What else can your payment card do? Multifunctionality of payment modes can reduce payment transparency - Gafeeva, Rufina; Hoelzl, Erik; Roschk, Holger (Marketing Letters, 2018)
Payment modes (e.g., cash vs. credit card) vary in the transparency of the outflow of money. Smartcards (multifunctional cards), which bundle payment with non-payment functions (e.g., loyalty programs, identification, and other information functions), have become an increasingly popular payment mode. This shift toward multifunctionality in payment modes is assumed to reduce payment transparency and consequently to decrease consumers’ recall accuracy of past expenditures. We employ a field study to examine recall accuracy for recent purchases with cash, a single-function card, and a multifunctional card. We find that recall accuracy is lower when using a single- or a multifunction card than cash. We also find that it is not the multifunctionality of the card that results in a higher recall error but the individual usage patterns: A higher usage frequency of the non-payment functions results in a higher recall error.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11002-017-9445-2 2339240:DMG9PCAU 2405685:LPYS8JCS
Keywords: Digital payment modes; Money; Multifunctionality; Payment distinctiveness; Recall error; Transparency

What does the research suggest is best practice in pedagogy for remote teaching? - McAleavy, Tony; Gorgen, Kristine (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:89I7MWHD 2405685:XHIZKSIA
Keywords: ___working_potential_duplicate; ⛔ No DOI found

What does Tanzania’s move to lower-middle income status mean? - Battaile, William G. (World Bank Blogs, 2020)
On July 1, 2020, the World Bank announced that the Tanzanian economy had been upgraded from low to lower-middle income status. So, what does that mean? Below, we answer some of the most frequently asked questions about this global exercise and what it means for Tanzania.
KerkoCite.ItemAlsoKnownAs: 2339240:7TC53AV8 2405685:5Q2EN93I

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

What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of SACMEQ 2007 - Venkat, Hamsa; Spaull, Nic (International Journal of Educational Development, 2015)
There is consensus in the international mathematics teacher education literature that teachers should, at the most basic level, have mastery of the content knowledge they are required to teach. In this paper we test this assumption empirically by analyzing the South African SACMEQ 2007 mathematics teacher test data which tested 401 grade 6 mathematics teachers from a nationally representative sample of primary schools. With items matched to curriculum grade bands, ﬁndings indicate that 79% of grade 6 mathematics teachers showed content knowledge levels below the grade 6/7 band, and that the few teachers with higher-level content knowledge are highly inequitably distributed.
shortDOI: 10/gfw2sk KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2015.02.002 10/gfw2sk 2405685:6HJTTDI9

What Do Teachers Know and Do? Does It Matter? Evidence from Primary Schools in Africa - Bold, Tessa; Filmer, Deon; Martin, Gayle; Molina, Ezequiel; Rockmore, Christophe; Stacy, Brian; Svensson, Jakob; Wane, Waly (World Bank, 2017)
School enrollment has universally increased over the past 25 years in low-income countries. However, enrolling in school does not guarantee that children learn. A large share of children in low-income countries learn little, and they complete their primary education lacking even basic reading, writing, and arithmetic skills—the so-called "learning crisis." This paper uses data from nationally representative surveys from seven Sub-Saharan African countries, representing close to 40 percent of the region's total population, to investigate possible answers to this policy failure by quantifying teacher effort, knowledge, and skills. Averaging across countries, the paper finds that students receive two hours and fifty minutes of teaching per day—or just over half the scheduled time. In addition, large shares of teachers do not master the curricula of the students they are teaching; basic pedagogical knowledge is low; and the use of good teaching practices is rare. Exploiting within-student, within-teacher variation, the analysis finds significant and large positive effects of teacher content and pedagogical knowledge on student achievement. These findings point to an urgent need for improvements in education service delivery in Sub-Saharan Africa. They also provide a lens through which the growing experimental and quasi-experimental literature on education in low-income countries can be interpreted and understood, and point to important gaps in knowledge, with implications for future research and policy design.
shortDOI: 10/gftst3 KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7956 10/gftst3 2339240:BTMNBWLP 2405685:I898ERZQ 2405685:NZXPNUED 4656463:N34TLK8Y
Keywords: Education; Education Policy; Learning Crisis; Public Service Delivery; Teacher Absenteeism; Teacher Effectiveness; Teacher Performance

What do Tanzanian parents want from primary schools—and what can be done about it? - Solomon, Samuel; Zeitlin, Andrew (Research on Improving Systems of Education (RISE), 2019)
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI_2019/009 2129771:WRWFX4LH 2339240:MKH7QA3N 2405685:3Y9DDX62 2405685:89L48PRQ

What do specialists do in CPD programmes for which there is evidence of positive outcomes for pupils and teachers? - Cordingley, Philippa; Bell, Miranda; Isham, Colin; Evans, Donald; Firth, Antonia (EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, 2007)
What do we want to know? This review aims to explore and describe the role of the specialist in CPD programmes that provide evidence of positive outcomes for pupils as well as teachers within a broad range of indicators, including (for pupils) achievement, attainment, motivation and attitudes; and (for teachers) behaviours, knowledge, understanding and a range of affective outcomes, such as beliefs, attitudes and motivation. Who wants to know and why? The issue of how best to support teachers in their CPD is of interest to teachers, professional associations and agencies responsible for the quality and provision of teacher training. What did we find? • We only found studies where the ‘results’ indicated a positive impact of CPD. Most of the ‘evaluations’ were designed and conducted by the specialists themselves using research approaches with limited capacity to control for the potential biases arising from such a situation. • Pupil impact data was reported in the areas of learning and achievement, and affective development, including attitudes to learning and self-esteem. • Changes in teacher practice resulted from teachers learning more about teaching strategies, learning theories, the use of technology, educational policy and subject knowledge. • Specialists supported teachers through modelling, workshops, observation, feedback, coaching, and planned and informal meetings for discussion. Nearly all specialist support took place on school premises. More than half the CPD involved the specialists in observing teachers and providing feedback and debriefing. They discussed pupil needs, examined test results, reviewed the results of interviews conducted with and by pupils, and observed pupil interaction in the classroom. The quantity of formal ‘input’ was extensive and sustained. • Peer support was a consistent feature. • Specialists encouraged teachers to take on a degree of leadership in their CPD. What are the implications? The limitations of the evidence reviewed mean that we are cautious about putting forward any definitive interpretation of the implications of this review for the practices of specialist CPD. It is clear that we need more rigorous independent evaluation of CPD initiatives. The review evidence highlighted an intensive pattern of support in terms of the variety of skills specialists brought with them, and the amount of time they spent on input and support. This suggests we need to develop a more sophisticated approach to identifying, developing and drawing on the knowledge and skills both of professionals within school, and across networks, so that capacity can be built based on existing resources. More specifically, the review suggests the need for professional development for lead practitioners and CPD leaders to develop specific, specialist knowledge, understanding and skills related to adult professional learning. How did we get these results? The Review Group screened over 3,000 titles and abstracts, from which 239 studies reporting the impact and processes of CPD which involved specialists were identified. Scrutiny of the full reports led to a final sample of 22 studies for in-depth review. All these studies contained teacher and pupil data. Nineteen studies with overall medium or high weight of evidence were used to create a synthesis of findings.
KerkoCite.ItemAlsoKnownAs: 2339240:37QKUMKA 2405685:DCHP4J9A

What do developing country governments learn from aid? Evidence from survey experiments with 900 education policymakers in 36 countries - Crawfurd, Lee; Hares, Susannah; Khan, Ayesha; Minardi, Ana; Sandefur, Justin (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8GZJF6IU 2405685:3VT4H3Z4

What digital skills do adults need to succeed in the workplace now and in the next 10 years? - Kispeter, Erika (Warwick Institute for Employment Research University of Warwick, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:C9L2KM3Y 2405685:9UDGKCRT

What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania - Oza, Shardul; Cilliers, Jacobus (Research on Improving Systems of Education (RISE), 2021)
In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI_2021/027 2339240:4NJ7WZ8K 2405685:8WI6L8RQ

What curriculum? Which methods? A cluster randomized controlled trial of social and financial education in Rwanda - Shephard, Daniel D.; Kaneza, Yves V.; Moclair, Paul (Children and youth services review, 2017)
shortDOI: 10/gftrqj KerkoCite.ItemAlsoKnownAs: 10.1016/j.childyouth.2017.09.011 10/gftrqj 2339240:SL34NDUR 2405685:UMN6NXXF

What COVID-19 reveals about educational inequality in Ghana - Mohammed, W.F. (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:FFLSKVXF

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

What can be learnt from China’s recent experiences with Covid-19 and school closures that can inform other countries’ education technology-enabled responses? - Gould, Briony (EdTech Hub, 2020)
What can be learnt from China’s recent experiences with Covid-19 and school closures that can inform other countries’ education technology-enabled responses? Full Report PDF Download Summary of report What’s on this page Summary of report Scope of study Summary of findings China’s response to Covid-19 built on the distinctive foundations of its existing education political economy, in particular China appears…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707776 2405685:GXS53XYJ 2405685:NAH5BIE5
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

What can be learnt from China’s recent experiences with Covid-19 and school closures that can inform other countries’ education technology-enabled responses? - Hallgarten, Joe; Fitzpatrick, Rachael (Education Development Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:FY4BHGH3

What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? Systematic review - Orr, David; Westbrook, Jo; Pryor, John; Durrani, Naureen; Sebba, Judy; Adu-Yeboah, Christine (EPPI-Centre, Social Science Research Unit, Institute of Education, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:K82B5UP3 2339240:NN7K3HRQ 2405685:5J3HIZH9 2405685:YAT9NL4R
Keywords: C:Low- and middle-income countries

What are the impacts and cost effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? Protocol - Pryor, John; Westbrook, Jo; Adu-Yeboah, Christine; Orr, David; Durrani, Naureen (EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:AXK7CQ2A 2405685:NG2DIRTE

What are the 21st-century skills every student needs - Soffel, Jenny (World Economic Forum, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:9SZUAU2A 2405685:KPS8LRXA 2486141:DWUAZ7XC
Keywords: ⛔ No DOI found

What are countries doing that already use remote learning extensively? What can we learn from them? - Gould, Briony (EdTech Hub, 2020)
What are countries doing that already use remote learning extensively? What can we learn from them? Full Report PDF Download Summary of report What’s on this page Summary of report Scope of study Key themes Scope of study This report provides a rapid evidence summary of the history, evolution, coverage, impact (successes and challenges) of remote learning in four countries…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707772 2405685:34IM2QJE 2405685:Y2TV9NH8
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

What are countries doing that already use remote learning extensively? What can we learn from them? - Ndaruhutse, Susy; Gibbs, Emma; Fitzpatrick, Rachael (2020)
ZenodoArchiveID: 4706067 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706067 2339240:Y24AUHV8 2405685:I3AV65H3 2405685:WQ8HX957
Keywords: H: Distance education; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

WFP and Government of Bangladesh deliver high-energy biscuits to school children affected by COVID-19 school closures - WFP (ReliefWeb, 2020)
English News and Press Release on Bangladesh about Education, Food and Nutrition and Epidemic; published on 19 May 2020 by WFP
KerkoCite.ItemAlsoKnownAs: 2339240:HZUY9LBT 2405685:9Z9XFPC8

West African Senior School Certificate Examination: Sierra Leone Results Analysis - Ministry of Basic and Secondary Education (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:2WY3SC9N 2405685:YKA8Y8DM

Welcome to TeleTaleem - TeleTaleem (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NZ7LZDGU 2405685:WNJLLCQR 2405685:X5FTB7CT

Welcome to RISA - Rwanda Information Society Authority (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:LEYR6F9X 2405685:AUKXWKYX

Weight of evidence: a framework for the appraisal of the quality and relevance of evidence - Gough, David (Research papers in education, 2007)
00104 shortDOI: 10/bg5pkx KerkoCite.ItemAlsoKnownAs: 10/bg5pkx 2129771:53P6FBBJ 2405685:NPI8PJK8

Website offers fake degrees for £165 - Gillan, Audrey (2004)
KerkoCite.ItemAlsoKnownAs: 2339240:CTSKN58F 2405685:J6JC736K

WebPower package - RDocumentation - Zhang, Zhiyong (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:4GT9U2LB 2405685:ZTAPFIXC

Web Content Accessibility Guidelines (WCAG) 2.1 - Kirkpatrick, Andrew; O Connor, Joshue; Campbell, Alastair; Cooper, Michael (W3C, 2018)
EdTechHub.ItemAlsoKnownAs: 2405685:8TX6IQZM

“We Always Make It Work”: Teachers’ agency in the time of crisis - Gudmundsdottir, Greta Björk; Hathoway, Dawn; Hathaway, Dawn M (Journal of Technology and Teacher Education, 2020)
As of mid-April 2020, 1.5 billion learners were affected by school closures across 191 countries due to the COVID-19 pandemic (UNESCO, 2020). During the weeks of school closures, teachers were expected to become online teach- ers overnight. As teacher educators, we were curious about teachers’ readiness for online practice. In the Teachers’ Read- iness Online (TRIO) survey (Gudmundsdottir & Hathaway, 2020), distributed internationally, we collected perspectives from 1186 teachers about their experiences related to online teaching in the early weeks of COVID-19 school closures. In this paper, we present preliminary data from Norwegian and US teachers related to previous experiences with online teaching and elaborations on readiness. We examined data for evidence of pedagogical, ethical, attitudinal, and technical (PEAT) dimensions (Dicte, 2019) to determine how teachers’ agency was activated in the times of the COVID-19 pandem- ic. Findings highlight that despite teachers’ inexperience and unpreparedness for online teaching, they were moderately prepared to use various digital tools and willing to make on- line learning work for them and their students.
KerkoCite.ItemAlsoKnownAs: 2405685:535SZ7GG
Keywords: Communicable Diseases; Computer Assisted Instruction; Crisis Management; Disease Control; Educational Technology; Elementary School Teachers; Foreign Countries; Online Courses; Professional Autonomy; Public Health; Readiness; Secondary School Teachers; Teacher Attitudes; Teacher Empowerment; Teaching Experience; Teaching Methods; ⛔ No DOI found

Ways in Which Community Involvement May Influence Girls’ Education in Senegal - Ndiaye, Babou (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:YAC6J27P 2405685:8X7PUSCP

Voices From Urban Classrooms: Teachers’ Perceptions on Instructing Diverse Students and Using Culturally Responsive Teaching - Bonner, Patricia J.; Warren, Susan R.; Jiang, Ying H. (Education and Urban Society, 2018)
This study explored the perceptions of 430 P-12 urban teachers regarding the instruction of diverse students and their own ability to effectively implement culturally responsive teaching (CRT). Employing qualitative methodology, four open-ended sentence stems were used to capture teachers’ thoughts, beliefs, and experiences. Results reveal teachers’ strong commitment to CRT, an understanding of behaviors which constitute CRT, a strong sense of efficacy in teaching diverse students, and anticipation of positive outcomes through proactively addressing diverse students’ needs. This research provides valuable information for school districts and schools of education as they develop culturally responsive teachers for today’s diverse classrooms.
Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0013124517713820 2339240:FNKUDWZC 2405685:JUZUBP8C
Keywords: multicultural education; social justice; students; teachers; urban education

