A Theory of Change for Parents and Caregivers Towards a Technology-Enhanced Education System in Bangladesh - Clark-Wilson, Alison; Bashir, Amreen; Ahmed, Shakil; Mazari, Haani; Kaye, Tom; Radford, Kate; Otieno, Jennifer (EdTech Hub, 2022)
The third of a trilogy of Theories of Change (TOCs) that focuses on parents and caregivers as key agents of change in the development of an increasingly technology-enhanced education system in Bangladesh. The TOC was created following a period of desk research and in-country stakeholder workshops. It offers a theory for how parents’ and caregivers’ experiences in diverse programmes and initiatives will enable them to support children to improved educational outcomes, and take advantage of available technology. It offers a tool for programme designers, implementers, and evaluators to think critically about how their initiative(s) will impact parents and caregivers for the longer-term benefits of their children. Keywords: Bangladesh; Theory of Change; technology-enhanced learning; parents and caregivers; parenting; education An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7054334 ZenodoArchiveConcept: 7054333 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7054334 10.53832/edtechhub.0126 2405685:GQSKFD62 2405685:XLXRPW3Z
Keywords: _r:AddedByZotZen

A Theory of Change for a Technology-Enhanced Education System in Bangladesh - Clark-Wilson, Alison; Bashir, Amreen; Kaye, Tom (EdTech Hub, 2021)
The first of a trilogy of Theories of Change (TOCs) that focuses on learners as the main beneficiaries of an increasingly technology-enhanced education system in Bangladesh. Initially created with stakeholders to support the monitoring and evaluation of programmes designed to offer distance learning during the 2020 Covid-19 school closures, the TOC describes how access to educational activities of different modalities (TV, Radio, Smartphone, online platforms etc.) should lead to improved educational outcomes for learners in Classes 1-12. Keywords: Bangladesh; Theory of Change; technology-enhanced learning; education An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 5652015 KerkoCite.ItemAlsoKnownAs: 10.5281/edtechhub.0044 10.5281/zenodo.4610089 10.53832/edtechhub.0044 2339240:D4Q4RX94 2339240:YKVDDCEI 2405685:2T7DPIBU 2405685:BUHD2X9T 2405685:E4I95IWF 2405685:NP95DHA2 2405685:Q2MS5ZSE 2405685:ZSEHKGUN
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted

A tale of two communication tools: Discussion-forum and mobile instant-messaging apps in collaborative learning - Sun, Zhong; Lin, Chin-Hsi; Wu, Minhua; Zhou, Jianshe; Luo, Liming (British Journal of Educational Technology, 2017)
Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12571 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12571 2339240:9996TBZS 2405685:6XQNSME6

A tale of two communication tools: discussion-forum and mobile instant-messaging apps in collaborative learning - Sun, Zhong; Lin, Chin-Hsi; Wu, Minhua; Zhou, Jianshe; Luo, Liming (British Journal of Educational Technology, 2018)
Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions.
Publisher: Wiley-Blackwell, 350 Main Street, Malden, MA 02148 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013524047?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12571 2339240:PKJIVPW8 2405685:EPP6N37E 2405685:IARRK6UB 2534378:L8X5Q62N 2534378:UH8EAVTI 2534378:UIYLRWUW
Keywords: Applications programs; China; Collaborative learning; Collaborative virtual environments; Communication; Computer Mediated Communication; Computer Software; Computer assisted instruction–CAI; Content Analysis; Content analysis; Cooperative Learning; ERIC; Current Index to Journals in Education (CIJE); Education–Teaching Methods And Curriculum; Educational technology; Foreign Countries; Handheld Devices; Higher Education; Learning; Network Analysis; Network analysis; Preferences; Preservice Teachers; Social Networks; Social factors; Student Attitudes; Student Surveys; Synchronous Communication; Telecommunications; Tools; Undergraduate Students; __:import:01; __:match:final; __:matched; __:study_id:2096807; __finaldtb

A Tablet based tool to aid learning of mathematics for Basic 1 & 2 pupils in Berekuso - Dotse, Etonam. Y. (Ashesi University, 2019)
EdTechHub.ItemAlsoKnownAs: 2405685:9K498IG7

A systems definition of educational technology in society - Luppicini, Rocci (Journal of Educational Technology & Society, 2005)
Conceptual development in the field of Educational Technology provides crucial theoretical grounding for ongoing research and practice. This essay draws from theoretical developments both within and external to the field of Educational Technology to articulate a systems definition of Educational Technology in Society. A systems definition of Educational Technology in Society is characterized as a goal oriented problem-solving approach utilizing tools, techniques, theories, and methods from multiple knowledge domains to: (1) design, develop, and evaluate, human and mechanical resources efficiently and effectively in order to facilitate and leverage all aspects of learning, and (2) guide change agency and transformation of educational systems and practices in order to contribute to influencing change in society. This paper offers valuable theoretical grounding to help guide researchers and leaders in the field.
Publisher: JSTOR KerkoCite.ItemAlsoKnownAs: 2339240:SYKIEW4D 2339240:VYPJNX5C 2405685:HQP2WIHL 2405685:S9RRRHTA
Keywords: ⚠️ Invalid DOI; ⛔ No DOI found

A systems approach to educational testing - Frederiksen, John R.; Collins, Allan (Educational Researcher, 1989)
Our concern in this paper is with the validity of educational tests when they are employed as critical measures of educational outcomes within a dynamic system. The problem of validity arises if an educational system adapts itself to the characteristics of the outcome measures. We introduce the concept of systemically valid tests as ones that induce curricular and instructional changes in education systems (and learning strategy changes in students) that foster the development of the cognitive traits that the tests are designed to measure. We analyze some general characteristics that contribute to or detract from a testing system's systemic validity, such as the use of direct rather than indirect assessment. We then apply these characteristics in developing a set of design principles for creating testing systems that are systemically valid. Finally, we provide an illustration of the proposed principles, by applying them to the design of a student assessment system. This design example addresses not only specifications for the tests, but also the means of teaching the process of assessment to users of the system.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X018009027 2339240:VM7492F4 2405685:V9HLK6VY

A systems approach for developing technological literacy - Frank, Moti (Volume 17 Issue 1 (fall 2005), 2005)
Publisher: Council on Technology Teacher Education and the International Technology and … KerkoCite.ItemAlsoKnownAs: 2339240:6PLNYYFG 2339240:TEUV5H5L 2405685:6CPUFAU7
Keywords: ⛔ No DOI found

A Systematic Scoping Review of the Choice Architecture Movement: Toward Understanding When and Why Nudges Work - Szaszi, Barnabas; Palinkas, Anna; Palfi, Bence; Szollosi, Aba; Aczel, Balazs (Journal of Behavioral Decision Making, 2018)
In this paper, we provide a domain-general scoping review of the nudge movement by reviewing 422 choice architecture interventions in 156 empirical studies. We report the distribution of the studies across countries, years, domains, subdomains of applicability, intervention types, and the moderators associated with each intervention category to review the current state of the nudge movement. Furthermore, we highlight certain characteristics of the studies and experimental and reporting practices that can hinder the accumulation of evidence in the field. Specifically, we found that 74% of the studies were mainly motivated to assess the effectiveness of the interventions in one specific setting, while only 24% of the studies focused on the exploration of moderators or underlying processes. We also observed that only 7% of the studies applied power analysis, 2% used guidelines aiming to improve the quality of reporting, no study in our database was preregistered, and the used intervention nomenclatures were non-exhaustive and often have overlapping categories. Building on our current observations and proposed solutions from other fields, we provide directly applicable recommendations for future research to support the evidence accumulation on why and when nudges work. Copyright © 2017 John Wiley & Sons, Ltd.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/bdm.2035 KerkoCite.ItemAlsoKnownAs: 10.1002/bdm.2035 2339240:9FYGW8H7 2405685:AAZQY2V4
Keywords: behavioral interventions; choice architecture; nudge; public policy; review

A Systematic Review on Literature-based Discovery: General Overview, Methodology, & Statistical Analysis - Thilakaratne, Menasha; Falkner, Katrina; Atapattu, Thushari (ACM Computing Surveys, 2019)
The vast nature of scientific publications brings out the importance of Literature-Based Discovery (LBD) research that is highly beneficial to accelerate knowledge acquisition and the research development process. LBD is a knowledge discovery workflow that automatically detects significant, implicit knowledge associations hidden in fragmented knowledge areas by analysing existing scientific literature. Therefore, the LBD output not only assists in formulating scientifically sensible, novel research hypotheses but also encourages the development of cross-disciplinary research. In this systematic review, we provide an in-depth analysis of the computational techniques used in the LBD process using a novel, up-to-date, and detailed classification. Moreover, we also summarise the key milestones of the discipline through a timeline of topics. To provide a general overview of the discipline, the review outlines LBD validation checks, major LBD tools, application areas, domains, and generalisability of LBD methodologies. We also outline the insights gathered through our statistical analysis that capture the trends in LBD literature. To conclude, we discuss the prevailing research deficiencies in the discipline by highlighting the challenges and opportunities of future LBD research.
KerkoCite.ItemAlsoKnownAs: 10.1145/3365756 2405685:VSAB6MHU 2486141:7P3SZUP3 2486141:FKA6GEWK
Keywords: LBD; Literature-based discovery; hypotheses generation; knowledge discovery; literature mining; systematic review; text mining

A Systematic Review of School-Based Social-Emotional Interventions for Refugee and War-Traumatized Youth - Sullivan, Amanda L; Simonson, Gregory R (Review of Educational Research, 2016)
Refugees often experience significant psychological distress, but many do not receive necessary services. Among children and youth, most mental health services are provided by schools, so schools are an important service provider for young refugees. We conducted a systemic literature review to synthesize and evaluate the existing research on school-based interventions to improve mental health or social-emotional functioning of students who are refugees, asylum seekers, or immigrants with war trauma. Three types of school-based interventions were identified: cognitive behavioral therapy, creative expression, and multitiered or multimodal models. The review identified several interventions with positive effects, as well as multiple interventions that had null or negative effects. We address the implications of this body of intervention research for practice and research.
KerkoCite.ItemAlsoKnownAs: 10.3102/0034654315609419 2405685:6RLK9Z2D 2405685:P8H8TNUJ
Keywords: cognitive behavioral therapy; creative expression therapy; intervention; refugee; school

A systematic review of research on the flipped learning method in engineering education - Karabulut‐Ilgu, Aliye; Cherrez, Nadia Jaramillo; Jahren, Charles T. (British Journal of Educational Technology, 2018)
The purpose of this article is to describe the current state of knowledge and practice in the flipped learning approach in engineering education and to provide guidance for practitioners by critically appraising and summarizing existing research. This article is a qualitative synthesis of quantitative and qualitative research investigating the flipped learning approach in engineering education. Systematic review was adopted as the research methodology and article selection and screening process are described. Articles published between 2000 and May 2015 were reviewed, and 62 articles were included for a detailed analysis and synthesis. The results indicated that flipped learning gained popularity amongst engineering educators after 2012. The review revealed that research in engineering education focused on documenting the design and development process and sharing preliminary findings and student feedback. Future research examining different facets of a flipped learning implementation, framed around sound theoretical frameworks and evaluation methods, is still needed to establish the pedagogy of flipped learning in teaching engineering.
shortDOI: 10/gddfxx KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12548 10/gddfxx 2339240:4PWRK2AD 2405685:BGH3UFRL
Keywords: Reviewed

A systematic review of research on online teaching and learning from 2009 to 2018 - Martin, Florence; Sun, Ting; Westine, Carl D (Computers and Education, 2020)
Systematic reviews were conducted in the nineties and early 2000's on online learning research. However, there is no review examining the broader aspect of research themes in online learning in the last decade. This systematic review addresses this gap by examining 619 research articles on online learning published in twelve journals in the last decade. These studies were examined for publication trends and patterns, research themes, research methods, and research settings and compared with the research themes from the previous decades. While there has been a slight decrease in the number of studies on online learning in 2015 and 2016, it has then continued to increase in 2017 and 2018. The majority of the studies were quantitative in nature and were examined in higher education. Online learning research was categorized into twelve themes and a framework across learner, course and instructor, and organizational levels was developed. Online learner characteristics and online engagement were examined in a high number of studies and were consistent with three of the prior systematic reviews. However, there is still a need for more research on organization level topics such as leadership, policy, and management and access, culture, equity, inclusion, and ethics and also on online instructor characteristics.
Publisher: Elsevier Ltd KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.104009 2405685:YNIKISWQ
Keywords: Distance education; Online Learning Research; Research Themes; Systematic Review; online teaching and learning

A systematic review of personalized learning: comparison between E-Learning and learning by coursework program in Oman - Tawafak, Ragad; Romli, Awanis; Iqbal Malik, Sohail; Alnaseeri, Mohanaad; Alfarsi, Ghaliya (International Journal of Emerging Technologies in Learning (iJET), 2019)
There is a need for several applications and technologies in the higher education institutions in Oman to enhance the educational process. This systematical study investigates the simultaneous influence of technology implementation with e-learning and traditional coursework program instruction on the enhancement and development of assessment method for undergraduates in different programs. This paper aims to analyze the current articles that handle with the learning process and compare between the understanding and acceptance of E-Learning mechanism and traditional coursework method of teaching for improving assessment method and evaluation of academic performance. The method works on the benefits of increasing E-Learning process for educational skills as an assistance tool with faculty material and class discussion. In this study, surveys were distributed to two different universities and college in Oman to assess their satisfaction of learning model. The findings of this paper assisted the model that may help to improve both the teaching method and academic performance of student learning outcomes.
KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v14i09.10421 2339240:7WIRDBU5 2405685:NW3WGQ5N

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

A systematic comparison of software dedicated to meta-analysis of causal studies - Bax, L.; Yu, L.-M.; Ikeda, N. (BMC Medical Research Methodology, 2007)
KerkoCite.ItemAlsoKnownAs: 10.1186/1471-2288-7-40 2405685:CBA7Y2HX 2486141:GZCUKBSW

A system approach to education: Derivation and definition - Kaufman, Roger A. (AV communication review, 1968)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 2339240:I9GFEUJW 2405685:NG3ZFXQ8
Keywords: ⛔ No DOI found

A Synchronic Approach to Kinyarwanda Variation Among its Native Speakers - Gabriel, Bazimaziki (International Journal of Linguistics, Literature and Culture)
KerkoCite.ItemAlsoKnownAs: 2405685:EAHBAPVT 4042040:PF8UD72N
Keywords: ⛔ No DOI found

A Survey of ICT Capacity in Ghana's Public Colleges of Education (Transforming Teacher Education and Learning, 2017)
The survey of ICT capacity at 40 colleges of education (CoEs) reflects a considerable amount of work, by many people. The National Council for Tertiary Education (NCTE) acknowledges with thanks, Consumer Insights Consult (CiC) research team, Cyprian Ekor, Elvis Akpabli, Emmanuel Mireku, George Asare, Kennedy Amedume, Daniel Amewuda, Philemon Opoku. NCTE staff, Jacob T. Akunor, Anthony Dzidzornu, Emmanuel Attey Yebuah, Ebenezer Osei Adu, Nicholas Ameyaw and Kwaku Gyampoh. Transforming Teaching and Learning in Ghana (T-TEL) staff, Dr. Björn Haßler, Dr. Rosie Lugg, Mr. Charlie Gordon, Ms. Beryl Opong-Agyei, Dr. Rich Tobin and Ms. Caroline Jordan. Particular thanks is extended to Jacob Tetteh Akunor, who led this exercise on behalf of the NCTE and to the Senior managers, ICT tutors, ICT technicians and student teacher participants at all 40 CoE that participated, and gave so generously of their time and expertise.
EdTechHub.Source: 2129771:CIHUHSF9 shortDOI: 10/ghgk6g KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3930827 10/ghgk6g 2129771:CIHUHSF9 2405685:SX3J7SP9
Keywords: _DOILIVE; _not_EdTechHub; _zenodoODE; dode_eth-src-dode

A Survey of ICT Capacity in Ghana's Public Colleges of Education - Cambridge Education (2017)
EdTechHub.ItemAlsoKnownAs: 2405685:BY4LX4FZ

A support programme for caregivers of children with disabilities in Ghana: Understanding the impact on the wellbeing of caregivers - Zuurmond, Maria; Nyante, Gifty; Baltussen, Marjolein; Seeley, Janet; Abanga, Jedidia; Shakespeare, Tom; Collumbien, Martine; Bernays, Sarah (Child: Care, Health and Development, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1111/cch.12618 2405685:NPVKZCTP

A summary of 'Diffusion of innovations' - Robinson, Les (2009)
KerkoCite.ItemAlsoKnownAs: 2339240:QR5H3TLM 2405685:IGDMG7E5

