Changing perceptions is one thing…: barriers to transforming leadership and learning in Ghanaian basic schools - Jull, Stephen; Swaffield, Sue; MacBeath, John (School Leadership & Management, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1080/13632434.2013.849679 2339240:A95D5RJ5 2405685:T2ZTFXPD

Changes in student motivation during online learning - Kim, Kyong-Jee; Frick, Theodore W (Journal of Educational Computing Research, 2011)
00026 KerkoCite.ItemAlsoKnownAs: 2129771:LTG44LQZ 2405685:EHF665QP
Keywords: ❓ Multiple DOI

Challenges facing principals in Integrating Information Communication Technology (ICT) for efficient management in secondary schools In Nyamira County, Kenya - Ombui, Silas Chester (2013)
This study examines the challenges faced by Kenyan secondary school principals in the use of ICT in enhancing school management. The study investigated computer literacy levels of secondary school principals, challenges faced by principals in integrating ICT for management and acquiring computer hardware and software, extent in which ICT is being used in management and the recommendations which can enhance the principals use ICT for management. The target groups of schools under the study were schools situated in a rural district where we have weak infrastructure and limited facilities in terms of transportation and other means of communication. The study was conducted in 30 secondary schools in Nyamira District in Kenya selected purposefully using availability of electricity as the criteria for selection. Data collection methods included closed and open ended questionnaires for the principals and observation. The data collected was analyzed by tabulating the responses from the 30 respondents and processed manually using frequency counts and percentages. The study findings showed that ICT as a management tool was not used effectively to address management issues. The study also revealed that ICT was being used for clerical issues and to a limited extent on little management issues particularly the processing of examinations. The major challenges facing the principals was lack of funds to acquire computer hardware and software, lack of exposure on the capabilities of ICT to ease management work, and lack of adequate training in ICT for the principals. The findings of the study suggest that for successful implementation of ICT for management in Kenyan secondary schools, strategies that include the financing of ICT infrastructure by the government and other stakeholders, capacity building and the formulation of an ICT policy is required to address the issue of management in secondary schools. Equally adaptation of strategies used elsewhere in the world could be employed.
Accepted: 2013-09-09T06:59:21Z KerkoCite.ItemAlsoKnownAs: 2339240:WADVWVPF 2405685:HCBPD3VW 4656463:YKELQPB3

Challenges Facing Adoption of Information Communication Technology (ICT) In Educational Management in Schools in Kenya - Kipsoi, Emmy; Chang'ach, Dr; Sang C, Hellen (Journal of Sociological Research, 2012)
ICT has contributed greatly to educational management in schools globally (Zhao and Frank, 2003). However, in Kenya schools hardly use ICTs to manage the quality of output, or to raise teacher productivity, or to reduce costs through analyzing spending. This is attributed to a myriad of challenges facing most schools in Kenya with regard to adoption of ICTs in educational management. This has resulted to a slow rate of adoption of technology despite its promise and potential for use in educational management in schools. As such, this paper analyses the lethargy that has surrounded education management in schools with respect to acquisition of Information Communication Technology. Education and training sector has a major role to play in the implementation of the proposed ICT policy. First, the sector itself is a major user of ICT, not only in education, training and research but also in the management of the sector. The paper argues that ICT policies must be dynamic, cost-effective, adaptable, and differentiated between sectors and between the various segments of educational management in order to contribute effectively to education management. The recommendations of this paper provide a basis for the urgent need for the integration of ICTs in educational management in schools in Kenya.
KerkoCite.ItemAlsoKnownAs: 10.5296/jsr.v3i1.1882 2339240:RXCIEA2R 2405685:EMUX9EK9

Challenges and strategies of working with learners with low vision: Implications for teacher training - Yalo, J. A.; Indoshi, F. C.; Agak, J. O. (Educational Research and Reviews, 2012)
Learners with low vision can be trained to increase their visual functioning through a planned programme of visual experiences. Such a low vision training programme was introduced in Kenya in 1994. However, despite its implementation over the last 15 years, challenges still persist among teachers who work with such learners. The purpose of this study was to document challenges that learners with low vision have on teachers’ performance when teaching learners with low vision in special primary schools for the visually impaired in Kenya. The study was carried out in 6 schools for the visually impaired respondents in the study including 78 teachers survey through questionnaire and observation. The study established challenges faced by teachers as lack of appropriate devices for learners, lack of adequate training of teachers and lack of regular teacher auditing. Strategies suggested to address the challenges were supply of low vision devices, low vision teams based at each school reconstituted to provide co-ordinated learning support and regular case conferencing be mounted to provide teacher support.
KerkoCite.ItemAlsoKnownAs: 10.5897/ERR10.100 2339240:B8RGF7UM 2405685:ZSVGWH7J

Challenges and opportunities for teacher professional development in interactive use of technology in African schools - Hennessy, Sara; Haßler, Bjoern; Hofmann, Riikka (Technology, Pedagogy and Education, 2015)
This article examines the supporting and constraining factors influencing professional learning about interactive teaching and mobile digital technology use in low-resourced basic schools in sub-Saharan Africa. It draws on a case study of iterative development and refinement of a school-based, peer-facilitated professional learning programme (‘OER4Schools’) that integrated use of mobile technologies, digital open educational resources and interactive pedagogy. The research and development involved teachers in three Zambian primary schools and culminated in an extensive multimedia resource. Using an ecological framework, factors emerging were characterised at three levels: teacher, school, and the wider community and policy context. They include school organisation and leadership, teacher motivation and perceptions of opportunities for professional learning and change, teacher views of pupil capabilities, availability of resources, teacher collaboration, and viewpoints of parents and policymakers. [ABSTRACT FROM PUBLISHER]
Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bri&AN=111289127&site=ehost-live&scope=site KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2015.1092466 10/gfv5xz 2129771:L2HUHYLN 2339240:24LHAF5C 2339240:K9R22K2F 2339240:WV3XY5NW 2405685:6ZLKKKH7 2405685:8V49PM4G 2405685:KILQYYBU 2405685:SXKPQUJ5 2534378:6TMRG3EP 2534378:BF6PBW3F 2534378:QQ6BVI89
Keywords: ADULTS; AFRICA; Article; CAREER development; Digital Technology; EDUCATION; EDUCATIONAL technology research; Interactive Pedagogy; Open Educational Resources; PRIMARY school teachers; Sub-Saharan Africa; Zambia; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2099892; __finaldtb; digital technology; interactive pedagogy; open educational resources; sub-Saharan Africa; teacher professional development

Challenges and opportunities for e-learning in education: A case study - Kafyulilo, Ayoub C. (Handbook of Research on Educational Technology Integration and Active Learning, 2015)
This chapter presents a review of literature on the existing opportunities and challenges of adopting e-learning in education in Tanzania and the possible measures to overcome some challenges. The study also assessed the primary factors contributing to the slow and limited use and integration of tec...
Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-4666-8363-1.ch015 2339240:LU5HVRJJ 2405685:JKIRKBQJ

Challenge and srivers of over-Enrollment in the early years of primary school in Uganda - Weatherholt, Tara; Jordan, Rachel; Crouch, Luis; Barnett, Ed; Pressley, Jennifer (International Journal of Early Childhood, 2019)
Consistent over-enrollment, together with low official repetition rates, in the early years of school indicates inaccurate reporting of repetition, which may mask the reasons for low primary school completion. Actual repetition rates may be higher and pose issues for teachers through overcrowding of classrooms and issues for governments through inefficient education systems. This research explores repetition rates of students in Primary 1 in Uganda and considers the implications for efficiency and quality of education for the early years of school. The sample comprised 1440 students in Primary 1 classrooms in 120 schools. Interviews were conducted with 1318 caregivers of randomly selected students and 1439 teachers of the same students, and official records from 118 schools were examined to compare age and repetition rates. Findings showed that caregiver- and teacher-reported repetition is much higher than officially reported by schools; that repetition is strongly linked to non-attendance in pre-primary schooling; and that caregivers reported more over-age students, fewer target-age students, and more under-age students than official school records. Policy implications include the need for dialogue around repetition rates and the possible efficiency effects of less-costly, pre-primary education on the total primary schooling cycle.
KerkoCite.ItemAlsoKnownAs: 10.1007/s13158-019-00238-3 2339240:3WMYLF8F 2405685:975JWM6R 4656463:2HX448CB
Keywords: Early childhood; Education efficiency; Low-income countries; Pre-primary education; Repetition

Certificates in the blockchain - Det Norske Veritas (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:29TXBDVE 2405685:TRGSP8JF

Centre for National Distance Learning and Open Schooling (CENDLOS) - Editor (COMOSAConnect, 2017)
Centre for National Distance Learning and Open Schooling (CENDLOS) Contact: Joshua C. Mallet, Director Address: C27 Onyasia Crescent, Roman Ridge, PO Box 1627, Castle Osu, Accra, Ghana Phone: 233 3…
Library Catalog: comosaconnect.org EdTechHub.ItemAlsoKnownAs: 2405685:446NUNEW

Ceiling Effect - Garin, Olatz (Encyclopedia of Quality of Life and Well-Being Research, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-94-007-0753-5_296 2339240:4RMUG5W8 2405685:55YRSBRK

CBM Position Paper Audiology - Santana, Diego; Castellanos, Patricia; Tesni, Siân (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:DACEMLMD 2405685:E8WXE7W4
Keywords: ⛔ No DOI found

Causes of Girls Drop out from Primary Schools in Tehsil Bahrain District Swat, KPK Pakistan - Bibi, Aqsa; Ahmad, Waqar (Asian Journal of Contemporary Education, 2019)
Getting education is very important for both boys and girls. However, there are female children who do not complete school cycle and leave school before its completion which is one of the concerning issues for the Ministry of Education in Pakistan. To know why these girls drop out of school, the study provides some brief information on it. To get information on the above issue, structured interviews were used. The study was conducted in 4 Girls primary schools of Tehsil Bahrain district SWAT. Data was collected from sample of 80 respondents, in which (11 dropout girls from Govt Girls Primary School Madyan Swat, 16 from Govt Girls Primary School Ayeen Swat, 22 dropout girls from Girls Primary School Darolai Swat, 3 dropout girls from Girls Primary School Jail Bahrain Swat. 20 mothers of the dropout students and 8 teachers. After collecting information, some of the main causes for the dropout were found as work to earn some money for support of family (poverty), moving from one place to another, culture of the village, punishment, teachers' behavior, long distance from house to school and lack of text books and facilities. By looking to the findings of the study, there is a need of other researches in the area.
Publisher: AESS Publications KerkoCite.ItemAlsoKnownAs: 10.18488/journal.137.2019.31.44.58 2339240:2CGD2B4A 2405685:8LQ6V9XE
Keywords: Child Labor; Cultural Influences; Dropout Research; Dropouts; Elementary School Students; Females; Foreign Countries; Individual Characteristics; Poverty; Student Attitudes

CASTOR: learning to create context-sensitive and emotionally engaging narrations in-situ - Pittarello, Fabio; Bertani, Luca (Proceedings of the 11th International Conference on Interaction Design and Children, 2012)
00003 KerkoCite.ItemAlsoKnownAs: 2129771:HAUJKVS3 2405685:ATM9LKLU
Keywords: ⛔ No DOI found

CAST methods in modelling: Computer aided systems theory for the design of intelligent machines - Pichler, Franz; Schwaertzel, Heinz (Springer Science & Business Media, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:SRTSWLJ5 2405685:27MVUU9X

CASEL's framework for systemic social and emotional learning - Borowski, T. (Establishing Practical Social-Emotional Competence Assessment Work Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:Z2WGRMIS 2405685:ARDRR5TA

Case Study Report: RET International Kenya - Boisvert, Kayla (University of Massachusetts Amherst, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ZPJGD9MB 2405685:SACV4G7Q

Capturing cost data: a first-mile problem - Holla, Alaka (2019)
Before we bought our house, my husband and I knew the price. The real estate agent wasn’t allowed to give us a back-of-the-envelope estimate right at the end of the process. She wasn't allowed to just declare that the house was low cost, affordable, or sustainable for our budget. We ...
KerkoCite.ItemAlsoKnownAs: 2339240:6P53FYVF 2405685:DNBLYQQA

Capturing Cost Data - World Bank; International Rescue Committee (World Bank, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:IJ5E95SQ 2405685:4DU2PHIC 2405685:ZSZN39Y5
Keywords: ⛔ No DOI found

Can technology enable effective teacher coaching at scale? - Evans, David (2018)
Teachers are important. And many teachers in low- and middle-income countries would benefit from support to improve their pedagogical skills. But how to do it? Again and again, evidence suggests that short teacher trainings – usually held in a central location – don’t do much of anything to improve teacher ...
KerkoCite.ItemAlsoKnownAs: 2339240:7HET7C9K 2405685:XCWVRPKM

Can’t Wait to Learn Lebanon - War Child (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:2DC7K49J 2405685:WGG5SRLK

Can public rankings improve school performance? Evidence from a nationwide reform in Tanzania - Cilliers, Jacobus; Mbiti, Isaac; Zeitlin, Andrew (Research on Improving Systems of Education (RISE), 2019)
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2019/027 2339240:8NZV7LWT 2405685:PDZ4MDGU

Can Public Rankings Improve School Performance? Evidence from a Nationwide Reform in Tanzania - Cilliers, Jacobus; Mbiti, Isaac; Zeitlin, Andrew (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:BKU3WJ9A 2405685:A72EGY39 4656463:UPYF75H3

Can outsourcing improve Liberia's schools? Preliminary results from Year One of a three-year randomized evaluation of partnership schools for Liberia - Romero, Mauricio; Sandefur, Justin; Sandholtz, Wayne Aaron (Center for Global Development, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:QJIFN6VT 2405685:Y9HDVTEZ

Can One-to-One Computing Narrow the Digital Divide and the Educational Gap in China? The Case of Beijing Migrant Schools - Mo, Di; Swinnen, Johan; Zhang, Linxiu; Yi, Hongmei; Qu, Qinghe; Boswell, Matthew; Rozelle, Scott (World Development, 2013)
One Laptop Per Child (OLPC) is a high profile initiative to narrow the inequality of access to ICT and improve educational performance. However, there is little empirical evidence on its impacts. In order to assess the effectiveness of OLPC, we conducted a randomized experiment of OLPC with Chinese characteristics involving 300 third-grade students in Beijing migrant schools. Our results show that the program improved student computer skills by 0.33 standard deviations and math scores by 0.17 standard deviations. The program also increased student time spent using educational software and decreased student time spent watching TV. Student self-esteem also improved.
shortDOI: 10/gf5f3j KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2012.12.019 10/gf5f3j 2339240:LNAQMDZH 2405685:HVJX5GL2
Keywords: Asia; Beijing migrant school; China; One Laptop Per Child; RCT; computer skills; math test scores

Can One Laptop Per Child Save the World's Poor? - Warschauer, Mark; Ames, Morgan (Journal of International Affairs, 2010)
The One Laptop per Child (OLPC) program is one of the most ambitious educational reform initiatives the world has ever seen. The program has developed a radically new low-cost laptop computer and aggressively promoted its plans to put the computer in the hands of hundreds of millions of children around the world, including in the most impoverished nations. Though fewer than 2 million of OLPC's XO computers have been distributed as of this writing, the initiative has caught the attention of world leaders, influenced developments in the global computer industry and sparked controversy and debate about the best way to improve the lot of the world's poor. With six years having passed since Nicholas Negroponte first unveiled the idea, this paper appraises the program's progress and impact and, in so doing, takes a fresh look at OLPC's assumptions. The paper reviews the theoretical underpinnings of OLPC, analyzes the program's development and summarizes the current state of OLPC deployments around the world. The analysis reveals that provision of individual laptops is a utopian vision for the children in the poorest countries, whose educational and social futures could be more effectively improved if the same investments were instead made on more sustainable and proven interventions. Middle- and high-income countries may have a stronger rationale for providing individual laptops to children, but will still want to eschew OLPC's technocentric vision. In summary, OLPC represents the latest in a long line of technologically utopian development schemes that have unsuccessfully attempted to solve complex social problems with overly simplistic solutions.
Publisher: Journal of International Affairs Editorial Board KerkoCite.ItemAlsoKnownAs: 2339240:GXQVYARZ 2405685:9BRCRSSN 2405685:PUTV3LIS
Keywords: ⛔ No DOI found