Voices and Evidence from End-Users of the GLTV and GLRRP Remote Learning Programme in Ghana: Insights for inclusive policy and programming - Hodor, Raymond; Owusu, Ernest Adu; Ofori-Davis, Lucy; Afram, Alexander; Sefa-Nyarko, Clement (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5611467 10.53832/edtechhub.0064 2339240:E542Q29N 2405685:2A5NQEV8 2405685:6JC7RU69 2405685:T3ZQ74QF
Keywords: _r:AddedByZotZen

Vodafone Instant Schools platform leverages technology to boost high quality education in Ghana - ITU Digital Inclusion Division (2018)
Library Catalog: digitalinclusionnewslog.itu.int EdTechHub.ItemAlsoKnownAs: 2405685:JTE25BIR

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

Vision 2030 Collaboration with Central Planning and Projects Monitoring Units | Kenya Vision 2030 - Government of Kenya (2007)
KerkoCite.ItemAlsoKnownAs: 2339240:UHUJANNA 2405685:DEL5DD87

Visible learning for teachers: Maximizing impact on learning - Hattie, John (Routledge, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:24JDEIRH 2405685:TKCIH9PB

Visible Learning: A Synthesis of over 800 Meta-analyses relating to Achievement - Hattie, John (Abingdon, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:EIVFBEH5 2405685:87S2M9YT 2486141:ZQ95LPZK

Virtual University of Pakistan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:HL82G8I7 2405685:EGH8HY8Y 2405685:YHV2GIUQ

Virtual teacher coaching may not be the solution we hoped for - Evans, David (Center For Global Development, 2020)
How can we help teachers to upgrade their pedagogical skills? Teacher coaching is a promising and increasingly popular candidate. Teacher coaching means teachers receive feedback in their place of work on specific things they can do better, not some general theory of pedagogy that’s completely disconnected from their day-to-day practice.
KerkoCite.ItemAlsoKnownAs: 2339240:YKPDEQ24 2405685:N7TJTQLU
Keywords: ___working_potential_duplicate

Virtual Teacher Coaching May Not Be the Solution We Hoped For - Evans, David (Center For Global Development, 2020)
How can we help teachers to upgrade their pedagogical skills? Teacher coaching is a promising and increasingly popular candidate. Teacher coaching means teachers receive feedback in their place of work on specific things they can do better, not some general theory of pedagogy that’s completely disconnected from their day-to-day practice.
KerkoCite.ItemAlsoKnownAs: 2405685:HFLN22GT 2534378:M49VS4UK
Keywords: ___working_potential_duplicate

Virtual Sandbox Pack - Rahman, Asad; Carter, Alice (EdTech Hub, 2020)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147542 2405685:RCGXK5RH
Keywords: _r:AddedByZotZen

Virtual Roundtable on Structured Pedagogy - better purpose (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9FRXYLAQ 2405685:3P77F7IB

“Virtual Nagging”: Comprehension-based external regulation and success support for online learners - Semingson, Peggy; Owens, Dana; Kerns, William (SITE 2020, 2020)
Recent research and literature champions the power of nudge emails to coax students to make positive choices for their learning (Cavanagh & Eastham, 2019). This roundtable session and paper n expands on this concept more broadly and provides a comprehensive overview on the literature of external regulation for helping online learners to stay organized, focused, motivated, and “on top of” readings and assignments within an online course. As literacy teacher educators, we encourage the use of comprehension-focused overviews to help students fully understand the scope of tasks at the course level and the module level. Due to the challenging nature of distance and the need to stay on track with the pace of distance learning, instructors need to be able to communicate and support students in a variety of ways using language-based virtual outreach. We deem this as “virtual nagging” due to our experiences with virtual communications outreach in an all online master’s level literacy teacher education program. We provide key
KerkoCite.ItemAlsoKnownAs: 2405685:DNTWWN8Q
Keywords: Distance/Flexible Education; Instructional Design; ⛔ No DOI found

Virtual learning under lockdown casts doubt on Kenya as the Silicon Savannah - Miller, Noah (Africa at LSE, 2020)
Kenya's response to the COVID-19 epidemic challenges its reputation as the Silicon Savannah when it comes to the switch to digital education.
KerkoCite.ItemAlsoKnownAs: 2339240:9VFUN955 2405685:224CS4Z3

Virtual learning communities: Success factors and challenges - Wegener, R.; Leimeister, Jan Marco (International Journal of Technology Enhanced Learning, 2012)
Despite their didactical potential many Virtual Learning Communities VLCs fail in enhancing learning outcomes. Therefore, we synthesise factors most critical for establishing a successful VLC. Applying a structured literature review, we searched for studies dealing with VLCs in the well known databases Business Source Premier, Science Direct and ERIC. We identified, classified and synthesised 64 relevant papers. Results indicate that critical success factors include a strong instructor that acts in different facilitation roles, face-to-face meetings that help establishing social ties and well structured small-group assignments that scaffold the learning process. Main challenges are a lack of common goals, feelings of inhibition and technical problems. Based on the review, we offer concrete advice for instructors building up VLCs. We suggest that future research should focus on the design of methods and tools for instructors to facilitate the learning process in a less resource demanding way.
KerkoCite.ItemAlsoKnownAs: 10.1504/IJTEL.2012.051814 2405685:8N552RQZ

Views on Internal and External Validity in Empirical Software Engineering - Siegmund, Janet; Siegmund, Norbert; Apel, Sven (2015 IEEE/ACM 37th IEEE International Conference on Software Engineering, 2015)
Empirical methods have grown common in software engineering, but there is no consensus on how to apply them properly. Is practical relevance key? Do internally valid studies have any value? Should we replicate more to address the tradeoff between internal and external validity? We asked the community how empirical research should take place in software engineering, with a focus on the tradeoff between internal and external validity and replication, complemented with a literature review about the status of empirical research in software engineering. We found that the opinions differ considerably, and that there is no consensus in the community when to focus on internal or external validity and how to conduct and review replications.
ISSN: 1558-1225 KerkoCite.ItemAlsoKnownAs: 10.1109/ICSE.2015.24 2405685:ZMSHI8HJ
Keywords: Bibliographies; Computer languages; Context; Guidelines; History; Software engineering; Standards

Viewpoints to ICT practices and hindrances from in Tanzanian secondary schools and teacher training colleges: Focus on classroom teachers - Muhoza, O. U.; Tedre, M.; Aghaee, N.; Hansson, H. (2014 International Conference on Teaching and Learning in Computing and Engineering, 2014)
On the policy level, Tanzania has strongly committed to Information and Communication Technology (ICT) supported education on all levels of education. National policy documents give ICT a high priority in development of the country's educational system. Curricula have been revamped to accommodate for increased role of ICT in the society and education. Also educational institutions have explicated high expectations of ICT in the process of "massification of education." Several research studies, however, have showed little change in the classrooms. Surveys and case studies have showed that on the way from policy documents to strategy level and implementation level, something gets missing. The lack of ICT in education is clear in primary and secondary school, which is unsurprising, given that majority of schools also lack electricity and basic facilities, including proper classrooms, tables, and books. This study sets out to investigate, using thematic interviews of secondary school teachers in Tanzania, what processes and support structures do teachers consider to be lacking in terms of ICT supported education. Informants from teacher training colleges were also involved in order to bring out viewpoints from teacher training. The results confirmed a large number of earlier results, divided to six categories: school policy, implementation and administration on the school level, access to ICT, leadership and management, school culture, and teacher training. A number of new factors were also pinpointed: teachers' lack of awareness of government policies and documentation on several levels, lack of pedagogical readiness for e-learning and blended learning, and cultural concerns. Concerning what should come first, there was a chicken-and-egg-problem: it makes little sense to invest in rapidly aging ICT infrastructure and facilities if there is no human capacity to make use of those investments, and it makes little sense to invest in human capacity if there is no technological infrastructure to put quickly aging technical know-how into immediate use.
KerkoCite.ItemAlsoKnownAs: 10.1109/LaTiCE.2014.31 2339240:7MAT6RPX 2405685:VZVLXKLX
Keywords: Classroom Activities; Computers; Culture; Educational Technology; Educational institutions; Government; ICT management; ICT supported education; Information and Communication Technology (ICT); Internet; Interviews; Tanzania; Tanzanian secondary schools; Teacher education; Teachers' expectations; Teachers' experiences; Training; blended learning; classroom teachers; computer aided instruction; cultural concerns; e-learning; educational courses; educational curricula; educational institutions; educational system development; government policies; information and communication technology; information technology; national policy documents; pedagogical readiness; teacher training; teacher training colleges

Viewing mobile learning from a pedagogical perspective. - Kearney, Matthew; Schuck, Sandra; Burden, Kevin; Aubusson, Peter (Research in Learning Technology, 2012)
00054 shortDOI: 10/gf62hb KerkoCite.ItemAlsoKnownAs: 10/gf62hb 2129771:IU287RY8 2405685:6B29Z9PU

Videos as a Tool in Teacher Professional Learning: How Do Videos Scaffold Teachers’ Understanding of the Behaviours of Students with ASD? - Lam, Cici Sze-ching (Promoting Collaborative Learning Cultures to Help Teachers Support Students with Autism Spectrum Disorder, 2022)
Videos are often used in teacher training. However, when considering professional learning for teachers in supporting students with autism spectrum disorder (ASD), the manner by which teacher educators can make use of videos in professional learning has rarely been documented. On the basis of a model called ‘Fostering a Community of Learners’ (FCL), this chapter aims to show a case study on how a professional learning course for in-service teachers uses videos as a tool to train teachers in understanding pedagogies and handling students with ASD, thus providing a platform for teachers to discuss their common points of interest. Individual interviews were conducted to understand the process of video learning. Hopefully, this article will inform practitioners or teacher educators on the use of videos and case studies in assisting teachers to understand the needs of students with ASD. Implications focus on how scaffolding of knowledge of the behaviours of students was supported with the use of videos in an FCL cycle.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-16-6417-5_12 2339240:4LM2MG4W 2405685:C62C3XAQ
Keywords: Scaffolding; Teaching self-efficacy; Video learning

Videogame to support the teaching of reading to deaf children using gamification - Ramos-Ramirez, Rancés; Mauricio, David (Revista Ibérica de Sistemas e Tecnologias de Informação, 2019)
ISBN: 1646-9895 Publisher: Associação Ibérica de Sistemas e Tecnologias de Informacao KerkoCite.ItemAlsoKnownAs: 2339240:D2F5H3MW 2405685:HDA26ARZ
Keywords: ⛔ No DOI found

Video as a tool for fostering productive discussions in mathematics professional development - Borko, Hilda; Jacobs, Jennifer; Eiteljorg, Eric; Pittman, Mary Ellen (Teaching and Teacher Education, 2008)
This article explores the use of classroom video as a tool for fostering productive discussions about teaching and learning. The setting for our research is a 2-year mathematics professional development program, based on the Problem-Solving Cycle model. This model relies on video from the teachers’ own classrooms and emphasizes creating a community in which members feel comfortable learning from video. We describe our experiences carrying out the Problem-Solving Cycle model, focusing on our use of video, our efforts to promote a supportive and analytical environment, and the ways in which teachers’ conversations around video developed over a 2-year period.
shortDOI: 10/d9k7g8 KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2006.11.012 10/d9k7g8 2339240:HJGRG585 2405685:BWHR8RIX 2405685:TJYWA229 2534378:E4Z5FI4E
Keywords: C:United States; Mathematics education; Mathematics teachers; Professional development; Teacher learning; Video

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

Vers une école plurilingue: Dans les collectivités françaises d'Océanie et de Guyane - Vernaudon, Jacques; Fillol, Véronique (Vers une école plurilingue, 2009)
Publisher: L'Harmattan KerkoCite.ItemAlsoKnownAs: 2405685:KS8MMNGD 4042040:IF35AMA6
Keywords: ⛔ No DOI found

Verna Lalbeharie joins EdTech Hub as incoming Executive Director - Hub, EdTech (EdTech Hub, 2021)
We are excited to announce that Verna Lalbeharie is joining EdTech Hub as the incoming Executive Director. A native of South Africa, now living in North Carolina (USA), Lalbeharie brings not only 25 years of EdTech expertise to the role, but also a career-spanning commitment to evidence-building in education technology to create a more equitable future for all students. “When…
KerkoCite.ItemAlsoKnownAs: 2405685:GWTBTPXG
Keywords: _EdTechHub_Output

VASYR 2017: Vulnerability Assessment of Syrian Refugees in Lebanon - Lebanon - UNHCR; UNICEF; WFP (ReliefWeb, 2017)
English Assessment on Lebanon about Coordination, Education and more; published on 15 Dec 2017 by UNHCR, UNICEF and 2 other organizations
KerkoCite.ItemAlsoKnownAs: 2339240:MWTUTINK 2405685:MJ4CQADU

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

Value for Money Policy and Procedure - EdTech Hub (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DLHKFUVC 2405685:V6TUMYRQ

Value for money and international development: Deconstructing myths to promote a more constructive discussion - Jackson, Penny (OECD Development Co-operation Directorate, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:TPBV4E5D 2405685:8ILRQE95

Value for money and adaptive programming: Approaches, measurement and management - Laws, Ed; Valters, Craig (Overseas Development Institute (ODI), 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:M3LYTQTZ 2405685:TYR3WR4U

Value chain, stakeholders analysis and technology: A holistic and integrated approach for determining the cumulative added value of education - Khudair, Saud Abdullah Ben; Abdalla, Abdalla Khidir (International Journal of Educational Administration and Policy Studies, 2016)
zotzenLib.CopiedFrom: 2339240:B9AZ5UUA KerkoCite.ItemAlsoKnownAs: 2339240:B9AZ5UUA 2405685:VMUPQSDP
Keywords: ⚠️ Invalid DOI

Valuation of incentives to recruit and retain teachers in rural schools: Evidence from a choice experiment in Cambodia and Laos - Sisouphanthong, Viriyasack; Suruga, Terukazu; Kyophilavong, Phouphet (Cogent Education, 2020)
To provide an appropriate incentive for teaching profession, the important questions are “how much should we pay?” and “which factors influence potential teachers’ decision the most?” This research evaluates the factors that discourage and encourage potential teachers to join the profession in Cambodia and Laos by applying a discrete choice experiment to analysis teacher trainees’ preferences for school location, classroom condition, non-teaching professions, and indirect monetary incentives. The result highlights reasons and a possibility of potential teachers to leave the educational system.
Publisher: Cogent OA _eprint: https://doi.org/10.1080/2331186X.2020.1724243 KerkoCite.ItemAlsoKnownAs: 10.1080/2331186X.2020.1724243 2339240:BDKIEGUU 2405685:XW8FT34K
Keywords: Cambodia; Laos; discrete choice experiment; incentives; teacher recruitment

V-Dem Dataset v13 - Coppedge, M. et al. (Varieties of Democracy (V-Dem) Project, 2023)
KerkoCite.ItemAlsoKnownAs: 10.23696/VDEMDS23 2405685:NZ5PTPJ9

