Africa’s Covid-19 opportunity (EdTech Hub, 2020)
Educators in Africa are optimistic about the opportunities that Covid-19 brings for reform and innovation in education. That’s the headline from a survey eLearning Africa recently conducted, in which 1,600 education and technology professionals from 52 countries in Africa were asked for their thoughts on the longer-term effects of the pandemic. Despite what it’s doing to societies and economies around…
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Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

An EdTech reading list from the Helpdesk team: Autumn 2020 (EdTech Hub, 2020)
In this blog post, we summarise six new publications from the Helpdesk and what we have learned about monitoring and evaluation, curriculum reform, blended learning, and teacher education. As Covid-19 continues to affect learning around the world, our Helpdesk is seeing a shift in the requests we receive. Earlier, the bulk of requests were linked to short-term Covid responses. Now,…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707480 2405685:29RAGPFX 2405685:E2UQW73U
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

As Schools Close Over Coronavirus, Protect Kids’ Privacy in Online Learning (Human Rights Watch, 2020)
The educational disruption caused by the coronavirus pandemic is unprecedented in speed and scale. As of today, over 160 countries have closed schools. Education authorities are scrambling to provide remote learning for more than 87% of the world’s student population now missing class.
KerkoCite.ItemAlsoKnownAs: 2339240:9MP83RG3 2405685:8J2QEF52

Call for Research Proposals: EdTech responses to Covid-19 (EdTech Hub, 2020)
EdTech Hub is excited to launch a call for proposals to fund a series of small research projects (3-6 months) related to Covid-19 response and recovery using educational technology (EdTech). The selected research projects will investigate the practical application of EdTech, generate primary research, and develop recommendations which aim to be useful during Covid-19 response, recovery, and beyond. We see…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707484 2405685:QE24K5YV
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Centre for Mathematics, Science and Technology Education in Africa (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:RTKMK547

Community of practice (Wikipedia, 2020)
A community of practice (CoP) is a group of people who share a craft or a profession. The concept was first proposed by cognitive anthropologist Jean Lave and educational theorist Etienne Wenger in their 1991 book Situated Learning (Lave & Wenger 1991). Wenger then significantly expanded on the concept in his 1998 book Communities of Practice (Wenger 1998). A CoP can evolve naturally because of the members' common interest in a particular domain or area, or it can be created deliberately with the goal of gaining knowledge related to a specific field. It is through the process of sharing information and experiences with the group that members learn from each other, and have an opportunity to develop personally and professionally (Lave & Wenger 1991). CoPs can exist in physical settings, for example, a lunch room at work, a field setting, a factory floor, or elsewhere in the environment, but members of CoPs do not have to be co-located. They form a "virtual community of practice" (VCoP) (Dubé, Bourhis & Jacob 2005) when they collaborate online, such as within discussion boards and newsgroups, or a "mobile community of practice" (MCoP) (Kietzmann et al. 2013) when members communicate with one another via mobile phones and participate in community work on the go. Communities of practice are not new phenomena: this type of learning has existed for as long as people have been learning and sharing their experiences through storytelling. The idea is rooted in American pragmatism, especially C. S. Peirce's concept of the "community of inquiry" (Shields 2003), but also John Dewey's principle of learning through occupation (Wallace 2007).
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Creating a contextually relevant acceptable or responsible use policy (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
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Keywords: _r:AddedByZotZen

Cyber Actors Target K-12 Distance Learning Education to Cause Disruptions and Steal Data (2020)
This Joint Cybersecurity Advisory was coauthored by the Federal Bureau of Investigation (FBI), the Cybersecurity and Infrastructure Security Agency (CISA), and the Multi-State Information Sharing and Analysis Center (MS-ISAC).
KerkoCite.ItemAlsoKnownAs: 2339240:27NVH9YU 2405685:HYNK7VR6

Developments in Literacy (2020)
Library Catalog: www.dil.org KerkoCite.ItemAlsoKnownAs: 2339240:TXKHRRQP 2405685:56JWZR28 2405685:UW64ARIU

EdTech call for ideas: What have we learned from the applications? (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. On 21st April, we launched a call for ideas for EdTech in responses to coronavirus and the lockdown of schools around the world. Three weeks later, we’ve taken a slice of the first 100 responses and analysed the data. Combining this with conversations our team is having every day with technologists and…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707827 2405685:NX2U4EMJ
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

EdTech Systems Research (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5827679 2405685:FNP6VRSS
Keywords: _r:AddedByZotZen

Education during the COVID-19 crisis: Opportunities and constraints of using EdTech in low-income countries (EdTech Hub, 2020)
During this time of crisis, education will not be business-as-usual, and EdTech alone cannot close the learning gap. It will be dedicated teachers and resilient educators who will ensure learning doesn’t stop — but they could be helped by the right EdTech tools.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707786 2405685:8JSCGYMM 2405685:P3KEJIPR
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Education Ministry creates special online study platform for SHS students (2020)
The Ministry for Education has launched a special online study platform for Senior High School students. Ever since Covid-19 halted school activities the Education Ministry together with the Ghana Education Service has stepped up efforts to help...
Library Catalog: www.ghanaweb.com KerkoCite.ItemAlsoKnownAs: 2405685:BM7HEL24

