Towards e-learning in basic schools during Covid-19: Insights from Ghanaian teachers - Amanor-Mfoafo, Naa Kai; Edonu, Kwamina Kurefi; Akrofi, Olivia; Dowuona, Ebenezer Nortei (2020)
In the wake of the current closure of schools in Ghana, basic schools have been tasked to deliver teaching and learning using e-learning. This study seeks to explore the readiness of teachers in Ghanaian basic schools to undertake e-learning. Using an online questionnaire, data was collected from 108 teachers in both private and public basic schools in Ghana. A factor analysis was conducted to identify the challenges that influenced the ability of basic school teachers to teach using e-learning. The study findings indicated that a majority of the teacher participants preferred face-to-face teaching as compared to online teaching. The study recommends that basic schools adopt a blended approach to teaching where teachers can combine both face-to-face methods with e-learning methods. The study contributes to discussions on the transition from conventional teaching methods to E-learning methods in educational institutions across Ghana.
KerkoCite.ItemAlsoKnownAs: 2339240:7BV64SSU 2405685:ENWM8MDZ

The Latest Tanzanian National Panel Survey Shows Progress in Education - Amankwah, Akuffo; Palacius-Lopez, Amparo; Gul, Maryam (2023)
The state of education in a country has cascading impacts across multiple facets of development. In line with SDG 4, providing equitable quality education remains a key mission for countries, especially those with low literacy rates. Zooming in on Tanzania...
KerkoCite.ItemAlsoKnownAs: 2339240:WCFIJEQE 2405685:2HP9RXUH

Systems and Complexity Theories of Organizations - Amagoh, Francis (Global Encyclopedia of Public Administration, Public Policy, and Governance, 2016)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-31816-5_73-1 2339240:H946DD6F 2405685:D5Z5JIY9
Keywords: Complex Adaptive System; Complexity Theory; Emergent Behavior; External Environment; Organizational Learning

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

Learning in times of lockdown: how Covid-19 is affecting education and food security in India - Alvi, Muzna; Gupta, Manavi (Food Security, 2020)
A vast majority of the relief and rehabilitation packages announced in the months following the nationwide lockdown in India have focused on economic rehabilitation. However, the education sector has remained absent from this effort, including in India’s central government’s 250 billion dollar stimulus package. In this paper, we discuss the implications of lockdown-induced school and rural child-care center closures on education and health outcomes for the urban and rural poor. We especially focus on food and nutritional security of children who depend on school feeding and supplementary nutrition programs. We argue that the impacts are likely to be much more severe for girls as well as for children from already disadvantaged ethnic and caste groups. We also discuss ways in which existing social security programs can be leveraged and strengthened to ameliorate these impacts.
KerkoCite.ItemAlsoKnownAs: 10.1007/s12571-020-01065-4 2339240:AJ4ZVUR6 2405685:I7TYUPIC

Assistive technology applied to education of students with visual impairment - Alves, Cássia Cristiane de Freitas; Monteiro, Gelse Beatriz Martins; Rabello, Suzana; Gasparetto, Maria Elisabete Rodrigues Freire; Carvalho, Keila Monteiro de (Revista Panamericana de Salud Pública, 2009)
OBJECTIVES: Verify the application of assistive technology, especially information technology in the education of blind and low-vision students from the perceptions of their teachers. METHODS: Descriptive survey study in public schools in three municipalities of the state of São Paulo, Brazil. The sample comprised 134 teachers. RESULTS: According to the teachers' opinions, there are differences in the specificities and applicability of assistive technology for blind and low-vision students, for whom specific computer programs are important. Information technology enhances reading and writing skills, as well as communication with the world on an equal basis, thereby improving quality of life and facilitating the learning process. The main reason for not using information technology is the lack of planning courses. The main requirements for the use of information technology in schools are enough computers for all students, advisers to help teachers, and pedagogical support. CONCLUSIONS: Assistive technology is applied to education of students with visual impairment; however, teachers indicate the need for infrastructure and pedagogical support. Information technology is an important tool in the inclusion process and can promote independence and autonomy of students with visual impairment.
Publisher: Organización Panamericana de la Salud KerkoCite.ItemAlsoKnownAs: 10.1590/S1020-49892009000800007 2339240:XPR64H24 2405685:3NT8DKE3
Keywords: Assistive technology; Brazil; information technology; visually impaired persons

Collboard: Fostering new media literacies in the classroom through collaborative problem solving supported by digital pens and interactive whiteboards - Alvarez, Claudio; Salavati, Sadaf; Nussbaum, Miguel; Milrad, Marcelo (Computers & Education, 2013)
Education systems worldwide must strive to support the teaching of a set of New Media Literacies (NMLs). These literacies respond to the need for educating human capital within participatory cultures in a highly technologized world. In this paper, we present Collboard, a constructivist problem solving activity for fostering the development of speciﬁc NMLs in classrooms: collective intelligence, distributed cognition and transmedia navigation. Collboard encompasses successive individual and collaborative work phases that prompt active student participation and engagement. It integrates digitally augmented appliances, namely, digital pens as a means to support individual work, and interactive whiteboards as a collaborative knowledge construction space. We report on the conceptual design of Collboard, its different technological and software components, as well as our ﬁndings from experiences we conducted in a Swedish school with 12 students from a 7th grade maths class. Findings from the experience provide an indication that Collboard can be well integrated in classroom teaching, and that it can foster the development of collective intelligence, distributed cognition and transmedia navigation in different knowledge domains.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2012.12.019 10/f22ppg 2339240:6WTNQGQP 2405685:AJS4NZNG

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

Pedagogical renewal in sub‐Saharan Africa: the case of Uganda - Altinyelken, Hülya K. (Comparative Education, 2010)
shortDOI: 10/cns9bx KerkoCite.ItemAlsoKnownAs: 10.1080/03050061003775454 10/cns9bx 2405685:LE8JDQQF
Keywords: C:sub-Saharan Africa

Curriculum Development: Teacher Involvement in Curriculum Development - Alsubaie, Merfat Ayesh (Journal of Education and Practice, 2016)
In order for curriculum development to be effective and schools to be successful, teachers must be involved in the development process. An effective curriculum should reflect the philosophy, goals, objectives, learning experiences, instructional resources, and assessments that comprise a specific educational program (“Guide to curriculum development,” 2006). It can be subject specific or a generalized overview of expectation. It must be a usable tool to assists teachers in the development of individualized strategies and the methods and materials necessary for them to be successful.
KerkoCite.ItemAlsoKnownAs: 2339240:GU3TUVJA 2405685:66FHN3GQ
Keywords: ⛔ No DOI found

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

الامتحانات عبر الإنترنت في سياقات الطوارئ: هل المراقبة، والتقنيات الأخرى، مجدية في سوريا لتيسير عقد امتحانات تشمل جميع الطلاب؟ - AlSheikhTheeb, Thaer; Sahin, AynurGul; Abdelrahman, Salma; Chuang, Rachel; Affolter, Friedrich; AlMekdad, Bayan; Sabboura, Rani; Sheqem, Yazeed (EdTech Hub, 2022)
كلمات مفتاحية: الامتحانات عبر الإنترنت، تكنولوجيا مراقبة الامتحانات، سياقات الطوارئ، سوريا خلاصة: الغرض من هذه الوثيقة تقديم دليل يمكن استخدامه من قبل الممارسين في مجال التعليم العاملين في سياقات الطوارئ لتقييم مدى جدوى تنفيذ الامتحانات الإلكترونية واستخدام تكنولوجيا مراقبة الامتحانات. سيتطلب عقد الامتحانات عالية المخاطر عبر الإنترنت في سوريا وفي سياقات طوارئ أخرى استثمارات كبيرة لتحقيق المتطلبات الأساسية اللازمة للجدوى والمصداقية. تشمل هذه المتطلبات الأساسية الكهرباء والإنترنت والأجهزة، بالإضافة إلى تطوير المهارات الرقمية اللازمة للطلاب لتقديم الامتحانات عبر الإنترنت وللمعلمين والإداريين لتيسير الامتحانات عبر الإنترنت. ينبغي بذل المزيد من الجهود لمنع تسريب المعلومات حول الأسئلة ومحتوى الامتحانات، ولتشجيع التغيير الثقافي حول الامتحانات عبر الإنترنت. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7143871 ZenodoArchiveConcept: 7143870 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7143871 10.53832/edtechhub.0124 2405685:9DZXFIC7
Keywords: _r:AddedByZotZen

Online Examinations in Emergency Contexts: Can Proctoring and Other Technologies Be Feasible Alternatives for Facilitating Inclusive School Exams for All in Emergency Contexts? - AlSheikhTheeb, Thaer; Sahin, AynurGul; Abdelrahman, Salma; Chuang, Rachel; Affolter, Friedrich; Al Mekdad, Bayan; Sabboura, Rani; Shequem, Yazeed (EdTech Hub, 2022)
The purpose of this document is to serve as a guide that education practitioners working in emergency contexts can use to assess the feasibility of implementing online examinations and using proctoring technologies. The implementation of online high-stakes examinations in Syria and other emergency contexts will require significant investments in achieving the prerequisites needed for feasibility and credibility. Prerequisites include electricity, internet, and devices, as well as the development of the digital skills necessary for students to participate in online exams and for teachers and administrators to facilitate online exams. Further efforts are needed to prevent leakage of information on exam questions and content, and promote cultural change around online examinations. Key words: online examinations; proctoring technologies; emergency contexts; Syria An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6929534 10.53832/edtechhub.0123 2339240:7VEG4LSW 2405685:R4E96T5V 2405685:T9NZ63T3 2405685:VSHH2JUL
Keywords: _r:AddedByZotZen

Key considerations when developing an ICT in Education strategy - AlSheikhTheeb, Thaer; Chuang, Rachel; Pandit, Sanjana (EdTech Hub, 2022)
This report was commissioned by UNICEF and produced under UNICEF and EdTech Hub’s global partnership, in response to a request from the UNICEF Laos team that was submitted to the EdTech Hub Helpdesk. It presents key considerations on the overarching process to develop an ICT in Education strategy (e.g., components, stakeholders, timelines) and lists examples of other national ICT in Education and EdTech strategies. Keywords: EdTech strategies; ICT in Education strategies An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6676586 10.53832/edtechhub.00100 10.53832/edtechhub.0100 2405685:2XS75XAU
Keywords: _r:AddedByZotZen

Guidance on Community Mobilisation for Girls’ Education - AlSheikh Theeb, Thaer; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6396237 10.53832/edtechhub.0086 2405685:CVS2WZC3 2405685:FVSQD8MB
Keywords: F: Helpdesk response; _r:AddedByZotZen

Guidance on Pre-Assessment for Establishing E-Learning Centres - AlSheikh Theeb, Thaer; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5813529 10.53832/edtechhub.0084 2405685:DPWSAA9Z
Keywords: _r:AddedByZotZen

Engaging Girls with E-Learning: A curated list of good practices - AlSheikh Theeb, Thaer (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5604677 10.5281/zenodo.5761966 10.53832/edtechhub.0069 2405685:CPP3A2WM 2405685:DM8N3E8E 2405685:PXUQJZTH
Keywords: Helpdesk Response; _r:AddedByZotZen

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

Investigating students' perceptions on mobile learning services - Almaiah, Mohammed Amin; Jalil, Masita Abdul (International Journal of Interactive Mobile Technologies (iJIM), 2014)
M-learning is a form of learning, which has similarities and differences with the electronic learning (elearning). It is mainly based on the use of the mobile wireless technologies that allow for learners to easily access learning materials anytime he desires and anywhere, whether on campus or off campus. Therefore, this creates a new flexible learning environment in the context of different learning settings. Students' perception of such technology is one of the most important factors for successful adoption of m-learning in the higher education environment. This study is conducted to investigate the perceptions of students in University Malaysia Terengganu (UMT) to move towards applying m-learning in their studies by using their mobile devices and to explore their expectations on mobile learning services. A total number of 91 undergraduate students majoring in computer science participated in the study. The findings show that the students have positive perception towards mobile learning and would like to use their mobile devices for both learning and administrative services.
KerkoCite.ItemAlsoKnownAs: 10.3991/ijim.v8i4.3965 10/gjvp54 2339240:DT6TCMRL 2405685:RT5KQENL

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

Exploring the critical challenges and factors influencing the e-learning system usage during COVID-19 pandemic - Almaiah, Mohammed Amin; Al-Khasawneh, Ahmad; Althunibat, Ahmad (Education and Information Technologies, 2020)
The provision and usage of online and e-learning system is becoming the main challenge for many universities during COVID-19 pandemic. E-learning system such as Blackboard has several fantastic features that would be valuable for use during this COVID-19 pandemic. However, the successful usage of e-learning system relies on understanding the adoption factors as well as the main challenges that face the current e-learning systems. There is lack of agreement about the critical challenges and factors that shape the successful usage of e-learning system during COVID-19 pandemic; hence, a clear gap has been identified in the knowledge on the critical challenges and factors of e-learning usage during this pandemic. Therefore, this study aims to explore the critical challenges that face the current e-learning systems and investigate the main factors that support the usage of e-learning system during COVID-19 pandemic. This study employed the interview method using thematic analysis through NVivo software. The interview was conducted with 30 students and 31 experts in e-learning systems at six universities from Jordan and Saudi Arabia. The findings of this study offer useful suggestions for policy-makers, designers, developers and researchers, which will enable them to get better acquainted with the key aspects of the e-learning system usage successfully during COVID-19 pandemic.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10219-y 10/ffq3 2339240:Z2CR6JQB 2405685:TRLJHG7B

Use of Tablet Computers to Improve Access to Education in a Remote Location - Ally, Mohamed; Balaji, V; Abdelbaki, Anwar; Cheng, Ricky (Journal of Learning for Development, 2017)
A research project was carried out in using mobile learning to increase access to education. This project is contributing to the achievement of Goal 4 of the Sustainable Development Goals (SDGs), which is to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. The mobile learning project involved the use of mobile technology to deliver learning materials to students to provide flexibility of access. Students used tablet computers to access electronic learning materials from the Aptus local server without having to connect to the Internet. The Aptus system is portable and was designed by the Commonwealth of Learning to allow learners to connect to digital learning platforms and access course materials without the need for Internet access. The project was implemented in a school in Pakistan. A total of 74 Grade 8, 9, and 10 students were involved in this project. The research revealed a positive impact on students and on learning as a result of their participation in the mobile learning project: students were better able to use the mobile technology for learning. Both students and parents also indicated that the project increased the students’ knowledge on the use of tablets for learning. Parents indicated that the mobile learning project increased their childrens’ interest in studying. Teachers also acknowledged that the students were taking more interest in classroom learning and concentrated on their tablets during study. Students were tested before and after they were supplied with content on their tablets. The post-test scores were significantly higher than the pre-test scores, indicating the use of the tablets for learning improved students’ performance.
KerkoCite.ItemAlsoKnownAs: 2339240:F46FPXLT 2405685:VYG2M3TM
Keywords: ⛔ No DOI found

Guidance note on using implementation research in education - Allison, C (Building Evidence in Education (BE2 ), 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:LNYGTD8Y 2405685:MPR522L4

Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning - Allier-Gagneur, Zoé; Moss Coflan, Caitlin (EdTech Hub, 2020)
EdTech Hub participated in a Girls’ Education Challenge webinar in May 2020, which welcomed stakeholders from countries including the UK, Kenya, Zimbabwe, and Nepal. The session focused on issues regarding gender and social inclusion during the Covid-19 crisis. This document provides answers to a list of 10 questions received from stakeholders.
previousshortDOI: 10/ghgng8 previousDOI: 10.5281/zenodo.3874247 EdTechHub.Source: 2405685:VX7UW757 EdTechHub.Source: <this> 2339240:KPL424XH shortDOI: 10/ghgng8 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3874247 10.5281/zenodo.3874247 10.53832/edtechhub.0025 10/ghgng8 2129771:LBII97HZ 2339240:2R8Z34D2 2339240:FT2TLP7Q 2339240:G93JLKST 2339240:J7DSQVEZ 2339240:QSKUJUNV 2339240:YK2KWXPL 2405685:2D6GK36K 2405685:48AAKD33 2405685:7VFMN2XM 2405685:G7ZB68PJ 2405685:I5WKHBZI 2405685:TP5CQYPQ 2405685:VX7UW757 2405685:YEVYTSJA 2405685:ZUDWQVKI
Keywords: F: Helpdesk response; L:Gender and education; L:Out-of-school populations; LP: English; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:v1; _r:CopiedFromEvLib; _zenodoETH; dode_eth-src-dode

Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? - Allier-Gagneur, Zoe; McBurnie, Chris; Chuang, Rachel; Haßler, Björn (EdTech Hub, 2020)
This paper analyses a range of literature reviews to identify characteristics of effective teacher education, including focusing on practical subject pedagogy; incorporating peer support and; creating a coherent policy environment.
previousDOI: 10.5281/zenodo.4762301 previousDOI: 10.5281/zenodo.3873462 EdTechHub.Copy: 2129771:237CSM4W EdTechHub.Copy: 2129771:237CSM4W KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873462 10.5281/zenodo.4762301 10.53832/edtechhub.0007 2129771:237CSM4W 2129771:RMWSKUI5 2339240:2Y5CD84V 2339240:4P99D7MN 2339240:5P9STQIK 2339240:8DMB3N8E 2339240:AQFSE6DQ 2339240:K3RVT7JU 2339240:WP59YJ57 2339240:ZV7A4BWS 2405685:3T894KD8 2405685:3TKLS2TH 2405685:3UXB7ZWR 2405685:BHY8AJBY 2405685:I62EYSDT 2405685:LNUMVYFV 2405685:P5MEX8KB 2405685:R9VVKUH5 2405685:T48HFJM4 2486141:IX4B74H9 2534378:T2X9U5AV
Keywords: E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _forthcoming; _zenodoETH:submitted; _zenodoODE; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Conseils pour l’introduction de la technologie en classe Liste de sources annotée - Allier-Gagneur, Zoé; Lwamba, Etienne (EdTech Hub, 2020)
Cette liste de sources annotée a pour but d’informer la prise de décisions des acteurs du domaine de l’éducation concernant l’introduction de technologies en classe dans les pays à revenu faible et intermédiaire. Cette liste est une introduction qui expose de façon informelle certains des conseils généraux que prodiguent souvent les experts de l’EdTech Hub.
ZenodoArchiveID: 3952001 previousDOI: 10.5281/zenodo.3952001 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3952001 10.53832/edtechhub.0024 2339240:6H2ZA568 2405685:HDRVT5N4 2405685:PA2H8NGA
Keywords: F: Helpdesk response; LP: French; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH

Using Blended Learning to Support Marginalised Adolescent Girls’ Education: A Review of the Evidence - Allier-Gagneur, Zoé; Chuang, Rachel; McBurnie, Chris; Haßler, Björn (EdTech Hub, 2020)
This topic brief reviews evidence about the use of blended learning to support the education of marginalised adolescent girls in low- and middle- income countries.
ZenodoArchiveID: 4762319 previousDOI: 10.5281/zenodo.4762319 previousDOI: 10.5281/zenodo.4762319 previousDOI: 10.5281/zenodo.3952069 10.5281/zenodo.3952069 2405685:7PYD5JNV 2405685:H3AI5F3C 2339240:ENEKVCE3 2129771:FX6TFDPQ 2129771:9Q4PMCJN 2486141:TE93MW3V KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3952069 10.5281/zenodo.4762319 10.53832/edtechhub.0009 2339240:MU9RJZS3 2339240:WG969BFI 2405685:7PYD5JNV 2405685:A7IA7VZZ 2405685:H3AI5F3C 2405685:XMDKD3TS
Keywords: F: Helpdesk response; H:Blended learning; L:Gender and education; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted; dode_eth-src-eth; dode_eth-trf2-dode

Whose Data is it Anyway?: Decoding the Draft India Data Accessibility & Use Policy, 2022 - Alliance for Digital India Foundation (2022)
If India wants to fulfil its ambition of achieving a $5 trillion economy, it has to hone its ability of harnessing the value of data.
KerkoCite.ItemAlsoKnownAs: 2339240:GPMLRWK3 2405685:IV47IUJD

From luxury to lifeline: Reducing the cost of mobile devices to reach universal internet access. - Alliance for Affordable Internet (Web Foundation, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VM6UDM3C 2405685:2CZW5CKH 2405685:Q447FXM3
Keywords: ___working_potential_duplicate

IMF Working Papers Volume 2017 Issue 203: Medium-Term Budget Frameworks in Sub-Saharan African Countries (2017) - Allen, Richard I.; Chaponda, Taz; Ray, Rohini; Fisher, Lesley (2017)
"Volume 2017 (2017): Issue 203 (Sep 2017): Medium-Term Budget Frameworks in Sub-Saharan African Countries" published on 11 Sep 2017 by International Monetary Fund.
ISBN: 9781484314203 KerkoCite.ItemAlsoKnownAs: 2339240:YNSWAY68 2405685:NRU4WB5W 4656463:9FAITKB3

Effectiveness of Multimodal Microlearning for In-Service Teacher Training - Allela, Melisa Achoko; Ogange, Betty Obura; Junaid, Muhammad Ibn; Charles, Prince Brainard (Journal of Learning for Development, 2020)
To meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project.
Publisher: Commonwealth of Learning KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v7i3.387 2339240:98GSBC3X 2405685:Z794TZUM
Keywords: Barriers; Communities of Practice; Electronic Learning; Foreign Countries; Inservice Teacher Education; Integrated Learning Systems; Internet; Multimedia Materials; Portfolios (Background Materials); Professional Continuing Education; Professional Development; Program Effectiveness; Secondary School Teachers; Social Media; Synchronous Communication; Teacher Collaboration; Teacher Competencies; Workshops

Allama Iqbal Open University - Allama Iqbal Open University (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CCT4YGVS 2405685:QXVTKYVN 2405685:T4YJDV6I

All Children Reading Announces eKitabu and SIL LEAD as Winners of Book Boost: Access for All Challenge - All Children Reading (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:WHDRK6YA 2405685:Y6AIHC5N

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

Balloons to Deliver Emergency Internet Across Kenya - Alison, Buckholtz (2020)
Telkom Kenya-Loon partnership will result in country-wide 4G connectivity during pandemic, boosting government services.
Library Catalog: www.ifc.org EdTechHub.ItemAlsoKnownAs: 2405685:9STZ6Q6P

Gender, power and progress: How norms change - ALiGN (Align Platform, 2020)
This report is about gender norms – the implicit informal rules about appropriate behaviour for people of different genders – that most people accept and follow. It is about the ways in which gender equality, women’s and girls’ rights and the norms that shape the ability to claim those rights, have progressed over time. It examines how gender norms have changed in the 25 years since the UN’s Beijing Platform for Action on women’s rights was set out in 1995, and their role in progress and setbacks to achieving these rights.
KerkoCite.ItemAlsoKnownAs: 2339240:XGN4B2W7 2405685:WK4NYWAQ

Alif Ailaan Pakistan District Education Rankings 2015 - Alif Ailaan; SDPI (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:THETL6HZ 2405685:CUGQAVWT

Optimising learning and education in Africa: The language factor - Alidou, H.; Boly, A.; Brock-Utne, B.; Diallo, Y.S.; Heugh, K.; Wolff, H.E. (ADEA, UIE, GTZ, 2006)
KerkoCite.ItemAlsoKnownAs: 2339240:DZMRMG7P 2405685:SDDDDUBW

Pre-Primary Education in Mongolia: Access, Quality of Service Delivery, & Child Development Outcomes - Ali, Rabia; Temourov, Moukim; Igarashi, Takiko (The World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ZLRPUYN4 2405685:SSXVNNGU

ICT Using Situation in Rural and Urban Primary Schools of Bangladesh: A Comparative Study - Ali, M (Prime University Journal, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:E6NMCEBE 2405685:XHR99KDS
Keywords: ⛔ No DOI found

Responding to Iraq’s learning crisis - Ali, Laila (UNICEF Connect, 2020)
Amidst the devastation in Mosul's Old City, UNICEF supports the rehabilitation of primary education for a safe environment that’s conducive to learning.
Library Catalog: blogs.unicef.org Section: Children in emergencies KerkoCite.ItemAlsoKnownAs: 2339240:BDGJFV3D 2405685:YE5NPCPV 4803016:K6GQ5HLF

Pakistan personal data protection bill termed vague - Pakistan - DAWN.COM - Ali, Kalbe (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:S399V33N 2405685:W7ABZDDN

Information and communication technology (ICT) education in the city school, Pakistan - A success story in the large-scale introduction of the UK National Curriculum's ICT component in Pakistan - Ali, I.; Proctor, J. (Aslib Proceedings, 2005)
Purpose - In an age of information technology some developing countries are more vulnerable than others to international competition through failure to utilize fully the benefits of an ICT culture. The authors suggest that the strategies in response must include a radical review of attitudes and methods of delivery of ICT in schools and give as an example the recent experience of The City School, the nationwide schools' organisation in Pakistan with whom they are employed. Design/methodology/approach - The authors review the current position of ICT in schools in Pakistan and suggest as a model of development, for schools of a corresponding standing, that of The City School. They describe how The City School responded to ICT, ensuring that all its pupils would have access to the most modem of ICT courses. Discusses how the decision to implement a complete change, or revolution, in teaching ICT was brought about in a relatively short time. It discusses the nature of the programme, how it was organised, the materials required and the outcomes of its implementation including its outstanding success with pupils and their parents. Findings - The authors chronicle the historical developments within The City School that brought about radical change within a comparatively short period and identify careful planning, training, and the motivation of stakeholders, i.e. pupils, teachers and parents, as key elements in its successful implementation. Originality/value - The authors suggest that The City School experience provides a model that may be emulated by schools elsewhere in both developing and industrially developed countries.
Place: Bradford Publisher: Emerald Group Publishing Limited WOS:000228458000003 KerkoCite.ItemAlsoKnownAs: 10.1108/00012530510589092 2339240:5LZA5PP2 2405685:IZSECS4Z
Keywords: Pakistan; communication technologies; design and development; schools

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

Methodological Guidance Paper: The Art and Science of Quality Systematic Reviews - Alexander, Patricia A. (Review of Educational Research, 2020)
The purpose of this article is to overview various challenges that prospective authors of quality systematic reviews should be prepared to address. These challenges pertain to all phases of the review process: from posing a critical question worthy of pursuit and executing a search procedure that is appropriately framed and transparently recorded, to discerning patterns and trends within the resulting data that speak directly to the critical question framing the review. For each of these challenges, suggestions are offered as to how authors might respond so as to enhance the quality of the review process and increase the value of findings for educational research, practice, and policymaking.
KerkoCite.ItemAlsoKnownAs: 10.3102/0034654319854352 10/ggwsgp 2405685:3RWPAK66 2405685:CIMTNSA3 2405685:GC76C27N 2534378:I28YADAU
Keywords: ___working_potential_duplicate; critical questions; literature search; systematic review

Education Cluster in Pakistan - Lessons Learned: Flood Response - Alexander, Jessica (UNICEF Global Development Commons, 2011)
Summarizes the findings of lessons learned exercise conducted by the Global Education Cluster on its joint response to floods in July 2010, in collaboration with Save the Children and UNICEF. It also provides recommendations to improve future responses to emergencies.
KerkoCite.ItemAlsoKnownAs: 2339240:6RIHG62Y 2405685:D8M2VR24

Revealing Stereotypes: Evidence from Immigrants in Schools - Alesina, Alberto; Carlena, Michaela; La Ferrara, Eliana; Pinotti, Paolo (2018)
If individuals become aware of their stereotypes, do they change their behavior? We study this question in the context of teachers' bias in grading im...
KerkoCite.ItemAlsoKnownAs: 2339240:7MPLNPV9 2405685:CVFUTRBR

Contextualized-OLPC education project in rural India: measuring learning impact and mediation of computer self-efficacy - Ale, Komathi; Chib, Arul; Loh, Yvonne (Educational Technology Research and Development, 2017)
The One Laptop per Child (OLPC) initiative has been at the forefront of introducing low-cost computers in developing countries. We argue that the problem is not as much as a focus on the provision of affordable technologies, but the lack of consideration of deeply contextualized implementation design and the lack of understanding of psychological mechanisms at the user-level that influence learning impact. A longitudinal quasi-experimental design among nine rural Indian primary schools involved pre- and postexperiment measures conducted with both test (n = 126) and control groups (n = 79). The study objective was to prioritize local contexts during technology implementation design in order to attain educational impact in terms of improved learning outcomes for students. The Contextualized-OLPC education project utilized strategies identified by the Technology- Community-Management model to address contextually germane factors of teacher training, unbiased gender access, and local language use. A second objective was to assess impact of technology introduction while countering extant techno-determinist approaches of impact assessment. We first demonstrated that technological knowledge was associated positively with functional literacy. We situated the experiment in the social cognitive theory to demonstrate that computer self-efficacy mediates the relationship between technological literacy attained as a consequence of the Contextualized-OLPC education project and a specific learning outcome, functional literacy. Overall, the research illustrated that giving primacy to mere deployment of OLPC laptops has limited relevance to children, both in use and outcome. In support, the results demonstrated the role of contextualized technology in rural classrooms alongside an understanding of user psychology that influence learning impact.
shortDOI: 10/gbgzmw KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-017-9517-2 10/gbgzmw 2405685:IPX2ETJ4

From Assessment to Action: Lessons from the Development of Theories of Change with the People's Action for Learning Network - Alcott, Benjamin; Rose, Pauline; Sabates, Ricardo; Ellison, Christine (Global Education Review, 2020)
In recent years, much attention has been given to extremely poor levels of learning outcomes in low-and lower-middle income countries. Citizen-led assessments have played a vital role in highlighting this "learning crisis." Having developed these citizen-led assessments, members of the People's Action for Learning (PAL) Network are now increasingly devising and implementing actions aimed at tackling the learning crisis in different country contexts. This article documents the process we undertook of developing theories of change with PAL Network members across 10 countries to inform their shift from assessment of children's learning to action aimed at raising learning outcomes. The article highlights, in particular, the importance for theories of change to take account of context in identifying appropriate actions. Based on their country circumstances, the actions identified by PAL Network members vary, for example, from using assessment data to influence national government reform, to more localized activities associated with "teaching at the right level." For appropriate actions to tackle the learning crisis to be identified and successfully implemented, an important lesson from the PAL Network experience is the need to enable South-to-South learning and adaptation. As such, the article highlights a pressing need for flexible and iterative theories of change that reflect contextual realities.
Publisher: Mercy College New York KerkoCite.ItemAlsoKnownAs: 2339240:ZRWHRI86 2405685:GZEXQEF6
Keywords: Agency Cooperation; Change Strategies; Citizen Participation; Cultural Differences; Educational Assessment; Educational Change; Foreign Countries; Government Role; Low Income Groups; Middle Class; Networks; Parent Role; School Role; Socioeconomic Influences; Theories; ⛔ No DOI found

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

How can education systems become equitable by 2020: DfID think pieces - Learning and equity - Alcott, Ben; Rose, Pauline (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:U33W427H 2405685:2A7H96IE