Uzoefu wa Walimu katika kufundisha kwa kutumia teknolojia nchini Tanzania Mapendekezo Juu ya Sera na Utekelezaji - Hennessy, Sara; Koomar, Saalim; Kreimeia, Adam (EdTech Hub, 2023)
This is a Swahili version of the policy brief Teachers’ Experiences of Teaching With Technology in Tanzania: Recommendations for policy and practice published in October 2022. Muhtasari huu wa masuala ya kisera unatoa ripoti ya utafiti wa walimu nchini Tanzania (Julai-Novemba 2021) ambao EdTech Hub iliagiza HakiElimu kuufanya ili kuchangia taarifa itakayosaidia mchakato endelevu wa serikali kuleta mageuzi ya MEWAKA katika ngazi za shule na vituo vya walimu. Dodoso zilichukuliwa kutoka katika uchunguzi wa kihistoria wa kimataifa uliohusisha takriban walimu 20,000+ , kuhusu uzoefu na changamoto zao katika ufikiaji na matumizi ya EdTech, ufundishaji na ujifunzaji, na maendeleo ya kitaaluma katika mwaka 2021, iliyoripotiwa na timu kutoka T4 Education na EdTech Hub. Maneno muhimu: teknolojia ya elimu; matokeo ya kujifunza; mahitaji ya mwalimu; mafunzo endelevu ya taaluma ya ualimu; sauti ya mwalimu / Kauli ya mwalimu; ufikiaji wa teknolojia An output of the EdTech Hub, https://edtechhub.org
DOI 10.53832/edtechhub.0147 ZenodoArchiveID: 7652491 ZenodoArchiveConcept: 7652490 2405685:ECXPS38I KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8363989 10.53832/edtechhub.0174 2405685:ECXPS38I 2405685:MDC3E34G
Keywords: _r:AddedByZotZen

Uwezo participating countries - Uwezo Learning Assessment - Overview - Twaweza East Africa (2015)
KerkoCite.ItemAlsoKnownAs: 2405685:E4JUA2XG 2486141:G495CXFK

Uwezo Learning Assessment 2021 – UsawaAgenda - Uwezo (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:A5WCMKRW 2405685:DXCMMK3F

Uwezo data - Household data - Twaweza (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:3AC639LX 2405685:Y3M7U3JA

Uwezo: Annual Plan 2014 - Uwezo (Twaweza, 2014)
EdTechHub.ItemAlsoKnownAs: 2405685:V2GLZ83W

Ustad Mobile – Access and share education content offline - Ustad (Ustad Mobile, 2020)
Library Catalog: www.ustadmobile.com KerkoCite.ItemAlsoKnownAs: 2339240:457KB3WL 2405685:JIYEGAAU

Uso de la Plataforma Zoom y la Competencia se comunica Oralmente en su Lengua Materna en Estudiantes de Educación Secundaria de la Institución Educativa Unión Zapotillo N°64647-Yarinacocha 2020 - Flores Fasanando, Giuliana (Universidad Nacional de Ucayali, 2021)
La finalidad de esta investigación fue, determinar la relación que existe entre el uso de la plataforma zoom y la competencia se comunica oralmente en su lengua materna en estudiantes de educación secundaria de la institución educativa Unión Zapotillo N° 64647 - Yarinacocha 2020. De muestreo no probabilístico, de tipo básica o pura con diseño no experimental descriptivo correlacional con una muestra de 91 estudiantes. Como instrumento se utilizó un cuestionario para evaluar el uso de la plataforma Zoom y una guía de observación para evaluar la capacidad se comunica oralmente en su lengua materna. Finalmente, los datos fueron a la base de datos de Excel para procesarlos obteniendo un coeficiente de correlación de Pearson de r=0,720, se obtuvo un p=0.000, lo que confirma la existencia de una relación significativa, ya que p es menor a 0,05. Es decir, existe una correlación directa entre el uso de plataforma zoom y la competencia se comunica oralmente como lengua materna en estudiantes de educación secundaria de la institución educativa Unión Zapotillo N° 64647- Yarinacocha 2020.
Accepted: 2022-02-12T02:07:15Z Publisher: Universidad Nacional de Ucayali KerkoCite.ItemAlsoKnownAs: 2405685:86Q2HBRN 4042040:5Q42TUEA
Keywords: ⛔ No DOI found

Using Wiki in teacher education: Impact on knowledge management processes and student satisfaction - ScienceDirect - Biasutti, Michele; El-Deghaidy, Heba (Computers & Education, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2012.04.009 2339240:BB2ATG9A 2405685:BF358BBB

Using virtual reality to help teachers better support refugee students - Chinen, Marjorie; Oviedo, Ana María (2022)
Virtual reality (VR) offers teachers and school administrators opportunities to foster empathy and cohesion with refugee students, as is already happening through a World Bank-supported project in Türkiye.
KerkoCite.ItemAlsoKnownAs: 2339240:9BGX5PDT 2405685:HTJJP6PP

Using video to support in-service teacher professional development: the state of the field, limitations and possibilities - Major, L; Watson, Steven (Technology Pedagogy and Education, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2017.1361469 2339240:4W59D9U3 2405685:TKGRWCS3 2405685:W7DDRAT9 2405685:WF9QFYZY 2534378:YYFW64KC
Keywords: C: International; ⛔ No DOI found

Using video for professional development: the role of the discussion facilitator - Coles, Alf (Journal of Mathematics Teacher Education, 2013)
Past research into the use of video for professional development has failed to problematise or theorise sufﬁciently the role of the discussion facilitator. It has been reported consistently that it can be hard or take time to establish norms for discussion of video but little has been said about reasons why, or the role of the discussion facilitator. As a starting point in this area, I suggest ﬁves aspects or decision points in the role of the facilitator. Two aspects are taken from the literature and the others are drawn from empirical data, collected as part of an enactivist study into the use of video in one secondary school. At the school, teachers commented on ﬁnding video watching in a group more useful than lesson observation, with no evidence of this taking time to develop. I offer speculations, based on enactivist category theory, as to why the use of video in this school is effective. Having presented key aspects of the role of the facilitator of video use, a further look at the detail of the data from discussions serves to highlight some of the complexities involved in just one of the categories (and, by implication, the others). I conclude that the role of the facilitator cannot be separated from a consideration of the historical context in which discussion takes place.
shortDOI: 10/gf7gq6 KerkoCite.ItemAlsoKnownAs: 10/gf7gq6 2405685:GIYVKDIG 2534378:DGNEMY2J

Using Unified Theory of Acceptance and Use of Technology Model to Predict Students' Behavioral Intention to Adopt and Use E-Counseling in Ghana - Kolog, Emmanuel Awuni; Sutinen, Erkki; Vanhalakka-Ruoho, Marjatta; Suhonen, Jarkko; Anohah, Ebenezer (International Journal of Modern Education and Computer Science, 2015)
The urge to progressively motivate e-counseling in schools is somewhat dependent on students' behavioral intention towards the use of counseling technologies. This paper presents an empirical approach of using Unified Theory of Acceptance and Use of Technology model to ascertain students' behavioral intention to adopt and use e-counseling in Ghana. Questionnaires were used to collect data from two hundred and fifty (N=250) randomly selected students from Ghana. Cronbach alpha (α) was first employed to validate and ascertain the reliability of the data. Subsequently, Multiple Linear Regression (MLR) was performed in analysing the data. After that, a follow-up interview was conducted to explore the variance in our findings from the collected data through the questionnaires. In the end, the reliability of the test items contained in the questionnaire yielded strongly at 87.6 %. Also, whereas the outcome of the research suggests Performance Expectancy (PE) (B = .511 , p= .000) and Social Influence (SI) (B = .165 p = .001) as the influencing constructs (factors) towards students' behavioral intention to adopt and use e-counseling, Facilitation Condition (FC) (B= .014, p= .723) and Effort Expectancy (EE) (B= .086 p= .080) had no significant effect on the behavioral intention of students to adopt and use e-counseling in Ghana.
Num Pages: 1-11 Place: Hong Kong, Hong Kong Publisher: Modern Education and Computer Science Press KerkoCite.ItemAlsoKnownAs: 10.5815/ijmecs.2015.11.01 2339240:F58NXPW4 2405685:8HCZRK8Z
Keywords: Counseling; E-Counseling; ICT; Unified Theory of Acceptance; Use of Technology (UTAUT)

Using Transparency To Create Accountability When School Buildings Are Closed and Tests Are Canceled - Gill, Brian P. (Education Next, 2020)
The districts and schools most likely to succeed in remote education will be those that provide a substantial amount of synchronous instruction and live student–teacher interaction.
KerkoCite.ItemAlsoKnownAs: 2339240:ME43WAC2 2339240:YURXIPXY 2405685:2FD3WL6X 2405685:4X7QELUY 2405685:NYL6ZX2M 2534379:6V2M44BC

Using thematic analysis in psychology - Braun, Virginia; Clarke, Victoria (Qualitative Research in Psychology, 2006)
Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.
KerkoCite.ItemAlsoKnownAs: 10.1191/1478088706qp063oa 2339240:ZG2T2YCR 2405685:K6VHKKI9
Keywords: epistemology; flexibility; patterns; qualitative psychology; thematic analysis

Using the confidence interval confidently - Hazra, Avijit (Journal of Thoracic Disease, 2017)
Biomedical research is seldom done with entire populations but rather with samples drawn from a population. Although we work with samples, our goal is to describe and draw inferences regarding the underlying population. It is possible to use a sample statistic and estimates of error in the sample to get a fair idea of the population parameter, not as a single value, but as a range of values. This range is the confidence interval (CI) which is estimated on the basis of a desired confidence level. Calculation of the CI of a sample statistic takes the general form: CI = Point estimate ± Margin of error, where the margin of error is given by the product of a critical value (z) derived from the standard normal curve and the standard error of point estimate. Calculation of the standard error varies depending on whether the sample statistic of interest is a mean, proportion, odds ratio (OR), and so on. The factors affecting the width of the CI include the desired confidence level, the sample size and the variability in the sample. Although the 95% CI is most often used in biomedical research, a CI can be calculated for any level of confidence. A 99% CI will be wider than 95% CI for the same sample. Conflict between clinical importance and statistical significance is an important issue in biomedical research. Clinical importance is best inferred by looking at the effect size, that is how much is the actual change or difference. However, statistical significance in terms of P only suggests whether there is any difference in probability terms. Use of the CI supplements the P value by providing an estimate of actual clinical effect. Of late, clinical trials are being designed specifically as superiority, non-inferiority or equivalence studies. The conclusions from these alternative trial designs are based on CI values rather than the P value from intergroup comparison.
KerkoCite.ItemAlsoKnownAs: 10.21037/jtd.2017.09.14 10/gcrg3v 2339240:ZRSB26XS 2405685:69JLZB5V

Using the Capability Approach to improve female teacher deployment to rural schools in Nigeria - Tao, Sharon (International Journal of Educational Development, 2014)
This study focuses on the socio-cultural and institutional factors that affect female teacher deployment in rural primary schools in Nigeria. In Kwara State, there are extreme imbalances in teacher distribution between rural and urban areas due to female teachers’ active avoidance and/or attrition from rural posts. Given these problems, this article discusses an innovative use of the Capability Approach that informed a rural teacher deployment policy that addressed a number of issues that were specifically identified through female teachers’ values and lived experiences. This research not only had the positive analytical and political effects of prioritising the knowledge, participation and empowerment of female teachers; but it also provided a more fine-grained and holistic understanding of issues hindering effective deployment and retention of female Nigerian teachers, which informed the development of comprehensive and relevant strategies to address these.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.08.011 2339240:SMUG3D2K 2405685:CP2Y8GYI

Using text mining for study identification in systematic reviews: a systematic review of current approaches - O’Mara-Eves, Alison; Thomas, James; McNaught, John; Miwa, Makoto; Ananiadou, Sophia (Systematic Reviews, 2015)
The large and growing number of published studies, and their increasing rate of publication, makes the task of identifying relevant studies in an unbiased way for inclusion in systematic reviews both complex and time consuming. Text mining has been offered as a potential solution: through automating some of the screening process, reviewer time can be saved. The evidence base around the use of text mining for screening has not yet been pulled together systematically; this systematic review fills that research gap. Focusing mainly on non-technical issues, the review aims to increase awareness of the potential of these technologies and promote further collaborative research between the computer science and systematic review communities.
KerkoCite.ItemAlsoKnownAs: 10.1186/2046-4053-4-5 2405685:RYWDKMDX 2486141:5YIWPZYG 2486141:MZ34R4K8
Keywords: Automation; Review efficiency; Screening; Study selection; Text mining

Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA - Üzüm, Babürhan; Akayoglu, Sedat; Yazan, Bedrettin (ReCALL, 2020)
Since advances in computer-mediated communication (CMC) tools have made virtual exchanges readily available in educational practices, telecollaboration has been gaining traction as a means to provide practical experiences and cultural exposure to language learners and, more recently, teacher trainees. Drawing upon Byram’s (1997) model of intercultural communicative competence (ICC), this study examines 48 teacher trainees’ interculturality through a telecollaborative project between two teacher training classes from Turkey and the USA. This study relies on data generated by the participants throughout this telecollaborative project: weekly online discussion board posts within groups of six and post-project reflections. Although developing ICC is an arduous and prolonged task, the data analysis suggested that the participants’ experiences in this telecollaboration contributed to their emergent ICC through discussions on the topics of multicultural education and interactions with trainees from another educational context. Their intercultural learning is evidenced by their (1) awareness of heterogeneity in their own and interactants’ culture, (2) nascent critical cultural awareness, and (3) curiosity and willingness to learn more about the other culture. Thus, this study implies that telecollaboration offers an effective teacher training venue that affords teacher trainees with first-hand intercultural encounters to engage with otherness and prepare for their ethnolinguistically diverse classrooms.
Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 10.1017/S0958344019000235 2339240:7A7QGLJ4 2405685:FCNJQ9K7
Keywords: critical cultural awareness; intercultural communicative competence; teacher training; telecollaboration

Using Technology to Train Teachers: Appropriate Uses of ICT for Teacher Professional Development in Developing Countries - Gaible, Edmond; Burns, Mary (World Bank, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:HDT8VYCL

Using technology to support teacher continuous professional development in Sierra Leone - Beoku-Betts, Iman; Plaut, Daniel; Tanweer, Rabia; Tanweer, Daniel Plaut and Rabia, Iman Beoku-Betts (EdTech Hub, 2022)
In Sierra Leone, EdTech Hub has been working closely with the TSC and the World Bank over the last 18 months to design a TCPD model that will provide primary school teachers with tools to improve their literacy and numeracy instruction.