A Study on Using Serious Games in Teaching German as a Foreign Language - Alyaz, Yunus; Spaniel-Weise, Dorothea; Gürsoy, Esim (Journal of Education and Learning, 2017)
The interest in Digital Game-Based Language Learning (DGBLL) has increased considerably in recent years although being a relatively new approach. Despite the interest that DGBLL took, the studies in the context of German as a Foreign Language (FL) are quite limited. Moreover, DGBLL in the Turkish context is not prevalent. Due to this gap in the literature, a research project was launched at a big state university in Turkey in 2014 to explore the potentials and limitations of DGBLL. The study focuses specifically on serious games for FL teaching and learning. The aim of the project, in addition to the promotion of linguistic skills of the learners, is to contribute to the development of professional qualifications of the future FL teachers. The present research aims to report on the pilot study of the project. A one group pre-test post-test research design was used in the study. Quantitative data was collected via two opinion questionnaires implemented at the beginning and at the end of the process as well as a receptive vocabulary test. Qualitative data was collected via semi-structuted interviews and game diaries that participants kept. Two serious games for German was selected and used with traditional dictation, transcription and reading comprehension activities. The results of an 11-week gaming activity indicated significant differences between pre- and post-tests in vocabulary. Additionaly, age was found to be an important factor that affects participants’ attitudes towards serious games. The results indicate that the participants found game activities useful for the development of other language skills.
KerkoCite.ItemAlsoKnownAs: 10.5539/jel.v6n3p250 2339240:ZT2EQPGY 2405685:8EG4FU28

A Study on the Relationship between Self Directed Learning and Achievement in Information Technology of Students at Secondary Level - Jaleel, Sajna; O. M., Anuroofa (Universal Journal of Educational Research, 2017)
Education at any level has normally been based on some image of the future; that was not impossible in a world that was changing slowly. Today, educators are preparing learners for a world we cannot even predict, and self-directed learning has become an essential foundation for 21st century learners. In recent years teachers are giving importance to technology based education such as student centered education, technology based education, hands-on training, lab-based education and e-learning in the classrooms. The underlying rationale seems to be that students are better able to learn when they can control the flow of their experience, or when their learning is "self-directed." Teachers are also has an important place in Self Directed Learning environment. Their constant support and motivation is required for accelerating the effectiveness and also increasing the rate of achievement. Information Technology (IT) is becoming the subject of 21st century, because knowledge in IT plays a crucial role for the daily living. In this paper, the Investigators tried to find out whether there exists any relationship between Self Directed Learning (SDL) and Achievement in Information Technology of Secondary School Students for the total sample and also for the subsample Gender. The Investigators also tried to find out whether there exists any significant difference in the Self Directed Learning and Achievement in Information Technology of Students at Secondary Level based on Gender. Proper statistical techniques were used for collecting, standardizing and analyzing the data.
Publisher: Horizon Research Publishing KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2017.051024 2339240:3ILFWVLV 2405685:D26PQHYD
Keywords: Academic Achievement; Correlation; Independent Study; Information Technology; Secondary School Students; Secondary School Teachers

A Study on the Implementation of the Strengthening Innovation and Practice in Secondary Education Initiative for the preparation of Science, Technology, English and Mathematics (STEM) Teachers in Kenya to integrate Information and Communication Technology (ICT) in Teaching and Learning - Hooker, Mary (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:HGF73GAE 2405685:2RW7F2AH

A Study on The Implementation of English Interactive Radio Instruction (IRI) in Selected Government Primary Schools in Addis Ababa - Alaro, Meseret (Addis Ababa University, 2007)
As its central objective, this study attempts to assess the implementation of English Interactive Radio Instruction (IRI) in selected government primary schools in Addis Ababa. In line with that, the researcher has framed specific questions that address issues related to classroom management, training given to the teachers, links among different stakeholders and the suitability and clarity of the program. Students and teachers of Grade Three from Biherawi Betemengist, Edget Besira , Karalo , Lafto and Salayish Primary Schools are participants of this study .To undertake the study descriptive research design is used . Accordingly, data that is pertinent to the study is collected using different tools such as questionnaire, observation, focus group discussion, interview and document analysis. The findings of the study reveal that the implementation of the program seems to face grave challenges. These mainly emanate from loose link among stakeholders, failure of supplying basic facilities needed to promote the fruitfulness of the program and failure to arrange suitable conditions for the broadcast. Moreover, based on the opinion of the participants, results of the study highlight that in some cases contents of the program is not suitable compared to the students language proficiency .It is also noticed from the findings of the study that classroom practice is not effectively carried out as per the very goal of the program. Despite that, both students and teachers forward positive comments about the utilization of the program for the teaching of English. Based on the findings recommendations for better service and suggestions for further studies are given.
Accepted: 2018-06-20T09:54:22Z KerkoCite.ItemAlsoKnownAs: 2405685:P9GW7UMM

A study on NGO services for children in Mumbai, India - Sonawat, Reeta; Sikh, Shanna (Jurnal Ilmu Komunikasi, 2007)
The present research was conducted to study NGOs services for children in Mumbai through a child rights perspective. The study was exploratory in nature and aimed to assess the implementation of child rights by the NGOs. 35 NGOs working for children in the city of Mumbai comprised the sample and were studied using a questionnaire and rating scale as tools. Findings revealed that education (74 percent) and health (54 percent) were the most common concerns of the organizations. Only 17 percent of the NGOs considered child rights to be a concern. The NGOs implemented the right to participation better than any other right. The right to survival was, however, grossly neglected. It was concluded that there are several gaps and areas of lack in the services offered to children. There is also an urgent need to spread awareness amongst the NGO workers themselves to make child rights a part of organizational mandates.
KerkoCite.ItemAlsoKnownAs: 10.24002/jik.v4i1.231 2339240:D29VTY5F 2405685:T4MF6TW7

A Study on Implementation of `ICT in Education Training’ in Government Primary Schools - Haque, Z; Sarker, D; Rahman, Md; Ohiduzzaman, K; Ahammed, S; Islam, Md; Hasan, M (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:YPSRY3QV 2405685:WYITTZMP

A Study of the Usefulness of Punjab IT Labs Project in Schools of Punjab, Pakistan as Perceived by Students - Qadir, Muhammad Javid; Hameed, Abdul (Journal of Education Research, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:EDE72K59
Keywords: ⛔ No DOI found

A Study of the Association between Self-Directed Learning Readiness and Academic Achievement of Student-Teachers in Pakistan - Hussain, Tariq; Sabar, Ajia; Jabeen, Rafia (Bulletin of Education and Research, 2019)
Education at every level is typically future-oriented; it is imperative for the learners to keep pace with the unpredictable and fast changing world. The field of teacher-education is no exception. Student-centered approaches have started gaining popularity in today's day and age. Self-directed learning is becoming one of the most prominent phenomena for the 21st century learners. This study investigated whether any relationship exists between Self-Directed Learning readiness (SDLR) and academic achievement of student-teachers. For this purpose, quantitative approach was adopted and correlation research design was used. The population comprised all the master level students of the Institute of Education and Research, enrolled in the session 2017-2019. The total number was 510. The researchers used multistage sampling to draw a sample. A total of 300 students were included in the research. To determine the SDLR of student-teachers, a modified SDLI questionnaire, developed by Su-Fen Cheng, Chien-Lin Kuo, Kuan-Chia Lin, and Jane LeeHsieh in 2009, was used. The analysis of the data concluded that student-teachers' self-directed learning readiness is high. It was determined that a significant difference does not exist among the population on the basis of gender or marital status.
Publisher: Institute of Education and Research KerkoCite.ItemAlsoKnownAs: 2339240:Q4MNT3WE 2405685:Q32HJ6XQ
Keywords: Academic Achievement; Correlation; Foreign Countries; Gender Differences; Graduate Students; Independent Study; Learning Readiness; Marital Status; Masters Programs; Student Centered Learning; Student Teacher Attitudes; Student Teachers; Teacher Education; ⛔ No DOI found

A Study of the Application of Information Technology in Distance Education in Pakistan - Gujjar, Aijaz Ahmed; Ahmed, Saira Ijaz; Ramzan, Muhammad (Journal of Educational Technology, 2011)
Education plays a vital role to develop the nation culturally, economically and socially. That is why every nation focuses on this sector. For its improvement all endeavors are being made through formal education, Non-formal education and Distance Education. The trend of distance education has developed considerably in developed countries and developing countries. Information technology plays a pivotal role for the development of Distance Education. Keeping in view the importance of I.T. in education, this study was developed. The main aim of this study was to investigate the use of information technology in distance education in Pakistan. Population comprised of the I.T. users, person helping, operating or supervising the I.T. tools as planners, academicians, designers, programmers, producers, operators, regional directors and Deans of AIOU. Questionnaire on five point Likert scale was prepared. Collected data was tabulated and analyzed. The main conclusions of the study are: The use of information technology is still limited. Computer net work was not used for distance learners, Radio, T.V. programs and relevant audio material, videocassettes were prepared and CDs, software still not in use. University library was not computerized. Staff got training from time to time in I.T. Education in their specialization. But there is need to make I.T. system more sophisticated according to new trends and students' needs. There is also need to develop regional centers, which should serve as resource centers to the facilitation of distance learners.
Publisher: i-manager Publications KerkoCite.ItemAlsoKnownAs: 10.26634/jet.7.4.1389 2339240:GMBSS6P7 2405685:F2XC3TFE
Keywords: Access to Information; Data Analysis; Data Collection; Distance Education; Electronic Libraries; Foreign Countries; Information Technology; Likert Scales; Nonformal Education; Open Universities; Questionnaires; Radio; Scores; Statistical Analysis; Student Needs; Technology Uses in Education; Television; Trend Analysis; Use Studies

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

A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes - Ponitz, Claire Cameron; McClelland, Megan M.; Matthews, J. S.; Morrison, Frederick J. (Developmental Psychology, 2009)
The authors examined a new assessment of behavioral regulation and contributions to achievement and teacher-rated classroom functioning in a sample (N = 343) of kindergarteners from 2 geographical sites in the United States. Behavioral regulation was measured with the Head-Toes-Knees-Shoulders (HTKS) task, a structured observation requiring children to perform the opposite of a dominant response to 4 different oral commands. Results revealed considerable variability in HTKS scores. Evidence for construct validity was found in positive correlations with parent ratings of attentional focusing and inhibitory control and teacher ratings of classroom behavioral regulation. Hierarchical linear modeling indicated that higher levels of behavioral regulation in the fall predicted stronger levels of achievement in the spring and better teacher-rated classroom self-regulation (all ps < .01) but not interpersonal skills. Evidence for domain specificity emerged, in which gains in behavioral regulation predicted gains in mathematics but not in language and literacy over the kindergarten year (p < .01) after site, child gender, and other background variables were controlled. Discussion focuses on the importance of behavioral regulation for successful adjustment to the demands of kindergarten. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
shortDOI: 10/b5btgq KerkoCite.ItemAlsoKnownAs: 10.1037/a0015365 10/b5btgq 2009-05916-001 2339240:L45R4TY2 2405685:Z9ZG8DE2
Keywords: Academic Achievement; Achievement; Attention; Child; Child; Preschool; Classroom Behavior; Cooperative Behavior; Female; Humans; Inhibition (Psychology); Internal-External Control; Interpersonal Influences; Interpersonal Relations; Kindergarten Students; Longitudinal Studies; Male; Mathematics; Observation Methods; Personality Assessment; Self-Regulation; Social Behavior; Social Control; Informal; Temperament; academic achievement; behavioral self-regulation; interpersonal skills; kindergarten; structured observation

A structured model of the dynamics of student learning in developing countries, with applications to policy - Kaffenberger, Michelle; Pritchett, Lant (International Journal of Educational Development, 2021)
Learning trajectories vary amazingly widely across countries, regions, and individual students in dynamic ways. In this paper we develop a parametrized structural model of the dynamics of the learning process and use the model for suggestive policy applications. We first synthesize the existing empirical literature on learning profiles, which suggest a clear set of parameters that formally characterize the learning process. We then calibrate this model of the learning process to reproduce the distribution of observed learning outcomes in low- and middle-income countries. Applying our calibrated model to policy simulations, we find that expanding schooling to universal attainment of basic education without changing the dynamics of the learning process would produce very little additional learning. Adjusting other parameters in the model, however, has large, positive effects. Slowing the pace of curriculum, so that more children can keep up, increases average learning in grade 10 by the learning equivalent of 1.6 years of schooling. Expanding the student skill levels that learn from a given level of instruction to account for within classroom heterogeneity of learning levels increases average grade 10 learning by the equivalent of a full year of schooling. The parameters we use are flexible, to accommodate the learning process in different contexts, and future work could explore additional parameterizations and calibrations for informing plans to improve education systems’ coherence for learning.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102371 2339240:CA826UNI 2405685:ZMA5UBXJ
Keywords: Dynamics of learning; Education policy; Learning trajectories; Low and middle income countries; Modelling learning

A stakeholder analysis - Varvasovszky, Z. (Health Policy and Planning, 2000)
KerkoCite.ItemAlsoKnownAs: 10.1093/heapol/15.3.338 2339240:JCIETF3L 2405685:MEBP44LD

A Spotlight on Lack of Evidence Supporting the Integration of Blended Learning in K-12 Education: A Systematic Review - Poirier, Mark; Law, Jeremy M.; Veispak, Anneli (International Journal of Mobile and Blended Learning (IJMBL), 2019)
Publisher: IGI Global shortDOI: 10/ghgn4q KerkoCite.ItemAlsoKnownAs: 10/ghgn4q 2405685:VPKA2Y2U

A spiral model of software development and enhancement - Boehm, B. W. (Computer, 1988)
A short description is given of software process models and the issues they address. An outline is given of the process steps involved in the spiral model, an evolving risk-driven approach that provides a framework for guiding the software process, and its application to a software project is shown. A summary is given of the primary advantages and implications involved in using the spiral model and the primary difficulties in using it at its current incomplete level of elaboration.<>
Conference Name: Computer KerkoCite.ItemAlsoKnownAs: 10.1109/2.59 2339240:965GRXPK 2405685:A29EGW7U
Keywords: Application software; Military computing; Navigation; Productivity; Programming; Prototypes; Software prototyping; Spirals; Testing

A spatial database of public primary day schools in western Kenya - Macharia, Peter M.; Moturi, Angela; Mumo, Eda; Snow, Robert W. (Harvard Dataverse, 2022)
Understanding the location of primary schools relative to population is important to contextualize the time, or distance, that students must travel...
KerkoCite.ItemAlsoKnownAs: 10.7910/DVN/5N8LW2 2405685:X535MUN5 4042040:3JHDAWZB 4042040:HDKP4PJ6
Keywords: Other

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

A Social Informatics Analysis of Refugee Mobile Phone Use: A Case Study of Zaaatari Syrian Refugee Camp - Maitland, Carleen; Xu, Ying (SSRN Electronic Journal, 2015)
shortDOI: 10/ghgn4p KerkoCite.ItemAlsoKnownAs: 10/ghgn4p 2405685:EEWN2MQD

A social and behaviour change agenda for inclusion and equity in education - UNICEF ESARO (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:RND853QN 2405685:6PBKDWDI

A snapshot of online learners: e-Readiness, e-Satisfaction and expectations - Ilgaz, Hale; Gülbahar, Yasemin (The International Review of Research in Open and Distributed Learning, 2015)
The popularity of online programs that educational institutions offer is continuously increasing at varying degrees, with the major demand coming from adult learners who have no opportunity to access traditional education. These adult learners have to be sufficiently ready and competent for online learning, and have their own varied expectations from the online learning process. Hence, this mixed method study is conducted to explore the participants’ readiness and expectations at the beginning and their satisfaction levels at the end of an online learning experience. An ereadiness scale and an e-satisfaction scale was administered as quantitative measures, with openended questions gathering qualitative data. Participants of the research were registered to different e-learning programs at Ankara University Distance Education Center, Turkey, during the 2013-2014 academic year. Analysis of both quantitative and qualitative data revealed facts about online learners, which should prove useful to both e-instructors and e-program administrators.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v16i2.2117 2339240:VWS426GB 2405685:DG5SS63P

A Slum2School charity's first Virtual Learning Studio - Campos, Guy (AV Magazine, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:GEB4VQDP 2405685:VC6QTSX4

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

A Simulation of COVID-19 School Closure Impact on Student Learning in Bangladesh [Web page] - Rahman, Tashmina; Sharma, Uttam (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KMHYAN74 2405685:5NGZFQW4

A Simulation of COVID-19 School Closure Impact on Student Learning in Bangladesh [Report] - Rahman, Tashmina; Sharma, Uttam (World Bank, 2021)
This Note presents results from a series of simulations that aim to capture the impacts that school closures in Bangladesh might have on the learning levels, enrollment and future earnings of children and students using a methodological tool developed by the Education Global Practice of the World Bank . We find that overall loss in learning for every child enrolled in school even in the most optimistic scenario is expected to be substantial and the economic implications of the learning losses are huge. Available data also indicates that remote learning requires to be made more effective. It is hoped that the insights from this note will be useful for the government, non-government, private sector and civil society engaged in education service delivery as they are attempting to forge effective partnerships during and after the crisis. There is an urgent need to substantially reduce additional dropouts and absenteeism through stipends and safe school opening and communication campaigns.
Accepted: 2021-01-25T16:58:03Z KerkoCite.ItemAlsoKnownAs: 2339240:A2JMJBKU 2405685:TU8UCJ3G
Keywords: Coronavirus; Covid-19; Distance Learning; Education Quality; Pandemic Impact; Primary Education; School Closure; School Dropout; Secondary Education; Student Learning

