Ministry of Communications and Digital Economy | Home - Ministry of Communications and Digital Economy (Nigeria) (2020)
Ministry of Communications and Digital Economy, MCT, MOC, FMOC, FMCDE, FMOCDE, MCDE, MOCDE, Federal Ministry of Communications and Digital Economy
Library Catalog: www.commtech.gov.ng EdTechHub.ItemAlsoKnownAs: 2405685:YT9YM6T3

Ministry of East African Community (EAC), ASALs And Regional Development - The Ministry of East African Community, Arid and Semi-Arid Lands, Republic of Kenya (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:M4AGM9PZ 2405685:9WMVHV9U

Ministry of Education Ghana - Education Strategic Plan 2018-2030 - Ministry of Education, Ghana (Ministry of Education, Ghana, 2019)
Building on Ghana's achievements in expanding education, the Education Strategic Plan sets out the vision and policies for realizing the ambition of transforming Ghana into a ‘learning nation'. It puts Ghana on the road towards meeting the Sustainable Development Goals and represents a deliberate reorientation towards this aim, as it replaces the previous ESP for 2010-2020. This plan not only sets the long-term vision but also how this will be operationalized in the medium term through the accompanying Education Sector Medium Term Development Plan 2018-2021.
KerkoCite.ItemAlsoKnownAs: 2339240:2MX8W5EJ 2339240:SDTNWRB7 2405685:G3VWFY4N 2405685:U4CHV5DB

Ministry of Education joins UN in launching Back to School campaign - UNICEF (2017)
The Ministry of Education and Higher Education and UN Agencies launch this year’s Back to School campaign celebrating school heroes.
KerkoCite.ItemAlsoKnownAs: 2339240:3235DFU2 2405685:WLUHIHF2

Ministry of Education, Science and Technology – Policy Reforms - Malawi Ministry of Education, Science and Technology (2019)
The Malawi Public Sector Reforms Management Unit exists to catalyse, drive and facilitate public sector reforms in Malawi. The reforms are implemented in Government ministries, departments and agencies (MDAs), local councils, parastatal organizations and constitutional bodies.
KerkoCite.ItemAlsoKnownAs: 2339240:CVBB75DU 2405685:Z4Z43LCT

Ministry of ICT Postal & Courier Services | Home - Ministry of ICT, Postal and Courier Services (Zimbabwe) (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:R5F8CX6A

Ministry of Information and Communications | Home - Ministry of Information and Communications (Sierra Leone) (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:MV5RWXEF

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

Ministry of Information, Publicity and Broadcasting Services | Home - Ministry of Information, Publicity and Broadcasting Services (Zimbabwe) (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:V3SUPSUJ

Minoritised Languages, Education, and Technology: Current practices and future directions in low- and middle-income countries - Zhao, Annette; Mitchell, Joel; Gasanabandi, Gentille; Ullah, Noor; Barnes, Katrina; Koomar, Saalim (EdTech Hub, 2024)
This article explores the current status and future directions of mother-tongue-based multilingual education (MTB MLE) and the use of technology in low- and middle-income countries (LMICs), focusing on the use of minoritised mother tongues. An initial literature review of available academic sources in multiple languages reveals a lack of evidence on the use of technology in MTB MLE across different countries, especially multilingual contexts with greater linguistic diversity. To understand the issue in greater detail and to offer recommendations informed by current practice, interviews and a collaborative workshop with four organisations with relevant educational technology (EdTech) initiatives were conducted. The analysis covers facilitating and limiting factors these organisations have encountered, and the potential positive impact on learners and society generally. We conclude by identifying practical, policy, and research priorities for multilingual education and educational technology in general.
ZenodoArchiveID: 7267302 ZenodoArchiveConcept: 7267301 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7267302 10.53832/edtechhub.0127 2339240:V7ARHU93 2405685:GBBGHCBH 2405685:QADQUWU3 2405685:UTTZNZ24
Keywords: _r:AddedByZotZen

Misallocation in the Public Sector? Cross-Country Evidence from Two Million Primary Schools, - Walter, Torsten Figueiredo (Suntory and Toyota International Centres for Economics and Related Disciplines, LSE, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:JUWWHYBF

Misperceived social norms: female labor force participation in Saudi Arabia - Bursztyn, Leonardo; Gonzalez, Alessandra L; Yanagizawa-Drott, David (2018)
Through the custom of guardianship, husbands typically have the ﬁnal word on their wives’ labor supply decisions in Saudi Arabia, a country with very low female labor force participation (FLFP). We provide incentivized evidence (both from an experimental sample in Riyadh and from a national sample) that the vast majority of young married men in Saudi Arabia privately support FLFP outside of home from a normative perspective, while they substantially underestimate the level of support for FLFP by other similar men – even men from their same social setting, such as their neighbors. We then show that randomly correcting these beliefs about others increases married men’s willingness to let their wives join the labor force (as measured by their costly sign-up for a job-matching service for their wives). Finally, we ﬁnd that this decision maps onto real outcomes: four months after the main intervention, the wives of men in our original sample whose beliefs about acceptability of FLFP were corrected are more likely to have applied and interviewed for a job outside of home. Together, our evidence indicates a potentially important source of labor market frictions, where job search is underprovided due to misperceived social norms.
KerkoCite.ItemAlsoKnownAs: 2339240:NPL67IC4 2405685:Q5LSEXBV

Missed Opportunities : The High Cost of Not Educating Girls - Wodon, Quentin; Montenegro, Claudio; Nguyen, Hoa; Onagoruwa, Adenike (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:W2AZ9SJ4 2405685:6PCBWPVJ

Missing Millions and Measuring Development Progress - Carr-Hill, Roy (World Development, 2013)
In developing countries, assessments of progress toward development goals are based increasingly on household surveys. These are inappropriate for obtaining information about the poorest. Typically, they omit by design: the homeless; those in institutions; and mobile, nomadic, or pastoralist populations. Moreover, in practice, household surveys typically under-represent: those in fragile, disjointed households; slum populations and areas posing security risks. Those six sub-groups constitute a large fraction of the “poorest of the poor”. We estimate that 250 million are missed worldwide from the sampling frames of such surveys and from many censuses and their omission may well lead to substantial biases.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2012.12.017 2339240:A2SLGWL3 2405685:E5Q3UPWM
Keywords: accurate population counts; household surveys; inequalities; invisible populations; measurement of poverty; millenium development goals

MIT Solve (2020)
Library Catalog: solve.mit.edu KerkoCite.ItemAlsoKnownAs: 2405685:A972JCYU

Mitigating COVID-19 impacts and getting education systems up and running again: Lessons from Sierra Leone - Davis, Edward; Berry, Chris (Global Partnership for Education, 2020)
Reflexions on some of the lessons from the Sierra Leone Ebola education response that could be relevant for countries facing shutdowns of their education systems due to the COVID-19 pandemic.
KerkoCite.ItemAlsoKnownAs: 2339240:NIUY9YWK 2405685:CVJKIQ8D

Mitigating the effects of the COVID-19 pandemic on food and nutrition of schoolchildren - WFP; FAO; UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Z38UDETM 2405685:7S7HZKYB

Mitigating threats to girls’ education in conflict-affected contexts: current practice - Pereznieto, Paola; Magee, Arran; Fyles, Nora (2017)
This report, co-produced by ODI and UNGEI, investigates girls’ access to education in conflict settings
KerkoCite.ItemAlsoKnownAs: 2339240:SVUVZWB3 2405685:JGHJRCA2

Mixed methods applications in action research - Ivankova, Nataliya V. (Sage, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:KWBAF332 2405685:8FC3BD9U

Mixed methods appraisal tool (MMAT), version 2018 - Hong, Q.N.; Pluye, P.; Fabregues, S.; Bartlett, G.; Boardman, F.; Cargo, M.; Dagenais, P.; Gagnon, M-P.; Griffiths, F.; Nicolau, B.; O'Cathain, A.; Rousseau, M-C.; et al. (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:VPTYK3KB 2405685:WJWIBS9S VPTYK3KB

Mixed methods appraisal tool (MMAT), version 2018 user guide - Hong, Q.N.; Pluye, P.; Fabregues, S.; Bartlett, G.; Boardman, F.; Cargo, M.; Dagenais, P.; Gagnon, M-P.; Griffiths, F.; Nicolau, B.; O'Cathain, A.; Rousseau, M-C.; et al. (McGill University Department of Family Medicine, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:U2U6MV3S 2405685:VGEQX2AW 2534378:T56FHVRW VPTYK3KB
Keywords: ___working_potential_duplicate

Mixed methods research: A guide to the field - Plano Clark, Vicki L.; Ivankova, Nataliya V. (Sage Publications, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:2INJ8RSM 2405685:VBAN9UA4

Mixed Methods Research: A Research Paradigm Whose Time Has Come - R. Burke Johnson, Anthony J. Onwuegbuzie, 2004 - Johnson, R.B.; Onwuegbuzie, A.J. (2004)
The purposes of this article are to position mixed methods research (mixed research is a synonym) as the natural complement to traditional qualitative and quantitative research, to present pragmatism as offering an attractive philosophical partner for mixed methods research, and to provide a framework for designing and conducting mixed methods research. In doing this, we briefly review the paradigm “wars” and incompatibility thesis, we show some commonalities between quantitative and qualitative research, we explain the tenets of pragmatism, we explain the fundamental principle of mixed research and how to apply it, we provide specific sets of designs for the two major types of mixed methods research (mixed-model designs and mixed-method designs), and, finally, we explain mixed methods research as following (recursively) an eight-step process. A key feature of mixed methods research is its methodological pluralism or eclecticism, which frequently results in superior research (compared to monomethod research). Mixed methods research will be successful as more investigators study and help advance its concepts and as they regularly practice it.
KerkoCite.ItemAlsoKnownAs: 2339240:8TFE26KI 2405685:JZHMXX68
Keywords: ⛔ No DOI found

Mixing and Matching: Using Qualitative Methods to Improve Quantitative Impact Evaluations (IEs) and Systematic Reviews (SRs) of Development Outcomes - Jimenez, Emmanuel; Waddington, Hugh; Goel, Neeta; Prost, Audrey; Pullin, Andrew (2018)
KerkoCite.ItemAlsoKnownAs: 2317526:EYC6GBR4 2339240:IIS8RA6V 2405685:Z5JFW6JH UA-13cdba5f-8af7-4414-ad70-592098eeea4b
Keywords: -FullBiblioUHMLgen; -GeneralCitations; 3ie; publicImportV1

Mixing methods is wrong: An everyday approach to educational justice - Gorard, Stephen (British Educational Research Association. London, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:EG4DLTVC
Keywords: ⛔ No DOI found