Engagement Strategy For UNICEF Pakistan (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6379314 2405685:AIRHC5TB
Keywords: _r:AddedByZotZen

equip Tanzania (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:89I7QNAE 2405685:ZAV7B4ST

#FindFrench: a collaborative search for educational resources in French (EdTech Hub, 2020)
And we need your help! Learning Equality’s Curriculum Operations Specialist, Vahid Masrour, shares more. If you’re teaching or learning during Covid-19 school closures, you’ve probably encountered many solutions proposed for virtual learning environments relying on digital resources. All over the world, people are turning to digital resources — textbooks, lesson plans, videos, tutorials, learning applications, and libraries — to keep…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707893 2405685:YMNW6GG3 2405685:YWNXT2VZ
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Five things to think about for out-of-school learning during the coronavirus (COVID-19) outbreak (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Today, over a billion learners are affected by closures due to coronavirus (COVID-19). In these unprecedented times we’re committed to playing our role in supporting countries to provide continued education for all learners. Over the coming weeks and months, we’ll be sharing insights and resources about how educational technology (EdTech)…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707798 2405685:GGVB5UAV
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Francophone countries and COVID-19 EdTech response (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. One thing about coronavirus is clear — it does not respect borders. The COVID-19 pandemic has resulted in school closures across the world. With about 300 million French speakers worldwide, here we consider some initial lessons from francophone education systems, their EdTech response, and the importance of cooperation of countries…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707818 2405685:HSFC8I7U 2405685:Z97WAI9K
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

From the Helpdesk: Observations and guidance on educational response planning during the COVID-19 crisis (EdTech Hub, 2020)
Written by Rachel Chuang, Tom Kaye, Caitlin Moss Coflan & Arjun Upadhyay (EdTech Hub Helpdesk Management Team) Amid one of the biggest global disruptions to schooling in living memory, countries are quickly developing distance education responses for students. The EdTech Hub’s Helpdesk is providing evidence-informed responses to requests for support from governments and their partners as they face this challenge. …
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707838 2405685:84ZQF884
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Global e-Schools and Communities Initiative (GESCI) / African Digital Schools Initiative (ADSI) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Y6G6PJAW 2405685:9U2K2PDV

Government-led edtech initiatives to improve learning outcomes in Kenya (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7004972 ZenodoArchiveConcept: 7004971 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7004972 2405685:QH86RGE6
Keywords: _r:AddedByZotZen

Government of Pakistan. Ministry of Federal Education and Professional Training (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NCXMQDF7 2405685:HBV64VUM 2405685:LIABD93C

Government of Pakistan. Ministry of Information Technology & Telecommunication, Government of Pakistan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XA9SXH4G 2405685:DYCXFUX2 2405685:HJURPTKF

Government of Sindh. Information Technology Department Government of Sindh (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NT37NYE9 2405685:3PNJTNDV 2405685:HQU5JXI6

Government of the Punjab. Punjab Information Technology Board (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RDXT6JQV 2405685:5XT75C6S 2405685:MCKAA3KB

Government of the Punjab. School Education Department (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RG28NXR6 2405685:3NFDHY6C 2405685:VKFCDUE6

Help us improve education through technology: Sign up for user research (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. This week we kicked off our project to make our website more useful during the coronavirus (COVID-19) pandemic. This is part of the EdTech Hub’s strategy to respond to the pandemic, by providing rapid, actionable information and advice to government decision-makers. We want to help decision-makers navigate the opportunities and challenges of…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707822 2405685:FHYYQFSX
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Helping you find and compare EdTech tools (EdTech Hub, 2020)
We’re excited to publish the first version of a tool to help you find and compare EdTech tools. The EdTech Hub’s mission is to increase the use of evidence to inform decision-making about education technology. Right now, our focus is on helping you think about whether and how EdTech can help you respond to the challenges of the school closures…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707844 2405685:M5H8WQNZ
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

How can governments, schools and teachers support education continuity and good pedagogy under coronavirus (Covid-19)? (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Written by Anna Riggall (Head of Research) and Tony McAleavy (Research Director), Education Development Trust As the horror of Covid-19 became apparent, governments around the world closed schools in their attempts to control the spread of the virus. According to UNESCO, schools are closed in 191 countries, impacting 90% of the world’s…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707824 2405685:6L94W7UK 2405685:H9V63A7B
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

How India responded: distance learning in the time of COVID-19 (EdTech Hub, 2020)
As schools began to close earlier in the year, at the EdTech Hub we started to look at how governments pivoted to distance learning, with a number of country case studies exploring this shift. While the full case studies will be released soon, this blog gives an overview of the first of these into India’s response. The onset of COVID-19…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707852 2405685:54S5XRX6 2405685:6JFEC4RJ
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