A Simulation of COVID-19 School Closure Impact on Student Learning in Bangladesh [Book Chapter] - Rahman, Tashmina; Sharma, Uttam (World Bank, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1596/35043 2339240:4MHUSRIF 2405685:RDF4ZFYM

A simulation of COVID-19 school closure impact on student learning in Bangladesh - Rahman, Tashmina; Sharma, Uttam; World Bank (World Bank, 2021)
This Note presents results from a series of simulations that aim to capture the impacts that school closures in Bangladesh might have on the learning levels, enrollment and future earnings of children and students using a methodological tool developed by the Education Global Practice of the World Bank. We find that overall loss in learning for every child enrolled in school even in the most optimistic scenario is expected to be substantial and the economic implications of the learning losses are huge. Available data also indicates that remote learning requires to be made more effective. It is hoped that the insights from this note will be useful for the government, non-government, private sector and civil society engaged in education service delivery as they are attempting to forge effective partnerships during and after the crisis. There is an urgent need to substantially reduce additional dropouts and absenteeism through stipends and safe school opening and communication campaigns.
KerkoCite.ItemAlsoKnownAs: 2339240:WGZJQAIX 2405685:BS37TZAZ
Keywords: Access to Computers; Access to Education; Achievement Gains; Age Differences; At Risk Students; Attendance; Bangladesh; Barriers; COVID-19; Delivery Systems; Disadvantaged Youth; Distance Education; Dropout Prevention; Economic Impact; Elementary Secondary Education; Foreign Countries; Gender Differences; Handheld Devices; Income; Pandemics; Partnerships in Education; Program Effectiveness; Radio; Remedial Instruction; Rural Urban Differences; School Closing; Simulation; Telecommunications; Television

A short guide on the use of technology in learning: Perspectives and toolkit for discussion - Haßler, Björn; Major, L; Warwick, P; Watson, S; Hennessy, S; Nichol, B (University of Cambridge, 2016)
Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development
EdTechHub.Source: 2129771:IEVE675M shortDOI: 10/ghgk6j KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.2626660 10/ghgk6j 2129771:IEVE675M 2339240:VNSW8D9S 2405685:D2DUUSMC
Keywords: _not_EdTechHub; dode_eth-src-dode; dode_eth-trf2-dode

A Short Case Study of the Impacts of the OLPC Project around the World - Coomar, Sonika; Ryzhov, Ilia
The ambitious One Laptop per Child (OLPC) Program was launched in 2005 and has distributed over 2 million rugged, low power connected laptops to some of the poorest children in the world. The chairman and founder, Nicholas Negroponte, is pioneering an experiment with the OLPC project which could fundamentally alter the dynamics of education in the developing world by bringing literacy, learning and connectivity to the estimated 100 million children who currently do not receive education at a first grade level. In this paper we performed a case study using existing literature where we looked into the situation in six countries. In three of these countries the OLPC project was considered successful and in the other three countries the project did not necessarily live up to the expectations. We explored the factors which lead to the success of the OLPC project in these countries and then we looked into the factors that lead to the inadequate results in some of the other countries.
KerkoCite.ItemAlsoKnownAs: 2339240:8W4KDK6R 2405685:Q23DH6CQ
Keywords: ⛔ No DOI found

A shift from traditional pedagogy in Nepali rural primary schools? Rural teachers' capacity to reflect ICT policy in their practice - Rana, Karna; Greenwood, Janinka; Fox-Turnbull, Wendy; Wise, Stuart (International Journal of Education and Development using Information and Communication Technology, 2018)
Policy by the government of Nepal emphasises the need to develop ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. This article reports a study of primary teachers' experiences of using digital technologies in rural primary schools in Nepal, and investigates their perceptions of how the availability and use of ICT in their schools has transformed traditional teaching models. It further examines the resources they can access and the training they received. Teachers' accounts of their experiences indicated that the integration of available digital technologies in instructional activities changed their role in the classroom to some extent, created a learner-friendly learning environment and improved aspects of their teaching. The study also found that there was often insufficient access to ICT in and outside the school premises, and that pre-service teacher education, as well as government-provided in-service training, does not cover the use of ICT in instructional activities. Rather provision of infrastructures and training in the use of digital devices is carried out by non-governmental organisations (NGOs). The article argues that for policy to be realised in practice, more sustainable and comprehensive systems need to be developed to train teachers in ICT use and to provide them with necessary facilities.
Publisher: International Journal of Education and Development using Information and Communication Technology, University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados KerkoCite.ItemAlsoKnownAs: 2405685:T6EJ9BDE 2534378:H2JFVWZQ 2534378:P4PFEH9F 2534378:RWLKMDIV 2534378:SYALBK7W 2534378:YJFPUL5N
Keywords: Computer Uses in Education; Conventional Instruction; Curricula; ERIC; Current Index to Journals in Education (CIJE); Education; Educational Change; Educational technology; Elementary Education; Elementary School Teachers; Elementary Schools; Elementary schools; Foreign Countries; Learning; Nepal; Pedagogy; Rural Schools; Rural areas; Rural schools; School environment; Teacher Attitudes; Teacher education; Teaching; Teaching Experience; Technology Integration; __:import:01; __:match:final; __:matched; __:study_id:2095916; __finaldtb; ⛔ No DOI found

A second chance to dream: initiating ODeL in secondary school re-entry programs for young adult secondary school dropouts the case of Mumias District, Western Kenya - Musita, Richard; Ogange, Betty O.; Lugendo, Dorine (Distance Education, 2018)
The Kenyan education system has very limited re-entry options for learners who drop out before attaining secondary school certificate. It is very difficult to access training and or secure a job that requires at least secondary school education. This study examined the prospects of initiating Open and Distance e-Learning(ODeL) in re-entry programmes into high school for out of school Young Adult Secondary School Dropouts (Y.A.S.S.D). The study focused on the enablers and challenges of initiating ODeL in the secondary school re-entry programmes. An alternative flexible and sustainable community based ODeL model that potentially can address re-entry for the Y.A.S.S.D is proposed. A qualitative phenomenological design was used; focus group discussion and interviews were conducted from a purposeful sample of participants. The study revealed that the potential of ODeL in addressing re-entry into secondary school for Y.A.S.S.D great. Majority of the participants were aware of the existing secondary school re-entry options, however, ODeL appeared new. Despite there being challenges in introducing the ODeL mode of study in secondary school re-entry programmes, it is viable and requires further exploration. The enablers of this mode of study are largely in place to the extent appreciated by participants in the study.
shortDOI: 10/ggdcng KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2018.1429896 10/ggdcng 2339240:FKXTDETC 2405685:XWRSN3WD
Keywords: Re-entry; dropouts; open distance e-learning

A Scoping Study: Transforming Education Through Technology - Gaible, Edmond (The Health & Education Advice & Resource Team, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:CD2E8VHE 2405685:64LZQNBS
Keywords: ⛔ No DOI found

A scoping review of technology in education in LMICs - descriptive statistics and sample search results [internal document] - Haßler, Björn; McIntyre, Nora; Mitchell, Joel; Martin, Kevin; Nourie, Kristi; Damani, Kalifa; Kristi Nourie; Kalifa Damani (EdTech Hub, 2020)
EdTechHub.Copy: 2129771:GYTVIZJV EdTechHub.Copy: 2129771:MBZLFNDM EdTechHub.ThisIsNot: 2339240:2387P995 2339240:8RA9UD7W shortDOI: 10/ghgk6h KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631588 10/ghgk6h 2129771:56GZ7UBP 2129771:9VXUZISD 2129771:ADGISTZU 2129771:GYTVIZJV 2129771:MBZLFNDM 2339240:2387P995 2339240:65KP6SVQ 2339240:6FUA4SDV 2339240:85SBE7SC 2339240:8RA9UD7W 2339240:IXIRDBKK 2339240:STPRNPV3 2405685:BBQI3VSA 2405685:CMRISZHV 2405685:F6UAIKKN 2405685:QJTH2UXC 2405685:R88UVQZ7 503888:7EH7BANW 503888:PI9FLM7C
Keywords: LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _yl:v; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

A Roadmap for Measuring Distance Learning - Morris, Emily; Farrell, Anna; Venetis, Emma (USAID, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:FCKJVJ9N 2405685:KLDWAH4G

A roadmap for education technology - Woolf, Beverly Park (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:JRU5TLIL 2405685:THRU8AZY
Keywords: ⛔ No DOI found

A rigorous review of the political economy of education systems in developing countries - Kingdon, Geeta Gandhi; Little, Angela; Aslam, Monazza; Rawal, Shenila; Moe, Terry; Patrinos, Harry; Beteille, Tara; Banerji, Rukmini; Parton, Brent; Sharma, Shailendra K (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:B7SJT5ZM 2339240:K6YEWENY 2405685:4MKGQTV3 2405685:U8A33CIY 4656463:PD8H53ZU
Keywords: _C:Afghanistan AFG; _C:Argentina ARG; _C:Bangladesh BGD; _C:Barbados BRB; _C:Benin BEN; _C:Bolivia BOL; _C:Botswana BWA; _C:Brazil BRA; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Congo; Democratic Republic COD; _C:Costa Rica CRI; _C:Cuba CUB; _C:Ecuador ECU; _C:Eritrea ERI; _C:Ethiopia ETH; _C:Gambia GMB; _C:Ghana GHA; _C:Guatemala GTM; _C:Guinea GIN; _C:Honduras HND; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Kenya KEN; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Kyrgyzstan KGZ; _C:Lesotho LSO; _C:Liberia LBR; _C:Malawi MWI; _C:Malaysia MYS; _C:Mali MLI; _C:Mauritius MUS; _C:Mexico MEX; _C:Mozambique MOZ; _C:Myanmar MMR; _C:Nepal NPL; _C:Nicaragua NIC; _C:Nigeria NGA; _C:Pakistan PAK; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:Somalia SOM; _C:South Africa ZAF; _C:South Sudan SSD; _C:Sri Lanka LKA; _C:State of Palestine PSE; _C:Sudan SDN; _C:Tajikistan TJK; _C:Tanzania TZA; _C:Thailand THA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Yemen YEM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:scheme:1; ⛔ No DOI found

A revised PIRLS 2011 to 2016 trend for South Africa and the importance of analysing the underlying microdata - Gustafsson, Martin (Stellenbosch University, Department of Economics, 2020)
Given South Africa’s weak performance in international testing programmes, there is a strong interest in gauging improvements within these programmes. The finding that South Africa saw no progress between 2011 and 2016 in the Progress in International Reading Literacy Study (PIRLS) programme, which tests Grade 4 reading competencies, was inconsistent with considerable progress seen in a couple of other testing programmes. Moreover, an earlier PIRLS average score for Grade 4 from 2006 suggested that the 2011 mean score used to determine the flat 2011 to 2016 flat trend was problematic. The current paper uses the underlying microdata for PIRLS 2011 and 2016, which are publicly available, to examine the trend. It is clear that the 2011 mean score used by the international PIRLS analysts to arrive at the flat trend cannot be correct. It should be considerably lower. It should be noted that the 2011 mean for South Africa involved an unusual process. South Africa was the only country for which an original mean on an easier scale, prePIRLS, had to be recalibrated to the main PIRLS scale. This was because South Africa was the only country participating in the easier prePIRLS in 2011 and in some form of PIRLS in 2016. There was clearly something wrong with the 2011 recalibration. In correspondence, the International Association for the Evaluation of Educational Achievement (IEA), the body that conducts PIRLS globally, acknowledged, in part on the basis of a preliminary version of the current paper, that the originally published 2011 to 2016 South Africa trend should now not be considered reliable. They also confirmed that the classical score gains for South Africa reflected in the paper are correct. The method used in the paper is essentially to examine classical score gains between 2011 and 2016 with respect to common items, and then to recalibrate that to the main PIRLS scale. As an additional verification, the paper checks that gains remain after one controls for socio-economic status. The paper concludes that South Africa in fact saw a large gain between 2011 and 2016, equal to around 0.05 standard deviations a year. This is a fast rate of improvement by international standards. Of the 43 countries with 2011 to 2016 trends in PIRLS, South Africa displayed the third-steepest improvement, after Morocco and Oman.
Publication Title: Working Papers KerkoCite.ItemAlsoKnownAs: 2339240:M897T2X3 2405685:CJKTEYJ9 4656463:USBN9LDL
Keywords: PIRLS; South Africa; international testing systems; reading

A review of the research literature on barriers to the uptake of ICT by teachers - Becta (2004)
KerkoCite.ItemAlsoKnownAs: 2405685:I3WIHBV9 2534378:K8RQ2MGT

A review of Empirical Research on School Leadership in the Global South - Global School Leaders (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:R5CJNHL6
Keywords: C:Low- and middle-income countries

A Review of Artificial Intelligence (AI) in Education from 2010 to 2020 - Zhai, Xuesong; Chu, Xiaoyan; Chai, Ching Sing; Jong, Morris Siu Yung; Istenic, Andreja; Spector, Michael; Liu, Jia-Bao; Yuan, Jing; Li, Yan (Complexity, 2021)
This study provided a content analysis of studies aiming to disclose how artificial intelligence (AI) has been applied to the education sector and explore the potential research trends and challenges of AI in education. A total of 100 papers including 63 empirical papers (74 studies) and 37 analytic papers were selected from the education and educational research category of Social Sciences Citation Index database from 2010 to 2020. The content analysis showed that the research questions could be classified into development layer (classification, matching, recommendation, and deep learning), application layer (feedback, reasoning, and adaptive learning), and integration layer (affection computing, role-playing, immersive learning, and gamification). Moreover, four research trends, including Internet of Things, swarm intelligence, deep learning, and neuroscience, as well as an assessment of AI in education, were suggested for further investigation. However, we also proposed the challenges in education may be caused by AI with regard to inappropriate use of AI techniques, changing roles of teachers and students, as well as social and ethical issues. The results provide insights into an overview of the AI used for education domain, which helps to strengthen the theoretical foundation of AI in education and provides a promising channel for educators and AI engineers to carry out further collaborative research.
Publisher: Hindawi KerkoCite.ItemAlsoKnownAs: 10.1155/2021/8812542 2405685:T7U5VLI3 2486141:LZ7DG3FE

A return to boom and bust (in births) • Resolution Foundation - Gustafsson, Maja; Willetts, David (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:QJZQZHWS 2405685:2GFBNJ5G 4656463:XBIB57W6

A rapid scan of the EdTech landscape in 11 countries - Taddese, Abeba (EdTech Hub, 2020)
By Abeba Taddese We have just produced rapid scans of the EdTech landscape in 11 countries: Ghana, Jordan, Kenya, Liberia, Nigeria, Pakistan, Rwanda, Senegal, Sierra Leone, Tanzania, and Zimbabwe. The scans are based primarily on desk research and offer a glimpse into the countries’ EdTech ecosystems. They examine enabling factors for EdTech from a holistic systems perspective but are by…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707872 2405685:9EPB5ZXS
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

A Rapid Evidence Assessment of the effectiveness of educational interventions to support children and young people with vision impairment - Spence, A (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8EVJPNUI 2405685:YDMCRHI6

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

A rapid assessment: Impact of COVID-19 on Education in Bangladesh - Advocacy for Social Change, BRAC; BRAC Education Programme (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JEFXQAWR 2405685:B2L94Z4W

A Rapid Assessment: Impact of COVID-19 on Education in Bangladesh - BRAC (Advocacy for Social Change (ASC), BRAC, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8UGKK4SX 2405685:7PRVRPXW

A randomized-control trial for the teachers’ diploma programme on psychosocial care, support and protection in Zambian government primary schools - Kaljee, Linda; Zhang, Liying; Langhaug, Lisa; Munjile, Kelvin; Tembo, Stephen; Menon, Anitha; Stanton, Bonita; Li, Xiaoming; Malungo, Jacob (Psychology, Health & Medicine, 2017)
Orphaned and vulnerable children (OVC) experience poverty, stigma, and abuse resulting in poor physical, emotional, and psychological outcomes. The Teachers’ Diploma Programme on Psychosocial Care, Support, and Protection is a child-centered 15-month long-distance learning program focused on providing teachers with the knowledge and skills to enhance their school environments, foster psychosocial support, and facilitate school-community relationships. A randomized controlled trial was implemented in 2013–2014. Both teachers (n=325) and students (n=1378) were assessed at baseline and 15-months post-intervention from randomly assigned primary schools in Lusaka and Eastern Provinces, Zambia. Multilevel linear mixed models (MLM) indicate positive significant changes for intervention teachers on outcomes related to self-care, teaching resources, safety, social support, and gender equity. Positive outcomes for intervention students related to future orientation, respect, support, safety, sexual abuse, and bullying. Outcomes support the hypothesis that teachers and students benefit from a program designed to enhance teachers’ psychosocial skills and knowledge.
shortDOI: 10/gf62kq KerkoCite.ItemAlsoKnownAs: 10.1080/13548506.2016.1153682 10/gf62kq 2339240:AWSPZW5X 2339240:CIW2LTM9 2339240:K3H4SWYT 2405685:K9JK54CC
Keywords: Sub-Saharan Africa; orphaned and vulnerable children; psychosocial support; randomized controlled trial; schooling and education