Can new modes of digital learning help resolve the teacher crisis in sub-Saharan Africa? - Moon, Bob; Villet, Charmaine (Journal of Learning for Development, 2017)
Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying picture of significant under-achievement across the region. This paper argues that the teacher education and training structures of the last century will never be able to meet urgent contemporary needs. Given population growth, especially among the young, large-scale expansion of the teaching force and the associated teacher education systems will be the norm through to the middle years of the century and beyond. In this context the paper argues for a significant policy shift to expand quality teacher education and professional support at scale through a more school-based and digitally supported network model of provision. Examples of current digital programmes within the region are considered as well as the new technologies that are emerging with relevance to teacher education. The paper suggests a three-phase process through which national governments might move in making the necessary changes in policy and practice.
Publisher: Commonwealth of Learning, 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada KerkoCite.ItemAlsoKnownAs: 2405685:C4EES7UW 2534378:LSYA2A2W
Keywords: Africa; Computer Uses in Education; ERIC; Current Index to Journals in Education (CIJE); Educational Change; Educational Policy; Electronic Learning; Faculty Development; Foreign Countries; Higher Education; Inservice Teacher Education; Online Courses; Postsecondary Education; Preservice Teacher Education; Resource Units; Teacher Shortage; ⛔ No DOI found

Can cost-effectiveness analysis integrate concerns for equity? Systematic review - Johri, Mira; Norheim, Ole Frithjof (International Journal of Technology Assessment in Health Care, 2012)
OBJECTIVES: The aim of this study was to promote approaches to health technology assessment (HTA) that are both evidence-based and values-based. We conducted a systematic review of published studies describing formal methods to consider equity in the context of cost-effectiveness analysis (CEA). METHODS: Candidate studies were identified through an unrestricted search of the Pub Med and EMBASE databases. The search closed on January 20, 2011. We identified additional studies by consulting experts and checking article bibliographies. Two authors independently reviewed each candidate study to determine inclusion and extracted data from studies retained for review. In addition to documenting methods, data extraction identified implicit and explicit notions of fairness. Data were synthesized in narrative form. Study quality was not assessed. RESULTS: Of the 695 candidate articles, 51 were retained for review. We identified three broad methods to facilitate quantitative consideration of equity concerns in economic evaluation: integration of distributional concerns through equity weights and social welfare functions, exploration of the opportunity costs of alternative policy options through mathematical programming, and multi-criteria decision analysis. CONCLUSIONS: Several viable techniques to integrate equity concerns within CEA now exist, ranging from descriptive approaches to the quantitative methods studied in this review. Two obstacles at the normative level have impeded their use in decision making to date: the multiplicity of concepts and values discussed under the rubric of equity, and the lack of a widely accepted normative source on which to ground controversial value choices. Clarification of equity concepts and attention to procedural fairness may strengthen use of these techniques in HTA decision making.
KerkoCite.ItemAlsoKnownAs: 10.1017/s0266462312000050 10/f3xtd7 2339240:IWXV98J3 2405685:PSE2A7W4
Keywords: Canada; Cost-Benefit Analysis; Decision Support Techniques; Health Resources; Health Services Accessibility; Health Status Disparities; Humans; Quality-Adjusted Life Years; Social Justice; Social Welfare

Cameras in the classroom: Facial recognition technology in schools - Galligan, Claire (University of Michigan, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:F3637ZJ8 2405685:XVF9F5NU

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

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

C-DELTA: Preparing students as digital leaders in Bangladesh - Khan, S (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:395TDINJ 2405685:SUZI34L7
Keywords: ⛔ No DOI found

Business Case: Support to Lebanon’s Reaching All Children with Education plan (RACE II): reaching Lebanese and refugee children aged 3-18 with formal education - DFID (DFID, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:9MNJSX6Z 2405685:YZCLQRS3

Building Stronger Education Systems: Stories of Change (Global Partnership for Education, 2019)
The Global Partnership for Education (GPE) supports close to 70 developing countries to ensure that every child receives a quality education. The featured stories in this report show the progress that developing country partners are making in getting more children, especially girls, in school and learning. The results are not only evidence of their commitment to improve education, but also of the sustained and targeted support provided by GPE. Feature stories are included from the following countries: (1) Afghanistan; (2) Benin; (3) Burkina Faso; (4) Djibouti; (5) Eritrea; (6) Ethiopia; (7) Guyana; (8) Kenya; (9) Pakistan; (10) Papua New Guinea; and (11) Sudan.
Publication Title: Global Partnership for Education KerkoCite.ItemAlsoKnownAs: 2339240:MHPT5FM3 2405685:8XCGNDGA
Keywords: Access to Education; Barriers; Developing Nations; Disadvantaged; Early Childhood Education; Economic Development; Educational Change; Educational Improvement; Educational Needs; Educational Practices; Educational Quality; Equal Education; Foreign Countries; Reading Instruction; Reading Skills; Refugees; Rural Education; Technology Uses in Education; Womens Education

Building State Capability: Evidence, Analysis, Action - Andrews, Matt; Pritchett, Lant; Woolcock, Michael (Oxford University Press, 2017)
This is an open access title available under the terms of a CC BY-NC-ND 4.0 licence. It is free to read at Oxford Scholarship Online and offered as a free PDF download from OUP and selected open access locations. Governments play a major role in the development process, and constantly introduce reforms and policies to achieve developmental objectives. Many of these interventions have limited impact, however; schools get built but children don't learn, IT systems are introduced but not used, plans are written but not implemented. These achievement deficiencies reveal gaps in capabilities, and weaknesses in the process of building state capability. This book addresses these weaknesses and gaps. It starts by providing evidence of the capability shortfalls that currently exist in many countries, showing that many governments lack basic capacities even after decades of reforms and capacity building efforts. The book then analyses this evidence, identifying capability traps that hold many governments back - particularly related to isomorphic mimicry (where governments copy best practice solutions from other countries that make them look more capable even if they are not more capable) and premature load bearing (where governments adopt new mechanisms that they cannot actually make work, given weak extant capacities). The book then describes a process that governments can use to escape these capability traps. Called PDIA (problem driven iterative adaptation), this process empowers people working in governments to find and fit solutions to the problems they face. The discussion about this process is structured in a practical manner so that readers can actually apply tools and ideas to the capability challenges they face in their own contexts. These applications will help readers devise policies and reforms that have more impact than those of the past.
KerkoCite.ItemAlsoKnownAs: 2339240:FKJLDS8U 2405685:V8AM2PXA

Building State Capability: Evidence, Analysis, Action - Pritchett, Lant; Andrews, Matt; Woolcock, Michael (2017)
"Building State Capability: Evidence, Analysis, Action" provides evidence of the capability shortfalls that currently exist in many countries, analyses this evidence and identifies capability traps that hold many governments back—particularly related to isomorphic mimicry and premature load-bearing.
KerkoCite.ItemAlsoKnownAs: 2339240:PI9N59BE 2405685:23NKUBAX 4656463:J3ERMP4G

Building capability by delivering results: Putting Problem-Driven Iterative Adaptation (PDIA) principles into practice - Andrews, Matt; Pritchett, Lant; Samji, Salimah; Woolcock, Michael (A governance practitioner's notebook: alternative ideas and approaches, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:PS9EJFFG 2405685:JLFVP35G

Building and Sustaining National ICT Education Agencies: Lessons from International Experiences - Trucano, Michael; Dykes, Gavin (World Bank, 2016)
National ICT/education agencies (and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries. That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. Through an examination of lessons from the development and history of a set of representative ICT/education agencies in East Asia, and, to better understand East Asian experience, other countries around the work, this paper seeks to identify common challenges and issues and potential relevance to leaders of such institutions.
Accepted: 2017-02-17T20:34:58Z KerkoCite.ItemAlsoKnownAs: 10.1596/26086 2405685:PB3NAB8I
Keywords: Education Agencies; Education Policy; ICT Education; Ict

Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program - Habibi, Akhmad; Mukinin, Amirul; Riyanto, Yatim; Prasohjo, Lantip Diat; Sulistiyo, Urip; Sofwan, Muhammad; Saudagar, Ferdiaz (Turkish Online Journal of Distance Education, 2018)
This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.
Publisher: Anadolu University, Office of the Rector, Eskisehir, 26470, Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013525781?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.382663 2405685:J6BE7A45 2534378:E9ZSB7L9 2534378:MCTX9ZFS
Keywords: Case Studies; College Students; Computer Mediated Communication; Critical Thinking; Data Analysis; ERIC; Current Index to Journals in Education (CIJE); Educational Benefits; Focus Groups; Foreign Countries; Group Discussion; Higher Education; Independent Study; Indonesia; Interpersonal Communication; Learner Engagement; Learning Motivation; Practicums; Preservice Teacher Education; Qualitative Research; Social Networks; Student Teacher Attitudes; Teacher Education Programs; __:import:01; __:match:final; __:matched; __:study_id:2097353; __finaldtb

Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program - Habibi, Akhmad; Mukinin, Amirul; Riyanto, Yatim; Prasohjo, Lantip Diat; Sulistiyo, Urip; Sofwan, Muhammad; Saudagar, Ferdiaz (Turkish Online Journal of Distance Education, 2018)
This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.
Publisher: Anadolu University, Office of the Rector, Eskisehir, 26470, Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013525781?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.382663 2339240:76QI6ABS 2405685:27N3HDGU 2534378:E9ZSB7L9 2534378:MCTX9ZFS
Keywords: Case Studies; College Students; Computer Mediated Communication; Critical Thinking; Data Analysis; ERIC; Current Index to Journals in Education (CIJE); Educational Benefits; Focus Groups; Foreign Countries; Group Discussion; Higher Education; Independent Study; Indonesia; Interpersonal Communication; Learner Engagement; Learning Motivation; Practicums; Preservice Teacher Education; Qualitative Research; Social Networks; Student Teacher Attitudes; Teacher Education Programs; __:import:01; __:match:final; __:matched; __:study_id:2097353; __finaldtb

Building an inclusive definition of e-learning: An approach to the conceptual framework - Sangrà, Albert; Vlachopoulos, Dimitrios; Cabrera, Nati (The International Review of Research in Open and Distributed Learning, 2012)
E-learning is part of the new dynamic that characterises educational systems at the start of the 21st century. Like society, the concept of e-learning is subject to constant change. In addition, it is difficult to come up with a single definition of e-learning that would be accepted by the majority of the scientific community. The different understandings of e-learning are conditioned by particular professional approaches and interests.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v13i2.1161 10/gfdb7r 2339240:M75M3X48 2405685:SW8QT9ZX

Building a high-quality teaching profession: lessons from around the world - Schleicher, Andreas (OECD, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1787/9789264113046-en 2405685:KHTXBDEZ 2534378:I7ZW5U83

Building a globalised research system – the case of Bangladesh - Irfanullah, H (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:FYJUZ95H 2405685:CJIZGFZR

Broadening borders to build better schools: virtual professional learning communities - Carpenter, Daniel; Munshower, Paul (The International Journal of Educational Management, 2019)
PurposeThe purpose of this paper is to explore how rural teachers provided a PLC by leveraging virtual technologies to connect educators of like subject disciplines from several schools, foreign and domestic.Design/methodology/approachA phenomenological case study-based approach was leveraged to investigate established vPLCs at schools (Creswell, 2013; Stake, 2010). Qualitative data were collected from multiple sources to obtain rural teacher perceptions on the impact vPLCs had on their practice (Creswell, 2013).FindingsTeacher collaborative teams build relationships comparable to teams that met face to face as part of a similar PLC and PD experience. Participant reflections in this investigation showed that rural educators favored face-to-face meetings; however, vPLCs provided similar teacher experiences to that of the face-to-face PBL model. Results indicated that educators recognized virtual collaboration just as valuable a tool for enabling PLCs than face-to-face collaborations while still offering similarities to improved teacher practice.Research limitations/implicationsThe research was limited to teachers in rural settings in the USA (Texas) and in the Dominican Republic. The research was limited to teacher perceptions of change, and observed changes as part of their participation in a research-based virtual PLC model. The research was limited to the school setting over an academic year.Practical implicationsThe findings from this study have practical implications for rural teachers and school implementation of a professional learning community model.Originality/valueThe promise provided by this study is that vPLCs may provide opportunity for rural schools to provide a job-embedded professional development model (Croft et al., 2010) for otherwise isolated teachers (Barrett et al., 2015).
Place: Bradford Publisher: Emerald Group Publishing Limited Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2338030077?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1108/IJEM-09-2018-0296 2339240:ITBNKNJS 2405685:493XEK9T 2405685:BXCJZXC3 2534378:9DM4HQE9 2534378:BDJAHBNX 2534378:EEJ2GZ6E
Keywords: Collaboration; Communities of Practice; Computer Mediated Communication; ERIC; Current Index to Journals in Education (CIJE); Education; Educational technology; Faculty Development; Learning; Meetings; Preferences; Professional development; Professional learning communities; Rural Schools; Rural schools; School districts; Teacher Attitudes; Teacher Collaboration; Teacher collaboration; Teachers; Teaching; Virtual professional learning communities; __:import:01; __:match:final; __:matched; __:study_id:2095794; __finaldtb

Broadband “the missing link” in global access to education - UNESCO (2013)
New report from the Broadband Commission highlights strategies for leveraging high-speed networks to realize ‘Education for All’ Broadband connectivity carries unprecedented potential to bridge education divides, transform learning and improve skills for the globalized economy provided that governments make broadband accessible, empower teachers and students to use technology, support the production of local language content and promote open educational resources, says a new report just released by the Broadband Commission for Digital Development.
KerkoCite.ItemAlsoKnownAs: 2339240:LFW4CTLN 2405685:6J5F2H5H

Broadband “the missing link” in global access to education - Williams, Sue; Parkes, Sarah (UNESCO, 2013)
New report from the Broadband Commission highlights strategies for leveraging high-speed networks to realize ‘Education for All’ Broadband connectivity carries unprecedented potential to bridge education divides, transform learning and improve skills for the globalized economy provided that governments make broadband accessible, empower teachers and students to use technology, support the production of local language content and promote open educational resources, says a new report just released by the Broadband Commission for Digital Development.
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:N8IVNWBY

Broadband Networks in the Middle East and North Africa: Accelerating High-Speed Internet Access - Gelvanovska, Natalija; Rogy, Michel; Rossotto, Carlo Maria (Directions in Development - Information and Communication Technologies, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0112-9 2339240:83N2BEGY 2405685:8YWUEN9R

Bringing Learning to Light: The Role of Citizen-Led Assessments in Shifting the Education Agenda - Plaut, Daniel; Jamieson Eberhardt, Molly (Results for Development, 2015)
"Are children learning?" is a question that should inform all education policymaking. Yet in many countries, the answer to this question has remained
KerkoCite.ItemAlsoKnownAs: 2339240:WNM4VGH5 2405685:8N72DLST 2405685:9ARZFX56

Bridging the edtech evidence gap: A realist evaluation framework refined for complex technology initiatives - King, Melanie; Rothberg, Steve; Dawson, Ray; Batmaz, F. (Journal of Systems and Information Technology, 2016)
Purpose – There are five factors acting as a barrier to the effective evaluation of educational technology (edtech), which are as follows: premature timing, inappropriate techniques, rapid change, complexity of context and inconsistent terminology. The purpose of this paper is to identify new evaluation approaches that will address these and reflect on the evaluation imperative for complex technology initiatives. Approach – An initial investigation of traditional evaluative approaches used within the technology domain was broadened to investigate the evaluation practices within social and public policy domains. Realist evaluation, a branch of theory-based evaluation, was identified and reviewed in detail. The realist approach was then refined, proposing two additional necessary steps to support mapping the technical complexity of initiatives. Findings – A refined illustrative example of a realist evaluation framework is presented, including two novel architectural edtech domain reference models to support mapping. Practical implications – Recommendations include building individual evaluator capacity; adopting the realist framework; the use of architectural edtech domain reference models; phased evaluation to first build theories in technology “context” and then iteratively during complex implementation chains; and community contribution to a shared map of technical and organisational complexity. Originality – This paper makes a novel contribution by arguing the imperative for a theory-based realist approach to help redefine evaluative thinking within the IT and complex system domain. It becomes an innovative proposal with the addition of two domain reference models that tailor the approach for edtech. Its widespread adoption will help build a shared evidence base that synthesizes and surfaces “what works, for whom, in which contexts and why”, benefiting educators, IT managers, funders, policymakers and future learners.
KerkoCite.ItemAlsoKnownAs: 10.1108/JSIT-06-2015-0059 2339240:5HEX2KIB 2405685:ZYD26SG9