One Mouse per Child: interpersonal computer for individual arithmetic practice - Alcoholado, C.; Nussbaum, M.; Tagle, A.; Gomez, F.; Denardin, F.; Susaeta, H.; Villalta, M.; Toyama, K. (Journal of Computer Assisted Learning, 2012)
Single Display Groupware (SDG) allows multiple people in the same physical space to interact simultaneously over a single communal display through individual input devices that work on the same machine. The aim of this paper is to show how SDG can be used to improve the way resources are used in schools, allowing students to work simultaneously on individual problems at a shared display, and achieve personalized learning with individual feedback within different cultural contexts. We used computational fluency to apply our concept of "One Mouse per Child". It consists of a participatory approach that makes use of personal feedback on an interpersonal computer for the whole classroom. This allows for N simultaneous intelligent tutoring systems, where each child advances at his or her own pace, both within a lecture and throughout the curricular units. Each student must solve a series of mathematical exercises, generated according to his or her performance through a set of pedagogical rules incorporated into the system. In this process, the teacher has an active mediating role, intervening when students require attention. Two exploratory studies were performed. The first study was a multicultural experience between two such distanced socio-economic realities as Chile and India. It showed us that even in different environmental conditions, it is possible to implement this technology with minimal equipment (i.e. a computer, a projector, and one mouse per child). The second study was carried out in a third grade class in a low-income school in Santiago de Chile. The students were asked to solve mainly addition exercises. We established statistically relevant results and observed that the software proved most beneficial for the students with the lowest initial results. This happens because the system adapts to the students' needs, reinforcing the content they most need to work on, thus generating a personalized learning process.
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2011.00438.x 2339240:Z2T9W77P 2405685:7ICF7B4C
Keywords: Arithmetic; Chile; Computer Interfaces; Computer Peripherals; Computer Software; Computer System Design; Educational Technology; Feedback (Response); Foreign Countries; Grade 3; India; Intelligent Tutoring Systems; Mathematics Instruction; Teacher Role; Teaching Methods

L'éducation bilingue dans le contexte multilingue guyanais: dispositifs cloisonnants et pratiques pédagogiques innovantes - Alby, Sophie; Léglise, Isabelle (Lambert Lucas, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:D7NAQAHV 4042040:55AQIE3B

Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice - Albion, Peter R.; Tondeur, Jo; Forkosh-Baruch, Alona; Peeraer, Jef (Education and Information Technologies, 2015)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9401-9 2339240:U649AIAT 2405685:2YQNCPBE

COVID-19: Effects of School Closures on Foundational Skills and Promising Practices for Monitoring and Mitigating Learning Loss - Alban Conto, Carolina; Akseer, Spogmai; Dreesen, Thomas; Kamei, Akito; Mizunoya, Suguru; Rigole, Annika (UNICEF Office of Research - Innocenti, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PREWBDEI 2339240:WKL4LVJR 2405685:7627L3MV 2405685:F76W8RNW
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Influence of COVID-19 on Students’ Sign Language Learning in a Teacher-Preparation Program in Saudi Arabia: Moving to E-Learning - Alawajee, Omar (Contemporary Educational Technology, 2021)
KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/10886 2339240:Z6B9WIX9 2405685:3CNS5VW3

Tackling inequity in education during and after COVID-19 - Alasuutari, Hannah (UKFIET, 2020)
Library Catalog: www.ukfiet.org KerkoCite.ItemAlsoKnownAs: 2339240:35GX34HL 2405685:ZAD9IZXZ

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

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

Putting the ‘learning’ back in remote learning - Alam, Andaleeb; Tiwari, Priyamvada (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:YDUHXW2G 2405685:LHEMZBWW

Personalized learning - Alam, Andaleeb; Castillo (UNICEF Office of Global Insight & Policy, 2022)
A landscape analysis of tech-enabled personalized learning solutions in developing country contexts.
KerkoCite.ItemAlsoKnownAs: 2339240:9JGXBGDF 2405685:9XBTFFBI

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

Reaching Children & Students in Remote Locations - Aladin, Katija (2020)
During this educational shift from school to home, how are we addressing the needs of students in remote locations with little to no access to connectivity? From providing educational content through Whatsapp, Facebook messenger to accessing online content offline, these innovative ideas are helping children and families connect with teachers and lessons in other ways than online.
Library Catalog: hundred.org Section: innovation EdTechHub.ItemAlsoKnownAs: 2405685:D9XFGTPK

Vision for SLR tooling infrastructure: Prioritizing value-added requirements - Al-Zubidy, Ahmed; Carver, Jeffrey C.; Hale, David P.; Hassler, Edgar E. (Information and Software Technology, 2017)
Context Even with the increasing use of Systematic Literature Reviews (SLR) in software engineering (SE), there are still a number of barriers faced by SLR authors. These barriers increase the cost of conducting SLRs. Objective For many of these barriers, appropriate tool support could reduce their impact. In this paper, we use interactions with the SLR community in SE to identify and prioritize a set of requirements for SLR tooling infrastructure. Method This paper analyzes and combines the results from three studies on SLR process barriers and SLR tool requirements to produce a prioritized list of functional requirements for SLR tool support. Using this list of requirements, we perform a feature analysis of the current SLR support tools to identify requirements that are supported as well as identify the need for additional tooling infrastructure. Results The analysis resulted in a list 112 detailed requirements (consolidated into a set of composite requirements) that SE community desires in SLR support tools. The requirements span all the phases of the SLR process. The results show that, while recent tools cover more of the requirements, there are a number of high-priority requirements that are not yet fully covered by any of the existing tools. Conclusion The existing set of SLR tools do not cover all the requirements posed by the community. The list of requirements in this paper is useful for tool developers and researchers wishing to provide support to the SLR community with SE.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.infsof.2017.06.007 2405685:6IRSDL2Z 2486141:AF9IAKTP 2486141:EXUMXNVK
Keywords: Empirical software engineering; Systematic literature review; Tooling infrastructure; _Added-ailr-2024

Gifted'Teachers Stages of Concerns for Integrating E-Learning in the Gifted Schools in Jordan. - Al-Shabatat, Ahmad Mohammad (Turkish Online Journal of Educational Technology-TOJET, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:IGGUQN6G 2405685:DUTZULW4
Keywords: ⛔ No DOI found

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

Gender Equity and Fee-Free Basic Education in Tanzania - Al-Samarrai, Samer; Tamagnan, Marie Evane (2019)
Tanzania has registered improvements in education outcomes over the last ten years. The implementation of the Fee-Free Basic Education Program (FBEP) is a key element of the government’s overall strategy to improve education outcomes and accelerate growth. Tackling gender disparities in basic education will be critical to the success of FBEP. In recent years, Tanzania has eliminated many of the gender gaps associated with education access. However, large gender gaps in learning outcomes start in primary and get wider over the course of secondary school. The aim of this note is to identify the underlying causes of gender disparities in secondary education and identify promising policy options to tackle them. It shows that addressing gender disparities in education is crucial to the success of FBEP and more broadly to national development goals. This note is part of a series that looks at the implications of Tanzania’s Fee-Free Basic Education Program (FBEP). Its focus is primarily on secondary education because separate analytical work on early childhood is currently being undertaken and a separate note is analyzing the trends and determinants of learning outcomes in primary education. This note is arranged as follows: Section 2 briefly outlines the benefits of extending access to basic education; Section 3 describes the characteristics of gender disparities in secondary education; Section 4 identifies the factors that drive gender differences in outcomes, and Section 5 reviews the evidence on interventions capable of narrowing gender disparities. The final section concludes by arguing that narrowing gender differences in education outcomes needs a multidimensional approach.
Publisher: World Bank Group KerkoCite.ItemAlsoKnownAs: 2339240:VSAIL8UH 2405685:QLV2EITH
Keywords: ⛔ No DOI found

The Role of Intergovernmental Fiscal Transfers in Improving Education Outcomes - Al-Samarrai, Samer; Lewis, Blane (World Bank, 2021)
The majority of the world’s children live in countries where local governments are responsible for the provision of basic education services. Although subnational governments manage their own education systems, they often rely on transfers from the central government for funding. The main purpose of this study is to assess how these fiscal transfers affect public funding for education and how they ultimately affect student schooling and learning outcomes. Through a careful analysis of how fiscal transfers have affected education systems in different contexts, the investigation develops a set of principles to support improvements in the design and implementation of transfer systems with a specific focus on the provision of education services. The study is centered on seven country case studies that aim to answer a set of common research questions using a similar approach. Country case studies were conducted in Brazil, Bulgaria, China, Colombia, Indonesia, Sudan, and Uganda. The analysis shows that fiscal transfer mechanisms can improve the adequacy of public education spending, reduce spending inequalities between regions, and improve spending efficiency. Moreover, the study highlights that carefully designed and implemented transfer systems can help raise overall education outcomes and reduce education inequality. This publication was funded by a grant from the Results in Education for All Children (REACH) trust fund at the World Bank. REACH is supported by the government of Germany through the Federal Ministry for Economic Cooperation and Development, the government of Norway through NORAD, and the government of the United States of America through the U.S. Agency for International Development.
Accepted: 2021-06-28T14:28:37Z KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1693-2 2339240:6R2LBJUB 2405685:RN7PVKFV 4656463:K5KKTKWC
Keywords: Education; Education Equity; Education Finance; Education Outcomes; Education Spending; Fiscal Decentralization; Fiscal Transfers; Public Expenditure

Education Finance Watch 2021 - Al-Samarrai, Samer; Cerdan-Infantes, Pedro; Bigarinova, Aliya; Bodmer, Juanita; Vital, Marianne Joy Anacleto; Antoninis, Manos; Bakarat, Bilal Fouad; Murakami, Yuki (World Bank Group, 2021)
Education Finance Watch 2021 (English)
KerkoCite.ItemAlsoKnownAs: 2339240:NHKZM26P 2405685:EZIDC645

The Impact of the COVID-19 Pandemic on Education Financing - Al-Samarrai, Samer (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:43H84UX8 2405685:RW6PYTEP

Exploring transition toward independent learning student experiences in the first year of architecture school - Al Maani, Duaa (Welsh School of Architecture, Cardiff University, 2019)
Constructivism within the design studio capitalises on the richness embodied by the differences in learners, and strongly opposes the notion of students as empty vessels. Although this perspective suggests that learners are individual and unique, yet it emphasises on their need for outside influences to learn as well. This thesis explores the learning experiences of students in the architectural design studio, specifically looking at learning issues associated with the transition from dependence to independence and analysing students’ accounts of their learning processes during their first year. The findings suggest that the design studio is a suitable environment for facilitating learning independence in higher education. Most of the students appreciated the learning environment within the school and expressed a feeling of belonging to the community, stating that it had helped them to become more independent. More importantly, an analysis of the narratives revealed that the respondents perceived themselves as becoming more independent as they progressed through the year. However, many of the participants felt uncertain about aspects of independent learning and wanted more guidance and support, remaining attached to the practice of tutor centred learning.
KerkoCite.ItemAlsoKnownAs: 2339240:T7YPWQA5 2405685:IZS7VHYQ

Jordan’s EdTech response to COVID-19 - Al-Hindawi, Hind; Hashem, Lina (EdTech Hub, 2020)
ZenodoArchiveID: 4706057 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706057 2339240:7DDCIKY9 2339240:P8XVRD6S 2405685:BTX9XW3J 2405685:KNCXGVW3 2405685:XFBMF3QV
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Developing a situational judment test for adminission into initial teacher education in Oman: An exploratory study - Al Hashmi, WaleedTalib Abdullah (University of York, 2018)
EdTechHub.ItemAlsoKnownAs: 2405685:CBV2XIFH

The Impact of ICT as Another Route to Overcome Learning Barriers for Students with SEN: A Case Study in an Egyptian Context - Al-Gawhary, Wedad; Kambouri, Maria (International Association for the Development of the Information Society, 2012)
The purpose of this case study was to measure the impact of using ICT in Individual Learning Programmes of students with learning disabilities. Twenty five students and thirteen teachers took part in the research which was based on classroom observations. The Kappa coefficient was employed as a measure to statistically quantify the students' acquisition and progress in learning computer and literacy skills through raters' observations. A high correlation between Keyboard, PowerPoint, and literacy skills (writing, reading, and maths) was revealed suggesting the significance and impact of keyboard training as an essential component towards achieving educational objectives. Moreover, thematic analysis of the teachers' interviews provided a further dimension for understanding factors influencing the ICT integration process. These results further confirmed the positive impact of computer skills training on the students' learning experience which also revealed a strong belief in the right of every child to all learning opportunities, particularly ICT regardless of his/her abilities.(Contains 2 tables.) [For the complete proceedings, "Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)," see ED542606.]
Publication Title: International Association for Development of the Information Society KerkoCite.ItemAlsoKnownAs: 2339240:95DQ5J33 2405685:M5TD7M7N
Keywords: Autism; Barriers; Case Studies; Cerebral Palsy; Communications; Computer Literacy; Computer Mediated Communication; Computer Software; Down Syndrome; Foreign Countries; Heterogeneous Grouping; Information Technology; Interrater Reliability; Mixed Methods Research; Semi Structured Interviews; Semitic Languages; Special Needs Students

Investigating the barriers to change management in public sector educational institutions - Al-Alawi, Adel Ismail; Abdulmohsen, Muna; Al-Malki, Fatema Mohamed; Mehrotra, Arpita (International Journal of Educational Management, 2019)
Purpose – The purpose of this paper is to explore barriers to the change management in the public sector of educational institutions such as public schools of the Ministry of Education in the GCC countries. The exploration of the research is based on the ADKAR change management model that consists of five key elements, which are awareness, desire, knowledge, ability and reinforcement. The ADKAR model was used for many reasons, among these reasons is that it allows management to separate the change process into parts, pinpointing where change is failing and addressing that impact point.
KerkoCite.ItemAlsoKnownAs: 10.1108/ijem-03-2018-0115 2339240:VAJE86HZ 2405685:LD8TF3AS

Exploring the backgrounds and shaping of beginning student teachers in Ghana: toward greater contextualisation of teacher education - Akyeampong, Kwame; Stephens, David (International Journal of Educational Development, 2002)
Teacher education programmes are often quite similar in their framework and content but often lack sufficient reflection on the personal background and the socio-political forces that shape teachers’ roles and identity within the systems in which they operate. This paper explores this issue by using Ghana as a case study and discusses implications for its teacher education programmes and policies. Key characteristics of beginning student teachers found were: weak qualifying grades in two fundamental school subjects, mathematics and English, a waiting period of 2–5 years prior to entering teachers’ college, and apparently sharp differentials in trainees’ socio-economic background as compared to typical Ghanaian communities. They come to training with rich and varied images of teachers, teaching and the profession, but, in addition, many beginning trainees also express little desire to teach at primary school level, mainly for reasons of status and insufficient fringe benefits. These factors, we argue, should be taken into more account in the design of college programmes and the development of teacher education policies. The paper concludes with a call to teacher education systems, especially in Africa, to look more closely at, and learn from, who comes for training, what they bring with them, and how they perceive themselves in relation to teaching, training and future aspirations.
shortDOI: 10/fh448b KerkoCite.ItemAlsoKnownAs: 10.1016/S0738-0593(01)00064-5 10/fh448b 2405685:SHM89KC8
Keywords: Beginning student teachers; Ghana; Teacher education; Teacher identity; Teacher images

Access, Transitions and Equity in Education in Ghana: Researching Practice, Problems and Policy - Akyeampong, Kwame; Rolleston, Caine; Ampiah, Joseph Ghartey; Lewin, Keith M (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:X5BPYATI 2405685:8UM3DEYF
Keywords: ⛔ No DOI found

Open and distance learning (ODL) teacher education to support teacher development in Ghana: an evaluation report - Akyeampong, Kwame; Mensa, D; Abu-Yeboah (Ghana Education Service, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:U7KFD662

Improving teaching and learning of basic maths and reading in Africa: Does teacher preparation count? - Akyeampong, Kwame; Lussier, Kattie; Pryor, John; Westbrook, Jo (International Journal of Educational Development, 2013)
Teacher education has an important role in ensuring quality of learning especially for the poorest children. The article draws on a study of teacher preparation for the early primary grades in six African countries – Ghana, Kenya, Mali, Senegal, Tanzania and Uganda – in reading and mathematics. Initial teacher education had the strongest impact on newly qualified teachers but also induced misplaced confidence leading to standardised teacher-led approaches that failed to engage learners. Learning to read was divorced from meaning while mathematical activities were not linked to learning concepts. We suggest that teacher education is reconstructed as a study of classroom practice that places children's learning at its centre.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2012.09.006 2339240:TMXTTDED 2405685:CRQY6GMS

