYTFNJ 2405685:N6IH9MK6

DigEuLit: Concepts and Tools for Digital Literacy Development - Martin, Allan; Grudziecki, Jan (Innovation in Teaching and Learning in Information and Computer Sciences, 2006)
In the e-permeated society, a society also increasingly unpredictable and uncertain, “digital literacy” becomes not only a key factor in enabling participation in education, as well as employment and other aspects of social life, but also a means of gaining some understanding of the world. The DigEuLit project, funded by the EC eLearning Initiative, has a task of defining digital literacy and developing a framework and tools for digital literacy development in European educational settings. We have observed converging literacies which have gained new relevance in digital environments, and proposed a definition of digital literacy which focuses on the processes of using digital tools to support the achievement of goals in the individual’s life-situation. A suite of online tools is being developed to enable digital literacy progress to be tracked by teachers and learners, and evolution of these tools will continue beyond the life of the project.
Publisher: Routledge _eprint: https://doi.org/10.11120/ital.2006.05040249 KerkoCite.ItemAlsoKnownAs: 10.11120/ital.2006.05040249 2339240:MYSWTRD6 2405685:PUWANT8R

Diffusion of innovations - Rogers, Everett M. (Free Press, 2003)
KerkoCite.ItemAlsoKnownAs: 2339240:XXX6NG28 2405685:C7VSDJGX

Dialogue: A theoretical framework for distance education instructional systems - Gorsky, Paul; Caspi, Avner (British Journal of Educational Technology, 2005)
This paper presents a theoretical framework for viewing elements that comprise distance education instructional systems in terms of dialogue. It is assumed that learning is mediated by intrapersonal dialogue and facilitated by interpersonal dialogue. Every resource in a distance education instructional system (eg, instructor availability, asynchronous communication networks, self-instruction texts, etc) is analysed in terms of the dialogue mode it supports. The framework offers three advantages: (1) a unified, simple, and coherent description of the mechanisms at play in distance education systems, (2) clear-cut operational definitions, and (3) hypotheses that may be investigated empirically.
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8535.2005.00448.x 2339240:27S2643G 2405685:5GYDXVTM

Dialogic education and technology: Expanding the space of learning - Wegerif, Rupert (Springer Science & Business Media, 2007)
KerkoCite.ItemAlsoKnownAs: 2339240:KMLUFFVC 2405685:XZNNLE7Y

Dialling up Learning: Testing the Impact of Delivering Educational Content via Interactive Voice Response to Students and Teachers in Ghana - Afoakwah, Edmund; Carballo, Francisco; Caro, Alex; D’Cunha, Samantha; Dobrowolski, Stephanie; Fallon, Alexandra (EdTech Hub, 2021)
This study explores the potential impact of interactive audio content for students and teachers delivered via Interactive Voice Response (IVR) in Ghana following the reopening of schools. The content for the lessons was drawn from the Rising On Air (ROA) audio library, a 20-week programme developed by Rising Academies to support student learning over the radio during Covid-19 pandemic-related school closures. Rising Academies’ 30 low-cost private primary schools, known as Omega schools, were included in a randomised controlled trial. Half of the schools were randomised to receive the student intervention and the other half to receive the teacher intervention. Of the total sample of 1,359 students, 719 students in Grades 4, 5 and 6 received daily audio lessons that focused on foundational numeracy skills. Of the total sample of 333 teachers, 160 teachers received weekly professional development sessions focused on the instruction of foundational reading. In the student intervention, no significant effect was found on students’ math skills and although the majority of students reported liking the intervention and wanting it to continue, engagement was a significant challenge. Results from the teacher intervention indicated an improvement in teachers’ understanding of phonemic awareness, phonics, and morphology. Teachers’ beliefs about their ability to improve student learning in the areas of reading and engagement also increased, but the potential impact on student outcomes was not measured. Differences between the student and teacher interventions suggest some important considerations for future interventions delivered via IVR and highlight some of the challenges as well as potential opportunities for more effective low-tech solutions. An output of the EdTech Hub, https://edtechhub.org
10.5281/zenodo.5555076 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5555076 10.53832/edtechhub.0051 2339240:7EJ6NEY6 2339240:AD3D9NRM 2339240:T92LLPYZ 2339240:YKA7P6GC 2405685:CJ35EP8W 2405685:ELJ87ZBC 2405685:MHMXZI8J 2405685:MXVNKUM2 2405685:P22BR78B 2405685:SNBG3VHT 2405685:UU5ZKKBE 2405685:X2ZWDMSU 2486141:F5MWP7EH 2534379:NKAFRXZM
Keywords: _r:AddedByZotZen