The Limitations of Access Alone: moving towards open processes in education technology - Knox, Jeremy (OpenPraxis, 2013)
shortDOI: 10/ghgn5w KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.5.1.36 10/ghgn5w 2405685:A3KT8WS9
Keywords: C:International

The legacy of colonial language policies and their impact on student learning: Evidence from an Experimental Program in Cameroon - Laitin, David D.; Ramachandran, Rajesh; Walter, Stephen L. (Economic Development and Cultural Change, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1086/700617 2405685:5JH99UHL 4042040:FGB9E6BX

The ‘leave no one behind’ index - Greenhill, Romilly (Overseas Development Institute, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:VFT83VC2 2405685:MFW2ERFR
Keywords: ⛔ No DOI found

The learning generation: investing in education for a changing world - The Education Commission (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:V38KXCY9 2405685:HWYYANS4

The learning generation: Investing in education for a changing world - The International Commission on Financing Global Education Opportunity (Education Commission, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:RMV9AGAL 2405685:34BX9Z5G

The Learning Environment as a Chaotic and Complex Adaptive System - Weichhart, Georg (systems-journal.eu, 2013)
Thrivability is a novel concept describing the intention to go beyond sustainability, allowing a system to flourish (Russell, 2010). For a society or organization to be thrivable, educated, responsible acting agents are needed. Traditional education focuses on (efficient) reproduction of existing organised bodies of information (Dewey, 1938). We argue that complex adaptive systems theory and chaos theory provide concepts well suited to inform the design of learning environments, in order to facilitate a thrivable organization. This learning is not linear and externally controlled, but happens in a chaotic, yet guided manner. After discussing the suitability of the theoretical body of these general approaches, we show how a concrete progressive education approach, called the Dalton-Plan pedagogy (Parkhurst, 1923, 2010), implements and supports these elements. By doing so, we show that the Dalton-Plan pedagogy is well suited for education of agents working in and for thrivable organizations. Support for teachers as part of this evolving learning system is provided by an e-learning environment.
KerkoCite.ItemAlsoKnownAs: 2339240:KM7XZ4YP 2405685:HJMRFUKH
Keywords: ⛔ No DOI found

The Learning Economy and the Economics of Hope - Lundvall, Bengt-Ake (Anthem Pr, 2016)
EdTechHub.ItemAlsoKnownAs:2405685:UXLKGYEP
Keywords: DIAL-RDO; Economic aspects; Information technology; Knowledge economy; Technological innovations

The learning circle experience: Findings from the P2PU participant survey - Fellows, Michelle (University of Washington Information School, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:9R6YAL7K

The Lean Startup: How Today's Entrepreneurs Use Continuous Innovation to Create Radically Successful Businesses - Ries, Eric (2011)
Most startups fail. But many of those failures are preventable. The Lean Startup is a new approach being adopted across the globe, changing the way companies are built and new products are launched. Eric Ries defines a startup as an organization dedicated to creating something new under conditions of extreme uncertainty. This is just as true for one person in a garage or a group of seasoned professionals in a Fortune 500 boardroom. What they have in common is a mission to penetrate that fog of uncertainty to discover a successful path to a sustainable business. The Lean Startup approach fosters companies that are both more capital efficient and that leverage human creativity more effectively. Inspired by lessons from lean manufacturing, it relies on “validated learning,” rapid scientific experimentation, as well as a number of counter-intuitive practices that shorten product development cycles, measure actual progress without resorting to vanity metrics, and learn what customers really want. It enables a company to shift directions with agility, altering plans inch by inch, minute by minute. Rather than wasting time creating elaborate business plans, The Lean Startup offers entrepreneurs—in companies of all sizes—a way to test their vision continuously, to adapt and adjust before it’s too late. Ries provides a scientific approach to creating and managing successful startups in a age when companies need to innovate more than ever.
KerkoCite.ItemAlsoKnownAs: 2339240:QP9JBFUG 2405685:CDNIKUQA

The Kio Kit: a digital learning solution engineered in Africa for the world - ITU (ITU News, 2018)
To mark Mobile Learning Week 2018, ITU News caught up with Nivi Sharma, the Managing Director of BRCK (brck.com), whose mission is to connect Africa to the internet, through providing a WiFi infrastructure to allow anyone with a smartphone to have free and open access to the internet.
Section: Emerging Trends KerkoCite.ItemAlsoKnownAs: 2339240:QQLRK37W 2405685:Z52V3UNZ

The Key Informant Child Disability Project in Bangladesh and Pakistan - Mactaggart, I (London School of Hygiene and Tropical Medicine, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:D8CIW7KU 2405685:JCNFYGSX

The Journal Coverage of Web of Science and Scopus: A Comparative Analysis - Mongeon, Philippe; Paul-Hus, Adèle (Scientometrics, 2016)
Bibliometric methods are used in multiple fields for a variety of purposes, namely for research evaluation. Most bibliometric analyses have in common their data sources: Thomson Reuters' Web of Science (WoS) and Elsevier's Scopus. The objective of this research is to describe the journal coverage of those two databases and to assess whether some field, publishing country and language are over or underrepresented. To do this we compared the coverage of active scholarly journals in WoS (13,605 journals) and Scopus (20,346 journals) with Ulrich's extensive periodical directory (63,013 journals). Results indicate that the use of either WoS or Scopus for research evaluation may introduce biases that favor Natural Sciences and Engineering as well as Biomedical Research to the detriment of Social Sciences and Arts and Humanities. Similarly, English-language journals are overrepresented to the detriment of other languages. While both databases share these biases, their coverage differs substantially. As a consequence, the results of bibliometric analyses may vary depending on the database used. These results imply that in the context of comparative research evaluation, WoS and Scopus should be used with caution, especially when comparing different fields, institutions, countries or languages. The bibliometric community should continue its efforts to develop methods and indicators that include scientific output that are not covered in WoS or Scopus, such as field-specific and national citation indexes.
shortDOI: 10/f77hzh KerkoCite.ItemAlsoKnownAs: 10.1007/s11192-015-1765-5 10/f77hzh 2339240:8JJXVFNV 2405685:2IZQM7HX
Keywords: Bibliometrics; Citation indexes; Research evaluation; Scopus; Web of Science

The Jordan Response Plan For the Syria Crisis 2017-2019 - Ministry of Planning and International Cooperation, Jordan (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:J6W2KRKX

The Issues and Challenges of Using Multimedia at a District Level, Specialized Girls’ College in Bangladesh - Sarowardy, Muhammad Hasan; Halder, Deb Proshad (Creative Education, 2019)
The use of multimedia in imparting education has inevitably been trendy owing to its multifold benefits which have been established and reinvestigated as inseparable teaching aid and tool in teaching-learning process. But This technological assisting component cannot be accorded in many of the institutions of Bangladesh due to several internal as well as external factors. This paper aims to highlight the emerging factors that beset in the institution of Bangladesh. This institutional study on the issues and challenges of using of multimedia in a district (urban area) level girls’ college projects a thorough realization of the difficulties what this types of attributive colleges face in Bangladesh. The resource constraint, the lack of motivation of the teachers, the lack of expert human resource, the insufficient digital tools and lack of multimedia-enabled class environment are found to be barriers and some guiding directives are also imposed in this paper that emerges through the interviews of the teachers and the Vice principal. Thus, the paper, in a miniature effort, tries to lay out the challenges the college of Bangladesh faces and highlight some remedial ways to cope up the challenges.
KerkoCite.ItemAlsoKnownAs: 10/gj37jg 2339240:M5B3GAH9 2405685:LDBLDTX5

The iPad as a Tool For Education - a case study - Heinrich, P. (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:FC3GMYB8 2405685:YGDJMN4F

The International Encyclopedia of Organizational Communication - Scott, Craig R.; Barker, James R.; Kuhn, Timothy; Keyton, Joann; Turner, Paaige K.; Lewis, Laurie K. (Wiley, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1002/9781118955567 2339240:MUXQBC59 2405685:F7A8XMF2

The international encyclopedia of communication research methods - Matthes, Jörg; Davis, Christine; Potter, Robert (Wiley, 2017)
zotzenLib.CopiedFrom: 2339240:MZWRDTNS KerkoCite.ItemAlsoKnownAs: 2339240:MZWRDTNS 2405685:DJQI2C4Z

The Internal, External, and Diagnostic Validity of Sluggish Cognitive Tempo: A Meta-Analysis and Critical Review - Becker, Stephen P.; Leopold, Daniel R.; Burns, G. Leonard; Jarrett, Matthew A.; Langberg, Joshua M.; Marshall, Stephen A.; McBurnett, Keith; Waschbusch, Daniel A.; Willcutt, Erik G. (Journal of the American Academy of Child & Adolescent Psychiatry, 2016)
Objective To conduct the first meta-analysis evaluating the internal and external validity of the sluggish cognitive tempo (SCT) construct as related to or distinct from attention-deficit/hyperactivity disorder (ADHD) and as associated with functional impairment and neuropsychological functioning. Method Electronic databases were searched through September 2015 for studies examining the factor structure and/or correlates of SCT in children or adults. The search procedures identified 73 papers. The core SCT behaviors included across studies, as well as factor loadings and reliability estimates, were reviewed to evaluate internal validity. Pooled correlation effect sizes using random effects models were used to evaluate SCT in relation to external validity domains (i.e., demographics, other psychopathologies, functional impairment, and neuropsychological functioning). Results Strong support was found for the internal validity of the SCT construct. Specifically, across factor analytic studies including more than 19,000 individuals, 13 SCT items loaded consistently on an SCT factor as opposed to an ADHD factor. Findings also support the reliability (i.e., internal consistency, test–retest reliability, interrater reliability) of SCT. In terms of external validity, there is some indication that SCT may increase with age (r = 0.11) and be associated with lower socioeconomic status (r = 0.10). Modest (potentially negligible) support was found for SCT symptoms being higher in males than females in children (r = 0.05) but not in adults. SCT is more strongly associated with ADHD inattention (r = 0.63 in children, r = 0.72 in adults) than with ADHD hyperactivity-impulsivity (r = 0.32 in children, r = 0.46 in adults), and it likewise appears that SCT is more strongly associated with internalizing symptoms than with externalizing symptoms. SCT is associated with significant global, social, and academic impairment (r = 0.38–0.44). Effects for neuropsychological functioning are mixed, although there is initial support for SCT being associated with processing speed, sustained attention, and metacognitive deficits. Conclusion This meta-analytic review provides strong support for the internal validity of SCT and preliminary support for the external validity of SCT. In terms of diagnostic validity, there is currently not enough evidence to describe SCT in diagnostic terms. Key directions for future research are discussed, including evaluating the conceptualization of SCT as a transdiagnostic construct and the need for longitudinal research.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jaac.2015.12.006 2405685:9SPLF4RZ
Keywords: attention-deficit/hyperactivity disorder; diagnosis; nosology; sluggish cognitive tempo; systematic review

The Internal and External Validity of the Regression Discontinuity Design: A Meta-Analysis of 15 Within-Study Comparisons - Chaplin, Duncan D.; Cook, Thomas D.; Zurovac, Jelena; Coopersmith, Jared S.; Finucane, Mariel M.; Vollmer, Lauren N.; Morris, Rebecca E. (Journal of Policy Analysis and Management, 2018)
Theory predicts that regression discontinuity (RD) provides valid causal inference at the cutoff score that determines treatment assignment. One purpose of this paper is to test RD's internal validity across 15 studies. Each of them assesses the correspondence between causal estimates from an RD study and a randomized control trial (RCT) when the estimates are made at the same cutoff point where they should not differ asymptotically. However, statistical error, imperfect design implementation, and a plethora of different possible analysis options, mean that they might nonetheless differ. We test whether they do, assuming that the bias potential is greater with RDs than RCTs. A second purpose of this paper is to investigate the external validity of RD by exploring how the size of the bias estimates varies across the 15 studies, for they differ in their settings, interventions, analyses, and implementation details. Both Bayesian and frequentist meta-analysis methods show that the RD bias is below 0.01 standard deviations on average, indicating RD's high internal validity. When the study-specific estimates are shrunken to capitalize on the information the other studies provide, all the RD causal estimates fall within 0.07 standard deviations of their RCT counterparts, now indicating high external validity. With unshrunken estimates, the mean RD bias is still essentially zero, but the distribution of RD bias estimates is less tight, especially with smaller samples and when parametric RD analyses are used.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/pam.22051 KerkoCite.ItemAlsoKnownAs: 10.1002/pam.22051 2405685:WS7XADDG

The information society and ICT sector development project in Tanzania - Seppälä, Teemu (TANZICT, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:JZEC9FWF 2405685:NLT5HWL6

The Influence of Young Children's Use of Technology on Their Learning: A Review - Hsin, C.-T; Li, Ming-Chaun; Tsai, Chin-Chung (Educational Technology and Society, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:CW4NPEFU 2405685:FXTVP56R
Keywords: ⛔ No DOI found

The Influence of Teachers’ Professional Development Activities on the Factors Promoting ICT Integration in Primary Schools in Mongolia - Li, Shengru; Yamaguchi, Shinobu; Sukhbaatar, Javzan; Takada, Jun-ichi (Education Sciences, 2019)
This paper examines the influences of professional development activities on important teacher-level factors that are important for the use of Information and Communication Technology (ICT) in education for primary school teachers in Mongolia. The study utilizes the survey data collected in 2012 (n = 826) and 2016 (n = 1161) to identify the changes in factors that are important to the use of ICT in education. The study result shows that six teacher level factors that are important for the ICT integration have been improved over time through professional development activities. These are professional competency in educational use of ICT, collaboration for ICT integration, benefits on use of ICT, autonomy to innovate, recognition as a professional, and skills and practices in educational use of ICT. This provides supporting evidence to educational practitioners for the implementation of effective professional development programs to promote ICT integration in education, especially in the developing country’s context.
Number: 2 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/educsci9020078 2339240:XWWZXZ76 2405685:EENQXYD4
Keywords: ICT in education; ___working_potential_duplicate; auto_merged; education policy; educational change; factors promoting ICT integration; teacher’s professional development

The Influence of Principals’, Teachers’ and Students’ Attitude on Readiness to Adopt e-Learning in Secondary Schools in Kitui District, Kenya - Mulwa, Angeline Sabina; Kyalo, Dorothy Ndunge (European Scientific Journal, ESJ, 2013)
Studies conducted in the field of ICT use in secondary schools reveal that, although in the past few years teachers and students have enjoyed adequate access to an assortment of ICTs such as computers, laptops, projectors printers, e-blackboards, mobile phones for use n integration of teaching and learning in schools, the level of utilization of the ICTs by teachers and students in Kitui District is still minimal. This study sought to examine the relationship between Principals, teachers’ and students’ attitude on utilization of ICTs and the readiness to adopt e-learning in curriculum implementation at secondary school level. The major objective of the study was to establish the extent to which the attitude of principals, teachers and students influence readiness to adopt e-learning in secondary schools in Kitui District. Cross–sectional survey research design was adopted for the study. A sample of 66 principals, 66 teachers and 347 students, were involved in the study. The multiphase sampling procedure was adopted for this study. Data were collected using questionnaires and an observation schedule. The resultant information was analyzed by employing the quantitative approach which involved descriptive and inferential statistical procedures. The findings of the study reveal that the attitude held by secondary school Principals and Teachers had no significant influence on the schools’ readiness to adopt e-learning. However, the attitude held by students had a significant influence on the schools’ readiness to adopt e-learning. The study recommends that the government should plan to address the issue of e-learning infrastructure by availing e-learning equipment, enhancing connection to reliable sources of power, improving connectivity to various internet services and augmenting Human Resource ﻿capacity by organizing training programmes for Principals, Teachers and Students. Secondary schools should employ support staff members such as computer laboratory technicians or assistants before embarking on full-scale implementation of e-learning in schools in Kitui District and, indeed, all other remote semi-arid districts in Kenya. This will enhance positive attitude and confidence that e-learning can be successfully adopted in secondary schools in Kenya regardless of the location of the school.
Number: 5 KerkoCite.ItemAlsoKnownAs: 10.19044/esj.2013.v9n5p%p 2339240:Y9XUMHZQ 2405685:7RWAJYSM
Keywords: ___working_potential_duplicate; ⚠️ Invalid DOI

The Influence of Principals’, Teachers’ and Students’ Attitude on Readiness to Adopt e-Learning in Secondary Schools in Kitui District, Kenya - Mulwa, Dr Angeline Sabina; Kyalo, Dr Dorothy Ndunge (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:5BBVKX84 2405685:SGP9493Q
Keywords: ___working_potential_duplicate; ⛔ No DOI found