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

Mobile-based system for cost-effective e-learning contents delivery in resource and bandwidth constrained learning environments - Mahenge, Michael P. J.; Mwangoka, Joseph W. (Knowledge Management & E-Learning: An International Journal, 2014)
The advancement in Information and Communication Technologies (ICTs) has brought opportunities for the development of Smart Cities. The Smart City uses ICT to enhance performance and wellbeing, to reduce costs and resource consumption, and to engage more effectively and actively with its citizens. In particular, the education sector is adopting new ways of learning in Higher Education Institutions (HEIs) through e-learning systems. While these opportunities exist, e-learning content delivery and accessibility in third world countries like Tanzania is still a challenge due to resource and network constrained environments. The challenges include: high cost of bandwidth connection and usage; high dependency on the Internet; limited mobility and portability features; inaccessibility during the offline period and shortage of ICT facilities. In this paper, we investigate the use of mobile technology to sustainably support education and skills development particularly in developing countries. Specifically, we propose a Cost-effective Mobile Based Learning Content Delivery system for resource and network constrained environments. This system can be applied to cost-effectively broaden and support education in many cities around the world, which are approaching the 'Smart City' concept in their own way, even with less available technology infrastructure. Therefore, the proposed solution has the potential to reduce the cost of the bandwidth usage, and cut down the server workload and the Internet usage overhead by synchronizing learning contents from some remote server to a local database in the user’s device for offline use. It will also improve the quality of experience and participation of learners as well as facilitate mobility and portability in learning activities, which also supports the all-compassing learning experience in a Smart City.https://doi.org/10.34105/j.kmel.2014.06.030
Number: 4 KerkoCite.ItemAlsoKnownAs: 2339240:PDQV4A7I 2405685:LCDRVZPJ
Keywords: ⛔ No DOI found

Mobile cellular subscriptions (per 100 people) - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:3TFRTW7N 2405685:3ANKPIAG

Mobile cellular subscriptions (per 100 people) - South Asia | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:JCFQ2UI9 2486141:DJV6GAKB

Mobile cellular subscriptions (per 100 people) - Sub-Saharan Africa - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:M3IPMEX2 2405685:RYM8GCX3

Mobile cellular subscriptions (per 100 people) - Sub-Saharan Africa | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:QPD4TJ5K 2486141:Y9NDX4WX

Mobile cellular subscriptions (per 100 people) - Tanzania | Data - World Bank Development Indicators (World Bank Development Indicators website, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6GSKZLF8 2405685:J4UDY73A

Mobile Classroom | Home - Mobile Classroom (2020)
Mobile classroom application is bridging the gap between students and learning by giving them the opportunity to take classes online from anywhere in Nigeria...
Library Catalog: www.mobileclassroom.com.ng EdTechHub.ItemAlsoKnownAs: 2405685:M5VAHKWM

Mobile Data Plans in Kenya. Quantifying Women's Access to the Digital World - Gemeda, B.T.; Thakur, D. (Alliance for Affordable Internet, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:HRY4VJMC 2405685:KMJJPPRF

Mobile Distance & Hybrid Education Solutions - Steinmetz, Marisa Giulia Kyra Solveigh Carolin (World Bank Group, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:87G5SZHC 2405685:L5HM7Q3W

Mobile Identity Construction by Male and Female Students in Pakistan: On, In, and Through the Phone - Hassan, Bushra; Unwin, Tim (Information Technologies & International Development, 2017)
This article reports on focus group research in Pakistan about the symbolic value and use of mobile phones by students in constructing their identities on the phone, in the phone, and through the phone. A striking conclusion is the difference between how men and women use their phones, and we provide accounts of the harassment and bullying of women through their mobiles.
KerkoCite.ItemAlsoKnownAs: 2339240:48D4PCFU 2405685:F7CBLYIG
Keywords: Pakistan; identity; mobiles; students; symbolism; ⛔ No DOI found

Mobile internet connectivity 2020: sub-Saharan Africa factsheet - GSMA (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2WXC4BIE 2405685:2A2MBEPM

Mobile learning and pedagogical opportunities: A configurative systematic review of PreK-12 research using the SAMR framework - Crompton, Helen; Burke, Diane (Computers and Education, 2020)
Scholars postulate that mobile devices can be used to transform learning. However, there is a paucity of evidence to determine if mobile learning is redefining learning or if these devices are being used to replicate past teaching practices. To fill this gap in scholarly understanding, this systematic review was conducted to examine studies from 2014 to 2019 involving mobile devices in PK-12 (2–18 years) learning. Technology use was coded using the Substitution, Augmentation, Modification, and Redefinition (SAMR) framework. This framework was empirically extended and presented in this study. The data revealed unique findings, including the concerning discovery that while mobile technologies can and were used to transform learning in 54% of the studies, 46% of the time devices were used to replicate activities that can be conducted without technology. This has larger implications on school integration of mobile devices and whether these devices are being used to redefine learning to provide the most benefit to PK-12 students.
Publisher: Elsevier Ltd KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.103945 2405685:3U7PETF4
Keywords: Mlearning; Mobile learning; SAMR; Systematic review; Technology integration

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

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

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

Mobile learning games for low-income children in India: Lessons from 2004–2009 - Kam, Matthew (In Berge, Z. & Muilenburg, L. (Eds.), Handbook of mobile learning. New York: Routledge. pp. 617–628., 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:CH5ZTEDC 2405685:LRN6BNM9

Mobile Learning Lab Evaluation & Analysis - 60 Million Girls (60 million girls, 2018)
Library Catalog: 60millionsdefilles.org EdTechHub.ItemAlsoKnownAs: 2405685:ZPG2W382

Mobile learning policy and practice in Africa: Towards inclusive and equitable access to higher education - Kaliisa, Rogers; Picard, Michelle (Australasian Journal of Educational Technology, 2019)
This article presents the results of a review of practice and policy in relation to mobile learning and its potential to enhance inclusive and equitable access to higher education in Africa. We reviewed academic literature on potential barriers. Then, we explored the current state of the mobile learning policy environment in 10 African countries through an analysis of how these policies have tried to address the prominent challenges in the adoption of mobile learning as identified in the literature. The findings reveal that significant resourcing inequalities and epistemological, sociocultural, and institutional barriers remain and affect mobile learning adoption. The analysis also reveals that there is still a policy vacuum in relation to mobile learning specific policies within African higher education institutional and governmental policies. Thus, the formal integration of mobile learning in higher education to facilitate equitable access is very much in its infancy. This article suggests a strong need for institutional, cross-institutional, national and African-wide mobile learning specific policies to ensure better implementation of mobile learning. As interest in mobile learning continues to grow, this review will provide insights into policy and strategic planning for the adoption of mobile learning to achieve inclusive and equitable access to higher education.
Number: 6 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.5562 2405685:HRGWJESX 4042040:2SL6HJAA
Keywords: Africa; Mobile learning; equity; higher education; inclusive; policy

Mobile learning projects–a critical analysis of the state of the art - Frohberg, Dirk; Göth, Christoph; Schwabe, Gerhard (Journal of Computer Assisted Learning, 2009)
00168 shortDOI: 10/bg3h47 KerkoCite.ItemAlsoKnownAs: 10/bg3h47 2129771:295A7BM7 2405685:VR3WUCW5

Mobile learning technology based on iOS devices to support students with special education needs - Fernández-López, Álvaro; Rodríguez-Fórtiz, María José; Rodríguez-Almendros, María Luisa; Martínez-Segura, María José (Computers & Education, 2013)
00026 shortDOI: 10/f4hnzg KerkoCite.ItemAlsoKnownAs: 10/f4hnzg 2129771:BFWDTZ88 2405685:VQRYXHV3

Mobile learning using mobile phones in Japan - Kimura, Midori (Open Source Mobile Learning: Mobile Linux Applications, 2011)
The past ten years has seen remarkable developments in mobile devices, especially mobile phones, and interest in the potential of using mobile phones in an educational setting has intensified recently. The author’s working group, in cooperation with eLPCO (e-learning Professional Competency) at Aoya...
Pages: 64-83 Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-60960-613-8.ch005 2339240:9E2LIXAM 2405685:FFALMPSY

Mobile learning vs. traditional classroom lessons: a comparative study - Furió, D; Juan, M-C; Seguí, I; Vivó, R (Journal of Computer Assisted Learning, 2014)
00000 shortDOI: 10/f7dqjb KerkoCite.ItemAlsoKnownAs: 10/f7dqjb 2129771:6H2BPCC9 2405685:4W8AK7IT

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

Mobile Minute: Global Classrooms Rely on Education Apps As Remote Learning Accelerates - Sydow, Lexi (App Annie, 2020)
Library Catalog: www.appannie.com KerkoCite.ItemAlsoKnownAs: 2339240:H445R5CL 2405685:B8X54Z7D

Mobile pastoralists and education: strategic options - Krätli, Saverio; Dyer, Caroline (International Institute for Environment and Development (UK), 2009)
OCLC: 530332024 KerkoCite.ItemAlsoKnownAs: 2339240:9K8YBQ5V 2405685:9UUV7432
Keywords: ___working_potential_duplicate

Mobile pastoralists and education: strategic options - Krätli, Saverio; Dyer, Caroline (International Institute for Environment and Development (UK), 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:VM5C8CTC 2405685:67CTNWXD
Keywords: ___working_potential_duplicate

Mobile Penetration and Growth in Kenya - Kibuacha, Frankline (GeoPoll, 2021)
Kenya is one of the most technology-advanced countries in Africa, which has had many christen it the Silicon Savannah, powered by its mobile penetration.
KerkoCite.ItemAlsoKnownAs: 2339240:SZABY9CX 2405685:DBYZ5YH6

Mobile phone-based cash transfers: lessons from the Kenya emergency response - Datta, Dipankar; Ejakait, Anne; Odak, Monica (Humanitarian Practice Network, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:CRBDY6VP 2405685:8ELURAYZ

Mobile phone images and video in science teaching and learning - Ekanayake, Sakunthala; Wishart, Jocelyn (Learning Media and Technology, 2014)
shortDOI: 10/ghgn5j KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2013.825628 10/ghgn5j 2405685:RFWQKYW5

Mobile phone technologies in coping with the challenges and opportunities of CPEC by the youth of rural mountainous areas of Gilgit-Baltistan, Pakistan - Rahim, Sabit; Qutoshi, Sadruddin Bahadur; Sahar, Gul; Jabeen, Gul; Ali, Imran (Mobile Information Systems, 2020)
The study aims to explore the access of mobile phone, emerging technologies, and use of the mobile phone by the youth of Gilgit-Baltistan (GB), Pakistan, for learning and safety and security purposes. Structured questionnaires were used to collect the data. The descriptive statistics was employed to test the research model. Among the 300 distributed sample size, 272 participants responded back including 133 male and 139 female students of Karakoram International University (KIU) from eight districts of GB as research participants for data collection. Only 1 male and 6 females responded that they do not have their own mobile phone, comprising of 90.6% response rate. The results show that 97% of students of rural mountainous areas own a mobile phone. The study contributes valuable findings about the access and positive use of mobile phones for learning and safety and security purposes. The result also shows that the youth of GB have enough skills of mobile phone technologies to cope with the future challenges of China Pakistan Economic Corridor (CPEC) by taking advantages of China Pakistan Information Corridor (CPIC is a fiber optics cable laid down from the China border to Islamabad Pakistan for the purpose of providing the fast internet facility including 5G). This is the baseline survey and future study will be based on this survey.
KerkoCite.ItemAlsoKnownAs: 10.1155/2020/5816803 2405685:S26GG6U4
Keywords: ___working_potential_duplicate