Access to Basic Education in Ghana: The Evidence and the Issues. Country Analytic Report. - Akyeampong, Kwame; Djangmah, Jerome; Oduro, Abena; Seidu, Alhassan; Hunt, Frances (ERIC, 2007)
KerkoCite.ItemAlsoKnownAs: 2339240:3J9P3MC2 2405685:AQYBAYCI

Cost-Effective Approaches to Improve Global Learning - What does recent evidence tell us are “Smart Buys” for improving learning in low- and middle-income countries? - Akyeampong, K; Andrabi, T; Banerjee, A; Banerji, R; Dynarski, S; Glennerster, R; Grantham-McGregor, S; Muralidharan, K; Piper, B; Ruto, S; Saavedra, J; Schmelkes, S; et al. (FCDO, the World Bank, UNICEF, and USAID, 2023)
KerkoCite.ItemAlsoKnownAs: 2405685:XW55C644

2023 Cost-Effective Approaches to Improve Global Learning - What does recent evidence tell us are “Smart Buys” for improving learning in low- and middle-income countries? - Akyeampong, K; Andrabi, A; Banerjee, A; Banerji, R; Dynarski, S; Glennerster, R; Grantham-McGregor, S; Muralidharan, K; Piper, B; Ruto, S; Saavedra, J; Schmelkes, S; et al. (FCDO, the World Bank, UNICEF, and USAID, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:2BGTWZKU 2405685:9X68BZ9M

Special Education and Deaf Children in Pakistan - Akram, Bushra; Bashir, Rukhsana (Journal of Elementary Education, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:9TKMBGYE 2405685:NQQMGAXE
Keywords: ⛔ No DOI found

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

COVID-19 in Pakistan: A Phone Survey to Assess Education, Economic, and Health-Related Outcomes - Akmal, Maryam; Crawfurd, Lee; Hares, Susannah; Minardi, Ana Luiza (2020)
Using a sample of 1,211 households in Pakistan, we examine the effects of COVID-19 on three key domains: education, economic, and health-related. F...
Publisher: Harvard Dataverse KerkoCite.ItemAlsoKnownAs: 10.7910/DVN/EGQ4XO 10.7910/dvn/egq4xo 2339240:CUILXSEZ 2339240:MY7ADG9Y 2405685:EPTUPZJ6 2405685:IQ335DK7
Keywords: ___working_potential_duplicate

Gendered Impacts of COVID-19 School Closures: Insights from Frontline Organizations - Akmal, Maryam (2020)
COVID-19 school closures pose significant operational and financial risks to frontline organizations delivering vital education services, including non-governmental organizations, school operators, and other service providers. In this survey, we ask these organizations about the challenges they are facing in light of COVID-19 closures, particularly for girls. The responses shed light on how COVID-19 is affecting education service operations—and what providers are doing in response. We uncover three major findings. First, 69 percent of the respondents believe that girls are at a greater risk than boys from COVID-19 school closures, with more than half of those respondents citing girls’ exposure to gender-based violence as a major concern. Second, close to half (42 percent) of the respondents report that their organization is experiencing budget cuts, with 73 percent of those respondents citing a drop in funding from private and philanthropic donors. Third, despite the financial and operational disruptions due to school closures and lockdowns, 89 percent of the respondents report planning and delivering additional vital interventions during the pandemic. It is crucial, now more than ever, that donors and policymakers support and engage with frontline organizations delivering vital services for girls and their communities.
KerkoCite.ItemAlsoKnownAs: 2339240:KI8D3WZN 2405685:KHMCGX6G 2405685:VMCU7KCE
Keywords: ⛔ No DOI found

Design and development of a Web Based Learning System in lower primary schools: A Case study of Makini Primary School, Kenya - Akinyi, Beatrice Ochieng (Moi University, 2015)
Web design technology arises from continued technological trend of computing. Globally the rise of application of information communication technology to the learning programme of primary schools is not much emphasized on. There is empirical evidence to prove that information communication technology is highly beneficial wherever it is applied. The study aimed at designing and developing a web based system of learning that can enhance the academic and social growth of lower primary school pupils. The objectives of the study were: to examine the correlation between the increased use of web based systems of learning and learner‟s academic performance; to identify the set of skills required for lower primary pupils to fully exploit the potential of web based systems of learning; to find out the specification and technical attributes of web based systems of learning that facilitate learning and lastly to design a web based learning system for lower primary school pupils. The study focused on Makini lower primary school in Nairobi County. The study employed case study method and qualitative approach. Rapid Application Development life cycle was used in software development process. Purposive sampling method was used to identify the respondents. Data was collected using interviews and focus group discussions. Findings of the study were: increased use of web based system that enhanced the learner‟s academic performance, the web based system of learning was able to identify games which exploit the pupils‟ skill in learning hence reducing monotony and lastly the web based system was able to identify some technical attributes such as use of graphics and access rights that facilitated learning and testing. The conclusion showed that developing of a web based learning system would reduce monotony in learning and enabled pupils to be in control and also increased the creativity and thinking level. The study recommends that: additions be made to the system such as a module to generate a feasible master timetable for each teacher; the web application of the system be further expanded to help attendance recording by the class teacher and for the parents to be able to view the status of their children performance using the Internet or Intranet of the school and lastly the system be made for every teacher to have some specific free periods or some part of days off and that will require an efficient search technique.
Accepted: 2018-07-19T06:28:17Z KerkoCite.ItemAlsoKnownAs: 2339240:2NYT4UPN 2339240:9UIGBGDA 2405685:II4IEI4L 2405685:UZS2AQCD
Keywords: ___working_potential_duplicate

PRONUNCIATION BARRIERS AND COMPUTER ASSISTED LANGUAGE LEARNING (CALL): COPING THE DEMANDS OF 21ST CENTURY IN SECOND LANGUAGE LEARNING CLASSROOM IN PAKISTAN - Akhter, Farhat Perveen; Hisham, Dzakiria (2017)
Download Free Full-Text of an article PRONUNCIATION BARRIERS AND COMPUTER ASSISTED LANGUAGE LEARNING (CALL): COPING THE DEMANDS OF 21ST CENTURY IN SECOND LANGUAGE LEARNING CLASSROOM IN PAKISTAN
Publisher: INTERNATIONAL JOURNAL OF RESEARCH IN ENGLISH EDUCATION KerkoCite.ItemAlsoKnownAs: 2339240:VD866V6K 2405685:JDNWME5L

Identity and schooling: Some lessons for the economics of education - Akerlof, G.A.; Kranton, R.E. (Journal of Economic Literature, 2002)
shortDOI: 10/gd2x2h KerkoCite.ItemAlsoKnownAs: 10.1257/.40.4.1167 10/gd2x2h 2339240:K54TNP5N 2405685:3F9RZUT5

Call Me Educated: Evidence from a Mobile Monitoring Experiment in Niger - Aker, Jenny C; Ksoll, Christopher (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:LJKCLSXB 2405685:BINXNTZ6
Keywords: C:Niger

Call me educated: Evidence from a mobile phone experiment in Niger✰ - Aker, Jenny C; Ksoll, Christopher (Economics of Education Review, 2019)
Teacher absenteeism is an important obstacle to sustained learning gains in many developing countries. We report the results from a randomized evaluation of an adult education program in Niger, which included an additional intervention designed to improve teacher accountability and students’ learning. Villages were randomly assigned to one of three groups. The first was a two-year adult education program, with normal visits by non-governmental organization (NGO) and Ministry staff. The second included the same curriculum and visits as the first, but villages also received a mobile intervention: weekly phone calls to the teacher, village chief and two randomly selected students. The third was a pure control group, with no adult education program or calls. We find that both interventions improved students’ learning outcomes: across both years of the program, students in the standard adult education program increased their math and reading test scores by 0.19–0.22 s.d, respectively. The mobile phone intervention led to an additional increase in math and reading test scores of 0.12 and 0.15 s.d., with stronger effects amongst called students. We also address alternative threats to identification, namely, differential attrition and baseline imbalance, and find that the math results are robust across these different specifications. This suggests that using mobile phone technology as a means to communicate with teachers and students can improve learning outcomes, beyond its use as a pedagogical tool within the classroom.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2019.05.001 2339240:EX6NJUX9 2339240:VFF5WY9J 2405685:6VR2BZKJ 2405685:77X2RGGE 2405685:LTFZY8UK 2534379:MEYIS2SG
Keywords: Adult education; Information technology; Monitoring; Niger; Teacher absenteeism

Akello Digital Classroom | Home - Akello Digital Classroom (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:I89TBIGA

Examining mathematical task and pedagogical usability of web contents authored by prospective mathematics teachers - Akayuure, Peter; Apawu, Jones (International Journal of Research in Education and Science, 2015)
The study was designed to engage prospective mathematics teachers in creating web learning modules. The aim was to examine the mathematical task and perceived pedagogical usability of the modules for mathematics instructions in Ghana. The study took place at University of Education, Winneba. Classes of 172 prospective mathematics teachers working in design groups were involved in the study. Data were collected using Mathematical Task Usability Scale and Pedagogical Usability Rubrics. The result indicated 77.8% of the task contents examined contained worthwhile mathematical tasks. Descriptive analysis of data reflected three distinct categories of perceived pedagogical usability. Approximately 6%, 58% and 36% of the modules contained low, moderate and high pedagogical usability attributes. The study concluded that majority of the modules developed by the prospective teachers have considerable instructional value. Implications for involvement of prospective mathematics teachers in authoring web resources were discussed against the backdrop of policy initiatives for integrating emerging technologies.
Publisher: International Journal of Research in Education and Science, Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826538267?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.21890/ijres.69649 2339240:EBQPPBT7 2405685:V4AZF6WX 2405685:VJBB9Z59 2534378:EXMDSLHE 2534378:VPVZ2W39
Keywords: ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; Foreign Countries; Ghana; Higher Education; Instructional Material Evaluation; Learning Modules; Mathematics Activities; Postsecondary Education; Preservice Teachers; Rating Scales; Scoring Rubrics; Statistical Analysis; Student Developed Materials; Usability; Web Based Instruction; __:import:01; __:match:final; __:matched; __:study_id:2098955; __finaldtb

Nudging Parents to Increase Preschool Attendance in Uruguay - Ajzenman, Nicolas; Luna, Laura; Hernández-Agramonte, Juan; Boo, Florencia; Vásquez-Echeverría, Alejandro; Diaz, Mercedes (SSRN Electronic Journal, 2022)
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4114425 2339240:RBK8EAHR 2405685:U65FUQWL

Altruism or Money?: Reducing Teacher Sorting Using BehavioUral Strategies in Peru - Ajzenman, Nicolás; Bertoni, Eleonora; Elacqua, Gregory; Marotta, Luana; Méndez, Carolina (Inter-American Development Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:U8EEDFA2 2405685:AQ7PIZ5G

Survey of the Use of Assistive Technology in Schools in Nigeria - Ajuwon, Paul M.; Chitiyo, George (Journal of the International Association of Special Education, 2015)
In this study, the researchers explored the state of the use of assistive technology (AT) in Nigeria through a survey of 165 special educators. The underlying structure of the respondents' perceptions, and their challenges and barriers to the use of AT, were examined. Among other findings, the largest proportion of students using AT are those with deafness or hearing impairment (53.3%), followed by those with a learning disability (40%). Training in the use of AT lags behind, with most professionals having received little or no training in the use of AT. The lack of appropriate AT devices and services in classrooms, and irregular electricity to operate available devices, were frequently cited as the biggest challenges regarding AT. Correlations between students' conditions and factors of teachers' perceptions suggested the need to make AT available for students with certain conditions, as well as the need for effective training for teachers.
KerkoCite.ItemAlsoKnownAs: 2339240:2B5LKGDA 2405685:XS664IV7
Keywords: Access to Computers; Assistive Technology; Barriers; Computer Uses in Education; Deafness; Disabilities; Educational Technology; Energy; Faculty Development; Foreign Countries; Hearing Impairments; Learning Disabilities; Likert Scales; Special Education Teachers; Statistical Analysis; Teacher Competencies; Teacher Surveys; Technological Literacy; Training; ⛔ No DOI found

Teacher Training Programs - AIMS Rwanda (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:HXFSQLYS 2405685:NGD3KA6Z

Possibilities of using Mobile Technology to improve Early Grade Reading in Bangladesh: Towards a Practical Framework - Ahsan, Sumera; Hossain, Md; Sarwar, Sheikh (2019)
Using mobile phones can enhance literacy skills such as reading. However, the success in terms of gain in reading skill using mobile phones depends on manifold conditions and factors which are context dependent. Therefore, the process of implementation of initiative that used mobile phones for boosting literacy is worth exploring in different contexts. The aim of this research project was to capture the first impression of the stakeholders related to the mBoost project, a project that used voices and text to help teachers and parents use activities to enhance children's reading skills, immediately after its piloting. Data was collected through qualitative interview, observation, and FGDs with parents, teachers, students, and relevant Save the Children Staff. This research found that three types of factors, technical, socio-cultural, and individual end user characteristics affected the implementation process in four phases (sending, receiving, comprehending, and implementing text and voice message activities) narrowing down the targeted benefits.
KerkoCite.ItemAlsoKnownAs: 2339240:5YUYY2RL 2405685:KSGSB638

Variables affecting teachers' attitudes towards inclusive education in Bangladesh - Ahmmed, Masud; Sharma, Umesh; Deppeler, Joanne (Journal of Research in Special Educational Needs, 2012)
Inclusive education is a worldwide reform strategy intended to include students with different abilities in mainstream regular schools. Evidence from previous research shows that success in implementing effective inclusive teaching practices in the school is contingent on teachers' positive attitudes towards inclusive education. This study was conducted in the context of primary education in Bangladesh aiming to examine variables influencing teachers' attitudes towards inclusion of students with disabilities in regular classrooms. Data for the study was collected from 738 teachers working in 293 government primary schools in Bangladesh. The results indicated that perceived school support for inclusive teaching practices and a range of demographic variables including previous success in teaching students with disabilities and contact with a student with a disability were associated with more positive attitudes of the teachers towards the inclusive education. The results are discussed with possible implications for educators, policy-makers and international organisations working on the implementation of inclusive education. © 2012 The Authors. Journal of Research in Special Educational Needs
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-3802.2011.01226.x 2339240:EJGQITXV 2405685:KJHBE65X

Empirical Analysis of Internet Usage and Academic Performance of Students: Evidence from Pakistan - Ahmed, Rizwan Raheem; Vveinhardt, Jolita; Ahmad, Nawaz (Edulearn16: 8th International Conference on Education and New Learning Technologies, 2016)
Problem Statement: Internet is a useful tool for in a technologically advanced world. Internet use for education is very important; in this research we evaluate the usage of Internet in Universities students as advanced technology, and its impacts on students' academic performance. Purpose of Study: The purpose of this study is to examine the relationship between Internet usage and university students' performance, it further identify the attitude of students towards information technology, and also evaluate that whether the use of Internet improve the academic performance of the students or not. Advancement in technology brings major impacts on education (Underwood 2003). Methodology: Data is collected through 10 closed ended questions with a sample size of 143 students. In this study the academic performance of student is dependent variable and usage of Internet is independent variable. We use descriptive analysis & linear regression model to check whether the Internet usage affects the students' performance positively or the other way around. Findings and results: Results of the research showed that the Internet is an essential knowledge tool for students, they use the Internet primarily for educational and research purposes and get benefited and also playing a positive role and participation in society. Respondents also expressed great confidence and satisfaction in using Internet for educational purposes. Recommendations: It is recommended that basic Internet tools may be introduced to students in their early stages of education. Universities should provide better infrastructure and organize courses that build up internal capacity of students, which enhance the efficiency and effectiveness for Internet Usage.
ISSN: 2340-1117 WOS:000402955903146 KerkoCite.ItemAlsoKnownAs: 2339240:EI3GHEXX 2405685:WFPD4UHW
Keywords: Academic performance; Attitude of student; Information technology; Internet usage; Linear Regression; Technologically advanced World; attitudes; education; technology