The Influence of Interactive Learning Materials on Self-Regulated Learning and Learning Satisfaction of Primary School Teachers in Mongolia - Li, Shengru; Yamaguchi, Shinobu; Takada, Jun-ichi (Sustainability, 2018)
The purpose of this study was to investigate the effects of interactive learning materials on learners’ self-regulated learning processes and learning satisfaction. A two-group experimental design was employed for 285 primary school teachers involved in teacher training. Teachers in the experimental group utilised interactive learning materials along with training videos and guidelines for their self-development at the school level. Teachers in the control group conducted self-development only with training videos and guidelines. The result was analysed using self-regulated learning theory explaining how one’s self-regulation processes affect learning satisfaction. Five self-regulation processes were identified in this study: internal motivation, motivation for better assessment, planning and organizing skills, critical and positive thinking skills, and effort regulation. The analysis was conducted in two steps. First, t-test analysis was used to identify the significant differences between the experimental group and the control group. The analysis revealed: (1) teachers conducting self-development with interactive learning materials were highly motivated to achieve better teacher assessment, (2) teachers with interactive learning materials had higher learning satisfaction. Second, the study further investigated the effect of interactive materials on the relationship between self-regulation processes and learning satisfaction, using moderation analysis. The results showed that interactive materials significantly affect the relationship between motivation for better assessment and learning satisfaction, as well as the relationship between internal motivation and learning satisfaction. These results were complemented by qualitative analysis including interviews and focus group discussions with teachers.
Number: 4 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/su10041093 2339240:K7VEMP7J 2405685:EKITST4W
Keywords: ICT in education; country-specific developments; in-service teacher training; interactive learning environments; self-regulated learning

The influence of infrastructure, training, content and communication on the success of NEPAD’S pilot e-Schools in Kenya - Nyagowa, Hesbon O; Ocholla, Dennis N; Mutula, Stephen M (Information Development, 2014)
This study was conducted to evaluate the contribution of four of the seven e-School dimensions to the success of the pilot phase of the New Partnership for Africa’s Development (NEPAD) e-School project in Kenya. The study employed survey research methodology. All six of the NEPAD e-Schools in Kenya were included and the teachers and students in those schools formed the study population. Of the 5,186 students and teachers, a representative sample of 1,508 was selected using probabilistic techniques. Data was collected using observations and a survey questionnaire. It was established that all six of the e-Schools had installed the basic computing facilities required for integrating information and communication technologies (ICT) in teaching and learning; all the e-Schools were observed to have the Very Small Aperture Terminal (VSAT) for Internet access in computer laboratories where a variable number of computers were installed. The ICT infrastructure provided modest communication capabilities. But while teachers received technical (ICT) training, they did not receive training on pedagogies for ICT integration in teaching and learning. We conducted hypothesis testing and confirmed that the four dimensions of E-School Success Model, investigated in the current study, positively contribute towards the success of the e-School. We therefore concluded that ICT infrastructure quality, content and communication quality, training effectiveness and use make considerable contributions to the success of the pilot phase of the NEPAD e-School project in Kenya. We recommend that stakeholders should continue investing in the NEPAD e-School project. Further studies on the impact of the other three dimensions of the e-Schools are recommended.
Sage UK: London, England shortDOI: 10/f6jwcp KerkoCite.ItemAlsoKnownAs: 10.1177/0266666913489698 10/f6jwcp 2339240:92BVGHM8 2405685:E6WWI998 2405685:NHIH8TRB
Keywords: Kenya; New Partnership for Africa’s Development; e-schools

The influence of ecological theory in child and youth care: A review of the literature - Derksen, Teri (International Journal of Child, Youth and Family Studies, 2010)
KerkoCite.ItemAlsoKnownAs: 10.18357/ijcyfs13/420102091 2339240:NNK7PE3M 2405685:6SZRHDGF

The influence of data protection and privacy frameworks on the design of learning analytics systems - Hoel, Tore; Griffiths, Dai; Chen, Weiqin (Proceedings of the seventh international learning analytics & knowledge conference, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1145/3027385.3027414 2339240:FSZIGLDN 2405685:R4C2Z93R

The Indian state of Odisha publishes online dictionaries in 21 indigenous languages - Panigrahi, S (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:BHHGYFPQ 2405685:4LYCFA2P

The Importance of Educating Girls in the Newly Merged Districts of Khyber Pakhtunkhwa, Pakistan: Policy Paper - Naveed, Sumbal (Center for Universal Education at The Brookings Institution, 2018)
The Federally Administered Tribal Areas (FATA) in Pakistan, named the Newly Merged Districts (NMDs) of Khyber Pakhtunkhwa province in July 2018, have begun rebuilding after years of Talibanization and military operations. This policy paper focuses on how the government-led education activities can be best aligned to make education possible for the districts' girls, who have long been excluded from education due to conflict and war. Based on stakeholder perceptions, the paper identifies some barriers missed by the FATA's Education Sector Plan (ESP) and points out the opportunities within communities to accelerate the efforts to improve the girls' participation in schools. The results of the study propose to use a gender lens for planning and implementing the activities that can improve access to quality education, to prepare the girls for a better and more productive life.
Publication Title: Center for Universal Education at The Brookings Institution KerkoCite.ItemAlsoKnownAs: 2339240:PD3LB7X3 2405685:L554ELH5
Keywords: Access to Education; Attitude Change; Barriers; Community Involvement; Cultural Influences; Educational Finance; Educational Planning; Educational Quality; Equal Education; Equal Opportunities (Jobs); Females; Foreign Countries; Gender Bias; Governance; Government Role; Males; Political Issues; Single Sex Schools; Social Attitudes; Teacher Competencies; Transportation; War; Women Faculty

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

The implementation of ICT educational policy in selected schools in Swaziland - Vilakati, Nokuthula (UNISWA Research Journal, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:RE7ETRJG 2339240:WJ2J7DT4 2405685:E2955IEW 2405685:WRGRM4VG
Keywords: Equity of Access; ___working_potential_duplicate; ⛔ No DOI found

The Impacts of Teacher Training and Parental Awareness on Kindergarten Quality in Ghana - Wolf, Sharon; Aber, John Lawrence; Behrman, Jere (Innovations for Poverty Action, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:T5RRAJCQ

The Impacts of Introducing Accountability: Evidence from a Randomized Field Trial in Vocational Schools in China - Loyalka, Prashant; Li, Guirong; Yi, Hongmei; Johnson, Natalie; Shi, Henry (Society for Research on Educational Effectiveness, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:UTAFDEVN 2405685:ZKU65ZFD
Keywords: ⛔ No DOI found

The Impacts of Fast Track Transformational Teacher Training in Ghana - Wolf, Sharon (Innovations for Poverty Action, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:FALV664A

The impacts of electronic media on academic performance of female student - Ullah, Shakir; Ali, Madad; Nisar, Muhammad; Farid, Tahir; Ali, Iqtidar; Alam, Sadiq (International Journal of Economics, Commerce and Management, 2014)
This study investigates the impacts of electronic media on academic performance of female students in university of agriculture Peshawar Pakistan using questionnaire as a tool for obtaining data while Frequencies distribution of data was conducted to know comprehensively about data layout. It targeted 152 female students between 20 to 25 years age. The study recorded the respondent’s consumption patterns, level of viewing, preferred channels, favorite watching time, respondents residents pattern and marital status. Two third of the sample size opined that electronic media help in cognitive development of students. Furthermore majority of the respondents 105(59.0%) believed that electronic media help in solving academic problems of the students. Apart from these positive effects negative impacts of electronic media outweigh the positive impacts; like 80.2% of the respondents argued that electronic media negatively affect female academic performance. Similarly a sizable sample size were of the view that electronic media leads young female towards delinquencies. 120 (78/9%) disclosed that excessive use of electronic media cause low academic grades. This study recommended that female viewers are required to be alert regarding the use of electronic media. Efforts should be made for the enhancement of media literacy at mass level. There is need for improving the quality of programs contents for student’s especially female viewers. Keywords: Electronic media, performance, literacy, academic performance
KerkoCite.ItemAlsoKnownAs: 2339240:3QJJBBMD 2405685:4AC8WZQC
Keywords: ⛔ No DOI found

The Impact of Teachers Professional Development in Video Technology on Mathematics and English Learning of Preschoolers in a Rural Primary School in Pakistan - Ikram, Hamid (International Journal for Digital Society, 2015)
Learning media technologies are common and affordable tools in preschools for teaching and learning purposes. Unfortunately, many young children from low socio-economic communities do not have challenging and stimulating learning environment as compared to their advantaged peers.
KerkoCite.ItemAlsoKnownAs: 10.20533/ijds.2040.2570.2015.0131 2339240:UGARGA2L 2405685:Z3SIF5WJ

The impact of teacher training on teacher and student outcomes: evidence from a randomised experiment in Beijing migrant schools - Zhang, Linxiu; Lai, Fang; Pang, Xiaopeng; Yi, Hongmei; Rozelle, Scott (Journal of Development Effectiveness, 2013)
shortDOI: 10/ggmrz8 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2013.807862 10/ggmrz8 2405685:VWT6F8G2

The Impact of Teacher Effectiveness on Student Learning in Africa - Buhl-Wiggers, Julie; Kerwin, Jason; Smith, Jeffrey; Thornton, Rebecca (Rise Programme, 2017)
Teaching quality is known to be critical for students’ education and life prospects in developed countries. However, little is known about how teacher quality affects student learning in Africa. This paper presents the first estimates of teacher value-added from an African country, using data from a school-based RCT in northern Uganda. Exploiting the random assignment of students to classrooms within schools, we estimate a lower bound on teacher effects. A 1-SD increase in teacher quality leads to at least a 0.14 SD improvement in student performance on a reading test at the end of the year. Shifting teachers from the 10th to the 90th percentile of quality increases performance by 0.36 SDs –comparable to the most effective education interventions conducted in Africa. Our results also suggest that an increase in teacher quality can make other education interventions more efficient.
KerkoCite.ItemAlsoKnownAs: 2405685:AEMAW5PW 2405685:LSQR8MAH 2447227:8W4XYI4G
Keywords: C:Uganda; NULP

The Impact of Scripted Literacy Instruction on Teachers and Students - Dresser, Rocio (Issues in Teacher Education, 2012)
Today, effective and creative teacher designed instruction is being replaced by scripted reading programs. These programs are changing the role of the teacher in the classroom from professionals to mere transmitters of knowledge. The idea that the role of the teacher had changed became evident while conducting a study with elementary school teachers from a local school. The five participating teachers were concerned about their English learners (ELs) not meeting their academic requirements. They attributed their students' low-test scores to the fact that a large number of them were proficient decoders, but struggled with reading comprehension and content knowledge. They felt that the scripted literacy program was rushed and did not give them enough time to take a closer look at students' individual reading needs. This article begins with a brief overview of the initial study and presents some of the unexpected findings. The article also explores some of the unintended consequences of scripted reading programs as well as the claims made by some proponents. At the end, it provides some alternatives to scripted instruction. (Contains 1 figure.)
Publisher: Caddo Gap Press KerkoCite.ItemAlsoKnownAs: 2339240:UYNF7HAW 2405685:TESFFI56
Keywords: Action Research; Decoding (Reading); Elementary School Teachers; English Language Learners; Individual Needs; Instructional Effectiveness; Literacy; Reading Comprehension; Reading Instruction; Reading Programs; Second Language Learning; Teacher Attitudes; Teacher Responsibility; Teacher Role; Teaching Methods; ⛔ No DOI found

The impact of national and international assessment programmes on education policy, particularly policies regarding resource allocation and teaching and learning practices in developing countries - Best, Maura; Knight, Pat; Lietz, Petra; Lockwood, Craig; Nugroho, Dita; Tobin, Mollie (Assessment and Reporting, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:3E86RV4E 2339240:RM39ASND 2405685:C73HHYCX 2405685:UYWTZXP2 4656463:FV5IGYM4 4656463:V4MNFV8M
Keywords: ⛔ No DOI found

The impact of mother tongue reading instruction in twelve Ugandan languages and the role of language complexity, socioeconomic factors, and program implementation - Brunette, Tracy; Piper, Benjamin; Jordan, Rachel; King, Simon; Nabacwa, Rehemah (Comparative Education Review, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1086/705426 2405685:N6LYI2SD 4042040:KKJT92BH

The impact of learning first in mother tongue: Evidence from a natural experiment in Ethiopia - Seid, Yared (Applied Economics, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1080/00036846.2018.1497852 2405685:CYI57FGE 4042040:Z62RLKMM

The Impact of Learning Design on Student Learning in Technology Integrated Lessons - Waqar, Yasira (Procedia - Social and Behavioral Sciences, 2013)
The purpose of this paper is to investigate the impact of learning design on knowledge transfer in technology integrated lessons where limited technologies are available to students in a third world country. This article includes an evaluation of the learning designs of technology integrated lessons in a private school in Pakistan. Qualitative research methodologies were employed to see the impact of learning design on knowledge transfer of students when similar technologies are used at the same grade level but the learning designs are different. The results revealed that knowledge transfer depends on learning design in technology integrated lessons where limited technologies are available. In third world countries like Pakistan the concept of technology integration in schools is relatively new and the schools do not have access to sophisticated online learning environments like agent based learning or environments where in built scaffolds are provided to students. So technologies like Microsoft office, videos, digital cameras and projector are being used in private schools to improve the teaching and learning experience of students and learning design plays a very important role in knowledge transfer.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2013.10.119 2339240:7IYXTSDK 2405685:5JEF7XEX

The Impact of IRC’s Healing Classrooms Tutoring on Children’s Learning and Social-Emotional Outcomes in Niger - IRC (International Rescue Committee, 2019)
During school year 2016-2017, the International Rescue Committee (IRC) delivered Healing Classrooms remedial tutoring programming and additional low-cost, targeted social-emotional learning (SEL) interventions to children in Diffa, a region in Niger affected by recurrent Boko Haram attacks. We found that, after twenty-two weeks of program implementation, access to Healing Classrooms tutoring significantly improved students’ reading and math skills, and adding targeted SEL interventions to Healing Classrooms tutoring improved children’s overall school grades. However, we found little evidence of direct impacts of the additional targeted SEL strategies on children’s social-emotional outcomes.
KerkoCite.ItemAlsoKnownAs: 2339240:2ZE74HFK 2405685:M4ATP9QQ

The impact of information provision on human capital accumulation and child labor in Peru - Neilson, Christopher; Gallego, Francisco; Molina, Oswaldo (Innovations for Poverty Action, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:TG68IFJ2 2405685:NT9P8V57

The Impact of Information Provision on Human Capital Accumulation and Child Labor in Peru - Neilson, Christopher; Gallego, Francisco; Molina, Oswaldo (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:4INGTTXL 2405685:XJZXU5HI

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

The impact of Galli Galli Sim Sim on Indian preschoolers - Borzekowski, Dina L. G.; Singpurwalla, Darius; Mehrotra, Deepti; Howard, Donna (Journal of Applied Developmental Psychology, 2019)
While educational media can affect young children's development, rigorous studies rarely occur in low and middle income countries. Using an experimental design, researchers investigated the effect of an educational television series (Galli Galli Sim Sim (GGSS), the Indian version of Sesame Street) with 1340 children in 99 preschools in Lucknow, India. Boys and girls, ages three to seven and mostly from low income households, saw 30 min of television five days a week for twelve weeks, varying how much Galli Galli Sim Sim versus other programming children watched. Assessments occurred at baseline, endline, and six weeks later. Hierarchical models showed that Galli Galli Sim Sim receptivity, an independent variable that combines exposure and recall, significantly improved literacy, numeracy, socio-emotional strategies, and nutritional knowledge. Locally-produced educational media should be encouraged as it can positively affect potential school success and child development.
shortDOI: 10/gf84g5 KerkoCite.ItemAlsoKnownAs: 10.1016/j.appdev.2019.101054 10/gf84g5 2339240:MHHA268R 2405685:ER687Z8I 4803016:WC8Z9BF8

The impact of education programmes on learning and school participation in low- and middle-income countries - Snilstveit, Birte; Stevenson, Jennifer; International Initiative for Impact Evaluation (3ie); Menon, Radhika; International Initiative for Impact Evaluation (3ie); Phillips, Daniel; International Initiative for Impact Evaluation (3ie); Gallagher, Emma; International Initiative for Impact Evaluation (3ie); Geleen, Maisie; Maxwell Stamp; Jobse, Hannah; et al. (International Initiative for Impact Evaluation (3ie), 2016)
Edition: 2016 shortDOI: 10/gfw2ms KerkoCite.ItemAlsoKnownAs: 10.23846/SRS007 10/gfw2ms 2339240:RTHHWHNM 2405685:3JIX5S35 2405685:ADCACG5E
Keywords: ___working_potential_duplicate

The impact of cognitive and non-cognitive feedback on students' achievement in a distance learning environment - Zeichner, Orit (Journal of Educational Technology, 2018)
This paper deals with the field of "feedback intervention" in a distance learning environment. The study examines the influences of two types of feedback: cognitive content-oriented feedback designed to meet the student's cognitive needs relating to the curriculum, and non-cognitive feedback that refers to motivational-affective aspects of the learning process, in the form of axioms relating to the student's ability, on one hand, and the effort that the student puts into the learning process, on the other. The purpose of this study was to examine the differential effect of different types of feedback on the student's coping variables (cognitive assessment), i.e. the sense of threat and challenge, self-efficacy, and achievement. The rationale for choosing feedback axioms for motivation is based on recent theoretical models which focus on students' perceptions and beliefs as elements that affect their learning motivation. The study was conducted on 171 subjects divided into three study groups. Each group received a different type of feedback: content feedback, effort feedback, or ability feedback. The findings indicate that groups which received feedback relating to more than content show improved motivation, an increased sense of challenge and improved achievement in comparison to the group which received content feedback only. Small differences were found between the ability feedback and effort feedback groups.
KerkoCite.ItemAlsoKnownAs: 10.26634/jet.14.4.13976 2339240:UEWH54QV 2405685:EH3DYMNR
Keywords: Academic Achievement; Cognitive Processes; Comparative Analysis; Distance Education; Educational Technology; Feedback (Response); High School Students; Learning Processes; Learning Strategies; Mixed Methods Research; Questionnaires; Self Efficacy; Student Attitudes; Student Motivation