Mobile Phone Technologies in Coping with the Challenges and Opportunities of CPEC by the Youth of Rural Mountainous Areas of Gilgit-Baltistan, Pakistan - Rahim, Sabit; Qutoshi, Sadruddin Bahadur; Sahar, Gul; Jabeen, Gul; Ali, Imran (Mobile Information Systems, 2020)
The study aims to explore the access of mobile phone, emerging technologies, and use of the mobile phone by the youth of Gilgit-Baltistan (GB), Pakistan, for learning and safety and security purposes. Structured questionnaires were used to collect the data. The descriptive statistics was employed to test the research model. Among the 300 distributed sample size, 272 participants responded back including 133 male and 139 female students of Karakoram International University (KIU) from eight districts of GB as research participants for data collection. Only 1 male and 6 females responded that they do not have their own mobile phone, comprising of 90.6% response rate. The results show that 97% of students of rural mountainous areas own a mobile phone. The study contributes valuable findings about the access and positive use of mobile phones for learning and safety and security purposes. The result also shows that the youth of GB have enough skills of mobile phone technologies to cope with the future challenges of China Pakistan Economic Corridor (CPEC) by taking advantages of China Pakistan Information Corridor (CPIC is a fiber optics cable laid down from the China border to Islamabad Pakistan for the purpose of providing the fast internet facility including 5G). This is the baseline survey and future study will be based on this survey.
Publisher: Hindawi KerkoCite.ItemAlsoKnownAs: 10.1155/2020/5816803 2339240:T7Y9UQTC 2405685:46LFGCZC
Keywords: ___working_potential_duplicate

Mobile phone use in two secondary schools in Tanzania - Joyce-Gibbons, Andrew; Galloway, David; Mollel, Andrew; Mgoma, Sylvester; Pima, Madeleke; Deogratias, Enos (Education and Information Technologies, 2018)
Mobile phone technology in Tanzania has grown rapidly but there is insufficient data on its application in schools. This paper aims to show how students in the first and third year (F1 and F3) teachers in two rural secondary schools perceived its use. F1 and F3 students completed a questionnaire. Teachers and students in F1 and F3 discussed the uses and misuses of mobile phones in separate focus groups. Although they served similar areas the two schools differed in students’ use – and awareness of misuse – of mobile phones. Most students had access to a mobile phone, but were not permitted to bring them to school. Few teachers could see a positive use for the technology in the curriculum. There is an urgent need for pedagogical resources to support the introduction of mobile technology into classrooms but equally it is crucial that any such introduction is through a process of engagement with the concerns of students, teachers and the wider community with frank discussion about both the dangers and the potential benefits of using mobile phones in learning.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-017-9586-1 2339240:FRIFJCLC 2405685:Q6LX8W5X

Mobile: Resource Pack to Support Remote Learning - UNICEF; World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:MYX97PPW 2405685:PR2S9HNP

Mobile School Report Card (mSRC, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:XAKE2D76

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

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

Mobiles for reading: A landscape research review - Wagner, Daniel A (Working Papers (Literacy.org), 2014)
This landscape review takes the broad domain of new information and communications technologies (ICTs) for education, and focuses on the fast-evolving sub-domain of mobiles for reading, or M4R. The 'mobiles' in this review primarily refer to mobile technologies— ICTs that are portable, typically battery powered, and may be connected to cellular networks and/or the Internet. The term 'reading' refers to the joint abilities of understanding and producing written language, for children, youth and adults. This review of M4R focuses primarily on the use of mobile ICTs designed to help children learn to read, practice reading (reading to learn), and acquire a broader range of learning skills that support a literate society.
KerkoCite.ItemAlsoKnownAs: 2339240:NJ29IR44 2405685:S8V95L6L

Mode of tele-communication and software used by children with hearing impairment - Zahra, Arjamand; Khan, Sikander Ghayas; Butt, Ayesha Kamal; Noreen, Hafsa; Saeed, Muhammad Imtiaz; Iftikhar, Nayab (Biomedical Research, 2018)
Objective: The study is being conducted to find out mode of tele-communication and software used by children with hearing impairment. Methodology: This cross-sectional study was done at special education centers and schools in Lahore and Sheikhupura. Data was collected from children with hearing impairment by using a questionnaire of 11 items about the modes of tele-communication and software used by children with hearing impairment. Sample size was 362 which was calculated by using online sample size calculator. The population includes male and female children with mild, moderate, severe and profound hearing impairment studying in special education schools of Lahore and Sheikhupura. All these children use hearing aid and have congenital bilateral hearing loss. Results: This study shows that almost 80% population of children with hearing impairment know about computer and mobile. They also have awareness about the use of computer, Facebook, e-mail etc. In addition, 40 to 50% children with hearing impairment use Skype, Facebook and e-mail as a communication tool. Conclusion: The conclusion from this study is that most of the children use computer and mobile on daily basis in schools and homes for communication. Mild to moderate hearing loss children benefit from these devices between the ages of 10 to 20 y.
Publisher: Biomedical Research KerkoCite.ItemAlsoKnownAs: 10.4066/biomedicalresearch.29-17-3494 2339240:7FCYX428 2339240:XZGUQ9KC 2405685:QFJGZFWK 2405685:U7CFTZ3Q

Model Safe Education Plan - Vijil-Morin, Alejandra; Villavicencio, Xuzel; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7593861 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7593861 ZenodoArchiveConcept: 7593860
Keywords: _r:AddedByZotZen

Modelling and supporting ICT implementation in secondary schools - Mooij, Ton; Smeets, Ed (Computers & Education, 2001)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S0360-1315(00)00068-3 2339240:AGM87JMU 2405685:LATP6NIT

Modelling the learning process #1: What is a pedagogical production function—and how does it help us understand student learning? - Belafi, Carmen (RISE Programme, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JHUWT24H 2405685:7CJZQMXU

Mongolia: Education Sector - ADB (Asian Development Bank, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:RKTBLIFG 2405685:RFY5AKQK

Mongolia - Improving Primary Education Outcomes for the Most Vulnerable Children in Rural Mongolia (English) - World Bank (World Bank, 2020)
Mongolia - Improving Primary Education Outcomes for the Most Vulnerable Children in Rural Mongolia (English)
KerkoCite.ItemAlsoKnownAs: 2339240:R8LDPUDM 2405685:UILRYS9L

Mongolia leads in organizing TV classes for children - Munkhzul, A (Montsame (Mongolia), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:BIQ9P6M5 2405685:SYZ4XSBI 4803016:64QPZ5AD

Mongolia Poverty Update 2018 - World Bank (National Statistics Office of Mongolia, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FT92LP7S 2405685:F2LL23ZG

Mongolia: Systematic Country Diagnostic - World Bank (World Bank, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:L72JN738 2405685:PBVZ8CDR

Monitoring and evaluating radio in education - McBurnie, Chris (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707898 2129771:E77BS5IR 2405685:PLW5MPU5
Keywords: _EdTechHub_Output; dode_eth-src-eth; dode_eth-trf2-dode

Monitoring and Evaluation Framework - Vijil-Morin, Alejandra; Villavicencio, Xuzel; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7593881 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7593881 ZenodoArchiveConcept: 7593880
Keywords: _r:AddedByZotZen

Monitoring and evaluation of ICT in education projects. A handbook for developing countries - Wagner, Daniel A.; Day, Bob; James, Tina; Kozma, Robert B.; Miller, Jonathan; Unwin, Tim (Washington DC: infoDev. Retrieved July, 2005)
Keywords: ⛔ No DOI found

Monitoring and evaluation of ICT in education projects: A handbook for developing countries - Wagner, Daniel A.; Day, Bob; James, Tina; Kozma, Robert B.; Miller, Jonathan; Unwin, Tim (the International Conference on Educational Technology, 2005)
an infoDev publication www.infodev.org Pre-publication draft for circulation at the World Summit on the Information Societ
KerkoCite.ItemAlsoKnownAs: 2339240:7QZI26SM 2339240:M7LUSBY2 2339240:T2GA7JBZ 2405685:3L5SB7BB 2405685:7H8YJAHN 2405685:DL93TR89
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Monitoring and evaluation of the e-readers project in rural Tanzania - Machuve, D. Z.; Zlotnikova, I.; Nyambo, D. (Proceedings of the 2nd Pan African International Conference on Science, Computing and Telecommunications (PACT 2014), 2014)
This study provides recommendations on the monitoring and evaluation conducted for an ICT in Education project in two rural primary schools in Tanzania. The objective of the study was to evaluate the effectiveness of e-readers introduction at the schools. The e-readers introduction aimed at complementing the traditional print books. Print books are insufficient in primary schools in Tanzania; this ultimately leads to lack of reading skills in pupils and poor overall academic performance. As a conceptual framework the study adopted the InfoDev Monitoring and Evaluation framework for ICT in Education projects and adjusted it to local conditions. The study has shown that pupils at both schools considerably improved their reading skills as a result of the e-readers introduction. The introduction of e-readers also resulted in teachers and pupils being more motivated and engaged in learning. Survey results for parents demonstrate readiness on cost-sharing for acquiring the devices. This also indicates the feasibility of up-scaling the project to other schools in the country.
KerkoCite.ItemAlsoKnownAs: 10.1109/SCAT.2014.7055138 2339240:DPBJTXNM 2405685:HU86I3P7
Keywords: E-readers; Educational institutions; ICT; ICT in Education project; InfoDev Monitoring and Evaluation framework; Monitoring; Tanzania; academic performance; computer aided instruction; cost-sharing; digital e-books; e-readers project; electronic publishing; mobile computing; mobile electronic device; pupil engagement; pupil motivation; reading skills improvement; rural Tanzania; rural primary schools; teachers

Monitoring basic skills acquisition through rapid learning assessments: A case study from Peru - Abadzi, Helen; Crouch, Luis; Echegaray, Marcela; Pasco, Consuelo; Sampe, Jessyca (PROSPECTS, 2005)
KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-005-1817-3 2339240:QDJBCG9B 2405685:KCL8RYGR