Using Technology to Shift Education Paradigms in Low-Resource Environments - Calhoun, Elizabeth; Calhoun, Nathaniel (Stability: International Journal of Security and Development, 2014)
Article: Using Technology to Shift Education Paradigms in Low-Resource Environments
secondary school students using e-learning technologies in government schools in sub-Saharan Africa shortDOI: 10/ggdb2b KerkoCite.ItemAlsoKnownAs: 10.5334/sta.ds 10/ggdb2b 2339240:3KQK6H9H 2405685:5W73FW4P

Using Technology to Provide Higher Education for Refugees - Boškić, Natasha; Sork, Thomas J.; Irwin, Rita; Nashon, Samson; Nicol, Cynthia; Meyer, Karen; Hu, Sharon (Transnational Perspectives on Innovation in Teaching and Learning Technologies, 2018)
"Using Technology to Provide Higher Education for Refugees" published on 24 Mar 2018 by Brill | Sense.
Publisher: Brill Sense Section: Transnational Perspectives on Innovation in Teaching and Learning Technologies shortDOI: 10/ggtwpr KerkoCite.ItemAlsoKnownAs: 10.1163/9789004366077_014 10/ggtwpr 2339240:LAN4C6SI 2405685:RK8N5ERM

Using technology to improve the equity of teacher allocation in Sierra Leone: the challenge and a way forward - McBurnie, Chris; Vijil, Alejandra; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6497554 2339240:S7M2CQ4J 2405685:BRY3EXFT 2405685:KAZQRPA7
Keywords: _r:AddedByZotZen

Using Technology to Improve Education for Marginalised Girls: Lessons in implementation from the Girls’ Education Challenge - Anonymised for Peer Review Purposes (EdTech Hub, 2023)
This article presents the findings of an in-depth study on the implementation of six EdTech-supported projects within the UK Government Foreign, Commonwealth and Development Office (FCDO)’s Girls’ Education Challenge portfolio, which aims to improve education for the world’s most marginalised girls. Using primary key informant interviews and secondary data from sampled projects, the study identifies the core components related to the implementation of EdTech within the sampled projects: evidence-informed design and delivery; building and maintaining relationships across and between stakeholders; comprehensive and continuous training and capacity development; and situating EdTech within a broader holistic model that prioritises gender inclusion to optimise implementation for marginalised girls. In doing so, the study provides key lessons for optimising the future implementation of EdTech for marginalised girls. Keywords: educational technology; girls’ education; programme implementation; Covid-19 An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 8116387 ZenodoArchiveConcept: 8116386 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8116387 10.53832/edtechhub.0172 2405685:V8CZHW5B
Keywords: _r:AddedByZotZen

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

Using Technology to Deliver Educational Services to Children and Youth in Environments Affected by Crisis and/or Conflict - Carlson, Samuel (USAID, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:5E653KB4 2339240:6M4YIDMP 2339240:DU3JCSXY 2339240:MFVCNPSC 2339240:SUI8RG7A 2339240:WDV6QU5C 2405685:3SB7Z8VQ 2405685:E3G5KJKB 2405685:FNRVFPGD 2405685:R6ZHWDGR 2405685:SC98YYD8 2405685:U7BYSB7J 2405685:YHUVT2EW 4803016:8KXS5F5P
Keywords: Screened; ___working_potential_duplicate; ⛔ No DOI found

Using Technology to Change Education: Blended Learning in the Science Classroom - Washington, LaToya (2020)
Publisher: EdArXiv KerkoCite.ItemAlsoKnownAs: 2405685:8QE4AJ4Q
Keywords: ⛔ No DOI found

Using technology to bring education to the most remote areas - Global Partnership for Education (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:CV6J6IEN 2405685:Q6H4DRVL

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

Using technology for enhancing teaching and learning in Bangladesh: challenges and consequences - Mahruf, C.; Shohel, M.; Kirkwood, Adrian (Learning, Media and Technology, 2012)
Extra URL: https://www.tandfonline.com/doi/full/10.1080/17439884.2012.671177 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.671177 10/gf5f6w 2339240:95DVIPCS 2339240:IVHSIR7Q 2405685:NXQEUUZM 2534378:CSPF7NEB 2534378:MLD48MMR 2534378:UQYRQ249
Keywords: BANGLADESH; Bangladesh; COMPUTER assisted instruction; COMPUTERS in education; CONTINUING education; DEVELOPING countries; EDUCATIONAL technology; INFORMATION technology; PROFESSIONAL education; SECONDARY school teachers; TEACHER development; TEACHERS – In-service training; _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Open systems; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2096535; __finaldtb; teachers’ professional development; teaching and learning; technology; technology-poor contexts; the

Using technology for enhancing teaching and learning in Bangladesh: challenges and consequences - Shohel, M. Mahruf C.; Kirkwood, Adrian (Learning, Media and Technology, 2012)
The increasing use of media and technologies for enhancing teaching and learning is an important current trend to overcome the challenges of schooling and teacher training in the changing world. Many countries in the Global South are trying to adopt technologies in their school and teacher training systems to achieve the UN Millennium Development Goals. Though some recent research shows impacts of using technologies for enhancing teaching and learning in technology-poor contexts, no research actually addresses the challenges and difficulties associated with using the technologies in those specific contexts. This article presents interview data derived from secondary schools teachers in Bangladesh, in a context beset with many difficulties associated with technology use. In a pilot project, Apple iPods were introduced in 2009 to explore the challenges and consequences of using technology in schools. The data reveal the implications for the teachers’ professional development when they used the iPod as a multimedia player to access educational resources made available to support teaching and learning. This article has also thrown some light on current debates about using technologies for enhancing teaching and learning in technology-poor contexts.
KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.671177 10/gf5f6w 2339240:IVHSIR7Q 2405685:9ATXKXTE
Keywords: Bangladesh; THEME: Curriculum and resources; THEME: Open systems; THEME: Teacher Professional Development; _Source:Intuitive; teachers’ professional development; teaching and learning; technology; technology-poor contexts; the

Using technology and mentorship to improve teacher pedagogy and educational opportunities in rural Nicaragua - Lindenberg, Anni; Henderson, Kathryn I.; Durán, Leah (Global Education Review, 2016)
This study used ethnographic methods to understand factors influencing the implementation of an educational intervention combining short math content videos with teacher trainings and mentorship in high-poverty primary schools in Nicaragua with implications for rural school reform. Educators in rural schools in Latin America face serious obstacles to improve classroom instruction and pedagogy, including lack of resources and overcrowding. Research suggests an over-reliance on input-output models in which inputs (e.g. teacher salaries, textbooks, technology, computer labs, numbers of classrooms, etc.) are expected to produce particular outputs (student retention, lowering drop-out rates, increasing graduation rates, etc.); however, studies show that regardless of the resources, much depends on effective use of resources for successful teaching and learning (O'Sullivan, 2006; L. S. Shulman, 1987). While input/output models provide insights into an educational systems economic efficiency, they do not offer insight into what actually transpires inside of a classroom (O'Sullivan, 2006). Much depends on effective training and use of these very resources. Though systemic issues in the Nicaraguan educational system produced numerous obstacles for the eleven participating 3rd and 6th grade teachers, the educational intervention model supported teachers' ability to be innovative and grow their practice in four ways: a) increased pedagogical knowledge; b) opportunities to collaborate and support one another as a community of teachers; c) flexibility in adaptation of the intervention model to their specific classroom context; and d) use of videos as supportive resources for content knowledge.
Publisher: Mercy College New York, 555 Broadway, Dobbs Ferry, NY 10522 KerkoCite.ItemAlsoKnownAs: 2339240:RDWK6U2A 2405685:NC2GF9UJ 2534378:5IKXPAZE 2534378:A6LCUC6A 2534378:FBSEQ7BK
Keywords: Barriers; ERIC; Current Index to Journals in Education (CIJE); Early Childhood Education; Educational Change; Educational Opportunities; Elementary Education; Elementary School Students; Elementary School Teachers; Ethnography; Foreign Countries; Grade 3; Grade 6; Instructional Effectiveness; Instructional Innovation; Intermediate Grades; Intervention; Mathematics; Mathematics Instruction; Mentors; Middle Schools; Nicaragua; Observation; Pedagogical Content Knowledge; Poverty; Primary Education; Rural Areas; Semi Structured Interviews; Teacher Education; Teaching Methods; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2096190; __finaldtb; ⛔ No DOI found

Using Tactile Letters As An Assitive Techology in Teaching Alphabet For Dyslexi Children: A Case Study - Mohamad, Mariam; Tan, Abdullah; Sabrina, Jessica (eLearning & Software for Education, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:BSQCEEJM 2405685:9W7TB9SK
Keywords: ⛔ No DOI found

Using Systems Thinking to Leverage Technology for School Improvement: Lessons Learned from Award-Winning Secondary Schools/Districts - Levin, Barbara B.; Schrum, Lynne (Journal of Research on Technology in Education, 2013)
KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2013.10782612 2339240:69K9JUIM 2339240:8VN49V4I 2405685:77XDGLI6 2405685:PA3QLH3N

Using system dynamics to model student interest in science technology, engineering, and mathematics - Sanchez, H. Alex; Wells, Brian; Attridge, Joanne M. (Proceedings of The 27th International Conference of the System Dynamics Society, 2009)
KerkoCite.ItemAlsoKnownAs: 2405685:ERANKEMP 2405685:XR5WTEMG
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Using secondary data in education research - Siddiqui, Nadia (Social Research Update, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:EILE8N78 2405685:EZTM6SAR
Keywords: ⚠️ Invalid DOI

Using School Performance Data to Drive School and Education District Office Accountability and Improvement: The Case of Ghana - Prew, Martin; Quaigrain, Kenneth (Educational Management Administration & Leadership, 2010)
Distance-education delivery through interactive television (ITV) is an effective means of providing instruction to learners. There are many advantages, such as the ability to provide immediate feedback and personal participation. To be effective, however, ITV requires structured planning and development, making the use of instructional design principles imperative. The following recommendations are made for training teachers about ITV: (1) provide an overview of the technology and how it works; (2) provide hands-on guided practice; (3) incorporate effective elements of instruction; (4) conduct periodic follow-up inservice training; (5) train with teachers who volunteer; (6) establish the amount of time needed to prepare and teach ITV courses; (7) provide experiences with other faculty members; (8) incorporate strategies for adding visual components to audio courses; and (9) use strategies that encourage group cohesion and student motivation. Teachers must adapt instruction to meet the varied needs of students, as both teachers and students adjust to the demands of the medium. (SLD)
KerkoCite.ItemAlsoKnownAs: 10.1177/1741143210379057 2339240:9TECQ3XW 2339240:B69V3DI4 2339240:I36JR8HH 2339240:KFCB2CF4 2339240:P3P7F6JT 2339240:WQMTDPZY 2405685:T9RRA5JY
Keywords: Delivery Systems; Distance Education; Educational Planning; Educational Technology; Educational Television; Feedback; Graduate Study; Higher Education; Information Transfer; Instructional Design; Instructional Effectiveness; Interactive Television; Student Motivation; Teacher Attitudes; Teacher Education; Teaching Methods; Technological Advancement; Telecourses; Training; search_string_27b

Using Randomised Controlled Trials in Education - Connolly, Paul; Biggart, Andy; Miller, Sarah; O'Hare, Liam; Thurston, Allen (SAGE Publications Limited, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:U7JPSH6B 2405685:6ER6F5U6

Using participatory design approaches in educational research - Cumbo, Bronwyn; Selwyn, Neil (International Journal of Research & Method in Education, 2022)
Educational researchers are showing a growing interest in Participatory Design (PD) and other collaborative co-design approaches. This paper considers the ways in which education researchers considering PD can benefit from drawing on the approach’s heritage in the 1970s’ Scandinavian ‘cooperative inquiry’ tradition. In particular, the paper highlights four core principles from the Scandinavian tradition, i.e.: the pursuit of socio-ethical outcomes, sustained consideration of what constitutes ‘participation’ and ‘practice’, and PD as a design process. While positioning these principles in school-based research is not easy, the paper considers how this has been achieved within the field of child-computer-interaction – an area of research that is also often conducted with children in educational institutions. While remaining mindful of the institutional constraints of school-based research, we argue that these Scandinavian principles can be borrowed and built upon by educational researchers – thereby extending the scope and ambitions of educational PD research.
Publisher: Routledge _eprint: https://doi.org/10.1080/1743727X.2021.1902981 KerkoCite.ItemAlsoKnownAs: 10.1080/1743727X.2021.1902981 2339240:28BIXHXE 2405685:CA4JF3CY
Keywords: Participatory methods; Scandinavian tradition; co-design; educational research; participatory design

Using online peer assessment in an instructional technology and material design course through social media - Demir, Mehmet (Higher Education: The International Journal of Higher Education Research, 2018)
This study was designed to investigate the student teachers perceptions about and benefits and challenges of using Facebook as an online peer assessment tool for the student teachers' works. The study group included 24 student teachers in science education department of a state university located in the southeast region of Turkey. A case study approach of the qualitative method was employed in the research. Semi-structured interviews were conducted to collect the data. The interviews were audio recorded, and records of all the interviews were transcribed into full text in Turkish. Collected data were analyzed using an emergent coding approach. Codes, then, were categorized to constitute themes and subthemes. The findings indicated that the student teachers were able to give objective feedback on their peers' work and engaged more actively in class after participating in online peer assessment. Additionally, the students found it exciting and productive to use Facebook as a peer assessment tool in their learning.
Publisher: Springer, 233 Spring Street, New York, NY 10013 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013524252?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1007/s10734-017-0146-9 2339240:I42X9GJR 2405685:9QLMMRGN 2534378:G3WM932R 2534378:Q94E3FCI 2534378:YRDI45P7
Keywords: Case Studies; Case studies; Coding; College students; Computer Uses in Education; ERIC; Current Index to Journals in Education (CIJE); Education–Higher Education; Educational Technology; Educational technology; Feedback; Feedback (Response); Foreign Countries; Higher Education; Higher education; Instructional Technology and Material Design; Internet; Interviews; Learner Engagement; Learning; Mass media; Peer Evaluation; Peer assessment; Peers; Preservice Teachers; Qualitative Research; Qualitative research; Science education; Semi Structured Interviews; Social Media; Social classes; Social media; Social networks; Structured interviews; Student Attitudes; Student teachers; Students; Teachers; Technology; Turkey; __:import:01; __:match:final; __:matched; __:study_id:2097831; __finaldtb

Using Nudges to Prevent Student Dropouts in the Pandemic - Lichand, Guilherme; Christen, Julien (arXiv, 2020)
The impacts of COVID-19 reach far beyond the hundreds of lives lost to the disease; in particular, the pre-existing learning crisis is expected to be magnified during school shutdown. Despite efforts to put distance learning strategies in place, the threat of student dropouts, especially among adolescents, looms as a major concern. Are interventions to motivate adolescents to stay in school effective amidst the pandemic? Here we show that, in Brazil, nudges via text messages to high-school students, to motivate them to stay engaged with school activities, substantially reduced dropouts during school shutdown, and greatly increased their motivation to go back to school when classes resume. While such nudges had been shown to decrease dropouts during normal times, it is surprising that those impacts replicate in the absence of regular classes because their effects are typically mediated by teachers (whose effort in the classroom changes in response to the nudges). Results show that insights from the science of adolescent psychology can be leveraged to shift developmental trajectories at a critical juncture. They also qualify those insights: effects increase with exposure and gradually fade out once communication stops, providing novel evidence that motivational interventions work by redirecting adolescents' attention.
arXiv:2009.04767 [econ, q-fin] type: article KerkoCite.ItemAlsoKnownAs: 10.48550/arXiv.2009.04767 2339240:WX5STLI5 2405685:5NDB545S
Keywords: Economics - General Economics