Bridging the disability divide through digital technologies - Raja, Deepti Samant (World Bank, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:XCJL7Q5E 2405685:LYZ2PUQ4

Bridging the digital gender divide: include, upskill, innovate - OECD (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:6D4DRZZ5 2405685:GAKGT4J9

Bridging the Bandwidth Gap: Open Educational Resources and the Digital Divide - Haßler, Björn; Jackson, Alan McNeil (IEEE Transactions on Learning Technologies, 2010)
http://doi.ieeecomputersociety.org/10.1109/TLT.2010.8
00008 EdTechHub.Source: 2129771:WU5VWEPS shortDOI: 10/dxgcg5 KerkoCite.ItemAlsoKnownAs: 10/dxgcg5 2129771:WU5VWEPS 2405685:VCQFS2J9
Keywords: Author:Haßler; dode_eth-src-dode; dode_eth-trf2-dode

Bridging between research and practice: Supporting professional development through collaborative studies of classroom teaching with technology - Hennessy, Sara (Sense Publishers, 2014)
This book presents a fresh approach to bridging the perceived gap between academic and classroom cultures. It describes a unique form of research partnership whereby Cambridge University academics and school teachers together grappled with and reformulated theory – through in-depth case studies analysing practice using interactive whiteboards in five subject areas. The inquiry exploited the collaborators’ complementary professional knowledge bases. Teachers’ voices are particularly audible in co-authored case study chapters. Outcomes included deeper insights into concepts of sociocultural learning theory and classroom dialogue, more analytical mindsets, sustained new practices and ways of working collegially. The book reflects upon the power of lesson video review and details how the co-inquirers negotiated “intermediate theory” – bridging educational theory and specific settings – framed in mutually accessible language and embodied in interactive multimedia resources for teacher development. These include video clips, analytic commentary from multiple perspectives, lesson materials, plus optional prompts for reflection and critique – not models of “best practice”. The resources make pedagogy explicit and vividly illustrate the book’s ideas, offering theory-informed yet practical tools designed with and for practitioners. Hennessy and colleagues have tested a model of ongoing, teacher-led development and innovation, professional dialogue and classroom trialing stimulated by discussing selected multimedia resources. The book will interest academic and teacher researchers, initial teacher educators, professional development leaders, mentors, plus practitioners interested in using interactive whiteboards and dialogic teaching. It explores widening approaches to collegial development to reach educators working in other contexts (with and without technology). This could involve intermediate theory building or shortcutting by sharing and adapting the outcomes – springboarding teachers’ further critique and professional learning. “I cannot recommend this book too highly … it weaves a complex developmental story with a range of facets. It emphasises clearly the rigour of the research that was conducted, while demonstrating the complexity of the inter-relationships, practices and issues for both teachers and researchers in developing practical and theoretical knowledge. Its graphic insights through text and associated media provide exemplars for teachers and those who work with teachers as a rich resource. It shows us all what can be achieved and the means of achieving it.” Prof. Barbara Jaworski, University of Loughborough
KerkoCite.ItemAlsoKnownAs: 2405685:TSJ3FNKZ 2534378:F6KIMYGG

Brain drain in higher education: Critical voices on teacher education in Yemen - Muthanna, Abdulghani; Sang, Guoyuan (London Review of Education, 2018)
Brain drain is a context-based issue and has direct impact on the quality of higher education for institutions where a significant number of instructors migrate to take up work in other countries. This is a critical problem in Yemen where higher teacher education programmes still lack teachers. Interpretive analysis of in-depth interviews with two university administrators and ten teacher educators revealed four key factors affecting the occurrence of brain drain: ineffective application of sabbatical leave regulations; failure to equalize returning teachers’ salaries with those of their colleagues; lack of resources to support research; and the presence of internal and external conflicts. The study also provides insights for decreasing brain drain in Yemen.
shortDOI: 10/gg26fm KerkoCite.ItemAlsoKnownAs: 10.18546/LRE.16.2.09 10/gg26fm 2339240:J5J9SRGC 2405685:W26R6J94 4803016:IVSBZHVR

BRAC Education Programme Bangladesh - BRAC (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:V9ITPR43 2405685:QBPVDD4B

Boosting Prosperity, Improving Equity in North and North Eastern Kenya - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:9V2IVCR2 2405685:4Y9H2JHW

Books or laptops? The effect of shifting from printed to digital delivery of educational content on learning - Bando, Rosangela; Gallego, Francisco; Gertler, Paul; Fonseca, Dario Romero (Economics of Education Review, 2017)
Information and communication technologies can be used for educational purposes, but these devices may also pose as distractors that may tamper with the learning process. This paper presents results from a randomized controlled trial in which laptops replaced traditional textbook provision in elementary schools in high poverty communities in Honduras. We show that at the end of one school year, we fail to reject that there were no differences between laptop and textbook provision on mathematics and Spanish test scores and in non-academic outcomes related to coding and verbal fluency.
shortDOI: 10/gct74h KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2017.07.005 10/gct74h 2405685:F56XXH53
Keywords: Computers; E-learning; Education; RCT; Technology; Textbooks

Blog-based professional development of English teachers in Mumbai: The potential of innovative practice under scrutiny | Australasian Journal of Educational Technology - Khan, Atiya (Australian Journal of Educational Technology, 2017)
The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai.
KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.2784 2339240:MKUUJUI9 2405685:XDE87UXV

Blog-based professional development of English teachers in Mumbai: the potential of innovative practice under scrutiny - Khan, Atiya (Australasian Journal of Educational Technology, 2017)
The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai.
Publisher: Australasian Society for Computers in Learning in Tertiary Education, Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1969007459?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.2784 2405685:EPKS7TDM 2534378:MQYLKXN6 2534378:Y6KUBK5K
Keywords: Action Research; Case Studies; Communities of Practice; Diaries; ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; English (Second Language); Faculty Development; Foreign Countries; India; Language Teachers; Participant Observation; Private Schools; Qualitative Research; Questionnaires; Reflective Teaching; Second Language Instruction; Semi Structured Interviews; Teacher Collaboration; Web Sites; Workshops; __:import:01; __:match:final; __:matched; __:study_id:2096053; __finaldtb

Blockchain security: What keeps your transaction data safe? - Miles, Curtis (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:LL5WIQQD 2405685:DZD9YZWT

Blockchain Goes to School - Cognizant (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:HRWJ4MFX 2405685:RDV6F68H

Blended learning in higher education: Institutional adoption and implementation - Porter, Wendy W.; Graham, Charles R.; Spring, Kristian A.; Welch, Kyle R. (Computers & Education, 2014)
Relatively little of the current research on blended learning (BL) addresses institutional adoption issues. Additional research is needed to guide institutions of higher education in strategically adopting and implementing blended learning on campus. The authors conducted a prior study in which they proposed a framework for institutional BL adoption (Graham, Woodfield, & Harrison, 2012), identifying three stages: (1) awareness/exploration, (2) adoption/early implementation, and (3) mature implementation/growth. The framework also identified key strategy, structure, and support issues universities may address at each stage. The current study applies this adoption framework to 11 U. S. institutions participating in a Next Generation Learning Challenge (NGLC) grant and attempting to transition from an awareness/exploration of BL to the adoption/early implementation phase. The study also compares U.S. institutional strategy, structure, and support approaches to BL adoption and identifies patterns and distinctions.
shortDOI: 10/f524zd KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2014.02.011 10/f524zd 2405685:RV5CZZHV
Keywords: Distance education and telelearning; Post-secondary education; Teaching/learning strategies

Blended learning implementation in secondary education for girls: case study Tatweer project Saudi Arabia - Bukhari, Eman Gasim (International Journal of Academic Research and Reflection, 2016)
Blended learning (BL) has been the subject of much research recently, and the present research adds to this growing body of knowledge as the first substantial study on BL in secondary education for girls in Saudi Arabia. Based on field work comprising interviews and questionnaires this research reports the results of an exploratory, empirical case study of a large-scale programme (Tatweer project) for the introduction of blended learning into 25 traditional secondary girls' schools in Saudi Arabia. Adopting the interpretive research paradigm the objective of the study is to gain rich insight into blended learning guided by the effect of BL on female education. The study demonstrates a number of positive effects of BL on students' engagement and self-development, however, problems with the workloads of students and the failure of teachers to integrate face-to-face learning with e-learning are also observed. Throughout the research Sharpe et al.'s (2006) 8-dimensional framework of BL is applied in a new way to assess the implementation level of BL. This results in the recommendation to extend this framework with an ethical dimension. Further recommendations of the work are to actively seek feedback from key stakeholder groups during BL implementation, to use BL for teacher training in BL, and to measure performance indicators like students' workloads during the transition of traditional schools to BL.
KerkoCite.ItemAlsoKnownAs: 2339240:4JYTCT2G 2405685:2HHSZJIC 2405685:EGT5Q49L
Keywords: ⛔ No DOI found

Blended Learning for Learner Empowerment: Voices from the Middle East - Tamim, Rana M. (Journal of Research on Technology in Education, 2018)
shortDOI: 10/gg5s28 KerkoCite.ItemAlsoKnownAs: 10/gg5s28 2405685:WJST56EU

Blended learning effectiveness: the relationship between student characteristics, design features and outcomes - Kintu, Mugenyi Justice; Zhu, Chang; Kagambe, Edmond (International Journal of Educational Technology in Higher Education, 2017)
This paper investigates the effectiveness of a blended learning environment through analyzing the relationship between student characteristics/background, design features and learning outcomes. It is aimed at determining the significant predictors of blended learning effectiveness taking student characteristics/background and design features as independent variables and learning outcomes as dependent variables. A survey was administered to 238 respondents to gather data on student characteristics/background, design features and learning outcomes. The final semester evaluation results were used as a measure for performance as an outcome. We applied the online self regulatory learning questionnaire for data on learner self regulation, the intrinsic motivation inventory for data on intrinsic motivation and other self-developed instruments for measuring the other constructs. Multiple regression analysis results showed that blended learning design features (technology quality, online tools and face-to-face support) and student characteristics (attitudes and self-regulation) predicted student satisfaction as an outcome. The results indicate that some of the student characteristics/backgrounds and design features are significant predictors for student learning outcomes in blended learning.
shortDOI: 10/gfv57d KerkoCite.ItemAlsoKnownAs: 10.1186/s41239-017-0043-4 10/gfv57d 2405685:XLMQ36GN

Blended Learning Approach to Develop the Teachers’ TPACK - Qasem, Arwa Ahmad Abdo; Viswanathappa, Gandla (Contemporary Educational Technology, 2016)
A theoretical framework has emerged recently to guide research in the teachers’ use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city. The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used. The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers’ ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies.
shortDOI: 10/gg26df KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/6176 10/gg26df 2339240:JARNFB99 2405685:CAKUBZNG 2405685:JNGNZCFI 2405685:R6GN9UGF 2534378:245NY58C 2534378:A54BPCIJ 2534378:M6L5C695 2534378:NXMUR56C 4803016:X5X5C56N
Keywords: Blended Learning; Computer Assisted Instruction; Control Groups; ERIC; Current Index to Journals in Education (CIJE); Experimental Groups; Foreign Countries; Higher Education; Information Technology; Instructional Design; Instructional Effectiveness; Knowledge Level; Likert Scales; Online Courses; Pedagogical Content Knowledge; Postsecondary Education; Preservice Teachers; Pretests Posttests; Quasiexperimental Design; Science Teachers; Secondary Education; Secondary School Teachers; Technological Literacy; Technology Uses in Education; Trainees; Yemen; __:import:01; __:match:final; __:matched; __:study_id:2096173; __finaldtb

Blended Learning and Academic Achievement: A Meta-Analysis - Najafi, Hossein; Heidari, Mozhgan (Quarterly Journal of Iranian Distance Education, 2018)
The purpose of the present research was to conduct a meta-analysis of Iranian studies on blended learning and academic achievement. As the third generation of distance education, blended learning integrates the strengths of face-to-face and online approaches. The methodology involved estimating the effect size for the relationship between blended learning and academic achievement. Out of 231 studies conducted between 2010 and 2017, 20experimental and quasi-experimental studies were selected as the sample using purposive sampling based on 9eligibility criteria. Data were analyzed using structured meta-analysis and were interpreted using Cohen’s for gauging small, medium, and large effect sizes. The results showed that the relationship between blended learning and academic achievement is significant, as the effect size for this relationship was 0.591, which is above medium in Cohen’s approach. Overall, the findings suggest the real positive effects of blended learning on learning outcome.
EdTechHub.ItemAlsoKnownAs: 2405685:QUAHGRTJ
Keywords: ⛔ No DOI found

Blended Beyond Borders: A scan of blended learning obstacles and opportunities in Brazil, Malaysia, & South Africa - Fisher, Julia Freeland; Bushko, Katrina; White, Jenny (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:X5WTULD9

Bilingual Learning Spaces: Lessons From Using WhatsApp Videos in a Ghanaian Rural Context - Owoo, Mama Adobea Nii (Making a Difference: Prioritizing Equity and Access in CSCL, 2017)
This poster is a preliminary inquiry into the usage of audiovisual material for bilingual language education on the mobile application, WhatsApp, in a Ghanaian rural community. Participatory Action Research framework was used. Content creators and rural teachers observe and study the potential of Mobile Computer-Supported Collaborative Learning (mCSCL) to re-conceptualize e-learning in rural spaces with online and offline discourses in Gã and English enabled by WhatsApp
KerkoCite.ItemAlsoKnownAs: 2339240:QPQ7Z8JP 2405685:2PXKND4R
Keywords: ⛔ No DOI found

Bilingual Education in the 21st Century - García, Ofelia (Blackwell, 2011)
'Bilingual Education in the 21st Century' examines language and bilingualism as individual and societal phenomena, presents program types, variables, and polici
KerkoCite.ItemAlsoKnownAs: 2405685:DZ39JJ7U 4042040:9TBPMGD8

Bilingual Education in Latin America: Does Quechua-Medium Education Improve Peruvian Indigenous Children's Academic Achievement? - Hynsjö and Damon (2015)
OCLC: 1016921971 KerkoCite.ItemAlsoKnownAs: 2405685:QWK84EIC 4042040:7B7XC8N7

Big hurdles thwart Jubilee’s laptops plan. Daily Nation - Wanzala, O.; Nyamai, E (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:H988GKKG 2405685:VITMHW66
Keywords: ⛔ No DOI found

Big data, big insights? Advancing service innovation and design with machine learning - Antons, D; Breidbach, CF (Journal of Service Research, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1177/1094670517738373 2405685:DD4VLI9U 2486141:8S9LUG53
Keywords: _Added-ailr-2024

Bias in Online Classes: Evidence from a Field Experiment - Baker, Rachel; Dee, Thomas S.; Brent, Evans; John, June (Stanford Center for Education Policy Analysis, 2018)
The anonymity of online discussion forums does not deter instructors from exhibiting bias in favor of white males.
KerkoCite.ItemAlsoKnownAs: 2339240:V9WT2SZW 2405685:J42K6V4I