Monitoring Distance Education: A Brief to Support Decision-Making in Bangladesh and Other Low- and Lower-Middle-Income Countries - Kaye, Tom; Groeneveld, Caspar; Bashir, Amreen (EdTech Hub, 2020)
This brief outlines a model for monitoring and evaluating distance learning based on a desktop review of interventions during the Covid-19 school closures and other previous school shutdowns. It then examines how this might be applied in the Bangladeshi context.
ZenodoArchiveID: 5652092 previousDOI: 10.5281/zenodo.4140104 previousZenodoArchiveID: 4140104 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4140104 10.5281/zenodo.4140104 10.5281/zenodo.4140104; 10.5281/zenodo.5652092 2339240:2K6FG2CF 2339240:2XJTN3MP 2339240:3TNWACL9 2339240:942WVA7N 2339240:DN7NQV5Y 2339240:LKQW3A8S 2339240:MDTPARWA 2339240:U3838PXA 2339240:XIE9NJ3S 2405685:BA3K6CK8 2405685:BLRKEEAU 2405685:CCZW4ARW 2405685:DAFBBJ3F 2405685:DP9HJGLT 2405685:HRT8E6US 2405685:RVIEHPP5 2405685:XUVA9827 2405685:Z6UIK8CZ 2405685:ZITF5IDK 2534379:FDZIF5DH
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _zenodo:submitted; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

Monitoring Distance Learning During School Closures - UNICEF ROSA (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TQAQTYQA 2405685:55T4NQNW

Monitoring Education Participation: Framework for Monitoring Children and Adolescents who are Out of School or at Risk of Dropping Out - UNICEF; UNESCO Institute for Statistics (UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independent States, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:EMDB5K4K

Monitoring Hybrid Learning: A Short Guide - UNICEF; EdTech Hub (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5826252 10.53832/edtechhub.0072 2405685:NHNPTFBW
Keywords: F: Helpdesk response; _r:AddedByZotZen

Monitoring Learning Continuity During School Closures - UNICEF (UNICEF Regional Office for South Asia (ROSA), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:T2ISXZE7 2405685:78RWG8WV

Monitoring Radio Programming in times of COVID-19: Preliminary findings from parent interviews and discussions - Thomas, Harris; Lebah, Bingo (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VHEK5YRF 2405685:RJ6T5693

Monitoring works: Getting teachers to come to school - Duflo, Esther; Hanna, Rema (National Bureau of Economic Research, 2005)
Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals.
KerkoCite.ItemAlsoKnownAs: 10.3386/w11880 2339240:AQRALELS 2405685:2C6VSE3T

MOOC adaptation and translation to improve equity in participation - Wolfenden, Freda; Cross, Simon; Henry, Fiona (Journal of Learning for Development, 2017)
There is an urgent need to improve elementary and secondary school classroom practices across India and the scale of this challenge is argued to demand new approaches to teacher professional learning. Massive Open Online Courses (MOOCs) represent one such approach and one that, in the context of this study, is considered to provide a means by which to transcend traditional training processes and disrupt conventional pedagogic practices. This paper offers a critical review of a large-scale MOOC deployed in English, and then in Hindi, to support targeted sustainable capacity building within an education development initiative (TESS-India) across seven states in India. The study draws on multiple sources of participant data to identify and examine features, which stimulated a buzz around the MOOCs, leading to over 40,000 registrations and a completion rate of approximately 50% for each of the two MOOCs.
Publisher: Commonwealth of Learning KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v4i2.209 2339240:5AVZ6N24 2405685:B6HCB8RM 2405685:CPXFIVAY 2405685:NV7NW6T5 2534378:M4U3QCYL 2534378:SPVQ8ST8 2534378:VD62UHJM 2534378:WXPHBJ7Y
Keywords: Access to Computers; Access to Education; Attitude Measures; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Equal Education; Foreign Countries; Higher Education; India; International Programs; Large Group Instruction; Online Courses; Partnerships in Education; Postsecondary Education; Pretests Posttests; Program Implementation; Questionnaires; Surveys; Teacher Education Programs; Teacher Educators; Technology Uses in Education; United Kingdom; __:import:01; __:match:final; __:matched; __:study_id:2096064; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

MOOCs and the claim of education for all: A disillusion by empirical data - Rohs, Matthias; Ganz, Mario (International Review of Research in Open and Distance Learning, 2015)
MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.
shortDOI: 10/gdzzn3 KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v16i6.2033 10/gdzzn3 2129771:49G4433U 2405685:TEX35CCG
Keywords: Access to education; C: International; Digital Divide; Distance learning; Education; MOOCs; Socioeconomic factors; ___working_potential_duplicate

MOOCs and the claim of education for all: A disillusion by empirical data - Rohs, Matthias; Ganz, Mario (2015)
MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.
Publisher: International Review of Research in Open and Distance Learning KerkoCite.ItemAlsoKnownAs: 2339240:HLQJXJFY 2405685:LKC8KJG6
Keywords: ___working_potential_duplicate; ⛔ No DOI found

MOOCs as an alternative for teacher professional development: examining learner persistence in one Chinese MOOC - Wang, Qiong; Chen, Bodong; Fan, Yizhou; Zhang, Guogang (Peking University, 2018)
Massive Open Online Courses (MOOCs) have developed into a significant international movement, showing great promise in addressing equity, quality, and efficiency issues in global education. To date, many MOOCs have been developed specifically for teacher professional development (TPD). In this regard, an important empirical question remains to be addressed: How and to what extent can MOOCs support equity, quality, and efficiency in teacher professional development? To help fill this knowledge gap, this study, conducted from 2014 to 2016, focused on persistent teacher-learners in a TPD MOOC that was offered for seven consecutive rounds by the X-Learning Center of Peking University. The study found that more than 15% of the 105,383 teachers who enrolled in this MOOC were persistent teacher-learners, defined as learners who enrolled in multiple rounds. Data analysis showed that these persistent teacher-learners had diverse motivations for re-enrollment, including refreshing conceptual understanding, achieving higher scores, earning course certification, and discussing practical problems. The study also found that the persistent teacher-learners developed self-regulated learning skills in the course of multiple rounds of the MOOC and showed significantly higher learning achievement than one-time enrollees. Qualitative and quantitative analysis of both clicklog data and interview data revealed additional insights into the persistent teacher-learners’ learning within the MOOC and their real-world teaching practice beyond the MOOC. Overall, this study contributes to an improved understanding of the potential of MOOCs as an alternative TPD delivery mode in developing countries and sheds light on the future design of effective TPD through MOOCs.
Publisher: Foundation for Information Technology Education and Development, Inc.(FIT-ED) KerkoCite.ItemAlsoKnownAs: 2339240:8MN7IEZ9 2405685:3UKER6KZ 2405685:S4HRXBMD 2534378:KW6CG8KS 2534378:WIIQZEB5
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425977; __finaldtb; tpdsysrev_potential_duplicate; ⛔ No DOI found

MOOCs Feasibility Study: Demand among Teachers in Rural Ghana. - Johnston, Jamie (Society for Research on Educational Effectiveness, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:S2KSUDLJ 2405685:MYTSC7NJ
Keywords: ⛔ No DOI found

MOOCs for development: trends, challenges, and opportunities - Castillo, Nathan M.; Lee, Jinsol; Zahra, Fatima T.; Wagner, Daniel A. (Information Technologies & International Development, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:BSHFENDC 2405685:J3GZQZR9
Keywords: ⛔ No DOI found

MOOCs for Development: Trends, Challenges, and Opportunities - Castillo, Nathan; Lee, Jinsol; Zahra, Fatima; Wagner, Daniel (International Technologies & International Development, 2015)
The recent rise of massive open online courses (MOOCs) has generated significant media attention for their potential to disrupt the traditional modes of education trough ease of access and free or low-cost content delivery. MOOCs offer the potential to enable access to high-quality education to students, even in the most underserved regions of the world. However, much of the excitement surrounding opportunities for MOOCs in non-OECD contexts remains unproven. Challenges with regard to infrastructure, sustainability, and evaluation have disrupted early attempts to expand inclusion for those least educated. Drawing on proceedings from a recent international conference on MOOCs for Development held at the University of Pennsylvania, this report synthesizes trends, challenges, and opportunities within the growing subfield.
KerkoCite.ItemAlsoKnownAs: 2339240:8AU49IM2 2339240:WGQB94SX 2405685:5JCJIPT7 2405685:82EBLYPU 2405685:BN8SW2CU 2405685:DW9WW7W3 2405685:Z42A7H6F 2534378:HTZ6UWB7
Keywords: ___working_potential_duplicate; ⛔ No DOI found

MOOCs for in-service teachers: the case of Uganda and lessons for Africa - Oyo, B.; Kalema, B.M.; Byabazaire, J. (Revista Española de Pedagogía, 2017)
In recent times, computers and internet have penetrated secondary schools in Africa but with greater attention to students’ computer literacy than teachers. At the same time, previous studies on digital literacy of teachers are unsustainable and mainly skewed on pre-service teachers than in-service teachers. These realities point to the need to investigate and implement effective and sustainable initiatives for improving digital literacy and online life-long learning for in-service teachers in Africa. This paper therefore presents a specialised MOOC platform known as TEP (Teachers’ E-learning Portal) for digital literacy and online life-long learning for in-service teachers in Uganda. TEP is built for environments with inadequate access to computers, internet and technical assistance. As such, TEP is accessible online or offline, managed by accredited local universities in collaboration with beneficiary secondary schools, and runs on existing resources in schools (technical personnel, computers and internet). Results from initial implementation of a computer literacy MOOC through TEP indicate that irrespective of age, when teachers are adequately supported internally by their schools and externally by a university, can improve their digital literacy and subsequently engage in online life-long learning. In addition, the results both in terms of high percentage of teacher participants’ completions (89%) and high volume of educational e-content generated, confirm TEP as an effective, attractive, and self-sustainable MOOC platform for in-service teachers’ in resource constraint environments. The paper finishes with an analysis of the relevance of TEP to Africa.
Extra URL: https://revistadepedagogia.org/en/lxxv-en/no-266/moocs-for-in-service-teachers-the-case-of-uganda-and-lessons-for-africa/101400005980/ KerkoCite.ItemAlsoKnownAs: 10.22550/rep75-1-2017-07 10/ggddgs 2339240:MR2W67VK 2405685:USHUUTDI 2534378:VFQKYSXZ 2534378:WLCXEHHM
Keywords: _Source:Intuitive; _THEME: Education management; _THEME: Teacher Professional Development; __:import:03; __:match:final; __:matched; __:study_id:2426079; __finaldtb