A Quasi-Experimental Study of the Classroom Practices of English Language Teachers and the English Language Proficiency of Students, in Primary and Secondary Schools in Bangladesh - Power, Tom; McCormick, Robert; Asbeek-Brusse, Elsbeth (2017)
English in Action (EIA) is an English language teacher development project based in Bangladesh that was intended to run from 2008 to 2017, but which was extended at the request of the Government of Bangladesh, with additional funding from UKAID, for a further year to 2018. By the time of the design of this study (2014-2015) EIA was drawing to the end of upscaling (phase III, 2011-2014) and entering institutionalisation and sustainability (phase IV, 2014-17, extended 2018). Successive prior studies had indicated substantial success in improving both teachers’ classroom practices and student learning outcomes, over the pre-project baseline (e.g. EIA 2011, 2012). The 2014 Annual Review of EIA recommended that in the final phase, EIA should explore whether it would be possible to carry out a study that compared a ‘counterfactual’ or control-group of teachers and students, to the ‘EIA’ or treatment schools: i.e. a Randomised Control Trial or Quasi-Experimental study. A proposal for a Quasi-Experimental study was developed in collaboration with DFID’s South Asia Research Hub (SARH), which also provided the additional funding necessary to implement such a study. The teachers and students who were the subject of this study, were the fourth cohort to participate in English in Action (together with teachers from ‘control’ schools, in the same Upazilas). This fourth EIA cohort included Schools, Teachers and Students from approximately 200 Upazilas (of approximately 500 in total) across Bangladesh, including some of the most disadvantaged areas (with reference to UNICEF deprivation index), such as Char, Hoar and Monga districts. Teachers took part in a school-based teacher development Programme, learning communicative language teaching approaches through carrying out new classroom activities, guided by teacher development videos that showed teachers, students and schools similar to those across the country. Teachers also had classroom audio resources for use with students. All digital materials were available offline, on teachers own mobile phones, so there is no dilution of the Programmes core messages about teaching and learning, by some intermediary coming between the teacher and the materials. Teachers were supported through these activities, by other teachers in their schools, by their head teachers and by local education officers. Some teachers from each area were also given additional support and guidance from divisional EIA staff, to act as Teacher Facilitators, helping teachers work through activities and share their experiences at local cluster meetings. Whereas previous cohorts of teachers had attended eight local teacher development meetings over their participation in the project, for Cohort Four, this was reduced to four meetings, with a greater emphasis being placed on support in school by head teachers, as well as support from local education officers. This change was part of the move towards institutionalisation and sustainability of project activities within and through government systems and local officers. The purpose of this study was both to provide the evaluation evidence required for the final phase of the EIA project and to contribute to the international body of research evidence on effective practices in teacher development in low-to-middle income country contexts.
Place: Dhaka, Bangladesh Publisher: English in Action (EIA) KerkoCite.ItemAlsoKnownAs: 2339240:5ASMY75P 2405685:GJV2BMAG

A quasi-experiment examining the impact of educational cartoons on Tanzanian children - Borzekowski, Dina L. G. (Journal of Applied Developmental Psychology, 2018)
Educational media can positively impact young children; however, few studies have been conducted in developing countries. Researchers investigated the impact of an animated educational series, where participants were randomized to see Akili and Me versus other popular programs. In interviews with children, researchers assessed measures before and after four weeks of exposure. From Morogoro, Tanzania, 568 children (mean age - 4.8years) participated. Controlling for the child's sex, age, and baseline skills in the assessed follow up outcome, exposure to Akili and Me significantly improved drawing skills, shape knowledge, number recognition, counting, and English skills. Young and vulnerable children can benefit from a locally-produced educational program. Media interventions should be encouraged as they effectively and efficiently alter school readiness.
shortDOI: 10/gczvxt KerkoCite.ItemAlsoKnownAs: 10.1016/j.appdev.2017.11.007 10/gczvxt 2339240:7VNNEECK 2339240:ITCSRTPS 2339240:TV3YF5VR 2405685:9KZC8YTW 2405685:G2F33XBN 2405685:I27K89G7 2405685:XVBCRWSR
Keywords: Educational media; Literacy; Numeracy; School readiness; Television

A qualitative inquiry of K-12 teachers experience with open educational practices - Tang, Hengtao (International Review of Research in Open and Distributed Learning, 2020)
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v21i3.4750 2405685:EEV3GZ4F

A proposal for open educational resource adoption through a curriculum alignment hub - Chandra, Shivi (EdTech Hub, 2020)
In 2020, EdTech Hub began a collaboration with Learning Equality, a nonprofit organisation supporting the creation, adaptation, and distribution of Open Educational Resources (OER) in disconnected environments. The following post by Learning Equality’s Global Curriculum Specialist, Shivi Chandra, explores how individual efforts to address some of the challenges in adopting OER could become more powerful, receive recognition, and build upon…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707958 2339240:ZHJUIFM5 2405685:9QCBITED 2405685:UE5ASMRI
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

À propos de notre recherche de ressources pédagogiques numériques en français - Masrour, Vahid (EdTech Hub, 2020)
Photo credit: SIL Cameroon Lire en anglais Durant le mois d’octobre, EdTech Hub et Learning Equality ont lancé un appel afin de trouver des ressources pédagogiques en français, dans le but de les rendre plus accessibles aux apprenants francophones qui ne disposent pas de connexion à internet. Ce post, préparé par Vahid Masrour, Curriculum Operations Specialist pour Learning Equality, présente…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708244 2405685:FQPNCKCL
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

A Proof-of-Concept Study of Can't Wait to Learn: A Digital Game-Based Learning Program for Out-of-School Children in Lebanon - Turner, Jasmine S.; Taha, Karine; Ibrahim, Nisreen; Neijenhuijs, Koen I.; Hallak, Eyad; Radford, Kate; Stubbé-Alberts, Hester; de Hoop, Thomas; Jordans, Mark J. D.; Brown, Felicity L. (Journal on Education in Emergencies, 2022)
Evaluations of education technology (ed tech) interventions in humanitarian settings are scarce. We present a proof-of-concept study of Can’t Wait to Learn, a digital game-based learning program that combines an experiential, active learning design with meaningful, competency-appropriate, and contextually relevant content. We assessed the feasibility of using this program to address the current education gap in Lebanon by implementing its mathematics component in basic literacy and numeracy classes (n=30) with out-of-school children (N=390) ages 10-14. We estimated changes in numeracy competency and psychosocial wellbeing and conducted focus group discussions (n=16) and key informant interviews (n=19) with children, facilitators, parents, and partner staff members to understand the lived experience, perceived impact, and implementation challenges of the program. Our findings support the feasibility of using ed tech programs to meet the needs of out-of-school children, as we saw significant improvements in numeracy, psychological symptoms, and selfesteem; positive reported experiences with the program; increased motivation among the children; and overall ease of implementation. Our suggested improvements to the game design and implementation model will support ongoing program adaptation and implementation, with the goal of increasing access to quality education for children living in humanitarian settings. Our findings will inform future studies that seek to conclusively determine the program’s effectiveness.
KerkoCite.ItemAlsoKnownAs: 10.33682/8v7u-q7y3 2405685:MWNKWMFD 2486141:V945NNYJ

A Professional Development Study of Technology Education in Secondary Science Teaching in Benin: Issues of Teacher Change and Self-Efficacy Beliefs - Kelani, Razacki Raphael (2009)
KerkoCite.ItemAlsoKnownAs: 2405685:2DHZ7BES

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

A Process for Co-Designing Educational Technology Systems for Refugee Children - Alain, George; Coughlan, Tim; Adams, Anne; Yanacopulos, Helen (2018)
There is a growing interest in the potential for technology to facilitate emergency education of refugee children. However, designing in this space requires knowledge of the displaced population and the contextual dynamics surrounding it. Design should therefore be informed by both existing research across relevant disciplines, and from the practical experience of those who are on the ground facing the problem in real life. This paper describes a process for designing appropriate technology for these settings. The process draws on literature from emergency education, student engagement and motivation, educational technology, and participatory design. We emphasise a thorough understanding of the problem definition, the nature of the emergency, and of socio-cultural aspects that can inform the design process. We describe how this process was implemented leading to the design of a digital learning space for children living in a refugee camp in Greece. This drew on involving different groups of participants such as social-workers, parents, and children.
Publisher: BCS Learning & Development shortDOI: 10/ggtdgq shortDOI: 10/ggtdgq shortDOI: 10/ggtdgq shortDOI: 10/ggtdgq KerkoCite.ItemAlsoKnownAs: 10.14236/ewic/hci2018.162 10/ggtdgq 2339240:IXBXQ9QF 2405685:V3KX4V3W
Keywords: Google Scholar/ "refugee education" ICT; NOTdocs.opendeved.net; RER theme_pedagogies and modalities

A primer on standardized testing: History, measurement, classical test theory, item response theory, and equating - Himelfarb, Igor (Journal of Chiropractic Education, 2019)
This article presents health science educators and researchers with an overview of standardized testing in educational measurement. The history, theoretical frameworks of classical test theory, item response theory (IRT), and the most common IRT models used in modern testing are presented.A narrative overview of the history, theoretical concepts, test theory, and IRT is provided to familiarize the reader with these concepts of modern testing. Examples of data analyses using different models are shown using 2 simulated data sets. One set consisted of a sample of 2000 item responses to 40 multiple-choice, dichotomously scored items. This set was used to fit 1-parameter logistic (PL) model, 2PL, and 3PL IRT models. Another data set was a sample of 1500 item responses to 10 polytomously scored items. The second data set was used to fit a graded response model.Model-based item parameter estimates for 1PL, 2PL, 3PL, and graded response are presented, evaluated, and explained.This study provides health science educators and education researchers with an introduction to educational measurement. The history of standardized testing, the frameworks of classical test theory and IRT, and the logic of scaling and equating are presented. This introductory article will aid readers in understanding these concepts.
KerkoCite.ItemAlsoKnownAs: 10.7899/JCE-18-22 2339240:6S5MIL7N 2405685:ZB8LXLCI

A Primer on Quantitized Data Analysis and Permutation Testing - Collingridge, Dave S. (Journal of Mixed Methods Research, 2013)
KerkoCite.ItemAlsoKnownAs: 10.1177/1558689812454457 2339240:MYXDT4X7 2405685:DSZVWWJP

A practitioner's guide to gamification of education - Huang, Wendy Hsin-Yuan; Soman, Dilip (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:93I9NIQH 2405685:HWNWYFFK

A Practice-Based Approach to Foreign Language Teacher Preparation: A Cross-Continental Collaboration - Barahona, Malba; Davin, Kristin J. (Profile Issues in Teachers` Professional Development, 2021)
Publisher: Universidad Nacional de Colombia. KerkoCite.ItemAlsoKnownAs: 10.15446/profile.v23n1.85326 2339240:GXCBVJNW 2405685:ZDIR8KPV

A practical guide to working with Education Management Information Systems: guidance for DFID advisers (first draft) - Ellison, R (2004)
KerkoCite.ItemAlsoKnownAs: 2339240:9HL4KU58 2405685:5PUPUE6A

A practical guide to multilevel modeling - Peugh, James L. (Journal of School Psychology, 2010)
Collecting data from students within classrooms or schools, and collecting data from students on multiple occasions over time, are two common sampling methods used in educational research that often require multilevel modeling (MLM) data analysis techniques to avoid Type-1 errors. The purpose of this article is to clarify the seven major steps involved in a multilevel analysis: (1) clarifying the research question, (2) choosing the appropriate parameter estimator, (3) assessing the need for MLM, (4) building the level-1 model, (5) building the level-2 model, (6) multilevel effect size reporting, and (7) likelihood ratio model testing. The seven steps are illustrated with both a cross-sectional and a longitudinal MLM example from the National Educational Longitudinal Study (NELS) dataset. The goal of this article is to assist applied researchers in conducting and interpreting multilevel analyses and to offer recommendations to guide the reporting of MLM analysis results. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Place: Netherlands Publisher: Elsevier Science KerkoCite.ItemAlsoKnownAs: 10.1016/j.jsp.2009.09.002 2339240:PZ2Y7AVZ 2405685:FZH78CSI
Keywords: Classrooms; Data Collection; Schools; Simulation

A PRACTICAL AND EFFECTIVE PROGRAMME TO BUILD FOUNDATIONAL READING SKILLS FOR PRIMARY GRADE STRUGGLING LEARNERS IN INDIA - Misquitta, Radhika; Ghosh, Aditi (2019)
Curriculum-based measurement (CBM) has emerged as a valid, reliable and economic measure to assess and monitor reading skills. Unfortunately, CBMs have not been developed for the Indian context. Further, CBMs can be cumbersome to administer manually, especially given the high teacher- student ratio in India. The challenge also then remains about what teachers actually do with the reading data. Most teachers in India are unable to interpret reading scores or use them to tailor an intervention plan. This paper describes the work Gateway has begun to develop a digital curriculum- based measurement tool that is contextually relevant. This paper outlines the procedures used to select passages, including equating passages using readability formulae, as well as field testing passages. The tool will support teachers with collecting data, interpreting the scores, and most importantly, developing an intervention plan to support struggling learners. It will also outline future directions for the project.
Pages: 6381 KerkoCite.ItemAlsoKnownAs: 10.21125/iceri.2019.1535 2405685:QD674Y6P 2486141:B42E2QAP

A Political Economy Analysis Framework for EdTech Evidence Uptake - Pellini, Arnaldo; Nicolai, Susan; Magee, Arran; Sharp, Sam; Wilson, Sam (EdTech Hub, 2021)
ZenodoArchiveID: 4540204 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4540204 10.5281/zenodo.4540204 2339240:26GYDUTU 2339240:2Q9AWGM3 2339240:IQ36IBT8 2339240:MDUWMNQ5 2339240:P9XQBBQC 2405685:856UY54Y 2405685:CZZ5WHT7 2405685:P9T68ACJ 2405685:UGZDH4LB
Keywords: _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

A Political Economy Analysis Framework for EdTech Evidence Uptake - Pellini, Arnaldo; Nicolai, Susan; Magee, Arran; Sharp, Sam; Wilson, Sam (Zenodo, 2021)
[No description available.]
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4540204 2339240:TTFT62A6 2405685:LNYTJDFW

A New Scale of Social Desirability Independent of Psychopathology - Crowne, Douglas; Marlowe, David (Journal of Consulting Psychology, 1960)
A new social desirability scale was constructed and correlated with MMPI scales. Comparison was made with correlations of the Edwards Social Desirability scale. The new scale correlated highly with MMPI scales and supported the definition of social desirability. Ss need to respond in "culturally sanctioned ways."
KerkoCite.ItemAlsoKnownAs: 10.1037/h0047358 2339240:TVLS4IMW 2339240:ZQW9CUBH 2405685:5Q6PNBHN 2405685:EKSPVCBL 2405685:YA7UDCIZ 2534379:9R68LBUV

A new methodological approach for evaluating the impact of educational intervention implementation on learning outcomes - Outhwaite, Laura A.; Gulliford, Anthea; Pitchford, Nicola J. (International Journal of Research & Method in Education, 2019)
Randomized control trials (RCTs) are commonly regarded as the ‘gold standard’ for evaluating educational interventions. While this experimental design is valuable in establishing causal relationships between the tested intervention and outcomes, reliance on statistical aggregation typically underplays the situated context in which interventions are implemented. Developing innovative, systematic methods for evaluating implementation and understanding its impact on outcomes is vital to moving educational evaluation research beyond questions of ‘what works’, towards better understanding the mechanisms underpinning an intervention’s effects. The current study presents a pragmatic, two-phased approach that combines qualitative data with quantitative analyses to examine the causal relationships between intervention implementation and outcomes. This new methodological approach is illustrated in the context of a maths app intervention recently evaluated in a RCT across 11 schools. In phase I, four implementation themes were identified; ‘teacher support’, ‘teacher supervision’, ‘implementation quality’, and ‘established routine’. In phase II, ‘established routine’ was found to predict 41% of the variance in children’s learning outcomes with the apps. This has significant implications for future scaling. Overall, this new methodological approach offers an innovative method for combining process and impact evaluations when seeking to gain a more nuanced understanding of what works in education and why.
shortDOI: 10/ggdbd4 KerkoCite.ItemAlsoKnownAs: 10.1080/1743727X.2019.1657081 10.1080/1743727x.2019.1657081 10/ggdbd4 2339240:AET3UUCZ 2339240:T4RNXVLL 2405685:EDBC9B8E 2405685:LJR2ZQYV
Keywords: Implementation; _C:Greece GRC; _C:India IND; _C:Malawi MWI; _C:Netherlands NLD; _C:Pakistan PAK; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:scheme:1; education; evaluation; intervention; mixed-methods

A New Global Partnership: Eradicate Poverty and Transform Economies through Sustainable Development - High-Level Panel of Eminent Persons on; the Post-2015 Development Agenda (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:EA8HH9KE 2405685:RY88YPDL

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

"A new beginning" Children, primary schools and social change in post-conflict Preah Vihear Province Cambodia - Geeves, Richard; Eng, Kim Ly; Lorn, Sa; Borrmei, Lon; Saran, Sok (Save the Children, 2006)
KerkoCite.ItemAlsoKnownAs: 2405685:QKDQ5FLL