The impact of assessment results on education policy and practice in East Africa - Elks, Phil (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:QP2XQ2MH 2405685:SPVN38J2

The Impact of an Educational Media Intervention to Support Children’s Early Learning in Rwanda - Borzekowski, Dina; Lando, Agnes Lucy; Olsen, Sara; Giffen, Lauren (International Journal of Early Childhood, 2019)
Children in developing countries often lack sufficient support for early learning skills prior to beginning school. This research evaluates an educational media intervention using an animated cartoon program, Akili and Me. The program was originally created in Tanzania to teach early learning skills. This program was adapted in content and language use in this study in Rwanda. The two-week intervention involved primary school students (mean age = 7.1 years) who were randomized into two groups (intervention and comparison group). The intervention group viewed one Ankit and Me episode a day for five days. This viewing was repeated the following week. Similarly, the comparison watched the same amount of television but the content consisted of local popular programs. Baseline and follow-up assessments evaluated 10 areas of early learning, using an adaptation of the International Development and Early Learning Assessment (IDELA), and also children’s media receptivity. At follow-up, children in the intervention program, Akili and Me, had significantly higher scores for counting, number recognition, shape knowledge, letter identification, color identification, body part recognition, health knowledge, and vocabulary. The analyses provide promising evidence that locally produced educational media interventions can impact early learning skills, even among children living in resource-poor communities.
shortDOI: 10/gf84g7 KerkoCite.ItemAlsoKnownAs: 10.1007/s13158-019-00237-4 10/gf84g7 2339240:4M44CELZ 2339240:S9UUM2LQ 2339240:U3CZV6QS 2405685:CFDKXVTN 2405685:D2RCFMG5 2405685:LXHQCK2G 2405685:S9R2V6GT 4803016:Z6Y5C2HY
Keywords: Literacy; Media receptivity; Numeracy; Rwanda; School readiness skills; Television; ___working_potential_duplicate

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

The Impact of a One Laptop per Child Program on Learning: Evidence from Uruguay - De Melo, Gioia; Machado, Alina; Miranda, Alfonso (Institute of Labor Economics (IZA), 2014)
We present evidence on the impact on students' math and reading scores of one of the largest deployments of an OLPC program and the only one implemented at a national scale: Plan Ceibal in Uruguay. Unlike previous work in the field, we have unique data that allow us to know the exact date of laptop delivery for every student in the sample. This gives us the ability to use a continuous treatment, where days of exposure are used as a treatment intensity measure. We use a panel data framework including fixed effects at the individual level. Given that there is some variation in the date of laptop delivery across individuals within the same school, we can identify the effect of the program net of potential heterogeneity in the rate schools gain improvements on student's achievement over time in the absence of the OLPC program across the country (i.e. we allow each school to follow a different learning growth curve over time due to unobservable time-varying heterogeneity). We also run an alternative specification where we allow for different learning growth curves over time between schools located in Montevideo and the rest of Uruguay. Our results suggest that in the first two years of its implementation the program had no effects on math and reading scores. The zero effect could be explained by the fact that laptops in class are mainly used to search for information on the internet.
KerkoCite.ItemAlsoKnownAs: 2339240:FCSWAZ8X 2339240:KPQERMHS 2405685:NKJMEWZ2
Keywords: education; impact evaluation; technology; ⛔ No DOI found

The impact and reach of MOOCs: A developing countries’ perspective - Liyanagunawardena, T.; Williams, S.; Adams, A. (eLearning Papers, 2013)
Massively Open Online Courses (MOOCs) are a recent but hugely popular phenomenon in the online learning world. They are hailed by many as a solution for the developing world’s lack of access to education because MOOCs can provide learning opportunities to a massive number of learners from anywhere in the world as long as they can access the course through Internet. However, a close consideration of the ability of learn- ers from most developing countries to make use of MOOCs seems to contradict this rhetoric. This paper discusses features of MOOCs and looks at them from a developing countries’ perspective to conclude that due to a complicated set of conditions (‘access’, language, computer literacy among others) prevailing in developing countries, MOOCs may not be a viable solution for education for a large proportion of people in these ar- eas of the world. The paper further shows the need for more data on the demograph- ics of MOOC participants from developing countries to form a better understanding of MOOCs role in educating people from developing countries.
KerkoCite.ItemAlsoKnownAs: 2339240:IHCKZLJS 2339240:KUBQWJSR 2339240:U3ZRM9IM 2339240:YQA2VAY4 2405685:4RBFSPKP 2405685:DNM3JPK6 2405685:T92PBF4M 2405685:V86AWP3A 2405685:WBWECXQ5 2534378:AD45N862
Keywords: C:Low- and middle-income countries; NOTdocs.opendeved.net; ___working_potential_duplicate; ⛔ No DOI found

The hidden costs of reward: new perspectives on the psychology of human motivation - Lepper, Mark L.; Green, David (Psychology Press, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:WZLWE4C2 2405685:4BH73NHE

The heterogeneous effect of information on student performance: Evidence from a randomized control trial in Mexico - Avitabile, Ciro; de Hoyos, Rafael (Journal of Development Economics, 2018)
We use data from the randomized control trial of the Percepciones pilot to study whether providing 10th grade students with information about the average earnings associated with different educational attainments, life expectancy, and obtaining funding for higher education can contribute to improving student outcomes. We find that the intervention had no effects on a proxy for on-time high school completion, but a positive and significant impact on standardized test scores and self-reported measures of effort. The effects on standardized test scores are larger for girls and for students from households with relatively high incomes. We also find positive, but not statistically significant effects, on the probability of taking a university entry exam and of obtaining a high score in the exam.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2018.07.008 2339240:92INVKXW 2405685:LTY77SXQ
Keywords: Gender; Information; School performance; Subjective expectations

The Good News From Pakistan - Barber, Michael (Reform, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:K28XC5MN 2405685:WBFPYM6D
Keywords: ⛔ No DOI found

The Global Competitiveness Report 2019 - Schwab, Klaus (World Economic Forum, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:3ITY5U7T
Keywords: auto_merged; ⛔ No DOI found

The Global Competitiveness Report - Schwab, Klaus (World Economic Forum, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:CU6VHKQI

The genius of frugal innovation - Radjou, Navi (ideas.ted.com, 2017)
Human creativity is a natural, infinitely renewable resource — and it’s coming up with smart, cheap solutions to people’s biggest problems. Strategist Navi Radjou explains.
EdTechHub.ItemAlsoKnownAs: 2405685:7P3V4G3G

The Generalizability Puzzle (SSIR) - Bates, Mary Ann; Glennerster, Rachel (Stanford Social Innovation Review, 2017)
Rigorous impact evaluations tell us a lot about the world, not just the particular contexts in which they are conducted. Open access to this article is made possible by MIT.
KerkoCite.ItemAlsoKnownAs: 2339240:WU46XGSX 2405685:7FV674NZ

The Generalizability Puzzle - Bates, Mary Ann; Glennerster, Rachel (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:JV55SGNA 2405685:L3HLWW54

The Future Use of Technology in Education and Learning in the Commonwealth - Unwin, Tim (The Round Table, 2019)
Modern Information and Communication Technologies (ICTs) have increasingly been used in education systems and for learning across the world over the last quarter of a century, and are frequently seen as being an important means of delivering the Sustainable Development Goals (SDGs), especially SDG4. However, rhetoric about their potential benefits has often led to uncritical adoption of inappropriate and costly technologies, that have not benefited the poorest and most marginalised. This contribution explores likely uses of such technologies in Commonwealth education systems in the future, and what needs to be done so that these do indeed benefit everyone, rather than just the privileged with access to the latest technologies. It begins with an overview of existing Commonwealth initiatives, and then explores how ICT use for learning throughout the life-cycle is likely to change over the next decade. The next section suggests how Commonwealth organisations can best support governments and citizens in ensuring equitable distribution of relevant learning opportunities and mitigating the negative aspects of technology use. In conclusion, it advocates for the need to focus especially on the poorest and most marginalised, and it highlights the challenges of a future in which machines and humans are ever more intertwined.
shortDOI: 10/gf9kk8 KerkoCite.ItemAlsoKnownAs: 10.1080/00358533.2019.1634891 10/gf9kk8 2339240:LBNLWGJJ 2405685:EJDDKWXT
Keywords: Commonwealth; Education; Qualitative Research; commentary; future; marginalisation; technology

The Future of Work in Africa: The Roles of Skills, Informality, and Social Protection in Unleashing the Promise of Digital Technologies for All - World Bank (World Bank, 2019)
A new World Bank report says Sub-Saharan African countries could benefit from well-harnessed technological adoption.
KerkoCite.ItemAlsoKnownAs: 2339240:WY5ZPXR9 2405685:W8VE6V9D

The funding of school education: Main findings and policy pointers - OECD (The Funding of School Education: Connecting Resources and Learning, 2017)
This study on school funding policies was conducted for a number of reasons:
KerkoCite.ItemAlsoKnownAs: 2339240:V9TTH9VS 2405685:8UT9HDR2 4656463:DI64NC3J

The evolution of U.S. e-learning policy: a content analysis of the National Education Technology Plans - Roumell, Elizabeth Anne; Salajan, Florin Daniel (Educational Policy, 2016)
The purpose of this study was threefold: to expand on existing reviews of 20 years of educational technology policy in the United States, to perform an empirical content analysis of the four National Education Technology Plan (NETP) documents issued by the Department of Education since 1996, and to provide a dialectic analysis of the evolution of U.S. e-learning policy. The content analysis revealed that, as the United States aims to reestablish its leadership role internationally, with a focus on global competitiveness, a sense of urgency is communicated in the development of e-learning policy and general education reform over time throughout each of the NETP documents, justifying the need for increased funding and support for federal level initiative in terms of educational technology policy. Through a dialectical analysis, endemic tensions within the NETP discourse become apparent in the competing visions of education as a means of both conferring economic fluency and mobility to individuals within the society.
KerkoCite.ItemAlsoKnownAs: 10.1177/0895904814550070 10/f78gbn 2339240:WA9YL47X 2405685:CZ4SK8UI

The evolution of school league tables in England 1992-2016: ‘Contextual value-added’, ‘expected progress’ and ‘progress 8’ - Leckie, George; Goldstein, Harvey (British Educational Research Journal, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1002/berj.3264 2339240:2UXBFRJS 2405685:D3NI23TE 4656463:RK8I8LAW

The evidence ecosystem in South Africa: growing resilience and institutionalisation of evidence use - Stewart, Ruth; Dayal, Harsha; Langer, Laurenz; van Rooyen, Carina (Palgrave Communications, 2019)
The evidence-informed approach to policy-making and implementation is, at its core, about better decisions for a better future. It is focused on the effective use of scarce resources, on avoiding harm and maximising good. It is grounded in principles of equity and equality, of accountability and transparency. Given these characteristics, for those of us who work in this field, there is arguably a moral, economic, social and political case for paying closer attention to evidence-informed decision-making ecosystems in the South. Evidence-based policy and implementation, or evidence-informed decision-making in line with the most recent thinking, is often framed from two inter-related but limited perspectives: first, it is viewed as an approach that has originated from ‘developed’ Northern countries, and second, it is conceptualised as a technical intervention. However, there has been a shift in how the approach is conceived, moving away from assumptions that it is an intervention implemented from outside, from the North, for the benefit of the South. As part of this shift, certain initiatives in Africa have gained greater momentum. It is in acknowledging that there are different ways to think (epistemic diversity) about Southern evidence-informed decision-making, that this work has arisen. It seizes on the opportunity to view evidence-informed decision-making in a new light, exploring the evidence ecosystems in the South as systems strongly influenced by, but not defined by, Northern stimuli, including, but not limited to, technical interventions. This work set out to describe the evidence ecosystem in South Africa. In doing so, it finds that the ecosystem is increasingly resilient despite some limitations. It has strong structural foundations, includes many diverse organisations, is supported by not inconsiderable investment, is enabled by growing and significant capacity, contains iterations and innovations, and last but not least, incorporates complexity that gives the ecosystem resilience. The work demonstrates, through its focus on South Africa’s evidence ecosystem, that the global movement has much to learn from the South.
Number: 1 Publisher: Palgrave KerkoCite.ItemAlsoKnownAs: 10.1057/s41599-019-0303-0 2339240:572SM7LP 2405685:HPSP9B6K

The evaluation of "technological pedagogical content knowledge based argumentation practices" training for science teachers - Çoban, Gül Ünal; Akpinar, Ercan; Baran, Bahar; Saglam, Merve Kocagül; Özcan, Erkan; Kahyaoglu, Yasemin (Egitim ve Bilim, 2016)
In science education, creating learning environments supported with technology and students' use of theory-evidence coordination when expressing their ideas is emphasized regarding the development of students' scientific reasoning, critical thinking, decision making skills, and etc. In this process, great responsibilities are fallen to teachers as planner and designer of a learning environment. In this study, it is aimed to assess the training which aims the development of science teachers' technological pedagogical content knowledge (TPACK) through argumentation practices. In this context; this study evaluated the science teachers' argumentation skills, self-efficacy perceptions towards TPACK and the teachers' views about the training. 37 science teachers working at different cities in Turkey participated in the one group pre-test post-test experimental training study, which was lasted 54 hours during a week. The training is composed of both hand and minds on argumentation practices based on TPACK. The participants joined different activities such as collaborative group works, drama, modeling, thematic games, art activities, problem-based learning, field trips, observation and workshops. In the study, Argumentation Test, TPACK Self-Efficacy Belief Scale were used as data collection tools. At the end of the training written views of science teachers towards activities were taken. In the light of the findings, this training was effective on the participants' self-efficacy levels towards technological pedagogical content knowledge. Moreover, this training resulted in a positive change in the participants' views about how a statement could be accepted as an argument. However, the increase in scores of argumentation skills was not significant. Additionally almost all of the participants stated that they found the activities useful and can use in their classes. By considering these results, some suggestions were given.
Place: Ankara Publisher: Turk Egitim Dernegi Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1871595467?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.15390/EB.2016.6615 2339240:E9JW57H6 2405685:V9ACJE9V 2534378:T4XZE24B 2534378:V7KCNHFG
Keywords: Argumentation; Education; Professional development; Science teachers; Technological pedagogical content knowledge; __:import:01; __:match:final; __:matched; __:study_id:2097466; __finaldtb

The erasures of racism in education and international development: re-reading the ‘global learning crisis’ - Sriprakash, Arathi; Tikly, Leon; Walker, Sharon (Compare: A Journal of Comparative and International Education, 2019)
(2019). The erasures of racism in education and international development: re-reading the ‘global learning crisis’. Compare: A Journal of Comparative and International Education. Ahead of Print.
KerkoCite.ItemAlsoKnownAs: 2405685:SP8G9VKP
Keywords: ⛔ No DOI found

The emergence of language as a complex adaptive system - Ellis, Nick C. (The Routledge Handbook of Applied Linguistics, 2010)
KerkoCite.ItemAlsoKnownAs: 10.4324/9780203835654.ch46 2339240:CPF3F2SJ 2405685:ZGGHQJX8

The eLearning Africa Report 2014 - Elletson, H; MacKinnon,, A (ICWE, 2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:QW73IAIF 2405685:I49WJ6N6

The efficacy of learning analytics interventions in higher education: A systematic review - Larrabee Sønderlund, Anders; Hughes, Emily; Smith, Joanne (British Journal of Educational Technology, 2018)
Abstract Educational institutions are increasingly turning to learning analytics to identify and intervene with students at risk of underperformance or discontinuation. However, the extent to which the current evidence base supports this investment is currently unclear, and particularly so in relation to the effectiveness of interventions based on predictive models. The aim of the present paper was to conduct a systematic review and quality assessment of studies on the use of learning analytics in higher education, focusing specifically on intervention studies. Search terms identified 689 papers, but only 11 studies evaluated the effectiveness of interventions based on learning analytics. These studies highlighted the potential of such interventions, but the general quality of the research was moderate, and left several important questions unanswered. The key recommendation based on this review is that more research into the implementation and evaluation of scientifically driven learning analytics is needed to build a solid evidence base for the feasibility, effectiveness and generalizability of such interventions. This is particularly relevant when considering the increasing tendency of educational institutions around the world to implement learning analytics interventions with only little evidence of their effectiveness.
shortDOI: 10/gf5f7f KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12720 10/gf5f7f 2339240:E5LLMQQY 2405685:CFKVBYIP
Keywords: Reviewed