MOOCs for in-service teachers: the case of Uganda and lessons for Africa - Oyo, B.; Kalema, B.M.; Byabazaire, J. (Revista Española de Pedagogía, 2017)
In recent times, computers and internet have penetrated secondary schools in Africa but with greater attention to students’ computer literacy than teachers. At the same time, previous studies on digital literacy of teachers are unsustainable and mainly skewed on pre-service teachers than in-service teachers. These realities point to the need to investigate and implement effective and sustainable initiatives for improving digital literacy and online life-long learning for in-service teachers in Africa. This paper therefore presents a specialised MOOC platform known as TEP (Teachers’ E-learning Portal) for digital literacy and online life-long learning for in-service teachers in Uganda. TEP is built for environments with inadequate access to computers, internet and technical assistance. As such, TEP is accessible online or offline, managed by accredited local universities in collaboration with beneficiary secondary schools, and runs on existing resources in schools (technical personnel, computers and internet). Results from initial implementation of a computer literacy MOOC through TEP indicate that irrespective of age, when teachers are adequately supported internally by their schools and externally by a university, can improve their digital literacy and subsequently engage in online life-long learning. In addition, the results both in terms of high percentage of teacher participants’ completions (89%) and high volume of educational e-content generated, confirm TEP as an effective, attractive, and self-sustainable MOOC platform for in-service teachers’ in resource constraint environments. The paper finishes with an analysis of the relevance of TEP to Africa.
Extra URL: https://revistadepedagogia.org/en/lxxv-en/no-266/moocs-for-in-service-teachers-the-case-of-uganda-and-lessons-for-africa/101400005980/ KerkoCite.ItemAlsoKnownAs: 10.22550/rep75-1-2017-07 10/ggddgs 2339240:HPI63QSH 2339240:MR2W67VK 2405685:CIF2AFNW 2534378:WLCXEHHM
Keywords: _Source:Intuitive; _THEME: Education management; _THEME: Teacher Professional Development; __:import:03; __:match:final; __:matched; __:study_id:2426079; __finaldtb

MOOCs for Teacher Professional Development: Reflections and Suggested Actions - Misra, Pradeep Kumar (Open Praxis, 2018)
Teacher Professional Development (TPD) has become a major policy priority within education systems worldwide. But keeping teachers professionally up-to-date and providing them professional development opportunities on continuing basis is a big challenge. Massive Open Online Courses (MOOCs) can be a cost and resource effective means to complement the traditional methods of professional development of teachers. This optimism is based on the assumption that use of MOOCs will facilitate mass training of teachers as per their convenience and ease. The other assumption is that being MOOCs-based training, it will be easy to adapt it to different cultures and languages. Considering these assumptions, this concept paper which is based on reviews of different reports, documents and research papers - discusses the challenges of TPD, reflects upon promises of using MOOCs for TPD; details initiatives and experiences of using MOOCs for TPD; and suggests actions for promoting the use of MOOCs for TPD.
KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.10.1.780 2339240:27J8DKI6 2405685:AYFYMSM8

Moodle - Open-source learning platform | Moodle.org - Moodle (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:Q2JQYS7R 2405685:ZSDT9976

More Than One-Half of Children and Adolescents Are Not Learning Worldwide - UNESCO Institute for Statistics (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:Z46N8L4J 2405685:CLD9CXJY

More than One-Half of Children and Adolescents Are Not Learning Worldwide - UNESCO; UIS (UNESCO, 2017)
This paper presents the first estimates for a key target of Sustainable Development Goal 4, which requires primary and secondary education that lead to relevant and effective learning outcomes. By developing a new methodology and database, the UIS has produced a global snapshot of the learning situation facing children and adolescents who are in school and out. The data show the critical need to improve the quality of education while expanding access to ensure that no one is left behind. The paper also discusses the importance of benchmarking and the concept of minimum proficiency levels.
KerkoCite.ItemAlsoKnownAs: 2339240:6DUGFLZZ 2405685:XXKMEP2N 2534379:JTT2VS2Q

Moroccan Students Can Freely Access TelmidTICE Remote Learning Platform - Hatim, Yahia (Morocco World News, 2020)
Moroccan students can access the TelmidTICE remote learning platform without necessarily having an internet subscription.
KerkoCite.ItemAlsoKnownAs: 2339240:KJD9A246 2405685:K37Q9DM2

Mostly harmless econometrics: An empiricist's companion - Angrist, Joshua D.; Pischke, Jörn-Steffen (Princeton university press, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:JDPD88JL 2405685:S3Z6NLIV

Mother Language Day 2021 - Haßler, Björn; Castillejo, Alice; Marzotto, Mia; El-Serafy, Yomna; Khalayleh, Abdullah; Koomar, Saalim; Langa, Ancha; Nyilinkindi, Jacques; Saadeddin, Zeina; Tegha, Ghislaine; Villavicencio Peralta, Xuzel Ana (2021)
To celebrate International Mother Language Day 2021, Björn spoke with Alice Castillejo and Mia Marzotto at Translators without Borders. We talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. Research around the world shows that educational outcomes are worse for students studying in a second language. The use of an unfamiliar language is linked to high dropout rates and low academic achievement. We also know that 40% of children worldwide are not educated in a language they speak at home. We need to put aside our assumptions about what languages people speak and understand. For example, Portuguese is only one of many languages spoken in Mozambique. To really understand the richness of different languages, we need to collect, share, and visualise the real picture. Having done that, we can then apply this information. Do children who speak a particular language drop out early? We can then develop multilingual educational tools for learners and teachers based on improved data about relevant languages. We can also track educational outcomes by primary language, to ensure no learner is left behind. We can use language data to take action on three levels: children, teachers, and systems. With children, we can identify which language groups didn’t register for school, dropped out early, or consistently underperform. We can then adjust our communication and programming to meet their needs, leaving no one behind. We can also take action to support teachers. With language data, we can also take action on a system level. If over 40% of children are educated in a language they don’t speak at home, we need to know how this affects their education. Much as we did for gender, if we don’t gather the data on inequality, we cannot begin to address it. Collective gathering and sharing of language data can allow us to understand how to increase learning outcomes for speakers of marginalised languages and provide the support they need and deserve.
ZenodoArchiveID: 5651994 previousDOI: 10.5281/zenodo.4555228 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555228 10.5281/zenodo.5651994 2339240:CME4837H 2405685:BSJEPIY4 2405685:ZQCX7TX3
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:AddedByZotZen; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode

Mother Language Day 2021: Improving data on mother-tongue languages for better learning outcomes - EdTech Hub (2021)
To celebrate International Mother Language Day 2021, EdTech Hub’s Björn Haßler spoke with Alice Castillejo and Mia Marzotto of Translators without Borders. They talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. This blog post captures their conversation. “How do we know that speakers of marginalised languages are left behind?” Alice: Research…
KerkoCite.ItemAlsoKnownAs: 2405685:EVU4DEWP 4042040:T3S2AEMN

Mother Language Day 2021: Improving data on mother-tongue languages for better learning outcomes - Haßler, Björn; Castillejo, Alice; Marzotto, Mia; El-Serafy, Yomna; Khalayleh, Abdullah; Koomar, Saalim; Langa, Ancha; Nyilinkindi, Jacques; Saadeddin, Zeina; Tegha, Ghislaine; Villavicencio Peralta, Xuzel Ana (EdTech Hub, 2021)
To celebrate International Mother Language Day 2021, EdTech Hub’s Björn Haßler spoke with Alice Castillejo and Mia Marzotto of Translators without Borders. They talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. This blog post captures their conversation. “How do we know that speakers of marginalised languages are left behind?” Alice: Research…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707931 2405685:E65E8VY5
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Mother tongue and literature teaching in smart cities: How technology is reshaping the frontiers of education - Cardoso, Luis (European Journal of Literature, Language and Linguistics Studies, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:NFXRJ3R9 4042040:GE4Q3AIM
Keywords: ⛔ No DOI found

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

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

Mother-tongue education in Africa for emancipation and development: Towards the intellectualisation of African languages - Prah, Kwesi Kwaa (Languages and education in Africa: A comparative and transdisciplinary analysis, 2009)
Publisher: Symposium books Oxford KerkoCite.ItemAlsoKnownAs: 2405685:VRXH527K 4042040:FRQ62ZAC
Keywords: ⛔ No DOI found

Mother-tongue education in South Africa: the weight of history - Klerk, Gerda de (2002)
Publisher: Walter de Gruyter GmbH & Co. KG Berlin, Germany KerkoCite.ItemAlsoKnownAs: 2405685:ZTHVXR99 4042040:RLJUURAA

Mother-tongue education: policy lessons for quality and inclusion - Mackenzie, Pamela J; Walker, Jo (2013)
KerkoCite.ItemAlsoKnownAs: 2405685:9BI5RL85 4042040:DXTUIRFY

Mother-tongue Instruction and Later Labor Market Outcomes: Evidence from a Natural Experiment in Ethiopia - Seid, Yared (Applied Economics, 2022)
This paper offers empirical evidence on the effect of mother-tongue instruction in primary school on students’ later labor market outcomes. Moreover, it explores whether the effect varies by the duration of exposure to mother-tongue instruction. Since Ethiopia has adopted mother-tongue instruction after the 1994 Ethiopian education reform, many students who have attended primary school after 1994 are exposed to mother tongue instruction, resulting in a variation in exposure to mother-tongue instruction by birth cohort. In Amhara state, Amharic is adopted as medium of instruction both before and after the education reform. This is in contrast to other states in Ethiopia that have changed the medium of instruction in primary school following the education reform. Among students who have been exposed to mother-tongue instruction following the education reform, however, the duration of their exposure to mother-tongue instruction varies depending on the state in which they have attended primary school. This is because states in Ethiopia mandate students to transition from mother-tongue to English instruction either in grade 5, 7, or 9. Exploiting these two plausibly exogenous sources of variations (across states and birth cohorts) and using data from the 2013 Ethiopian Labor Force Survey, we estimate difference-in-differences model. Estimates from our preferred specifications suggest that mother-tongue instruction in primary school improves later labor market outcomes, but the size of its effect decreases with the number of years an individual was exposed to mother-tongue instruction in primary school.
KerkoCite.ItemAlsoKnownAs: 10.1080/00036846.2022.2083067 2405685:FVA8PVW7 4042040:BDEBTWNL

Mother tongue matters: local language as a key to effective learning - Bühmann, Dörthe; Trudell, Barbara (2008)
KerkoCite.ItemAlsoKnownAs: 2405685:HFA8ZXYQ 4042040:NTU58H84