How the Government of Sierra Leone is improving its Education Data Hub (EdTech Hub, 2020)
Sierra Leone’s Education Data Hub is designed to make school-level data more useful in decision making. Nine months into its launch, MBSSE and DSTI were keen to understand who was using the Data Hub, the kinds of decisions it informed, and where improvements were needed to ensure that non-technical users, including policymakers, teachers, parents, and students could access and use…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707888 2405685:E2KWWHCK 2405685:LND4UENT
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

How to re-imagine learning in the wake of Covid-19 (EdTech Hub, 2020)
Last week the EdTech Hub, #NextGenEdu, and Education Development Trust convened experts, policymakers, and implementers to discuss their visions for a reimagined approach to learning in the wake of coronavirus. The invited speakers were: Mohibul Hasan Chowdhury, Deputy Minister of Education, Bangladesh Ministry of Education Jim Ackers, Regional Education Advisor, UNICEF South Asia Regional Office Sonam Wangchuk, Founder, Students’ Educational…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707880 2405685:KDWC5B3N
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Idara-e-Taleem-o-Aagahi (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:7UALNTHU 2405685:I57SKVU9 2405685:ZFDHZ3C9

ILMA (2020)
Innovate.Collaborate.Educate.
Library Catalog: www.ilmassociation.com KerkoCite.ItemAlsoKnownAs: 2339240:P3A8KJWK 2405685:6QDKUYG4 2405685:SWPNEHHL

Instant Network Schools (Vodafone, 2020)
Library Catalog: www.vodafone.com KerkoCite.ItemAlsoKnownAs: 2405685:7IGB96BF

Internet connectivity in Lebanon impacted following blast (NetBlocks, 2020)
Network data from the NetBlocks internet observatory confirm that internet connectivity in Lebanon has significantly fallen following reports of an explosion on Tuesday 4 August 2020, with the outage ongoing ...
KerkoCite.ItemAlsoKnownAs: 2339240:ICIBWXZZ 2405685:FMC2WLXC

invest2innovate (2020)
Library Catalog: invest2innovate.com KerkoCite.ItemAlsoKnownAs: 2339240:7LEYDWIS 2405685:G8V7DHI7 2405685:Z5AAYWS4

Kenya Institute of Curriculum Development (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:2IYJWGUZ

Kenya Institute of Special Education (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:FH3RYNEC

Knowledge Platform (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ERIXNXI6 2405685:65VD4SAT 2405685:RDMSE5SF

Leaving no one behind: technology and the education sector response to COVID-19 in Rwanda (EdTech Hub, 2020)
By Ernest Ngabonzima, Roberte Isimbi, Marie Merci Mwali, Arnaldo Pellini A swift policy response When COVID-19 reached Rwanda, the Ministry of Education (MINEDUC) was quick to shut schools and make use of technology to support and enable distance learning. This includes e-learning platforms and the use of private and public media channels. The first teaching radio programmes were introduced just…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707854 2405685:PBVEZH79
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Lebanon Telecoms, Mobile and Broadband Markets 2020 - Pricing of Telecom Services Has Been Raised as an Issue in Recent Years (Business Wire, 2020)
The
KerkoCite.ItemAlsoKnownAs: 2339240:56DPGZ7E 2405685:5U87V72X

Lebanon: Why the country is in crisis (BBC News, 2020)
What has caused such anger across Lebanon - and why it is not going away.
KerkoCite.ItemAlsoKnownAs: 2339240:PLG3SIYH 2405685:89PJLV5P

Libya’s Roadmap for Distance Learning (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5901508 2405685:2WMNXSHF
Keywords: F: Helpdesk response; _r:AddedByZotZen

Liquid Telecom Kenya (Liquid telecom, 2020)
Liquid Telecom in Kenya is a full-service data communications carrier offering a host of services including IP, broadband transport, infrastructure services and co-location services.
Library Catalog: www.liquidtelecom.com KerkoCite.ItemAlsoKnownAs: 2405685:P2386RRU

Livrable 1: Rapport de démarrage (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7198360 ZenodoArchiveConcept: 7198359 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7198360 2405685:TFAQ9E87
Keywords: _r:AddedByZotZen

Local Content for African Libraries (Worldreader, 2020)
The LOCAL project aims to bring local books to libraries and ensure that children can learn in their mother-tongue language.
Library Catalog: www.worldreader.org KerkoCite.ItemAlsoKnownAs: 2405685:JJ4I5HYN

Loon (Loon, 2020)
Loon is a network of stratospheric balloons designed to bring Internet connectivity to rural and remote communities worldwide.
Library Catalog: loon.com KerkoCite.ItemAlsoKnownAs: 2405685:TM8DBWQC

mCourser (2020)
Try our Learning Management System for free. mCourser supports online schools, free courses, real-time evaluation, private classes and more...
KerkoCite.ItemAlsoKnownAs: 2339240:S2U7CGP6 2405685:C56IM6XG

Mezzanine (Vodacom Ghana, 2020)
Library Catalog: www.vodacom.com.gh KerkoCite.ItemAlsoKnownAs: 2405685:THRAXJRK