The effects of TV on speech education - Gocen, Gokcen; Okur, Alpaslan (Educational Research and Reviews, 2013)
Generally, the speaking aspect is not properly debated when discussing the positive and negative effects of television (TV), especially on children. So, to highlight this point, this study was first initialized by asking the question: "What are the effects of TV on speech?" and secondly, to transform the effects that TV has on speech in a utilizable manner, "How can we utilize TV in speech education?". The required data were collected through a survey with the middle school students involved in the sample. Students who argued that TV "does not" corrupt their speech are in the opinion that they imitate how people speak on TV and think that figures they see on TV actually speak well, teaching them how to speak well also, and that TV expands their vocabulary, helping them to express themselves more easily. According to this result, "TV language" should set an example for that matter. (Contains 7 tables.)
Publisher: Academic Journals KerkoCite.ItemAlsoKnownAs: 2339240:5CCTPXEY 2405685:2T5B8FSB
Keywords: Articulation (Speech); Foreign Countries; Mass Media Effects; Mass Media Role; Middle School Students; Middle Schools; Speech Communication; Speech Habits; Speech Skills; Teacher Attitudes; Television; Television Research; Television Viewing; ⛔ No DOI found

The effects of the size and weight of a mobile device on an educational game - Furió, David; González-Gancedo, Santiago; Juan, M; Seguí, Ignacio; Costa, María; et al. (Computers & Education, 2013)
00009 shortDOI: 10/f4thzj KerkoCite.ItemAlsoKnownAs: 10/f4thzj 2129771:QAJQFAG5 2405685:P7VRRX6Q

The effects of school-based decision-making on educational outcomes in low-and middle-income contexts: a systematic review - Carr-Hill, Roy; Rolleston, Caine; Schendel, Rebecca (Campbell Systematic Reviews, 2016)
Number: 1 Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 2339240:36DHD9ZE 2405685:ZVY6STTI
Keywords: ❓ Multiple DOI

The Effects of Incentive Initiatives on Teacher Retention in Tanzania: A Case of the Rukwa Region - Swai, Anna Every (University of Massachusetts Amherst, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:A7PKCAEG 2405685:LMMTKRX8

The effects of home computers on educational outcomes: Evidence from a field experiment with community college students - Fairlie, Robert W.; London, Rebecca A. (The Economic Journal, 2012)
Publisher: Oxford University Press Oxford, UK KerkoCite.ItemAlsoKnownAs: 10.1111/j.1468-0297.2011.02484.x 2339240:LQIGRRDA 2405685:AI8VD6L6

The effects of home access to technology on computer skills: Evidence from a field experiment - Fairlie, Robert W. (Information Economics and Policy, 2012)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.infoecopol.2012.06.001 2339240:FVPZD3HY 2405685:YKXVMTXC

The effects of continuing professional development (CPD) through SPRINT on teacher classroom practices and student learning outcomes - Mazala, Chileya Mbasilu (2011)
This study looked at the effects of Continuing Professional Development (CPD) through School Programmes for In -Service for the Term (SPRINT) on teacher classroom practices and student learning outcomes. The purpose of the study was to find out if SPRINT had any effect on teacher classroom practice and student learning outcomes. The target population was all Ndola high schools. The sample consisted of 196 respondents that is, five head teachers, five deputy heads, fifteen heads of department, five School In- Service Providers (SIP), five Zone INSET Providers (ZIP) and twelve teachers from each of the five schools and one Resource Centre Coordinator. The sample also included one hundred grade twelve pupils, twenty randomly picked from each of the five schools Purposive sampling was used to select the schools, head teachers, heads of department, INSET providers and the subject coordinator. Teachers and pupils were selected using simple random sampling. Questionnaires, observations, interviews, Focus Group Discussions and documentary evidence were the research instruments used to gather information. A review of relevant literature and its implication for CPD was undertaken to provide interrogation framework for this study. Guskey's five levels of evaluation were used to structure the framework Data were analyzed by identifying and categorizing significant themes relevant to research objectives. The data were presented in form of tables, percentages,graphs and charts. Qualitative data from interviews were coded and emerging themes grouped into categories The themes and categories of initial data were compared with those of subsequent interviews. Categories were then regrouped to get the most significant categories and themes.The findings from this study indicated that teachers at all career stages expressed the desire to take part in Continuing Professional Development through SPRINT.Research findings also showed that SPRINT activities did impact on teacher classroom practice basing on the twelve observable skills recommended by The Ministry of Education. The findings from this study further revealed that SPRINT had an impact on student learning outcomes as shown by the average scores of students whose teachers took part in CPD and those whose teachers did not.Average scores for the latter were lower than the former category of students.The findings further revealed that although there was evidence of the effect of CPD through SPRINT on teacher classroom practices and student learning outcomes, this programme was hindered by weak organisational support.The results of the study showed that teachers were not enthusiastic about continuing with the CPD programme as it lacked adequate funding and support from both local administrators and the Ministry of Education. Teachers were not involved in identifying training needs and as such did not feel they were the owners of CPD Teachers also felt that this kind of CPD did not help in career progression as the credit system was not effective. At organizational level, this study found that policies and guidelines on how to organize and manage CPD were lacking.CPD leaders also did not have adequate training to prepare them for their roles. Because of this lack of training, CPD leaders could not carry out assessment of the effects of CPD through SPRINT on teacher classroom practices and student learning outcomes.On the basis of these findings, it is recommended that teachers should be in charge of their own CPD and be involved in needs assessment .Secondly, CPD leaders should be properly trained for their role and they should have clear job specifications. In addition, adequate funding for the programme should be made available by both the Government and the School Administration. The Ministry of Education also needs to formulate national policies and guidelines on management and evaluation of SPRINT .A standardized accreditation system which would enable teachers to experience career progression through SPRINT should also be put in place. Lastly, CPD through SPRINT should be made research based with teachers having access to INTERNET and good library facilities.
Accepted: 2011-05-19T07:47:10Z KerkoCite.ItemAlsoKnownAs: 2405685:JBMTM89Y

The effects of continuing professional development (CPD) though SPRINT on teacher classroom practices and student learning outcomes. In Collaboration toward Greater Autonomy in Educational Development - Mubanga, R (2012)
KerkoCite.ItemAlsoKnownAs: 2405685:NALKEFXU

The Effects of Computer-Assisted Instruction designed according to 7E Model of Constructivist Learning on Physics Student Teachers' Achievement, Concept Learning, Self-Efficacy Perceptions and Attitudes - Kocakaya, S; Gonen, Selahattin (Turkish Online Journal of Distance Education-TOJDE, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:8KT835AI 2405685:7QQUBGKF
Keywords: ⛔ No DOI found

The effects of a technology-aided learning environment on the improvement of a primary special education school - Karal, Hasan (Educational Research and Reviews, 2015)
The changes demanded by technology are reshaping people’s expectations of education. These changing demands and expectations have introduced certain concepts, such as individuals who have become skilled at learning and the learning organization. Individuals and schools, as the most basic unit of educational organizations, should demonstrate a shift from traditional training toward becoming ‘learning’ or ‘effective’ schools in order to survive in the world today. This requires effective implementation of technology infrastructure in schools and the integration of technology into learning environments. This study aimed to examine the impact of technology-aided learning environments on the improvement of a primary special education school where students with hearing impaired attend. The study adopted qualitative research approach and used case study as a research design. Semi-structured interviews and observations were employed for collecting necessary data. The study sample comprised a school principal, a vice principal, a staff, thirteen teachers and four parents of the students in the school. The data were analyzed qualitatively by using a descriptive analysis through the qualitative analysis software MAXQDA©. It was found that themes such as cooperation and organization for school improvement, innovation and student achievement received the highest level of emphasis. The results of the study suggest that using technology aided learning environments, helped the school to improve, changed the way of teachers’ functioning and contributed to their professional development. Progress in the social and academic performances of the students was also observed. Key words: School development, technology, innovation, hearing impaired.
KerkoCite.ItemAlsoKnownAs: 10.5897/ERR2015.2523 2339240:9SHHNJCH 2405685:WQ7ZLZVW
Keywords: ___working_potential_duplicate

The Effects of a Technology-Aided Learning Environment on the Improvement of a Primary Special Education School - Karal, Hasan (Educational Research and Reviews, 2015)
The changes demanded by technology are reshaping people's expectations of education. These changing demands and expectations have introduced certain concepts, such as individuals who have become skilled at learning and the learning organization. Individuals and schools, as the most basic unit of educational organizations, should demonstrate a shift from traditional training toward becoming '"learning" or "effective" schools in order to survive in the world today. This requires effective implementation of technology infrastructure in schools and the integration of technology into learning environments. This study aimed to examine the impact of technology-aided learning environments on the improvement of a primary special education school where students with hearing impaired attend. The study adopted qualitative research approach and used case study as a research design. Semi-structured interviews and observations were employed for collecting necessary data. The study sample comprised a school principal, a vice principal, a staff, thirteen teachers and four parents of the students in the school. The data were analyzed qualitatively by using a descriptive analysis through the qualitative analysis software MAXQDA©. It was found that themes such as cooperation and organization for school improvement, innovation and student achievement received the highest level of emphasis. The results of the study suggest that using technology aided learning environments, helped the school to improve, changed the way of teachers' functioning and contributed to their professional development. Progress in the social and academic performances of the students was also observed.
Publisher: Academic Journals KerkoCite.ItemAlsoKnownAs: 10.5897/ERR2015.2523 10.5897/err2015.2523 10/gjj9dr 2339240:ZXNUGEXT 2405685:SHM89EW9
Keywords: Academic Achievement; Assistant Principals; Attitude Measures; Case Studies; Cooperation; Educational Innovation; Educational Technology; Elementary Education; Elementary School Teachers; Foreign Countries; Observation; Parents; Principals; Qualitative Research; School Personnel; Semi Structured Interviews; Special Education; Statistical Analysis; Teaching Methods; Technology Uses in Education; ___working_potential_duplicate

The Effectiveness of Using Technology in English Language Classrooms in Government Primary Schools in Bangladesh - Parvin, Ruxana Hossain; Salam, Shaikh Flint (FIRE: Forum for International Research in Education, 2015)
Across the globe, governments of different countries have recognized the importance and value of digital technologies in language learning. This article is based on the pilot project of Save the Children using information and communication technology (ICT) in education. Through this initiative, interactive multimedia software based on national curriculum of English Class 4 were developed and tested in selected government primary schools. The pre-intervention survey indicated that the teachers do not have the language competence to confidently facilitate English classes using the Communicative Language Teaching (CLT) approach. The results of the project showed that the use of audio-visual content has strong potential for enhancing and promoting interactive language classes. However, the success of the program depends on how the technology is designed and implemented and how the teachers are trained to use it.
KerkoCite.ItemAlsoKnownAs: 10/gkm64q 2339240:5MMI3MEV 2405685:B5DM3N9I

The effectiveness of online and blended learning: A meta-analysis of the empirical literature - Means, Barbara; Toyama, Yukie; Murphy, Robert; Bakia, Marianne (Teachers College Record, 2013)
KerkoCite.ItemAlsoKnownAs: 2405685:3G5AHTWT
Keywords: ⛔ No DOI found

The effectiveness of integrating interactive technology in reading comprehension: A case study of Jamaica's grade school - Iyare, Ngozi F.; James, Julia; Amonde, Tom M. (Journal of Information Technology Education: Research, 2018)
Aim/Purpose: There is growing number of countries embarking on large-scale, government-supported initiatives (e.g., Antigua & Barbuda, Australia, Brazil, India, Iran, Jamaica, Kazakhstan, Pakistan, Russia, Turkey, and the United Arab Emirates) to distribute tablet devices to students in the K-12 schooling sector. The review of the government-supported initiatives concluded that the majority of these initiatives have been driven not by educational frameworks or research-based evidence but by the tablet hype. The goal of this study is to provide research-based evidence by investigating if the learning experience for grade-three learners with interactive technology improves knowledge and skills in reading comprehension compared to learning in the traditional chalk and talk environment. Background: Prior studies provided limited evidence based mainly on data from developed countries about the influence of the use of interactive technology on reading comprehension at lower grade school level. Methodology: Employing a mixed-method case study research approach, this study aims to investigate the effects of integrating interactive technology in reading comprehension and examine the perspectives of students. This case study employed a sample of 30 public school third-grade students located in a relatively poor residential area in St Catherine, Jamaica as well as the two classroom teachers. Thirty students were divided into two groups – an experimental group, which included 16 participants and a control group, which included 14 participants. The intervention program was carried out over a period of eight weeks. Contribution: This study has provided (a) additional data to show evidence for the effectiveness of interactive technology in reading comprehension and (b)research based evidence for the distribution of computer devices to students in the K-12 schooling sectors. Findings: We found empirical support for the positive effects of technology-based approaches for addressing reading comprehension and vocabulary skills. Our results were based on the pre-test and post-test assessments. Additional data was collected using a survey questionnaire which was given to the students before and after the intervention. The change from pretest to posttest was significantly different between the two groups as measured by the Mann Whitney U test. Recommendations for Practitioners: The empirical support for the effects of technology-based approaches for addressing reading comprehension and vocabulary skills identified in this study will assist teachers with strategies and programs that should improve students' motivation as well as their grades. Recommendation for Researchers: For future studies, we recommend focusing on a longer intervention period and using a larger sample size that would likely yield more definitive and generalizable results.
Publisher: Informing Science Institute, 131 Brookhill Court, Santa Rosa, CA 95409 KerkoCite.ItemAlsoKnownAs: 10.28945/4098 2339240:D393J5PP 2405685:57ZK2DLD 2534378:8J9G8HNR 2534378:CCG5NKEW
Keywords: Case Studies; Control Groups; Conventional Instruction; ERIC; Current Index to Journals in Education (CIJE); Elementary Education; Elementary School Students; Experimental Groups; Foreign Countries; Grade 3; Instructional Effectiveness; Jamaica; Mastery Learning; Outcomes of Education; Reading Comprehension; Reading Improvement; Reading Instruction; Teaching Methods; Technology Integration

The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research - Stockard, Jean; Wood, Timothy W.; Coughlin, Cristy; Rasplica Khoury, Caitlin (Review of Educational Research, 2018)
Quantitative mixed models were used to examine literature published from 1966 through 2016 on the effectiveness of Direct Instruction. Analyses were based on 328 studies involving 413 study designs and almost 4,000 effects. Results are reported for the total set and subareas regarding reading, math, language, spelling, and multiple or other academic subjects; ability measures; affective outcomes; teacher and parent views; and single-subject designs. All of the estimated effects were positive and all were statistically significant except results from metaregressions involving affective outcomes. Characteristics of the publications, methodology, and sample were not systematically related to effect estimates. Effects showed little decline during maintenance, and effects for academic subjects were greater when students had more exposure to the programs. Estimated effects were educationally significant, moderate to large when using the traditional psychological benchmarks, and similar in magnitude to effect sizes that reflect performance gaps between more and less advantaged students.
Publisher: American Educational Research Association shortDOI: 10/gftkwf KerkoCite.ItemAlsoKnownAs: 10.3102/0034654317751919 10/gftkwf 2405685:N5D4AFRF

The effectiveness of a one-year online mentoring program for girls in STEM - Stoeger, Heidrun; Duan, Xiaoju; Schirner, Sigrun; Greindl, Teresa; Ziegler, Albert (Computers & Education, 2013)
Although the performance of girls in science, technology, engineering, and mathematics (STEM) is continually improving and is no longer below that of boys in most domains, girls' interests in STEM and participation rates are still too low. Online mentoring may help ameliorate this situation. To test this assumption, a one-year personal mentoring program for eleven to eighteen-year-old female college-preparatory students was evaluated. Mentee and mentor communicate with one another and with other program participants via email, online chat, and forums. To measure program effectiveness, we randomly assigned participants (N = 312) to either a treatment group (N = 208) or a waiting-list control group (N = 104). We collected questionnaire data at three points in time. In comparison to the waiting-list group, the treatment-group participants showed greater levels of desirable short-term and long-term developments. Our findings indicate various advantages for online mentoring for promoting girls' interests in STEM.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2013.07.032 2339240:GAQ5VMX2 2405685:JIDERX7N
Keywords: Evaluation; Gender; Mentoring; Online learning; STEM

The Effectiveness and Usability of the Educational Software on Concept Education for Young Children with Impaired Hearing - Goker, Hanife; Ozaydin, Latife; Tekedere, Hakan (EURASIA Journal of Mathematics, Science & Technology Education, 2016)
Early intervention and early education have a special place in educating the children with Impaired Hearing (IH). The advancements in information and communication technologies have led to adopting the view that such technologies could be applied in the educational process of the children with IH. Besides, the positive results acquired in the studies conducted in the light of this review have brought up the fact that proper technology-based educational environments should be provided and popularized for the young children with IH. In this study, educational software has been developed for the purpose of teaching emotions and opposite concepts to young children with IH. With this software, videos with topic descriptions, games reinforcing funny and topic-based learning, questions and audio-visual feedbacks have been used. The effectiveness of this software in concept education along with its usability by children has been examined; and in addition, the subjective viewpoints of the teachers of students with IH on this software have been consulted as well.
KerkoCite.ItemAlsoKnownAs: 10.12973/eurasia.2016.1207a 2339240:LS7NEM49 2405685:CW2LUTWC

The effect of using Teams Games Tournaments (TGT) cooperative technique for learning mathematics in secondary schools of Bangladesh - Salam, Abdus; Hossain, Anwar; Rahman, Shahidur (Journal of Research in Mathematics Education, 2015)
shortDOI: 10/ggjhr6 KerkoCite.ItemAlsoKnownAs: 10.17583/redimat.2015.1519 10/ggjhr6 2339240:IT93WMC2 2405685:G7CDSHGB