Beyond the Basics: Improving Post-Primary Content Delivery through Classroom Technology - Beg, Sabrin A; Lucas, Adrienne M; Halim, Waqas; Saif, Umar (National Bureau of Economic Research, 2019)
Using an RCT in middle schools in Pakistan, we test the effect of a government- implemented in-class technology and brief teacher training intervention on student achievement in grade level mathematics and science. After only 4 months of exposure, student's combined math and science score increased by 0.3 standard deviations on both project and government tests, 59 percent more than the control group. Students were also more likely to pass the provincial high-stakes exams. Increased attendance by both students and teachers indicate technology can increase other inputs. At the 200 school scale, this program is extremely cost-effective.
Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w25704 2339240:8S5BZEQ5 2339240:N3IQ9VDH 2405685:56WJPPUE 2405685:MXHG8QD6
Keywords: EXCLUSION CRITERIA APPLIED; Quality: H; Relevance: M

Beyond the Basics: Improving Post-Primary Content Delivery through Classroom Technology - Beg, Sabrin; Lucas, Adrienne M; Halim, Waqas; Saif, Umer (2019)
Using an RCT in middle schools in Pakistan, we test the eﬀect of a governmentimplemented in-class technology and brief teacher training intervention on student achievement in grade level mathematics and science. After only 4 months of exposure, student achievement increased by 0.2-0.3 standard deviations on math and science tests, 52 to 120 percent more than the control group, and students were more likely to pass the provincially standardized high stakes exams. Increased eﬀorts by both students and teachers indicate a complementarity between technology and other inputs in education production. At a scale of 100 schools, this program is extremely cost-eﬀective.
KerkoCite.ItemAlsoKnownAs: 10.3386/w25704 2339240:N3IQ9VDH 2405685:56WJPPUE

Beyond Short-Term Learning Gains: The Impact of Outsourcing Schools in Liberia after Three Years [short report] - Romero, Mauricio; Sandefur, Justin (Instituto Tecnológico Autónomo de México; Center for Global Development, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:N2C8L4D6

Beyond Short-Term Learning Gains: The Impact of Outsourcing Schools in Liberia after Three Years [long report] - Romero, Mauricio; Sandefur, Justin (Centre for Global Development, 2018)
After one year, outsourcing the management of ninety-three randomly-selected government primary schools in Liberia to eight private operators led to modest learning gains (Romero, Sandefur, & Sandholtz, in press). In this paper, we revisit the program two years later. After the first year, treatment effects on learning gains plateaued (e.g., the intention-to-treat effect on English was .18σ after one year, and .16σ after three years, equivalent to 4 words per minute additional reading fluency for the cohort that started in first grade). Looking beyond learning gains, the program reduced corporal punishment (by 4.6 percentage points from a base of 51%), but increased dropout (by 3.3 percentage points from a base of 15%) and failed to reduce sexual abuse. Behind these average effects, the identity of the contractor mattered. Despite facing similar contracts and settings, some providers produced uniformly positive results, while others present stark trade-offs between learning gains, access to education, child safety, and financial sustainability.
KerkoCite.ItemAlsoKnownAs: 2405685:DGLM6PKR

Beyond Earthquakes: Leveraging GIS and Volunteered Geographic Information to Build Haitian Schools - ICTworks (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:GHN8JTUH 2405685:PF66UM59

Beyond disciplinary boundaries: Mapping educational science in the discourse on social media - Manca, S; Rehm, M; Brandon, D; Greenhow, Christine (Teachers College Record, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:QS2MXPFP

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

Better Than Most: Teacher Beliefs about Effort and Ability in Uganda - Sabarwal, Shwetlena; Kacker, Kanishka; Habyarimana, James (World Bank, 2018)
Do teachers have accurate beliefs about their effort and ability? This paper explores this through a survey experiment in public-private partnership schools in Uganda, wherein teacher self-beliefs are contrasted with their beliefs about other teachers in the same school. The study finds that, on average, teachers tend to rate ability, effort, and job satisfaction more positively for themselves than for other teachers. This tendency is called high relative self-regard. The study finds no systematic evidence of high relative self-regard around perceptions of student engagement quality and available support structures. More experienced teachers are less likely to exhibit high relative self-regard, while teachers showing low effort are more likely to exhibit it. This is analogous to the Dunning-Kruger effect in psychology, except respondents rate themselves as better than most (not better than average) and variation is explored over effort (not cognitive ability). High relative self-regard is less pronounced in owner-managed public-private partnership schools, suggesting that when principle-agent problems are less severe, schools find ways to correct for inaccurate teacher self-beliefs. These results provide suggestive evidence of cognitive biases that help teachers rationalize suboptimal effort in the classroom. This in turn points to the importance of providing objective feedback to teachers about their effort and performance as one potential way to improve their performance. Teacher self-beliefs are important areas of intervention because they are likely to affect how teachers optimize their effort and training investments. Self-beliefs are also likely to affect how teachers respond to changes in incentive and accountability regimes.
Accepted: 2018-05-16T20:43:41Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8440 2339240:JKYKI677 2405685:K7ZQLSVC 4656463:N4JI739Y
Keywords: Absenteeism; Accountability; Education; Incentives; Public-Private Partnerships; Self-Belief; Self-Regard; Subjective Assessment; Teacher Effectiveness; Teaching Effort

Best of both worlds: issues of structure and agency in computational creation, in and out of school - Brennan, Karen A. (Karen Ann) (Massachusetts Institute of Technology, 2013)
We live in a computational culture - a culture in which we are surrounded by computational systems and interfaces, from social networks to banking infrastructure, to entertainment platforms, to transportation systems. This culture introduces new expectations and new opportunities for learning, creating new demands for what to learn and offering new possibilities for how to learn. In this dissertation, I adopt a predominantly qualitative approach to exploring learning in computational culture, studying how the Scratch programming environment and online community are employed to support learning both in and out of school. To this end, I conducted interviews with 30 kids working with Scratch at home and 30 teachers working with Scratch in K-12 classrooms to develop descriptions of computational creation in these two settings. Using a theoretical framework of agency and structure, I analyze how the at-home and school-classroom contexts enable - or constrain - young people's agency in computational creation. Despite common assumptions that at-home learning is necessarily low-structure/high-agency and that at-school learning is necessarily high-structure/low-agency, I argue that structure and agency need not be in opposition. Designers of learning environments should explore intermediate possibilities, finding ways to employ structure in the service of learner agency.
Accepted: 2013-06-17T19:03:09Z Journal Abbreviation: Issues of structure and agency in computational creation, in and out of school KerkoCite.ItemAlsoKnownAs: 2339240:RJ3MM3NS 2405685:8JFG95LR

Berufsbildung in Sub-Sahara Afrika: Stand der Forschung - Haßler, Björn; Stock, Inka; Schaffer, Jens; Winkler, Enno; Kagambèga, Assèta; Haseloff, Gesine; Marsden, Melissa; Watson, Joe; Gordon, Rebecca; Damani, Kalifa (VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany, 2019)
urn:nbn:de:0035-vetrepository-775510-9 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3334690 2317526:XAXNF68P 2339240:GVETNP2S 2405685:6QK46DKT 2405685:946X9BZX
Keywords: _DOILIVE; _not_EdTechHub; _yl:c; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode

Benefits and Limitations of iPads in the High School Science Classroom and a Trophic Cascade Lesson Plan - Ward, Nicholas D; Finley, Rachel J; Keil, Richard G; Clay, Tansy G (Journal of Geoscience Education, 2013)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:BSXCKKIW 2405685:I6M28GND
Keywords: ⛔ No DOI found

Behavioural Innovation: embracing behavioural science for lasting impact - Simpson, Lea (Brink, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:PCJXFRIC 2405685:ILLVHDH4

Behavioral Insights for Public Policy: Concepts and Cases - Ruggeri, Kai; Jarke, Hannes; Berkessel, Jana; Benzerga, Amel; Hlavova, Renata; Immonen, Johanna; Kunz, Marvin; Ojinaga Alfageme, Olatz; Paul, Alessandro; Plohl, Nejc; Prinz, Gerhard; Steinnes, Kamilla; et al. (2019)
https://www.routledge.com/Behavioral-Insights-for-Public-Policy-Concepts-and-Cases/Ruggeri/p/book/9781138484238 The first decades of the 21st century have offered a remarkable shift in how policies are made as well as who designs them. Until this period, advisory boards for local, regional, and national policy strategies largely comprised economists, lawyers, and financial experts. These panels made recommendations based on standing theory and, in some cases, subject-matter expertise, such as energy or healthcare. What has changed is how the behavioral sciences, largely psychology, have been embraced within these groups, thanks largely to extensive evidence from empirical research in how populations save, spend, eat, exercise, and work. While the application to policy may have contemporary versions, the behavioral side of economic theory itself is not new. Relevant insights on this go at least as far back as the 18th century with Daniel Bernoulli and Adam Smith, and continued steadily over the next two centuries with significant works from the likes of Wilhelm Wundt, Herbert Simon, and Roald Coase, among many others. However, how it came to be is perhaps more critical than merely who drove it. In each of these waves, a major shift in thinking was often preceded by empirical study that either attempted to explain how humans apply logic, or by surprising deviations from what appears to be rational. This textbook covers a range of topics from the origins of policy through to how recent advances in theory and practice have shifted our thinking on outcomes for society. Each section, including the fundamentals of behavioral sciences, policy development and evaluation, and all of the domains – economic, health, energy, education, workplace – cover examples of how behavioral insights are being used to address some of the most critical challenges we face. The cases and concepts presented in this book demonstrate the considerable value, both realized and potential, in studying as well as implementing behavioral insights into a variety of policy domains. We are still very much in the early days of this field, which means that these are merely fundamentals for educating and inspiring future generations of researchers, policymakers, and government leaders. As progress continues, how ultimate goals relevant to society are defined and targeted will become an increasingly important refrain amongst those involved in developing them. In these ways, we can consistently align our approaches with the most critical matters of local, national, and global communities: our safety, our stability, and our well-being.
KerkoCite.ItemAlsoKnownAs: 10.4324/9781351052542 2339240:PQJRBDLC 2405685:7ZNIPA98

Beginning to teach inclusively: An analysis of newly-qualified teacher pedagogy in lower primary classes in Tanzania - Westbrook, Jo; Croft, Alison (Teaching and Teacher Education, 2015)
Inclusive pedagogies to support children with disabilities in low-income countries have been neglected, and viewed as ‘specialised’ or optional within teacher education. In contrast, this paper presents details of practices of newly qualified teachers (NQTs) in Tanzania that aim to help all learners to learn even in poorly-resourced schools. It argues that NQTs' positive attitudes and responsibility towards their students can be located in Tanzania's history and their early professional experiences, resulting in an interactionist pedagogy that normalises ‘inclusive’ practices. ‘Learning difficulties’ are relocated from a medical model of disability to a concern with improving teaching and learning for all.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2015.05.003 2339240:4FE8DRIX 2405685:KIGAZYMT

Basic school leaders in Ghana: how equipped are they? - Donkor, Anthony Kudjo (International Journal of Leadership in Education, 2015)
KerkoCite.ItemAlsoKnownAs: 10.1080/13603124.2013.817610 2339240:P72HNBED 2405685:CFS6T8VW

Basic mobile phones more common than smartphones in sub-Saharan Africa - Laura Silver; Johnson, Courtney (Pew Research Center's Global Attitudes Project, 2018)
Large majorities in all six sub-Saharan countries surveyed own mobile phones. Ownership is highest in South Africa, where about nine-in-ten adults own a
EdTechHub.ItemAlsoKnownAs: 2405685:XKY5WMET

Basic education statistical booklet - Ministry of Education, Republic of Kenya (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:894SNAXV 2405685:49X4ADMZ

Baseline-Endline Report: Reaching the Unreached (RtU) through Open and Distance Learning (ODL) in Bangladesh, India and Pakistan - Ferreira, Frances; Cruz, Charisse; Smith, Kristina; Commonwealth of Learning (COL) (British Columbia) (Commonwealth of Learning, 2018)
This report documents the baseline-endline study by the GIRLS Inspire team's Reaching the Unreached project to examine the implications of skills training and education for women's and girls' empowerment and sustainable livelihoods in Bangladesh, India and Pakistan. It is based on data collected from quarterly reports mirrored against the project outcomes, meeting reports and surveys from March 2016 to March 2017. The quarterly and meeting reports documented the activities undertaken to provide training for unreached women and girls in the selected countries. While the actual training was offered exclusively to women and girls, the reports and surveys also captured the input of men and boys in terms of their participation in various community events and as staff members of the partner organisations.
KerkoCite.ItemAlsoKnownAs: 2339240:6XL37978 2405685:NM8GPWDQ
Keywords: Access to Education; Bangladesh; Barriers; Child Abuse; Decision Making; Distance Education; Dropouts; Economic Factors; Educational Attainment; Elementary Secondary Education; Employer Attitudes; Employment; Empowerment; Females; Foreign Countries; Health; Income; India; Job Skills; Marriage; Occupational Aspiration; Pakistan; Postsecondary Education; Program Effectiveness; Skill Development; Sustainability; Training; Womens Education

Barriers to the Use of Computer Assistive Technology among Students with Visual Impairment in Ghana: The Case of Akropong School for the Blind - Ampratwum, Joseph; Offei, Yaw Nyadu; Ntoaduro, Afua (Journal of Education and Practice, 2016)
The study aimed at exploring barriers to the use of computer assistive technology among students with visual impairment at Akropong School for the Blind. A case study design was adopted and the purposive sampling technique used to select 35 participants for the study. The researchers gathered qualitative data using an in-depth interview guide to investigate barriers to the use of keyboarding skills and Job Access with Speech (JAWS).Data were transcribed and analysed thematically. That is the key themes were identified in the conversations and these were drawn and discussed. This was done using both the narrative methods and opened quotes from interviews. The findings indicated that challenges limiting effective use of computer assistive technology in the School were more personal than external influences. This was because most of the challenges were due to the individual response to the training and familiarity in developing their competencies in using computer assistive technology. Based on this, it was recommended that efforts should be made to stock the laboratory with additional computers. Directly in line with the first recommendation, it was further suggested that more practice time should be created for the students to maximize computer use. Also, Licensed JAWS must be acquired by the school to advance students’ competence in using computer assistive technology. A number of the challenges were expressed by the students on their non- familiarity with the JAWS. As a result, it was recommended that instructors and trainers at the school should engage the students in revised lessons on introduction to computer. This will help to refresh the minds of students.
KerkoCite.ItemAlsoKnownAs: 2339240:BAG2E3HJ 2339240:LKIM6CI2 2405685:2656THQI 2405685:74TZQ59Y 2405685:LSPFR9I8
Keywords: ⛔ No DOI found

Barriers to the Introduction of ICT into Education in Developing Countries: The Example of Bangladesh - Khan, Md. Shahadat; Hasan, Mahbub; Clement, Che (International Journal of Instruction, 2012)
Within a very few years, Information and Communication Technology (ICT) has turned out to be an effective educational technology which promotes some dramatic changes in teaching and learning processes. Technologies allow students to work more productively than in the past, but the teacher’s role in technology rich classrooms is more demanding than ever (Keengwe, Onchwari et al. 2008). ICT has the potential to transform the nature of education (improving teachers’ design work, enhancing the roles of students and teachers in the learning process and helping to create a collaborative learning environment, etc). Although ICT has the potential to improve the educational system to a great extent, developing countries are far from reaping these benefits because of certain barriers. The aim of this paper is to present a comprehensive review of international articles relating to barriers encountered when introducing ICT into classrooms. This review will help identify the factors that influence teachers’ decisions whether or not to implement ICT in teaching-learning situations. Connections will be made with existing literature to explore possible barriers for introducing ICT into education in Bangladesh. Further, this paper also offers a number of recommendations to reduce these barriers and maximize the beneficial use of ICT on education.
KerkoCite.ItemAlsoKnownAs: 2339240:ZVEEYPXK 2405685:ETUG4APG 2405685:NLFPM6QW
Keywords: ⛔ No DOI found

Bangladesh: Using open school data to improve transparency and accountability - Roy, Dipu; Miah, Abu Said Juel (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:4NX242AQ 2405685:N27R4JLA
Keywords: ⛔ No DOI found