Social Media Integration in Secondary Education in Pakistan - Ahmed, Rida (Journal of Education and Educational Development, 2016)
This paper investigates the adequacy of social media implementation in the context of secondary education in Pakistan and highlights the importance and necessity of social media in secondary education. This research has helped in understanding the pros and cons of social media implementation in classrooms and also facilitated in analyzing whether social media helps in student learning, classroom performances, competencies and academic grow. The qualitative study paradigm was used for this research. Six phenomenological interviews were conducted from secondary school teachers. In the light of the derived results. It was concluded that social media was an essential tool that could be used to make classrooms more engaging and ethnically diverse. Results suggested that teachers spent time implementing social media in their classrooms for academic purposes and teachers used these forums for self-education and to interact with like-minded people. Social media can serve the most momentous purposes in education system as today's digitalized world is all about the Internet and technology, and hence it becomes compulsory for the educationist to understand the importance social networking
Publisher: Institute of Business Management, Department of Education KerkoCite.ItemAlsoKnownAs: 10.22555/joeed.v3i1.712 2339240:4BTHKM5D 2405685:F6SK6AJK
Keywords: Classroom Techniques; Educational Resources; Educational Technology; Foreign Countries; Guidelines; Information Policy; Interviews; Phenomenology; Program Implementation; Qualitative Research; Relevance (Education); Secondary School Teachers; Social Media; Teacher Attitudes; Technology Integration; Technology Uses in Education

Education and Covid-19 response: bringing schools and learning back on track - Ahmed, Manzoor; Rahaman, Mostafizur; Hossain, Syed Shahadat; Ahmed, Ghiasuddin (Education Watch/Campaign for Popular Education (CAMPE), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:G9RHE7L5 2405685:7U3LNXWS

The Role of Evidence in Policymaking in Pakistan: Political Economy Analysis Report - Ahmed, K; Ahmed, V; Javed, S.A.; Jillani, A; Khan, A; Khaver, A.A; Nadeem, U; Pellani, A; Shah, Q; Shaxson, L; Suleri, A.Q; Zaidi, A; et al. (Oxford Policy Management, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:4HQCSPQ6 2405685:T6TKT6E7

Evaluating Pre-Service Teaching Practice for Online and Distance Education Students in Pakistan: Evaluation of Teaching Practice - Ahmed Abdullah, Nauman; Sultana Mirza, Munawar (International review of research in open and distance learning, 2020)
In addition to conventional modes, teacher education programs in Pakistan are also offered through online and distance education. Teaching practice is a significant component of pre-service teacher education programs. Assessing the quality of teaching practice for pre-service student teachers is important, as these modules train the prospective teachers for their professional teaching careers. Virtual University of Pakistan (VU), an online university, offers pre-service teacher education programs. This research is an investigation into the learning opportunities and practices of VU student teachers in their teaching practice modules. Students enrolled in different teacher education programs served as the population of this study. Those in the fall 2018 semester who were enrolled in teaching practice modules were selected as a sample. Data sources included lesson plans prepared, lessons delivered, administrative and co-curricular duties performed by the students, as well as evaluation reports by supervisors, cooperating teachers, and school principals. There were improvements in the student teachers’ lesson plan formation and their overall learning. Data obtained through personal visits by VU faculty was used to verify and assess actual classroom teaching. Lack of regular attendance and punctuality by student teachers was observed as a result. Internal review of the VU system as it relates to the teaching practice modules was conducted to address any shortcomings in the course(s), its procedures, and its controls. Recommendations for improving the system, such as grading the modules, peer-assessment, and orientation workshops for student teachers are provided, as well as suggestions for developments in the teaching practice modules themselves.
Publisher: Athabasca University Press AU Press KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v21i2.4606 2339240:6D6GUQFG 2405685:GTJHJZRJ

Design and Implementation of a Software for Teaching Health Related Topics to Deaf Students: the First Experience in Iran - Ahmadi, Maryam; Abbasi, Masoomeh; Bahaadinbeigy, Kambiz (Acta Informatica Medica, 2015)
Introduction: Deaf are not able to communicate with other community members due to hearing impaired. Providing health care for deaf is more complex because of their communication problems. Multimedia tools can provide multiple tangible concepts (movie, subtitles, and sign language) for the deaf and hard of hearing. In this study, identify the priority health needs of deaf students in primary schools and health education software has been created. Method: Priority health needs and software requirements were identified through interviews with teachers in primary schools in Tehran. After training videos recorded, videos edited and the required software has been created in stages. Results: As a result, health care needs, including: health, dental, ear, nails, and hair care aids, washing hands and face, the corners of the bathroom. Expected Features of the software was including the use of sign language, lip reading, pictures, animations and simple and short subtitles. Discussion: Based on the results of interviews and interest of educators and students to using of educational software for deaf health problems, we can use this software to help Teachers and student’s families to education and promotion the health of deaf students for learn effectively.
KerkoCite.ItemAlsoKnownAs: 10.5455/aim.2015.23.76-80 2339240:VTT3R5G4 2405685:6APQM7RL

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

IMPACT OF LEADERSHIP STYLE OF EDUCATIONAL ADMINISTRATORS ON USE OF EDUCATIONAL TECHNOLOGY - Ahmad, Saeed; Raza, Muhammad Aqeel (2011)
Besides others, educational administrators are more vulnerable to the technological advancement. In changed scenario, as the roles and responsibilities of educational administrators also change, this research was conducted to ascertain what leadership styles affect the integration of technology to improve teaching and learning. A survey of the educational administrators in the four districts of Punjab was conducted to identify the impact of leadership styles on the use of innovative instructional technology in the educational institutions, and ultimately enhancing the student achievement. This study focused on the relationship between administrative leadership styles and implementation of new technological programs or instructional strategies. For this study, a questionnaire consisting of two parts was used for collection of data from the educational administrators. The first part of the questionnaire determined the extent in the use of educational technology in the institutions, whereas the second part of the questionnaire assessed the leadership style of the administrators. The researchers adopted Hersey-Blanchard Situational Model for the study with some modifications, in view of the local circumstances. The replies received in response of technology questions were given numerical values, whereas the second part of the questionnaire reflected the leadership styles of the administrators. The data were tabulated and treated using appropriate statistical techniques to draw inferential conclusions about the impact of the leadership styles of the educational administrators on the use of educational technologies in the educational institutions. As a result of research, the selling/coaching leadership style, reflecting high task, high relationship behaviour, was found to be more encouraging in the use of educational technology. The researchers are of the view that the selling/coaching style of leadership should be promoted to enhance the use of educational technology in our educational institutions.
KerkoCite.ItemAlsoKnownAs: 2339240:3YJFE9DD 2405685:W8KTNHAN

Design and Evaluation of Mobile Learning Applications for Autistic Children in Pakistan - Ahmad, Muneeb Imtiaz; Shahid, Suleman (Human-Computer Interaction – INTERACT 2015, 2015)
In this paper, we present the design and evaluation of culturally specific mobile learning applications, designed as a tool to encourage social interaction in autistic children. These applications were designed for Pakistani children keep their cultural context in mind. We performed longitudinal evaluation (around eight weeks) of these applications at an autistic school in Pakistan. Our initial results, based on pre and post evaluation questionnaires and video analysis of social interactions, showed that the applications had a positive effect on the development of socio-emotional skills of children and were appreciated not only by children but also by the teachers.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-22701-6_32 2339240:Z35DS3UQ 2405685:FA9V4SCD
Keywords: App; Autism; Culture; Social skills; Tablet

Mental health and learning: BRAC’s response in Bangladesh during Covid-19 - Ahmad, J; Mariam, E; Sadaf, B; Sarwar, S; Siddique, S; Zaman, S (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NT98ND5A 2405685:S58SFAFK

Critical analysis of the problems of education in Pakistan: possible solutions - Ahmad, Iqbal; Ur Rehman, Kahil; Ali, Asghar; Khan, Itbar; Khan, Fazal Akber (International Journal of Evaluation and Research in Education (IJERE), 2014)
Education lays the foundation for political, social and economic development of any country. A viable education system enables the nation to achieve its national goals. Pakistan as a developing country has faced critical problems of education since its inception and therefore, the system of education has failed to deliver according to the aspirations of the nation. There are various factors responsible for this situation. This paper explores some of the critical problems that have so far plagued the education system of Pakistan. On the basis of critical review of available literature, the paper presents solutions to the existing problems of the education system of Pakistan.
shortDOI: 10/ghgn44 KerkoCite.ItemAlsoKnownAs: 10.11591/ijere.v3i2.1805 10/ghgn44 2339240:CS2TT3KG 2405685:7JLBTCBP 2405685:RZNKC7HN

Analysis of the problems of primary education system in Pakistan: critical review of literature - Ahmad, Iqbal; Rauf, Muhammad; Rashid, Aqeela (Academic Research International, 2013)
This study critically examines the problems of primary education system in Pakistan. For this purpose a critical review of existing literature was carried out. On the basis of deeper and critical investigation into the literature, the study found that primary education is the most neglected, poorly financed and poorly managed. There is political interference in the system which breeds corruption, favoritism and nepotism. The system of supervision is weak and traditionally characterized having no effective mechanism for teacher training with poor system of accountability, teachers are underpaid and successive educational policies have failed to bring any positive changes in the system due to poor implementation. The curriculum of the primary education is outdated. Assessment is based on the memory of the students rather than their performance. On the basis of this study it is recommended that the problems can be solved by robust system of accountability, eradication of corruption, quality assessment system, non political interference, quality curriculum, teacher motivation.
KerkoCite.ItemAlsoKnownAs: 2339240:9YFAGTM8 2405685:N876FRNY
Keywords: ⚠️ Invalid DOI

Classification of HEC Recognized Journals - Ahmad, Aftab (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:9KQRKAKK 2405685:XUW9GZ98

Linguistic imperialism and language decolonisation in Africa through documentation and preservation - Agyekum, Kofi (African linguistics on the prairie, 2018)
This paper addresses the politics of language use in African nations and societies. It highlights the role of power and economics in the choice of language. It discusses linguistic imperialism and language shift, and how they lead to language endangerment. The paper also discusses linguistic decolonization whereby societies resist linguistic domination and endangerment and embark on language maintenance. It touches on the methods employed in language decolonisation, namely language revitalisation, resistance, maintenance, documentation and preservation. Attention will be on lexicology, terminology and the role of radio and TV. We argue that as a society tries to redeem itself from linguistic imperialism through decolonisation, certain stronger politico-economic factors push it back into linguistic imperialism. We will find out that some of the indigenous people themselves kick against language decolonisation. The paper hinges on the theoretical base of language endangerment. Examples are taken from African and Ghanaian languages with emphasis on Akan.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1251718 2405685:DKKX2Q3F 4042040:5IUAYIB2

ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana - Agyei, Douglas; Voogt, Joke (Education and Information Technologies, 2011)
Included in the contemporary mathematics curricula in Ghana is the expectation that mathematics teachers will integrate technology in their teaching. However, importance has not been placed on preparing teachers to use ICT in their instruction. This paper reports on a study conducted to explore the feasibility of ICT use in mathematics teaching at senior high school levels in Ghana. Interviews and survey data were used for data collection. Preliminary results showed that mathematics teachers in Ghana do not integrate ICT in their mathematics instruction. Among the major perceived barriers identified were: Lack of knowledge about ways to integrate ICT in lesson and Lack of training opportunities for ICT integration knowledge acquisition. To overcome some of these barriers, opportunities of a professional development arrangement for pre-service mathematics teachers were explored. Findings from the study revealed specific features of a professional development scenario that matters for ICT integration in mathematics teaching in the context of Ghana. KeywordsICT use–Professional development–Computer competencies–Mathematics education–Computer attitude–Ghana
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-010-9141-9 2339240:4GH4JJ6N 2405685:GKN47LAT

Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice - Agyei, Douglas D.; Voogt, Joke (Australasian Journal of Educational Technology, 2014)
This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by collaborative design’ in their final year of their pre-service preparation program. Transfer of learning was proposed as characteristic of (i) the professional development program,(ii) beginning teachers and (iii) school environment. Beginning teachers held positive views about active learning and ICT use developed during the professional development program, which seemed the strongest predictor in transfer of their learning. The study also showed that a significant amount of explained differences in the level of transfer of ICT-enhanced activity-based learning innovation could be attributed to range of factors across individual beginning teachers and school environment characteristics. Implications of these findings are discussed.
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.499 2339240:5D3VSVHR 2405685:EBNRF3XR 2405685:KB9RS4H4 2534378:L2FKFKGZ 2534378:SI3VKRQI
Keywords: __:import:02; __:match:final; __:matched; __:study_id:2425905; __finaldtb

Evaluating Teachers' Professional Development For ICT Use: Towards Innovative Classroom Practices - Agyei, D. D (International Journal of Education, 2015)
This paper describes an evaluation study designed to investigate the impact of an ICT-Instructional digital innovation in teaching Mathematics, English and Integrated Science subjects from the teacher capacity building professional development programme to classroom implementation at senior high school levels in Ghana. Interviews and survey data were used for data collection following a week professional development programme on the instructional digital learning training. The study demonstrated that the teachers increased in ICT proficiencies but this was limited to their own professional development and not so much of classroom implementation of ICT which results when transfer of learning takes place from training to practice. The study reported that teachers faced a complex mix of factors that when combined, contributed to challenges in transferring the ideas gained in the training programme to the classroom situation. It was evident from the findings that more systematic efforts are needed at the school levels and at the level of stakeholders who implement in-service teachers’ professional development programmes to move the goal of transforming teaching and learning through ICT-based innovations. Based on the outcomes, the study discussed recommendations to help smoothen the transition from teacher professional development programmes to actual classroom implementations in Ghanaian senior high schools and such similar contexts.
KerkoCite.ItemAlsoKnownAs: 2339240:E5S9DU9K 2405685:RHW2CXQ7
Keywords: ⛔ No DOI found

Integrating ICT into schools in Sub-Saharan Africa: from teachers’ capacity building to classroom implementation - Agyei, D. D (Education and Information Technologies, 2021)
This study followed up on a selected cohort of 4945 Science, Technology, English and Mathematics (STEM) teacher participants from six Sub-Saharan African countries namely: Kenya, Tanzania, Uganda, Ethiopia, Ghana and Nigeria. The teachers were involved in an instructional digital professional development programme targeted at building their capacity to embed ICT into school organizational and curriculum practices. This study sought to evaluate the impact of the ICT- instructional professional development programme in relation to the quality and the extent of the teachers’ transfer of the programme’s ideas from capacity building to classroom instructional practices. Data for the study were collected using semi-structured survey instrument and diaries kept to maintain records of activities and events during the period of implementation. Findings revealed that the teachers expressed general satisfaction with content and processes of the training programme; however, essential conditions to support transfer of the training’s ideas to school level seemed not adequate during the period of implementation. Implications for effective professional development in integrating ICT into school organization and curriculum practices that have sustainable impact on teaching and learning particularly in Sub-Saharan regions and similar contexts are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10253-w 2339240:KC5AR578 2405685:7JSGE6JR