Using national Education Management Information Systems to make local service improvements: The case of Pakistan - Nayyar-Stone, Ritu (World Bank, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:UY6DUQL9 2405685:9KCJCPK7

Using mobile phones to improve educational outcomes: An analysis of evidence from Asia - Valk, John-Harmen; Rashid, Ahmed T.; Elder, Laurent (The International Review of Research in Open and Distributed Learning, 2010)
Despite improvements in educational indicators, such as enrolment, significant challenges remain with regard to the delivery of quality education in developing countries, particularly in rural and remote regions. In the attempt to find viable solutions to these challenges, much hope has been placed in new information and communication technologies (ICTs), mobile phones being one example. This article reviews the evidence of the role of mobile phone-facilitated mLearning in contributing to improved educational outcomes in the developing countries of Asia by exploring the results of six mLearning pilot projects that took place in the Philippines, Mongolia, Thailand, India, and Bangladesh. In particular, this article examines the extent to which the use of mobile phones helped to improve educational outcomes in two specific ways: 1) in improving access to education, and 2) in promoting new learning. Analysis of the projects indicates that while there is important evidence of mobile phones facilitating increased access, much less evidence exists as to how mobiles promote new learning.
shortDOI: 10/gf5f5b KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v11i1.794 10/gf5f5b 2339240:F5U9J9FX 2405685:I6IN2PZY 2405685:UM2C54QN
Keywords: distance learning; educational outcomes; information and communication technologies; mobile learning; mobile phones; new learning

Using mobile phones in teaching and learning in secondary schools in Tanzania - Msuya, Ombeni (International Journal of Education and Research, 2015)
This paper discusses some of the findings from a recent cross-sectional survey that examined how secondary schools’ teachers use their mobile phones in teaching and learning. The participants were drawn from Mwanga and Chamwino districts in Kilimanjaro and Dodoma regions respectively in Tanzania. A large area of the study location enjoys are liable mobile phones’ coverage network, many mobile phones’ service providers and reliable wireless internet. This study involved 100 teachers from public and private secondary schools obtained using purposive sampling.These teachers were only those who owned smart phones.The study used likerty-type questionnaires and semi-structured interview to collect data for understanding the contribution of teachers’ mobile phones in teaching and learning process in secondary schools. The 90(90%) questionnaires were filled and returned,while 10 (10%) questionnaires were not returned. The study found that most of the teachers had little knowledge on the use of mobile phones as a tool for ICT pedagogical uses. It was also revealed that the teachers were competent in the basic uses of mobile phones,but were not able to create upload, download and share academic resources through their smart phones;while others were not aware of the capacity of their mobile phones. It was revealed that mobile phones were relevant in teaching and learning in secondary schools. Moreover, majority of the secondary school teachers were not using their smart phones for educational purposes;instead,they used them for other non-educational activities. It was furthermore revealed that teachers were very bitter for allowing their students to carry mobile phones in the classroom.
Accepted: 2020-08-24T09:24:45Z Publisher: Contemporary Research Center KerkoCite.ItemAlsoKnownAs: 2339240:C9REPJXL 2405685:A7ERTQV9
Keywords: ⛔ No DOI found

Using Mobile Phone Texting to Support the Capacity of School Leaders in Ghana to Practise Leadership for Learning - Swaffield, Sue; Jull, Stephen; Ampah-Mensah, Alfred (Procedia - Social and Behavioral Sciences, 2013)
Several years into a collaborative professional development programme to build the Leadership for Learning capacity of Basic school headteachers throughout Ghana, the challenge is to sustain commitment, deepen understanding and share learning among the school leaders. Employing ubiquitous mobile phone technology, weekly text messages have been sent to the programme's 175 initial participants. During the year of the pilot project different forms of messages have been tried, and feedback from recipients suggests their value. The paper reports experience and findings from the pilot, and considers plans for scaling-up to reach all 18,000 Basic schools across the country.
shortDOI: 10/gf7gsh KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2013.10.459 10/gf7gsh 2339240:6QNXM9T9 2339240:C993QBLL 2405685:38U7QI2P 2405685:V3PRBKSK 2405685:XNAPWJG9 2405685:XNBYZ9E9
Keywords: Ghana; Leadership for Learning; SMS; headteachers; mobile phone; professional development; school leaders; text messages

Using mixed methods in monitoring and evaluation: experiences from international development - Bamberger, Michael; Rao, Vijayendra; Woolcock, Michael (SAGE handbook of mixed methods in social & behavioral research, 2010)
KerkoCite.ItemAlsoKnownAs: 10.4135/9781506335193.n24 2339240:5MW89JI8 2405685:BVIE6VGI

Using meta ethnography to synthesise qualitative research: A worked example - Britten, Nicky; Campbell, Rona; Pope, Catherine; Donovan, Jenny; Morgan, Myfanwy; Pill, Roisin (Journal of Health Services Research and Policy, 2002)
Objectives: To demonstrate the benefits of applying meta ethnography to the synthesis of qualitative research, by means of a worked example. Methods:. Four papers about lay meanings of medicines were arbitrarily chosen. Noblit and Hare's seven-step process for conducting a meta ethnography was employed: getting started; deciding what is relevant to the initial interest; reading the studies; determining how the studies are related; translating the studies into one another; synthesising translations; and expressing the synthesis. Results: Six key concepts were identified: adherence/compliance; self-regulation; aversion; alternative coping strategies; sanctions; and selective disclosure. Four second-order interpretations (derived from the chosen papers) were identified, on the basis of which four third-order interpretations (based on the key concepts and second-order interpretations) were constructed. These were all linked together in a line of argument that accounts for patients' medicine-taking behaviour and communication with health professionals in different settings. Third-order interpretations were developed which were not only consistent with the original results but also extended beyond them. Conclusions: It is possible to use meta ethnography to synthesise the results of qualitative research. The worked example has produced middle-range theories in the form of hypotheses that could be tested by other researchers. © The Royal Society of Medicine Press Ltd 2002.
KerkoCite.ItemAlsoKnownAs: 10.1258/135581902320432732 2405685:KJ4GKUEA

Using learning profiles to inform education priorities: An editors’ overview of the Special Issue - Crouch, Luis; Kaffenberger, Michelle; Savage, Laura (International Journal of Educational Development, 2021)
This special issue explores the use of learning profiles for analysing the dynamics of low learning in low- and middle-income countries and informing priorities to address the learning crisis. The 12 papers in the special issue draw on learning data from more than 50 countries and 6 million individuals, with implications for education policy and practice. Taken together, they point to a need to steepen learning trajectories by prioritizing early mastery of foundational skills for all children. The papers show that addressing the learning crisis will not be achieved through more school grade attainment alone, nor through within-country equality across groups (such as girls and boys or rich and poor). Positive examples show that programs focused on foundational learning both improved average learning and reduced inequality. Addressing the learning crisis will require a focus on systems improvement, using foundational learning as a case in point for making the needed systems improvements to steepen learning throughout children’s time in school. Learning profiles can provide a guide for education actors aiming to improve learning outcomes.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102477 2339240:URQN9N62 2405685:XXLGUC8W
Keywords: Education systems; Foundational skills; Inequality; Learning crisis; Learning profiles

Using learning design as a framework for supporting the design and reuse of OER - Conole, Gráinne; Weller, Martin (Journal of Interactive Media in Education, 2008)
The paper will argue that adopting a learning design methodology may provide a vehicle for enabling better design and reuse of Open Educational Resources (OERs). It will describe a learning design methodology, which is being developed and implemented at the Open University in the UK. The aim is to develop a 'pick and mix' learning design toolbox of different resources and tools to help designers/teachers make informed decisions about creating new or adapting existing learning activities. The methodology is applicable for designers/teachers designing in a traditional context – such as creation of materials as part of a formal curriculum, but also has value for those wanting to create OERs or adapt and repurpose existing OERs. With the increasing range of OERs now available through initiatives as part of the Open Courseware movement, we believe that methodologies, such as the one we describe in this paper, which can help guide reuse and adaptation will become increasingly important and arguably are an important aspect of ensuring longer term sustainability and uptake of OERs. Our approach adopts an empirically based approach to understanding and representing the design process. This includes a range of evaluation studies (capturing of case studies, interviews with designers/teachers, in-depth course evaluation and focus groups/workshops), which are helping to develop our understanding of how designers/teachers go about creating new learning activities. Alongside this we are collating an extensive set of tools and resources to support the design process, as well as developing a new Learning Design tool that helps teachers articulate and represent their design ideas. The paper will describe how we have adapted a mind mapping and argumentation tool, Compendium, for this purpose and how it is being used to help designers and teachers create and share learning activities. It will consider how initial evaluation of the use of the tool for learning design has been positive; users report that the tool is easy to use and helps them organise and articulate their learning designs. Importantly the tool also enables them to share and discuss their thinking about the design process. However it is also clear that visualising the design process is only one aspect of design, which is complex and multi-faceted. Editors: Alexandra Okada (Open University, UK). Reviewers: Teresa Conolly (Open University, UK), Rose Luckin (Institute of Education, UK), and Alexandra Okada (Open University, UK)
shortDOI: 10/ghgn54 KerkoCite.ItemAlsoKnownAs: 10/ghgn54 2405685:PTSWVK6M
Keywords: IMS learning design; Learning Design; e-learning; mind mapping

Using large-scale assessments of students' learning to inform education policy: insights from the Asia-Pacific region - Tobin, Mollie; Lietz, Petra; Nugroho, Dita; Vivekanandan, Ramya; Nyamkhuu, Tserennadmid (UNESCO, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:SY5CA68X 2405685:E7VTYLJL

Using large-scale assessments of students' learning to inform education policy: insights from the Asia-Pacific region - Tobin, Mollie; Lietz, Petra; Nugroho, Dita; Vivekanandan, Ramya; Nyamkhuu, Tserennadmid (UNESCO, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:LE5RI5V9 2486141:XFLQF2AP

Using iPads to teach inquiry science to students with a moderate to severe intellectual disability: A pilot study - Miller, Bridget T; Krockover, Gerald H; Doughty, Teresa (Journal of Research in Science Teaching, 2013)
00000 shortDOI: 10/f49bvb KerkoCite.ItemAlsoKnownAs: 10/f49bvb 2129771:3WBKZA9Z 2405685:67E46G83

Using Interactive Radio Instruction to Mitigate the Educational Impact of Covid-19: A curated resource list - McBurnie, Chris (EdTech Hub, 2020)
Interactive Radio Instruction (IRI) is a distance education tool that enables educators to use radio broadcasts to direct active learning in the home. This curated list of resources aims to inform and support the use of IRI to mitigate the educational impact of Covid-19.
previousshortDOI: 10/ghgng5 previousDOI: 10.5281/zenodo.3762228 EdTechHub.Copy: 2129771:QQWNSYJR EdTechHub.Copy: 2129771:QQWNSYJR shortDOI: 10/ghgng5 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3762228 10.53832/edtechhub.0022 10/ghgng5 2129771:QQWNSYJR 2339240:45F2G56T 2405685:3MKIMX34 2405685:A3T2DQ4D 2405685:WB97BS9V
Keywords: COV:COVID and reopening of schools; F: Helpdesk response; H:Radio; LP: English; _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:v1; _r:CopiedFromEvLib; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Using instructional video to improve awareness of scientific approach in science classroom - Susantini, Endang; Faizah, Ulfi; Yonata, Bertha; Kurniasari, Ika; Suryanti (Asia-Pacific Forum on Science Learning and Teaching, 2018)
Instructional videos have been developed to engage pre-service teachers to learn how to teach scientific approach in science classroom. This study aimed to improve preservice teachers' awareness of scientific approach in science classroom through instructional video along with their responses. Thirty two pre-service science teachers from Universitas Negeri Surabaya, Surabaya, Indonesia, participated in this study and observed two different instructional videos using video-analysis worksheet supplemented by the supervisor. In response to the instructional video, results showed that pre-service teachers noticed well about application of scientific approach in inquiry-based teaching and cooperative learning models. Pre-service teachers also showed positive views about the instructional videos and became a reflection for their own future teaching actions and practices. Supplementation of the video-analysis worksheet during the implementation and peer-discussion among preservice teachers can be used to improve pre-service teachers' awareness as well as to provide clear exemplary about how to integrate scientific approach at each phase of inquiry-based teaching and cooperative learning models. This study implies that the present instructional videos and followed-up video-analysis task are adequate to facilitate pre-service teachers to understand what to do in actual classroom in terms of applying scientific approach as envisioned by Indonesia curriculum reform.
Publisher: Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong KerkoCite.ItemAlsoKnownAs: 2339240:BN9QC37H 2339240:LBY74V36 2405685:DVSNFSAI 2405685:S42A5QRW 2534378:JX3N56UR 2534378:JZI7NCMR 2534378:WYRLILRV
Keywords: Active Learning; Biology; Chemistry; Classrooms; Cooperative Learning; Cooperative learning; Curricula; ERIC; Current Index to Journals in Education (CIJE); Educational technology; Foreign Countries; Higher Education; Hypotheses; Indonesia; Inquiry; Inquiry method; Instructional Material Evaluation; Mathematics; Models; Pedagogy; Preservice Teacher Education; Preservice Teachers; Professional development; Science Instruction; Science Teachers; Science education; Sciences: Comprehensive Works; Scientific Methodology; Student Attitudes; Students; Teacher education; Teaching Methods; Teaching methods; Video Technology; Video recordings; __:import:01; __:match:final; __:matched; __:study_id:2097317; __finaldtb; ⚠️ Invalid DOI; ⛔ No DOI found

Using innovative methods to train teachers of blind children: what we learned - Kweyu, Ignatius; Koszorus, Ferenc (EdTech Hub, 2021)
Governments all over the world have closed learning institutions because of the Covid-19 pandemic, including in Kenya. This has exacerbated the global learning crisis and made it more difficult for teachers, parents, and caregivers to include children with disabilities in quality education. To ensure learners with disabilities were not left behind during Covid-19 school closures, eKitabu partnered with EdTech Hub…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707952 2339240:Y7EARNQ6 2405685:HKG7DF93 2405685:WD8FQQ9D
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH

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

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

Using examination and learning assessment data to uncover foundational skill gaps in Sierra Leone’s secondary schools - Waistell, Daniel; De, Sourovi; Ofori Owusu, Diana; Allen, Reg; Sanni, Kayode; Dupigny, Albert (Education technology and data science for inclusive systems, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:J8IWHLVQ
Keywords: ⛔ No DOI found

Using evidence to strengthen tech-supported teacher professional development in Madagascar - Koomar, Saalim; Moss Coflan, Caitlin; Rasolohéry, Hasiniavo (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4585511 10.5281/zenodo.4728170 2405685:G2SH3FP6 2405685:HLMSBECU 2405685:MKH2ZP2T 2405685:TYXJSKEP
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _r:AddedByZotZen; _zenodoETH