Bangladesh - Third Primary Education Development Program (English) - World Bank Group (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:XHXPR2HZ 2405685:CTXR6F8P

Bangladesh Tertiary Education Sector Review - Rahman, T; Nakata, S; Nagashima, Y; Rahman, M; Sharma, U; Rahman, M.A. (World Bank, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:WMUIJ9VC 2405685:VCP3HEWK

Bangladesh - Quality Learning for All Program for Results : Environmental and social system assessment (English) - World Bank (2018)
Bangladesh - Quality Learning for All Program for Results : Environmental and social system assessment (English)
KerkoCite.ItemAlsoKnownAs: 2339240:GMW5LP2I 2405685:555EASFK

Bangladesh Primary Education Annual Sector Performance Report (ASPR) 2019 - Directorate of Primary Education (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:BCNM4PNJ 2405685:CW438FLX

Bangladesh Primary Education Annual Sector Performance Report 2019 - Directorate of Primary Education (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:YZZV53KC 2405685:BZR78EKI

Bangladesh: ensuring education for all Bangladeshis - World Bank (World Bank, 2016)
Bangladesh has made remarkable gains over the past two decades by ensuring access to education, especially at the primary level and for girls. The country’s net enrollment rate at the primary school level increased from 80 percent in 2000 to 98 percent in 2015.
KerkoCite.ItemAlsoKnownAs: 10/07/ensuring-education-for-all-bangladeshis 2339240:LV2HIFEQ 2405685:NEQZBPBW LV2HIFEQ
Keywords: Asia; South Asia

Bangladesh Engaging the Private Sector in Education: SABER Country Report 2016 - World Bank Group (World Bank, 2016)
KerkoCite.ItemAlsoKnownAs: 10.1596/26524 2339240:YEQL3HEG 2405685:8L2579LA

Bangladesh Education Sector Public Expenditure Review - Bhatta, Saurav Dev; Genoni, Maria Eugenia; Sharma, Uttam; Khaltarkhuu, Buyant Erdene; Maratou-Kolias, Laura; Asaduzzaman, T. M. (World Bank, 2019)
Adequate investment in human capital development is critical for enabling Bangladesh to reach its goal of becoming an upper middle-income country. Bangladesh, currently a lower-middle country with an annual per capita gross national income (GNI) of USD 1,470 (WDI 2019), aims to attain upper-middle income status by 2021 and eliminate poverty by 2030. Recognizing the importance of investing in education for building its human capital base, the government of Bangladesh (GoB) has been allocating a large portion of the national budget to the education sector each year during the past two decades. Effective utilization and equitable distribution of allocated public spending is important for ensuring adequate progress in education outcomes. This report analyzes major spending and outcomes trends in the overall education sector in recent years, with a focus on primary and secondary education. Responding to the recommendation of the 2015 Bangladesh Public Expenditure Review Update for more analytical work on public spending in different sectors, including education, the current study analyzes the trends in major education expenditures, access to education, quality of education, and disparities in education outcomes in the past two decades. It also looks at the composition of education expenditure, consistency between budget allocations and actual expenditures, equity in education spending, and potential links between spending and key educational outcomes. Because of data limitations, this report focuses mainly on primary and secondary education. It is expected that this analysis will add to the literature on investments in the Bangladesh education sector and inform discussions on identifying policy priorities and making resource allocation decisions in the sector.
Accepted: 2021-07-19T16:19:39Z KerkoCite.ItemAlsoKnownAs: 2339240:W64P6523 2405685:HJVFISKT 4656463:CYJBRSJM
Keywords: Education Budget; Education Expenditure; Education Outcomes; Equity in Education; Public Expenditure Review

Bangladesh Demographic and Health Survey 2017-2018: key indicators - NIPORT; ICF (National Institute of Population Research and Training (NIPORT) and ICF, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:77QXWVJP 2405685:2IGTN5VN

Bangladesh - Additional Financing to the Second Reaching Out-of-School Children Project : Learning Opportunities for Displaced Rohingya Children - World Bank Group (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:XP8M9YUK 2405685:Z37EUUD9

Balochistan : Public Expenditure and Financial Accountability (PEFA) Performance Assessment Report - World Bank (2018)
Balochistan : Public Expenditure and Financial Accountability (PEFA) Performance Assessment Report (English)
KerkoCite.ItemAlsoKnownAs: 2339240:L5A5V5EV 2405685:7W2RJKJD 4656463:YS22ZIRH

Balancing the One-To-One Equation: Equity and Access in Three Laptop Programs - Warschauer, Mark; Zheng, Binbin; Niiya, Melissa; Cotten, Shelia; Farkas, George (Equity & Excellence in Education, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1080/10665684.2014.866871 2339240:VK4ZIU5N 2405685:JCWRED2L

BAG - BAG Innovation Ltd (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:IJ3HHEHB 2405685:V9GV6AZN

Back to School After the Ebola Outbreak (2015)
Back to School After the Ebola Outbreak
KerkoCite.ItemAlsoKnownAs: 2339240:B8CKZFM9 2405685:Y6CXW2FZ

Awareness and use of a mobile phone as a potential pedagogical tool among secondary school teachers in Tanzania - Mfaume, Hamisi (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2019)
The government of Tanzania through its ICT Policy for Basic Education, has indicated a commitment to use of mobile phones among other ICTs, as a strategy to enhance the quality of education. It is from this fact that this study determined teachers’ awareness of the educational benefits of the device, their use and barriers towards their educational use. The study was qualitative in nature, using a sample of twenty one (21) teachers who were purposefully selected from three secondary schools. Data were sought through semi-structured interviews and were thematically analysed. The findings revealed that teachers are well informed of the benefits, but they hardly utilize it for educational purposes. Lack of knowledge and skills, a negative attitude, lack of awareness of the ICT policy, age and low motivation emerged as key barriers. In light of the findings, the study concluded that the government’s commitment to integrate the device in the promotion of quality education has not yet moved beyond policy statements. Thus, a concerted effort is needed to train teachers on pedagogical utilization of the device.
KerkoCite.ItemAlsoKnownAs: 2339240:NILQKHAU 2405685:RZS5MRR5 2405685:T44EMRPB 2534378:CWRHE7XH 2534378:HJAYR2JU Place: Bridgetown Publisher: University of the West Indies Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2255700979?accountid=9851
Keywords: Bali; Bangkok Thailand; Cellular telephones; Education; Educational technology; Japan; Learning; Pedagogy; Secondary school teachers; Students; Tanzania; Teaching; United Kingdom–UK; United States–US; __:import:01; __:match:final; __:matched; __:study_id:2096774; __finaldtb; ⛔ No DOI found

Availability of Resource Materials and Facilities for ICT Integration in the Public Primary School Curriculum in Kitui County, Kenya - Mwendwa, Nzwili K. (2017)
Throughout the world, the Information and Communications Technology (ICT) is changing the face of education. This paper is a report of a study that was carried out in the months of May and June 2016 on the availability of resources and facilities for ICT integration in the public primary school curriculum in Kitui County in Kenya. The research purpose and objective of the study was: To find out the availability of resources and facilities for ICT integration in the public primary school curriculum in Kitui County. This study was guided by the Technology Acceptance Model (TAM). It was informed by the pragmatic philosophy and the Mixed Method (MM) research approach. Data was collected from 388 public primary schools in Kitui County selected through stratified and simple random sampling methods. A total of 388 head teachers and 776 teachers participated in the study giving a total of 1114 respondents. The research instruments used were questionnaires for teachers, interview schedules for head teachers and observation checklists. The data collected was analyzed qualitatively and quantitatively. The findings revealed that most of the schools were connected to electricity but lacked ICT resources such as desk computers, whiteboards, CD-ROMs and anti-viruses. Laptops were available in some of the schools but were not being used by teachers in direct instruction. They were mainly used in the storage of school records, teacher plans, examination questions and for examination registration exercises. Another finding was lack of internet connectivity in most of the schools that affected ICT integration in the curriculum. The study recommended that the education stakeholders and the government should partner in provision of ICT resources and facilities to facilitate integration of ICT in schools. It is hoped that this study will be useful in education policy making on ICT integration in schools in Kenya and other parts of the world.
Accepted: 2020-05-26T08:32:29Z Publisher: Scholars Middle East Publishers KerkoCite.ItemAlsoKnownAs: 2339240:UP3XU562 2405685:UDB54BE6
Keywords: ⛔ No DOI found

Automating data extraction in systematic reviews: a systematic review - Jonnalagadda, Siddhartha R.; Goyal, Pawan; Huffman, Mark D. (Systematic Reviews, 2015)
Automation of the parts of systematic review process, specifically the data extraction step, may be an important strategy to reduce the time necessary to complete a systematic review. However, the state of the science of automatically extracting data elements from full texts has not been well described. This paper performs a systematic review of published and unpublished methods to automate data extraction for systematic reviews.
KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-015-0066-7 2405685:QJYZ8NIZ 2486141:GXAXBYC9 2486141:XDDV9J4H
Keywords: Conditional Random Field; Data Element; PubMed Abstract; Support Vector Machine; Systematic Review Process; _Added-ailr-2024

Automated teller machines (ATMs) (per 100,000 adults) - Sierra Leone - World Bank (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:EERHMIDA 2405685:IECJPUES 4556019:QB8DZSFF

Autism screening and diagnosis in low resource settings: Challenges and opportunities to enhance research and services worldwide - Durkin, Maureen S.; Elsabbagh, Mayada; Barbaro, Josephine; Gladstone, Melissa; Happe, Francesca; Hoekstra, Rosa A.; Lee, Li-Ching; Rattazzi, Alexia; Stapel-Wax, Jennifer; Stone, Wendy L.; Tager-Flusberg, Helen; Thurm, Audrey; et al. (Autism Research: Official Journal of the International Society for Autism Research, 2015)
Most research into the epidemiology, etiology, clinical manifestations, diagnosis and treatment of autism is based on studies in high income countries. Moreover, within high income countries, individuals of high socioeconomic status are disproportionately represented among participants in autism research. Corresponding disparities in access to autism screening, diagnosis, and treatment exist globally. One of the barriers perpetuating this imbalance is the high cost of proprietary tools for diagnosing autism and for delivering evidence-based therapies. Another barrier is the high cost of training of professionals and para-professionals to use the tools. Open-source and open access models provide a way to facilitate global collaboration and training. Using these models and technologies, the autism scientific community and clinicians worldwide should be able to work more effectively and efficiently than they have to date to address the global imbalance in autism knowledge and at the same time advance our understanding of autism and our ability to deliver cost-effective services to everyone in need.
KerkoCite.ItemAlsoKnownAs: 10.1002/aur.1575 2339240:VPT8E92I 2405685:ZJU7T2BU
Keywords: Autistic Disorder; Developing Countries; Global Health; Health Services Accessibility; Humans; Internationality; Research; diagnosis; early detection; epidemiology; intervention

Australia-Indonesia for Pro-Poor Policy: the Knowledge Sector Initiative - Australian Agency for International Development (Australian Agency for International Development, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:XID676JJ 2405685:8IL3G32C

Audio-described educational materials: Ugandan teachers' experiences - Wormnaes, Siri; Sellaeg, Nina (British Journal of Visual Impairment, 2013)
This article describes and discusses a qualitative, descriptive, and exploratory study of how 12 visually impaired teachers in Uganda experienced audio-described educational video material for teachers and student teachers. The study is based upon interviews with these teachers and observations while they were using the material either individually, in pairs, or in small groups along with sighted teachers. The findings demonstrate that audio-described material was highly appreciated by the teachers, contributing to their involvement and emotional engagement with the situation for learners with disabilities. The teachers also benefited from the opportunity of participating in the discussion sessions that followed the viewing. In this article, questions regarding what and how to audio describe are discussed in the light of educational objectives and cultural relevance. The overall aim of the study is to make a contribution to knowledge about how audio-described educational videos may assist inclusive and reflective learning processes among blind teachers and student teachers in an East African context. (Contains 1 note.)
Publisher: SAGE Publications, 2455 Teller Road, Thousand Oaks, CA 91320 Extra URL: https://journals.sagepub.com/doi/10.1177/0264619613485029 KerkoCite.ItemAlsoKnownAs: 10.1177/0264619613485029 2339240:MJ7J7PHY 2339240:VQQAWR8S 2405685:IR6UNF66 2405685:MKR7J8V3 2405685:W293NXX6 2405685:ZIWCXX7H 2534378:JDCGUHUG 2534378:YXS3JJVS
Keywords: Access to Education; Audio description; Cultural Relevance; Culturally Relevant Education; ERIC; Current Index to Journals in Education (CIJE); Educational Objectives; Foreign Countries; Higher Education; Inclusion; Instructional Materials; Interviews; Learning Processes; Postsecondary Education; Qualitative Research; Reflection; Student Teachers; Teacher Attitudes; Teacher Education; Teachers; Uganda; Video Technology; Visual Impairments; __:import:01; __:match:final; __:matched; __:study_id:2098573; __finaldtb; blind universal design; educational material accessible media; teacher training

Attitudes of special education teachers towards using technology in inclusive classrooms: a mixed-methods study - Mohamed, Ahmed Hassan Hemdan (Journal of Research in Special Educational Needs, 2018)
The purpose of this mixed-methods study was to explore special education teachers’ attitudes towards using technology in inclusive classrooms in Oman. The sample consisted of 428 special education teachers working in Omani public schools (250 teachers of students with learning disabilities (LD), 90 teachers of students with intellectual disability and 88 teachers of students with hearing impairment). Participants responded to the attitudes towards computers questionnaire. For the qualitative section of this study, three semi-structured group interviews were conducted with a group of special education teachers: 15 teachers of students with hearing impairment, 15 teachers of students with intellectual disabilities and 15 teachers of students with LD). Also, the teachers responded to a survey of educational technology which encompassed seven questions about computer technology. Results of the study indicated that the special education teachers’ attitudes towards using computers were generally positive. The most notable positive attitudes were in the following subscales: special education considerations, staff development considerations, computers use in society, and computers and quality of instruction issues. The analysis of variance results showed that experience and type of disability did not have a significant effect on teachers’ attitudes towards technology.
KerkoCite.ItemAlsoKnownAs: 10.1111/1471-3802.12411 2339240:VM328LPK 2405685:7J6H34I4
Keywords: Attitudes; hard of hearing; inclusive education; intellectual disability; learning disabilities; technology

Assistive Technology for Children with Disabilities: Creating Opportunities for Education, Inclusion and Participation A discussion paper - UNICEF; WHO (WHO, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:9UTPS624 2405685:DPLSVVT4

Assistive technology - WHO (2019)
WHO fact sheet on assistive technology. Assistive technology enables people to live healthy, productive, independent, and dignified lives, and to participate in education, the labour market and civic life.
KerkoCite.ItemAlsoKnownAs: 2339240:3GM7SDTZ 2405685:AAEKD76U

Assistive technologies in developing countries - Rohwerder, Brigitte (Institute of Developing Studies, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:YSWH7PEF 2405685:NLB4KHWQ
Keywords: ⛔ No DOI found

Assistance to Basic Education: All Children Reading (ABE-ACR) Findings Report, Tanzania National Early Grade Reading Assessment (EGRA) - RTI International (USAID, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:PUJTAPK3 2405685:UREJ4GII

Assessment, technology, and change - Clarke-Midura, Jody; Dede, Chris (Journal of Research on Technology in Education, 2010)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2010.10782553 2339240:CPXR4MNB 2405685:QM5ZHDJQ

Assessment of the Impact of the Jovem de Futuro Program on Learning - de Barros, Ricardo Paes; de Carvalho, Mirela; Franco, Samuel; Garcia, Beatriz; Henriques, Ricardo; Machado, Laura (World Bank, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:2GLYDRF3 2405685:67VRVQEZ