A multivariate approach to predicting student outcomes in web-enabled blended learning courses - Zacharis, Nick. Z. (Internet and Higher Education, 2015)
shortDOI: 10/f7s7t8 KerkoCite.ItemAlsoKnownAs: 10/f7s7t8 2405685:MRE7B8YM

A multimedia adaptive tutoring system for mathematics that addresses cognition, metacognition and affect - Arroyo, Ivon; Woolf, Beverly Park; Burelson, Winslow; Muldner, Kasia; Rai, Dovan; Tai, Minghui (International Journal of Artificial Intelligence in Education, 2014)
This article describes research results based on multiple years of experimentation and real-world experience with an adaptive tutoring system named Wayang Outpost. The system represents a novel adaptive learning technology that has shown successful outcomes with thousands of students, and provided teachers with valuable information about students’ mathematics performance. We define progress in three areas: improved student cognition, engagement, and affect, and we attribute this improvement to specific components and interventions that are inherently affective, cognitive, and metacognitive in nature. For instance, improved student cognitive outcomes have been measured with pre-post tests and state standardized tests, and achieved due to personalization of content and math fluency training. Improved student engagement was achieved by supporting students’ metacognition and motivation via affective learning companions and progress reports, measured via records of student gaming of the system. Student affect within the tutor was measured through sensors and student self-reports, and supported through affective learning companions and progress reports. Collectively, these studies elucidate a suite of effective strategies to support advanced personalized learning via an intelligent adaptive tutor that can be tailored to the individual needs, emotions, cognitive states, and metacognitive skills of learners.
KerkoCite.ItemAlsoKnownAs: 10.1007/s40593-014-0023-y 2339240:PWE2978I 2405685:3KPMSS66

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

A Monitoring and Evaluation Framework for Blended Learning: Pakistan Ministry of Federal Education and Professional Training - Khalayleh, Abdullah; Baloch, Imdad; Dele-Ajayi, Opeyemi; Kaye, Tom (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 4633326 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4633326 2339240:DNCQ88UV 2339240:ILPGZU8E 2339240:SGQPIKMM 2405685:AR7EAIDU 2405685:XBPZPS3P 2405685:ZL7H9N8P
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _r:AddedByZotZen; _zenodo:submitted; _zenodoETH

A model of distance special education support services amidst COVID-19 - Frederick, Janice; Raabe, Ginger; Rogers, Valerie; Pizzica, Jessica (Behavioural Analysis in Practice, 2020)
The COVID-19 pandemic has significantly impacted the everyday life of many individuals across the globe. The school closures across the majority of the United States have presented administrators, educators, and behavior analysts with the unprecedented task of deciding how best to teach and support our students, especially those accessing special education services. The current paper describes the steps our program took, in light of school closures, to advocate for and ultimately create and implement a model that allows special education students to access the behavior analytic educational supports they had received on campus (e.g., BCBA and paraprofessional support) in a novel and remote manner. We share details regarding the advocacy and collaboration process as well as the distance special education support model itself in hopes that similar processes and models can be implemented across geographical locations to assist special education students in accessing their educational and behavioral supports in a meaningful way throughout current and future school closures.
Publisher: Behavior Analysis in Practice KerkoCite.ItemAlsoKnownAs: 10.31234/osf.io/q362v 2405685:I96LI4KA
Keywords: Applied behavior analysis; California Department of; applied behavior analysis; california department of education; covid-19; nonpublic agency; special education

A Mobile Application to Improve Learning Performance of Dyslexic Children with Writing Difficulties - Tariq, Rabbia; Latif, Seemab (Journal of Educational Technology & Society, 2016)
A neurological learning disability, termed as Dyslexia, is characterized by difficulties in various aspects of writing skills making the individuals unable to develop age-appropriate and ability-appropriate functional skills. In Pakistan, lack of dyslexia awareness and remedial education training restrains the remediation of dyslexic children at early stages. There also exist noticeable affordance and accessibility issues concerning the remedial help and assistive technology adoption. In this research, we have developed a mobile learning application for android-powered devices that targets developmental progression and usability requirements of dyslexic children with writing difficulties. Our center of interest was to improve introductory writing skills of dyslexic children along with consistent evaluation of their learning performance to highlight the weak areas of learning process. To achieve this objective, we have designed a Writers Learning Algorithm (WLA) based on computational model of learning. We assessed the effectiveness and usability of the developed application in collaboration with dyslexic students as well as remedial teachers at selected dyslexia institutions in Pakistan. The preliminary assessment results concluded that application has justified its role in terms of representation, evaluation and optimization of writing proficiency of young dyslexic writers.
KerkoCite.ItemAlsoKnownAs: 2339240:57XXB33D 2405685:P9XMQ9MX
Keywords: ⛔ No DOI found

A mixed-methods evidence assessment for emergent fields of knowledge - Haßler, Björn (EdTech Hub, 2021)
previousPreviousDOI: 10.5281/zenodo.4698915 PreviousDOI: 10.5281/zenodo.4698915 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4698915 10.53832/edtechhub.0003 2129771:E3W7NXR9 2405685:PUVVR28E
Keywords: _EdTechHub_Output; _yl:m

A Meta-analysis of the Peer Evaluation Effects on Learning Achievements in Blended Learning Environment - Cui, Papan; Zheng, Lanqin (International Conference on Blended Learning, 2018)
shortDOI: 10/ghgn4n KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-94505-7_18 10/ghgn4n 2405685:XDP92C9L

A meta-analysis of the Dimensional Change Card Sort: Implications for developmental theories and the measurement of executive function in children - Doebel, Sabine; Zelazo, Philip David (Developmental Review, 2015)
The Dimensional Change Card Sort (DCCS) is a widely used measure of executive function in children. In the standard version, children are shown cards depicting objects that vary on two dimensions (e.g., colored shapes such as red rabbits and blue boats), and are told to sort them first by one set of rules (e.g., shape) and then by another (e.g., color). Most 3-year-olds persist in sorting by the pre-switch rules, whereas 5-year-olds switch flexibly. We conducted a meta-analysis of standard and experimental versions of the task (N = 69 reports, 426 conditions) to examine the influence of diverse task variations on performance. Age, how the test stimuli were labeled for the child, emphasis on conflict in the verbal introduction of the post-switch rules, and the number of pre-switch trials each independently predicted switching on the standard DCCS, whereas pre-switch feedback, practice, and task modality did not. Increasing the relative salience of the post-switch dimension was associated with higher rates of switching, and, conversely, decreasing post-switch salience was associated with lower rates of switching, and under both kinds of manipulation performance continued to be associated with age. Spatially separating the dimensional values was associated with higher rates of switching, and it was confirmed that the degree of spatial separation matters, with children benefiting most when the dimensional values are fully spatially segregated.Switch rates tended to be higher in versions on which children were prompted to label the stimuli compared to when the experimenter provided labels, and lower when reversal instructions were used in conjunction with the standard task stimuli. Theoretical and practical implications for the study and measurement of executive function in early childhood are discussed.
shortDOI: 10/f74vt9 KerkoCite.ItemAlsoKnownAs: 10.1016/j.dr.2015.09.001 10/f74vt9 2339240:NRX2Z5F9 2405685:DPMQWU6D
Keywords: Cognitive control; Cognitive flexibility; DCCS; Executive function; Meta-analysis; Set-shifting

A meta-analysis of blended learning and technology use in higher education: from the general to the applied - Bernard, Robert M.; Borokhovski, Eugene; Schmid, Richard F.; Tamim, Rana M.; Abrami, Philip C. (Journal of Computing in Higher Education, 2014)
This paper serves several purposes. First and foremost, it is devoted to developing a better understanding of the effectiveness of blended learning (BL) in higher education. This is achieved through a meta-analysis of a sub-collection of comparative studies of BL and classroom instruction (CI) from a larger systematic review of technology integration (Schmid et al. in Comput Educ 72:271–291, 2014). In addition, the methodology of meta-analysis is described and illustrated by examples from the current study. The paper begins with a summary of the experimental research on distance education (DE) and online learning (OL), encapsulated in meta-analyses that have been conducted since 1990. Then it introduces the Bernard et al. (Rev Educ Res 74(3):379–439, 2009) meta-analysis, which attempted to alter the DE research culture of always comparing DE/OL with CI by examining three forms of interaction treatments (i.e., student–student, student–teacher, student–content) within DE, using the theoretical framework of Moore (Am J Distance Educ 3(2):1–6, 1989) and Anderson (Rev Res Open Distance Learn 4(2):9–14, 2003). The rest of the paper revolves around the general steps and procedures (Cooper in Research synthesis and meta-analysis: a step-by-step approach, 4th edn, SAGE, Los Angeles, CA, 2010) involved in conducting a meta-analysis. This section is included to provide researchers with an overview of precisely how meta-analyses can be used to respond to more nuanced questions that speak to underlying theory and inform practice—in other words, not just answers to the “big questions.” In this instance, we know that technology has an overall positive impact on learning (g+ = +0.35, p < .01, Tamim et al. in Rev Educ Res 81(3):4–28, 2011), but the sub-questions addressed here concern BL interacting with technology in higher education. The results indicate that, in terms of achievement outcomes, BL conditions exceed CI conditions by about one-third of a standard deviation (g+ = 0.334, k = 117, p < .001) and that the kind of computer support used (i.e., cognitive support vs. content/presentational support) and the presence of one or more interaction treatments (e.g., student–student/–teacher/–content interaction) serve to enhance student achievement. We examine the empirical studies that yielded these outcomes, work through the methodology that enables evidence-based decision-making, and explore how this line of research can improve pedagogy and student achievement.
shortDOI: 10/gcsf95 KerkoCite.ItemAlsoKnownAs: 10.1007/s12528-013-9077-3 10/gcsf95 2405685:PTIFABKG

A Map of Threats to Validity of Systematic Literature Reviews in Software Engineering - Zhou, Xin; Jin, Yuqin; Zhang, He; Li, Shanshan; Huang, Xin (2016 23rd Asia-Pacific Software Engineering Conference (APSEC), 2016)
Context: The assessment of Threats to Validity (TTVs) is critical to secure the quality of empirical studies in Software Engineering (SE). In the recent decade, Systematic Literature Review (SLR) was becoming an increasingly important empirical research method in SE. One of the mechanisms of insuring the level of scientific value in the findings of an SLR is to rigorously assess its validity. Hence, it is necessary to realize the status quo and issues of TTVs of SLRs in SE. Objective: This study aims to investigate the-state-of-the-practice of TTVs of the SLRs published in SE, and further support SE researchers to improve the assessment and strategies against TTVs in order to increase the quality of SLRs in SE. Method: We conducted a tertiary study by reviewing the SLRs in SE that report the assessment of TTVs. Results: We identified 316 SLRs published from 2004 to the first half of 2015, in which TTVs are discussed. The issues associated to TTVs were also summarized and categorized. Conclusion: The common TTVs related to SLR research, such as internal validity and reliability, were thoroughly discussed in most SLRs. The threats to construct validity and external validity drew less attention. Moreover, there are few strategies and tactics being reported to cope with the various TTVs.
ISSN: 1530-1362 KerkoCite.ItemAlsoKnownAs: 10.1109/APSEC.2016.031 2405685:ZFKRT7NL
Keywords: Bibliographies; Data mining; Evidence-Based Software Engineering; Manuals; Search problems; Software; Software engineering; Systematic (Literature) Review; Systematics; Threats to Validity

A Lost Generation: Syrian Refugees and the Right to Education in Turkey - Smith, Tyler J (Fordham International Law Journal, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:LBKNUFFU
Keywords: International Law; New York; ⛔ No DOI found

A look at ThinkZone's Home Based Learning Program - ThinkZone (2020)
As COVID-19 hit India, anganwadis and government schools went into lockdown. ThinkZone has been implementing its home-based model of learning so that no kid’s education is left out during this crisis. The initiative is targeted at families in under-resourced communities who have limited access to smartphones and the internet.
KerkoCite.ItemAlsoKnownAs: 2339240:LD69WKYU 2405685:C38L7U4S

A longitudinal study of learning, progression, and personal growth in Sierra Leone - Johnson, David; Hsieh, Jenny (University of Oxford, 2019)
EdTechHub.ItemAlsoKnownAs: 2405685:A2EVGSWW

A literature synthesis of personalised technology-enhanced learning: what works and why - FitzGerald, Elizabeth; Jones, Ann; Kucirkova, Natalia; Scanlon, Eileen (Research in Learning Technology, 2018)
Personalised learning, having seen both surges and declines in popularity over the past few decades, is once again enjoying a resurgence. Examples include digital resources tailored to a particular learner’s needs, or individual feedback on a student’s assessed work. In addition, personalised technology-enhanced learning (TEL) now seems to be attracting interest from philanthropists and venture capitalists indicating a new level of enthusiasm for the area and a potential growth industry. However, these industries may be driven by profit rather than pedagogy, and hence it is vital these new developments are informed by relevant, evidence-based research. For many people, personalised learning is an ambiguous and even loaded term that promises much but does not always deliver. This paper provides an in-depth and critical review and synthesis of how personalisation has been represented in the literature since 2000, with a particular focus on TEL. We examine the reasons why personalised learning can be beneficial and examine how TEL can contribute to this. We also unpack how personalisation can contribute to more effective learning. Lastly, we examine the limitations of personalised learning and discuss the potential impacts on wider stakeholders.
KerkoCite.ItemAlsoKnownAs: 10.25304/rlt.v26.2095 10/ggtvrf 2339240:BQZN4QMG 2339240:MNB3BJD3 2339240:PQY29F39 2405685:NMBZ59MG

A Literature Review of Digital Literacy over Two Decades - Peng, Danhua; Yu, Zhonggen (2022)
A Literature Review of Digital Literacy over Two Decades: The COVID-19 pandemic has forced online learning to be a “new normal” during the past three years, which highly emphasizes students’ improved digital literacy. This study aims to present a literature review of students’ digital literacy. Grounded on about twenty journal articles and other related publications from the Web of Science Core Collection, this paper focused on the definition of digital literacy; the factors affecting students’ digital literacy (age, gender, family socioeconomic status, and parent’s education level); the relationship between students’ digital literacy and their self-control, technostress, and engagement; and the three approaches to gauge the level of students’ digital literacy. The study also provided some advice for educators and policymakers. Finally, the limitations and implications were presented.
KerkoCite.ItemAlsoKnownAs: 2339240:VAYZHZ93 2405685:2T2BDF8L

A Literature Overview of Accountability and EdTech: Recommendations for Using Technology to Improve Accountability in Educational Systems from Ghana and Other LMICs. - McIntyre, Nora; Sabates, Ricardo; Eberhardt, Molly Jamieson (EdTech Hub, 2021)
ZenodoArchiveID: 4575561 PreviousDOI: 10.5281/zenodo.4468852 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4575561 2339240:DTA9GETP 2339240:V8PHTCMI 2405685:5TQ3YM2R 2405685:AI9EYM2F 2405685:E5W5QCIE
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

A lifeline to learning: Leveraging technology to support education for refugees - World (UNESCO)
English Analysis on World about Education, Children and Refugees; published on 26 Mar 2018 by UNESCO
KerkoCite.ItemAlsoKnownAs: 2339240:W4KW95WC 2405685:YMUYTPUR
Keywords: Google Scholar/ refugee education technology; Overarching paper; RER theme_pedagogies and modalities; RER_supporting educators

A Lifeline to learning: leveraging mobile technology to support education for refugees; 2018 - 261278eng.pdf - UNESCO (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:483NMVU8

A Lifeline to learning: leveraging mobile technology to support education for refugees - UNESCO (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:EAK955WV 2405685:IEZPLWN9 2405685:JX9L4RWA

A leader's framework for decision making - Snowden, David J.; Boone, Mary E. (Harvard business review, 2007)
KerkoCite.ItemAlsoKnownAs: 2339240:98AMTKKA 2405685:E4NREQGZ
Keywords: ⛔ No DOI found

A Landscape Review of ICT for Disability-inclusive Education - World Bank (World Bank, 2022)
Information and communication technology (ICT) tools can have a catalytic effect in advancing both educational access and learning outcomes for children with disabilities. Despite tremendous potential, a gap exists between technology advancements and their large-scale application in educating children with disabilities in low- and middle-income countries. This landscape review of ICTs for disability inclusive education by the Inclusive Education Initiative seeks to understand the current status and trends in the practice of educational technology (EdTech) and the use of ICT in improving the educational participation and outcomes of children with disabilities. The review explores what factors enable or restrict this improvement within the wider EdTech ecosystem.
Accepted: 2022-03-04T16:17:23Z KerkoCite.ItemAlsoKnownAs: 2339240:9Y5ZR4TG 2405685:IGAGGE5B
Keywords: Access to Education; Access to Learning; Disability Inclusion; Edtech; Education Technology; Inclusive Education