The effect of the Ebola crisis on the education system’s contribution to post-conflict sustainable peacebuilding in Liberia - Santos, Ricardo; Novelli, Mario (University of Sussex, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:AP5EZQWH 2405685:RQEVUD7C

The Effect of Teachers' Professional Development in Video Technology on Mathematics and the English Language Learning of Preschoolers in a Rural Primary School in Pakistan. - Ikram, Hamid (2016)
The purpose of this mixed methods study was to examine the effect of teachers' professional development in video technology (PBS & Sesame Street videos) on mathematics and the English language learning among nursery students in the rural area of Pakistan where it was impossible for students to experience watching videos for learning purposes. This study showed teachers' motivation and frustration, before and after professional development, toward the use of video technology in the classroom. Also, this study showed the effect of learning videos assisted with games, coloring activities, and portfolios on student's English and mathematics' learning. The demographics of gender, socioeconomic status of the students, parents' education and occupation, learning resources at home for children, and the use of technology and media at home were contrasted to examine how they affect students learning of mathematics and English. The participants of the study were 80 nursery students and two English and math teachers in a rural primary school of Punjab province in Pakistan. Data were collected through a semi-structured interview protocol, biographical survey, and English and math tests. The demographic characteristics of the participants revealed that there were 55 percent female students and 45 percent male students ranging in age from 4 to 6 years. The demographics also revealed that 81 percent of the students belonged to households that had not more than $100 income per month. The findings supported that a majority of the students belonged to low socioeconomic status (SES), and fathers were the main source of household income. The findings showed that fathers' level of education was higher than that of the mothers' level of education. The effective delivery of the content with videos and students' engagement motivated teachers. The use of videos remarkably enhanced students' learning of math numbers and English alphabet in experimental classrooms. However, the lack of funds and technology training was the biggest frustration for teachers. The findings from this research contributed to the literature about teachers' professional development and use of learning media. The findings also identified the reasons behind teachers' frustration and motivation to bring technology in the classroom. Consequently, these study findings informed administrators, teachers, and parents to improve existing teaching and learning practices at early education level in Pakistan. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
KerkoCite.ItemAlsoKnownAs: 2339240:FLFX5IGI 2339240:GEMLTXYF 2405685:KFYBLHY6 2405685:RP6L4XQU
Keywords: Educational Media; Educational Technology; Elementary School Teachers; English Language Learners; Foreign Countries; Mathematics Education; Mathematics Instruction; Mixed Methods Research; Pakistan; Preschool Children; Professional Development; Rural Schools; Second Language Learning; Semi Structured Interviews; Surveys; Technology Uses in Education; Video Technology

The Effect of Teacher-Family Communication on Student Engagement: Evidence from a Randomized Field Experiment - Kraft, M; Dougherty, Shaun (Journal of Research on Educational Effectiveness, 2013)
In this study, we evaluate the efficacy of teacher communication with parents and students as a means of increasing student engagement. We estimate the causal effect of teacher communication by conducting a randomized field experiment in which sixth- and ninth-grade students were assigned to receive a daily phone call home and a text/written message during a mandatory summer school program. We find that frequent teacher–family communication immediately increased student engagement as measured by homework completion rates, on-task behavior, and class participation. On average, teacher–family communication increased the odds that students completed their homework by 40%, decreased instances in which teachers had to redirect students’ attention to the task at hand by 25%, and increased class participation rates by 15%. Drawing upon surveys and interviews with participating teachers and students, we identify three primary mechanisms through which communication likely affected engagement: stronger teacher–student relationships, expanded parental involvement, and increased student motivation.
KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2012.743636 2339240:3H26G6RN 2339240:X9LRSMNV 2405685:7HER36AG 2405685:BXJPVKUP 2405685:WYAJLA9C 2534379:82ZR3C22
Keywords: ___working_potential_duplicate

The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Effect - Kraft, Matthew A.; Blazar, David; Hogan, Dylan (Review of Educational Research, 2018)
Teacher coaching has emerged as a promising alternative to traditional models of professional development. We review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers’ instructional practice and students’ academic achievement. Combining results across 60 studies that employ causal research designs, we find pooled effect sizes of 0.49 standard deviations (SD) on instruction and 0.18 SD on achievement. Much of this evidence comes from literacy coaching programs for prekindergarten and elementary school teachers. Although these findings affirm the potential of coaching as a development tool, further analyses illustrate the challenges of taking coaching programs to scale while maintaining effectiveness. Average effects from effectiveness trials of larger programs are only a fraction of the effects found in efficacy trials of smaller programs. We conclude by discussing ways to address scale-up implementation challenges and providing guidance for future causal studies.
shortDOI: 10/ggjrhd KerkoCite.ItemAlsoKnownAs: 10.3102/0034654318759268 10/ggjrhd 2339240:94ATJ2KM 2339240:L9J24WV4 2339240:Q2UV8HVZ 2339240:Y3AHBV5R 2405685:2CWW72YN 2405685:3DXSV98B 2405685:6L7LJIMQ 2405685:JXICF3W3 2405685:KJDH8RVK 2405685:R4WDE3P4 2534378:9LCRTTXK
Keywords: C:High-income countries; C:United States; ___working_potential_duplicate; effect size; experimental design; meta-analysis; professional development; school/teacher effectiveness; teacher education/development

The effect of school neighborhoods on teacher retention decisions - Boyd, Donald; Lankford, Hamilton; Loeb, Susanna; Ronfeldt, Matthew; Wyckoff, James (Whither Opportunity? Rising Inequality, Schools, and Children's Life Chances, 2011)
A substantial body of research demonstrates that schools with large populations of poor, non-white and low-achieving students, on average have more difficulty attracting and retaining teachers (Boyd et. al., 2005; Boyd et al, 2009; Hanushek et. al., 2004; Ingersoll, 2001; Scafidi et. al., 2007). However, little work assesses the extent to which differences in the neighborhoods
KerkoCite.ItemAlsoKnownAs: 2339240:5CMZS5JR 2405685:76GIZ8LC
Keywords: ⛔ No DOI found

The effect of instructional material design process to mathematics teacher candidates' TPACK - Durusoy, Okan; Karamete, Aysen (European Journal of Education Studies, 2018)
It is inevitable to receive technology support for teacher training activities in this new era in which technology is at large in our lives. Sufficiency in terms of TPACK (Technology, Pedagogy and Content Knowledge) is among the basic conditions for being qualified teachers. For this reason, activities for teacher candidates' TPACK development should be involved in teacher training activities. TPACK expresses a combined knowledge, so complex activities should be consulted to increase this accumulation of knowledge. In this direction, the process of designing instructional materials allows learning by design and can address all of this integrated knowledge. In this study, in math education department of a state university in Turkey, a research was conducted with 19 teacher candidates studying in the third grade. Teacher candidates have been assigned tasks for designing materials they can use in their lessons. Before starting the tasks, all the teacher candidates filled out the TPACK scale (Schmidt et al., 2009) and pre-test data were generated. Among the task steps that were carried out, the prospective teachers shared the developmental stages of the material with their friends and enriched the materials in the direction of their comments. To gain more time, presentations and interpretations are conducted through a closed Facebook group. At the end of material development process which was carried out by sticking to learning by design principles, the TPACK scale was re-applied to all the teachers and the post test data of the study was obtained. Statistical analysis using the Wilcoxon signed rank test showed that there was a significant difference between the two tests and that all the teacher candidates increased their total scores. As a result of the study, it was found that the process of material development carried out by learning by design framework leads to a positive change in TPACK of teacher candidates.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1222082 2405685:Z8PNPHM8 2534378:R5TGHBGN 2534378:TVJIU5KV
Keywords: ERIC; Resources in Education (RIE); Foreign Countries; Higher Education; Instructional Design; Instructional Materials; Material Development; Mathematics Education; Mathematics Teachers; Pedagogical Content Knowledge; Postsecondary Education; Preservice Teachers; Scores; Technological Literacy; Turkey; __:import:01; __:match:final; __:matched; __:study_id:2096821; __finaldtb; _not_EdTechHub

The effect of free primary education policy on late school entry in urban primary schools in Kenya - Ngware, Moses W.; Oketch, Moses; Ezeh, Alex C.; Mutisya, Maurice (International Review of Education, 2013)
KerkoCite.ItemAlsoKnownAs: 10.1007/s11159-013-9389-6 2405685:JH6YHV6A

The Effect of Computer-Assisted Instruction on Student’s Attitudes and Achievement in Matrices and Transformations in Secondary Schools in Uasin Gishu District, Kenya - Mwei, Philip K.; Too, Jackson K.; Wando, Dave (2011)
Performance in Mathematics in secondary school Education in Kenya remains poor. Consequently the Kenya secondary school examination (KCSE) Mathematics results continue to cause concern to all the stakeholders in the education sector. Therefore, there is serious and urgent need for intervention. Although research has indicated that computer-assisted instruction (CAI) enhances student achievement, promotes positive attitudes towards Mathematics and instruction, and improves interpersonal relations, few studies have focused on CAI in Kenyan secondary schools Mathematics teaching/learning. The purpose of this study was to investigate the effects of CAI on students’ attitude and achievement in matrices and transformations between form four students who received instruction using CAI module or conventional instruction methods. The pretest – posttest control group experimental research design was used. Six classes selected at random with 205 students participated in the study. Results of this study indicated higher achievement and positive attitudes with CAI treatment groups. Making connections between the goals of Mathematics education and CAI offers a valuable means for improving mathematical knowledge and skills and hence performance in Mathematics.
Accepted: 2020-04-29T08:24:24Z Publisher: World Council for Curriculum Instruction KerkoCite.ItemAlsoKnownAs: 2339240:6I5FF3K4 2405685:6SE7SU4R
Keywords: ⛔ No DOI found

The effect of blended learning on student performance at course-level in higher education: A meta-analysis - Vo, Hien M.; Zhu, Chang; Diep, Nguyet A. (Studies in Educational Evaluation, 2017)
The present paper analyzes the impact of blended learning (BL) on the academic achievement of higher education students. A meta-analysis (k=51 effect sizes) was conducted to perform a statistical synthesis of studies contrasting student performance in BL conditions with traditional classroom instruction. We include disciplines and instructors’ end-of-course evaluation method as moderating variables. The results show that BL demonstrates a small summary effect (g+=0.385, p<0.001) compared to traditional teaching methods A significantly higher mean effect size was found in STEM disciplines (g+=0.496) compared to that of non-STEM disciplines (g+=0.210). Nevertheless, the weighted mean effect sizes reveal no significant differences regarding of end-of-course assessment methods, namely one-moment and multiple-component assessment. The finding confirms that BL is significantly associated with greater learning performance of STEM-disciplined students than with traditional classroom practice. Accordingly, discussion concerning the findings and implications for future research are elaborated.
shortDOI: 10/gg5s29 KerkoCite.ItemAlsoKnownAs: 10/gg5s29 2405685:97BFACYR 2405685:M5BCLDHV 2405685:W85AQYZA
Keywords: Blended learning; Discipline; Higher education; Meta-analysis; Student performance

The effect of blended instruction on accelerated learning - Patchan, Melissa M.; Schunn, Christian D.; Sieg, Wilfried; McLaughlin, Dawn (Technology, Pedagogy and Education, 2014)
The effect of blended instruction on accelerated learning
KerkoCite.ItemAlsoKnownAs: 2405685:4UL4WATW
Keywords: ⛔ No DOI found

The effect of blended instruction on accelerated learning - Patchan, Melissa M.; Schunn, Christian D.; Sieg, Wilfried; McLaughlin, Dawn (Technology, Pedagogy and Education, 2016)
Publisher: Taylor & Francis shortDOI: 10/gg26gz KerkoCite.ItemAlsoKnownAs: 10/gg26gz 2405685:I4ETKDNQ

The Education System in Malawi. Africa education country status report - World Bank (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:C8TPFLBY 2405685:PTLTAQEY

The EdTech Lab Series: Insights from rapid evaluations of EdTech products - Sampson, Rob; Johnson, Doug; Somanchi, Anmol; Barton, Hannah; Joshi, Ruchika; Seth, Madhav; Shotland, Marc (Central Square Foundation, 2019)
EdTechHub.ItemAlsoKnownAs: 2405685:4L2N52EL

The EdTech Hub’s approach to amplifying impact through engagement – The EdTech Hub - Jamieson Eberhardt, Molly (EdTech Hub, 2019)
If you have spent time working in the education sector, you’ll know that even marginal gains are worthy of celebration. Those of us involved in launching the EdTech Hub know this well — from our experience as teachers, researchers, advisers, programme implementers, and civil servants. Nevertheless, we have the ambition to help accelerate progress toward quality education at an unprecedented rate. We of course know that sustainable change often takes time, and we respect hard-earned marginal gains. But what we’re really after is improvement in education outcomes at a pace that matches the urgency of the problem — think millions of children receiving quality education within a decade, not in decades.
shortDOI: 10/ghgngr KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3906791 10/ghgngr 2405685:AGB565DF 2405685:MUPWVYW6
Keywords: LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

The Economics of Zero Rating - Eisenach, Jeffrey (Insights in Economics, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:JNMEL2Q8
Keywords: ⛔ No DOI found

The Economic Lives of Young Women in the Time of Ebola: Lessons from an Empowerment Program - Bandiera, Oriana; Buehren, Niklas; Goldstein, Markus; Rasul, Imran; Smurra, Andrea (World Bank, 2018)
We evaluate an intervention to raise young women’s economic empowerment in Sierra Leone, where women frequently experience sexual violence and face multiple economic disadvantages. The intervention provides them with a protective space (a club) where they can …nd support, receive information on health/reproductive issues and vocational training. Unexpectedly, the post-baseline period coincided with the 2014 Ebola outbreak. Our analysis leverages quasi-random across-village variation in the severity of Ebola-related disruption, and random assignment of villages to the intervention to document the impact of the Ebola outbreak on the economic lives of 4 700 women tracked over the crisis, and any ameliorating role played by the intervention. In highly disrupted control villages, the crisis leads younger girls to spend signi…cantly more time with men, out-of-wedlock pregnancies rise, and as a result, they experience a persistent 16pp drop in school enrolment post-crisis. These adverse e¤ects are almost entirely reversed in treated villages because the intervention enables young girls to allocate time away from men, preventing out-of-wedlock pregnancies and enabling them to re-enrol in school post-crisis. In treated villages, the unavailability of young women leads some older girls to use transactional sex as a coping strategy. The intervention causes them to increase contraceptive use so this does not translate into higher fertility. Our analysis pinpoints the mechanisms through which the severity of the aggregate shock impacts the economic lives of young women, and shows how interventions in times of crisis can interlink outcomes across younger and older cohorts. JEL Classi…cation: I25, J13, J24.
shortDOI: 10/ghgngq KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8760 10.1596/31219 10/ghgngn 10/ghgngq 2339240:P9QQ2FKF 2405685:2TEE6A8C 2405685:BA7ISGH3
Keywords: ___working_potential_duplicate

The Distribution of Teacher Quality and Implications for Policy - Hanushek, Eric; Rivkin, Steven (Annual Review of Economics, 2011)
It has become commonplace to measure teacher quality in terms of teacher value-added. Operationally, this means evaluating teachers according to the learning gains of students on various achievement tests. Existing research consistently shows large variations in teacher effectiveness, much of which is within schools as opposed to between schools. The policy implications of these variations are dramatic. But the underlying statistical modeling has become the subject of intense research, in part because of this direct use of value-added measures in policy discussions.
KerkoCite.ItemAlsoKnownAs: 10.1146/annurev-economics-080511-111001 2339240:FBQY8YNZ 2405685:H5R2C39B

The discourse on ICT teacher professional development needs: The case of a South African teachers’ union - Dlamini, Reuben; Mbatha, Khanyisile (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2018)
The prevalence and adoption of Information and Communication Technology (ICT) tools in education has often been guided by utopian perspectives without proper research to understand the schooling context and teachers’ ICT development needs. This paper reports on the findings from a study of in-service teachers who are members of a teachers’ union in South Africa. These teachers were surveyed using a questionnaire based on Second Information Technology in Education Study (SITES), which is an analytic framework that includes teacher characteristics, pedagogical practices and ICT use, school factors and system, and other external factors. This exploratory study was conducted within the framework of a teachers’ union to understand members’ preparedness to integrate ICT tools in their teaching practices. Findings indicate the need for in-service professional development activities in the use of ICT for teaching, in teaching in multicultural environments, and in classroom management. Equally important is the role of school management and administration in the adoption and integration of ICT tools in education. In addition, the research provided clear evidence that despite the huge investments into ICT infrastructure by government, inequalities in ICT competencies among teachers remain. The most important conclusion is that the investments being made are politically motivated and that teachers are being side-lined in the decision-making processes and preference given to political visions.
KerkoCite.ItemAlsoKnownAs: 2339240:FCJF68RN 2405685:HQE8MXWS
Keywords: ⛔ No DOI found

The discourse on ICT teacher professional development needs: The case of a South African teachers’ union - Dlamini, Reuben; Mbatha, Khanyisile (International Journal of Education and Development using ICT, 2018)
The prevalence and adoption of Information and Communication Technology (ICT) tools in education has often been guided by utopian perspectives without proper research to understand the schooling context and teachers’ ICT development needs. This paper reports on the findings from a study of in-service teachers who are members of a teachers’ union in South Africa. These teachers were surveyed using a questionnaire based on Second Information Technology in Education Study (SITES), which is an analytic framework that includes teacher characteristics, pedagogical practices and ICT use, school...
Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2339240:JX8TEHVV 2405685:UB39IXQK
Keywords: ⛔ No DOI found