Microsoft (2020)
Microsoft, en tant qu’acteur de la transformation numérique en France, aide les individus et les entreprises du monde entier à exploiter pleinement leur potentiel.
Library Catalog: www.microsoft.com KerkoCite.ItemAlsoKnownAs: 2405685:N7I2LYAA

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

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

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

O'Genius Priority Ltd (O'Genius Priority, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JKTZCX5Q 2405685:578RECJL

One Billion (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3B5NCJ2L 2405685:RYYH3UQH

Our new partnerships with eKitabu, Rising Academies, and Learning Equality (EdTech Hub, 2020)
We are thrilled to announce our new partnerships with three amazing organizations – eKitabu, Rising Academies, and Learning Equality. We’ll be working alongside them in the months ahead to advance equitable educational solutions for the most marginalized learners. We’re excited to offer the Hub as a platform for amplifying their work – making new connections and fostering collaboration across thinkers…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707882 2405685:4DSHAABL 2405685:UXH56ELI
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Pakistan country scan_0614 (Google Docs, 2020)
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Library Catalog: docs.google.com KerkoCite.ItemAlsoKnownAs: 2339240:5ND49CF8 2405685:8PSTLMFE 2405685:Q2U74JQV

paperdigest (AI-Powered Research Platform) (Paper Digest, 2023)
Based in New York, we serve users from thousands of universities & companies on search, review, text rewriting and more.
KerkoCite.ItemAlsoKnownAs: 2405685:W9ZJSRE6 2486141:P4Y6JGVW

ProFuturo (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TTHJPAAF 2405685:9A963DBQ

Publish, learn, improve (EdTech Hub, 2020)
This week we’ve designed and prototyped a tool to make our website more useful during the coronavirus (COVID-19) pandemic. We want to enable decision-makers to make informed choices about if, when and how to use EdTech during this crisis. We’re building something to help you find education responses by governments and EdTech tools that support these responses. Given the urgency…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707831 2405685:K2X97KWP 2405685:Y8M4EAQR
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Rapid‌ ‌Evidence‌ ‌Review:‌ ‌Accelerated‌ ‌Learning‌ ‌and‌ ‌EdTech‌ (EdTech Hub, 2020)
Rapid‌ ‌Evidence‌ ‌Review:‌ ‌Accelerated‌ ‌Learning‌ ‌and‌ ‌EdTech‌ Download report (PDF) Key Findings Accelerated learning programmes focus on speeding up learning. They commonly do so by focusing on cognitive development, social and emotional learning, interactive pedagogy and community support. These programmes further commonly use diagnostic needs assessment and flexible approaches to education, to help children to catch up on missed learning.…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707794 2405685:QURIACXM 2405685:U53B2E7E
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Rapid Evidence Review: Girls' Education and EdTech (EdTech Hub, 2020)
Full PDF Download Key Findings Access to technology has shown to be often disproportionately more empowering for girls relative to boys, with wider benefits which expand beyond formal education. Most studies suggest there is a significant existing gender digital divide: cultural bias and gendered assumptions about girls’ competence and enjoyment of technology, and the benefits […]
Library Catalog: edtechhub.org KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707796 2405685:WS22AEWL
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Rayyan - AI Powered Tool for Systematic Literature Reviews (2021)
Rayyan is an intelligent research collaboration platform that saves you time completing literature reviews and systematic reviews. Intuitive, scalable, fast.
KerkoCite.ItemAlsoKnownAs: 2405685:DFTNNFWJ 2486141:3P8XGBYL
Keywords: _Added-ailr-2024

Re:Coded (Re:Coded, 2020)
Library Catalog: www.re-coded.com KerkoCite.ItemAlsoKnownAs: 2339240:M2V5467Q 2405685:L873E2RX 4803016:LKQXJVKZ

Read Foundation (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QFG87N2P 2405685:P98GDGJE 2405685:VQFEPPPB

Realizing the promise: How can education technology improve learning for all? (Brookings, 2020)
This research is intended as an evidence-based tool for ministries of education to adopt and more successfully invest in education technology.
KerkoCite.ItemAlsoKnownAs: 2339240:JD6HHQM8 2405685:2KMRM4IE

Right To Education: Pakistan (2020)
Right To Education Pakistan (RTE Pakistan) is an organization dedicated to making sure that the state provide free and compulsory education to all children in Pakistan.
Library Catalog: rtepakistan.org KerkoCite.ItemAlsoKnownAs: 2339240:TCMLZT3M 2405685:H9NPVL3Q 2405685:IUGEAUXG

Rumie Initiative (Rumie Initiative, 2020)
Here at Rumie we are doggedly passionate about addressing the UN’s sustainable development goal of Quality Education. We are always excited to work with partners who share our vision of using affordable technology to deliver innovative, digital learning solutions to communities who need it ...
Library Catalog: rumie.org KerkoCite.ItemAlsoKnownAs: 2339240:BD8RSW4Q 2405685:XWCCGLNZ 4803016:KF6JMJ8A

Scoping call notes (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:NS49QAFX 2405685:FQ95A2N2