A Knowledge Development Perspective on Literature Reviews: Validation of a New Typology in the IS Field - Schryen, Guido; Wagner, Gerit; Benlian, Alexander; Paré, Guy (Communications of the AIS, 2020)
Literature reviews (LRs) play an important role in the development of domain knowledge in all fields. Yet, we observe a lack of insights into the activities with which LRs actually develop knowledge. To address this important gap, we (1) derive knowledge building activities from the extant literature on LRs, (2) suggest a knowledge-based typology of LRs that complements existing typologies, and (3) apply the suggested typology in an empirical study that explores how LRs with different goals and methodologies have contributed to knowledge development. The analysis of 240 LRs published in 40 renowned IS journals between 2000 and 2014 allows us to draw a detailed picture of knowledge development achieved by one of the most important genres in the IS field. An overarching contribution of our work is to unify extant conceptualizations of LRs by clarifying and illustrating how LRs apply different methodologies in a range of knowledge building activities to achieve their goals with respect to theory.
KerkoCite.ItemAlsoKnownAs: 2405685:2NRF8SJX 2486141:MDDDQ8AI 2486141:QA8SSXX8
Keywords: ⛔ No DOI found

A Kenyan Cloud School. Massive Open Online & Ongoing Courses for Blended and Lifelong Learning - Jobe, William (Open Praxis, 2013)
This research describes the predicted outcomes of a Kenyan Cloud School (KCS), which is a MOOC that contains all courses taught at the secondary school level in Kenya. This MOOC will consist of online, ongoing subjects in both English and Kiswahili. The KCS subjects offer self-testing and peer assessment to maximize scalability, and digital badges to show progress and completion to recognize and validate non-formal learning. The KCS uses the Moodle LMS with responsive web design to increase ubiquitous access from any device. Access is free and open, and the KCS intends to be a contextualized open educational resource for formal secondary institutions to support blended learning and a free source of non-formal education for lifelong learning. The expected outcomes are that this effort will reduce secondary school dropout rates, improve test scores, become a quality resource for blended learning, as well as validate and recognize lifelong learning in Kenya.
KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.5.4.86 2339240:Q7HX7UH7 2405685:KHRJVC79

A how to guide to reflection: Adding cognitive learning to community service programs - Silcox, H. C. (Brighton Press, 1995)
KerkoCite.ItemAlsoKnownAs: 2339240:WSZNRLW2 2405685:XGUSBIU9

A historical perspective of systems theory - Adams, Kevin; Hester, Patrick; Bradley, Joseph (IIE Annual Conference and Expo 2013, 2013)
Systems theory lacks a universal, formally agreed upon definition. It is a term that has been used in a variety of disciplines to support varied purposes and one which is found frequently in the systems literature. Because the term has been used in a variety of disciplines and has multiple meanings, it is often subject to misunderstanding when used in a multidisciplinary setting. This paper classifies and provides a brief historical perspective of the major streams that address systems theory. A synthesis of these seemingly disparate streams is presented, along with a path forward for development of a unified theory.
KerkoCite.ItemAlsoKnownAs: 2339240:VJWXL5RY 2405685:4P4IZZTP
Keywords: ⛔ No DOI found

A guide to developing the ICT curriculum for early childhood education. - Siraj-Blatchford, I; Siraj-Blatchford, J (Stylus Publishing, LLC., 2006)
KerkoCite.ItemAlsoKnownAs: 2339240:ZC6SPGTJ 2405685:2UIM9IDR

A guide for planning and strategy development in the face of complexity - Hummelbrunner, Richard; Jones, Harry (Overseas Development Institute, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:WXCR5DAR 2405685:A49N9HPW

A guide for ensuring inclusion and equity in education - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:MNRGCNLS 2405685:W3TNNLQB

A Guidance Note for Teacher Wellbeing in Emergency Settings - Inter-agency Network for Education in Emergencies (INEE, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:IP6AGVVP 2405685:MUMW9BCS

A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis - Bozkurt, Aras; Jung, Insung; Xiao, Junhong; Vladimirschi, Viviane; Schuwer, Robert; Egorov, Gennady; Lambert, Sarah; Al-Freih, Maha; Pete, Judith; Don Olcott, Jr; Rodes, Virginia; Aranciaga, Ignacio; et al. (Asian Journal of Distance Education, 2020)
Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from a total of 31 countries across the world with a representation of 62.7% of the whole world population. In addition to the value of each case by country, the synthesis of this research suggests that the current practices can be defined as emergency remote education and this practice is different from planned practices such as distance education, online learning or other derivations. Above all, this study points out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational processes, the interruption of education signifies the importance of openness in education and highlights issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive dependency on online solutions.
Number: 1 EdTechHub.Source: 2129771:QXHI373Z EdTechHub.Source: 2129771:QXHI373Z KerkoCite.ItemAlsoKnownAs: 2129771:QXHI373Z 2405685:7ZV7JHZ7 2405685:CFE5CVWB 2405685:XYNYDBYX
Keywords: COVID-19; Coronavirus Pandemic; Covid-19.; Emergency remote education; distance education; dode_eth-src-dode; dode_eth-trf2-dode; emergency remote education; online learning; ⛔ No DOI found

A Global Mapping of Delivery Approaches - Mansoor, Zahra; Qarout, Dana; Anderson, Kate; Carano, Celeste; Dvorakova, Veronika; Williams, Martin J (2021)
The past 25 years has seen numerous governments worldwide adopting new institutional forms, such as delivery units and reform labs, to try to improve service delivery. We conduct a systematic global search and mapping of these delivery approaches. We identify 152 instances of delivery approach (DA) adoption from 80 diﬀerent countries, ranging from the center of government down to provincial and local levels, with an accelerating trend of adoption since 2010. The majority of these include education as a focus sector. The main ﬁnding that emerges from our analysis is that there is no single model that characterizes the design of such approaches or the purposes for which they are adopted. However, we do identify a number of patterns, including that DAs in lower-income countries are more likely to focus mainly on output-type goals (as opposed to outcomes), use external consultants, and utilize accountability- and incentive-driven mechanisms relatively more heavily than their counterparts in middle- and high-income countries. While our ﬁndings are purely descriptive and cannot be used to infer whether DAs are eﬀective, they give an indication to policymakers about the menu of potential options available to them in designing DAs. This global mapping can also provide useful context for existing and future country-level case studies that investigate the eﬀectiveness of DAs and seek to explore which designs might be more eﬀective in diﬀerent contexts and for diﬀerent purposes.
KerkoCite.ItemAlsoKnownAs: 2339240:Z24GD989 2405685:YBYBTSS3 4656463:753W7S4E
Keywords: ⛔ No DOI found

A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2 - Law, N.; Woo, David; Wong, Gary (UNESCO, 2018)
The objective of the Digital Literacy Global Framework (DLGF) project is to develop a methodology that can serve as the foundation for Sustainable Development Goal (SDG) thematic Indicator 4.4.2: “Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills”. To achieve this objective, we have built on the European Commission’s Digital Competence Framework for Citizens (DigComp 2.0) as the initial framework and conducted four empirical studies to develop the proposed framework.
EdTechHub.ItemAlsoKnownAs: 2405685:QB69UIDS

A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2 - UNESCO (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:F3FGM4MU 2405685:YTZK5L7Z

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

A framework to guide an education response to the COVID-19 pandemic of 2020 - Reimers, Fernando M.; Schleicher, Andreas (OECD, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QJU8B4R3 2405685:LC9WU54Z

A Framework to Democratise the Design of Educational Games on Social Issues during Game Jams - Myers, Christina (The Open University, 2021)
Game Jams are events organised to create computer games, usually taking place during weekends. These events have become a popular way to enable participants to experience processes and practices of game development as well as to offer multidisciplinary learning opportunities, accessed through the variety of skills involved in game design. However, these events tend to be attended predominantly by male game developers and present barriers to participation for more diverse groups. This thesis investigates how to support diverse group participation in Game Jams, including people from different ethnicities, genders, ages, sexual orientations and who do not have any prior experience of designing games; and explores Game Jam participation as an opportunity to discuss social issues. To this end, a framework to democratise the design of educational games on social issues in Game Jams is proposed. The framework consists of a process with structured resources and activities to enhance learning by supporting egalitarian participation and agency. It offers collaborative learning opportunities for groups to engage with a social issue, relying on storytelling and on the exchange of perspectives and experiences. It also provides support and access to research-based principles to design games for education, and egalitarian opportunities to acquire game development skills, considered relevant opportunities given the wide-spread use of games and increasing interest in games as engaging tools for online education. The development of the framework is grounded in Critical Pedagogy, an educational approach providing principles and processes to democratise learning initiatives based on egalitarian participation and agency. Following a Design-Based Research methodology, the framework is developed through a case study on creating educational games on everyday sexism. A set of formative design studies are undertaken to co-design resources and activities that enable participants to elaborate solutions to the social issue and create educational games themselves. An evaluative study is then presented with the realisation of two Game Jams to assess and validate the proposed framework. The theoretical contributions of this work validate two new applications of Critical Pedagogy. The first one is to apply Critical Pedagogy to shape Game Jams to enhance learning through the active involvement of participants as equal learners and agents of social change. The second one applies Critical Pedagogy to democratise knowledge of design principles to create educational games on social issues. Lastly, access to a co-created tool for raising awareness of everyday sexism and insights on how to enable broad audiences to acquire games development skills are some of the practical contributions of this thesis.
KerkoCite.ItemAlsoKnownAs: 2339240:8JDXC44I 2405685:CNBR3BS2

A Framework for Monitoring and Evaluating Children’s Participation — a Preparatory Draft for Piloting - Lansdown, Gerison (Save the Children, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:U7ZPUCKM 2405685:A2Z5M7AM 503888:UM69BURW
Keywords: CitedIn:eCubed; eCubed

A framework for evaluating appropriateness of educational technology use in global development programs - CITE (Comprehensive Initiative on Technology Education) (Comprehensive Initiative on Technology Education (CITE), Massachusetts Institute of Technology (MIT), 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:UKY5W649 2405685:FSFHRK83

A Framework for Evaluating Appropriateness of Educational Technology Use in Global Development Programs - MIT; USAID (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:SLTPLK6U 2405685:CICB4DXG
Keywords: Systems Framework

A Framework for Evaluating Appropriateness of Educational Technology use in Global Development Programs - The Massachusetts Institute of Technology; The Indian Institute of Management (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:XWYLMJFY 2405685:2T64GBU3

A Framework for Creating Short Forms of Internationally Used Direct Assessments - Seiden, Jonathan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:6YINVI8Z 2405685:THAGKHBH

A framework for an ICT-based development program for science teachers in state universities and colleges in region VI - Magallanes, Amel Lavezores; Lavezores, Amel (Universal Journal of Educational Research, 2014)
Curriculum reform is central to the aspirations of many developing countries as they strive to deliver a quality education to their citizens. In State Universities and Colleges in Region VI, with its remarkable achievement of a high literacy rate in a few decades, the next step is bringing its resources to bear on providing a quality education so that Filipino science professors and students may take their places in the global labor force. This study concerns the integration of information and communications technologies (ICT) into the science curriculum of Higher Education Institutions in State Universities and Colleges in the Philippines particularly in Region VI, and the training and development requirements of science professors in this regard. A mixed methodology was employed to obtain qualitative data from 11 policy makers as represented by the Vice President of Academic Affairs of the SUC's in region VI, and quantitative data from a questionnaire for which 139 replies were received from SUC's science professors in Region VI.The findings of this study confirmed those citations in the literature that inefficient management planning and inadequate resources influence the integration of ICT in the science curriculum. Furthermore, the qualitative and quantitative findings confirmed that teachers' access to training is affected by time constraints, ineffective ICT course material, unavailability of ICT infrastructures and facilities, and high cost of ICT trainings. The policy makers interviewed in this study perceived the teachers as having a positive attitude toward ICT integration in the science curriculum, quantitative data from the teachers pointed to a high interest in ICT integration, and their willingness to pursue further professional development in the effective use of ICT in the science curriculum. Furthermore, age factor exhibited a significant difference in ICT skills, utilization and individual barriers of science teachers in SUC's Region VI. The length of service also showed a very significant difference as to the ICT skills, utilization attitudes, and individual barriers of the teacher respondents. However, as to their gender and highest educational attainment, home location and school location, there was no such factor implicating a non-significant difference in the attitudes, skills, utilization and perceived barriers.
Publisher: Horizon Research Publishing, 506 North Garfield Avenue #210, Alhambra, CA 91801 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1697502673?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2014.020909 2405685:FXQZCGHG 2534378:CCZ6ZKIL
Keywords: Barriers; College Faculty; College Science; Computer Literacy; Computer Uses in Education; ERIC; Current Index to Journals in Education (CIJE); Foreign Countries; Higher Education; Information Technology; Mixed Methods Research; Philippines; Postsecondary Education; Science Teachers; State Colleges; State Universities; Teacher Attitudes; Technology Integration; Training

A Foot in the Door: Exploring the Role of Student Teaching Assignments in Teachers’ Initial Job Placements - Krieg, John M.; Theobald, Roddy; Goldhaber, Dan (Educational Evaluation and Policy Analysis, 2016)
We use data from Washington State to examine two stages of the teacher pipeline: the placement of prospective teachers into student teaching assignments and the hiring of prospective teachers into their first teaching positions. We find that prospective teachers are likely to complete their student teaching near their college and hometowns but that prospective teachers’ student teaching positions are much more predictive of their first teaching positions than their hometowns. This suggests that student teaching assignments may contribute to the “draw of home” in new teacher hiring. We also find that more qualified prospective teachers tend to student teach in more advantaged districts, suggesting that patterns in student teaching assignments may contribute to the inequitable distribution of teacher quality.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0162373716630739 2339240:XGTLRY57 2405685:P7NCNLKU
Keywords: econometric analysis; economics of education; higher education; program evaluation

A five-part education response to the COVID-19 pandemic - Haßler, Björn; Khalayleh, Abdullah; McBurnie, Chris (EdTech Hub, 2020)
In March 2020, many countries began to close schools to slow the spread of coronavirus. Education leaders have subsequently launched rapid response programmes, implemented measures to support system recovery and explored long-term reforms. This paper proposes a five-part approach to guide education leaders through this process.
ZenodoArchiveID: 3756012 previousDOI: 10.5281/zenodo.3756012 EdTechHub.Source: 2405685:JLEWADHF EdTechHub.Source: <this> KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3756012 10.53832/edtechhub.0005 2129771:SB3DJ28L 2129771:XKGV4EYL 2339240:5FRH2GYG 2339240:97HNYI75 2339240:S82QHGKQ 2405685:JLEWADHF 2405685:JTYIWEJY 2405685:L8KCID8V 2405685:NLEUNMRZ 2405685:SCDLVVC7 2405685:YMZUYZ4Z 2486141:9MWJP6MS
Keywords: COV:COVID and reopening of schools; F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _yl:i; _zenodo:submitted; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

A Dynamic Systems Theory approach to second language acquisition - De Bot, Kees; Lowie, Wander; Verspoor, Marjolijn (Bilingualism: Language and Cognition, 2007)
KerkoCite.ItemAlsoKnownAs: 10.1017/S1366728906002732 2339240:3NSRK3MN 2405685:L7F3YIU4

A district level study on the deployment, allocation and utilisation of teachers between and within Malawi's primary schools: an accountability and political settlements approach - Zubairi, Asma (REAL Centre, Faculty of Education, University of Cambridge, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:A5LNBAQR 2405685:Y4HQUGBA

A digital platform for supervised self-directed learning in emergencies: the case of the Syrian crisis - Almasri, Nada; Tahat, Luay; Skaf, Sawsan; Masri, Aman Al (Technology, Pedagogy and Education, 2019)
The well-known Syrian crisis has made it very challenging for thousands of Syrian children to have access to education. In this article, the authors propose a framework for designing a digital education platform to allow children inside Syria as well as in the refugee camps in bordering countries to have access to education. The authors start by looking at the efforts performed in the field of education in conflict-affected regions, and they extract from them the lessons learned and recommendations. They provide four main characteristics of war impacting children’s education: (1) insecurity, (2) instability, (3) lack of resources, and (4) lack of adult supervision. They then use these four characteristics, along with the extracted recommendations, as the grounds for drafting three design considerations for the implementation of a digital education platform. The three design considerations are: supervised self-directed learning method, context-aware education and children-oriented design. Finally, the authors use these design considerations to provide design recommendations for the four main elements of a digital education platform: hardware, software, curriculum and supporting services. They conclude by discussing the validity of the digital platform, its implementation feasibility, and challenges facing the implementation.
shortDOI: 10/ggtbq4 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939x.2019.1568293 10/ggtbq4 2339240:EQIPQ7IH 2405685:ZYQY3IXK
Keywords: Google Scholar/ "refugee education" ICT; RER theme_pedagogies and modalities

A different approach to scaling up educational technology initiatives - Trucano, Michael (World Bank Blogs, 2013)
the way most projects 'scale up' just might yield inequitable results Much is made of the necessity to 'scale up' in international development circles. Here at the World Bank, a quick search on our web site reveals publications and conferences with titles like Scaling Up Knowledge Sharing for Development, Global ...
KerkoCite.ItemAlsoKnownAs: 2405685:FJEJAEUD

A different approach to scaling up educational technology initiatives - Trucano, Michael (World Bank Blogs, 2013)
the way most projects 'scale up' just might yield inequitable results Much is made of the necessity to 'scale up' in international development circles. Here at the World Bank, a quick search on our web site reveals publications and conferences with titles like Scaling Up Knowledge Sharing for Development, Global ...
KerkoCite.ItemAlsoKnownAs: 2339240:IVMT5ZJ9 2405685:SAJGS54E