The Digital StudyHall (DSH) - DSH (Digital StudyHall, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:6QKRLMUD 6QKRLMUD

The digital roadmap: How developing countries can get ahead - Pathways for Prosperity Commission (Pathways for Prosperity Commission, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:FD8HG5C4 2405685:I4ZZB6W6

The digital gender gap - Kuroda, Reiko; Lopez, Mariana; Sasaki, Janelle; Settecase, Michelle (GSMA, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:AZ4M7W6W 2405685:HJNK96RX

The Digital Divide - Peroni, M.; Bartolo, Michelangelo (Multidisciplinary Teleconsultation in Developing Countries, 2018)
The digital divide, at a worldwide level, as well as at a regional level, is still a reality. However, over the last few years, the Internet and digital technologies have spread surprisingly fast, above all in their use through mobile telephone networks, and they have new users every year, even in the less developed countries, like in Africa. The installation of new underwater optic fibre cables surrounding Africa, with an increasing capacity for data transmission, has brought down the costs of interconnection with the global Internet backbones. Up to a few years ago, these connections were only possible through the satellite network, which are far more expensive for the local providers, and these high costs inevitably affect the end users. These services can now be offered at prices that more and more people can afford in Africa, which was and still is the continent that is most affected by the phenomenon of the digital divide.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-72763-9_13 2339240:NYK2NP72 2405685:UZEU9WRL
Keywords: Digital divide; Optic fibre connections; Satellite Internet connection

The difference between economic and financial analysis for WASH services - Ross, Ian (WASHeconomics.com, 2018)
The distinction between economic analysis and financial analysis is not always straightforward. In this post I try to clarify this. Definitions I have previously defined WASH economics as “the stud…
KerkoCite.ItemAlsoKnownAs: 2339240:RI9C4FHT 2405685:QWR4ZRBS

The design and testing of multimedia for teaching arithmetic to deaf learners - Techaraungrong, Piyaporn; Suksakulchai, Surachai; Kaewprapan, Wacheerapan; Murphy, Elizabeth (Education and Information Technologies, 2017)
The purpose of the study reported on in this paper was to design and test multimedia for deaf and hard of hearing (DHH) learners. The study focused on counting, addition and subtraction with grade one (age 7) DHH learners in Thailand. The multimedia created for the study was informed by design considerations for DHH learners of arithmetic and aimed to minimize cognitive load. Testing took place over a period of 16 weeks during which learners alternated between 2 and 3 week sessions of one hour per day with multimedia (numbers 1–10) versus 2–3 week sessions of one hour per day with the teacher (numbers 11–20). Results of the design included features such as non-essential use of text, reliance on non-symbolic objects, user control, and signals to relevant content. Results of testing showed that learning with multimedia resulted in higher scores than learning with the teacher (Z = 4.545, p = 0.000). Post-intervention interviews highlighted the role of motivation, ease of comprehension and independent learner control of the multimedia. The conclusion highlighted the need for multimedia design principles that reflect a more inclusionary focus on children with special needs such as those featured in this study.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9441-1 2339240:CZT5XWYH 2405685:DK3Y33G7

The Data Protection Act (No. 24 of 2019) - Republic of Kenya (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:VXRC7SDS 2405685:K8JBSFIZ

The County Allocation of Revenue Bill, 2019 - Government of Kenya (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:HBM87LKU

The contribution of ICTs to the delivery of special educational needs in Ghana: practices and potent - Nkansah, Godfred Bonnah; Unwin, Tim (Information Technology for Development, 2010)
KerkoCite.ItemAlsoKnownAs: 10.1080/02681102.2010.497273 2339240:6W2XSNXE 2405685:GP3VLXGC

The coding manual for qualitative researchers - Saldana, J. (Sage, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:Q7PLZS6Q
Keywords: ___working_potential_duplicate; auto_merged

The coding manual for qualitative researchers - Saldana, J. (Sage, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:Q7PLZS6Q
Keywords: ___working_potential_duplicate

The Classroom Practices of Primary and Secondary School Teachers Participating in English in Action - English in Action (2011)
EdTechHub.ItemAlsoKnownAs: 2405685:6D7Y5AC8

The Charisma Machine - Ames, Morgan (MIT Press, 2019)
A fascinating examination of technological utopianism and its complicated consequences.In The Charisma Machine, Morgan Ames chronicles the life and legacy of...
KerkoCite.ItemAlsoKnownAs: 2339240:EBLRH5VE 2405685:TCF8RZEN

The challenges of online learning: supporting and engaging the isolated learner - Gillett-Swan, Jenna (Journal of Learning Design, 2017)
Higher education providers are becoming increasingly aware of the diversity of their current and potential learners and are moving to provide a range of options for their engagement. The increasingly flexible delivery modes available for university students provide multiple pathways and opportunities for those seeking further education. In changing between and across modes, a one-size-fits-all approach is often used. That is, internal content is converted into a form deemed suitable for an external delivery. However, there is a significant problem with the one-size-fits-all approach for external students who feel or experience isolation. When compared to their internal counterparts, these students often face a number of barriers to their full participation in coursework units. These barriers may not be experienced by those engaging in these same units via face-to-face or blended enrolment modes and therefore present another type of learner to consider in the planning and implementation of learning activities online. The barriers to participation appear particularly evident in groupwork activities. The online environment also presents challenges for many academic staff who increasingly require higher levels of technological competency and proficiency on top of their regular academic workload. Drawing on reflections of several years of facilitating student learning online, this paper provides one lecturer’s perspective and critical commentary on some of the challenges faced by external students and the implications of an increasingly online delivery framework for practice.
KerkoCite.ItemAlsoKnownAs: 10.5204/jld.v9i3.293 10/ggsdcx 2339240:IWU6RRHL 2405685:CZP733LL

The Challenge of Education and Learning in the Developing World - Kremer, Michael; Brennen, Conner; Glennerster, Rachel (Science, 2013)
Across many different contexts, randomized evaluations find that school participation is sensitive to costs: Reducing out-of-pocket costs, merit scholarships, and conditional cash transfers all increase schooling. Addressing child health and providing information on how earnings rise with education can increase schooling even more cost-effectively. However, among those in school, test scores are remarkably low and unresponsive to more-of-the-same inputs, such as hiring additional teachers, buying more textbooks, or providing flexible grants. In contrast, pedagogical reforms that match teaching to students' learning levels are highly cost effective at increasing learning, as are reforms that improve accountability and incentives, such as local hiring of teachers on short-term contracts. Technology could potentially improve pedagogy and accountability. Improving pre-and postprimary education are major future challenges.
Publisher: American Association for the Advancement of Science KerkoCite.ItemAlsoKnownAs: 10.1126/science.1235350 2339240:67BCHX95 2339240:MUEFL3NF 2405685:PFYKPNHQ 2405685:U4T6SC5D
Keywords: ___working_potential_duplicate

The Centre for Innovative Teaching and Learning Approach - Mastercard Foundation (2019)
Library Catalog: mastercardfdn.org KerkoCite.ItemAlsoKnownAs: 2405685:VLG3BPAQ

The cascade model of teachers’ continuing professional development in Kenya: A time for change? - Bett, Harry Kipkemoi (Cogent Education, 2016)
Kenya is one of the countries whose teachers the UNESCO (2015) report cited as lacking curriculum support in the classroom. As is the case in many African countries, a large portion of teachers in Kenya enter the teaching profession when inadequately prepared, while those already in the field receive insufficient support in their professional lives. The cascade model has often been utilized in the country whenever need for teachers’ continuing professional development (TCPD) has arisen, especially on a large scale. The preference for the model is due to, among others, its cost effectiveness and ability to reach out to many teachers within a short period of time. Many researchers have however cast aspersions with this model for its glaring shortcomings. On the contrary, TCPD programmes that are collaborative in nature and based on teachers’ contexts have been found to be more effective than those that are not. This paper briefly examines cases of the cascade model in Kenya, the challenges associated with this model and proposes the adoption of collaborative and institutionbased models to mitigate these challenges. The education sectors in many nations in Africa, and those in the developing world will find the discussions here relevant.
shortDOI: 10/gfw2mk KerkoCite.ItemAlsoKnownAs: 10.1080/2331186X.2016.1139439 10/gfw2mk 2405685:K8ZKUDQE

The benefits of school mapping - Sylla, K; Tournier, B (2013)
KerkoCite.ItemAlsoKnownAs: 2405685:EKY3HCEB 4042040:KRRXYHVK

The Automation of Management and Business Science - Johnson, C.D.; Bauer, BC; Niederman, F. (Academy of Management Perspectives, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5465/amp.2017.0159 2405685:ITCCF5GH 2486141:RS9IM5JJ
Keywords: _Added-ailr-2024

The Agenda for Prosperity: Road to Middle Income Status - Government of Sierra Leone (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:FHMH4G7H 2405685:7DIVY6PP
Keywords: ⛔ No DOI found

The adolescent community of engagement framework: A lens for research on K-12 online learning - Borup, Jered; West, Richard E.; Graham, Charles R.; Davies, Randall S. (Journal of Technology and Teacher Education, 2014)
Publisher: Society for Information Technology & Teacher Education zotzenLib.CopiedFrom: 2339240:JQVYBSNT KerkoCite.ItemAlsoKnownAs: 2339240:JQVYBSNT 2405685:39ZJTW8M
Keywords: ⛔ No DOI found

The achievement gap phenomenon: a practical application of modeling & simulation - Johnson, John J.; Padilla, Jose; Diallo, Saikou Y. (Proceedings of the Annual Simulation Symposium, 2018)
The academic achievement gap is a persistent phenomenon in U.S. education system despite a long history of efforts and billions of dollars spent to correct it. Literature abounds with theories about why the gap exist, such as: student self-perception, parent involvement, teacher quality, and others. Model based approaches have been used to understand various aspects of the phenomenon. However, no models were identified that consider a comprehensive set of theories, and is specifically designed to investigate potential policies and strategies for reducing the gap. We build such a model using a methodology that includes: a) Modeling and Simulation-System Development Framework (MS-SDF); b) Systems Modeling Language (SysML); and c) a Systems Dynamics approach. Preliminary findings indicate that concepts from prevailing theories about the achievement gap can be accurately represented in a single system dynamics model. We also identify key stakeholders, functions, and variables affecting the achievement gap.
KerkoCite.ItemAlsoKnownAs: 2405685:7RAEZQ9S 2405685:IN6SRBXL
Keywords: M&S system development framework (MS-SDF); achievement gap; modeling and simulation; system dynamics; systems modeling language (SysML)

The acceptance of Tablet-PCs in classroom instruction: The teachers’ perspectives - Ifenthaler, Dirk; Schweinbenz, Volker (Computers in Human Behavior, 2013)
00019 shortDOI: 10/f4tjt5 KerkoCite.ItemAlsoKnownAs: 10/f4tjt5 2129771:M9P8TCWL 2405685:E3CT5IEQ

The 7Cs of learning design - Conole, Gráinne (Learning Design, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:2NSI7HAR

The 18th Amendment and Pakistan’s Political Transitions - Cookman, Colin (Center for American Progress, 2010)
The passage of Pakistan’s 18th amendment to its constitution could mark a shift to a more representative federal system, writes Colin Cookman.
Library Catalog: www.americanprogress.org KerkoCite.ItemAlsoKnownAs: 2339240:H7LHVCWZ 2405685:FRU6GRD7 2405685:LTPLGRV2

Thai Lip-Reading CAI for Hearing Impairment Student - Nittaya, Warunee; Wetchasit, Kaskaew; Silanon, Kittasil (2018 Seventh ICT International Student Project Conference (ICT-ISPC), 2018)
This paper is proposed the lip-reading computer assisted instruction (CAI) for hearing impairment student. It consists of two units: the first unit is a part of the learning lesson. In this unit, the student can learns the various categories of vocabulary. The vocabularies come from the thing which use in day life, such as Fruit, Animal, vehicles and so on. It enables student to practice pronunciation by looking at a model speaker mouth movement. The second unit is the multiple choice game. The student has to see lip-reading video and choose the correct answer choice. Experiments are tested with ten hearing impairment primary school students. The result of before and after practicing with the CAI system are evaluated. The rate of correctly mouth shape recognition is grater after practicing with the system for improvement of pronunciation.
KerkoCite.ItemAlsoKnownAs: 10.1109/ICT-ISPC.2018.8523956 2339240:X4N5EIA4 2405685:PQE8MWAL

TextTETEA — An SMS-based education service - Neumann, Michael; Wincewicz, Keegan (2016 IEEE Global Humanitarian Technology Conference (GHTC), 2016)
Tanzania has experienced a rapid increase in the number of secondary school students but has struggled with the quality of education provided at public schools. While teachers and textbooks can be scarce in classrooms, particularly in rural areas, basic mobile phones are widespread across the country. In this paper we present TextTETEA, an SMS-based service that provides education content to Tanzanian students. We describe the TextTETEA system architecture, features currently available, and usage data during initial field testing.
shortDOI: 10/ggqkgw KerkoCite.ItemAlsoKnownAs: 10.1109/GHTC.2016.7857298 10.1109/ghtc.2016.7857298 10/ggqkgw 2339240:7RNK5XEE 2339240:X4LRAHM2 2405685:HT2SLISS 2405685:L533YR9G
Keywords: Education; Government; Internet; Mobile communication; SMS-based education service; Smart phones; Sociology; Tanzanian students; TextTETEA system architecture; appropriate technology; education quality; educational institutions; educational technology; electronic messaging; field testing; mobile handsets; mobile learning; mobile phones; public schools; secondary school students; usage data

Text mining in organizational research - Kobayashi, V.B.; Mol, S.T.; Berkers, H.A. (Organizational Research Methods, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1177/1094428117722619 2405685:AXPR9XQR 2486141:MTUNEGNY
Keywords: _Added-ailr-2024

Text Books Download - Educational Publications Department (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:YA95HWR7 2405685:P7QN9TUZ

TESSA Formative Evaluation Report Executive Summary - Harley, Ken; Simiyu Barasa, Fred (Teacher education in sub-Saharan Africa, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:X4HFGDN9

TESS-India OER: Collaborative practices to improve teacher education - Wolfenden, Freda (Indian Journal of Teacher Education, 2015)
As the numbers of children attending school in India rises rapidly ensuring a productive learning experience for every student is a huge challenge. Quality is central to the Government of India’s education policy; major education goals recognise that changes in teachers’ classroom practice are critical to improving students’ learning in elementary and secondary schools across India. This paper describes the rationale and pedagogy of an innovative response to these challenges harnessing contemporary ideas on ‘open’, learning and the increasing availability of network technology in the form of a multilingual Open Educational Resources (OER) teacher education toolkit. The main section of the paper then describes the processes for multi-stakeholder participation in the development of the elements of the OER toolkit and the paper concludes with a discussion of the ‘open’ dimension of the project and how this enables ‘local’ authentication and mediation of use of the OER in each of the project states.
Number: 03 KerkoCite.ItemAlsoKnownAs: 2339240:9TYRVKGE 2405685:RYGQCGSQ
Keywords: ⛔ No DOI found

Ten suggestions for improving academic research in education and technology - Selwyn, Neil (Learning, Media and Technology, 2012)
shortDOI: 10/gf9nv3 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.680213 10/gf9nv3 2339240:VQBSA24V 2405685:4WXGG2TD

Telkom Kenya Limited (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:N3EXUGKG

Television, Language, and Literacy Practices in Sudanese Refugee Families: "I learned how to spell English on Channel 18" - Perry, Kristen H.; Moses, Annie M. (Research in the Teaching of English, 2011)
This ethnographic study explored the ways in which media, particularly television, connected with English language and literacy practices among Sudanese refugees in Michigan. Three families with young children participated in this study. Data collection included participant observation, interviews, and collection of artifacts over 18 months, with a focus on television events as the units of analysis. Data analysis focused on television practices connected with literacy practices for adults and children. Results indicated that television offered important cultural connections with participants' beliefs, values, and attitudes regarding their Sudanese heritage, the new U.S. context, and religious practices. Both adults and children believed television was an important resource for learning and recognized potential problems with too much viewing. Most significantly, analysis suggested important connections between television practices and the development of both English language abilities for all family members and the development of real-world literacy practices, especially for the children.
Publisher: National Council of Teachers of English KerkoCite.ItemAlsoKnownAs: 2339240:5PKJ7ENQ 2405685:IKLTTJQD 4803016:LPTQMX59
Keywords: ⛔ No DOI found

Telecom Indicators | PTA - Pakistan Telecommunication Authority (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:8RXYUZE7 2405685:TEM3B6ES 2405685:VBDQ6XBI

Telecom Indicators - Pakistan Telecommunications Authority (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:XTYU35HU

TEGA - Girl Effect (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:IVYR2NPT 2405685:LVC9B29M

Technophobia: Examining its hidden factors and defining it - Khasawneh, Odai Y. (Technology in Society, 2018)
shortDOI: 10/ggx3rd KerkoCite.ItemAlsoKnownAs: 10/ggx3rd 2405685:A9ZYMIC6