Using evidence in practice when there is high uncertainty on what works - Rahman, Asad; Simpson, Lea; Wilkinson, James; Kuria, Catherine; Kably, Nathan; Plaut, Daniel; Tanweer, Rabia; Mbugua, Ciku (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7645994 ZenodoArchiveConcept: 7645993 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7645994 10.53832/edtechhub.0158 2405685:8VUZEK29
Keywords: _r:AddedByZotZen

Using Evidence: How Research Can Inform Public Services - Nutley, Sandra M.; Isabel, Walter; Davies, Huw T. O. (Policy Press, 2007)
This book provides a timely and novel contribution to understanding and enhancing evidence use. It builds on and complements the popular and best-selling What Works?: Evidence-based policy and practice in public services (Davies, Nutley and Smith, Policy Press, 2000), by drawing together current knowledge about how research gets used and how this can be encouraged and improved. In particular, the authors explore various multidiscipliary frameworks for understanding the research use agenda; consider how research use and the impact of research can be assessed; summarise the empirical evidence from the education, health care, social care and criminal justice fields about how research is used and how this can be improved and draw out practical issues that need to be addressed if research is to have greater impact on public services. Using evidence is important reading for university and government researchers, research funding bodies, public service managers and professionals, and students of public policy and management. It will also prove an invaluable guide for anyone involved in the implementation of evidence-based policy and practice.
Google-Books-ID: UfMefp4rO9sC KerkoCite.ItemAlsoKnownAs: 2339240:ZMN2KQDV 2405685:NQSYULZI
Keywords: Political Science / Public Affairs & Administration; Political Science / Public Policy / General; Social Science / Sociology / General

Using educational transitions to estimate learning loss due to COVID-19 school closures: The case of Complementary Basic Education in Ghana - Sabates, Ricardo; Carter, Emma; Stern, Jonathan M.B. (International Journal of Educational Development, 2021)
• Estimate learning losses during grade transition for disadvantaged and previously out of school students in Ghana. • The estimated average learning loss is around 66 % of previous learning gains in foundational numeracy during this transition period. • Widening gaps in learning loss are found according to availability of home learning support, as well as home learning resources. • Learning at home and in communities has to be reimagined if gains are to be achieved and losses are to be mitigated in the post-COVID 19 era. Learning loss is expected for millions of children who have been out of school as a result of the current COVID-19 pandemic. Unfortunately, it is uncertain how much learning will be lost and how wide the gaps may be for disadvantaged children. This paper uses a unique longitudinal dataset to estimate learning loss during a three-month transition from Complementary Basic Education to government schools in Ghana. Our results show an average learning loss of 66 % of previous learning gains in foundational numeracy during this transition period. More importantly, we estimate widening gaps in learning loss according to lack of home learning support, as well as lack of home learning resources. Our results have implications for the provision of learning activities and support at home, not just during current school closures due to COVID-19, but also during transitions between academic years.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102377 2339240:SQ7VK9VL 2405685:KHANG6IQ
Keywords: BASIC education; CHILDREN with social disabilities; COVID-19 pandemic; COVID-19 school closure; EDUCATIONAL outcomes; Equity; Ghana; Learning; Literacy; Numeracy; SCHOOL closings

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

Using Educational Games for Sign Language Learning - A SignWriting Learning Game: Case Study - Bouzid, Yosra; Khenissi, Mohamed Ali; Essalmi, Fathi; Jemni, Mohamed (Journal of Educational Technology & Society, 2016)
ABSTRACT Apart from being used as a means of entertainment, computer games have been adopted for a long time as a valuable tool for learning. Computer games can offer many learning benefits to students since they can consume their attention and increase their motivation and engagement which can then lead to stimulate learning. However, most of the research to date on educational computer games, in particular learning versions of existing computer games, focused only on learner with typical development. Rather less is known about designing educational games for learners with special needs. The current research presents the results of a pilot study. The principal aim of this pilot study is to examine the interest of learners with hearing impairments in using an educational game for learning the sign language notation system SignWriting. The results found indicated that, overall, the application is useful, enjoyable and easy to use: the game can stimulate the students' interest in learning such notations.
KerkoCite.ItemAlsoKnownAs: 2339240:DXXIUF8I 2405685:L83ZWRA2
Keywords: ⛔ No DOI found

Using Education Technology to Support Students with Special Educational Needs and Disabilities in Low- and Middle-Income Countries - Coflan, Caitlin Moss; Kaye, Thomas (EdTech Hub, 2020)
This brief focuses on how policymakers can make decisions about EdTech to support learners with special educational needs and/or disabilities (SEND) while offering policymakers the rationale and tools to move towards an inclusive approach. It also includes a detailed annex with descriptions, costs, availability, and examples of accessible and assistive technologies.
ZenodoArchiveID: 3744581 previousshortDOI: 10/ghgng7 previousDOI: 10.5281/zenodo.3744581 EdTechHub.Source: 2405685:2WY8H4WW EdTechHub.Source: <this> shortDOI: 10/ghgng7 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3744581 10.5281/zenodo.3744581 10.53832/edtechhub.0021 10/ghgng7 2129771:QEIBUIQH 2339240:3NRFPYGI 2339240:TK94XQR9 2339240:XJRI6FW3 2339240:Y635S3D4 2339240:Z7XXM8CG 2339240:ZZ8ISXSK 2405685:2WY8H4WW 2405685:6FFSC2Z8 2405685:DI4SGTPH 2405685:FLHI5BHC 2405685:FVE6PDBB 2405685:GG9HHSDL 2405685:PXAIRTEK 2405685:RLBPSG29
Keywords: F: Helpdesk response; L:Special education needs and disabilities (SEND); LP: English; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:v1; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; dode_eth-src-dode

Using EdTech to Support Learning Remotely in the Early Years. Rapid Literature Review of Evidence from the Global Response to Covid-19. - Korin, Astrid (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org This topic brief examines the literature on technology-based, remote approaches to supporting learning in the early years for children from birth to age five, identifying promising practices for using EdTech in early childhood education (ECE) in low- and middle-income countries (LMICs). It draws on the nurturing care framework, Principles for Digital Development, and effective pedagogical practices for ECE.
ZenodoArchiveID: 4746391 previousDOI: 10.5281/zenodo.4746391 previousDOI: 10.5281/zenodo.4664510 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4664510 10.5281/zenodo.4746391 2339240:CJNJNHNU 2405685:RTQ64R3P 2405685:TD3Y79BH
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _r:AddedByZotZen; _zenodo:submitted; _zenodoETH

Using EdTech to Support Effective Data Monitoring: A Curated Resource List. - Koomar, Saalim; Blest, Harriet (EdTech Hub, 2020)
This list curates resources on the use of EdTech to support the effective monitoring of educational outcomes, such as learning, reporting, and attendance. Resources shared are both tools and initiatives that can be adapted to support effective educational monitoring.
ZenodoArchiveID: 4762325 previousDOI: 10.5281/zenodo.4762325 PREV_DOI_NOT_ETH: 10.5281/zenodo.4091396 shortDOI: 10/ghgng6 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3407517 10.5281/zenodo.4762325 10/ghgng6 2339240:C9LP4Y2Z 2339240:EKNZDSVU 2339240:GMJF38V5 2339240:MZKWF23D 2339240:QJX4VXGR 2405685:7I4HVAV2 2405685:884LRL46 2405685:ANHT4I3J 2405685:FS4CMYUB 2405685:RV39YP9Q 2405685:WCYEVIJU 4656463:K7HMFX7H
Keywords: C:Mozambique; ES:Educational data; ES:Monitoring and evaluation; F: Helpdesk response; L:Low-level foundational skills; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted

Using EdTech to Support Effective Data Monitoring: A Curated Resource List - Koomar, Salim; Blest, Harriet (2020)
[No description available.]
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4762325 2405685:CQ94LL64 2486141:W5PQKHB9

Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List - Koomar, Saalim; Moss Coflan, Caitlin; Kaye, Tom (EdTech Hub, 2020)
This curated list of resources collates interventions that effectively deploy education technology in settings of fragility, conflict and violence (FCV). This list explores effective uses of EdTech in FCV settings, emphasising interventions and evidence relevant to the Yemeni context and distance learning during the Covid-19 crisis.
previousshortDOI: 10/ghgng4 previousDOI: 10.5281/zenodo.3885806 EdTechHub.Source: 2405685:CMS6HPI8 EdTechHub.Source: <this> shortDOI: 10/ghgng4 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3875138 10.5281/zenodo.3885806 10.53832/edtechhub.0042 10/ghgng4 2129771:FCNVWJUI 2129771:VJXKA7AN 2339240:FEGWVFS3 2339240:FJ5LQ7QK 2405685:79LULMUU 2405685:BTWBKYN7 2405685:CMS6HPI8 2405685:HLCYI98H 2405685:RV5RNCII
Keywords: C:Yemen; F: Helpdesk response; LP: English; W:Fragile and conflict affected contexts; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Using eco-mapping to understand family strengths and resources - McCormick, K; Stricklin, S; Nowak, T; Rous, B (Young Exceptional Children, 2008)
KerkoCite.ItemAlsoKnownAs: 10.1177/1096250607311932 2339240:P5GG4HK3 2405685:JQJRVE83

Using Dual Systems theory to conceptualise challenges to routine when transforming pedagogy with digital technologies - Blundell, Christopher; Lee, Kar-Tin; Nykvist, Shaun (Teachers and Teaching, 2019)
(2019). Using Dual Systems theory to conceptualise challenges to routine when transforming pedagogy with digital technologies. Teachers and Teaching: Vol. 25, No. 8, pp. 937-954.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 2339240:9MZUUQP9 2339240:MJVTRQD2 2405685:IESPF387
Keywords: Barriers; Case Studies; Classroom Techniques; Correlation; Educational Change; Information Technology; Learning Theories; Student Behavior; Systems Approach; Teacher Attitudes; Teacher Role; Teacher Student Relationship; Teaching Methods; Technology Integration; ⛔ No DOI found

Using Digital Video in Rural Indian Schools: A Study of Teacher Development and Student Achievement - Sahni, Urvashi; Gupta, Rahul; Hull, Glynda; Javid, Paul; Setia, Tanuja; Toyama, Kentaro; Wang, Randy (2008)
This research explores the deployment of model lessons through digital video as part of an in-service effort to engage teachers in government and private rural Indian schools and non-formal educational settings. Our mixed method design combined tests of skills in English and math with participant observation and videotaping of English and math instruction for 100 children in 3 rural schools and 1 non-formal setting over eight months. In this paper we present analyses of test score data and interactional patterns, followed by a qualitative examination of how one teacher appropriated pedagogical and subject matter knowledge from the model video lessons. Specifically, the data show gains in test scores of subject matter knowledge; children in classes that were part of the intervention scored almost 400% higher in English and almost 300% higher in math than did children in a comparison school. There were changes as well in classroom interactional patterns, suggesting that teachers became more student-centered in their approaches. The qualitative data illustrate how one teacher used and learned from the model lessons over time—for example, acquiring pedagogical strategies for interacting with the children and learning to connect classroom topics to the children’s local social worlds. Most generally, the data demonstrate how a network of teachers, schools, computer professionals, and teacher educators can reconfigure flows of information, tools, people, and texts, creating a band of geospatial opportunity within which the educational and social spaces of inhabitants of remote villages can be improved, allowing them hopeful entry to some of the advantages of a digital information age.
KerkoCite.ItemAlsoKnownAs: 2405685:E2UC5Z9S
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Using Digital Video in Rural Indian Schools: A Study of Teacher Development and Student Achievement - Sahni, Urvashi; Gupta, Rahul; Hull, Glynda; Javid, Paul; Setia, Tanuja; Toyama, Kentaro; Wang, Randy (2008)
This research explores the deployment of model lessons through digital video as part of an in-service effort to engage teachers in government and private rural Indian schools and non-formal educational settings. Our mixed method design combined tests of skills in English and math with participant observation and videotaping of English and math instruction for 100 children in 3 rural schools and 1 non-formal setting over eight months. In this paper we present analyses of test score data and interactional patterns, followed by a qualitative examination of how one teacher appropriated pedagogical and subject matter knowledge from the model video lessons. Specifically, the data show gains in test scores of subject matter knowledge; children in classes that were part of the intervention scored almost 400% higher in English and almost 300% higher in math than did children in a comparison school. There were changes as well in classroom interactional patterns, suggesting that teachers became more student-centered in their approaches. The qualitative data illustrate how one teacher used and learned from the model lessons over time—for example, acquiring pedagogical strategies for interacting with the children and learning to connect classroom topics to the children’s local social worlds. Most generally, the data demonstrate how a network of teachers, schools, computer professionals, and teacher educators can reconfigure flows of information, tools, people, and texts, creating a band of geospatial opportunity within which the educational and social spaces of inhabitants of remote villages can be improved, allowing them hopeful entry to some of the advantages of a digital information age.
EdTechHub.ItemAlsoKnownAs:2405685:3F66MR43
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Using digital technologies to re-imagine cash transfers during the Covid-19 crisis - Soon-Shiong, Nika; Qhotsokoane, Tebello; Phillips, Toby (University of Oxford, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XN8NAIVK 2405685:MCN3V6ZZ

Using design-based research to bring partnership between researchers and practitioners - Getenet, Seyum (Educational Research, 2019)
Background: A key aim of educational research is for findings to inform practice, thereby bringing about improvements in teaching and learning. However, the relationship between research and practice is complex, and there is often no clear link between changes in practice and research findings. One of the challenges for research and practice is breaking down barriers and finding effective and sustainable ways to translate research findings into practical solutions in the classroom.Purpose: This discursive paper focuses on describing the nature of the partnership working involved when a design-based research (DBR) approach was employed to bring researchers and practitioners together. The researchers and practitioners worked in collaboration to design a professional development (PD) programme, in order to solve classroom problems and enhance practitioners’ research engagement.Sources of evidence: This paper describes the author’s experience of using DBR to co-design a PD programme that was responsive to a particular context and practitioners’ needs. It illustrates and exemplifies the ways in which the researcher–practitioner collaboration itself sits at the heart of the design process and enabled solutions to be found. The paper also considers the epistemological positions of the practitioners and researchers in the different stages of DBR. The context for the description is a mixed-methods intervention study conducted in two colleges of teacher education, which documented the design and refinement of a PD programme to facilitate teachers’ effective use of technology to teach mathematics.Discussion and conclusions: The examples presented and discussed here suggest how a DBR process is able to facilitate fruitful collaborations between researchers and practitioners and increase engagement in research. By working with practitioners to design interventions such as PD programmes, DBR can provide a practical approach for improving practice and deepening the relationship between educational research and classroom practice.
EdTechHub.Copy: 2129771:XWT48UG5 shortDOI: 10/ggd8hp KerkoCite.ItemAlsoKnownAs: 10.1080/00131881.2019.1677168 10/ggd8hp 2129771:XWT48UG5 2339240:FNGCAY8H 2405685:SXE25TP7
Keywords: Design-based research; evidence-informed practice; practice; practitioners; professional development; teacher education