ShuleDirect (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Z4YBGRZJ 2405685:ITIKHZ2Y

Solutions EdTech face au COVID-19 dans les pays francophones (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Une chose est sûre avec le coronavirus – il n’a pas de frontière. Depuis son émergence, le coronavirus a causé la fermeture d’écoles dans le monde entier. Ce nouveau blog post s’intéresse aux près de 300 millions de francophones dans le monde et aux leçons que nous pouvons tirer de…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707820 2405685:SVXJAUKP
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Supporting innovation in the time of COVID: What we've done and what we'll do next (EdTech Hub, 2020)
When COVID-19 emerged as a clear and present danger, we in the Hub innovation team were forced to rethink our plans for 2020. We previously told you about our work and how it looks to support and scale innovation with real people in real life. Now we had to reassess what this would look like and how it could be…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707842 2405685:INIYKGVN
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

SWOT analysis - Wikipedia (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:4BSUXA84 2405685:237C543A

Teachers Service Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:W5NH7MZX

Teleschool Inauguration 13-04-2020.jpg (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RAHP7XM5 2405685:FTPWV76K 2405685:J3DRSJ79

The EdTech Hub’s Helpdesk and COVID-19: Demand-driven advice (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. With more than 1.5 billion children now affected by school closures, ministries of education and decision-makers around the world are urgently in need of fast, evidence-based, context-specific advice about out-of-school learning. Teachers, caregivers, parents and policymakers are tirelessly working to ensure that learning doesn’t stop. Faced with one of the…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707475 2405685:666VVKWG 2405685:AFE9INVN
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

The Impact of a Tech-Supported, School-Based TCPD Model on Learning Outcomes in Tanzania: Research tool pack (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7434218 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7434218 ZenodoArchiveConcept: 7434217
Keywords: _r:AddedByZotZen

Think Local: Support for learning during coronavirus (COVID-19) could be found from within communities (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. While technology is a potentially powerful tool in low-resourced contexts, technology use is not always possible or appropriate, as previous Hub blogs have asserted. The following blog emphasises the particular role that communities can play in supporting continued learning opportunities for the billions of children whose education has been disrupted by…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707810 2405685:8C79QZUZ 2405685:HM8YRCFL 2405685:Q6J6TH8K
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Understanding Teacher School Choice Preferences: What Matters Most for Teacher Deployment in Sierra Leone? (EdTech Hub Preprint, 2023)
This exploratory mixed-methods study investigates the factors that shape where teachers want to work in Sierra Leone. We identify five dominant factors: monetary incentives, school conditions, opportunities for professional development and support, school location, and relationships with the school and the community. Importantly, these factors combine to push and pull teachers to different locations. Moreover, the factors interact with individual teacher characteristics such as gender, family status, and experience to influence school choice preferences. This set of factors — and their interaction with certain teacher characteristics — continues to shape preferences as teachers move up the career ladder. Keywords: Teacher deployment, teacher preferences, Sierra Leone, teacher supply, remote schools An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6817992 10.53832/edtechhub.0171 2405685:KAAC2B78
Keywords: _r:AddedByZotZen

Understanding the pricing of the ChatGPT API - API (OpenAI Developer Forum, 2024)
Greetings, if our institution opts for the Tier 3 plan for the ChatGPT API, allowing students to utilize our API, and the usage either surpasses or falls below the predefined limits of Tier 3, how does it influence the monthly pricing? To clarify, if usage exceeds the Tier 3 limits, will our monthly payment remain fixed at $1000, or will the pricing be adapted according to our actual usage? You can refer to the link provided for details on the tier plans: https://platform.openai.com/docs/guides/...
Section: API KerkoCite.ItemAlsoKnownAs: 2405685:WK8YCRCC 2486141:YJVMBKUH

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

What we have learnt from designing and implementing tablet-based learning across the world (EdTech Hub, 2020)
Written by Susan Colby (Imagine Worldwide) and Nicola Pitchford (University of Nottingham) As COVID-19 has disrupted education worldwide, more organizations and governments are exploring using tablet-based learning models to provide children with flexible access to learning that can take place anywhere. When implemented well, tablet-based learning can empower learners to build skills and knowledge through the use of technology. Children…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707870 2405685:YJ2GWVMA
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

What you can expect from the future EdTech Hub website (EdTech Hub, 2020)
The EdTech Hub had just finished a seven-month planning phase when COVID-19 hit. A profound sense of urgency swept over us. We realized that the planning we had done for a gradual ramp-up was now feeling insufficient to fulfill our mission, given the new global reality of kids being away from school, and the potential for EdTech to help. Our…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707862 2405685:RRQSDQ99
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Why the COVID Crisis Is Not EdTech’s Moment in Africa (EdTech Hub, 2020)
This blog was originally posted on the Center for Global Development blog with data used from the EdTech Hub’s database of interventions. Our database, which was initially limited to sub-Saharan Africa, now has a global scope. As the blog suggests, there is a need to increase the database’s representation of interventions in other regions. Please add your EdTech intervention to…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707833 2405685:2AW76Y8P
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