Assessment of the effectiveness of ICT on Teacher Trainees in Colleges of education. A Case of St. Monica's College of Education - Osei Frimpong, Kojo; Asare, Samuel; Caroline, Owusu-Mintah (Asian Journal of Computer Science and Information Technology, 2019)
The use of ICT in teacher training colleges has relatively improve teaching and learning. The effective use of various ICT tools such the computer, smart phones and PDAs has brought innovative ideas in teacher trainees. This study aimed at finding out the factors influencing the use of ICT tools in enhancing teaching and learning process in the various teacher training institutions in Ghana. A survey was used in order to investigate the study. It was revealed from the findings of the study that students and tutors in the various colleges of education have now accepted the use of ICT in teaching and learning process. However some students still see ICT as difficult due to various factors such as inadequate computers in the various colleges for practical tution and poor access to the internet for learning.
KerkoCite.ItemAlsoKnownAs: 2339240:DVBYU842 2405685:VRJIV787
Keywords: ⛔ No DOI found

Assessment of public primary school teachers preparedness in the implementation of digital literacy programme in public primary schools in Imenti north sub-county, Kenya - Nyaga, Felistas (University of Nairobi, 2018)
The purpose of this study was to investigate the preparedness of public primary school teachers in the implementation of digital literacy programme in Imenti North Sub County Kenya. The study was guided by the following objectives; to establish infrastructural availability for the public primary school teachers’ usage in teaching and learning in implementation of digital literacy programme in public primary schools in Imenti North Sub County, to examine how public primary school teachers’ competence influence implementation of digital literacy program in public primary schools in Imenti North Sub County, The study sought to determine how public primary school teacher perception influence implementation of digital literacy program in public primary schools in Imenti North Sub County. The study also sought to establish how digital literacy content availability for the public primary school teachers influence implementation of digital literacy programme in public primary schools in Imenti North Sub County. The study adopted descriptive research design. The study was grounded on technology diffusion theory to explain the relationship between the independent and dependent variables. The study had a target population of 596 respondents who comprised 59 head teachers and 537 teachers. The respondents were selected using proportionate random sampling technique where by a sample size of 137 was used. Primary data was obtained using self-administered questionnaires that were made up of both open ended and closed ended questions, also unstructured interview was administered face-to-face or over the phone. The reliability of the study was measured using test retest method. The Data was analyzed using Statistical Package for Social Sciences and the data was presented in frequency tables, percentages and regression analysis. The study concluded that preparedness of public primary school teachers in the implementation of digital literacy programme was highly influenced by teacher competence followed by infrastructural preparedness and then by Teacher perception while digital literacy content had the least effect on implementation of digital literacy programme in public primary schools in Imenti North Sub County. The study concluded that infrastructural preparedness influences implementation of digital literacy program in public primary schools in Imenti North Sub County significantly. Even though the schools have electricity their computer lab have not been fully equipped. The implementation of digital literacy program has been delayed by inadequate internet connections coupled with inadequate digital literacy program devices for teaching and learning in the schools. Also, there being inadequate tablets for the learners and laptops for the teachers have negatively affected the implementation of digital literacy program in public primary schools. The study recommends that teachers and instructors need to be trained in basic ICT skills and ICT-based teaching methods to feel comfortable about using the materials. The study recommends that the governments should ensure that all the public primary schools are connected to wireless internet services; that primary schools should be assisted by both national and county government need to ensure that the schools have a complete computer lab that is fully equipped with enough laptops for the teachers and tablets for the learners. The study further recommends that head teachers and parents need to set up administrative committees to manage ICT facilities as proven to be very effective in ensuring the sustainability of initiatives.
Accepted: 2018-10-18T13:52:29Z KerkoCite.ItemAlsoKnownAs: 2339240:3QH6L8SL 2405685:C6Y4LLKR

Assessment of policies to improve teacher quality and reduce teacher absenteeism - Suryahadi, Asep; Sambodho, Prio (SMERU Research Institute, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:SHUK26YV 2339240:7JW2DYF5 2405685:RTYA9G4P 4556019:9P4UH786

Assessment of accelerated education to catch up with missed school programme in post crisis settings: Case study of selected IDP camps in Maiduguri metropolitan council - Wali, Yagana S; Muhammad Ali, Mustapha (British Journal of Educational Studies, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:GV95QIPL 2405685:VQUVNDCL
Keywords: ⛔ No DOI found

Assessment for Learning: Meeting the Challenge of Implementation - Laveault, D; Allal, L (Springer, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:ET7C9K8E 2405685:8NZ2VH8S

Assessing value for money - National Audit Office UK (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:ZHUJ9HSE 2405685:WRBHMFF5 4656463:Y54ADAD3

Assessing user acceptance toward blog technology using the UTAUT model - Pardamean, Bens; Susanto, Mario (International Journal of Mathematics and Computers in Simulation, 2012)
Blogs are among the many commonly used technologies for education and learning. They are also both conversational technologies and constructivist learning tools. Their interactive, collaborative, user-friendly, and instant archival features have transformed blogs into effective tools for enhancing case-based teaching methods in the asynchronous nature of the online environment. This study investigated the student populace’s acceptance of the blog technology through the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. UTAUT integrates eight theories from social psychology and sociology in order to examine the effects of major factors on behavioral intention and actual use of blog to learn e-business course materials and topic discussions. The results showed that both social influence and performance expectancy had a significant relationship with behavioral intention, whereas effort expectancy did not. In this study, behavioral intention did not have a significant relationship with actual usage level of blogs as a learning tool.
KerkoCite.ItemAlsoKnownAs: 2339240:QX33CKMX 2405685:QDHQ7BL5
Keywords: ⛔ No DOI found

Assessing the use of technology and Khan Academy to improve educational outcomes in Sacatepéquez, Guatemala - MANAUS Consulting (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:M3GE48RB 2405685:FZ3MCUI9

Assessing the Strength of Evidence in the Education Sector (DRAFT) - Building Evidence in Education (Building Evidence in Education, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:ZNW6RPS2 2405685:5DGY6G7J

Assessing the Strength of Evidence in the Education Sector - Building Evidence in Education (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:NWPUN86B 2405685:XQR2NCPT

Assessing the Strength of Evidence in the Education Sector - Hinton, Dr Rachel; Robinson, Mark (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:ZAKNKGZH 2405685:A2PWYDJD 2405685:EAT6TR3I 2405685:N9U3UVYE 2405685:SBS9IZU4 2405685:UNKK86NW 2534378:TNJW2UAA
Keywords: ⛔ No DOI found

Assessing the policy influence of research: A case study of governance research in Viet Nam - Pellini, Arnaldo; Anderson, James H; Tran, Huong Thi Lan; Irvine, Renwick (Overseas Development Institute, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:F58FH7TK 2405685:QTTE2VHQ

Assessing the Impacts of Literacy Learning Games for Syrian Refugee Children: An executive overview of Antura and the Letters and Feed the Monster Impact Evaluations - Comings, J (Resource Centre, 2018)
Library Catalog: resourcecentre.savethechildren.net KerkoCite.ItemAlsoKnownAs: 2339240:5LHG7PS3 2405685:FVNNLQD4
Keywords: RER theme_pedagogies and modalities

Assessing the Impact of Early Learning Programs in Africa - Gove, Amber; Brunette, Tracy; Bulat, Jennae; Carrol, Bidemi; Henny, Catherine; Macon, Wykia; Nderu, Evangeline; Sitabkhan, Yasmin (New Directions for Child and Adolescent Development, 2017)
We present results from early learning programs in six African countries: Ethiopia, Kenya, Liberia, Malawi, Tanzania, and Uganda. In partnership with ministries of education, RTI International has worked within government systems to support the design and deployment of locally contextualized materials, training, and assessment tools, with the goal of improving outcomes for early learners in primary schools, and in Kenya and Tanzania preprimary as well. Here we report on the experience and evidence of impact from specific programs in each country, including summary assessment results when available. In several countries with completed impact evaluations, there are significant and important learning gains of between 0.2 and 2.57 SD in effect size; in one case the percentage of students reaching grade‐level reading proficiency increased from 12% to 47%. In the context of increased urgency surrounding what UNESCO has called a “global learning crisis,” these experiences provide useful lessons for policymakers and practitioners alike.
shortDOI: 10/gf86mm KerkoCite.ItemAlsoKnownAs: 10.1002/cad.20224 10/gf86mm 2405685:B4LHC2GD

Assessing the Construct Validity of Save the Children's International Development and Early Learning Assessment (IDELA) - Wolf, Sharon; Halpin, Peter; Yoshikawa, Hirokazu; Pisani, Lauren; Dowd, Amy Jo; Borisova, Ivelina (Global TIES for Children, New York University, Save the Children, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:KCP3HCVT 2405685:3YPENLPH

Assessing social and emotional learning in Tanzania: an interview with Matthew Jukes - RTI International (Medium, 2018)
Social emotional learning is likely to be strongly influenced by culture, but global variation has yet to be captured because much of the…
KerkoCite.ItemAlsoKnownAs: 2339240:5FZ522XC 2405685:RHBSN9NZ

Assessing Research-Practice Partnerships - Henrick, Erin C; Cobb, Paul; Penuel, William R; Jackson, Kara; Clark, Tiffany (William T. Grant Foundation., 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:GAHU8QH9 2405685:6VXW2NF4

Assessing pre-service English language teachers' learning using e-portfolios: Benefits, challenges and competencies gained - Kabilan, Muhamad; Khan, Mahbub (Computers & Education, 2012)
Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students’ learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers’ practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers’ practices of e-portfolios – (1) developing understanding of an effective teacher’s role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2339240:AAZXN3IC 2405685:AP4J6MBB

Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained - Kabilan, Muhammad Kamarul; Khan, Mahbub Ahsan (Computers & Education, 2012)
Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios–(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)
Publisher: Elsevier, 6277 Sea Harbor Drive, Orlando, FL 32887-4800 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964181150?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2405685:HWXIFTD8 2534378:5FY5U4RS 2534378:IBJ6BDNN
Keywords: Academic Achievement; Alternative Assessment; ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; English (Second Language); Ethics; Evaluation; Faculty Workload; Foreign Countries; Higher Education; Information Technology; Internet; Language Teachers; Malaysia; Negative Attitudes; Portfolios (Background Materials); Preservice Teachers; Reliability; Teacher Competencies; Teacher Education; Teaching Methods; Validity; __:import:01; __:match:final; __:matched; __:study_id:2097613; __finaldtb; auto_merged

Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained - Kabilan, Muhammad Kamarul; Khan, Mahbub Ahsan (Computers & Education, 2012)
Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios–(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)
Publisher: Elsevier, 6277 Sea Harbor Drive, Orlando, FL 32887-4800 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964181150?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2339240:3Y2E22FB 2405685:YU2SSCNS 2534378:5FY5U4RS 2534378:IBJ6BDNN
Keywords: Academic Achievement; Alternative Assessment; ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; English (Second Language); Ethics; Evaluation; Faculty Workload; Foreign Countries; Higher Education; Information Technology; Internet; Language Teachers; Malaysia; Negative Attitudes; Portfolios (Background Materials); Preservice Teachers; Reliability; Teacher Competencies; Teacher Education; Teaching Methods; Validity; __:import:01; __:match:final; __:matched; __:study_id:2097613; __finaldtb

Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained - Kabilan, Muhammad Kamarul; Khan, Mahbub Ahsan (Computers & Education, 2012)
Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios–(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)
Publisher: Elsevier, 6277 Sea Harbor Drive, Orlando, FL 32887-4800 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964181150?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2405685:HWXIFTD8 2534378:5FY5U4RS 2534378:IBJ6BDNN
Keywords: Academic Achievement; Alternative Assessment; ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; English (Second Language); Ethics; Evaluation; Faculty Workload; Foreign Countries; Higher Education; Information Technology; Internet; Language Teachers; Malaysia; Negative Attitudes; Portfolios (Background Materials); Preservice Teachers; Reliability; Teacher Competencies; Teacher Education; Teaching Methods; Validity; __:import:01; __:match:final; __:matched; __:study_id:2097613; __finaldtb

Assessing Early Childhood Fluid Reasoning in Low- and Middle-Income Nations: Validity of the Wechsler Preschool and Primary Scale of Intelligence Across Seven MAL-ED Sites - Ruan-Iu, Linda; Pendergast, Laura L.; Rasheed, Muneera; Tofail, Fahmida; Svensen, Erling; Maphula, Angelina; Roshan, Reeba; Nahar, Baitun; Shrestha, Rita; Williams, Brittney; Schaefer, Barbara A.; Scharf, Rebecca; et al. (Journal of Psychoeducational Assessment, 2019)
An adapted version of the Wechsler Preschool and Primary Scale of Intelligence—Third Edition (WPPSI-III) was administered to assess cognitive functioning among 1,253 5-year-old children from the Malnutrition and Enteric Disease (MAL-ED) study—an international, multisite study investigating multiple aspects of child development. In this study, the factor structure and invariance of the WPPSI-III were examined across seven international research sites located in Bangladesh, Brazil, India, Nepal, Pakistan, South Africa, and Tanzania. Using a multiple indicator multiple cause (MIMIC) modeling approach, the findings supported the validity of a fluid reasoning dimension (comprised of block design, matrix reasoning, and picture completion subscales) across each of the seven sites, although the scores were noninvariant. Accordingly, these scores are recommended for research purposes and understanding relationships between variables but not for mean comparisons or clinical purposes.
shortDOI: 10/ggd57h KerkoCite.ItemAlsoKnownAs: 10.1177/0734282919850040 10/ggd57h 2339240:24DRAS7L 2405685:JVQJPXK3

Assemblage Theory: Coping with Complexity in Technology Enhanced Language Learning - Matthews, Blair (Research-publishing, 2019)
Language classrooms are complex systems, but theory often simplifies these processes making researching effectiveness difficult. Assemblage theory – a theory of complexity in the social sciences – allows us to examine complexity in the language classroom. In this paper, I present an account of the language classroom that captures the complexity, subjectivity, and temporality of technology enhanced language learning. [For the complete proceedings, see ED600837.]
Publication Title: Research-publishing.net KerkoCite.ItemAlsoKnownAs: 2339240:N5SJAE74 2339240:X2DH2PJB 2405685:23WUVGJ7 2405685:CJQA4TZT
Keywords: Computer Assisted Instruction; Influence of Technology; Learning Motivation; Learning Processes; Learning Theories; Second Language Learning; Social Systems; Systems Approach; Teaching Methods

Aspirations and the Role of Social Protection: Evidence from a Natural Disaster in Rural Pakistan - Kosec, Katrina; Mo, Cecilia Hyunjung (World Development, 2017)
Citizens’ aspirations are increasingly recognized as an important dimension of their well-being. Those with high aspirations set ambitious goals for themselves, and those with low aspirations may fall prey to a poverty trap. Do natural disasters negatively impact aspirations? If so, can governments blunt these effects? We consider Pakistan’s devastating 2010 floods—and the government’s uneven relief efforts—to analyze these questions. We first show that the extreme rainfall generating this disaster significantly reduced aspirations, even when current levels of household expenditure, wealth, and education are taken into account. Individuals experiencing 2010 monsoon season rainfall that was one standard deviation higher than average had aspiration levels 1.5years later that were 0.15 standard deviations lower than those of similar individuals experiencing just average levels of rainfall. This is the same negative shock to aspirations that one would experience as a result of a 50% reduction in household expenditures. Moreover, the negative effect of natural disasters on aspirations is especially strong among the poor, and among those who are most vulnerable to weather shocks. However, exploiting exogenous variation in flood relief access, we show that government social protection can attenuate these negative impacts. Individuals in villages that received Citizens Damage Compensation (Watan Card) Program flood relief—providing cash equivalent to 9.4% of annual household expenditures in each of the three years following the disaster—saw significantly lower declines in aspirations than did those in similarly affected villages without this relief. This offers a new understanding of social protection; it not only restores livelihoods and replaces damaged assets, but also has an enduring effect by easing mental burdens, and thus raising aspirations for the future. The negative effects of natural disasters and the efficacy of government relief programs may thus be underestimated if aspirations are ignored.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2017.03.039 2339240:XUQV5LX6 2405685:IKVKTLYP
Keywords: Pakistan; South Asia; climate change; political economy of development; political psychology; state capacity