A dialogic design-based research partnership approach: developing close-to-practice educational technology theory in Kenya (Forthcomming) - Major, Louis; Daltry, Rebecca; Rahman, Asad; Plaut, Daniel; Otieno, Mary; Otieno, Kevin (Global Perspectives on Teaching with Technology: Theories, Case Studies and Integration Strategies)
Design-based research (DBR) has promise for investigating educational technology in low- and middle-income contexts. However, DBR is implemented infrequently in such settings, highlighting a need for guidance on implementation. This chapter critically reflects on innovative DBR involving Kenyan teachers and research partners over two years. This focused on the iterative evaluation of a ‘digital personalised learning’ tool to improve its integration into classroom practice. This DBR promoted teacher-researcher engagement through adopting a dialogue-informed 'intermediate theory building' framework, bridging the theory-practice gap. Additionally, it enhanced inclusivity by broadening the concept of partnership through an ‘integrated’ approach. Lessons learned and practical implications are highlighted. Outcomes establish a novel foundation for applying DBR to enhance educational technology for marginalised learners.
KerkoCite.ItemAlsoKnownAs: 2339240:ZWZ4VVZD 2405685:EJWQSZTI

A dialogic design-based research partnership approach: developing close-to-practice educational technology theory in Kenya (Forthcomming) - Major, Louis; Daltry, Rebecca; Rahman, Asad; Plaut, Daniel; Otieno, Mary; Otieno, Kevin (Global Perspectives on Teaching with Technology: Theories, Case Studies and Integration Strategies, 2023)
Design-based research (DBR) has promise for investigating educational technology in low- and middle-income contexts. However, DBR is implemented infrequently in such settings, highlighting a need for guidance on implementation. This chapter critically reflects on innovative DBR involving Kenyan teachers and research partners over two years. This focused on the iterative evaluation of a ‘digital personalised learning’ tool to improve its integration into classroom practice. This DBR promoted teacher-researcher engagement through adopting a dialogue-informed 'intermediate theory building' framework, bridging the theory-practice gap. Additionally, it enhanced inclusivity by broadening the concept of partnership through an ‘integrated’ approach. Lessons learned and practical implications are highlighted. Outcomes establish a novel foundation for applying DBR to enhance educational technology for marginalised learners.
KerkoCite.ItemAlsoKnownAs: 2339240:ZWZ4VVZD 2405685:EJWQSZTI

A diachronic overview of mobile learning: A shift toward student-centred pedagogies - Crompton, Helen (Increasing access mobile learning, 2014)
KerkoCite.ItemAlsoKnownAs: 2405685:YMPGU356

A design based research framework for implementing a transnational mobile and blended learning solution - Palalas, Agnieszka; Berezin, Nicole; Gunawardena, Charlotte; Kramer, Gretchen (International Journal of Mobile and Blended Learning (IJMBL), 2015)
The article proposes a modified Design-Based Research (DBR) framework which accommodates the various socio-cultural factors that emerged in the longitudinal PA-HELP research study at Central University College (CUC) in Ghana, Africa. A transnational team of stakeholders from Ghana, Canada, and the USA collaborated on the development, implementation, and subsequent modification of the DBR framework. The recommended framework is a result of lessons learned during this project in Ghana and as such, it is shaped by the need to be responsive to the local cultural and contextual contingencies. The article offers practical recommendations on the implementation of a mobile learning project in a cross-cultural setting, and provides a discussion of the salient cultural factors and the corresponding culturally-sensitive adaptations needed in the design research process. The Cross-Culture Design-Based Research (CC-DBR) framework is proposed to inform future transcultural m-learning studies.
Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2015100104 10/ggn3w3 2339240:UURH3JJF 2405685:SR6TDQ4M

A Design Approach to Mathematics Teacher Educator Development in East Africa - Golding, Jennie; Batiibwe, Marjorie Sarah K. (Journal of Research and Advances in Mathematics Education, 2021)
Mathematical functioning in sub-Saharan Africa remains persistently weak in global terms. This limits the flourishing of young people and communities in the region. Moreover, affordable, effective ways to address the issue are not well established. This paper analyses outcomes from a blended learning 'Mathematical Thinking and IT' course, iteratively adapted for East African primary mathematics teacher educators. The course adopted theoretical approaches derived from the mathematics, teacher and technology education literatures. It aimed to address the problem of low mathematical functioning by equipping participants for their own work, and also for supporting local collaborative teacher development workshops. The reported study asked, 'What are the affordances and constraints of the adapted course and the available technology for mathematics teacher educator development in this context?' A variety of qualitative tools were used to track the course's impact on the ten mathematics teacher educator participants over six months, as they attempted to transfer course learning to their home professional context. The analysis adopted an ethnographic lens. Outcomes suggested participants with a broad mathematical and pedagogical capacity for change, including critical levels of reflection, made significant progress in their technological, mathematical and mathematics pedagogical expertise. However, teacher educators without such a threshold capacity appeared not able to re-envision practice. Free subject-specific software was appreciated by all participants, but not yet reliably accessible in these teacher educators' institutional contexts. The reported study evidences the potential for affordable, sustainable, development of many mathematics teacher educators in this context, but further research is needed. Similar courses should take account of local technological and education constraints.
Publisher: Universitas Muhammadiyah Surakarta Department of Education KerkoCite.ItemAlsoKnownAs: 10.23917/jramathedu.v6i1.11898 2339240:2HL3R784 2405685:T28BZSGT
Keywords: Blended Learning; Distance Education; Elementary School Mathematics; Foreign Countries; Mathematics Teachers; Pedagogical Content Knowledge; Professional Development; Program Effectiveness; Teacher Collaboration; Teacher Educators; Technological Literacy; Technology Integration

A definition of systems thinking: A systems approach - Arnold, Ross D.; Wade, Jon P. (Procedia computer science, 2015)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.procs.2015.03.050 2339240:D59T2YTU 2405685:PAG4BEA2
Keywords: _C:Australia AUS; _C:Austria AUT; _C:Canada CAN; _C:Germany DEU; _C:Greece GRC; _C:Norway NOR; __C:scheme:1

A Data Protection Framework for Learning Analytics - Cormack, Andrew Nicholas (Journal of Learning Analytics, 2016)
Most studies on the use of digital student data adopt an ethical framework derived from human-subject research, based on the informed consent of the experimental subject. However, consent gives universities little guidance on using learning analytics as a routine part of educational provision: which purposes are legitimate and which analyses involve an unacceptable risk of harm. Obtaining consent when students join a course will not give them meaningful control over their personal data three or more years later. Relying on consent may exclude those most likely to benefit from early intervention. This paper proposes a new framework based on the approach used in data protection law. Separating the processes of analysis (pattern-finding) and intervention (pattern-matching) gives students and staff continuing protection from inadvertent harm during data analysis. Students have a fully informed choice whether or not to accept individual interventions. Organizations obtain clear guidance: how to conduct analysis, which analyses should not proceed, and when and how interventions should be offered. The framework provides formal support for practices already being adopted and helps with several open questions in learning analytics, including its application to small groups and alumni, automated processing, and privacy-sensitive data.
KerkoCite.ItemAlsoKnownAs: 10.18608/jla.2016.31.6 2339240:GP98CEKP 2405685:MXJ5A83W

A Data Guide to Sir Michael Barber’s “The Good News from Pakistan” - Das, Jishnu (World Bank Blogs, 2013)
Shanta’s blog reported on Sir Michael Barber’s approach to implementing service delivery or “Deliverology”. Sir Michael was back at the World Bank on June 6th to present “The Good News from Pakistan”, where he outlined the impressive changes in Punjab, Pakistan as a result of his leadership in delivering deliverology. ...
KerkoCite.ItemAlsoKnownAs: 2339240:8DFQYSP4 2405685:WXNMULPY

A critical review of eLearning research trends in Tanzania - Mtebe, Joel S.; Raphael, Christina (Journal of Learning for Development)
This study investigated research trends on eLearning implementation in Tanzania from 2007 to 2017. A total of 74 articles from electronic databases, conference proceedings, and selected electronic journals were reviewed. Using content analysis, the study found that there is an increasing interest in eLearning research with the majority of studies conducted by researchers from three universities. Students was found to be the most studied population group while quantitative research design being the most preferred research design. It was also revealed that mobile and game based learning were the least investigated eLearning technologies despite the proliferation of mobile telephony in Tanzania. Internet access and lack of support were the most ranked challenges hindering eLearning implementation in Tanzania. This study will also help policy makers to promote further research in areas where the research gaps have been identified and find interventions to overcome barriers that hinder eLearning implementation in Tanzania.
Number: 2 KerkoCite.ItemAlsoKnownAs: 2339240:AKD5TLAH 2405685:72R9GQJK 2405685:N3R4IIJF
Keywords: ⛔ No DOI found

A COVID-19 panacea in digital technologies? Challenges for democracy and higher education: - Burns, Ryan (Dialogues in Human Geography, 2020)
Universities have transitioned to online education in order to slow the spread of COVID-19. This transition mobilizes the technological utopian imaginary that d...
Publisher: SAGE Publications Sage UK: London, England shortDOI: 10/ghgn4m KerkoCite.ItemAlsoKnownAs: 10/ghgn4m 2405685:J97U7XNQ

A COVID-19 intervention: Using digital escape rooms to provide professional development to alternative certification educators - Gómez, Miguel (Journal of Technology and Teacher Education, 2020)
Teachers, support staff, schools, and school districts have faced a multitude of challenges in adapting their known and familiar practices to the new realities and restrictions that have been put in place due to the outbreak of COVID-19. These challenges are daunting and difficult for many in our education system. Fortunately, a numerous amount of our educators are resilient, creative, and determined to overcome these new challenges. Using their prior experiences and wis- dom, these educators can adapt and change to our new edu- cational environment. However, one group of educators have faced these challenges without the benefit of educational ex- periences. Alternative certification teachers, in just their first year of teaching, with no prior educational experience, have been thrust into this new post COVID-19 landscape. Using a digital escape room as a model, the author provided these inexperienced educators with professional development in problem-based learning designed to help these teachers navi- gate this new educational landscape.
KerkoCite.ItemAlsoKnownAs: 2405685:HPKW94V7
Keywords: Alternative Teacher Certification; Beginning Teachers; Communicable Diseases; Disease Control; Educational Technology; Elementary Secondary Education; Faculty Development; Problem Based Learning; Problem Solving; Puzzles; Technology Uses in Education; ⛔ No DOI found

A Country-Level Research Review: EdTech in Tanzania - Jordan, Katy; Proctor, Jamie; Koomar, Saalim; Bapna, Akanksha (Zenodo, 2021)
This document presents a review of the research landscape in Tanzania in relation to EdTech research focused on learners, teachers, or systems at the level of school-based education, excluding higher education (HE). The review draws upon the research literature, policy documents, grey literature, and interviews with key stakeholders in order to present an overview of the research landscape in Tanzania. There is a substantial body of relevant EdTech research which has been undertaken in Tanzania in the past decade. Eighty research articles were identified for inclusion in the review. This document provides an overview of trends in this literature and key actors and projects, and provides a specific focus upon existing research which relates to EdTech Hub’s ‘high-potential evidence gaps’ (HPEG) framework. In combination with political economy analysis, three areas for future research which would be practical and likely to have high impact are identified and described.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4618376 10.5281/zenodo.5652060 2339240:F8ER2X27 2339240:KZ7L8K2X 2339240:YKGMJASP 2405685:3F4ASVFA 2405685:IA77HHMV 2405685:RQGJRKVS 2405685:TYZ4Y65R 2405685:VRE5DB5K
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodoETH

A contemporary approach to public expenditure management - Schick, Allen (1998)
A contemporary approach to public expenditure management (English)
KerkoCite.ItemAlsoKnownAs: 2339240:6WXDRFZ8 2339240:G3SNM9E2 2405685:4AFY4P6H 2405685:LX3MVW4J 4656463:7FXJ685Z 4656463:C8TECXPM

A concise introduction to mixed methods research - Creswell, John W. (SAGE Publications, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:ZJGY64YI 2405685:23B2BHKA

A conceptual systems dynamics model of research and development activities in South Africa - Grobbelaar, S. S.; Buys, Andre J. (The South African Journal of Industrial Engineering, 2005)
KerkoCite.ItemAlsoKnownAs: 10.7166/16-2-169 2405685:DDJI24GH

A Conceptual Model for Measuring and Supporting Self-Regulated Learning using Educational Data Mining on Learning Management Systems - Araka, Eric; Maina, Elizaphan; Gitonga, Rhoda; Oboko, Robert (2019 IST-Africa Week Conference (IST-Africa), 2019)
Self-Regulated Learning (SRL) is a field in educational psychology that as attracted tremendous research studies from various communities including ICTs. Recent studies and meta-analysis have greatly contributed to the domain knowledge that the use SRL strategies boost academic performance for learners. Despite these developments in SRL, our understanding on the tools and instruments to measure SRL in online learning environments is limited as the use of traditional tools developed for face-to-face classroom settings are still used to measure SRL on e-learning systems. Additionally, most of these studies focus on SRL on Massive Open Online Course (MOOC) environments and only analyse SRL strategies with limited attention to the scaffolds or interventions employed to stimulate growth of SRL skills in learners. The modern Learning Management Systems (LMS) such as Moodle allow storage of datasets on student activities. Consequently, it is possible to use Educational Data Mining (EDM) to extract learner patterns which can be used to support SRL and explore how SRL strategies change over time and inform the instructor. In view of this, the research examines the current SRL measurement and promotion tools for e-learning environments and proposes a conceptual model grounded on EDM for implementation as a solution to measuring and promoting SRL strategies for learners within LMS.
ISSN: 2576-8581 KerkoCite.ItemAlsoKnownAs: 10.23919/ISTAFRICA.2019.8764852 2339240:VAYVYVZ9 2405685:IGGGX8LC
Keywords: Data mining; Electronic learning; Instruments; Interventions; Learning Management systems; Learning management systems; Measurement and Promotion; Online learning; Process control; Scaffolds; Self-Regulated Learning; Software agents; Tools; e-learning

A conceptual framework of virtual interactive teacher training through open and distance learning for the remote areas english teachers of bangladesh - Parvin, Irene (Turkish Online Journal of Distance Education, 2017)
Since we are living in the information age and the importance of the need for communication among people of different cultures is increasing day by day in the globalizing world, people need to learn the languages of different cultures, particularly English, which is the common language of this global communication. This need for learning English requires trained qualified teachers of English. A scan of those who are teaching English in schools of Bangladesh reveals that most of them are very limited in both English skills and teaching methodologies for English. This situation is exacerbated when one moves into the rural areas. Most of the teachers are staying far away from the teachers’ training colleges and also for different constraint like administrative, financial, time constraint and were also unable to receive any training due to family problems. So Distance Education has a great demand to them. ICT is an effective media of distance education. For many years, universities with a significant commitment to distance and open education institutions have been at the forefront of adopting new technologies to increase access to education and training opportunities. Information and Communications Technology (ICT) is an umbrella term that includes all technologies for the manipulation and communication of information. Bangladesh Open University (BOU) is till now belonging to the second generation of distance education model but due to the enhancement of technology in Bangladesh, BOU can proceed further. The main purpose of this study is to identify a suitable technology for developing a virtual interactive teachers’ training program for the disadvantaged English teachers of Bangladesh. Respondents were selected through random sampling and data were analyzed using both descriptive statistics and quantitative themes. From the opinion of the secondary English teachers their access and acceptability on ICT was identified and also a need analysis was done. It is hoped that the result of this study will encourage the policy makers to implement new ODL approaches for the training of disadvantaged rural English teachers.
KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.285813 10/gkm637 2339240:B2I9JZNJ 2405685:Q55R8HVA

A computational literature review of the technology acceptance model - Mortenson, Michael J.; Vidgen, Richard (International Journal of Information Management, 2016)
A literature review is a central part of any research project, allowing the existing research to be mapped and new research questions to be posited. However, due to the limitations of human data processing, the literature review can suffer from an inability to handle large volumes of research articles. The computational literature review (CLR) is proposed here as a complementary part of a wider literature review process. The CLR automates some of the analysis of research articles with analyses of impact (citations), structure (co-authorship networks) and content (topic modeling of abstracts). A contribution of the paper is to demonstrate how the content of abstracts can be analyzed automatically to provide a set of research topics within a literature corpus. The CLR software can be used to support three use cases: (1) analysis of the literature for a research area, (2) analysis and ranking of journals, and (3) analysis and ranking of individual scholars and research teams. The working of the CLR software is illustrated through application to the technology acceptance model (TAM) using a set of 3,386 articles. The CLR is an open source offering, developed in the statistical programming language R, and made freely available to researchers to use and develop further.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijinfomgt.2016.07.007 2405685:M67A9BHN 2486141:B5ZK9CQN 2486141:VU33ACA5
Keywords: Citation analysis; Co-authorship analysis; Computational literature review; Journal ranking; Lda; Literature review; Social network analysis; Technology acceptance model; Topic models