Using data to improve the quality of education - UNESCO IIEP (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8XS4GGUT 2405685:FJ44D2BT

Using community-based structures in education programming - Sarton, Emma; Thukral, Hetal (2021)
This Thematic Review summarises the learning around how community-based structures (CBSs) supported projects during COVID-19 school and community-based education closures. It examines the role of CBSs in supporting Girls’ Education Challenge projects to pivot successfully and identifies six characteristics of successful utilisation of CBSs. This Thematic Review is primarily aimed at projects, implementors and non-governmental organisations interested in working with CBSs to maximise project outcomes now and in the future. It is also useful for researchers and policy makers, supporting conversations about how to best work with communities and CBSs.
KerkoCite.ItemAlsoKnownAs: 2405685:I7BQJD5E 2405685:YNTJPK4A

Using Causal Loop Diagramming to Explore the Drivers of the Sustained Functionality of Rural Water Services in Timor-Leste - Neely, Kate; Walters, Jeffrey P. (Sustainability, 2016)
It is recognized that international water sector development work has issues with a lack of sustained positive outcomes. A large driver of this outcome is how NGOs work with communities to implement and then manage water services. Many NGOs tend to focus their efforts on improving their reach and organisational growth by continually engaging in new projects. This behaviour is largely driven by short-term donor funding models that reward extended coverage, leaving little focus on sustained outcomes. Similarly, community-based management (CBM) schemes often impede sustained services as a result of the community’s limited capacity to operate and maintain the technology. To explore these complicated drivers on water service sustainability, we used causal loop diagramming to analyse the key aspect influencing the combined dynamics between NGOs, donors and CBM. We demonstrate this methodology through a study in Timor-Leste, where we gathered data necessary to develop and apply causal loop diagrams to analyse rural water supply program outcomes. The analysis of these diagrams allowed identification of leverage points used to suggest structural changes for sustained benefits of water services. These structural changes emphasize the importance of increased robustness and reliability of water technology and the associated impact this has on community satisfaction and, conjointly, on water service sustainability.
shortDOI: 10/f8d99n KerkoCite.ItemAlsoKnownAs: 10.3390/su8010057 10/f8d99n 2339240:E6YIT8MQ 2405685:K479CIFP
Keywords: NGOs; Timor-Leste; community management; donors; system dynamics modelling; water services

Using Bronfenbrenner’s ecological theory to understand community partnerships: A historical case study of one urban high school - Leonard, Jack (Urban Education, 2011)
Publisher: Sage Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/0042085911400337 2339240:MJ3KTJ82 2405685:TQLJN86X

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

Using Behavioral Insights to Increase Parental Engagement: The Parents and Children Together (PACT) Intervention - Mayer, Susan; Kalil, Ariel; Oreopoulos, Philip; Gallegos, Sebastian (National Bureau of Economic Research, 2015)
Parent engagement with their children plays an important role in children’s eventual economic success and numerous studies have documented large gaps in parent engagement between low- and higher-income families. While we know remarkably little about what motivates parents to engage in their children’s development, recent research suggests that ignoring or discounting the future may inhibit parental investment, while certain behavioral tools may help offset this tendency. This paper reports results from a randomized field experiment designed to increase the time that parents of children in subsidized preschool programs spend reading to their children using an electronic reading application that audio and video records parents as they read. The treatment included three behavioral tools (text reminders, goal-setting, and social rewards) as well as information about the importance of reading to children. The treatment increased usage of the reading application by one standard deviation after the six-week intervention. Our evidence suggests that the large effect size is not accounted for by the information component of the intervention and that the treatment impact was much greater for parents who are more present-oriented than for parents who are less present-oriented.
KerkoCite.ItemAlsoKnownAs: 10.3386/w21602 2339240:EL2K2P22 2405685:YMUAPKYZ

Using AI to Automate Literature Reviews - Haßler, Björn; Hassan, Mustafa; Klune, Christopher (EdTech Hub, 2024)
In many research organisations, systematic literature reviews often happen manually, especially at country-level. To improve the speed of literature reviews and improve the efficiency of literature reviews across the sector, the present document presents a short topic brief that explores the use of AI to automate EdTech literature reviews. The topic brief considers several questions: What tools are available for conducting automated evidence reviews? How appropriate are these existing tools? Are they easy to use? Do they have licensing or cost barriers? How advanced are these AI tools?
ZenodoArchiveID: 10529049 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1003 ZenodoArchiveConcept: 10529048
Keywords: _r:AddedByMyEducationEvidence; coming soon

Using a Participatory Approach to Create SEL Programming: The Case of Ahlan Simsim - Kohn, Shanna; Foulds, Kim; Cole, Charlotte; Matthews, Mackenzie; Hussein, Laila (Journal on Education in Emergencies, 2021)
This paper highlights the use of a participatory, trauma-informed approach in the creation of Ahlan Simsim, a Sesame Street television program for the Middle East, and asserts the importance of using a participatory approach to designing culturally relevant social and emotional learning (SEL) content. Ahlan Simsim is a component of a larger initiative of the same name, which was created by Sesame Workshop and the International Rescue Committee and funded by the MacArthur and LEGO foundations. This program brings early learning and nurturing care to children and families affected by the Syrian crisis through a combination of mass media and direct service programming. In this article, we present a review of the research and consultations Sesame Workshop conducted with local communities and local child-development experts in Iraq, Jordan, Syria, and Lebanon from August to November 2018. Sesame Workshop’s aim was to identify and refine the television program’s focus area and to create locally relevant, trauma-informed content that draws from SEL strategies that resonate most and have the greatest impact with audiences in the Syrian response region. We argue that, for SEL programming to achieve maximum impact, it is critical that program designers develop socialemotional frameworks for children from the ground up by working with local caregivers and practitioners.
KerkoCite.ItemAlsoKnownAs: 10.33682/hxrv-2g8g 2339240:CUZ5VVAB 2405685:JNHJGIBB

"User sensitive inclusive design" - in search of a new paradigm - Newell, Alan F.; Gregor, Peter (Proceedings on the 2000 conference on Universal Usability, 2000)
This paper considers appropriate research methodologies for the development of Universal Usability. It is written from the viewpoint of research which has the long term objective of developing technological systems for everyone, including people with disabilities. It considers whether new research paradigms are appropriate and how they are different from those used within traditional technological research. It suggests the development of a new paradigm of “User Sensitive Inclusive Design” which includes people with disabilities within a User Centred Design methodology, and recommends a collaborative approach to the development of such a methodology.
KerkoCite.ItemAlsoKnownAs: 10.1145/355460.355470 2339240:8MBZDCBK 2405685:LP4C6FMU
Keywords: universal design; usability; user centered design

Use of Twitter Technology in Educational Learning - Sunday, Ajibo Anthony (The Turkish Online Journal of Educational Technology, 2021)
This paper explores the use of Twitter technology in educational learning and teaching in education system. The objectives of this study emphasizes on the contributions of Twitter to personal and educational learning experience, and its adoption for professional development in 21st century. Twitter technology was invented as a media outlet in 2006, to provide a unique kind of communication that allows only 140 numbers of characters. It is a technology that permits users to send and receive information on website, from mobile or computer-enabled internet. A Twitter requires a valid email address to sign up for an account and equally set up private profiles in line with the system command. Users share pictures, videos among other educational materials of what is happening in the world. Twitter is a social media platform that has drawn the attention of its users, especially the students and educators around the world. Secondary sources of data collection were adopted in the paper review. In spite of the short comings of Twitter technology, major findings revealed that the use of Twitter technology is becoming a common usage among students and professional development of educators across the world. Recommendations include the need for sustained campaign of the use of Twitter technology in institutions of learning across the world, especially in the developing countries, and the pedagogical adoption of Twitter for professional development of the future of education, as opposed to traditional method of teaching.
KerkoCite.ItemAlsoKnownAs: 2339240:NQYY6PUR 2405685:ZCBI9SUI
Keywords: ⛔ No DOI found

Use of Technology in Open and Distance Education: A Guideline for the Educational Institutions in Bangladesh - Islam, Saria; Mahmudul, A.S.M. (International Journal of Applied Information Systems, 2016)
KerkoCite.ItemAlsoKnownAs: 10.5120/ijais2016451481 2339240:ICM5ECYQ 2405685:A9QMZE8J

Use of tablet technology in the classroom. - Goodwin, K. (NSW Department of Education and Communities, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:YS6XDKHS 2405685:LV4CLWTE

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

Use of low cost wireless communication technology for education in rural Kenya | Proceedings of the 4th ACM Workshop on Networked Systems for Developing Regions - Mayeku, B.; Kilwake, J.; Bertarelli, F (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:MM4XR5EJ 2405685:8D3XN52L

Use of learning assessment data in education policy-making | IIEP-UNESCO - Raudonyte, Ieva (UNESCO IIEP, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:VJAGTN84 2405685:GLNRL2JL

Use of Information communication technology in teaching and learning processes in secondary schools in Rachuonyo South District, Homa-Bay County, Kenya - Obonyo, Samson O. (University of Nairobi, 2013)
The purpose of this study was to investigate the use of Information Communication Technology (ICT) in teaching and Learning in Rachuonyo South District secondary schools. The focus was on three main subject matters: on ICT use and competence, on teacher and student and on ICT infrastructure and teaching practices. The study is closely connected to the national educational policy, which has aimed strongly at supporting the implementation of ICT in pedagogical practices at all institutional levels. Six research questions were formulated to guide the researcher investigate the phenomena. A descriptive survey design was used to collect data from the field through the use of questionnaire and an observation schedule. The result indicated that ICT has not been successfully integrated in teaching and learning in schools. In general, students are capable and motivated users of computers. Some students have the skills to use new kinds of applications and their ICT skills are wider although not necessarily adequate. Teachers’ skills are more heterogeneous. The large majority of teachers have sufficient skills for everyday and routine working practices, but many of them still have difficulties in finding a meaningful integration of ICT into teaching and learning. Most teachers reported that the use of ICT in learning and teaching was slow in the past years and proposed upgrading of students computer labs and accelerating internet connectivity in the schools. Further, teachers’ good ICT competence helps them to adopt new pedagogical practices and integrate ICT in a meaningful way. The results also showed that students are capable and motivated users of new technology and their ICT skills are wide, although not necessarily adequate; the working habit might be ineffective and wrong. Some students have a special kind of ICT related adaptive expertise, which develops in a beneficial interaction between students and teachers, and individual interest and activity. The most common goal to student use of ICT is challenged by the internet, digital communication and the need to filter information. Since students’ ICT skills can be translated to increased creativity, which include innovation and productive workforce, to develop capacity to ICT which support the country’s knowledge base. The findings further indicated that ICT integration realized some challenges such as availability of sufficient number of ICT tools, lack of motivation and support and lack of technical support. The challenges are either teacher-level (Microlevel), school level (Meso-level) or system level (Macro-level). These barriers have hindered successful implementation of ICT into teaching and learning processes. The study also recommended that teachers should be given sufficient training on how to use ICT tools to enhance teaching and learning in schools. The study also recommended that students should be equipped with ICT skills such as Microsoft software applications such as word, excel and access. Finally, further research on the perception of teachers and students towards the use of ICT in enhancing teaching and learning and relevant strategies for using ICT to improve teaching and learning practices should be conducted.
Accepted: 2013-09-13T12:53:42Z KerkoCite.ItemAlsoKnownAs: 2339240:VMGJH5RH 2405685:K3FR5Q2D

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

Use of digital game based learning and gamification in secondary school science: The effect on student engagement, learning and gender difference - Khan, Amna; Ahmad, Farzana Hayat; Malik, Muhammad Muddassir (Education and Information Technologies, 2017)
This study aimed to identify the impact of a game based learning (GBL) application using computer technologies on student engagement in secondary school science classrooms. The literature reveals that conventional Science teaching techniques (teacher-centered lecture and teaching), which foster rote learning among students, are one of the major concerns in Pakistan Education system. This leads to student disengagement in science lessons eventually resulting in student absenteeism and dropouts from the schools. This study consisted of five stages: (1) examining the impact of Digital Game-Based Learning (DGBL) and gamification on engagement, learning and gender difference, and literature related to using DGBL models for instructional design; (2) planning learning activities and developing a GBL application based on a specific content in Science; (3) conducting an intervention with a sample of 72 participants of 8th grade (aged 12–15) in a low cost private school of Pakistan following quasi-experimental research framework; (4) observing behaviour and emotions of the participants during science lessons; (5) conducting pre and post tests to assess the learning outcomes of participants followed by focus groups discussion. Analysis from Friedman test, Mann-Whitney U test, and Wilcoxon Signed Rank test show that the GBL application has a positive influence on student engagement. However, GBL application was not equally effective for all students since girls outperformed boys in terms of engagement and learning outcomes. This study gives insights into the development of better educational games to promote student learning.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-017-9622-1 2339240:8MNNLVNL 2405685:629DUKTV

Use of adaptive computer assisted remediation programs to prevent student dropout in the context of COVID-19 - Angel-Urdinola, Diego (2020)
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:J5Q46ESZ 2405685:5YD7R436

Use ICT to provide access to content, professional development and professional learning communities (Recommendation 7) - Lawrie, J.; Hennessy, S.; Haßler, Björn; Phalachandra (Where it's needed most: quality professional development for all teachers, 2015)
EdTechHub.Source: 2129771:KQGAREE9 EdTechHub.Source: 2129771:KQGAREE9 Book DOI: 10.13140/RG.2.1.2044.3761 KerkoCite.ItemAlsoKnownAs: 2129771:KQGAREE9 2339240:CBYR6TWI 2405685:8Q6BDGWE 2405685:PKLI25VA 2405685:ZIXCZS28 2534378:DMKTGVXQ
Keywords: C:Fragile contexts; docs.opendeved.net

USAID Tusome Pamoja annual report - Sinno-Lai, Felice (USAID, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:DA7SZL88 2405685:G2HZJK7M
Keywords: ⛔ No DOI found

USAID Partnership for Education - USAID (Global Reading Network, 2020)
The USAID Ghana Partnership for Education: Learning activity developed a phonics-based reading program that will provide evidence-based tools and strategies for improving reading performance in 100 districts in Ghana, reaching approximately 1.1 million primary students. This brochure provides an overview of Learning’s approach, which includes teacher professional development models, methods for scaling up, a model for primary mathematics, a rigorous monitoring and support system and a learning-by-doing approach to capacity development. The brochure also highlights strong results from a prototype of the program conducted in the Dagbani language.
Library Catalog: www.globalreadingnetwork.net KerkoCite.ItemAlsoKnownAs: 2405685:A65EQEW4

USAID/Madagascar impact evaluation of the Mahay Mamaky Teny (MMT) project - Moussa, Wael; Cao, Yvonne; Louge, Nathalie (United States Agency for International development, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:57KZZLLD 2405685:DXY44ZMG

USAID/Kenya Primary Math and Reading (PRIMR) Initiative: Kisumu Information and Communication Technology (ICT) Intervention. Endline Report. - Piper, B.; Kwayumba, D. (Research Triangle Institute (RTI), 2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:ILKMBDCW 2405685:7K6TGAXF