Article 9: Issue 4: Systems Thinking and Technology Leadership in PK-12 Schools - Maddin, Ellen (EdTechnology Ideas, 2013)
Article 9: Issue 4: Systems Thinking and Technology Leadership in PK-12 Schools
KerkoCite.ItemAlsoKnownAs: 2339240:PQS3TQ9C 2405685:XBUUBUV6
Keywords: ⛔ No DOI found

Argentina Has More Women in Science—But It Hasn't Fixed Sexism - Zhang, Sarah (Wired, 2015)
The numbers of women in astronomy are dismal, but Argentina is an exception. Does the country have something to teach about equality in academia?
Section: tags KerkoCite.ItemAlsoKnownAs: 2339240:EK8YS74X 2405685:W83F5RIH
Keywords: argentina; astronomy; gender

Are the new millennium learners making the grade? Technology use and educational performance in PISA 2006 - OECD (OECD, 2010)
OECD's dissemination platform for all published content - books, serials and statistics
KerkoCite.ItemAlsoKnownAs: 2339240:7LPHP87J 2405685:ZK4PRGRH

Are our children learning? Uwezo Tanzania learning assessment report 2019 | Unesco IIEP Learning Portal - Twaweza East Africa (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:AL7LX9CJ 2405685:7KQIECHH

Are Our Children Learning? - Uwezo (Twaweza East Africa, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:8P9EDHXN 2405685:N3RG9SY9

Are contract teachers and para-teachers a cost-effective intervention to address teacher shortage and improve learning outcomes? - Kingdon, Geeta Gandhi; Aslam, Monazza; Rawal, Shenila; Das, Sushmita (Evidence for Policy and Practice Information and Co-ordinating Centre:Social Science Research Unit, Institute of Education, University of London, 2013)
OCLC: 1064447467 KerkoCite.ItemAlsoKnownAs: 2339240:KLB5ET5M 2405685:DIMSNBTN

Architects and contractors: political economy analysis of policy research in Pakistan - Wood, Geof (University of Bath, 2013)
Publisher: Sustainable Development Policy Institute KerkoCite.ItemAlsoKnownAs: 2339240:MRWTHMXN 2405685:25WWT72Y
Keywords: ⛔ No DOI found

Aprender a Ler (ApaL) - USAID (World Education, Inc., 2017)
EdTechHub.ItemAlsoKnownAs: 2405685:NQEMMZAP

Approximating the equilibrium effects of informed school choice - Neilson, Christopher A (Working Paper #628, Princeton University Industrial Relations Section, 2019)
This paper studies the potential small and large scale effects of a policy designed to produce more informed consumers in the market for primary education. We develop and test a personalized information provision intervention that targets families of public Pre-K students entering elementary schools in Chile. Using a randomized control trial, we ﬁnd that the intervention shifts parents’ choices toward schools with higher average test scores, higher value added, higher prices, and schools that tend to be further from their homes. Tracking students with administrative data, we ﬁnd that student academic achievement on test scores was approximately 0.2 standard deviations higher among treated families ﬁve years after the intervention. To quantitatively gauge how average treatment effects might vary in a scaled up version of this policy, we embed the randomized control trial within a structural model of school choice and competition where price and quality are chosen endogenously and schools face capacity constraints. We use the estimated model of demand and supply to simulate policy effects under different assumptions about equilibrium constraints. In counterfactual simulations, we ﬁnd that capacity constraints play an important role mitigating the policy effect but in several scenarios, the supply-side response increases quality, which contributes to an overall positive average treatment effect. Finally, we show how the estimated model can inform the design of a large scale experiment such that reduced form estimates can capture equilibrium effects and spillovers.
KerkoCite.ItemAlsoKnownAs: 2339240:2L3D59KP 2405685:SFXIW92Z
Keywords: ⛔ No DOI found

Approved Basic Education Statistical Booklet 2019 - Ministry of Education (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:JFBPSH7S 2405685:GBA7WEDP

Approaches to teacher professional development in low-to-middle-income countries - Power, Tom (Sustainable English language teacher development at scale: lessons from Bangladesh, 2019)
This chapter begins by situating discussion of approaches to teacher development (TD) in the context of the grand societal challenge of Education for All (UNESCO 2014), as written into the earlier Millennium Development Goals (MDGs) and now Sustainable Development Goal (SDG) 4:‘to ensure inclusive and equitable quality education for all.’ This goal cannot be met without addressing the stark and urgent need for greater numbers of teachers who are adequately equipped with the knowledge and skills to enable effective student learning. Drawing upon personal experiences of work with teachers in LMICs over nearly two decades, the chapter argues against ‘blaming teachers’ for poor student learning outcomes, and advocates instead the development of better understandings of the often challenging contexts in which teachers practise. The chapter then critically examines common approaches to TD that have often failed adequately to equip teachers for classroom practice, outlining a broadly supported agenda for reform. Recent literature has begun to identify certain characteristics of TD programmes that are increasingly associated with effective student outcomes, in what may be an emerging consensus. These characteristics are briefly outlined, before the chapter closes with lessons learned from English in Action. EIA has both contributed to and benefitted from this emerging evidence base and Chapter 5 illustrates how the implementation of EIA exemplifies such characteristics through a cohesive programme design.
Extra URL: http://oro.open.ac.uk/57052/ KerkoCite.ItemAlsoKnownAs: 2339240:D5ABKQWT 2405685:5G9NIHEU 2405685:KJGDVY5F 2405685:P8GU4VUJ 2405685:W9CSF5TT 2534378:3KFFQRC7 2534378:RSWZTN7D
Keywords: Important; Read

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

Applying the information search process model to analyze aspects in the design of serious games for children with hearing impairment - Cano, Sandra; Alghazzawi, Daniyal M.; Arteaga, Jaime Muñoz; Fardoun, Habib M.; Collazos, César A.; Amador, Viviana Bustos (Universal Access in the Information Society, 2018)
Deaf children traditionally face greater challenges and encounter difficulties particular to their abilities. The Information Search Process model (ISP) is oriented in the context of the present work as a process of searching for information about children with a hearing impairment in the area of literacy, applying the different stages of the ISP model to identify different aspects of hearing impairment. A case study was carried out at the USAER school in Aguascalientes, Mexico, a school that enables children with hearing impairments to be included in regular secondary schooling. The children here are aged 12–15 years and have literacy problems. Eight children from 7 to 11 years of age were also evaluated in the Institute for Deaf and Blind Children in Cali, Colombia. The ISP model can be deemed to have been useful for identifying the relevant needs to support both teachers and deaf children. A need was identified, to construct a game that integrates the activities undertaken following the FitzGerald keys and in turn allow them to assess learning through different activities that help increase the semantic repertoire.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10209-016-0520-x 2339240:UHUF6RAC 2405685:FBY7T8A3

Applying systems approach to educational-organizational change: Improvement of an interdisciplinary program - Karim, Sanaz (Uppsala University, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:8RAJEDAT 2405685:PK4FS3HC

Apping and resilience: How smartphones help Syrian refugees in Lebanon negotiate the precarity of displacement - Göransson, Markus (Clingendael Netherlands Institute of International Relations, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:XWGZ2UPM 2405685:U9DIK4S6

Appendix H Quality appraisal checklist – qualitative studies | Methods for the development of NICE public health guidance (third edition) | Guidance | NICE - NICE (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:PRFQXSFC 2405685:RFPEN259 PRFQXSFC

Annual Survey of Progress and Achievement - T-TEL (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:8MWHYQCT 2405685:PSLM9PT6

Annual Status of Education Report (rural) 2018 - ASER Centre (Assessment Survey Evaluation Research (India), 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:JNVC8NTE 2405685:4GRETSNN

Annual Status of Education Report - ASER (ASER, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:GM46AP95 2405685:B3TPJ3NB

Annual Status of Education Report - ASER Pakistan (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:DJW3TIQC

Annual School Census Report - Ministry of Basic and Secondary Education (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:3BAQ3WPG 2405685:FYWGE5WI

Annual Report 2019 - Pakistan Telecommunication Authority (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:J3DYL6EV 2405685:2B6LEWB7 2405685:3DRT5K3E

Annual Primary School Census 2019 - MoPME (Directorate of Primary Education, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:9X2J5EH3 2405685:TJ73RPSY

Annual Development Plan 2019/20 - Azad Government of the State of Jammu & Kashmir (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:WY99ANEK 2405685:HBIUHQNK

Anasoma Mid-Term Report - Worldreader; R4D (Worldreader, 2017)
This report shows the initial findings of the first sprint of the Anasoma Research aimed at identifying barriers of and drivers to female mobile readership in Kenya.
KerkoCite.ItemAlsoKnownAs: 2339240:9NYR4VUI 2405685:ZQ33H7RV

Analyzing and Utilizing Assessment Data for Better Learning Outcomes - UNESCO (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:G6ZY4973 2405685:9STIZJCN

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

Analysis of motor performance in individuals with cerebral palsy using a non-immersive virtual reality task – a pilot study - Martins, Fabiana Paula Almeida; Massetti, Thaís; Crocetta, Tania Brusque; Lopes, Priscila Bianchi; da Silva, Amanda Abreu; Figueiredo, Eliketylen Fernandes; de Abreu, Luiz Carlos; da Silva, Talita Dias; Monteiro, Carlos Bandeira de Mello (Neuropsychiatric Disease and Treatment, 2019)
Purpose To evaluate the performance improvement of individuals with hemiparesis cerebral palsy (CP) using a virtual task. Participants and methods Twenty individuals were selected and distributed into two groups. The experimental group (CP group) comprised ten individuals with a medical diagnosis of CP, and ten individuals with typical development (sex- and age-matched) composed the control group (TD group). Both groups followed the same intervention protocol, which included a virtual coincident timing task: the participants performed upper limb movements in front of a computer’s webcam and interacted with the task with the aim of virtually intercepting spheres that fell in four rows following the rhythm of a pre-selected song during an 8-minute period. To verify the influence on a real task, pre- and posttests were performed in a similar task, but with physical contact (using the spacebar on the keyboard of a computer). To analyze the data, we evaluated the variable, constant, and absolute errors during the task and in the pre- and posttests. Results The results showed that there was an improvement in performance between the pre- and posttests; that is, after practicing the task in an environment without physical contact, there was a performance improvement in posttests in the real task, but only for the CP group. Moreover, there were significant differences in precision and accuracy between the two groups, with worse performance in the CP group. Conclusion Individuals with CP presented better performance in the real task after practice in a virtual reality task, albeit with worse performance compared with individuals with TD. This is an interesting result that supports the possible use of virtual tasks for the rehabilitation of individuals with CP.
KerkoCite.ItemAlsoKnownAs: 10.2147/NDT.S184510 2339240:CI3HQJFI 2405685:P8DEJMKH

An overview of ICT for education of refugees and IDPs - Joynes, Chris; James, Zoe (2018)
This rapid review examined examples of ICT approaches to address the education needs of those living in IDP and refugee camps and lessons learned from these experiences. Although ICT is considered a good system to fulfil the education needs within refugee settings, many studies conclude that access to ICTs in schools or at home is not sufficient to improve learning outcomes. It is due to the role of a mentor or tutor figure is seen as key to productive learner engagement with technology, and the effectiveness of ICT-based education is reliant on appropriate teacher training to ensure successful up-take at the classroom level (Tauson & Stannard 2018: 47, 62; UNESCO 2018: 74; Carlson 2013: 30). Secondly, in terms of content, ICTs for education should provide content that is responsive or adaptable to the learners’ level, is implemented in line with the local curriculum and also is relevant to the learners’ context (Tauson & Stannard 2018: 36-38, 61). Despite this potential for ICTs, there remains a broad lack of evidence related to education in refugee settings (Burde et al. 2015; Tauson & Stannard 2018; World Bank 2016). In particular, more information is needed on pedagogic design, on the effective use of ICTs for learning, on the role of ICTs in ensuring continuity of and linkages between learning in formal and non-formal settings, on the role of ICTs in educational data-gathering, and on the cost-effectiveness of ICT-led interventions (Burde et al 2015; Tausin & Stannard 2018; Carlson 2013). In light of the availability of evidence, some of the studies cited here instead supplement their findings by drawing on observational studies, and on studies on effective ICT usage from learners in non-refugee contexts (Burde et al. 2015; Tauson & Stannard 2018).
KerkoCite.ItemAlsoKnownAs: 2339240:75ZRE2RA 2339240:J9VYGNUA 2339240:N4VI3AHC 2405685:3Z2JBF58 2405685:UUEEVW9Z 2405685:VSQUMYUI
Keywords: Google Scholar/ "education technology" refugees; RER theme_general; RER theme_pedagogies and modalities; ⛔ No DOI found

An overview of e-learning in China: History, challenges and opportunities - Wang, Yan; Liu, Xuan; Zhang, Zhenhong (Research in Comparative and International Education, 2018)
The Chinese government has attached great importance to the development of e-learning since its emergence in the 1990s. As a consequence of the implementation of a series of policies, China has made significant achievements in the e-learning arena with respect to infrastructure construction, production of resources, academic education, non-academic training, and education for disadvantaged groups. However, due to the constraints of China’s traditional culture, information literacy, and educational mechanisms, challenges have emerged in the implementation of e-learning that need urgently to be addressed. As e-learning in China continues to grow, major research areas such as students’ and teachers’ perspectives on developments in e-learning, teachers’ pedagogical capacity and ongoing professional development in e-learning settings, and the production of more convenient and useful e-learning resources, are likely to be topics of continuing research interest.
Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/1745499918763421 2405685:5RZFNBJU 2534378:WASU4R5U
Keywords: Challenges; China; ICT in education; e-learning; professional development; successes

An OLPC workshop in rural Tanzania: Preliminary results - Apiola, M.; Pakarinen, S.; Moisseinen, N.; Tedre, M. (2013 IEEE 13th International Conference on Advanced Learning Technologies, 2013)
One-to-one computing is an active and widely researched topic in educational technology. Its benefits include, for instance, easily up datable material base, anywhere-anytime learning, adaptability, and simulated experiments in science. The use of one-to-one computing in a developing country context has recently become an active research topic. However, the materialization of the educational benefits requires proper contextualization regarding the necessary pedagogical, organizational, institutional, and other types of adaptation. This paper presents preliminary results from an action research study in a primary school in rural Tanzania. In that study, the utilization of one-to-one computing in a combination with modern pedagogical approaches to teach ICT and health care topics was studied.
ISSN: 2161-377X KerkoCite.ItemAlsoKnownAs: 10.1109/ICALT.2013.35 2339240:GSKM7R48 2405685:2YMR5MHT
Keywords: Conferences; Developing country context; Educational institutions; Games; ICT; Materials; OLPC workshop; One-Laptop-Per-Child Foundation; Portable computers; Tanzania; anywhere-anytime learning; computer aided instruction; educational technology; information-and-communication technology; institutional learning; one-to-one computing; organizational learning; pedagogical approach; pedagogical learning

An Investigation on Learning Performance among Disabled People Using Educational Multimedia Software: A Case Study for Deaf People - Masitry, Ananthi Krishnasami; Majid, Mazlina Abdul; Toh, M Zulfahmi; Herawan, Tutut (2013)
The increasing number of people with hearing-impaired in Malaysia attracts to produce a variety of technologies, which can assist the deaf people in carrying out their tasks in everyday life as normal people. New technology can help to decrease the difficulty that hearing-impaired people faces in daily life to use the information services like normal people. Thus, this paper focuses on: i) developing a new multimedia courseware for pre-school students with hearing problem, and ii) comparing the deaf student’s learning performance before and after using the courseware. Four modules were developed for e-MSL courseware consist of alphabets, numbers, words and quizzes with colorful text, animation, sounds, video and pictures using Malaysian Sign Language (MSL). Sekolah Rendah Pendidikan Khas (SRPK) Indera Mahkota II, Kuantan has been chosen as the case study for data collection and for investigating the student learning performance on the courseware. The survey results show that 100% of the respondents have agreed that using e-MSL courseware managed to reduce the student learning time more than 80%. The result has indicated that students have shown better learning performance using e-MSL compared to traditional learning.
KerkoCite.ItemAlsoKnownAs: 10.14257/ijbsbt.2013.5.6.02 2339240:6YFB5WG4 2405685:XDQ6E2DZ