Mothers' and Fathers' Perceived Engagement in Children's Care and Schooling in Bangladesh: A Rural-Urban Comparison - Hossain, Ziarat; Atencio, David J. (Journal of Comparative Family Studies, 2017)
Couched within the bioecological systems theory, this paper examined whether (i) mothers and fathers differed in their perceived engagement with their school-age children's routine care, care on demand, academic interaction at home, and academic interaction at school; (ii) mothers' and fathers' engagement varied as a function of gender-of-child and rural and urban residence; and (iii) socioeconomic and support variables were associated with fathers' engagement with their children's care and academic work in twoparent rural and urban families in Bangladesh. Mother and father pairs from 40 rural and 41 urban families participated in the study. Mothers and fathers were separately interviewed to collect the data. Mothers spent more time in children's routine care and academic interaction at home than fathers did in both rural and urban families. Urban parents spent more time with their children than rural parents did. While rural mothers spent more time in sons' routine care and academic interaction at home than they did with daughters, urban fathers spent more time with sons' routine care than they did with their daughters. Whereas fathers' age and number of children negatively and length of marriage positively predicted fathers' engagement in children's routine care, fathers' age negatively and length of marriage and extra-familial support positively predicted fathers' engagement in children' academic interaction at home in rural families. Findings are discussed in relation to rural and urban fathers' changing roles in children's care and intellectual development in Bangladesh. Formulé dans la théorie des systèmes biologiques et écologiques, cet article examine dans quelle mesure (i) l'engagement des mères et des pères diffère dans les soins directs ou indirects donnés à leurs enfants d'âge scolaire, ainsi que dans leur suivi scolaire à domicile et à l'école; (ii) l'implication des mères et des pères varie en fonction du sexe de l'enfant et de son lieu de résidence rural ou urbain; et (iii) les variables socio-économiques et de soutien sont associées à la motivation des pères dans les soins et l'éducation de leurs enfants pour les familles biparentales rurales et urbaines au Bangladesh. La participation à cette étude comprend des couples mère-père provenant de 40 familles rurales et 41 familles urbaines. Les mères et les pères sont interrogés séparément pour la collecte de données. Les mères consacrent plus de temps que les pères aux soins directs des enfants et au suivi scolaire à domicile, aussi bien dans les familles rurales que les familles urbaines. Les parents en milieu urbain consacrent plus de temps à leurs enfants que les parents en milieu rural. Tandis que les mères en milieu rural consacrent plus de temps aux soins directs et suivi scolaire de leurs fils plutôt que de leurs filles, les pères en milieu urbain consacrent par ailleurs plus de temps que les mères aux soins directs de leurs fils. D'autre part, l'impact négatif de l'âge des pères et du nombre d'enfants ainsi que l'impact positif de la durée du mariage influent sur l'implication des pères dans les soins directs, tandis que l'impact négatif de l'âge des pères et l'impact positif de la durée du mariage et de la prise en charge extra-familiale présagent l'implication des pères dans le suivi scolaire des enfants à domicile chez les familles rurales. Les résultats sont examinés en rapport avec l'évolution du rôle des pères dans les soins et le développement intellectuel des enfants en milieu rural et urbain au Bangladesh. Basado en la teoría de los sistemas bioecológicos, este documento examinó si (i) las madres y los padres se diferenciaron de su participación percibida con el cuidado de rutina de sus hijos de edad escolar, el cuidado por encargo, la interacción académica en el hogar y la interacción académica en la escuela; (ii) la participación de las madres y los padres variaba en función de género de niño y de la residencia rural y urbana; y (iii) las variables socioeconómicas y las de apoyo se asociaron con la participación de los padres con el cuidado de sus hijos y su trabajo académico en las familias rurales y urbanas con dos padres en Bangladesh. Pares de un padre y una madre de 40 familias rurales y 41 urbanas participaron en el estudio. Las madres y los padres fueron entrevistados separadamente para recopilar la información. Las madres pasaban más tiempo con el cuidado de rutina de los niños y la interacción académica en el hogar que los padres en las familias rurales y urbanas. Los padres urbanos pasaban más tiempo con sus hijos que los padres rurales. Mientras que las madres rurales pasaban más tiempo en el cuidado de rutina y la interacción académica de sus hijos en casa que con sus hijas, los padres urbanos pasaban más tiempo con la atención de rutina de sus hijos que con sus hijas. Mientras que la edad del padre y el número de hijos negativamente predijeron la participación en la atención habitual de sus hijos y la duración del matrimonio predijo positivamente la participación del padre en la atención habitual de sus hijos, la edad del padre y la duración del matrimonio y el apoyo extrafamiliar predijeron positivamente la participación de los padres en la interacción académica de los niños de familias rurales. Los hallazgos se discuten en relación con los roles cambiantes de los padres rurales y los padres urbanos con el cuidado de sus hijos y el desarrollo intelectual de sus niños en Bangladesh.
Publisher: Dr. George Kurian KerkoCite.ItemAlsoKnownAs: 10.3138/jcfs.48.4.289 2339240:KBS8X3LS 2405685:V2DDIL9P

Motivating online learning through project-based learning during the 2020 COVID-19 pandemic - Hira, Avneet; Anderson, Emma (IAFOR Journal of Education, 2021)
The transition of traditional schooling to online learning during the COVID-19 pandemic disrupted formal school education. Though at home, teachers and students continued teaching and learning in socially distant ways using online technologies. From various teacher surveys, only about 60% of students in the United States regularly engaged with learning activities. Teachers and parents also expressed a significant need for help to keep students motivated and engaged in learning activities. During the pandemic, online learning left teachers and parents needing support for learning activities that motivate and engage students. Project-based learning is an increasingly popular pedagogical practice centered around students working collaboratively on projects while the teacher facilitates learning activities and progression. Project-based learning embodies several factors considered central to motivation in online learning. In this paper, we inquire how this approach presents itself as a candidate for learning during the pandemic when considering students’ motivation to learn through online learning experiences. We construct a conceptual framework informed by motivational theories that share core tenets with this form of learning and use the framework to analyze interviews of 11 teachers from 4 schools that taught with a project-based learning approach before the pandemic and transitioned to teaching, using it online, in the Spring of 2020. From our analyses of the teachers’ narratives, we discuss teaching aspects of the approach that lend themselves well to online teaching, elements that the teachers believe are missing, and how educators might cater to these missing aspects with a focus on student motivation to learn.
KerkoCite.ItemAlsoKnownAs: 10.22492/ije.9.2.06 2339240:KMIB34A6 2405685:BTUKQQCY

Motivating students to offer their best: evidence based effective course design - Stearns, Susan A. (College Teaching, 2013)
Sometimes we question whether students are incapable or capable and/or willing or unwilling in regards to their academics. This study determined where students lie in regards to these concepts and showed one example of motivating students to do their best via course design, in this particular case by the use of a writing process model.
Publisher: Routledge _eprint: https://doi.org/10.1080/87567555.2013.809328 KerkoCite.ItemAlsoKnownAs: 10.1080/87567555.2013.809328 2339240:EF69M7DI 2405685:ZQ7IH9JT
Keywords: course design; effective teaching; higher education; process writing; student motivation

Motivation and social cognitive theory - Schunk, Dale H.; DiBenedetto, Maria K. (Contemporary Educational Psychology, 2020)
This article discusses motivation from the perspective of Bandura’s social cognitive theory. Motivation refers to processes that instigate and sustain goal-directed activities. Motivational processes are personal/internal influences that lead to outcomes such as choice, effort, persistence, achievement, and environmental regulation. Motivation has been a prominent feature of social cognitive theory from the early modeling research to the current conception involving agency. The conceptual framework of reciprocal interactions is discussed, after which research is summarized on behavioral, environmental, and personal influences on motivation. Key internal motivational processes are goals and self-evaluations of progress, self-efficacy, social comparisons, values, outcome expectations, attributions, and self-regulation. Critical issues confronting the theory include diversity and culture, methodology, and long-term effects of interventions. The article concludes with additional recommendations for future research on contexts, conceptual clarity, and technology.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.cedpsych.2019.101832 2339240:E7GLDC2X 2405685:A6NCUBQS
Keywords: Motivation; Self-efficacy in education; Social cognitive theory

Motivation in online education - Hartnett, Maggie (Springer, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:ZM5MIYVY 2405685:LCAAMID8

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

Moving beyond the predictable failure of Ed-Tech initiatives - Sancho-Gil, Juana M.; Rivera-Vargas, Pablo; Miño-Puigcercós, Raquel (Learning, Media and Technology, 2019)
The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives.
EdTechHub.Copy: 2129771:L5ZJ7VXE shortDOI: 10/ggcdkp KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1666873 10/ggcdkp 2129771:L5ZJ7VXE 2339240:CXEEHC7A 2339240:K8RVQM7G 2339240:R8SA4YDH 2339240:WW9JKI74 2405685:5ACMB7FC 2405685:FNPABIIG 2405685:K3CJ25QT 2405685:Q2EVH3HK
Keywords: Educational change; digital technology corporations; educational challenges; educational policies; school improvement

Moving beyond the predictable failure of Ed-Tech initiatives - Sancho-Gil, Juana M.; Rivera-Vargas, Pablo; Miño-Puigcercós, Raquel (Learning, Media and Technology, 2020)
The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives.
Publisher: Routledge _eprint: https://doi.org/10.1080/17439884.2019.1666873 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1666873 2339240:GCR3V5QP 2405685:86I72796 4656463:48WL9B8V 4656463:M4NW5YGX
Keywords: Educational change; digital technology corporations; educational challenges; educational policies; school improvement

Moving education into the digital age: the contribution of teachers' professional development - Twining, P.; Raffaghelli, J.; Albion, P.; Knezek, D. (Journal of Computer Assisted Learning, 2013)
This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development (TWG3). The focus was to explore how professional development of teachers may ensure that teachers are better prepared to use information and communication technology (ICT) to promote 21st century learning. The article is organized into three main sections: a review of key literature on professional development of teachers (TPD), in general and with specific reference to ICT; a summary of the key points emerging from TWG3's discussions; and recommendations for action. On the basis of discussions held within the TWG3, the authors concluded that effective TPD requires changes at several levels of educational systems (political, institutional and individual), and that ICTs should be seen as an opportunity for introducing new goals, structures and roles that support these changes. It is significant that while many of the issues highlighted by the group are well established, addressing them continues to be problematic globally.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12031 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12031 2339240:Q58NA4JQ 2405685:AQTVKM4U 2405685:GF53869U 2405685:HQMJZWT7 2534378:DKXRGCIE 2534378:NESJ6YZV
Keywords: ICT; IT; digital age; policy recommendations; practitioner research; teacher professional development; transformation

Moving from the margins: Mainstreaming persons with disabilities in Pakistan - Roman, Stephan; Bartel-Ellis, Fiona; Upton, Peter (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:3JIYWZTZ 2405685:7E968F8H

Moving high-stakes exams online: Five points to consider - Luna-Bazaldua, Diego; LIBERMAN, JULIA; LEVIN, VICTORIA (World Bank Blogs, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TX23DWVR 2405685:MYE3HI6U

Moving online : Creating effective tasks for analysis of teaching evidence - Schwartz, Jonathan; Mahiko, Joy (EdMedia + Innovate Learning 2020 Online, 2020)
The use of examples of teaching videos becomes more prevalent in teacher education. Despite good teaching examples, a video cannot truly replace the real-life classroom experience. This paper presents the findings of a qualitative case study conducted in two teacher education courses during Spring 2020 semester. Due to the COVID-19 pandemic, field experiences were replaced by assignments administered online where teacher candidates watched and analyzed videos of expert teachers, and also analyzed their own videotaped teaching lessons. Results showed that teacher candidates became better at analyzing the teaching videos and appreciated the diversity of teaching examples. However, they also reported that they did not enjoy substituting real life experiences with online teaching videos.
KerkoCite.ItemAlsoKnownAs: 2405685:B5JLRT4F
Keywords: ⛔ No DOI found

Moving teachers to Malawi's remote communities: A data-driven approach to teacher deployment - Asim, Salman; Chimombo, Joseph; Chugnov, Dmitry; Gera, Ravinder (World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:27XHDSI8 2339240:TQFW4ACB 2405685:CLQLKA7M 2405685:K4RZX8TC