WonderTree (2020)
Library Catalog: wondertree.co KerkoCite.ItemAlsoKnownAs: 2339240:VAA5TRUM 2405685:A3Z82GP6 2405685:RQJE5YDE

Worldreader (2020)
With low-cost technology, culturally-relevant digital books, and a network of partners, we’re helping millions of people read more and read better.
Library Catalog: www.worldreader.org KerkoCite.ItemAlsoKnownAs: 2339240:VJC4YWVV 2405685:4LGUUN7F 2405685:RWWDH2UT

Zomba District (Wikipedia, 2022)
Zomba District is one of twelve districts in the Southern Region of Malawi, surrounded by the districts of Chiradzulu, Blantyre, Mulanje, Phalombe, Machinga, Balaka and the Republic of Mozambique to the east. The total land area is 2,363 km2, representing three percent of the total land area of Malawi. The capital is Zomba.
Page Version ID: 1069176198

Blended Learning For All (BEFA) - a2i (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:ABJT6PFB 2405685:FFDJPNYF

Final Report on: Assessment of Distance Learning Initiative of the Government of Bangladesh during COVID-19 Pandemic - a2i (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Q6R8864R 2405685:3K8CG3MF

Resources - Aahung (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KZGUIIQP 2405685:BMM7X9D9 2405685:CX5WZVEV

The STEM Gap: Women and Girls in Science, Technology, Engineering and Mathematics - Aauw (AAUW : Empowering Women Since 1881, 2021)
Giving women equal opportunities to pursue — and thrive in — STEM careers helps narrow the gender pay gap, enhances women’s economic security and ensures a diverse and talented STEM workforce and prevents biases in these fields and the products and services they produce.
KerkoCite.ItemAlsoKnownAs: 2339240:BFKLH3RF 2405685:EVC72RBB

Perplexity AI: Review, Advantages & Guide (2023) - Aayush (Elegant Themes Blog, 2023)
AI assistants are changing how we interact with technology, helping us with tasks like answering questions and creating content. Google and Bing have already added AI like Bard and Bing Chat to their platforms. However, there’s a new player in the market: Perplexity AI. In this post, we will look at Perplexity AI and its […]
KerkoCite.ItemAlsoKnownAs: 2405685:YMCJBWYJ 2486141:7S6I2AFZ

Blended learning and Syrian refugees' empowerment through a capability approach lens - Abdelfattah Ahmed Younes, Mona (Lancaster University, 2020)
This study analyses the learning experiences of three Syrian refugee youth who enrolled in and completed blended learning (BL) programmes in Jordan, in order to explicate how BL has/or has not empowered those refugees. To achieve this objective, the following research questions framed this study: Does blended learning empower Syrian refugee youth living in Jordan? 1. Is blended learning, in the case of Syrian refugee youth, an empowering capability? 2. Does blended learning help Syrian refugee youth to overcome their restrictive ‘rules of the game’? 3. Does blended learning improve Syrian refugee youth’s resource portfolio? This study followed a case study approach. Three Syrian youth, each of whom attended a different BL programme, were interviewed between December 2018 and March 2019. While all three cases expressed aspirations that are education-bound, this study shows some difference in the aspirations of males and females and of urban refugees versus those residing in the camps. BL has been for all three cases a feasible learning opportunity. Programme providers designed the courses in a manner that accommodated to refugees’ locations, time, and economic status. Social media disseminated information about educational opportunities and possessing smartphones made following up with lectures and assignments possible and easy. The investigated BL programmes proved also to be enjoyable due to their constructive, learner-centred and collaborative approach, and competent facilitators. However, this finding does not indicate that those programmes were “empowering”. Restrictive legislations that constrain refugees’ work, movement, and lives, as well as patriarchal traditions that hampered females’ choices of education, were “rules of the game” that hindered students’ ability to fully benefit from the provided programmes. Despite the development of oral and public speaking, employability, and English language skills and despite the enhancement of self-esteem, confidence, and respect towards others, those programmes did not lead to refugees’ full empowerment.
KerkoCite.ItemAlsoKnownAs: 2339240:MWJ2IMNI 2405685:ZP753LBR
Keywords: Google Scholar/ "mobile learning" "refugee education"; RER theme_pedagogies and modalities

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

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

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

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

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

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

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

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

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

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

Unlocking data to tell the story of education in Africa: webinar summary & synthesis - Adam, Taskeen; Agyapong, Samuel; Asare, Samuel; Heady, Lucy; Wairimu, Wacharia; Mjomba, Renaldah; Mugo, John; Mukiria, Faith; Munday, Gemma (Zenodo, 2020)
[No description available.]
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4279156 10.5281/zenodo.4279156 2129771:XYEJSVYW 2339240:59XYS4NB 2339240:EETQSD8S 2339240:HZTGKNN9 2405685:2W6A2G3H 2405685:6KDDB8UA 2405685:MS5GH9KJ 2405685:S9MFQ8KB
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Helping families help themselves? Heterogeneous effects of a digital parenting program - Amaral, Sofia; Dinarte Diaz, Lelys; Dominguez, Patricio; Perez-Vincent, Santiago M. (The World Bank, 2021)
Parenting practices are crucial for the development of children’s brains and social skills. However, parenting styles may be far from ideal, particularly those of caregivers with high stress levels. Using an individual-level experiment with male and female caregivers of young children in El Salvador, this paper evaluates the impact of a free digital stress management and positive parenting intervention. The results indicate that, for males, the intervention increased stress and anxiety and lowered caregiver-child interactions.
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9850 2339240:EX5ZSVPT 2405685:I2CW3M3E