A computational literature review of the field of System Dynamics from 1974 to 2017 - Kunc, Martin; Mortenson, Michael J.; Vidgen, Richard (Journal of Simulation, 2018)
System Dynamics celebrated its 60th anniversary in 2017. While there have been numerous special issues in diverse journals that bring together work by System Dynamics scholars who share similar research interests, there have been no systematic reviews of scholarly activity across the broad field. This paper presents a computational literature review of the field from 1974 to 2017. A CLR automates the analysis of research articles with analysis of content (topic modelling of abstracts) to identify emergent themes in the literature. We performed a broad review of the field by initially searching using the term “System Dynamics” with more than 8000 articles. However, the results obtained were not satisfactory so we decided to restrict our sample to less than 800 articles from recognised journals and proceedings. After evaluation of the results obtained from topic modelling, we decided to use 51 topics covering most of the articles in our sample. A list of 51 topics provides enough granularity to identify relevant patterns of activity within the community of System Dynamics scholars. For each of these 51 topics, we present a commentary on the key insights obtained.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/17477778.2018.1468950 KerkoCite.ItemAlsoKnownAs: 10.1080/17477778.2018.1468950 2405685:KNZA7VQE 2486141:2X7SQ6MJ 2486141:Y3KUR5CN
Keywords: System Dynamics; computational literature review; healthcare; methodology; supply chain

A Comprehensive Situation Analysis of Teachers and the Teaching Profession in Sierra Leone: Final report presented to the Teaching Service Commission - Teaching Service Commission (Global Partnership for Education, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:CFRE6D4Q

A Comprehensive Situation Analysis of Teachers and the Teaching Profession in Sierra Leone: Final report presented to the Teaching Service Commission - Wright, Dr. Cream (Global Partnership for Education; World Bank, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:9VRVIUE6 2405685:UU3R28HB

A comprehensive analysis of personalized learning components - Shemshack, Atikah; Kinshuk; Spector, Jonathan (Journal of Computers in Education, 2021)
Personalized learning is a learning approach that aims to personalize the learning experience according to the unique needs, goals, and skills of individuals which can be achieved by using current instructional technology that provides unique learning experiences in different learning environments. Technology is the main component that will enable and enrich personalized learning experience; however, even though technology is available to personalize the learning experience, there is still a lack of unified agreement on what components need to be considered for a dynamic personalized learning approach that is to be able to provide a unique and effective learning experience to each learner. To address this need, this study aims to analyze and synthesize different personalized learning approaches that consider different learning components, so that we have an evolving agreement on personalized learning models and approaches. The findings of this research identified the following main components: learner profiles and attitudes, previous knowledge and beliefs, personalized adaptive learning paths, and flexible self-paced learning environments that are generated by learning analytics. These prominent characteristics imply that a personalized learning environment (PLE) would need to be dynamic to maintain a current record of learner interests and attitudes, past experiences and performance, and activities and interactions likely to match a particular learner and learning goal.
KerkoCite.ItemAlsoKnownAs: 10.1007/s40692-021-00188-7 2339240:QSBTLZSS 2405685:AYW2Z9VQ

A comparison of smartphone and paper data-collection tools in the Burden of Obstructive Lung Disease (BOLD) study in Gezira state, Sudan | PLOS ONE
KerkoCite.ItemAlsoKnownAs: 2405685:7DKJYPKA 2486141:E9TJ4KPB

A Comparative Study of Online and Directly Selected Secondary School Teachers Regarding Teaching Proficiency and Classroom Management in Kohat Division, Pakistan - Suleman, Qaiser; Hussain, Ishtiaq (International Journal of Learning and Development, 2013)
Secondary school teachers occupy the most critical and crucial position in the entire education system (Suleman, et al, 2011a). The purpose of the study was to compare the performance of online and directly selected secondary school teachers regarding teaching proficiency and classroom Management. All the students at secondary school level in Kohat Division, Khyber Pakhtunkhwa (Pakistan) constituted the population of the study. Only 600 students studying at secondary school level in Kohat Division were selected as sample randomly. The study was delimited to only male students at secondary school level. The study was descriptive type and questionnaire was used as research instrument. Data was collected through personal visits. After the collection of data, it was organized, tabulated, analyzed and interpreted. The statistical tools i.e. means, standard deviation and differences of means were computed for each variable. Significance of difference between the mean values of the responses of students about online and directlly selected secondary school teachers were tested at 0.05 levels by applying t-test. After statisitcal analysis of the data, the researchers conclduded that the overall performance of the directly selected secondary school teachers was better and satisfactory. They were found to have the knowledge of teaching methods and the ability to control classroom disruptive behaviour. Conversely, the overall performance of the online selected secondary school teachers was poor and unsatisfactory. They have no knowledge of teaching methodologies and subject mastery. They were found unable to manage classroom disruptive behaviour and other related activities. Based on findings, it was strongly recommended that a special professional training programme should be arranged to the existing online selected SSTs in teaching methodologies and classroom management to equip them with the modern teaching methods and techniques of managing classroom behaviour so that they become able to perform their duties effectively.
Number: 3 KerkoCite.ItemAlsoKnownAs: 10.5296/ijld.v3i3.4130 2339240:MKBAFBWM 2405685:856AQDD2

A comparative study of blended learning versus traditional teaching in middle school science - Pixel (libreriauniversitaria.it Edizioni, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:T8SG7GWJ 2405685:KNI5GMUJ
Keywords: Education / Philosophy; Theory & Social Aspects

A comparative study between tablet and laptop PCs: User satisfaction and preferences - Ozok, A Ant; Benson, Dana; Chakraborty, Joyram; Norcio, Anthony F (Intl. Journal of human–computer interaction, 2008)
00047 shortDOI: 10/dhz4w2 KerkoCite.ItemAlsoKnownAs: 10/dhz4w2 2129771:7A88X7JK 2405685:KMK6IXCK

A comparative analysis of e-learning policy formulation in the European Union and the United States: discursive convergence and divergence - Roumell Erichsen, Elizabeth; Salajan, Florin D. (Comparative Education Review, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1086/674095 10/wgm 2339240:7GEPUMQR 2405685:JBM25S44

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

A Co-design Methodology for Blended Teacher Professional Development in Contexts of Mass Displacement.pdf - Kennedy, E; Moghli, MA; Chase, E; Pherali, T; Laurillard, D
Teachers working in challenging contexts of mass displacement need both expert and peer support. This article shares a co-design methodology being used to develop and test the use of what we are calling Massive Online Open Collaborations (MOOCs) which involve blended learning approaches for teacher professional development
KerkoCite.ItemAlsoKnownAs: 2339240:5AGKBFRH 2405685:P5QYIXXM
Keywords: Google Scholar/ teacher "professional development" AND refugees AND technology; RER theme_supporting educators

A Cautionary Tale of Tutoring Hard-to-Reach Students in Kenya - Schueler, Beth E.; Rodriguez-Segura, Daniel (Annenberg Institute, 2021)
Covid-19-induced school closures generated great interest in tutoring as a strategy to make up for lost learning time. Tutoring is backed by a rigorous body of research, but it is unclear whether it can be delivered effectively remotely. We study the effect of teacher-student phone call interventions in Kenya when schools were closed. Schools (n=105) were randomly assigned for their 3rd, 5th and 6th graders (n=8,319) to receive one of two versions of a 7-week weekly mathfocused intervention—5-minute accountability checks or 15-minute mini-tutoring sessions—or to the control group. Although calls increased student perceptions that teachers cared, accountability checks had no effect on math performance up to four months after the intervention and tutoring decreased math achievement among students who returned to their schools after reopening. This was, in part, because the relatively low-achieving students most likely to benefit from calls were least likely to return and take in-person assessments. Tutoring substituted away from more productive uses of time, at least among returning students. Neither intervention affected enrollment. Tutoring remains a valuable tool but to avoid unintended consequences, careful attention should be paid to aligning tutoring interventions with best practices and targeting interventions to those who will benefit most.
Publisher: EdWorkingPapers.com KerkoCite.ItemAlsoKnownAs: 2339240:XZCEK22N 2405685:9BBHUUTN

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

A case study of the One Laptop per Child Project in Rwanda: Exploring the socio-cultural dimensions of delivery and implementation. - Girgis, R. (University of Cambridge, Cambridge, UK., 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:LRYTMBME 2405685:NRTNZLBJ

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

A case study of innovations that address constraints on the effectiveness of early-grade reading achievement - Comings, John P. (PROSPECTS, 2020)
The United States Agency for International Development, World Vision, and the Australian government established All Children Reading: A Grand Challenge for Development (ACR GCD) to address problems that prevent children from gaining foundational reading skills. ACR GCD mobilizes the private sector, academia, and nongovernmental organizations in problem-solving dialogues that support the development, testing, and promotion of new solutions to these problems. It also advances EdTech innovation and research to improve reading outcomes for marginalized children in low-resource contexts to effectively build bridges over system constraints in ways that lower the risk of pilot-testing and eventual large-scale replication. This case study describes some of ACR GCD’s funded innovations and its nontraditional approach to employing grant competitions (in which innovators propose solutions to broadly described problems) and prizes (in which innovators develop solutions to specifically identified problems). For innovations that have been evaluated, this article summarizes the findings on their impact on learning.
shortDOI: 10/gg7sg6 KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-020-09462-5 10/gg7sg6 2339240:AD5HM9RG 2405685:96TNJF7T

A CASE FOR MOTHER TONGUE EDUCATION? - Desai, Zubeida Khatoom
KerkoCite.ItemAlsoKnownAs: 2405685:3QW22J82 4042040:8CARXYI7
Keywords: ⛔ No DOI found

A Case for a Systems Approach to EdTech - Bapna, Akanksha; Nicolai, Susan; Myers, Christina; Pellini, Arnaldo; Sharma, Namrata; Wilson, Sam (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 5651995 previousDOI: 10.5281/zenodo.4604769 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4604769 10.5281/zenodo.5651995 2339240:5JZ4FURY 2339240:5MG5JK99 2339240:8CEUGJ7E 2339240:N7XVM2BS 2339240:QL5LSA92 2339240:UIDN49MT 2405685:5HSPDN5N 2405685:AMGEVSIH 2405685:JMP2BJ2E 2405685:M8P5BVVK 2405685:ST8IBIUV 2405685:UR6CQL9K 2405685:VBZ4N4AM 2534378:PDNLLG9Y 4656463:RA69ZQLB
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted

A Cascade Teacher Training Model in Disaster Education: A Case of Turkey - Gökmenoğlu, Tuba; Sönmez, Elif Daşçı; Yavuz, İbrahim (2021)
Individuals' reluctance to take precautions before the disasters happen is one of the most critical concerns of the disaster management area. The disaster education given through schools is a critical process in addressing this problem. The purpose of this paper is to introduce the teacher training program model and the implementation practices of Turkey's School-Based Disaster Education Project. In Turkey, there are few studies regarding the planning, development, implementation, and evaluation stages of Disaster Risk Reduction education for teachers. The project has been carried out within the framework of the Ministry of National Education and Japan International Cooperation Agency. An at-scale cascade teacher professional development model was implemented. The model reached 135,375 teachers in 67 provinces by the 567 trainer teachers in a relatively short time with the cascade training system. This project has brought a significant nationwide disaster risk reduction training experience for Turkey with its economic and sustainable structure.
KerkoCite.ItemAlsoKnownAs: 10.31704/ijocis.2021.002 2339240:MBVV772A 2405685:FC827Z2K

A Brief Review of Systems Theories and Their Managerial Applications - Mele, Cristina; Pels, Jacqueline; Polese, Francesco (Service Science, 2010)
KerkoCite.ItemAlsoKnownAs: 10.1287/serv.2.1_2.126 2339240:PTMWF9VA 2405685:KNBTFISN

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

A Better Way to Teach Children to Read? Evidence from a Randomized Controlled Trial - He, Fang; Linden, Leigh L; MacLeod, Margaret (2009)
KerkoCite.ItemAlsoKnownAs: 2339240:GGBU8YTM 2405685:3RUPLEZR
Keywords: ⛔ No DOI found

A better Environment for Education in Sudan - Ashii, Hadeel Agab (2021)
In preparation for schools reopening, UNICEF is supporting the rehabilitation of classrooms and latrines in Sudan
KerkoCite.ItemAlsoKnownAs: 2339240:E4TPN65U 2405685:M2LX358G

A Beginner's Guide to Applied Educational Research using Thematic Analysis - Peel, Karen L. (Practical Assessment, Research & Evaluation, 2020)
Publisher: University of Massachusetts Amherst KerkoCite.ItemAlsoKnownAs: 10.7275/RYR5-K983 10.7275/ryr5-k983 2339240:B4RF2Y4H 2405685:2N6FJTMH

A 35-hour a year CPD entitlement could stop 12,000 teachers quitting - Henshaw, Pete (SecEd, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:V3CA53IQ 2405685:T2GWCZ9P

A 10-step guide to monitoring and evaluating children’s participation - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 4: A 10-step guide to monitoring and evaluating children’s participation looks at involving children, young people and adults in the process. It includes guidance on identifying objectives and progress indicators, systematically collecting data, documenting activities and analysing findings.
KerkoCite.ItemAlsoKnownAs: 2339240:GSE2ME5Y 2405685:3KPMDTFE
Keywords: CitedIn:eCubed; eCubed

9 avantages la technologie en classe & 18 façons de l’intégrer dans ses cours - Duquesnoy, Maxime (PortailEduc, 2018)
Le site Jen Reviews propose un article intéressant sur les apports et l’intégration de la technologie dans ses enseignements. L’article (en anglais) est disponible via le lien Cet artic…
Library Catalog: portaileduc.net EdTechHub.ItemAlsoKnownAs: 2405685:N33JHTS7

9 Amazing Benefits of Technology in the Classroom (+18 Best Ways to Incorporate Technology) - Miller, Jen (Jen Reviews, 2018)
Library Catalog: www.jenreviews.com KerkoCite.ItemAlsoKnownAs: 2405685:X9JHWLI3

8 Key Translation Technology Solutions - The Translation People
Create websites in different languages – CMS Translation Integration Plugins For companies looking to expand overseas, a localised website is one of the
Library Catalog: www.thetranslationpeople.com KerkoCite.ItemAlsoKnownAs: 2405685:5ZVGYD7A

7taps mobile-first microlearning
7taps is a free browser-based authoring tool to create, deliver and track mobile-first microlearning experiences.
KerkoCite.ItemAlsoKnownAs: 2405685:5C6UHUH8

75 Digital Tools and Apps Teachers Can Use to Support Formative Assessment in the Classroom (Teach. Learn. Grow., 2019)
We’ve compiled an extensive list of 75 digital tools, apps, and platforms that can help teachers use formative assessment to elicit evidence of student learning. #education #teachers
Library Catalog: www.nwea.org Section: Formative Assessment KerkoCite.ItemAlsoKnownAs: 2339240:H4U5K8J7 2405685:WU8SHHQ8 WU8SHHQ8

7 Years Government Programme: National Strategy for Transformation (NST1) - Rwanda Ministry of Finance and Economic Planning (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:L6T236SC 2405685:6UGDFDT5

‘6Ps’ audit tool - Rahman, Asad; Carter, Alice (EdTech Hub, 2022)
EdTech interventions so often fail to take into consideration the broader system they work within. EdTech Hub has created this tool to assess interventions and identify any gaps in the thinking that might stop an intervention from working. Keywords: innovation; education system; 6Ps; tool An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0117 2339240:DP8CCUUK 2405685:2FMS5BBU 2405685:58EFZM9F
Keywords: _r:AddedByZotZen

6811.pdf
KerkoCite.ItemAlsoKnownAs: 2405685:4KQAIBD5

65 % of Nigerian schools lack electricity, says UN chief - Lawal, Iyabo (The Guardian (Nigeria), 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:HYZM2UN5

(6) (PDF) The Limitations of Access Alone: moving towards open processes in education technology (ResearchGate)
ResearchGate is a network dedicated to science and research. Connect, collaborate and discover scientific publications, jobs and conferences. All for free.
KerkoCite.ItemAlsoKnownAs: 2405685:K7HQFQH2

6 out of 10 children and adolescents are not learning a minimum in reading and math - UNESCO Institute for Statistics (News, Sustainable Development Goals, 2017)
New data from the UNESCO Institute for Statistics show that 617 million children and adolescents worldwide are not achieving minimum proficiency levels in reading and mathematics. The figure signals “a learning crisis” according to the UIS, which could threaten progress towards the Sustainable Development Goals (SDGs)....
KerkoCite.ItemAlsoKnownAs: 2339240:FKXXB57A 2339240:RAUM4LW3 2405685:6JL699EJ 2405685:MX5FKZEQ 2405685:W4Z4CGM6 2534378:RREZYYRL 6JL699EJ RAUM4LW3

6 key insights into the data and information education leaders want most - Custer, Samantha; King, Elizabeth; Atinc, Tamar Manuelyan; Read, Lindsay; Sethi, Tanya (Brookings Institute, 2018)
Researchers summarize their new analysis of two unique global surveys that assess the use of data and evidence by education leaders in developing countries.
KerkoCite.ItemAlsoKnownAs: 2339240:CUVUYU5E 2405685:YWY9KVI4