Scopus AI Beta: functional analysis and cases - Aguilera Cora, Elisenda; Lopezosa, Carlos; Codina, Lluís (2024)
Academic databases are a fundamental source for identifying relevant literature in a field of study. Scopus contains more than 90 million records and indexes around 12,000 documents per day. However, this context and the cumulative nature of science itself make it difficult to selectively identify information. In addition, academic database search tools are not very intuitive, and require an iterative and relatively slow process of searching and evaluation. In response to these challenges, Elsevier has launched Scopus AI, currently in its Beta version. As the product is still under development, the current user experience is not representative of the final product. Scopus AI is an artificial intelligence that generates short synthesis of the documents indexed in the database, based on instructions or prompts. This study examines the interface and the main functions of this tool and explores it on the basis of three case studies. The functional analysis shows that the Scopus AI Beta interface is intuitive and easy to use. Elsevier's AI tool allows the researcher to obtain an overview of a problem, as well as to identify authors and approaches, in a more agile search session than conventional search. Scopus AI Beta is not a substitute for conventional search in all cases, but it is an accelerator of academic processes. It is a valuable tool for literature reviews, construction of theoretical frameworks and verification of relationships between variables, among other applications that are actually impossible to delimit.
Accepted: 2024-01-09T15:30:03Z KerkoCite.ItemAlsoKnownAs: 2405685:ELXBVWUQ 2486141:2DKDU6LF
Keywords: ⛔ No DOI found

Online learning in higher education during COVID-19 pandemic: A case of ghana - AGORMEDAH, Edmond Kwesi; HENAKU, Eugene ADU; AYİTE, Desire Mawuko Komla and ANSAH, Enoch APORİ (Journal of Educational Technology and Online Learning, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:EB372T82
Keywords: ⛔ No DOI found

Ghana’s education response during the COVID-19 crisis: EdTech to the rescue? - Agbe, Edem; Sefa-Nyarko, Clement (EdTech Hub, 2020)
ZenodoArchiveID: 4706036 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706036 2339240:CB8D4LUQ 2339240:METE88UD 2339240:MK55NVDC 2339240:Z3EF9Q75 2405685:3XIBJD8G 2405685:3Y33YNL3 2405685:8JZVGC6W 2405685:HBXKVKMA 2405685:QJ783WH5
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _zenodo:submitted; _zenodoETH

Exploring the Efficacy of Student Response System in a Sub-Saharan African Country: A Sociocultural Perspective - Learning & Technology Library (LearnTechLib) - Agbatogun, Alaba Olaoluwakotansibe (Journal of Information Technology Education: Research, 2012)
shortDOI: 10/gfrf4b KerkoCite.ItemAlsoKnownAs: 10.28945/1715 10/gfrf4b 2339240:MTR8Y89X 2405685:FJH7TUA4

With the largest share of funding, test prep startups leading the EdTech charge in India - Agarwal, Meha (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:5WRSPLLH 2405685:FYD65D9P

Semi-supervised learning to perceive children's affective states in a tablet tutor - Agarwal, Mansi; Mostow, Jack (Proceedings of the AAAI Conference on Artificial Intelligence, 2020)
Number: 09 KerkoCite.ItemAlsoKnownAs: 10.1609/aaai.v34i09.7057 2339240:3L6Z5HX7 2405685:HP5Q26MU

Advancing education and speech recognition in Nigeria with AI and machine learning - Agajo, J; Shuaibu, A; Guda, B (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:MG5P8U97 2405685:ICPS3L4J

Tech-enhanced Continuous Professional Development​ - Aga Khan University (2022)
As a private, non-denominational university, AKU is committed to quality education and promoting human welfare through teaching, research and community service initiatives.
KerkoCite.ItemAlsoKnownAs: 2405685:9CI8WVJG

Pakistan - Aga Khan Development Network (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FNWXJIMV 2405685:QZNM33ZM 2405685:VW62DLK6

Uganda Round 6 Summary of results - Afrobarometer (Afrobarometer, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:YEZDQTQU 2405685:MABKYDLA

Equity and Quality in an Education Public-Private Partnership: A study of the World Bank-supported PPP in Punjab, Pakistan - Afridi, Momina (Oxfam, 2018)
KerkoCite.ItemAlsoKnownAs: 10.21201/2018.3002 2339240:FY65CE3A 2405685:SWSUISKU

All Tanzania schools reopen amid strict virus protocols - AfricaNews (Africanews, 2020)
The government on the other hand has issued stringent measures to be followed even as schools are reopening to prevent the spread of the novel coronavirus among students.
KerkoCite.ItemAlsoKnownAs: 2339240:T5CCIXD5 2405685:7REVA6GB

Coronavirus: Rwanda and Malawi shut schools as cases surge - AfricaNews (Africanews, 2021)
Africa has reported over 3.1 million cases and more than 76,000 deaths since the outbreak started,
KerkoCite.ItemAlsoKnownAs: 2339240:8HEGJ8DW 2405685:FTC6JMP2

Late resumption of schools in Senegal amid COVID safety concerns - AfricaNews (Africanews, 2020)
In the Senegalese capital of Dakar, pupils, parents and teachers return to the Lycée Ousmane Sembène for the start of a new school year
KerkoCite.ItemAlsoKnownAs: 2339240:ILD7VXJU 2405685:M45CHDAM

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

Schools in Ghana reopen as covid-19 cases surge - AfricaNews (Africanews, 2021)
Temperature checks and mandatory wearing of masks as schools in Ghana reopen for the 2020/2021 calendar after ten months of closure. The shutdown of the academic calendar was in response to the outbreak of the coronavirus in March last year.
KerkoCite.ItemAlsoKnownAs: 2339240:JRJ8TDSS 2405685:BUVNZQ5M

Continental Education Strategy For Africa (2016 – 2025) - African Union (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:EH4P26FW

Malawi Economic Outlook - African Development Bank (African Development Bank - Building today, a better Africa tomorrow, 2019)
Recent macroeconomic and financial developments Growth in Malawi’s economy decelerated in 2020 to 1.7% from 5.7 % in 2019. The slowdown in GDP growth was driven by the outbreak of COVID–19, which necessitated a partial lockdown of the economy, resulting in subdued economic activities—mainly in tourism, the accommodation and food subsectors, transportation, and agriculture. Other sectors affected by disruptions from the COVID–19 pandemic disruptions were manufacturing and mining and quarrying.
Publisher: African Development Bank Group KerkoCite.ItemAlsoKnownAs: 2339240:QAWBXWAY 2405685:XKHR65LI

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

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

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

The Impact of an Adolescent Girls Employment Program: The EPAG Project in Liberia - Adoho, Franck; Chakravarty, Shubha; Korkoyah, Dala T.; Lundberg, Mattias; Tasneem, Afia (The World Bank, 2014)
shortDOI: 10/ghgngs KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-6832 10/ghgngs 2405685:3FAZ5YR6

Investigating the Impact on Learning Outcomes Through the Use of EdTech During Covid-19: Evidence from an RCT in the Punjab province of Pakistan - Adil, Fareeha; Nazir, Rabia; Akhtar, Misbah (EdTech Hub, 2021)
The objective of the current study is to test the impact of low-tech solutions on maths, Urdu, and English scores for students in the underdeveloped district of Bahawalnagar, which is situated in the southern part of Punjab in Pakistan. The target population for this study is Grade 8 students attending private schools. We have tested the impact of three interventions, namely: Teaching at the right level (TaRL), Fortnightly assessments (FAS) Digital teacher training sessions (DTS) Our findings show a significant and positive ‘Intention to Treat’ (ITT) impact on Urdu and English scores of the students in the TaRL treatment group. The students increased their English and Urdu scores by 0.56 SD. However, we found no significant impact of the intervention on maths scores in the TaRL treatment group. Fortnightly assessments and digital teacher training sessions were also found to contribute to higher English scores of the students. However, we found no ITT impact on the maths and Urdu scores for these treatment groups. The Local Average Treatment Effect (LATE) analysis revealed positive and significant improvement in Urdu and English scores of the students in the TaRL treatment group. Key stakeholders whom we interviewed suggested that redesigning the curriculum and incorporating TaRL within this approach could facilitate enhancement in learning outcomes in students in deprived areas. Our findings are important to help inform policymakers on the importance of designing and implementing cost-effective, low-tech solutions to help reduce learning gaps. An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5654887 10.53832/edtechhub.0067 2339240:VNTPMCJQ 2339240:XLHSGBDA 2405685:FSVST5BF 2405685:HVDCZZVG 2405685:L5WPA5SN 2405685:YWENAQDF
Keywords: _r:AddedByZotZen

Effect of Mastery Learning Approach on Senior School Students' Academic Performance and Retention in Circle Geometry. - Adeniji, Saidat Morenike; Ameen, Saka Khadijat; Dambatta, B. U.; Orilonise, Razak (International Journal of Instruction, 2018)
shortDOI: 10/ggjhrp KerkoCite.ItemAlsoKnownAs: 10.12973/iji.2018.11460a 10/ggjhrp 2339240:ZESAHQG5 2405685:EBLXIR5N

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

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

Covid-19 pandemic and online learning: the challenges and opportunities - Adedoyin, Olasile Babatunde; Soykan, Emrah (Interactive Learning Environments, 2020)
The World Health Organization has declared Covid-19 as a pandemic that has posed a contemporary threat to humanity. This pandemic has successfully forced global shutdown of several activities, including educational activities, and this has resulted in tremendous crisisresponse migration of universities with online learning serving as the educational platform. The crisis-response migration methods of universities, faculty and students, challenges and opportunities were discussed and it is evident that online learning is diﬀerent from emergency remote teaching, online learning will be more sustainable while instructional activities will become more hybrid provided the challenges experienced during this pandemic are well explored and transformed to opportunities.
KerkoCite.ItemAlsoKnownAs: 10.1080/10494820.2020.1813180 10/ghwrhc 2339240:43R9NVSG 2405685:AQ4WGY8K

Teacher Training and Support in Africa during the COVID-19 Pandemic. - ADEA; AU/CIEFFA; APHRC (Association for the Development of Education in Africa (ADEA); African Union’s International Center for Girls’ and Women’s Education in Africa (AU/CIEFFA); African Population and Health Research Center (APHRC), 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:44G2KH79 2405685:2BINBD72

Transforming Learning Outcomes through a Learner Centred Pedagogy: Moving Toward a Ghanaian Activity Based Learning Concept and Framework - Addy, Nii; Kraft, Richard; Carlson, Samuel; Fletcher, Bev (Coffey International, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:ERDDUSBE

Innovative strategies for accelerated human resource development in South Asia: Information and communication technology for education - Special focus on Bangladesh, Nepal, and Sri Lanka - ADB (Asian Development Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:XPQH26KA 2405685:ZT5HV4GA

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

“I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 - Adarkwah, Michael Agyemang (Education and Information Technologies, 2020)
Globally, Information and Communication Technology (ICT) is regarded as a dependable vehicle for facilitating educational reform and development, a platform for communication, and as a means to achieve the Sustainable Development Goal Four (SDG 4). Since the enactment of the No Child Left Behind Act (NCLB) and declaration of the SDG 4, many countries have opted to embrace the lifelong education for all by integrating ICT in teaching and learning at all school levels. The Ghanaian Government’s initiative to ensure “education anytime anywhere for everyone” by revolutionizing teaching and learning through ICT has faced a lot of challenges and criticisms. The main mission of the Ghana ICT for Accelerated Development (ICT4AD) in 2003 was to transform Ghana into an information and technology-driven high-income economy through education, but this goal is yet to be realized. In the wake of the COVID-19 which has forced many countries and educational sectors to adopt online learning, there is a need to discuss the effectiveness of online learning and barriers to online learning in the developing contexts, and how to successfully integrate ICT in schools for online learning, especially rural schools where students’ educational careers are in jeopardy because they benefit less from online learning. The paper identifies critical factors that affect online learning, recommends post COVID-19 strategies to promote e-learning for policymakers in education and the government, and concludes with a conceptual model for emergency transition to e-learning.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10331-z 2339240:9RBTK9P8 2339240:BM2YW6VU 2339240:KFUF9I2X 2405685:6LC3X3CD

Conducting Semi-Structured Interviews - Adams, William C. (Handbook of Practical Program Evaluation, 2015)
Conducted conversationally with one respondent at a time, the semi-structured interview (SSI) employs a blend of closed- and open-ended questions, often accompanied by follow-up why or how questions. About one hour is considered a reasonable maximum length for SSIs in order to minimize fatigue for both interviewer and respondent. This chapter begins with a discussion on the disadvantages and advantages of SSIs. Despite the disadvantages and costs of SSIs, they offer some extraordinary benefits as well. Semi-structured interviews are superbly suited for a number of valuable tasks, particularly when more than a few of the open-ended questions require follow-up queries. The chapter presents some recommendations that can be considered when constructing an SSI guide. All in all, effectively conducted semi-structured interviews, even though labor intensive, should be worth the effort in terms of the insights and information gained.
Section: 19 _eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/9781119171386.ch19 KerkoCite.ItemAlsoKnownAs: 10.1002/9781119171386.ch19 2339240:69ZTFIC2 2405685:VQD9I55K
Keywords: SSI guide; open-ended questions; semi-structured interviews

Shades of Grey: Guidelines for Working with the Grey Literature in Systematic Reviews for Management and Organizational Studies - Adams, Richard J.; Smart, Palie; Huff, Anne Sigismund (International Journal of Management Reviews, 2017)
This paper suggests how the ‘grey literature’, the diverse and heterogeneous body of material that is made public outside, and not subject to, traditional academic peer-review processes, can be used to increase the relevance and impact of management and organization studies (MOS). The authors clarify the possibilities by reviewing 140 systematic reviews published in academic and practitioner outlets to answer the following three questions: (i) Why is grey literature excluded from/included in systematic reviews in MOS? (ii) What types of grey material have been included in systematic reviews since guidelines for practice were first established in this discipline? (iii) How is the grey literature treated currently to advance management and organization scholarship and knowledge? This investigation updates previous guidelines for more inclusive systematic reviews that respond to criticisms of current review practices and the needs of evidence-based management.
shortDOI: 10/gdg6vq KerkoCite.ItemAlsoKnownAs: 10.1111/ijmr.12102 10/gdg6vq 2317526:EE2A296A 2339240:6B5Z24QU 2405685:J9DCDD5D 2405685:M3M5DWUL UA-98bfbd4a-6e50-4502-8310-d5fef7363a11
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; DL4D cited; NOTdocs.opendeved.net; publicImportV1

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

Systematic reviews: Work that needs to be done and not to be done - Adams, Clive E; Polzmacher, Stefanie; Wolff, Annabelle (Journal of Evidence-Based Medicine, 2013)
Systematic reviews are researches requiring great attention to detail. They may well necessitate considerable investment of effort to ensure relevant data are identified, extracted, synthesized, written up and disseminated. These tasks have already been greatly refined and, in some cases, simplified, by machines. The last two decades have seen remarkable progress in machine-assisted production of reviews – the next two should see much more.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jebm.12072 KerkoCite.ItemAlsoKnownAs: 10.1111/jebm.12072 2405685:ETRT67XD 2486141:SZTGK4PY 2486141:VWALAJR7
Keywords: _Added-ailr-2024; medical Informatics; systematic reviews; unified medical language system

Decolonising EdTech: A resource list for tackling coloniality and digital neocolonialism in EdTech - Adam, Taskeen; Sarwar, Moizza Binat; Moustafa, Nariman (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5997769 10.5281/zenodo.5997789 10.5281/zenodo.5997811 2405685:6NMRRZ3B 2405685:E9WKENWB 2405685:P6JH9CGF
Keywords: ___working_potential_duplicate; _r:AddedByZotZen

Tackling coloniality in EdTech: Making your offering inclusive and socially just - Adam, Taskeen; Moustafa, Nariman; Sarwar, MoizzaBinat (2022)
On 29 June 2022, Bertha Centre, EdTech Hub, Open Development & Education and the Overseas Development Institute (ODI) presented a workshop on Tackling Coloniality in EdTech. The workshop was hosted by Ntombini Marrengane (Bertha Institute). This slide deck shares the resources and activities used at the workshop, in the hope that it inspires others to host similar workshops that critically reflect on how coloniality can be embedded in EdTech designs, projects, programmes, processes, structures, values, knowledge systems, and philosophies.
ZenodoArchiveID: 7612943 ZenodoArchiveConcept: 7612942 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7612943 10.53832/edtechhub.0147 10.53832/edtechhub.0150 2405685:3QV8PAED
Keywords: _r:AddedByZotZen