Helping families help themselves: The (Un)intended impacts of a digital parenting program - Amaral, Sofia; Dinarte-Diaz, Lelys; Dominguez, Patricio; Perez-Vincent, Santiago M. (Journal of Development Economics, 2024)
Parenting practices play a crucial role in child development. We evaluate the impact of a free digital stress management and positive parenting intervention designed to improve caregiver’s mental health and positive caregiver–child interactions in El Salvador. Drawing on the prior success of in-person interventions, we study the effects of digital intervention delivery and examine differential treatment effects by caregiver’s sex. Using an individual-level experiment, we find that the intervention increased stress and anxiety and lowered caregiver–child interactions among male caregivers. In contrast, among female caregivers, we did not detect changes in mental health and observed a decrease in the use of physical violence against children. We also find that family structure and the severity of economic deprivation greatly moderated the intervention’s impact, especially among male caregivers. Our findings indicate that one-size-fits-all digital parenting interventions may not serve all caregivers effectively, emphasizing the need for thorough evaluations prior to extensive implementation.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2023.103181 2339240:NAASZWJX 2405685:V5FU4M64
Keywords: Child maltreatment; Mental health; Parental stress; Positive parenting

COVID-19 and education: The digital gender divide among adolescents in sub Saharan Africa - Amaro, D.; Pandolfelli, L.; Sanchez-Tapia, I.; Brossard, M. (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:GX9Y3A7S 2339240:SI5DHXIX 2405685:BPUUSE6D 2405685:PQUQVC76
Keywords: ___working_potential_duplicate

The Power of Girls' Reading Camps: Exploring the impact of radio lessons, peer learning and targeted paper-based resources on girls’ remote learning in Kenya - Amenya, Donvan; Fitzpatrick, Rachael; Njeri, M.E.; Naylor, Ruth; Page, Ella; Riggall, Anna (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 5651935 previousDOI: 10.5281/zenodo.4923094 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4923094 10.5281/zenodo.5651935 2339240:6ELB8P84 2339240:HZ3EBZ29 2405685:79JJ5T29 2405685:P8IAN448 2405685:RU8ET9S2
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

Maintaining learning continuity during school closure: Community Health Volunteer support for marginalised girls in Kenya - Amenya, Donvan; Fitzpatrick, Rachael; Page, Ella; Naylor, Ruth; Jones, Charlotte; McAleavy, Tony (Education Development Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:9GTVFSEH 2534379:PDMPBGRU

Analysis of Rural-Based Pre-Service Teachers Spatial-Visualisation Skills in Problem Solving in Vector Calculus Using MATLAB - Amevor, Godfred; Bayaga, Anass; Bosse, Michael (International Journal of Emerging Technologies in Learning (iJET), 2021)
In science, technology, engineering and mathematics (STEM) for instance, interdisciplinary studies have noted positive correlation between spatial-visualization (SV skills) and mathematical problem solving. The majority of these studies sharing a link between SV skills and problem solving were contextualized in urban settings and only a few in rural settings. This investigation analyses how rural-based pre-service teachers apply their SV skills in problem-solving in a South African university, in the context of vector calculus. One hundred rural-based pre-service teachers in a second year vector calculus class at University of Zululand (UNIZULU) were randomly selected into control and experimental groups. MATLAB was used as a dynamic visual tool to analyse how research participants applied their SV skills. A mixed method approach was employed in data collection (quantitative and qualitative). Our findings revealed that the rural-based pre-service teachers’ SV skills correlate with their problem-solving skills in vector calculus.
KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v16i10.19269 2339240:Q22Y38D2 2405685:43VE73IX

EdTech Horizon Scan: Rapid scan on emerging EdTech research during the Covid-19 pandemic. - Ampofo, Rudolph; Kaye, Tom (EdTech Hub, 2022)
EdTech Hub horizon scans are publications designed to provoke thinking and provide insight into a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This edition of the Hub’s Horizon Scan provides a high-level summary of research, blogs, and think-pieces published between October and December 2021, that provide insights and learnings on the adoption and utilisation of EdTech during the Covid-19 pandemic. An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6959924 10.53832/edtechhub.0107 2405685:UWIQTDFF
Keywords: _r:AddedByZotZen

Mapping EdTech interventions within the Ministry of Education of Ghana. Preliminary Data - Ampofo, Rudolph; Korboe, David; Radford, Kate; Mazari, Haani (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6722859 10.53832/edtechhub.0099 2405685:3VQU7QGJ
Keywords: _r:AddedByZotZen