Moving teachers to Malawi’s remote communities: A data-driven approach to teacher deployment - Asim, Salman; Chimombo, Joseph; Chugunov, Dmitry; Gera, Ravinder (International Journal of Educational Development, 2019)
There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2018.12.002 2339240:7QKQHXG2 2405685:GWKND7GG
Keywords: Data-driven model; Deployments; Malawi; Political economy; Schools; Teachers

Moving towards cost-effective delivery models of teacher coaching: evidence from field experiments in South Africa - Kotze, Janeli; Taylor, Stephen; Fleisch, Brahm (2018)
Structured learning programmes have emerged as a promising way to address the low learning levels observed in many developing countries. The delivery model of these programmes matters, and on-site teacher coaching has been recommended to be highly effective, especially in early grade literacy. In this paper, we report on a series of government-led randomised experiments in South African primary schools that build on each other to test various models of teacher training and coaching. We find that sustained on-site coaching is more cost-effective (0.41 SD increase in test scores per USD 100) than either short coaching interventions (no significant impact) or centralized teacher training workshops (0.23 SD increase in test scores per USD 100). The ability to scale on-site coaching, however, is an open question. In the latest experiment, therefore, a virtual coaching programme was compared to on-site coaching. The focus of this paper is on the midline evaluation results from this experiment. After one year of intervention, virtual coaching was no less effective than on-site coaching at improving both the instructional practice of teachers and the targeted literacy outcomes of children. This points to the potential for technological innovations to enable wider rollout of coaching programmes, even in contexts where teachers are not familiar with new technologies.
KerkoCite.ItemAlsoKnownAs: 2339240:A58ENCQR 2339240:MC3TURVW 2405685:6RASPKEH 2405685:72SDEPAH 2405685:PLJ4WN63 2534378:4AZ7VHMD 2534378:U88KUB3W
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425920; __finaldtb; ⛔ No DOI found

Moving towards more participatory practice with Open Educational Resources (OER): TESS-India Academic Review - Wolfenden, Freda; Adinolfi, Lina; Cross, Simon; Lee, Clare; Paranjpe, Sandhya; Safford, Kimberly (The Open University, 2017)
The purpose of this academic review of TESS-India activity in three states (Bihar, Madhya Pradesh and Odisha) was to seek evidence for change brought about by TESS-India in teacher education in each of these states. The findings offer informed guidance on future trajectories for TESS-India activity and support discussions with key stakeholders in each of these states. The overarching goal of TESS-India is to support delivery of quality pedagogic change in teacher education and school classrooms. TESS-India activity is designed to meet identified professional development needs of teachers and teacher educators in each state. Thus it takes a slightly different form in each state, appropriate to local priorities and conditions. The Review focus was similarly differentiated in each state to align to TESS-India activity in that state. The review field work was carried out by academics from the Open University UK and the Head Academic, TESS-India Country Office, between 30 January and 4 February 2017. It adopted an essentially qualitative approach to understand educators’ (trainee teachers, teachers, local teacher educators and DIET faculty) experiences with the TESS-India resources and the influence of this engagement on their pedagogic practice. Data was generated from multiple sources including analysis of key documentation, semi-structured interviews with teachers, teacher educators and policy makers, and classroom observation. Teachers, teacher educators and SRG members were sampled at different locations within each state. The focus of TESS-India activity to date has been to strengthen the existing government (state) educational system at the elementary stage - SCERT, SSA, DIETS, DEO, DPC (SSA), BEO, BRP, BRC, CRCC, HT, Teacher, Child – in alignment with national policies, frameworks and the RTE Act. The project aims at supplementing and complementing GoI and State specific efforts and activities. Although TESS-India has produced original Open Educational Resources (OER) to support educators working in the secondary stage, as yet there is very little evidence of sustained TESS-India activity with this phase of schooling or with the TESS-India School Leader OER. The review findings are therefore focussed on activity at the elementary stage and are reported at different levels of the system in line with the TESS-India theory of change. The report found that use of TESS-India OER is contributing to quality change in classrooms with students and trainee teachers. • SRG members met by the review team were using the TESS-India OER and described how this use was prompting them to experiment with more interactive and participatory practices. • Teachers observed and / or interviewed by the review team were drawing on TESS-India OER to inform their lesson planning and subsequent teaching. Evidence seen by the review team (learning journals and learning plans) indicates that the practices being developed by these teachers are shared by other teachers in the cohort of teachers participating in TESS-India focus district activity. However the innovation in practice and transformation in pedagogy promised by TESS-India OER is still in the early stages and the evidence is highly emergent. But, critically, through engagement with the MOOC and other TESS-India learning resources, policy makers and lead teacher educators (for example SCERT Directors) are changing their thinking about teacher professional development, moving away from cascade models to a focus on continuous professional development and learning of teachers in their classrooms with support from teacher educators/ experts, either virtually or face-to face.
KerkoCite.ItemAlsoKnownAs: 2339240:AHU462BA 2339240:YXLKRLBI 2405685:34CVA9XF 2405685:GFP5DZJS 2405685:J2QYZC4N 2405685:PNQ2QI9P 2405685:Y9UA4ULS 2534378:H6UD8JMP 2534378:N7WIEWKK 2534378:RF4RFHAF
Keywords: C: India; __:import:01; __:match:final; __:matched; __:study_id:2457359; __finaldtb

Mozambique - Service delivery indicators: Mozambique service delivery indicators (English) - World Bank (World Bank Group, 2015)
Mozambique service delivery indicators brief;education
EdTechHub.ItemAlsoKnownAs: 2405685:IWFGA7SA

Mozilla releases research results: Zero rating is not serving as an on-ramp to the internet - Dixon, Denelle (The Mozilla Blog, 2017)
Can digital literacy and Equal Rating solutions help connect the unconnected? Today, 4 billion people live without the internet. There’s a global debate about how to connect the unconnected, but ...
KerkoCite.ItemAlsoKnownAs: 2339240:MXAAJ9EJ 2405685:U56FFASH 2405685:ZWUN8FG4
Keywords: ___working_potential_duplicate

MozPulse wave 1 Results Report - World Bank (World Bank, 2020)
EdTechHub.ItemAlsoKnownAs: 2405685:CPL7A39Q

MTB MLE resource kit: Including the excluded: promoting multilingual education - UNESCO (UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:6DDNXJL5 4042040:8ELXSA85

Much ado about nothing? Zero-rating in the African content - Gillwald, Alison; Chair, Chenai; Futter, Ariel; Koranteng, Kweku; Odufuwa, Fola; Walubengo, John (Research ICT Africa, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:ZTWKPG2C 5085376:TZV5IKYY

Multi-Sectoral Rapid Needs Assessment: COVID19 - Jordan - UNHCR; UNICEF; WFP (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:U34LB7JG 2405685:BWEZPV5L

Multilevel modeling: A review of methodological issues and applications - Dedrick, Robert F.; Ferron, John M.; Hess, Melinda R.; Hogarty, Kristine Y.; Kromrey, Jeffrey D.; Lang, Thomas R.; Niles, John D.; Lee, Reginald S. (Review of Educational Research, 2009)
This study analyzed the reporting of multilevel modeling applications of a sample of 99 articles from 13 peer-reviewed journals in education and the social sciences. A checklist, derived from the methodological literature on multilevel modeling and focusing on the issues of model development and specification, data considerations, estimation, and inference, was used to analyze the articles. The most common applications were two-level models where individuals were nested within contexts. Most studies were non-experimental and used nonprobability samples. The amount of data at each level varied widely across studies, as did the number of models examined. Analyses of reporting practices indicated some clear problems, with many articles not reporting enough information for a reader to critique the reported analyses. For example, in many articles, one could not determine how many models were estimated, what covariance structure was assumed, what type of centering if any was used, whether the data were consistent with assumptions, whether outliers were present, or how the models were estimated. Guidelines for researchers reporting multilevel analyses are provided.
Publisher: [Sage Publications, Inc., American Educational Research Association] KerkoCite.ItemAlsoKnownAs: 2339240:MDFXZA8N 2405685:7GK3HEME

Multilingual language policy and mother tongue education in Timor-Leste: a multiscalar approach - Caffery, Jo; Coronado, Gabriela; Hodge, Bob (Language Policy, 2016)
This article looks at multilingual, mother-tongue-based language policies influenced by colonial and postcolonial histories and globalization processes. We use multiscalar analysis to show these policies as creative responses to problems affected by national and international forces. Our study focuses on Timor-Leste, specifically a pilot mother-tongue-based multilingual education program. We analyse the program’s practices and successful outcomes, in the adverse circumstances of this small, impoverished, recently independent nation, as it attempts to manage high levels of linguistic diversity (16 mother tongues and a five-language destination system) through multilingual education. We also identify tensions and problems that impinge on the outcomes for this ambitious program. Despite the obstacles, Timor-Leste’s multiscalar multilingual literacy policy is an important case that reinforces the significance of mother tongue education as a response to global complexity. The pilot program provides valuable lessons for many other parts of the world with similar problems, particularly for nations with comparable colonial histories.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10993-015-9393-8 2405685:BNX4YVWA 4042040:GWJV7DU6

Multilingual Literacy Skill Development in Kenya: Results from Medium Scale Randomized Controlled Trials. - Piper, Benjamin (Society for Research on Educational Effectiveness, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:WUXXIKSF 2405685:BJJQHSKH
Keywords: ⛔ No DOI found

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

Multiple Indicator Cluster Survey Findings Report: Zimbabwe - UNICEF (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:XBYY45NG

Mwongozo Wa Kusimamia Utekelezaji Wa Mpango Wa Mafunzo Endelevu Kwa Walimu Kazinioutline - Ministry of Education, Science & Technology [MOEST] (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:E32MRUPW

MyUnisa Digi-Band - unicourses (University Courses, 2018)
The my Unisa Digi-band is a device that allows students to store an offline, yet updatable , copy of their myUnisa group site on a flash drive
Section: MyUNISA KerkoCite.ItemAlsoKnownAs: 2405685:8YQA3IFU

Namibia: ICT Policy for Education | ICT in education policy toolkit - Ministry of Basic Education, Sport and Culture; Ministry of Higher Education, Training and Employment Creation (2007)
KerkoCite.ItemAlsoKnownAs: 2405685:F8N4EST5

Narional Information and Communications Technologies policy - The United Republic of Tanzania Ministry of Communications and Transport (2003)
KerkoCite.ItemAlsoKnownAs: 2405685:WSFBVSX6

Narrative Assessment: A new approach to evaluation of advocacy for development - Van Wessel, Margit (Evaluation, 2018)
This article proposes an approach to monitoring and evaluating advocacy that integrates theory of change and storytelling. This approach, called Narrative Assessment, addresses the feasibility of objectivity and evidence in the complex context of advocacy and proposes an evaluation methodology rooted in alternative conceptualizations of rigour and of evaluator roles. The approach centres on practical judgment and the construction and examination of stories through interaction between advocates and monitoring and evaluation specialists. The article discusses how Narrative Assessment can be useful in the evaluation of advocacy in terms of (1) monitoring and evaluation specialists’ orientation toward programmes; (2) the interpretation of outcomes; (3) the assessment of outcome relevance; (4) reflection and learning and (5) the communication of programme results. The approach builds on lessons drawn from evaluation of eight advocacy programmes in international development.
KerkoCite.ItemAlsoKnownAs: 10.1177/1356389018796021 2405685:NP2UV9LT