Decolonising EdTech: Unpacking Conceptual Frameworks. Writers Workshop 1 - Adam, Taskeen; Moustafa, Nariman (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7850804 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7850804 ZenodoArchiveConcept: 7850803
Keywords: _r:AddedByZotZen

How Can EMIS be Designed and Implemented in Ways That Make Them Used and Useful? - Adam, Taskeen; Mitchell, Joel (EdTech Hub, 2024)
This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at education management information systems (EMIS). EMIS are pivotal in educational administration, facilitating the digitisation of processes and data to enable informed decision-making. However, persistent challenges impede their effectiveness. We examine why it is vital to consider how EMIS are designed and implemented, particularly with regard to the needs and contexts of low- and middle-income countries (LMICs). We consider constraints in technical capacity, limited funding, and insufficient user engagement. We identify concrete, evidence-based recommendations for how to make EMIS useful and used more frequently based on current and recent research. To enhance EMIS efficacy, there is a need to underscore utility and usability, ensuring the collection of pertinent data and user-friendly interfaces. Furthermore, the social implications of EMIS data on individuals and communities must be considered in order to meet their needs. We also explore areas for further consideration and include lists of resources relevant to EMIS and questions and solutions to consider. Keywords: education management information systems (EMIS); low- and middle-income countries (LMICs); user-centred design; evidence-based decision-making; EdTech; educational administration. An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10694602 ZenodoArchiveConcept: 10694601 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.10080734 10.53832/edtechhub.1015
Keywords: _r:AddedByMyEducationEvidence; _r:AddedByZotZen

Rolling Out a National Virtual Learning Environment - Adam, Taskeen; McBurnie, Chris; Haßler, Björn (EdTech Hub, 2020)
A virtual learning environment (VLE) is a virtual space designed to support teaching and learning and can resemble anything from a curated content repository to a synchronous video-enabled learning space. This technical note aims to inform the design and implementation of a VLE at a national level for basic education.
previousshortDOI: 10/ghgnf6 previousshortDOI: 10/ghgnf6 previousDOI: 10.5281/zenodo.3406132 previousshortDOI: 10/ghgnf6 EdTechHub.Source: 2405685:KWJRW62J EdTechHub.Source: <this> shortDOI: 10/ghgnf6 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3406132 10.5281/zenodo.3406132EdTechHub.ItemAlsoKnownAs: 10.53832/edtechhub.0010 10/ghgnf6 2129771:3H8JIJ9T 2129771:MG4TM5B3 2339240:CN8LY32H 2339240:EG4V9NYX 2339240:T37Q6QE6 2339240:W2B4DTPS 2405685:7EP4VHD7 2405685:B76WDWTE 2405685:KWJRW62J 2405685:QFMSIUXQ 2405685:Y4EVL7PR 2486141:TAPS8LVP
Keywords: F: Helpdesk response; H:Online learning; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v1; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

School Infrastructure Survey - Adam, Taskeen; Koomar, Saalim; Hennessy, Sara (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5866554 2405685:VIFG4IFF
Keywords: _r:AddedByZotZen

Consolidated Feedback on Tanzania Higher Education University Strategic Investment Plans - Adam, Taskeen; Koomar, Saalim; Haßler, Björn (EdTech Hub, 2020)
This EdTech Hub Helpdesk Response provides feedback on 15 Tanzania University Strategic Implementation Plans (USIPs) submitted to the Word Bank’s Higher Education for Economic Transformation Project (HEET). The feedback is intended to enhance and strengthen the plans provided by universities such that the USD 300 million is allocated and spent most effectively.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3986727 2129771:B5Z854HJ 2339240:IEATEWRY 2405685:7AFXFRPC
Keywords: Helpdesk Response; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _dont_post_PDF; dode_eth-src-eth; dode_eth-trf2-dode

The Maldives and Sri Lanka: Question & Answer Session - Adam, Taskeen; Kaye, Tom; Haßler, Björn (EdTech Hub, 2020)
EdTech Hub participated in a question and answer session in May 2020 for policymakers in The Maldives and Sri Lanka. The session focused on the challenges and issues in designing effective distance education programmes during the Covid-19 pandemic. This document provides answers to a list of 13 questions received from stakeholders.
ZenodoArchiveID: 5652128 previousZenodoArchiveID: 3885817 previousshortDOI: 10/ghgngv previousshortDOI: 10/ghgngv previousDOI: 10.5281/zenodo.3885817 previousshortDOI: 10/ghgngv EdTechHub.Source: 2405685:HE2Q6Z8Y EdTechHub.Source: <this> shortDOI: 10/ghgngv KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3885817 10.53832/edtechhub.0018 10/ghgngv 2129771:YC82FCEP 2339240:TND87RAP 2405685:HE2Q6Z8Y 2405685:SRU74BP6
Keywords: F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

One Laptop per Child Rwanda: Enabling Factors and Barriers - Adam, Taskeen; Haßler, Björn; Cruickshank, Heather (Empowering the 21st Century Learner, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:PZE5L9QW 2129771:WDGI2A2F 2405685:75Z2R2EG 2486141:PZQAFS2P
Keywords: Author:Haßler; _C:Australia AUS; _C:Austria AUT; _C:Bangladesh BGD; _C:Belgium BEL; _C:Botswana BWA; _C:Burkina Faso BFA; _C:Canada CAN; _C:China CHN; _C:Croatia HRV; _C:Cuba CUB; _C:Cyprus CYP; _C:Denmark DNK; _C:Egypt EGY; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Iran IRN; _C:Israel ISR; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Malaysia MYS; _C:Mexico MEX; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Norway NOR; _C:Peru PER; _C:Poland POL; _C:Portugal PRT; _C:Romania ROU; _C:Russian Federation RUS; _C:Rwanda RWA; _C:Serbia SRB; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; dode_eth-src-dode; dode_eth-trf2-dode; ⛔ No DOI found

How do Communities of Practice Support Teacher Learning and What Role Can EdTech Play? - Adam, Taskeen; Friese, Laila (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10694591 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1014 ZenodoArchiveConcept: 10694590
Keywords: _r:AddedByMyEducationEvidence; coming soon

The use of 'building blocks' to develop digital platforms for education in sub-Saharan Africa - Adam, Taskeen; El-Serafy, Yomna; Podea, Marius; Haßler, Björn (EdTech Hub, 2021)
We set out to investigate the existing and potential use cases of open-source, modular ‘building blocks’ to build digital platforms for education in sub-Saharan Africa (SSA). Building blocks fall into two main categories: teaching and learning (e.g., learning management systems) and education system management (e.g., data collection tools).
10.5281/zenodo.4913283 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0048 10.53832/edtechhub.0049 2339240:487NSL2N 2339240:96WXZFG3 2339240:BXUFCQ98 2339240:QUJFSUDE 2405685:4NFT3P7H 2405685:MZSKKWUZ 2405685:NVIUXYC6 2405685:PIXT9J66 2405685:RL5CTZU3 2405685:U8GMZZ48 2486141:7MQA6V3G 4656463:6378IJC5 4656463:TD3MYCHJ
Keywords: _EdTechHub_Output; _MELA_seen

The Use of Technology in the CPD Implementation Plan in Tanzania - Adam, Taskeen; El-Sefary, Yomna; Haßler, Björn; Khalayleh, Abdullah; Kremeia, Adam; Proctor, Jamie; Mtebe, Joel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4665846 2405685:N5HMII3R
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen

Structured Pedagogy and EdTech - Adam, Taskeen; Chuang, Rachel; Haßler, Björn (EdTech Hub, 2021)
ZenodoArchiveID: 4460344 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4460344 2129771:DDU3QPXM 2339240:5XNMEGSN 2339240:XIRCF4HG 2339240:XXL72KUQ 2405685:2QM825CH 2405685:5RMUBA3Q 2405685:GBS5KW7S
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; dode_eth-src-eth; dode_eth-trf2-dode

Unlocking data to tell the story of education in Africa: webinar summary & synthesis - Adam, Taskeen; Agyapong, Samuel; Asare, Samuel; Heady, Lucy; Wairimu, Wacharia; Mjomba, Renaldah; Mugo, John; Mukiria, Faith; Munday, Gemma (Zenodo, 2020)
[No description available.]
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4279156 10.5281/zenodo.4279156 2129771:XYEJSVYW 2339240:EETQSD8S 2339240:HZTGKNN9 2405685:6KDDB8UA 2405685:MS5GH9KJ 2405685:S9MFQ8KB
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Unlocking data to tell the story of education in Africa: webinar summary & synthesis - Adam, Taskeen; Agyapong, Samuel; Asare, Samuel; Heady, Lucy; Wairimu, Wacharia; Mjomba, Renaldah; Mugo, John; Mukiria, Faith; Munday, Gemma (Zenodo, 2020)
[No description available.]
KerkoCite.ItemAlsoKnownAs: 2339240:59XYS4NB 2405685:2W6A2G3H
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Addressing Injustices through MOOCs: A study among peri-urban, marginalised, South African youth - Adam, Taskeen (University of Cambridge, 2020)
The legacies of colonial rule continue to impact everyday life, particularly in education. These structural inequalities are often reinforced and amplified in online ‘global’ education through a form of digital neocolonialism, which is where hegemonic powers indirectly control or influence marginalised groups through the internet or information technology. In striving for justice-oriented online education models, this study analyses to what extent Massive Open Online Courses (MOOCs), produced both internationally and locally, support (or could support) the needs, preferences, and aspirations of marginalised South African youth and address the material, cultural-epistemic, political, and geopolitical injustices they face. To evaluate what South African peri-urban youth desire in their education and futures, as well as the challenges they experience, a seven-part survey was conducted with 250 youth from five townships in South Africa. Responses showed that whilst participants strongly value and aspire to further their education, financial difficulties, infrastructural barriers, family problems, and lack of emotional support and life mentorship limit them from achieving this. Participants reflected on how colonial and apartheid legacies have affected their educational experiences and identities through inferior quality of education, forced languages, forgotten histories and incongruent values, cultural norms and practices. In parallel, semi-structured interviews were conducted with 35 MOOC designers, from South Africa and the USA, to investigate the ways in which efforts, if any, were being made to reach students most in need of quality education. Interviews covered themes of openness, accessibility, and justice. It was found that, depending on the MOOC designer’s understanding of social justice and decolonial thought, they placed varying emphasis on addressing different forms of injustice. Some focused on resource, access and infrastructural barriers, while others focused on issues of content relevance and knowledge production. Furthermore, MOOC designers’ attempts to address injustices strongly related to their own identities and lived experiences, highlighting the importance of plurality of thought and epistemic diversity in the producers of MOOCs. Drawing on the historical injustices and lived experiences of the youth, and the attempts to address injustices by the MOOC designers, it was ascertained that there is no one size-fits-all formula to creating equitable MOOCs. Rather, depending on the purpose and target audience of the MOOC, nuanced approaches to addressing injustices are suggested. These approaches are shaped by various leverage points that influence the types of, and the extent to which, participatory methods, accessibility measures, knowledge sources, assessment and critical pedagogy are implemented. Additionally, the importance of these leverage points varies over the MOOC’s lifecycle, from inception and design, to implementation and assessment. Bearing in mind the broad-ranging injustices that youth participants raised, these approaches are presented with great caution that educational technologies and open education are not panaceas but if designed and used appropriately and justly, can be tools for liberation.
Accepted: 2020-08-24T08:23:28Z shortDOI: 10/ghgk6k KerkoCite.ItemAlsoKnownAs: 10/ghgk6k 2405685:Q835BH7A
Keywords: dode_eth-src-dode; dode_eth-trf2-dode

Between Social Justice and Decolonisation: Exploring South African MOOC Designers’ Conceptualisations and Approaches to Addressing Injustices - Adam, Taskeen (Journal of Interactive Media in Education, 2020)
As social justice and decolonisation discussions fill the physical and virtual corridors of universities in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise (in)justice, and how they attempt to address these injustices in and through their MOOCs. As notions such as ‘social justice’ and ‘decolonisation’ have multiple meanings and connotations, a framework was created to unpack the ‘Dimensions of Human Injustice’ namely, material, cultural-epistemic, and political/geopolitical injustices. These dimensions of injustice were used to analyse semi-structured interviews with 27 South African MOOC designers. MOOC designers who stressed cultural-epistemic injustices, focused on relevance, inclusive processes and the geopolitics of knowledge production. Those who stressed material injustices, focused on socio-economic disparities, infrastructural inequalities and the need to tackle these systemic problems at a societal level. Through illustrating that MOOC designers attempt to address injustices based on their different conceptualisations of (in)justice, this study argues that a multi-pronged approach to tackling the various dimensions of injustice perpetuated in and through MOOCs can lead to more holistic justice-oriented MOOCs that better enable learners. Additionally, justice-oriented efforts by South African MOOC designers, highlighted in this paper, can be seen as a guide for the MOOC space in general to take greater strides in creating MOOCs in more justice-oriented ways.
Number: 1 Publisher: Ubiquity Press EdTechHub.Source: 2129771:TMULW29L shortDOI: 10/ggx3rf KerkoCite.ItemAlsoKnownAs: 10.5334/jime.557 10/ggx3rf 2129771:TMULW29L 2405685:UBRAD3MS
Keywords: MOOC designers; cultural-epistemic injustice; decolonisation; dode_eth-src-dode; dode_eth-trf2-dode; geopolitical injustice; material injustice; social justice

Between Social Justice and Decolonisation: Exploring South African MOOC designers’ conceptualisations and approaches to addressing injustices [O-143] - Adam, Taskeen (OER20, 2020)
Visit the post for more.
KerkoCite.ItemAlsoKnownAs: 2405685:Y54SUGPI
Keywords: dode_eth-src-dode; dode_eth-trf2-dode; ⛔ No DOI found

Open educational practices of MOOC designers: embodiment and epistemic location - Adam, Taskeen (Distance Education, 2020)
This article reports the lack of epistemic diversity in producers of massive open online courses (MOOCs) through examining whose knowledges and what knowledges are forefronted in MOOCs. Through analysis of 27 semi-structured interviews, the study explored the relationship between South African MOOC designers and their open educational practices (OEP), questioning in what ways MOOC designers enact openness in their design, based on their own reasoning of what openness means. The study illustrates that MOOC designers create MOOCs that strongly link to who they are, what they value, and how they understand the world, highlighting the crucial need to have epistemically diverse MOOC designers from different cultures, value systems, and epistemologies, that critically reflect on their positionalities and subjectivities. From this, the study asserts a new way of looking at OEP where MOOC designers go beyond implementing OEP, to being someone who is open. I termed this the embodiment of openness.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757405 shortDOI: 10/ghd7n3 KerkoCite.ItemAlsoKnownAs: 10/ghd7n3 2405685:H9NKFIJF
Keywords: MOOC designer; OEP; critical consciousness; dode_eth-src-dode; dode_eth-trf2-dode; embodiment; epistemic location; positionality

The privilege of #pivotonline: A South African perspective - Adam, Taskeen (Open Development & Education, 2020)
Taskeen Adam, https://opendeved.net/2020/04/22/the-privilege-of-#pivotonline/, 2020-04-22, 10.5281/zenodo.3760383 As the global number of COVID-19 cases increase, lockdowns continue across the world. Reports from UNESCO highlight that nationwide closures are impacting over 91% of the world’s student population who can no longer attend school. With schools closed, there has been a mass shift to online education — from primary …
Library Catalog: opendeved.net Section: blog EdTechHub.Source: 2129771:YIULJYN8 KerkoCite.ItemAlsoKnownAs: 2129771:XBIPY9PU 2129771:YIULJYN8 2339240:AWXAQ2CJ 2405685:BE8K7HXB 2405685:D2RECET8
Keywords: ___working_potential_duplicate; dode_eth-src-dode; dode_eth-trf2-dode