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

Technology Tools for Teaching and Training Results - USAID (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:Q7SYHPXZ 2405685:38SBFY8Y

Technology-supported professional development for teachers: lessons from developing countries - McAleavy, Tony; Hall-Chen, Alex; Horrocks, Sarah; Riggall, Anna (Education Development Trust, 2018)
This report captures what might be learnt from a selection of the world’s most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers.
KerkoCite.ItemAlsoKnownAs: 2339240:CNU2GKRL 2339240:KPPU5Z99 2339240:S2XT5FSG 2339240:UYNN98AQ 2405685:4JNZ9RRF 2405685:CF2KPK7I 2405685:DJG72BUZ 2405685:FXXS4882 2405685:ZEBNC5TV 2534378:6GQU9R37 2534378:ARJJXBIL 2534378:TQ4YR37L 2534378:WSS9V2GJ 2534378:XIMVL4RJ
Keywords: Africa; Bangladesh; Blended Learning; C:Low- and middle-income countries; Developing Nations; ERIC; Resources in Education (RIE); Educational Technology; Elementary Education; Elementary School Teachers; Faculty Development; Foreign Countries; Handheld Devices; India; Inservice Teacher Education; Kenya; Large Group Instruction; Nigeria; Online Courses; Pakistan; Policymakers; Practitioners; Refugees; Shared Resources and Services; Social Media; Teaching Methods; Technology Integration; Technology Uses in Education; Telecommunications; ___working_potential_duplicate; ⛔ No DOI found

Technology-supported professional development for teachers: Lessons from developing countries - McAleavy, Tony; Hall-Chen, Alex; Horrocks, Sarah; Riggall, Anna (Education Development Trust, 2018)
This report captures what might be learnt from a selection of the world's most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers. This report explores the literature surrounding technology for professional learning, identifying six promising case studies: (1) UNESCO projects in Pakistan and Nigeria – using mobile phones to deliver pedagogical content to early-grade and primary school teachers; (2) English in Action, Bangladesh using mobile phones and SD cards to deliver content to teachers; (3) Teacher Education in Sub-Saharan Africa (TESSA) – OER [Open Educational Resources] to support interactive teaching practice; (4) Teacher Education through School-based Support in India (TESS-India) – OER to support the adoption of more engaging pedagogies; (5) Teachers for Teachers, Kenya – using mobile technology to strengthen teacher development in Kakuma Refugee Camp; and (6) National Tablets Programme, Kenya – improving the coaching provided to teachers. Through these case studies we have made a series of reflections on the impact technology can have on teacher professional development, particularly in low- and low-middle income contexts: (1) Promising technology is not enough, we must not forget the human factor; (2) Mobile technologies have high potential to improve the reach, scalability and flexibility of teacher professional development; (3) OER constitute a promising format for professional development resources; (4) High-impact, sustainable technology-enabled solutions depend on local partnership and a sense of local ownership; and (5) The design and delivery of effective technology-enabled professional learning depends on high-quality impact data and careful piloting solutions. Our report explores each of these case studies and reflections in greater detail, drawing lessons for policymakers, practitioners and other organisations who seek to provide technology-related professional development opportunities for teachers.
KerkoCite.ItemAlsoKnownAs: 2339240:Z8QK9TIS 2405685:58SRHUVT
Keywords: Blended Learning; Developing Nations; Educational Technology; Elementary School Teachers; Faculty Development; Foreign Countries; Handheld Devices; Inservice Teacher Education; Large Group Instruction; Online Courses; Refugees; Shared Resources and Services; Social Media; Teaching Methods; Technology Integration; Technology Uses in Education; Telecommunications

Technology-Mediated Learning Theory - Bower, Matt (British Journal of Educational Technology, 2019)
Technology-enhanced learning research, such as that relating to the use of online technologies in formal learning contexts, is sometimes criticised for being under-theorised. This paper draws together areas of research and theory that have previously been somewhat separately treated, to support the integrated analysis and research of situations where technology mediates learning. First, key areas of research and theory relating to technology-mediated learning are introduced, along with their associated conceptual underpinnings and assumptions, in terms of premises. These areas are then explained with relation to one another regarding how they can be used to holistically understand learning in contexts where technology mediates learning. The implications of the theoretical concepts are discussed in terms of the future conduct of technology-mediated learning research, as well as the scope and conditions under which the theorisations apply.
Publisher: Wiley-Blackwell KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12771 2339240:DUA7DI6P 2405685:48HFJPQV
Keywords: Educational Technology; Electronic Learning; Learning Theories; Meta Analysis; Technology Integration; Technology Uses in Education

Technology is transforming governance in Pakistan - Touqeer, Irum; Rontoyanni, Clelia (World Bank Group, 2019)
Punjab Excise and Taxation Service Center. Photo: World Bank Technology is changing our world faster than ever before. And Pakistan, home to more than 64 million internet users and 62 million people connected to mobile data, is no exception. As they’ve become more digital-savvy, Pakistanis are now expecting better digital ...
KerkoCite.ItemAlsoKnownAs: 2339240:EELM2PKK 2405685:FM2QXUDY

Technology Integration before Student Outcomes: Factors Affecting Teacher Adoption of Technology in India - Bandyopadhyay, Alankar (University of Maryland, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:B3L4QKW6 2405685:75QWBXX7

Technology in the classroom: Learning from OLE Nepal - Wodon, Quentin (Global Partnership for Education, 2015)
A young software engineer returned to his native Nepal to support the introduction of technologies in the classroom. Working with the ministry of education, he learns that it takes time to introduce meaningful change, and that support to teachers in the use of the technology is key.
KerkoCite.ItemAlsoKnownAs: 2405685:7GNDXWP6

Technology functions for personalized learning in learner-centered schools - Lee, Dabae; Huh, Yeol; Lin, Chun-Yi; Reigeluth, Charles M. (Educational Technology Research and Development, 2018)
Personalized Learning (PL) has been widely promoted. Despite the increasing interest in PL, it is difficult to be implemented, because it can be complicated, costly, and even impossible without the help of powerful and advanced technology. This national survey study aimed at systematically investigating technology usage and needs of teachers in learner-centered schools in the U.S based on the conceptual framework of the Personalized Integrated Education System (PIES). PIES specifies four major functions: recordkeeping, planning, instruction, and assessment. A total of 308 learner-centered schools were identified that met at least three of the five criteria of PL: (1) personalized learning plans, (2) competency-based student progress, (3) criterion-referenced assessment, (4) problem- or project-based learning, and (5) multi-year mentoring. Survey responses of 245 teachers from 41 schools were analyzed. Results indicate that only 12% of teachers responded that they had a technology system that integrated the four major functions. Among the rest, 21% reported that they had no such systems. Technology was most widely used for planning and instruction but not for recordkeeping and assessment.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-018-9615-9 2339240:GUNE7QI3 2405685:YKDTT2EJ

Technology for Teacher Training - IDEAS (IDEAS | Institute of Development and Economic Alternatives, 2017)
The project will be introducing a new model of delivering in-service teacher training to government sector primary school teachers (PSTs), which builds upon the existing structure of cluster-based Continuous Professional Development (CPD) in Punjab.The Directorate of Staff Development (DSD) employs a cluster-based approach to in-service teacher training which constitutes a cascading model. Although the model […]
KerkoCite.ItemAlsoKnownAs: 2339240:6KEW4AH9 2405685:8E46E4T2

Technology for professional development: access, interest and opportunity for teachers of English in South Asia - British Council (British Council, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:UE23QGKH

Technology for Inclusive Education (TFIE) Pilot Report - Digital Literacy Trust (2018)
EdTechHub.ItemAlsoKnownAs: 2405685:SH5FCHUZ

Technology for Education in Low-Income Countries: Supporting the UN Sustainable Development Goals - Wagner, Daniel A. (ICT-Supported Innovations in Small Countries and Developing Regions: Perspectives and Recommendations for International Education, 2018)
Information and communications technologies (ICTs) are increasingly available, even in developing countries, leading to a number of pressing questions. Will ICTs for education (ICT4E) improve learning and educational quality? Might they increase the ‘digital divide’ with negative consequences for equity? What can ICT4E offer to help assist in the achievement of the new UN Sustainable Development Goals? The present review addresses these questions and uses of ICT4E in developing countries. First, a short overview is provided of how ICT4E intersects with the learning outcomes and the quality of education, including contemporary perceptions of what does and does not work in ICT4E. Second, an ICT4E framework is suggested as a way to reconceptualize the parameters currently in use that will lead to more effective ICT4E design solutions. Third, ICT projects in four key education subsectors – early childhood, basic as well as secondary education, and teacher education – help to disaggregate where and how interventions have been made in recent years. Finally, a set of investment domains in ICT4E is described, along with a set of specific suggestions to advance the field. The paper concludes with the suggestion that measurable, sustainable, and scalable design solutions in ICT4E are the best way to assist in achieving the UN Sustainable Development Goals.
shortDOI: 10/ggdg92 KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-67657-9_3 10/ggdg92 2339240:HXI33IQS 2339240:XDL85AWH 2339240:YJ69VD9B 2405685:DIB9X6BQ 2405685:PRNWIW8H 2405685:W82YLLHF
Keywords: Design solution; Framework; ICT4E; Learning; Technology; UN SDGs

Technology for Education in Low-Income Countries: Supporting the UN Sustainable Development Goals - Wagner, Daniel A.; Lubin, Ian (ICT-Supported Innovations in Small Countries and Developing Regions: Perspectives and Recommendations for International Education, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:8E8TKNM3 2405685:U4P4NXRK

Technology for education in low-income countries: Assisting the UN Sustainable Development Goals - Wagner, Daniel (ICT-Supported Innovations in Small Countries and Developing Regions, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:77JY2FRU 2405685:73WHWAGC

Technology Enters the Classroom: An Evaluation of Educational Technology Initiatives in Punjab - Waqar, Yasira; Bokhari, Tahira Batool (2017)
This article provides a critical review of educational technology initiatives of the Punjab government. The attributes of meaningful learning with technology are used as a criterion to evaluate the benefits of technology initiatives in the education sector. An historical perspective of the integration of technology in Pakistan is given in the beginning to have a clear idea as how technology was introduced in the private schools in 1990s and what are the latest trends in these schools? The initiatives of Punjab government are then elaborated by discussing the following projects: Daanish Schools, School Reform Roadmap, Technology to Improve School Processes and Digitized Textbooks and Intelligent Tutoring System. After an analysis of these initiatives, a review of educational technology initiatives in developing countries is done to compare the successful and not so successful projects of educational technology. The article concludes with suggestions for educationists and policy-makers in Pakistan.
KerkoCite.ItemAlsoKnownAs: 2339240:ZJ2PDNDG 2405685:GESZ38IG

Technology comprehension: Scaling making into a national discipline - Tuhkala, Ari; Wagner, Marie-Louise; Nielsen, Nick; Iversen, Ole Sejer; Kärkkäinen, Tommi (Proceedings of the Conference on Creativity and Making in Education, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1145/3213818.3213828 2339240:EQ638APZ 2405685:TRVMCJDJ

Technology Based Deaf Education Initiative by FESF Pakistan Wins Prestigious WISE Awards - FESF. Family Educational Services Foundation (2018)
Library Catalog: www.fesf.org.pk KerkoCite.ItemAlsoKnownAs: 2405685:EBK48Q7M
Keywords: auto_merged

Technology and Teacher Professional Development (TPD): the Process and Content of Microlearning in a School-Based Integrated In-Service Teacher Education (INSET) Project - Junaid, Muhammad Ibn; Ogange, Betty; Allela, Melisa (Commonwealth of Learning (COL), 2019)
Continuing teacher professional development for all teachers across the entire school system poses a challenge in many contexts, especially in developing countries. Teachers from schools located in remote rural areas usually have fewer professional development opportunities due to the lack of accessibility either to their schools or to professional development resources. On-site school-based professional development is a viable option if innovative design is adapted to generate microlearning resources that teachers can easily access and share. This paper reports on a technology enabled school-based integrated INSET project coordinated by the Freetown Teachers College (FTC) in 12 junior secondary schools (JSS) in Sierra Leone under the COL’s Teacher Futures Programme. The project represents an innovation in TPD and is different from the general type of face-to-face and exclusively paper-based in-service teacher training programme common in Sierra Leone. Under the new project a multimodal approach is used where the FTC mentors and the communities of learners (JSS teachers) are presented with both print and microlearning resources and also provided access to an eLearning platform and the use of mobile phones as the main vehicles of delivery. Microlearning is an emergent learning strategy known for its quick response in bridging skills and knowledge gaps. In the context of the INSET Project, it involves a weekly dose of pedagogical content knowledge and skills, including modelling of classroom best practices which teachers can adapt and use. The project design and methods are briefly described, but the main focus of the paper is on the microlearning component of this project and discusses the use of mobile technology in the delivery and implementation of TPD in the 12 project schools. The emphasis is on the methodological and management challenges that arise in creating and nurturing communities of practice (CoPs) in a school-based setting and how these are addressed by the various schools involved.
KerkoCite.ItemAlsoKnownAs: 2405685:AALEIRC2

Technology and mother-tongue literacy in Southern India: Impact studies among young children and out-of-school youth - Wagner, Daniel A; Daswani, C J; Karnati, Romilla (Information Technology and International Development, 2010)
The present research began with one main question: How can new technologies be effective for poor and illiterate children and youth in developing countries? We addressed this question through a research-based implementation project in India that included the development of local language multimedia software for literacy; a built-in, user-friendly interface; and the use of existing computer infrastructure. Two studies were undertaken in Andhra Pradesh state. One included a sample of youth and young adults who had never gone to school (or dropped out early) in peri-urban Hyderabad, and the other was composed of young second- and third-grade school children in rural West Godavari district. Based on a short-term intervention program, research results demonstrated a modest positive impact on the learning rate in reading with both groups of learners (when compared with control groups without the multimedia intervention). The findings provide support for the view that information and communications technologies for development can assist in promoting literacy among the poorest of the poor. In addition, the present results support the view that the digital divide, as it evolves over time, will only be narrowed when content-based solutions are sensitive to, and built on cultural and linguistic diversity.
KerkoCite.ItemAlsoKnownAs: 2339240:FMDF5K5E 2405685:IT38D8P5
Keywords: ⛔ No DOI found

Technology and Mother-Tongue Literacy in Southern India: Impact Studies among Young Children and Out-of-School Youth - Wagner, Daniel; Daswani, C.; Karnati, Romilla (International Technologies & International Development, 2010)
KerkoCite.ItemAlsoKnownAs: 2405685:XZ4RH2A2 4042040:XM2RMYLT
Keywords: ⛔ No DOI found

Technology and education – Why it's crucial to be critical - Selwyn, Neil (Critical Perspectives on Technology and Education, 2015)
EdTechHub.Copy: 2129771:U9469F98 KerkoCite.ItemAlsoKnownAs: 2129771:U9469F98 2339240:95AXL9DA 2339240:ZM8NHUYV 2405685:5I386Z22 2405685:N27GWJBG

Technology and education: Computers, software, and the internet - Bulman, George; Fairlie, Robert W. (Handbook of the Economics of Education, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:LL75ZDAT 2405685:4Z5BR2BU

Technology and child development: Evidence from the One Laptop Per Child Program [IZA Discussion Paper No. 6401] - Cristia, Julian; Ibarraran, Pablo; Cueto, Santiago; Santiago, Ana; Severin, Eugenio (Social Science Research Network, 2012)
Although many countries are aggressively implementing the One Laptop per Child (OLPC) program, there is a lack of empirical evidence on its effects. This paper presents the impact of the first large-scale randomized evaluation of the OLPC program, using data collected after 15 months of implementation in 319 primary schools in rural Peru. The results indicate that the program increased the ratio of computers per student from 0.12 to 1.18 in treatment schools. This expansion in access translated into substantial increases in use both at school and at home. No evidence is found of effects on enrollment and test scores in Math and Language. Some positive effects are found, however, in general cognitive skills as measured by Raven's Progressive Matrices, a verbal fluency test and a Coding test.
KerkoCite.ItemAlsoKnownAs: 2339240:H697XM5B 2405685:LP9YKN89
Keywords: _Source:Intuitive; education; experiments; technology

Technology and Child Development: Evidence from the One Laptop Per Child Program [IDB Working Paper No. IDB-WP-304] - Cristia, Julián P; Ibarrarán, Pablo; Cueto, Santiago; Santiago, Ana; Severín, Eugenio (2012)
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2032444 10/ggf853 2339240:ZPH88FN8 2405685:2EZM2D4J 683578:TAE6LJIM
Keywords: _THEME: Curriculum and resources

Technology adoption in secondary mathematics teaching in Kenya: An explanatory mixed methods study - Kamau, Leonard Mwathi (Syracuse University, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:THKYV7MT 2405685:IAYQII5V
Keywords: ⛔ No DOI found

Technology adoption in education: Usage, spillovers and student achievement - Bergman, Peter (2016)
Publisher: CESifo Working Paper Series KerkoCite.ItemAlsoKnownAs: 2339240:E749AIMV 2405685:9XZ8ZZNP
Keywords: ⛔ No DOI found