USAID Impact Evaluation of the Makhalidwe Athu Project (Zambia): Endline Report - USAID (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:Z8P3HQYW 2405685:4HGKJJG3 2405685:55JTUQBV 2486141:ISZVRG5C
Keywords: ⛔ No DOI found

USAID digital strategy - USAID (USAID, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:U7QRB4MQ 2405685:349KATMC

USAID Digital Strategy - USAID (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DKV2HJGN 2405685:FPT5DR3H

USAID Announces $74 Million for Early Grade Reading in Malawi | Press Release - USAID (U.S. Agency for International Development, 2022)
The U.S. government, through the U.S. Agency for International Development (USAID), is supporting Malawi’s vision for early grade literacy through the new Next Generation (NextGen) early grade reading project. This investment of $74 million over the next five years, subject to appropriations, will improve the delivery of high-quality early grade reading instruction in all of Malawi’s over 5,700 public primary schools nationwide. Since 2015, the U.S. government has invested more than $136 million in Malawi’s early grade reading efforts.
KerkoCite.ItemAlsoKnownAs: 2339240:VVQUGZN4 2405685:MGLZTU2M

USAID Advancing Nutrition Gender Equality Strategy (August 2019) - USAID (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:9LTYMFLE 2405685:4NTVT6MU

Usage level and Attitude of The Secondary Level Teachers' in Bangladesh Towards ICT at Personal and Professional Arena - Kashem, Abul; Haque, Ziaul (2014)
Integration of information and communications technologies (ICTs) in education sectors is one of the prime objectives of Bangladesh from the last decade. This study is conducted to assess the level of using ICT and acceptance of new technology by secondary level teachers in Bangladesh in their professional and personal arena. The study revealed that in Bangladesh most of the secondary level teachers use computer and internet for their personal purpose and use computers 35 times in a day. It revealed that secondary level teachers are interested to spend for ICT purpose. It also revealed that there is a difference in ICT usage between male and female teachers but no difference of the same among the different level of the teachers. It was found that there is no difference in case of perception about ICT between male and female teachers but perception among different level of teachers about ICT is different. Unavailability of high speed and wireless connections, lack of computer knowledge, high cost at start-up and unwillingness of aged teachers are found as hindrance for use of ICT in secondary level teaching arena. The success of information and communications technology (ICT) applications in teaching is profoundly dependent on the level of computer use by secondary level teachers. Majority of the Secondary level teacher were interested to accept the new technology for their professional capability enhancement and serve the nation. This questionnaire-based study assessed the level of computer and internet use by Secondary level teacher in Bangladesh is not satisfactory but perception of secondary level teacher for accepting new technology is positive both in their personal and professional arena.
KerkoCite.ItemAlsoKnownAs: 2339240:E889VQ5E 2405685:FN9HP3MF
Keywords: ⛔ No DOI found

Usage and Impact of ICT in Education Sector; A Study of Pakistan - Wasif, M. Nisar; Munir, Ehsan Ullah; Shad, Shafqat Ali (arXiv:1206.5132 [cs], 2012)
In many countries, information and communication technology (ICT) has a lucid impact on the development of educational curriculum. This is the era of Information Communication Technology, so to perk up educational planning it is indispensable to implement the ICT in Education sector. Student can perform well throughout the usage of ICT. ICT helps the students to augment their knowledge skills as well as to improve their learning skills. To know with reference to the usage and Impact of ICT in Education sector of Pakistan, we accumulate data from 429 respondents from 5 colleges and universities, we use convenient sampling to accumulate the data from district Rawalpindi of Pakistan. The consequences show that Availability and Usage of ICT improves the knowledge and learning skills of students. This indicates that existence of ICT is improving the educational efficiency as well as obliging for making policies regarding education sector.
arXiv: 1206.5132 KerkoCite.ItemAlsoKnownAs: 2339240:IS8V7XML 2405685:3QNIXXK7
Keywords: Computer Science - Other Computer Science; ⛔ No DOI found

Usability Testing of a Mobile-based Learning Management System for Teacher Continuous Professional Development in Tanzania - Kondoro, Aron; Maro, Salome; Mtebe, Joel; Haßler, Björn; Proctor, Jamie; EdTech Hub (The International Journal of Education and Development using Information and Communication Technology, 2023)
The last two decades have seen the growing adoption of mobile devices to enhance the quality of teachers' continuous professional development (TCPD) in low-income countries. Using mobile devices, typically not designed for educational use, presents new usability challenges, preventing teachers from effectively accessing learning materials in learning management systems (LMS). Therefore, it is important to test usability to improve the delivery of TCPD via mobile devices. This study evaluated the usability of TCPD-focused mobile-based LMS accessed via a mobile web browser and mobile app. The evaluation used a hybrid think-aloud method involving 63 teachers from 12 schools in Tanzania. Half of the schools were evaluated using a concurrent think-aloud method, and the other half using a retrospective think-aloud method. The study found that teachers encountered many usability problems in using the mobile app compared to those who accessed the LMS via mobile web browsers. The study also found usability flaws in the registration and login process, poor language translation, technical errors, and issues with quiz questions. These findings show the importance of user testing, even for well-developed LMS, such as Moodle. Additionally, this work provides useful guidance for those who want to implement mobile learning via an LMS in low-income countries.
KerkoCite.ItemAlsoKnownAs: 2339240:ZTWSB6CB 2405685:L5AY2YZI
Keywords: ⛔ No DOI found

US pulls Pakistan Sesame Street aid - BBC (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:X5ZI5F5J 2405685:9SH62KD4 4803016:FMFFZ2VN

US pulls funding from Pakistan's Sesame Street - Boone, Jon (The Guardian, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:RVN4BHMY 2405685:2YC6M7TZ 4803016:NPYGTLE6
Keywords: Children's TV; Pakistan; Sesame Street; Television; US news; World news

Ururimi rwa Kinyarwanda mu burezi ibihe: umugani cyangwa ukuri? - Niyomugabo, Cyprien (Journal of Educational Research and Review, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:UFWTLTLY 4042040:ET6PL2GZ
Keywords: ⛔ No DOI found

Urdu version of Sesame Street from April - Mohiuddin, Saeed (The News International, 2009)
Pakistani children would be able to watch the Urdu version of Sesame Street – the most-watched children’s television show in the world – five days a week on both PTV 1 and PTV 2...
KerkoCite.ItemAlsoKnownAs: 2405685:JFFPPRY2

“Urban slum education”: a case study of children’s experience in Jakarta - Cho, InJung (Comparative International & Education Society (CIES), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JN7XPSE6 2405685:8ZA4AQCK

Urban population - Pakistan | Data - World Bank (World Bank Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:46DZPS2B 2405685:5DQAJU7Q

Upping the Ante: The Equilibrium Effects of Unconditional Grants to Private Schools - Andrabi, Tahir; Das, Jishnu; Khwaja, Asim I.; Ozyurt, Selcuk; Singh, Niharika (World Bank, 2018)
This paper tests for financial constraints as a market failure in education in a low-income country. In an experimental setup, unconditional cash grants are allocated to one private school or all private schools in a village. Enrollment increases in both treatments, accompanied by infrastructure investments. However, test scores and fees only increase in the setting of all private schools along with higher teacher wages. This differential impact follows from a canonical oligopoly model with capacity constraints and endogenous quality: greater financial saturation crowds-in quality investments. The findings of higher social surplus in the setting of all private schools, but greater private returns in the setting of one private school underscore the importance of leveraging market structure in designing educational subsidies.
Accepted: 2018-08-23T17:19:28Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8563 2339240:6Y2Q8MG7 2405685:DA7JLW8K 4656463:K4ANUEBW
Keywords: Education Markets; Financial Innovation; Private Education; Return to Capital; SMEs; Small and Medium Enterprises; Student Achievement; Unconditional Cash Transfers

Upgrading the ICT questionnaire items in PISA 2021 - Lorenceau, Adrien; Marec, Camille; Mostafa, Tarek (2019)
This paper explains the rationale for updating the OECD Programme for International Student Assessment (PISA) 2021 questionnaire on Information and Communication Technology (ICT) and shows how it covers policy topics of current relevance. After presenting key findings based on previous ICT-related PISA data, the paper provides a summary of the PISA 2021 ICT framework guiding the development of the questionnaire. The paper then describes the process followed by the OECD/PISA secretariat for the development of the PISA 2021 ICT questionnaire items. The paper concludes by drawing some lessons that would inform future development of this instrument.
shortDOI: 10/ggjtph KerkoCite.ItemAlsoKnownAs: 10.1787/d0f94dc7-en 10/ggjtph 2339240:ZALQGM98 2405685:HAXV82VZ

Unstructured data in marketing - Balducci, B; Marinova, D (Journal of the Academy of Marketing Science, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1007/s11747-018-0581-x 2405685:RTNHA8JP 2486141:GRQZTIKQ

Unprecedented pandemic, unprecedented shift, and unprecedented opportunity - Yan, Zheng (Human Behavior and Emerging Technologies, 2020)
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/hbe2.192 KerkoCite.ItemAlsoKnownAs: 10.1002/hbe2.192 10/ghzhfb 2339240:TWC4WH69 2405685:WDB4PMH4

Unlocking the potential of knowledge and technology for all - LaFleur, Marcelo; Iversen, Kenneth; Jensen, Lars (OECD, 2016)
shortDOI: 10/ghgnfr KerkoCite.ItemAlsoKnownAs: 10/ghgnfr 2405685:9IUSUFZB 2405685:J3YHKKFM

Unlocking Talent Through Technology Malawi - VSO (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:5A6J5JZU 2405685:LPRCAQI5

Unlocking Talent: Evaluation of a tablet-based Masamu intervention in a Malawian Primary School - Pitchford, Nicola (2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:LHCZDTV2 2405685:PASJQ9GL

Unlocking Talent - Unlocking Talent (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:VGLYSWAB 2405685:7RUAVAA4

Unlocking Learning: The implementation and effectiveness of digital learning for Syrian refugees in Lebanon, Innocenti Research Report - Dreesen, Thomas; Kamei, Akito; Karamperidou, Despina; Abou Fakher, Sara; Marji, Lama; Ortiz Correa, Javier Santiago (UNICEF Office of Research - Innocenti, 2021)
Digital learning has the potential to offer interactive and personalized learning for children, in and out of school, including the most marginalized. However, depending on programme design, delivery, and use, digital learning can also exacerbate learning inequalities. This report presents tangible findings on the implementation and use of digital learning to improve outcomes for marginalized children in Lebanon. This report focuses on the UNICEF-Akelius Foundation Partnership and its implementation of a digital course used on tablets and mobile phones for language learning of Syrian refugees in Lebanon. The report provides findings across three areas: First, the report investigates the digital course’s use in a blended learning environment where it was used on tablets by students as part of traditional face-to-face classroom instruction with teachers. Second, the analysis examines the transition to remote learning where the course was used on devices owned by the household, supported by teachers remotely. Third, the report estimates the effectiveness of the use of the digital course during this period of remote learning from August–November 2020 showing positive results for language and art competencies.
KerkoCite.ItemAlsoKnownAs: 2339240:7ANL23GH 2405685:CBVBP2KY

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

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

Unlock Education for All: Focus on Children Furthest Behind - Taulo, Wongani Grace; Bergmann, Jessica; Dreesen, Thomas; Nugroho, Dita (Save Our Future, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PH8HEKCC 2405685:3KBXL6BB

University of Melbourne to issue recipient-owned blockchain records - University of Melbourne (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ZYEUR4P3 2405685:PUAUNHCB

Universities to reopen in mid-June to final-year students - Kokutse, F. (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:7SFM7CXW

Universal Service Funds & connecting schools to the Internet around the world - Trucano, Michael (2015)
EdTechHub.ItemAlsoKnownAs: 2405685:NSLD39FX

Universal Service and Access Funds: An Untapped Resource to Close the Gender Digital Divide - World Wide Web Foundation (2018)
EdTechHub.ItemAlsoKnownAs: 2405685:ZCREHK9S

Universal Design for Learning to Help All Children Read: Promoting Literacy for Learners with Disabilities - Hayes, Anne; Turnbull, Ann; Moran, Norma (USAID, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:BQZXP46T 2405685:QAQ8FR9B

Universal Design for Learning: Theory and Practice - Meyer, A; Rose, D; Gordon, D (Center for Applied Special Technology., 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:E35ITZ2D 2405685:ZR5RX227

Universal Design for Learning: Is It for Everyone? - Rose, D; Meyer, A (2006)
Universal Design for Learning (UDL) stands at the forefront of contemporary efforts to create universal access to educational curricula for all students, including those with disabilities. The "universal" in UDL does not mean there is a single optimal solution for everyone. Instead, it underscores the need for flexible approaches to teaching and learning that meet the needs of different kinds of learners. In this first UDL Reader, Anne Meyer and David H. Rose, cofounders of CAST, the educational nonprofit that developed the UDL framework, bring together a collection of articles on the practical, classroom dimensions of the UDL revolution in education. The authors offer insights on learner differences, the capacities of new media in the classroom, and effective teaching and assessment practices. The volume also includes lessons from teacher professional development workshops, classroom-based research, and UDL practitioners themselves. A highly readable volume aimed particularly at school teachers and administrators, this book is also an uncommonly accessible introduction to UDL for all readers committed to creating improved and universal access to educational materials for all students. Following a preface (Anne Meyer and David H. Rose), this book contains the following chapters: (1) Applying Universal Design for Learning in the Classroom (Peggy Coyne, Patricia Ganley, Tracey Hall, Grace Meo, Elizabeth Murray, and David Gordon); (2) A UDL Case Story and Model Lesson: Reading Challenges in Geography and Social Studies (The Staff at CAST); (3) Frequent Questions about Universal Design for Learning (Grace Meo); (4) A Level Playing Field: UDL in the Classroom (Lani Harac); (5) Teacher Perspectives: UDL in the Elementary Classroom (Kirsten Lee Howard); (6) Teacher Perspectives: Strategy Instruction Goes Digital (Nicole Strangman); (7) Implications of Universal Design for Learning for Classroom Assessment (David H. Rose and Robert P. Dolan); (8) The Promise of New Learning Environments for Students with Disabilities (Bart Pisha and Skip Stahl); (9) Transforming the Textbook to Improve Learning (Skip Stahl); (10) Engaging the Text: Brain Research and the Universal Design of Reading Strategy Supports (David H. Rose and Bridget Dalton); and (11) Teaching Internet Literacy Strategies: The Hero Inquiry Project (Maya B. Eagleton, Kathleen Guinee, and Karen Langlais). An index is also included.
KerkoCite.ItemAlsoKnownAs: 2339240:RTHAM8C5 2405685:2IJJICCL

Universal Design for Learning Guidelines version 2.2. - CAST (2018)
EdTechHub.ItemAlsoKnownAs: 2405685:6XPC3WHH

Universal child benefits: Policy issues and options - ODI & UNICEF (Overseas Development Institute/ United Nations Children's Fund, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2IESFPQB 2405685:WUGIBXUX