Unlocking Data to Tell the Story of Education in Africa: Webinar Summary and Synthesis - Adam, Taskeen; Agyapong, Samuel; Asare, Samuel; Heady, Lucy; Wacharia, Wairimu; Mjomba, Renaldah; Mugo, John; Mukiria, Faith; Munday, Gemma (Zenodo, 2020)
[No description available.]
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4279156 2405685:IX9GRQQ3 2486141:QVCFTMBD

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

Status of implementation of the ICT Curriculum in Ghanaian Basic Schools - Acquah, Bernard Yaw Sekyi (Journal of Arts and Humanities, 2012)
Number: 3 KerkoCite.ItemAlsoKnownAs: 10.18533/journal.v1i3.31 2339240:UQRE5T7J 2405685:HLGBJD66
Keywords: Content Knowledge; ⚠️ Invalid DOI

Technophobia among Female Undergraduate Students: A Challenge to Attainment of the MDGs in Nigeria - Achuonye, Keziah Akuoma; Ezekoka, Gertrude Kanayo (Journal of Education, Society and Behavioural Science, 2011)
EdTechHub.ItemAlsoKnownAs: 2405685:LINCNENL
Keywords: Millennium Development Goals (MDGs); Technophobia; computer; psychological gender; ⛔ No DOI found

Report on the concurrent validity and inter-rater reliability studies of Uwezo - ACER Centre for Global Education Monitoring (Results for Development Institute (R4D), 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:C5QU9WWP 2405685:2UY3CJGX

Beyond a public health emergency: potential secondary humanitarian impacts of a large-scale Ebola outbreak - ACAPS (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:6F9W5IR9 2405685:VAE5DTVK

Pakistan Education Statistics 2017-18 - Academy of Educational Planning and Management (Government of Pakistan, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:X4RR987V 2405685:YAJNGEUA

Support to children’s education in the urban slums of Nairobi: community and parents’ perceptions with an expanded phase of an education intervention program - Abuya, Benta A.; Wekulo, Patricia; Muhia, Nelson (Qualitative Research in Education, 2018)
The objective of this paper is to examine the perceptions of community elders and parents on their roles regarding support to their children’s education. Data come from the qualitative component of a baseline survey conducted in Korogocho and Viwandani, two urban informal settlements in Nairobi, Kenya. Data were collected in April-May 2016 through in-depth interviews, key informant interviews and focus group discussions. Results demonstrated that community elders internalized their role as the face of government in their respective communities, and enforced the implementation of education policies on behalf of all children. The community leaders also saw as part of their role the need to encourage parents to be active participants in their children’s education. Female parents with boys in the program perceived that parental monitoring and follow-up was important to ensure that their children attended school, and completed work assigned by the teachers, more so in Korogocho. Overall, parents recognized the importance of the role they played in their children’s education. This is a good entry point as parental support will ensure the success and sustainability of the intervention to improve educational outcomes for children, which in turn will help their children navigate the challenging period that adolescence presents.
Number: 2 KerkoCite.ItemAlsoKnownAs: 10.17583/qre.2018.3240 2339240:RWE4QDVW 2405685:UBUMJHXV
Keywords: teachers

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

Fighting Illiteracy in the Arab World - Abu Hammud, Muwafaq; Jarrar, Amani G. (International Education Studies, 2017)
Illiteracy in the Arab world is becoming an urgent necessity particularly facing problems of poverty, ignorance, extremism, which impede the required economic, social, political and cultural development processes. Extremism, violence and terrorism, in the Arab world, can only be eliminated by spreading of knowledge, fighting illiteracy. The study shows that illiteracy rate among males in the Arab world is 25% for males, (46%) for Females. Results of the study show that if the educational situation in all Arab countries does not change, illiteracy rates will increase in the Arab world, and the number of illiterates in the Arab world will reach 49 million in the category of age of 15 years, and by 2024,it may reach 5.5 million of youth (15 - 24 years). The study identifies factors affecting the rise of illiteracy in the Arab world, particularly: Low economic level of many Arab countries, the growing security, political turmoil and internal problems experienced by most Arab countries, Social reasons, and random policies and contradiction in the trends and areas of combating illiteracy. The study concluded that illiteracy has a significant impact on social behavior, and that democracy, political participation, violence, cultural development, respect, pluralism, and accepting diversity, are all affected by illiteracy. The study recommends that Arab governments must formulate clear strategies linked to development plans to save 100 million Arab citizens who suffer from illiteracy, and ignorance. Illiteracy is to be taken seriously because it entails misunderstanding democracy, lack of youth interest in political affairs, corruption, and therefore the absence of comprehensive reform programs.
shortDOI: 10/gg26fn KerkoCite.ItemAlsoKnownAs: 10.5539/ies.v10n11p116 10/gg26fn 2339240:6HP8TMD3 2405685:L2QQYYW6 4803016:2YRYFQEE

Involvement of School Management Committees in School-Based Management: Experiences from Two Districts of Ghana. - Abreh, Might K. (Educational Planning, 2017)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:B2J5K7PZ 2405685:4U4JCYGE
Keywords: ⛔ No DOI found

Preparing pre-service teachers to integrate educational technology in the colleges of education curriculum in the Central Region of Ghana - Abreh, Might (International Journal of Research in Computer Applications and Management, 2011)
The enclave of education through educational technology continues to raid the whole wide world with its attendant benefits. If how 21st century classroom pre- service teachers in the colleges of education teach with educational technology is our bother then how teacher educators prepare pre-service to teach with technology should be the utmost concern. Recent changes in basic qualifications for teacher educators to teach in Ghanaian colleges of education as well as the acceptable qualification for teachers who wish to teach at the basic school level has necessitated an assessment of teacher know-how on technology integration. This study used survey method to explore 128 out of 140 teacher educators’ (tutors) opinion on how they go about integrating educational technology in their pre-service teacher preparation. The findings of the study suggest that little or nothing is being done to teach pre-service teacher candidates how to integrate technology in their classroom practices. It was consequently recommended that policy makers, researchers, curricula developers and other policy publics must take advantage of the high awareness of the usefulness of educational technology to proliferate this ubiquitous tool to education’s advantage.
KerkoCite.ItemAlsoKnownAs: 2339240:M8R5KYWY 2405685:P94BWF8L
Keywords: ⛔ No DOI found

Using educational technology to develop early literacy skills in Sub-Saharan Africa - Abrami, Philip C.; Wade, C. Anne; Lysenko, Larysa; Marsh, Jonathon; Gioko, Anthony (Education and Information Technologies, 2016)
The research explores the impact of interactive, multimedia literacy software (ABRA) on the reading skills of early elementary students in Kenya. Twelve grade two English teachers and their students from six schools were randomly divided in half: an experimental group (N = 180) where ABRA was part of their English Language instruction and a control group (N = 174) where regular instruction was used. After the pre-test student data were collected, a three-day initial training and planning session were held for the experimental teachers on how to use ABRA to teach literacy. Every week each experimental class was bussed to a computer lab with full access to ABRA for one 90-min lesson. Teacher support included the alignment of ABRA lesson plans with the Kenyan English Language norms, weekly web conferences with the trainer, as well as technical and pedagogical help from staff at the lab site. After the 13-week intervention, significant and substantial gains in reading comprehension were found for ABRA students as measured by GRADE, a standardized test of literacy. In addition, ABRA students outperformed their peers in control classes on the core end-of-year subject exams including English, Mathematics, Science and Social Studies.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-014-9362-4 2405685:N962IUNP 2486141:YREU5G6T
Keywords: Developing countries; Early literacy; Educational technology; Primary education

Data governance: A conceptual framework, structured review, and research agenda - Abraham, Rene; Schneider, Johannes; vom Brocke, Jan (International Journal of Information Management, 2019)
Data governance refers to the exercise of authority and control over the management of data. The purpose of data governance is to increase the value of data and minimize data-related cost and risk. Despite data governance gaining in importance in recent years, a holistic view on data governance, which could guide both practitioners and researchers, is missing. In this review paper, we aim to close this gap and develop a conceptual framework for data governance, synthesize the literature, and provide a research agenda. We base our work on a structured literature review including 145 research papers and practitioner publications published during 2001-2019. We identify the major building blocks of data governance and decompose them along six dimensions. The paper supports future research on data governance by identifying five research areas and displaying a total of 15 research questions. Furthermore, the conceptual framework provides an overview of antecedents, scoping parameters, and governance mechanisms to assist practitioners in approaching data governance in a structured manner.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijinfomgt.2019.07.008 2339240:QNUP8K53 2405685:IHNENRTG
Keywords: Conceptual framework; Data governance; Information governance; Literature review; Research agenda

Opening Access to Knowledge in Southern African Universities - Abraham, L.; Burke, M.; Gray, E.; Rens, A. (SARUA, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:TJWVQFG7 2405685:4F5CP8EU

Impact of COVID-19 on Education in Sub-Saharan Africa - Aborode, A; Anifowoshe, O; Ifeoluwapo T, Ayodele; Rebecca A, Iretiayo; Oluwafemi O., David (Preprints, 2020)
The eruption of the COVID-19 pandemic has affected every sphere of life and may forever change how we have always lived and conducted our businesses, and no one can resist the wind of change that is blowing. Of all the sectors of governance, the educational sector, particularly at the tertiary level, appears to have been most greatly affected and therefore requires a more pragmatic approach to resolution. As of 29th June, Sub-Sahara Africa has reported 382,190 cases of COVID-19. In rejoinder to the virus epidemic, several Sub Sahara African governments implement the resolution to slam learning institutions to enclose the infection. Consequently, advanced schooling institutions obliged to reorganize their loom, becoming more digitally become forward, and changing to online platforms
KerkoCite.ItemAlsoKnownAs: 10.20944/preprints202007.0027.v1 2405685:Z5AGTX7N
Keywords: Africa; COVID-19; Deadly disease; Education; Governments; Resolution; Sub- Sahara

COVID-19 and e-learning: the challenges of students in tertiary institutions in Ghana - Aboagye, Emmanuel; Yawson, Joseph Anthony; Appiah, Kofi Nyantakyi (Social Education Research, 2020)
Problems associated with the transition from conventional learning (face to face) to online learning (e-learning) in the educational system are well documented. The present study explores the challenges students in tertiary institutions have reported facing in online learning in the era of coronavirus pandemic. Using a sample (n = 141), an initial principal component factor analysis was conducted to group the constructs. Eight groups that emerged were social issues, lecturer issues, accessibility issues, learner motivation, academic issues, generic issues, learner intentions, and demographics. Cronbach’s alpha was used to determine the reliability of the scales resulting in the deletion of learner motivation. Comparing the means of the factors revealed that the most important challenge for students to study online was accessibility issues. This was followed by social issues, lecturer issues, academic issues, and generic issues. The mean for the individual items in learners’ intention to study online showed that students were not ready to study online. A Multiple Regression Analysis was further conducted to determine which factors pose the most important challenges to the student’s decision to study online. Social issues and lecturer issues were significant. In the final model, only lecturer issues were significant. A blended approach-where conventional teaching is combined with online teaching should have ushered the learners to complete online learning.
KerkoCite.ItemAlsoKnownAs: 10.37256/ser.122020422 10/gmfk2s 2339240:LRIUE6NN 2405685:BFIVBVE8

Examining the impact of Information and Communication Technology capacity building in High School education in Ghana. - Abilimi, Chris; Adu-Manu, Kofi S. (International Journal of Engineering Research & Technology (UER), 2013)
The quality of education in general is improved, if Information and Communication Technology (ICT) is used in teaching and learning in High School education. This is because the use of ICT related strategy for teaching and learning rise the
KerkoCite.ItemAlsoKnownAs: 2339240:AD4Z2AN7 2405685:DDDXJCRD
Keywords: ⛔ No DOI found

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

Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo - Aber, J. Lawrence; Tubbs, Carly; Torrente, Catalina; Halpin, Peter F.; Johnston, Brian; Starkey, Leighann; Shivshanker, Anjuli; Annan, Jeannie; Seidman, Edward; Wolf, Sharon (Development and Psychopathology, 2017)
Improving children's learning and development in conflict-affected countries is critically important for breaking the intergenerational transmission of violence and poverty. Yet there is currently a stunning lack of rigorous evidence as to whether and how programs to improve learning and development in conflict-affected countries actually work to bolster children's academic learning and socioemotional development. This study tests a theory of change derived from the fields of developmental psychopathology and social ecology about how a school-based universal socioemotional learning program, the International Rescue Committee's Learning to Read in a Healing Classroom (LRHC), impacts children's learning and development. The study was implemented in three conflict-affected provinces of the Democratic Republic of the Congo and employed a cluster-randomized waitlist control design to estimate impact. Using multilevel structural equation modeling techniques, we found support for the central pathways in the LRHC theory of change. Specifically, we found that LRHC differentially impacted dimensions of the quality of the school and classroom environment at the end of the first year of the intervention, and that in turn these dimensions of quality were differentially associated with child academic and socioemotional outcomes. Future implications and directions are discussed.
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.1017/s0954579416001139 10/gf86mp 2339240:4FUAN56W 2339240:5P755MDC 2405685:VZHC337C

Opportunities for Equitable Access to Quality Basic Education (OPEQ): Final Report on the Impact of the OPEQ Intervention in the Democratic Republic of Congo - Aber, J. Lawrence; Starkey, Leighann; Tubbs, Carly; Torrente, Catalina; Johnston, Brian; Wolf, Sharon; Shivshanker, Anjuli; Annan, Jeannie (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:ABHT5QJ4 2405685:38QVMKG5

Electronic learning and its benefits in education - Abed, Enaam Karim (EURASIA Journal of Mathematics, Science and Technology Education, 2019)
The concept of Electronical Learning was emerged which is a method of education in the delivery of information to the learner, depends on the latest technologies of the mathematics, the global network of information and multimedia, the fields of dialogue, discussion and virtual classes. But the field of electronic learning and its solutions will not be successful if there are lack of basic elements of the current traditional education. The latter accomplishes many tasks indirectly or invisible to the passers-by, where the students’ time and attendance of schools is an important thing inculcates educational values indirectly and promotes joint work as a team. A variety of services, such as obtaining a Master’s degree online directly, or awarding technical certificates to programmers, IT professionals and other great features, as they do the necessary procedures and provide the required standards for the introduction of recognized programs for distance study.
KerkoCite.ItemAlsoKnownAs: 10.29333/ejmste/102668 10/gmfk2w 2339240:G2W9IBG6 2405685:ZVV7W9M3

Operational research on the use of mobile school report card (mSRC) as a management tool - Abdulai, Abdul-Gafaru; Nunyonameh, Collins; Salifu, Adam (Ghana Education Service/UNICEF, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:YJTTAR43 2405685:MK9QD2G2

Cambridge University Press & Cambridge Assessment. (2020). The Learning Passport Research and Recommendations Report: Summary of Findings. Cambridge, UK: Cambridge University Press & Cambridge Assessment. - Abdul, Zahara (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TDDFUP7H 2405685:ZCG5H6AF
Keywords: ⛔ No DOI found

Lessons Learned from World Bank Education Management Information System Operations: Portfolio Review, 1998-2014 - Abdul-Hamid, Husein; Saraogi, Namrata; Mintz, Sarah (Washington, DC: World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1056-5 2339240:7ZBERZEJ 2339240:KD2C2VGD 2339240:XMYQAKT5 2405685:6CI2PJ6Z 2405685:7FGMNWRV 2405685:ZQRXYWG4 4656463:I9K4CKTB
Keywords: Accountability; Data Integration; Data Quality; Data Utilization; Education; Education Management; Emis; Enabling Environment; Information System; Management Information Systems; Monitoring and Evaluation System; Planning; Sustainability; System Procurement; System Soundness; Unique Id; ___working_potential_duplicate

From compliance to learning: A System for harnessing the power of data in the State of Maryland - Abdul-Hamid, Husein; Mintz, Sarah; Saraogi, Namrata (World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:K6ENR73F 2405685:SNR9WIYQ
Keywords: ⛔ No DOI found