National COVID-19 Preparedness and Response Plan - Republic of Malawi (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9ISTURV3 2405685:46BPCHFP

National development delivers: And how! And how? - Pritchett, Lant (Economic Modelling, 2022)
Core dual ideas of early development, economics and practice, were that (a) national development was a four-fold transformation of countries towards: (i) a more productive economy, (ii) a more responsive state, (iii) more capable administration, and (iv) a shared identity and equal treatment of citizens and that (b) this four-fold transformation of national development would lead to higher levels of human wellbeing. The second is strikingly correct: development delivers. National development is empirically necessary for high wellbeing (no country with low levels of national development has high human wellbeing) and also empirically sufficient (no country with high national development has low levels of human wellbeing). Three measures of national development: productive economy, capable administration, and responsive state, explain (essentially) all of the observed variation in an omnibus indicator of wellbeing based on over 58 distinct indicators, the Social Progress Index. How national development delivers on wellbeing varies, in three ways. One, economic growth is much more important for achieving wellbeing at low versus high levels of income. Two, economic growth matters more for “basic needs” than for other dimensions of wellbeing (like social inclusiveness or environmental quality). Three, state capability matters more for wellbeing outcomes that depend on public production than on private goods (and for some wellbeing indicators, like physical safety, for which growth doesn’t matter at all). While these findings may seem too common sense to be worth a paper, national development–and particularly economic growth—is, strangely, under severe challenge as an important and legitimate objective of action within the development industry.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.econmod.2021.105717 2339240:ECHNXBLX 2405685:JKLG5SMP 4656463:W94MPC2J

National EdTech strategies: what, why, and who - Chuang, Rachel; Coflan, Caitlin; Giraldo (UNICEF), Juan-Pablo; Attfield (FCDO), Ian; Tungatarova (UNICEF), Auken; Tungatarova (UNICEF), Caitlin Coflan, Juan-Pablo Giraldo (UNICEF), Ian Attfield (FCDO) and Auken, Rachel Chuang (EdTech Hub, 2022)
Using evidence from Covid responses, the report advises policymakers responding to learning loss caused by the pandemic to use existing EdTech, and focus on good pedagogy that is supported, rather than replaced by, technology.
KerkoCite.ItemAlsoKnownAs: 2339240:G82EPYXB 2405685:MKLN5KM6

National Education Infrastructure Management System Report as at 12 April 2021 - Department of Basic Education, Republic of South Africa (Government of the Republic of South Africa, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ECR78M4N 2405685:E6DHFE74 4656463:EMQS6MGJ

National Education Policy - Government of the Republic of Malawi (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:U3U6XW3Q 2405685:BR4LANIZ

National Education Policy - Malawi Ministry of Education (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:U3U6XW3Q 2405685:BR4LANIZ

National Education Policy - Ministry of Education and Federal Training (Pakistan) (2009)
KerkoCite.ItemAlsoKnownAs: 2405685:C2TJ7SEC

National Education Policy - Ministry of Education, Youth and Sports (Sierra Leone) (2010)
KerkoCite.ItemAlsoKnownAs: 2405685:YLXI3EW2

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

National Education Policy 2009 - Ministry of Education (Government of Pakistan, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:K3JILXD8 2405685:9ZZ2SVMJ 2405685:M94ZQF5Z

National Education Policy 2010 - Ministry of Education (Ministry of Education, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:BZGSXZAH 2405685:HIZL4LGA

National Education Policy 2010 - MoE (Ministry of Education Government of the People's Republic of Bangladesh, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:UTLS7RYN 2405685:6I47IM2H

National Education Policy Framework - Ministry of Federal Education and Professional Training (Pakistan) (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:VYS6C5XD

National Education Policy Framework 2018 - Ministry of Federal Education and Professional Training (Government of Pakistan, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:XPQEST7J 2405685:KHX9P4CH 2405685:W97DLCK6

National Education Response and Resilience Plan for COVID-19 - Ministry of Education and Federal Training (Pakistan) (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:ZQTKQQ97

National education sector investment plan - UNICEF (Government of Malawi, 2020)
Ministry of Education
KerkoCite.ItemAlsoKnownAs: 2339240:89TGACYY 2405685:MNE7VZEZ

National education sector investment plan 2020-2030 - Malawi Ministry of Education (Government of Malawi, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6CF6ZTGI 2405685:UTJ8A7W5

National Education Sector Strategic Plan - Ministry of Education, Kenya (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:MH6HTIBF

National Education Sector Strategic Plan v2 - Ministry of Education, Kenya (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:K364JWL8

National Framework for Continuous Professional Development for Practicing Teachers - Ministry of Education, Science and Technology (United Republic of Tanzania, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:F5D7RDCT 2405685:GFCJSMIU 2405685:SFYUBD4B
Keywords: _B:important; _G:important; _G:reviewed; _Tanzania; _final_bib; _important

National Framework for Teachers Continuous Professional Development - Ministry of Education, Science and Technology (United Republic of Tanzania, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PX8LX2HD 2405685:HWT67YS2 2405685:MUSAVHQ9

National Household Survey on Access and Usage of ICT Services in Malawi 2019 - National Statistical Office (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:8XN2BTBI

National ICT Master Plan - Government of Malawi (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:JKYMAPAN 2405685:DGG93AXT

National ICT Policy 2018 - Government of Bangladesh (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:H56MA5IU 2405685:2X3HT3PX

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

National ICT Policy – An ICT-Led Malawi - Republic of Malawi (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:LMKCNSPM 2405685:C83SEI43

National ICT Policy of Sierra Leone - Ministry of Information and Communications (Government of Sierra Leone, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:GI5IQFVY 2405685:BVA56A3C
Keywords: ⛔ No DOI found

National ICT Strategy and Plan NICI - 2015 - Government of Rwanda (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:Z7UNCKNZ 2405685:8HCP38PR

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

National Incubation Center (2020)
The National Incubation Center is Pakistan’s largest technology incubation center; the first purpose built creative space in Pakistan buzzing with innovators, mentors, change-makers and passionate leaders. It’s a living example of a successful public-private partnership between the Ministry of IT & Telecom, Ignite – National Technology Fund, Jazz and Teamup. The National Incubation Center in Islamabad is led by two unicorn founders with around decades of combined experience in setting up organizations from scratch and bringing digital revolution in Pakistan.
Library Catalog: nicpakistan.pk KerkoCite.ItemAlsoKnownAs: 2339240:EZQG5869 2405685:M96PH7IX 2405685:PLK2HPSE

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

National Information and Communication Technology Strategy for Education and Training - Ministry of Education, Kenya (2006)
KerkoCite.ItemAlsoKnownAs: 2405685:ZTFFZSKR

National Information and Communications Strategy for Education in Pakistan, 2004–2005 - Ministry of Education; Education Sector Reform Assistance (ESRA) Program (Government of Pakistan, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:IJ5DFTDW 2405685:MKVR57HU 2405685:ZKWNIP7B

National Information and Communications Technologies Policy - Ministry of Communications and Transport (2003)
KerkoCite.ItemAlsoKnownAs: 2339240:Q3S8XCT6 2405685:UR2SEGSC

National Information and Communications Technologies policy - Ministry of Communications and Transport (The United Republic of Tanzania, 2003)
KerkoCite.ItemAlsoKnownAs: 2339240:HSAWT33J 2405685:9M29LMJ5

National Information and Communications Technology policy - Ministry of Works, Transport and Communication (The United Republic of Tanzania, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:9JNI65I6 2405685:4UU57R9G

National Information and Communications Technology Policy - Ministry of Works, Transport and Communication (The United Republic of Tanzania, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:LPI72AKH 2405685:CXRR6KB9

National information and communications technology policy 2003 - Ministry of Communications and Transport (2003)
KerkoCite.ItemAlsoKnownAs: 2339240:52R7B8DQ 2405685:CKJ2LQHW

National information and communications technology policy 2016 - Ministry of Works, Transport and Communication (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:6U6ILFE3 2405685:SVP7EURD

National Information, Communications and Technology (ICT) Policy - Ministry of Information, Communications and Technology, Kenya (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:3MTGT25S

National Information Technology Agency (2017)
Library Catalog: nita.gov.gh KerkoCite.ItemAlsoKnownAs: 2405685:DCWIJT8N

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

National learning platforms and tools - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TJM3APGX 2405685:5MQYCCFC

National Numeracy Programme (NNP) – Objectives - National Numeracy Programme (NNP) (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:XAY8PSPU 2405685:CZYI6TCY

National Plan for Teachers’ Continuous Professional Development (4a) - Tanzania Institute of Education (Tanzania Institute of Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:9K72XNGD 2405685:T66WS3U5

NATIONAL POLICIES THAT CONNECT ICT-BASED EDUCATION - Kozma, Robert (Human Technology: An Interdisciplinary Journal on Humans in ICT Environments, 2005)
zotzenLib.CopiedFrom: 2339240:XP4CBBBW KerkoCite.ItemAlsoKnownAs: 10.17011/ht/urn.2005355 2339240:XP4CBBBW 2405685:4IF64UER
Keywords: _imported

National Policies that Connect ICT-Based Education Reform to Economic and Social Development - Kozma, Robert B. (Human Technology: An Interdisciplinary Journal on Humans in ICT Environments, 2005)
Information and communication technology (ICT) is a principal driver of economic development and social change, worldwide. In many countries, the need for economic and social development is used to justify investments in educational reform and in educational ICT. Yet the connections between national development goals and ICT-based education reform are often more rhetorical than programmatic. This paper identifies the factors that influence economic growth and shows how they supported economic and social development in three national case studies: Singapore, Finland, and Egypt. It describes a systemic framework of growth factors and types of development that can be used to analyze national policies and connect ICT-based education reform to national economic and social development goals. And it discusses how the coordination of policies within and across ministries can support a nation’s efforts to improve economic and social conditions. The paper highlights special concerns and challenges of developing countries.
shortDOI: 10/gf54xx KerkoCite.ItemAlsoKnownAs: 10.17011/ht/urn.2005355 10/gf54xx 2339240:U6EMQ8ZJ 2339240:XP4CBBBW 2405685:4IF64UER 2405685:MUCISL2Q

National Policy for Information and Communications Technology - Ministry of ICT, Postal and Courier Services (Zimbabwe) (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:G2DMARJH

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

National policy on radical inclusion in schools - Ministry of Basic and Senior Secondary Education (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:CYWMBVW8

National Policy on Teacher Management - Teaching Service Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QRKTWTKL 2339240:SMJ7WD8H 2405685:HE9FKMPG 2405685:K33VF78D