Case study: Building strong institutional capacity and expertise in data for decision-making through developing a unified data management system. - Ampofo, Rudolph; Simiyu, Genevieve; Ayinga, Ussif (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10617486 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1009 ZenodoArchiveConcept: 10617485
Keywords: _r:AddedByMyEducationEvidence; coming soon

Emergency remote-oriented learning and assessment in teacher education (EROLA) - Anamuah-Mensah, Jophus; Ananga, Eric; Noble-Rogers, Bea; Awuku, Samuel; Fletcher, Jonathan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:68ISFSFJ 2405685:PTDSRFEH

T-TEL Covid-19 Impact Assessment Study - Ananga, Eric; Kadiri, Abdul-Karim; Kporwodu, Marie; Nkrumah, Yahya; Whajah, Francis; Tackie, Majorie (2021)
ZenodoArchiveID: 4895400 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4895400 2339240:F8IYBAPY 2405685:57DYPNLR 2405685:DR6BDMJS 2405685:PTC9PGZW
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _zenodo:submitted

Loss of brick-and-mortar schooling: How elementary educators respond - Anderson, Emma; Hira, Avneet (Information and Learning Science, 2020)
Purpose: This paper aims to understand how elementary school educators who teach subjects that traditionally require hands-on work in schools are rising to the challenge of losing brick-and-mortar facilities in the wake of the Coronavirus disease 2019 (COVID-19) crisis. Design/methodology/approach: The authors interviewed six elementary school educators and developed iterative grounded codes from the interviews to understand how the teachers are rising to the challenge of teaching online, what supports they need, and how they are viewing their roles and student learning in the present landscape. Findings: In response to losing brick-and-mortar schools, teachers are rising to the challenge by creating creative assignments and communicating with students and parents via multiple platforms. They are learning to use technology to create meaningful, socially distant learning experiences and, in the process, blurring their own boundaries between work and life. They exercise compassion for their students while providing the best education they can in these circumstances. Practical implications: This work provides administrators, educators, policymakers and technology developers insight into the challenges teachers are facing. Originality/value: In addition to the timeliness of this study in light of the COVID 19 crisis, the focus on elementary school students, who often need support from parents or guardians to use Web technologies, and subjects traditionally requiring face-to-face interactions and hands-on work contribute to the originality of the study.
KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0085 2405685:Y348J52F
Keywords: COVID-19; Compassionate teachers; Educational technology; Elementary school; Hands-on learning; Pandemic; Social distance learning

Human Capital Accumulation and Disasters: Evidence from the Pakistan Earthquake of 2005 - Andrabi, Tahir; Daniels, Benjamin; Das, Jishnu (UKAID, Australian Aid, Gates Foundation, and Oxford Policy Management, 2020)
We trace the effects of a devastating earthquake that occurred in Northern Pakistan in 2005. Using a new dataset from a survey conducted four years after the earthquake, we first show that the distance of the household from the fault line was not correlated with pre-existing household characteristics, while it was strongly predictive of earthquake-related damage and mortality. Through emergency relief aid, households living close to the fault line reported receiving substantial cash compensation that amounted to as much as 150 percent of their annual household consumption expenditure. Four years after the earthquake, there were no differences in public infrastructure, household or adult outcomes between areas close to and far from the fault line. However, children in their critical first thousand days at the time of the earthquake accumulated large height deficits, with the youngest the most affected. Children aged 3 through 15 at the time of the earthquake did not suffer growth shortfalls, but scored significantly worse on academic tests if they lived close to the fault line. Finally, children whose mothers completed primary education were fully protected against the emergence of a test score gap. We estimate that if these deficits continue to adult life, the affected children could stand to lose 15 percent of their lifetime earnings. Even when disasters are heavily compensated, human capital accumulation can be critically interrupted, with greater losses for already disadvantaged populations
KerkoCite.ItemAlsoKnownAs: 2339240:6UX6ZLW9 2339240:BSXBSGKH 2339240:KYXD4HM8 2405685:DAMJ5L34 2405685:X2T7I3MD 2405685:XLZI3FQ3

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

Distanced and Disadvantaged: A Study on the Effects of COVID-19 on Education for Learners with Disabilities in Kenya, October 2020 - Angoye, James; Mbari-Kirika, Irene; Walker, Bruce; Kavua, Martin (inABLE.org, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:C26APPB9 2405685:RG8YAEM9

Building Resilient Education Systems: Evidence from Large-Scale Randomized Trials in Five Countries - Angrist, Noam; Ainomugisha, Micheal; Bathena, Sai Pramod; Bergman, Peter; Crossley, Colin; Cullen, Claire; Letsomo, Thato; Matsheng, Moitshepi; Panti, Rene Marlon; Sabarwal, Shwetlena; Sullivan, Tim (National Bureau of Economic Research, 2023)
KerkoCite.ItemAlsoKnownAs: 10.3386/w31208 2405685:AFKK5JK7