Technology acceptance model in educational context: A systematic literature review - Granić, Andrina; Marangunić, Nikola (British Journal of Educational Technology, 2019)
A respectable amount of work dealing with Technology Acceptance Model (TAM) clearly indicates a popularity of TAM in the field of technology acceptance in general. Nevertheless, there is still a gap in existing knowledge regarding representative academic literature that underlie research on TAM in educational context. The main objective of this systematic literature review is to provide an overview of the current state of research efforts on TAM application in the field of learning and teaching for a variety of learning domains, learning technologies and types of users. Through systematic search by the use of EBSCO Discovery Service, the review has identified 71 relevant studies ranged between 2003 and 2018. The main findings indicate that TAM and its many different versions represent a credible model for facilitating assessment of diverse learning technologies. TAM's core variables, perceived ease of use and perceived usefulness, have been proven to be antecedent factors affecting acceptance of learning with technology. The paper identifies some gaps in current work and suggests areas for further investigation. The results of this systematic review provide a better understanding of TAM acceptance studies in educational context and create a firm foundation for advancing knowledge in the field. Practitioner Notes What is already known about this topic Technology acceptance research in teaching and learning context has become an attractive trend. A number of reviews and meta-analysis focused on specific topics related to technology acceptance in education have been conducted. The Technology Acceptance Model (TAM) is the key model in understanding predictors of human behaviour towards potential acceptance or rejection of the technology. What this paper adds The state of current research on Technology Acceptance Model application in educational context lacks comprehensive reviews addressing variety of learning domains, learning technologies and types of users. The paper presents systematic review of relevant academic literature on Technology Acceptance Model (TAM) in the field of learning and teaching. The paper provides empirical evidence on the predictive validity of the models based on TAM presented in selected literature. The findings revealed that TAM, along with its many different versions called TAM++, is a leading scientific paradigm and credible model for facilitating assessment of diverse technological deployments in educational context. TAM's core variables, perceived ease of use and perceived usefulness, have been proven to be antecedent factors that have affected acceptance of learning with technology. Implications for practice and/or policy The systematic review adds to the body of knowledge and creates a firm foundation for advancing knowledge in the field. By following the most common research objectives and/or by filling current gaps in applied research methods, chosen sample groups and types of result analysis, an own study could be conducted. Future research may well focus on identifying additional external factors that could further explain acceptance and usage of various learning technologies.
shortDOI: 10/gf5f7d KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12864 10/gf5f7d 2339240:UDAZ2J5E 2405685:2JHVIT8F

Technological Hazards in Classroom Instruction: Rebooting the School Education System in Pakistan - Saleem, Khalid; Farid, Shahid; Atiq, Hira (2019)
The classroom instruction had undergone radical changes since the introduction of computers in the 1990s for educational purposes. New techniques and methods of classroom instruction and student-teacher interaction have emerged. The use of ICTs has put forward new prospects for the teachers as well as students. But, the introduction of these media and methods has made it difficult for the teachers to collaborate efficiently with the ever-changing classroom applications. The present study is an effort to disinter the status of the use ICTs for classroom instruction. For this purpose a questionnaire consisting of most common interactive social media apps and classroom instructional materials was used to collect data from the elementary level school teachers. The analysis of data revealed that the teachers are rarely using these apps and materials during their classroom instruction. Moreover, no training had ever been arranged for the teachers to help them use these apps and materials. It is, therefore, recommended that extensive teacher training is needed to enable the teachers for the effective use of ICTs in the classroom. School education cannot be made successful unless the whole system is rebooted through effective measures and productive use of ICTs.
KerkoCite.ItemAlsoKnownAs: 2339240:23MDID4M 2405685:8JGH8ESN
Keywords: ⛔ No DOI found

Technological determinism in educational technology research: some alternative ways of thinking about the relationship between learning and technology - Oliver, M. (Journal of Computer Assisted Learning, 2011)
This paper argues that research on the educational uses of technology frequently overemphasizes the influence of technology. Research in the field is considered a form of critical perspective, and assumptions about technology are questioned. Technological determinism is introduced, and different positions on this concept are identified. These are used to discuss the ways in which work within the field might be described as technologically deterministic. Four theoretical perspectives (activity theory, communities of practice, actor–network theory, and the social construction of technology) are then briefly characterized, demonstrating that alternative positions are viable, and positioning each in relation to the earlier discussion of technological determinism. The paper concludes by arguing that research, building on such alternative conceptions of technology, is important in developing our understanding of the relationship between technology and learning, as well as identifying potential methodological implications.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1365-2729.2011.00406.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2011.00406.x 2339240:KJEKCKHZ 2405685:GJSF8KVX
Keywords: affordance; educational technology; science and technology studies; technological determinism

Technocentrism and social fields in the Indian EdTech movement: formation, reproduction and resistance - Burch, Patricia; Miglani, Neha (Journal of Education Policy, 2018)
All over the globe, educational technology (EdTech) is being sold to schools as a central mechanism for improving access to quality learning for high poverty populations. There is a growing scholarship that interrogates the institutional drivers of the ‘EdTech craze’. Building on this work, this paper examines how technocentrism as a specific strain of neoliberalism is reflected at both the organizational and institutional levels, both by private and public sectors in the case of school education in India. We argue that using institutional theory to explain complex multi-layered reforms means looking in tandem at macro principles defined through interactions in the organizational field and the re-experiencing and transformation of those processes at the micro level.
KerkoCite.ItemAlsoKnownAs: 10.1080/02680939.2018.1435909 2339240:5ZMGP38H 2339240:MRFCBMCJ 2339240:WHH9EURE 2405685:HEHKWVQS

Techno-integration of Latin America: institutions, exponential trade, and equality in the era of algorithms - Basco, Ana Ines (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:J9ZR2BWL 2405685:J6XNQ8WQ

Technical and vocational education and training (TVET) for young people in low- and middle-income countries: a systematic review and meta-analysis - Tripney, Janice S; Hombrados, Jorge G (Empirical Research in Vocational Education and Training, 2013)
The world is facing a worsening youth employment crisis. In response, technical and vocational education and training (TVET) is back on the development agenda after years of neglect. This systematic review examined the evidence from studies evaluating the impacts of TVET interventions for young people in low- and middleincome countries (LMICs). The 26 included studies evaluated 20 different interventions, predominantly from Latin America. Meta-analyses of the effectiveness of TVET on five outcome measure categories were conducted. The overall mean effects on overall paid employment, formal employment, and monthly earnings were small, positive, and significant; however, significant heterogeneity was observed. Moderator analysis was performed in an attempt to explain between-study differences in effects. The overall paucity of research in this area, together with specific gaps and methodological limitations, affirm the need for strengthening the evidence base. Implications for policy, practice and research are discussed.
shortDOI: 10/gf62zx KerkoCite.ItemAlsoKnownAs: 10.1186/1877-6345-5-3 10/gf62zx 2317526:ZDA23HGH 2339240:T35VA5TJ 2405685:RC3867EU UA-ef9e8a77-a2ae-48e7-aee2-7ad36c907bed
Keywords: -AB-Review; -AB-Review-SSA; -RQAsummary; -codedOrSummarised; -review; C:Kenya; CLL:en; FF1.1/3; FF2.2; FF2.7.a; interesting; keyReview en; onLongList; retain_obsolete; revofrevSummarisedSeptember2018; summarised

Teaching Writing with Radio - Levine, Sarah; Franzel, Johanna (English Journal, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:PTDACQYM
Keywords: ⛔ No DOI found

Teaching with the Test: Experimental Evidence on Diagnostic Feedback and Capacity Building for Public Schools in Argentina - de Hoyos, Rafael; Ganimian, Alejandro J; Holland, Peter A (World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:N4444M8W 2405685:ARGESB4X

Teaching Strategies for Instructional Quality: Insights from the TALIS-PISA Link Data - OECD (2016)
Series: OECD Education Working Papers Volume: 148 KerkoCite.ItemAlsoKnownAs: 10.1787/5jln1hlsr0lr-en 2339240:TG2NA6AM 2405685:UFMYLTMN

Teaching Practices in the 21st Century in Kenya: A Qualitative Approach - Kaume-Mwinzi, Regina K. (International Journal of Educational Excellence, 2018)
Education is an engine for the growth and progress of any society and it is responsible for building human capital which sets technological and economic growth. In the pre-technology education context, the teacher controlled the instructional process, the content was delivered to the entire class and the teacher emphasized factual knowledge. However, the current global demands in education require the use of approaches that are learner-centered and embracing integration of ICT. The purpose of this study is to establish the pedagogy used in Kenya for the 21st century learner. The case study design was used to collect qualitative data from three teachers who were purposively sampled from three education sub-sectors in Kenya: primary, secondary and university. The interview was guided by three research questions: Which teaching practices are used in Kenya? Which are the ‘best’ teaching practices in Kenya in the 21st century? What are the barriers for the ‘best’ teaching practices in Kenya? The findings were that the teaching methods currently in use were mainly teacher-centered although the respondents revealed that the ‘best’ teaching practices for the 21st century learner were student-centered. However, the barriers were large classes, lack of resources and facilities among other factors. The study recommends realignment of education policies to give priority to build pedagogical capabilities of teachers, provide digital tools and other resources. This would enable the 21st century learners’ opportunity to unleash their potential.
KerkoCite.ItemAlsoKnownAs: 10.18562/ijee.034 10/ggjrhq 2339240:T76TEDIL 2405685:XJKPKRMP

Teaching linear algebra supported by GeoGebra visualization environment - Aytekin, Cahit; Kiymaz, Yasemin (Acta Didactica Napocensia, 2019)
Linear algebra differs from other mathematics courses because of the special difficulties that students have in understanding the concepts. Teaching without concretizing the concepts of Linear Algebra encouraged students to memorize definitions of concepts and rules has been articulated. Many researches show that technology-supported teaching is effective in concretizing abstract concepts. In this study, it was examined how pre-service mathematics teachers relate the definitions of concepts (linear combination, linear dependency/independency and spanning) and their visual equivalents in R[superscript 2] and R[superscript 3]. The study was conducted with four students who attended the Linear Algebra-2 course in the Elementary Mathematics Teaching, Faculty of Education of a state university in Turkey. The study was conducted by the teaching experiment method. Interviews were conducted using activities prepared in the GeoGebra program. It was observed that the participants used these concepts in very flexible way and they established a relationship between visualization and definitions in a very short time compared to the time spent during an educational period.
Publisher: Babes-Bolyai University, Kogainiceanu 1, Cluj-Napoca, 400084 Romania Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396823562?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.24193/adn.12.2.7 2339240:BJHHRSRN 2405685:SNEABJDN 2534378:G2ILAXW6 2534378:J8FUJBYM
Keywords: Algebra; Computer Software; Definitions; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Foreign Countries; Higher Education; Mathematics Instruction; Mathematics Teachers; Postsecondary Education; Preservice Teachers; Teaching Methods; Technology Uses in Education; Turkey; Visualization; __:import:01; __:match:final; __:matched; __:study_id:2099267; __finaldtb

Teaching game and simulation based probability - Koparan, Timur (International Journal of Assessment Tools in Education, 2019)
Technology and games are the areas where learners are most interested in today's world. If these two can be brought together within the framework of learning objectives, they can be an advantage for teachers and students. This study aims to investigate the learning environment supported by game and simulation. The games were used to evaluate the basic probability knowledge of the prospective teachers, to demonstrate the role of problem solving in the formation of the mathematical knowledge, and to enable discussing mathematical ideas in a worksheet. Simulations were used for visualization and a large number of experiments. The sampling of the study, by which case study research is adopted, is comprised of 40 prospective teachers at a state university in Turkey. The data were collected by introducing nine open-ended questions by means of games, worksheets and simulation activities. The questions asked relevant to the games include making predictions about the fairness of the games, playing the games in small numbers and in big numbers and the observation of the scores, calculation of the winning probabilities of the gamers both experimentally and theoretically, and their comparisons. The process of finding out the probability information underlying the games by the prospective teachers was analyzed qualitatively by means of worksheets, simulations and in-class observation, and the ways of thinking, intuitions, estimations, strategies, and opinions about the learning situation of the participants were tried to be determined. The results obtained put forward that the learning situation that was set up simultaneously contributed to the knowledge of probability and probability teaching of the prospective teachers; and that the candidates' opinions about the learning situation are positive.
Publisher: International Journal of Assessment Tools in Education, Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396851044?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.21449/ijate.566563 2339240:WFPXES63 2405685:IJR2IERE 2534378:6GQZL9UT 2534378:RAGWXRWA
Keywords: Computer Simulation; ERIC; Current Index to Journals in Education (CIJE); Educational Environment; Foreign Countries; Higher Education; Instructional Effectiveness; Knowledge Level; Mathematics Skills; Postsecondary Education; Prediction; Preservice Teacher Education; Preservice Teachers; Probability; Problem Solving; Student Attitudes; Turkey; __:import:01; __:match:final; __:matched; __:study_id:2098269; __finaldtb

Teaching children with disabilities: ICTs in Bangkok and Addis Ababa - Schiemer, Margarita; Proyer, Michelle; Ahamer, Gilbert (Multicultural Education & Technology Journal, 2013)
Purpose – This paper intends to explore the levels of availability and restrictions in relation to the use of ICTs (information and communication technologies) for educating children with disabilities in Thailand's and Ethiopia's capitals. Design/methodology/approach – In the course of an international research project, parents and teachers of children with different disabilities, the children themselves and further experts were interviewed about barriers and facilitators in the children's educational environment. For this paper only selected interviews focusing on sensory disabilities were analysed regarding the above mentioned areas of using ICTs. Findings – ICTs are available in the respective cities. The levels of restrictions related to the socio‐economic situation in the two cities vary accordingly but show the same overall limitations. The intensity and kind of use of ICTs is strongly related to resources, the educational actors' awareness and knowledge. Originality/value – Approaching the topic of ICTs in relation to disability might not be new, neither is the contextualisation with the Majority World. However, the combination of the three aspects against the background of current global developments (e.g. the growing gap between the poor and the rich) reveals the importance of taking a closer look at special needs education and ICTs in the Majority World. This opens the floor for discussion on how inclusion of the most marginalised groups in education affects development in general.
KerkoCite.ItemAlsoKnownAs: 10.1108/17504971311328026 2339240:V5YTXAA5 2405685:2KZYYG9Y
Keywords: Children; Children with disabilities; Comparative research; Disabilities; Education; Ethiopia; ICTs; Majority World; Thailand

Teaching at the Right Level (TaRL) - HundrED.org (2019)
Simple, scalable, effective and learner centered. We tailor instruction to a child with fun, level-targeted activities to enable them to learn basic numeracy. Our model is a 30-day intervention implemented one hour a day. The pillars; assess and group students by ability, use targeted instruction, employ fun and engaging learner appropriate materials and maintain strong implementation systems.
Section: innovation KerkoCite.ItemAlsoKnownAs: 2405685:Q788MU3T

Teaching approaches and strategies that work; Keeping children engaged and achieving in mathematics - New Zealand Government (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:2XPLP8YB
Keywords: C:New Zealand

Teaching and Researching: Motivation - Dörnyei, Zoltán; Ushioda, Ema (Routledge, 2013)
Cultivating motivation is crucial to a language learner's success - and therefore crucial for the language teacher and researcher to understand. This fully revised edition of a groundbreaking work reflects the dramatic changes the field of motivation research has undergone in recent years, including the impact of language globalisation and various dynamic and relational research methodologies, and offers ways in which this research can be put to practical use in the classroom and in research. Key new features and material:· A brand new chapter on current socio-dynamic and complex systems perspectives · New approaches to motivating students based on the L2 Motivational Self System· Illustrative summaries of qualitative and mixed methods studies· Samples of new self-related motivation measures Providing a clear and comprehensive theory-driven account of motivation, Teaching and Researching Motivation examines how theoretical insights can be used in everyday teaching practice, and offers practical tips. The final section provides a range of useful resources, including relevant websites, key reference works and tried and tested example questionnaires. Written in an accessible style and illustrated with concrete examples, it is an invaluable resource for teachers and researchers alike.
Google-Books-ID: EaIuAgAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:I6SLCXLL 2405685:9FLIF94V
Keywords: Language Arts & Disciplines / General; Language Arts & Disciplines / Linguistics / General

Teaching and Learning Materials Financing - Read, Tony (Where Have All the Textbooks Gone?: Toward Sustainable Provision of Teaching and Learning Materials in Sub-Saharan Africa, 2015)
Suggests that no single universal cause behind the persistent under-financing of textbook provision in Sub-Saharan Africa (SSA) countries exists, but some common components include, (1) the pressure on teaching and learning materials (TLM) budgets caused by rapid enrollment growth; (2) the repeated tendency for curriculum designers to make decisions without taking into account the cost implications on the system as a whole; (3) the failure of development partner (DP) support to addressed affordability and sustainability issues; (4) the misunderstanding of ministries of education (MOEs) and DPs concerning manufacturing versus textbook cost as well as textbook versus system cost; (5) the lack of review and management of the nature and extent of fund diversion, fund misappropriation, piracy, and price mark-ups in undermining allocated TLM funding; and (6) the lack of monitoring, inspection, supervision, and financial audit systems necessary to ensure that all links in the financing and supply chain operate effectively.
KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0572-1_ch5 2339240:KH9KW2WE 2405685:ZZ9HPXR7