An Investigation of the Impact of an Intervention to Reduce Academic Procrastination Using Short Message Service (SMS) Technology - Davis, D; Abbitt, J (Journal of Interactive Online Learning, 2013)
This mixed-method pilot study investigated the impact of a custom Short Message Service (SMS) reminder system developed to help students reduce procrastination and increase performance on weekly content-related quizzes in a high-enrollment hybrid online course. Text message reminders were sent to three students with high procrastination and low performance levels on a schedule based on free-operant avoidance principles, where messages would be terminated upon completion of the weekly quiz. The results suggest that there was sufficient evidence that the system had a positive effect on procrastination levels, but less evidence for an effect on performance. Subsequent interviews with the participants confirmed the utility and potential of the system, and revealed areas for improvement in the implementation of the SMS reminder system as well as an understanding of the students’ response to the intervention.
KerkoCite.ItemAlsoKnownAs: 2405685:GVZZTKW6
Keywords: ⛔ No DOI found

An investigation of appropriate new technologies to support interactive teaching in Zambian schools (ANTSIT). A joint report from Aptivate and the Centre for Commonwealth Education (University of Cambridge). Final Report to DfID. - Haßler, Björn; Hennessy, S.; Lord, T.; Cross, A.; Jackson, A.; Simpson, M. (Aptivate and University of Cambridge, 2011)
0007 EdTechHub.Source: 2129771:ZATDIRKP EdTechHub.Source: 2129771:ZATDIRKP KerkoCite.ItemAlsoKnownAs: 2129771:ZATDIRKP 2405685:3TABTBW7
Keywords: Author:Haßler; dode_eth-src-dode; dode_eth-trf2-dode

An Investigation into Implementation of ICT in Primary Schools, in Kenya, in the Light of Free Laptops at Primary One A Case Study of Teachers Implementing ICT into Their Teaching Practice - Tonui, Betty; Kerich, E; Koross, R (Journal of Education and Practice, 2016)
Information and communication technologies (ICTs) have been touted as being potentially powerful tools that can be used to facilitate the implied educational change and reform. Implementation of ICT in higher education learning environments is a complex task. Teachers and students, but also management, administration and ICT support are affected by and affect the implementation. To facilitate the change processes better the first step is to actually understand what problems and challenges implementation of ICT leads to and how it affects practice. Although classical instructional methods will continue to be used in the teaching-learning process, it is also true that Information Communication Technologies (ICTs) can be harnessed to become powerful pedagogical tools. Proceeding from the premise that there are many ways to use new technologies for teaching and learning, the paper presents literature on the possibilities and challenges of integrating ICT into teaching-learning, the rationale for adopting and using ICTs for learning-teaching, as well as the key factors that influence the adoption and use of ICTs in teaching and learning both from a general perspective and in a technical education context. The paper then outlines and discusses findings of a study designed to investigate the possibilities and challenges of using Information Communication Technology (ICT) in teaching-learning procedures in primary school institutions in Kenya using data obtained from a Tinderet District school in the Rift valley region of Kenya. It examines views in pertinent literature as well as teachers’ perceptions of the benefits of integrating ICT into teaching-learning, the success factors and obstacles encountered in their endeavours to do this. Conclusions are drawn and suggestions made to address the challenges and improve on the use of ICT for teaching-learning in teaching institutions.
KerkoCite.ItemAlsoKnownAs: 2339240:RL8BR95I 2405685:SWCURERR
Keywords: ⛔ No DOI found

An Investigation into Implementation of ICT in ECD and Primary Schools, in the Light of Free Laptops at Primary One: a case study of teachers implementing ICT into their teaching practice - Tonui, Betty C.; Kerich, E.; Koross, R.; J, K.; Moi, Too (2018)
Information and communication technologies (ICTs) have been touted as being potentially powerful tools that can be used to facilitate the implied educational change and reform. Implementation of ICT in higher education learning environments is a complex task. Teachers and students, but also management, administration and ICT support are affected by and affect the implementation. To facilitate the change processes better the first step is to actually understand what problems and challenges implementation of ICT leads to and how it affects practice. Although classical instructional methods will continue to be used in the teaching-learning process, it is also true that Information Communication Technologies (ICTs) can be harnessed to become powerful pedagogical tools. Proceeding from the premise that there are many ways to use new technologies for teaching and learning, the paper presents literature on the possibilities and challenges of integrating ICT into teaching-learning, the rationale for adopting and using ICTs for learning-teaching, as well as the key factors that influence the adoption and use of ICTs in teaching and learning both from a general perspective and in a technical education context. The paper then outlines and discusses findings of a study designed to investigate the possibilities and challenges of using Information Communication Technology (ICT) in teaching-learning procedures in primary school institutions in Kenya using data obtained from a Tinderet District school in the Rift valley
KerkoCite.ItemAlsoKnownAs: 2339240:CHUK8BFL 2405685:CD7SSBUP

An Introduction to Systematic Reviews - Gough, David; Oliver, Sandy; Thomas, James (Sage, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:5P6DHX2K 2405685:B4KR3X7L

An intervention study of instructional methods and student engagement in large classes in Thailand - Tolley, Leigh; Johnson, Laurene; Koszalka, Tiffany (International Journal of Educational Research, 2012)
shortDOI: 10/ggvk3n KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2012.05.003 10/ggvk3n 2339240:J76P33YH 2405685:2QG2SP3Z

An intersectionality-based policy analysis framework: critical reflections on a methodology for advancing equity - Hankivsky, Olena; Grace, Daniel; Hunting, Gemma; Giesbrecht, Melissa; Fridkin, Alycia; Rudrum, Sarah; Ferlatte, Olivier; Clark, Natalie (International Journal for Equity in Health, 2014)
In the field of health, numerous frameworks have emerged that advance understandings of the differential impacts of health policies to produce inclusive and socially just health outcomes. In this paper, we present the development of an important contribution to these efforts – an Intersectionality-Based Policy Analysis (IBPA) Framework.
KerkoCite.ItemAlsoKnownAs: 10.1186/s12939-014-0119-x 2129771:2SJPGWSG 2405685:YC55WA3X
Keywords: Equity; Health; Intersectionality; Policy analysis; Reflexivity; _C:Australia AUS; _C:Canada CAN; _C:Finland FIN; _C:India IND; _C:New Zealand NZL; _C:United Kingdom GBR; _C:United States USA; __C:scheme:1

An Intersectionality-Based Policy Analysis Framework - Hankivsky, Olena (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:UL8AGJDZ 2405685:T6G4MKTK
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Denmark DNK; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:India IND; _C:Ireland IRL; _C:Japan JPN; _C:Mexico MEX; _C:New Zealand NZL; _C:Norway NOR; _C:South Africa ZAF; _C:Sweden SWE; _C:Switzerland CHE; _C:United Kingdom GBR; _C:United States USA; __C:scheme:1

An Infographic Presentation of Eneza's 2012 Impact Study - Eneza Education (Eneza Education, 2013)
I am sure you are wondering what Eneza is, that should not worry you at all. We have just changed our name from MPrep to Eneza. “Eneza” is a Swahili ... Read More
Library Catalog: enezaeducation.com KerkoCite.ItemAlsoKnownAs: 2339240:LSRRXLCC 2405685:VBPTJLET

An extended systematic review of Canadian policy documents on e-learning: what we’re doing and not doing - Borokhovski, Eugene; Bernard, Robert; Mills, Erin; Abrami, Philip C.; Wade, C. Anne; Tamim, Rana; Bethel, Edward; Lowerison, Gretchen; Pickup, David; Surkes, Michael A. (Canadian Journal of Learning and Technology, 2011)
Number: 3 KerkoCite.ItemAlsoKnownAs: 10.21432/t22p41 10/gmfk2v 2339240:CHEZSB5X 2405685:6HB7ZEXG

An exploration of agency in the localisation of open educational resources for teacher development - Wolfenden, Freda; Adinolfi, Lina (Learning, Media and Technology, 2019)
This study examines the practice of adaptation and translation (localisation) of Open Educational Resources (OER). It employs a sociocultural perspective to focus on the experiences of practitioners (localisers) who undertook the localisation of a suite of 125 OER created as part of a teacher professional development programme in India. This localisation process generated eight unique versions of the OER in five languages. Drawing on project reports, practitioner interviews and analysis of the adapted OER, the study explores how localisers created meaning for the task, the situational and linguistic factors that influenced and mediated their decisions to adapt the materials – or not – and the skills and experiences that emerged through the process. Although the findings revealed that changes to the materials were limited, suggesting that enacting localisation is more difficult than perhaps suggested by OER proponents, the analysis indicated forms of localisers’ emerging professional agency through this endeavour.
Publisher: Routledge _eprint: https://doi.org/10.1080/17439884.2019.1628046 Extra URL: https://doi.org/10.1080/17439884.2019.1628046 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1628046 2405685:D4SI9BWU 2534378:ALXXMXLY 2534378:ZPP9MH8V
Keywords: India; Open educational resources (OER); __:import:01; __:match:final; __:matched; __:study_id:2457357; __finaldtb; localisation; professional agency

An experimental study of the performance of prospective teachers of flipped classroom and non-flipped classroom - Minaz, Maksal; Tabassum, Rabia; Idris, Muhammad (Pakistan Journal of Education, 2017)
Video-recording of lectures and creating of podcasts for playback on the computer and other portable devices which accommodate the new formats of self-developed learning are identified as flipped classroom. The study was focused on the objective to Investigate performance of prospective teachers of flipped classroom and non-flipped classroom with respect to flipped classroom strategy. Therefore, null hypotheses were formulated; there is no significant difference between the mean scores of flipped classroom and non-flipped classroom of prospective teachers before and after treatment; Pretest posttest equivalent group experimental research design was taken for the study. A paired random sampling technique was employed to select the sample on the basis of pretest scores from the subjects.. Experimental group was named flipped classroom and control group was named non-flipped classroom. Treatment of flipped classroom strategy provided to the flipped classroom and the non-flipped classroom was thought through lecture demonstration method. Posttest was administered to collect data from both groups without delay after treatment of six academic weeks. Results of the study illustrated that there was significant difference between the performance of flipped and non-flipped classrooms prospective teachers. It was recommended that flipped classroom may be an integral part of curriculum of professional development courses in Pakistan.
Place: Islamabad Publisher: Allama Iqbal Open University Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2364383027?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2339240:JSUA8DQA 2405685:AUM7ANGN 2405685:EC5V2BBM 2534378:Q5BTRXDU 2534378:ZZ43GQ5G
Keywords: Education; Educational technology; Learning; Pedagogy; Podcasts; Professional development; Teacher attitudes; __:import:01; __:match:final; __:matched; __:study_id:2096864; __finaldtb; ⛔ No DOI found

An examination of the use of technology in the teaching of history. A study of selected senior high schools in the cape coast metropolis, Ghana. - Boadu, Gideon (International Journal of Learning, Teaching and Educational Research, 2014)
This study examined the use of technology in the teaching of History in three (3) selected Senior High Schools in the Cape Coast metropolis. The study was modelled on the descriptive survey design with a sample size of 159 respondents, made up of 153 History students and 6 History teachers from three selected schools. The instruments used to collect data were the questionnaire and the interview guide. The study found that technologies such as computers, projectors, internet, and audio-visuals, could be used to teach History. Again, it was found that teachers have positive perceptions of the use of technology in teaching History, and students were also found to portray positive attitudes in class when technology is used to teach. Finally, the study revealed that teachers face the challenge of unavailability of technology resources, lack of enough time, and lack of motivation, in their attempt to use technology in class. It is recommended that seminars should be organized for teachers to expose them to the types of technologies and how to use them. Again, Ministry of Education should make technology resources available in schools, and also teachers should innovative and creative by using a variety of technologies in their lessons.
Number: 1 KerkoCite.ItemAlsoKnownAs: 2339240:I44YNVA2 2405685:BTZJESKM
Keywords: Attitude; History; Perception; Teaching; Technology; ⛔ No DOI found

An Evaluation of the Implementation of Information Technology in Secondary Schools in Kenya - Mbogo, Gracemary; Anne, Onunga; Kirathi, Miriam (Mediterranean Journal of Social Sciences, 2014)
Education is the best legacy a nation can give to her citizens especially the youth. This is because the development of any nation depends on the quality of education of such a nation. While ICT continues to advance in western Asia countries, African countries still experience a lag in its implementation and continues to widen the digital and knowledge divides. In a recent study by Kiptalam et .al (2010), observed that access to ICT facilities is against the ratio of 1:15 students in developed countries. This study was carried out to investigate the extent to which Information Technology has been implemented in secondary schools in Kenya. 30 teachers were sampled out from various counties. A questionnaire was administered to the sample. Descriptive statistics were used to analyze the data. The fidings indicated that most teachers appreciated the need to implement ICT in schools to enhance their effectiveness during the instructional processes. However, most of the teachers had limited ICT skills and rarely used ICT during their teaching. DOI: 10.5901/mjss.2014.v5n5p215
KerkoCite.ItemAlsoKnownAs: 10.5901/mjss.2014.v5n5p215 10/gj37f2 2339240:4AHCXZ5X 2405685:7TLXRA2N

An Evaluation of ELLN Digital: Technology-Supported Teacher Professional Development on Early Language, Literacy, and Numeracy for K-3 Teachers - Oakley, Grace; King, Ronnel; Scarparolo, Gemma (Digital Learning for Development, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:KW3JXUFD 2405685:QDANF5S7
Keywords: ⛔ No DOI found

An Evaluation of Computer Aided Learning (BRAC-CAL) in Secondary Schools in Bangladesh. - Power, T; Babu, R; Chowdhury, T (BRAC Research and Evaluation Division, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:HY6ESF47 2405685:7BA7PQLP

An editorial on replication studies and scaling up efforts - Spector, J. Michael; Johnson, Tristan E.; Young, Patricia A. (Educational Technology Research and Development, 2015)
This editorial calls for the submission of replication studies, meta-analyses, and reports of large-scale impact studies to any section of ETR&D.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-014-9364-3 2339240:IALYW5HK 2405685:FW79IDCD

An E-Learning Approach to Secondary School Education”: E-Readiness Implications in Kenya - Redempta, Kiilu (Journal of Education and Practice, 2012)
Information and Communication Technology (ICT) has the potential to enhance access, quality, and effectiveness in education. This paper examines the E-readiness implication on the adoption of e-learning in secondary schools in Kenya. The paper provides an opportunity for reflection on e-learning adoption and the potential role ICT can plays in education. The review has established that up to date, less than 10% of secondary schools in Kenya offer computer studies as a subject in the curriculum despite its perceived potential. The few schools that have an ICT programme limit the number of candidates who take up the subject considering it a specialty irrespective its being an essential subject as other compulsory subjects like Mathematics and Languages. Whereas the processing of information to build knowledge is one of the essential literacy skills vital for the workforce in the 21st century, it is often overlooked in current educational practices. the question of ereadiness of Kenyan schools cannot be overlooked if Kenya plans to use education as a platform for becoming an e-society of the 21st century as envisaged in Vision 2030.Therefore, it is imperative that E-Readiness issues be effectively addressed lest new technology introduced further marginalizes the already deprived Kenyan children. Desktop review of relevant literature was guided by Current Situation Analysis (CSA) which is equivalent to Strength, Weakness, Opportunities and Threats (SWOT) Analysis.
KerkoCite.ItemAlsoKnownAs: 2339240:QGAYFNJL 2405685:74DSLY4X
Keywords: ⛔ No DOI found

An Atlas of The Forty Colleges of Education in Ghana - Haßler, Björn; Akunor, J. T.; Nyamador, E. S. (2017)
EdTechHub.Source: 2129771:F7ZRYUZX shortDOI: 10/ghgk6m KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3911076 10/ghgk6m 2129771:F7ZRYUZX 2129771:U3IVX9WX 2405685:SKFNBK29
Keywords: _DOILIVE; _not_EdTechHub; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode