@techreport{koomar_tcpd_2024, type = {Other}, title = {{TCPD} in {Tanzania}: {Design}-{Based} {Implementation} {Research} {Cycle} 2 {Recommendations} {Policy} {Brief}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/72SNIVDF}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim and Chachage, Kristeen and Swai, Calvin and Massam, Winston and Anthony, Gervace and Mrope, Winifrida Jacob and Malibiche, Mustafa and Mutura, Emmanuel and Adam, Taskeen and Hennessy, Sara and Mtenzi, Frederick and Komba, Aneth and Mwakabungu, Fika and Paskali, Jonathan Hegwa and Nkya, Henry}, month = apr, year = {2024}, doi = {10.53832/edtechhub.1013}, note = {ZenodoArchiveID: 10652003 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1013 ZenodoArchiveConcept: 10652002}, keywords = {\_r:AddedByMyEducationEvidence, coming soon}, } @techreport{moustafa_egates_2024, type = {Report}, title = {{EGates} {Knowledge} {Pack}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/2DUQVVWZ}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Moustafa, Nariman}, month = mar, year = {2024}, doi = {10.53832/edtechhub.1010}, note = {ZenodoArchiveID: 10619937 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1010 ZenodoArchiveConcept: 10619936}, keywords = {\_r:AddedByMyEducationEvidence, coming soon}, } @techreport{ampofo_case_2024, type = {Country {Summaries} and {Case} {Studies}}, title = {Case study: {Building} strong institutional capacity and expertise in data for decision-making through developing a unified data management system.}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/5959UT3M}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Ampofo, Rudolph and Simiyu, Genevieve and Ayinga, Ussif}, month = mar, year = {2024}, doi = {10.53832/edtechhub.1009}, note = {ZenodoArchiveID: 10617486 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1009 ZenodoArchiveConcept: 10617485}, keywords = {\_r:AddedByMyEducationEvidence, coming soon}, } @techreport{barnes_oosyc_2024, type = {Other}, title = {{OOSYC} in {ASEAN}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/IIAMD77T}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Barnes, Katrina}, month = mar, year = {2024}, doi = {10.53832/edtechhub.1007}, note = {ZenodoArchiveID: 10610797 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1007 ZenodoArchiveConcept: 10610796}, keywords = {\_r:AddedByMyEducationEvidence, coming soon}, } @techreport{zhao_special_2024, type = {Other}, title = {Special {Educational} {Needs}: {A} {Rapid} {Evidence} {Review} for the {ASEAN} region}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/PGRMI8NH}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Zhao, Annette}, month = mar, year = {2024}, doi = {10.53832/edtechhub.1006}, note = {ZenodoArchiveID: 10610780 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1006 ZenodoArchiveConcept: 10610779}, keywords = {\_r:AddedByMyEducationEvidence, coming soon}, } @techreport{lurvink_recommendations_2024, title = {Recommendations report for technology and {CPD} for secondary school leaders and teachers in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/JRKB9PX4}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Lurvink, Anne-Fleur and Haßler, Björn}, month = feb, year = {2024}, doi = {10.53832/edtechhub.1016}, note = {ZenodoArchiveID: 10726179 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1016 ZenodoArchiveConcept: 10726178}, keywords = {Coming soon, \_r:AddedByMyEducationEvidence}, } @techreport{flam_edtech_2024, type = {Other}, title = {{EdTech} to support blended learning in {Mozambique} {A} curated list of {EdTech} interventions to inform {UNICEF} {Mozambique} in their process of building a deeper understanding of blended learning mechanisms in the region.}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/DJRV7KZW}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Flam, Rebekka and Ramesh Vasudevan, Sharanya and Coutrim, Erica}, month = feb, year = {2024}, doi = {10.53832/edtechhub.1004}, note = {ZenodoArchiveID: 10599846 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1004 ZenodoArchiveConcept: 10599845}, keywords = {\_r:AddedByMyEducationEvidence, coming soon}, } @techreport{hasler_using_2024, type = {Working paper}, title = {Using {AI} to {Automate} {Literature} {Reviews}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/BVD8JX7V}, abstract = {In many research organisations, systematic literature reviews often happen manually, especially at country-level. To improve the speed of literature reviews and improve the efficiency of literature reviews across the sector, the present document presents a short topic brief that explores the use of AI to automate EdTech literature reviews. The topic brief considers several questions: What tools are available for conducting automated evidence reviews? How appropriate are these existing tools? Are they easy to use? Do they have licensing or cost barriers? How advanced are these AI tools?}, language = {en}, institution = {EdTech Hub}, author = {Haßler, Björn and Hassan, Mustafa and Klune, Christopher}, month = feb, year = {2024}, doi = {10.53832/edtechhub.1003}, note = {ZenodoArchiveID: 10529049 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1003 ZenodoArchiveConcept: 10529048}, keywords = {\_r:AddedByMyEducationEvidence, coming soon}, } @misc{noauthor_understanding_2024, title = {Understanding the pricing of the {ChatGPT} {API} - {API}}, url = {https://community.openai.com/t/understanding-the-pricing-of-the-chatgpt-api/579268}, abstract = {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/...}, language = {en}, urldate = {2024-01-21}, journal = {OpenAI Developer Forum}, month = jan, year = {2024}, note = {Section: API KerkoCite.ItemAlsoKnownAs: 2405685:WK8YCRCC 2486141:YJVMBKUH}, } @article{aguilera_cora_scopus_2024, title = {Scopus {AI} {Beta}: functional analysis and cases}, copyright = {This work is distributed under this Creative Commons license}, shorttitle = {Scopus {AI} {Beta}}, url = {http://repositori.upf.edu/handle/10230/58658}, abstract = {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.}, language = {eng}, urldate = {2024-01-19}, author = {Aguilera Cora, Elisenda and Lopezosa, Carlos and Codina, Lluís}, month = jan, year = {2024}, note = {Accepted: 2024-01-09T15:30:03Z KerkoCite.ItemAlsoKnownAs: 2405685:ELXBVWUQ 2486141:2DKDU6LF}, keywords = {⛔ No DOI found}, } @misc{marshall_ijmarshallrobotreviewer_2024, title = {ijmarshall/robotreviewer}, copyright = {GPL-3.0}, url = {https://github.com/ijmarshall/robotreviewer}, abstract = {Automatic synthesis of RCTs}, urldate = {2024-01-20}, author = {Marshall, Iain}, month = jan, year = {2024}, note = {original-date: 2016-07-21T19:23:35Z KerkoCite.ItemAlsoKnownAs: 2405685:PQL34IN7 2486141:K5QNVJ2N}, keywords = {bias, clinical-trials, cochrane, icasr, rcts, systematic-reviews, trial}, } @article{amaral_helping_2024, title = {Helping families help themselves: {The} ({Un})intended impacts of a digital parenting program}, volume = {166}, issn = {0304-3878}, shorttitle = {Helping families help themselves}, url = {https://www.sciencedirect.com/science/article/pii/S0304387823001372}, doi = {10.1016/j.jdeveco.2023.103181}, abstract = {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.}, urldate = {2024-02-26}, journal = {Journal of Development Economics}, author = {Amaral, Sofia and Dinarte-Diaz, Lelys and Dominguez, Patricio and Perez-Vincent, Santiago M.}, month = jan, year = {2024}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2023.103181 2339240:NAASZWJX 2405685:V5FU4M64}, keywords = {Child maltreatment, Mental health, Parental stress, Positive parenting}, pages = {103181}, } @techreport{adam_how_2024, type = {Learning {Brief}}, title = {How do {Communities} of {Practice} {Support} {Teacher} {Learning} and {What} {Role} {Can} {EdTech} {Play}?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/FRI5BD6J}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Adam, Taskeen and Friese, Laila}, year = {2024}, doi = {10.53832/edtechhub.1014}, note = {ZenodoArchiveID: 10694591 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1014 ZenodoArchiveConcept: 10694590}, keywords = {\_r:AddedByMyEducationEvidence, coming soon}, } @techreport{adam_how_2024, type = {Learning {Brief}}, title = {How {Can} {EMIS} be {Designed} and {Implemented} in {Ways} {That} {Make} {Them} {Used} and {Useful}?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/X56ZT79X}, abstract = {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/}, language = {en}, institution = {EdTech Hub}, author = {Adam, Taskeen and Mitchell, Joel}, year = {2024}, doi = {10.53832/edtechhub.1015}, note = {ZenodoArchiveID: 10694602 ZenodoArchiveConcept: 10694601 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.10080734 10.53832/edtechhub.1015}, keywords = {\_r:AddedByMyEducationEvidence, \_r:AddedByZotZen, coming soon}, } @techreport{beoku-betts_remote_2024, title = {Remote {Supervision} {Options} for {School} {Quality} {Assurance} {Officers}: {Recommendations} for a cost-effective and rapid develop-and-test process}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/VE9NUFGZ}, abstract = {The Sierra Leone Secondary Education Improvement Programme II (SSEIP II) is a five-year programme funded by the UK Foreign, Commonwealth and Development Office (FCDO) to support the Ministry of Basic and Senior Secondary Education (MBSSE) to improve learning outcomes for students at secondary level and to increase the enrolment, retention and well-being of girls and children with disabilities in school. Part of the programme includes exploring the use of different digital tools for School Quality Assurance Officers (SQAOs), including tools for remote visits. In December 2022, the EdTech Hub collaborated with the Government of Sierra Leone and implementing partners of the Leh Wi Lan programme (continued under SSEIP II) to better understand what factors affect the variability in the activity levels of SQAOs and the level of engagement with digital tools by school principals. Based on the findings of this research, the SSEIP II project will look at supporting the MBSSE to formalise remote supervision options for the SQAOs, particularly for those with remote clusters. As part of this work, this report focuses on recommendations for how SQAOs can conduct remote school visits, particularly for schools in hard-to-reach areas.An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Beoku-Betts, Iman and Ampofo, Rudolph and Haßler, Björn}, year = {2024}, doi = {10.53832/edtechhub.1002}, note = {ZenodoArchiveID: 10354009 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1002 ZenodoArchiveConcept: 10354008}, keywords = {\_r:AddedByMyEducationEvidence}, } @techreport{dangelo_lessons_2024, title = {Lessons on {Scalability} {Implementing} {Digital} {Personalized} {Learning} in {Public} {Schools}}, institution = {World Bank}, author = {D'Angelo, Sophia and Barón, Juan and Mazari, Haani and Morales, Daniel and Tabares, Santiago Ospina and Santos, Paola Polanco and Kaye, Tom}, year = {2024}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MCYVG4AG 2405685:9A2P2NAW}, } @techreport{koomar_how_2024, type = {Learning {Brief}}, title = {How {Can} {Participatory} {Methods} {Centre} {Teachers} {Within} {Education} {Policy}?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/GXMUGXHE}, abstract = {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 the potential for participatory methods to bring teachers closer to the decision-making table. Insights from those closest to the work shed light on the daily contextual realities that can determine the mechanisms for optimal success or failure of a programme. However, these voices are often neglected in the design, implementation, and evaluation of interventions. We examine why and how teachers can have a voice and a space to share their wisdom to inform and improve education policy. We draw on EdTech Hub's work across various low- and middle-income contexts to offer practical insights when using or planning to use participatory methods. We share details of some of the most significant findings and engaging lessons EdTech Hub has learnt about the methods used and how they have contributed to ensuring teachers’ voices are heard at the policymaking level. We also explore areas that require further research, noting five issues that we at EdTech Hub are still grappling with in our own work, and include lists of resources relevant to participatory methods for centring teachers in education policy. Keywords: teacher; participatory methods; action research; implementation research; teacher professional development; education policy An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim}, year = {2024}, doi = {10.53832/edtechhub.1005}, note = {ZenodoArchiveID: 10604329 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1005 ZenodoArchiveConcept: 10604328}, keywords = {\_r:AddedByMyEducationEvidence, coming soon}, } @techreport{koomar_what_2024, type = {Learning {Brief}}, title = {What is '{Nudging}' and {How} {Does} it {Change} {Behaviour} in {Education}?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/ERWCZKS2}, abstract = {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 the behaviour change strategy of leveraging concise messages at strategic decision points (i.e., ‘nudging’) to influence the behaviour of a recipient towards a desired outcome. We focus on EdTech Hub’s work concerning nudge messaging. It builds on work from messaging interventions in Ghana and Kenya, linking these to the broader literature on the topic. It emphasises that although there is a strong and growing evidence base for nudge technologies, effective implementation remains dependent upon context-specific adaptation. It is not inevitable that nudge messaging interventions will lead to positive outcomes — indeed, outcomes are often mixed. It is therefore vital to understand the specific impacts of interventions on particular groups of recipients. We present findings and recommendations that should inform how nudging technologies in education are approached and what decision-makers need to consider in order to ensure uptake and minimise risks. Lastly, we explore areas that require further research, namely, the changing nature of nudging due to artificial intelligence, the safeguarding risks of nudging, persisting questions about cost-effectiveness, and how nudging can more specifically target learning. Keywords Behavioural psychology; EdTech; education; messaging; nudging; participation An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim}, year = {2024}, doi = {10.53832/edtechhub.1011}, note = {ZenodoArchiveID: 10628960 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1011 ZenodoArchiveConcept: 10628959}, keywords = {\_r:AddedByMyEducationEvidence, coming soon}, } @techreport{koomar_mewaka_2024, type = {Technical report}, title = {{MEWAKA} {National} {Teacher} {Development} {Reform} in {Tanzania}: {Design}-{Based} {Implementation} {Research}: {Cycle} 1 {Findings}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/XHJC3W67}, abstract = {MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teacher Continuous Professional Development [TCPD]) is a landmark, school-based teacher professional development programme being implemented nationally by the Government of Tanzania, with the ultimate aim of raising learning outcomes in schools. EdTech Hub, Aga Khan University, and the Tanzania Institute of Education (TIE) are conducting research to iteratively enhance the MEWAKA implementation at primary school level and to understand the role that technology can play in scaling TCPD. This report presents the findings and recommendations from the first cycle of design-based implementation research (DBIR) conducted in rural schools in the Lindi region. Following a pilot peer facilitator workshop, data was collected through observation and self-reporting methods between September and December 2022. The aims were to capture stakeholders' perspectives at all levels of the education system and to see how schools are implementing the programme on the ground. The emerging findings and recommendations are being used to inform the redesign and further implementation of this TCPD model, and were used to identify key areas to test and investigate in the second cycle of the DBIR in 2023. Keywords: teacher professional development; design-based implementation research; Tanzania; primary education An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim and Massam, Winston and Chachage, Kristeen and Anthony, G. and Mrope, Winifrida Jacob and Malibiche, Mustafa and Mutura, Emmanuel and Adam, Taskeen and Hennessy, Sara and Mtenzi, Fred and Komba, Aneth and Mwakabungu, Fika and Paskali, Jonathan Hegwa and Nkya, H.}, year = {2024}, doi = {10.53832/edtechhub.0167}, note = {ZenodoArchiveID: 7783382 ZenodoArchiveConcept: 7783381 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7783382 10.53832/edtechhub.0167 2339240:R9JRWMKC 2405685:6CC8GQZP 2405685:XHJC3W67}, keywords = {\_r:AddedByZotZen}, } @techreport{plaut_how_2024, type = {Learning {Brief}}, title = {How {Can} {Decision}-{Makers} {Assess} {EdTech} {Interventions} for {Cost}-{Effectiveness} to {Enable} {Better} {Investments}?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/QABPPMS4}, abstract = {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 how decision-makers should consider cost-effectiveness when contemplating investing in EdTech programmes. Cost-effectiveness is a critically important consideration for anyone planning investments in EdTech, but it is also a complex one, which requires understanding the total cost of an intervention and comparing it against the likely impact on education. We draw on work from EdTech Hub and other prominent researchers to distil key practical insights for decision-makers on how to apply cost-effectiveness analysis to their decision-making. Practical considerations include recommendations on gathering the right data for analysis; ensuring cost calculations are holistic; leveraging existing frameworks and tools for cost and impact calculations; and ensuring that comparisons are made against non-tech interventions as well as the broader resource envelope available for education to determine affordability in a given context. Finally, we explore areas where additional work is needed, including an increased understanding of the challenges faced by decision-makers in considering cost-effectiveness and the need for greater transparency and accountability in cost-effectiveness analysis in the sector. Keywords Cost-effectiveness; EdTech; education policy; total cost of implementation; affordability; Learning-Adjusted Years of Schooling An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Plaut, Daniel}, year = {2024}, doi = {10.53832/edtechhub.1018}, note = {ZenodoArchiveID: 10837295 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1018 ZenodoArchiveConcept: 10837294}, keywords = {Coming soon, \_r:AddedByMyEducationEvidence}, } @techreport{plaut_how_2024, type = {Learning {Brief}}, title = {How {Can} {Implementers} {Apply} {Digital} {Personalised} {Learning} in {Schools}?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/ACMFRNNS}, abstract = {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 digital personalised learning (DPL), a promising EdTech approach to improving learning outcomes, and consider how to implement this approach in school settings. We draw on work from EdTech Hub and other prominent researchers to first unpack the ‘basics’ of DPL implementation. These include the importance of teaching at the right level as a driver of DPL’s impact, and how DPL tools are applied in schools as supplementary learning and / or integrated into existing curricula. We also consider some of DPL’s technical requirements and achievements in improving learning outcomes. We then explore emerging insights about effective DPL implementation in schools, including the role of teachers as facilitators, the evidence behind student-device ratios, and the importance of coordinating DPL implementation with broader education system actors. Lastly, we look at areas that require further research, noting issues that we at EdTech Hub are still grappling with in our own work, and include lists of resources relevant to DPL application in education systems. Keywords: digital personalised learning; DPL; implementation research; teaching at the right level; learning outcomes; education policy An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Plaut, Daniel}, year = {2024}, doi = {10.53832/edtechhub.1008}, note = {ZenodoArchiveID: 10616734 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1008 ZenodoArchiveConcept: 10616733}, keywords = {\_r:AddedByMyEducationEvidence, coming soon}, } @techreport{walls_cost_2024, address = {Washington, DC}, title = {Cost {Analysis} {Guidance} for {USAID} {Funded} {Education} {Activities}, third edition}, url = {https://www.edu-links.org/resources/usaid-cost-measurement}, institution = {United States Agency for International Development}, author = {Walls, Elena and Tulloch, Caitlin and Keuren, Christine Harris Van}, year = {2024}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EMYGMF34 2405685:D6A7UF66}, } @article{storey_conceptual_2023, title = {Conceptual {Modeling}: {Topics}, {Themes}, and {Technology} {Trends}}, volume = {55}, issn = {0360-0300, 1557-7341}, shorttitle = {Conceptual {Modeling}}, url = {https://dl.acm.org/doi/10.1145/3589338}, doi = {10.1145/3589338}, abstract = {Conceptual modeling is an important part of information systems development and use that involves identifying and representing relevant aspects of reality. Although the past decades have experienced continuous digitalization of services and products that impact business and society, conceptual modeling efforts are still required to support new technologies as they emerge. This paper surveys research on conceptual modeling over the past five decades and shows how its topics and trends continue to evolve to accommodate emerging technologies, while remaining grounded in basic constructs. We survey over 5,300 papers that address conceptual modeling topics from the 1970s to the present, which are collected from 35 multidisciplinary journals and conferences, and use them as the basis from which to analyze the progression of conceptual modeling. The important role that conceptual modeling should play in our evolving digital world is discussed, and future research directions proposed.}, language = {en}, number = {14s}, urldate = {2023-11-28}, journal = {ACM Computing Surveys}, author = {Storey, Veda C. and Lukyanenko, Roman and Castellanos, Arturo}, month = dec, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3589338 2405685:I4MW7HVE 2486141:DE5MJL8K}, keywords = {\_Added-ailr-2024}, pages = {1--38}, } @misc{noauthor_paperdigest_2023, title = {paperdigest ({AI}-{Powered} {Research} {Platform})}, url = {https://www.paperdigest.org}, abstract = {Based in New York, we serve users from thousands of universities \& companies on search, review, text rewriting and more.}, language = {en-US}, urldate = {2024-01-19}, journal = {Paper Digest}, month = dec, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:W9ZJSRE6 2486141:P4Y6JGVW}, } @misc{drapkin_chatgpt_2023, title = {{ChatGPT} {Pricing}: {How} {Much} {Does} {ChatGPT} {Cost}?}, shorttitle = {{ChatGPT} {Pricing}}, url = {https://tech.co/news/how-much-does-chatgpt-cost}, abstract = {ChatGPT has lots of different plans, models and services. But how much do they actually cost? We take a closer look.}, language = {en-US}, urldate = {2024-01-21}, journal = {Tech.co}, author = {Drapkin, Aaron}, month = dec, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AN26LXEA 2486141:XCIX2SMK}, } @techreport{hasler_disseminating_2023, title = {Disseminating the {Evidence} and {Outputs} {Generated} by {Your} {Programme}: {Three} options for setting up an evidence library}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/PWN42VDQ}, abstract = {This document is designed as a guide for building and implementing a content management system, specifically an evidence library, prioritising the needs of research programmes generating evidence for other researchers and policymakers and for public readership and global dissemination. The primary focus is on securely building a system to meet research discovery requirements, such as search engine optimisation, and visibility on Google Scholar. A robust content management system like an evidence library goes beyond simply meeting web standards. It is about enhancing the research discoverability of your work, gauging your impact and reach, increasing the accessibility of your evidence, and fostering a more collaborative environment. This comprehensive approach is vital for successfully sharing evidence with the public and the global community. The document is primarily aimed at project or communications leads. We assume no specific technical expertise. It seeks to help you decide how to deploy an evidence library and whether to draw on internal or external resources (such as web developers). We expect the document to also be useful for product owners and web developers; however, we expect that for such users, the document will cover a lot of familiar ground.}, language = {en}, institution = {EdTech Hub}, author = {Haßler, Björn and Mansour, Hassan and Friese, Laila and Longley, Sophie}, month = dec, year = {2023}, doi = {10.53832/edtechhub.1001}, note = {ZenodoArchiveID: 10114341 ZenodoArchiveConcept: 10114340 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1001 2405685:PWN42VDQ}, keywords = {\_EdTechHub\_Output, \_comingsoon, \_r:AddedByMyEducationEvidence}, } @techreport{hasler_edtech_2023, title = {{EdTech}, {Learning} and {Equity}: {The} {EdTech} {Hub} {Research} {Portfolio}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/MBGNU7HP}, language = {en}, institution = {EdTechHub}, author = {Haßler, Björn and Wagner, Dan and Outhwaite, Laura}, month = nov, year = {2023}, doi = {10.53832/edtechhub.1000}, note = {ZenodoArchiveID: 10079721 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1000 ZenodoArchiveConcept: 10079720}, keywords = {\_internal, \_r:AddedByMyEducationEvidence}, } @misc{ch_chatgpt_2023, title = {{ChatGPT} {Pricing}, {Explained}: {Plus} \& {Tokens} (2024)}, shorttitle = {{ChatGPT} {Pricing}, {Explained}}, url = {https://guides.ai/chatgpt-pricing/}, abstract = {ChatGPT Plus costs \$20 per month (\$23.80/month for EU + UK). The ChatGPT API costs \$0.002 for every 1000 tokens.}, language = {en-US}, urldate = {2024-01-21}, journal = {Guides.ai}, author = {Ch, David}, month = nov, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YISLU5WQ 2486141:5D3R2MC3}, } @techreport{world_bank_making_2023, address = {Washington, D.C.}, type = {Report}, title = {Making {Teacher} {Policy} {Work}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099110223151034802/P1782000f9634204108fb00a449fba9f79a}, abstract = {Making Teacher Policy Work (English)}, language = {en}, number = {185638}, urldate = {2024-01-24}, institution = {World Bank Group}, author = {{World Bank}}, month = nov, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JJX4HP9E 2405685:FHQTPVFS}, } @techreport{world_bank_making_2023, address = {Washington, D.C.}, type = {Report}, title = {Making {Teacher} {Policy} {Work}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099110223151034802/P1782000f9634204108fb00a449fba9f79a}, abstract = {Making Teacher Policy Work (English)}, language = {en}, number = {185638}, urldate = {2024-01-24}, institution = {World Bank Group}, author = {{World Bank}}, month = nov, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JJX4HP9E 2405685:FHQTPVFS}, } @article{smith_reviews_2023, title = {Reviews and {Reviewing}: {Approaches} to {Research} {Synthesis}. {An} {Annual} {Review} of {Information} {Science} and {Technology} ({ARIST}) paper}, copyright = {© 2023 The Authors. Journal of the Association for Information Science and Technology published by Wiley Periodicals LLC on behalf of Association for Information Science and Technology.}, issn = {2330-1635, 2330-1643}, shorttitle = {Reviews and {Reviewing}}, url = {https://asistdl.onlinelibrary.wiley.com/doi/10.1002/asi.24851}, doi = {10.1002/asi.24851}, abstract = {Abstract Reviews have long been recognized as among the most important forms of scientific communication. The rapid growth of the primary literature has further increased the need for reviews to distill and interpret the literature. This review on Reviews and Reviewing: Approaches to Research Synthesis encompasses the evolution of the review literature, taxonomy of review literature, uses and users of reviews, the process of preparing reviews, assessment of review quality and impact, the impact of information technology on the preparation of reviews, and research opportunities for information science related to reviews and reviewing. In addition to providing a synthesis of prior research, this review seeks to identify gaps in the published research and to suggest possible future research directions.}, language = {en}, urldate = {2023-11-28}, journal = {Journal of the Association for Information Science and Technology}, author = {Smith, Linda C.}, month = nov, year = {2023}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/asi.24851 KerkoCite.ItemAlsoKnownAs: 10.1002/asi.24851 2405685:32NYSPUF 2486141:A9F7UUQ3 2486141:MWWYUBP8}, keywords = {\_Added-ailr-2024}, pages = {asi.24851}, } @article{brown_creation_2023, title = {The creation of a nudging protocol to support online student engagement in higher education}, volume = {24}, issn = {1469-7874}, url = {https://doi.org/10.1177/14697874211039077}, doi = {10.1177/14697874211039077}, abstract = {Combining nudge theory with learning analytics, ‘nudge analytics’, is a relatively recent phenomenon in the educational context. Used, for example, to address such issues as concerns with student (dis)engagement, nudging students to take certain action or to change a behaviour towards active learning, can make a difference. However, knowing who to nudge, how to nudge or when to nudge can be a challenge. Providing students with strategic, sensitive nudges that help to move them forward is almost an art form. It requires not only technical skills to use appropriate software and interpret data, but careful consideration of what to say and how to say it. In this article a nudge protocol is presented that can be used in online courses to encourage student engagement with key course resources that are integral to supporting their learning.}, language = {en}, number = {3}, urldate = {2024-02-26}, journal = {Active Learning in Higher Education}, author = {Brown, Alice and Lawrence, Jill and Basson, Marita and Axelsen, Megan and Redmond, Petrea and Turner, Joanna and Maloney, Suzanne and Galligan, Linda}, month = nov, year = {2023}, note = {Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/14697874211039077 2339240:UIHACPNQ 2405685:VQ794IWE}, pages = {257--271}, } @article{nakadai_ai_2023, title = {{AI} language tools risk scientific diversity and innovation}, volume = {7}, copyright = {2023 The Author(s), under exclusive licence to Springer Nature Limited}, issn = {2397-3374}, url = {https://www.nature.com/articles/s41562-023-01652-3}, doi = {10.1038/s41562-023-01652-3}, language = {en}, number = {11}, urldate = {2024-01-22}, journal = {Nature Human Behaviour}, author = {Nakadai, Ryosuke and Nakawake, Yo and Shibasaki, Shota}, month = nov, year = {2023}, note = {Number: 11 Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s41562-023-01652-3 2405685:QIX9ZW5M 2486141:LHWYJQUZ}, keywords = {Cultural evolution, Scientific community}, pages = {1804--1805}, } @misc{wallace_bwallaceabstrackr-web_2023, title = {bwallace/abstrackr-web}, url = {https://github.com/bwallace/abstrackr-web}, abstract = {web-based citation screening tool}, urldate = {2024-01-20}, author = {wallace, byron}, month = oct, year = {2023}, note = {original-date: 2010-11-23T17:57:59Z KerkoCite.ItemAlsoKnownAs: 2405685:E5ERD9TQ 2486141:AQSINRND}, } @misc{aayush_perplexity_2023, title = {Perplexity {AI}: {Review}, {Advantages} \& {Guide} (2023)}, shorttitle = {Perplexity {AI}}, url = {https://www.elegantthemes.com/blog/business/perplexity-ai}, abstract = {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 […]}, language = {en}, urldate = {2024-01-22}, journal = {Elegant Themes Blog}, author = {Aayush}, month = oct, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YMCJBWYJ 2486141:7S6I2AFZ}, } @misc{lumivero_revolutionizing_2023, title = {Revolutionizing {Text} {Data} {Analysis} with {AI} {Autocoding} with {NVivo}}, url = {https://lumivero.com/resources/blog/revolutionizing-text-data-analysis-with-ai-autocoding-with-nvivo/}, abstract = {As the original AI qualitative data analysis software, NVivo has fine-tuned the autocoding feature that lets researchers conduct text data analysis with AI to detect and code themes and sentiments.}, language = {en-US}, urldate = {2024-01-20}, journal = {Lumivero}, author = {Lumivero}, month = oct, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UNJD6IY6 2486141:PA4EZZ36}, } @misc{indurkhya_ethical_2023, title = {Ethical {Aspects} of {Faking} {Emotions} in {Chatbots} and {Social} {Robots}}, url = {http://arxiv.org/abs/2310.12775}, abstract = {Telling lies and faking emotions is quite common in human-human interactions: though there are risks, in many situations such behaviours provide social benefits. In recent years, there have been many social robots and chatbots that fake emotions or behave deceptively with their users. In this paper, I present a few examples of such robots and chatbots, and analyze their ethical aspects. Three scenarios are presented where some kind of lying or deceptive behaviour might be justified. Then five approaches to deceptive behaviours - no deception, blatant deception, tactful deception, nudging, and self deception - are discussed and their implications are analyzed. I conclude by arguing that we need to develop localized and culture-specific solutions to incorporating deception in social robots and chatbots.}, urldate = {2024-02-23}, publisher = {arXiv}, author = {Indurkhya, Bipin}, month = oct, year = {2023}, note = {arXiv:2310.12775 [cs] KerkoCite.ItemAlsoKnownAs: 2339240:KR5WVJGX 2405685:UPY4I2DF}, keywords = {Computer Science - Robotics, I.2.9}, } @article{wolf_nudging_2023, title = {Nudging parents and teachers to improve learning and reduce child labor in {Cote} d’{Ivoire}}, volume = {8}, copyright = {2023 The Author(s)}, issn = {2056-7936}, url = {https://www.nature.com/articles/s41539-023-00180-z}, doi = {10.1038/s41539-023-00180-z}, abstract = {Whether SMS-based nudge interventions can increase parent engagement and improve child learning outcomes across diverse contexts such as rural West Africa is unknown. We conducted a school-randomized trial to test the impacts of an audio or text-message intervention (two messages per week for one school year) to parents and teachers of second and fourth grade students (N = 100 schools, 2246 students) in Cote d’Ivoire. Schools were randomly assigned to have messages sent to (i) parents only, (ii) teachers only, (iii) parents and teachers together, or (iv) control. There were statistically non-significant impacts of the parents-only treatment on learning, although with typical effect sizes (d = 0.08, p = 0.158), and marginally statistically significant increases in child labor (d = 0.11, p {\textless} 0.10). We find no impacts of the other treatment conditions. Subgroup analyses based on pre-registered subgroups show significantly larger improvements in learning for children with below-median baseline learning levels for the parents-only arm and negative impacts on learning for girls for the teachers-only arm, suggesting different conclusions regarding impacts on equity for vulnerable children.}, language = {en}, number = {1}, urldate = {2024-02-14}, journal = {npj Science of Learning}, author = {Wolf, Sharon and Lichand, Guilherme}, month = sep, year = {2023}, note = {Number: 1 Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s41539-023-00180-z 2339240:TBVAYFZC 2405685:XET829T4}, keywords = {Economics, Education}, pages = {1--13}, } @misc{ministry_of_education_ghana_ghanas_2023, title = {Ghana’s {Education} {Reforms} in {Spotlight}}, url = {https://moe.gov.gh/index.php/2023/09/16/ghanas-education-reforms-in-spotlight/}, author = {Ministry of Education Ghana}, month = sep, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E93CMPA3 2405685:Q9MZE3PD}, } @misc{us_embassy_-_ghana_strengthen_2023, title = {Strengthen {Educational} {Accountability} in {Ghana} ({SAGES}) - {A} {USAID}-funded program}, url = {https://gh.usembassy.gov/u-s-commits-up-to-60-million-to-strengthen-educational-accountability-in-ghana/}, journal = {USAID News \& Events}, author = {U.S Embassy - Ghana}, month = sep, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3AEUYQAV 2405685:5JPNEEXM}, } @article{kondoro_usability_2023, title = {Usability {Testing} of a {Mobile}-based {Learning} {Management} {System} for {Teacher} {Continuous} {Professional} {Development} in {Tanzania}}, volume = {19}, url = {https://www.researchgate.net/publication/373523617_Usability_Testing_of_a_Mobile-based_Learning_Management_System_for_Teacher_Continuous_Professional_Development_in_Tanzania}, abstract = {The last two decades have seen the growing adoption of mobile devices to enhance the quality of teachers' continuous professional development (TCPD) in low-income countries. Using mobile devices, typically not designed for educational use, presents new usability challenges, preventing teachers from effectively accessing learning materials in learning management systems (LMS). Therefore, it is important to test usability to improve the delivery of TCPD via mobile devices. This study evaluated the usability of TCPD-focused mobile-based LMS accessed via a mobile web browser and mobile app. The evaluation used a hybrid think-aloud method involving 63 teachers from 12 schools in Tanzania. Half of the schools were evaluated using a concurrent think-aloud method, and the other half using a retrospective think-aloud method. The study found that teachers encountered many usability problems in using the mobile app compared to those who accessed the LMS via mobile web browsers. The study also found usability flaws in the registration and login process, poor language translation, technical errors, and issues with quiz questions. These findings show the importance of user testing, even for well-developed LMS, such as Moodle. Additionally, this work provides useful guidance for those who want to implement mobile learning via an LMS in low-income countries.}, journal = {The International Journal of Education and Development using Information and Communication Technology}, author = {Kondoro, Aron and Maro, Salome and Mtebe, Joel and Haßler, Björn and Proctor, Jamie and {EdTech Hub}}, month = aug, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZTWSB6CB 2405685:L5AY2YZI}, keywords = {⛔ No DOI found}, pages = {75--92}, } @misc{daltry_digital_2023, title = {Digital {Personalised} {Learning} to {Improve} {Literacy} and {Numeracy} {Outcomes} in {Kenyan} {Classrooms}}, url = {https://edtechhub.org/2023/08/15/emerging-findings-from-a-randomised-controlled-trial-involving-pre-primary-learners-and-eidu/}, abstract = {This blog forms part of a wider research study on digital personalised learning to improve literacy and numeracy outcomes in Kenyan classrooms, and outlines emergent findings from a randomised controlled trial following the first two rounds of assessment (baseline and midline). The preliminary findings will be strengthened after further analyses and endline assessment.}, language = {en-US}, urldate = {2023-11-03}, journal = {EdTech Hub}, author = {Daltry, Rebecca and Major, Louis and Sun, Chen and Otieno, Mary and Otieno, Kevin and Otieno, Louis Major, Chen Sun, Mary Otieno {and} Kevin, Rebecca Daltry}, month = aug, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SL5WSSVM 2405685:5BIU6BJ5}, } @techreport{sims_experimental_2023, type = {{CEPEO} {Working} {Paper} {Series}}, title = {Experimental education research: rethinking why, how and when to use random assignment}, shorttitle = {Experimental education research}, url = {https://econpapers.repec.org/paper/uclcepeow/23-07.htm}, abstract = {Over the last twenty years, education researchers have increasingly conducted randomised experiments with the goal of informing the decisions of educators and policymakers. Such experiments have generally employed broad, consequential, standardised outcome measures in the hope that this would allow decisionmakers to compare effectiveness of different approaches. However, a combination of small effect sizes, wide confidence intervals, and treatment effect heterogeneity means that researchers have largely failed to achieve this goal. We argue that quasi-experimental methods and multi-site trials will often be superior for informing educators' decisions on the grounds that they can achieve greater precision and better address heterogeneity. Experimental research remains valuable in applied education research. However, it should primarily be used to test theoretical models, which can in turn inform educators' mental models, rather than attempting to directly inform decision making. Since comparable effect size estimates are not of interest when testing educational theory, researchers can and should improve the power of theory-informing experiments by using more closely aligned (i.e., valid) outcome measures. We argue that this approach would reduce wasteful research spending and make the research that does go ahead more statistically informative, thus improving the return on investment in educational research.}, number = {23-07}, urldate = {2023-10-10}, institution = {UCL Centre for Education Policy and Equalising Opportunities}, author = {Sims, Sam and Anders, Jake and Inglis, Matthew and Lortie-Forgues, Hugues and Styles, Ben and Weidmann, Ben}, month = aug, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:55K69EGU 2405685:C5QK4INN}, keywords = {education, experiments, policy, randomized controlled trials, research}, } @book{unesco_global_2023, address = {Paris}, edition = {1}, title = {Global {Education} {Monitoring} {Report} 2023: {Technology} in education: {A} tool on whose terms?}, isbn = {978-92-3-100609-8}, shorttitle = {Global {Education} {Monitoring} {Report} 2023}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000385723}, urldate = {2023-11-26}, publisher = {GEM Report UNESCO}, author = {{UNESCO}}, month = jul, year = {2023}, doi = {10.54676/UZQV8501}, } @inproceedings{jordan_use_2023, address = {Copenhagen Denmark}, title = {The {Use} of {SMS} and {Other} {Mobile} {Phone}-based {Messaging} to {Support} {Education} at {Scale}: {A} {Synthesis} of {Recent} {Evidence}}, isbn = {9798400700255}, shorttitle = {The {Use} of {SMS} and {Other} {Mobile} {Phone}-based {Messaging} to {Support} {Education} at {Scale}}, url = {https://dl.acm.org/doi/10.1145/3573051.3596172}, doi = {10.1145/3573051.3596172}, language = {en}, urldate = {2023-09-24}, booktitle = {Proceedings of the {Tenth} {ACM} {Conference} on {Learning} @ {Scale}}, publisher = {ACM}, author = {Jordan, Katy and Damani, Kalifa and Myers, Christina and Zhao, Annette}, month = jul, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3573051.3596172 2339240:YW4HVVTD 2405685:82DMJDK6 2405685:ZBTT8ST5}, pages = {282--286}, } @misc{schoot_rensvandeschootsoftware-overview-machine-learning-for-screening-text_2023, title = {Rensvandeschoot/software-overview-machine-learning-for-screening-text}, copyright = {CC-BY-4.0}, url = {https://github.com/Rensvandeschoot/software-overview-machine-learning-for-screening-text}, abstract = {The repository aims to create an overview and comparison of software used for systematically screening large amounts of textual data using machine learning.}, urldate = {2024-01-19}, author = {schoot, Rens van de}, month = jul, year = {2023}, note = {original-date: 2022-02-17T18:40:05Z KerkoCite.ItemAlsoKnownAs: 2405685:H75KUGV8 2486141:DYRPSJRR}, keywords = {\_Added-ailr-2024, active-learning, machine-learning, software-development, systematic-reviews}, } @techreport{lurvink_teacher_2023, title = {Teacher {Retention} and {Mobility} in {Sierra} {Leone}: {What} factors motivate teachers to stay at or leave schools?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/CQ8JNCH8}, abstract = {The current study is the third in a series of research studies, which aim to generate evidence that can support the MBSSE and TSC with their teacher allocation and deployment strategy. Our first study investigated teacher preferences for school choice and uncovered important considerations for teacher deployment. Following this, we investigated mobility patterns for teachers who are on the government payroll, and payroll teacher retention rates. The latter study helped us understand where teachers move to when they change schools, and also helped us identify areas with high (hot spots) and low retention rates (cold spots). The current study is explanatory in nature and aims to understand why teachers stay at or leave their schools. Keyword: teacher allocation; teacher retention; teacher mobility; Sierra Leone An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Lurvink, Anne-Fleur and Mansaray, Kabiru and Kamara, Josephine and Khanu, Alimamy James and Cameron, Emma and Godwin, Katie and Haßler, Björn}, month = jun, year = {2023}, doi = {10.53832/edtechhub.0168}, note = {ZenodoArchiveID: 7966434 ZenodoArchiveConcept: 7966433 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7966434 10.53832/edtechhub.0168 2405685:CQ8JNCH8}, keywords = {\_r:AddedByZotZen}, } @article{rowe_importance_2023, title = {The importance of theoretical positioning and the relevance of using bibliometrics for literature reviews}, issn = {1246-0125, 2116-7052}, url = {https://www.tandfonline.com/doi/full/10.1080/12460125.2023.2217646}, doi = {10.1080/12460125.2023.2217646}, abstract = {The theoretical positioning of a review is of the utmost importance in terms of its contribution to knowledge. This paper clarifies the significance of this design principle for different types of review i.e. for describing, understanding, explaining or testing purposes. Furthermore, new tools now mean that it is both possible and relevant for bibliometrics novices to use bibliometrics to support literature reviews. Applying the BIBGT method and combining two bibliometric techniques – co-citation analysis of references and bibliographic coupling of documents – can enhance the efficiency of the first three types of literature review. This paper provides examples of published works that apply BIBGT to each of these types of review and highlights the bibliometric software used. It concludes with a survey of promising applications for all researchers and makes recommendations for both experienced literature review researchers and literature review novices.}, language = {en}, urldate = {2023-11-28}, journal = {Journal of Decision Systems}, author = {Rowe, Frantz and Kanita, Nada and Walsh, Isabelle}, month = jun, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/12460125.2023.2217646 2405685:HGQ8Z5G8 2486141:AH357B5B}, keywords = {\_Added-ailr-2024}, pages = {1--16}, } @techreport{rasolohery_livrable_2023, type = {Technical report}, title = {Livrable 6: {Rapport} final}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/RCGFG7X2}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rasolohery, Hasiniavo and Koomar, Saalim and Mitchell, Joel and Messa, Angele}, month = jun, year = {2023}, doi = {10.5281/zenodo.8060127}, note = {ZenodoArchiveID: 8060127 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8060127 ZenodoArchiveConcept: 8060126}, keywords = {\_r:AddedByZotZen}, } @techreport{rasolohery_livrable_2023, type = {Technical report}, title = {Livrable 3: {Enquête} nationale sur la possession et les usages des technologies parmi les enseignants du primaire}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/AFF4IGA3}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rasolohery, Hasiniavo and Mitchell, Joel}, month = jun, year = {2023}, doi = {10.5281/zenodo.7997034}, note = {ZenodoArchiveID: 7997034 ZenodoArchiveConcept: 7997033 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7997034 10.5281/zenodo.7997057 10.5281/zenodo.8401936}, keywords = {\_r:AddedByZotZen}, } @techreport{koomar_tcpd_2023, type = {Policy {Brief}}, title = {{TCPD} in {Tanzania}: {Design}-{Based} {Implementation} {Research} {Cycle} 1 {Recommendations} {Policy} {Brief}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/HUR5C9QN}, abstract = {MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teachers’ Continuous Professional Development (TCPD)) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The current and ongoing research project, The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania, using Design-Based Implementation Research (DBIR), closely aligned with the Tanzania National TCPD implementation plan (TIE, 2021), evaluates the initial implementation of MEWAKA at school level. This policy brief presents a summary of the key findings and recommendations from the first cycle of the DBIR carried out between September and December 2022. Keywords: TCPD; teacher professional development; design-based implementation research; primary education; tanzania; communities of learning An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim and Massam, Winston and Chachage, Kristeen and Anthony, Gervace and Mrope, Winifrida Jacob and Malibiche, Mustafa and Mutura, Emmanuel and Adam, Taskeen and Hennessy, Sara and Mtenzi, Frederick and Komba, Aneth and Mwakabungu, Fika and Paskali, Jonathan Hegwa and Nkya, Henry}, month = may, year = {2023}, doi = {10.53832/edtechhub.0166}, note = {ZenodoArchiveID: 7948836 ZenodoArchiveConcept: 7948835 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7948836 10.53832/edtechhub.0166 2339240:N4CC2DD8 2405685:FICAJDR3 2405685:HUR5C9QN 2405685:XVCIV366}, keywords = {\_r:AddedByZotZen}, } @misc{atanasova_bridge_2023, title = {Bridge or {Barrier} – {Does} generative {AI} contribute to more culturally inclusive higher education and research?}, url = {https://blogs.lse.ac.uk/impactofsocialsciences/2023/05/04/bridge-or-barrier-does-generative-ai-contribute-to-more-culturally-inclusive-higher-education-and-research/}, abstract = {Whilst the ability of generative AI to produce text in English has been widely covered, the implications of its ability to translate and act as a cultural broker into English have received less att…}, language = {"en-US"}, urldate = {2024-01-22}, journal = {Bridge or Barrier – Does generative AI contribute to more culturally inclusive higher education and research?}, author = {Atanasova, Dimitrinka}, month = may, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6SRCZ3LI 2486141:TJRDQHQD}, } @techreport{hasiniavo_notes_2023, type = {{EdTech} {Hub} {Technical} report}, title = {Notes de conseils sur l'exploitation des donnees d'enquete}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/F595HKDI}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {L3}, institution = {EdTech Hub}, author = {Hasiniavo, Rasolohery and Joel, Mitchell and Angele, Messa}, month = may, year = {2023}, doi = {10.5281/zenodo.7867879}, note = {ZenodoArchiveID: 7867879 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7867879 ZenodoArchiveConcept: 7867878}, keywords = {\_r:AddedByZotZen}, } @article{angrist_learning_2023, title = {Learning {Curve}: {Progress} in the {Replication} {Crisis}}, volume = {113}, issn = {2574-0768, 2574-0776}, shorttitle = {Learning {Curve}}, url = {https://pubs.aeaweb.org/doi/10.1257/pandp.20231009}, doi = {10.1257/pandp.20231009}, abstract = {We present detailed monitoring data across a five-country randomized trial of phone-based targeted tutoring–one of the largest multicountry replication efforts in education to date. We study an approach shown to work in Botswana and replicated in India, Kenya, Nepal, the Philippines, and Uganda. While the existing literature often finds diminishing effects as proof-of-concept studies are replicated and scaled, we find the opposite: implementation fidelity (the degree of targeted educational instruction) improves across replications and over time. This demonstrates that replication is not intractable; rather, equipped with mechanisms to learn from experience, organizational “learning curves” can enable effective replication and scale-up.}, language = {en}, urldate = {2023-10-09}, journal = {AEA Papers and Proceedings}, author = {Angrist, Noam and Cullen, Claire and Ainomugisha, Micheal and Bathena, Sai Pramod and Bergman, Peter and Crossley, Colin and Letsomo, Thato and Matsheng, Moitshepi and Panti, Rene Marlon and Sabarwal, Shwetlena and Sullivan, Tim}, month = may, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/pandp.20231009 2405685:48MA4RDL}, pages = {482--488}, } @techreport{akyeampong_2023_2023, address = {London, Washington D.C., New York.}, title = {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?}, url = {https://thedocs.worldbank.org/en/doc/231d98251cf326922518be0cbe306fdc-0200022023/related/GEEAP-Report-Smart-Buys-2023-final.pdf}, urldate = {2024-02-21}, institution = {FCDO, the World Bank, UNICEF, and USAID}, author = {Akyeampong, K and Andrabi, A and Banerjee, A and Banerji, R and Dynarski, S and Glennerster, R and Grantham-McGregor, S and Muralidharan, K and Piper, B and Ruto, S and Saavedra, J and Schmelkes, S and Yoshikawa, H}, month = may, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2BGTWZKU 2405685:9X68BZ9M}, } @techreport{t-tel_transforming_2023, title = {Transforming {Teaching}, {Education} \& {Learning} {Directors}' {Report} 2022 - 2023}, url = {https://t-tel.org/download/directors-report-2022-2023/?wpdmdl=8357&refresh=6601c4a28ac251711391906}, abstract = {T-TEL's 3rd Annual General Meeting (AGM) Report}, institution = {Transforming Teacher Education and Learning}, author = {T-TEL}, month = may, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QIY6C2M5 2405685:9HQR35CW}, } @techreport{simmons_sustainable_2023, type = {{EdTech} {Hub} {Rapid} evidence review}, title = {Sustainable {Solutions} to {Rural} {Girls}’ {Education}: {A} {Rapid} {Evaluation} of {Lyra} in {Africa}’s {Green} {Hostels}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/PANFVXKC}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Simmons, Hannah}, month = apr, year = {2023}, doi = {10.5281/zenodo.7858344}, note = {ZenodoArchiveID: 7858344 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7858344 ZenodoArchiveConcept: 7858343}, keywords = {\_r:AddedByZotZen}, } @techreport{oliveira_financial_2023, type = {{EdTech} {Hub} {Helpdesk} response}, title = {Financial sustainability of digital learning environments}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/SUWV7S88}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {50}, institution = {EdTech Hub}, author = {Oliveira, AndreCorreade and Rui, YangTingting and Upadhyay, Arjun}, month = apr, year = {2023}, doi = {10.5281/zenodo.7847815}, note = {ZenodoArchiveID: 7847815 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7847815 ZenodoArchiveConcept: 7847814}, keywords = {\_r:AddedByZotZen}, } @article{bang_efficacy_2023, title = {Efficacy of an {Adaptive} {Game}-{Based} {Math} {Learning} {App} to {Support} {Personalized} {Learning} and {Improve} {Early} {Elementary} {School} {Students}’ {Learning}}, volume = {51}, issn = {1573-1707}, url = {https://doi.org/10.1007/s10643-022-01332-3}, doi = {10.1007/s10643-022-01332-3}, abstract = {This study investigates whether using My Math Academy, which provides personalized content and adaptive embedded assessments to support existing curricula, can improve learning outcomes and engagement for kindergarten and first grade students (N = 505 treatment, 481 control). Findings indicate that students using My Math Academy made significant learning gains in math relative to children who did not. More skills mastered in My Math Academy was associated with greater learning gains on the external assessment, with the greatest impacts among students with lower levels of math knowledge, where there was more room for growth and on the most difficult skills. Teachers surveyed found My Math Academy easy to use in their classrooms and recognized it as a valuable learning resource that supplemented their existing curricula to improve students’ engagement, motivation, and confidence in learning math.}, language = {en}, number = {4}, urldate = {2023-10-06}, journal = {Early Childhood Education Journal}, author = {Bang, Hee Jin and Li, Linlin and Flynn, Kylie}, month = apr, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10643-022-01332-3 2339240:ACCHG7IU 2405685:WT3YZ6CJ}, keywords = {Adaptive instructional systems, Early childhood education, Game-based learning, Math learning, Personalized learning}, pages = {717--732}, } @misc{cendlos_interview_2023, title = {Interview with the {Center} for {National} {Distance} {Learning} and {Open} {School} on data governance practices within the {Ghana} {Ministry} of {Education}.}, shorttitle = {Situational analysis}, language = {English}, author = {CENDLOS}, month = mar, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9N63SQZZ 2339240:A3P7Y95M 2405685:AAK65MWF 2405685:KI7ZJ29W}, } @techreport{adam_decolonising_2023, type = {{EdTech} {Hub} {Other} type}, title = {Decolonising {EdTech}: {Unpacking} {Conceptual} {Frameworks}. {Writers} {Workshop} 1}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/XPBKG3FJ}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Adam, Taskeen and Moustafa, Nariman}, month = mar, year = {2023}, doi = {10.5281/zenodo.7850804}, note = {ZenodoArchiveID: 7850804 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7850804 ZenodoArchiveConcept: 7850803}, keywords = {\_r:AddedByZotZen}, } @misc{daniel_interview_2023, title = {Interview with the {National} {Teaching} {Council} on data governance practices within the {Ghana} {Ministry} of {Education}.}, shorttitle = {Situational analysis}, language = {English}, author = {Daniel, Asai Boso}, month = mar, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KQX8LW2T 2405685:93DQHEKS}, } @misc{dennis_interview_2023, title = {Interview with the {Ghana} {Library} {Authority} on data governance practices within the {Ghana} {Ministry} of {Education}.}, shorttitle = {Situational analysis}, language = {English}, author = {Dennis, Mawuli Dakudzie}, month = mar, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LDW4WJHK 2405685:BRPTDPR4}, } @misc{fred_interview_2023, title = {Interview with the {Ghana} {Education} {Service} on data governance practices within the {Ghana} {Ministry} of {Education}.}, shorttitle = {Situational analysis}, language = {English}, author = {Fred, Binkorang}, month = mar, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6SUJY7SC 2405685:NPGMPZLS}, } @misc{sackey_interview_2023, title = {Interview with the {Statistics}, {Research} \& {Information} {Management} {Directorate} on data governance practices within the {Ghana} {Ministry} of {Education}.}, shorttitle = {Situational analysis}, language = {English}, author = {Sackey, Robert}, month = mar, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RGTDU93T 2405685:U8P9D9ZD}, } @misc{rasolohery_access_2023, title = {Access to and use of technology by primary school teachers: {A} survey in the 23 regions of {Madagascar}}, shorttitle = {Access to and use of technology by primary school teachers}, url = {https://edtechhub.org/2023/03/20/access-to-and-use-of-technology-by-primary-school-teachers-a-survey-in-the-23-regions-of-madagascar/}, abstract = {The Madagascar Ministry of National Education, through the National Institute for Pedagogical Training, plans to use new technology in teacher training for early-stage reading and writing in Malagasy. This initiative is undertaken within the framework of the Madagascar Basic Education Support Project. The main objective is to train 5,000 teachers of the T2 class remotely, drawing inspiration from systems such as the Distance Education for Primary Teachers (FADEP).}, language = {en-US}, urldate = {2023-10-16}, journal = {EdTech Hub}, author = {Rasolohery, Hasiniavo and Koomar, Saalim and Mitchell, Joel}, month = mar, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V4Z9QSPV 2405685:9NYHCGPM}, } @misc{rasolohery_access_2023, title = {Access to and use of technology by primary school teachers: {A} survey in the 23 regions of {Madagascar}}, shorttitle = {Access to and use of technology by primary school teachers}, url = {https://edtechhub.org/2023/03/20/access-to-and-use-of-technology-by-primary-school-teachers-a-survey-in-the-23-regions-of-madagascar/}, abstract = {The Madagascar Ministry of National Education, through the National Institute for Pedagogical Training, plans to use new technology in teacher training for early-stage reading and writing in Malagasy. This initiative is undertaken within the framework of the Madagascar Basic Education Support Project. The main objective is to train 5,000 teachers of the T2 class remotely, drawing inspiration from systems such as the Distance Education for Primary Teachers (FADEP).}, language = {en-US}, urldate = {2024-03-26}, journal = {EdTech Hub}, author = {Rasolohery, Hasiniavo and Koomar, Saalim and Mitchell, Joel and Mitchell, Saalim Koomar {and} Joel, Hasiniavo Rasolohery}, month = mar, year = {2023}, } @misc{kably_first_2023, title = {First {Lessons} from {Our} {Study}: {Optimising} {Messaging} for {Returns} to {School}}, shorttitle = {First {Lessons} from {Our} {Study}}, url = {https://edtechhub.org/2023/03/08/optimising-messaging-to-help-returns-to-school/}, abstract = {This blog examines the valuable insights gained from EdTech Hub's initial research on the use of messaging (primarily text messaging) to assist caregivers in promoting their children's school attendance. In this blog, we delve into the workings of messaging mechanisms and share our study findings. Additionally, we outline critical considerations for those interested in developing a comparable intervention. Read on to learn more...}, language = {en-US}, urldate = {2024-02-14}, journal = {EdTech Hub}, author = {Kably, Nathan and Mitchell, Joel and Zhao, Annette and D'Rozario, Jonny}, month = mar, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4T3GP6TA 2405685:IQRXCPLV}, } @techreport{koomar_teknolojia_2023, type = {Research {Instruments} and {Tools} / {Zana} za utafiti}, title = {Teknolojia na maendeleo ya taaluma ya walimu nchini {Tanzania}: {Zana} za utafiti}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/6V4DBZR8}, abstract = {Kifurushi hiki kina zana za utafiti zilizotengenezwa na EdTech Hub, Aga Khan University, na Taasisi ya Elimu Tanzania kwa ajili ya utafiti unaochunguza athari za programu ya maendeleo ya kitaaluma ya walimu kwenye matokeo ya masomo ya ngazi ya msingi. Zana zimetengenezwa na kufanyiwa majaribio makubwa katika warsha, pamoja na shuleni. Zana hizi zimetengenezwa kwa kuzingatia mifano mizuri kama vile zana ya Benki ya Dunia ya TEACH ya uchunguzi wa darasani, pamoja na miradi mingine ya utafiti ambayo timu imefanyia kazi. Tunaweka zana hizi zipatikane kwa watafiti wengine na watendaji tukitumai kuwa zitakuwa za manufaa. Zana hizi zinapatikana kwa umbizo linaloweza kuhaririwa ili wengine waweze kuhariri inavyofaa kwao.}, language = {Swahili}, institution = {EdTech Hub}, author = {Koomar, Saalim and Massam, Winston and Jacob, Winnie and Gervace, Anthony and Adam, Taskeen and Hennessy, Sara and Chacage, Kristeen and Malibiche, Mustafa and Mutura, Emmanuel and Mtenzi, Fredrick and Mwakabungu, Fika}, month = mar, year = {2023}, doi = {10.53832/edtechhub.0149}, note = {ZenodoArchiveID: 7701270 ZenodoArchiveConcept: 7701269 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7701270 10.53832/edtechhub.0149 2405685:6V4DBZR8}, keywords = {\_r:AddedByZotZen}, } @misc{koomar_mewaka_2023, title = {{MEWAKA} in {Tanzania}: {Emerging} findings on tech-supported teacher professional development}, shorttitle = {{MEWAKA} in {Tanzania}}, url = {https://edtechhub.org/2023/03/03/mewaka-in-tanzania-emerging-findings-on-tech-supported-teacher-professional-development/}, abstract = {MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teachers’ Continuous Professional Development (TCPD)) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The programme is decentralised, with teacher learning based in schools and focused on semi-structured Communities of Learning (CoLs). CoLs are spaces where teachers can gather weekly to discuss and reflect on issues most relevant to their schools as well as learn and improve their pedagogical skills. Peer facilitators help teachers to collaboratively solve problems, learn new approaches to improve their practice, and generally create a culture of reflection and school improvement.}, language = {en-US}, urldate = {2023-10-17}, journal = {EdTech Hub}, author = {Koomar, Saalim and Massam, Winston and Anthony, Gervace and Mrope, Winifrida and Adam, Taskeen and Hennessy, Sara and Mtenzi, Fredrick and Proctor, Jamie and Komba, Aneth and Mwakabungu, Fika and Barretto, Johnpaul and Barretto, Winston Massam, Gervace Anthony, Winifrida Mrope, Taskeen Adam, Sara Hennessy, Fredrick Mtenzi, Jamie Proctor, Aneth Komba, Fika Mwakabungu {and} Johnpaul, Saalim Koomar}, month = mar, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AQZAQSU7 2405685:KMN7H8UA}, } @techreport{koomar_technology_2023, type = {Research {Instruments} and {Tools}}, title = {Technology and {Teacher} {Professional} {Development} in {Tanzania}: {Research} instruments pack}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/GXM765F3}, abstract = {This pack contains links to research instruments developed by EdTech Hub, Aga Khan University, and Tanzania Institute of Education for a study investigating the impact of a national teacher professional development programme on primary-level learning outcomes. The tools have been developed iteratively, with substantive piloting having taken place, both in workshop settings and in schools. They draw on good practice examples, such as the World Bank’s TEACH tool for classroom observation and other research projects the team have worked on. We are making these tools available to other researchers and practitioners and hope that they will prove useful. They are provided in editable format so that others can modify them as they see fit.}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim and Massam, Winston and Jacob, Winnie and Gervace, Anthony and Adam, Taskeen and Hennessy, Sara and Chachage, Kristeen and Malibiche, Mustafa and Mutura, Emmanuel and Mtenzi, Fredrick and Mwakabungu, Fika}, month = mar, year = {2023}, doi = {10.53832/edtechhub.0148}, note = {ZenodoArchiveID: 7691834 ZenodoArchiveConcept: 7691833 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7691834 10.53832/edtechhub.0148 2405685:GXM765F3}, keywords = {\_r:AddedByZotZen}, } @article{van_schoors_charm_2023, title = {The {Charm} or {Chasm} of {Digital} {Personalized} {Learning} in {Education}: {Teachers}’ {Reported} {Use}, {Perceptions} and {Expectations}}, volume = {67}, issn = {1559-7075}, shorttitle = {The {Charm} or {Chasm} of {Digital} {Personalized} {Learning} in {Education}}, url = {https://doi.org/10.1007/s11528-022-00802-0}, doi = {10.1007/s11528-022-00802-0}, abstract = {Although digital personalized learning (DPL) is assumed to be beneficial for the student as well as the teacher, the implementation process of DPL tools can be challenging. Therefore, the aim of our study is to scrutinize teachers’ perceptions towards the implementation of DPL in the classroom. A total of 370 teachers from primary and secondary education (students aged 6–18 years old) were questioned through an online survey. An overview of descriptive results is presented regarding (1) teachers’ reported technology use, (2) their perceptions towards adaptivity and dashboards in DPL tools and (3) their expectations of support in view of implementing DPL. Based on a cluster analysis, three teacher clusters are distinguished. Results reveal all three clusters had positive perceptions towards DPL. Nevertheless, there is great variety in reported use of DPL tools.}, language = {en}, number = {2}, urldate = {2023-10-17}, journal = {TechTrends}, author = {Van Schoors, Rani and Elen, Jan and Raes, Annelies and Vanbecelaere, Stefanie and Depaepe, Fien}, month = mar, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-022-00802-0 2339240:9J7AXDVG 2405685:LATP7UQ7}, keywords = {Adaptive technology, Cluster analysis, Digital personalized learning, Educational technology, Teachers}, pages = {315--330}, } @techreport{simmons_sustainable_2023, type = {Rapid evidence review}, title = {Sustainable {Solutions} to {Rural} {Girls}’ {Education}: {A} {Rapid} {Evaluation} of {Lyra} in {Tanzania}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/44QCZAQ2}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Simmons, Hannah}, month = feb, year = {2023}, doi = {10.5281/zenodo.7642746}, note = {ZenodoArchiveID: 7642746 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7642746 ZenodoArchiveConcept: 7642745}, keywords = {\_r:AddedByZotZen}, } @techreport{noauthor_creating_2023, type = {Helpdesk {Response}}, title = {Creating a contextually relevant acceptable or responsible use policy}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/5N2ZQCCP}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, month = feb, year = {2023}, doi = {10.5281/zenodo.7521858}, note = {ZenodoArchiveID: 7521858 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7521858 ZenodoArchiveConcept: 7521857}, keywords = {\_r:AddedByZotZen}, } @techreport{noauthor_impact_2023, title = {The {Impact} of a {Tech}-{Supported}, {School}-{Based} {TCPD} {Model} on {Learning} {Outcomes} in {Tanzania}: {Research} tool pack}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/SEUDMIUE}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, month = jan, year = {2023}, doi = {10.5281/zenodo.7434218}, note = {ZenodoArchiveID: 7434218 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7434218 ZenodoArchiveConcept: 7434217}, keywords = {\_r:AddedByZotZen}, } @misc{world_bank_continuous_2023, title = {Continuous {Teacher} {Training} {Goes} {Nationwide} in {Tanzania}}, url = {https://www.worldbank.org/en/news/feature/2023/01/24/continuous-teacher-training-goes-nationwide-in-tanzania}, abstract = {A World Bank-funded program is piloting continuous professional development for primary school teachers in Tanzania.}, language = {en}, urldate = {2023-10-17}, journal = {World Bank}, author = {{World Bank}}, month = jan, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6CUKPF4H 2405685:RR47SXDT}, } @article{rebolledo_font_de_la_vall_exploring_2023, title = {Exploring the {Benefits} and {Challenges} of {AI}-{Language} {Learning} {Tools}}, volume = {10}, doi = {10.18535/ijsshi/v10i01.02}, abstract = {AI language learning tools are computer programs or software applications that use artificial intelligence (AI) algorithms to help users learn and improve their skills in a foreign language. These technologies have a lot of benefits, such as the ability to save time and speed up learning, to give students personalized learning experiences, and to help them learn about other cultures. In this study, the scientific literature was looked at to find out the pros, cons, opportunities, and challenges of using AI language learning tools, such as the need for more human interaction, the complexities of language in context, and the fact that training needs a lot of data. In the future, these AI tools could be used to make changes, like combining VR and AR, developing better algorithms for processing natural language, and using more advanced algorithms for adaptive learning. By addressing these problems and limitations, AI learning systems could become even more powerful and valuable tools for learning languages. Their integration is critical to improving the effectiveness and efficiency of learning user experience solutions.}, journal = {International Journal of Social Sciences and Humanities Invention}, author = {Rebolledo Font de la Vall, Roxana and Gonzalez Araya, Fabian}, month = jan, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.18535/ijsshi/v10i01.02 2405685:5DI6FYSP 2486141:SRGMXZD2}, pages = {7569--7576}, } @article{noauthor_understanding_2023, title = {Understanding {Teacher} {School} {Choice} {Preferences}: {What} {Matters} {Most} for {Teacher} {Deployment} in {Sierra} {Leone}?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/KAAC2B78}, doi = {10.53832/edtechhub.0171}, abstract = {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}, language = {en}, journal = {EdTech Hub Preprint}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6817992 10.53832/edtechhub.0171 2405685:KAAC2B78}, keywords = {\_r:AddedByZotZen}, } @techreport{akyeampong_cost-effective_2023, address = {London, Washington D.C., New York}, type = {Recommendations of the {Global} {Education} {Evidence} {Advisory} {Panel} ({GEEAP})}, title = {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?}, url = {https://thedocs.worldbank.org/en/doc/231d98251cf326922518be0cbe306fdc-0200022023/related/GEEAP-Report-Smart-Buys-2023-final.pdf}, institution = {FCDO, the World Bank, UNICEF, and USAID}, author = {Akyeampong, K and Andrabi, T and Banerjee, A and Banerji, R and Dynarski, S and Glennerster, R and Grantham-McGregor, S and Muralidharan, K and Piper, B and Ruto, S and Saavedra, J and Schmelkes, S and Yoshikawa, H}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XW55C644}, } @misc{amankwah_latest_2023, title = {The {Latest} {Tanzanian} {National} {Panel} {Survey} {Shows} {Progress} in {Education}}, url = {https://blogs.worldbank.org/opendata/latest-tanzanian-national-panel-survey-shows-progress-education}, abstract = {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...}, language = {en}, urldate = {2023-02-28}, author = {Amankwah, Akuffo and Palacius-Lopez, Amparo and Gul, Maryam}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WCFIJEQE 2405685:2HP9RXUH}, } @techreport{angrist_building_2023, address = {Cambridge, MA}, title = {Building {Resilient} {Education} {Systems}: {Evidence} from {Large}-{Scale} {Randomized} {Trials} in {Five} {Countries}}, shorttitle = {Building {Resilient} {Education} {Systems}}, url = {http://www.nber.org/papers/w31208.pdf}, language = {en}, number = {w31208}, urldate = {2023-10-09}, institution = {National Bureau of Economic Research}, author = {Angrist, Noam and Ainomugisha, Micheal and Bathena, Sai Pramod and Bergman, Peter and Crossley, Colin and Cullen, Claire and Letsomo, Thato and Matsheng, Moitshepi and Panti, Rene Marlon and Sabarwal, Shwetlena and Sullivan, Tim}, month = may, year = {2023}, doi = {10.3386/w31208}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w31208 2405685:AFKK5JK7}, pages = {w31208}, } @techreport{anonymised_for_peer_review_purposes_using_2023, type = {Preprint}, title = {Using {Technology} to {Improve} {Education} for {Marginalised} {Girls}: {Lessons} in implementation from the {Girls}’ {Education} {Challenge}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/V8CZHW5B}, abstract = {This article presents the findings of an in-depth study on the implementation of six EdTech-supported projects within the UK Government Foreign, Commonwealth and Development Office (FCDO)’s Girls’ Education Challenge portfolio, which aims to improve education for the world’s most marginalised girls. Using primary key informant interviews and secondary data from sampled projects, the study identifies the core components related to the implementation of EdTech within the sampled projects: evidence-informed design and delivery; building and maintaining relationships across and between stakeholders; comprehensive and continuous training and capacity development; and situating EdTech within a broader holistic model that prioritises gender inclusion to optimise implementation for marginalised girls. In doing so, the study provides key lessons for optimising the future implementation of EdTech for marginalised girls. Keywords: educational technology; girls’ education; programme implementation; Covid-19 An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {{Anonymised for Peer Review Purposes}}, year = {2023}, doi = {10.53832/edtechhub.0172}, note = {ZenodoArchiveID: 8116387 ZenodoArchiveConcept: 8116386 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8116387 10.53832/edtechhub.0172 2405685:V8CZHW5B}, keywords = {\_r:AddedByZotZen}, } @techreport{banerjee_2023_2023, title = {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}?}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099420106132331608/IDU0977f73d7022b1047770980c0c5a14598eef8}, abstract = {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? (English)}, language = {en}, urldate = {2023-10-10}, institution = {World Bank Group}, author = {Banerjee, Abhijit and Andrab, Tahir and Banerji, Rukmini and Dynarski, Susan and Glennerster, Rachel and Grantham-Mcgregor, Sally and Muralidharan, Karthik and Piper, Benjamin and Saavedra Chanduvi, Jaime and Yoshikawa, Hirokazu and Ruto, Sara and Schmelkes, Sylvia}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X7GEK8EA 2405685:J3TLG7EN}, } @techreport{beoku-betts_teacher_2023, type = {Policy briefing}, title = {Teacher {Deployment} in {Sierra} {Leone}: {Lessons} learnt and moving forward}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/M3D6NGR4}, abstract = {This report provides an overview of the teacher deployment process in Sierra Leone prior to and including 2022. Through interviews with key stakeholders in the Ministry of Basic and Senior Secondary Education (MBSSE) and the Teaching Service Commission (TSC), we look at lessons learnt from the deployment process and next steps for how teacher deployment can be implemented. Although there are a number of volunteer teachers in Sierra Leone, the TSC are aiming to increase the number of qualified teachers on the government payroll as well as retaining teachers in rural areas. It was noted that teachers from rural areas being put on the government payroll and deployed to rural schools are better placed to teach in rural schools than teachers moving from urban to rural areas. Hpwever, it is still challenging to find qualified teachers in these rural areas. The TSC want to look at how they can target teachers to take up rural positions, either through distance learning to gain the right qualifications or working with teacher training institutions (TTIs) to prioritise schools in rural areas for placement. Overall, the TSC want to use data as the basis for decision-making on deploying teachers equitably. Keywords Teacher deployment; teacher training; unqualified teachers; volunteer teachers; rural schools; data for decision-making An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Beoku-Betts, Iman}, year = {2023}, doi = {10.53832/edtechhub.0145}, note = {ZenodoArchiveID: 7521062 ZenodoArchiveConcept: 7521061 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7521062 10.53832/edtechhub.0145 2405685:M3D6NGR4}, keywords = {\_r:AddedByZotZen}, } @techreport{beoku-betts_investigating_2023, type = {Working {Paper}}, title = {Investigating the {Activity} {Levels} of {School} {Quality} {Assurance} {Officers} in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/AHVWDNGT}, abstract = {Since the launch of the Free Quality School Education (FQSE) Programme in 2018, the Sierra Leone Ministry of Basic and Senior Secondary Education (MBSSE) has prioritised the use of data for decision-making across several education reform programmes. Part of this vision has been to build systems to measure school quality through School Quality Assurance Officers (SQAOs) using data collection and feedback. This system includes using tools for teacher management, lesson observations, school improvement, and attendance monitoring. This report presents findings from qualitative research conducted in three districts in Sierra Leone. The aim is to provide the MBSSE and other partners with insights to understand the variation in and what is needed to maximise SQAO activity levels, increase principal engagement with digital tools, and support and promote quality visits to schools. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {51}, institution = {EdTech Hub}, author = {Beoku-Betts, Iman and {Leh Wi Lan}}, year = {2023}, doi = {10.53832/edtechhub.0154}, note = {ZenodoArchiveID: 7521375 ZenodoArchiveConcept: 7521374 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7521375 10.53832/edtechhub.0154 2405685:AHVWDNGT}, keywords = {\_r:AddedByZotZen}, } @techreport{buchel_under_2023, type = {Policy {Brief}}, title = {Under the {Hood} of an {EdTech} {Study} in {Kenya}: {Implementation} challenges, successes, and lessons learnt}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/XRGSHEUJ}, abstract = {In the years following a global pandemic that left 1.6 billion learners out of school, the global learning crisis has grown more urgent. Governments worldwide have sought technology-enabled education platforms that can support higher quality, resilient education systems. One cheap and easy tool for delivering remote educational support is basic mobile phones, which represent a potentially cost-effective and remote platform for adapting a range of proven pedagogical methods. To do so successfully, programme delivery should consider three key factors that include (1) careful training on delivering pedagogical methods in a phone setting, (2) Appropriate monitoring systems to ensure weekly delivery fidelity and, (3) an appropriate data and/or delivery infrastructure to enable programme monitoring. If done successfully, mobile phone programmes can present education ministries with an efficient delivery option for quality education at a fraction of the cost of higher-tech solutions. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Büchel, Konstantin and Crossley, Colin and Cullen, Claire and Letsomo, Thato}, year = {2023}, doi = {10.53832/edtechhub.0175}, note = {ZenodoArchiveID: 8370318 ZenodoArchiveConcept: 8370317 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8370318 10.53832/edtechhub.0175 2405685:XRGSHEUJ}, keywords = {\_r:AddedByZotZen}, } @book{castillo_edtech_2023, address = {Paris}, title = {Edtech and marginalization: scaling for learning equity}, shorttitle = {Edtech and marginalization}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000386100}, urldate = {2023-11-26}, publisher = {UNESCO GEM Background paper}, author = {Castillo, N. M. and Wagner, D and Alrawashde, G and Moog, C}, year = {2023}, doi = {10.54676/ZKZT2998}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GW9DLVYF 2405685:MWQ38NIE}, } @techreport{chachage_teacher_2023, title = {Teacher {Continuous} {Professional} {Development} in {Tanzania}: {Lessons} {Learnt}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/9WBV8KPN}, abstract = {This report shares the experience and learning from the activities carried out as part of the Government of Tanzania's efforts to operationalise its National Framework for Teacher Continuous Professional Development (TCPD), which shifts TCPD from discreet workshops to cost-effective, ongoing, school-based professional development. It is among the first of its kind at a national level, particularly in low- and middle-income country contexts. Through a collaborative and responsive approach of adaptive technical assistance and innovation, the EdTech Hub team supported Government of Tanzania partners in developing and implementing a technology-enhanced, school-based, national TCPD system. This report begins with an overview of the activities implemented and then consolidates reflection through nine lessons learnt that could help inform current and future thinking on the design, delivery, and funding of TCPD programming in Tanzania. The TCPD reflected in this report is specific to Tanzania's teaching and learning environment. While we recognise that environments can vary widely, even between countries with similar goals and objectives, the report also seeks to contribute to any current and future analyses that collate features of effective TCPD from around the world. Keywords: teacher professional development; teacher training; technology; learning management system; communities of learning; teacher needs assessment; An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Chachage, Kristeen and Thakrar, Jay}, year = {2023}, doi = {10.53832/edtechhub.0157}, note = {ZenodoArchiveID: 7677950 ZenodoArchiveConcept: 7677949 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7677950 10.53832/edtechhub.0157 2339240:RBNTBT7Z 2405685:9WBV8KPN 2405685:EGL4QHDZ}, keywords = {\_r:AddedByZotZen}, } @article{crawfurd_live_2023, title = {Live tutoring calls did not improve learning during the {COVID}-19 pandemic in {Sierra} {Leone}}, volume = {164}, issn = {03043878}, url = {https://linkinghub.elsevier.com/retrieve/pii/S030438782300069X}, doi = {10.1016/j.jdeveco.2023.103114}, language = {en}, urldate = {2023-10-09}, journal = {Journal of Development Economics}, author = {Crawfurd, Lee and Evans, David K. and Hares, Susannah and Sandefur, Justin}, month = sep, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2023.103114 2405685:D8BHBGK9}, pages = {103114}, } @techreport{cresswell_future_2023, type = {Working {Paper}}, title = {The {Future} of {EMIS}: {A} {Public} {Financial} {Management} {Perspective}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/4NSU75DR}, abstract = {Policymakers in low- and lower-middle-income countries are in a bind: while more complex EMIS designs may make processes more likely to fail following donor exit, simple EMIS designs do not provide enough information to track the effects of reforms and progress addressing the learning crisis. Even for basic measures, EMIS appear to generate inaccurate data in many cases. Reflections on EMIS implementation challenges point to demand and supply issues, with the former being the more important determinant for realising EMIS potential and their ongoing development. This paper considers demand and supply for EMIS from a public financial management (PFM) perspective. Keywords: public financial management, budgeting, digital, data governance, education An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Cresswell, Simon and Long, Cathal and Fraser, Alasdair}, year = {2023}, doi = {10.53832/edtechhub.0165}, note = {ZenodoArchiveID: 7335773 ZenodoArchiveConcept: 7335772 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7299806 10.5281/zenodo.7335773 10.53832/edtechhub.0165 2339240:LJTXPKUD 2405685:4NSU75DR 2405685:ABK6ZFI8 2405685:PFKAMFI6}, keywords = {\_r:AddedByZotZen}, } @techreport{espinoza-revollo_school--school_2023, type = {Working {Paper}}, title = {School-to-{School} {Mobility} {Patterns} and {Retention} {Rates} of {Payroll} {Teachers} in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/DE7XUSMJ}, abstract = {This report is one of several on the research project on the Impact of GIS-Supported Teacher Allocation in Sierra Leone. Recent studies from this series have shown that being put on the government payroll can incentivise teachers to relocate to remote areas of the country. There is a concern, however, that being put on the payroll does not necessarily ensure the retention of teachers in these areas and that teachers will soon move to locations they consider more favourable. As there is no data on teacher mobility patterns and schools’ teacher retention rates, policies tend to be based on anecdotal evidence. This paper aims to fill this evidence gap by exploring teachers’ school-to-school mobility trends and retention rates using the Annual School Census (ASC) data from 2015 to 2021. Using data on teachers’ individual characteristics, as well as geospatial location data of each school, the paper explores whether mobility patterns vary by teachers’ gender or qualifications and whether the teaching workforce is urbanising. While studies have looked at teacher retention, this study is the first in a low-income country to use school census data to create a panel dataset to study teachers’ movements and school retention rates over time. Keywords: teacher mobility; teacher retention rates; mobility patterns; teacher deployment; Sierra Leone; education An output of the EdTech Hub https://edtechhub.org}, language = {en}, number = {48}, institution = {EdTech Hub}, author = {Espinoza-Revollo, Patricia and Ali, Yusuf and Garrod, Oliver and Atherton, Paul and Mackintosh, Alisdair and Ramirez, Ana and Beoku-Betts, Iman and Haßler, Björn}, year = {2023}, doi = {10.53832/edtechhub.0143}, note = {ZenodoArchiveID: 7421516 ZenodoArchiveConcept: 7421515 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7421516 10.53832/edtechhub.0143 2405685:DE7XUSMJ}, keywords = {\_r:AddedByZotZen}, } @inproceedings{friedberg_can_2023, address = {Cham}, series = {Communications in {Computer} and {Information} {Science}}, title = {Can {A}/{B} {Testing} at {Scale} {Accelerate} {Learning} {Outcomes} in {Low}- and {Middle}-{Income} {Environments}?}, isbn = {978-3-031-36336-8}, doi = {10.1007/978-3-031-36336-8_119}, abstract = {On current trends the world will fail to reach the objectives set in the UN’s Sustainable Development Goals for Education by 2030 or even within the 21st century. Changing this trend will require a significant acceleration in learning outcomes. Digital personalised learning (DPL) tools are a potentially cost-effective intervention that can contribute to this acceleration. In particular, the continuous experimentation afforded by these tools through software A/B testing, has considerable potential to create compounding improvements in learning outcomes. This paper provides an overview of EIDU, an educational platform combining student focused DPL content with digital structured pedagogy programmes in public pre-primary schools in Kenya. Collection of student’s longitudinal unsupervised assessment data at scale creates the possibility of learning outcome focused A/B testing. This is a novel contribution to the development and research field as up until now this type of capability has largely been confined to students in high-income environments.}, language = {en}, booktitle = {Artificial {Intelligence} in {Education}. {Posters} and {Late} {Breaking} {Results}, {Workshops} and {Tutorials}, {Industry} and {Innovation} {Tracks}, {Practitioners}, {Doctoral} {Consortium} and {Blue} {Sky}}, publisher = {Springer Nature Switzerland}, author = {Friedberg, Aidan}, editor = {Wang, Ning and Rebolledo-Mendez, Genaro and Dimitrova, Vania and Matsuda, Noboru and Santos, Olga C.}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-031-36336-8\_119 2339240:EWGWHJXK 2405685:MYQJA7TD}, pages = {780--787}, } @techreport{government_of_malawi_building_2023, title = {Building {Educational} {Foundations} through {Innovation} \& {Technology} ({BEFIT}): {Malawi} {Scale}-{Up} {Program} {Overview}}, shorttitle = {Building {Educational} {Foundations} through {Innovation} \& {Technology} ({BEFIT})}, url = {https://www.imagineworldwide.org/updates/building-educational-foundations-through-innovation-technology-befit-malawi-scale-up-program-overview/}, language = {en-US}, urldate = {2023-06-22}, author = {{Government of Malawi}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VG6HFP8C 2405685:CHYEF38Q 2405685:GHJ6XWR4}, } @techreport{hasler_national_2023, type = {Working {Paper}}, title = {The {National} {Numeracy} {Programme} — {Outputs} {Register}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/RTUUCM73}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Haßler, Björn}, year = {2023}, doi = {10.5281/zenodo.7581622}, note = {ZenodoArchiveID: 7581622 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7581622 ZenodoArchiveConcept: 7581621}, keywords = {\_r:AddedByZotZen}, } @techreport{hasler_outputs_2023, title = {Outputs {Register}: {The} {Impact} of {GIS}-{Supported} {Teacher} {Allocation} in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/WXBISTFE}, abstract = {EdTech Hub, Fab Inc, and the Education Workforce Initiative have produced the outputs listed in this document as part of the EdTech Hub-commissioned research project on ‘GIS-supported teacher allocation in Sierra Leone’. This research project began in January 2022. This document lists all outputs produced under this project. All outputs are available to the public via the EdTech Hub Evidence Library. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Haßler, Björn and McBurnie, Chris and Beoku-Betts, Iman}, year = {2023}, doi = {10.53832/edtechhub.0164}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6396199 10.5281/zenodo.6472492 10.53832/edtechhub.0089 10.53832/edtechhub.0163 10.53832/edtechhub.0164 2129771:3J4TNGDZ 2339240:QAKR5YM8 2405685:9XJGEX5Z 2405685:NNBEHF4D 2405685:WXBISTFE}, keywords = {Author:OpenDevEd, HLR3, \_C:Sierra Leone SLE, \_r:AddedByZotZen}, } @techreport{hennessy_technology_2023, title = {Technology use in teacher preparation and professional development in low-and middle-income countries - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000386082}, language = {English}, number = {ED/GEMR/MRT/2023/P1/8}, urldate = {2023-10-19}, institution = {UNESCO}, author = {Hennessy, Sara and D'Angelo, Sophia and Koomar, Saalim and Kreimeia, Adam and Adam, Taskeen and Cao, Lydia and Haßler, Björn}, year = {2023}, note = {https://doi.org/10.54676/NJZV8067 KerkoCite.ItemAlsoKnownAs: 2339240:9URXV92S 2405685:UU8FCJCF}, pages = {81 pages}, } @techreport{hennessy_uzoefu_2023, type = {Muhtasari {Wa} {Sera} / {Policy} {Brief}}, title = {Uzoefu wa {Walimu} katika kufundisha kwa kutumia teknolojia nchini {Tanzania} {Mapendekezo} {Juu} ya {Sera} na {Utekelezaji}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/ECXPS38I}, abstract = {This is a Swahili version of the policy brief Teachers’ Experiences of Teaching With Technology in Tanzania: Recommendations for policy and practice published in October 2022. Muhtasari huu wa masuala ya kisera unatoa ripoti ya utafiti wa walimu nchini Tanzania (Julai-Novemba 2021) ambao EdTech Hub iliagiza HakiElimu kuufanya ili kuchangia taarifa itakayosaidia mchakato endelevu wa serikali kuleta mageuzi ya MEWAKA katika ngazi za shule na vituo vya walimu. Dodoso zilichukuliwa kutoka katika uchunguzi wa kihistoria wa kimataifa uliohusisha takriban walimu 20,000+ , kuhusu uzoefu na changamoto zao katika ufikiaji na matumizi ya EdTech, ufundishaji na ujifunzaji, na maendeleo ya kitaaluma katika mwaka 2021, iliyoripotiwa na timu kutoka T4 Education na EdTech Hub. Maneno muhimu: teknolojia ya elimu; matokeo ya kujifunza; mahitaji ya mwalimu; mafunzo endelevu ya taaluma ya ualimu; sauti ya mwalimu / Kauli ya mwalimu; ufikiaji wa teknolojia An output of the EdTech Hub, https://edtechhub.org}, language = {Swahili}, institution = {EdTech Hub}, author = {Hennessy, Sara and Koomar, Saalim and Kreimeia, Adam}, year = {2023}, note = {DOI 10.53832/edtechhub.0147 ZenodoArchiveID: 7652491 ZenodoArchiveConcept: 7652490 2405685:ECXPS38I KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8363989 10.53832/edtechhub.0174 2405685:ECXPS38I 2405685:MDC3E34G}, keywords = {\_r:AddedByZotZen}, } @article{huettemann_automated_2023, title = {Automated {Knowledge} {Extraction} from {IS} {Research} {Articles} {Combining} {Sentence} {Classification} and {Ontological} {Annotation}}, url = {https://aisel.aisnet.org/wi2023/86/}, urldate = {2023-11-28}, author = {Huettemann, Sebastian}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:APEG3W9C 2486141:M878DKL8}, keywords = {\_Added-ailr-2024, ⛔ No DOI found}, } @techreport{jordan_low-tech_2023, type = {Summary report}, title = {Low-tech personalised learning to improve girls' education in {Kenya}.}, copyright = {This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.}, urldate = {2023-02-19}, institution = {EdTech Hub and M-Shule}, author = {Jordan, K and Damani, K and Khagame, P and Mongeau, C and Mumbi, A and Myers, C and Njuguna, L and Otieno, J and Zhao, A}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M7HVSHJG 2405685:KN2IBMDV}, } @techreport{jordan_learners_2023, type = {Working paper}, title = {Learners and {Caregivers}' {Barriers} and {Attitudes} to {SMS}-based {Mobile} {Learning} in {Kenya}: {Key} findings from a telephone survey}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/FQV2DUEH}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Jordan, Katy and Damani, Kalifa and Myers, Christina and Khagame, Phoebe and Mumbi, Albina and Njuguna, Lydia}, year = {2023}, doi = {10.53832/edtechhub.0162}, note = {ZenodoArchiveID: 7689021 ZenodoArchiveConcept: 7689020 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7689021 10.53832/edtechhub.0162 2405685:FQV2DUEH 2405685:JV87UGDX}, keywords = {\_r:AddedByZotZen}, } @article{kalil_nudging_2023, title = {Nudging or {Nagging}? {Conflicting} {Effects} of {Behavioral} {Tools}}, issn = {1556-5068}, shorttitle = {Nudging or {Nagging}?}, url = {https://www.ssrn.com/abstract=4318177}, doi = {10.2139/ssrn.4318177}, language = {en}, urldate = {2024-02-15}, journal = {SSRN Electronic Journal}, author = {Kalil, Ariel and Liu, Haoxuan and Mayer, Susan and Rury, Derek and Shah, Rohen}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4318177 2339240:HNT2VXJ7 2405685:5FJWAQY9}, } @article{lemire_evolution_2023, title = {The evolution of systematic evidence reviews: {Past} and future developments and their implications for policy analysis}, volume = {51}, issn = {1555-5623, 1747-1346}, shorttitle = {The evolution of systematic evidence reviews}, url = {https://onlinelibrary.wiley.com/doi/10.1111/polp.12532}, doi = {10.1111/polp.12532}, abstract = {Abstract Evidence reviews are widely used to summarize findings from existing studies and, as such, are an important base for policy analysis. Over the past 50 years, three waves of evidence reviews have emerged: (1) the meta‐analysis wave, (2) the mixed‐methods synthesis wave, and (3) the core components wave. The present article first describes these waves and reflects on the benefits and limitations of each wave in the context of policy analysis. Informed by this historical account, the article then identifies and discusses three trends that are likely to influence future directions of evidence reviews: (1) using data science tools, (2) embedding an equity focus, and (3) translating research into practice. The concluding discussion connects these developments to public policy, identifying how evidence from systematic evidence reviews informs—or could better inform—policy decisions. Related Articles Nunes Silva, Carlos. 2012. “Policy and Evidence in a Partisan Age: The Great Disconnect—By Paul Gary Wyckoff.” Politics \& Policy 40(3): 541–43. https://doi.org/10.1111/j.1747‐1346.2012.00363.x . Sinclair, Thomas A. P. 2006. “Previewing Policy Sciences: Multiple Lenses and Segmented Visions.” Politics \& Policy 34(3): 481–504. https://doi.org/10.1111/j.1747‐1346.2006.00025.x . Smith‐Walter, Aaron, Holly L. Peterson, Michael D. Jones, and Ashley Nicole Reynolds Marshall. 2016. “Gun Stories: How Evidence Shapes Firearm Policy in the United States.” Politics \& Policy 44(6): 1053–88. https://doi.org/10.1111/polp.12187 . , La evolución de las revisiones sistemáticas de evidencia: Desarrollos pasados y futuros y sus implicaciones para el análisis de políticas Las revisiones de evidencia se utilizan ampliamente para resumir los hallazgos de estudios existentes y, como tales, son un tipo importante de análisis de políticas. En los últimos 50 años, han surgido tres oleadas de revisiones de evidencia: (1) la oleada de metanálisis, (2) la oleada de síntesis de métodos mixtos y (3) la oleada de componentes centrales. El presente artículo primero describe estas oleadas y reflexiona sobre los beneficios y limitaciones de cada oleada en el contexto del análisis de políticas. Basado en este relato histórico, el artículo luego identifica y analiza tres tendencias que probablemente influirán en las direcciones futuras de las revisiones de evidencia: (1) usar herramientas de ciencia de datos, (2) incorporar un enfoque de equidad y (3) traducir la investigación a la práctica. La discusión final conecta estos desarrollos con la política pública, identificando cómo la evidencia de las revisiones sistemáticas de evidencia informa, o podría informar mejor, las decisiones de política. , 系统性证据审查的演变:过去和未来的发展及其对政策分析的影响 证据审查被广泛用于总结现有研究结果,因此是一种重要的政策分析类型。过去50年里,出现了三次证据审查浪潮,即荟萃分析、混合方法综合、以及核心组分法。本文首先描述了这三种方法,并在政策分析情境下反思了每种方法的优势和局限性。根据这一历史叙述,本文随后识别并探讨了可能影响证据审查未来方向的三种趋势:(1)使用数据科学工具,(2)嵌入公平视角,(3)将研究转化为实践。结论将这些发展与公共政策相联系,识别了来自系统性证据审查的证据如何影响政策决策(或如何能更好地影响政策决策)。}, language = {en}, number = {3}, urldate = {2023-11-28}, journal = {Politics \& Policy}, author = {Lemire, Sebastian and Peck, Laura R. and Porowski, Allan}, month = jun, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/polp.12532 2405685:HNC2CICS 2486141:KBTHBHWM 2486141:U8BG8VRZ}, keywords = {\_Added-ailr-2024, análisis de políticas, componentes básicos, core components, evidence review, meta-analysis, metanálisis, mixed methods, métodos Mixtos, policy analysis, research synthesis, revisión de evidencia, revisión sistemática, systematic review, síntesis de Investigación, 政策分析, 核心组分, 混合方法, 研究综合, 系统性综述, 荟萃分析, 证据审查}, pages = {373--396}, } @article{lurvink_introduction_2023, title = {Introduction of an {EdTech} intervention to support learning of foundational skills in {Sierra} {Leone}: policy, teacher, and community perspectives}, volume = {8}, url = {https://www.frontiersin.org/articles/10.3389/feduc.2023.1069857/full#h1}, doi = {10.3389/feduc.2023.1069857}, abstract = {Background: Like many other countries, Sierra Leone faces significant challenges with primary education resulting in many children leaving primary school without acquiring basic foundational skills. To address these challenges, an educational technology (EdTech) intervention was implemented in 20 primary schools located in two marginalized districts in Sierra Leone. While this EdTech intervention has been shown to raise learning outcomes, little is known about the impacts on the broader education ecosystem. This paper investigates how this EdTech intervention might address some the challenges faced with primary education in Sierra Leone, by examining policy, teacher, and community perspectives. Method: A mixed methods approach was employed which included a policy mapping exercise, a survey of teachers training needs in supporting the development of foundational skills with grade 1 learners, an interview with teachers after they had delivered the EdTech intervention to garner their perceptions and experiences of using the technology in their class, and focus groups with teachers and other community members to gain insights into how the EdTech intervention had been received. Results: Findings from the policy mapping exercise and quantitative data from the survey of teacher training needs were triangulated with qualitative data from the interviews and focus groups. Four key themes emerged relating to the effective and sustained use of this EdTech intervention to support the acquisition of foundational skills by primary school children in Sierra Leone: (1) the need for continued teacher professional development, (2) the use of English as the language of instruction, (3) access to the technology by children with special educational needs and disabilities (SEND), and (4) the importance of active community engagement in supporting the intervention. Discussion: Collectively, results indicated that the EdTech intervention employed in this study aligned well to the education policy in Sierra Leone. Enhanced teacher training is needed, especially in using English as the language of instruction, and continued community engagement is essential for scaling the intervention effectively and ensuring that all children, including those with SEND, access the technology at primary school. These results have implications for other EdTech intervention deployed in resource-poor settings to enhance learning of foundational skills.}, journal = {Frontiers in Education}, author = {Lurvink, Anne-Fleur and Pitchford, Nicola J.}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J83HRBE6 2405685:BTDXQFJ9}, } @techreport{major_randomised_2023, type = {Methodology publication}, title = {Randomised {Controlled} {Trial} {Protocol}: {Digital} personalised learning to improve literacy and numeracy outcomes in {Kenyan} classrooms}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/JNH4277Z}, abstract = {This protocol provides a detailed overview of a cluster-randomised controlled trial (RCT) being undertaken in pre-primary schools in Kenya. The RCT seeks to rigorously investigate the impact of a classroom-integrated digital personalised learning (DPL) tool on early grade numeracy and literacy learning outcomes. The protocol is being disseminated prior to endline data analysis to promote transparency and a comprehensive understanding of the RCT approach and design. Keywords: digital personalised learning; DPL; Randomised controlled trial; RCT; research methodology; learning outcomes; Kenya An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Major, Louis and Daltry, Rebecca and Otieno, Mary and Otieno, Kevin and Zhao, Annette and Hinks, Jessica and Sun, Chen and Friedburg, Aidan}, year = {2023}, doi = {10.53832/edtechhub.0176}, note = {ZenodoArchiveID: 8354887 ZenodoArchiveConcept: 8354886 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8354887 10.53832/edtechhub.0176 2405685:JNH4277Z}, keywords = {\_r:AddedByZotZen}, } @incollection{major_dialogic_2023, title = {A dialogic design-based research partnership approach: developing close-to-practice educational technology theory in {Kenya} ({Forthcomming})}, abstract = {Design-based research (DBR) has promise for investigating educational technology in low- and middle-income contexts. However, DBR is implemented infrequently in such settings, highlighting a need for guidance on implementation. This chapter critically reflects on innovative DBR involving Kenyan teachers and research partners over two years. This focused on the iterative evaluation of a ‘digital personalised learning’ tool to improve its integration into classroom practice. This DBR promoted teacher-researcher engagement through adopting a dialogue-informed 'intermediate theory building' framework, bridging the theory-practice gap. Additionally, it enhanced inclusivity by broadening the concept of partnership through an ‘integrated’ approach. Lessons learned and practical implications are highlighted. Outcomes establish a novel foundation for applying DBR to enhance educational technology for marginalised learners.}, booktitle = {Global {Perspectives} on {Teaching} with {Technology}: {Theories}, {Case} {Studies} and {Integration} {Strategies}}, author = {Major, Louis and Daltry, Rebecca and Rahman, Asad and Plaut, Daniel and Otieno, Mary and Otieno, Kevin}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZWZ4VVZD 2405685:EJWQSZTI}, } @misc{malawi_moe_building_2023, title = {Building {Education} {Foundations} through {Innovation} \& {Technology}: {Malawi} {Scale}-up {Program} {Overview}}, url = {https://www.imagineworldwide.org/wp-content/uploads/Malawi-Project-Overview-General-2-27-23.pdf}, author = {Malawi MoE}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J8T5KC5S 2405685:U5E6UYNQ}, } @misc{malawi_moe_building_2023, title = {Building {Education} {Foundations} through {Innovation} \& {Technology}: {Malawi} {Scale}-up {Program} {Overview}}, url = {https://www.imagineworldwide.org/wp-content/uploads/Malawi-Project-Overview-General-2-27-23.pdf}, author = {Malawi MoE}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J8T5KC5S 2405685:U5E6UYNQ}, } @techreport{mazari_learning_2023, type = {Technical {Report}}, title = {Learning continuity in response to climate emergencies: {Pakistan}'s 2022 floods}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/42XI4RCK}, abstract = {Building on EdTech Hub's preliminary insights, this extended resource explores Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders in identifying scalable and feasible ways of using EdTech in response to Pakistan’s 2022 floods and improving learning responses in future climate emergencies. We identified these approaches by interviewing flood-affected parents and teachers, government education officers, development partners, local NGOs, and international experts in education in emergencies. We find that during the different phases of response to the emergency, communities’ needs and infrastructural realities keep changing. However, existing responses to support learning have not been able to address these needs at scale. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Mazari, Haani and Baloch, Imdad and Thinley, Sangay and Radford, Kate and Kaye, Tom and Perry, Freya}, year = {2023}, doi = {10.53832/edtechhub.0135}, note = {ZenodoArchiveID: 7334016 ZenodoArchiveConcept: 7334015 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7334016 10.5281/zenodo.7716210 10.53832/edtechhub.0135 2405685:42XI4RCK 2405685:EQ454TF3 2405685:QEMBQCJ6}, keywords = {\_r:AddedByZotZen}, } @article{mchenry_current_2023, title = {The current landscape and future of tablet-based cognitive assessments for children in low-resourced settings}, volume = {2}, url = {https://journals.plos.org/digitalhealth/article?id=10.1371/journal.pdig.0000196}, doi = {10.1371/journal.pdig.0000196}, number = {2}, urldate = {2023-11-26}, journal = {PLOS digital health}, author = {McHenry, Megan S. and Mukherjee, Debarati and Bhavnani, Supriya and Kirolos, Amir and Piper, Joe D. and Crespo-Llado, Maria M. and Gladstone, Melissa J.}, year = {2023}, note = {Publisher: Public Library of Science San Francisco, CA USA}, pages = {e0000196}, } @techreport{nicolai_edtech_2023, type = {Working {Paper}}, title = {{EdTech} {Evidence} {From} {Covid}-19 {Response}: {A} thematic review of primary research from {Bangladesh}, {Ghana}, {Kenya}, {Pakistan} and {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/K5BJUBRE}, abstract = {To better understand the use of EdTech interventions as part of response to the Covid-19 pandemic, EdTech Hub commissioned ten small-scale research studies in five low- and middle-income countries: Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone. This paper includes insight into research methodologies across these studies, with particularly interesting findings on how EdTech effectiveness is being measured. A semi-structured thematic analysis further provides insights in relation to four main user groups of learners, girls, teachers, and parents and caregivers and points to a series of cross-cutting factors that are important for EdTech interventions in low-resource settings. An overarching takeaway centres on the fact that having technology in place is a small part of EdTech effectiveness, with wider teaching and learning ecosystems accompanying EdTech deserving more attention. Overall, the studies reveal a symbiotic relationship between people and technology, reinforcing that EdTech works best when users are involved across design, iteration, awareness building, and engagement. Keywords: EdTech, Covid-19, digital, education, learning, remote An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {49}, institution = {EdTech Hub}, author = {Nicolai, Susan and Jefferies, Kate and Stepanek Lockhart, Ashley}, year = {2023}, doi = {10.53832/edtechhub.0114}, note = {ZenodoArchiveID: 7074857 ZenodoArchiveConcept: 7074856 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6326179 10.5281/zenodo.7074857 10.53832/edtechhub.0114 2405685:K5BJUBRE 2405685:REW8F5TJ 2405685:U6G7C62D}, keywords = {\_r:AddedByZotZen}, } @techreport{nicolai_raising_2023, type = {Technical report {Phase} 1 {Final} {Report}}, title = {Raising {Readers}: {Can} mobile technology enable {Kenyan} schools to improve parent and carer engagement in reading with their children?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/N2E79MUD}, abstract = {Deploying design-based, mixed-methods research, the study Raising Readers (Phase 1) explores how technology can be best used to strengthen parent and carer engagement with children’s reading in Kenya. In close collaboration with Worldreader, a digital reading organisation, five co-designed modalities (parental training, feedback loops, nudges/messaging, incentives, and reading celebrations) were tested in 14 schools across Nairobi and Kiambu counties over 12 weeks in 2022. The intervention helped to assess the potential of the different modalities in facilitating parental/carer engagement around children’s reading using the BookSmart app. As measured by average reading time, intervention groups showed higher engagement using BookSmart than the control group. ‘Incentives’ led with 39 hours 29 minutes average reading time per school over 12 weeks, followed by ‘reading celebrations’ with 24 hours 13 minutes. ‘Feedback loops’ and ‘training’ had comparable levels (10 hours, 28 minutes, and 9 hours, 27 minutes per school, respectively). ‘Messaging / nudges’ had the lowest engagement (5 hours 57 minutes versus 3 hours 2 minutes in the control group). Parental/carer knowledge, attitudes, and practices supporting their child's reading improved with the interventions. Findings of Phase 1 were used to inform the design of Phase 2. Keywords: Education, app, reading, school, child, Kenya An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Nicolai, Susan and Khan, Amina and Kartha, Ashwati and Bapna, Akanksha and Kamninga, Tony}, year = {2023}, doi = {10.53832/edtechhub.0173}, note = {ZenodoArchiveID: 8208265 ZenodoArchiveConcept: 8208264 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8208265 10.53832/edtechhub.0057 10.53832/edtechhub.0173 2405685:47KMRR48 2405685:N2E79MUD}, keywords = {\_r:AddedByZotZen}, } @techreport{otieno_use_2023, type = {{EdTech} {Hub} {Working} {Paper}}, title = {The {Use} of {Technology} to {Promote} {Equity} and {Inclusion} in {Education} in {North} and {Northeast} {Kenya}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/GS45WQWR}, abstract = {Kenya has been lauded as having one of the most progressive and effective education systems in Africa. Significant investments in education funding, innovative technology-enabled approaches to improve teaching and learning, and committed leadership make Kenya an example for neighbours and others across the world. However, at a sub-national level, significant variances in education access and quality arise. While many improvements have been made to participation, quality, equity, and inclusion in education in Kenya, there are persistent disparities in access and outcomes for rural learners, girls, learners with disabilities, and other vulnerable populations. The North and Northeastern (N/NE) counties of Kenya are where some of the greatest disparities exist. Our research examines the context of N/NE Kenya to understand why these disparities exist, and how technology can play a role in increasing equity and inclusion in education in the region. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {52}, institution = {EdTech Hub}, author = {Otieno, Jennifer and Kaye, Tom and Mbugua, Wanjiku}, year = {2023}, doi = {10.53832/edtechhub.0159}, note = {ZenodoArchiveID: 7781293 ZenodoArchiveConcept: 7781292 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7781293 10.53832/edtechhub.0159 2405685:GS45WQWR}, keywords = {\_r:AddedByZotZen}, } @techreport{otieno_collaboration_2023, type = {Position paper}, title = {Collaboration to {Realise} {Kenya}’s {National} {Learning} {Goals} through {EdTech}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/A76IFCAT}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Otieno, Jennifer and Omuthe, Ronald and Ampofo, Rudolph}, year = {2023}, doi = {10.53832/edtechhub.0179}, note = {ZenodoArchiveID: 10340063 ZenodoArchiveConcept: 10340062 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.10340063 10.53832/edtechhub.0179 2405685:A76IFCAT}, keywords = {\_r:AddedByZotZen}, } @misc{pitchford_personal_2023, title = {Personal communication: {Research} on solar-power projector {DPL} implementation in {Malawi}}, author = {Pitchford, Nicola J.}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KKKZIMMM 2405685:XW8TKKQ5}, } @techreport{rahman_using_2023, type = {Technical {Report}}, title = {Using evidence in practice when there is high uncertainty on what works}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/8VUZEK29}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rahman, Asad and Simpson, Lea and Wilkinson, James and Kuria, Catherine and Kably, Nathan and Plaut, Daniel and Tanweer, Rabia and Mbugua, Ciku}, year = {2023}, doi = {10.53832/edtechhub.0158}, note = {ZenodoArchiveID: 7645994 ZenodoArchiveConcept: 7645993 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7645994 10.53832/edtechhub.0158 2405685:8VUZEK29}, keywords = {\_r:AddedByZotZen}, } @article{reason_breaking_2023, title = {Breaking {Through} {Limitations}: {Enhanced} {Systematic} {Literature} {Reviews} {With} {Large} {Language} {Models}}, volume = {464}, shorttitle = {Breaking {Through} {Limitations}}, url = {https://www.ispor.org/docs/default-source/euro2023/isporeurope23-reason--msr46poster30102023vfinal132992-pdf.pdf?sfvrsn=9cbf28b7_0}, urldate = {2023-11-28}, journal = {Population}, author = {Reason, Tim and Langham, Julia and Gimblett, Andy and Malcolm, Bill and Klijn, Sven}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CBPEMXNV 2486141:ELIALEJV}, keywords = {\_Added-ailr-2024, ⛔ No DOI found}, pages = {25--0}, } @techreport{rui_edtech_2023, type = {Rapid evidence review}, title = {Edtech in {Malawi}: {A} {Rapid} {Scan}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/NMJMENAG}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rui, Tingting}, year = {2023}, doi = {10.53832/edtechhub.0152}, note = {ZenodoArchiveID: 7314047 ZenodoArchiveConcept: 7314046 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7314047 10.53832/edtechhub.0152 2405685:NMJMENAG}, keywords = {\_r:AddedByZotZen}, } @techreport{rui_mapping_2023, type = {Helpdesk {Response}}, title = {Mapping {National} {Digital} {Learning} {Platforms}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/HPWRQP7M}, abstract = {This report presents findings from a global mapping exercise of 471 national digital platforms across 184 countries that was conducted by EdTech Hub following a Helpdesk request from UNICEF. The mapping exercise focused on examining three key areas of availability, usability, and inclusivity of national digital learning platforms. The study found that 32\% of identified national digital learning platforms no longer exist, have not been updated since 2020, or have links that do not work. Only 30\% of platforms offer offline functionality. Eighty-five per cent of platforms were accessible on a basic smartphone. This report serves as a snapshot in time of national digital learning platforms around the world. Future mapping exercises and reports may be carried out to expand on this work. Keywords: platforms, digital, learning, mobile, mapping, offline An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {45}, institution = {EdTech Hub}, author = {Rui, Tingting and Chuang, Rachel and Thinley, Sangay and AlSheikh Theeb, Thaer and Villavicencio, Xuzel and {Hasiniavo. Rasolohery}}, year = {2023}, doi = {10.53832/edtechhub.0109}, note = {ZenodoArchiveID: 6980271 ZenodoArchiveConcept: 6980270 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6980271 10.53832/edtechhub.0109 2405685:HPWRQP7M}, keywords = {\_r:AddedByZotZen}, } @techreport{rui_mapping_2023, type = {Helpdesk response}, title = {Mapping {National} {Digital} {Learning} {Platforms}: {Full} {Dataset}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/SPWJF5UR}, abstract = {The dataset provided here as a link to a spreadsheet presents raw data from a global mapping exercise of 471 national digital platforms across 184 countries conducted by EdTech Hub as part of a Helpdesk request from UNICEF. The mapping exercise examined three key areas of availability, usability, and inclusivity of national digital learning platforms. Analysis from the dataset was used to generate a report on national digital learning platforms. The datasheet includes the authors’ organisation of the dataset under key indicators. Readers can use the datasheet to replicate or conduct their own analysis. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {45a}, institution = {EdTech Hub}, author = {Rui, Tingting and Chuang, Rachel and Thinley, Sangay and AlSheikh Theeb, Thaer and Villavicencio, Xuzel and Hasiniavo, Rasolohery}, year = {2023}, doi = {10.53832/edtechhub.0178}, note = {ZenodoArchiveID: 10256767 ZenodoArchiveConcept: 10256766 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.10256767 10.53832/edtechhub.0178 2405685:SPWJF5UR}, keywords = {\_r:AddedByZotZen}, } @article{saeidmehr_systematic_2023, title = {Systematic {Review} using a {Spiral} approach with {Machine} {Learning}}, url = {https://www.researchsquare.com/article/rs-2497596/latest}, doi = {10.21203/rs.3.rs-2497596/v1}, abstract = {With the accelerating growth of the academic corpus, doubling every nine years, machine learning is a promising avenue to make systematic review manageable. Though several notable advancements have already been made, the incorporation of machine learning is less than optimal, still relying on a sequential, staged process designed to accommodate a purely human approach, exemplified by PRISMA. Here, we test a spiral, alternating or oscillating approach, where full-text screening is done intermittently with title/abstract screening, which we examine in three datasets by simulation under 360 conditions comprised of different algorithmic classifiers, feature extractions, prioritization rules, data types, and information provided (e.g., title/abstract, full-text included). Overwhelmingly, the results favored a spiral processing approach with Logistic Regression, TF-IDF for vectorization, and Maximum Probability for prioritization. Results demonstrate up to a 90\% improvement over traditional machine learning methodologies, especially for databases with fewer eligible articles. With these advancements, the screening component of most systematic reviews should remain functionally achievable for another one to two decades.}, urldate = {2023-11-28}, author = {Saeidmehr, Amirhossein and Steel, Piers and Samavati, Faramarz}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-2497596/v1 2405685:RINZQERU 2486141:SJ799IB8}, keywords = {\_Added-ailr-2024}, } @article{sarin_text_2023, title = {Text classification using deep learning techniques: a bibliometric analysis and future research directions}, shorttitle = {Text classification using deep learning techniques}, url = {https://www.emerald.com/insight/content/doi/10.1108/BIJ-07-2022-0454/full/html}, doi = {10.1108/BIJ-07-2022-0454}, urldate = {2023-11-28}, journal = {Benchmarking: An International Journal}, author = {Sarin, Gaurav and Kumar, Pradeep and Mukund, M.}, year = {2023}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/BIJ-07-2022-0454 2405685:9AAKZ7EL 2486141:J6KNBKMH 2486141:KMNV7QKL}, keywords = {Bibliometric analysis, Classification, Data mining, Deep learning, Text analytics, \_Added-ailr-2024}, } @misc{save_the_children_idela_about_2023, title = {About {IDELA}}, url = {https://idela-network.org/about/}, urldate = {2023-09-22}, journal = {IDELA}, author = {Save the Children, IDELA}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E2PD2ZUF 2405685:YP77AGZ8}, } @article{selwyn_digital_2023, title = {Digital degrowth: toward radically sustainable education technology}, issn = {1743-9884}, shorttitle = {Digital degrowth}, url = {https://doi.org/10.1080/17439884.2022.2159978}, doi = {10.1080/17439884.2022.2159978}, abstract = {This paper outlines how ideas of ‘degrowth’ might be used to reimagine sustainable forms of education technology. In essence, degrowth calls for a proactive renewal of technology use around goals of voluntary simplicity and slowing-down, community-based coproduction and sharing, alongside conscious minimalization of resource consumption. The paper considers how core degrowth principles of conviviality, commoning, autonomy and care have been used to develop various forms of ‘radically sustainable computing’. The paper then suggests four ways in which degrowth principles might frame future thinking around education technology in terms of: (i) curtailing current manipulative forms of education technology, (ii) bolstering existing convivial forms of education technology; (iii) stimulating the development of new convivial education technologies; and (iv) developing digital technologies to achieve the eventual de-schooling of society. It is concluded that mobilisation of these ideas might support a much-needed reorientation of digital technology in education along low-impact, equitable lines.}, number = {0}, urldate = {2023-11-06}, journal = {Learning, Media and Technology}, author = {Selwyn, Neil}, year = {2023}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/17439884.2022.2159978 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2022.2159978 2339240:UK94S6MG 2405685:UUGQ439A}, keywords = {Degrowth, Illich, digital, education, sustainability}, pages = {1--14}, } @techreport{simmons_bringing_2023, type = {Country summaries and case studies}, title = {Bringing {Digital} {Learning} to {Rural} {Schools}: {A} {Rapid} {Evaluation} of {Lyra} in {Africa}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/72C3RUZ7}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Simmons, Hannah}, year = {2023}, doi = {10.53832/edtechhub.0174}, note = {ZenodoArchiveID: 8391601 ZenodoArchiveConcept: 8391600 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7857255 10.5281/zenodo.8391601}, keywords = {\_r:AddedByZotZen}, } @article{spillias_human-ai_2023, title = {Human-{AI} {Collaboration} to {Identify} {Literature} for {Evidence} {Synthesis}}, url = {https://www.researchsquare.com/article/rs-3099291/latest}, doi = {10.21203/rs.3.rs-3099291/v1}, abstract = {Systematic approaches to evidence synthesis can improve the rigour, transparency, and replicability of a traditional literature review. However, these systematic approaches are time and resource intensive. We evaluate the ability of OpenAI’s ChatGPT to undertake two initial stages of evidence syntheses (searching peer-reviewed literature and screening for relevance) and develop a novel collaborative framework to leverage the best of both human and AI intelligence. Using a scoping review of community-based sheries management as a case study, we nd that with substantial prompting, the AI can provide critical insight into the construction and content of a search string. Thereafter, we evaluate ve strategies for synthesising AI output to screen articles based on prede ned inclusion criteria. We nd low omission rates ({\textless} 1\%) of relevant literature by the AI are achievable, which is comparable to that of human screeners. These ndings show that generalised AI tools can assist reviewers with evidence synthesis to accelerate the implementation and improve the reliability of a review.}, urldate = {2023-11-28}, author = {Spillias, Scott and Tuohy, Paris and Andreotta, Matthew and Annand-Jones, Ruby and Boschetti, Fabio and Cvitanovic, Christopher and Duggan, Joe and Fulton, Elizabeth and Karcher, Denis and Paris, Cecile}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-3099291/v1 2405685:CCUCADRD 2486141:AHW2MJ6E}, keywords = {\_Added-ailr-2024}, } @techreport{tailor_exploring_2023, type = {Working {Paper}}, title = {Exploring the {Relationship} {Between} {Teachers}’ {Use} of {Technology} {During} the {Covid}-19 {Pandemic} in {India} and {Their} {Perspectives} on {Students}’ {Motivation} to {Learn}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/D7VXZW6I}, abstract = {During the Covid-19 pandemic, a wealth of research emerged to quantify student learning and the accessibility of technology for learners. However, existing evidence highlights that access to technology did not equate to learning, yet few studies have investigated the underlying reasons behind this. As a correlating factor of learning achievement, this report investigates student motivation to learn, as perceived by teachers, and how this may have been influenced by their use of remote technologies during the pandemic. It elucidates the perspectives of teachers working remotely during the pandemic by presenting a secondary data analysis using the world’s largest teacher survey post-Covid-19 (the T4 teacher survey). It complements these findings with qualitative data gathered from eight teachers and education practitioners in India via an online focus group. Results from this study imply that teachers’ pedagogy was more important for student learning motivation than their use of technology and confirmed that more frequent interaction between teachers and students or parents can increase teacher perceptions of student learning motivation. Findings also suggest that student learning motivation may have significantly depended on the continued development of academic and socio-emotional skills. These findings have practical implications for improving remote learning and blended learning environments and for addressing the salient issue of rote learning in India. Keywords: student motivation, technology, learning loss, Covid-19, digital pedagogy, self-determination theory An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {53}, institution = {EdTech Hub}, author = {Tailor, Kavita and Hennessy, Sara and Jordan, Katy}, year = {2023}, doi = {10.53832/edtechhub.0144}, note = {ZenodoArchiveID: 7373033 ZenodoArchiveConcept: 7373032 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7373033 10.53832/edtechhub.0144 2405685:499UU2BN 2405685:D7VXZW6I}, keywords = {\_r:AddedByZotZen}, } @techreport{tanweer_testing_2023, type = {Sandbox {Sprint} {Review}}, title = {Testing {EdTech} {Interventions} in {Bandarban}: {Key} {Findings} from the {EdTech} {Hub} {Sandbox}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/V4EVQ39I}, abstract = {The Covid-19 pandemic has catalysed the need for technology-enhanced education globally. This is no different in Bangladesh, where the Education Section of the UNICEF Bangladesh Country Office is seeking a better understanding of the role and potential of EdTech to improve numeracy skills among the most marginalised learners. In efforts to do this, UNICEF Bangladesh partnered with EdTech Hub to in which EdTech interventions contribute the most to numeracy learning for marginalised learners in Bangladesh. This was explored through a sandbox in Bandarban, a remote region in South-Eastern Bangladesh. This report synthesises the evidence generated from this EdTech Hub sandbox. While further research is needed, its findings suggest that multimedia classrooms, which were found to be present and functioning in most schools in the region, are a promising intervention. Their effectiveness and implementation are worthwhile avenues for further research. Keywords: Bangladesh, Low connectivity/electricity, rural, marginalised learners, blended learning, tablets An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Tanweer, Rabia and Plaut, Daniel and Datta, Rupa and Nashtaran, Trishia and Rahman, Asad and Ahmed, Shakil and Fazly, BMRabbi and Hoque, Rashedul and Moon, NurunNahar and Afroze, Sadia}, year = {2023}, doi = {10.53832/edtechhub.0146}, note = {ZenodoArchiveID: 7591685 ZenodoArchiveConcept: 7591684 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7591685 10.53832/edtechhub.0146 2405685:J8IB7LVG 2405685:V4EVQ39I}, keywords = {\_r:AddedByZotZen}, } @techreport{tanweer_building_2023, type = {Helpdesk {Response}}, title = {Building an {Acceptable} {Use} {Policy}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/6E2WK46K}, abstract = {Acceptable use policies (AUPs) aim to define how digital and technological tools and services (both devices and ICT services) should be used in or by education systems and actors. These policies address the rights, privileges, responsibilities, and ramifications associated with the use of technology in education spaces and for educational purposes. In doing so, AUPs attempt to promote good practice and responsible, safe use of the internet and digital technologies. This brief uses global examples of AUP policies and guidance on the development of AUPs to outline best practices and key considerations for the development of AUPs. Keywords: EdTech usage; acceptable use policy; tablets; laptops; desktop computers; EdTech hardware; EdTech software. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Tanweer, Rabia and Wyss, Natalie}, year = {2023}, doi = {10.53832/edtechhub.0161}, note = {ZenodoArchiveID: 7754059 ZenodoArchiveConcept: 7754058 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7754059 10.53832/edtechhub.0161 2405685:6E2WK46K}, keywords = {\_r:AddedByZotZen}, } @article{teijema_large-scale_2023, title = {Large-{Scale} {Simulation} {Study} of {Active} {Learning} models for {Systematic} {Reviews}}, url = {https://files.de-1.osf.io/v1/resources/2w3rm/providers/osfstorage/6542e2222827451abdb86f7b?action=download&direct&version=1}, doi = {10.31234/osf.io/2w3rm}, abstract = {The active learning methods for prioritising systematic reviews have undergone significant progress and innovation in recent years. This rapid development, however, has inadvertently highlighted the disparity between the rapid development of these methodologies and their rigorous evaluation, stemming from constraints in simulation size, lack of infrastructure, and the use of few datasets. We embark on a large-scale simulation study involving over 27 thousand simulations and over 156 million datapoints, designed to provide robust empirical evidence of active learning methodologies performance. We evaluate 13 combinations of different classification models and feature extraction techniques across high-quality datasets sourced from the SYNERGY dataset. We run a single simulation for each possible combination of selected classification model, feature extraction technique, dataset, and relevant document. The spectrum of performance varies considerably, from marginally better than random reading to near flawless results. Still, every single model-feature extraction combination outperforms random screening. Results are publicly available for analysis and replication. This study advocates for large-scale simulations as the gold standard for assessing active learning methods; it underscores the importance of comprehensive testing to reduce reporting bias and enhance result reliability. It also highlights the need for curating diverse datasets for systematic review literature.}, urldate = {2023-11-28}, author = {Teijema, Jelle Jasper and de Bruin, Jonathan and Bagheri, Ayoub and van de Schoot, Rens}, year = {2023}, note = {Publisher: PsyArXiv KerkoCite.ItemAlsoKnownAs: 10.31234/osf.io/2w3rm 2405685:QH5K46LQ 2486141:PSU8KBB4}, keywords = {\_Added-ailr-2024}, } @misc{the_brookings_institution_childhood_2023, title = {Childhood {Cost} {Calculator} ({C3}): {User} {Guide}. {A} costing tool for education and early childhood development}, url = {https://childhoodcostdata.org/C3_User_Guide.pdf}, publisher = {Center for Universal Education at The Brookings Institution}, author = {{The Brookings Institution}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z93XE5YE 2405685:8MHTNSJ5}, } @techreport{thinley_edtech_2023, type = {Helpdesk {Response}}, title = {{EdTech} to {Support} {Out}-of-{School} {Children} and {Adolescents}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/AG764A26}, abstract = {This Helpdesk report was created in response to a request from the World Bank Malawi Education Team for a curated list of resources on examples of EdTech interventions targeting out-of-school children and adolescents to inform an ASA (Advisory Services and Analytics) output. The ASA output will provide policy options to improve second-chance learning and foundational skills for out-of-school children (OOSC). To provide the World Bank Malawi team with adequate information on the above. This curated list begins with an introduction to the use of EdTech to support out-of-school children and youth, and then moves on to present examples of such interventions and programmes within Malawi, as well the wider African region and the rest of the world. This list is designed to serve as a resource for the team and does not make any direct recommendations on actions to be taken. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Thinley, Sangay and Rui, Yang}, year = {2023}, doi = {10.53832/edtechhub.0163}, note = {ZenodoArchiveID: 7906889 ZenodoArchiveConcept: 7906888 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7906875 10.5281/zenodo.7906889 10.53832/edtechhub.0163 2405685:4CB23ZC6 2405685:AG764A26}, keywords = {\_r:AddedByZotZen}, } @techreport{vijil-morin_school_2023, type = {Background paperprepared for the {Global} {Education} {Monitoring} {Report}: {Technology} in education}, title = {School mapping and decision-making}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000386107.locale=en}, abstract = {Reliable and timely data is essential for decision-makers at all administrative levels to ensure inclusive, equitable, and quality education for all. Geospatial data has the potential to provide valuable insights across a range of areas of interest to the education sector, from identifying potential threats to schools and the education community, such as throughdata on natural disaster patterns, to supporting equitable allocation of resources based on data showing the remoteness of schools. However, the use of Geographic Information Systems (GIS) is not widespread in the education sector. In this paper, we shed light on the experiences of five country governments, one regional agency, one international initiative, one implementing partner and one private entity, all using GIS for education decision-making in Latin America, the Caribbean, and sub-Saharan Africa.This paper presents the findings from primary data collection and analysis of interviews with representatives from these organisations from August –December 2022. Across these countries, we identified two central applications of school geospatial data, which included education planning -which school mapping is a part of -and cross-sector coordination. Among the main challenges to effectively using school geospatial data to make decisions, we found significant issues with capacity building, funding, bridging the data, and policymaking. On the other hand, when school mapping was used effectively, it helped increase transparency and equity, intersectoral collaboration, cost-effectiveness, and accuracy and reliability. After comparing the seven cases, we concluded that two key enablers need to be in place to promote the impact of geospatial data on educational decision-making: ‘usability’ and ‘availability and openness’.}, urldate = {2024-02-29}, institution = {GEM Report UNESCO}, author = {Vijil-Morin, Alejandra and Godwin, Katie and Ramirez, Ana and Mackintosh, Alasdair and Haßler, Björn}, year = {2023}, doi = {10.54676/EJZH8821}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7346673 10.54676/EJZH8821 2405685:7GYKP2XC 2405685:BUDHW7MW}, keywords = {\_r:AddedByZotZen}, } @techreport{vijil_data_2023, type = {Helpdesk {Response}}, title = {Data collection and visualisation tools in the education sector in sub-{Saharan} {Africa} and {South} {Asia}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/P833K7KC}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Vijil, Alejandra and El-Serafy, Yomna and Adam, Taskeen and Haßler, Björn}, year = {2023}, doi = {10.53832/edtechhub.0151}, note = {ZenodoArchiveID: 7371460 ZenodoArchiveConcept: 7371459 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7371460 10.5281/zenodo.7473922 10.5281/zenodo.7500121 10.53832/edtechhub.0151 2339240:BE2J66WG 2405685:BBAPFKW4 2405685:JHWKC6F4 2405685:P833K7KC 2405685:YLS6YQ3U}, keywords = {\_r:AddedByZotZen}, } @techreport{vijil_factors_2023, title = {Factors {Related} to {Teacher} {Absenteeism} in {Sierra} {Leone}: {Literature} review}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/MS3CKE8G}, abstract = {This report is one of several on the research project on the Impact of GIS-Supported Teacher Allocation in Sierra Leone (Hub-Led Research Programme 3). The education workforce is the most important school-level determinant of student learning. In Sierra Leone, the pupil-to-qualified-teacher ratio rises from 44:1 for schools in urban centres to 76:1 for schools in rural areas. Meanwhile, an average of a quarter of the workforce is absent from school on any given day. This informal literature review provides a summary of the most recent literature on teacher absenteeism, covering a wide range of low- and middle-income countries, including Sierra Leone, where the larger study is being undertaken. For the purposes of this review, we have focused on lessons learnt from sub-Saharan African studies that share similar education contexts and challenges as Sierra Leone. Based on the review, we hypothesise that distance from a teacher’s home to their school and their ability to choose which school they would like to work in impact teacher motivation, school attendance, and time on task. Efficient teacher allocation could improve each of these outcome estimates. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Vijil, Alejandra and McBurnie, Chris and Bellinger, Amy and Godwin, Katie and Haßler, Björn}, year = {2023}, doi = {10.53832/edtechhub.0170}, note = {oldDOI: 10.5281/zenodo.6498098 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6498098 10.5281/zenodo.7716253 10.53832/edtechhub.0082 10.53832/edtechhub.0170 2339240:7MIS2I79 2405685:MS3CKE8G 2405685:T3F6DCHP 2405685:UJWVTSCK}, keywords = {\_r:AddedByZotZen}, } @techreport{vijil_technology_2022, type = {Working {Paper}}, title = {Technology and {School} {Mapping}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/IJ2GD927}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Vijil, Alejandra and Godwin, Katie and Mackintosh, Alasdair and Ramirez, Ana}, month = dec, year = {2022}, doi = {10.5281/zenodo.6974072}, note = {ZenodoArchiveID: 6974072 ZenodoArchiveConcept: 6974071 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6974072 2405685:IJ2GD927}, keywords = {\_r:AddedByZotZen}, } @techreport{vijil-morin_model_2022, type = {Technical {Report}}, title = {Model {Safe} {Education} {Plan}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/BNS5INDE}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Vijil-Morin, Alejandra and Villavicencio, Xuzel and Haßler, Björn}, month = dec, year = {2022}, doi = {10.5281/zenodo.7593861}, note = {ZenodoArchiveID: 7593861 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7593861 ZenodoArchiveConcept: 7593860}, keywords = {\_r:AddedByZotZen}, } @techreport{vijil-morin_monitoring_2022, type = {Technical {Report}}, title = {Monitoring and {Evaluation} {Framework}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/P5KTWCNX}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Vijil-Morin, Alejandra and Villavicencio, Xuzel and Haßler, Björn}, month = dec, year = {2022}, doi = {10.5281/zenodo.7593881}, note = {ZenodoArchiveID: 7593881 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7593881 ZenodoArchiveConcept: 7593880}, keywords = {\_r:AddedByZotZen}, } @misc{ntha_foundation_cohort_2022, title = {Cohort 3 {Digital} {Skills} {Training} {Completion} {\textbar} {Digital} {Malawi}}, url = {https://nthafoundation.org/cohort-3-completion/}, abstract = {The evaluation and assessment process of the first phase of the Digital skills training is taking place at the Kwathu Innovation and Creative Centre hub this week.}, language = {en-US}, urldate = {2023-06-22}, journal = {Ntha Foundation}, author = {{Ntha Foundation}}, month = dec, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AJPH8VMP 2405685:VE4K65UC}, } @techreport{vijil-morin_education_2022, type = {Technical {Report}}, title = {Education {Sector} {Contingency} {Plan}: {Guidelines} and {Templates}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/II2RNCI3}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Vijil-Morin, Alejandra and Villavicencio, Xuzel and Haßler, Björn}, month = dec, year = {2022}, doi = {10.5281/zenodo.7590218}, note = {ZenodoArchiveID: 7590218 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7590218 ZenodoArchiveConcept: 7590217}, keywords = {\_r:AddedByZotZen}, } @article{tailor_evaluating_2022, title = {Evaluating the impact of technology-supported personalised learning interventions on the mathematics achievements of elementary students in {India}}, url = {https://www.repository.cam.ac.uk/handle/1810/343149}, doi = {10.17863/CAM.90561}, abstract = {Technology-supported personalised learning (TSPL) refers to the use of technology to personalise a learner’s experience by adjusting the pace and relevance of content based on the learner’s age, capability and prior knowledge (FitzGerald et al., 2018). Although technology has been epitomised in creating personalised and effective learning experiences for students, there are perennial debates on its role in enhancing quality, productivity and learning (Payal Arora, 2019; Zierer, 2019). This review explores the effectiveness of TSPL on the mathematics achievements of elementary students in India. This review argues that while evidence on using TSPL at scale to benefit all learners remains mixed and inconclusive, with continued iterative research, TSPL holds promise in serving learners’ needs irrespective of achievement level or socio-economic background. In doing so, this review outlines an agenda for future research to improve the efficiency, reach, and effectiveness of TSPL. This involves gaining a deeper understanding of whether TSPL works best as either a supplement or substitute in classrooms and the impacts of doing so in different quality schools. Mechanisms around how TSPL interventions can operate via low-tech mechanisms to better serve low-income communities and to advantage students of all learning abilities are also explored.}, language = {en}, urldate = {2023-10-17}, author = {Tailor, Kavita}, collaborator = {{Apollo-University Of Cambridge Repository}}, month = nov, year = {2022}, note = {Publisher: Apollo - University of Cambridge Repository KerkoCite.ItemAlsoKnownAs: 10.17863/CAM.90561 2339240:YMU6UE6X 2405685:KVJUWCPA}, keywords = {India, education technology, elementary school, mathematics, personalised learning}, } @techreport{messa_livrable_2022, type = {Technical {Report}}, title = {Livrable 4: {Note} de conseils sur la plateforme numérique}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/RMJK6G6Q}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Messa, Angele and Koomar, Saalim and Mitchell, Joel}, month = nov, year = {2022}, doi = {10.5281/zenodo.7303773}, note = {ZenodoArchiveID: 7303773 ZenodoArchiveConcept: 7303772 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7303773 2405685:RMJK6G6Q}, keywords = {\_r:AddedByZotZen}, } @article{thoeming_diverse_2022, title = {Diverse definitions of engagement: {Personalised} learning analytics to support staff and students}, copyright = {Copyright (c) 2022 Alix Thoeming, Aaron Baird, Ruth Weeks, Danny Liu, Harriet Flitcroft, Adam Bridgeman}, issn = {2653-665X}, shorttitle = {Diverse definitions of engagement}, url = {https://publications.ascilite.org/index.php/APUB/article/view/188}, doi = {10.14742/apubs.2022.188}, abstract = {Although teachers design learning experiences, their pedagogical and pastoral connections to students and teaching are often unaccounted for in learning analytics approaches. What is needed for analytics to reconnect teachers and students at a unit and program level, and help unit and program coordinators support those students who need it most? We present the approaches and findings from a pilot initiative where a freely available learning analytics platform allowed unit coordinators to define their own contextually unique measures of engagement and allowed program coordinators to see across units. We discuss the forms of outreach afforded by the initiative, the support provided to coordinators, and the implications of learning analytics that are not one-size-fits-all on using data meaningfully to support human connection.}, language = {en}, urldate = {2024-02-15}, journal = {ASCILITE Publications}, author = {Thoeming, Alix and Baird, Aaron and Weeks, Ruth and Liu, Danny and Flitcroft, Harriet and Bridgeman, Adam}, month = nov, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.14742/apubs.2022.188 2339240:5I7T94SS 2405685:FVPC94MT}, keywords = {relational pedagogy}, pages = {e22188--e22188}, } @techreport{myers_telephone_2022, type = {Technical {Report}}, title = {Telephone {Survey}: {Caregivers}' and {Learners}' {Perspectives} on {SMS} for {Education} in {Kenya}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/NP52QFM8}, abstract = {This document presents the structure and questions used for a telephone survey which was undertaken with a sample of learners who use the M-Shule platform and their caregivers, in Kenya, during July and August 2022. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Myers, Christina and Jordan, Katy and Khagame, Phoebe and Mumbi, Albina and Njuguna, Lydia and Zhao, Annette}, month = nov, year = {2022}, doi = {10.53832/edtechhub.0133}, note = {ZenodoArchiveID: 7310489 ZenodoArchiveConcept: 7310488 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7310489 10.53832/edtechhub.0133 2405685:NP52QFM8}, keywords = {\_r:AddedByZotZen}, } @techreport{chuang_session_2022, type = {{EdTech} {Hub} {Presentation}}, title = {Session 6: {How} do {I} ensure my {EdTech} investments are cost-effective?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/CWKPJR8R}, abstract = {The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, author = {Chuang, Rachel and Proctor, Jamie}, month = nov, year = {2022}, doi = {10.53832/edtechhub.0140}, note = {ZenodoArchiveID: 7341519 ZenodoArchiveConcept: 7341518 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7341519 10.53832/edtechhub.0140 2405685:CWKPJR8R}, keywords = {\_r:AddedByZotZen}, } @techreport{rachelchuang_how_2022, type = {Working {Paper}}, title = {How do {I} ensure my {EdTech} investments are cost effective}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/CUFS8JJE}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {RachelChuang, JamieProctor}, month = nov, year = {2022}, doi = {10.5281/zenodo.7341460}, note = {ZenodoArchiveID: 7341460 ZenodoArchiveConcept: 7341459 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7341460 2405685:CUFS8JJE}, keywords = {\_r:AddedByZotZen}, } @techreport{wyss_session_2022, type = {{EdTech} {Hub} {Presentation}}, title = {Session 3: {How} can {I} develop an aligned and actionable {EdTech} strategy}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/VVT2BI9M}, abstract = {The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, author = {Wyss, Natalie and Mbugua, Wanjiku and Kaye, Tom}, month = nov, year = {2022}, doi = {10.53832/edtechhub.0137}, note = {ZenodoArchiveID: 7341466 ZenodoArchiveConcept: 7341465 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7341466 10.53832/edtechhub.0137 2405685:VVT2BI9M}, keywords = {\_r:AddedByZotZen}, } @techreport{gustafsson-wright_digital_2022, address = {Washington D.C.}, title = {Digital {Tools} for {Real}-{Time} {Data} {Collection} in {Education}}, url = {https://www.brookings.edu/articles/digital-tools-for-real-time-data-collection-in-education/}, institution = {Brookings Institute}, author = {Gustafsson-Wright, Emily and Osborne, Sarah and Aggarwal,, Muskan}, month = nov, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GK3VH2FL 2405685:ESE39N9B}, } @misc{lurvink_no_2022, title = {No teacher is an {Island}}, url = {https://opendeved.net/2022/10/31/no-teacher-is-an-island/, https://opendeved.net/2022/10/31/no-teacher-is-an-island/}, abstract = {When we step into the head-teacher’s office in one of our project schools, Foday, the facilitator comes in and greets us. He asks us to be patient while they sort out lunch for the children and get the teachers together. We sit back and relax, and watch the hundreds of learners receive}, language = {en-GB}, urldate = {2024-03-26}, journal = {Open Development and Education}, author = {Lurvink, Anne-Fleur and Bokamba, Tania Elena Megogo and Mason, Miriam and Godwin, Katie and Godwin, Tania Elena Megogo Bokamba, Miriam Mason {and} Katie Godwin, Anne-Fleur Lurvink, Tania Elena Megogo Bokamba, Miriam Mason {and} Katie, Anne-Fleur Lurvink}, month = oct, year = {2022}, doi = {doi.org/10.53832/opendeved.1059}, } @article{ciecierski-holmes_artificial_2022, title = {Artificial intelligence for strengthening healthcare systems in low- and middle-income countries: a systematic scoping review}, volume = {5}, copyright = {2022 The Author(s)}, issn = {2398-6352}, shorttitle = {Artificial intelligence for strengthening healthcare systems in low- and middle-income countries}, url = {https://www.nature.com/articles/s41746-022-00700-y}, doi = {10.1038/s41746-022-00700-y}, abstract = {In low- and middle-income countries (LMICs), AI has been promoted as a potential means of strengthening healthcare systems by a growing number of publications. We aimed to evaluate the scope and nature of AI technologies in the specific context of LMICs. In this systematic scoping review, we used a broad variety of AI and healthcare search terms. Our literature search included records published between 1st January 2009 and 30th September 2021 from the Scopus, EMBASE, MEDLINE, Global Health and APA PsycInfo databases, and grey literature from a Google Scholar search. We included studies that reported a quantitative and/or qualitative evaluation of a real-world application of AI in an LMIC health context. A total of 10 references evaluating the application of AI in an LMIC were included. Applications varied widely, including: clinical decision support systems, treatment planning and triage assistants and health chatbots. Only half of the papers reported which algorithms and datasets were used in order to train the AI. A number of challenges of using AI tools were reported, including issues with reliability, mixed impacts on workflows, poor user friendliness and lack of adeptness with local contexts. Many barriers exists that prevent the successful development and adoption of well-performing, context-specific AI tools, such as limited data availability, trust and evidence of cost-effectiveness in LMICs. Additional evaluations of the use of AI in healthcare in LMICs are needed in order to identify their effectiveness and reliability in real-world settings and to generate understanding for best practices for future implementations.}, language = {en}, number = {1}, urldate = {2024-01-21}, journal = {npj Digital Medicine}, author = {Ciecierski-Holmes, Tadeusz and Singh, Ritvij and Axt, Miriam and Brenner, Stephan and Barteit, Sandra}, month = oct, year = {2022}, note = {Number: 1 Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s41746-022-00700-y 2405685:MMYGXG48 2486141:99IMTN2W}, keywords = {Health policy, Translational research}, pages = {1--13}, } @techreport{rahman_behaviour_2022, type = {Working {Paper}}, title = {Behaviour change key principles for {EdTech} {\textbar} {MASTER} framework}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/BT283J6U}, abstract = {An EdTech Hub sandbox fast-tracks promising EdTech interventions by providing funding, tools, and access to evidence. It provides a space for partners to test and grow ideas in conditions of uncertainty. Since 2020, EdTech Hub has worked with partners in eight countries, to test and grow EdTech based on our sandbox methodology. When testing and growing EdTech, this tool aims to help you get started with ways to design for innovation behaviours or mindsets and make them stick. Keywords: behavioural change; behavioural design; behavioural innovation; EdTech; innovation; sandbox; intervention design An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rahman, Asad and Carter, Alice and Wambûi Kuria, Catherine and Mbugua, Ciku and Simpson, Lea and Kably, Nathan}, month = oct, year = {2022}, doi = {10.53832/edtechhub.0129}, note = {ZenodoArchiveID: 7245959 ZenodoArchiveConcept: 7245958 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7245959 10.53832/edtechhub.0129 2339240:UURNQTLM 2405685:6SXI2PS9 2405685:BT283J6U 2405685:KEFXIABC}, keywords = {\_r:AddedByZotZen}, } @techreport{noauthor_livrable_2022, type = {Technical {Report}}, title = {Livrable 1: {Rapport} de démarrage}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/TFAQ9E87}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, month = oct, year = {2022}, doi = {10.5281/zenodo.7198360}, note = {ZenodoArchiveID: 7198360 ZenodoArchiveConcept: 7198359 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7198360 2405685:TFAQ9E87}, keywords = {\_r:AddedByZotZen}, } @techreport{radford_methodologies_2022, type = {Country summaries and case studies}, title = {Methodologies for mapping {Ministry} of {Education} {EdTech} interventions: {Lessons} from {Ghana}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/VIURCMFU}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Radford, Kate and Ampofo, Rudolph}, month = oct, year = {2022}, doi = {10.53832/edtechhub.0155}, note = {ZenodoArchiveID: 7006706 ZenodoArchiveConcept: 7006705 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7006706 10.53832/edtechhub.0155 2405685:VIURCMFU}, keywords = {\_r:AddedByZotZen}, } @techreport{clark-wilson_theory_2022, type = {Working {Paper}}, title = {A {Theory} of {Change} for {Parents} and {Caregivers} {Towards} a {Technology}-{Enhanced} {Education} {System} in {Bangladesh}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/GQSKFD62}, abstract = {The third of a trilogy of Theories of Change (TOCs) that focuses on parents and caregivers as key agents of change in the development of an increasingly technology-enhanced education system in Bangladesh. The TOC was created following a period of desk research and in-country stakeholder workshops. It offers a theory for how parents’ and caregivers’ experiences in diverse programmes and initiatives will enable them to support children to improved educational outcomes, and take advantage of available technology. It offers a tool for programme designers, implementers, and evaluators to think critically about how their initiative(s) will impact parents and caregivers for the longer-term benefits of their children. Keywords: Bangladesh; Theory of Change; technology-enhanced learning; parents and caregivers; parenting; education An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {45}, institution = {EdTech Hub}, author = {Clark-Wilson, Alison and Bashir, Amreen and Ahmed, Shakil and Mazari, Haani and Kaye, Tom and Radford, Kate and Otieno, Jennifer}, month = oct, year = {2022}, doi = {10.53832/edtechhub.0126}, note = {ZenodoArchiveID: 7054334 ZenodoArchiveConcept: 7054333 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7054334 10.53832/edtechhub.0126 2405685:GQSKFD62 2405685:XLXRPW3Z}, keywords = {\_r:AddedByZotZen}, } @techreport{alsheikhtheeb__2022, type = {Helpdesk {Response}}, title = {الامتحانات عبر الإنترنت في سياقات الطوارئ: هل المراقبة، والتقنيات الأخرى، مجدية في سوريا لتيسير عقد امتحانات تشمل جميع الطلاب؟}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/9DZXFIC7}, abstract = {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}, language = {ar}, institution = {EdTech Hub}, author = {AlSheikhTheeb, Thaer and Sahin, AynurGul and Abdelrahman, Salma and Chuang, Rachel and Affolter, Friedrich and AlMekdad, Bayan and Sabboura, Rani and Sheqem, Yazeed}, month = oct, year = {2022}, doi = {10.53832/edtechhub.0124}, note = {ZenodoArchiveID: 7143871 ZenodoArchiveConcept: 7143870 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7143871 10.53832/edtechhub.0124 2405685:9DZXFIC7}, keywords = {\_r:AddedByZotZen}, } @techreport{coflan_developing_2022, type = {Working {Paper}}, title = {Developing a national {EdTech} strategy}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/2437EGZU}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Coflan, Caitlin and Wyss, Natalie and Thinley, Sangay and Roland, Mark}, month = oct, year = {2022}, doi = {10.53832/edtechhub.0142}, note = {ZenodoArchiveID: 7065183 ZenodoArchiveConcept: 7065182 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7065183 10.53832/edtechhub.0142 2405685:2437EGZU}, keywords = {\_r:AddedByZotZen}, } @misc{beam_lowering_2022, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {Lowering {Barriers} to {Remote} {Education}: {Experimental} {Impacts} on {Parental} {Responses} and {Learning}}, shorttitle = {Lowering {Barriers} to {Remote} {Education}}, url = {https://papers.ssrn.com/abstract=4234910}, doi = {10.2139/ssrn.4234910}, abstract = {We conduct a randomized controlled trial with households of secondary school students in Bangladesh to investigate how parents adjust their investments in response to three educational interventions: an informational campaign about an educational phone application, an internet data subsidy, and one-on-one phone learning support. We find that offering an educational service in a context where other barriers to take-up exist can still trigger parental educational investments by acting as a signal or nudge. These behavioral changes result in lasting learning gains concentrated among richer households, reflecting that the relevant behavior change—increased tutoring investment—is easier for them to implement. In contrast, when interventions do increase take-up, they have the potential to narrow the socioeconomic achievement gap. We observe that increased usage of the targeted educational service limits parental behavioral responses. This implies that learning gains in these cases are directly caused by the potential effectiveness of the services adopted. In our setting, remote one-to-one teacher support improves learning among students from poorer households, whereas receiving the free data package jointly with the app information has no impact on learning.}, language = {en}, urldate = {2024-02-19}, author = {Beam, Emily and Mukherjee, Priya and Navarro-Sola, Laia}, month = oct, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4234910 2339240:VTATZW3D 2405685:T9HU5JTI}, keywords = {educational inequality, educational technology, human capital, parental investments}, } @techreport{noauthor_government-led_2022, type = {Technical {Report}}, title = {Government-led edtech initiatives to improve learning outcomes in {Kenya}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/QH86RGE6}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, month = sep, year = {2022}, doi = {10.5281/zenodo.7004972}, note = {ZenodoArchiveID: 7004972 ZenodoArchiveConcept: 7004971 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7004972 2405685:QH86RGE6}, keywords = {\_r:AddedByZotZen}, } @techreport{espinoza-revollo_school_2022, type = {Technical {Report}}, title = {School {Leaders}’ {Preferences} on {School} {Location} in {Sierra} {Leone}: {An} individual and school-level study}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/MFH269TU}, abstract = {Attracting qualified teachers to remote areas is a challenge in Sierra Leone. The pupil-to-qualified-teacher ratio in rural areas is 76:1, rising to 83:1 for schools located more than 15 km away from urban centres — well above the national target of 40:1. As equitable teacher deployment is crucial to ensure high-quality education, the Teaching Service Commission (TSC) aims to increase the deployment of qualified teachers to the most remote areas of the country. This paper describes a quantitative survey of school leaders’ perceptions of what shapes school location preferences and what factors need to be in place (i.e., incentives) to address the imbalanced distribution of qualified teachers in the country. We used data from a text message survey sent to school leaders around the country. This paper accompanies a qualitative inquiry on the same topic: What Matters Most for Teacher Deployment? A case study on teacher school choice preferences in Sierra Leone. Together with the qualitative study, our findings aim to address a gap in empirical evidence on teacher school preferences in Sierra Leone and contribute to a growing literature on teachers’ preferences in low- and middle-income countries. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Espinoza-Revollo, Patricia and Ramirez, Ana and Atherton, Paul and Mackintosh, Alasdair}, month = sep, year = {2022}, doi = {10.53832/edtechhub.0106}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6958056 10.53832/edtechhub.0106 2405685:MFH269TU}, keywords = {\_r:AddedByZotZen}, } @misc{bapna_designing_2022, type = {Blog}, title = {Designing for scale: {Learnings} from a design-based research study of a technology-based personalised learning mathematics platform}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/NUAAR9IR}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, author = {Bapna, Akanksha and Myers, Christina and Sharma, Namrata}, month = sep, year = {2022}, doi = {10.5281/zenodo.7100019}, note = {ZenodoArchiveID: 7100019 ZenodoArchiveConcept: 7100018 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7100019 2405685:NUAAR9IR}, keywords = {\_r:AddedByZotZen}, } @techreport{rahman_6ps_2022, type = {Sandbox {Tool}}, title = {‘{6Ps}’ audit tool}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/58EFZM9F}, abstract = {EdTech interventions so often fail to take into consideration the broader system they work within. EdTech Hub has created this tool to assess interventions and identify any gaps in the thinking that might stop an intervention from working. Keywords: innovation; education system; 6Ps; tool An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rahman, Asad and Carter, Alice}, month = sep, year = {2022}, doi = {10.53832/edtechhub.0117}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0117 2339240:DP8CCUUK 2405685:2FMS5BBU 2405685:58EFZM9F}, keywords = {\_r:AddedByZotZen}, } @misc{lichand_neglecting_2022, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {Neglecting {Students}’ {Socio}-emotional {Skills} {Magnified} {Learning} {Losses} {During} the {Pandemic}: {Experimental} {Evidence} from {Brazil}}, shorttitle = {Neglecting {Students}’ {Socio}-emotional {Skills} {Magnified} {Learning} {Losses} {During} the {Pandemic}}, url = {https://papers.ssrn.com/abstract=3724386}, doi = {10.2139/ssrn.3724386}, abstract = {Did the dramatic learning losses from remote learning in the context of COVID-19 stem at least partly from schools having overlooked students’ socio-emotional skills – such as their ability to self-regulate emotions, their mental models, motivation, and grit – during the emergency transition to remote learning? We study this question using a cluster-randomized control trial with 18, 256 high-school students across 87 schools in the State of Goiás, Brazil. The intervention sent behavioral nudges through text messages to students or their caregivers, targeting their socio-emotional skills during remote learning. Here we show that these messages significantly increased standardized test scores relative to the control group, preventing 7.5\% of learning losses in math and 24\% in Portuguese, consistent with the hypothesis that neglecting students’ socio-emotional skills magnified learning losses during the pandemic.}, language = {en}, urldate = {2024-02-19}, author = {Lichand, Guilherme and Christen, Julien and van Egeraat, Eppie}, month = sep, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3724386 2339240:JD93USWJ 2405685:D5LZH4FM}, keywords = {COVID-19, Learning Losses, Remote Learning, Socio-emotional Skills}, } @techreport{wyss_understanding_2022, type = {Helpdesk {Response}}, title = {Understanding the {Potential} of {Using} {EdTech} to {Measure} and {Mitigate} {Learning} {Losses} in {Latin} {America} and the {Caribbean}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/FUBDMTM8}, abstract = {This document was produced in response to a request from the UNICEF Latin America and the Caribbean Regional Office (LACRO) submitted to the EdTech Hub Helpdesk in December 2021. The UNICEF team requested a resource that summarises what is known about the use of technology and other approaches to measure and mitigate learning losses related to Covid-19 impacts on education in the LAC region. This resource aims to support UNICEF country offices and partners in the LAC region to assess learning losses and inform school reopening and the development of hybrid education strategies. Our research found that there are limited EdTech approaches to measuring and mitigating learning losses, and fewer still that are specific to the LAC region. This piece outlines the following: What is understood about learning losses and how they can be quantified; What common guidance and evidence suggest are the most effective ways to mitigate Covid-19-specific learning losses; How established EdTech tools and non-tech-based approaches can be leveraged and applied to both processes. Keywords: learning losses; school reopening; personalised learning; assessment; remedial education An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {46}, institution = {EdTech Hub}, author = {Wyss, Natalie and Myers, Christina}, month = sep, year = {2022}, doi = {10.53832/edtechhub.0110}, note = {ZenodoArchiveID: 7023358 ZenodoArchiveConcept: 7023357 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7023358 10.53832/edtechhub.0110 2405685:FUBDMTM8}, keywords = {\_r:AddedByZotZen}, } @techreport{alsheikhtheeb_online_2022, type = {Helpdesk {Response}}, title = {Online {Examinations} in {Emergency} {Contexts}: {Can} {Proctoring} and {Other} {Technologies} {Be} {Feasible} {Alternatives} for {Facilitating} {Inclusive} {School} {Exams} for {All} in {Emergency} {Contexts}?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/T9NZ63T3}, abstract = {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}, language = {en}, number = {41}, institution = {EdTech Hub}, author = {AlSheikhTheeb, Thaer and Sahin, AynurGul and Abdelrahman, Salma and Chuang, Rachel and Affolter, Friedrich and Al Mekdad, Bayan and Sabboura, Rani and Shequem, Yazeed}, month = aug, year = {2022}, doi = {10.53832/edtechhub.0123}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6929534 10.53832/edtechhub.0123 2339240:7VEG4LSW 2405685:R4E96T5V 2405685:T9NZ63T3 2405685:VSHH2JUL}, keywords = {\_r:AddedByZotZen}, } @techreport{myers_mapping_2022, type = {Helpdesk {Response}}, title = {Mapping and {Analysing} {Digital} {Learning} {Platforms} in {Latin} {America} and the {Caribbean}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/VINQBTJ5}, abstract = {This document was produced in response to a request from the UNICEF Latin America and Caribbean Regional Office (LACRO) submitted to the EdTech Hub Helpdesk in October 2021. The UNICEF team requested a curated list of digital learning platforms in the Latin America and Caribbean (LAC) region and an analysis of a shortlisted series of platforms intending to explore their potential for at-scale implementation and impact. This report does not aim to cover every leading and innovative digital learning platform in the LAC region. Rather, it presents a list of promising platforms and discusses their design and implementation to explore their relevance and potential for at-scale impact. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {47}, institution = {EdTech Hub}, author = {Myers, Christina and Wyss, Natalie and Villavicencio Peralta, Xuzel and Coflan, Caitlin}, month = aug, year = {2022}, doi = {10.53832/edtechhub.0111}, note = {ZenodoArchiveID: 7023230 ZenodoArchiveConcept: 7023229 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7023230 10.5281/zenodo.7038003 10.53832/edtechhub.0111 2405685:E2R8AXSA 2405685:SMH62I7W 2405685:VINQBTJ5}, keywords = {\_r:AddedByZotZen}, } @techreport{edtech_hub_sandbox_2022, type = {Working {Paper}}, title = {Sandbox {Handbook} {V}.2.0}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/49ZFP7UN}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {{EdTech Hub}}, month = aug, year = {2022}, doi = {10.53832/edtechhub.0108}, note = {ZenodoArchiveID: 7019219 ZenodoArchiveConcept: 7019218 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7019219 10.53832/edtechhub.0108 2339240:LNQBY8R8 2405685:49ZFP7UN 2405685:MP7LCGPN}, keywords = {\_r:AddedByZotZen}, } @misc{beoku-betts_using_2022, title = {Using technology to support teacher continuous professional development in {Sierra} {Leone}}, url = {https://edtechhub.org/2022/08/18/using-technology-to-support-teacher-continuous-professional-development-in-sierra-leone/}, abstract = {In Sierra Leone, EdTech Hub has been working closely with the TSC and the World Bank over the last 18 months to design a TCPD model that will provide primary school teachers with tools to improve their literacy and numeracy instruction.}, language = {en-US}, urldate = {2024-03-26}, journal = {EdTech Hub}, author = {Beoku-Betts, Iman and Plaut, Daniel and Tanweer, Rabia and Tanweer, Daniel Plaut {and} Rabia, Iman Beoku-Betts}, month = aug, year = {2022}, } @techreport{lurvink_no_2022, title = {No {Teacher} is an {Island}: {A} case study on the enablers and barriers for effective school-based teacher professional development in {Sierra} {Leone}}, shorttitle = {No {Teacher} is an {Island}}, url = {https://docs.opendeved.net/lib/N665IBBE}, urldate = {2024-03-13}, institution = {OpenDevEd}, author = {Lurvink, Anne-Fleur and Bangura, Zainab and Fortune, Alhaji and George, Alex H. and Godwin, Katie and Mason-Sesay, Miriam and Moseray, David and Tholley, Ibrahim and Turay, Emmanuel B. and Haßler, Björn and {Open Development \& Education}}, month = aug, year = {2022}, doi = {10.53832/opendeved.0284}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0284 2405685:JDHJV2U4}, } @misc{mazari_what_2022, title = {What we are learning {\textbar} {What} we are reading: {Digital} {Personalised} {Learning} – {How} can technology be used to maximise the effectiveness of personalised learning and teaching at the level of the student?}, shorttitle = {What we are learning {\textbar} {What} we are reading}, url = {https://edtechhub.org/2022/08/16/what-we-are-learning-what-we-are-reading-digital-personalised-learning-how-can-technology-be-used-to-maximise-the-effectiveness-of-personalised-learning-and-teaching-at-the-level-of-the-s/}, abstract = {Significant financial resources are being invested in a wide range of DPL programmes, but there is no clear evidence on whether they are more effective as a complement or substitute to other learning content and how they might be used in low- and middle-income countries.}, language = {en-US}, urldate = {2023-11-02}, journal = {EdTech Hub}, author = {Mazari, Haani}, month = aug, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2LUSU3T7 2405685:CN4WCIB5}, } @misc{mazari_what_2022, title = {What we are learning {\textbar} {What} we are reading: {Digital} {Personalised} {Learning} – {How} can technology be used to maximise the effectiveness of personalised learning and teaching at the level of the student?}, shorttitle = {What we are learning {\textbar} {What} we are reading}, url = {https://edtechhub.org/2022/08/16/what-we-are-learning-what-we-are-reading-digital-personalised-learning-how-can-technology-be-used-to-maximise-the-effectiveness-of-personalised-learning-and-teaching-at-the-level-of-the-s/}, abstract = {Significant financial resources are being invested in a wide range of DPL programmes, but there is no clear evidence on whether they are more effective as a complement or substitute to other learning content and how they might be used in low- and middle-income countries.}, language = {en-US}, urldate = {2023-11-02}, journal = {EdTech Hub}, author = {Mazari, Haani}, month = aug, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2LUSU3T7 2405685:CN4WCIB5}, } @techreport{selwaness_guidance_2022, type = {Technical {Report}}, title = {Guidance {Note} on {Education} {Data} {Mapping} in {Sub}-{Saharan} {Africa}: {Moving} from theory to practice}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/KQUDWCXC}, language = {en}, institution = {EdTech Hub}, author = {Selwaness, Irene and Adam, Taskeen and Lawson, Laté and Heady, Lucy}, month = aug, year = {2022}, doi = {10.53832/edtechhub.0096}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6339212 10.53832/edtechhub.0096 2339240:VJZWBP65 2405685:6JLQ7UC6 2405685:KQUDWCXC}, keywords = {\_r:AddedByZotZen}, } @techreport{hennessy_technology_2022, type = {Evidence review *}, title = {Technology use in teacher preparation and professional development in low- and middle-income countries: 2023 {GEM} {Report} – {Evidence} review}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/8SKNCIXH}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Hennessy, S. and D’Angelo, S. and Koomar, S. and Kreimeia, A. and Adam, T. and Cao, L. and Haßler, B.}, month = aug, year = {2022}, doi = {10.53832/edtechhub.0104}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6958583 10.53832/edtechhub.0104 2405685:8SKNCIXH}, keywords = {\_r:AddedByZotZen}, } @techreport{ampofo_edtech_2022, type = {Position paper}, title = {{EdTech} {Horizon} {Scan}: {Rapid} scan on emerging {EdTech} research during the {Covid}-19 pandemic.}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/UWIQTDFF}, abstract = {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}, language = {en}, institution = {EdTech Hub}, author = {Ampofo, Rudolph and Kaye, Tom}, month = aug, year = {2022}, doi = {10.53832/edtechhub.0107}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6959924 10.53832/edtechhub.0107 2405685:UWIQTDFF}, keywords = {\_r:AddedByZotZen}, } @techreport{tanweer_bandarban_2022, type = {Technical {Report}}, title = {Bandarban {Sandbox}: {Needs} assessment and hypothesis development}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/77665EVG}, abstract = {The Covid-19 pandemic has catalysed the need for technology-enhanced education globally. This is no different in Bangladesh, where the Education Section of the UNICEF Bangladesh Country Office is seeking a better understanding of the role and potential of EdTech to improve numeracy skills among the most marginalised learners, working closely with the government and EdTech Hub to identify how EdTech can best be harnessed to support learning in Bangladesh. This partnership uses the sandbox approach — which provides a space for partners to test and grow ideas in conditions of uncertainty — to test how EdTech modalities that aim to improve numeracy outcomes for Grade 6 learners (early secondary) in Bandarban, one of the most remote areas of Bangladesh, can be used most effectively by learners and educators. This report outlines the process and findings from the needs assessment and hypothesis development phase. These findings (as well as the data collection which informs them) are organised around five research questions developed by EdTech Hub in partnership with Agami Education Foundation, the implementing agency for the sandbox. The findings of the research were distributed in themes that outlined the availability and utilisation of technology and a valid level of knowledge and interest in teachers and students towards using technology for education. While some findings shed light on the technical aspects of the context, some human factors also played a role in resisting the acceptance of technology in education. Building on the learning from this needs assessment phase, Agami Education Foundation and EdTech Hub have agreed to test this implementation plan in the upcoming staggered deployment phase. Keywords: EdTech; sandbox; numeracy; Bandarban; Bangladesh; UNICEF An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Tanweer, Rabia and Nashtaran, Trishia and Plaut, Daniel and Rahman, Asad and Ahmed, Shakil and Chowdhury, Dilruba and Rabbi, BM Fazley and Hoque, Rashedul and Nahar, Nurun and Afroze, Sadia}, month = jul, year = {2022}, doi = {10.53832/edtechhub.0103}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6942540 10.53832/edtechhub.0103 2405685:77665EVG 2405685:JV4F45P5}, keywords = {\_r:AddedByZotZen}, } @misc{villavicencio_aprendizaje_2022, type = {Helpdesk {Response} {Presentation}}, title = {Aprendizaje híbrido {Experiencias} internacionales con enfoque multimodal}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/G8RZFT8Z}, abstract = {Esta presentación se elaboró originalmente para una serie de seminarios web sobre aprendizaje blended e híbrido para UNICEF El Salvador y el Ministerio de Educación de El Salvador. Los talleres en línea se impartieron en dos sesiones, con los profesores de El Salvador como parte fundamental de la audiencia. Junto con las lecciones aprendidas de las diversas iniciativas internacionales mapeadas, también se tocaron temas como la infraestructura de las TIC del país y la relevancia de un enfoque de Aprendizaje Socioemocional (SEL). Keywords: híbrido; blended; multimodal; El Salvador; capacitación docente; aprendizaje socioemocional An output of the EdTech Hub, https://edtechhub.org}, language = {es}, author = {Villavicencio, Xuzel and Coflan, Caitlin}, month = jul, year = {2022}, doi = {10.53832/edtechhub.0113}, note = {ZenodoArchiveID: 6981609 ZenodoArchiveConcept: 6981608 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6981609 10.53832/edtechhub.0113 2405685:G8RZFT8Z}, keywords = {\_r:AddedByZotZen}, } @techreport{alsheikhtheeb_key_2022, type = {Helpdesk {Response}}, title = {Key considerations when developing an {ICT} in {Education} strategy}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/2XS75XAU}, abstract = {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}, language = {en}, number = {43}, institution = {EdTech Hub}, author = {AlSheikhTheeb, Thaer and Chuang, Rachel and Pandit, Sanjana}, month = jul, year = {2022}, doi = {10.53832/edtechhub.0100}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6676586 10.53832/edtechhub.00100 10.53832/edtechhub.0100 2405685:2XS75XAU}, keywords = {\_r:AddedByZotZen}, } @techreport{rui_edtech_2022, type = {Helpdesk {Response}}, title = {{EdTech} {That} {Reaches} {Marginalised} {Learners}: {Relevant} {Examples} for the {Indonesian} {Context}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/MNMTIMGA}, abstract = {This curated list of resources presents a sample of education technology programmes that effectively reach marginalised learners, including children with SEND, girls, and children in frontier, outermost, and disadvantaged regions. This list provides short summaries of lessons in using EdTech such as radio, television, and mobile phones to reach marginalised learners, emphasising interventions and evidence relevant to the Indonesian context. Keywords: marginalised learners, Indonesia, radio, television, mobile phones, girls, no-tech options An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {37}, institution = {EdTech Hub}, author = {Rui, Yang and Upadhyay, Arjun}, month = jul, year = {2022}, doi = {10.53832/edtechhub.0102}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6924683 10.53832/edtechhub.0102 2405685:JPXVGB3A 2405685:MNMTIMGA}, keywords = {\_r:AddedByZotZen}, } @techreport{beoku-betts_edtech_2022, type = {Position paper}, title = {{EdTech} {Horizon} {Scan}: {Blockchain} technology in education}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/94H68P58}, abstract = {EdTech Hub horizon scans are publications designed to provoke thinking on 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 EdTech Horizon Scan examines the use of blockchain technology in education. Beginning with an overview of blockchain technology, the scan explains what blockchain technology is and how it works. The next section focuses on how blockchain technology can be used in education. In particular, it looks at the benefits of using blockchain technology for micro-credentialing and ownership of learning credentials, the transfer of credits and smart contracts, storing student credentials, identity verification and intellectual property protection. Section 4 gives a summary of the use of blockchain technology, noting the different challenges that may be associated with adopting blockchain technology into education systems. Section 5, gives real examples of the use of blockchain technology in education and different education institutions. Key words: blockchain; cryptography; data; decentralised database; digitalisation; education; micro-credentialing; smart contracting; student credentials; verification An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Beoku-Betts, Iman and Kaye, Tom}, month = jul, year = {2022}, doi = {10.53832/edtechhub.0101}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6676491 10.5281/zenodo.6812384 10.53832/edtechhub.00101 10.53832/edtechhub.0101 2405685:94H68P58 2405685:S9XXPAHD 2405685:VJ84DKDF}, keywords = {\_r:AddedByZotZen}, } @techreport{traore_systems_2022, type = {Working {Paper}}, title = {Systems, applications and technologies for e-learning}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/B6QXU3J3}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Traore, Moussa}, month = jul, year = {2022}, doi = {10.5281/zenodo.6811445}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6811445 2405685:B6QXU3J3}, keywords = {\_r:AddedByZotZen}, } @techreport{john_education_2022, type = {Journal article}, title = {Education in {Sub}-{Saharan} {Africa}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/ZM55V7KM}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {John, Doe and Jane, Doe}, month = jul, year = {2022}, doi = {10.5281/zenodo.6798426}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6798426 2405685:ZM55V7KM}, keywords = {\_r:AddedByZotZen}, } @techreport{noauthor_edtech_2022, type = {Working {Paper}}, title = {{EdTech} {Systems} {Research}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/FNP6VRSS}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, month = jul, year = {2022}, doi = {10.5281/zenodo.5827679}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5827679 2405685:FNP6VRSS}, keywords = {\_r:AddedByZotZen}, } @article{buchel_relative_2022, title = {The {Relative} {Effectiveness} of {Teachers} and {Learning} {Software}: {Evidence} from a {Field} {Experiment} in {El} {Salvador}}, volume = {40}, issn = {0734-306X, 1537-5307}, shorttitle = {The {Relative} {Effectiveness} of {Teachers} and {Learning} {Software}}, url = {https://www.journals.uchicago.edu/doi/10.1086/717727}, doi = {10.1086/717727}, language = {en}, number = {3}, urldate = {2023-10-09}, journal = {Journal of Labor Economics}, author = {Büchel, Konstantin and Jakob, Martina and Kühnhanss, Christoph and Steffen, Daniel and Brunetti, Aymo}, month = jul, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1086/717727 2405685:RVZAW7V6}, pages = {737--777}, } @misc{villavicencio_hybrid_2022, type = {Helpdesk {Response} {Presentation}}, title = {Hybrid learning {International} experiences with multimodal approaches}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/C2SK9SF9}, abstract = {This slide deck was originally developed for a webinar series on blended and hybrid learning for UNICEF El Salvador and the El Salvador Ministry of Education. The online workshops were delivered in two sessions, with the teachers from El Salvador as a key part of the audience. Along with the lessons learnt from the various international initiatives mapped, subjects like the country's ICT infrastructure and the relevance of a Socio Emotional Learning (SEL) approach were also covered. Keywords: hybrid; blended; El Salvador; multimodal; teacher training; socio-emotional learning. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, author = {Villavicencio, Xuzel and Coflan, Caitlin}, month = jul, year = {2022}, doi = {10.53832/edtechhub.0112}, note = {ZenodoArchiveID: 7023344 ZenodoArchiveConcept: 7023343 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7023344 10.53832/edtechhub.0112 2405685:C2SK9SF9}, keywords = {\_r:AddedByZotZen}, } @techreport{villavicencio_blended_2022, type = {Helpdesk {Response}}, title = {Blended and {Hybrid} {Learning} {Initiatives}: {A} curated list for {El} {Salvador}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/BDT76583}, abstract = {This document was produced in response to a request from the UNICEF country office and Ministry of Education team of El Salvador that was submitted to the EdTech Hub Helpdesk in November 2021. The UNICEF team requested a curated list of global blended and hybrid initiatives with a focus on initiatives that have used a multimodal strategy, highlighting effective and ineffective practices. This report does not aim to cover every leading and innovative blended / hybrid initiative with relevance to the Salvadoran context. Rather, it presents a list of curated resources with examples of challenges, lessons learned, and teacher training approaches that can be used as a guide when designing a multimodal strategy for the education sector. Keywords: hybrid; blended; El Salvador; multimodal; teacher training; remote learning An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {36}, institution = {EdTech Hub}, author = {Villavicencio, Xuzel and Coflan, Caitlin Moss}, month = jul, year = {2022}, doi = {10.53832/edtechhub.0105}, note = {ZenodoArchiveID: 6981598 ZenodoArchiveConcept: 6981597 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6981598 10.53832/edtechhub.0105 2405685:BDT76583}, keywords = {\_r:AddedByZotZen}, } @techreport{halim_data_2022, type = {Helpdesk {Response}}, title = {Data {Access} and {Protection} {Laws} in {Pakistan}: {A} technical review}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/GV4MKFZH}, abstract = {The advancement of technologies has supported an exponential rise in the collection and use of data. Data, when used appropriately, can support better decision-making and inform innovation. Data has value to entrepreneurs and innovators who seek to design products that respond to user needs. However, the widespread collection and use of data have also spawned concerns about individual rights and data privacy. Issues related to collection, usage, dissemination, and access to data have also come to the forefront. To address these concerns, many countries across the globe have introduced data protection laws. This policy brief identifies and analyses global best practices in data protection and data access. It is developed in response to an inquiry related to data and research in the education sector, specifically in Pakistan. The brief explores the potential practical challenges in the enforcement and implementation of global good practices in the context of the data protection environment in Pakistan; it proposes a set of key recommendations for the Government of Pakistan, provincial governments, development partners, and other education-related ministries and public departments. Keywords: Data protection (laws), good practices, data access, privacy rights, children's data, sensitive data, data-driven policy, data integration, third-party data sharing, open data, data security, data governance, encryption An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {44}, institution = {EdTech Hub}, author = {Halim, Waqas and Upadhyay, Arjun and Coflan, Caitlin}, month = jun, year = {2022}, doi = {10.53832/edtechhub.0098}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6621244 10.53832/edtechhub.0098 2405685:GV4MKFZH}, keywords = {\_r:AddedByZotZen}, } @techreport{mcburnie_what_2022, title = {What {Matters} {Most} for {Teacher} {Deployment}? {A} case study of teacher preferences in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/8GN4RWMR}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {3}, institution = {EdTech Hub}, author = {McBurnie, Chris and Godwin, Katie and Beoku-Betts, Iman and Bernard-Jones, Lydia and Haßler, Björn}, month = jun, year = {2022}, doi = {10.53832/edtechhub.0095}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6530321 10.53832/edtechhub.0095 2129771:G2ULWZXN 2339240:5JUXJ5N6 2339240:F43SL362 2405685:8GN4RWMR 2405685:Q8366KLT 2405685:XNBZSCS7}, keywords = {\_C:Sierra Leone SLE, \_r:AddedByZotZen}, } @misc{handa_how_2022, title = {How {Chimple} {Encouraged} {Increase} in {Adoption} and {Engagement}}, url = {https://www.centralsquarefoundation.org/articles/how-chimple-encouraged-increased-adoption-and-engagement}, abstract = {Chimple is now embarking on a journey of rigorous evaluation via a randomized controlled trial (RCT) of its teacher-led, at-home learning model in India, so that it is better prepared to be scaled up. There is an urgent need to build evidence on technology-based home-learning solutions, particularly in low-income contexts, so that we can understand what works, how it works, and whether it works at scale.}, urldate = {2024-02-05}, author = {Handa, Rhea}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X78CIAZB 2405685:UNEAA4VA}, } @techreport{koomar_design-based_2022, type = {Technical {Report}}, title = {Design-{Based} {Implementation} {Research} {Baseline} {Data} {Collection}: {Technical} report}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/KMQCABXM}, abstract = {This research study aims to investigate the effectiveness, cost-effectiveness, and sustainability of a tech-supported, decentralised, and school-based teacher continuous professional development (TCPD) model, to improve learning outcomes in rural Tanzanian primary schools. The research will test and iteratively improve the national TCPD model and roll-out (including the semi-structured Communities of Learning), as outlined in the Tanzanian National TCPD Implementation Plan (2021). We seek to understand the model’s effectiveness and the role that technology can play. The research team includes researchers from EdTech Hub, Aga Khan University, and the Tanzania Institute of Education. The study employs a Design-Based Implementation Research (DBIR) approach in the first phase and an experimental study in the second phase. Keywords: teacher professional development; EdTech; design-based implementation research; Tanzania; Community of Learning; school-based An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim and Adam, Taskeen and Massam, Winston Edward and Anthony, Gervace and Mrope, Winifrida Jacob and Mtenzi, Fredrick and Mwakabungu, Fika and Komba, Aneth and Hennessy, Sara and Barretto, Johnpaul}, month = jun, year = {2022}, doi = {10.53832/edtechhub.0141}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6760137 10.53832/edtechhub.0141 2405685:6VSSZYCK 2405685:KMQCABXM}, keywords = {\_r:AddedByZotZen}, } @techreport{ampofo_mapping_2022, type = {Country summaries and case studies}, title = {Mapping {EdTech} interventions within the {Ministry} of {Education} of {Ghana}. {Preliminary} {Data}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/3VQU7QGJ}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Ampofo, Rudolph and Korboe, David and Radford, Kate and Mazari, Haani}, month = jun, year = {2022}, doi = {10.53832/edtechhub.0099}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6722859 10.53832/edtechhub.0099 2405685:3VQU7QGJ}, keywords = {\_r:AddedByZotZen}, } @article{byrne_digitally_2022, title = {Digitally {Nudged} {Learning}: {A} {Nudged} {Gamification} {Study} {Intervention}}, volume = {17}, shorttitle = {Digitally {Nudged} {Learning}}, doi = {10.3991/ijet.v17i12.30567}, abstract = {The research focused on two elements of technology enhanced learning: the digital nudge and gamified online learning. The objective was to digitally nudge students towards a gamified online learning tool, thereby improving quiz test performance through a fun motivating language learning game. A mixed methods approach: the primary quasi-experimental methodology was regression discontinuity design, with a follow up survey. The findings show that few students actively participated in the fun gamified activities, yet none-the-less there was a significant 5\% treatment effect afforded by the digitally nudged call to action. The research demonstrates the effectiveness of nudging students to complete L2 learning activity. It also somewhat shows the potential of gamification for voluntary engagement amongst first-year students at a Japanese university. Keywords—Digital nudge, Online learning, Gamification, L2 teaching/learning strategies.}, journal = {International Journal of Emerging Technologies in Learning (iJET)}, author = {Byrne, Jason and Ito, Takehiko and Furuyabu, Mariko}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v17i12.30567 2339240:CI9K6TPW 2405685:H7F66ER6}, pages = {42--60}, } @article{angrist_experimental_2022, title = {Experimental evidence on learning using low-tech when school is out}, volume = {6}, issn = {2397-3374}, url = {https://www.nature.com/articles/s41562-022-01381-z}, doi = {10.1038/s41562-022-01381-z}, language = {en}, number = {7}, urldate = {2023-10-09}, journal = {Nature Human Behaviour}, author = {Angrist, Noam and Bergman, Peter and Matsheng, Moitshepi}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1038/s41562-022-01381-z 2405685:BBFICUKT}, pages = {941--950}, } @techreport{hasler_reference_2022, type = {Internal {Papers}}, title = {Reference collection}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/TZMR2EZU}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Haßler, Björn}, month = jun, year = {2022}, doi = {10.5281/zenodo.6615096}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6615096 2405685:TZMR2EZU}, keywords = {\_r:AddedByZotZen}, } @techreport{rodriguez-segura_back_2022, title = {Back to the {Basics}: {Curriculum} {Reform} and {Student} {Learning} in {Tanzania}}, shorttitle = {Back to the {Basics}}, url = {https://riseprogramme.org/publications/back-basics-curriculum-reform-and-student-learning-tanzania}, abstract = {In 2015, the Tanzanian government implemented a curriculum reform that focused instruction in Grades 1 and 2 on the “3Rs”—reading, writing, and arithmetic. Consequently, almost 80 percent of the instructional time in these grades was mandated towards foundational literacy in Kiswahili and numeracy skills. Other subjects such as English were no longer taught. Using student-level panel data, we evaluate the effect of this policy on learning outcomes using a difference-in-differences approach which leverages the variation in the timing of implementation across grade levels and cohorts impacted by the policy. We find that the policy increased learning by around 0.20 standard deviations in Kiswahili and math test scores one year after the start of the reform. Timely teacher training on the new curriculum was associated with even larger effects. Evaluating longer term outcomes, we find suggestive evidence that the reform decreased the dropout rate of children up to four years later. However, this was also accompanied with lower average passing rates in the national Grade 4 examination due to compositional changes as low-performing students became less likely to dropout.}, language = {en}, urldate = {2023-09-19}, institution = {Research on Improving Systems of Education (RISE)}, author = {Rodriguez-Segura, Daniel and Mbiti, Isaac}, month = jun, year = {2022}, doi = {10.35489/BSG-RISE-WP_2022/099}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP\_2022/099 2339240:W8GCMD8J 2405685:ISJCZYWF}, } @misc{botha_achieving_2022, title = {Achieving gender and youth inclusivity in {Malawi} through {Productive} {Alliances}}, url = {https://blogs.worldbank.org/youth-transforming-africa/achieving-gender-and-youth-inclusivity-malawi-through-productive}, abstract = {When I was young, there was a common adage “youth are the leaders of tomorrow,” and I was always looking forward, with optimism that this tomorrow will indeed come one day.}, language = {en}, urldate = {2023-06-22}, author = {Botha, Blessings}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E7DG7FBL 2405685:8PTK8M68}, } @article{wagner_artificial_2022, title = {Artificial intelligence and the conduct of literature reviews}, volume = {37}, issn = {0268-3962}, url = {https://doi.org/10.1177/02683962211048201}, doi = {10.1177/02683962211048201}, abstract = {Artificial intelligence (AI) is beginning to transform traditional research practices in many areas. In this context, literature reviews stand out because they operate on large and rapidly growing volumes of documents, that is, partially structured (meta)data, and pervade almost every type of paper published in information systems research or related social science disciplines. To familiarize researchers with some of the recent trends in this area, we outline how AI can expedite individual steps of the literature review process. Considering that the use of AI in this context is in an early stage of development, we propose a comprehensive research agenda for AI-based literature reviews (AILRs) in our field. With this agenda, we would like to encourage design science research and a broader constructive discourse on shaping the future of AILRs in research.}, number = {2}, urldate = {2023-11-28}, journal = {Journal of Information Technology}, author = {Wagner, Gerit and Lukyanenko, Roman and Paré, Guy}, month = jun, year = {2022}, note = {Publisher: SAGE Publications Ltd KerkoCite.ItemAlsoKnownAs: 10.1177/02683962211048201 2405685:KDZG5MJK 2486141:AU8NLI8I}, keywords = {\_Added-ailr-2024, \_important-ailr-2024}, pages = {209--226}, } @techreport{messa_livrable_2022, type = {Other type}, title = {Livrable 5: {Guide} pratique pour les enseignants: comment utiliser la plateforme numérique?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/SJ7QQBQS}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Messa, Angele and Rasolohery, Hasiniavo and Koomar, Saalim}, month = may, year = {2022}, doi = {10.5281/zenodo.8058585}, note = {ZenodoArchiveID: 8058585 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8058585 ZenodoArchiveConcept: 8058584}, keywords = {\_r:AddedByZotZen}, } @misc{imagine_worldwide_draft_2022, title = {{DRAFT} {Technical} {Report}: {Impacts} of a 2-year {EdTech} program on early primary learning in {Malawi} amid disruptions due to {COVID}-19}, shorttitle = {{DRAFT} {Technical} {Report}}, url = {https://www.imagineworldwide.org/resource/technical-report-impacts-of-a-2-year-edtech-program-on-early-primary-learning-in-malawi-amid-disruptions-due-to-covid-19/}, language = {en-US}, urldate = {2023-06-22}, author = {{Imagine Worldwide}}, month = may, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IHETD9DX 2405685:M4C6ZJ6J}, } @misc{mcburnie_using_2022, title = {Using technology to improve the equity of teacher allocation in {Sierra} {Leone}: the challenge and a way forward}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://edtechhub.org/2022/05/06/using-technology-to-improve-the-equity-of-teacher-allocation-in-sierra-leone-the-challenge-and-a-way-forward/}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, journal = {EdTech Hub}, author = {McBurnie, Chris and Vijil, Alejandra and Haßler, Björn}, month = may, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6497554 2339240:S7M2CQ4J 2405685:BRY3EXFT 2405685:KAZQRPA7}, keywords = {\_r:AddedByZotZen}, } @misc{mcburnie_when_2022, title = {When teachers are asked to deploy other teachers, we learn a lot about teacher preferences}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://edtechhub.org/2022/05/13/when-teachers-are-asked-to-deploy-other-teachers-we-learn-a-lot-about-teacher-preferences/}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, journal = {EdTechHub}, author = {McBurnie, Chris and Godwin, Katie and Bernard-Jones, Lydia}, month = may, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6412386 2405685:BPUZD5T5}, keywords = {\_r:AddedByZotZen}, } @techreport{samuels_how_2022, type = {Position paper}, title = {How to {Design} {EdTech} {Programmes} {That} {Lead} to {Gender}-{Transformative} {Change}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/DSG9QF4F}, abstract = {This paper outlines how EdTech programming can adopt a gender-transformative approach to improve gender equity in access and learning outcomes. It explains what the term ‘gender-transformative change’ means, and why it is needed. Some key dimensions of gender-transformative approaches in the specific context of EdTech initiatives are outlined, looking at how different approaches can enhance access to education and learning opportunities and improve outcomes, and challenge discriminatory gender norms and stereotypes. Based on a desk review of grey and published materials, this paper then presents and discusses insights from the approaches taken by four EdTech programmes. Keywords: EdTech; gender-transformative; country case studies; education; girls’ education An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Samuels, Fiona and Leon-Himmelstine, Carmen and Marcus, Rachel and Myers, Christina}, month = apr, year = {2022}, doi = {10.53832/edtechhub.0090}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6475261 10.53832/edtechhub.0090 2405685:DSG9QF4F 2405685:GBQT3KMA}, keywords = {\_r:AddedByZotZen}, } @techreport{villavicencio_iniciativas_2022, type = {Respuesta del {Servicio} de {Asistencia} {No} [{Helpdesk} {Response}]}, title = {Iniciativas para el desarrollo de habilidades {CTIM} de las adolescentes en la región de {LAC}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/TR78WPA9}, abstract = {El presente documento se elaboró en respuesta a una solicitud de la oficina de UNICEF en Argentina presentada al Servicio de Asistencia de EdTech Hub en noviembre de 2021. El equipo de UNICEF solicitó una lista seleccionada de iniciativas para el desarrollo de habilidades en ciencia, tecnología, ingeniería y matemáticas (CTIM) de las adolescentes de la región de América Latina y el Caribe (LAC). El documento ofrece una introducción al concepto de igualdad de género y antecedentes acerca de la participación de las mujeres en los campos de CTIM en la región de LAC y en Argentina. El documento también ofrece una serie de recomendaciones transversales basadas en las iniciativas analizadas. Palabras clave: STEM; Género;CTIM; LAC; Argentina; tecnología; Ciencias; igualdad de género An output of the EdTech Hub, https://edtechhub.org}, language = {es}, number = {42}, institution = {EdTech Hub}, author = {Villavicencio, Xuzel and Myers, Christina and Coflan, Caitlin}, month = apr, year = {2022}, doi = {10.53832/edtechhub.0091}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6497816 10.53832/edtechhub.0091 2405685:TR78WPA9}, keywords = {F: Helpdesk response, \_r:AddedByZotZen}, } @techreport{edtech_hub_team_engaging_2022, type = {Internal {Papers}}, title = {Engaging in {Pakistan}’s {EdTech} {Ecosystem}: {A} strategy for {UNICEF}'s engagement in the technology-facilitated learning arena in {Pakistan}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/G3WPBFNZ}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {{EdTech Hub Team}}, month = apr, year = {2022}, doi = {10.53832/edtechhub.0092}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6477003 10.53832/edtechhub.0092 2405685:G3WPBFNZ}, keywords = {\_r:AddedByZotZen}, } @misc{sarwar_reading_2022, title = {Reading {Audrey} {Watters}: {A} reflection on personalised learning via education technology through a decolonial lens}, shorttitle = {Reading {Audrey} {Watters}}, url = {https://edtechhub.org/2022/04/21/personalised-learning/}, abstract = {At EdTech Hub, we’ve been reflecting on how coloniality is embedded in the work we do: from the colonial roots of the international development sector, to colonial practices embedded in research methods, to “core-to-periphery” design and deployment of EdTech interventions.}, language = {en-US}, urldate = {2023-11-06}, journal = {EdTech Hub}, author = {Sarwar, Moizza Binat}, month = apr, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7LCXLE8L 2405685:U3M7PGEE}, } @article{bhutoria_personalized_2022, title = {Personalized education and artificial intelligence in {United} {States}, {China}, and {India}: {A} systematic review using a {Human}-{In}-{The}-{Loop} model}, volume = {3}, issn = {2666-920X}, shorttitle = {Personalized education and artificial intelligence in {United} {States}, {China}, and {India}}, url = {https://www.sciencedirect.com/science/article/pii/S2666920X22000236}, doi = {10.1016/j.caeai.2022.100068}, abstract = {The traditional “one size fits all” education system has been largely criticized in recent years on the ground of its lacking the capacity to meet individual student needs. Global education systems are leaning towards a more personalized, student-centered approach. Innovations like Big Data, Machine Learning, and Artificial Intelligence (AI) have given the modern-day technology to accommodate the distinctive features of human beings - smart machines and computers have been built to understand individual-specific needs. This opens an avenue for “personalization” in the education sector. From, mushrooming of Education Technology (EdTech) start-ups to government funding in AI research, it is evident that the next generation educational reforms would take a quantum leap forward piloted by Big Data analysis and AI. The objective of this paper is to organize the vast literature on the use of AI for personalization of education and to shed light on the key themes by which an AI-driven approach makes structural modifications to the existing education system. To this effect, the paper employed a systematic review using a Human-In-The-Loop natural language processing model of past two years' literature (2019–2021) in English language from IEEE Xplore on countries China, India and the USA. This process yielded more than 2000 search results at first and these were eventually shortlisted to 353 relevant papers for in-depth analysis. Being the pioneers in EdTech innovations, insights from research done in these three countries provides valuable input for the development of global education systems and research. The findings bring forward AI's success in catering to specific learning requirements, learning habits, and learning abilities of students and guiding them into optimized learning paths across all three countries. Not just that, it is also evident from the literature that AI augments educational content, customizes it for any individual according to their needs, and raises the flag of caution for anticipated learning difficulties. This recalibrates the role of instructors as well as optimizes the teaching-learning environment for a better learning experience. The upward trajectory of educational development with AI opens a new horizon of personalized education for the future generation, but also comes with its challenges. Data privacy issues, availability of digital resources, and affordability constraints have been reported in the recent literature as impediments in the way of promoting such technologies for day-to-day practice.}, language = {en}, urldate = {2022-04-15}, journal = {Computers and Education: Artificial Intelligence}, author = {Bhutoria, Aditi}, month = apr, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.caeai.2022.100068 2129771:J4Q99UYW 2129771:MJJTLAUJ 2129771:SNQL9SJR 2405685:4R8W9A36}, keywords = {Artificial intelligence, Big data, China, India, Personalized education, USA, \_genre:LR-literature\_review}, pages = {100068}, } @misc{curious_learning_crisis_2022, title = {Crisis response can and should include education}, url = {https://www.curiouslearning.org/essays/2022/4/5/crisis-response-can-and-should-include-education}, abstract = {On March 10th, Curious Learning started promoting one of our free literacy learning apps (Feed the Monster localized to Ukrainian). In only 3 weeks, there have been over 55,000 downloads at an average cost per download of \$0.12.}, language = {en-US}, urldate = {2023-06-22}, journal = {Curious Learning}, author = {Curious Learning}, month = apr, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LQW3MTQJ 2405685:LNI9FZPF}, } @techreport{villavicencio_stem_2022, type = {Helpdesk {Response}}, title = {{STEM} {Skills} {Initiatives} for {Adolescent} {Girls} in the {LAC} {Region}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/I8GTEI7T}, abstract = {This report was produced in response to a request from the UNICEF country office of Argentina and presents a curated list of science, technology, engineering, and mathematics (STEM) skills initiatives for adolescent girls in the Latin American and Caribbean (LAC) region. It also provides an introduction to gender equality and background on the participation of women in STEM fields in the LAC region — as well as cross-cutting recommendations based on an analysis of a series of initiatives. Key words: STEM; Gender; Girls; LAC; Argentina; technology; Science An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {42}, institution = {EdTech Hub}, author = {Villavicencio, Xuzel and Myers, Christina and Coflan, Caitlin Moss}, month = apr, year = {2022}, doi = {10.53832/edtechhub.0085}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6402444 10.53832/edtechhub.0085 2405685:I8GTEI7T 2405685:MFYZUPKU}, keywords = {F: Helpdesk response, \_r:AddedByZotZen}, } @techreport{adam_school_2022, type = {Internal {Papers}}, title = {School {Infrastructure} {Survey}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/VIFG4IFF}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Adam, Taskeen and Koomar, Saalim and Hennessy, Sara}, month = mar, year = {2022}, doi = {10.5281/zenodo.5866554}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5866554 2405685:VIFG4IFF}, keywords = {\_r:AddedByZotZen}, } @techreport{jordan_edtech_2022, type = {Working {Paper}}, title = {{EdTech} and girls education in low- and middle-income countries: which intervention types have the greatest impact on learning outcomes for girls?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/9RGDIIHD}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Jordan, Katy and Myers, Christina}, month = mar, year = {2022}, doi = {10.5281/zenodo.5874080}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5874080 2405685:9RGDIIHD}, keywords = {\_r:AddedByZotZen}, } @techreport{koomar_teacher_2022, type = {Internal {Papers}}, title = {Teacher {Attitudes} {Survey}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/G2M69ZP4}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim and Hennessy, Sara}, month = mar, year = {2022}, doi = {10.5281/zenodo.5866562}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5866562 2405685:G2M69ZP4}, keywords = {\_r:AddedByZotZen}, } @techreport{mcburnie_report_2022, title = {Report on research outcomes}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/KT9PMHDT}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {4}, institution = {EdTech Hub}, author = {McBurnie, Chris and Godwin, Katy and Vijil, Alejandra and Haßler, Björn}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6320778 10.53832/edtechhub.0082 2405685:KT9PMHDT}, keywords = {\_r:AddedByZotZen}, } @techreport{alsheikh_theeb_guidance_2022, type = {Helpdesk {Response}}, title = {Guidance on {Community} {Mobilisation} for {Girls}’ {Education}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/FVSQD8MB}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {39}, institution = {EdTech Hub}, author = {AlSheikh Theeb, Thaer and McGinty, Sara and Obaid, Rasha}, month = mar, year = {2022}, doi = {10.53832/edtechhub.0086}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6396237 10.53832/edtechhub.0086 2405685:CVS2WZC3 2405685:FVSQD8MB}, keywords = {F: Helpdesk response, \_r:AddedByZotZen}, } @techreport{clark-wilson_theory_2022, type = {Working {Paper}}, title = {A {Theory} of {Change} for {Teachers} {Towards} a {Technology}-{Enhanced} {Education} {System} in {Bangladesh}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/29Z2JFJT}, abstract = {The second of a trilogy of Theories of Change (TOCs) that focuses on teachers as key agents of change in the development of an increasingly technology-enhanced education system in Bangladesh. The TOC was created following a period of desk research and in-country stakeholder workshops. It offers a theory for how teachers’ professional learning experiences will enable them to support learners in ways that take advantage of available technology. The TOC is a useful tool to support the design, implementation, and evaluation of all programmes and initiatives that are designed for teachers, and aim to improve educational outcomes for learners in Classes 1-12. Keywords: Bangladesh; Theory of Change; technology-enhanced learning; teachers' professional development; education An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {44}, institution = {EdTech Hub}, author = {Clark-Wilson, Alison and Ahmed, Shakil and Kaye, Tom and Zubairi, Asma}, month = mar, year = {2022}, doi = {10.53832/edtechhub.0088}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6400980 10.53832/edtechhub.0086 10.53832/edtechhub.0088 2405685:29Z2JFJT 2405685:CB5GGAXU}, keywords = {\_r:AddedByZotZen}, } @techreport{dzinotyiweyi_guidance_2022, type = {Helpdesk {Response}}, title = {Guidance on {Facilitation} of {E}-{Learning}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/CMEQA5F7}, language = {en}, number = {40}, institution = {EdTech Hub}, author = {Dzinotyiweyi, Monica and Chuang, Rachel and McGinty, Sara and Obaid, Rasha}, month = mar, year = {2022}, doi = {10.53832/edtechhub.0087}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6396251 10.53832/edtechhub.0087 2405685:CMEQA5F7}, keywords = {F: Helpdesk response, \_r:AddedByZotZen}, } @techreport{noauthor_engagement_2022, type = {Internal {Papers}}, title = {Engagement {Strategy} {For} {UNICEF} {Pakistan}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/AIRHC5TB}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, month = mar, year = {2022}, doi = {10.5281/zenodo.6379314}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6379314 2405685:AIRHC5TB}, keywords = {\_r:AddedByZotZen}, } @techreport{unicef_conceptual_2022, type = {Helpdesk {Response}}, title = {Conceptual {Framework} for {Monitoring} {Hybrid} {Learning} {Delivery} {Toward} {Long}-{Term} {System} {Strengthening} and {Resilient} {Education} {Systems}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://www.unicef.org/media/123221/file/Conceptual%20Framework_2B.pdf}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {{UNICEF}}, month = mar, year = {2022}, doi = {10.53832/edtechhub.0073}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5826262 10.53832/edtechhub.0073 2405685:3EQU9ZAN}, keywords = {F: Helpdesk response, \_r:AddedByZotZen}, } @techreport{unicef_monitoring_2022, type = {Helpdesk {Response}}, title = {Monitoring {Hybrid} {Learning}: {A} {Short} {Guide}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://www.unicef.org/media/123226/file/Short%20guide%20to%20monitoring%20hybrid%20learning%202B.pdf}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {{UNICEF} and {EdTech Hub}}, month = mar, year = {2022}, doi = {10.53832/edtechhub.0072}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5826252 10.53832/edtechhub.0072 2405685:NHNPTFBW}, keywords = {F: Helpdesk response, \_r:AddedByZotZen}, } @techreport{unicef_operational_2022, type = {Helpdesk {Response}}, title = {Operational {Guide} for {Monitoring} {Hybrid} {Learning} {Delivery} {Toward} {Long}-{Term} {System} {Strengthening} and {Resilient} {Education} {Systems}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://www.unicef.org/media/123216/file/Operational%20Guide%202B.pdf}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {{UNICEF} and {EdTech Hub}}, month = mar, year = {2022}, doi = {10.53832/edtechhub.0074}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5826264 10.53832/edtechhub.0074 2405685:P59N3JKT}, keywords = {F: Helpdesk response, \_r:AddedByZotZen}, } @techreport{zubairi_pakistan_2022, type = {Technical {Report}}, title = {Pakistan {Digital} {Learning} {Landscape} {Analysis}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/HEXCEXFK}, abstract = {The Covid-19 pandemic has resulted in a dramatic increase in the role educational technology (EdTech) plays in education delivery. As schools have closed worldwide, EdTech has played a critical role in keeping children learning. However, as the pandemic has persisted, the optimism around EdTech has plateaued. It has given way to fears that children who are using EdTech are not learning, and that the most marginalised children are falling further behind due to the emergence of a digital divide. On average, only 34\% of households across Pakistan have digital access and only 14\% have access to laptops or computers. The access challenge is further intensified by demographics including gender, locality, and socio-economic status. This divide must be addressed if EdTech is to support effective learning for all children across all contexts in Pakistan. If left unaddressed, EdTech interventions can exacerbate a digital divide that further compounds the disadvantage of marginalised groups. Across the world, UNICEF has supported governments globally to deploy EdTech tools in response to the Covid-19 pandemic. To support this endeavour in Pakistan, UNICEF Pakistan is building evidence on digital learning to support the EdTech ecosystem in Pakistan. Evidence in this landscape review will support stakeholders including the Ministry of Federal Education and Professional Training (MoFEPT) and UNICEF Pakistan to develop long-term strategies to fortify Pakistan’s EdTech ecosystem. The purpose of this landscape review is to identify the challenges, emerging trends, and opportunities for engagement within Pakistan’s EdTech ecosystem. To do this, the landscape analysis collected and analysed data (both primary and secondary, and quantitative and qualitative) relating to technology-facilitated learning in Pakistan. In this way, this landscape analysis can both inform MoFEPT and UNICEF’s strategies and provide a resource for stakeholder (e.g., federal, provincial, and regional government agencies, development partners, and the private sector) engagement in technology-facilitated learning in Pakistan. Keywords: marginalised learners; out-of-school children; EdTech tools; Pakistan; foundational skills; infrastructure; MoFEPT; UNICEF An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Zubairi, Asma and Khalayleh, Abdullah and Baloch, Imdad and Mazari, Haani and Kaye, Tom and Groeneveld, Caspar}, month = mar, year = {2022}, doi = {10.53832/edtechhub.0093}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5774707 10.53832/edtechhub.0093 2405685:HEXCEXFK 2405685:XMGEKJ3V}, keywords = {\_r:AddedByZotZen}, } @techreport{education_endowment_foundation_eef_2022, title = {{EEF} {Evidence} {Database} {Coding} {Guide} – {Main} {Data} {Extraction}}, url = {https://d2tic4wvo1iusb.cloudfront.net/production/documents/toolkit/MDE_CodingGuide_V3_March2022-1.pdf}, number = {Version 3}, urldate = {2023-11-02}, author = {{Education Endowment Foundation} and {Durham University}}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NYKWCQ8P 2405685:UY33TCG5}, keywords = {\_yt:a}, } @techreport{aurino_nudges_2022, type = {Technical {Report}}, title = {Nudges to {Improve} {Learning} and {Gender} {Parity}: {Preliminary} findings on supporting parent-child educational engagement during {Covid}-19 using mobile phones}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/PWU63GQS}, abstract = {Key words: parental education engagement; caregiver engagement; nudges; text messages; schooling; learning; Ghana; gender In this study we evaluate a digital intervention to improve low-literate caregivers’ engagement with their children’s education and development in rural Ghana during the Covid-19 pandemic. The programme was a text-message-based behavioural change intervention for parents / caregivers that aimed to improve caregiver engagement in children’s educational activities, caregiver beliefs about returns to education, as well as children’s learning, enrollment, attendance, and gender parity in education. This household-randomised trial, conducted in the North East, Northern, Savannah, Upper East, and Upper West regions of Ghana, tested four variations of the intervention, varying both duration and a gender-parity focus. Households were randomised to one of five conditions: (i) regular behavioural nudges, 12 weeks; (ii) gender-boost behavioural nudges, 12 weeks; (iii) regular behavioural nudges, 24 weeks; (ii) gender-boost behavioural-nudges, 24 weeks; or (v) control. The interventions were implemented from January to April 2021 (for the 12-week groups) and January to June 2021 (for the 24-week groups). We collected data at midline (April–June 2021) and endline (August–September 2021). Our preliminary results suggest that a short, light-touch, SMS-based intervention can change caregiver behaviours and child outcomes in a rural, low-literate sample. However, the results were complex and intervention effectiveness depended on the caregiver having minimum levels of schooling. For caregivers with no education (65\% of the sample), the intervention only increased caregiver expectations on reaching the desired level of education, especially among girls, but reduced educational engagement and some measures of children’s school enrollment and attendance. Educational engagement among Ghanaian caregivers is low relative to peer countries (Bornstein \& Putnick, 2012; McCoy et al., 2018). The findings suggest that caregivers may need a base level of capital and resource (e.g., exposure to formal education) to enact the messages and increase their educational engagement with their children. Without this base level of capital, messages may increase caregivers’ aspirations for their children without providing enough support to change educational investments in positive ways. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Aurino, Elisabetta and Tsinigo, Edward and Wolf, Sharon}, month = feb, year = {2022}, doi = {10.53832/edtechhub.0083}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6337916 10.5281/zenodo.6337918 10.5281/zenodo.6338002 10.5281/zenodo.6338007 10.53832/edtechhub.0083 2339240:AZXVF44M 2339240:GZRZGRN7 2339240:MJPJVVCU 2405685:6QCZIQR2 2405685:D9VW8AI3 2405685:PWU63GQS 2405685:QAXG3NCJ 2405685:RKRPWPX5 2405685:VT5Z6XB6 2405685:YBG8MTTQ 2405685:ZDHGEBKD}, keywords = {\_r:AddedByZotZen}, } @misc{adam_decolonising_2022, title = {Decolonising {EdTech}: {A} resource list for tackling coloniality and digital neocolonialism in {EdTech}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://edtechhub.org/2022/02/25/decolonising-edtech-a-resource-list-for-tackling-coloniality-and-digital-neocolonialism-in-edtech/}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, journal = {EdTech Hub}, author = {Adam, Taskeen and Sarwar, Moizza Binat and Moustafa, Nariman}, month = feb, year = {2022}, doi = {10.5281/zenodo.5997769}, note = {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}, } @techreport{hasler_technology_2022, type = {Technical {Report}}, title = {Technology {Options} for {TCPD} in {Tanzania}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/X8QRZ5EJ}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Haßler, Björn and Mtebe, Joel and Abdelrahman, Salma and Kondor, Oscar and Mashauri, Aron and Adam, Taskeen and Koomar, Saalim}, month = feb, year = {2022}, doi = {10.5281/zenodo.5874600}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5874600 2405685:X8QRZ5EJ}, keywords = {\_r:AddedByZotZen}, } @techreport{groeneveld_developing_2022, type = {Technical {Report}}, title = {Developing a {Proof} of {Concept} for a {Regional} {Learning} {Hub} for {Eastern} and {Southern} {Africa} {Part} 3: {Skills} taxonomy}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/VFV5SG9H}, abstract = {In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the third of five reports on the development of a proof of concept for the Hub and describes our observations during the creation of a skills taxonomy. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest: Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {3}, institution = {EdTech Hub}, author = {Groeneveld, Caspar}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0077}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5803101 10.53832/edtechhub.0077 2405685:VFV5SG9H}, keywords = {\_r:AddedByZotZen}, } @techreport{groeneveld_developing_2022, type = {Technical {Report}}, title = {Developing a {Proof} of {Concept} for a {Regional} {Learning} {Hub} for {Eastern} and {Southern} {Africa} {Part} 4: {Content} curation}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/9VKXVKGI}, abstract = {In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the fourth of five reports on the development of a proof of concept for the Hub and describes our observations during content curation. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest: Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {4}, institution = {EdTech Hub}, author = {Groeneveld, Caspar}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0078}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5803092 10.53832/edtechhub.0078 2405685:9VKXVKGI}, keywords = {\_r:AddedByZotZen}, } @techreport{groeneveld_developing_2022, type = {Technical {Report}}, title = {Developing a {Proof} of {Concept} for a {Regional} {Learning} {Hub} for {Eastern} and {Southern} {Africa} {Part} 1: {Inception} {Report}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Developing a {Proof} of {Concept} for a {Regional} {Learning} {Hub} for {Eastern} and {Southern} {Africa} {Part} 1}, url = {https://docs.edtechhub.org/lib/EW94QPAA}, abstract = {In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the first of five reports on the development of a proof of concept for the Hub. It provides a background and overview of the project. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest: Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {1}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Michels, Guillaume and Kaye, Tom}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0075}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5803111 10.53832/edtechhub.0075 2339240:XBN27377 2405685:674LJ8EY 2405685:EW94QPAA}, keywords = {\_r:AddedByZotZen}, } @techreport{rahman_developing_2022, type = {Technical {Report}}, title = {Developing a {Proof} of {Concept} for a {Regional} {Learning} {Hub} for {Eastern} and {Southern} {Africa} {Part} 2: {Insights} from user research}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/CI5UZ5R4}, abstract = {In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the second of five reports on the development of a proof of concept for the Hub. It provides a summary of user research undertaken for the project. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest. Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {2}, institution = {EdTech Hub}, author = {Rahman, Asad and Groeneveld, Caspar}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0076}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5803107 10.53832/edtechhub.0076 2405685:CI5UZ5R4 2405685:HU5IFEK9}, keywords = {\_r:AddedByZotZen}, } @techreport{noauthor_libyas_2022, type = {Helpdesk {Response}}, title = {Libya’s {Roadmap} for {Distance} {Learning}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/2WMNXSHF}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {Helpdesk Response 81}, institution = {EdTech Hub}, month = jan, year = {2022}, doi = {10.5281/zenodo.5901508}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5901508 2405685:2WMNXSHF}, keywords = {F: Helpdesk response, \_r:AddedByZotZen}, } @techreport{dangelo_technology_2022, type = {Policy {Brief}}, title = {Technology {Use} for {Teacher} {Professional} {Development} in {Low}- and {Middle}-{Income} {Countries}: {Recommendations} for policy from a systematic review}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/7S9CUP77}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {D'Angelo, Sophia and Hennessy, Sara and Kreimeia, Adam and Koomar, Saalim and Cao, Lydia and McIntyre, Nora and Brugha, Meaghan and Zubairi, Asma}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0080}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0080 2339240:PRMHXVPE 2405685:7S9CUP77 2405685:HHXQI3S4 2405685:VU5JQKWG 2534378:BXN59IRN}, keywords = {Read, Teacher education and training, \_r:AddedByZotZen}, } @techreport{groeneveld_developing_2022, type = {Technical {Report}}, title = {Developing a {Proof} of {Concept} for a {Regional} {Learning} {Hub} for {Eastern} and {Southern} {Africa} {Part} 5: {Final} report}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/5XBMPDX6}, abstract = {In 2021, the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE), and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the fifth and final report on the development of a proof of concept for the Regional Learning Hub. We recommend beginning with this document and then moving to any of the remaining four reports, depending on your interest: Inception report; User research; Skills taxonomy; Content curation An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Michels, Guillaume and Kaye, Tom}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0079}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5795656 10.53832/edtechhub.0079 2405685:5XBMPDX6}, keywords = {\_r:AddedByZotZen}, } @techreport{alsheikh_theeb_engaging_2022, type = {Helpdesk {Response}}, title = {Engaging {Girls} with {E}-{Learning}: {A} curated list of good practices}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/PXUQJZTH}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {34}, institution = {EdTech Hub}, author = {AlSheikh Theeb, Thaer}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0069}, note = {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}, } @techreport{alsheikh_theeb_guidance_2022, type = {Helpdesk {Response}}, title = {Guidance on {Pre}-{Assessment} for {Establishing} {E}-{Learning} {Centres}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/DPWSAA9Z}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {38}, institution = {EdTech Hub}, author = {AlSheikh Theeb, Thaer and McGinty, Sara and Obaid, Rasha}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0084}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5813529 10.53832/edtechhub.0084 2405685:DPWSAA9Z}, keywords = {\_r:AddedByZotZen}, } @article{thai_accelerating_2022, title = {Accelerating early math learning with research-based personalized learning games: {A} cluster randomized controlled trial}, volume = {15}, issn = {1934-5747, 1934-5739}, shorttitle = {Accelerating {Early} {Math} {Learning} with {Research}-{Based} {Personalized} {Learning} {Games}}, url = {https://www.tandfonline.com/doi/full/10.1080/19345747.2021.1969710}, doi = {10.1080/19345747.2021.1969710}, language = {en}, number = {1}, urldate = {2023-10-06}, journal = {Journal of Research on Educational Effectiveness}, author = {Thai, Khanh-Phuong and Bang, Hee Jin and Li, Linlin}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2021.1969710 2339240:KIHR63ZQ 2405685:SD4K7XXA}, pages = {28--51}, } @article{cumbo_using_2022, title = {Using participatory design approaches in educational research}, volume = {45}, issn = {1743-727X}, url = {https://doi.org/10.1080/1743727X.2021.1902981}, doi = {10.1080/1743727X.2021.1902981}, abstract = {Educational researchers are showing a growing interest in Participatory Design (PD) and other collaborative co-design approaches. This paper considers the ways in which education researchers considering PD can benefit from drawing on the approach’s heritage in the 1970s’ Scandinavian ‘cooperative inquiry’ tradition. In particular, the paper highlights four core principles from the Scandinavian tradition, i.e.: the pursuit of socio-ethical outcomes, sustained consideration of what constitutes ‘participation’ and ‘practice’, and PD as a design process. While positioning these principles in school-based research is not easy, the paper considers how this has been achieved within the field of child-computer-interaction – an area of research that is also often conducted with children in educational institutions. While remaining mindful of the institutional constraints of school-based research, we argue that these Scandinavian principles can be borrowed and built upon by educational researchers – thereby extending the scope and ambitions of educational PD research.}, number = {1}, urldate = {2023-10-12}, journal = {International Journal of Research \& Method in Education}, author = {Cumbo, Bronwyn and Selwyn, Neil}, month = jan, year = {2022}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/1743727X.2021.1902981 KerkoCite.ItemAlsoKnownAs: 10.1080/1743727X.2021.1902981 2339240:28BIXHXE 2405685:CA4JF3CY}, keywords = {Participatory methods, Scandinavian tradition, co-design, educational research, participatory design}, pages = {60--72}, } @article{rey-guerra_family_2022, title = {Family engagement in early learning opportunities at home and in early childhood education centers in {Colombia}}, volume = {58}, issn = {0885-2006}, url = {https://www.sciencedirect.com/science/article/pii/S0885200621000946}, doi = {10.1016/j.ecresq.2021.08.002}, abstract = {Family engagement in early learning and education is considered a key predictor of children's development. However, little is known about the link between family engagement in early learning opportunities in sociocultural diverse contexts, particularly in low- and-middle-income countries. This study examined the associations of family engagement in home learning activities (e.g., reading books, naming things) and in early childhood care and education centers (ECCE; e.g., attending meetings or workshops, helping inside the classroom) with young children's emergent literacy and numeracy, social-emotional functioning, motor development, and executive functions, as measured through direct assessment. Data came from a nationally-representative sample of public ECCE centers in Colombia serving 3–5-year-old children (N = 3069). Multilevel model analyses showed that home-based family engagement was associated with higher emergent numeracy, emergent literacy, social-emotional functioning, and motor development, whereas center-based family engagement was associated only with higher emergent numeracy and literacy development. These results suggest that interventions and policies designed to improve family engagement in early learning opportunities both at the ECCE centers and at the home could have positive and independent effects on early childhood development.}, urldate = {2023-10-06}, journal = {Early Childhood Research Quarterly}, author = {Rey-Guerra, Catalina and Maldonado-Carreño, Carolina and Ponguta, Liliana Angelica and Nieto, Ana María and Yoshikawa, Hirokazu}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ecresq.2021.08.002 2339240:C6WEINQL 2405685:UGJIBE29}, keywords = {Child development, Colombia, Early childhood education, Family engagement, Home learning, Multilevel models}, pages = {35--46}, } @article{shavitt_transcultural_2022, title = {Transcultural adaptation and psychometric properties of the {International} {Development} and {Early} {Learning} {Assessment} ({IDELA}) in {Brazilian} pre-school children}, volume = {3}, issn = {2666-3740}, url = {https://www.sciencedirect.com/science/article/pii/S2666374022000176}, doi = {10.1016/j.ijedro.2022.100138}, abstract = {Early childhood is a sensitive period for development, and it is important to use psychometrically sound instruments to assess the child's developmental abilities. The International Development and Early Learning Assessment (IDELA) represents an innovative, feasible and low-cost assessment tool for preschool children that evaluates motor development, pre-numeracy, pre-literacy, and socioemotional development. These areas of development represent “key” skills for early development and school readiness. The objectives of this study were to translate the IDELA to Brazilian Portuguese, to conduct its cultural adaptation to the Brazilian population, to analyze its content validity, to assess its inter-rater reliability, to analyze the internal consistency of its sub-domains and to investigate associations between the child's IDELA scores and sociodemographic characteristics of the family. This was a descriptive, cross-sectional study, in which a sample of 565 preschool children were assessed with the IDELA in the city of Embu das Artes, São Paulo. Results indicated that the IDELA was successfully translated and culturally adapted to the Brazilian population, presenting adequate content validity, good internal consistency of its sub-domains and very high inter-rater reliability. Among the evaluated children, the girls' mean scores were higher than the boys' mean scores; 5-year-old children had higher scores than 4-year-old children; a positive correlation was observed between maternal education and the children's mean scores in the total IDELA, the pre-mathematics and the socioemotional subdomains. In conclusion, the Brazilian version of the IDELA proved to be feasible, adequate and reliable to assess early childhood development and school readiness of preschool age children in Brazil. Future studies could use the IDELA to provide relevant data about the children's development and school readiness in other Brazilian regions that will be useful in the planning of public health and education policies to improve children's integral development and their academic achievement.}, language = {en}, urldate = {2022-12-05}, journal = {International Journal of Educational Research Open}, author = {Shavitt, Ilana and Ayres de Araujo Scatollin, Monica and Suzart Ungaretti Rossi, Adriana and Pacífico Mercadante, Mariana and Gamez, Luciano and Resegue, Rosa Miranda and Pisani, Lauren and do Rosário, Maria Conceição}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedro.2022.100138 2339240:KMFI72C4 2405685:FNHIC9NG}, keywords = {Assessment, Cultural adaptation, Early childhood development, Inter-rater reliability, Preschool age children, Translation}, pages = {1--8}, } @misc{adam_tackling_2022, title = {Tackling coloniality in {EdTech}: {Making} your offering inclusive and socially just}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/3QV8PAED}, abstract = {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.}, language = {en}, author = {Adam, Taskeen and Moustafa, Nariman and Sarwar, MoizzaBinat}, year = {2022}, doi = {10.53832/edtechhub.0150}, note = {ZenodoArchiveID: 7612943 ZenodoArchiveConcept: 7612942 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7612943 10.53832/edtechhub.0147 10.53832/edtechhub.0150 2405685:3QV8PAED}, keywords = {\_r:AddedByZotZen}, } @misc{bantwana_world_education_initiative_implementing_2022, title = {Implementing {DREAMS} {Programming} in {Malawi}}, url = {https://bantwana.org/wp-content/uploads/2022/07/Malawi-DREAMS-Brief-IAS_July_20-forPRINTING.pdf}, author = {{Bantwana World Education Initiative}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CNBT7I8Y}, } @techreport{castillo_trends_2022, title = {Trends in {Digital} {Personalized} {Learning}: {Landscape} {Review} of {Personalized} {Learning} {Solutions} in {Low} and {Middle}-{Income} {Countries}. {UNICEF} {Office} of {Global} {Insight} \& {Policy}.}, institution = {UNICEF Office of Global Insight \& Policy.}, author = {Castillo, N and Adam, T and Alam, A and Alrawashdeh, G. S. and Tiwari, P}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:78P6TGA4 2405685:LK8XX2MQ}, } @techreport{cochran_eager_2022, title = {{EAGER} {Scenario} {Model} – {Sierra} {Leone}}, url = {https://rescue.app.box.com/s/qd6v37kfdowbcl5zfgmol65rjw7tk8me}, language = {en-US}, urldate = {2023-06-22}, institution = {The International Rescue Committee}, author = {Cochran, Mikaela}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CXF88QEI 2339240:UWF4RMSZ 2405685:UEIPLTJ9 2405685:UGYV6DSA}, } @incollection{crawfurd_what_2022, title = {What has {Worked} at {Scale}?}, url = {https://www.cgdev.org/sites/default/files/schooling-for-all-feasible-strategies-universal-eduction.pdf}, urldate = {2022-12-18}, booktitle = {Schooling for {All} {Feasible} {Strategies} to {Achieve} {Universal} {Education}}, publisher = {Centre for Global Development}, author = {Crawfurd, Lee and Hares, Susannah and Sandefur, Justin}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4HIVSD9D 2405685:8P2AR68Q}, } @techreport{da_silva_transformational_2022, type = {Midline {Evaluation} {Report}}, title = {Transformational {Empowerment} of {Adolescent} {Marginalised} {Girls} in {Malawi}}, url = {https://girlseducationchallenge.org/media/55oet2yr/team-girl-malawi-lngb-midline-evaluation.pdf}, institution = {Girls' Education Challenge, UK Aid}, author = {da Silva, Carol and Laesecke, Anne and Murray, Matthew and Salicath and Wang, Erica}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EDU4BFPR}, } @techreport{edtech_hub_cost-effective_2022, type = {Internal {Papers}}, title = {Cost-effective {EdTech} {Paper} 3: {Internal} {Guidance} {Note}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/GIG4SXEC}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {3}, institution = {EdTech Hub}, author = {{EdTech Hub}}, year = {2022}, doi = {10.53832/edtechhub.0153}, note = {ZenodoArchiveID: 7324136 ZenodoArchiveConcept: 7324135 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7324136 10.53832/edtechhub.0153 2405685:GIG4SXEC}, keywords = {\_r:AddedByZotZen}, } @techreport{edtech_hub_cost-effective_2022, type = {Technical {Report}}, title = {Cost-{Effective} {Technology} {Approaches} to {Improve} {Education} {Outcomes} for {Girls}: {Learning} from 41 {Girls}’ {Education} {Challenge} projects}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Inception {Report} 8}, url = {https://docs.edtechhub.org/lib/8ZWX2JI5}, language = {en}, institution = {EdTech Hub}, author = {{EdTech Hub}}, year = {2022}, doi = {10.53832/edtechhub.0060}, note = {ZenodoArchiveID: 5596887 ZenodoArchiveConcept: 5596886 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0060 2405685:8ZWX2JI5}, } @techreport{edtech_hub_designing_2022, type = {Technical {Report}}, title = {Designing for {Scale}: {Understanding} design principles and learning process for a personalised learning platform in {Kenya}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Inception {Report} 1}, url = {https://docs.edtechhub.org/lib/27K3U5W4}, language = {en}, institution = {EdTech Hub}, author = {{EdTech Hub}}, year = {2022}, doi = {10.53832/edtechhub.0053}, note = {ZenodoArchiveID: 5596448 ZenodoArchiveConcept: 5596447 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0053 2405685:27K3U5W4}, } @techreport{edtech_hub_edtech_2022, type = {Technical {Report}}, title = {{EdTech} {Systems} {Research}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Inception {Report} 9}, url = {https://docs.edtechhub.org/lib/MDEEA895}, language = {en}, institution = {EdTech Hub}, author = {{EdTech Hub}}, year = {2022}, doi = {10.53832/edtechhub.0061}, note = {ZenodoArchiveID: 5596889 ZenodoArchiveConcept: 5596888 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0061 2405685:MDEEA895}, } @techreport{edtech_hub_team_pakistan_2022, title = {Pakistan {Landscape} {Analysis} {Inception} {Report}: {UNICEF} {Inception} {Report}}, url = {https://docs.edtechhub.org/lib/HL6BNMQZ}, abstract = {Based on the growing access to technology, and the lessons learned from the experiences during the Covid-19 school closures, the Ministry of Federal Education and Professional Training (MoEFPT) has identified the formalisation of a strategy to develop and implement technology-based learning approaches as an immediate national priority. UNICEF Pakistan is developing a strategy to guide its engagement in the technology-facilitated learning space in Pakistan. This strategy will identify how both low- and high-tech learning modalities can be scaled to improve access to and the quality of learning for all Pakistan’s children and adolescents, including the most marginalised. This strategy will be underpinned by a rigorous review of the technology-enhanced learning landscape in Pakistan. EdTech Hub has supported governments and development partners globally to research, design, implement, and evaluate EdTech-related programmes to support education service delivery both during school closures and since reopenings have commenced. EdTech Hub will support UNICEF to undertake the aforementioned landscape review, focused specifically on EdTech tools that are being used for student learning in Pakistan. EdTech Hub will then collaborate with UNICEF to develop a strategy for UNICEF’s engagement in the technology-facilitated learning arena. This inception report sets out the scope of work for this partnership. The remainder of the report contains the following sections. Keywords:marginalised learners; EdTech tools; Pakistan; UNICEF; inception report; MoFEPT An output of the EdTech Hub, https://edtechhub.org}, language = {English}, institution = {EdTech Hub}, author = {{EdTech Hub Team}}, year = {2022}, doi = {10.53832/edtechhub.0094}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5032936 10.5281/zenodo.5142392 10.53832/edtechhub.0094 2405685:G9DHSZ57 2405685:HL6BNMQZ}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen}, } @techreport{edtech_hub_impact_2022, title = {The {Impact} of {GIS}-{Supported} {Teacher} {Allocation} in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/QAH4K4D6}, language = {en}, number = {1}, institution = {EdTech Hub}, author = {{EdTech Hub} and {Education Commission} and {Fab Inc.}}, year = {2022}, doi = {10.53832/edtechhub.0055}, note = {ZenodoArchiveID: 5596875 ZenodoArchiveConcept: 5596874 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5896640 10.5281/zenodo.6504993 10.53832/edtechhub.0055 2405685:HT8ZGKAB 2405685:QAH4K4D6 2405685:SE5JPCX2}, keywords = {HLR3, \_r:AddedByZotZen}, } @techreport{edtech_team_knowledge_2022, address = {Washington D.C.}, title = {Knowledge {Pack}: {EMIS} 2.0: {Learning} {And} {Accountability} {System} {Architecture} ({LASA})}, copyright = {© 2022 International Bank for Reconstruction and Development / The World Bank}, url = {https://documents1.worldbank.org/curated/en/099615004222210401/pdf/P174252021519b01d0bd3e06adc9dd28d86.pdf}, institution = {World Bank Group}, author = {{EdTech Team}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MTJV6RV3 2405685:59NITM5B 2405685:VFAKS428}, } @article{elkomy_lesson_2022, title = {The lesson study approach to professional development: {Promoting} teachers' peer mentoring and communities of practice and students' learning in {Egypt}}, volume = {109}, issn = {0742-051X}, shorttitle = {The lesson study approach to professional development}, doi = {10.1016/j.tate.2021.103538}, abstract = {The purpose of this study was to explore the impact of the lesson study (LS) approach on developing knowledge and perception of peer mentoring (PM) and communities of practice (CoPs) among kindergarten (K.G.) teachers in Egypt. It also aimed to improve students' learning in science concepts and English vocabulary due to teachers' participation in LS. A mixed methods design was employed. Results show that the LS approach provided a rich context for practicing PM experiences and helped teachers to collaborate in a CoP. Further gains were also achieved regarding students’ learning. •Effects of LS on PM and CoP among teachers were investigated.•The impact of the activities developed during LS on students' learning was assessed.•The study was composed of two samples: 21 teachers and 246 learners.•Significant results were obtained concerning teachers' knowledge and perceptions of PM and CoP.•Positive effects on students' learning of science and English were also found.}, language = {eng}, journal = {Teaching and teacher education}, author = {Elkomy, Maha M. and Elkhaial, Nevien H.}, year = {2022}, note = {Place: OXFORD Publisher: Elsevier Ltd KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2021.103538 2339240:U3JC7LQW 2405685:WIDQTX75}, keywords = {Community of practice, Education \& Educational Research, English learning, Lesson study, Mentors, Peer-mentoring, Professional development, Professional learning, Science learning, Sciences education, Social Sciences, Teachers}, pages = {103538--}, } @misc{global_edtech_edtech_2022, title = {{EdTech} supporting sex education for students in {Malawi} {Global} {EdTech}}, url = {https://global-edtech.com/edtech-supporting-sex-education-for-students-in-malawi/}, urldate = {2023-06-22}, author = {{Global EdTech}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QTMLVWGG 2405685:ICAKNQAC}, } @techreport{global_education_monitoring_report_team_education_2022, title = {Education finance watch 2022}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000381644}, urldate = {2024-03-06}, institution = {UNESCO}, author = {Global Education Monitoring Report Team}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PWKV3B4G 2405685:8UXEKWK5}, } @techreport{government_of_malawi_malawi_2022, title = {Malawi {Social} {Cash} {Transfer} {Programme} {Strategic} {Plan} 2022 - 2027}, url = {https://www.unicef.org/malawi/reports/malawi-social-cash-transfer-programme-strategic-plan-2022-2027}, urldate = {2023-06-22}, author = {Government of Malawi and {UNICEF}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NNGIVX4W 2405685:XXEGUPKH}, } @techreport{gray-lobe_can_2022, type = {{BFI} {Working} {Paper}, {Development} {Innovation} {Lab}}, title = {Can {Education} be {Standardized}? {Evidence} from {Kenya}}, shorttitle = {Can {Education} be {Standardized}?}, url = {https://bfi.uchicago.edu/working-paper/2022-68/}, abstract = {We examine the impact of enrolling in schools that employ a highly-standardized approach to education, using random variation from a large nationwide scholarship program. Bridge International Academies not...}, language = {en-US}, urldate = {2022-09-13}, institution = {Becker Friedman Institute for Economics at the University of Chicago}, author = {Gray-Lobe, Guthrie and Keats, Anthony and Kremer, Michael and Mbiti, Isaac and Ozier, Owen}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RHPEGZVF 2405685:GD26M8HS}, } @article{hennessy_technology_2022, title = {Technology use for teacher professional development in low- and middle-{Income} countries: {A} systematic review}, volume = {3}, issn = {2666-5573}, url = {https://www.sciencedirect.com/science/article/pii/S2666557322000088}, doi = {10.1016/j.caeo.2022.100080}, abstract = {Pre-service education and in-service teacher professional development (collectively termed teacher professional development or TPD here) can play a pivotal role in raising teaching quality and, therefore, learning outcomes for children and young people in low- and middle-income countries (LMICs). However, TPD opportunities in LMICs are limited, unsustained, and often not informed by recent research evidence, and outcomes are mixed. Educational technologies offer potential to enhance formally provided programmes and informal peer-learning forms of TPD. We present the first systematic review of the literature pertaining to technology-mediated TPD for educators of school-aged learners in LMICs, aiming to characterise appropriate and effective uses of technology along with specific constraints operating in those contexts. An in-depth synthesis of 170 studies was undertaken, considering macro-, meso- and micro-level factors during TPD design and implementation in the 40 LMICs represented. Volume of publications increased dramatically over the review period (2008–2020), indicating that the field is rapidly developing. Results largely showed benefits for teachers, but evidence for sustainability, cost-effectiveness or tangible impacts on classroom practice and student outcomes was thin. Promising, locally-contextualised forms of technology-mediated TPD included virtual coaching, social messaging, blended learning, video-stimulated reflection, and use of subject-specific software/applications. We report on the variable effectiveness of programmes and limited attention to marginalised groups. To maximise effectiveness of technology-enhanced TPD, the role of facilitators or expert peers is paramount – yet often glossed over – and the interpersonal dimension of teacher learning must be maintained. Recommendations are made for researchers, policymakers, teachers and teacher educators.}, language = {en-GB}, journal = {Computers and Education Open}, author = {Hennessy, Sara and D'Angelo, Sophia and McIntyre, Nora and Koomar, Saalim and Kreimeia, Adam and Cao, Lydia and Brugha, Meaghan and Zubairi, Asma}, year = {2022}, doi = {10.5281/zenodo.4733147}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.caeo.2022.100080 10.5281/zenodo.4733147 2339240:5GVQGQC4 2339240:GQEBFNI2 2339240:LPFYJHUF 2339240:Q5369EBL 2405685:66IBMGWS 2405685:E5J2KHF2 2405685:KXGE9JIR 2405685:P4MI8J9M 2405685:R3SISS58 2405685:RKQI4W3A 2405685:T5QVE96Z 2534378:5CCARHUH 2534378:DZ4AXQJ2 4042040:V58GV3BA}, keywords = {Disability, ICT, Read, Referenced, Teacher education and training, Teacher professional development, What works evidence, \_EdTechHub\_Output, \_MELA\_knowledge\_product, \_MELA\_seen, e-learning, low- and middle-income countries (LMICs), pedagogy, peer learning, teacher training, technology, ⛔ No DOI found}, } @techreport{hennessy_tanzanian_2022, type = {Policy {Brief}}, title = {Tanzanian {Teachers}’ {Experiences} of {Teaching} {With} {Technology}: {Recommendations} for policy and practice}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/VNE3Q93U}, abstract = {This policy brief reports on a teacher survey in Tanzania (July–November 2021) that EdTech Hub commissioned HakiElimu to conduct in order to inform the government’s ongoing national school-based TCPD reform. The survey items were taken from a landmark global survey of 20,000+ teachers’ reflections, experiences, and challenges concerning EdTech access and use, teaching and learning, and professional development over the preceding year, reported by a team from T4 Education and EdTech Hub. Keywords: Educational technology; learning outcomes; teacher needs; teacher professional development; teacher voice; technology access An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Hennessy, Sara and Koomar, Saalim and Kreimeia, Adam}, year = {2022}, doi = {10.53832/edtechhub.0125}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6543151 10.53832/edtechhub.0125 2405685:VNE3Q93U}, keywords = {\_r:AddedByZotZen}, } @techreport{hollow_how_2022, type = {Preprint}, title = {How {EdTech} {Can} {Be} {Used} to {Help} {Address} the {Global} {Learning} {Crisis}: {A} {Challenge} to the {Sector} for an {Evidence}-{Driven} {Future}}, url = {https://docs.edtechhub.org/lib/UUDK52LQ}, language = {en}, institution = {EdTech Hub}, author = {Hollow, David and Jefferies, Kate}, year = {2022}, doi = {10.53832/edtechhub.0115}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0115 2405685:BBQE9QUM 2405685:UUDK52LQ}, } @techreport{imc_worldwide_endline_2022, title = {Endline {Evaluation} {Report}}, url = {https://rescue.app.box.com/s/85bvc9ecgubp9lfr2rc9l5leq9gi1391}, language = {en-US}, urldate = {2023-06-22}, institution = {International Rescue Committee and EAGER Consortium}, author = {{IMC Worldwide}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L32BDHY2 2405685:ZR7Q4CXB}, } @techreport{islam_delivering_2022, type = {Working {Paper}}, title = {Delivering {Remote} {Learning} {Using} a {Low}-{Tech} {Solution}: {Evidence} from an {RCT} during the {Covid}-19 {Pandemic}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/FE3VBQQW}, abstract = {During the prolonged school closure due to the Covid-19 pandemic, many children in rural Bangladesh were missing out on formal education. What is more these children had limited access to distance learning modalities such as the internet, television, and radio. To counteract this poor access, this study used the widely accessible modality of mobile phones to deliver a set of audio lessons to primary school students using Interactive Voice Response (IVR). These lessons were developed using the Interactive Radio Instruction (IRI) method. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {43}, institution = {EdTech Hub}, author = {Islam, Asad and Wang, Liang Choon and Hassan, Hashibul}, year = {2022}, doi = {10.53832/edtechhub.0070}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5721401 10.53832/edtechhub.0070 2339240:CHJR9D5G 2339240:RFJZSHMG 2405685:FE3VBQQW 2405685:NFXKD34I 2405685:PU8D6GXN 2405685:SY9TIAMH}, keywords = {\_r:AddedByZotZen}, } @article{kerkhoff_professional_2022, title = {Professional {Development} on {Digital} {Literacy} and {Transformative} {Teaching} in a {Low}‐{Income} {Country}: {A} {Case} {Study} of {Rural} {Kenya}}, volume = {57}, issn = {0034-0553}, shorttitle = {Professional {Development} on {Digital} {Literacy} and {Transformative} {Teaching} in a {Low}‐{Income} {Country}}, doi = {10.1002/rrq.392}, abstract = {In recent years, the government of Kenya has implemented programs with the hope of moving the country to middle‐income status. The government has implemented the Digital Literacy Programme, distributing tablets to schools across the country, and also a new curriculum, promoting innovative teaching that includes digital literacy, learner‐centered teaching, and relevance to students’ lives. Our purpose in this research was to explore culturally sustaining teaching methods in line with the Kenyan government’s push for innovative teaching and digital literacy attainment for all students. We used case study methods to describe Kenyan teachers’ perceptions of innovative teaching and digital literacy while participating in the Inquiry Initiative, a three‐day professional development series. Participants included preschool, primary, and secondary teachers from Trans Nzoia County. Data sources were pre‐ and post‐surveys, participant‐generated artifacts, and interviews. Our participants perceived the following needs: new literacies for learners, creativity for learners, collaboration and group work, and creativity to overcome technological challenges. Overall, participants embraced learner‐centered teaching theoretically but found that the lack of technological resources created barriers to teaching digital literacy in a learner‐centered fashion. We found that teachers reported mostly using technology for teaching preparation and record keeping rather than engaging students in digital literacy practices. To solve technological challenges, teachers described having students work in groups and using smartphones. Future research could share more creative solutions to technical challenges in low‐income countries.}, language = {eng}, number = {1}, journal = {Reading research quarterly}, author = {Kerkhoff, Shea N. and Makubuya, Timothy}, year = {2022}, note = {Place: HOBOKEN Publisher: Wiley KerkoCite.ItemAlsoKnownAs: 10.1002/rrq.392 2339240:ZUF5QSBN 2405685:TCG8Z8AZ}, keywords = {1‐Early childhood, 2‐Childhood, 3‐Early adolescence, 4‐Adolescence, 6‐Adult, Case Studies, Collaboration, Collaborative Learning, Computer literacy, Constructivism, Creative ability, Creativity, Critical Pedagogy, Culturally Responsive Pedagogy, Digital Literacies, Digital literacy, Digital/media literacy, Education \& Educational Research, Educational technology, Gloablization and Literacy, Group work in education, Information literacy, Instructional strategies; methods and materials, Kenya, Literacies, Literacy, Literacy programs, Policy, Postcolonialism, Professional Development, Psychology, Psychology, Educational, Qualitative Research, Social Constructivism, Social Sciences, Socio‐cultural, Students, Study and teaching, Survey Research, Teacher attitudes, Teacher education, Teacher education; professional development, Teachers, Teaching, Teaching methods, Team learning approach in education, Transformative}, pages = {287--305}, } @article{koomar_reflections_2022, title = {Reflections on technology, teaching, learning, and professional development: {Findings} from a teacher survey in {Tanzania}}, volume = {10}, issn = {2354-2160}, shorttitle = {Reflections on {Technology}, {Teaching}, {Learning}, and {Professional} {Development}}, url = {https://eric.ed.gov/?id=EJ1373064}, doi = {10.30918/AERJ.104.22.048}, abstract = {This paper presents findings from a survey of 774 government school teachers across Tanzania over the period 2020-2021. The aims were to capture teachers' recent experiences concerning (1) access and use of technology; (2) any student learning losses observed, and teachers' recommendations to address lost learning; and (3) experiences and needs concerning teacher professional development (TPD). Key findings were (1) forty percent of teachers reported that their school lacked access to any form of technological device, with almost half stating they never used digital technologies for teaching and learning purposes. (2) Almost half of the teachers perceived that girls' learning suffered more than boys, and more than 60\% of teachers believed learners from the financially poorest households suffered the greatest learning losses. (3) Teachers in Tanzania engaged in very little TPD and wanted increased support. The key differences across teacher groups were further examined by demographic factors, with notable differences apparent between urban and rural teachers, teachers with different levels of experience and different qualification levels. Recommendations are presented to stakeholders across the education ecosystem, including policymakers, school leaders, TPD designers, teachers, and researchers. The findings inform a national technology-mediated TPD programme in Tanzania.}, language = {en}, number = {4}, urldate = {2023-10-12}, journal = {African Educational Research Journal}, author = {Koomar, Saalim and Hennessy, Sara and Zubairi, Asma and Kindoli, Robert and Kreimeia, Adam}, year = {2022}, note = {Publisher: Net Journals ERIC Number: EJ1373064 KerkoCite.ItemAlsoKnownAs: 10.30918/AERJ.104.22.048 10.5281/zenodo.5863400 10.53832/edtechhub.0097 2339240:6EFQH53V 2339240:7QAZINAG 2405685:49EBMKRI 2405685:GXZHRRYW 2405685:YXFLNITE}, keywords = {Access to Computers, Elementary School Teachers, Faculty Development, Foreign Countries, Gender Differences, Learning Processes, Pedagogical Content Knowledge, Poverty, Public School Teachers, Rural Urban Differences, Secondary School Teachers, Social Differences, Teacher Attitudes, Teacher Characteristics, Teacher Qualifications, Teacher Surveys, Teaching Experience, Teaching Methods, Technological Literacy, Technology Integration, Technology Uses in Education, \_r:AddedByZotZen}, pages = {342--368}, } @techreport{koomar_session_2022, type = {{EdTech} {Hub} {Presentation}}, title = {Session 4: {How} can {I} rapidly upskill my large teacher workforce?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/E7C9MN3V}, abstract = {The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, author = {Koomar, Saalim and Proctor, Jamie}, year = {2022}, doi = {10.53832/edtechhub.0138}, note = {ZenodoArchiveID: 7341501 ZenodoArchiveConcept: 7341500 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7341501 10.53832/edtechhub.0138 2405685:E7C9MN3V}, keywords = {\_r:AddedByZotZen}, } @techreport{lenton_operationalising_2022, type = {Working paper series}, title = {Operationalising positive tipping points towards global sustainability}, url = {https://www.exeter.ac.uk/media/universityofexeter/globalsystemsinstitute/documents/Lenton_et_al_-_Operationalising_positive_tipping_points.pdf}, abstract = {Non-Technical Summary Transforming towards global sustainability requires a dramatic acceleration of current progress. Hence there is growing interest in finding ‘positive tipping points’ at which small interventions can trigger self-reinforcing feedbacks that accelerate systemic change. Examples have recently been seen in power generation, personal transport, and lighting. But how to identify positive tipping points that have yet to occur? We synthesise theory and examples to provide initial guidelines for creating enabling conditions, sensing when a system can be positively tipped, who can trigger it, and how they can trigger it. All of us can play a part in triggering positive tipping points.}, language = {en}, number = {2021/01}, urldate = {2024-02-15}, institution = {University of Exeter: Global System Institute}, author = {Lenton, Timothy M. and Benson, Scarlett and Smith, Talia and Ewer, Theodora and Lanel, Victor and Petykowski, Elizabeth and Powell, Thomas W. R. and Abrams, Jesse F. and Blomsma, Fenna and Sharpe, Simon}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:62SKN9I7 2405685:ZUTFIIJ3}, pages = {e1}, } @article{levesque_two-year_2022, title = {Two-year {RCT} of {EdTech} in {Malawi}}, url = {https://imagine-worldwide.flywheelstaging.com/wp-content/uploads/2-Year-Malawi-RCT-Formatted-Research-Brief_Updated_10_6_22.pdf}, abstract = {Malawi’s primary education system has been challenged to provide quality learning in the face of expanding enrollment. To address poor learning outcomes, the Ministry of Education piloted use of onebillion’s onecourse software in about 100 schools. Initial studies of onecourse conducted over 8 weeks to 8 months produced significant effect sizes in math and literacy, although absolute gains were modest. To measure longer-term impacts, Imagine Worldwide conducted a 2-year efficacy randomized controlled trial in two Malawi schools. Despite COVID-related school closures, onecourse produced statistically significant impacts in literacy and math. Further, the 13 months of (interrupted) intervention produced larger effect sizes and higher rates of attaining emergent or fluent reading and math benchmarks than the prior 8-month study.}, language = {en}, author = {Levesque, Karen and Bardack, Sarah and Chigeda, Antonie and Bahlibi, Abraham and Winiko, Symon}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J8CBHM6Z 2405685:WNI92EHA}, keywords = {⛔ No DOI found}, } @techreport{levesque_two-year_2022, type = {Imagine {Worldwide} {Research} {Brief}}, title = {Two-year {RCT} of {EdTech} in {Malawi}: {Impacts} of a 2-year education technology program on early primary learning in {Malawi} amid disruptions due to {COVID}-19}, url = {https://www.imagineworldwide.org/wp-content/uploads/2-Year-Malawi-RCT-Formatted-Research-Brief_Updated_10_6_22.pdf}, author = {Levesque, Karen and Bardack, Sarah and Chigeda, Antonie and Bahlibi, Abraham and Winiko, Symon}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZDDVIBT7}, pages = {8}, } @article{maldonado-carreno_measuring_2022, title = {Measuring the quality of early childhood education: {Associations} with children’s development from a national study with the {IMCEIC} tool in {Colombia}}, shorttitle = {Measuring the quality of early childhood education}, url = {https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13665}, doi = {10.1111/cdev.13665}, language = {en}, number = {93}, urldate = {2023-10-06}, journal = {Child Development}, author = {Maldonado-Carreño, Carolina and Yoshikawa, Hirokazu and Escallón, Eduardo and Ponguta, Liliana Angelica and Nieto, Ana María and Kagan, Sharon Lynn and Rey-Guerra, Catalina and Cristancho, Juan Camilo and Mateus, Angy and Caro, Luz Angela and Aragon, Carlos Andrés and Rodríguez, Ana María and Motta, Andrés}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/cdev.13665 2339240:6V59Z928 2405685:GPHJQQ57}, pages = {254--268}, } @techreport{mazari_learning_2022, type = {Evidence review}, title = {Learning continuity in response to climate emergencies: {Preliminary} insights on supporting learning continuity following the 2022 {Pakistan} floods}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/IHTU7JRT}, abstract = {This resource is based on preliminary insights from EdTech Hub’s emerging study of Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders to identify feasible ways of using EdTech in response to Pakistan’s 2022 floods. The design adopted for this resource balances generating primary insights from flood-affected parents and teachers quickly and complementing these with insights from the existing evidence base on education in emergencies globally and nationally. EdTech Hub’s study of learning continuity in response to climate emergencies is ongoing. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Mazari, Haani and Baloch, Imdad and Thinley, Sangay and Kaye, Tom and Perry, Freya}, year = {2022}, doi = {10.53832/edtechhub.0134}, note = {ZenodoArchiveID: 7326483 ZenodoArchiveConcept: 7326482 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7326483 10.53832/edtechhub.0134 2405685:FKCF86HV 2405685:IHTU7JRT}, keywords = {\_r:AddedByZotZen}, } @techreport{mazari_edtech_2022, type = {Position paper}, title = {{EdTech} {Horizon} {Scan}: {Rapid} scan of online safety in education}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {{EdTech} {Horizon} {Scan}}, url = {https://docs.edtechhub.org/lib/3QBCENK5}, abstract = {This EdTech Horizon Scan examines the issue of online safety in digital education — why it should be prioritised, how it is currently being approached, and its potential to become central to education design in low- and middle-income countries. Given that the internet has no borders, there is much to be done to address online safety in all parts of the world — high-income and low- and middle-income countries alike. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Mazari, Haani and Kaye, Tom}, year = {2022}, doi = {10.53832/edtechhub.0136}, note = {ZenodoArchiveID: 7336710 ZenodoArchiveConcept: 7336709 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7336710 10.53832/edtechhub.0136 2339240:4TCBX2GH 2405685:3QBCENK5 2405685:AWHK2L8L}, keywords = {\_r:AddedByZotZen}, } @techreport{mazari_session_2022, type = {{EdTech} {Hub} {Presentation}}, title = {Session 5: {How} can {I} use {EdTech} to ensure that students are provided with quality educational content at the right level?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/PPRW2NTQ}, abstract = {The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, author = {Mazari, Haani and Kaye, Tom}, year = {2022}, doi = {10.53832/edtechhub.0139}, note = {ZenodoArchiveID: 7341509 ZenodoArchiveConcept: 7341508 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7341509 10.53832/edtechhub.0139 2405685:NUTI6KUS 2405685:PPRW2NTQ}, keywords = {\_r:AddedByZotZen}, } @techreport{mitchell_cost-effective_2022, type = {Position paper}, title = {Cost-{Effective} {EdTech} {Paper} 1: {A} position piece on how the sector can make progress}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/RPR47JXT}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Mitchell, Joel and D'Rozario, Jonny}, year = {2022}, doi = {10.53832/edtechhub.0118}, note = {ZenodoArchiveID: 7003826 ZenodoArchiveConcept: 7003825 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7003826 10.53832/edtechhub.0118 2339240:3XB6YUXL 2405685:GXLAGDUM 2405685:RPR47JXT}, keywords = {\_r:AddedByZotZen}, } @techreport{mitchell_cost-effective_2022, type = {Position paper}, title = {Cost-{Effective} {EdTech} {Paper} 2: {Good} practice}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/ZVX4DTXQ}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Mitchell, Joel and D'Rozario, Jonny}, year = {2022}, doi = {10.53832/edtechhub.0119}, note = {ZenodoArchiveID: 7106003 ZenodoArchiveConcept: 7106002 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7106003 10.53832/edtechhub.0119 2405685:Y3SBIPF9 2405685:ZVX4DTXQ}, keywords = {\_r:AddedByZotZen}, } @techreport{myers_mapeo_2022, type = {Helpdesk {Response}}, title = {Mapeo y análisis de programas {EdTech} en {América} {Latina} y el {Caribe}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/XIIQ4FSE}, abstract = {Este documento se elaboró ​​en respuesta a una solicitud de la Oficina Regional de UNICEF para América Latina y el Caribe al Servicio de Asistencia de EdTech Hub en octubre de 2021. El equipo de UNICEF solicitó una lista seleccionada de programas de EdTech en la región de América Latina y el Caribe (ALC) y un análisis de un conjunto de programas preseleccionados con la intención de explorar su potencial para la implementación y el impacto a escala. Este informe no pretende cubrir todos los programas EdTech innovadores en la región de ALC. Más bien, presenta una lista de programas EdTech prometedores y analiza su diseño e implementación con el fin de explorar su relevancia y potencial para lograr un impacto a gran escala. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Myers, Christina and Wyss, Natalie and Villavicencio Peralta, Xuzel and Coflan, Caitlin}, year = {2022}, doi = {10.53832/edtechhub.0132}, note = {ZenodoArchiveID: 7306712 ZenodoArchiveConcept: 7306711 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7306712 10.53832/edtechhub.0132 2405685:ACLTCQV2 2405685:XIIQ4FSE}, keywords = {\_r:AddedByZotZen}, } @techreport{proctor_should_2022, type = {Working {Paper}}, title = {Should we paint all classroom roofs white to improve learning in {Tanzania}?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/Z8B66R9X}, abstract = {A growing literature base has developed from Global North contexts, showing a clear link between classroom temperature and student learning outcomes. However, very little evidence shows how this impact translates to low- and middle-income countries (LMICs), where average classroom temperatures are often high. The hypothesis for the research was that classroom temperatures in Tanzania are high and that a white-paint-cool-roof intervention would help mitigate these high temperatures. This study includes a literature review to understand the classroom policy in Tanzania, establish links between temperature and learning, and assess temperature retrofit options. Following this, the study presents the results of an experiment to trial a white-paint cool roof against a blue-paint roof and an unpainted control roof. Finally, data analysis predicts the intervention effects over an entire year and the subsequent impact on learning outcomes. The learning outcomes analysis includes a cost-effectiveness analysis using the Learning-Adjusted Years of Schooling (LAYS) metric. Empirical evidence of temperatures inside classrooms in Dar Es Salaam suggests that the temperature often exceeds 40℃. Literature searches indicate that this is the first time classroom air temperatures have been recorded and published for East Africa. The experiment involved using a low-cost retrofit intervention to reduce temperature – by painting the classroom roof blue or white over eight days. Results showed that the White Paint Intervention (WPI) reduced the temperature by around 3.7℃ over the course of the school day and up to a maximum of 5℃. The WPI was roughly twice as effective as the Blue Paint Intervention at reducing interior air temperatures. The WPI results were then modelled to estimate the classroom temperature reduction over a year, based on the assumed 3.5℃ reduction. Finally, using estimates from the existing literature, the learning impact of the intervention was calculated. The results suggest that using the WPI intervention can improve learning by 7.1\%, which translates to an estimated 3.2 LAYS per classroom per year, at a cost-effectiveness of 5.3 LAYS per USD100. The paper shows that the impact of high temperatures in classrooms is likely undermining the funding currently channelled to improve learning outcomes in the region. Further, a WPI retrofit intervention is effective at reducing classroom temperatures in Tanzania. Due to climate-change-induced temperature increases, the intervention effectiveness is likely to increase over the coming decades. This paper was submitted as a dissertation in fulfilment of an MSc in Sustainability and Adaptation in the Built Environment at the Centre for Alternative Technology, Machynlleth, Powys (Wales)}, language = {en}, author = {Proctor, Jamie}, year = {2022}, doi = {10.53832/edtechhub.0122}, note = {ZenodoArchiveID: 7139243 ZenodoArchiveConcept: 7139242 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7139243 10.53832/edtechhub.0122 2405685:Z8B66R9X}, keywords = {\_r:AddedByZotZen}, } @techreport{proudfoot_reimagining_2022, type = {Technical {Brief}}, title = {Reimagining {Teacher} {Continuous} {Professional} {Development}: {Evidence} from a {Blended} {Approach} in {Senegal}}, url = {https://chemonics.com/wp-content/uploads/2022/04/ACR_Tech_Brief_LPT_CPD_CIES.pdf}, language = {en}, institution = {Chemonics International}, author = {Proudfoot, Diane and Pflepsen, Alison and Swift-Morgan, Jennifer and Niang, Ablaye}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8A2VSI6K 2405685:IZHZFXFK}, } @techreport{rahman_experiment_2022, type = {Working {Paper}}, title = {Experiment {Types} for {EdTech}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/X8MUXS39}, abstract = {An EdTech Hub sandbox fast-tracks promising EdTech interventions by providing funding, tools, and access to evidence. It provides a space for partners to test and grow ideas in conditions of uncertainty. Since 2020, EdTech Hub has worked with partners in eight countries to test and grow EdTech based on our sandbox methodology. When testing and growing EdTech, this tool provides a non-exhaustive list of ways to design and run experiments. Keywords: sandbox; lean startup; lean impact; experiments; validation; prototype An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rahman, Asad and Carter, Alice and WambûiKuria, Catherine and Mbugua, Ciku and Simpson, Lea and Kably, Nathan}, year = {2022}, doi = {10.53832/edtechhub.0128}, note = {ZenodoArchiveID: 7245945 ZenodoArchiveConcept: 7245944 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7245945 10.53832/edtechhub.0128 2405685:X8MUXS39}, keywords = {\_r:AddedByZotZen}, } @techreport{unesco_transforming_2022, title = {Transforming education from within: current trends in the status and development of teachers; {World} {Teachers}’ {Day} 2022}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000383002}, author = {UNESCO}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JY2PTH4J 2405685:JRHINDNV}, } @techreport{unicef_trends_2022, title = {Trends in digital personalized learning in low- and middle-income countries: {Executive} summary}, url = {https://www.unicef.org/globalinsight/media/2756/file/UNICEF-Global-Insight-Digital-PL-LMIC-executive-summary-2022.pdf}, urldate = {2022-08-18}, institution = {UNICEF}, author = {{UNICEF}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FERS7AKI 2405685:YRI363EA}, } @misc{walker_tich_2022, title = {‘{Tich} {Mi} {Ar} {Tich} {Dem}’: {Designing} a low-cost and scalable teacher professional development in {Sierra} {Leone}}, shorttitle = {‘{Tich} {Mi} {Ar} {Tich} {Dem}’}, url = {https://opendeved.net/2022/03/31/tich-mi-ar-tich-dem-designing-a-low-cost-and-scalable-teacher-professional-development-in-sierra-leone/}, abstract = {Reading Time: 4 minutes Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and […]}, language = {en-GB}, urldate = {2022-08-23}, journal = {Open Development \& Education}, author = {Walker, Hannah and Tegha, Ghislaine and Lurvink, Anne-Fleur and McBurnie, Chris}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:75HR9DSN 2405685:9TLXNWMJ 2405685:FBHX876D}, } @techreport{wilson_desk_2022, type = {Evidence {Review}}, title = {Desk {Review} of {Technology}-{Facilitated} {Learning} in {Pakistan}: {A} review to guide future development of the technology-facilitated learning space in {Pakistan}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/6FN5VTP7}, abstract = {During the Covid-19 pandemic, EdTech has been used in many different ways to keep children learning in Pakistan. This has ranged from educational radio broadcasting to children in remote mountains, to TV channels being used to deliver classes nationwide. Yet, as the pandemic has developed, this picture has become more complex. Optimism in EdTech’s promise has given way to fears that the most marginalised children — particularly those who cannot access technological solutions — are falling further behind. Even those children who are able to use EdTech may not be learning. In short, a pre-existing digital divide has become more pronounced now that education delivery has had to increasingly rely on technology. This divide must be addressed if EdTech is to support effective learning for all children in all contexts in Pakistan. This desk review argues that the only way to realise EdTech’s potential is to recognise its shortcomings. Technology alone will not help children learn. EdTech’s role is as one part of a wider education system. Technology facilitates learning with support from key actors such as parents, teachers, and school leaders and with sustained political support and supporting infrastructure. This review provides an overview of Pakistan’s technology-facilitated learning landscape that caters to the learning needs of children aged 6–16. It sets out key EdTech-related features, challenges and trends, in addition to highlighting prominent EdTech organisations and tools in Pakistan. Keywords: infrastructure; low tech; policy; out-of-school children; marginalised learners; Pakistan; MoFEPT; UNICEF An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Wilson, Sam and Khalayleh, Abdullah and Baloch, Imdad and Kaye, Tom}, year = {2022}, doi = {10.53832/edtechhub.0071}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5849102 10.53832/edtechhub.0071 2339240:5YT7LKSS 2405685:6FN5VTP7 2405685:8UMQILZ9 2405685:GMA7II34 2405685:WEG87IDU}, keywords = {\_r:AddedByZotZen}, } @techreport{world_bank_state_2022, address = {Washington, DC}, title = {The {State} of {Global} {Learning} {Poverty}: 2022 {Update}}, url = {https://www.worldbank.org/en/topic/education/publication/state-of-global-learning-poverty}, abstract = {The State of Global Learning Poverty: 2022 Update}, language = {en}, urldate = {2022-10-03}, institution = {World Bank}, author = {{World Bank}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8XRWMD8B 2405685:BQFEE7KS 4656463:2FJXQN8F 4656463:BX56TZU7}, } @misc{zhang_webpower_2022, title = {{WebPower} package - {RDocumentation}}, url = {https://www.rdocumentation.org/packages/WebPower/versions/0.6}, urldate = {2022-12-05}, author = {Zhang, Zhiyong}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4GT9U2LB 2405685:ZTAPFIXC}, } @techreport{nicolai_raising_2021, type = {Technical {Report}}, title = {Raising readers: {Kenya} schools use of technology to improve parent and carers' engagement in literacy learning: {Inception} {Report}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/ZT3TGJ26}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Nicolai, Susan and Zubairi, Asma and Bapna, Akanksha and Myers, Christina}, month = dec, year = {2021}, doi = {10.5281/zenodo.5784255}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5784255 2405685:ZT3TGJ26}, keywords = {\_r:AddedByZotZen}, } @techreport{rui_social_2021, type = {Helpdesk {Response}}, title = {Social {Emotional} {Learning} and {EdTech}: {Resources}, {Examples}, and {Effective} {Practices}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/8TZZZUMT}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {35}, institution = {EdTech Hub}, author = {Rui, Yang(Tingting)}, month = dec, year = {2021}, doi = {10.5281/zenodo.5778309}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5778309 2405685:8TZZZUMT}, keywords = {F: Helpdesk response, \_r:AddedByZotZen}, } @techreport{mcburnie_mapping_2021, type = {Working {Paper}}, title = {Mapping the education data ecosystem in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/EE9QCGHI}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {McBurnie, Chris and Beoku-Betts, Iman}, month = dec, year = {2021}, doi = {10.53832/edtechhub.0068}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652942 10.53832/edtechhub.0068 2339240:GXUF5TA5 2339240:HHY6M835 2339240:SUEMN855 2405685:8S3IIB2B 2405685:EE9QCGHI 2405685:Q7YZW4YW 2405685:RN79UTQY 4656463:GIIQKETU 4656463:Y8LQGZWY}, keywords = {\_r:AddedByZotZen}, } @techreport{traore_guidebook_2021, type = {Featured {Publisher}: {World} {Bank}}, title = {Guidebook to {Successful} {Implementation} of {Digital} {Education}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/RTJ2Z8MX}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Traore, Moussa}, month = nov, year = {2021}, doi = {10.5281/zenodo.5719833}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5719833 2405685:RTJ2Z8MX}, keywords = {\_r:AddedByZotZen}, } @misc{noauthor_rayyan_2021, title = {Rayyan - {AI} {Powered} {Tool} for {Systematic} {Literature} {Reviews}}, url = {https://www.rayyan.ai/}, abstract = {Rayyan is an intelligent research collaboration platform that saves you time completing literature reviews and systematic reviews. Intuitive, scalable, fast.}, language = {en-US}, urldate = {2024-01-20}, month = nov, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DFTNNFWJ 2486141:3P8XGBYL}, keywords = {\_Added-ailr-2024}, } @techreport{hodor_voices_2021, type = {Technical {Report}}, title = {Voices and {Evidence} from {End}-{Users} of the {GLTV} and {GLRRP} {Remote} {Learning} {Programme} in {Ghana}: {Insights} for inclusive policy and programming}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Voices and {Evidence} from {End}-{Users} of the {GLTV} and {GLRRP} {Remote} {Learning} {Programme} in {Ghana}}, url = {https://docs.edtechhub.org/lib/2A5NQEV8}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Hodor, Raymond and Owusu, Ernest Adu and Ofori-Davis, Lucy and Afram, Alexander and Sefa-Nyarko, Clement}, month = nov, year = {2021}, doi = {10.53832/edtechhub.0064}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5611467 10.53832/edtechhub.0064 2339240:E542Q29N 2405685:2A5NQEV8 2405685:6JC7RU69 2405685:T3ZQ74QF}, keywords = {\_r:AddedByZotZen}, } @techreport{islam_integration_2021, type = {Working {Paper}}, title = {Integration of {Technology} in {Education} for {Marginalised} {Children} in an {Urban} {Slum} of {Dhaka} {City} {During} the {Covid}-19 {Pandemic}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/5ZF9VGMK}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Islam, Touhidul and Hussain, Maria and Shimul, Shafiun Nahin and Rupok, Rifat Islam and Orthy, S.R.Khan}, month = oct, year = {2021}, doi = {10.53832/edtechhub.0063}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5602863 10.53832/edtechhub.0063 2339240:I3JETHDB 2405685:5ZF9VGMK 2405685:6P5Q5IRZ 2405685:BIRTYTRC}, keywords = {\_r:AddedByZotZen}, } @techreport{afoakwah_dialling_2021, type = {Working {Paper}}, title = {Dialling up {Learning}: {Testing} the {Impact} of {Delivering} {Educational} {Content} via {Interactive} {Voice} {Response} to {Students} and {Teachers} in {Ghana}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Dialling up {Learning}}, url = {https://docs.edtechhub.org/lib/P22BR78B}, abstract = {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}, language = {en}, institution = {EdTech Hub}, author = {Afoakwah, Edmund and Carballo, Francisco and Caro, Alex and D’Cunha, Samantha and Dobrowolski, Stephanie and Fallon, Alexandra}, month = oct, year = {2021}, doi = {10.53832/edtechhub.0051}, note = {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}, } @techreport{afoakwah_dialling_2021, type = {Working {Paper}}, title = {Dialling up {Learning}: {Testing} the {Impact} of {Delivering} {Educational} {Content} via {Interactive} {Voice} {Response} to {Students} and {Teachers} in {Ghana}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Dialling up {Learning}}, url = {https://docs.edtechhub.org/lib/P22BR78B}, abstract = {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}, language = {en}, institution = {EdTech Hub}, author = {Afoakwah, Edmund and Carballo, Francisco and Caro, Alex and D’Cunha, Samantha and Dobrowolski, Stephanie and Fallon, Alexandra}, month = oct, year = {2021}, doi = {10.53832/edtechhub.0051}, note = {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}, } @techreport{hasler_all_2021, type = {Working {Paper}}, title = {All {Programmes} {Recorded}, {All} {Outputs} {Reported}}, url = {https://docs.edtechhub.org/lib/VJYXV8JP}, number = {25}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Blower, Thomas and El-Serafy, Yomna and Kaye, Tom and Khalayleh, Abdullah and McBurnie, Chris and Megha-Bongnkar, Ghislaine and Regis, Callista}, month = oct, year = {2021}, doi = {10.53832/edtechhub.0050}, note = {previousDOI: 10.5281/zenodo.4698917 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4698917 10.53832/edtechhub.0050 2129771:WSQ43VG8 2405685:VJYXV8JP}, keywords = {AuthorFirst:Haßler, \_yl:q}, } @techreport{hennessy_technology_2021, type = {Technical {Report}}, title = {Technology, {Teacher} {Professional} {Development} and {Low}- and {Middle}-{Income} {Countries}: {Technical} report on systematic mapping review}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Technology, teacher professional development and low- and middle-income countries}, url = {https://docs.edtechhub.org/lib/VTQDT65R}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Hennessy, Sara and D'Angelo, Sophia and McIntyre, Nora and Koomar, Saalim and Kreimeia, Adam and Cao, Lydia and Brugha, Meaghan and Zubairi, Asma}, month = sep, year = {2021}, doi = {10.53832/edtechhub.0047}, note = {10.5281/zenodo.5524840 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5524840 10.53832/edtechhub.0047 2339240:LSC89UVX 2339240:RIE9TWUK 2339240:SI398B6V 2405685:54BCQ23M 2405685:6NNCFPHE 2405685:77NJVUB6 2405685:HUY7VUM6 2405685:VTQDT65R 2405685:WFDCC7KZ 2534378:BQ8BJBGF}, keywords = {\_\_\_working\_potential\_duplicate, \_r:AddedByZotZen}, } @techreport{jac_test_2021, type = {Position paper}, title = {test}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {1}, institution = {EdTech Hub}, author = {jac, nyili}, month = sep, year = {2021}, doi = {10.5281/zenodo.5524863}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5524863 2405685:86XEZU2S}, keywords = {\_r:AddedByZotZen}, } @techreport{tembey_understanding_2021, type = {Working {Paper}}, title = {Understanding {Barriers} to {Girls}’ {Access} and {Use} of {EdTech} in {Kenya} {During} {Covid}-19}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/JZM7W6QE}, abstract = {The Covid-19 pandemic resulted in the closure of approximately 90,000 schools across Kenya, causing over 18 million pre-primary, primary, and secondary school learners to be out of school throughout 2020. These lockdown measures of Covid-19 are expected to amplify gender inequalities in education and girls’ access to school, with girls likely to have experienced losses in learning during the pandemic to a greater extent than their male counterparts (⇡Malala Fund, 2020). To enable continued learning during this period, numerous education technology (EdTech) solutions and products have been developed to enable remote learning. This technology can be a powerful tool for girls. Studies have shown that girls engage more than boys when provided with the same level of access to technology, and receive more benefits beyond the realm of formal education such as an increase in access to economic opportunities and a greater ability to make informed decisions about their own health (⇡Webb et al., 2020). However, social inequalities, norms and technological constraints can disproportionately prevent girls from accessing and benefiting from EdTech (⇡Crompton et al., 2021). As such, EdTech interventions and products need to be designed and implemented prioritising gender considerations, otherwise they risk increasing the digital gender divide both in terms of access and use of digital technologies and the internet and the development of skills needed to use digital technologies (⇡Kuroda et al., 2019). Our qualitative and quantitative research looked at how access and usage of learning content and edutainment through smartphone and low-tech (such as radio, Interactive Voice Response, TV) EdTech solutions can be optimised to ensure inclusivity of girls, in particular, focusing on the caregiver as the gatekeeper for access to EdTech resources. In terms of access, our research found that caregivers are primarily concerned about financial resources, books and tutors, and often do not consider using EdTech to access educational resources when they are looking for support for their children. Further, our research showed that digital literacy, caregiver involvement, norms about technology for education, and intention are the most promising levers to improve access and use of educational material. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub and Busara Center for Behavioural Economics}, author = {Tembey, Lara and Baier, Jasmin and Ogolla, Concilia and Mohan, Prithika}, month = sep, year = {2021}, doi = {10.53832/edtechhub.0048}, note = { 10.5281/zenodo.5524805 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5524805 10.53832/edtechhub.0048 2339240:5D6SMESW 2339240:7NDUJC6J 2339240:M8IZH5DT 2339240:SIZUDNKL 2339240:XAXIKZJX 2339240:YPDDA6JD 2405685:45G9SKWR 2405685:5ENZ6TFU 2405685:EJ4PXU4S 2405685:JZM7W6QE 2405685:LCHJ5D5W 2405685:RUAJ8C8M}, keywords = {\_r:AddedByZotZen}, } @techreport{jordan_edtech_2021, type = {{FP}-{ETH} {Rapid} evidence review (was: {Rapid} {Evidence} {Review})}, title = {{EdTech} evidence for {Covid}-19 response: {Rapid} evidence reviews of {EdTech} use in low-income and crisis contexts}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/JGTWVQI4}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Jordan, Katy and Mitchell, Joel}, month = sep, year = {2021}, doi = {10.5281/zenodo.5512134}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5512134 2405685:8M6GXINE 2405685:JGTWVQI4}, keywords = {\_DOILIVE, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{fab_inc_learning_2021, type = {Working {Paper}}, title = {Learning from {Experience}: {A} post-{Covid}-19 data architecture for a resilient education data ecosystem in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/JTKTA5X5}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {{Fab Inc.}}, month = sep, year = {2021}, doi = {10.5281/zenodo.5498054}, note = {2339240:7FA4YDWJ 2339240:YBKKN8XE KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.5498054 10.5281/zenodo.5498054 2339240:3H4M8YJ8 2339240:5S4BZY48 2339240:SRWI5WQJ 2405685:BCFK4Q23 2405685:JR65CZU2 2405685:JTKTA5X5 2405685:VQ3F9NQ7 2405685:ZLATZSGU 4656463:RIFY2UNL}, keywords = {\_DOILIVE, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{zubairi_edtech_2021, type = {{FP}-{ETH} {Position} paper}, title = {{EdTech} to {Reach} the {Most} {Marginalised}: {A} {Call} to {Action}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/W8DB96IE}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Zubairi, Asma and Kreimeia, Adam and Jefferies, Kate and Nicolai, Susan}, month = sep, year = {2021}, doi = {10.53832/edtechhub.0045}, note = {10.5281/zenodo.5495857 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5495857 10.53832/edtechhub.0045 2339240:23D7YNSM 2339240:ESWRJBRS 2339240:PVDW8BXZ 2405685:69W2G8TJ 2405685:6KFAB5ML 2405685:UYDUMKBR 2405685:V9Y8MUDX 2405685:W8DB96IE}, keywords = {\_DOILIVE, \_\_\_working\_potential\_duplicate, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{tanzania_institute_of_education_lga_2021, type = {Technical {Report}}, title = {{LGA} {Implementation} {Guide} for {Teacher} {Continuous} {Professional} {Development}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/U7NR3KP4}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {{Tanzania Institute of Education} and {Ministry of Education, Science \& Technology} and {President’s Office — Regional and Local Governance}}, month = sep, year = {2021}, doi = {10.5281/zenodo.5202057}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5202057 2405685:U7NR3KP4}, keywords = {\_r:AddedByZotZen}, } @article{weijers_nudging_2021, title = {Nudging in education: from theory towards guidelines for successful implementation}, volume = {36}, issn = {1878-5174}, shorttitle = {Nudging in education}, url = {https://doi.org/10.1007/s10212-020-00495-0}, doi = {10.1007/s10212-020-00495-0}, abstract = {Nudging is one of the strategies from behavioral economics that aims to influence behavior by changing the environment. We propose that it could also be a valuable means to influence behavior in educational contexts. However, implementation of nudging in education is yet sparse. We describe the relevant issues to consider when applying nudging in education, arguing that a focus on the long-term effects and underlying processes of a nudge is necessary for successful implementation. Then, we aim to facilitate this implementation of nudging in education by making a distinction between nudges that is relevant for overcoming these issues. Based on the framework proposed by Hansen and Jespersen (European Journal of Risk Regulation, 4(1), 3–28, 2013), we distinguish between Type 1 and Type 2 nudges, and transparent and non-transparent nudges, resulting in four nudge categories. For each of these nudge categories, we determine its suitability for different educational goals. The resulting decision matrix can help researchers and practitioners when designing nudges for an educational context.}, language = {en}, number = {3}, urldate = {2024-02-14}, journal = {European Journal of Psychology of Education}, author = {Weijers, Robert J. and de Koning, Björn B. and Paas, Fred}, month = sep, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10212-020-00495-0 2339240:E6XK7JIR 2405685:RC3MYCEA}, keywords = {Educational psychology, Instructional support, Learning behavior, Nudging, Teaching strategies}, pages = {883--902}, } @techreport{myers_country-level_2021, type = {Country summaries and case studies}, title = {Country-{Level} {Research} {Review}: {EdTech} in {Kenya}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/SNBW6BK6}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Myers, Christina and Kaye, Tom and Bapna, Akanksha and Williams, Ayesha and Mitchell, Joel}, month = aug, year = {2021}, doi = {10.5281/zenodo.5256847}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5256847 2405685:FQP8MJIY 2405685:SNBW6BK6}, keywords = {\_DOILIVE, \_r:AddedByZotZen, \_zenodo:submitted}, } @misc{schmitt_scaling_2021, title = {Scaling {Personalised} {Learning} {Technology} in {Malawi}}, url = {https://edtechhub.org/2021/08/17/scaling-personalized-learning-technology-in-malawi-lessons-from-our-sandbox-with-onebillion/}, abstract = {Want to know more about the lessons we learnt from our sandbox with onebillion? Read our blog, Scaling personalized learning technology in Malawi.}, language = {en-US}, urldate = {2023-03-17}, journal = {EdTech Hub}, author = {Schmitt, Laurel}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KWP37J8V 2339240:QWF5YPUM 2405685:3JNLR2A9 2405685:PMDAD9XJ}, } @techreport{proctor_technical_2021, type = {Internal papers}, title = {Technical {Assistance} to the {Government} of {Tanzania}: {Inception} {Report}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Proctor, Jamie and Plaut, Daniel and El-Serafy, Yomna and Carter, Alice and Thakrar, Jayshree}, month = aug, year = {2021}, doi = {10.5281/zenodo.5153385}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5153385 2405685:EC7PUHHF}, keywords = {\_r:AddedByZotZen}, } @misc{the_education_commission_five_2021, title = {Five ways geospatial analysis can help visualize and solve some of education’s biggest challenges}, url = {https://educationcommission.org/updates/five-ways-geospatial-analysis-can-help-visualize-and-solve-some-of-educations-biggest-challenges/}, abstract = {As the education community continues to mobilize efforts towards achieving Sustainable Development Goal 4 (SDG 4), stakeholders at all levels of the system are grappling with questions on how to deliver inclusive quality education. What communities will benefit most...}, language = {en-US}, urldate = {2022-04-18}, journal = {the Education Commission}, author = {{the Education Commission}}, month = aug, year = {2021}, note = {Section: Updates KerkoCite.ItemAlsoKnownAs: 2129771:QDUZU3YQ 2405685:2ST897UD}, keywords = {\_yl:c}, } @article{van_dinter_automation_2021, title = {Automation of systematic literature reviews: {A} systematic literature review}, volume = {136}, issn = {0950-5849}, shorttitle = {Automation of systematic literature reviews}, url = {https://www.sciencedirect.com/science/article/pii/S0950584921000690}, doi = {10.1016/j.infsof.2021.106589}, abstract = {Context Systematic Literature Review (SLR) studies aim to identify relevant primary papers, extract the required data, analyze, and synthesize results to gain further and broader insight into the investigated domain. Multiple SLR studies have been conducted in several domains, such as software engineering, medicine, and pharmacy. Conducting an SLR is a time-consuming, laborious, and costly effort. As such, several researchers developed different techniques to automate the SLR process. However, a systematic overview of the current state-of-the-art in SLR automation seems to be lacking. Objective This study aims to collect and synthesize the studies that focus on the automation of SLR to pave the way for further research. Method A systematic literature review is conducted on published primary studies on the automation of SLR studies, in which 41 primary studies have been analyzed. Results This SLR identifies the objectives of automation studies, application domains, automated steps of the SLR, automation techniques, and challenges and solution directions. Conclusion According to our study, the leading automated step is the Selection of Primary Studies. Although many studies have provided automation approaches for systematic literature reviews, no study has been found to apply automation techniques in the planning and reporting phase. Further research is needed to support the automation of the other activities of the SLR process.}, urldate = {2024-01-18}, journal = {Information and Software Technology}, author = {van Dinter, Raymon and Tekinerdogan, Bedir and Catal, Cagatay}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.infsof.2021.106589 2405685:D5JR22C8 2486141:MUGRSX6T}, keywords = {Automation, Machine learning, Natural language processing, Review, Systematic literature review (SLR), Text mining, \_Added-ailr-2024}, pages = {106589}, } @misc{selwyn_e-waste_2021, title = {E-waste and planned obsolescence}, url = {https://criticaledtech.com/2021/08/01/e-waste-and-planned-obsolescence/}, abstract = {Notes from Guardian report (15.04.20) by John Harris on e-waste and planned obsolescence ** There is a pressing need to talk about educational technology in terms of the disposal – rather than adop…}, language = {en}, urldate = {2022-04-12}, journal = {Critical Studies of EDUCATION \& TECHNOLOGY}, author = {Selwyn, Neil}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MJVFPJ7K 2405685:8DUFXTJF}, } @book{mcnulty_handbook_2021, title = {Handbook of {Regression} {Modeling} in {People} {Analytics}: {With} {Examples} in {R} and {Python}}, isbn = {978-1-00-042792-9}, shorttitle = {Handbook of {Regression} {Modeling} in {People} {Analytics}}, abstract = {Despite the recent rapid growth in machine learning and predictive analytics, many of the statistical questions that are faced by researchers and practitioners still involve explaining why something is happening. Regression analysis is the best ‘swiss army knife’ we have for answering these kinds of questions. This book is a learning resource on inferential statistics and regression analysis. It teaches how to do a wide range of statistical analyses in both R and in Python, ranging from simple hypothesis testing to advanced multivariate modelling. Although it is primarily focused on examples related to the analysis of people and talent, the methods easily transfer to any discipline. The book hits a ‘sweet spot’ where there is just enough mathematical theory to support a strong understanding of the methods, but with a step-by-step guide and easily reproducible examples and code, so that the methods can be put into practice immediately. This makes the book accessible to a wide readership, from public and private sector analysts and practitioners to students and researchers. Key Features:• 16 accompanying datasets across a wide range of contexts (e.g. academic, corporate, sports, marketing) • Clear step-by-step instructions on executing the analyses. • Clear guidance on how to interpret results. • Primary instruction in R but added sections for Python coders. • Discussion exercises and data exercises for each of the main chapters.• Final chapter of practice material and datasets ideal for class homework or project work.}, language = {en}, publisher = {CRC Press}, author = {McNulty, Keith}, month = jul, year = {2021}, note = {Google-Books-ID: Nt4zEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:73W8T3RZ 2405685:5DS6D5VM}, keywords = {Business \& Economics / Statistics, Mathematics / Probability \& Statistics / General}, } @techreport{zubairi_edtech_2021, type = {{FP}-{ETH} {Position} paper}, title = {{EdTech} and {Equity}: {Position} {Paper}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Zubairi, Asma and Jefferies, Kate and Kreimeia, Adam, , Kreimeia}, month = jul, year = {2021}, doi = {10.5281/zenodo.5140323}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5140323 2405685:9KIUKW7T}, keywords = {\_r:AddedByZotZen}, } @article{orkin_guidelines_2021, title = {Guidelines for reporting trial protocols and completed trials modified due to the {COVID}-19 pandemic and other extenuating circumstances: {The} {CONSERVE} 2021 {Statement}}, volume = {326}, issn = {0098-7484}, shorttitle = {Guidelines for {Reporting} {Trial} {Protocols} and {Completed} {Trials} {Modified} {Due} to the {COVID}-19 {Pandemic} and {Other} {Extenuating} {Circumstances}}, url = {https://doi.org/10.1001/jama.2021.9941}, doi = {10.1001/jama.2021.9941}, abstract = {Extenuating circumstances can trigger unplanned changes to randomized trials and introduce methodological, ethical, feasibility, and analytical challenges that can potentially compromise the validity of findings. Numerous randomized trials have required changes in response to the COVID-19 pandemic, but guidance for reporting such modifications is incomplete.As a joint extension for the CONSORT and SPIRIT reporting guidelines, CONSERVE (CONSORT and SPIRIT Extension for RCTs Revised in Extenuating Circumstances) aims to improve reporting of trial protocols and completed trials that undergo important modifications in response to extenuating circumstances.A panel of 37 international trial investigators, patient representatives, methodologists and statisticians, ethicists, funders, regulators, and journal editors convened to develop the guideline. The panel developed CONSERVE following an accelerated, iterative process between June 2020 and February 2021 involving (1) a rapid literature review of multiple databases (OVID Medline, OVID EMBASE, and EBSCO CINAHL) and gray literature sources from 2003 to March 2021; (2) consensus-based panelist meetings using a modified Delphi process and surveys; and (3) a global survey of trial stakeholders.The rapid review yielded 41 673 citations, of which 38 titles were relevant, including emerging guidance from regulatory and funding agencies for managing the effects of the COVID-19 pandemic on trials. However, no generalizable guidance for all circumstances in which trials and trial protocols might face unanticipated modifications were identified. The CONSERVE panel used these findings to develop a consensus reporting guidelines following 4 rounds of meetings and surveys. Responses were received from 198 professionals from 34 countries, of whom 90\% (n = 178) indicated that they understood the concept definitions and 85.4\% (n = 169) indicated that they understood and could use the implementation tool. Feedback from survey respondents was used to finalize the guideline and confirm that the guideline’s core concepts were applicable and had utility for the trial community. CONSERVE incorporates an implementation tool and checklists tailored to trial reports and trial protocols for which extenuating circumstances have resulted in important modifications to the intended study procedures. The checklists include 4 sections capturing extenuating circumstances, important modifications, responsible parties, and interim data analyses.CONSERVE offers an extension to CONSORT and SPIRIT that could improve the transparency, quality, and completeness of reporting important modifications to trials in extenuating circumstances such as COVID-19.}, number = {3}, urldate = {2023-09-21}, journal = {JAMA}, author = {Orkin, Aaron M. and Gill, Peter J. and Ghersi, Davina and Campbell, Lisa and Sugarman, Jeremy and Emsley, Richard and Steg, Philippe Gabriel and Weijer, Charles and Simes, John and Rombey, Tanja and Williams, Hywel C. and Wittes, Janet and Moher, David and Richards, Dawn P. and Kasamon, Yvette and Getz, Kenneth and Hopewell, Sally and Dickersin, Kay and Wu, Taixiang and Ayala, Ana Patricia and Schulz, Kenneth F. and Calleja, Sabine and Boutron, Isabelle and Ross, Joseph S. and Golub, Robert M. and Khan, Karim M. and Mulrow, Cindy and Siegfried, Nandi and Heber, Joerg and Lee, Naomi and Kearney, Pamela Reed and Wanyenze, Rhoda K. and Hróbjartsson, Asbjørn and Williams, Rebecca and Bhandari, Nita and Jüni, Peter and Chan, An-Wen and {CONSERVE Group}}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1001/jama.2021.9941 2339240:5SVZDPZV 2405685:A55Z4Y79}, pages = {257--265}, } @techreport{simpson_hello_2021, type = {Internal papers}, title = {Hello and {Welcome} to the {Sandbox}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/CQQURC65}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Simpson, Lea and Carter, Alice and Rahman, Asad}, month = jul, year = {2021}, doi = {10.5281/zenodo.5123366}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5123366 2405685:CQQURC65}, keywords = {\_EdTechHub\_Output, \_r:AddedByZotZen}, } @misc{kimathi_keeping_2021, title = {Keeping {Kenya} {Learning}: {The} importance of caregiver engagement in supporting learning beyond the classroom}, shorttitle = {Keeping {Kenya} {Learning}}, url = {https://edtechhub.org/2021/07/16/keeping-kenya-learning-the-importance-of-caregiver-engagement-in-supporting-learning-beyond-the-classroom/}, abstract = {Since the Covid-19 pandemic began, parents, teachers, students and policymakers have been exploring how to support students to learn at home. The emphasis on education at home has made evident the need to better equip caregivers to support their children’s learning.  The Keep Kenya Learning (KKL) initiative is helping parents and caregivers build their capacity and confidence to support learning…}, language = {en-US}, urldate = {2021-07-26}, journal = {EdTech Hub}, author = {Kimathi, Deborah and El-Serafy, Yomna and Plaut, Daniel and Kaye, Tom}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LZM9KHE6}, keywords = {\_EdTechHub\_Output}, } @misc{sabbab_embracing_2021, title = {Embracing {EdTech}: four critical questions answered through a rapid prototype programme on teachers’ professional development ({TPD})}, shorttitle = {Embracing {EdTech}}, url = {https://edtechhub.org/2021/07/14/embracing-edtech-four-critical-questions-answered-through-a-rapid-prototype-programme-on-teachers-professional-development-tpd/}, abstract = {Seventy-one teachers participating in the ‘Onneshon’ prototype were flooding the WhatsApp group with messages about the challenges and hiccups they were experiencing, either with watching the video content or with taking a quiz in the first two weeks. Problems were pouring in and so were solutions being innovated and offered through diverse channels. In the space of two weeks, the…}, language = {en-US}, urldate = {2021-07-26}, journal = {EdTech Hub}, author = {Sabbab, Salman and Shakil, Abdullah All and Alam, Faria}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZWUKU2YL}, keywords = {\_EdTechHub\_Output}, } @techreport{kalifa_social_2021, type = {{FP}-{ETH} {Evidence} review *}, title = {Social {And} {Emotional} {Learning} and {EdTech}: {An} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Kalifa, , Damani}, month = jul, year = {2021}, doi = {10.5281/zenodo.5094331}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5094331 2405685:FNJUHA6J}, keywords = {\_EdTechHub\_Output, \_r:AddedByZotZen}, } @misc{hub_verna_2021, title = {Verna {Lalbeharie} joins {EdTech} {Hub} as incoming {Executive} {Director}}, url = {https://edtechhub.org/2021/07/02/verna-lalbeharie-joins-edtech-hub-as-incoming-executive-director/}, abstract = {We are excited to announce that Verna Lalbeharie is joining EdTech Hub as the incoming Executive Director. A native of South Africa, now living in North Carolina (USA), Lalbeharie brings not only 25 years of EdTech expertise to the role, but also a career-spanning commitment to evidence-building in education technology to create a more equitable future for all students. “When…}, language = {en-US}, urldate = {2021-07-26}, journal = {EdTech Hub}, author = {Hub, EdTech}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GWTBTPXG}, keywords = {\_EdTechHub\_Output}, } @article{nevedal_rapid_2021, title = {Rapid versus traditional qualitative analysis using the {Consolidated} {Framework} for {Implementation} {Research} ({CFIR})}, volume = {16}, issn = {1748-5908}, url = {https://doi.org/10.1186/s13012-021-01111-5}, doi = {10.1186/s13012-021-01111-5}, abstract = {Qualitative approaches, alone or in mixed methods, are prominent within implementation science. However, traditional qualitative approaches are resource intensive, which has led to the development of rapid qualitative approaches. Published rapid approaches are often inductive in nature and rely on transcripts of interviews. We describe a deductive rapid analysis approach using the Consolidated Framework for Implementation Research (CFIR) that uses notes and audio recordings. This paper compares our rapid versus traditional deductive CFIR approach.}, number = {1}, urldate = {2023-02-28}, journal = {Implementation Science}, author = {Nevedal, Andrea L. and Reardon, Caitlin M. and Opra Widerquist, Marilla A. and Jackson, George L. and Cutrona, Sarah L. and White, Brandolyn S. and Damschroder, Laura J.}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s13012-021-01111-5 2339240:R59M4XJ9 2405685:A87VCNQJ}, keywords = {Consolidated Framework for Implementation Research (CFIR), Implementation science, Qualitative methods, Rapid analysis, Veterans}, pages = {67}, } @techreport{rahman_sandbox_2021, type = {Working {Paper}}, title = {The {Sandbox} {Handbook} v1.0: {A} guide to growing and testing {EdTech} ideas}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/772S7Z4R}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {33}, institution = {EdTech Hub}, author = {Rahman, Asad and Carter, Alice and Plaut, Daniel and Dixon, , Dixon and Salami, Taiye and Schmitt, Laurel}, month = jul, year = {2021}, doi = {10.5281/zenodo.5120788}, note = {ZenodoArchiveID: 5120788 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5120788 10.5281/zenodo.5142473 2405685:3C8VWLJP 2405685:772S7Z4R 2405685:CW2FHVT8}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_r:AddedByZotZen, \_zenodo:submitted}, } @misc{bangladesh_how_2021, title = {How {Bangladesh} repurposed pre-existing online platforms to reimagine education during {Covid}-19}, url = {https://edtechhub.org/2021/06/24/how-bangladesh-reimagined-education-during-covid-19/}, abstract = {Forty-two million. That is the total number of students in Bangladesh. Forty-two million potential leaders of tomorrow. Forty-two million reasons to be hopeful for the country’s future. Forty-two million students who, because of Covid-19, were left without classrooms, without their friends, without their schools and colleges – without formal education.}, language = {en-US}, urldate = {2021-07-26}, journal = {EdTech Hub}, author = {Bangladesh), Anir Choudhury (a2i}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HVNU4INN 2405685:TA8WC382}, keywords = {\_EdTechHub\_Output}, } @techreport{gould_edtech_2021, type = {Sandbox {Sprint} {Review}}, title = {{EdTech} and {Covid}-19: the story so far}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {1}, institution = {EdTech Hub}, author = {Gould, Briony}, month = jun, year = {2021}, doi = {10.5281/zenodo.4899740}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4899740 2405685:IWGMZ8QI}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen}, } @techreport{zubairi_country-level_2021, type = {Country summaries and case studies (was: {Country} scan)}, title = {Country-{Level} {Research} {Review}: {EdTech} in {Bangladesh}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/QUJHNPRD}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Zubairi, Asma and Kreimeia, Adam and Kaye, Tom and Ashlee, Amy}, month = jun, year = {2021}, doi = {10.5281/zenodo.5651981}, note = {ZenodoArchiveID: 5651981 previousDOI: 10.5281/zenodo.5109678 previousDOI: 10.5281/zenodo.4943272 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4943272 10.5281/zenodo.5109678 10.5281/zenodo.5651981 2339240:TCHKGQZS 2405685:QUJHNPRD 2405685:XH44AG5R 2405685:YULPZE4D}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{amenya_power_2021, type = {Working paper}, title = {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}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {The {Power} of {Girls}' {Reading} {Camps}}, url = {https://docs.edtechhub.org/lib/P8IAN448}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {32}, institution = {EdTech Hub}, author = {Amenya, Donvan and Fitzpatrick, Rachael and Njeri, M.E. and Naylor, Ruth and Page, Ella and Riggall, Anna}, month = jun, year = {2021}, doi = {10.5281/zenodo.5651935}, note = {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}, } @techreport{crompton_edtech_2021, type = {Systematic review}, title = {{EdTech} and {Emergency} {Remote} {Learning}: {A} {Systematic} {Review}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Crompton, Helen and Burke, Diane and Jordan, Katy and Wilson, Sam and Nicolai, Susan and Myers, Christina}, month = jun, year = {2021}, doi = {10.5281/zenodo.5651932}, note = {ZenodoArchiveID: 5651932 previousDOI: 10.5281/zenodo.4917221 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4917221 10.5281/zenodo.5651932 2405685:V6UCUGBZ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{crompton_inequalities_2021, type = {Working paper}, title = {Inequalities in {Girls}’ {Learning} {Opportunities} via {EdTech}: {Addressing} the {Challenge} of {Covid}-19}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/D6PWMC4I}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {31}, institution = {EdTech Hub}, author = {Crompton, Helen and Chigona, Agnes and Jordan, Katy, , Jordan and Myers, Christina}, month = jun, year = {2021}, doi = {10.5281/zenodo.4917252}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4917252 10.5281/zenodo.4917252 2339240:G2X4SJI9 2339240:MUSPGK9F 2339240:MVU3QIHM 2339240:NQF22P32 2405685:B2ABXUCR 2405685:D6PWMC4I 2405685:HW7NU96L 2405685:JWIHBL5M 2405685:PXBXCZ29 2405685:YHC5ZPU8}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_r:AddedByZotZen}, } @misc{edtech_hub_edtechtools_2021, title = {{EdTechTools} {Relaunched} with {TVET} {Resources}}, url = {https://edtechhub.org/2021/06/04/edtechtools-relaunched-with-tvet-resources/}, abstract = {EdTechHub, Generation Unlimited (GenU), UNESCO and UNESCO-UNEVOC have joined forces to relaunch EdTechTools (formerly the Tools Database): a global repository of education technology tools and platforms designed to help decision makers at all levels in the global education and training community find resources that facilitate and support remote learning. More than a year after the world experienced an education disruption…}, language = {en-US}, urldate = {2021-07-26}, journal = {EdTech Hub}, author = {{EdTech Hub} and {Generation Unlimited}}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HNAI38V8}, keywords = {\_EdTechHub\_Output}, } @techreport{mcburnie_advancing_2021, type = {Working paper}, title = {Advancing {Data}-{Driven} {Decision}-{Making} for {School} {Improvement}: {Findings} from the {One} {Tablet} {Per} {School} {User} {Testing} {Programme} in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/MPRD5RKR}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {MBSSE, EdTech Hub, Leh Wi Lan}, author = {McBurnie, Chris and Beoku-Betts, Iman and Waistell, Daniel and Nallo, Michael}, month = jun, year = {2021}, doi = {10.53832/edtechhub.0066}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4896502 10.53832/edtechhub.0066 2339240:9A7P2GEI 2339240:PA2CB3JF 2339240:Q3RLYCNW 2339240:TMHE9JIR 2405685:2CEZ2LKN 2405685:9B56X45X 2405685:FAJLNB8S 2405685:KFTXK9K2 2405685:MPRD5RKR 2405685:PGUR927P 2405685:UKHA4WKY 2486141:A5SQMX8T 4656463:XTGYWNYB}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen}, } @misc{world_bank_malawi_2021, title = {Malawi {World} {Bank} {Approves} \$100 {Million} to {Improve} {Skills} {Development} {Programs} {Press} {Release}}, url = {https://www.worldbank.org/en/news/press-release/2021/06/03/malawi-world-bank-approves-100-million-to-improve-skills-development-programs}, abstract = {The World Bank today approved \$100 million in financing from the International Development Association (IDA)* for Malawi to support increased access, particularly for female students, to skills development programs in priority areas of the economy that are most relevant to the labor market— now and in the future.}, language = {en}, urldate = {2023-06-22}, author = {{World Bank}}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TL85HTPK 2405685:U7C5Y7FU 2405685:YAAV4TE4}, keywords = {auto\_merged}, } @techreport{carter_service_2021, type = {Internal papers}, title = {Service {Design} {Blueprint}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Carter, , Alice}, month = jun, year = {2021}, doi = {10.5281/zenodo.5147560}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147560 2405685:G62DCDN2}, keywords = {\_r:AddedByZotZen}, } @techreport{dinham_what_2021, type = {{FP}-{ETH} {Sandbox} {Sprint} {Review}}, title = {What we learnt in the {Sandbox} between onebillion, {VSO} {Malawi} and {EdTech} {Hub} ({Sprint} {Review} {Draft})}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Dinham, Nat and Plaut, Daniel and Rahman, Asad and Schmit, Laurel}, month = jun, year = {2021}, doi = {10.5281/zenodo.4959811}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4959811 2405685:M78SQRBW}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen}, } @techreport{hasler_mixed-methods_2021, type = {Working {Paper}}, title = {A mixed-methods evidence assessment for emergent fields of knowledge}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/PUVVR28E}, number = {24}, institution = {EdTech Hub}, author = {Haßler, Björn}, month = jun, year = {2021}, doi = {10.53832/edtechhub.0003}, note = {previousPreviousDOI: 10.5281/zenodo.4698915 PreviousDOI: 10.5281/zenodo.4698915 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4698915 10.53832/edtechhub.0003 2129771:E3W7NXR9 2405685:PUVVR28E}, keywords = {\_EdTechHub\_Output, \_yl:m}, } @misc{hasler_global_2021, title = {The global stakes of digitalization in education}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/J49DGN5M}, author = {Haßler, Björn}, month = jun, year = {2021}, doi = {10.5281/zenodo.4888887}, note = {PreviousDOI: 10.5281/zenodo.4888604 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4888887 2405685:J49DGN5M}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodo:submitted}, } @techreport{plaut_sierra_2021, type = {Internal {Paper}}, title = {Sierra {Leone} {CPD} {Sandbox} - {Draft} {Theory} of {Change}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/T7AUREA5}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Plaut, Daniel}, month = jun, year = {2021}, doi = {10.5281/zenodo.4959786}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4959786 2405685:T7AUREA5}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen}, } @techreport{boujikian_whatsapp-assisted_2021, type = {Sandbox {Sprint} {Review}}, title = {{WhatsApp}-{Assisted} {Learning} for {Refugees}. {End} of {Sandbox} {Sprint} 3}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/89DPN3SP}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Boujikian, Michèle and Carter, Alice and Khalayleh, Abdullah}, month = may, year = {2021}, doi = {10.5281/zenodo.4783017}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4783017 2405685:89DPN3SP 2405685:EVSZNGMA}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{khalayleh_determining_2021, type = {Presentation}, title = {Determining the suitability of {Whatsapp} for {Jusoor} {Azima} {Project}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/I4UFGAQA/MIQMEJK2}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Khalayleh, Abdullah}, month = may, year = {2021}, doi = {10.5281/zenodo.4783101}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4783101 2405685:MIQMEJK2}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen, \_zenodo:submitted}, } @misc{hennessy_advancing_2021, title = {Advancing evidence-based decision making in {LMICs}: {Focus} of {EdTech} {Hub}’s work}, shorttitle = {Advancing evidence-based decision making in {LMICs}}, url = {https://edtechhub.org/2021/05/07/advancing-evidence-based-decision-making-in-lmics-focus-of-edtech-hubs-work/}, abstract = {This blog sets out the Hub’s aims and approaches to identifying appropriate and effective uses of EdTech that can potentially raise learning outcomes in low- and middle-income countries (LMICs). Research shows that EdTech offers immense potential, but sustainable and positive change at scale has largely proved elusive in practice – particularly for marginalised learners where we focus our work.  To…}, language = {en-US}, urldate = {2021-05-10}, journal = {EdTech Hub}, author = {Hennessy, Sara}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:33PABHJH 2405685:Q8R8G8WG}, keywords = {\_EdTechHub\_Output}, } @techreport{boujikian_lack_2021, type = {Sandbox {Evidence} {Output}}, title = {Lack of {Means} or {Lack} of {Awareness}? {Survey} findings: barriers to learning with {WhatsApp} in refugee camps in {Lebanon}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/4UQT8WRN}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Boujikian, Michèle and Carter, Alice}, month = may, year = {2021}, doi = {10.5281/zenodo.4780972}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4780972 2405685:4UQT8WRN 2405685:WWUQ7VRT}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{korin_using_2021, type = {Helpdesk {Response}}, title = {Using {EdTech} to {Support} {Learning} {Remotely} in the {Early} {Years}. {Rapid} {Literature} {Review} of {Evidence} from the {Global} {Response} to {Covid}-19.}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/RTQ64R3P}, abstract = {An output of the EdTech Hub, https://edtechhub.org This topic brief examines the literature on technology-based, remote approaches to supporting learning in the early years for children from birth to age five, identifying promising practices for using EdTech in early childhood education (ECE) in low- and middle-income countries (LMICs). It draws on the nurturing care framework, Principles for Digital Development, and effective pedagogical practices for ECE.}, language = {en}, number = {31}, institution = {EdTech Hub}, author = {Korin, Astrid}, month = may, year = {2021}, doi = {10.5281/zenodo.4746391}, note = {ZenodoArchiveID: 4746391 previousDOI: 10.5281/zenodo.4746391 previousDOI: 10.5281/zenodo.4664510 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4664510 10.5281/zenodo.4746391 2339240:CJNJNHNU 2405685:RTQ64R3P 2405685:TD3Y79BH}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_r:AddedByZotZen, \_zenodo:submitted, \_zenodoETH}, } @misc{coflan_evidence_2021, title = {Evidence to {Strengthen} {Tech}-{Supported} {Teacher} {Development} in {Madagascar}}, url = {https://edtechhub.org/2021/04/23/using-evidence-to-strengthen-tech-supported-teacher-professional-development-in-madagascar/}, abstract = {Our latest blog looks at using evidence to strengthen tech-supported teacher professional development in Madagascar. For more details, visit our website.}, language = {en-US}, urldate = {2023-10-18}, journal = {EdTech Hub}, author = {Coflan, Caitlin Moss and Koomar, Saalim and Rasolohery, Hasiniavo}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ANDK8LBN 2405685:DRXSJH4U}, } @misc{coflan_utilisation_2021, title = {L'utilisation des preuves pour renforcer la formation pédagogique à travers les technologies à {Madagascar}}, url = {https://edtechhub.org/2021/04/23/lutilisation-des-preuves-pour-renforcer-la-formation-pedagogique-a-travers-les-technologies-a-madagascar/}, abstract = {Lire en Anglais Contexte Madagascar fait face à un taux élevé de la pauvreté d’apprentissage; 97 pour cent des enfants en classe de primaire du pays ne sont pas capables de lire un texte en français adapté à leur âge (Banque mondiale 2019, sur données PASEC 2015). Nous savons que les enseignants ont une influence cruciale sur l’éducation des élèves;…}, language = {en-US}, urldate = {2021-04-29}, journal = {EdTech Hub}, author = {Coflan, Caitlin Moss and Koomar, Saalim and Rasolohery, Hasiniavo}, month = apr, year = {2021}, doi = {10.5281/zenodo.4728174}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4728174 2405685:552YTW72}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_\_\_working\_potential\_duplicate, \_zenodoETH}, } @techreport{damani_covid-19_2021, type = {Academic papers, book chapters, etc.}, title = {Covid-19 and {EdTech} in {Africa}: {A} {Country}-{Level} {Review} {Based} on {eLearning} {Africa} {Data}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/CDC2W7Q6}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Damani, Kalifa}, month = apr, year = {2021}, doi = {10.5281/zenodo.4703718}, note = {ZenodoArchiveID: 4703718 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4703718 2405685:CDC2W7Q6 2405685:HVQVC8TU}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_r:AddedByZotZen, \_zenodo:submitted, \_zenodoETH}, } @techreport{myers_lets_2021, type = {Case {Study}}, title = {Let's {Read} — {How} {Tusome} {Leveraged} {EdTech} to {Improve} {National} {Learning} {Outcomes}. {Governing} {Digital} {Transformation}: {Improving} {Outcomes} in {Education} {Systems}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/3GQXS67C}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Myers, Christina and Kaye, Tom and Khalayleh, Abdullah}, month = apr, year = {2021}, doi = {10.5281/zenodo.4699337}, note = {ZenodoArchiveID: 4699337 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4699337 2339240:MQFC486E 2339240:YAXCDGIK 2405685:3GQXS67C 2405685:Q9F2PISN}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_r:AddedByZotZen, \_zenodo:submitted, \_zenodoETH}, } @misc{singal_edtech_2021, title = {{EdTech} for learners with disabilities: urgent need to focus on access, engagement and learning outcomes}, shorttitle = {{EdTech} for learners with disabilities}, url = {https://edtechhub.org/2021/04/23/edtech-for-learners-with-disabilities-urgent-need-to-focus-on-access-engagement-and-learning-outcomes/}, abstract = {The current approaches to providing high quality learning experiences to learners with disabilities in low and middle-income (LMICs) countries requires radical rethinking. To date, significant numbers of learners with disabilities are not enjoying the benefits of barrier-free and meaningful engagement with the school curriculum in order to reach their potential. Appropriately matched technology to learner needs – in terms of…}, language = {en-US}, urldate = {2021-04-29}, journal = {EdTech Hub}, author = {Singal, Nidhi and Lynch, Paul and Kaye, Tom and Francis, Gill}, month = apr, year = {2021}, doi = {10.5281/zenodo.4728168}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4728168 2405685:6QJYLAD7 2405685:BZDFHTPM}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @article{zhai_review_2021, title = {A {Review} of {Artificial} {Intelligence} ({AI}) in {Education} from 2010 to 2020}, volume = {2021}, issn = {1076-2787}, url = {https://www.hindawi.com/journals/complexity/2021/8812542/}, doi = {10.1155/2021/8812542}, abstract = {This study provided a content analysis of studies aiming to disclose how artificial intelligence (AI) has been applied to the education sector and explore the potential research trends and challenges of AI in education. A total of 100 papers including 63 empirical papers (74 studies) and 37 analytic papers were selected from the education and educational research category of Social Sciences Citation Index database from 2010 to 2020. The content analysis showed that the research questions could be classified into development layer (classification, matching, recommendation, and deep learning), application layer (feedback, reasoning, and adaptive learning), and integration layer (affection computing, role-playing, immersive learning, and gamification). Moreover, four research trends, including Internet of Things, swarm intelligence, deep learning, and neuroscience, as well as an assessment of AI in education, were suggested for further investigation. However, we also proposed the challenges in education may be caused by AI with regard to inappropriate use of AI techniques, changing roles of teachers and students, as well as social and ethical issues. The results provide insights into an overview of the AI used for education domain, which helps to strengthen the theoretical foundation of AI in education and provides a promising channel for educators and AI engineers to carry out further collaborative research.}, language = {en}, urldate = {2024-01-21}, journal = {Complexity}, author = {Zhai, Xuesong and Chu, Xiaoyan and Chai, Ching Sing and Jong, Morris Siu Yung and Istenic, Andreja and Spector, Michael and Liu, Jia-Bao and Yuan, Jing and Li, Yan}, month = apr, year = {2021}, note = {Publisher: Hindawi KerkoCite.ItemAlsoKnownAs: 10.1155/2021/8812542 2405685:T7U5VLI3 2486141:LZ7DG3FE}, pages = {e8812542}, } @techreport{lynch_how_2021, type = {Policy {Brief}}, title = {How {Can} {EdTech} {Support} {Primary} {School} {Learners} with {Disabilities} in {LMICs}? {Recommendations} for {Policy}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/UXWEBRCC}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Lynch, Paul and Singal, Nidhi and Francis, Gill A.}, month = apr, year = {2021}, doi = {10.5281/zenodo.4701259}, note = {ZenodoArchiveID: 4701259 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4701259 2339240:K42SWARR 2405685:DGECLZII 2405685:J83BVHG6 2405685:UXWEBRCC}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v3, \_r:AddedByZotZen, \_zenodo:submitted, \_zenodoETH}, } @misc{groeneveld_helping_2021, title = {Helping improve the {Kenya} {Education} {Cloud} with a {SWOT} analysis}, url = {https://edtechhub.org/2021/04/15/helping-improve-the-kenya-education-cloud-with-a-swot-analysis/}, abstract = {In early 2021, EdTech Hub partnered with the Kenya Institute of Curriculum Development to support them to analyse the strengths, weaknesses, opportunities and threats of the Kenya Education Cloud. This blog highlights what we learnt, and lessons that can inform the development of Virtual Learning Environments around the world.  Governments all over the world responded to Covid-19 school closures by…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Groeneveld, Caspar and Kimenyi, Eric and Kaye, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4707900}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707900 2405685:F5HJ29AQ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{adam_use_2021, type = {Technical {Guidance}}, title = {The {Use} of {Technology} in the {CPD} {Implementation} {Plan} in {Tanzania}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/N5HMII3R}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Adam, Taskeen and El-Sefary, Yomna and Haßler, Björn and Khalayleh, Abdullah and Kremeia, Adam and Proctor, Jamie and Mtebe, Joel}, month = apr, year = {2021}, doi = {10.5281/zenodo.4665846}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4665846 2405685:N5HMII3R}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_r:AddedByZotZen}, } @article{crompton_support_2021, title = {Support provided for {K}-12 teachers teaching remotely with technology during emergencies: {A} systematic review}, volume = {0}, issn = {1539-1523}, shorttitle = {Support provided for {K}-12 teachers teaching remotely with technology during emergencies}, url = {https://doi.org/10.1080/15391523.2021.1899877}, doi = {10.1080/15391523.2021.1899877}, abstract = {Emergencies can cause disruption to education. This study is unique in providing the first empirical systematic review on teacher support for Emergency Remote Education (ERE) from 2010 to 2020. A total of 57 studies emerged from the PRISMA search. This mixed-method study used deductive and inductive iterative methods to examine the data. The data reveal teacher support strategies from across 50 different high and low-income countries. Few studies focused on a teacher’s subject and the age range taught. In the examination of professional development provided to prepare K-12 teachers to conduct ERE, eight codes emerged from the grounded coding as; 1) prior preparation, 2) understanding ERE, 3) needs analysis, 4) digital pedagogical strategies, 5) technology tools, 6) frameworks, 7) digital equity, and 8) mental wellness.}, number = {0}, urldate = {2021-04-08}, journal = {Journal of Research on Technology in Education}, author = {Crompton, Helen and Burke, Diane and Jordan, Katy and Wilson, Samuel}, month = apr, year = {2021}, doi = {10.5281/zenodo.5652026}, note = {ZenodoArchiveID: 5652026 Publisher: Routledge \_eprint: https://doi.org/10.1080/15391523.2021.1899877 KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2021.1899877 10.1111/bjet.13114 10.5281/zenodo.5652026 2339240:258WF4VH 2339240:RAP22KJU 2405685:5UAQ3N5K 2405685:BKMMRYCD 2405685:IA5XF32V 2405685:SU6FMBKT 2405685:XERPP4G9 2534379:UVB8PHFN}, keywords = {COVID-19, Teacher education, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:analysis:nopdf, \_r:CopiedFromEvLib, \_yl:a, disasters, emergencies, emergency remote education, pandemic, remote education}, pages = {1--16}, } @techreport{power_community_2021, type = {Working {Paper}}, title = {Community {Help} for {Inclusive} {Learning} and {Development} ({CHILD}): {A} {Study} of {How} {Mobile} {Phones} {Were} {Used} to {Recruit} and {Equip} {Community} {Volunteers} to {Support} {Children}’s {Learning} {During} {Covid}-19 {School} {Closures} in {Zimbabwe}}, url = {https://docs.edtechhub.org/lib/HZRHPNI5}, institution = {EdTech Hub}, author = {Power, Tom and Buckler, Alison and Ebubedike, Margaret and Tengenesha, Martha and Jama, Mbuso and Ndlovu, America and Mukoyi, Jane and Ndou, Mashudu and Mubaira, Simbarashe}, month = apr, year = {2021}, doi = {10.5281/zenodo.4557015}, note = {ZenodoArchiveID: 4557015 PrevoousDOI: 10.5281/zenodo.4502122 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4502122 10.5281/zenodo.4557015 2339240:6Z8Q4VYT 2339240:KCTXJNS6 2405685:HZRHPNI5}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodo:submitted, \_zenodoETH}, } @techreport{simpson_eight_2021, type = {Position {Paper}}, title = {Eight {Reasons} {Why} {EdTech} {Doesn}’t {Scale}: {How} sandboxes are designed to counter the issue}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/8HKCSIRC}, abstract = {The EdTech Hub’s sandbox approach offers implementers and decision makers a clear way to implement and scale only the most effective EdTech interventions. In this position paper we share our view on why EdTech isn’t scaling and how we see the sandboxes approach addressing them. Keywords: innovation; implementation; sandboxes; EdTech; scale; experimentation An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Simpson, Lea and Carter, Alice and Rahman, Asad and Plaut, Daniel}, month = apr, year = {2021}, doi = {10.53832/edtechhub.0116}, note = {ZenodoArchiveID: 4966322 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4966322 10.53832/edtechhub.0115 10.53832/edtechhub.0116 2405685:8HKCSIRC}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen}, } @techreport{mcburnie_sierra_2021, type = {Blog post}, title = {Sierra {Leone} {Series}: {Plan} {International} and the importance of community support for distance teacher professional development programmes}, copyright = {Creative Commons Attribution 4.0}, url = {https://edtechhub.org/2021/03/26/sierra-leone-series-plan-international-and-the-importance-of-community-support-for-distance-teacher-professional-development-programmes/}, language = {en}, institution = {EdTech Hub}, author = {McBurnie, Chris and Saidu, Arthur and Rincon Casado, Eusebio and Shergill, Maggie}, month = apr, year = {2021}, doi = {10.5281/zenodo.5652007}, note = {ZenodoArchiveID: 5652007 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652007 2405685:KZ6FTNMC}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:analysis:nopdf, \_r:AddedByZotZen}, } @techreport{khalayleh_monitoring_2021, type = {Working {Paper}}, title = {A {Monitoring} and {Evaluation} {Framework} for {Blended} {Learning}: {Pakistan} {Ministry} of {Federal} {Education} and {Professional} {Training}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {A {Monitoring} and {Evaluation} {Framework} for {Blended} {Learning}}, url = {https://docs.edtechhub.org/lib/XBPZPS3P}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Khalayleh, Abdullah and Baloch, Imdad and Dele-Ajayi, Opeyemi and Kaye, Tom}, month = mar, year = {2021}, doi = {10.5281/zenodo.4633326}, note = {ZenodoArchiveID: 4633326 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4633326 2339240:DNCQ88UV 2339240:ILPGZU8E 2339240:SGQPIKMM 2405685:AR7EAIDU 2405685:XBPZPS3P 2405685:ZL7H9N8P}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_r:AddedByZotZen, \_zenodo:submitted, \_zenodoETH}, } @techreport{mcburnie_sierra_2021, type = {Blog post}, title = {Sierra {Leone} {Series}: the {Pikin}-to-{Pikin} {Movement} and its focus on child protection, education, nutrition and health}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib/JV4FPSJW}, language = {en}, institution = {EdTech Hub}, author = {McBurnie, Chris and Swaray, Abdulai and Kamara, Bai}, month = mar, year = {2021}, doi = {10.5281/zenodo.5652005}, note = {ZenodoArchiveID: 5652005 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652005 2405685:RT5H8XNG}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_r:AddedByZotZen}, } @techreport{siddiqui_deaf_2021, type = {Internal papers}, title = {Deaf {Reach}: {End} of {Sandbox} {Showcase}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Siddiqui, Maira and Shaikh, Saira and Rahman, Asad}, month = mar, year = {2021}, doi = {10.5281/zenodo.4959839}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4959839 2405685:6FBBKFMM}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen}, } @techreport{koomar_utilisation_2021, type = {Blog post}, title = {L'utilisation des preuves pour renforcer la formation pédagogique à travers les technologies à {Madagascar}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim and Moss Coflan, Caitlin and Rasolohéry, Hasiniavo}, month = mar, year = {2021}, doi = {10.5281/zenodo.4645807}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4645807 2405685:BBWJNPNA}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:analysis:nopdf, \_r:AddedByZotZen}, } @misc{saidu_sierra_2021, title = {Sierra {Leone} series: {Plan} {International} and the importance of community support for distance teacher professional development programmes}, shorttitle = {Sierra {Leone} series}, url = {https://edtechhub.org/2021/03/26/sierra-leone-series-plan-international-and-the-importance-of-community-support-for-distance-teacher-professional-development-programmes/}, abstract = {Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector.  In week four, we met with Arthur Saidu, Eusebio Rincon Casado and Maggie Shergill from…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Saidu, Arthur and Casado, Eusebio Rincon and Shergill, Maggie and McBurnie, Chris}, month = mar, year = {2021}, doi = {10.5281/zenodo.4707910}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707910 2405685:7HCBSU4P}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_\_\_working\_potential\_duplicate, \_zenodoETH}, } @techreport{groeneveld_work_2021, type = {Technical {Guidance}}, title = {A {Work} {Plan} for {Content} {Creation}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib/EH6F8M5P}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Proctor, Jamie and Kaye, Tom}, month = mar, year = {2021}, doi = {10.5281/zenodo.4617798}, note = {ZenodoArchiveID: 4617798 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4617798 2339240:V3PGSF2W 2405685:EH6F8M5P}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_r:AddedByZotZen, \_zenodo:submitted, \_zenodoETH}, } @techreport{jordan_country-level_2021, title = {A {Country}-{Level} {Research} {Review}: {EdTech} in {Tanzania}}, shorttitle = {A {Country}-{Level} {Research} {Review}}, url = {https://zenodo.org/record/4618376}, abstract = {This document presents a review of the research landscape in Tanzania in relation to EdTech research focused on learners, teachers, or systems at the level of school-based education, excluding higher education (HE). The review draws upon the research literature, policy documents, grey literature, and interviews with key stakeholders in order to present an overview of the research landscape in Tanzania. There is a substantial body of relevant EdTech research which has been undertaken in Tanzania in the past decade. Eighty research articles were identified for inclusion in the review. This document provides an overview of trends in this literature and key actors and projects, and provides a specific focus upon existing research which relates to EdTech Hub’s ‘high-potential evidence gaps’ (HPEG) framework. In combination with political economy analysis, three areas for future research which would be practical and likely to have high impact are identified and described.}, urldate = {2021-09-30}, institution = {Zenodo}, author = {Jordan, Katy and Proctor, Jamie and Koomar, Saalim and Bapna, Akanksha}, month = mar, year = {2021}, doi = {10.5281/zenodo.4618376}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4618376 10.5281/zenodo.5652060 2339240:F8ER2X27 2339240:KZ7L8K2X 2339240:YKGMJASP 2405685:3F4ASVFA 2405685:IA77HHMV 2405685:RQGJRKVS 2405685:TYZ4Y65R 2405685:VRE5DB5K}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodoETH}, } @techreport{rahman_edtech_2021, type = {Working {Paper}}, title = {{EdTech} and {Covid}-19: {Insights} from our {Sandbox} {Portfolio}. {In} {Collaboration} with {Sandbox} {Partner} {Organisations}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/MXMPWAA2}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rahman, Asad and Plaut, Daniel and Salami, Taiye and Carter, Alice}, month = mar, year = {2021}, doi = {10.5281/zenodo.4776960}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4776960 2339240:JASYN9AV 2339240:URJVJP9H 2405685:7QBDH9I4 2405685:MXMPWAA2}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{hasler_bibliography_2021, title = {Bibliography on teacher distribution and allocation}, author = {Haßler, Björn}, month = mar, year = {2021}, doi = {10.5281/zenodo.4608425}, note = {ZenodoArchiveID: 4608425 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4608425 2339240:2DAZHLTB 2405685:WX9A6Z7X}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, dode\_eth-src-eth}, } @techreport{bapna_case_2021, title = {A {Case} for a {Systems} {Approach} to {EdTech}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib//UR6CQL9K}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Bapna, Akanksha and Nicolai, Susan and Myers, Christina and Pellini, Arnaldo and Sharma, Namrata and Wilson, Sam}, month = mar, year = {2021}, doi = {10.5281/zenodo.5651995}, note = {ZenodoArchiveID: 5651995 previousDOI: 10.5281/zenodo.4604769 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4604769 10.5281/zenodo.5651995 2339240:5JZ4FURY 2339240:5MG5JK99 2339240:8CEUGJ7E 2339240:N7XVM2BS 2339240:QL5LSA92 2339240:UIDN49MT 2405685:5HSPDN5N 2405685:AMGEVSIH 2405685:JMP2BJ2E 2405685:M8P5BVVK 2405685:ST8IBIUV 2405685:UR6CQL9K 2405685:VBZ4N4AM 2534378:PDNLLG9Y 4656463:RA69ZQLB}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_r:AddedByZotZen, \_zenodo:submitted}, } @misc{team_highlights_2021, title = {Highlights from {EdTech} and {Covid}-19: {Lessons} learned, future plans}, shorttitle = {Highlights from {EdTech} and {Covid}-19}, url = {https://edtechhub.org/2021/03/10/highlights-from-edtech-and-covid-19-lessons-learned-future-plans/}, abstract = {On March 2nd EdTech Hub brought together education leaders, including teachers, program managers and policymakers, to reflect on a year of EdTech and Covid-19, discuss the lessons learned so far and consider how we can prepare for the future.  Over 200 people joined from around the world for a lively and thought-provoking discussion. Speakers included:  Helen Grant MP, UK Prime…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Team, EdTech Hub}, month = mar, year = {2021}, doi = {10.5281/zenodo.4707919}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707919 2405685:UKK52XU7}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{pellini_introducing_2021, title = {Introducing: {A} political economy framework for {EdTech} evidence uptake}, shorttitle = {Introducing}, url = {https://edtechhub.org/2021/03/09/introducing-a-political-economy-framework-for-edtech-evidence-uptake/}, abstract = {“Without context, words and actions have no meaning at all”  – Gregory Bateson Evidence only makes a difference if it is used. While the EdTech field suffers from significant gaps in knowledge, more research won’t mean much unless it can be used to inform policy and decision-making. And to do this, an understanding of the context and of how individuals…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Pellini, Arnaldo and Nicolai, Susan and Kreimeia, Adam and Wilson, Sam}, month = mar, year = {2021}, doi = {10.5281/zenodo.4707924}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707924 2405685:24RG82ZT}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{the_education_commission_gis_2021, title = {{GIS} for {Education} {Working} {Group} launches to promote data-driven decision-making}, url = {https://educationcommission.org/updates/gis-for-education-working-group-launches-to-promote-data-driven-decision-making/}, abstract = {Around the world, individuals are using maps to power everyday decisions: how do I navigate from my home to the nearest hospital? How many supermarkets are in my community? What public transportation is available for me to take to work?}, language = {en-US}, urldate = {2022-04-18}, journal = {the Education Commission}, author = {{the Education Commission}}, month = mar, year = {2021}, note = {Section: Updates KerkoCite.ItemAlsoKnownAs: 2129771:5XRHZSJ4 2405685:FJZKNYJI}, keywords = {\_yl:b}, } @misc{koomar_using_2021, type = {Blog post}, title = {Using evidence to strengthen tech-supported teacher professional development in {Madagascar}}, copyright = {Creative Commons Attribution 4.0}, url = {https://edtechhub.org/2021/04/23/using-evidence-to-strengthen-tech-supported-teacher-professional-development-in-madagascar/}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, journal = {EdTech Hub}, author = {Koomar, Saalim and Moss Coflan, Caitlin and Rasolohéry, Hasiniavo}, month = mar, year = {2021}, doi = {10.5281/zenodo.4585511}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4585511 10.5281/zenodo.4728170 2405685:G2SH3FP6 2405685:HLMSBECU 2405685:MKH2ZP2T 2405685:TYXJSKEP}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_\_\_working\_potential\_duplicate, \_r:AddedByZotZen, \_zenodoETH}, } @book{oecd_delivering_2021, series = {{OECD} {Rural} {Studies}}, title = {Delivering {Quality} {Education} and {Health} {Care} to {All}: {Preparing} {Regions} for {Demographic} {Change}}, isbn = {978-92-64-79675-1 978-92-64-65638-3 978-92-64-44654-0 978-92-64-40826-5}, shorttitle = {Delivering {Quality} {Education} and {Health} {Care} to {All}}, url = {https://www.oecd-ilibrary.org/urban-rural-and-regional-development/delivering-quality-education-and-health-care-to-all_83025c02-en}, language = {en}, urldate = {2023-02-28}, publisher = {OECD}, author = {{OECD}}, month = mar, year = {2021}, doi = {10.1787/83025c02-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.1787/83025c02-en 2339240:G6KY28PG 2405685:A5DTA23J}, } @misc{tahi_sierra_2021, title = {Sierra {Leone} series: the {Pikin}-to-{Pikin} {Movement} and its focus on child protection, education, nutrition and health.}, shorttitle = {Sierra {Leone} series}, url = {https://edtechhub.org/2021/03/02/sierra-leone-series-the-pikin-to-pikin-movement-and-its-focus-on-child-protection-education-nutrition-and-health/}, abstract = {Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector.   In week one, we connected with Abdulai Swaray and Bai Kamara from the Pikin-to-Pikin Movement.…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Tahi}, month = mar, year = {2021}, doi = {10.5281/zenodo.4707926}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707926 2405685:FB4FWFP9}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{esbeck_mango_2021, type = {Sandbox {Overview}}, title = {Mango {Tree} {Literacy} {Labs}’ {Radio} {Programme} {Sandbox}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/RIPJWUDB}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Esbeck, Craig and Oloa, Charles and Brown, Victoria and Plaut, Daniel and Salami, Taiye}, month = mar, year = {2021}, doi = {10.5281/zenodo.4747475}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4747475 2405685:RIPJWUDB}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{hasler_systemic_2021, type = {Working {Paper}}, title = {Syṡtemic {Mixed}-{Methods} {Research} — a conceptual framework for scalable {EdTech} research}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Systemic {Mixed}-{Methods} {Research} — a conceptual framework for scalable {EdTech} research}, url = {https://docs.edtechhub.org/lib/TD2ASC4G}, language = {en}, number = {9}, institution = {EdTech Hub}, author = {Haßler, Björn and El-Serafy, Yomna and Khalayleh, Abdullah and McBurnie, Chris}, month = mar, year = {2021}, doi = {10.53832/edtechhub.0001}, note = {previousPreviousDOI: 10.5281/zenodo.4557484 previousPreviousDOI: 10.5281/zenodo.4557484 previousPreviousDOI: 10.5281/zenodo.4557484 PreviousDOI: 10.5281/zenodo.4557484 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4557484 10.53832/edtechhub.0001 2129771:HT9D5C8E 2339240:HPLKGS4I 2339240:RQGHJZV7 2339240:S3YSSL2W 2405685:K2FX6IVZ 2405685:T6YJ3L5G 2405685:TD2ASC4G 2405685:ZNQCJ5R7}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_yl:n, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{mbatha_keep_2021, type = {Sprint {Review}}, title = {Keep {Kenya} {Learning}: {Helping} {Caregivers} {Support} {Learning} at {Home} {Sprint} 1.}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/A2D9FVTA}, abstract = {An output of the EdTech Hub, https://edtechhub.org Our research indicates that guidance and resources are necessary but insufficient in equipping caregivers to support their children’s learning. In Sprint 1, caregiver confidence and community emerged as important enablers of home learning. In our interviews, caregivers communicated how they felt limited by their lack of or outdated education. Global interventions indicate that reinforcing a sense of community for caregivers and enabling them to learn from modelling by trusted messengers are pathways to building greater engagement. Caregivers in both rural and urban communities expressed a willingness to engage with SMS (short message service) and online educational resources. However, it is clear that resource design must be: Accessible and understandable Credible and trusted Relevant and actionable.}, language = {en}, institution = {EdTech Hub}, author = {Mbatha, FaithMbithe and Crook, Rebecca and Plaut, Daniel}, month = mar, year = {2021}, doi = {10.5281/zenodo.4928926}, note = {ZenodoArchiveID: 4928926 PreviousDOI: 10.5281/zenodo.4747301 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4928926 2405685:9P9W4I53 2405685:A2D9FVTA}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_r:AddedByZotZen, \_zenodo:submitted}, } @misc{mcburnie_sierra_2021, type = {Blog post}, title = {Sierra {Leone} series: {Freetown} {Teachers} {College} and its multimodal approach to teacher professional development}, copyright = {Creative Commons Attribution 4.0}, shorttitle = {Sierra {Leone} series}, url = {https://docs.edtechhub.org/lib/JV4FPSJW}, abstract = {Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector.  In week two, we connected with Dr Samba Moriba and Prince Brainard from Freetown Teachers…}, language = {en}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {McBurnie, Chris and Moriba, Sambo and Brainard, Prince}, month = mar, year = {2021}, doi = {10.5281/zenodo.4584801}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4584801 2339240:F47KL5P7 2339240:VJ2SHXTR 2405685:DJHAECID 2405685:JV4FPSJW}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_r:AddedByZotZen, \_zenodoETH, dode\_eth-src-eth}, } @techreport{tsapali_country-level_2021, type = {Working {Paper}}, title = {Country-{Level} {Research} {Review}: {EdTech} in {Ghana}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/YMAME8E6}, language = {en}, institution = {EdTech Hub}, author = {Tsapali, Maria and Major, Louis and Damani, Kalifa and Mitchell, Joel and Taddese, Abeba}, month = mar, year = {2021}, doi = {10.5281/zenodo.4613150}, note = {ZenodoArchiveID: 4613150 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4613150 2339240:7RV99GRF 2339240:KNG7CIPW 2405685:BHZPG5ZX 2405685:HH8PFJJE 2405685:IG4J94RS 2405685:YMAME8E6}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodo:submitted, \_zenodoETH, ⛔ No DOI found}, } @techreport{hasler_mother_2021, type = {Blog post}, title = {Mother {Language} {Day} 2021}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib/ZQCX7TX3}, abstract = {To celebrate International Mother Language Day 2021, Björn spoke with Alice Castillejo and Mia Marzotto at Translators without Borders. We talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. Research around the world shows that educational outcomes are worse for students studying in a second language. The use of an unfamiliar language is linked to high dropout rates and low academic achievement. We also know that 40\% of children worldwide are not educated in a language they speak at home. We need to put aside our assumptions about what languages people speak and understand. For example, Portuguese is only one of many languages spoken in Mozambique. To really understand the richness of different languages, we need to collect, share, and visualise the real picture. Having done that, we can then apply this information. Do children who speak a particular language drop out early? We can then develop multilingual educational tools for learners and teachers based on improved data about relevant languages. We can also track educational outcomes by primary language, to ensure no learner is left behind. We can use language data to take action on three levels: children, teachers, and systems. With children, we can identify which language groups didn’t register for school, dropped out early, or consistently underperform. We can then adjust our communication and programming to meet their needs, leaving no one behind. We can also take action to support teachers. With language data, we can also take action on a system level. If over 40\% of children are educated in a language they don’t speak at home, we need to know how this affects their education. Much as we did for gender, if we don’t gather the data on inequality, we cannot begin to address it. Collective gathering and sharing of language data can allow us to understand how to increase learning outcomes for speakers of marginalised languages and provide the support they need and deserve.}, language = {en}, author = {Haßler, Björn and Castillejo, Alice and Marzotto, Mia and El-Serafy, Yomna and Khalayleh, Abdullah and Koomar, Saalim and Langa, Ancha and Nyilinkindi, Jacques and Saadeddin, Zeina and Tegha, Ghislaine and Villavicencio Peralta, Xuzel Ana}, month = feb, year = {2021}, doi = {10.5281/zenodo.5651994}, note = {ZenodoArchiveID: 5651994 previousDOI: 10.5281/zenodo.4555228 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555228 10.5281/zenodo.5651994 2339240:CME4837H 2405685:BSJEPIY4 2405685:ZQCX7TX3}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:other:ok, \_r:AddedByZotZen, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoODE, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @misc{hasler_mother_2021, type = {Blog post}, title = {Mother {Language} {Day} 2021: {Improving} data on mother-tongue languages for better learning outcomes}, copyright = {Creative Commons Attribution 4.0}, shorttitle = {Mother {Language} {Day} 2021}, url = {https://edtechhub.org/2021/02/20/mother-language-day-2021-improving-data-on-mother-tongue-languages-for-better-learning-outcomes/}, abstract = {To celebrate International Mother Language Day 2021, EdTech Hub’s Björn Haßler spoke with Alice Castillejo and Mia Marzotto of Translators without Borders. They talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. This blog post captures their conversation. “How do we know that speakers of marginalised languages are left behind?” Alice: Research…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Haßler, Björn and Castillejo, Alice and Marzotto, Mia and El-Serafy, Yomna and Khalayleh, Abdullah and Koomar, Saalim and Langa, Ancha and Nyilinkindi, Jacques and Saadeddin, Zeina and Tegha, Ghislaine and Villavicencio Peralta, Xuzel Ana}, month = feb, year = {2021}, doi = {10.5281/zenodo.4707931}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707931 2405685:E65E8VY5}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{pellini_edtech_2021, title = {{EdTech} and {Covid}-19: lessons from around the world}, shorttitle = {{EdTech} and {Covid}-19}, url = {https://edtechhub.org/2021/02/19/edtech-and-covid-19-lessons-from-around-the-world/}, abstract = {Arnaldo Pellini, Susan Nicolai, Moizza Binat Sarwar, Sam Wilson, Akanksha Bapna, Chris McBurnie, Adedoyin Adesina, Oladele Akogun, Ernest Ngabo, Hind Al-Hindawi, Ni Wayan Suriastini, Vollan Ochieng, Moses Ngware, Asma Rabi , Abdul Musawir, Clement Sefa-Nyarko, Edem Agbe , Rabia Tabassum, Amna Zaidi, Jeroen Groenewegen, Harish Doraiswamy, Sudhansu Sharma, Liangdi Xu In this blog we summarise four takeaways from a reflection…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Pellini, Arnaldo}, month = feb, year = {2021}, doi = {10.5281/zenodo.4707940}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707940 2339240:PAIL2F6F 2405685:27J8ETI9 2405685:G34FUWKA}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{pellini_political_2021, type = {Working {Paper}}, title = {A {Political} {Economy} {Analysis} {Framework} for {EdTech} {Evidence} {Uptake}}, url = {https://docs.edtechhub.org/lib/856UY54Y}, institution = {EdTech Hub}, author = {Pellini, Arnaldo and Nicolai, Susan and Magee, Arran and Sharp, Sam and Wilson, Sam}, month = feb, year = {2021}, doi = {10.5281/zenodo.4540204}, note = {ZenodoArchiveID: 4540204 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4540204 10.5281/zenodo.4540204 2339240:26GYDUTU 2339240:2Q9AWGM3 2339240:IQ36IBT8 2339240:MDUWMNQ5 2339240:P9XQBBQC 2405685:856UY54Y 2405685:CZZ5WHT7 2405685:P9T68ACJ 2405685:UGZDH4LB}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_cover:v3, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH}, } @techreport{pellini_political_2021, title = {A {Political} {Economy} {Analysis} {Framework} for {EdTech} {Evidence} {Uptake}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, url = {https://zenodo.org/record/4540204}, abstract = {[No description available.]}, language = {en}, urldate = {2024-02-27}, institution = {Zenodo}, author = {Pellini, Arnaldo and Nicolai, Susan and Magee, Arran and Sharp, Sam and Wilson, Sam}, month = feb, year = {2021}, doi = {10.5281/ZENODO.4540204}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4540204 2339240:TTFT62A6 2405685:LNYTJDFW}, } @misc{tahi_consultants_2021, title = {Consultants needed for {UNESCO} {ACCRA}'s review of {ICT} in {Education} {Policy} in {Ghana}}, url = {https://edtechhub.org/2021/02/04/consultants-needed-for-unesco-accras-review-of-ict-in-education-policy-in-ghana/}, abstract = {ICT Transforming Education in Africa: Review of ICT in Education Policy in Ghana  TERMS OF REFERENCE (TOR) FOR INDIVIDUAL CONSULTANTS 1. Background/Context  UNESCO Korean Funds-In-Trust ICT Transforming Education in Africa is a project developed under  the UNESCO-Korea Funds-in-Trust framework to support a selected number of Sub-Saharan  African countries to test scalable and effective models of using information and  communication technologies…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Tahi}, month = feb, year = {2021}, doi = {10.5281/zenodo.4707948}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707948 2405685:P2RAXUE3}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{rising_academies_how_2021, title = {How to {Guide}: {Delivering} {High}-{Quality} {Radio} {Learning}}, url = {https://docs.edtechhub.org/lib/DU497D8A}, author = {{Rising Academies} and {EdTech Hub}}, month = feb, year = {2021}, doi = {10.5281/zenodo.4486906}, note = {ZenodoArchiveID: 4486906 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4486906 2339240:NTGE2FPC 2405685:DU497D8A 2405685:HCV5X9YJ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:other:ok, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH}, } @techreport{hasler_methodology_2021, type = {Working {Paper}}, title = {Methodology for literature reviews}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/2CKWI7RR}, abstract = {An output of the EdTEch Hub}, language = {en}, number = {10}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Allier-Gagneur, Zoe and Blower, Thomas and Brugha, Meaghan and Damani, Kalifa and Hennessy, Sara and Martin, Kevin and Megha-Bongnkar, Ghislaine and Murphy, Mary and Walker, Hannah and Walker, Hannah}, month = feb, year = {2021}, doi = {10.53832/edtechhub.0002}, note = {previousPreviousDOI: 10.5281/zenodo.4557508 PreviousDOI: 10.5281/zenodo.4557508 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4557508 10.53832/edtechhub.0002 2129771:BKEP82PS 2339240:KF364I3I 2405685:2CKWI7RR 2405685:ESKCB3SZ 2405685:SRFG8S6C}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_yl:k, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{mcburnie_continuous_2021, type = {Internal papers}, title = {Continuous professional development in {Sierra} {Leone}: {Scoping} {Phase} {Overview}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/EKMQD8WQ}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {McBurnie, Chris and Plaut, Daniel}, month = feb, year = {2021}, doi = {10.5281/zenodo.4774318}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4774318 2405685:EKMQD8WQ}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen}, } @techreport{mcburnie_navigating_2021, type = {Working {Paper}}, title = {Navigating the ‘{Data} {Revolution}’: {A} {Case} {Study} on the {One} {Tablet} {Per} {School} {Programme} in {Sierra} {Leone}}, shorttitle = {Navigating the ‘{Data} {Revolution}’}, url = {https://docs.edtechhub.org/lib/FEXGB4IJ}, number = {12}, institution = {EdTech Hub}, author = {McBurnie, Chris}, month = feb, year = {2021}, doi = {10.5281/zenodo.5652063}, note = {ZenodoArchiveID: 5652063 previousDOI: 10.5281/zenodo.4430545 previousZenodoArchiveID: 4430545 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4430545 10.5281/zenodo.5652063 2339240:94IZR4ET 2339240:TST2YB8H 2405685:3BWKQDYQ 2405685:FEXGB4IJ 2405685:ZGYUEEZQ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @techreport{mcburnie_navigating_2021, type = {Working {Paper}}, title = {Navigating the ‘{Data} {Revolution}’: {A} {Case} {Study} on the {One} {Tablet} {Per} {School} {Programme} in {Sierra} {Leone}}, shorttitle = {Navigating the ‘{Data} {Revolution}’}, url = {https://docs.edtechhub.org/lib/FEXGB4IJ}, number = {12}, institution = {EdTech Hub}, author = {McBurnie, Chris}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JUGDD7MG 2405685:CYTW2JQW}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @article{van_de_schoot_open_2021, title = {An open source machine learning framework for efficient and transparent systematic reviews}, volume = {3}, copyright = {2021 The Author(s)}, issn = {2522-5839}, url = {https://www.nature.com/articles/s42256-020-00287-7}, doi = {10.1038/s42256-020-00287-7}, abstract = {To help researchers conduct a systematic review or meta-analysis as efficiently and transparently as possible, we designed a tool to accelerate the step of screening titles and abstracts. For many tasks—including but not limited to systematic reviews and meta-analyses—the scientific literature needs to be checked systematically. Scholars and practitioners currently screen thousands of studies by hand to determine which studies to include in their review or meta-analysis. This is error prone and inefficient because of extremely imbalanced data: only a fraction of the screened studies is relevant. The future of systematic reviewing will be an interaction with machine learning algorithms to deal with the enormous increase of available text. We therefore developed an open source machine learning-aided pipeline applying active learning: ASReview. We demonstrate by means of simulation studies that active learning can yield far more efficient reviewing than manual reviewing while providing high quality. Furthermore, we describe the options of the free and open source research software and present the results from user experience tests. We invite the community to contribute to open source projects such as our own that provide measurable and reproducible improvements over current practice.}, language = {en}, number = {2}, urldate = {2024-01-18}, journal = {Nature Machine Intelligence}, author = {van de Schoot, Rens and de Bruin, Jonathan and Schram, Raoul and Zahedi, Parisa and de Boer, Jan and Weijdema, Felix and Kramer, Bianca and Huijts, Martijn and Hoogerwerf, Maarten and Ferdinands, Gerbrich and Harkema, Albert and Willemsen, Joukje and Ma, Yongchao and Fang, Qixiang and Hindriks, Sybren and Tummers, Lars and Oberski, Daniel L.}, month = feb, year = {2021}, note = {Number: 2 Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s42256-020-00287-7 2405685:9JHZVHCH 2405685:QJXHWPWZ 2486141:B2E3YCYA 2486141:JV7SWTDP 2486141:MBP3F287}, keywords = {Computational biology and bioinformatics, Computer science, Medical research, SARS-CoV-2, \_Added-ailr-2024}, pages = {125--133}, } @techreport{adil_investigating_2021, type = {Working {Paper}}, title = {Investigating the {Impact} on {Learning} {Outcomes} {Through} the {Use} of {EdTech} {During} {Covid}-19: {Evidence} from an {RCT} in the {Punjab} province of {Pakistan}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/FSVST5BF}, abstract = {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}, language = {en}, number = {41}, institution = {EdTech Hub}, author = {Adil, Fareeha and Nazir, Rabia and Akhtar, Misbah}, month = jan, year = {2021}, doi = {10.53832/edtechhub.0067}, note = {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}, } @misc{kweyu_using_2021, title = {Using innovative methods to train teachers of blind children: what we learned}, shorttitle = {Using innovative methods to train teachers of blind children}, url = {https://edtechhub.org/2021/01/08/using-innovative-methods-to-train-teachers-of-blind-children-what-we-learned/}, abstract = {Governments all over the world have closed learning institutions because of the Covid-19 pandemic, including in Kenya. This has exacerbated the global learning crisis and made it more difficult for teachers, parents, and caregivers to include children with disabilities in quality education. To ensure learners with disabilities were not left behind during Covid-19 school closures, eKitabu partnered with EdTech Hub…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Kweyu, Ignatius and Koszorus, Ferenc}, month = jan, year = {2021}, doi = {10.5281/zenodo.4707952}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707952 2339240:Y7EARNQ6 2405685:HKG7DF93 2405685:WD8FQQ9D}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_\_\_working\_potential\_duplicate, \_zenodoETH}, } @techreport{groeneveld_swot_2021, title = {{SWOT} {Analysis} of the {Kenya} {Education} {Cloud}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib/R3E3KVHX}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kimenyi, Eric and Kaye, Tom}, month = jan, year = {2021}, doi = {10.5281/zenodo.4745991}, note = {ZenodoArchiveID: 4745991 prevDOI: 10.5281/zenodo.4486279 prevDOI: 10.5281/zenodo.4742327 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4486279 10.5281/zenodo.4742327 10.5281/zenodo.4745991 2129771:LSCJ2AJX 2339240:95YP93VL 2339240:PBZKVTI5 2339240:WW642LX9 2405685:R3E3KVHX 2405685:TAWFGNE2 2405685:UMJTLGUE}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_\_\_working\_potential\_duplicate, \_cover:v3, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @article{sabates_assessing_2021, title = {Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in {Tanzania}}, volume = {13}, issn = {1943-9342}, url = {https://doi.org/10.1080/19439342.2020.1844782}, doi = {10.1080/19439342.2020.1844782}, abstract = {Cost-effectiveness studies rarely pay explicit attention to whether resources are used effectively to benefit the most marginalised. By linking a quasi-experimental design with detailed financial information, we analyse the cost-effectiveness of the Campaign for Female Education (CAMFED)’s programme in Tanzania. The programme provides targeted, multi-dimensional support to marginalised girls in government secondary schools in deprived rural areas. We find the cost-effectiveness of CAMFED’s programme to be similar to interventions designed for more advantaged populations who are easier (and less costly) to reach. There is further evidence of positive spill-over effects to boys in the schools supported by CAMFED.}, number = {1}, urldate = {2023-10-12}, journal = {Journal of Development Effectiveness}, author = {Sabates, Ricardo and Rose, Pauline and Alcott, Benjamin and Delprato, Marcos}, month = jan, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/19439342.2020.1844782 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2020.1844782 2339240:IZUVIXVI 2405685:NV3ND4MJ}, keywords = {Cost effectiveness, Girls’ Education, Tanzania, equity}, pages = {28--46}, } @article{sabates_assessing_2021, title = {Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in {Tanzania}}, volume = {13}, issn = {1943-9342}, url = {https://doi.org/10.1080/19439342.2020.1844782}, doi = {10.1080/19439342.2020.1844782}, abstract = {Cost-effectiveness studies rarely pay explicit attention to whether resources are used effectively to benefit the most marginalised. By linking a quasi-experimental design with detailed financial information, we analyse the cost-effectiveness of the Campaign for Female Education (CAMFED)’s programme in Tanzania. The programme provides targeted, multi-dimensional support to marginalised girls in government secondary schools in deprived rural areas. We find the cost-effectiveness of CAMFED’s programme to be similar to interventions designed for more advantaged populations who are easier (and less costly) to reach. There is further evidence of positive spill-over effects to boys in the schools supported by CAMFED.}, number = {1}, urldate = {2023-04-01}, journal = {Journal of Development Effectiveness}, author = {Sabates, Ricardo and Rose, Pauline and Alcott, Benjamin and Delprato, Marcos}, month = jan, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/19439342.2020.1844782 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2020.1844782 2339240:FRZIQURK 2405685:VBG6JSIG}, keywords = {Cost effectiveness, Girls’ Education, Tanzania, equity}, pages = {28--46}, } @techreport{adam_structured_2021, title = {Structured {Pedagogy} and {EdTech}}, copyright = {Creative Commomns Attribution 4.0}, url = {https://docs.edtechhub.org/lib/2QM825CH}, institution = {EdTech Hub}, author = {Adam, Taskeen and Chuang, Rachel and Haßler, Björn}, year = {2021}, doi = {10.5281/zenodo.4460344}, note = {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}, } @techreport{adam_use_2021, title = {The use of 'building blocks' to develop digital platforms for education in sub-{Saharan} {Africa}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.google.com/presentation/d/1kbsum_aPxdwhuGNzAEzHnr_Wx_psKAUVldt1M2Wz34I/edit#slide=id.gdedd2e55e3_3_285}, abstract = {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).}, institution = {EdTech Hub}, author = {Adam, Taskeen and El-Serafy, Yomna and Podea, Marius and Haßler, Björn}, year = {2021}, doi = {10.53832/edtechhub.0049}, note = {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}, } @techreport{ananga_t-tel_2021, title = {T-{TEL} {Covid}-19 {Impact} {Assessment} {Study}}, url = {https://docs.edtechhub.org/lib/PTC9PGZW}, author = {Ananga, Eric and Kadiri, Abdul-Karim and Kporwodu, Marie and Nkrumah, Yahya and Whajah, Francis and Tackie, Majorie}, year = {2021}, doi = {10.5281/zenodo.4895400}, note = {ZenodoArchiveID: 4895400 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4895400 2339240:F8IYBAPY 2405685:57DYPNLR 2405685:DR6BDMJS 2405685:PTC9PGZW}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_zenodo:submitted}, } @article{antons_computational_2021, title = {Computational literature reviews: method, algorithms, and roadmap}, volume = {1094428121991230}, language = {id}, journal = {Organizational Research Methods}, author = {Antons, D. and Breidbach, C.F. and Joshi, A.M.}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4JL8RZ7H 2486141:R52FLCHH}, keywords = {\_Added-ailr-2024, ⛔ No DOI found}, } @book{benson_language_2021, title = {Language issues in comparative education {II}: {Policy} and practice in multilingual education based on non-{Dominant} languages}, volume = {52}, shorttitle = {Language issues in comparative education {II}}, urldate = {2023-11-26}, publisher = {BRILL}, author = {Benson, Carol and Kosonen, Kimmo}, year = {2021}, } @techreport{chuang_cost-effectiveness_2021, type = {Helpdesk {Response}}, title = {Cost-{Effectiveness} and {EdTech}: {Considerations} and case studies}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/WEFTUGTJ}, abstract = {The answer to the question ‘What is cost-effective EdTech?’ is highly nuanced, as it depends on the choice of the initiative, its design, implementation, intended audience, and how the local context is addressed. We compiled select case studies that examine how EdTech was used in cost-effective and less cost-effective ways. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {32}, institution = {EdTech Hub}, author = {Chuang, Rachel and Burnett, Nicholas and Robinson, Elizabeth}, year = {2021}, doi = {10.5281/zenodo.5651978}, note = {ZenodoArchiveID: 5651978 previousDOI: 10.5281/zenodo.5213890 previousPreviousDOI: 10.5281/zenodo.4897985 previousPreviousDOI: 10.5281/zenodo.4897985 PreviousDOI: 10.5281/zenodo.4897985 PreviousDOI: 10.5281/zenodo.4897985 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.5213890 10.5281/zenodo.4897985 10.5281/zenodo.5213890 10.5281/zenodo.5651978 2339240:C93CUDGR 2339240:XJDIEYV8 2405685:DQX9SUB6 2405685:FZ937TYM 2405685:WEFTUGTJ 2405685:YU9RLZ98}, keywords = {F: Helpdesk response, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{chuang_low-tech_2021, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Low-{Tech} {Devices} and {Connectivity} for {Learning} in {Lebanon}}, url = {https://docs.edtechhub.org/lib/ISTFVCA7}, abstract = {This document was produced in response to a request from the FCDO Lebanon team for guidance on leveraging low-tech devices and enabling connectivity to support learners in Lebanon, aligning with school reopenings. The document compiles effective initiatives across Lebanon and other countries.}, number = {29}, institution = {EdTech Hub}, author = {Chuang, Rachel and Khalayleh, Abdullah}, year = {2021}, doi = {10.5281/zenodo.4140412}, note = {ZenodoArchiveID: 4140412 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4140412 2129771:9X3BTTLU 2339240:9PYYNK6J 2405685:ISTFVCA7 2405685:NS927T5K}, keywords = {F: Helpdesk response, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{clark-wilson_theory_2021, type = {Working {Paper}}, title = {A {Theory} of {Change} for a {Technology}-{Enhanced} {Education} {System} in {Bangladesh}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib/2T7DPIBU}, abstract = {The first of a trilogy of Theories of Change (TOCs) that focuses on learners as the main beneficiaries of an increasingly technology-enhanced education system in Bangladesh. Initially created with stakeholders to support the monitoring and evaluation of programmes designed to offer distance learning during the 2020 Covid-19 school closures, the TOC describes how access to educational activities of different modalities (TV, Radio, Smartphone, online platforms etc.) should lead to improved educational outcomes for learners in Classes 1-12. Keywords: Bangladesh; Theory of Change; technology-enhanced learning; education An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {30}, institution = {EdTech Hub}, author = {Clark-Wilson, Alison and Bashir, Amreen and Kaye, Tom}, year = {2021}, doi = {10.53832/edtechhub.0044}, note = {ZenodoArchiveID: 5652015 KerkoCite.ItemAlsoKnownAs: 10.5281/edtechhub.0044 10.5281/zenodo.4610089 10.53832/edtechhub.0044 2339240:D4Q4RX94 2339240:YKVDDCEI 2405685:2T7DPIBU 2405685:BUHD2X9T 2405685:E4I95IWF 2405685:NP95DHA2 2405685:Q2MS5ZSE 2405685:ZSEHKGUN}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{crawfurd_teaching_2021, address = {Washington, DC}, type = {Working {Paper}}, title = {Teaching and {Testing} by {Phone} in a {Pandemic}.}, url = {https://www.cgdev.org/sites/default/files/teaching-and-testing-phone-pandemic.pdf}, number = {591}, urldate = {2024-02-19}, institution = {Centre for Global Developement}, author = {Crawfurd, Lee and Evans, David K. and Hares, Susannah and Sandefur, Justin}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:474HKXRJ 2405685:DTZ6IE85}, } @article{crompton_learning_2021, title = {Learning with technology during emergencies: {A} systematic review of {K}-12 education}, copyright = {© 2021 The Authors. British Journal of Educational Technology published by John Wiley \& Sons Ltd on behalf of British Educational Research Association}, issn = {1467-8535}, shorttitle = {Learning with technology during emergencies}, url = {https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13114}, doi = {10.1111/bjet.13114}, abstract = {Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID-19 pandemic created the largest disruption of education in history, affecting 94\% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE). The purpose of this study is to determine how technology has been used to continue K-12 learning remotely during an emergency. This systematic review included an aggregated and configurative synthesis to examine extant empirical work over eleven years, from January 2010 to December 2020. Following a rigorous, PRISMA selection process, 60 articles were included in the final analysis from 48 countries. Grounded coding of the strategies used for learning revealed the following categories: communication, delivery systems, student ERE readiness, partnerships, promoting student learning and engagement, and resources. Grounded coding of the technologies revealed that types of technologies used were divided into two major categories: Internet-based and non-Internet based, with the majority using Internet-based technologies. Practitioner notes What is already known about this topic The COVID-19 pandemic has caused school closures across the globe and prevented in-person school teaching. The rapid shift to distance education in schools can be conceptualised as ‘emergency remote education’ (ERE). Prior ERE research focused on bounded geographic locations where localised emergencies occurred. What this paper adds This provides the scholarly community with a unique systematic review of existing academic research on K-12 ERE implementation in emergencies. This provides aggregated data and analysis on the past 11 years of the types of emergencies, participants, subject domain, technologies used, and location information. This provides findings of the types of remote teaching strategies involving technology used to continue K-12 learning in emergency situations. This provides a set of recommendations on ERE for teachers, school leaders, policy makers, and funders. This provides researchers with a review of the field with identification of gaps and future research opportunities. Implications for practice and/or policy Recommendations regarding ERE are provided in this paper that will be of benefit to K-12 teachers, school leaders policymakers, and funders in the continuing COVID-19 pandemic and future emergencies. The research gaps highlighted in this paper, such as the lack of studies conducted in low and low middle-income countries, are presented with suggestions for much needed future research. This can lead to changes in practice and policy.}, language = {en}, urldate = {2021-05-25}, journal = {British Journal of Educational Technology}, author = {Crompton, Helen and Burke, Diane and Jordan, Katy and Wilson, Samuel W. G.}, year = {2021}, doi = {10.5281/zenodo.5652042}, note = {ZenodoArchiveID: 5652042 \_eprint: https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13114 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652042 2339240:TJNJX997 2405685:9V69ZAFP 2405685:BDG6N6PJ 2405685:JE8I8566 2405685:YY7LXWQB}, keywords = {COVID-19, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_yl:b, \_zenodo:submitted, disasters, emergencies, emergency remote education, pandemic}, } @techreport{edtech_hub_digital_2021, type = {Technical {Report}}, title = {Digital {Personalised} {Learning} to {Improve} {Numeracy} {Outcomes} in {Kenyan} {Primary} {School} {Classrooms}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Inception {Report} 2}, url = {https://docs.edtechhub.org/lib/4N5VUGJG}, language = {en}, institution = {EdTech Hub}, author = {{EdTech Hub}}, year = {2021}, doi = {10.53832/edtechhub.0054}, note = {ZenodoArchiveID: 5596872 ZenodoArchiveConcept: 5596871 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0054 2405685:4N5VUGJG}, } @techreport{edtech_hub_low-tech_2021, type = {Technical {Report}}, title = {Low-{Tech} {Personalised} {Learning} to {Improve} {Girls}' {Education} in {Kenya}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Inception {Report} 7}, url = {https://docs.edtechhub.org/lib/7TUWEUKZ}, language = {en}, institution = {EdTech Hub}, author = {{EdTech Hub}}, year = {2021}, doi = {10.53832/edtechhub.0059}, note = {ZenodoArchiveID: 5596885 ZenodoArchiveConcept: 5596884 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0059 2405685:7TUWEUKZ}, } @techreport{edtech_hub_optimising_2021, type = {Technical {Report}}, title = {Optimising {Messaging} to {Promote} {Returns} to {School} in {Ghana} for {Marginalised} {Learners}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Inception {Report} 6}, url = {https://docs.edtechhub.org/lib/DMVKGJWQ}, language = {en}, institution = {EdTech Hub}, author = {{EdTech Hub}}, year = {2021}, doi = {10.53832/edtechhub.0058}, note = {ZenodoArchiveID: 5596883 ZenodoArchiveConcept: 5596882 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0058 2405685:DMVKGJWQ}, } @techreport{edtech_hub_impact_2021, type = {Technical {Report}}, title = {The {Impact} of a {Tech}-{Supported}, {School}-{Based} {TCPD} {Model} on {Learning} {Outcomes} in {Tanzania}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Inception {Report} 4}, url = {https://docs.edtechhub.org/lib/PFMSZZ8N}, language = {en}, institution = {EdTech Hub}, author = {{EdTech Hub}}, year = {2021}, doi = {10.53832/edtechhub.0056}, note = {ZenodoArchiveID: 5596877 ZenodoArchiveConcept: 5596876 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0056 2405685:PFMSZZ8N}, } @techreport{edtech_hub_team_les_2021, title = {Les {Technologies} {De} {L}’enseignement {Et} {Le} {Covid}-19 - 10 {Choses} À {Savoir}}, url = {https://docs.edtechhub.org/lib/DQ5URLSY}, language = {fr}, author = {{EdTech Hub Team}}, year = {2021}, doi = {10.5281/zenodo.4709702}, note = {ZenodoArchiveID: 4709702 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4709702 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2405685:26VNTFQU 2405685:DQ5URLSY 2405685:VJ488Z7L}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodo:submitted, \_zenodoETH}, } @techreport{edtech_hub_team_summary_2021, title = {Summary {Brief}: {Problem} {Analysis} and {Focus} of {EdTech} {Hub}’s {Work}}, url = {https://docs.edtechhub.org/lib/GNY5ZSWM}, institution = {EdTech Hub}, author = {{EdTech Hub Team}}, year = {2021}, doi = {10.5281/zenodo.4612141}, note = {ZenodoArchiveID: 4612141 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4612141 2339240:M4WB4UIZ 2405685:GNY5ZSWM}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:v3, \_zenodo:submitted, \_zenodoETH}, } @techreport{edtech_hub_team__2021, title = {تكنولوجيا التعليم وجائحة كوفيد 19 - .10 أشياء يجب معرفتها}, url = {https://docs.edtechhub.org/lib/26VNTFQU}, language = {ar}, author = {{EdTech Hub Team}}, year = {2021}, doi = {10.5281/zenodo.4709700}, note = {ZenodoArchiveID: 4709700 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4709700 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2405685:26VNTFQU 2405685:DQ5URLSY 2405685:VJ488Z7L}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodo:submitted, \_zenodoETH}, } @techreport{el-serafy_strategy_2021, title = {Strategy for {Tanzania} — {Focus} {Area}: {TCPD} in primary schools}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtchhub.org/lib/BPHSJBH7}, institution = {EdTech Hub}, author = {El-Serafy, Yomna and Khalayleh, Abdullah and Carter, Alice and Haßler, Björn and Proctor, Jamie and Adam, Taskeen}, year = {2021}, doi = {10.5281/zenodo.4742727}, note = {ZenodoArchiveID: 4742727 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4742727 2405685:BPHSJBH7}, keywords = {\_EdTechHub\_Output}, } @misc{government_of_tanzania_tanzania_2021, title = {Tanzania {National} {Development} {Vision} 2025}, url = {http://www.tzonline.org/pdf/theTanzaniadevelopmentvision.pdf}, author = {{Government of Tanzania}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8JRRC5P2 2405685:KHS6R9D2}, } @techreport{hennessy_problem_2021, type = {Working {Paper}}, title = {Problem {Analysis} and {Focus} of {EdTech} {Hub}’s {Work}: {Technology} in {Education} in {Low}- and {Middle}-{Income} {Countries}}, shorttitle = {Problem {Analysis} and {Focus} of {EdTech} {Hub}’s {Work}}, url = {https://docs.edtechhub.org/lib/PBXBB7LF}, number = {7}, institution = {The EdTech Hub}, author = {Hennessy, Sara and Jordan, Katy and Wagner, Daniel A. and {EdTech Hub Team}}, year = {2021}, doi = {10.5281/zenodo.4332693}, note = {ZenodoArchiveID: 4332693 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4332693 2339240:322MPSF7 2339240:BTJ8QHAD 2339240:BTPX7CIX 2339240:DZSHD5WZ 2339240:EEUENHU3 2339240:HSFA8Z7Q 2339240:M3YUXFYS 2339240:Q2I8K6L8 2339240:WEEFFITS 2405685:347U73VH 2405685:8F46F44X 2405685:94F2MYRK 2405685:CSJHU24F 2405685:DYB6V7DK 2405685:EIQD4I2E 2405685:GUHMK274 2405685:HXF4GM6M 2405685:PBXBB7LF 2405685:QVG25MBV 2405685:R7Q7CT4P 2405685:SNZ55MKE 2534378:42JICVEU}, keywords = {\_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Botswana BWA, \_C:Congo, Democratic Republic COD, \_C:El Salvador SLV, \_C:Gambia GMB, \_C:Germany DEU, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Ireland IRL, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Lebanon LBN, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Pakistan PAK, \_C:Peru PER, \_C:Philippines PHL, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Zambia ZMB, \_C:eSwatini SWZ, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_C:scheme:1, \_\_\_working\_potential\_duplicate, \_cover:v3, \_zenodo:submitted, \_zenodoETH}, } @techreport{hennessy_problem_2021, type = {Working {Paper}}, title = {Problem {Analysis} and {Focus} of {EdTech} {Hub}’s {Work}: {Technology} in {Education} in {Low}- and {Middle}-{Income} {Countries}}, shorttitle = {Problem {Analysis} and {Focus} of {EdTech} {Hub}’s {Work}}, url = {https://docs.edtechhub.org/lib/PBXBB7LF}, number = {7}, institution = {The EdTech Hub}, author = {Hennessy, Sara and Jordan, Katy and Wagner, Daniel A. and {EdTech Hub Team}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XHVAUXYZ 2405685:R2YGTN82}, keywords = {\_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Botswana BWA, \_C:Congo, Democratic Republic COD, \_C:El Salvador SLV, \_C:Gambia GMB, \_C:Germany DEU, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Ireland IRL, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Lebanon LBN, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Pakistan PAK, \_C:Peru PER, \_C:Philippines PHL, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Zambia ZMB, \_C:eSwatini SWZ, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_C:scheme:1, \_\_\_working\_potential\_duplicate, \_cover:v3, \_zenodo:submitted, \_zenodoETH}, } @techreport{imc_worldwide_midterm_2021, title = {Midterm {Evaluation} {Report}}, url = {https://rescue.app.box.com/s/76j71h19cnht62rwmi7jx5vma68ztdnf}, language = {en-US}, urldate = {2023-06-22}, author = {{IMC Worldwide}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X6NTWCQM 2405685:75DWT6LL}, } @article{jordan_education_2021, title = {Education during the {COVID}-19: crisis {Opportunities} and constraints of using {EdTech} in low-income countries}, volume = {21}, copyright = {https://creativecommons.org/licenses/by-nc/4.0/}, issn = {1578-7680}, url = {https://revistas.um.es/red/article/view/453621}, doi = {10.6018/red.453621}, abstract = {The Covid-19 pandemic has ushered in a period of educational disruption on an unprecedented scale. 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 st op — but they could be helped by the right EdTech tools. However, the digital divide means that internet and mobile network access varies greatly in middle and low - income countries. In this discussion paper, we explore some of the key constraints of using EdTech at scale to support education in low - income countries at a time of crisis, and highlight the opportunities that have so far emerged, in a rapidly - changing context. We draw upon evidence and examples to inform policy and programming decisions, moving from the initial emergency response to building resilience in the longer term, and planning to diagnose and treat the learning gaps that have emerged during the crisis.}, language = {en}, number = {65}, journal = {Revista de Educación a Distancia (RED)}, author = {Jordan, Katy and David, Raluca and Phillips, Toby and Pellini, Arnaldo}, year = {2021}, doi = {10.5281/zenodo.5652036}, note = {ZenodoArchiveID: 5652036 Dates: 13-11-2020 — Actualizado el 09-01-2021 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652036 10.6018/red.453621 2405685:2BIQKP9C 2405685:IVHRNTQ7 2405685:L7Y5JD68 2405685:ZXQZ3FVV}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_zenodo:submitted, países de bajos ingresos}, } @techreport{lawson_mapping_2021, title = {Mapping education data in sub-{Saharan} {Africa}}, url = {https://essa-africa.org/sites/default/files/inline-files/Draft%20Mapping%20Methodology_Unlocking%20Data.pdf}, urldate = {2022-05-10}, institution = {Education Sub Saharan Africa (ESSA)}, author = {Lawson, Laté and Heady, Lucy}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HC6RUIMQ 2339240:MTMGPY6E 2405685:3GG5SPKY 2405685:TT9S4YV2 8836279:77XCCW4B 8836279:PNHCGL86 8836279:S2UPNP2W 8836279:TRTQSCA2}, } @techreport{link_education_international_case_2021, title = {Case study: {Team} {Girl} {Malawi}}, url = {https://girlseducationchallenge.org/media/4tphjwvh/dtl_casestudy_team-girl-malawi_may-2021.pdf}, urldate = {2023-06-22}, author = {{Link Education International}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:B9EEH33I}, } @techreport{lynch_edtech_2021, type = {Working {Paper}}, title = {{EdTech} for {Learners} with {Disabilities} in {Primary} {School} {Settings} in {LMICS}: {A} {Systematic} {Literature} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {{EdTech} for {Learners} with {Disabilities} in {Primary} {School} {Settings} in {LMICs}}, url = {https://docs.edtechhub.org/lib/XJ42VUQG}, abstract = {This systematic literature review was guided by the overarching aim of establishing the categories of EdTech that may be appropriate to support the learning of children with disabilities aged 4–12 years in low-and middle-income countries. A critical review of the published literature was deemed essential as the field of disability and EdTech (mirroring larger trends in disability and educational research) has remained dominated by anecdotal commentaries and strong personal assertions, but substantiated by little evidence. In framing the review we drew on a dual model of access which provides a helpful lens into how EdTech can support a learner’s development trajectory across different interventions (e.g. learning to read Braille or sign language), targeted educational outcomes, inclusive practices and suitable accommodations in different educational settings. This approach is underpinned by a human rights agenda, as articulated in the UN Convention for the Rights of Persons with Disabilities (CRPD) and the Sustainable Development Goals (SDGs) which demand fair and equal access to education for all children and young people. They are also concerned, though, that an individual child/young person should have agency, self-determination and independence. Article 2 of the CRPD unambiguously recognizes that reasonable accommodation is vital in enabling persons with disabilities to enjoy and exercise their rights on an equal basis with others.}, language = {en}, urldate = {2021-04-30}, institution = {EdTech Hub}, author = {Lynch, Paul and Singhal, Nidhi and Francis, Gill A.}, year = {2021}, doi = {10.5281/zenodo.4348995}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4348995 10.5281/zenodo.4348995 2339240:6VEXVUL7 2339240:BAU4D8ER 2339240:PAABA4B7 2339240:RHJJP4E2 2339240:TWQV2AGE 2339240:Z4FHRC9L 2405685:7IEM9MCP 2405685:88MZ92YX 2405685:ATYBHAIH 2405685:DGRQM9XQ 2405685:KKZ3ET5W 2405685:KL56SD42 2405685:VZNCHGEG 2405685:XJ42VUQG 2534378:3A5TU66J}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodoETH}, } @article{major_effectiveness_2021, title = {The effectiveness of technology-supported personalised learning in low- and middle-income countries: {A} meta-analysis}, volume = {52}, copyright = {© 2021 The Authors. British Journal of Educational Technology published by John Wiley \& Sons Ltd on behalf of British Educational Research Association. Licence: http://creativecommons.org/licenses/by-nc-nd/4.0/}, issn = {1467-8535}, shorttitle = {The effectiveness of technology-supported personalised learning in low- and middle-income countries}, url = {https://onlinelibrary.wiley.com/doi/10.1111/bjet.13116}, doi = {10.1111/bjet.13116}, abstract = {Digital technology offers the potential to address educational challenges in resource-poor settings. This meta-analysis examines the impact of students' use of technology that personalises and adapts to learning level in low- and middle-income countries. Following a systematic search for research between 2007 and 2020, 16 randomised controlled trials were identified in five countries. Studies involved 53,029 learners aged 6–15 years. Coding examined learning domain (mathematics and literacy); personalisation level and delivery; technology use; and intervention duration and intensity. Overall, technology-supported personalised learning was found to have a statistically significant—if moderate—positive effect size of 0.18 on learning (p = 0.001). Meta-regression reveals how more personalised approaches which adapt or adjust to learners' level led to significantly greater impact (an effect size of 0.35) than those only linking to learners' interests or providing personalised feedback, support, and/or assessment. Avenues for future research include investigating cost implications, optimum programme length, and teachers' role in making personalised learning with technology effective. Practitioner notes What is already known about this topic? Promoting personalised learning is an established aim of educators. Using technology to support personalised learning in low- and middle-income countries (LMICs) could play an important role in ensuring more inclusive and equitable access to education, particularly in the aftermath of COVID-19. There is currently no rigorous overview of evidence on the effectiveness of using technology to enable personalised learning in LMICs. What this paper adds? The meta-analysis is the first to evaluate the effectiveness of technology-supported personalised learning in improving learning outcomes for school-aged children in LMICs. Technology-supported personalised learning has a statistically significant, positive effect on learning outcomes. Interventions are similarly effective for mathematics and literacy and whether or not teachers also have an active role in the personalisation. Personalised approaches that adapt or adjust to the learner led to significantly greater impact, although whether these warrant the additional investment likely necessary for implementation at scale needs to be investigated. Personalised technology implementation of moderate duration and intensity had similar positive effects to that of stronger duration and intensity, although further research is needed to confirm this. Implications for practice and/or policy: The inclusion of more adaptive personalisation features in technology-assisted learning environments can lead to greater learning gains. Personalised technology approaches featuring moderate personalisation may also yield learning rewards. While it is not known whether personalised technology can be scaled in a cost-effective and contextually appropriate way, there are indications that this is possible. The appropriateness of teachers integrating personalised approaches in their practice should be explored given ‘supplementary’ uses of personalised technology (ie, additional sessions involving technology outside of regular instruction) are common.}, language = {en}, number = {5}, urldate = {2021-05-25}, journal = {British Journal of Educational Technology}, author = {Major, Louis and Francis, Gill A. and Tsapali, Maria}, year = {2021}, note = {Archive: https://zenodo.org/record/4817787 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13116 10/gj6k5n 2339240:382K6GCA 2339240:53R3ZYT5 2339240:CYQPAERV 2339240:EXFAZMDQ 2339240:P2I2EU98 2339240:RM59PWFE 2405685:5U948655 2405685:FIXCCB5I 2405685:HBGSTQ7X 2405685:QFTDGH3C 2405685:RZNJVMWH 2405685:V8UFGT52 2405685:WTT4UQ43 2405685:ZD4YGMMJ 4042040:G8KVDVSC}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_zenodo:submitted, computer-assisted learning, learning outcomes, low- and middle-income, meta-analysis, personalisation, personalised adaptive learning, ⛔ No DOI found}, pages = {1935--1964}, } @techreport{mcintyre_literature_2021, type = {Working {Paper}}, title = {A {Literature} {Overview} of {Accountability} and {EdTech}: {Recommendations} for {Using} {Technology} to {Improve} {Accountability} in {Educational} {Systems} from {Ghana} and {Other} {LMICs}.}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {A {Literature} {Overview} of {Accountability} and {EdTech}}, url = {https://docs.edtechhub.org/lib/TD2ASC4G}, language = {en}, institution = {EdTech Hub}, author = {McIntyre, Nora and Sabates, Ricardo and Eberhardt, Molly Jamieson}, year = {2021}, doi = {10.5281/zenodo.4575561}, note = {ZenodoArchiveID: 4575561 PreviousDOI: 10.5281/zenodo.4468852 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4575561 2339240:DTA9GETP 2339240:V8PHTCMI 2405685:5TQ3YM2R 2405685:AI9EYM2F 2405685:E5W5QCIE}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodo:submitted, \_zenodoETH}, } @article{miedijensky_teachers_2021, title = {Teachers’ {Learning} {Communities} for {Developing} {High} {Order} {Thinking} {Skills}—{A} {Case} {Study} of a {School} {Pedagogical} {Change}}, volume = {52}, issn = {0826-4805}, doi = {10.1007/s10780-021-09423-7}, abstract = {This study deals with an elementary school that is undergoing a process of pedagogical change. The teachers understood that their weak point was excessive use of teaching based on memorization rather than developing high-order thinking (HOT) skills. The school therefore established teachers’ learning communities for peer learning and designing learning tasks that encourage the development of HOT skills. Quantitative and qualitative research tools were used in this study as a formative assessment. The data included learning tasks and interviews with teachers. The findings indicate an increase in the expression of critical thinking and the cognitive levels of application, analysis, and synthesis. The national test scores indicate an increase in students’ performance in most subjects. It appears that educators recognize the need for a transition from teaching that emphasize memorizing information to methods that develop students’ thinking skills and independent learning and initiated a successful pedagogical change.}, language = {eng}, number = {4}, journal = {Interchange (Toronto. 1984)}, author = {Miedijensky, Shirley and Sasson, Irit and Yehuda, Itamar}, year = {2021}, note = {Place: Dordrecht Publisher: Springer Netherlands KerkoCite.ItemAlsoKnownAs: 10.1007/s10780-021-09423-7 2339240:JUVZA2U4 2405685:QTXG5999}, keywords = {Case studies, Collaboration, Critical thinking, Education, Educational Philosophy, Educational Policy and Politics, Elementary schools, Formative assessment, High-order thinking, Learning, Memorization, Pedagogical change, Pedagogy, Peer learning, Qualitative research, Teachers, Teachers’ learning communities, Teaching, Teaching methods, Test scores, Thinking skills}, pages = {577--598}, } @techreport{ministry_of_basic_and_secondary_education_annual_2021, title = {Annual {School} {Census} {Report}}, url = {https://www.dsti.gov.sl/wp-content/uploads/2021/07/ASC-2020-Report.pdf}, urldate = {2022-05-09}, author = {Ministry of Basic {and} Secondary Education}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ELC26RCU 2405685:2GVLUELP 2405685:UP66E9KW}, keywords = {auto\_merged}, } @techreport{nicolai_edtech_2021, title = {{EdTech} and {Covid}-19: 10 {Things} to {Know}}, shorttitle = {{EdTech} and {Covid}-19}, url = {https://edtechhub.org/edtech-and-covid-19-10-things-to-know/}, abstract = {EDTECH AND COVID-19 10 THINGS TO KNOW Covid-19 has reshaped our world. In education, mass school closures have accelerated the global use of education technologies. Yet the benefits do not reach everyone. Since the start of the pandemic, EdTech Hub and its partners have been researching and applying evidence on what works in technology for education in different contexts. Here…}, language = {en}, urldate = {2021-03-09}, institution = {EdTech Hub}, author = {Nicolai, Susan and Wilson, Samuel and Jefferies, Kate}, year = {2021}, doi = {10.5281/zenodo.5651983}, note = {ZenodoArchiveID: 5651983 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5651983 2339240:C67KNIJR 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2339240:W7FD9YT3 2405685:26VNTFQU 2405685:94AITL9D 2405685:DQ5URLSY 2405685:GT33JADA 2405685:VJ488Z7L zotzenLib.CopiedFrom: 2339240:C67KNIJR}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodo:submitted, \_zenodoETH}, } @techreport{pambe_lessons_2021, type = {Technical {Report}}, title = {Lessons learnt from education data mapping in {Africa}: {Workshop} summary and synthesis}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/NNN9EZ7J}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Pambe, Rigobert and Kadzamira, Esme and Mjomba, Renaldah and Lawson, Laté and Onsomu, Eldah and Adam, Taskeen and Heady, Lucy and Mugo, John and Tinto, Teg-WendeIdriss}, year = {2021}, doi = {10.53832/edtechhub.0052}, note = {10.5281/zenodo.5576416 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5576416 10.53832/edtechhub.0052 2339240:282R466B 2339240:EQWZQPHA 2405685:2B2RMIDY 2405685:AEQDZV3T 2405685:DX6WMTLN 2405685:NNN9EZ7J}, keywords = {\_r:AddedByZotZen}, } @techreport{pota_turning_2021, type = {T4 {Insights} {Report}}, title = {Turning to technology: {A} global survey of teachers' responses to the {Covid}-19 pandemic}, url = {https://t4.education/turning-to-technology/}, abstract = {A global survey of teachers’ responses to the Covid-19 pandemic}, language = {en}, institution = {T4 Education \& EdTech Hub}, author = {Pota, Vikas and Hennessy, Sara and Koomar, Saalim and Kreimeia, Adam and Zubairi, Asma and Aerts, Carla and Gault, Claire}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L9HFYFBK 2339240:PG5K4YH4 2339240:VJ8NQRB8 2405685:452IQSGM 2405685:8993UPBX 2405685:SMFP44X2}, } @techreport{rahman_edtech_2021, type = {Sandbox {Sprint} {Review}}, title = {{EdTech} {Interventions} for {Deaf} {Learners}: {Sprint} 2 {Review}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/D7JX8S7S}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rahman, Asad and Siddiqui, Maira and Shaikh, Sarah and Geary, Richard and Awasen, Aaron and Plaut, Daniel}, year = {2021}, doi = {10.53832/edtechhub.0131}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4924787 10.53832/edtechhub.0131 2405685:D7JX8S7S}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen}, } @techreport{republic_of_kenya_ict_2021, address = {Nairobi: Government Printer}, title = {{ICT} in {Education} and {Training} {Policy}}, author = {{Republic of Kenya.}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BG82ZNVW}, } @techreport{sarton_using_2021, type = {Thematic {Review} with complete {Annexes}}, title = {Using community-based structures in education programming}, url = {https://issuu.com/intdevmm/docs/thematic_review_q2_v10}, abstract = {This Thematic Review summarises the learning around how community-based structures (CBSs) supported projects during COVID-19 school and community-based education closures. It examines the role of CBSs in supporting Girls’ Education Challenge projects to pivot successfully and identifies six characteristics of successful utilisation of CBSs. This Thematic Review is primarily aimed at projects, implementors and non-governmental organisations interested in working with CBSs to maximise project outcomes now and in the future. It is also useful for researchers and policy makers, supporting conversations about how to best work with communities and CBSs.}, author = {Sarton, Emma and Thukral, Hetal}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:I7BQJD5E 2405685:YNTJPK4A}, pages = {32}, } @misc{seiden_framework_2021, title = {A {Framework} for {Creating} {Short} {Forms} of {Internationally} {Used} {Direct} {Assessments}}, author = {Seiden, Jonathan}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6YINVI8Z 2405685:THAGKHBH}, } @misc{the_education_commission_gis_2021, title = {{GIS} for {Education} {Working} {Group}}, url = {https://educationcommission.org/gis-for-education-working-group/}, language = {en-US}, urldate = {2022-04-18}, journal = {the Education Commission}, author = {{the Education Commission}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PEEHJ6D6 2405685:6NKZST4H}, keywords = {\_yl:a}, } @techreport{uwezo_are_2021, type = {Uwezo 7th {Learning} {Assessment} {Report}}, title = {Are {All} {Our} {Children} {Learning}?}, copyright = {Copyright Usawa Agenda 2022}, url = {https://usawaagenda.org/wp-content/uploads/2022/02/Usawa-Agenda-2022-Report-LR.pdf}, institution = {Usawa Agenda}, author = {{Uwezo}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DFJ494IE}, } @misc{world_bank_malawi_2021, title = {Malawi {World} {Bank} {Approves} \$100 {Million} to {Improve} {Skills} {Development} {Programs}}, url = {https://www.worldbank.org/en/news/press-release/2021/06/03/malawi-world-bank-approves-100-million-to-improve-skills-development-programs}, abstract = {The World Bank today approved \$100 million in financing from the International Development Association (IDA)* for Malawi to support increased access, particularly for female students, to skills development programs in priority areas of the economy that are most relevant to the labor market— now and in the future.}, language = {en}, urldate = {2023-06-22}, journal = {World Bank}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TL85HTPK 2405685:YAAV4TE4}, } @techreport{zubairi_country-level_2021, type = {Working {Paper}}, title = {Country-{Level} {Research} {Review}: {EdTech} in {Pakistan}}, url = {https://docs.edtechhub.org/lib/NZUHTJBG}, institution = {EdTech Hub}, author = {Zubairi, Asma and Halim, Waqas and Kaye, Tom and Wilson, Sam}, year = {2021}, doi = {10.5281/zenodo.4596486}, note = {ZenodoArchiveID: 4596486 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4596486 2129771:3CUB9UK6 2339240:3JHAWKKZ 2339240:NHJQTPKC 2339240:R2MHQ7R6 2405685:BTQ4CU7R 2405685:NZUHTJBG 2405685:R4LUIDP5}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{chandra_proposal_2020, title = {A proposal for open educational resource adoption through a curriculum alignment hub}, url = {https://edtechhub.org/2020/12/17/a-proposal-for-open-educational-resource-adoption-through-a-curriculum-alignment-hub/}, abstract = {In 2020, EdTech Hub began a collaboration with Learning Equality, a nonprofit organisation supporting the creation, adaptation, and distribution of Open Educational Resources (OER) in disconnected environments. The following post by Learning Equality’s Global Curriculum Specialist, Shivi Chandra, explores how individual efforts to address some of the challenges in adopting OER could become more powerful, receive recognition, and build upon…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Chandra, Shivi}, month = dec, year = {2020}, doi = {10.5281/zenodo.4707958}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707958 2339240:ZHJUIFM5 2405685:9QCBITED 2405685:UE5ASMRI}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{groeneveld_implementing_2020, title = {Implementing a virtual learning environment in a resource-constrained setting: five key reflections}, shorttitle = {Implementing a virtual learning environment in a resource-constrained setting}, url = {https://edtechhub.org/2020/12/15/implementing-a-virtual-learning-environment-in-a-resource-constrained-setting-five-key-reflections/}, abstract = {Implementing a virtual learning environment is a challenge in any situation. But how do you implement one in a country with few resources, lacking technological infrastructure, and no experience with virtual learning? In response to Covid-19, Zanzibar is planning to implement a virtual learning environment (VLE) to complement its print-, radio-, and TV-based distance education programmes. In Zanzibar, an autonomous…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Kaye, Tom}, month = dec, year = {2020}, doi = {10.5281/zenodo.4708006}, note = {PreviousDOI: 10.5281/zenodo.4707995 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708006 2405685:K899A8PP 2405685:WZPDTZHA}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @article{li_theoryon_2020, title = {{TheoryOn}: {A} {Design} {Framework} and {System} for {Unlocking} {Behavioral} {Knowledge} {Through} {Ontology} {Learning}}, volume = {44}, issn = {02767783, 21629730}, shorttitle = {{TheoryOn}}, url = {https://misq.org/theoryon-a-design-framework-and-system-for-unlocking-behavioral-knowledge-through-ontology-learning.html}, doi = {10.25300/MISQ/2020/15323}, abstract = {The scholarly information-seeking process for behavioral research consists of three phases: searching, accessing, and processing of past research. Existing IT artifacts, such as Google Scholar, have in part addressed the searching and accessing phases, but fall short of facilitating the processing phase, creating a knowledge inaccessibility problem. We propose a behavioral ontology learning from text (BOLT) design framework that presents concrete prescriptions for developing systems capable of supporting researchers during their processing of behavioral knowledge. Based upon BOLT, we developed a search engine—TheoryOn—to allow researchers to directly search for constructs, construct relationships, antecedents, and consequents, and to easily integrate related theories. Our design framework and search engine were rigorously evaluated through a series of data mining experiments, a randomized user experiment, and an applicability check. The data mining experiment results lent credence to the design principles prescribed by BOLT. The randomized experiment compared TheoryOn with EBSCOhost and Google Scholar across four information retrieval tasks, illustrating TheoryOn’s ability to reduce false positives and false negatives during the information-seeking process. Furthermore, an in-depth applicability check with IS scholars offered qualitative support for the efficacy of an ontology-based search and the usefulness of TheoryOn during the processing phase of existing research. The evaluation results collectively underscore the significance of our proposed design artifacts for addressing the knowledge inaccessibility problem for behavioral research literature.}, language = {en}, number = {4}, urldate = {2024-01-18}, journal = {MIS Quarterly}, author = {Li, Jingjing and Larsen, Kai and Abbasi, Ahmed}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.25300/MISQ/2020/15323 2405685:XWGI45A5 2486141:3BYADXT6 2486141:MWMYWGI7}, keywords = {\_Added-ailr-2024}, pages = {1733--1772}, } @techreport{rahman_sandbox_2020, type = {Internal papers}, title = {Sandbox {Meet}-up {Planning} {Template}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rahman, , Asad}, month = dec, year = {2020}, doi = {10.5281/zenodo.5147564}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147564 2405685:JXX8J5WJ}, keywords = {\_r:AddedByZotZen}, } @techreport{angrist_schools_2020, type = {Working {Paper}}, title = {School’s {Out}: {Experimental} {Evidence} on {Limiting} {Learning} {Loss} {Using} “{Low}-{Tech}” in a {Pandemic}}, shorttitle = {School’s {Out}}, url = {https://www.nber.org/papers/w28205}, abstract = {Schools closed extensively during the COVID-19 pandemic and occur in other settings, such as teacher strikes and natural disasters. This paper provides some of the first experimental evidence on strategies to minimize learning loss when schools close. We run a randomized trial of low-technology interventions – SMS messages and phone calls – with parents to support their child. The combined treatment cost-effectively improves learning by 0.12 standard deviations. We develop remote assessment innovations, which show robust learning outcomes. Our findings have immediate policy relevance and long-run implications for the role of technology and parents as partial educational substitutes when schooling is disrupted.}, number = {28205}, urldate = {2022-01-11}, institution = {National Bureau of Economic Research}, author = {Angrist, Noam and Bergman, Peter and Matsheng, Moitshepi}, month = dec, year = {2020}, doi = {10.3386/w28205}, note = {Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w28205 2339240:IJXPSRFF 2339240:IRQDPEL7 2405685:8XJARTV7 2405685:LHBGNCNF 2405685:YHH4SI2X 2534379:I69U33PS}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{nicolai_edtech_2020, title = {{EdTech} and {Covid}-19: 10 things to know}, shorttitle = {{EdTech} and {Covid}-19}, url = {https://edtechhub.org/edtech-and-covid-19-10-things-to-know/}, language = {en-US}, urldate = {2021-03-09}, journal = {EdTech Hub}, author = {Nicolai, Susan and Wilson, Samuel and Jefferies, Kate}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4709698 2339240:C67KNIJR 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2339240:W7FD9YT3 2339240:ZD45QNVV 2405685:26VNTFQU 2405685:DQ5URLSY 2405685:FMY4DMRL 2405685:VJ488Z7L}, keywords = {\_EdTechHub\_Output, \_GS:not\_indexed, \_cover:v3, \_r:CopiedFromEvLib, \_zenodoETH}, } @misc{nicolai_edtech_2020, title = {{EdTech} and {Covid}-19: 10 things to know}, shorttitle = {{EdTech} and {Covid}-19}, url = {https://edtechhub.org/edtech-and-covid-19-10-things-to-know/}, language = {en-US}, urldate = {2021-03-09}, journal = {EdTech Hub}, author = {Nicolai, Susan and Wilson, Samuel and Jefferies, Kate}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4709698 2339240:C67KNIJR 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2339240:W7FD9YT3 2339240:ZD45QNVV 2405685:26VNTFQU 2405685:DQ5URLSY 2405685:FMY4DMRL 2405685:VJ488Z7L}, keywords = {\_EdTechHub\_Output, \_GS:not\_indexed, \_cover:v3, \_r:CopiedFromEvLib, \_zenodoETH}, } @misc{bashir_new_2020, title = {New {Brief}: {Monitoring} {Distance} {Learning} {During} the {Covid}-19 {Pandemic}}, shorttitle = {New {Brief}}, url = {https://edtechhub.org/2020/11/30/report-monitoring-distance-learning-during-the-covid-19-pandemic/}, abstract = {In the initial rush to respond to school closures, countries focused on rolling out distance education. Policy-makers now realise that effective distance education requires robust data generated via high-quality monitoring. This blog highlights the findings of a brief synthesising effective practices in monitoring distance education.  Since March 2020, the Covid-19 pandemic has impacted 36 million learners in Bangladesh. Schools closed…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Bashir, Amreen and Groeneveld, Caspar and Kaye, Tom}, month = nov, year = {2020}, doi = {10.5281/zenodo.4708238}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708238 2405685:73G8TGWV}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{dzinotyiweyi_introducing_2020, title = {Introducing the {EdTech} {Hub} {Specialist} {Network}}, url = {https://edtechhub.org/2020/11/26/introducing-the-edtech-hub-specialist-network/}, abstract = {What is the Specialist Network? We’re an international group of experts with substantial practical experience in developing and implementing education and EdTech programmes around the world. The Specialist Network allows the EdTech Hub to draw on a wide range of context-specific and subject-specific experience and expertise. We have a particular focus on supporting the Hub’s Helpdesk, providing additional capacity to…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Dzinotyiweyi, Monica and Mullan, Joel}, month = nov, year = {2020}, doi = {10.5281/zenodo.4708248}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708248 2405685:CK8F2SMX}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{unwin_report_2020, title = {Report launch: {Education} for the most marginalised post-{Covid}-19}, shorttitle = {Report launch}, url = {https://edtechhub.org/2020/11/26/report-launch-education-for-the-most-marginalised-post-covid-19/}, abstract = {With the support of EdTech Hub, members of the UNESCO Chair in ICT4D have worked hard with colleagues across the world over the last six months to craft an innovative and practical report on how governments can learn from their experiences of Covid-19 to create resilient education systems that use digital technologies wisely, effectively and appropriately. We are all very…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Unwin, Tim}, month = nov, year = {2020}, doi = {10.5281/zenodo.4708252}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708252 2405685:AQD8NUW9}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{kaye_monitoring_2020, type = {Helpdesk {Response}}, title = {Monitoring {Distance} {Education}: {A} {Brief} to {Support} {Decision}-{Making} in {Bangladesh} and {Other} {Low}- and {Lower}-{Middle}-{Income} {Countries}}, copyright = {Creative Commomns Attribution 4.0}, shorttitle = {Monitoring {Distance} {Education}}, url = {https://docs.edtechhub.org/lib/XUVA9827}, abstract = {This brief outlines a model for monitoring and evaluating distance learning based on a desktop review of interventions during the Covid-19 school closures and other previous school shutdowns. It then examines how this might be applied in the Bangladeshi context.}, language = {en}, number = {30}, institution = {EdTech Hub}, author = {Kaye, Tom and Groeneveld, Caspar and Bashir, Amreen}, month = nov, year = {2020}, doi = {10.5281/zenodo.5652092}, note = {ZenodoArchiveID: 5652092 previousDOI: 10.5281/zenodo.4140104 previousZenodoArchiveID: 4140104 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4140104 10.5281/zenodo.4140104 10.5281/zenodo.4140104; 10.5281/zenodo.5652092 2339240:2K6FG2CF 2339240:2XJTN3MP 2339240:3TNWACL9 2339240:942WVA7N 2339240:DN7NQV5Y 2339240:LKQW3A8S 2339240:MDTPARWA 2339240:U3838PXA 2339240:XIE9NJ3S 2405685:BA3K6CK8 2405685:BLRKEEAU 2405685:CCZW4ARW 2405685:DAFBBJ3F 2405685:DP9HJGLT 2405685:HRT8E6US 2405685:RVIEHPP5 2405685:XUVA9827 2405685:Z6UIK8CZ 2405685:ZITF5IDK 2534379:FDZIF5DH}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @misc{rahman_engaging_2020, title = {Engaging with equity: insights from our first sandbox meetup}, shorttitle = {Engaging with equity}, url = {https://edtechhub.org/2020/11/23/engaging-with-equity-insights-from-our-first-sandbox-meetup/}, abstract = {Talented, committed innovators are working with EdTech all over the world to make sure children continue learning amidst the school closures caused by Covid-19.  At the EdTech Hub, we are lucky to work with six such initiatives in Sandboxes. From experimenting with telephone helplines in Afghanistan to testing Whatsapp in refugee camps in Lebanon, to working with an advocacy campaign…}, language = {en-US}, urldate = {2021-02-10}, journal = {EdTech Hub}, author = {Rahman, Asad}, month = nov, year = {2020}, doi = {10.5281/zenodo.4707465}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707465 2339240:Z6JFQX9W 2405685:JHAMLTST 2405685:QUU7IUSY}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{mcburnie_monitoring_2020, title = {Monitoring and evaluating radio in education}, url = {https://docs.edtechhub.org/lib/PLW5MPU5}, journal = {EdTech Hub}, author = {McBurnie, Chris}, month = nov, year = {2020}, doi = {10.5281/zenodo.4707898}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707898 2129771:E77BS5IR 2405685:PLW5MPU5}, keywords = {\_EdTechHub\_Output, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{masrour_a_2020, title = {À propos de notre recherche de ressources pédagogiques numériques en français}, url = {https://edtechhub.org/2020/11/20/a-propos-de-notre-recherche-de-ressources-pedagogiques-numeriques-en-francais/}, abstract = {Photo credit: SIL Cameroon Lire en anglais Durant le mois d’octobre, EdTech Hub et Learning Equality ont lancé un appel afin de trouver des ressources pédagogiques en français, dans le but de les rendre plus accessibles aux apprenants francophones qui ne disposent pas de connexion à internet. Ce post, préparé par Vahid Masrour, Curriculum Operations Specialist pour Learning Equality, présente…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Masrour, Vahid}, month = nov, year = {2020}, doi = {10.5281/zenodo.4708244}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708244 2405685:FQPNCKCL}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{masrour_reflections_2020, title = {Reflections on finding {French} digital education resources}, url = {https://edtechhub.org/2020/11/20/reflections-on-finding-french-digital-education-resources/}, abstract = {Photo credit: SIL Cameroon Read in French In October, EdTech Hub and Learning Equality put out a call to find French educational resources with the aim of making these resources more accessible to Francophone learners not connected to the internet. This post by Vahid Masrour, Learning Equality’s Curriculum Operations Specialist, highlights observations and recommendations from this process. He shares further…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Masrour, Vahid}, month = nov, year = {2020}, doi = {10.5281/zenodo.4708246}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708246 2405685:ZEC7MLXB}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{kreimeia_additional_2020, title = {Additional {Funding} {Available}: {Call} for {Research} {Proposals} - {EdTech} responses to {Covid}-19}, shorttitle = {Additional {Funding} {Available}}, url = {https://edtechhub.org/2020/11/13/additional-funding-available-call-for-research-proposals-edtech-responses-to-covid-19/}, abstract = {We are excited to announce that there is now increased funding available for projects through our Call for Research Proposals: EdTech responses to Covid-19, which closes on Friday 27th November 2020.  As part of this window, additional funding, up to a total value of £50k, may be available to a small number of applications, particularly where they allow for comparison…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Kreimeia, Adam}, month = nov, year = {2020}, doi = {10.5281/zenodo.4708240}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708240 2405685:U3A62288}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{chandra_why_2020, type = {Working {Paper}}, title = {Why the {World} {Needs} a {Curriculum} {Alignment} {Hub}}, url = {https://docs.edtechhub.org/lib/2RMKAHXF}, institution = {Learning Equality}, author = {Chandra, Shivi}, month = nov, year = {2020}, doi = {10.53832/edtechhub.0046}, note = {ZenodoArchiveID: 5534235 previousDOI: 10.5281/zenodo.4314923 previousDOI: 10.5281/zenodo.4768580 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4314923 10.5281/zenodo.4768580 10.53832/edtechhub.0046 2339240:XFMP94YR 2405685:2RMKAHXF 2405685:TLNPJ4IA 2405685:ZNQYTUVV}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:image, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, \_zenodoETH:submitted}, } @techreport{fitzpatrick_covid-19_2020, type = {Working {Paper}}, title = {Covid-19, {EdTech}, and {Survey} {Alignment} in {Education}}, url = {https://docs.edtechhub.org/lib/84NR98PF}, institution = {EdTech Hub}, author = {Fitzpatrick, Rachael and McIntyre, Nora and Wilson, Samuel and Rose, Pauline}, month = nov, year = {2020}, doi = {10.5281/zenodo.4768598}, note = {ZenodoArchiveID: 4768598 previousDOI: 10.5281/zenodo.4314945 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4314945 10.5281/zenodo.4768598 2339240:6DKWXNLP 2405685:84NR98PF}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_zenodo:submitted, \_zenodoETH, \_zenodoETH:submitted}, } @misc{noauthor_edtech_2020, title = {An {EdTech} reading list from the {Helpdesk} team: {Autumn} 2020}, shorttitle = {An {EdTech} reading list from the {Helpdesk} team}, url = {https://edtechhub.org/2020/11/03/an-edtech-reading-list-from-the-helpdesk-team-autumn-2020/}, abstract = {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,…}, language = {en-US}, urldate = {2020-11-06}, journal = {EdTech Hub}, month = nov, year = {2020}, doi = {10.5281/zenodo.4707480}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707480 2405685:29RAGPFX 2405685:E2UQW73U}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{ministry_of_education_ghana_education_2020, title = {{EDUCATION} {REFORM} - {Ministry} of {Education} {Ghana}}, url = {https://moe.gov.gh/index.php/education-reform/}, abstract = {The Ghana Education Reform Agenda The Government of Ghana initiated some key education reforms to transform teaching and learning and improve educational outcomes under the Education Strategic Plan (ESP 2018-2030) which was approved by cabinet in November 2018. These reforms are expected to contribute to the goals of the ESP and the Sustainable Development Goals}, language = {en-US}, urldate = {2024-03-27}, author = {{Ministry of Education Ghana}}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:B3P79X4E}, } @techreport{plaut_lessons_2020, type = {Internal papers}, title = {Lessons for effective {CPD} - {Synthesis} of a {Sandbox} {Learning} {Session}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Plaut, Daniel}, month = nov, year = {2020}, doi = {10.5281/zenodo.5123352}, note = {ZenodoArchiveID: 5123352 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5123352 2405685:JN3CGXFK}, keywords = {\_EdTechHub\_Output, \_r:AddedByZotZen}, } @techreport{rahman_sandbox_2020, type = {Internal papers}, title = {Sandbox {Lean} {Cost} {Model}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rahman, , Asad}, month = nov, year = {2020}, doi = {10.5281/zenodo.5147557}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147557 2405685:C44MFZNK}, keywords = {\_r:AddedByZotZen}, } @techreport{rahman_sandbox_2020, type = {Internal papers}, title = {Sandbox {Sprint} {Review} {Template}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rahman, , Asad}, month = nov, year = {2020}, doi = {10.5281/zenodo.5147553}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147553 2405685:9GMPGWCB}, keywords = {\_r:AddedByZotZen}, } @techreport{rahman_virtual_2020, type = {Internal papers}, title = {Virtual {Sandbox} {Pack}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rahman, Asad and Carter, Alice}, month = nov, year = {2020}, doi = {10.5281/zenodo.5147542}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147542 2405685:RCGXK5RH}, keywords = {\_r:AddedByZotZen}, } @techreport{agbe_ghanas_2020, type = {Case {Study}}, title = {Ghana’s education response during the {COVID}-19 crisis: {EdTech} to the rescue?}, shorttitle = {Ghana’s education response during the {COVID}-19 crisis}, url = {https://docs.edtechhub.org/lib/QJ783WH5/download/UGCYK4G5/Agbe_Sefa-Nyarko_2020_Ghana_s%20education%20response%20during%20the%20COVID-19%20crisis.pdf}, language = {en}, institution = {EdTech Hub}, author = {Agbe, Edem and Sefa-Nyarko, Clement}, month = nov, year = {2020}, doi = {10.5281/zenodo.4706036}, note = {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}, pages = {17}, } @techreport{al-hindawi_jordans_2020, type = {Case {Study}}, title = {Jordan’s {EdTech} response to {COVID}-19}, institution = {EdTech Hub}, author = {Al-Hindawi, Hind and Hashem, Lina}, month = nov, year = {2020}, doi = {10.5281/zenodo.4706057}, note = {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}, } @misc{hasler_save_2020, title = {Save our future}, author = {Haßler, Björn and Sagun, Rose}, month = nov, year = {2020}, doi = {10.5281/zenodo.4749380}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4749380 2405685:QLTPHU6B}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodoODE}, } @techreport{isisi_education_2020, type = {Case {Study}}, title = {Education technology in the {COVID}-19 response in {Nigeria}}, language = {en}, institution = {EdTech Hub}, author = {Isisi, Akogun and Olojede, Omolola and Adedoyin, Adesina and Akogun, Oladele}, month = nov, year = {2020}, doi = {10.5281/zenodo.4706031}, note = {ZenodoArchiveID: 4706031 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706031 2339240:LNRXZMBD 2405685:RG93WYZD}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @techreport{liangdi_china_2020, type = {Case {Study}}, title = {China: testing a decade of online education preparation}, institution = {EdTech Hub}, author = {Liangdi, Xu and Groenewegen-Lau, Jeroen}, month = nov, year = {2020}, doi = {10.5281/zenodo.4705990}, note = {ZenodoArchiveID: 4705990 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705990 2339240:S2B995E4 2405685:P5B4YWID}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @techreport{ngabonzima_distance_2020, address = {Kigali, London}, type = {Case {Study}}, title = {Distance learning in the context of {COVID}-19: the case of {Rwanda}}, institution = {EdTech Hub}, author = {Ngabonzima, Ernest and Isimbi, Roberte and Mwali, Marie Merci and Pellini, Arnaldo}, month = nov, year = {2020}, doi = {10.5281/zenodo.4706016}, note = {ZenodoArchiveID: 4706016 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706016 2339240:F62THLX3 2339240:V5PQVKX2 2405685:ADNJFTFA 2405685:CMDUS73G 2405685:T2JBHFBC}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @techreport{ngware_edtech_2020, type = {Case {Study}}, title = {{EdTech} and the {COVID}-19 response: {A} case study of {Kenya}}, institution = {EdTech Hub}, author = {Ngware, Moses and Ochieng, Vollan}, month = nov, year = {2020}, doi = {10.5281/zenodo.4706019}, note = {ZenodoArchiveID: 4706019 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706019 2339240:D85SY35R 2405685:SMLIMS2X}, keywords = {Kenya, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @techreport{suriastini_covid-19_2020, type = {Case {Study}}, title = {{COVID}-19 and the education response in {Indonesia}: exploring the learning crisis}, institution = {EdTech Hub}, author = {Suriastini, Wayan and Setyo, Pujiastuti and Herawati, Fita and Naryanta and Moddilani, Ganiko and Pellini, Arnaldo}, month = nov, year = {2020}, doi = {10.5281/zenodo.4705994}, note = {ZenodoArchiveID: 4705994 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705994 2339240:FMIXJN4W 2405685:VZ3IMPYX}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @techreport{tabassum_education_2020, type = {Case {Study}}, title = {Education technology in the {COVID}-19 response in {Pakistan}}, url = {https://www.researchgate.net/publication/348002515_Education_technology_in_the_COVID-19_response_in_Pakistan}, language = {en}, institution = {EdTech Hub}, author = {Tabassum, Rabia and Hadi, Murium and Qaisrani, Ayesha and Shah, Qasim}, month = nov, year = {2020}, doi = {10.5281/zenodo.4705912}, note = {ZenodoArchiveID: 4705912 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705912 2339240:26FUGGA3 2339240:X339ME8R 2405685:EHKCNED4 2405685:NIVS5RZF 2405685:TWMVIX77}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v2, \_zenodo:submitted, \_zenodoETH, ⛔ No DOI found}, } @techreport{unwin_education_2020, title = {Education for the most marginalised post-{COVID}-19: {Guidance} for governments on the use of digital technologies in education – {Act} one}, url = {https://docs.edtechhub.org/lib/VFERK5JK}, number = {ACT ONE (OF THREE): EXECUTIVE SUMMARY}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684287}, note = {ZenodoArchiveID: 4684287 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684287 2339240:EXUHD2R4 2405685:VFERK5JK}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_education_2020, title = {Education for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education {ACT} {TWO} ({OF} {THREE}): {FULL} {REPORT}}, url = {https://docs.edtechhub.org/lib/UF3XJXGS}, language = {en}, institution = {EdTech Hub, UNESCO, UniTwin}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684361}, note = {ZenodoArchiveID: 4684361 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684361 2339240:SL23268I 2339240:VTWI3GZJ 2405685:UF3XJXGS 2405685:UXHEIEWM 2405685:ZA9RWW28}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, pages = {118}, } @techreport{unwin_education_2020, title = {Education for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education — home page}, url = {https://docs.edtechhub.org/lib/AX8D5YK2}, language = {en}, number = {2}, institution = {EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684355}, note = {ZenodoArchiveID: 4684355 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684355 2339240:29LWMJ9W 2339240:FE9TLJQM 2405685:AX8D5YK2}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 1 {In} the local context — using digital technologies to develop local content {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/WWC3MTHS}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684307}, note = {ZenodoArchiveID: 4684307 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684307 2339240:WETE6Y2I 2405685:WWC3MTHS}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 10 {Prioritising} effective and appropriate teacher training {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/7E62A3FM}, language = {en}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.5652081}, note = {ZenodoArchiveID: 5652081 previousDOI: 10.5281/zenodo.4706041 previousZenodoArchiveID: 4706041 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684335 10.5281/zenodo.4706041 10.5281/zenodo.5652081 2339240:FX4YE46B 2339240:GHL6MEA3 2339240:LB4BCD79 2405685:7E62A3FM 2405685:JBRS94SA 2405685:UKL5P7WM 2534378:35MTF3B9}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:other:ok, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH}, pages = {8}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 11 {Using} digital technologies effectively in support of learning and training for employment {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/G8GC8P3G}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684337}, note = {ZenodoArchiveID: 4684337 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684337 2339240:G35WT8JB 2405685:G8GC8P3G}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 12 {Ensuring} rigorous monitoring and evaluation of initiatives using digital technologies in education for the most marginalised {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/DXSF5ZX6}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684341}, note = {ZenodoArchiveID: 4684341 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684341 2339240:ZKX9NWUD 2405685:DXSF5ZX6}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 13 {Ensuring} that children are safe when using digital technologies for learning {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/JI5QK62G}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684343}, note = {ZenodoArchiveID: 4684343 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684343 2339240:F7A5DUAY 2405685:JI5QK62G}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 14 {Partnerships} with the private sector and civil society {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/UW2H22R7}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684345}, note = {ZenodoArchiveID: 4684345 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684345 2339240:ZD696VRL 2405685:UW2H22R7}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 2 {Sharing} {Open} {Educational} {Resources} ({OER}) with {Creative} {Commons} ({CC}) open licenses {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/AFN6CFAX}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684309}, note = {ZenodoArchiveID: 4684309 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684309 2339240:25SFNRMI 2405685:AFN6CFAX}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 3 {Digital} technologies and girls’ education {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/QSPCTJDI}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684315}, note = {ZenodoArchiveID: 4684315 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684315 2339240:4SBZJHY4 2405685:QSPCTJDI}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 4 {Inclusion} and accessible learning for people with disabilities {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/56QA2K9Y}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684317}, note = {ZenodoArchiveID: 4684317 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684317 2339240:LKN74WQK 2405685:56QA2K9Y}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 5 {Supporting} the effective use of digital technologies for learning by refugees and displaced persons {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/XUE9KMII}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684319}, note = {ZenodoArchiveID: 4684319 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684319 2339240:L97RQZU7 2405685:XUE9KMII}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 6 {Digital} technologies and education in {Small} {Island} {Developing} {States} ({SIDS}) {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/MGNGURSV}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684323}, note = {ZenodoArchiveID: 4684323 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684323 2339240:UJ59J7KR 2405685:MGNGURSV}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 7 {Ensuring} resilient connectivity {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/3KMQRBG7}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684325}, note = {ZenodoArchiveID: 4684325 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684325 2339240:KRAUGIY3 2405685:3KMQRBG7}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 8 {Resilient} and sustainable energy solutions {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/57FXZ5EA}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684327}, note = {ZenodoArchiveID: 4684327 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684327 2339240:J6VCPUDV 2405685:57FXZ5EA}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 9 {Involving} marginalised young people in the design of their own education {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/NN3UCNCQ}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684331}, note = {ZenodoArchiveID: 4684331 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684331 2339240:NKWXU7PD 2405685:NN3UCNCQ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} {Annex} 4 {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/39NC6LPG}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684351}, note = {ZenodoArchiveID: 4684351 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684351 2339240:A5EM5HJ4 2405685:39NC6LPG}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} {Introduction} {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/HB9A9YJE}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684349}, note = {ZenodoArchiveID: 4684349 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684349 2339240:NWU5LWKN 2405685:HB9A9YJE}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @misc{noauthor_call_2020, title = {Call for {Research} {Proposals}: {EdTech} responses to {Covid}-19}, shorttitle = {Call for {Research} {Proposals}}, url = {https://edtechhub.org/2020/10/30/call-for-research-proposals-edtech-responses-to-covid-19/}, abstract = {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…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = oct, year = {2020}, doi = {10.5281/zenodo.4707484}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707484 2405685:QE24K5YV}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{nicolai_edtechs_2020, title = {{EdTech}’s three promising approaches to \#{SaveOurFuture}}, url = {https://edtechhub.org/2020/10/29/edtech-three-promising-approaches-to-saveourfuture/}, abstract = {By Susan Nicolai and Björn Haßler Covid-19 has led to the biggest upheaval to daily life that many of us have ever seen, including for education. Even before schools shut in early March, there was a recognised global learning crisis and some 260 million not in school. The pandemic has further interrupted education for 90\% of children around the world,…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, author = {Nicolai, Susan and Haßler, Björn}, month = oct, year = {2020}, doi = {10.5281/zenodo.4707486}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707486 2129771:HQIS6BEE 2405685:G5RWH5HE 2405685:PIYPR6M6}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_edtech_2020, type = {Working {Paper}}, title = {{EdTech} and {COVID}-19 response [{EdTech} {Hub} {Report}]}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, url = {https://docs.edtechhub.org/lib/IA9PL99D}, abstract = {This document is background paper 3 for the \#SaveOurFuture campaign as an EdTech Hub report. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. The evidence library entry for the background paper in original format is https://docs.edtechhub.org/lib/SXDQAPB6.}, number = {11}, urldate = {2021-05-12}, institution = {EdTech Hub}, author = {Haßler, Björn and Nicolai and McBurnie, Chris and Jordan, Katy and Wilson, Sam and Kreimeia, Adam}, month = oct, year = {2020}, doi = {10.5281/zenodo.4118177}, note = {shortDOI: 10/ghgk63 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4118177 10/ghgk63 2129771:NXT72X66 2129771:RZZI4WU9 2129771:XY56AEY8 2339240:BGZYE7EH 2339240:FTULJL3H 2339240:Q3INH4WN 2339240:V2JUHPPN 2405685:2G7TFTEB 2405685:F2B8T3ZP 2405685:GI3IBRKA 2405685:IA9PL99D 2405685:P84UGFG8 2405685:SXDQAPB6}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_cover:v2, \_yl:j, \_yl:k, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_edtech_2020, type = {Background paper}, title = {{EdTech} and {COVID}-19 response [{Save} {Our} {Future}]}, url = {https://saveourfuture.world/wp-content/uploads/2020/10/EdTech-and-COVID-19-Response_SOF_BP3-1.pdf}, abstract = {This document is background paper 3 for the \#SaveOurFuture campaign. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. This document is also available as an EdTech Hub report, see https://docs.edtechhub.org/lib/IA9PL99D}, number = {3}, institution = {Education Commission}, author = {Haßler, Björn and Nicolai, Susan and McBurnie, Chris and Jordan, Katy and Wilson, Sam and Kreimeia, Adam}, month = oct, year = {2020}, doi = {10.5281/zenodo.3983877}, note = {shortDOI: 10/ghgk64 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3983877 10/ghgk64 2129771:NXT72X66 2129771:RZZI4WU9 2129771:XY56AEY8 2339240:7SUZMICK 2339240:BGZYE7EH 2339240:Q3INH4WN 2339240:V2JUHPPN 2405685:88MADQ2R 2405685:FPPVW2ZG 2405685:GI3IBRKA 2405685:IA9PL99D 2405685:P84UGFG8 2405685:SXDQAPB6 2405685:WVC3S4C8}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:other:ok, \_cover:v2, \_r:CopiedFromEvLib, \_yl:j, \_yl:k, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @book{angrist_how_2020, series = {Policy {Research} {Working} {Papers}}, title = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}? {A} {Comparison} of 150 {Interventions} using the {New} {Learning}-{Adjusted} {Years} of {Schooling} {Metric}}, shorttitle = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}?}, url = {https://elibrary.worldbank.org/doi/abs/10.1596/1813-9450-9450}, urldate = {2023-09-21}, publisher = {The World Bank}, author = {Angrist, Noam and Evans, David K. and Filmer, Deon and Glennerster, Rachel and Rogers, F. Halsey and Sabarwal, Shwetlena}, month = oct, year = {2020}, doi = {10.1596/1813-9450-9450}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2339240:FUVY78BN 2405685:MFJLAVX6}, keywords = {COST-BENEFIT ANALYSIS, EDUCATION OUTCOMES, GOVERNMENT POLICY, IMPACT EVALUATION, LEARNING LOSS, PUBLIC EXPENDITURE, SCHOOLING, YEARS OF SCHOOLING}, } @misc{noauthor_findfrench_2020, title = {\#{FindFrench}: a collaborative search for educational resources in {French}}, shorttitle = {\#{FindFrench}}, url = {https://edtechhub.org/2020/10/06/findfrench-a-collaborative-search-for-educational-resources-in-french/}, abstract = {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…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = oct, year = {2020}, doi = {10.5281/zenodo.4707893}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707893 2405685:YMNW6GG3 2405685:YWNXT2VZ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{hasler_research_2020, address = {UNESCO, Paris (virtual meeting)}, title = {Research on the response to {COVID19}}, url = {https://docs.edtechhub.org/lib/5VQMVDB9}, abstract = {Presentation given at BE2, 2020-10-06.}, author = {Haßler, Björn and Fitzpatrick, Rachael}, month = oct, year = {2020}, doi = {10.5281/zenodo.4067958}, note = {shortDOI: 10/ghgnf4 KerkoCite.ItemAlsoKnownAs: 10/ghgnf4 2129771:WPJL8SN3 2339240:7TXCEBE6 2405685:5VQMVDB9}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_yl:u, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{global_education_evidence_advisory_panel_cost_2020, title = {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}}, url = {https://documents1.worldbank.org/curated/en/719211603835247448/pdf/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.pdf}, urldate = {2024-02-06}, institution = {World Bank; FCDO; Building Evidence in Education}, author = {{Global Education Evidence Advisory Panel}}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IL3G2LER 2405685:LX2STYUZ}, } @techreport{jordan_messaging_2020, type = {Rapid {Evidence} {Review}}, title = {Messaging {Apps}, {SMS}, and {Social} {Media}: {A} {Rapid} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, url = {https://docs.edtechhub.org/lib/XHBPFYVC}, abstract = {This Rapid Evidence Review (RER) provides an overview of existing research on the use of mobile phone-based messaging (including SMS, and messaging through apps such as WhatsApp) to support education in low- and middle-income countries (LMICs). This topic was chosen as the focus for a RER in response to the Covid-19 pandemic and school closures, as this form of technology has been adopted as part of some countries’ methods of providing continuing education during closures and disruption. As such, the overall purpose of this document is to summarise the existing research literature around messaging, so that the existing evidence can be used to inform ongoing responses to the pandemic. The findings are intended to be of use to educational decision makers, including donors and those in government and NGOs, to inform responses to the current pandemic.}, language = {en}, number = {8}, urldate = {2020-12-02}, institution = {EdTech Hub}, author = {Jordan, Katy and Mitchell, Joel}, month = sep, year = {2020}, doi = {10.5281/zenodo.4556938}, note = {ZenodoArchiveID: 4556938 PreviousDOI: 10.5281/zenodo.4058181 PreviousDOI: 10.5281/zenodo.4477015 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4058181 10.5281/ZENODO.4556938 10.5281/zenodo.4477015 10.5281/zenodo.4556938 2339240:8QFLYEYK 2339240:ATYZFQ8R 2339240:CUBEJEWS 2339240:LCAUL9ZC 2339240:NISQD6JT 2339240:T2Z992XW 2339240:XMQV9Y56 2339240:YGQCMSDP 2405685:2GE8ESCR 2405685:4G8DT7ZB 2405685:4JM6QWPH 2405685:5NMCR3LL 2405685:EQVI8NMV 2405685:IU849P3E 2405685:MMTHETFR 2405685:PY3CXCH9 2405685:QSD5LYSF 2405685:XHBPFYVC 2405685:Z7P9NRWJ}, keywords = {Covid-19, LMICs, SMS, Social media, TPD, WhatsApp, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v3, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, educational technology, mobile learning, refugee education, teacher professional development, text message, ⛔ No DOI found}, } @misc{noauthor_africas_2020, title = {Africa’s {Covid}-19 opportunity}, url = {https://edtechhub.org/2020/09/17/africas-covid-19-opportunity/}, abstract = {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…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = sep, year = {2020}, doi = {10.5281/zenodo.4707890}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707890 2405685:AESZ5WMM 2405685:YER28PCY}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @article{cram_reconsidering_2020, title = {({Re})considering the {Concept} of {Literature} {Review} {Reproducibility}}, volume = {21}, issn = {1536-9323}, url = {https://aisel.aisnet.org/jais/vol21/iss5/10}, doi = {10.17705/1jais.00630}, language = {en}, number = {5}, journal = {Journal of the Association for Information Systems}, author = {Cram, W. Alec and Templier, Mathieu and Pare, Guy}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00630 2405685:YPCXYU89 2486141:C5H84DGW 2486141:Q9XS5RFR}, pages = {1103--1114}, } @misc{noauthor_how_2020, title = {How the {Government} of {Sierra} {Leone} is improving its {Education} {Data} {Hub}}, url = {https://edtechhub.org/2020/09/08/how-the-government-of-sierra-leone-is-improving-its-education-data-hub/}, abstract = {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…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = sep, year = {2020}, doi = {10.5281/zenodo.4707888}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707888 2405685:E2KWWHCK 2405685:LND4UENT}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{edtech_hub_how_2020, title = {How the {Government} of {Sierra} {Leone} is improving its {Education} {Data} {Hub}}, url = {https://edtechhub.org/2020/09/08/how-the-government-of-sierra-leone-is-improving-its-education-data-hub/}, abstract = {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 […]}, language = {en-GB}, urldate = {2020-09-17}, journal = {EdTech Hub}, author = {{EdTech Hub}}, month = sep, year = {2020}, doi = {10.5281/zenodo.4707884}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707884 2339240:6XDHWICN 2405685:7FQR6GZK 2405685:Y22H6PQD}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{noauthor_our_2020, title = {Our new partnerships with {eKitabu}, {Rising} {Academies}, and {Learning} {Equality}}, url = {https://edtechhub.org/2020/09/03/announcing-our-new-partnerships-with-ekitabu-rising-academies-and-learning-equality/}, abstract = {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…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = sep, year = {2020}, doi = {10.5281/zenodo.4707882}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707882 2405685:4DSHAABL 2405685:UXH56ELI}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{noauthor_how_2020, title = {How to re-imagine learning in the wake of {Covid}-19}, url = {https://edtechhub.org/2020/09/01/how-to-re-imagine-learning-in-the-wake-of-covid-19/}, abstract = {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…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = sep, year = {2020}, doi = {10.5281/zenodo.4707880}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707880 2405685:KDWC5B3N}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{chuang_curriculum_2020, title = {Curriculum {Reform} \& {Building} {Back} {Better}.}, url = {https://docs.edtechhub.org/lib/TEL4GR8G}, abstract = {This EdTech Hub Helpdesk Response presents an overview of curriculum reform implementation within the context of Covid-19 and strengthening education systems for when children return to school ('building back better'). The document emphasises interventions and evidence relevant to African countries.}, number = {24}, author = {Chuang, Rachel and Mullan, Joel}, month = sep, year = {2020}, doi = {10.5281/zenodo.5652087}, note = {ZenodoArchiveID: 5652087 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3470024 10.5281/zenodo.5652087 2339240:69J5ZJAK 2405685:L3P7EL3U 2405685:TEL4GR8G}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @techreport{doraiswamy_indias_2020, address = {Dehli, London}, title = {India’s distance learning response to the {COVID}-19 crisis}, institution = {Central Square Foundation, EdTech Hub}, author = {Doraiswamy, Harish and Gupta, Gouri and Kamath, Dhruv and Sharma, Sudhanshu}, month = sep, year = {2020}, doi = {10.5281/zenodo.4705451}, note = {ZenodoArchiveID: 4705451 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705451 2339240:CMSHWXFV 2339240:QDQHFQXB 2405685:2HFSJ78U 2405685:YEQSJBYT}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @techreport{elearning_africa_impact_2020, title = {Impact de la pandémie de {COVID}-19 sur l’éducation en {Afrique} et incidence sur le recours aux technologies: {Sondage} sur l’expérience et les opinions des éducateurs et spécialistes de technologies}, copyright = {Creative Commons Attribution 4.0 International}, language = {French}, author = {{eLearning Africa} and {EdTech Hub}}, month = sep, year = {2020}, doi = {10.5281/zenodo.4749654}, note = {ZenodoArchiveID: 4749654 previousDOI: 10.5281/zenodo.4018774 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4749654 2405685:39XPD5EM 2405685:QZ2FJC4E}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH, ⚠️ Invalid DOI}, } @techreport{elearning_africa_o_2020, title = {O {Efeito} da {COVID}-19 na {Educação} em África e {Suas} {Implicações} para a {Utilização} da {Tecnologia} {Um} {Inquérito} sobre a {Experiência} e as {Opiniões} de {Educadores} e {Especialistas} em {Tecnologia}}, copyright = {Creative Commons Attribution 4.0 International}, language = {Portuguese}, author = {{eLearning Africa} and {EdTech Hub}}, month = sep, year = {2020}, doi = {10.5281/zenodo.4749656}, note = {ZenodoArchiveID: 4749656 previousDOI: 10.5281/zenodo.4018774 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4749656 2405685:XSK5P8VC}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH, ⚠️ Invalid DOI}, } @misc{chuang_nine_2020, title = {Nine takeaways from our reviews of {COVID}-19 education responses}, url = {https://edtechhub.org/2020/08/31/nine-takeaways-from-helpdesk-reviews-of-covid-19-education-responses/}, abstract = {Regular readers will know about our Helpdesk, the on-demand support service we provide for FCDO advisers and World Bank staff to help them make evidence-informed decisions. Since the onset of coronavirus, the Helpdesk team has responded to requests from 15 countries across Africa, Asia, and the Middle…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, author = {Chuang, Rachel and Kaye, Tom and Koomar, Saalim and McBurnie, Chris and Moss Coflan, Caitlin}, month = aug, year = {2020}, doi = {10.5281/zenodo.4707876}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707876 2405685:28EHRZSK}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{major_potential_2020, title = {The potential of using technology to support personalised learning in low- and middle-income countries}, url = {https://edtechhub.org/2020/08/18/the-potential-of-using-technology-to-support-personalised-learning-in-low-and-middle-income-countries/}, abstract = {With schools around the world closed to prevent the spread of COVID-19, we have been undertaking a series of ‘rapid evidence reviews’ to help education decision-makers respond effectively. These reviews aim to provide evidence-based summaries on specific areas of EdTech. In this post, we look at the role of technology in supporting personalised…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, author = {Major, Louis and Francis, Gill}, month = aug, year = {2020}, doi = {10.5281/zenodo.4707874}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707874 2405685:DNNA97P4}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{taddese_rapid_2020, title = {A rapid scan of the {EdTech} landscape in 11 countries}, url = {https://edtechhub.org/2020/08/11/a-rapid-scan-of-the-edtech-landscape-in-11-countries/}, abstract = {By Abeba Taddese We have just produced rapid scans of the EdTech landscape in 11 countries: Ghana, Jordan, Kenya, Liberia, Nigeria, Pakistan, Rwanda, Senegal, Sierra Leone, Tanzania, and Zimbabwe. The scans are based primarily on desk research and offer a glimpse into the countries’ EdTech ecosystems. They examine enabling factors for EdTech from a holistic systems perspective but are by…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, author = {Taddese, Abeba}, month = aug, year = {2020}, doi = {10.5281/zenodo.4707872}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707872 2405685:9EPB5ZXS}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{adam_consolidated_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Consolidated {Feedback} on {Tanzania} {Higher} {Education} {University} {Strategic} {Investment} {Plans}}, url = {https://docs.edtechhub.org/lib/7AFXFRPC}, abstract = {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.}, language = {EN}, number = {09}, institution = {EdTech Hub}, author = {Adam, Taskeen and Koomar, Saalim and Haßler, Björn}, month = aug, year = {2020}, doi = {10.5281/zenodo.3986727}, note = {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}, } @techreport{mackintosh_education_2020, type = {Research and {Policy} {Paper}}, title = {Education {Workforce} {Supply} and {Needs} in {Sierra} {Leone}}, url = {https://educationcommission.org/wp-content/uploads/2020/12/3-EW-Supply-and-Needs-Paper.pdf}, language = {en}, institution = {the Education Commission; Fab Inc.}, author = {Mackintosh, Alasdair and Ramirez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2KB28MDX 2339240:LYKK26AE 2405685:52ZGRDGR 2405685:8MIWRFD2 2405685:QMGGDQ4G}, keywords = {⛔ No DOI found}, pages = {41}, } @misc{noauthor_what_2020, title = {What we have learnt from designing and implementing tablet-based learning across the world}, url = {https://edtechhub.org/2020/07/30/what-we-have-learnt-from-designing-and-implementing-tablet-based-learning-across-the-world/}, abstract = {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…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = jul, year = {2020}, doi = {10.5281/zenodo.4707870}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707870 2405685:YJ2GWVMA}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{freiermuth_government_2020, address = {Cambridge, UK; Washington D.C.}, title = {Government of {Sierra} {Leone} {Education} {Data} {Hub}: {A} {User} {Research} {Report}}, copyright = {Creative Commons Attribution 4.0}, shorttitle = {Government of {Sierra} {Leone} {Education} {Data} {Hub}}, url = {https://docs.edtechhub.org/lib/8CB5PTUQ}, abstract = {Report on the Government of Sierra Leone Education Data Hub}, institution = {EdTech Hub}, author = {Freiermuth, Sophie and Bedoui, Claire and Middleton, Emily and Taddese, Abeba}, month = jul, year = {2020}, doi = {10.53832/edtechhub.0027}, note = {previousDOI: 10.5281/zenodo.3960140 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3960140 10.53832/edtechhub.0027 2339240:6E8ZDLYB 2339240:Z28GJH3E 2405685:6TJ92NFH 2405685:6XEEQHVU 2405685:8CB5PTUQ 2405685:EERE25UX 2405685:FQKKVE4W 2405685:K4DEZSCM 2405685:L4ULUSCB 2405685:NTMUHEW9 2405685:S4VEIC5W 2405685:W7SY73AT}, keywords = {C:Sierra Leone, ES:Educational data, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH}, } @techreport{groeneveld_deploying_2020, type = {Technical {Guidance}}, title = {Deploying an e-{Learning} {Environment} in {Zanzibar}: {Feasibility} {Assessment}}, url = {https://docs.edtechhub.org/lib/K7JDL4IL}, abstract = {The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied.  An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE.  A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem.  A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Kaye, Tom}, month = jul, year = {2020}, doi = {10.53832/edtechhub.0028}, note = {ZenodoArchiveID: 5652121 previousZenodoArchiveID: 3941727 previousDOI: 10.5281/zenodo.3941727 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3941727 10.53832/edtechhub.0028 2129771:KLLMDHKK 2339240:Y5Z46TRU 2405685:2B8SH5S3 2405685:K7JDL4IL}, keywords = {C:Tanzania, H:Online learning, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{noauthor_what_2020, title = {What you can expect from the future {EdTech} {Hub} website}, url = {https://edtechhub.org/2020/07/27/what-you-can-expect-from-the-future-edtech-hub-website/}, abstract = {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…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = jul, year = {2020}, doi = {10.5281/zenodo.4707862}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707862 2405685:RRQSDQ99}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{allier-gagneur_using_2020, type = {Helpdesk {Response}}, title = {Using {Blended} {Learning} to {Support} {Marginalised} {Adolescent} {Girls}’ {Education}: {A} {Review} of the {Evidence}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/H3AI5F3C}, abstract = {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.}, language = {English}, number = {25}, institution = {EdTech Hub}, author = {Allier-Gagneur, Zoé and Chuang, Rachel and McBurnie, Chris and Haßler, Björn}, month = jul, year = {2020}, doi = {10.53832/edtechhub.0009}, note = {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}, } @techreport{upadhyay_effective_2020, address = {Cambridge, UK}, type = {Helpdesk {Response}}, title = {Effective {Use} of {EdTech} for {Remedial} {Learning} {Programmes}: {Considerations} for {Mongolia}}, url = {https://docs.edtechhub.org/lib/IJGQTHH9}, abstract = {This document was produced in response to a request from the World Bank Mongolia team to: 1. Outline the evidence of effective practices on remedial education generally. 2. Explore appropriate uses of EdTech to support remedial education. 3. Summarise the implications of these findings for Mongolia.}, language = {English}, number = {27}, institution = {EdTech Hub}, author = {Upadhyay, Arjun and Shoobridge, James and Moss Coflan, Caitlin}, month = jul, year = {2020}, doi = {10.5281/zenodo.5651111}, note = {previousDOI: 10.5281/zenodo.3958080 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3958080 10.5281/zenodo.5651111 2339240:3DJBGPQM 2339240:AWK2HEZ5 2405685:IJGQTHH9 2405685:UMZVQ4TV 2405685:ZEDSYPGH}, keywords = {F: Helpdesk response, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_zenodo:submitted}, } @misc{sarwar_five_2020, title = {Five lessons learnt from {Bangladesh}'s experience responding to {COVID}-19}, url = {https://edtechhub.org/2020/07/15/five-lessons-learnt-from-bangladeshs-experience-responding-to-covid-19s/}, abstract = {by Md. Afzal Hossain Sarwar (a2i), Iqbal Hossain (UNICEF Bangladesh) and Tom Kaye (EdTech Hub) In recent months, the EdTech Hub has produced a range of documents to support and guide countries as they develop and implement plans to help students keep learning during school closures. Some of the work we have produced includes: a guide to a five-part response…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, author = {Sarwar, Mohammad Afzal Hossain, and Hossain, Iqbal and Kaye, Tom}, month = jul, year = {2020}, doi = {10.5281/zenodo.4707858}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707856 10.5281/zenodo.4707858 2339240:3JLSUFML 2339240:PISQI3AG 2405685:7G3XE8J6 2405685:HXB42AHC 2405685:PH8ICW77 2405685:RDMBW97E}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_\_\_working\_potential\_duplicate, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{noauthor_leaving_2020, title = {Leaving no one behind: technology and the education sector response to {COVID}-19 in {Rwanda}}, shorttitle = {Leaving no one behind}, url = {https://edtechhub.org/2020/07/10/leaving-no-one-behind-technology-and-the-education-sector-response-to-covid-19-in-rwanda/}, abstract = {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…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = jul, year = {2020}, doi = {10.5281/zenodo.4707854}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707854 2405685:PBVEZH79}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{educationlinks_distance_2020, title = {Distance {Learning} as a {Tool} for {System} {Resilience}}, url = {https://www.youtube.com/watch?v=grPszDR1oY0}, abstract = {Find related information on EducationLinks at https://www.edu-links.org/events/dist.... COVD19 has had an unprecedented impact on educational systems across the world and required school systems to pivot to remote learning in mass. This panel discussion webinar explored the lessons learned, opportunities and challenges presented by this shift, and identified ways that distance learning modalities can continue to contribute to making educational systems more flexible, adaptable and inclusive of students who may be poorly served by traditional models. Experts from EDC, EdTech Hub, WorldReader and USAID/Egypt shared their insights on how distance learning can strengthen educational outcomes for students across the sector. This event was part of the Global Education Learning Series, learn more about the series at https://www.edu-links.org/LearningSeries}, urldate = {2020-12-04}, author = {{EducationLinks}}, collaborator = {Haßler, Björn}, month = jul, year = {2020}, doi = {10.5281/zenodo.4706933}, note = {ZenodoArchiveID: 4706933 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706933 2339240:4WU2C356 2405685:4PVHDPR5}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_zenodoETH}, } @techreport{hasler_keyword_2020, type = {Working {Paper} - {Research} {Instrument}}, title = {Keyword inventory with country statistics}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/LSEETV6K/download/H7AMK69A/Bj%C3%B6rn%20Ha%C3%9Fler%20et%20al_2019_Keyword%20inventory.pdf}, abstract = {Keyword inventory with country statistics (Updated July 2020)}, language = {en}, number = {08-3}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Allier-Gagneur, Zoe and Khalayley, Abdullah and McBurnie, Chris and McIntyre, Nora}, month = jul, year = {2020}, doi = {10.5281/zenodo.3908363}, note = {EdTechHub.Copy: 2129771:ACGUWMNN EdTechHub.Copy: 2129771:ACGUWMNN KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3908363 2129771:ACGUWMNN 2339240:BFHYXP48 2405685:55A44ZRB}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_yl:s, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{major_technology-supported_2020, type = {Rapid {Evidence} {Review}}, title = {Technology-{Supported} {Personalised} {Learning}: {A} {Rapid} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Technology-supported personalised learning}, url = {https://docs.edtechhub.org/lib/A2II5ZV7}, abstract = {This publication is one part of a series of rapid evidence reviews that has been produced by the EdTech Hub. The purpose of the rapid evidence reviews is to provide education decision-makers with accessible evidence-based summaries of good practice in specific areas of EdTech. They are focused on topics which are particularly relevant in the context of widespread global challenges to formal schooling as a result of COVID-19. All the rapid evidence reviews are available at edtechhub.org.}, language = {en}, number = {1}, urldate = {2020-07-25}, institution = {EdTech Hub}, author = {Major, Louis and Francis, Gill A.}, month = jul, year = {2020}, doi = {10.5281/zenodo.4556925}, note = {ZenodoArchiveID: 4556925 PreviousDOI: 10.5281/zenodo.3948175 PreviousDOI: 10.5281/zenodo.4477170 PreviousShortDOI: 10/gg7sp2 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3948175 10.5281/zenodo.3948174 10.5281/zenodo.3948175 10.5281/zenodo.4477170 10.5281/zenodo.4556925 2339240:6NYL4Q6K 2339240:782897NS 2339240:CQIWZXYK 2339240:FFVXKB6Y 2339240:FH2WAXTQ 2339240:KAWEDEAZ 2339240:L9THHN3N 2339240:P8B4HPZC 2339240:QLA593HB 2339240:T58E6LDA 2339240:T8L6PTRX 2339240:VZBB4HAF 2405685:839AFBBS 2405685:89H7NAA7 2405685:A2II5ZV7 2405685:A49KTEL6 2405685:AT6JS3QN 2405685:CJR7PMKJ 2405685:DEXS2WA8 2405685:FFSBB3JJ 2405685:NQSPAG3I 2405685:RVZFVD7G 2405685:U95XV67E 2405685:WJRBJQBN 2534378:8FA5G2KF}, keywords = {F: Evidence review, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v3, \_zenodo:submitted, \_zenodoETH}, } @techreport{adam_rolling_2020, type = {{EdTech} {Hub} {Helpdesk} {Request}}, title = {Rolling {Out} a {National} {Virtual} {Learning} {Environment}}, copyright = {Creative Commomns Attribution 4.0}, url = {https://docs.edtechhub.org/lib/KWJRW62J}, abstract = {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.}, language = {en}, number = {22}, institution = {EdTech Hub}, author = {Adam, Taskeen and McBurnie, Chris and Haßler, Björn}, month = jul, year = {2020}, doi = {10.53832/edtechhub.0010}, note = {previousshortDOI: 10/ghgnf6 previousshortDOI: 10/ghgnf6 previousDOI: 10.5281/zenodo.3406132 previousshortDOI: 10/ghgnf6 EdTechHub.Source: 2405685:KWJRW62J EdTechHub.Source: {\textless}this{\textgreater} 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}, } @techreport{mcburnie_expert_2020, type = {Helpdesk {Response}}, title = {Expert {Consultation}: {Radio}-{Based} {Education} in the {Philippines}}, url = {https://docs.edtechhub.org/lib/YRC7UKWE}, abstract = {These slides present an overview of educational radio programming with a particular focus on quality assurance and content design.}, number = {26}, institution = {EdTech Hub}, author = {McBurnie, Chris}, month = jul, year = {2020}, doi = {10.5281/zenodo.3469739}, note = {ZenodoArchiveID: 3469739 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3469739 2129771:IGCN5KBD 2339240:4DKQGFTT 2405685:25G275PG 2405685:L5TMC4NJ 2405685:YRC7UKWE}, keywords = {C:Philippines, F: Helpdesk response, H:Radio, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:v2, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{national_forum_on_education_statistics_forum_2020, title = {Forum {Guide} to {Data} {Governance}}, url = {https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=NFES2020083}, abstract = {The Forum Guide to Data Governance highlights the multiple ways that data governance programs can benefit education agencies. It addresses the management, collection, use, and communication of education data; the development of effective and clearly defined data systems and policies to handle the complexity and necessary protection of data; and the continuous monitoring and decisionmaking needed in a regularly shifting data landscape. The Guide also features 12 case studies from state and local education agencies that have implemented effective data governance programs.}, language = {English}, publisher = {National Center for Education Statistics}, author = {National Forum on Education Statistics}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HGBDFCQW 2405685:U9J3F56J}, } @techreport{world_bank_ghana_2020, title = {Ghana {Accountability} for {Learning} {Outcomes} {Project}}, url = {https://documents1.worldbank.org/curated/en/415871570586470453/pdf/Ghana-Ghana-Accountability-for-Learning-Outcomes-Project.pdf}, language = {English}, author = {World Bank}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J9CPJX3K 2405685:7BK25D4P}, } @techreport{baloch_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Pakistan}: {A} {Rapid} {Scan}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {{EdTech} in {Pakistan}}, url = {https://docs.edtechhub.org/lib/FIQDEKCI}, abstract = {EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, Pakistan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.}, language = {en}, number = {10}, institution = {EdTech Hub}, author = {Baloch, Imdad and Taddese, Abeba}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0035}, note = {ZenodoArchiveID: 5652137 previousDOI: 10.5281/zenodo.3911655 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3911655 10.5281/zenodo.3911655 10.53832/edtechhub.0035 2339240:6WTP2GZS 2339240:WU54X4PB 2405685:89ZSBKU4 2405685:FIQDEKCI 2405685:S4IE8XC8 2405685:V88HMUZ2}, keywords = {C:Pakistan, F: Country scan, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH}, } @techreport{dele-ajayi_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Nigeria}: {A} {Rapid} {Scan}}, url = {https://docs.edtechhub.org/lib/ED7RBJHG}, number = {8}, institution = {EdTech Hub}, author = {Dele-Ajayi, Opeyemi and Taddese, Abeba}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0034}, note = {previousshortDOI: 10/ghgk69 previousDOI: 10.5281/zenodo.3911651 shortDOI: 10/ghgk69 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3911651 10.53832/edtechhub.0034 10/ghgk69 2339240:4SKXJ887 2405685:ED7RBJHG 2405685:VSMMBMQE}, keywords = {C:Nigeria, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH}, } @techreport{dzinotyiweyi_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Zimbabwe}: {A} {Rapid} {Scan}}, url = {https://docs.edtechhub.org/lib/G4UUX5P3}, number = {4}, institution = {EdTech Hub}, author = {Dzinotyiweyi, Monica and Taddese, Abeba}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0040}, note = {ZenodoArchiveID: 5652131 previousshortDOI: 10/ghgnd5 previousDOI: 10.5281/zenodo.3903838 shortDOI: 10/ghgnd5 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3903838 10.53832/edtechhub.0040 10/ghgnd5 2339240:L6LPKDJD 2405685:G4UUX5P3}, keywords = {C:Zimbabwe, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH}, } @techreport{groeneveld_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Tanzania}: {A} {Rapid} {Scan}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {{EdTech} in {Tanzania}}, url = {https://docs.edtechhub.org/lib/FCPCJFJ4}, abstract = {EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private-sector partnerships, and the digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, Tanzania. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.}, language = {en}, number = {5}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Taddese, Abeba}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0039}, note = {ZenodoArchiveID: 5652136 previousshortDOI: 10/ghgnd4 previousDOI: 10.5281/zenodo.3911643 shortDOI: 10/ghgnd4 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3911643 10.5281/zenodo.3911643 10.53832/edtechhub.0039 10/ghgnd4 2339240:2TKLQMKH 2339240:34IT889J 2339240:3UYWE57M 2339240:KMUFUI9L 2339240:MAIH68ES 2405685:4LWXXRCJ 2405685:5E4ZNE5G 2405685:F529QI2E 2405685:FCPCJFJ4 2405685:K76239FV 2405685:PW7BBS8G 2405685:UN3KMN7M 4656463:N2EMSCU6}, keywords = {C:Tanzania, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH}, } @techreport{khalayleh_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Jordan}: {A} {Rapid} {Scan}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {{EdTech} in {Jordan}}, url = {https://docs.edtechhub.org/lib/XCMYPX8N}, abstract = {EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, in Jordan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.}, language = {en}, number = {6}, institution = {EdTech Hub}, author = {Khalayleh, A. and Taddese, A.}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0031}, note = {ZenodoArchiveID: 5652134 previousshortDOI: 10/ghgk66 previousDOI: 10.5281/zenodo.3911128 EdTechHub.Source: 2405685:XCMYPX8N EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgk66 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3911128 10.5281/zenodo.3911128 10.53832/edtechhub.0031 10/ghgk66 2129771:2T8DG8CP 2129771:8L3DWY74 2339240:C6U7EP9U 2339240:DN2PWAGF 2405685:LY4IVJEZ 2405685:NB8YWJYP 2405685:XCMYPX8N}, keywords = {C:Jordan, F: Country scan, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-dode, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{kimenyi_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Rwanda}: {A} {Rapid} {Scan}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {{EdTech} in {Rwanda}}, url = {https://docs.edtechhub.org/lib/TYBTWI8K}, abstract = {EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, in Rwanda. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert}, language = {en}, number = {11}, institution = {EdTech Hub}, author = {Kimenyi, Eric and Chuang, Rachel and Taddese, Abeba}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0036}, note = {ZenodoArchiveID: 5652133 previousshortDOI: 10/ghgk7b previousDOI: 10.5281/zenodo.3910001 shortDOI: 10/ghgk7b KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3910001 10.53832/edtechhub.0036 10/ghgk7b 2339240:4B5GHNVX 2339240:6JUV7UTX 2339240:AHC7BX8D 2405685:5M49KR46 2405685:R6VF76MR 2405685:TYBTWI8K 2405685:XACNVSXA 2405685:ZV2XDVCB 4656463:A4BUGJYC}, keywords = {C:Rwanda, F: Country scan, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH}, } @techreport{koomar_effective_2020, type = {Helpdesk {Response}}, title = {Effective {Teacher} {Education} in {Low}-{Connectivity} {Settings}: {A} {Curated} {Resource} {List}}, copyright = {Creative Commomns Attribution 4.0}, url = {https://docs.edtechhub.org/lib/UQSMRFBF}, abstract = {This list curates resources — both tools and initiatives — that can be adapted to support teacher education in low-connectivity settings, a prevailing challenge in Madagascar. Each example identifies the challenges; necessary prerequisites; pros and cons and; costs and impact assessment data where possible.}, language = {EN}, number = {21}, institution = {EdTech Hub}, author = {Koomar, Saalim and Allier-Gagneur, Zoé and McBurnie, Chris}, month = jun, year = {2020}, doi = {10.5281/zenodo.5652141}, note = {ZenodoArchiveID: 5652141 previousDOI: 10.5281/zenodo.4762283 previousDOI: 10.5281/zenodo.4762283 2405685:UQSMRFBF previousDOI: 10.5281/zenodo.3407498 EdTechHub.Source: DOI: DOI:10.5281/zenodo.4762283 2405685:UQSMRFBF EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgnd8 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3407498 10.5281/zenodo.5652141 10/ghgnd8 2129771:U3XSZB5F 2339240:CRCGCNE9 2405685:UQSMRFBF}, keywords = {C:Madagascar, E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, W:Low connectivity and/or electricity, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_zenodo:submitted, \_zenodoETH, \_zenodoETH:submitted, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{mullan_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Sierra} {Leone}: {A} {Rapid} {Scan}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {{EdTech} in {Sierra} {Leone}}, url = {https://docs.edtechhub.org/lib/C5MWWQI2}, abstract = {EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, in Sierra Leone. This report is based primarily on desk research, with quality assurance provided by a country expert.}, language = {en}, number = {3}, institution = {EdTech Hub}, author = {Mullan, Joel and Taddese, Abeba}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0038}, note = {previousshortDOI: 10/ghgnd3 previousDOI: 10.5281/zenodo.3903213 shortDOI: 10/ghgnd3 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3903213 10.5281/zenodo.3903213 10.53832/edtechhub.0038 10/ghgnd3 2339240:4GMNADXW 2339240:NJVI79X2 2339240:VJKBU72Y 2405685:C5MWWQI2 2405685:D25NXEFY 2405685:NNCCIL5M 2405685:RHJ9EDQH 4656463:K7AIYRDP}, keywords = {C:Sierra Leone, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH}, } @techreport{otieno_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Kenya}: {A} {Rapid} {Scan}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib/CQ5E3ESF}, abstract = {EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private-sector partnerships, and the digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Kenya. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.}, language = {en}, number = {7}, institution = {EdTech Hub}, author = {Otieno, J. and Taddese, A.}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0032}, note = {previousshortDOI: 10/ghgk67 previousDOI: 10.5281/zenodo.3909977 shortDOI: 10/ghgk67 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3909977 10.5281/zenodo.3909977 10.53832/edtechhub.0032 10/ghgk67 2339240:APCX6FZF 2339240:GCTJ3BGT 2339240:L7QHYF3W 2339240:T4YIDZJ7 2339240:TAJM927Q 2405685:7JQHE3IU 2405685:C4PSATWV 2405685:CQ5E3ESF 2405685:DKEN8UKZ 2405685:X257CWNC 2405685:ZPITMJJ3}, keywords = {C:Kenya, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH}, } @techreport{taddese_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Ghana}: {A} {Rapid} {Scan}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {{EdTech} in {Ghana}}, url = {https://docs.edtechhub.org/lib/4TKSDH2I}, abstract = {EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Ghana. This report is based primarily on desk research, with quality assurance provided by a country expert.}, language = {en}, number = {2}, institution = {EdTech Hub}, author = {Taddese, A.}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0030}, note = {previousshortDOI: 10/ghgk65 previousDOI: 10.5281/zenodo.3830951 shortDOI: 10/ghgk65 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3830951 10.5281/zenodo.3830951 10.53832/edtechhub.0030 10/ghgk65 2339240:2AU72ZG2 2339240:3DWURGVT 2339240:KMTF4A22 2339240:L86PMYJ2 2339240:PRSHWWK5 2405685:4TKSDH2I 2405685:97JHVZU9 2405685:GUJ3TBS3 2405685:NA8X7J9C 2405685:S3EKNHHG 2405685:XGAFJNAD 4656463:PU6FSTAF}, keywords = {Access, C:Ghana, Distance learning, EdTech, LP: English, Online learning, Remote learning, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v1, \_zenodoETH}, } @misc{noauthor_how_2020, title = {How {India} responded: distance learning in the time of {COVID}-19}, shorttitle = {How {India} responded}, url = {https://edtechhub.org/2020/06/25/how-india-responded-distance-learning-in-the-time-of-covid-19/}, abstract = {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…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = jun, year = {2020}, doi = {10.5281/zenodo.4707852}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707852 2405685:54S5XRX6 2405685:6JFEC4RJ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{otieno_building_2020, title = {Building effective {COVID}-19 education response plans: {Insights} from {Africa} and {Asia}}, shorttitle = {Building effective {COVID}-19 education response plans}, url = {https://edtechhub.org/2020/06/25/building-effective-covid-19-education-response-plans-insights-from-africa-and-asia/}, abstract = {by Jenn Cotter Otieno, Eric Kimenyi and Tom Kaye As countries around the world rapidly respond to the educational challenges posed by the COVID-19 pandemic many countries have begun to leverage technology to provide educational continuity. We at the EdTech Hub are working with many countries to help them design interventions to support learning during this crisis. The first question…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, author = {Otieno, Jenn Cotter and Kimenyi, Eric and Kaye, Tom}, month = jun, year = {2020}, doi = {10.5281/zenodo.4707848}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707848 2405685:53CUDS8Y 2405685:FTVF4TKE}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{adam_maldives_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {The {Maldives} and {Sri} {Lanka}: {Question} \& {Answer} {Session}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/HE2Q6Z8Y}, abstract = {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.}, language = {EN}, number = {18}, institution = {EdTech Hub}, author = {Adam, Taskeen and Kaye, Tom and Haßler, Björn}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0018}, note = {ZenodoArchiveID: 5652128 previousZenodoArchiveID: 3885817 previousshortDOI: 10/ghgngv previousshortDOI: 10/ghgngv previousDOI: 10.5281/zenodo.3885817 previousshortDOI: 10/ghgngv EdTechHub.Source: 2405685:HE2Q6Z8Y EdTechHub.Source: {\textless}this{\textgreater} 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}, } @techreport{baloch_pakistan_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Pakistan {Topic} {Brief}: {Providing} {Distance} {Learning} to {Hard}-to-reach {Children}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Pakistan {Topic} {Brief}}, url = {https://docs.edtechhub.org/lib/9TKV7H6E}, abstract = {This brief explores the use of EdTech to support distance learning in Pakistan. Specifically, it explores ways to provide distance education to children in remote rural areas and urban slums.}, language = {en}, number = {17}, institution = {EdTech Hub}, author = {Baloch, Imdad and Kaye, Tom and Koomar, Saalim and McBurnie, Chris}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0026}, note = {ZenodoArchiveID: 5652066 previousZenodoArchiveID: 3885606 previousshortDOI: 10/ghgnfw previousDOI: 10.5281/zenodo.3885606 EdTechHub.Copy: 2129771:VAP9K6BW EdTechHub.Copy: 2129771:VAP9K6BW shortDOI: 10/ghgnfw KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3885606 10.5281/zenodo.3885606 10.53832/edtechhub.0026 10/ghgnfw 2129771:IK97VLY8 2129771:MXTVUGAA 2129771:VAP9K6BW 2339240:2ZVLRPTQ 2339240:7PXTZ2FQ 2339240:ZE9V9N4R 2405685:8IJT433J 2405685:9TKV7H6E 2405685:BBLQFJKE 2405685:IDL75DHT 2405685:WMUEC2ZV 2405685:Z2VNN7ER}, keywords = {F: Helpdesk response, L:Out-of-school populations, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_cover:v1, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{lynch_pakistan_2020, type = {Helpdesk {Response}}, title = {Pakistan {Distance}-{Learning} {Topic} {Brief}: {Primary}-level {Deaf} {Children}}, shorttitle = {Pakistan {Distance}-{Learning} {Topic} {Brief}}, url = {https://docs.edtechhub.org/lib/LP4PGMNA}, abstract = {The Covid-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable during school closures. They are isolated at home and unable to access information as easily as when attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.}, language = {en}, number = {16}, institution = {EdTech Hub}, author = {Lynch, Paul and Kaye, Tom and Terlektsi, Emmanouela}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0043}, note = {ZenodoArchiveID: 5652129 previousZenodoArchiveID: 3891379 previousshortDOI: 10/ghgnfv previousDOI: 10.5281/zenodo.3891379 EdTechHub.Source: 2405685:LP4PGMNA shortDOI: 10/ghgnfv KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3891379 10.5281/zenodo.3891379 10.5281/zenodo.4348995 10.53832/edtechhub.0043 10/ghgnfv 2129771:3YH4WC8N 2129771:J35ZR45N 2339240:6VEXVUL7 2339240:CDU93LQU 2339240:CUSR6ZBJ 2339240:FS3CFIBL 2339240:N7RDGZGY 2339240:V229A7WT 2339240:Z4FHRC9L 2405685:4PAZ4ZQH 2405685:8WYASBE4 2405685:KL56SD42 2405685:LP4PGMNA 2405685:S2A2EQQC 2405685:WFMBLBBE 2405685:XIQ5CL9B 2405685:XJ42VUQG 2405685:YY4LI6EI}, keywords = {C:Pakistan, F: Helpdesk response, L:Special education needs and disabilities (SEND), LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v1, \_cover:v3, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{allier-gagneur_your_2020, address = {Cambridge, UK; Washington D.C.}, type = {Helpdesk {Response}}, title = {Your {Questions} {Answered}: {Using} {Technology} to {Support} {Gender} {Equity}, {Social} {Inclusion} and {Out}-{Of}-{School} {Learning}}, url = {https://docs.edtechhub.org/lib/VX7UW757}, abstract = {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.}, number = {14}, institution = {EdTech Hub}, author = {Allier-Gagneur, Zoé and Moss Coflan, Caitlin}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0025}, note = {previousshortDOI: 10/ghgng8 previousDOI: 10.5281/zenodo.3874247 EdTechHub.Source: 2405685:VX7UW757 EdTechHub.Source: {\textless}this{\textgreater} 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}, } @misc{noauthor_helping_2020, title = {Helping you find and compare {EdTech} tools}, url = {https://edtechhub.org/2020/06/09/helping-you-find-and-compare-edtech-tools/}, abstract = {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…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = jun, year = {2020}, doi = {10.5281/zenodo.4707844}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707844 2405685:M5H8WQNZ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{world_bank_sierra_2020, type = {Project {Appraisal} {Document}}, title = {Sierra {Leone} {Free} {Education} {Project}}, url = {https://documents1.worldbank.org/curated/en/957041593741800590/pdf/Sierra-Leone-Free-Education-Project.pdf}, urldate = {2023-11-06}, author = {{World Bank}}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MSP6V8I2 2405685:REKP5PJD}, } @article{coskinas_changes_2020, title = {Changes to aspects of ongoing randomised controlled trials with fixed designs}, volume = {21}, issn = {1745-6215}, url = {https://doi.org/10.1186/s13063-020-04374-3}, doi = {10.1186/s13063-020-04374-3}, abstract = {Despite careful planning, changes to some aspects of an ongoing randomised clinical trial (RCT), with a fixed design, may be warranted. We sought to elucidate the distinction between legitimate versus illegitimate changes to serve as a guide for less experienced clinical trialists and other stakeholders.}, number = {1}, urldate = {2023-09-21}, journal = {Trials}, author = {Coskinas, Xanthi and Simes, John and Schou, Manjula and Martin, Andrew James}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s13063-020-04374-3 2339240:FIHX97ZB 2405685:I8JKIEKC}, keywords = {Bias, Design changes, Randomised control trials, Type 1 error}, pages = {1--8}, } @techreport{koomar_using_2020, type = {{EdTech} {Hub} {Helpdesk} {Request}}, title = {Using {EdTech} in {Settings} of {Fragility}, {Conflict} and {Violence}: {A} {Curated} {Resource} {List}}, shorttitle = {Using {EdTech} in {Settings} of {Fragility}, {Conflict} and {Violence}}, url = {https://docs.edtechhub.org/lib/CMS6HPI8}, abstract = {This curated list of resources collates interventions that effectively deploy education technology in settings of fragility, conflict and violence (FCV). This list explores effective uses of EdTech in FCV settings, emphasising interventions and evidence relevant to the Yemeni context and distance learning during the Covid-19 crisis.}, language = {EN}, number = {11}, institution = {EdTech Hub}, author = {Koomar, Saalim and Moss Coflan, Caitlin and Kaye, Tom}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0042}, note = {previousshortDOI: 10/ghgng4 previousDOI: 10.5281/zenodo.3885806 EdTechHub.Source: 2405685:CMS6HPI8 EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgng4 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3875138 10.5281/zenodo.3885806 10.53832/edtechhub.0042 10/ghgng4 2129771:FCNVWJUI 2129771:VJXKA7AN 2339240:FEGWVFS3 2339240:FJ5LQ7QK 2405685:79LULMUU 2405685:BTWBKYN7 2405685:CMS6HPI8 2405685:HLCYI98H 2405685:RV5RNCII}, keywords = {C:Yemen, F: Helpdesk response, LP: English, W:Fragile and conflict affected contexts, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{noauthor_supporting_2020, title = {Supporting innovation in the time of {COVID}: {What} we've done and what we'll do next}, shorttitle = {Supporting innovation in the time of {COVID}}, url = {https://edtechhub.org/2020/06/02/supporting-innovation-in-the-time-of-covid-what-weve-done-and-what-well-do-next/}, abstract = {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…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = jun, year = {2020}, doi = {10.5281/zenodo.4707842}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707842 2405685:INIYKGVN}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{dixon_storytelling_2020, type = {Internal papers}, title = {Storytelling {Planning} {Template}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Dixon, , Miranda and Patuck, , Lil}, month = jun, year = {2020}, doi = {10.5281/zenodo.5147549}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147549 2405685:ICTPGRA4}, keywords = {\_r:AddedByZotZen}, } @techreport{ashlee_refugee_2020, type = {Rapid {Evidence} {Review}}, title = {Refugee {Education}: {A} {Rapid} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Rapid {Evidence} {Review}}, url = {https://docs.edtechhub.org/lib/UUNEJ7FS}, abstract = {This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) for education of refugees in low- and middle-income countries (LMICs). The RER has been produced in response to the widespread global shutdown of schools resulting from the outbreak of Covid-19. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations caused by Covid-19. In the current global context, lessons learnt from the use of EdTech in refugee contexts — in which education is often significantly disrupted and education systems and responses are required to rapidly adapt — are salient.}, language = {en}, number = {3}, institution = {EdTech Hub}, author = {Ashlee, Amy and Clericetti, Giulia and Mitchell, Joel}, month = jun, year = {2020}, doi = {10.5281/zenodo.4557019}, note = {ZenodoArchiveID: 4557019 PreviousDOI: 10.5281/zenodo.4477154 PreviousShortDOI: 10/ghgnf2 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3901521 10.5281/zenodo.4557019 10/ghgnf2 2339240:3KCTC7UA 2339240:5B7T9LEG 2339240:K45TP2GI 2339240:NNZ9DD54 2339240:SIV6ZELZ 2339240:W3ALIEA9 2405685:397HVPFN 2405685:4M9GTG8I 2405685:5AWZGNCG 2405685:6EUNRYPS 2405685:E56IKGK2 2405685:E6DMTNLL 2405685:TXGBLY4U 2405685:UUNEJ7FS 2405685:W9JLL7JV}, keywords = {L:Refugees and migrants, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_P:Evidence review VCMFM9ZD, \_cover:v3, \_zenodo:submitted, \_zenodoETH}, } @techreport{chuang_back--school_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Back-to-{School} {Campaigns} {Following} {Disruptions} to {Education}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/DS66UGW4}, abstract = {This EdTech Hub Helpdesk response focuses on back-to-school campaigns following disruptions to education, ensuring that children rapidly return to school as soon as it is safe and practical. Key themes of effective school re-openings are examined in the context of modalities used to deliver distance learning (e.g., radio, television).}, language = {EN}, number = {12A}, institution = {EdTech Hub}, author = {Chuang, Rachel and Kaye, Tom and Moss Coflan, Caitlin and Haßler, Björn}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0019}, note = {ZenodoArchiveID: 3878423 previousshortDOI: 10/ghgk6n previousshortDOI: 10/ghgk6n previousDOI: 10.5281/zenodo.3878423 previousshortDOI: 10/ghgk6n EdTechHub.Source: 2405685:DS66UGW4 EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgk6n KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3878423 10.53832/edtechhub.0019 10/ghgk6n 2129771:GKIQY5RP 2339240:29BIZJM5 2339240:WSA5X76N 2405685:4Z5W36SI 2405685:DS66UGW4 2405685:IS587WTH}, keywords = {COV:COVID and reopening of schools, F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{damani_radio_2020, type = {Rapid {Evidence} {Review}}, title = {Radio: {A} {Rapid} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Radio}, url = {https://docs.edtechhub.org/lib/YMWE6FR6}, abstract = {This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of radio in education in low- and middle-income countries (LMICs). The present RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread shutdown of schools. It, therefore, highlights transferable insights that may be applicable to educational responses resulting from the limitations caused by COVID-19. Established approaches to delivering distance education have renewed salience during this period because many students cannot access schooling in a school building due to social distancing requirements. As one of the longest-serving and most accessible types of educational technology (EdTech), and one that has had some success in education delivery in an LMIC context that was affected by an epidemic, it is particularly useful to focus on radio (Barnett et al., 2018; Hallgarten, 2020). Notably, the RER aims neither to advocate nor discourage the use of radio in education in response to the COVID-19 pandemic. Instead, it provides an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential of radio in education delivery.}, language = {en}, number = {4}, institution = {EdTech Hub}, author = {Damani, Kalifa and Mitchell, Joel}, month = jun, year = {2020}, doi = {10.5281/zenodo.4556932}, note = {ZenodoArchiveID: 4556932 PreviousDOI: 10.5281/zenodo.4477141 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3948149 10.5281/ZENODO.4556932 10.5281/zenodo.4477141 10.5281/zenodo.4556932 2259720:DSXFK6JB 2339240:4JRWSL6I 2339240:8YVF7D5N 2339240:EPCMUN8C 2339240:FKFII8IK 2339240:H8YNQIY9 2339240:IJJ6TY76 2339240:QBDJ6U43 2339240:YIAFCN9T 2405685:5GBRDVHP 2405685:65UPSCK3 2405685:67BFM4C5 2405685:6CG6479A 2405685:DM6JSS9K 2405685:P8NUYK3M 2405685:PZHGV2XR 2405685:QBYZW7N2 2405685:RBUXXHAD 2405685:VHGNZV9N 2405685:X8BFH2K5 2405685:YMWE6FR6}, keywords = {L:English UXZJW5DR, TAG:E:Primary education QIVZD2B2, TAG:E:Secondary education JS5BG2RE, TAG:F:Access W8TZWAGE, TAG:F:Educational data QWBAFGFR, TAG:F:Online and distance teaching and learning A32ARSFK, TAG:H:Audio and Radio QIAXGMEU, TAG:P:Teachers DAJFZBM8, TAG:W:Low connectivity and/or electricity KET3PKDI, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_L:English UXZJW5DR, \_MELA\_seen, \_T:E:Primary education QIVZD2B2, \_T:E:Secondary education JS5BG2RE, \_T:F:Access W8TZWAGE, \_T:F:Educational data QWBAFGFR, \_T:F:Online and distance teaching and learning A32ARSFK, \_T:H:Audio and Radio QIAXGMEU, \_T:P:Teachers DAJFZBM8, \_T:W:Low connectivity and/or electricity KET3PKDI, \_\_\_working\_potential\_duplicate, \_cover:v3, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH}, } @techreport{kimenyi_building_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Building effective {COVID}-19 {Education} {Response} {Plans}: {Insights} from {Africa} and {Asia}}, url = {https://docs.edtechhub.org/lib/6W2UWE89}, language = {EN}, number = {15}, institution = {EdTech Hub}, author = {Kimenyi, Eric and Otieno, Jennifer and Kaye, Tom}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0041}, note = {previousshortDOI: 10/ghgk6r previousDOI: 10.5281/zenodo.3884302 EdTechHub.Source: 2405685:6W2UWE89 EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgk6r KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3884302 10.53832/edtechhub.0041 10/ghgk6r 2129771:2MD2QL8K 2339240:7QEJ68RG 2405685:6W2UWE89 2405685:7HQN2HAD}, keywords = {COV:COVID and reopening of schools, F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{watson_educational_2020, type = {Rapid {Evidence} {Review}}, title = {Educational {Television}: {A} {Rapid} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Educational {Television}}, url = {https://docs.edtechhub.org/lib/BVXSZ7G4}, abstract = {This Rapid Evidence Review (RER) gives an overview of the recent literature concerning how the use of educational television might support children’s learning in low- and middle-income countries (LMICs). In this review, educational television is defined as television designed with research-based knowledge of how children use and understand television that systematically incorporates academic or social curricula into its content. In low-income contexts, educational television material could be delivered through videos played in schools that are supported by corresponding teacher guidance (e.g. the Mexican school-based T elesecundaria programme), or broadcast on public channels (e.g. the Tanzanian animation, Ubongo Kids). As such, certain educational television projects are capable of functioning even in circumstances where access to formal schooling facilities is restricted. This review therefore provides information that is particularly valuable in the context of the COVID-19 pandemic.}, language = {en}, number = {5}, institution = {EdTech Hub}, author = {Watson, Joe and McIntyre, Nora}, month = jun, year = {2020}, doi = {10.5281/zenodo.4556935}, note = {ZenodoArchiveID: 4556935 PreviousDOI: 10.5281/zenodo.4476991 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3956366 10.5281/zenodo.3956366 10.5281/zenodo.4476991 10.5281/zenodo.4556935 2259720:BFY7A76P 2339240:3WZUWHB3 2339240:CVI8639W 2339240:G8MSWBJC 2339240:IF3IMDSW 2339240:NUYRVP8T 2339240:UXMEFECL 2405685:BVXSZ7G4 2405685:BZFLWXG6 2405685:DPRU64AB 2405685:FMULV6ZI 2405685:TJ95P4G4 2405685:UJF6X47J 2405685:UVB294JN 2405685:Y3XDX8FW 4803016:WC4XVPPN}, keywords = {L:English UXZJW5DR, P:Evidence review VCMFM9ZD, TAG:E:Primary education QIVZD2B2, TAG:E:Secondary education JS5BG2RE, TAG:F:Access W8TZWAGE, TAG:P:Girls ED5GMBNU, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_L:English UXZJW5DR, \_MELA\_seen, \_P:Evidence review VCMFM9ZD, \_T:E:Primary education QIVZD2B2, \_T:E:Secondary education JS5BG2RE, \_T:F:Access W8TZWAGE, \_T:P:Girls ED5GMBNU, \_\_\_working\_potential\_duplicate, \_cover:v3, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH}, } @techreport{hasler_five-part_2020, type = {Helpdesk {Response}}, title = {A five-part education response to the {COVID}-19 pandemic}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/JLEWADHF}, abstract = {In March 2020, many countries began to close schools to slow the spread of coronavirus. Education leaders have subsequently launched rapid response programmes, implemented measures to support system recovery and explored long-term reforms. This paper proposes a five-part approach to guide education leaders through this process.}, language = {en}, number = {5}, institution = {EdTech Hub}, author = {Haßler, Björn and Khalayleh, Abdullah and McBurnie, Chris}, month = may, year = {2020}, doi = {10.53832/edtechhub.0005}, note = {ZenodoArchiveID: 3756012 previousDOI: 10.5281/zenodo.3756012 EdTechHub.Source: 2405685:JLEWADHF EdTechHub.Source: {\textless}this{\textgreater} KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3756012 10.53832/edtechhub.0005 2129771:SB3DJ28L 2129771:XKGV4EYL 2339240:5FRH2GYG 2339240:97HNYI75 2339240:S82QHGKQ 2405685:JLEWADHF 2405685:JTYIWEJY 2405685:L8KCID8V 2405685:NLEUNMRZ 2405685:SCDLVVC7 2405685:YMZUYZ4Z 2486141:9MWJP6MS}, keywords = {COV:COVID and reopening of schools, F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_yl:i, \_zenodo:submitted, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, pages = {32}, } @misc{noauthor_helpdesk_2020, title = {From the {Helpdesk}: {Observations} and guidance on educational response planning during the {COVID}-19 crisis}, shorttitle = {From the {Helpdesk}}, url = {https://edtechhub.org/2020/05/20/from-the-helpdesk-observations-and-guidance-on-educational-response-planning-during-the-covid-19-crisis/}, abstract = {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. …}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = may, year = {2020}, doi = {10.5281/zenodo.4707838}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707838 2405685:84ZQF884}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{noauthor_why_2020, title = {Why the {COVID} {Crisis} {Is} {Not} {EdTech}’s {Moment} in {Africa}}, url = {https://edtechhub.org/2020/05/19/why-the-covid-crisis-is-not-edtechs-moment-in-africa/}, abstract = {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…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = may, year = {2020}, doi = {10.5281/zenodo.4707833}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707833 2405685:2AW76Y8P}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{noauthor_edtech_2020, title = {{EdTech} call for ideas: {What} have we learned from the applications?}, shorttitle = {{EdTech} call for ideas}, url = {https://edtechhub.org/2020/05/11/edtech-call-for-ideas-what-have-we-learned-from-the-applications/}, abstract = {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…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = may, year = {2020}, doi = {10.5281/zenodo.4707827}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707827 2405685:NX2U4EMJ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{noauthor_publish_2020, title = {Publish, learn, improve}, url = {https://edtechhub.org/2020/05/11/publish-learn-improve/}, abstract = {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…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = may, year = {2020}, doi = {10.5281/zenodo.4707831}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707831 2405685:K2X97KWP 2405685:Y8M4EAQR}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{noauthor_how_2020, title = {How can governments, schools and teachers support education continuity and good pedagogy under coronavirus ({Covid}-19)?}, url = {https://edtechhub.org/2020/05/07/how-can-governments-schools-and-teachers-support-education-continuity-and-good-pedagogy-under-covid-19/}, abstract = {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…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = may, year = {2020}, doi = {10.5281/zenodo.4707824}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707824 2405685:6L94W7UK 2405685:H9V63A7B}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{kaye_nepal_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Nepal “{Ask} me anything” {Session}: {Responses} to audience questions}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Nepal "{Ask} me anything" {Session}}, url = {https://docs.edtechhub.org/lib/UXQG7GRG}, abstract = {On Thursday, 30 April 2020, EdTech Hub participated in an 'Ask me anything' session for policymakers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the Covid-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office, and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the Covid-19 pandemic, presented by the World Bank EduTech team and EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.}, language = {en}, number = {13}, institution = {EdTech Hub}, author = {Kaye, Tom and Groeneveld, Caspar and Moss, Caitlin and Haßler, Björn}, month = may, year = {2020}, doi = {10.53832/edtechhub.0014}, note = {previousshortDOI: 10/gg8hqq previousshortDOI: 10/gg8hqq previousDOI: 10.5281/zenodo.3804380 previousshortDOI: 10/gg8hqq EdTechHub.Source: 2405685:UXQG7GRG EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/gg8hqq KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3804380 10.53832/edtechhub.0014 10/gg8hqq 2129771:X82WTVD8 2339240:4X8SH6RY 2339240:MB7JNNNV 2339240:PGI4RZNE 2405685:59LAMBXS 2405685:88UWQMW9 2405685:BG5DGC4G 2405685:GQDN2E5P 2405685:SYLGY9MM 2405685:UXQG7GRG}, keywords = {C:Nepal, F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH, docs.opendeved.net, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @misc{noauthor_help_2020, title = {Help us improve education through technology: {Sign} up for user research}, shorttitle = {Help us improve education through technology}, url = {https://edtechhub.org/2020/05/01/sign-up-for-user-research/}, abstract = {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…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = may, year = {2020}, doi = {10.5281/zenodo.4707822}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707822 2405685:FHYYQFSX}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{allier-gagneur_characteristics_2020, type = {Helpdesk {Response}}, title = {Characteristics of effective teacher education in low- and middle-income countries: {What} are they and what role can {EdTech} play?}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Characteristics of effective teacher education in low- and middle-income countries}, url = {https://docs.edtechhub.org/lib/R9VVKUH5}, abstract = {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.}, language = {EN}, number = {10B}, institution = {EdTech Hub}, author = {Allier-Gagneur, Zoe and McBurnie, Chris and Chuang, Rachel and Haßler, Björn}, month = may, year = {2020}, doi = {10.53832/edtechhub.0007}, note = {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}, } @techreport{hasler_characteristics_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Characteristics of effective teacher education in low- and middle-income countries: an overview ({HDR10A})}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/HFKVA2IQ}, language = {EN}, number = {10A}, institution = {EdTech Hub}, author = {Haßler, Björn and McBurnie, Chris and Allier-Gagneur, Zoe and Damani, Kalifa}, month = may, year = {2020}, doi = {10.53832/edtechhub.0006}, note = {previousDOI: 10.5281/zenodo.3873458 EdTechHub.Copy: 2129771:2BEHBMUH EdTechHub.Copy: 2129771:2BEHBMUH EdTechHub.Copy: 2129771:C6TREICJ EdTechHub.Copy: 2129771:C6TREICJ EdTechHub.Source: 2405685:HFKVA2IQ EdTechHub.Source: {\textless}this{\textgreater} KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873458 10.53832/edtechhub.0006 2129771:2BEHBMUH 2129771:C6TREICJ 2129771:GQ4U9R5Z 2129771:QFFBWT4D 2339240:H8RZC7AY 2339240:T5DE93E2 2405685:3HP24UTI 2405685:HFKVA2IQ 2405685:U2AQUAZ2 2486141:B8P7D4EU}, keywords = {C:Bangladesh, COV:COVID and reopening of schools, E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_yl:g, \_zenodoETH, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{kaye_bangladesh_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Bangladesh {Back}-to-{School} {Campaign}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/3HP24UTI}, abstract = {The EdTech Hub received a request from the FCDO Bangladesh team to provide a topic brief identifying best practices from previous back-to-school campaigns following disruptions. Key themes of effective school re-openings are examined in the context of modalities used to deliver distance learning (e.g., radio, television).}, language = {EN}, number = {12B}, institution = {EdTech Hub}, author = {Kaye, Tom and Chuang, Rachel and Moss Coflan, Caitlin and Haßler, Björn}, month = may, year = {2020}, doi = {10.53832/edtechhub.0020}, note = {ZenodoArchiveID: 3865298 previousshortDOI: 10/ghgk6p previousshortDOI: 10/ghgk6p previousDOI: 10.5281/zenodo.3865298 shortDOI: 10/ghgk6p KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3865298 10.53832/edtechhub.0020 10/ghgk6p 2129771:2BEHBMUH 2129771:C6TREICJ 2129771:GQ4U9R5Z 2129771:QFFBWT4D 2339240:H8RZC7AY 2339240:T5DE93E2 2405685:3HP24UTI 2405685:CEADG684 2405685:H52W8E9M 2405685:HFKVA2IQ 2405685:U2AQUAZ2 2486141:B8P7D4EU}, keywords = {C:Bangladesh, COV:COVID and reopening of schools, E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_cover:v1, \_r:CopiedFromEvLib, \_yl:g, \_zenodo:submitted, \_zenodoETH, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{mcaleavy_what_2020, title = {What steps are being taken to reach the most disadvantaged students during the period of {Covid}-19 school closure?}, url = {https://edtechhub.org/overview-of-emerging-country-level-response-to-providing-continuity-under-covid-19-what-steps-are-being-taken-to-reach-the-most-disadvantaged-students-during-the-period-of-covid-19-school-closure/}, language = {en}, institution = {Education Development Trust}, author = {McAleavy, Tony and Joynes, Chris and Gibbs, Emma and Sims, Kate}, month = may, year = {2020}, doi = {10.5281/zenodo.4705909}, note = {ZenodoArchiveID: 4705909 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705909 2339240:7ZRTPCRD 2339240:QN533HVR 2339240:SU542298 2405685:2HZ9V7IF 2405685:4CKXCNC2 2405685:9JB5M3HI 2405685:BAEUEWI9 2405685:CY5UL3B9 2405685:E3GHWHIZ 2405685:WXF7VILV}, keywords = {COV:COVID and reopening of schools, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:other:ok, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, ⛔ No DOI found}, pages = {31}, } @techreport{mcburnie_use_2020, type = {{EdTech} {Hub} {Helpdesk} {Request}}, title = {The {Use} of {Virtual} {Learning} {Environments} and {Learning} {Management} {Systems} {During} the {Covid}-19 {Pandemic}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, url = {https://docs.edtechhub.org/lib/53YEZE6A}, abstract = {This technical note aims to inform the use and development of virtual learning environments (VLE) in educational responses to the current health crisis. It considers the advantages and disadvantages of a number of existing VLEs and includes guidance on selecting an appropriate VLE.}, language = {EN}, number = {7}, institution = {EdTech Hub}, author = {McBurnie, Chris}, month = may, year = {2020}, doi = {10.53832/edtechhub.0023}, note = {ZenodoArchiveID: 5652169 previousZenodoArchiveID: 3805843 previousshortDOI: 10/gg7sqk previousDOI: 10.5281/zenodo.3805843 EdTechHub.Copy: 2129771:DQLDNQGU shortDOI: 10/gg7sqk KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3805843 10.5281/zenodo.3805843 10.53832/edtechhub.0023 10/gg7sqk 2129771:DQLDNQGU 2339240:IWW8CJZN 2339240:N5RG3WT2 2339240:QGMNZZER 2405685:53YEZE6A 2405685:933PQ5Q6 2405685:MHEB7LKZ 2405685:WBNK52L7}, keywords = {COV:COVID and reopening of schools, COVID-19, Distance learning, EdTech, F: Helpdesk response, H: Distance education, LP: English, Learning management system, Remote learning, Virtual learning environment, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{mcburnie_zero-rating_2020, type = {Helpdesk {Response}}, title = {Zero-{Rating} {Educational} {Content} in {Low}- and {Middle}-{Income} {Countries}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/F4PCMTZB}, language = {EN}, number = {8}, institution = {EdTech Hub}, author = {McBurnie, Chris and Adam, Taskeen and Kaye, Thomas and Haßler, Björn}, month = may, year = {2020}, doi = {10.53832/edtechhub.0004}, note = {ZenodoArchiveID: 3784940 previousshortDOI: 10/gg7sqj previousshortDOI: 10/gg7sqj previousDOI: 10.5281/zenodo.3784940 previousshortDOI: 10/gg7sqj EdTechHub.Copy: 2129771:4W3D35BT EdTechHub.Copy: 2129771:4W3D35BT shortDOI: 10/gg7sqj KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3784940 10.53832/edtechhub.0004 10/gg7sqj 2129771:4W3D35BT 2339240:7VJMDZGM 2339240:RSJNXIC6 2405685:DX5RMV6U 2405685:F4PCMTZB}, keywords = {F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{mcburnie_characteristics_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Characteristics of effective teacher education in low- and middle-income countries: an annotated bibliography ({HDR10C})}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/KXY7Q6VT}, language = {EN}, number = {10C}, institution = {EdTech Hub}, author = {McBurnie, Chris and Allier-Gagneur, Zoe and Haßler, Björn}, month = may, year = {2020}, doi = {10.53832/edtechhub.0008}, note = {previousDOI: 10.5281/zenodo.3873460 EdTechHub.Copy: 2129771:3AV78BC7 EdTechHub.Copy: 2129771:3AV78BC7 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873460 10.53832/edtechhub.0008 2129771:3AV78BC7 2339240:FE5LM4QS 2405685:KXY7Q6VT}, keywords = {E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{naylor_overview_2020, title = {Overview of emerging country-level response to providing educational continuity under {COVID}-19: {What} are the lessons learned from supporting education for marginalised girls that could be relevant for {EdTech} responses to {COVID}-19 in lower- and middle-income countries?}, shorttitle = {Overview of emerging country-level response to providing educational continuity under {COVID}-19}, url = {https://docs.edtechhub.org/lib/SLJSKY8J}, language = {en}, institution = {EdTech Hub}, author = {Naylor, Ruth and Gorgen, Kristine}, month = may, year = {2020}, doi = {10.5281/zenodo.4706059}, note = {ZenodoArchiveID: 4706059 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706059 2339240:3HJRFVNR 2339240:3VR6UC7F 2339240:9U79NYYD 2339240:NCZSLKX5 2339240:UEWQXHSF 2339240:YFCV9UXA 2339240:YMYNESML 2405685:9NJI87R8 2405685:B54L7JGC 2405685:C6QUC3Z7 2405685:D9SU8CEK 2405685:LK4JMG78 2405685:PW66MNDR 2405685:SLJSKY8J 2405685:VSAZQYD7 2405685:Z3XYMJZN}, keywords = {COV:COVID and reopening of schools, L:Gender and education, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:other:ok, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, ⛔ No DOI found}, pages = {22}, } @techreport{ndaruhutse_what_2020, title = {What are countries doing that already use remote learning extensively? {What} can we learn from them?}, language = {en}, author = {Ndaruhutse, Susy and Gibbs, Emma and Fitzpatrick, Rachael}, month = may, year = {2020}, doi = {10.5281/zenodo.4706067}, note = {ZenodoArchiveID: 4706067 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706067 2339240:Y24AUHV8 2405685:I3AV65H3 2405685:WQ8HX957}, keywords = {H: Distance education, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH, ⛔ No DOI found}, pages = {37}, } @misc{noauthor_francophone_2020, title = {Francophone countries and {COVID}-19 {EdTech} response}, url = {https://edtechhub.org/2020/04/29/francophone-countries-and-covid-19-edtech-response/}, abstract = {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…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = apr, year = {2020}, doi = {10.5281/zenodo.4707818}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707818 2405685:HSFC8I7U 2405685:Z97WAI9K}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{noauthor_solutions_2020, title = {Solutions {EdTech} face au {COVID}-19 dans les pays francophones}, url = {https://edtechhub.org/2020/04/29/solutions-edtech-face-au-covid-19-dans-les-pays-francophones/}, abstract = {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…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = apr, year = {2020}, doi = {10.5281/zenodo.4707820}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707820 2405685:SVXJAUKP}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{lwamba_solutions_2020, title = {Solutions {EdTech} face au {COVID}-19 dans les pays francophones}, url = {https://edtechhub.org/2020/04/29/solutions-edtech-face-au-covid-19-dans-les-pays-francophones/}, abstract = {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 […]}, language = {en-GB}, urldate = {2020-07-14}, journal = {EdTech Hub}, author = {Lwamba, Etienne}, month = apr, year = {2020}, doi = {10.5281/zenodo.4707816}, note = {Library Catalog: edtechhub.org KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707816 2405685:3V3HQS3W}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{mcburnie_role_2020, title = {The role of interactive radio instruction in the coronavirus ({COVID}-19) education response}, url = {https://edtechhub.org/2020/04/23/the-role-of-interactive-radio-instruction-in-the-coronavirus-covid-19-education-response/}, abstract = {This is part of our coronavirus (COVID-19) and EdTech series. Every week that passes we see the number of classrooms closed due to COVID-19 increase. During these unprecedented times, the Hub’s mission — to increase the use of evidence-based decisions around EdTech — is more important than ever. We must make sure learning goes on. […]}, language = {en-GB}, urldate = {2020-07-20}, journal = {EdTech Hub}, author = {McBurnie, Chris}, month = apr, year = {2020}, doi = {10.5281/zenodo.4707814}, note = {Library Catalog: edtechhub.org KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707814 2405685:5ZVJ2YZ5}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{noauthor_think_2020, title = {Think {Local}: {Support} for learning during coronavirus ({COVID}-19) could be found from within communities}, shorttitle = {Think {Local}}, url = {https://edtechhub.org/2020/04/16/think-local-support-for-learning-during-coronavirus-covid-19-could-be-found-from-within-communities/}, abstract = {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…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = apr, year = {2020}, doi = {10.5281/zenodo.4707810}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707810 2405685:8C79QZUZ 2405685:HM8YRCFL 2405685:Q6J6TH8K}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{hasler_continue_2020, title = {Continue or reboot? {Overarching} options for education responses to {COVID}-19 in low- and middle-income countries}, shorttitle = {Continue or reboot?}, url = {https://opendeved.net/2020/04/15/continue-or-reboot/}, abstract = {Björn Haßler, https://opendeved.net/2020/04/15/continue-or-reboot/, 2020-04-15, DOI: 10.5281/zenodo.3753513}, urldate = {2020-04-18}, author = {Haßler, Björn}, month = apr, year = {2020}, doi = {10.5281/zenodo.3753513}, note = {EdTechHub.Source: 2129771:MIMJJLN9 shortDOI: 10/ghgk6t KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3753513 10.5281/zenodo.4706085 10/ghgk6t 2129771:AS5ALSKL 2129771:MIMJJLN9 2339240:742PGZ2D 2405685:36KIX7YE 2405685:5IMAIVQY 2405685:696M6DK9 2405685:RAAGIU4Q}, keywords = {COV:COVID and reopening of schools, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_yl:p, \_zenodoETH, \_zenodoODE, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @techreport{david_education_2020, title = {Education during the {COVID}-19 crisis: opportunities and constraints of using {EdTech} in low-income countries}, shorttitle = {Education during the {COVID}-19 crisis}, url = {https://www.bsg.ox.ac.uk/sites/default/files/2020-04/Education-during-covid-19-crisis.pdf}, abstract = {Key points: Technology can help mitigate the effects of the educational crisis and closures of schools, but ed-tech is not a silver bullet and governments need to have realistic expectations about what it can achieve The digital divide means that internet and mobile network access varies greatly in middle- and low-income countries Governments can provide immediate support by informing teachers about simple grassroots platforms where they can share their own ed-tech solutions Educational TV and radio broadcasts in combination with SMS are effective communication channels between educators and students when the internet connectivity is poor or not available It will be important for education authorities to begin planning how in 12-months’ time they will diagnose and treat the learning gaps that have emerged during the crisis.}, language = {eng}, urldate = {2020-04-17}, institution = {Zenodo}, author = {David, Raluca and Pellini, Arnaldo and Jordan, Katy and Philips, Toby}, month = apr, year = {2020}, doi = {10.5281/zenodo.3750976}, note = {shortDOI: 10/ghgnd7 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3750976 10/ghgnd7 2339240:3CKN9C4K 2339240:5AHKKQF6 2405685:92ZVGWNU 2405685:CT8JMZEU}, keywords = {COV:COVID and reopening of schools, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:other:ok, \_zenodoETH, covid-19, crisis education, distance education, education, education policy, educational technology, emergency education, pandemic education, school closures, schools}, } @misc{noauthor_edtech_2020, title = {The {EdTech} {Hub}’s {Helpdesk} and {COVID}-19: {Demand}-driven advice}, shorttitle = {The {EdTech} {Hub}’s {Helpdesk} and {COVID}-19}, url = {https://edtechhub.org/2020/04/09/the-edtech-hubs-helpdesk-and-covid-19-demand-driven-advice/}, abstract = {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…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = apr, year = {2020}, doi = {10.5281/zenodo.4707475}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707475 2405685:666VVKWG 2405685:AFE9INVN}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{mcburnie_role_2020, title = {The {Role} of {Interactive} {Radio} {Instruction} in the {COVID}-19 {Education} {Response}}, url = {https://opendeved.net/2020/04/08/the-role-of-interactive-radio-instruction-in-the-covid-19-education-response/}, abstract = {Reading Time: 3 minutes At a time when the COVID-19 pandemic has forced over 1.5 billion students out of school, governments in resource-constrained countries have looked to interactive radio instruction (IRI) to ensure educational continuity. In the past week, we spoke with the Rising Academy Network to consider what an IRI programme could look like and why policymakers have […]}, language = {en-GB}, urldate = {2020-11-04}, journal = {Open Development \& Education}, author = {McBurnie, Chris}, month = apr, year = {2020}, doi = {10.5281/zenodo.4707808}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707808 2405685:PBKNDCEU}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @misc{strickland_how_2020, title = {How to {Ensure} {Compliance} {With} {Policies} and {Procedures}}, url = {https://www.currentware.com/blog/5-ways-to-enforce-your-acceptable-use-policy/}, abstract = {Once your AUP is written, you need to enforce it. Follow these tips to maximize the enforcement of your acceptable use policy.}, language = {en-US}, urldate = {2023-04-03}, journal = {CurrentWare}, author = {Strickland, Dale}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HFZUYR6Q 2405685:X6XUSMV7}, } @techreport{education_endowment_foundation_remote_2020, address = {London, United Kingdom}, type = {Rapid {Evidence} {Review}}, title = {Remote {Learning}: {Rapid} {Evidence} {Assessment}}, url = {https://educationendowmentfoundation.org.uk/public/files/Remote_Learning_Rapid_Evidence_Assessment.pdf}, abstract = {This rapid evidence assessment aimed to investigate methods that schools could use to support remote learning during school closures caused by the 2020 coronavirus pandemic (Covid-19). The review sought to find the best evidence behind the wide array of approaches that schools might choose to use during the crisis. The review systematically searched for/through existing meta-analyses and systematic reviews to find the best evidence for a wide range of approaches. In addition to the direct teaching of pupils online by teachers, the review also found evidence for approaches that pupils can use independently, including with technology that adapts the content of tasks in order to provide additional challenge or support, educational games, and for approaches that support peer interaction. The review also examined blended learning approaches, which combine remote and classroom teaching. While these approaches may not be directly applicable during school closures, they were included in case there were useful lessons to be learned that were relevant to the current context of home learning. This report summarises the findings from 60 systematic reviews and meta-analyses answers under five key topic areas: - General remote teaching and learning - Blended learning - Computer-supported collaborative learning - Computer assisted instruction - Educational games Another crucial aspect of supporting pupil’s learning is parental engagement. Parental engagement approaches are beyond the scope of this review, but an existing EEF guidance report, Working with Parents to Support Children’s Learning (2019), and accompanying evidence review summarise the best available evidence for engaging parents in their children’s education. In each section, we have detailed the included reviews and listed Findings and implications drawn from the evidence. We have also highlighted case studies from projects funded by the Education Endowment Foundation in which similar approaches have been rigorously evaluated in English schools.}, number = {9}, urldate = {2020-07-15}, institution = {Education Endowment Foundation}, author = {{Education Endowment Foundation}}, month = apr, year = {2020}, doi = {10.5281/zenodo.4477023}, note = {ZenodoArchiveID: 4477023 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4477023 2259720:VZ7YJUFN 2339240:85V26WNW 2339240:HGMUANP7 2339240:JIW4TDS5 2339240:VJ8WRVRV 2405685:8ASGAE9Q 2405685:GPMMTF99 2405685:HCC97T3B 2405685:LW2NDPNQ 2405685:V3SZZR28}, keywords = {Methods, \_DOILIVE, \_EdTechHub\_Output, \_L:English UXZJW5DR, \_MELA\_seen, \_T:E:Primary education QIVZD2B2, \_T:E:Secondary education JS5BG2RE, \_T:F:Online and distance teaching and learning A32ARSFK, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{joynes_overview_2020, title = {Overview of emerging country-level response to providing educational continuity under {COVID}-19: {What}’s working? {What} isn’t?}, url = {https://edtechhub.org/wp-content/uploads/2020/04/summary-emerging-country-level-responses.pdf}, language = {EN}, author = {Joynes, Chris and Gibbs, Emma and Sims, Kate}, month = apr, year = {2020}, doi = {10.5281/zenodo.4706062}, note = {ZenodoArchiveID: 4706062 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706062 2339240:IB8GIAAB 2339240:VEARRJJL 2339240:XRVLW2AX 2405685:BR48DF69 2405685:IPAT355N 2405685:SDTIZDHS}, keywords = {COV:COVID and reopening of schools, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH, ⛔ No DOI found}, } @techreport{mcaleavy_best_2020, title = {Best practice in pedagogy for remote teaching}, copyright = {Creative Commons Attribution 4.0 International License}, url = {https://edtechhub.org/wp-content/uploads/2020/04/summary-research-best-practice-pedagogy-remote-teaching.pdf}, language = {en}, institution = {EdTech Hub}, author = {McAleavy, Tony and Gorgen, Kristine}, month = apr, year = {2020}, doi = {10.5281/zenodo.4705039}, note = {ZenodoArchiveID: 4705039 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705039 2339240:DYB6DZ4Z 2405685:CKA82YZA 2405685:T4MVFPEL 2405685:X4GWSACH}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH, ⛔ No DOI found}, pages = {10}, } @techreport{mcburnie_using_2020, type = {Helpdesk {Response}}, title = {Using {Interactive} {Radio} {Instruction} to {Mitigate} the {Educational} {Impact} of {Covid}-19: {A} curated resource list}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Using {Interactive} {Radio} {Instruction} to mitigate the educational impact of {COVID}-19}, url = {https://docs.edtechhub.org/lib/A3T2DQ4D}, abstract = {Interactive Radio Instruction (IRI) is a distance education tool that enables educators to use radio broadcasts to direct active learning in the home. This curated list of resources aims to inform and support the use of IRI to mitigate the educational impact of Covid-19.}, language = {EN}, number = {6}, institution = {EdTech Hub}, author = {McBurnie, Chris}, month = apr, year = {2020}, doi = {10.53832/edtechhub.0022}, note = {previousshortDOI: 10/ghgng5 previousDOI: 10.5281/zenodo.3762228 EdTechHub.Copy: 2129771:QQWNSYJR EdTechHub.Copy: 2129771:QQWNSYJR shortDOI: 10/ghgng5 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3762228 10.53832/edtechhub.0022 10/ghgng5 2129771:QQWNSYJR 2339240:45F2G56T 2405685:3MKIMX34 2405685:A3T2DQ4D 2405685:WB97BS9V}, keywords = {COV:COVID and reopening of schools, F: Helpdesk response, H:Radio, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:v1, \_r:CopiedFromEvLib, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{watson_learning_2020, title = {Learning through television in low-income contexts: mitigating the impact of coronavirus ({COVID}-19)}, shorttitle = {Learning through television in low-income contexts}, url = {https://edtechhub.org/2020/03/31/learning-through-television-in-low-income-contexts-mitigating-the-impact-of-covid-19/}, abstract = {This is part of our coronavirus (COVID-19) and EdTech series. Written by Joe Watson, research assistant at the University of Cambridge One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) realisation that they must become their children’s teachers. This will be particularly difficult in low-income contexts where…}, language = {en-GB}, urldate = {2020-07-29}, journal = {EdTech Hub}, author = {Watson, Joe}, month = mar, year = {2020}, doi = {10.5281/zenodo.4707800}, note = {Library Catalog: edtechhub.org KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707800 2339240:ELSHST8I 2339240:NH74Q4D5 2339240:SEDLSMKA 2339240:SRTNHXEM 2339240:ZL8JVQGI 2405685:54S7693K 2405685:BGP7GCNU 2405685:DLE5F2DK 2405685:FF93KYQR 2405685:LA5D6QFR 2405685:PCDTZ7S3 2405685:PD7SX3IX 2405685:SS7E2HN4 2405685:VCLDWRIS 4803016:U4W8F4AZ BGP7GCNU SEDLSMKA}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_\_\_working\_potential\_duplicate, \_zenodoETH}, } @misc{noauthor_five_2020, title = {Five things to think about for out-of-school learning during the coronavirus ({COVID}-19) outbreak}, url = {https://edtechhub.org/2020/03/24/five-things-out-of-school-learning-during-the-coronavirus-outbreak/}, abstract = {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)…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = mar, year = {2020}, doi = {10.5281/zenodo.4707798}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707798 2405685:GGVB5UAV}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{institute_for_government_nudge_2020, title = {“{Nudge} {Unit}”}, url = {https://www.instituteforgovernment.org.uk/article/explainer/nudge-unit}, abstract = {The Behavioural Insights team, popularly known as the ‘Nudge Unit’, is playing a big role in helping the government formulate its response to coronavi}, language = {en}, urldate = {2024-02-06}, journal = {Institute for Government}, author = {{Institute for Government}}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WKGMIW59 2405685:YAQVRAQK}, } @techreport{coflan_using_2020, address = {Washington, D.C., USA}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Using {Education} {Technology} to {Support} {Students} with {Special} {Educational} {Needs} and {Disabilities} in {Low}- and {Middle}-{Income} {Countries}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/2WY8H4WW}, abstract = {This brief focuses on how policymakers can make decisions about EdTech to support learners with special educational needs and/or disabilities (SEND) while offering policymakers the rationale and tools to move towards an inclusive approach. It also includes a detailed annex with descriptions, costs, availability, and examples of accessible and assistive technologies.}, number = {4}, institution = {EdTech Hub}, author = {Coflan, Caitlin Moss and Kaye, Thomas}, month = mar, year = {2020}, doi = {10.53832/edtechhub.0021}, note = {ZenodoArchiveID: 3744581 previousshortDOI: 10/ghgng7 previousDOI: 10.5281/zenodo.3744581 EdTechHub.Source: 2405685:2WY8H4WW EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgng7 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3744581 10.5281/zenodo.3744581 10.53832/edtechhub.0021 10/ghgng7 2129771:QEIBUIQH 2339240:3NRFPYGI 2339240:TK94XQR9 2339240:XJRI6FW3 2339240:Y635S3D4 2339240:Z7XXM8CG 2339240:ZZ8ISXSK 2405685:2WY8H4WW 2405685:6FFSC2Z8 2405685:DI4SGTPH 2405685:FLHI5BHC 2405685:FVE6PDBB 2405685:GG9HHSDL 2405685:PXAIRTEK 2405685:RLBPSG29}, keywords = {F: Helpdesk response, L:Special education needs and disabilities (SEND), LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v1, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-dode}, } @misc{unesco_education_2020, title = {Education: {From} disruption to recovery}, shorttitle = {Education}, url = {https://en.unesco.org/covid19/educationresponse}, abstract = {A record number of children and youth are not attending school because of closures mandated by governments in an attempt to slow the spread of COVID-19.}, language = {en}, urldate = {2020-08-03}, journal = {UNESCO}, author = {UNESCO}, month = mar, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:4V4S68C2 2339240:D73PGJ2S 2339240:IFLGAKPY 2339240:LJI969V8 2339240:LPZ8IFR3 2339240:NVX8JT95 2339240:XM794Y6N 2339240:ZPPHRZLV 2405685:7D8S87FK 2405685:88X7NTNG 2405685:AM4LIP3K 2405685:DCY79GK8 2405685:HMY9IGAW 2405685:JBQH4NSZ 2405685:NJUUYNJJ 2405685:WBIE66RX}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{brugha_inclusive_2020, title = {An inclusive approach to searching for evidence on {EdTech} in low- and middle- income countries}, url = {https://edtechhub.org/2020/02/18/an-inclusive-approach-to-searching-for-evidence-on-edtech-in-low-and-middle-income-countries/}, abstract = {A blog post by Meaghan Brugha and Katy Jordan. A searchable database The EdTech Hub has undertaken a large-scale search for publications on technology use in education in low- and middle- income countries. During this process, we created an internal research database. This is searchable through the use of a variety of filters, such as …}, language = {en-GB}, urldate = {2020-02-27}, journal = {EdTech Hub}, author = {Brugha, Meaghan}, month = feb, year = {2020}, doi = {10.5281/zenodo.3911079}, note = {EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2405685:BGLPB3AG KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3911079 2129771:86J5A5RJ 2405685:6TX2RFBC 2405685:BGLPB3AG}, keywords = {F:Blog post, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_zenodoODE}, } @article{lindberg_developing_2020, title = {Developing {Theory} {Through} {Integrating} {Human} and {Machine} {Pattern} {Recognition}}, volume = {21}, issn = {1536-9323}, url = {https://aisel.aisnet.org/jais/vol21/iss1/7}, doi = {10.17705/1jais.00593}, number = {1}, journal = {Journal of the Association for Information Systems}, author = {Lindberg, Aron}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00593 2405685:HHW46K4J 2486141:4VVTVLXD}, keywords = {\_Added-ailr-2024}, } @article{nelson_computational_2020, title = {Computational {Grounded} {Theory}: {A} {Methodological} {Framework}}, volume = {49}, issn = {0049-1241}, shorttitle = {Computational {Grounded} {Theory}}, url = {https://doi.org/10.1177/0049124117729703}, doi = {10.1177/0049124117729703}, abstract = {This article proposes a three-step methodological framework called computational grounded theory, which combines expert human knowledge and hermeneutic skills with the processing power and pattern recognition of computers, producing a more methodologically rigorous but interpretive approach to content analysis. The first, pattern detection step, involves inductive computational exploration of text, using techniques such as unsupervised machine learning and word scores to help researchers to see novel patterns in their data. The second, pattern refinement step, returns to an interpretive engagement with the data through qualitative deep reading or further exploration of the data. The third, pattern confirmation step, assesses the inductively identified patterns using further computational and natural language processing techniques. The result is an efficient, rigorous, and fully reproducible computational grounded theory. This framework can be applied to any qualitative text as data, including transcribed speeches, interviews, open-ended survey data, or ethnographic field notes, and can address many potential research questions.}, language = {en}, number = {1}, urldate = {2024-01-18}, journal = {Sociological Methods \& Research}, author = {Nelson, Laura K.}, month = feb, year = {2020}, note = {Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0049124117729703 2405685:IQFAV8I9 2486141:G3BE6P2T 2486141:WP4ANB2D}, keywords = {\_Added-ailr-2024}, pages = {3--42}, } @misc{carter_sandboxes_2020, title = {Sandboxes: {Testing} the strategy in {Malawi}}, shorttitle = {Sandboxes}, url = {https://edtechhub.org/2020/01/31/sandboxes-testing-the-strategy-in-malawi/}, abstract = {Written by Alice Carter This is the second in this series about our sandboxes. If you haven’t already, read about our approach to experimentation.  Across the Hub, we’re proponents of using our tools and approaches on our own thinking. For innovation, that meant testing the assumptions we were making about how and if the sandboxes …}, language = {en-GB}, urldate = {2020-02-27}, journal = {EdTech Hub}, author = {Carter, Alice}, month = jan, year = {2020}, note = {Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 2405685:785EE55K}, keywords = {C:Malawi, F:Sandbox, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{hasler_teacher_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Teacher professional development and coaching in low-income countries: {Overarching} considerations for the use of technology}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/H9W2X3KM}, abstract = {This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This second paper offers a wider perspective with some overarching considerations.}, number = {2}, institution = {EdTech Hub}, author = {Haßler, Björn}, month = jan, year = {2020}, doi = {10.53832/edtechhub.0012}, note = {ZenodoArchiveID: 3631748 previousshortDOI: 10/ghgngh previousshortDOI: 10/ghgngh previousDOI: 10.5281/zenodo.3631748 previousshortDOI: 10/ghgngh EdTechHub.Copy: 2129771:UEUAKMXJ EdTechHub.ThisIsNot: 2339240:94ZP3EK4 shortDOI: 10/ghgngh KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631748 10.53832/edtechhub.0012 10/ghgngh 2129771:UEUAKMXJ 2339240:94ZP3EK4 2339240:E62J77SP 2339240:MM2SDXUM 2339240:S4UAH7Q3 2405685:3AV6MSKJ 2405685:DQWJLRN5 2405685:H9W2X3KM}, keywords = {C:Low-income countries, E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v1, \_yl:n, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_teacher_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Teacher professional development and coaching in low-income countries: {Practical} considerations for the use of technology.}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/VM6NXYF3}, abstract = {This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This third paper offers a range of practical considerations.}, number = {3}, institution = {EdTech Hub}, author = {Haßler, Björn}, month = jan, year = {2020}, doi = {10.53832/edtechhub.0013}, note = {previousshortDOI: 10/ghgngk previousshortDOI: 10/ghgngk previousDOI: 10.5281/zenodo.3631750 previousshortDOI: 10/ghgngk EdTechHub.Copy: 2129771:5EWDQDIA EdTechHub.ThisIsNot: 2339240:94ZP3EK4 shortDOI: 10/ghgngk KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631750 10.53832/edtechhub.0013 10/ghgngk 2129771:5EWDQDIA 2339240:4KQKED7R 2339240:94ZP3EK4 2405685:978RP7D4 2405685:VM6NXYF3}, keywords = {E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_yl:o, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_teacher_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Teacher professional development and coaching in low-income countries: {An} evidence-informed conversation}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/SC5NHA65}, abstract = {This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This first paper offers a broad overview.}, number = {1}, institution = {EdTech Hub}, author = {Haßler, Björn and Moss, Caitlin}, month = jan, year = {2020}, doi = {10.53832/edtechhub.0011}, note = {previousshortDOI: 10/ghgngg previousshortDOI: 10/ghgngg previousDOI: 10.5281/zenodo.3631746 previousshortDOI: 10/ghgngg EdTechHub.Copy: 2129771:EHFUXJQC EdTechHub.ThisIsNot: 2339240:94ZP3EK4 shortDOI: 10/ghgngg KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631746 10.53832/edtechhub.0011 10/ghgngg 2129771:EHFUXJQC 2129771:YHNWVMB3 2339240:94ZP3EK4 2339240:FIDI5TC2 2405685:39DIRNE9 2405685:HH3QKBIF 2405685:I3BV48CX 2405685:ITL9PIC3 2405685:K8BSWYFM 2405685:KF9F48ID 2405685:N68MMAPR 2405685:P5Y5GMFN 2405685:SC5NHA65 2486141:TAY7LNB6}, keywords = {E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_yl:m, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hennessy_problem_2020, type = {Working {Paper}}, title = {Problem {Analysis}. {A} {Global} {Public} {Good} produced by the {EdTech} {Hub} (https://{EdTechhub}.org, \#{EdTechHub}).}, copyright = {Creative Commons Attribution 4.0}, shorttitle = {Technology in education in low-income countries}, url = {https://doi.org/10.5281/zenodo.3352007}, abstract = {An output by the EdTech Hub - \#EdTechHub, https://edtechhub.org}, language = {en}, number = {5}, institution = {EdTech Hub}, author = {Hennessy, Sara and Jordan, Katy and Haßler, Björn and Hollow, David and Brugha, Meaghan and Jamieson Eberhardt, Molly and Sabates, Ricardo}, month = jan, year = {2020}, doi = {10.5281/zenodo.3352007}, note = {EdTechHub.Copy: 2129771:9VXUZISD EdTechHub.Copy: 2129771:ADGISTZU EdTechHub.ThisIsNot: 2339240:2387P995 2339240:8RA9UD7W shortDOI: 10/ghgnfz KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3352007 10/ghgnfz 2129771:56GZ7UBP 2129771:9VXUZISD 2129771:ADGISTZU 2129771:GYTVIZJV 2129771:MBZLFNDM 2339240:2387P995 2339240:65KP6SVQ 2339240:6FUA4SDV 2339240:85SBE7SC 2339240:8RA9UD7W 2339240:IXIRDBKK 2339240:STPRNPV3 2405685:BBQI3VSA 2405685:CMRISZHV 2405685:F6UAIKKN 2405685:QJTH2UXC 2405685:R88UVQZ7 503888:7EH7BANW 503888:PI9FLM7C}, keywords = {LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{kumasewera_sandboxes_2020, title = {Sandboxes: {My} experience participating in the sandbox alpha}, shorttitle = {Sandboxes}, url = {https://edtechhub.org/2020/01/31/sandboxes-my-experience-participating-in-the-sandbox-alpha/}, abstract = {This is the third in this series about our sandboxes. If you haven’t already, read about our approach to experimentation and how we tested our sandbox strategy out in Malawi.}, language = {en-GB}, urldate = {2020-02-27}, journal = {EdTech Hub}, author = {Kumasewera, Pilirani}, month = jan, year = {2020}, note = {Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 2405685:CE3XH7JY}, keywords = {F:Sandbox, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{levesque_karen_tablet-based_2020, title = {Tablet-based {Learning} for {Foundational} {Literacy} and {Math}: {An} 8-month {RCT} in {Malawi}}, shorttitle = {Tablet-based {Learning} for {Foundational} {Literacy} and {Math}}, url = {https://www.imagineworldwide.org/resource/tablet-based-learning-for-foundational-literacy-and-math-an-8-month-rct-in-malawi/}, abstract = {Our 8-month randomized controlled trial (RCT) in government primary schools in Malawi shows significant positive effects for learners in overall literacy and in key early math skills, with similarly positive results for both girls and boys.}, language = {en-US}, urldate = {2021-06-10}, author = {{Levesque, Karen} and {Bardack, Sarah} and {Chigeda, Antonie}}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2MD5BSLB 2405685:2MMJYNCA}, } @misc{simpson_sandboxes_2020, title = {Sandboxes: our approach to systemic experimentation}, shorttitle = {Sandboxes}, url = {https://edtechhub.org/2020/01/28/sandboxes-our-approach-to-systemic-experimentation/}, abstract = {What’s a sandbox you ask? First in the series, this blog explains what you need to know about the Hub’s approach to experimentation and innovation.}, language = {en-GB}, urldate = {2020-02-27}, journal = {EdTech Hub}, author = {Simpson, Lea}, month = jan, year = {2020}, note = {Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 2339240:N8IVIWTD 2339240:UM8QDJVD 2405685:EU5H44PP 2405685:T22QNFKK 2405685:XZLUI8BE}, keywords = {F:Sandbox, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_\_\_working\_potential\_duplicate, \_zenodoETH}, } @misc{moss_15_2020, title = {15 {EdTech} research papers that we share all the time}, url = {https://edtechhub.org/2020/01/24/15-edtech-research-papers-that-we-share-all-the-time/}, abstract = {We hope you saw our recent blog post responding to questions we often get about interesting large-scale EdTech initiatives. Another question we are often asked is: “What EdTech research should I know about?”  As Sara’s blog post explains, one of the Hub’s core spheres of work is research, so we ourselves are very interested in […]}, language = {en-GB}, urldate = {2020-02-27}, journal = {EdTech Hub}, author = {Moss, Caitlin}, month = jan, year = {2020}, doi = {10.5281/zenodo.3690149}, note = {Library Catalog: edtechhub.org Section: general shortDOI: 10/ghgk6c KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3690149 10/ghgk6c 2339240:6LUYX6ZR 2339240:AS8A9UGV 2405685:CV2HG6CJ 2405685:FI72KCVG 2405685:JTA347FP 2405685:N2YMVN4S 2405685:TEVH3TNS}, keywords = {F:Blog post, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{moss_18_2020, title = {18 large-scale {EdTech} initiatives on our radar in 2020}, url = {https://edtechhub.org/2020/01/22/18-large-scale-edtech-initiatives-on-our-radar-in-2020/}, abstract = {During the EdTech Hub’s inception phase so far, one question we hear a lot is: “What interesting or notable EdTech initiatives are you seeing?” Another question usually follows: “Which ones are reaching scale?” This week we have joined the global education community in London for the Education World Forum and BETT meetings. This is a […]}, language = {en-GB}, urldate = {2020-02-27}, journal = {EdTech Hub}, author = {Moss, Caitlin}, month = jan, year = {2020}, note = {Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 2339240:35E4A2TD 2339240:4LGNB3A8 2339240:AA5FSXJC 2339240:RYJUP2SP 2405685:ATRDA7GD 2405685:BYEPNBQB 2405685:CLFVRHB5 2405685:EIZKB3Q4 2405685:QCXEVZTI 2405685:VMYU87NN 2405685:WWNJCJVG 2405685:ZFJGNIZJ 4656463:7UTAZK7R}, keywords = {F:Blog post, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @article{wang_error_2020, title = {Error rates of human reviewers during abstract screening in systematic reviews}, volume = {15}, issn = {1932-6203}, url = {https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0227742}, doi = {10.1371/journal.pone.0227742}, abstract = {Background Automated approaches to improve the efficiency of systematic reviews are greatly needed. When testing any of these approaches, the criterion standard of comparison (gold standard) is usually human reviewers. Yet, human reviewers make errors in inclusion and exclusion of references. Objectives To determine citation false inclusion and false exclusion rates during abstract screening by pairs of independent reviewers. These rates can help in designing, testing and implementing automated approaches. Methods We identified all systematic reviews conducted between 2010 and 2017 by an evidence-based practice center in the United States. Eligible reviews had to follow standard systematic review procedures with dual independent screening of abstracts and full texts, in which citation inclusion by one reviewer prompted automatic inclusion through the next level of screening. Disagreements between reviewers during full text screening were reconciled via consensus or arbitration by a third reviewer. A false inclusion or exclusion was defined as a decision made by a single reviewer that was inconsistent with the final included list of studies. Results We analyzed a total of 139,467 citations that underwent 329,332 inclusion and exclusion decisions from 86 unique reviewers. The final systematic reviews included 5.48\% of the potential references identified through bibliographic database search (95\% confidence interval (CI): 2.38\% to 8.58\%). After abstract screening, the total error rate (false inclusion and false exclusion) was 10.76\% (95\% CI: 7.43\% to 14.09\%). Conclusions This study suggests important false inclusion and exclusion rates by human reviewers. When deciding the validity of a future automated study selection algorithm, it is important to keep in mind that the gold standard is not perfect and that achieving error rates similar to humans may be adequate and can save resources and time.}, language = {en}, number = {1}, urldate = {2024-01-18}, journal = {PLOS ONE}, author = {Wang, Zhen and Nayfeh, Tarek and Tetzlaff, Jennifer and O’Blenis, Peter and Murad, Mohammad Hassan}, month = jan, year = {2020}, note = {Publisher: Public Library of Science KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0227742 2405685:VUCXTFY8 2486141:3E2S7D8J 2486141:VT9P82V4}, keywords = {Automation, Cardiovascular medicine, Citation analysis, Database searching, Health screening, Mental health and psychiatry, Primary care, Systematic reviews}, pages = {e0227742}, } @article{harrison_software_2020, title = {Software tools to support title and abstract screening for systematic reviews in healthcare: an evaluation}, volume = {20}, issn = {1471-2288}, shorttitle = {Software tools to support title and abstract screening for systematic reviews in healthcare}, url = {https://doi.org/10.1186/s12874-020-0897-3}, doi = {10.1186/s12874-020-0897-3}, abstract = {Systematic reviews are vital to the pursuit of evidence-based medicine within healthcare. Screening titles and abstracts (T\&Ab) for inclusion in a systematic review is an intensive, and often collaborative, step. The use of appropriate tools is therefore important. In this study, we identified and evaluated the usability of software tools that support T\&Ab screening for systematic reviews within healthcare research.}, language = {en}, number = {1}, urldate = {2024-01-18}, journal = {BMC Medical Research Methodology}, author = {Harrison, Hannah and Griffin, Simon J. and Kuhn, Isla and Usher-Smith, Juliet A.}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s12874-020-0897-3 2405685:DXHLMQY6 2486141:WH85XWT8 2486141:Z5HN3IS3}, keywords = {Feature analysis, Screening, Software tools, Systematic reviews, Title and abstract, \_Added-ailr-2024}, pages = {7}, } @techreport{chuang_summarised_2020, type = {Working {Paper}}, title = {Summarised {Findings} from the {EdTech} {Hub} {Helpdesk}}, url = {https://docs.edtechhub.org/lib/CWRFU9K9}, abstract = {As of December 2020, EdTech Hub’s Helpdesk has been active for nine months, responding to over 60 requests supporting decision-making on education technology. This document summarises our responses to six commonly asked questions across the topics of reaching marginalised learners, supporting teachers, and using EdTech to mitigate learning loss.}, institution = {EdTech Hub}, author = {Chuang, Rachel and Moss Coflan, Caitlin}, month = jan, year = {2020}, doi = {10.5281/zenodo.4768560}, doi = {10.5281/zenodo.4768560}, note = {previousDOI: ​10.5281/zenodo.4299931 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4299931 10.5281/zenodo.4768560 2339240:CYPLQHH4 2405685:C49UMTX2 2405685:CWRFU9K9}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:image, \_r:CopiedFromEvLib, \_zenodoETH, \_zenodoETH:submitted}, } @techreport{adam_unlocking_2020, title = {Unlocking data to tell the story of education in {Africa}: webinar summary \& synthesis}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Unlocking data to tell the story of education in africa}, url = {https://zenodo.org/record/4279156}, abstract = {[No description available.]}, language = {en}, urldate = {2022-05-10}, institution = {Zenodo}, author = {Adam, Taskeen and Agyapong, Samuel and Asare, Samuel and Heady, Lucy and Wairimu, Wacharia and Mjomba, Renaldah and Mugo, John and Mukiria, Faith and Munday, Gemma}, month = jan, year = {2020}, doi = {10.5281/ZENODO.4279156}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4279156 10.5281/zenodo.4279156 2129771:XYEJSVYW 2339240:EETQSD8S 2339240:HZTGKNN9 2405685:6KDDB8UA 2405685:MS5GH9KJ 2405685:S9MFQ8KB}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{adam_unlocking_2020, title = {Unlocking data to tell the story of education in {Africa}: webinar summary \& synthesis}, shorttitle = {Unlocking data to tell the story of education in africa}, url = {https://zenodo.org/record/4279156}, abstract = {[No description available.]}, language = {en}, urldate = {2022-05-10}, institution = {Zenodo}, author = {Adam, Taskeen and Agyapong, Samuel and Asare, Samuel and Heady, Lucy and Wairimu, Wacharia and Mjomba, Renaldah and Mugo, John and Mukiria, Faith and Munday, Gemma}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:59XYS4NB 2405685:2W6A2G3H}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{noauthor_education_2020, title = {Education during the {COVID}-19 crisis: {Opportunities} and constraints of using {EdTech} in low-income countries}, shorttitle = {Education during the {COVID}-19 crisis}, url = {https://edtechhub.org/coronavirus/edtech-low-income-countries/}, abstract = {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.}, language = {en-US}, urldate = {2020-11-25}, journal = {EdTech Hub}, year = {2020}, doi = {10.5281/zenodo.4707786}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707786 2405685:8JSCGYMM 2405685:P3KEJIPR}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{noauthor_rapid_2020, title = {Rapid‌ ‌{Evidence}‌ ‌{Review}:‌ ‌{Accelerated}‌ ‌{Learning}‌ ‌and‌ ‌{EdTech}‌}, shorttitle = {Rapid‌ ‌{Evidence}‌ ‌{Review}}, url = {https://edtechhub.org/rapid-evidence-review-accelerated-learning-and-edtech/}, abstract = {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.…}, language = {en-US}, urldate = {2020-11-25}, journal = {EdTech Hub}, year = {2020}, doi = {10.5281/zenodo.4707794}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707794 2405685:QURIACXM 2405685:U53B2E7E}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{noauthor_rapid_2020, title = {Rapid {Evidence} {Review}: {Girls}' {Education} and {EdTech}}, shorttitle = {Rapid {Evidence} {Review}}, url = {https://edtechhub.org/rapid-evidence-review-girls-education-and-edtech/}, abstract = {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 […]}, language = {en-GB}, urldate = {2020-07-30}, journal = {EdTech Hub}, year = {2020}, doi = {10.5281/zenodo.4707796}, note = {Library Catalog: edtechhub.org KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707796 2405685:WS22AEWL}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{allier-gagneur_conseils_2020, title = {Conseils pour l’introduction de la technologie en classe {Liste} de sources annotée}, url = {https://docs.edtechhub.org/lib/PA2H8NGA}, abstract = {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.}, language = {fr}, institution = {EdTech Hub}, author = {Allier-Gagneur, Zoé and Lwamba, Etienne}, year = {2020}, doi = {10.53832/edtechhub.0024}, note = {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}, } @techreport{angrist_stemming_2020, title = {Stemming learning loss during the pandemic: {A} rapid randomized trial of a low-tech intervention in {Botswana}}, shorttitle = {Stemming {Learning} {Loss} {During} the {Pandemic}}, url = {https://www.ssrn.com/abstract=3663098}, abstract = {The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially longterm consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at fourto six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for differential attrition. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system.}, language = {en}, urldate = {2021-11-18}, author = {Angrist, Noam and Bergman, Peter and Brewster, Caton and Matsheng, Moitshepi}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2WJEWLAA 2405685:VDBNW37T}, } @techreport{chuang_edtech_2020, type = {Helpdesk {Response}}, title = {{EdTech} {Initiatives} {Focused} on {Classrooms} and {Teachers}: {A} {Curated} {List} for {Rwanda}}, url = {https://docs.edtechhub.org/lib/WGYWI78R}, abstract = {This document was produced in response to a request from the FCDO Rwanda team for a curated list of EdTech initiatives related to the following focus areas: 1. Classroom software 2. Teacher education 3. School administration.}, number = {28}, institution = {EdTech Hub}, author = {Chuang, Rachel and Koomar, Saalim}, year = {2020}, doi = {10.5281/zenodo.4762316}, note = {ZenodoArchiveID: 4762316 previousDOI: 10.5281/zenodo.4050155 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4762316 10.5281/zenodo.3990369 10.5281/zenodo.4050155 10.5281/zenodo.4762316 10/ghgk62 2339240:86AAWUD3 2339240:BMRM6MNQ 2339240:RYU57YK3 2405685:BMDY65UF 2405685:CHX3W9RE 2405685:WGYWI78R}, keywords = {F: Helpdesk response, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_zenodo:submitted, \_zenodoETH, \_zenodoETH:submitted}, } @techreport{damani_accelerated_2020, type = {Rapid {Evidence} {Review}}, title = {Accelerated {Learning} and {EdTech}: {A} {Rapid} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, url = {https://docs.edtechhub.org/lib/I4UFGAQA}, abstract = {This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of accelerated learning in low- and middle-income countries (LMICs), with a focus on how EdTech might best be utilised for accelerated learning. It begins with a broad discussion of the components of accelerated learning, followed by a more focused discussion on how accelerated learning has been used to enhance learning outcomes for marginalised groups in LMICs. An exploration of how EdTech can be utilised for accelerated learning is then presented.}, language = {en}, number = {6}, institution = {EdTech Hub}, author = {Damani, Kalifa}, year = {2020}, doi = {10.5281/zenodo.4556941}, note = {ZenodoArchiveID: 4556941 Note: This item replaced a previous version with DOI 10.5281/zenodo.4071441. PreviousDOI: 10.5281/zenodo.4071441 PreviousDOI: 10.5281/zenodo.4477135 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4556941 10.5281/zenodo.4071441 10.5281/zenodo.4477135 10.5281/zenodo.4556941 2339240:785U4JZJ 2339240:9MZRHWYE 2339240:TQLWMAIZ 2405685:9BWHLEWZ 2405685:I4UFGAQA 2405685:JV5JCGN3 2405685:XNYSHYYD}, keywords = {L:Gender and education, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_P:Evidence review VCMFM9ZD, \_cover:v2, \_zenodo:submitted, \_zenodoETH, ⛔ No DOI found}, } @techreport{damani_position_2020, title = {Position paper: {EdTech} for learners (internal working paper).}, institution = {EdTech Hub}, author = {Damani, Kalifa and Francis, Gill and McIntyre, Nora and Major, Louis and Hollow, David}, year = {2020}, doi = {10.5281/zenodo.5652078}, note = {ZenodoArchiveID: 5652078 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652078 2339240:FIEKAQG2 2339240:FZHSJ3WP 2405685:RAGXYQWJ}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_dont\_post\_PDF}, } @techreport{duflo_experimental_2020, address = {Cambridge, MA}, title = {Experimental {Evidence} on {Alternative} {Policies} to {Increase} {Learning} at {Scale}}, url = {http://www.nber.org/papers/w27298.pdf}, language = {en}, number = {w27298}, urldate = {2023-10-09}, institution = {National Bureau of Economic Research}, author = {Duflo, Annie and Kiessel, Jessica and Lucas, Adrienne}, month = jun, year = {2020}, doi = {10.3386/w27298}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w27298 2405685:3SSITSBR}, pages = {w27298}, } @misc{edtech_hub_call_2020, title = {Call for ideas for {EdTech} responses to coronavirus ({COVID}-19)}, url = {https://edtechhub.org/coronavirus/call-for-ideas/}, abstract = {UPDATE: The call is now closed  We’ve opened a sub-window in partnership with UNHCR for refugee related ideas that respond to COVID-19 school closures. Find full details here. Our call for ideas to respond to the learning emergency caused by COVID-19 school closures is now closed.  We have been delighted and overwhelmed by the huge number […]}, language = {en-GB}, urldate = {2020-08-25}, journal = {EdTech Hub}, author = {{EdTech Hub}}, year = {2020}, doi = {10.5281/zenodo.4707758}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707758 2405685:CZ9F7VZ2}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{edtech_hub_edtech_2020, title = {{EdTech} {Hub}: {Resources} from other organisations}, url = {https://edtechhub.org/coronavirus/resources-from-other-organisations/}, abstract = {Response efforts and collated resources Global Partnership for Education (GPE)’s response and resources INEE (Inter-Agency Network for Education in Emergencies) collated resources organised by theme COVID-19 ICT4E resources from mEducation Alliance members UNESCO’s response to COVID-19 including information about distance learning tools and national platforms UNHCR’s guidance on distance learning World Bank resources to help […]}, language = {en-GB}, urldate = {2020-09-29}, journal = {EdTech Hub}, author = {EdTech Hub}, year = {2020}, doi = {10.5281/zenodo.4707760}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707760 2339240:6Q943EP5 2405685:Y76SNV85}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{edtech_hub_open_2020, title = {Open educational resources}, url = {https://edtechhub.org/coronavirus/oer/}, abstract = {As part of our COVID-19 response, the EdTech Hub is collecting and facilitating access to open educational resources (OER). Open educational resources are teaching, learning and research materials that are made freely available for anyone to access and re-use. These documents are currently stored on Google Drive (no sign-in required). We will add additional distribution […]}, language = {en-GB}, urldate = {2020-08-19}, journal = {EdTech Hub}, author = {{EdTech Hub}}, year = {2020}, doi = {10.5281/zenodo.4707762}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707762 2405685:8HVQCGY9 2405685:XFLWPJ5R}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{education_development_center_edc_somalia_2020, title = {Somalia {Interactive} {Radio} {Instruction} {Program}}, url = {https://www.edc.org/somalia-interactive-radio-instruction-program}, abstract = {The Somali Interactive Radio Instruction Program (SIRIP) advances stabilization in Somalia by delivering education in a precarious situation and by giving children the capabilities they will need to actively participate in society.}, language = {en}, urldate = {2023-06-22}, author = {{Education Development Center (EDC)}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DHLUF4HU 2339240:JLI4JBIF 2405685:DEYIMTWC 2405685:GXF6PCDZ}, keywords = {⛔ No DOI found}, } @misc{education_development_center_inc_zambia_2020, title = {Zambia {QUESTT} {IRI}}, url = {https://www.edc.org/zambia-questt-iri}, abstract = {As Zambia’s out-of-school orphan population soared to 800,000 in 2000, the United States Agency for International Development (USAID) supported the creation of the Taonga Market Interactive Radio Instruction (IRI) program to help the Zambian Ministry of Education provide those orphans and other vulnerable children with a quality education using IRI.}, language = {en}, urldate = {2023-06-22}, publisher = {Airbel Impact Lab}, author = {{Education Development Center, Inc.}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:53AKZDX7 2405685:R6B69K5W}, } @techreport{elearning_africa_effect_2020, title = {The effect of {Covid}-19 on education in {Africa} and its implications for the use of technology}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://www.elearning-africa.com/ressources/pdfs/surveys/The_effect_of_Covid-19_on_Education_in_Africa.pdf}, institution = {EdTech Hub}, author = {{eLearning Africa} and {EdTech Hub}}, year = {2020}, doi = {10.5281/zenodo.4749652}, note = {ZenodoArchiveID: 4749652 previousDOI: 10.5281/zenodo.4018774 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4749652 2339240:B796SJQD 2339240:DI5RWJ4S 2405685:6MJNV8GC 2405685:TFLZLVTW}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @misc{gould_overview_2020, title = {Overview of emerging country-level response to providing educational continuity under {COVID}-19: {Best} practice in pedagogy for remote teaching}, shorttitle = {Overview of emerging country-level response to providing educational continuity under {COVID}-19}, url = {https://edtechhub.org/overview-of-emerging-country-level-response-to-providing-educational-continuity-under-covid-19-best-practice-in-pedagogy-for-remote-teaching-2/}, abstract = {Overview of emerging country-level response to providing educational continuity under COVID-19: Best practice in pedagogy for remote teaching Full Report PDF Download Scope of Report This report provides a rapid evidence summary of what is known about best practice in teaching when school students are educated by distance learning. It considers both theoretical concepts and empirical evidence relating to the…}, language = {en-US}, urldate = {2020-11-25}, journal = {EdTech Hub}, author = {Gould, Briony}, year = {2020}, doi = {10.5281/zenodo.4707768}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707768 2405685:37SUUB79 2405685:GWN8BWPM 2405685:K5NP3ZNE 2405685:L2HPYEFI}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{gould_what_2020, title = {What are countries doing that already use remote learning extensively? {What} can we learn from them?}, shorttitle = {What are countries doing that already use remote learning extensively?}, url = {https://edtechhub.org/what-are-countries-doing-that-already-use-remote-learning-extensively-what-can-we-learn-from-them/}, abstract = {What are countries doing that already use remote learning extensively? What can we learn from them? Full Report PDF Download Summary of report What’s on this page Summary of report Scope of study Key themes Scope of study This report provides a rapid evidence summary of the history, evolution, coverage, impact (successes and challenges) of remote learning in four countries…}, language = {en-US}, urldate = {2020-11-25}, journal = {EdTech Hub}, author = {Gould, Briony}, year = {2020}, doi = {10.5281/zenodo.4707772}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707772 2405685:34IM2QJE 2405685:Y2TV9NH8}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{gould_what_2020, title = {What can be learnt from {China}’s recent experiences with {Covid}-19 and school closures that can inform other countries’ education technology-enabled responses?}, url = {https://edtechhub.org/what-can-be-learnt-from-chinas-recent-experiences-with-covid-19-and-school-closures-that-can-inform-other-countries-education-technology-enabled-responses/}, abstract = {What can be learnt from China’s recent experiences with Covid-19 and school closures that can inform other countries’ education technology-enabled responses? Full Report PDF Download Summary of report What’s on this page Summary of report Scope of study Summary of findings China’s response to Covid-19 built on the distinctive foundations of its existing education political economy, in particular China appears…}, language = {en-US}, urldate = {2020-11-25}, journal = {EdTech Hub}, author = {Gould, Briony}, year = {2020}, doi = {10.5281/zenodo.4707776}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707776 2405685:GXS53XYJ 2405685:NAH5BIE5}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{government_of_malawi_social_2020, title = {The {Social} {Cash} {Transfer} {Programme} ({SCTP})}, url = {https://www.unicef.org/malawi/reports/social-cash-transfer-programme-sctp}, urldate = {2023-06-22}, author = {{Government of Malawi} and {UNICEF}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4N4VCSLX 2405685:FU7VWMA2}, } @techreport{government_of_tanzania_pre-primary_2020, title = {Pre-{Primary}, {Primary}, {Secondary}, {Adult} and {Non}-{Formal} {Education} {Statistics} 2020}, url = {https://www.tamisemi.go.tz/storage/app/media/uploaded-files/BEST%202020%20Regional%20Data_Final.pdf}, author = {Government of Tanzania, PO-RALG}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RBNKN8L7 2405685:96IJHXRC}, } @techreport{groeneveld_deploying_2020, title = {Deploying an e-{Learning} {Environment} in {Zanzibar}: {A} {Short} {Guide}}, url = {https://docs.edtechub.org/lib/85C5HVC7}, abstract = {In April 2020, the MoEVT and the World Bank approached the EdTech Hub to explore the feasibility of implementing a Virtual Learning Environment (VLE). The parties agreed on three deliverables to support this work. 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. 3. An implementation plan to guide the deployment of an e-learning system in Zanzibar. This presentation deck is the third deliverable.}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Kaye, Tom}, month = aug, year = {2020}, doi = {10.53832/edtechhub.0029}, note = {ZenodoArchiveID: 4706000 previousDOI: 10.5281/zenodo.4706000 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3971656 10.5281/zenodo.4706000 10.53832/edtechhub.0029 2129771:YZIID28Y 2339240:7P4VDPLY 2339240:WYT4QCIW 2405685:85C5HVC7 2405685:I86XXKMH}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{groeneveld_deploying_2020, title = {Deploying an e-learning {Environment} in {Zanzibar}: {Digital} {Content} {Curation}}, url = {https://docs.edtechhub.org/lib/T2W7MU3K}, abstract = {In April 2020, the Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank approached EdTech Hub (the Hub) to explore the feasibility of implementing a Virtual Learning Environment (VLE). The MoEVT, the World Bank and the Hub agreed that the Hub would work with the MoEVT to develop the following 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. 3. An implementation plan to guide the deployment of the e-learning system. This document addresses the second part of the request and is an elaboration of the digital content selection, curation, and adaptation process suggested in the first report. However, this document is a stand-alone piece that does not require familiarity with any of the other deliverables.}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Kaye, Tom}, year = {2020}, doi = {10.5281/zenodo.3966976}, note = {ZenodoArchiveID: 3966976 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3966976 2129771:XMGQ4JQJ 2339240:L5RLM582 2339240:R72E853W 2405685:T2W7MU3K 2405685:U49W6LTF 2405685:ZI8PHKCC}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v2, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_scoping_2020, type = {Working {Paper}}, title = {A scoping review of technology in education in {LMICs} - descriptive statistics and sample search results [internal document]}, url = {https://docs.edtechhub.org/lib/CMRISZHV}, language = {en}, number = {6}, institution = {EdTech Hub}, author = {Haßler, Björn and McIntyre, Nora and Mitchell, Joel and Martin, Kevin and Nourie, Kristi and Damani, Kalifa and {Kristi Nourie} and {Kalifa Damani}}, year = {2020}, doi = {10.5281/zenodo.3631588}, note = {EdTechHub.Copy: 2129771:GYTVIZJV EdTechHub.Copy: 2129771:MBZLFNDM EdTechHub.ThisIsNot: 2339240:2387P995 2339240:8RA9UD7W shortDOI: 10/ghgk6h KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631588 10/ghgk6h 2129771:56GZ7UBP 2129771:9VXUZISD 2129771:ADGISTZU 2129771:GYTVIZJV 2129771:MBZLFNDM 2339240:2387P995 2339240:65KP6SVQ 2339240:6FUA4SDV 2339240:85SBE7SC 2339240:8RA9UD7W 2339240:IXIRDBKK 2339240:STPRNPV3 2405685:BBQI3VSA 2405685:CMRISZHV 2405685:F6UAIKKN 2405685:QJTH2UXC 2405685:R88UVQZ7 503888:7EH7BANW 503888:PI9FLM7C}, keywords = {LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_yl:v, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_edtech_2020, title = {{EdTech} and {COVID}-19 response}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, url = {https://docs.edtechhub.org/lib/IA9PL99D}, abstract = {This document is background paper 3 for the \#SaveOurFuture campaign as an EdTech Hub report. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. The evidence library entry for the background paper in original format is https://docs.edtechhub.org/lib/SXDQAPB6.}, language = {en}, urldate = {2020-12-02}, institution = {The EdTech Hub}, author = {Haßler, Björn and Nicolai, Susan and McBurnie, Chris and Jordan, Katy and Wilson, Sam and Kreimeia, Adam}, year = {2020}, doi = {10.5281/zenodo.5652040}, note = {ZenodoArchiveID: 5652040 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652040 2129771:NXT72X66 2129771:RZZI4WU9 2129771:XY56AEY8 2339240:BGZYE7EH 2339240:Q3INH4WN 2339240:V2JUHPPN 2405685:GI3IBRKA 2405685:IA9PL99D 2405685:P84UGFG8 2405685:QWFICPBX 2405685:SXDQAPB6 2405685:TSDUZKH9}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_cover:other:ok, \_cover:v2, \_yl:j, \_yl:k, \_zenodo:submitted, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode, ⛔ No DOI found}, } @techreport{hennessy_position_2020, title = {Position paper: {Using} {EdTech} to support teacher education and professional development in low- and middle-income countries (internal working paper).}, institution = {EdTech Hub}, author = {Hennessy, Sara and Koomar, Saalim and Kreimeia, Adam}, year = {2020}, doi = {10.5281/zenodo.5652080}, note = {ZenodoArchiveID: 5652080 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652080 2339240:VJNSF4EV 2339240:Z6ZIBS2B 2405685:6E2K4GGE}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_dont\_post\_PDF}, } @techreport{imc_worldwide_baseline_2020, title = {Baseline {Evaluation} {Report}}, url = {https://rescue.app.box.com/s/bb6unkcf2avfup16mtzu0b3a0ovt2tsl}, language = {en-US}, urldate = {2023-06-22}, author = {{IMC Worldwide} and {International Rescue Committee (IRC)}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VW7X6QVP 2405685:BA9FG9NP}, } @techreport{kemp_digital_2020, title = {Digital 2020: {Global} {Digital} {Overview}}, url = {https://datareportal.com/reports/digital-2020-kenya}, institution = {Datareportal}, author = {Kemp, Simon}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BXE5MMI9}, } @techreport{koomar_using_2020, address = {Cambridge, UK}, type = {Helpdesk {Response}}, title = {Using {EdTech} to {Support} {Effective} {Data} {Monitoring}: {A} {Curated} {Resource} {List}.}, shorttitle = {Using edtech to support effective data monitoring}, url = {https://docs.edtechhub.org/lib/FS4CMYUB}, abstract = {This list curates resources on the use of EdTech to support the effective monitoring of educational outcomes, such as learning, reporting, and attendance. Resources shared are both tools and initiatives that can be adapted to support effective educational monitoring.}, language = {EN}, number = {23}, institution = {EdTech Hub}, author = {Koomar, Saalim and Blest, Harriet}, year = {2020}, doi = {10.5281/zenodo.4762325}, note = {ZenodoArchiveID: 4762325 previousDOI: 10.5281/zenodo.4762325 PREV\_DOI\_NOT\_ETH: 10.5281/zenodo.4091396 shortDOI: 10/ghgng6 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3407517 10.5281/zenodo.4762325 10/ghgng6 2339240:C9LP4Y2Z 2339240:EKNZDSVU 2339240:GMJF38V5 2339240:MZKWF23D 2339240:QJX4VXGR 2405685:7I4HVAV2 2405685:884LRL46 2405685:ANHT4I3J 2405685:FS4CMYUB 2405685:RV39YP9Q 2405685:WCYEVIJU 4656463:K7HMFX7H}, keywords = {C:Mozambique, ES:Educational data, ES:Monitoring and evaluation, F: Helpdesk response, L:Low-level foundational skills, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_zenodo:submitted, \_zenodoETH, \_zenodoETH:submitted}, } @techreport{koomar_open_2020, address = {London, UK}, type = {Helpdesk {Response}}, title = {Open {Educational} {Resources} in {Africa}: {A} {Curated} {Resource} {List}}, shorttitle = {Open {Educational} {Resources} in {Africa}}, url = {https://docs.edtechhub.org/lib/10.5281/zenodo.3906041}, abstract = {This curated list defines Open Rducational Resources (OER), offers background on open-source licensing, and provides a review of OER that can be used in the sub-Saharan African context.}, language = {EN}, number = {20}, institution = {EdTech Hub}, author = {Koomar, Saalim and Jull, Stephen}, year = {2020}, doi = {10.5281/zenodo.5652135}, note = {ZenodoArchiveID: 5652135 previousDOI: 10.5281/zenodo.3906041 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3906041 10.5281/zenodo.5652135 2339240:546TH9C9 2339240:E5AXYSMF 2339240:RKVKV84H 2405685:4ER9WB55 2405685:7JSP4PFC 2405685:DMSLLEQV 2405685:HZ5X5A4W 2405685:V44Z75Z3 2405685:VVB3BRE5}, keywords = {C: Ghana, F: Helpdesk response, H: Open resources, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v3, \_zenodo:submitted, \_zenodoETH}, } @misc{mcaleavy_overview_2020, title = {Overview of emerging country-level response to providing continuity under {COVID}-19 {What} steps are being taken to reach the most disadvantaged students during the period of {Covid}-19 school closure?}, url = {https://edtechhub.org/overview-of-emerging-country-level-response-to-providing-continuity-under-covid-19-what-steps-are-being-taken-to-reach-the-most-disadvantaged-students-during-the-period-of-covid-19-school-closure/}, abstract = {Summary of report Scope of study This report provides a rapid summary of country-level responses to the management of school closures in 2020, with a focus on the needs of disadvantaged students and the role of technology. We consider low-income, middle-income and high-income countries. • We take a broad view of …}, language = {en-GB}, urldate = {2020-06-04}, journal = {EdTech Hub}, author = {McAleavy, Tony and Joynes, Chris and Gibbs, Emma and Sims, Kate}, year = {2020}, doi = {10.5281/zenodo.4707782}, note = {ZenodoArchiveID: 4707782 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707782 2405685:G647DH86 Library Catalog: edtechhub.org}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodo:submitted, \_zenodoETH}, } @techreport{ministry_of_education_science_and_technology_national_2020, title = {National {Framework} for {Teachers} {Continuous} {Professional} {Development}}, url = {https://www.tie.go.tz/uploads/documents/sw/1670495875-National%20Framework%20for%20Teachers%20Professional%20Development%202020.pdf}, institution = {United Republic of Tanzania}, author = {{Ministry of Education, Science and Technology}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PX8LX2HD 2405685:HWT67YS2 2405685:MUSAVHQ9}, } @misc{onebillion_onebillion_2020, title = {onebillion: {COVID}-19 {UPDATE}: {How} we can keep children learning}, url = {https://onebillion.org/news/2020/03/30/covid-19-update-how-we-can-keep-children-learning/}, urldate = {2023-06-22}, author = {onebillion}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JEYRECE4 2405685:LKVB55XR}, } @techreport{plaut_edtech_2020, type = {Insight {Report}}, title = {{EdTech} {Innovation} for {COVID}-19: {Insights} from our global call for ideas}, url = {https://docs.edtechhub.org/lib/S7JARBXV}, institution = {EdTech Hub}, author = {Plaut, Daniel and Carter, Alice and Dixon, Miranda and Salami, Taiye}, year = {2020}, doi = {10.5281/zenodo.4768571}, note = {ZenodoArchiveID: 4768571 previousDOI: 10.5281/zenodo.4277895 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4277895 10.5281/zenodo.4768571 2339240:5M4KPPAH 2339240:MQLLLDAJ 2405685:S7JARBXV 2405685:T2HBLDU6 2405685:TE7A3D6X}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_zenodo:submitted, \_zenodoETH}, } @misc{power_activating_2020, title = {Activating local study-groups for children’s learning—an equitable {EdTech} response?}, url = {https://edtechhub.org/2020/05/29/activating-local-study-groups-for-childrens-learning-an-equitable-edtech-response/}, language = {en-GB}, urldate = {2020-06-03}, journal = {EdTech Hub}, author = {Power, Tom}, year = {2020}, doi = {10.5281/zenodo.4707840}, note = {Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707840 2339240:SR6Q67QK 2405685:5ETXZ323 2405685:8RXKC68I 2405685:Q539CZ7X}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{rahman_edtech_2020, type = {Working {Paper}}, title = {{EdTech} {Interventions} for {Deaf} {Learners} in {Pakistan}: {Sprint} 1 {Review}}, url = {https://docs.edtechhub.org/lib/CYESNSWU}, institution = {EdTech Hub}, author = {Rahman, Asad and Siddiqui, Maira and Shaikh, Sarah and Geary, Richard and Awasen, Aaron and Plaut, Daniel}, year = {2020}, doi = {10.53832/edtechhub.0130}, note = {ZenodoArchiveID: 5652083 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652083 10.53832/edtechhub.0130 2339240:HBZUCV8U 2405685:CYESNSWU}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf}, } @article{schryen_knowledge_2020, title = {A {Knowledge} {Development} {Perspective} on {Literature} {Reviews}: {Validation} of a {New} {Typology} in the {IS} {Field}}, volume = {46}, issn = {1529-3181}, shorttitle = {A {Knowledge} {Development} {Perspective} on {Literature} {Reviews}}, url = {https://ris.uni-paderborn.de/record/11946}, abstract = {Literature reviews (LRs) play an important role in the development of domain knowledge in all fields. Yet, we observe a lack of insights into the activities with which LRs actually develop knowledge. To address this important gap, we (1) derive knowledge building activities from the extant literature on LRs, (2) suggest a knowledge-based typology of LRs that complements existing typologies, and (3) apply the suggested typology in an empirical study that explores how LRs with different goals and methodologies have contributed to knowledge development. The analysis of 240 LRs published in 40 renowned IS journals between 2000 and 2014 allows us to draw a detailed picture of knowledge development achieved by one of the most important genres in the IS field. An overarching contribution of our work is to unify extant conceptualizations of LRs by clarifying and illustrating how LRs apply different methodologies in a range of knowledge building activities to achieve their goals with respect to theory.}, language = {eng}, urldate = {2024-01-18}, journal = {Communications of the AIS}, author = {Schryen, Guido and Wagner, Gerit and Benlian, Alexander and Paré, Guy}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2NRF8SJX 2486141:MDDDQ8AI 2486141:QA8SSXX8}, keywords = {⛔ No DOI found}, pages = {134--168}, } @techreport{sief_sief_2020, type = {Costing {Model}}, title = {{SIEF} {Mega} {Costing} {Model} for {Nudge} or {Information} {Interventions} {Using} {SMS} or {Recorded} {Messages}}, url = {https://thedocs.worldbank.org/en/doc/391401601333318525-0090022020/render/SIEFMegacostingmodel092520.pdf}, urldate = {2022-01-04}, institution = {Strategic Impact Evaluation Fund}, author = {{SIEF}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:34TKXQJY 2405685:F52GCYZD}, } @article{sims_identifying_2020, title = {Identifying the characteristics of effective teacher professional development: a critical review}, volume = {32}, doi = {10.1080/09243453.2020.1772841}, language = {en}, number = {2}, journal = {School Effectiveness and School Improvement}, author = {Sims, Sam and Fletcher-Wood, Harry}, year = {2020}, note = {shortDOI: 10/ggx3rh KerkoCite.ItemAlsoKnownAs: 10.1080/09243453.2020.1772841 10/ggx3rh 2339240:683SAV2H 2339240:TS2ZKNQM 2405685:2BSDHIUH 2405685:JACJHJ5B 2405685:SELJQ32Y 2405685:VNCBV2AS 2534378:N5BNKDUA}, keywords = {De-prioritise, \_\_\_working\_potential\_duplicate, ⚠️ Invalid DOI}, pages = {22}, } @techreport{traxler_learning_2020, title = {Learning through the crisis: {Helping} decision-makers around the world use digital technology to combat the educational challenges produced by the current {COVID}-19 pandemic}, language = {en}, number = {1}, institution = {EdTech Hub}, author = {Traxler, John and Scott, Howard and Smith, Matt and Hayes, Sarah}, year = {2020}, doi = {10.5281/zenodo.4706076}, note = {ZenodoArchiveID: 4706076 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706076 2339240:XWBHC8ID 2405685:CD9IAPFX}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @techreport{traxler_summary_2020, title = {{SUMMARY} {Learning} through the crisis: {Helping} decision-makers around the world use digital technology to combat the educational challenges produced by the current {COVID}-19 pandemic}, language = {en}, number = {1}, institution = {EdTech Hub}, author = {Traxler, John and Scott, Howard and Smith, Matt and Hayes, Sarah}, year = {2020}, doi = {10.5281/zenodo.4706074}, note = {ZenodoArchiveID: 4706074 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706074 2339240:8TCJQBLC 2405685:5DWI862Y 2405685:ZWLE9BLR}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @misc{united_nations_population_fund_teachers_2020, title = {Teachers and mothers join forces to keep girls in school in {Malawi}}, url = {https://www.un.org/africarenewal/news/teachers-and-mothers-join-forces-keep-girls-school-malawi}, language = {en}, urldate = {2023-06-22}, journal = {Africa Renewal}, author = {{United Nations Population Fund}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MKIFTFHW 2405685:ACCDGUZ7}, } @techreport{upadhyay_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Liberia}: {A} {Rapid} {Scan}}, url = {https://docs.edtechhub.org/lib/2HM2SBVM}, abstract = {EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is based primarily on desk research, with quality assurance provided by a country expert.}, language = {English}, number = {1}, institution = {EdTech Hub}, author = {Upadhyay, Arjun and Taddese, Abeba}, year = {2020}, doi = {10.53832/edtechhub.0033}, note = {ZenodoArchiveID: 5652130 previousZenodoArchiveID: 3830953 previousshortDOI: 10/ghgk68 previousDOI: 10.5281/zenodo.3830953 shortDOI: 10/ghgk68 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3830953 10.53832/edtechhub.0033 10/ghgk68 2339240:XCBTX2XL 2405685:2HM2SBVM 2405685:FU7Z8QM7}, keywords = {C:Liberia, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH}, } @techreport{upadhyay_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Senegal}: {A} {Rapid} {Scan}}, url = {https://docs.edtechhub.org/lib/5P5HVP47}, abstract = {EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is based primarily on desk research, with quality assurance provided by a country expert.}, language = {English}, number = {9}, institution = {EdTech Hub}, author = {Upadhyay, Arjun and Taddese, Abeba}, year = {2020}, doi = {10.53832/edtechhub.0037}, note = {ZenodoArchiveID: 5652140 previousZenodoArchiveID: 3936687 previousshortDOI: 10/ghgnd2 previousDOI: 10.5281/zenodo.3936687 shortDOI: 10/ghgnd2 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3936687 10.53832/edtechhub.0037 10/ghgnd2 2339240:EHTSKIBR 2339240:YQHNWNMB 2405685:5P5HVP47 2405685:BBP57X2K 2405685:SKFMQF3F 2405685:XI5PXVB3}, keywords = {C:Senegal, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, pu}, } @techreport{walls_cost_2020, address = {Washington, DC}, title = {Cost {Measurement} {Guidance} {Note} for {Donor}-{Funded} {Education} {Programming}}, url = {https://www.edu-links.org/sites/default/files/media/file/BE2%20cost%20measurement%20guidance%20note%20final.pdf}, urldate = {2021-04-20}, institution = {United States Agency for International Development, prepared for Building Evidence in Education (BE2)}, author = {Walls, Elena and Tulloch, Caitlin and Holla, Alaka}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CWNWAYRP 2405685:S33RE2WF}, } @techreport{webb_girls_2020, type = {Rapid {Evidence} {Review}}, title = {Girls’ {Education} and {EdTech}: {A} {Rapid} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Girls' {Education}}, url = {https://docs.edtechhub.org/lib/CZBRW85R}, abstract = {This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of technology in supporting girls’ education in low and middle-income countries (LMICs). The RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread global shutdown of schools. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations to the continuation of schooling caused by COVID-19. Established approaches to maintaining continuity of education for the most marginalised have particular salience during this period because of the significant increase in the number of students at risk of disruption. Research consistently shows that while education across the board is negatively affected by crisis situations, the schooling of girls is disproportionately impacted. The RER aims neither to advocate nor discourage the use of technology in girls’ education in response to the present COVID-19 pandemic, but rather to provide an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential role of technology in delivering education for girls.}, language = {en}, number = {2}, institution = {EdTech Hub}, author = {Webb, Daniel and Barringer, Katie and Torrance, Rebecca and Mitchell, Joel}, year = {2020}, doi = {10.5281/zenodo.4737460}, note = {ZenodoArchiveID: 4737460 previousDOI: 10.5281/zenodo.4556939 PreviousDOI: 10.5281/zenodo.3958002 PreviousDOI: 10.5281/zenodo.4477168 PreviousShortDOI: 10/ghgnfc Publisher: Zenodo Version Number: 1 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3958002 10.5281/zenodo.3958002 10.5281/zenodo.4477168 10.5281/zenodo.4556939 10.5281/zenodo.4737460 2259720:36F6CWBU 2339240:23GW5XQ8 2339240:6YJ555Q6 2339240:9CAC5BI5 2339240:ABKFKG4Q 2339240:FC5RCEYW 2339240:GCYWZ39Q 2339240:GZYWFIHI 2339240:L326GM9E 2339240:MQ8QSK5B 2339240:PB295ID7 2339240:Q8QJYXRQ 2339240:TIVTGHAA 2339240:TYYDMDPR 2339240:VFBZXUEM 2339240:VFBZXUEM; 2339240:WVUDHTHF 2405685:4XTHDWDA 2405685:6PE7ANUL 2405685:78VECZYK 2405685:ALEXQL2P 2405685:BLT5KKXG 2405685:C4JLZV3D 2405685:CZBRW85R 2405685:E4TFYPYP 2405685:IV7MEXRW 2405685:NMXFFTIB 2405685:PKS7U5LC 2405685:RTIHY6H8 2405685:SA26Q7UG 2405685:V7VESTKX 2405685:WR37F768 2405685:YHERHZKV 2405685:YNMUHK9S 2534378:5794CXFP 2534378:5GTJL9K7}, keywords = {L:English UXZJW5DR, L:Gender and education, LP: English, P:Evidence review VCMFM9ZD, TAG:E:Primary education QIVZD2B2, TAG:E:Secondary education JS5BG2RE, TAG:F:Access W8TZWAGE, TAG:P:Girls ED5GMBNU, \_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_L:English UXZJW5DR, \_MELA\_seen, \_P:Evidence review VCMFM9ZD, \_T:E:Primary education QIVZD2B2, \_T:E:Secondary education JS5BG2RE, \_T:F:Access W8TZWAGE, \_T:P:Girls ED5GMBNU, \_\_\_working\_potential\_duplicate, \_cover:v3, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, \_zenodoETH:submitted, ⛔ No DOI found}, } @techreport{world_bank_tanzania_2020, title = {Tanzania {Mainland} {Poverty} {Assessment}: {Executive} {Summary}}, url = {https://documents1.worldbank.org/curated/en/431111575939381087/pdf/Executive-Summary.pdf}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FTFHCNIT 2405685:87NIINHN}, } @techreport{world_education_incbantwana_siyakha_2020, address = {Zimbabwe}, title = {Siyakha {Girls} {Toolkit} and {Guide}: an economic empowerment resource for adolescent girls and young women}, url = {https://bantwana.org/resource/siyakha-girls-toolkit-and-guide/}, urldate = {2023-06-22}, author = {{World Education, Inc./Bantwana}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SW9Y9PUM 2405685:KXI6BPS9}, } @techreport{zacharia_education_2020, type = {Text/{HTML}}, title = {Education {Radio} {Knowledge} {Pack} : {With} a {Focus} on {Low}-{Resource} {Settings}}, shorttitle = {Education {Radio} {Knowledge} {Pack}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099005204142223657/P17425206e03360ab0a4a108c17b2cf29a0}, abstract = {Education Radio Knowledge Pack : With a Focus on Low-Resource Settings (English)}, language = {en}, urldate = {2023-05-29}, author = {Zacharia, Sharon}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MDDQJN2T 2405685:9G6BFSC9}, } @techreport{zacharia_education_2020, type = {Text/{HTML}}, title = {Education {Radio} {Knowledge} {Pack}: {With} a {Focus} on {Low}-{Resource} {Settings}}, shorttitle = {Education {Radio} {Knowledge} {Pack}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099005204142223657/P17425206e03360ab0a4a108c17b2cf29a0}, abstract = {Education Radio Knowledge Pack : With a Focus on Low-Resource Settings (English)}, language = {en}, urldate = {2023-05-29}, author = {Zacharia, Sharon}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MDDQJN2T 2405685:9G6BFSC9}, } @article{barnes_designing_2024, title = {Designing for {Social} {Justice}: {A} {Decolonial} {Exploration} of {How} to {Develop} {EdTech} for {Refugees}}, volume = {14}, issn = {2227-7102}, shorttitle = {Designing for {Social} {Justice}}, url = {https://www.mdpi.com/2227-7102/14/1/77}, doi = {10.3390/educsci14010077}, abstract = {This paper reflects on the lived experiences of young refugees located in Pakistan and Rwanda when interacting with education technology (EdTech) during and following displacement. We offer a broad decolonial commentary on issues related to the design and development of EdTech initiatives for refugees, noting some of the historical trends prevalent in the education and emergencies sector. We are guided by questions such as: Why EdTech to start with? Who designs the products? Where are they designed? How are they designed? And, which power dynamics are at play during the design process? From this, we draw on qualitative data generated through three focus groups, where we explore young refugees’ experiences of EdTech. The focus group included a creative element inviting participants to imagine what a liberatory EdTech practice would look like. We aim to illustrate the practical implications of design choices taken by EdTech developers and, from this, recommend a set of justice-centred design principles for developers of EdTech in refugee contexts. These insights relate specifically to the experiences of refugees in Rwanda and Pakistan, though we also discuss the implications of these learnings for other contexts.}, language = {en}, number = {1}, urldate = {2024-01-12}, journal = {Education Sciences}, author = {Barnes, Katrina and Emerusenge, Aime Parfait and Rabi, Asma and Ullah, Noor and Mazari, Haani and Moustafa, Nariman and Thakrar, Jayshree and Zhao, Annette and Koomar, Saalim}, month = jan, year = {2024}, pages = {77}, } @techreport{zhao_minoritised_2024, type = {Working {Paper}}, title = {Minoritised {Languages}, {Education}, and {Technology}: {Current} practices and future directions in low- and middle-income countries}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/GBBGHCBH}, abstract = {This article explores the current status and future directions of mother-tongue-based multilingual education (MTB MLE) and the use of technology in low- and middle-income countries (LMICs), focusing on the use of minoritised mother tongues. An initial literature review of available academic sources in multiple languages reveals a lack of evidence on the use of technology in MTB MLE across different countries, especially multilingual contexts with greater linguistic diversity. To understand the issue in greater detail and to offer recommendations informed by current practice, interviews and a collaborative workshop with four organisations with relevant educational technology (EdTech) initiatives were conducted. The analysis covers facilitating and limiting factors these organisations have encountered, and the potential positive impact on learners and society generally. We conclude by identifying practical, policy, and research priorities for multilingual education and educational technology in general.}, language = {en}, institution = {EdTech Hub}, author = {Zhao, Annette and Mitchell, Joel and Gasanabandi, Gentille and Ullah, Noor and Barnes, Katrina and Koomar, Saalim}, year = {2024}, doi = {10.53832/edtechhub.0127}, note = {ZenodoArchiveID: 7267302 ZenodoArchiveConcept: 7267301 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7267302 10.53832/edtechhub.0127 2339240:V7ARHU93 2405685:GBBGHCBH 2405685:QADQUWU3 2405685:UTTZNZ24}, keywords = {\_r:AddedByZotZen}, } @article{jordan_learners_2023, title = {Learners and caregivers barriers and attitudes to {SMS}-based mobile learning in {Kenya}}, volume = {11}, issn = {23542160}, url = {http://www.netjournals.org/z_AERJ_23_088.html}, doi = {10.30918/AERJ.114.23.088}, abstract = {The use of mobile phones has been identified as a potential way to bring the benefits of educational technology to a wider audience, including in low-connectivity settings. This is a topic that has received renewed interest recently as a result of the COVID-19 pandemic and school closures. While a number of recent studies have demonstrated good potential for mobile phones and SMS to be used to support learning, there are also questions about how equitable this medium is in practice. We conducted a telephone survey with learners (n = 122) and their caregivers (n = 124) who use M-Shule, an SMS-based educational platform in Kenya, in order to understand their attitudes towards mobile learning, and the benefits and constraints. In particular, we consider whether there are differences in responses according to gender and/or location, to shed light on whether use is equitable. We find that girls and boys face similar barriers to use, and the technology is perceived to be equally beneficial. We identify some areas for potential further support for all learners through mobile learning.}, number = {4}, urldate = {2024-02-29}, journal = {African Educational Research Journal}, author = {Jordan, Katy and Damani, Kalifa and Myers, Christina and Mumbi, Albina and Khagame, Phoebe and Njuguna, Lydia}, month = dec, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.30918/AERJ.114.23.088 2405685:6BR2KK45}, pages = {665--679}, } @article{maro_deployment_2023, title = {Deployment of {Offline} {Learning} {Management} {Systems}: {Comparing} the {Performance} of {Selected} {Micro}-servers in {Tanzania}}, volume = {10}, issn = {2311-1550}, shorttitle = {Deployment of {Offline} {Learning} {Management} {Systems}}, url = {https://jl4d.org/index.php/ejl4d/article/view/835}, doi = {10.56059/jl4d.v10i2.835}, abstract = {Low-powered mobile devices such as Raspberry Pis and tablets can be used as micro-servers to implement offline Learning Management Systems (LMS). Despite their potential, especially for low-income countries, such as Tanzania, no research is available detailing the affordances of these devices for supporting LMS features. This study investigated the suitability of various low-cost micro-servers for deploying LMSs. It compared the performance of the Raspberry Pi, Android tablet, and Chromebook in terms of LMS benchmarking, response time, and resource utilisation. Results showed all devices had sufficient hardware resources to support the LMS, however, software stacks, I/O performance, and platform optimisations affected the micro-servers' performance. The Chromebook had the best performance in terms of response time, followed by the Raspberry Pi and tablets. In terms of cost, the Raspberry PI was the cheapest option.  The installation process for tablets was more cumbersome than the other devices, meaning the devices with better tooling and a more conventional software stack were a better option for deploying offline micro-servers.}, number = {2}, urldate = {2023-08-14}, journal = {Journal of Learning for Development}, author = {Maro, Salome and Kondoro, Aron and Haßler, Björn and Mtebe, Joel and Proctor, Jamie}, month = jul, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v10i2.835 2405685:IXJ5MQJN}, pages = {280--296}, } @article{barnes_education_2023, title = {Education in times of restriction: an examination of refugee girls’ and young women’s access to learning during {COVID}-19 school closures in {Pakistan}}, issn = {1573-1723}, shorttitle = {Education in times of restriction}, url = {https://doi.org/10.1007/s10671-023-09353-4}, doi = {10.1007/s10671-023-09353-4}, abstract = {This paper examines the extent to which refugee girls and young women were able to access learning during COVID-19 education closures in Pakistan, and the role that EdTech played in their learning access. It is based on findings from a survey with 403 Afghan refugee students, along with in-depth interviews with six young female refugees. The research shows that, while the majority of female refugee students were able to continue accessing education in some form during school closures, learning access was nevertheless limited, and a sizable minority were not engaged in any learning during this time. Teacher and institutional support was either absent or inadequate for many students, and infrastructure and devices that serve to support remote learning were not always reliable or accessible. Although male respondents were less likely than females to engage in independent study during the closures, refugee girls and young women were significantly less likely than their male counterparts to own the devices they needed for learning. The findings demonstrate how targeted investment in specific types of EdTech and teacher professional development, as well as supporting educational institutions in the establishment of remote learning opportunities, could help sustain learning during future periods of educational restriction.}, language = {en}, urldate = {2023-06-28}, journal = {Educational Research for Policy and Practice}, author = {Barnes, Katrina and Ashlee, Amy and Mukankusi, Aimee and Pacitto, Julia and Rabi, Asma and Thomas, Matt and Ullah, Noor and Zazai, Rozina and Zhao, Annette}, month = jun, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10671-023-09353-4 2405685:SWPGW69K}, keywords = {COVID-19, Distance education, Educational technology, Gender, Pakistan, Refugee education}, } @inproceedings{kondoro_towards_2023, address = {Tshwane, South Africa}, title = {Towards {Improving} the {Accessibility} and {Usability} of a {Mobile}-based {Learning} {Management} {System} for {Blind} {Primary} {School} {Teachers}}, isbn = {978-1-905824-71-7}, url = {https://ieeexplore.ieee.org/document/10187797/}, doi = {10.23919/IST-Africa60249.2023.10187797}, urldate = {2023-08-14}, booktitle = {2023 {IST}-{Africa} {Conference} ({IST}-{Africa})}, publisher = {IEEE}, author = {Kondoro, Aron and Maro, Salome and Mtebe, Joel and Proctor, Jamie and Komba, Aneth and Haßler, Björn}, month = may, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.23919/IST-Africa60249.2023.10187797 2405685:D9ML5MHA}, pages = {1--10}, } @article{calcagni_developing_2023, title = {Developing dialogic classroom practices through supporting professional agency: {Teachers}’ experiences of using the {T}-{SEDA} practitioner-led inquiry approach}, volume = {126}, issn = {0742-051X}, shorttitle = {Developing dialogic classroom practices through supporting professional agency}, url = {https://www.sciencedirect.com/science/article/pii/S0742051X23000550}, doi = {10.1016/j.tate.2023.104067}, abstract = {Classroom dialogue is considered productive for learning but rarely observed, and practitioner professional development is needed. This study investigated how 67 teachers across educational phases in six countries contextualised the T-SEDA inquiry toolkit to conduct classroom inquiries and develop new practices. Surveys and inquiry reports yielded insights into how practitioner agency was further developed, with implications for sustainability. Change was evident in self-reported enhanced awareness and understanding of dialogue and use of dialogic strategies. Increases in students’ dialogic participation and plans for dissemination to colleagues were reported.}, language = {en}, urldate = {2023-05-19}, journal = {Teaching and Teacher Education}, author = {Calcagni, Elisa and Ahmed, Farah and Trigo-Clapés, Ana Laura and Kershner, Ruth and Hennessy, Sara}, month = may, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2023.104067 2405685:ZQQP3GIM}, keywords = {Classroom dialogue, Dialogic teaching, Professional development, Professional learning, Reflective inquiry, Teacher agency}, pages = {104067}, } @misc{lurvink_where_2023, title = {Where do teachers go, and where do they stay?}, url = {https://edtechhub.org/2023/03/22/where-do-teachers-go-and-where-do-they-stay/}, abstract = {In Sierra Leone, a government payroll position is tied to the teacher, not the school, meaning teachers can change schools once they go on the payroll. This leads to certain schools being chronically understaffed. It also suggests that deploying teachers to rural and understaffed schools (or putting teachers already there on payroll) might not tackle high pupil-to-qualified-teacher ratios in the longer term. Investigating the school-to-school movement of payroll teachers can help us understand where teachers go after they go on the payroll and how long they stay in a given school. We also looked at overall movement nationally to identify areas of the country that are outliers in terms of high and low retention of teachers.}, language = {en-US}, urldate = {2023-06-27}, journal = {EdTech Hub}, author = {Lurvink, Anne-Fleur and Espinoza-Revollo, Patricia and Ali, Yusuf and Garrod, Oliver and Atherton, Paul and Mackintosh, Alasdair and Ramirez, Ana and Beoku-Betts, Iman and Haßler, Björn and Godwin, Katie and Godwin, Patricia Espinoza-Revollo, Yusuf Ali, Oliver Garrod, Paul Atherton, Alasdair Mackintosh, Ana Ramirez, Iman Beoku-Betts, Björn Haßler {and} Katie, Anne-Fleur Lurvink}, month = mar, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LC8X4TCC}, } @misc{education_sector_working_group_pakistan_2023, title = {Pakistan {Education} {Sector} {Working} {Group} flood response performance monitoring dashboard (as of 28 {February} 2023) - {Pakistan} {\textbar} {ReliefWeb}}, url = {https://reliefweb.int/report/pakistan/pakistan-education-sector-working-group-flood-response-performance-monitoring-dashboard-28-february-2023}, abstract = {Infographic in English on Pakistan about Contributions, Coordination, Flash Flood, Flood and more; published on 9 Mar 2023 by Education Cluster, Save the Children and 2count other organizations}, language = {en}, urldate = {2023-03-10}, author = {Education Sector Working Group}, month = mar, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5CQRIMY5 2405685:TQ27WTTI}, } @techreport{national_institute_of_statistics_of_rwanda_key_2023, title = {{KEY} {FIGURES}: 5th {Rwanda} {Population} and {Housing} {Census} ({PHC})}, url = {https://www.statistics.gov.rw/publication/key-figures-5th-rwanda-population-and-housing-census-phc}, abstract = {The fifth Population and Housing Census in Rwanda, was conducted in August 2022. The Census operation was coordinated by the National Census Commission. Various census technical and administrative structures have been put in place to ensure a successful census operation.}, language = {English}, institution = {National Institute of Statistics of Rwanda.}, author = {{National Institute of Statistics of Rwanda.}}, month = feb, year = {2023}, } @misc{rise_rise_2023, title = {The {RISE} {Education} {Systems} {Diagnostic}: {A} {Tool} for {Identifying} {Strategic} {Priorities} for {Education} {System} {Reform}}, shorttitle = {The {RISE} {Education} {Systems} {Diagnostic}}, url = {https://riseprogramme.org/events/rise-education-systems-diagnostic-tool-identifying-strategic-priorities-education-system}, language = {en}, urldate = {2023-03-08}, journal = {RISE Programme}, author = {{RISE}}, month = feb, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L6DMXC88 2405685:EDFKIHY7 4656463:HLNCGPFR}, } @article{cecilia_macaulay_nigerian_2023, chapter = {Africa}, title = {Nigerian schools: {Flogged} for speaking my mother tongue}, shorttitle = {Nigerian schools}, url = {https://www.bbc.com/news/world-africa-63971991}, abstract = {Nigeria wants local languages to replace English in primary education, but some say it's not practical.}, language = {en-GB}, urldate = {2023-02-10}, journal = {BBC News}, author = {{Cecilia Macaulay}}, month = jan, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:B6YLK9BX 4042040:CFVHDDHY}, } @techreport{allison_guidance_2023, title = {Guidance note on using implementation research in education}, url = {https://www.edu-links.org/sites/default/files/media/file/Guidance_Note_on_Using_Implementation_Research_in_Education.pdf}, institution = {Building Evidence in Education (BE2 )}, author = {Allison, C}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LNYGTD8Y 2405685:MPR522L4}, } @misc{coppedge_m_et_al_v-dem_2023, title = {V-{Dem} {Dataset} v13}, url = {https://www.v-dem.net/data/dataset-archive/}, doi = {10.23696/VDEMDS23}, urldate = {2023-09-23}, publisher = {Varieties of Democracy (V-Dem) Project}, author = {{Coppedge, M. et al.}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.23696/VDEMDS23 2405685:NZ5PTPJ9}, } @misc{edtech_hub_results_2023, type = {Collection}, title = {Results – {Rapid} {Scans} – {The} {EdTech} {Hub}}, url = {https://docs.edtechhub.org/lib/?all=country+scan}, urldate = {2023-06-12}, author = {{EdTech Hub}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4MLKCQH6 2405685:M78IF9TS 4656463:IAPZ4MLA}, } @techreport{government_of_kenya_education_2023, title = {Education {Sector} {Budget} {Proposal} {Report} 2023/24}, url = {https://www.treasury.go.ke/sector-budget-proposal-reports/}, language = {en-US}, urldate = {2023-03-16}, institution = {Government of Kenya}, author = {{Government of Kenya}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N7CKV3JH 2405685:NHE2TZSP 4656463:RVPQB2Q4}, } @techreport{government_of_kenya_report_2023, title = {Report of the {Presidential} {Working} {Party} on {Education} {Reform}: ​​{Transforming} education, training and research for sustainable development in {Kenya}}, url = {https://docs.edtechhub.org/lib/4REVBWCX}, author = {{Government of Kenya}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4REVBWCX}, } @misc{government_of_uganda_fiscal_2023, title = {Fiscal {Transfers}: {View} {Consolidated} formulae}, url = {https://otims.finance.go.ug/}, urldate = {2023-06-12}, journal = {OTIMS}, author = {{Government of Uganda}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TULVRHIN 2405685:ECEJKUEU 4656463:XPMJKJ47}, } @article{jordan_how_2023, title = {How can messaging apps, {WhatsApp} and {SMS} be used to support learning? {A} scoping review}, copyright = {Attribution-NonCommercial 4.0 International}, shorttitle = {How can messaging apps, {WhatsApp} and {SMS} be used to support learning?}, url = {https://www.tandfonline.com/doi/full/10.1080/1475939X.2023.2201590}, abstract = {In response to disruption to education during the Covid-19 pandemic, mobile phone-based messaging has emerged in some instances as an accessible, low-connectivity way of promoting interactivity. However, no recent reviews have been undertaken in relation to how social media and messaging apps can be used to effectively support education in low- and middle-income countries. In this scoping review, 43 documents were identified for inclusion and three main thematic areas emerged: supporting student learning (including interacting with peers and other students, peer tutoring and collaborative learning; and interacting with teachers, through content delivery, teaching and assessment); teacher professional development (including structured support and prompts, and informal communities of practice); and supporting refugee education. The discussion and findings are both of practical use, to inform responses to the current pandemic and designing initiatives in the future, and will also be useful for advancing research in this expanding field.}, language = {en}, urldate = {2023-01-09}, journal = {Technology, Pedagogy and Education}, author = {Jordan, Katy}, year = {2023}, note = {Accepted: 2022-05-18T23:30:06Z Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.17863/CAM.84697 2405685:8XW8JR6H}, } @techreport{malawi_ministry_of_education_building_2023, title = {Building {Education} {Foundations} through {Innovation} \& {Technology}: {Malawi} {Scale}-{Up} {Program} {Overview}}, url = {https://www.imagineworldwide.org/wp-content/uploads/Malawi-Project-Overview-General-2-27-23.pdf}, institution = {Government of Malawi}, author = {{Malawi Ministry of Education}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:989PJPWR 2405685:35X56FZB}, } @misc{national_numeracy_programme_nnp_national_2023, title = {National {Numeracy} {Programme} ({NNP}) - {Objectives}}, url = {https://nnpmalawi.org/about-the-nnp/objectives}, urldate = {2023-10-27}, author = {{National Numeracy Programme (NNP)}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XAY8PSPU 2405685:CZYI6TCY}, } @article{nicolai_toward_2023, title = {Toward a holistic approach to {EdTech} effectiveness: {Lessons} from {Covid}-19 research in {Bangladesh}, {Ghana}, {Kenya}, {Pakistan}, and {Sierra} {Leone}}, volume = {102}, issn = {07380593}, shorttitle = {Toward a holistic approach to {EdTech} effectiveness}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059323001177}, doi = {10.1016/j.ijedudev.2023.102841}, language = {en}, urldate = {2023-08-16}, journal = {International Journal of Educational Development}, author = {Nicolai, Susan and Jordan, Katy and Adam, Taskeen and Kaye, Tom and Myers, Christina}, month = oct, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2023.102841 2405685:EFV98PTB}, pages = {102841}, } @techreport{sarwar_towards_2023, title = {Towards a {Resilient} {Education} {Recovery} from {Pakistan}'s {Floods}: {Rapid} {Response} {Research}}, institution = {Malala Fund \& Pakistan Coalition for Education}, author = {Sarwar, Moizza Binat}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9HVG3REL 2405685:9TT63AI4}, } @article{save_the_children_nearly_2023, title = {Nearly half a million children in {Malawi} unable to attend school due to {Cyclone} {Freddy}}, url = {https://reliefweb.int/report/malawi/nearly-half-million-children-malawi-unable-attend-school-due-cyclone-freddy}, author = {{Save the Children}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IXQQVSWL 2405685:94SBLT7H}, } @misc{stedman_what_2023, title = {What {Is} {Data} {Governance} and {Why} {Does} {It} {Matter}?}, url = {https://www.techtarget.com/searchdatamanagement/definition/data-governance}, abstract = {Learn what data governance is, why it's important, its benefits, who's responsible for it, data governance best practices and more in this in-depth guide.}, language = {en}, urldate = {2023-06-26}, journal = {Data Management}, author = {Stedman, Craig}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RVIX6BEZ}, } @misc{unesco_sdg_2023, title = {{SDG} 4 {September} 2023}, url = {http://sdg4-data.uis.unesco.org/}, urldate = {2023-10-04}, author = {{UNESCO}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:62TKMKGR}, } @misc{unicef_unicef_2023, title = {{UNICEF} {Data} {Warehouse}}, url = {https://data.unicef.org/dv_index/}, author = {{UNICEF}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:8ZJYGFWF}, } @misc{united_nations_gateways_2023, title = {Gateways to {Public} {Digital} {Learning}}, url = {https://www.un.org/en/transforming-education-summit/gateways-public-digital-learning}, language = {en}, urldate = {2023-06-16}, journal = {United Nations}, author = {United Nations}, year = {2023}, note = {Publisher: United Nations KerkoCite.ItemAlsoKnownAs: 2339240:SAJHETWJ 2405685:2P8S8N6F}, } @techreport{world_bank_south_2023, title = {South {Africa} {Public} {Expenditure} and {Institutional} {Review} for {Early} {Childhood} {Development}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099192001242341964/P1756791e5e59bde1ad6714d311b6261dd284d0e6d65}, abstract = {South Africa Public Expenditure and Institutional Review for Early Childhood Development (ECD PEIR) (English)}, language = {en}, urldate = {2023-06-12}, author = {{World Bank}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TLMPZ4F7 2405685:QQVW5HWF}, } @misc{usaid_usaid_2022, title = {{USAID} {Announces} \$74 {Million} for {Early} {Grade} {Reading} in {Malawi} {\textbar} {Press} {Release}}, url = {https://www.usaid.gov/news-information/press-releases/jul-2-2022-usaid-announces-74-million-early-grade-reading-malawi}, abstract = {The U.S. government, through the U.S. Agency for International Development (USAID), is supporting Malawi’s vision for early grade literacy through the new Next Generation (NextGen) early grade reading project. This investment of \$74 million over the next five years, subject to appropriations, will improve the delivery of high-quality early grade reading instruction in all of Malawi’s over 5,700 public primary schools nationwide. Since 2015, the U.S. government has invested more than \$136 million in Malawi’s early grade reading efforts.}, language = {en}, urldate = {2023-04-20}, journal = {U.S. Agency for International Development}, author = {USAID}, month = dec, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VVQUGZN4 2405685:MGLZTU2M}, } @article{boujikian_sandbox_2022, title = {The {Sandbox} {Model}: {A} {Novel} {Approach} to {Iterating} while {Implementing} an {Emergency} {Education} {Program} in {Lebanon} during the {COVID}-19 {Pandemic}}, copyright = {The Journal on Education in Emergencies, published by the Inter-agency Network for Education in Emergencies (INEE), is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.}, issn = {2518-6833}, shorttitle = {The {Sandbox} {Model}}, url = {http://archive.nyu.edu/handle/2451/63993}, doi = {10.33682/rj45-k7z7}, abstract = {Jusoor’s Refugee Education Program helps Syrian refugee children living in Lebanon integrate back into formal schooling. When schools closed due to the COVID-19 pandemic, the refugee program adapted to distance learning by developing Azima, a novel program that used WhatsApp to enable children to keep learning. Azima had to respond immediately to the emergency context while maintaining high education standards, and it also needed to find an effective way to test and refine its content quickly. To do this, the Azima program adopted an innovative experimental approach called a sandbox. A sandbox model operates in rapid iterative cycles and uses multiple methods to quickly test a program’s assumptions about how it will meet its goals. In this field note, we use Azima as a case study to report on our experience of applying the sandbox model. We reflect on the benefits and limitations of this novel approach in supporting the use of education technology in a crisis situation.}, language = {en\_US}, urldate = {2023-01-09}, author = {Boujikian, Michèle and Carter, Alice and Jordan, Katy}, month = dec, year = {2022}, note = {Accepted: 2022-11-07T13:27:21Z Publisher: Inter-agency for Education in Emergencies (INEE) KerkoCite.ItemAlsoKnownAs: 10.33682/rj45-k7z7 2405685:LDWAQKHF}, } @misc{asal_humanitarian_network_drought_2022, title = {Drought situation in the {Kenya} {ASAL} areas now at crisis level - {Kenya} {\textbar} {ReliefWeb}}, url = {https://reliefweb.int/report/kenya/drought-situation-kenya-asal-areas-now-crisis-level}, abstract = {News and Press Release in English on Kenya about Agriculture, Climate Change and Environment, Drought and more; published on 5 Oct 2022 by ASAL Humanitarian Network}, language = {en}, urldate = {2023-04-04}, author = {ASAL Humanitarian Network}, month = oct, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3PE84E95 2405685:I2LURL58}, } @article{asadullah_digital_2022, title = {Digital {Divide} or {Digital} {Provide}? {Technology}, {Time} {Use}, and {Learning} {Loss} during {COVID}-19}, volume = {58}, issn = {0022-0388}, shorttitle = {Digital {Divide} or {Digital} {Provide}?}, url = {https://doi.org/10.1080/00220388.2022.2094253}, doi = {10.1080/00220388.2022.2094253}, abstract = {COVID-19 school closure has caused a worldwide shift towards technology-aided home schooling. Given widespread poverty in developing countries, this has raised concerns over new forms of learning inequalities. Using nationwide data on primary and secondary school children in slum and rural households in Bangladesh, we examine how learning time at home during the early months of school closure varies by access to technology at home. Data confirms a significant socio-economic and gender divide in access to TV, smartphone, computer, and internet among rural households. However, the analysis of daily time use data shows only a modest return to a technology in terms of boosting learning time at home. The learning-grade gradient is shallow and insensitive to TV, smartphone, and computer access at home. We also find no evidence that technology access per se helps learning by boosting time spent in online schooling and private supplementary coaching/tutoring. While technology access matters in households where parents act as home tutors, the magnitude of such a complementary effect are not large. The results imply a loss of out-of-school learning time during school closure even in households with technology access. We consider additional hypotheses relating to institutional and socio-economic barriers to home-based learning in developing countries.}, number = {10}, urldate = {2022-12-02}, journal = {The Journal of Development Studies}, author = {Asadullah, M. Niaz and Bhattacharjee, Anindita}, month = oct, year = {2022}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00220388.2022.2094253 KerkoCite.ItemAlsoKnownAs: 10.1080/00220388.2022.2094253 2405685:4QFIBL3G}, keywords = {COVID-19, D10, I21, J22, Q50, home-based education, learning crisis, school closure}, pages = {1934--1957}, } @misc{edtech_hub_education_2022, title = {Education system management / {EMIS} / education data – {EdTechTools}}, url = {https://database.edtechhub.org/tool_focus/education-system-management-emis-education-data/?post_types=tools}, language = {en-US}, urldate = {2022-10-03}, author = {{EdTech Hub}}, month = oct, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YGEJ34XE 2405685:GTJ3R8F6 4656463:ZZTLJD2P}, } @article{macharia_combining_2022, title = {Combining school-catchment area models with geostatistical models for analysing school survey data from low-resource settings: {Inferential} benefits and limitations}, volume = {51}, issn = {2211-6753}, shorttitle = {Combining school-catchment area models with geostatistical models for analysing school survey data from low-resource settings}, url = {https://www.sciencedirect.com/science/article/pii/S2211675322000483}, doi = {10.1016/j.spasta.2022.100679}, abstract = {School-based sampling has been used to inform targeted responses for malaria and neglected tropical diseases. Standard geostatistical methods for mapping disease prevalence use the school location to model spatial correlation, which is questionable since exposure to the disease is more likely to occur in the residential location. In this paper, we propose to overcome the limitations of standard geostatistical methods by introducing a modelling framework that accounts for the uncertainty in the location of the residence of the students. By using cost distance and cost allocation models to define spatial accessibility and in absence of any information on the travel mode of students to school, we consider three school catchment area models that assume walking only, walking and bicycling and, walking and motorized transport. We illustrate the use of this approach using two case studies of malaria in Kenya and compare it with the standard approach that uses the school locations to build geostatistical models. We argue that the proposed modelling framework presents several inferential benefits, such as the ability to combine data from multiple surveys some of which may also record the residence location, and to deal with ecological bias when estimating the effects of malaria risk factors. However, our results show that invalid assumptions on the modes of travel to school can worsen the predictive performance of geostatistical models. Future research in this area should focus on collecting information on the modes of transportation to school which can then be used to better parametrize the catchment area models.}, language = {en}, urldate = {2022-11-15}, journal = {Spatial Statistics}, author = {Macharia, Peter M. and Ray, Nicolas and Gitonga, Caroline W. and Snow, Robert W. and Giorgi, Emanuele}, month = oct, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.spasta.2022.100679 2405685:EQ9TER5R 4042040:8UF2BKAH}, keywords = {Catchment area models, Disease mapping, Missing locations, Model-based geostatistics, Prevalence, School survey}, pages = {100679}, } @misc{marfo_what_2022, title = {What is {Capitation} {Grant} for {Basic} {Schools} in {Ghana}?}, url = {https://coverghana.com.gh/what-is-capitation-grant-for-basic-schools-in-ghana/}, abstract = {Capitation grant for basic schools is the amount of money or funds allocated for public basic schools in Ghana operating under the Ghana Education Service to... What is Capitation Grant for Basic Schools in Ghana?}, language = {en-US}, urldate = {2022-12-21}, journal = {Coverghana.com.gh}, author = {Marfo, Nathlaine Matilda}, month = sep, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5DJF2EMV 2405685:KR4Q9WQN 4656463:BXWFXF5N}, } @misc{usaid_global_2022, title = {Global {Health} {\textbar} {Malawi} {\textbar} {U}.{S}. {Agency} for {International} {Development}}, url = {https://www.usaid.gov/malawi/global-health}, abstract = {Over the last two decades, Malawi has achieved dramatic gains in most health indicators by focusing on the improved delivery of essential health services. Malawi is one of a few sub-Saharan African countries that achieved Millennium Development Goal (MDG) 4 for child survival by 2015. The Government of Malawi (GoM) reduced maternal mortality by 53 percent between 1990 and 2013, and increased the contraceptive prevalence rate from 7.4 in 1992 to 42 percent in 2010.}, language = {en}, urldate = {2022-10-20}, author = {USAID}, month = sep, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UPMFQ54I 2405685:9QFUUNDN}, } @article{kidman_returning_2022, title = {Returning to school after {COVID}-19 closures: {Who} is missing in {Malawi}?}, volume = {93}, issn = {0738-0593}, shorttitle = {Returning to school after {COVID}-19 closures}, url = {https://www.sciencedirect.com/science/article/pii/S0738059322000955}, doi = {10.1016/j.ijedudev.2022.102645}, abstract = {During the early stages of the COVID-19 pandemic, almost all countries implemented school closures to prevent disease transmission. However, prolonged closures can put children at risk of leaving school permanently, a decision that can reduce their long-term potential and income. This study investigated the extent to which the COVID-19 pandemic and associated school closures reduced school attendance in Malawi, a low-income African country. We used longitudinal data from a cohort of adolescents interviewed before (2017/18; at age 10–16) and after (2021; at age 13–20) the pandemic school closures. Of those students who had been attending school prior to school closures, we find that 86\% returned when schools re-opened. Dropouts were more pronounced among older girls: over 30\% of those aged 17–19 did not return to school. This resulted in further lowering the gender parity index to the greater disadvantage of girls. We also found that students already lagging behind in school were more likely to dropout. Thus, our data suggest that the COVID-19 pandemic has magnified gender inequalities in schooling, at least partially erasing recent progress towards inclusive education. Urgent investments are needed to find and re-enroll lost students now, and to create more resilient and adaptable educational systems before the next pandemic or other negative shock arrives.}, language = {en}, urldate = {2022-11-21}, journal = {International Journal of Educational Development}, author = {Kidman, Rachel and Breton, Etienne and Behrman, Jere and Kohler, Hans-Peter}, month = sep, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2022.102645 2339240:GY9BBMLF 2405685:QFFZJ8XM}, keywords = {Adolescents, COVID-19, Child marriage, Education, Pregnancy, School closures}, pages = {102645}, } @misc{cable_worldwide_2022, title = {Worldwide {Mobile} {Data} {Pricing} 2022 {\textbar} {1GB} {Cost} in 233 {Countries}}, url = {https://www.cable.co.uk/mobiles/worldwide-data-pricing/}, abstract = {A global league table of mobile data costs. The average cost of one gigabyte (1GB) was then calculated and compared from over 5,000 mobile data plans in 233 countries.}, language = {en}, urldate = {2022-09-22}, journal = {Cable.co.uk}, author = {Cable}, month = sep, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T5WI5HXK 2405685:5SB8GXIC}, } @misc{office_for_national_statistics_inflation_2022, title = {Inflation and price indices - {Office} for {National} {Statistics}}, url = {https://www.ons.gov.uk/economy/inflationandpriceindices}, urldate = {2022-09-22}, author = {Office for National Statistics}, month = sep, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PCFUFYYS 2405685:7VBH2E2Q}, } @misc{unesco_uis_2022, title = {{UIS} {Data}}, url = {https://apiportal.uis.unesco.org/bdds}, urldate = {2022-11-14}, author = {{UNESCO}}, month = sep, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UJK93Q3X 2405685:PHQ7CW86 4656463:7TLJUGT9}, } @misc{world_bank_world_2022, title = {World {Development} {Indicators} {\textbar} {DataBank}}, url = {https://databank.worldbank.org/source/world-development-indicators#}, urldate = {2022-09-22}, author = {World Bank}, month = sep, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FYVJKHF3 2405685:KRCAAEGI}, } @misc{asian_development_bank_3_2022, type = {Text}, title = {\$3 {Million} {ADB} {Grant} to {Support} {Pakistan}’s {Flood} {Response}}, url = {https://www.adb.org/news/3-million-adb-grant-support-pakistan-flood-response}, abstract = {ADB approved a \$3 million grant to support the Government of Pakistan’s emergency relief efforts amid widespread floods across the country.}, language = {en}, urldate = {2022-11-16}, journal = {Asian Development Bank}, author = {Asian Development Bank}, month = aug, year = {2022}, note = {Archive Location: Pakistan Last Modified: 2022-09-02T16:36+08:00 Publisher: Asian Development Bank KerkoCite.ItemAlsoKnownAs: 2339240:55WGMGMM 2405685:QNW3WEJD}, } @misc{elimu_resource_centre_elimu_2022, title = {Elimu {\textbar} {Offline} {Intranet} {Resource} {Centre} {In} {Garissa}}, url = {https://elimu.ca/eMagazine/Intranet_Garissa.html}, urldate = {2023-04-04}, author = {{Elimu Resource Centre}}, month = aug, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W9KYYZAG 2405685:S7LG74QC}, } @misc{maichuhie_alarm_2022, title = {Alarm over teen pregnancies as {Kenya} ranked third worldwide {\textbar} {Nation}}, url = {https://nation.africa/kenya/news/gender/alarm-over-teen-pregnancies-as-kenya-ranked-third-worldwide-3888602}, urldate = {2023-04-04}, author = {Maichuhie, Kamau}, month = aug, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:885ESW6Z 2405685:AKH9DB7U}, } @misc{bah_radical_2022, title = {Radical inclusion means teaching children in a language they understand}, url = {https://www.brookings.edu/blog/education-plus-development/2022/07/20/radical-inclusion-means-teaching-children-in-a-language-they-understand/}, abstract = {Chenor Bah examines how Sierra Leone is trying to incorporate radical inclusion within the national education system by ensuring children are taught their mother-tongue for the first three to five years of schooling.}, language = {en-US}, urldate = {2023-04-04}, journal = {Brookings}, author = {Bah, Chernor}, month = jul, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FND65Y2H 2405685:7G5GS3YN}, } @misc{conover_teachers_2022, title = {Teachers need training and support, not just an internet connection, to deliver quality distance education}, url = {https://teachertaskforce.org/blog/teachers-need-training-and-support-not-just-internet-connection-deliver-quality-distance}, abstract = {This blog is based on the findings of Distance learning and teacher training strategies. Lessons from the Caribbean, a recently published report by the Teacher Task Force. It was written by Anna C. Conover, Consultant Distance teaching and learning have expanded rapidly around the world since COVID-19 school closures first began in 2020. The transition exposed a wide digital divide in many countries, where lack of access to devices, online content and internet connectivity hindered universal access. Equally crucial, the shift shone a light on the need for more and better teacher training in digital and relevant pedagogical skills. However, in spite of this urgent need, ministries of education in many countries are only now integrating ICT competencies and standards into teacher policy frameworks. Moreover, traditional teacher training programmes do not necessarily adequately cover digital and related pedagogical skills in initial teacher training and continuing professional education. Teacher training can help improve learners’ and teachers’ experience of distance learning In response to the demand for training in distance learning and technology integration in small island developing states (SIDS) in the Caribbean, the Distance Learning and Teacher Training Strategies in the Caribbean SIDS teacher training programme was created to enhance the capacity of national education systems. The Teacher Task Force, UNESCO’s Global Education Coalition, Blackboard, the Caribbean Centre for Educational Planning (CCEP), UNICEF Jamaica, and the German Federal Ministry for Economic Cooperation and Development collaborated to develop, implement and monitor the programme. Building on the 2020 pilot project, Professional Development for Teachers for Blended Learning and Online Strategies, the programme was designed to strengthen teachers’ digital and related pedagogical skills. It took a holistic and context-sensitive approach to strengthening teachers’ capacity to guarantee that the most vulnerable students were not left behind during the crisis. The project aimed to confront challenges such as: how to maintain engagement and interaction for learning; how to convert content into appropriate online learning formats; how to handle school management issues, such as the need to respect normal school hours; and how to work with students with diverse needs. Providing support in these areas also helped to address teachers’ psychosocial well-being, since the abrupt transition to online teaching led to significant disruption of teachers’ professional and personal lives, causing uncertainty and other emotional challenges. Careful course design, adaptable materials and supportive communities of practice are essential for successful distance learning A key lesson from the programme was the importance of high standards for course design, content, and capacity for collaboration and delivery. Online platforms or learning management systems must be intuitive and user-friendly; courses must include different forms of interaction and student-teacher feedback loops; and time and space must be allotted for collaboration, reflection and experimentation. Since parental involvement is important for successful distance learning, course design should also include guidance for parents and reliable channels for them to communicate with teachers. Preparing and adapting materials for online learning is one of the most challenging and time-consuming tasks for teachers in transitioning to distance learning. So, teacher training should include guidance on tools to facilitate this work, such as “live worksheets”, which are interactive and support assessment at a distance. And programmes should use open-source materials where possible, or explicitly state copyright conditions when needed, to increase scalability and enable teachers to re-use materials. Teachers who participated in the teacher training programme particularly appreciated being part of a community of practice, enabling them to make new connections with distance education experts and other teachers in similar situations across their country and region. This feeling of belonging to a supportive network, as well as their newly acquired skills, boosted their personal and professional confidence in applying digital technologies and the required skills in their classrooms. Teacher training for distance education should prepare teachers to create inclusive online learning environments Ensuring inclusive education should be a priority in distance learning. Even though this form of schooling can limit teachers’ interactions with students (e.g., by reducing opportunities for spontaneous communication and gestural cues), it can also provide opportunities to promote inclusion. Designing courses with accessibility in mind is essential to create inclusive learning environments. For instance, to accommodate the needs of learners with disabilities, participants should be given a range of ways to access materials and participate in courses. This may include offering asynchronous* and synchronous** options for discussion, multimodal (visual, aural, textual, etc.) delivery of content, and downloadable as well as livestreamed content. In multilingual contexts, adapting to teachers’ language needs is also essential. In the SIDS programme, course content was often only available in French or English. However, to allow participants to conduct discussions in the language with which they were most comfortable, course facilitators allowed participants to form online breakout groups using other languages. Flexibility is a key feature in planning for teacher training Training teachers for distance education must be flexible, since teachers have competing and sometimes unforeseen demands on their time. Course content, pacing and assignments should be adjusted throughout the course according to participants’ changing needs. This is particularly important during emergency situations. For accreditation transparency and to maintain teacher motivation, courses can adapt to teachers’ time constraints by offering different levels of certification and micro-credentials for specific ICT skills. Careful planning that considers school calendars and teachers’ accessibility needs, as well as good communication campaigns, are essential to ensure successful enrolment and sustained attendance in teacher training. Registration should be easy and obstacle-free, and directly available online. In general, teacher training should not be scheduled at the beginning or at the end of the school year when teachers are busiest, or during long summer vacations when many teachers are not available. Partnerships are important for developing teacher training programmes for distance education Partnerships are particularly important in delivering distance education, since it requires considerable expertise and resources, including costly devices, uninterrupted connectivity, education software, open educational resources, and pedagogical and organizational expertise. Given that connectivity and device availability are often a barrier in online education, governments and stakeholders should develop partnerships with technology companies and internet providers to identify solutions, while ensuring that data security and participant privacy are respected. Educational technologies have proven to be useful to ensure continuity of education in emergency situations. Increasingly true to all societies, they are also among the basic tools needed to fully participate in our contemporary world. However, investing in these technologies will not achieve the desired results unless we also invest in teachers’ digital and related pedagogical skills. Initial and in-service teacher education must therefore be re-imagined including these skills and technologies. With their first-hand experience of the challenges and opportunities of remote teaching, teachers must be involved in the design, implementation and monitoring of distance learning and technology integration. In such a way, they must effectively be placed at the heart of wider education transformation. Glossary  *Asynchronous online learning:  Education and learning that occur online at a different time compared to when the teacher is instructing. **Synchronous online learning: Education and learning that occur online at the same time, but not in the same place with teachers and/or other learners. Photo credit: Abir Roy Barman/Shutterstock.com}, language = {en}, urldate = {2022-08-22}, journal = {Teacher Task Force}, author = {Conover, Anna C}, month = jul, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FW56SP6K 2405685:5SMBTHW9}, } @article{gur_parenting_2022, title = {Parenting in the digital age: {Attitudes}, controls and limitations regarding children's use of {ICT}}, volume = {183}, issn = {0360-1315}, shorttitle = {Parenting in the digital age}, url = {https://www.sciencedirect.com/science/article/pii/S0360131522000756}, doi = {10.1016/j.compedu.2022.104504}, abstract = {Today, with the development of technology, many possibilities are offered to users; however, these possibilities bring along some risks and threats. It is very important to ensure that users, especially teenagers, can benefit from the possibilities of technology at the highest level by minimizing the existing risks. At this point, the roles, attitudes and behaviors of parents have an important effect. The purpose of this study is to reveal the attitudes, behaviors, controls and limitations of middle school students' parents towards their children's use of information technologies. For this purpose, data were collected from parents through survey and interviews. The participants of the study consisted of 354 parents of 6th and 7th grade students from seven public schools and four private schools. The parents filled out a questionnaire. Also, semi-structured interviews were conducted with 13 volunteer parents. According to the results, parents ‘attitudes towards their children's ICT use were positive and they especially supported their use of ICT for educational purposes. However, it was revealed that parents were concerned about the possible risks and security threats that their children may encounter in virtual environments, and therefore they take precaution in order to prevent their children from possible risks by informing, controlling and limiting their children. Based on the results, while children benefit from digital opportunities, they need to prevent themselves from digital risks as well through precautions and interventions with the support of school-parent cooperation.}, language = {en}, urldate = {2022-10-26}, journal = {Computers \& Education}, author = {Gür, Duygu and Türel, Yalın Kılıç}, month = jul, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2022.104504 2339240:2IQVWEZI 2405685:75K5DJZG}, keywords = {Digital parenting, Information and communication technologies (ICT), Limitations, Online risks, Parental control}, pages = {104504}, } @misc{tate_schools_2022, title = {Schools {Are} {Looking} for {Evidence} {From} {Their} {Edtech}. {Are} {Companies} {Ready} to {Provide} {It}? - {EdSurge} {News}}, shorttitle = {Schools {Are} {Looking} for {Evidence} {From} {Their} {Edtech}. {Are} {Companies} {Ready} to {Provide} {It}?}, url = {https://www.edsurge.com/news/2022-06-23-schools-are-looking-for-evidence-from-their-edtech-are-companies-ready-to-provide-it}, abstract = {Schools are awash in technology in a way never before seen, thanks to the mad dash toward digital that was prompted by the pandemic a little more than ...}, language = {en}, urldate = {2022-09-09}, journal = {EdSurge}, author = {Tate, Emily}, month = jun, year = {2022}, note = {Section: Education Technology KerkoCite.ItemAlsoKnownAs: 2339240:U3HZHK7C 2405685:CDE92LPK}, } @misc{chinen_using_2022, title = {Using virtual reality to help teachers better support refugee students}, url = {https://blogs.worldbank.org/europeandcentralasia/using-virtual-reality-help-teachers-better-support-refugee-students}, abstract = {Virtual reality (VR) offers teachers and school administrators opportunities to foster empathy and cohesion with refugee students, as is already happening through a World Bank-supported project in Türkiye.}, language = {en}, urldate = {2022-08-23}, author = {Chinen, Marjorie and Oviedo, Ana María}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9BGX5PDT 2405685:HTJJP6PP}, } @article{donitsa-schmidt_covid-19_2022, title = {{COVID}-19 – a boundary crossing event for teacher educators.pdf}, url = {https://drive.google.com/file/d/1LQhOjpqwFLdfX-EW8rN--ZLdWZqUbdeQ/view?fbclid=IwAR2iTzVEpGAYVMZbyKXuVW7_fuHJ-XWSpeQ_1SAJV32SKcvB5QqlzMV6H0E&usp=embed_facebook}, doi = {10.1080/02607476.2022.2088267}, urldate = {2022-08-22}, journal = {Journal of Education for Teaching}, author = {Donitsa-Schmidt, Smadar and Ramot, Rony}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2022.2088267 2339240:BT28WQ3R 2405685:WSFTJQTK}, } @misc{noauthor_implementation_2022, title = {Implementation of {Kobo} {Collect} in drought-affected {Provinces}}, url = {https://angola.unfpa.org/en/news/implementation-kobo-collect-drought-affected-provinces}, abstract = {Implementation of Kobo Collect in drought-affected Provinces}, language = {en}, urldate = {2022-07-08}, journal = {UNFPA Angola}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SA74XSPP 2486141:GLNA9GCW}, } @misc{t4_education_effective_2022, title = {Effective {Assessment} and {Progress} {Monitoring} in an {Online} {Environment}: {A} {Study} in {Six} {Countries}}, shorttitle = {Effective {Assessment} and {Progress} {Monitoring} in an {Online} {Environment}}, url = {https://edtechhub.org/2022/06/10/effective-assessment-and-progress-monitoring-in-an-online-environment-a-study-in-six-countries/}, abstract = {The study was undertaken in six countries – Bangladesh, India, Nigeria, Pakistan, Philippines, and South Africa. The data collection involved focus group discussions with two held in each country..}, language = {en-US}, urldate = {2022-08-25}, journal = {EdTech Hub}, author = {T4 Education and EdTech Hub}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PA9TD6UB 2405685:E66UZCLZ}, } @misc{segura_edtech_2022, title = {Edtech {Should} {Be} {More} {Evidence}-{Driven} - {EdSurge} {News}}, url = {https://www.edsurge.com/news/2022-06-03-edtech-should-be-more-evidence-driven}, abstract = {The \$300 billion global edtech industry is full of promise – but its non-empirical approach has prevented true success}, language = {en}, urldate = {2022-09-09}, journal = {EdSurge}, author = {Segura, Fabio and Sommer, Simon}, month = jun, year = {2022}, note = {Section: Education Technology KerkoCite.ItemAlsoKnownAs: 2339240:LFIW2ZPJ 2405685:WTNB88NI}, } @article{ghamrawi_teachers_2022, title = {Teachers’ virtual communities of practice: {A} strong response in times of crisis or just another {Fad}?}, volume = {27}, issn = {1573-7608}, shorttitle = {Teachers’ virtual communities of practice}, url = {https://doi.org/10.1007/s10639-021-10857-w}, doi = {10.1007/s10639-021-10857-w}, abstract = {The purpose of this study was to investigate the perceived effectiveness of a virtual community of practice (vCoP) designed to support knowledge and expertise sharing between K-12 teachers during Covid-19 pandemic. Besides, it aimed at exploring the potential of such vCoPs in delivering effective professional development, in general, and during crisis in particular. The vCoP was developed by the researcher herself as part of a consultancy to the UNESCO. The sample included 696 participants who were members of the vCoP. The research methodology adopted was mixed methods. Quantitative data was collected through surveying; and qualitative data was collected through 8 focus group interviews each involving 6 participants. Statistical analysis was used to analyze survey data, while interviews data was analyzed using theme-based analysis. Findings showed that participants viewed vCoPs as effective tools for e-professional development in general and during crisis in particular. Facilitators and blockers confronting vCoP nourishment are presented and discussed. Discussions and conclusions are offered at the end of the study.}, language = {en}, number = {5}, urldate = {2022-08-16}, journal = {Education and Information Technologies}, author = {Ghamrawi, Norma}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-021-10857-w 2339240:T2DN66UF 2405685:DJ4PZFW8}, keywords = {Covid-19 pandemic, Crisis education, Professional development, Remote education, Social networking, Virtual communities of practice}, } @inproceedings{jordan_edtech_2022, address = {New York, NY, USA}, series = {L@{S} '22}, title = {{EdTech} and {Girls} {Education} in {Low}- and {Middle}-{Income} {Countries}: {Which} {Intervention} {Types} {Have} the {Greatest} {Impact} on {Learning} {Outcomes} for {Girls}?}, isbn = {978-1-4503-9158-0}, shorttitle = {{EdTech} and {Girls} {Education} in {Low}- and {Middle}-{Income} {Countries}}, url = {https://doi.org/10.1145/3491140.3528305}, doi = {10.1145/3491140.3528305}, abstract = {Gender-based inequality in access to education is an issue of global concern. The use of educational technology is often cited as a potential way to help close educational gaps and promote girls' education. However, the existing evidence base in relation to girls' learning outcomes when using educational technology in low-income countries is limited. The evidence base was recently boosted by a study in which findings from classic educational development studies were revisited and disaggregated by gender. In this paper, we present a secondary analysis of this dataset, focusing specifically on the educational technology-focused interventions, and sourcing additional data. The analysis comprises 35 interventions, reported across 15 publications, published between 2003 and 2019. We discuss the relative efficacy of different types of educational technology interventions by comparing effect sizes of learning outcomes for girls. The findings suggest that interventions which focus on distributing hardware alone have mixed - and sometimes negative - effects on learning outcomes for girls. The impact of software-focused interventions is more positive, particularly personalised learning applications. Furthermore, we consider characteristics of the studies included in the analysis, and identify gaps in the literature which will help shape research in this field in the future.}, urldate = {2022-08-02}, booktitle = {Proceedings of the {Ninth} {ACM} {Conference} on {Learning} @ {Scale}}, publisher = {Association for Computing Machinery}, author = {Jordan, Katy and Myers, Christina}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3491140.3528305 2405685:M9L6E934}, keywords = {educational technology, equity, gender, girls education, international development, low- and middle-income countries}, pages = {330--334}, } @misc{orozco-olvera_is_2022, title = {Is the {Movies} and {Mobiles} intervention a smart investment?}, url = {https://docs.google.com/presentation/d/1wOpXyRUwjBzo8Don4RHPM7tLZ9OecrZR}, urldate = {2022-07-01}, author = {Orozco-Olvera, Victor and Rascón-Ramírez, Ericka G.}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PL4Z9P4H 4042040:536CQLRQ}, } @article{poudel_decolonisation_2022, title = {Decolonisation of curriculum: the case of language education policy in {Nepal}}, volume = {20}, issn = {1474-8460}, shorttitle = {Decolonisation of curriculum}, url = {https://ucl.scienceopen.com/hosted-document?doi=10.14324/LRE.20.1.13}, doi = {10.14324/LRE.20.1.13}, abstract = {{\textless}p class="first" id="d12648418e120"{\textgreater}While decolonisation is usually discussed in relation to countries that were formally colonised, countries that have not been formally colonised have also faced challenges related to colonialism. In this case, it is worth considering whether decolonial theory has more widespread applicability to respond to global challenges faced in the postcolonial era. This article documents the historical trajectories of colonisation and decolonisation of the school curriculum in Nepal. Although Nepal was never formally colonised, the introduction of modern schooling in Nepal was informed by the British colonisation of India, where local languages were replaced by English in the curriculum, diminishing the value of local languages and knowledges. Against this backdrop, the Nepal government issued a series of policies supporting Nepali supremacy, but the expansion of English was not significantly challenged. Rather, the policies resulted in a double colonisation of ethnic/Indigenous languages: external colonisation by English, and internal colonisation by the Nepali language. However, significant decolonisation efforts have recently made space for minoritised languages in the curriculum. This article illustrates these colonisation and decolonisation waves, shaped by the government, local communities and other actors. Drawing on Nepal’s legislative and educational policies, the article relates language policy decisions and actions as decolonial efforts to support ethnic/Indigenous languages and explores the implications for understanding tensions around decolonisation of curriculum. {\textless}/p{\textgreater}}, number = {1}, urldate = {2022-06-27}, journal = {London Review of Education}, author = {Poudel, Prem Prasad and Jackson, Liz and Choi, Tae-Hee}, month = jun, year = {2022}, note = {Publisher: UCL Press KerkoCite.ItemAlsoKnownAs: 10.14324/LRE.20.1.13 2405685:ZINX7XPB 4042040:NTMVL2T9}, } @misc{azevedo_state_2022, title = {The {State} of {Global} {Learning} {Poverty}: 2022 {Update}}, url = {https://thedocs.worldbank.org/en/doc/e52f55322528903b27f1b7e61238e416-0200022022/original/Learning-poverty-report-2022-06-21-final-V7-0-conferenceEdition.pdf}, urldate = {2022-11-28}, publisher = {The World Bank}, author = {Azevedo, Joao Pedro and Rogers, Halsey and Ahlgren, Ellinore and Akmal, Maryam and Cloutier, Marie-Helene and Ding, Elaine and Raza, Ahmed and Ning Wong, Yi and Montoya, Silvia and Chakroun, Borhene and Chang, Gwang-Chol and Guerriero, Sonia and Dewan, Pragya and Mizunoya, Suguru and Reuge, Nicholas and Russell, Kenneth and Yao, Haogen and Bronwin, Rona and Cohen-Mitchell, Joanie and Dintilhac, Clio and Boggild-Jones, Izzy}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MTNZJFPM 2405685:I5JFXK3N}, } @article{jordan_edtech_2022, title = {{EdTech} and {Girls} {Education} in {Low}- and {Middle}-{Income} {Countries}: {Which} {Intervention} {Types} {Have} the {Greatest} {Impact} on {Learning} {Outcomes} for {Girls}?}, copyright = {Attribution-NonCommercial-NoDerivatives 4.0 International}, shorttitle = {{EdTech} and {Girls} {Education} in {Low}- and {Middle}-{Income} {Countries}}, url = {https://www.repository.cam.ac.uk/handle/1810/336417}, doi = {10.17863/CAM.83829}, abstract = {Gender-based inequality in access to education is an issue of global concern. The use of educational technology is often cited as a potential way to help close educational gaps and promote girls’ education. However, the existing evidence base in relation to girls’ learning outcomes when using educational technology in low-income countries is limited. The evidence base was recently boosted by a study in which findings from classic educational development studies were revisited and disaggregated by gender [7]. In this paper, we present a secondary analysis of this dataset, focusing specifically on the educational technology-focused interventions, and sourcing additional data. The analysis comprises 35 interventions, reported across 15 publications, published between 2003 and 2019.We discuss the relative efficacy of different types of educational technology interventions by comparing effect sizes of learning outcomes for girls. The findings suggest that interventions which focus on distributing hardware alone have mixed - and sometimes negative - effects on learning outcomes for girls. The impact of software-focused interventions is more positive, particularly personalised learning applications. Furthermore, we consider characteristics of the studies included in the analysis, and identify gaps in the literature which will help shape research in this field in the future.}, language = {en}, urldate = {2022-05-30}, author = {Jordan, Katy and Myers, Christina}, month = jun, year = {2022}, note = {Accepted: 2022-04-25T08:00:57Z Publisher: Faculty of Education KerkoCite.ItemAlsoKnownAs: 10.17863/CAM.83829 2405685:7AGRDYVW 4042040:KV9QJ46Q}, } @misc{world_bank_lessons_2022, title = {Lessons from {Kenya}’s {Education} {Reforms}}, url = {https://www.worldbank.org/en/country/kenya/publication/lessons-from-kenya-s-education-reforms}, urldate = {2023-04-04}, author = {World Bank}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:58C9VTTY 2405685:5S455QEI}, } @article{rana_teachers_2022, title = {Teachers’ experiences of {ICT} training in {Nepal}: how teachers in rural primary schools learn and make progress in their ability to use {ICT} in classrooms}, volume = {31}, issn = {1475-939X}, shorttitle = {Teachers’ experiences of {ICT} training in {Nepal}}, url = {https://doi.org/10.1080/1475939X.2021.2014947}, doi = {10.1080/1475939X.2021.2014947}, abstract = {This article reports on teachers’ experiences of ICT training in rural areas of Nepal. It discusses aspects of policy documents to help understand the Nepali educational context, before highlighting the challenges of establishing and maintaining infrastructure and professional learning opportunities across a country with challenging terrain and extreme environmental conditions. It then examines teachers’ perceptions in five rural primary schools about their experiences of training to use modern educational technologies in instructional activities. The findings indicate that none of the teachers received training in the use of ICT in their initial teacher education and that the Government has allowed non-governmental organisations to provide ICT infrastructure and training for rural schools and teachers. Although this is a small study, it offers insights into the gap between policy and practice and highlights the contextual challenges of Nepal’s attempts to operate on a global educational level as well as the challenges for teachers.}, number = {3}, urldate = {2022-10-21}, journal = {Technology, Pedagogy and Education}, author = {Rana, Karna and Greenwood, Janinka and Henderson, Robyn}, month = may, year = {2022}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/1475939X.2021.2014947 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2021.2014947 2405685:S2C5FKXL}, keywords = {ICT training, Nepal education, TPACK, rural education, teacher professional development}, pages = {275--291}, } @article{lichand_impacts_2022, title = {The impacts of remote learning in secondary education during the pandemic in {Brazil}}, volume = {6}, issn = {2397-3374}, url = {https://www.nature.com/articles/s41562-022-01350-6}, doi = {10.1038/s41562-022-01350-6}, abstract = {The transition to remote learning in the context of COVID-19 might have led to dramatic setbacks in education. Taking advantage of the fact that São Paulo State featured in-person classes for most of the first school quarter of 2020, but not thereafter, we estimate the effects of remote learning in secondary education using a differences-in-differences strategy that contrasts variation in students’ outcomes across different school quarters, before and during the pandemic. We also estimate intention-to-treat (ITT) effects of reopening schools in the pandemic through a tripledifferences strategy, contrasting changes in educational outcomes across municipalities and grades that resumed in-person classes or not over 2020’s last school quarter. We find that, under remote learning, dropout risk increased by 365\% and test scores decreased by 0.32 s.d., as if students had only learned 27.5\% of the in-person equivalent. Partially resuming in-person classes increased test scores by 20\% relative to the control group.}, language = {en}, number = {8}, urldate = {2022-08-25}, journal = {Nature Human Behaviour}, author = {Lichand, Guilherme and Doria, Carlos Alberto and Leal-Neto, Onicio and Fernandes, João Paulo Cossi}, month = may, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1038/s41562-022-01350-6 2339240:Z4VIWPC2 2405685:IPG893HE}, pages = {1079--1086}, } @article{han_how_2022, title = {“{How} {Dare} {They} {Peep} into {My} {Private} {Life}?”}, shorttitle = {“{How} {Dare} {They} {Peep} into {My} {Private} {Life}?}, url = {https://www.hrw.org/report/2022/05/25/how-dare-they-peep-my-private-life/childrens-rights-violations-governments}, abstract = {The 99-page report, “’How Dare They Peep into My Private Life?’: Children’s Rights Violations by Governments that Endorsed Online Learning during the Covid-19 Pandemic,” is grounded in technical and policy analysis conducted by Human Rights Watch on 165 education technology (EdTech) products endorsed by 49 countries. It includes an examination of 294 companies found to have collected, processed, or received children’s data since March 2021, and calls on governments to adopt modern child data protection laws to protect children online.}, language = {en}, urldate = {2022-12-29}, journal = {Human Rights Watch}, author = {Han, Hye Jung}, month = may, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SH2GMWNM}, keywords = {⛔ No DOI found}, } @misc{human_rights_watch_governments_2022, title = {Governments {Harm} {Children}’s {Rights} in {Online} {Learning}}, url = {https://www.hrw.org/news/2022/05/25/governments-harm-childrens-rights-online-learning}, abstract = {Governments of 49 of the world’s most populous countries harmed children’s rights by endorsing online learning products during Covid-19 school closures without adequately protecting children’s privacy.}, language = {en}, urldate = {2022-06-14}, journal = {Human Rights Watch}, author = {Human Rights Watch}, month = may, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:98DMJG67 2405685:AYPZES2G}, } @techreport{asadullah_home_2022, address = {Tokyo}, type = {{ADBI} {Working} {Paper}}, title = {Home {Schooling} during the {COVID}-19 {Pandemic}: {An} {Assessment} of {Malaysia}’s {PdPR} {Program}}, copyright = {https://creativecommons.org/licenses/by-nc-nd/3.0/igo/}, shorttitle = {Home {Schooling} during the {COVID}-19 {Pandemic}}, url = {https://www.adb.org/publications/home-schooling-during-the-covid-19-pandemic-an-assessment-of-malaysia-s-pd-pr-program}, abstract = {The majority of homeschoolers in Malaysia prefer to return to on-site education once schools reopen.}, language = {en}, number = {1318}, urldate = {2022-12-02}, institution = {Asian Development Bank}, author = {Asadullah, Niaz}, month = may, year = {2022}, note = {Accepted: 2022-05-18 Last Modified: 2022-08-30T18:13+08:00 KerkoCite.ItemAlsoKnownAs: 2405685:STB73A3M}, } @techreport{hassan_telementoring_2022, type = {preprint}, title = {Telementoring and homeschooling during school closures: {A} randomized experiment in rural {Bangladesh}}, shorttitle = {Telementoring and homeschooling during school closures}, url = {https://osf.io/mhyq5}, abstract = {Using a randomized controlled experiment in 200 Bangladeshi villages, we evaluate the impact of over-the-phone mentoring and homeschooling support delivered by volunteers on the learning outcomes of primary school children during school closures caused by the coronavirus pandemic. The telementoring program improved the learning outcomes of treated children by 0.75 SD and increased homeschooling involvement of treated mothers by 0.64 SD. The impacts on learning are driven primarily by the direct mentoring of children and to some extent also by the increased homeschooling involvement of mothers. Academically weaker children and households from lower socioeconomic backgrounds benefitted the most from telementoring.}, language = {en}, urldate = {2023-03-29}, institution = {SocArXiv}, author = {Hassan, Hashibul and Islam, Asad and Siddique, Abu and Wang, Liang Choon}, month = may, year = {2022}, doi = {10.31235/osf.io/mhyq5}, note = {KerkoCite.ItemAlsoKnownAs: 10.31235/osf.io/mhyq5 2339240:9PH6DMPD 2405685:PADF6IYS}, } @techreport{hassan_telementoring_2022, type = {preprint}, title = {Telementoring and homeschooling during school closures: {A} randomized experiment in rural {Bangladesh}}, shorttitle = {Telementoring and homeschooling during school closures}, url = {https://osf.io/mhyq5}, abstract = {Using a randomized controlled experiment in 200 Bangladeshi villages, we evaluate the impact of over-the-phone mentoring and homeschooling support delivered by volunteers on the learning outcomes of primary school children during school closures caused by the coronavirus pandemic. The telementoring program improved the learning outcomes of treated children by 0.75 SD and increased homeschooling involvement of treated mothers by 0.64 SD. The impacts on learning are driven primarily by the direct mentoring of children and to some extent also by the increased homeschooling involvement of mothers. Academically weaker children and households from lower socioeconomic backgrounds benefitted the most from telementoring.}, language = {en}, urldate = {2023-03-29}, institution = {SocArXiv}, author = {Hassan, Hashibul and Islam, Asad and Siddique, Abu and Wang, Liang Choon}, month = may, year = {2022}, doi = {10.31235/osf.io/mhyq5}, note = {KerkoCite.ItemAlsoKnownAs: 10.31235/osf.io/mhyq5 2339240:9PH6DMPD 2405685:PADF6IYS}, } @techreport{hassan_telementoring_2022, type = {preprint}, title = {Telementoring and homeschooling during school closures: {A} randomized experiment in rural {Bangladesh}}, shorttitle = {Telementoring and homeschooling during school closures}, url = {https://osf.io/mhyq5}, abstract = {Using a randomized controlled experiment in 200 Bangladeshi villages, we evaluate the impact of over-the-phone mentoring and homeschooling support delivered by volunteers on the learning outcomes of primary school children during school closures caused by the coronavirus pandemic. The telementoring program improved the learning outcomes of treated children by 0.75 SD and increased homeschooling involvement of treated mothers by 0.64 SD. The impacts on learning are driven primarily by the direct mentoring of children and to some extent also by the increased homeschooling involvement of mothers. Academically weaker children and households from lower socioeconomic backgrounds benefitted the most from telementoring.}, language = {en}, urldate = {2023-03-29}, institution = {SocArXiv}, author = {Hassan, Hashibul and Islam, Asad and Siddique, Abu and Wang, Liang Choon}, month = may, year = {2022}, doi = {10.31235/osf.io/mhyq5}, note = {KerkoCite.ItemAlsoKnownAs: 10.31235/osf.io/mhyq5 2339240:9PH6DMPD 2405685:PADF6IYS}, } @misc{goger_learning_2022, title = {Learning and working in the digital age: {Advancing} opportunities and identifying the risks}, shorttitle = {Learning and working in the digital age}, url = {https://www.brookings.edu/research/learning-and-working-in-the-digital-age-advancing-opportunities-and-identifying-the-risks/}, abstract = {Annelies Goger, Allyson Parco, and Emiliana Vegas provide a high-level map of the landscape of education and labor market innovations in formal and informal education.}, language = {en-US}, urldate = {2022-08-13}, journal = {Brookings}, author = {Goger, Annelies and Parco, Allyson and Vegas, Emiliana}, month = may, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BECTE3UC 2405685:6ZIX3DVL}, } @misc{mcburnie_when_2022, title = {When teachers are asked to deploy other teachers, we learn a lot about teacher preferences}, url = {https://edtechhub.org/2022/05/13/when-teachers-are-asked-to-deploy-other-teachers-we-learn-a-lot-about-teacher-preferences/}, abstract = {In Sierra Leone, the availability of facilities such as electricity and water strongly influences the preferences of some teachers. Here, we found that several teachers wanted to relocate to areas where they could access better working conditions, more transportation options, and a wider range of things to do in their free time.}, language = {en-US}, urldate = {2022-11-18}, journal = {EdTech Hub}, author = {McBurnie, Chris and Godwin, Katie and Bernard-Jones, Lydia and Haßler, Björn}, month = may, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YGGYBFB6 2405685:EZZ3QXCT 4656463:W4SE8RSY}, } @techreport{patrinos_analysis_2022, address = {Washington, DC}, type = {Working {Paper}}, title = {An {Analysis} of {COVID}-19 {Student} {Learning} {Loss}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, url = {https://openknowledge.worldbank.org/handle/10986/37400}, abstract = {COVID-19 caused significant disruption to the global education system. Early reviews of the first wave of lockdowns and school closures suggested significant learning loss in a few countries. A more recent and thorough analysis of recorded learning loss evidence documented since the beginning of the school closures between March 2020 and March 2022 finds even more evidence of learning loss. Most studies observed increases in inequality where certain demographics of students experienced more significant learning losses than others. But there are also outliers, countries that managed to limit the amount of loss. This review aims to consolidate all the available evidence and documents the empirical findings. Thirty-six robust studies were identified, the majority of which find learning losses on average amounting to 0.17 of a standard deviation, equivalent to roughly a one-half year’s worth of learning. These findings confirm that learning loss is real and significant, even compared to the first year of the pandemic. Further work is needed to increase the quantity of studies produced, and to ascertain the reasons for learning loss and in a few cases mitigation of loss.}, language = {English}, urldate = {2022-08-22}, institution = {World Bank}, author = {Patrinos, Harry Anthony and Vegas, Emiliana and Carter-Rau, Rohan}, month = may, year = {2022}, doi = {10.1596/1813-9450-10033}, note = {Accepted: 2022-05-05T18:47:54Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-10033 2339240:3EFZDWNL 2339240:U5ETV2HF 2405685:HCX28CMA 2405685:K5MNBSW6}, keywords = {Coronavirus Impact on Learning, Covid-19 Student Learning Loss, Education, Education Disruption, Educational Inequality, Human Capital Accumulation, Learning Inequality, Pandemic Education Impact, Remote Learning Quality, School Lockdowns, Systematic Education Review}, } @techreport{lichand_behavioral_2022, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {Do {Behavioral} {Nudges} {Work} {Under} {Remote} {Learning}? {Evidence} from {Brazil} {During} the {Pandemic}}, shorttitle = {Do {Behavioral} {Nudges} {Work} {Under} {Remote} {Learning}?}, url = {https://papers.ssrn.com/abstract=3724386}, abstract = {Behavioral nudges have been shown to increase student attendance and grades across a variety of settings. In low- and middle-income countries, these effects are often mediated by parents showing up in school to a greater extent, ultimately monitoring teachers more closely. As such, could nudges improve educational outcomes even under remote learning? In particular, could they prevent at least part of the dramatic learning losses in the context of COVID-19, which left billions of children around the world without in-person classes? We study this question using a cluster-randomized control trial with 18, 256 students across 87 high schools in the State of Goiás, Brazil. We find that motivational nudges sent through text messages to students or their caregivers under remote learning significantly increased standardized test scores relative to the control group, preventing 7.5\% of learning losses in math and 24\% in Portuguese. Additional experiments that varied the content of nudges at the student level illustrate the opportunities and challenges of using behavioral insights to motivate students in the context of remote learning.}, language = {en}, number = {3724386}, urldate = {2022-06-06}, institution = {Social Science Research Network}, author = {Lichand, Guilherme and Christen, Julien and van Egeraat, Eppie}, month = apr, year = {2022}, doi = {10.2139/ssrn.3724386}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3724386 2339240:9QTNGBWL 2405685:AZD43GWL}, keywords = {COVID-19, Learning Losses, Nudges, Remote Learning}, } @article{long_more_2022, title = {The {More} {You} {Know}, the {Less} {You} {Stress}: {Menstrual} {Health} {Literacy} in {Schools} {Reduces} {Menstruation}-{Related} {Stress} and {Increases} {Self}-{Efficacy} for {Very} {Young} {Adolescent} {Girls} in {Mexico}}, volume = {3}, issn = {2673-5059}, shorttitle = {The {More} {You} {Know}, the {Less} {You} {Stress}}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9047952/}, doi = {10.3389/fgwh.2022.859797}, abstract = {Improving the menstrual health literacy of girls and boys is a key strategy within a holistic framework of Save the Children's school health and comprehensive sexuality education programming. As menstrual health is an emerging area of study and programming, Save the Children continues to learn and adjust its interventions using program evaluations and rigorous monitoring. This paper will examine program-monitoring data from three cohorts, representing 47 public schools in Mexico City, Puebla, and Mérida, Mexico. The study focuses on female students in 5th and 6th grade who participated in We See Equal, a school-based program centered on gender equality and puberty education, between September 2018 and December 2019. This study used a cross-sectional quantitative cohort approach to document changes in girls' experiences and perceptions around managing menstruation in school. The analysis compares girls' knowledge and experiences before and after participation in We See Equal to understand how knowledge changes over the program and how those changes may contribute to menstruation-related school engagement, stress, and self-efficacy (MENSES) outcomes. Multivariate regression models explored relationships between MENSES outcomes, knowledge and socioeconomic status (SES). Overall, results show that the more knowledge girls acquired, the higher their self-efficacy score and the lower their stress score, however, certain MHH knowledge was more predictive of MENSES outcomes and varied by SES. Among girls from lower SES, we observed significant relationships between knowing what their period was prior to menarche and the three MENSES outcomes. Decreases in menstruation-related stress were driven by items related to the practical knowledge of how to dispose of sanitary pads and reduced feelings of nervousness on days they had their period at school. Increases in self-efficacy were primarily driven by girls' confidence in their ability to track their period from month to month, feelings that they could still do well on an exam if they had their period at school, and security that they could ask a friend to lend them a pad if they needed one. Implications for future menstrual health literacy programming and targeting populations for menstrual health education, as well as priorities for future research will be discussed.}, urldate = {2022-07-07}, journal = {Frontiers in Global Women's Health}, author = {Long, Jeanne L. and Haver, Jacquelyn and Mendoza, Pamela and Vargas Kotasek, Selvia M.}, month = apr, year = {2022}, pmid = {35496727}, pmcid = {PMC9047952}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/fgwh.2022.859797 2405685:SK7LE4U2 2486141:9CX994F4}, pages = {859797}, } @misc{jacobs_foundation_evidence_2022, title = {Evidence needs to be at the heart of \$300 billion global edtech industry}, url = {https://jacobsfoundation.org/en/evidence-needs-to-be-at-the-heart-of-300-billion-global-edtech-industry/}, abstract = {The Jacobs Foundation calls for a “culture shift”. This follows the launch of a global CHF 40 million initiative for greater collaboration between investors, edtech companies, and premier research institutions to help bridge the gap between research and edtech.}, language = {en-US}, urldate = {2022-09-09}, journal = {Jacobs Foundation}, author = {{Jacobs Foundation}}, month = apr, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PP9PDJVU 2405685:5S5PZR3A}, } @misc{grimette_ou_2022, title = {{OU} part of £5.5m research portfolio to improve education tech in low and middle income countries}, url = {https://ounews.co/education-languages-health/education/ou-part-of-5-5m-research-portfolio-to-improve-education-tech-in-low-and-middle-income-countries/}, abstract = {The Open University (OU) has launched a study with global research partner, Edtech Hub, to investigate the impact of technology on teaching in Bangladesh. Part of EdTech's first research portfolio, the OU's 3Mpower is one of 13 projects, which represents the largest investment in primary research on EdTech's use in low- and middle-income countries.}, language = {en-GB}, urldate = {2022-08-23}, journal = {OU News}, author = {Grimette, Hannah}, month = apr, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M5XGVS2H 2405685:EXXQ3R4B}, } @article{lynch_educational_2022, title = {Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review}, volume = {0}, issn = {0013-1911}, shorttitle = {Educational technology for learners with disabilities in primary school settings in low- and middle-income countries}, url = {https://doi.org/10.1080/00131911.2022.2035685}, doi = {10.1080/00131911.2022.2035685}, abstract = {Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6–12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities.}, number = {0}, urldate = {2022-05-30}, journal = {Educational Review}, author = {Lynch, Paul and Singal, Nidhi and Francis, Gill Althia}, month = apr, year = {2022}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00131911.2022.2035685 KerkoCite.ItemAlsoKnownAs: 10.1080/00131911.2022.2035685 2405685:CB7LMISX 2405685:EM4VG98Q}, keywords = {Educational technology, assistive technology, disability, inclusive education, low- and middle-income countries, primary education}, pages = {1--27}, } @techreport{munoz-najar_remote_2022, type = {Report}, title = {Remote {Learning} {During} {COVID}-19: {Lessons} from {Today}, {Principles} for {Tomorrow}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/160271637074230077/remote-learning-during-covid-19-lessons-from-today-principles-for-tomorrow}, abstract = {School closures during COVID-19 (coronavirus) led to an unprecedented global experiment in the delivery of remote learning. This report seeks to assess what lessons can be drawn from experiences of remote learning during COVID-19 in K-12 education, with a focus on low- and middle-income countries. It focuses on the period from March 2020 to October 2021 and addresses the following key questions: 1. Was remote learning during COVID-19 taken up and if so, was it effective? That is, did children learn as much as they did during pre-pandemic, in-person learning? 2. What lessons can governments derive from this wide-spread experience? 3. How might policymakers use these lessons to reimagine learning as schools begin to reopen? This report is part of a larger effort led by the World Bank to provide guidance and technical assistance to optimize country effectiveness in the design and execution of remote learning strategies. It has been developed in conjunction with Remote Learning During the Global School Lockdown: Multi-Country Lessons, a qualitative study conducted between May and November 2020 to understand the perceived effectiveness of remote and remedial learning solutions implemented across 17 countries.}, language = {English}, number = {166111}, urldate = {2022-08-21}, institution = {World Bank Group}, author = {Munoz-Najar, Alberto and Gilberto, Alison and Hasan, Amer and Pedro Azevedo, João and Akmal, Maryam}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PF8DATUL 2405685:PY2ACUYU}, } @misc{macharia_spatial_2022, title = {A spatial database of public primary day schools in western {Kenya}}, url = {https://dataverse.harvard.edu/dataset.xhtml?persistentId=doi:10.7910/DVN/5N8LW2}, doi = {10.7910/DVN/5N8LW2}, abstract = {Understanding the location of primary schools relative to population is important to contextualize the time, or distance, that students must travel...}, language = {en}, urldate = {2022-11-15}, publisher = {Harvard Dataverse}, author = {Macharia, Peter M. and Moturi, Angela and Mumo, Eda and Snow, Robert W.}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.7910/DVN/5N8LW2 2405685:X535MUN5 4042040:3JHDAWZB 4042040:HDKP4PJ6}, keywords = {Other}, } @article{raudla_mediumterm_2022, title = {Medium‐term expenditure frameworks: {Credible} instrument or mirage?}, issn = {0275-1100, 1540-5850}, shorttitle = {Medium‐term expenditure frameworks}, url = {https://onlinelibrary.wiley.com/doi/10.1111/pbaf.12316}, doi = {10.1111/pbaf.12316}, abstract = {Medium‐term expenditure frameworks (MTEFs) are typically viewed as instruments to expand budget horizons beyond one year and to limit spending growth over the medium term (usually three to five years). In response to the fiscal crisis and EU requirements, many countries in Europe have adopted MTEFs over the past decade. We use elite interviews to examine whether the formal enactment of such frameworks has led to changes in actual budget practices in Finland, Austria, Portugal, and Ireland. Our analysis shows that the newly adopted MTEFs have not acted as binding constraints on fiscal policy.}, language = {en}, urldate = {2022-06-07}, journal = {Public Budgeting \& Finance}, author = {Raudla, Ringa and Douglas, James W. and MacCarthaigh, Muiris}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/pbaf.12316 2339240:VLSE5332 2405685:CA7W243U 4656463:XX3NQTAZ}, } @misc{gabriela_alvarado_time_2022, title = {Time for a safe back to school in {Latin} {America} and the {Caribbean}}, url = {https://www.savethechildren.net/blog/time-safe-back-school-latin-america-and-caribbean}, abstract = {The COVID-19 pandemic has put the dreams of more than 159 million children and adolescents in Latin America and the Caribbean [1] on a long pause, all of whom have been affected by excessive periods without classes. In this region an average of 168 school days have been lost since schools closed...}, language = {en}, urldate = {2022-08-25}, journal = {Save the Children International}, author = {Gabriela Alvarado, Maria}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TX59R72N 2405685:M4KQ5533}, } @misc{gabriela_alvarado_time_2022, title = {Time for a safe back to school in {Latin} {America} and the {Caribbean}}, url = {https://www.savethechildren.net/blog/time-safe-back-school-latin-america-and-caribbean}, abstract = {The COVID-19 pandemic has put the dreams of more than 159 million children and adolescents in Latin America and the Caribbean [1] on a long pause, all of whom have been affected by excessive periods without classes. In this region an average of 168 school days have been lost since schools closed...}, language = {en}, urldate = {2022-08-25}, journal = {Save the Children International}, author = {Gabriela Alvarado, Maria}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TX59R72N 2405685:M4KQ5533}, } @misc{myers_lets_2022, title = {'{Let}'s learn together': co-creating mental health solutions with adolescents in {Tanzania} and {Viet} {Nam}}, shorttitle = {'{Let}'s learn together'}, url = {https://odi.org/en/publications/lets-learn-together-co-creating-mental-health-solutions-with-adolescents-in-tanzania-and-viet-nam/}, abstract = {Co-creation is when participants and key stakeholders themselves are central to the process of designing solutions. This approach challenges the idea that interventions should be designed for individuals, and instead focuses on contextualising interventions through designing solutions by the very individuals who will be using them.This ODI Case study explores the experiences and reflections that emerged from designing and implementing a co-creation process. The project, funded by Fondation Botnar, was aiming to respond to mental health and well-being challenges facing adolescents in Tanzania and Viet Nam by co-creating digital and non-digital solutions. In the context of Covid-19, it also presents insights that can be used to inform what a co-design process should consider in practice, as well as a few lessons learnt and suggestions on how to do things differently in future.}, language = {en-gb}, urldate = {2022-06-24}, journal = {ODI: Think change}, author = {Myers, Christina and Samuels, Fiona and Kyungu, Esther and Mbowe, Dayani and Dang, Hoang-Minh and Vu, Van and Le, Ha and Leon-Himmelstine, Carmen and Pellini, Arnaldo}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WPJHF95F 2405685:GHBTXCU4}, } @article{derksen_restricted_2022, title = {Restricted access: {How} the internet can be used to promote reading and learning}, volume = {155}, issn = {0304-3878}, shorttitle = {Restricted access}, url = {https://www.sciencedirect.com/science/article/pii/S0304387821001632}, doi = {10.1016/j.jdeveco.2021.102810}, abstract = {Can schools use the internet to promote reading and learning? We provided Wikipedia access to randomly-selected students in Malawian boarding secondary schools. Students used the online resource broadly and intensively, and found it trustworthy, including for information about news and safe sex. We find a 0.10σ impact on English exam scores, and a higher impact among low achievers (0.20σ). Students used Wikipedia to study Biology, and exam scores increased for low achievers (0.14σ). Our results show that by restricting internet access to a source of engaging and accessible reading material, it is possible to encourage independent reading and affect educational outcomes.}, language = {en}, urldate = {2022-09-10}, journal = {Journal of Development Economics}, author = {Derksen, Laura and Michaud-Leclerc, Catherine and Souza, Pedro C. L.}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2021.102810 2339240:KLEI2G3S 2405685:NTE9P59S}, keywords = {Development, Education, Information, Internet, Reading, Secondary school}, pages = {102810}, } @article{kousa_ai_2022, title = {{AI} ethics and learning: {EdTech} companies’ challenges and solutions}, volume = {0}, issn = {1049-4820}, shorttitle = {{AI} ethics and learning}, url = {https://doi.org/10.1080/10494820.2022.2043908}, doi = {10.1080/10494820.2022.2043908}, abstract = {The aim of this study is to identify the ethical challenges, solutions and needs of educational technology (EdTech) companies. Qualitative data was collected in interviews with seven experts from four companies, and the data was analysed using inductive content analysis. The four main areas of challenges were ambiguous regulations, inequalities in human learning, ethical dilemmas in machine learning (ML) and lack of ability to assess consequences in society. According to the studied companies, AI regulations are difficult to understand and implement. There is also much to be done in terms of reliability, transparency, and safety. Consequently, companies suggested that AI-based products should be more preventive, safe, explicable, and equally accessible. Sufficient information, multi-professional support also within company, global collaboration, sharing best practices, and general discussion were emphasised. The results show that EdTech companies are aware of their ethical challenges, and their responsibility as disseminators of information. However, translating information into practice is challenging because it is often very fragmented and difficult to understand. Companies hoped that everyone: themselves, consumers, educational institutions, researchers, funders, and decision-makers would do more together to overcome the ethical challenges of AI.}, number = {0}, urldate = {2022-12-29}, journal = {Interactive Learning Environments}, author = {Kousa, Päivi and Niemi, Hannele}, month = mar, year = {2022}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/10494820.2022.2043908 KerkoCite.ItemAlsoKnownAs: 10.1080/10494820.2022.2043908 2405685:5DG8ZQ2I}, keywords = {Artificial intelligence, EdTech companies, ethical challenges and solutions, ethical sustainability, responsibility}, pages = {1--12}, } @article{da_silva_pnae_2022, title = {{PNAE} ({National} {School} {Feeding} {Program}) and its events of expansive learnings at municipal level}, volume = {3}, copyright = {http://creativecommons.org/licenses/by/3.0/}, issn = {2673-4060}, url = {https://www.mdpi.com/2673-4060/3/1/5}, doi = {10.3390/world3010005}, abstract = {The National School Feeding Program (PNAE for its acronym in Portuguese) is one of the largest food policies in the world, partially covering the daily needs of 44 billion students per year. In 2009, Law No. 11,947 established that at least 30\% of the total financial transfer of PNAE was used in the purchase of foodstuff directly from family farming in the left-wing government of Lula. In practice, the rules allow public policy managers to choose between bidding or public call, provision by large agribusiness companies or by family farmers, and this is practiced in idiosyncratic ways by 5568 Brazilian municipalities. Each municipality organizes its own system. Therefore, the aim of this article is to analyze how the evolution of Law No. 11,947 promotes expansive learning in the Brazilian National School Feeding Program (NSFP-PNAE), located in the Western Amazon. As a theoretical framework, the Cultural–Historical Activity Theory (CHAT) and the Theory of Expansive Learning (TEL) were used. Qualitative research in an abductive reasoning was carried out, using a single and incorporated case study as its strategy. The study included 21 interviews, later analyzed by Content Analysis. The main contribution is the advance in solutions for societal needs, in terms of continuous collective collaboration, creating expansive learning, transformative or not, in both sides of productive systems and consumption, integrating family farmers and students by a healthy nutrition and feeding in the same system since 2009.}, language = {en}, number = {1}, urldate = {2022-06-11}, journal = {World}, author = {da Silva, Eliane Alves and Pedrozo, Eugenio Avila and da Silva, Tania Nunes}, month = mar, year = {2022}, note = {Number: 1 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/world3010005 2339240:X674J4E9 2405685:LT8AAR4L 4656463:3H43DRNL}, keywords = {NSFP-PNAE, expansive learning, nutritional and feeding program}, pages = {86--111}, } @article{dhar_reshaping_2022, title = {Reshaping {Adolescents}' {Gender} {Attitudes}: {Evidence} from a {School}-{Based} {Experiment} in {India}}, volume = {112}, issn = {0002-8282}, shorttitle = {Reshaping {Adolescents}' {Gender} {Attitudes}}, url = {https://www.aeaweb.org/articles?id=10.1257/aer.20201112}, doi = {10.1257/aer.20201112}, abstract = {This paper evaluates an intervention in India that engaged adolescent girls and boys in classroom discussions about gender equality for two years, aiming to reduce their support for societal norms that restrict women's and girls' opportunities. Using a randomized controlled trial, we find that the program made attitudes more supportive of gender equality by 0.18 standard deviations, or, equivalently, converted 16 percent of regressive attitudes. When we resurveyed study participants two years after the intervention had ended, the effects had persisted. The program also led to more gender-equal self-reported behavior, and we find weak evidence that it affected two revealed-preference measures.}, language = {en}, number = {3}, urldate = {2022-03-26}, journal = {American Economic Review}, author = {Dhar, Diva and Jain, Tarun and Jayachandran, Seema}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/aer.20201112 2339240:P69IWXZQ 2405685:A855WH3B}, keywords = {Child Care, Children, Equity, Justice, Inequality, and Other Normative Criteria and Measurement, Micro-Based Behavioral Economics: Role and Effects of Psychological, Emotional, Social, and Cognitive Factors on Decision Making, Analysis of Education, Fertility, Family Planning, Non-labor Discrimination, Microeconomic Analyses of Economic Development, Youth, Economics of Gender}, pages = {899--927}, } @article{dhar_reshaping_2022, title = {Reshaping {Adolescents}' {Gender} {Attitudes}: {Evidence} from a {School}-{Based} {Experiment} in {India}}, volume = {112}, issn = {0002-8282}, shorttitle = {Reshaping {Adolescents}' {Gender} {Attitudes}}, url = {https://www.aeaweb.org/articles?id=10.1257/aer.20201112}, doi = {10.1257/aer.20201112}, abstract = {This paper evaluates an intervention in India that engaged adolescent girls and boys in classroom discussions about gender equality for two years, aiming to reduce their support for societal norms that restrict women's and girls' opportunities. Using a randomized controlled trial, we find that the program made attitudes more supportive of gender equality by 0.18 standard deviations, or, equivalently, converted 16 percent of regressive attitudes. When we resurveyed study participants two years after the intervention had ended, the effects had persisted. The program also led to more gender-equal self-reported behavior, and we find weak evidence that it affected two revealed-preference measures.}, language = {en}, number = {3}, urldate = {2022-03-26}, journal = {American Economic Review}, author = {Dhar, Diva and Jain, Tarun and Jayachandran, Seema}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/aer.20201112 2339240:P69IWXZQ 2405685:A855WH3B}, keywords = {Child Care, Children, Equity, Justice, Inequality, and Other Normative Criteria and Measurement, Micro-Based Behavioral Economics: Role and Effects of Psychological, Emotional, Social, and Cognitive Factors on Decision Making, Analysis of Education, Fertility, Family Planning, Non-labor Discrimination, Microeconomic Analyses of Economic Development, Youth, Economics of Gender}, pages = {899--927}, } @article{jasmine_parenting_2022, title = {Parenting in {Bangladesh}: {A} {Review} of the {Literature} from 2006 to 2018}, volume = {53}, issn = {0047-2328}, shorttitle = {Parenting in {Bangladesh}}, url = {https://utpjournals.press/doi/10.3138/jcfs-2021-0071}, doi = {10.3138/jcfs-2021-0071}, abstract = {This study was a point of departure for future research on the need for a coherent understanding and knowledge of parenting in Bangladesh. This article presents the findings from an integrative research review on parenting in Bangladesh. A comprehensive search conducted in PubMed, Science Direct, and PsychINFO using the keywords “parenting”, “childcare”, “motherhood”, “fatherhood”, “mothering”, “fathering”, each paired with “Bangladesh” yielded 246 articles. Twenty papers published between 2006 and 2018 were selected for thematic analysis based on pre-set criteria. In most studies, the term mother was used interchangeably with parent, with mothers regarded as the primary caregiver. Parenting in the Bangladeshi context was found to be conceptualized primarily in terms of attitudes, disciplinary practices, feeding, parent–child interaction, and psychosocial stimulation. Parenting components aimed at moral development and attachment building in children were underrepresented. The data revealed largely inconsistent and uncoordinated discussions of parental practices, demonstrating the lack of a holistic approach in the literature in Bangladesh. Research on parenting in Bangladesh favors gendered assumptions of females as the primary caregiver. Based on their findings, the authors recommend qualitative studies to better reflect and conceptualize the concept of parenting in Bangladesh.}, number = {1}, urldate = {2022-09-30}, journal = {Journal of Comparative Family Studies}, author = {Jasmine, Umme Habiba and Nduna, Mzikazi}, month = mar, year = {2022}, note = {Publisher: University of Toronto Press KerkoCite.ItemAlsoKnownAs: 10.3138/jcfs-2021-0071 2339240:9PP366GD 2405685:WCUZM8QA}, keywords = {Bangladesh, gendered role, integrative review, literature review, mother, mère, parentalité, parenting, revue de littérature, revue intégrée, rôle genré}, pages = {76--103}, } @techreport{unesco_where_2022, title = {Where are we on education recovery? {Taking} the global pulse of a {RAPID} response}, url = {https://www.unicef.org/reports/where-are-we-education-recovery}, language = {en}, urldate = {2022-05-04}, author = {{UNESCO} and {UNICEF} and {World Bank}}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5HD4DYPE 2405685:3KSVN8EK}, } @misc{edtech_hub_our_2022, title = {Our {Strategy}, {Part} 1: {Empowering} decision-makers with evidence to improve learning for all}, shorttitle = {Our {Strategy}, {Part} 1}, url = {https://edtechhub.org/2022/02/28/our-strategy-part-1-empowering-decision-makers-with-evidence-to-improve-learning-for-all/}, abstract = {For the last five months, EdTech Hub has been exploring and refining our strategy for advancing evidence in EdTech for low- and middle-income countries. We invite you to explore our thinking for how we will carry out this mission within our context and in partnership with the global EdTech community. Verna Lalbeharie, Executive Director Acknowledgements Thank you to all of…}, language = {en-US}, urldate = {2022-09-09}, journal = {EdTech Hub}, author = {{EdTech Hub}}, month = feb, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AMV4DLSG 2339240:VADKXL3E 2405685:5ZYSLE8K 2405685:TLLYS3BK}, } @misc{edtech_hub_our_2022, title = {Our {Strategy}, {Part} 2: {Deep} dive into our approach, focus countries, and theory of change}, shorttitle = {Our {Strategy}, {Part} 2}, url = {https://edtechhub.org/2022/02/28/our-strategy-part-2-deep-dive-into-our-approach-focus-countries-and-theory-of-change/}, abstract = {In Part 2 of our strategy, we go deeper into EdTech Hub’s integrated approach to how we work, where we work, and how that comes together with our topics to inform our theory of change. Verna Lalbeharie, Executive Director The EdTech Hub integrated approach We do research because it is imperative to build deep quantitative and qualitative insight regarding how…}, language = {en-US}, urldate = {2022-09-10}, journal = {EdTech Hub}, author = {{EdTech Hub}}, month = feb, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7DMT34XG 2339240:TFZQRG6B 2405685:8AMLEXFH 2405685:TFAGI64Q}, } @misc{onetrust_dataguidance_pakistan_2022, title = {Pakistan: {Federal} {Cabinet} approves {Draft} {Personal} {Data} {Protection} {Bill}}, shorttitle = {Pakistan}, url = {https://www.dataguidance.com/news/pakistan-federal-cabinet-approves-draft-personal-data}, abstract = {OneTrust DataGuidance confirmed, on 28 February 2022, with Saeed Hasan Khan, Partner at S.U. Khan Associates Corporate \& Legal Consultants, that the Federal Cabinet of Pakistan approved, on 16 February 2022, the draft of the Personal Data Protection Bill 2021. In particular, Mr Khan stated "The draft Bill will be considered and debated by the legislature and will then be adopted. Thereafter the law will be promulgated on receiving ascent of the President of Pakistan." You can read the draft Personal Data Protection Bill here.}, language = {en}, urldate = {2022-06-14}, journal = {DataGuidance}, author = {OneTrust DataGuidance}, month = feb, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7LT44FAY 2405685:MN7NQSYV}, } @misc{chuang_national_2022, title = {National {EdTech} strategies: what, why, and who}, shorttitle = {National {EdTech} strategies}, url = {https://edtechhub.org/2022/02/18/national-edtech-strategies/}, abstract = {Using evidence from Covid responses, the report advises policymakers responding to learning loss caused by the pandemic to use existing EdTech, and focus on good pedagogy that is supported, rather than replaced by, technology.}, language = {en-US}, urldate = {2022-09-08}, journal = {EdTech Hub}, author = {Chuang, Rachel and Coflan, Caitlin and Giraldo (UNICEF), Juan-Pablo and Attfield (FCDO), Ian and Tungatarova (UNICEF), Auken and Tungatarova (UNICEF), Caitlin Coflan, Juan-Pablo Giraldo (UNICEF), Ian Attfield (FCDO) {and} Auken, Rachel Chuang}, month = feb, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G82EPYXB 2405685:MKLN5KM6}, } @techreport{hill_dispelling_2022, title = {Dispelling the {Myths}: {What} the {Research} {Says} about {Teacher} {Professional} {Learning}}, url = {https://annenberg.brown.edu/sites/default/files/rppl-dispelling-myths.pdf}, language = {en}, author = {Hill, Heather C. and Papay, John P. and Schwartz, Nathaniel}, month = feb, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UVV7YSWG 2405685:Q6A49ZX8}, pages = {10}, } @misc{wikipedia_zim_2022, title = {{ZIM} (file format)}, copyright = {Creative Commons Attribution-ShareAlike License}, url = {https://en.wikipedia.org/w/index.php?title=ZIM_(file_format)&oldid=1070867585}, abstract = {The ZIM file format is an open file format that stores wiki content for offline usage. Its primary focus is the contents of Wikipedia and other Wikimedia projects. The format allows for the compression of articles, features a full-text search index and native category and image handling similar to MediaWiki, and the entire file is easily indexable and readable using a program like Kiwix – unlike native Wikipedia XML database dumps. In addition to the open file format, the openZIM project provides support for an open-source ZIM reader called Kiwix. ZIM stands for "Zeno IMproved", as it replaces the earlier Zeno file format. Its file compression uses LZMA2, as implemented by the xz-utils library, and, more recently, Zstandard. The openZIM project is sponsored by Wikimedia CH, and supported by the Wikimedia Foundation.}, language = {en}, urldate = {2022-06-25}, journal = {Wikipedia}, author = {Wikipedia}, month = feb, year = {2022}, note = {Page Version ID: 1070867585 KerkoCite.ItemAlsoKnownAs: 2339240:GWF5AB7G 2405685:CW2M5B23}, } @misc{noauthor_zomba_2022, title = {Zomba {District}}, copyright = {Creative Commons Attribution-ShareAlike License}, url = {https://en.wikipedia.org/w/index.php?title=Zomba_District&oldid=1069176198}, abstract = {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.}, language = {en}, urldate = {2023-01-29}, journal = {Wikipedia}, month = feb, year = {2022}, note = {Page Version ID: 1069176198}, } @misc{choudhury_indias_2022, title = {India's {Draft} {Data} {Policy} {Unlocks} {Government} {Data} for {All}, {Mulls} {Monetisation}}, url = {https://www.business-standard.com/article/economy-policy/india-s-draft-data-policy-unlocks-govt-data-for-all-mulls-monetisation-122022100933_1.html}, urldate = {2022-06-15}, author = {Choudhury, Deepsekhar}, month = feb, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PP5FLY5U 2405685:89CR9DT3}, } @misc{world_bank_saber_2022, title = {{SABER} dataset}, url = {https://thedocs.worldbank.org/en/doc/49ff5fd6d9c3bc72ac08bfa5e8eb80f0-0200022021/original/SABER-RUBRICS-Jung-Hwan-Choi.xlsx}, urldate = {2022-04-07}, publisher = {World Bank}, author = {{World Bank}}, month = feb, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TQQMKBSR 2405685:4I88CGP3 4656463:I8NMHN6H}, } @misc{government_outcomes_lab_outcomes-based_2022, address = {Engaging with Evidence Webinar series}, title = {Outcomes-based funding in education: {Assessing} cost effectiveness and accountability}, author = {Government Outcomes Lab}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NWAG5XDZ 2405685:7A5Y6H6T}, } @article{rutherford_leveraging_2022, title = {Leveraging mathematics software data to understand student learning and motivation during the {COVID}-19 pandemic}, volume = {54}, issn = {1539-1523, 1945-0818}, url = {https://www.tandfonline.com/doi/full/10.1080/15391523.2021.1920520}, doi = {10.1080/15391523.2021.1920520}, language = {en}, number = {sup1}, urldate = {2023-03-18}, journal = {Journal of Research on Technology in Education}, author = {Rutherford, Teomara and Duck, Kerry and Rosenberg, Joshua M. and Patt, Raymond}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2021.1920520 2339240:4M3D4MSP 2405685:CATW6CYQ}, pages = {S94--S131}, } @article{uzeyir_use_2022, title = {The {Use} of {Web} 2.0 {Tools} in {Mother}-tongue {Instruction}: {Teachers}’ {Experiences}}, volume = {10}, url = {https://files.eric.ed.gov/fulltext/EJ1329367.pdf}, number = {1}, journal = {International Journal of Education \& Literacy Studies}, author = {Üzeyir, Süğümlü and Serkan, Aslan}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MGWBIBTL 4042040:F9TJAADU}, keywords = {⛔ No DOI found}, pages = {124--137}, } @misc{the_ministry_of_east_african_community_arid_and_semi-arid_lands_republic_of_kenya_ministry_2022, title = {Ministry of {East} {African} {Community} ({EAC}), {ASALs} {And} {Regional} {Development}}, url = {https://meac.go.ke/}, language = {en-US}, urldate = {2023-04-04}, author = {{The Ministry of East African Community, Arid and Semi-Arid Lands, Republic of Kenya}}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M4AGM9PZ 2405685:9WMVHV9U}, } @article{okyere_effect_2022, title = {The effect of internet services on child education outcomes: evidence from poa! {Internet} in {Kenya}}, volume = {14}, issn = {1943-9342}, shorttitle = {The effect of internet services on child education outcomes}, url = {https://doi.org/10.1080/19439342.2020.1829001}, doi = {10.1080/19439342.2020.1829001}, abstract = {In 2016-2018 poa! Internet, a private internet service provider, distributed free internet services across schools in Nairobi, Kenya. Using inverse probability weighting (IPW) method, the study finds that the intervention significantly increases students’ internet use and training, receipt of information on educational content, and participation in information and communication technologies (ICTs) education programmes. However, the study does not find evidence that internet services increase school attendance. The results suggest that facilitating access to internet services in schools can significantly increase child computer and internet skills and training in developing countries, even if those investments have limited gains on school attendance.}, number = {1}, urldate = {2022-09-10}, journal = {Journal of Development Effectiveness}, author = {Okyere, Charles Yaw}, month = jan, year = {2022}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/19439342.2020.1829001 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2020.1829001 2339240:TRFENWZN 2405685:3YSCZCH4}, keywords = {Internet services, Kenya, education, gender, quasi-experimental design}, pages = {4--18}, } @article{hevia_estimation_2022, title = {Estimation of the fundamental learning loss and learning poverty related to {COVID}-19 pandemic in {Mexico}}, volume = {88}, issn = {0738-0593}, url = {https://www.sciencedirect.com/science/article/pii/S0738059321001681}, doi = {10.1016/j.ijedudev.2021.102515}, abstract = {There is evidence of learning loss due to the COVID-19 pandemic, but there is no related information for Mexico. The objective of the study is to estimate learning loss in reading and numeracy in Mexico. We compared the results of two household surveys conducted in 2019 and 2021. We interviewed 3161 children between 10 and 15 years. We estimated a learning loss according with SES in a range from 0.34–0.45 SD in reading and 0.62–0.82 SD in mathematics by COVID-19 pandemic, and an increase in learning poverty in a range of 25.7\%–15.4\% in reading and 29.8\%–28.8\% in numeracy. Gaps in fundamental learning by gender and SES increased. There is an urgent need develop a clear strategy to perform personalized diagnoses and implement remedial courses to address learning loss.}, language = {en}, urldate = {2022-08-25}, journal = {International Journal of Educational Development}, author = {Hevia, Felipe J. and Vergara-Lope, Samana and Velásquez-Durán, Anabel and Calderón, David}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102515 2339240:TFH44SSR 2405685:XZ3JSKF9}, keywords = {Academic achievement, Educational equality, Learning assessment, Learning gap, Learning loss, Learning poverty}, pages = {102515}, } @article{hevia_estimation_2022, title = {Estimation of the fundamental learning loss and learning poverty related to {COVID}-19 pandemic in {Mexico}}, volume = {88}, issn = {0738-0593}, url = {https://www.sciencedirect.com/science/article/pii/S0738059321001681}, doi = {10.1016/j.ijedudev.2021.102515}, abstract = {There is evidence of learning loss due to the COVID-19 pandemic, but there is no related information for Mexico. The objective of the study is to estimate learning loss in reading and numeracy in Mexico. We compared the results of two household surveys conducted in 2019 and 2021. We interviewed 3161 children between 10 and 15 years. We estimated a learning loss according with SES in a range from 0.34–0.45 SD in reading and 0.62–0.82 SD in mathematics by COVID-19 pandemic, and an increase in learning poverty in a range of 25.7\%–15.4\% in reading and 29.8\%–28.8\% in numeracy. Gaps in fundamental learning by gender and SES increased. There is an urgent need develop a clear strategy to perform personalized diagnoses and implement remedial courses to address learning loss.}, language = {en}, urldate = {2022-08-25}, journal = {International Journal of Educational Development}, author = {Hevia, Felipe J. and Vergara-Lope, Samana and Velásquez-Durán, Anabel and Calderón, David}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102515 2339240:TFH44SSR 2405685:XZ3JSKF9}, keywords = {Academic achievement, Educational equality, Learning assessment, Learning gap, Learning loss, Learning poverty}, pages = {102515}, } @article{chiu_applying_2022, title = {Applying the self-determination theory ({SDT}) to explain student engagement in online learning during the {COVID}-19 pandemic}, volume = {54}, issn = {1539-1523}, url = {https://doi.org/10.1080/15391523.2021.1891998}, doi = {10.1080/15391523.2021.1891998}, abstract = {During school closures forced by the COVID-19 pandemic, remote/online learning has been adopted to help students continue to learn. Student engagement, which is energized by motivation as explained by self-determination theory (SDT), is a prerequisite for learning. Therefore, this study investigated how the three perceived psychological needs in SDT affected student engagement in online learning using pre- and post-questionnaires completed by 1201 Grade 8 and 9 students within 6 weeks of partaking in online learning. The results suggested that digital support strategies better satisfied students’ needs, that all of the needs were predictors of the level of engagement, and that relatedness support was very important.}, number = {1}, urldate = {2022-06-09}, journal = {Journal of Research on Technology in Education}, author = {Chiu, Thomas K. F.}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2021.1891998 2339240:EGJHZX2B 2405685:65VT3EMD}, keywords = {K-12 education, Online learning, pandemic, self-determination theory, student engagement}, pages = {S14--S30}, } @article{haser_tracing_2022, title = {Tracing students' mathematics learning loss during school closures in teachers' self-reported practices}, volume = {88}, issn = {07380593}, doi = {10.1016/j.ijedudev.2021.102536}, abstract = {The study explored how mathematics learning loss took place among Turkish middle school students during the COVID-19 school closures through mathematics teachers' self-reported practices, challenges, and efforts while they were trying to support their students' learning. Interviews with 19 public and 9 private middle school mathematics teachers indicated that there were certain differences in teachers' practices and revealed the existing inequalities among the schools, classrooms, and students. Students' lack of participation, teachers' limited use of methods to teach mathematics, the socio-economic status of families and their lack of collaboration with teachers were among the reasons for mathematics learning loss. • Existing inequalities among the students reflected on mathematics learning loss. • Public and private school mathematics teachers' practices differed significantly. • Teaching practices were limited by the students' access to internet and technology. • Students' limited/lack of access to the learning environment caused learning loss. • The pedagogical approaches teachers used were drastically decreased during pandemic.}, urldate = {2022-02-08}, journal = {International Journal of Educational Development}, author = {Haser, Çiğdem and Doğan, Oğuzhan and Kurt Erhan, Gönül}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102536 2339240:VGV6BFWH 2405685:FHDCMV6I}, keywords = {COVID-19, Inequality, Mathematics learning loss, Mathematics teachers, Middle school students, Remote teaching}, pages = {102536}, } @article{hevia_estimation_2022, title = {Estimation of the fundamental learning loss and learning poverty related to {COVID}-19 pandemic in {Mexico}}, volume = {88}, issn = {07380593}, doi = {10.1016/j.ijedudev.2021.102515}, abstract = {There is evidence of learning loss due to the COVID-19 pandemic, but there is no related information for Mexico. The objective of the study is to estimate learning loss in reading and numeracy in Mexico. We compared the results of two household surveys conducted in 2019 and 2021. We interviewed 3161 children between 10 and 15 years. We estimated a learning loss according with SES in a range from 0.34–0.45 SD in reading and 0.62–0.82 SD in mathematics by COVID-19 pandemic, and an increase in learning poverty in a range of 25.7\%–15.4\% in reading and 29.8\%–28.8\% in numeracy. Gaps in fundamental learning by gender and SES increased. There is an urgent need develop a clear strategy to perform personalized diagnoses and implement remedial courses to address learning loss. • Prolonged school closures have increased learning loss around the world. • In Mexico, we estimated a learning loss in a range from 0.34 to.045 SD in reading and 0.62-0.82 SD in numeracy. • According to SES, we found an increase in learning poverty in a range of 25.7\%–15.4\% in reading and 29.8\%–28.8\% in numeracy. • Gaps in fundamental learning by gender and SES increased. • We discussed the need to establish a strategy to address these lags through remedial courses that teach at the right level.}, urldate = {2022-02-08}, journal = {International Journal of Educational Development}, author = {Hevia, Felipe J. and Vergara-Lope, Samana and Velásquez-Durán, Anabel and Calderón, David}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102515 2339240:6FDL5LIM 2405685:H5PA97KE}, keywords = {Academic achievement, Educational equality, Learning assessment, Learning gap, Learning loss, Learning poverty}, pages = {102515}, } @article{hevia_estimation_2022, title = {Estimation of the fundamental learning loss and learning poverty related to {COVID}-19 pandemic in {Mexico}}, volume = {88}, issn = {07380593}, doi = {10.1016/j.ijedudev.2021.102515}, abstract = {There is evidence of learning loss due to the COVID-19 pandemic, but there is no related information for Mexico. The objective of the study is to estimate learning loss in reading and numeracy in Mexico. We compared the results of two household surveys conducted in 2019 and 2021. We interviewed 3161 children between 10 and 15 years. We estimated a learning loss according with SES in a range from 0.34–0.45 SD in reading and 0.62–0.82 SD in mathematics by COVID-19 pandemic, and an increase in learning poverty in a range of 25.7\%–15.4\% in reading and 29.8\%–28.8\% in numeracy. Gaps in fundamental learning by gender and SES increased. There is an urgent need develop a clear strategy to perform personalized diagnoses and implement remedial courses to address learning loss. • Prolonged school closures have increased learning loss around the world. • In Mexico, we estimated a learning loss in a range from 0.34 to.045 SD in reading and 0.62-0.82 SD in numeracy. • According to SES, we found an increase in learning poverty in a range of 25.7\%–15.4\% in reading and 29.8\%–28.8\% in numeracy. • Gaps in fundamental learning by gender and SES increased. • We discussed the need to establish a strategy to address these lags through remedial courses that teach at the right level.}, urldate = {2022-02-08}, journal = {International Journal of Educational Development}, author = {Hevia, Felipe J. and Vergara-Lope, Samana and Velásquez-Durán, Anabel and Calderón, David}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102515 2339240:6FDL5LIM 2405685:H5PA97KE}, keywords = {Academic achievement, Educational equality, Learning assessment, Learning gap, Learning loss, Learning poverty}, pages = {102515}, } @techreport{world_bank_global_2022, type = {Text/{HTML}}, title = {Global {Economic} {Prospects}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/36519/9781464817601.pdf}, abstract = {Although global economic output is recovering from the collapse triggered by COVID-19, it will remain below pre-pandemic trends for a prolonged period.}, language = {en}, urldate = {2022-06-06}, author = {{World Bank}}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TKE79W5C 2405685:66CD4GXH}, } @misc{a2i_blended_2022, title = {Blended {Learning} {For} {All} ({BEFA})}, url = {https://sites.google.com/a2i.gov.bd/blendededucationforall/}, author = {a2i}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ABJT6PFB 2405685:FFDJPNYF}, } @techreport{adea_teacher_2022, address = {Abidjan, Ouagadougou, Nairobi}, title = {Teacher {Training} and {Support} in {Africa} during the {COVID}-19 {Pandemic}.}, url = {https://www.adeanet.org/sites/default/files/publications/teacher_training_and_support_kix_observatory.pdf}, urldate = {2022-04-29}, institution = {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)}, author = {{ADEA} and {AU/CIEFFA} and {APHRC}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:44G2KH79 2405685:2BINBD72}, } @misc{aga_khan_university_tech-enhanced_2022, type = {Blog}, title = {Tech-enhanced {Continuous} {Professional} {Development}​}, url = {https://www.aku.edu/iedea/dev-projects/Pages/edtech.aspx}, abstract = {As a private, non-denominational university, AKU is committed to quality education and promoting human welfare through teaching, research and community service initiatives.}, language = {en-US}, urldate = {2022-10-21}, author = {{Aga Khan University}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9CI8WVJG}, } @article{ajzenman_nudging_2022, title = {Nudging {Parents} to {Increase} {Preschool} {Attendance} in {Uruguay}}, issn = {1556-5068}, url = {https://www.ssrn.com/abstract=4114425}, doi = {10.2139/ssrn.4114425}, language = {en}, urldate = {2022-11-16}, journal = {SSRN Electronic Journal}, author = {Ajzenman, Nicolas and Luna, Laura and Hernández-Agramonte, Juan and Boo, Florencia and Vásquez-Echeverría, Alejandro and Diaz, Mercedes}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4114425 2339240:RBK8EAHR 2405685:U65FUQWL}, } @misc{alam_personalized_2022, title = {Personalized learning}, url = {https://www.unicef.org/globalinsight/personalized-learning}, abstract = {A landscape analysis of tech-enabled personalized learning solutions in developing country contexts.}, language = {en}, urldate = {2022-09-10}, journal = {UNICEF Office of Global Insight \& Policy}, author = {Alam, Andaleeb and Castillo}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9JGXBGDF 2405685:9XBTFFBI}, } @misc{alliance_for_digital_india_foundation_whose_2022, title = {Whose {Data} is it {Anyway}?: {Decoding} the {Draft} {India} {Data} {Accessibility} \& {Use} {Policy}, 2022}, shorttitle = {Whose {Data} is it {Anyway}?}, url = {https://blog.adif.in/p/whose-data-is-it-anyway-decoding}, abstract = {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.}, language = {en}, urldate = {2022-06-15}, author = {Alliance for Digital India Foundation}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GPMLRWK3 2405685:IV47IUJD}, } @techreport{aser_annual_2022, title = {Annual {Status} of {Education} {Report} 2021}, url = {http://aserpakistan.org/document/aser/2021/reports/national/ASER_report_National_2021.pdf}, urldate = {2022-11-18}, institution = {ASER}, collaborator = {{ASER}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V4TFIXQM 2405685:4NXSN78X 4656463:NETWQXMZ}, } @techreport{bagby_achieving_2022, type = {Technical {Brief}}, title = {Achieving {Cost}-{Effective} {Instructional} {Coaching} at {Scale}: {Evidence} from {Senegal}}, url = {https://chemonics.com/wp-content/uploads/2022/04/ACR_Tech_Brief_LPT_Coaching_CIES.pdf}, language = {en}, institution = {Chemonics International}, author = {Bagby, Emilie and Swift-Morgan, Jennifer and Niang, Ablaye and Upadhyay, Arjun}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8AWEL33Y 2405685:7A7UIMZX}, } @techreport{baron_floods_2022, type = {Special {Note}}, title = {Floods in {Pakistan}: {Human} {Development} at {Risk}}, url = {http://hdl.handle.net/10986/38403}, abstract = {This note assesses the effects of the 2022 floods on human capital in Pakistan. It focuses on the results of a Pakistan-wide phone survey that gathered information on the experiences of approximately 4,000 families with children ages 3 to 17.}, language = {en\_US}, institution = {World Bank}, author = {Barón, Juan D. and Bend, Mary and Roseo, Elena and Farrakh, Izza}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LLDG8ERK 2339240:RY7788BK 2405685:RJB9PQXN 2405685:W7C2N58F}, keywords = {⛔ No DOI found}, } @article{bawalla_non-financial_2022, title = {Non-financial rewards and job commitment among public secondary school teachers in {Ogun} {State} {Public} {Secondary} {Schools}}, volume = {20}, url = {https://czasopisma.marszalek.com.pl/images/pliki/rop/20/rop2005.pdf}, abstract = {The study examined the relationship between non-financial rewards and teachers job commitment in the educational sector in Ogun State, Nigeria. A survey was conducted on public secondary school teachers to examine the relationship between non-financial rewards (promotion, study leave and sponsorship, provision of long service awards) and teachers’ job commitment. A sample of 750 full-time teachers was taken. Thirty schools were randomly selected across the three senatorial districts of Ogun State. A structured questionnaire was used to elicit information on socio-demographic characteristics and types of non-financial rewards available to public secondary school teachers in Ogun State. The response rate was 90.2\%. Pearson Product Moment Correlation was used to test the relationship between non-financial and teachers job commitment. The result showed that non-financial rewards are a strong determinant of job commitment for the teachers in the state public secondary schools. It was therefore recommended that government and other relevant stakeholders in the educational sector are to reward teachers adequately by making use of non-financial rewards.}, number = {2}, journal = {Reality of Politics. Estimates - Comments - Forecasts}, author = {Bawalla, Oluwatoyin Gbenga and Omolawal, Ayodeji Samuel}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LNLECYL6}, keywords = {⛔ No DOI found}, pages = {55--75}, } @article{beam_lowering_2022, title = {Lowering {Barriers} to {Remote} {Education}: {Experimental} {Impacts} on {Parental} {Responses} and {Learning}}, issn = {1556-5068}, shorttitle = {Lowering {Barriers} to {Remote} {Education}}, url = {https://www.ssrn.com/abstract=4234910}, doi = {10.2139/ssrn.4234910}, abstract = {We conduct a randomized controlled trial with households of secondary school students in Bangladesh to investigate how parents adjust their investments in response to three educational interventions: an informational campaign about an educational phone application, an internet data subsidy, and oneon-one phone learning support. We find that offering an educational service in a context where other barriers to take-up exist can still trigger parental educational investments by acting as a signal or nudge. These behavioral changes result in lasting learning gains concentrated among richer households, reflecting that the relevant behavior change—increased tutoring investment—is easier for them to implement. In contrast, when interventions do increase take-up, they have the potential to narrow the socioeconomic achievement gap. We observe that increased usage of the targeted educational service limits parental behavioral responses. This implies that learning gains in these cases are directly caused by the potential effectiveness of the services adopted. In our setting, remote one-to-one teacher support improves learning among students from poorer households, whereas receiving the free data package jointly with the app information has no impact on learning.}, language = {en}, urldate = {2023-03-29}, journal = {SSRN Electronic Journal}, author = {Beam, Emily and Mukherjee, Priya and Navarro-Sola, Laia}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4234910 2339240:Y3YD9HTV 2405685:YFMSGQUG}, } @article{buddi_hyderbad_2022, title = {Hyderbad police bust racket selling fake degree certificates, 10 held}, url = {https://timesofindia.indiatimes.com/city/hyderabad/city-police-bust-racket-selling-fake-degree-certificates-10-held/articleshow/89602387.cms}, author = {Buddi, Mahesh}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HX2U7CYL 2405685:Q5R9F9MM}, } @article{buffie_loss--learning_2022, title = {Loss-of-{Learning} and the {Post}-{Covid} {Recovery} in {Low}-{Income} {Countries}}, volume = {2022}, issn = {1018-5941}, url = {https://elibrary.imf.org/openurl?genre=journal&issn=1018-5941&volume=2022&issue=025}, doi = {10.5089/9798400200755.001}, abstract = {We analyze the medium-term macroeconomic impact of the Covid-19 pandemic and associated lock-down measures on low-income countries. We focus on the impact over the medium-run of the degradation of health and human capital caused by the pandemic and its aftermath, exploring the tradeoffs between rebuilding human capital and the recovery of livelihoods and macroeconomic sustainability. A dynamic general equilibrium model is calibrated to reflect the structural characteristics of vulnerable lowincome countries and to replicate key dimensions of the Covid-19 shock. We show that absent significant and sustained external financing, the persistence of loss-of-learning effects on labor productivity is likely to make the post-Covid recovery more attenuated and more expensive than many contemporary analyses suggest.}, language = {en}, number = {025}, urldate = {2022-08-25}, journal = {IMF Working Papers}, author = {Buffie, Edward and Adam, Christopher and Kpodar, Kangni and Zanna, Luis-Felipe}, month = feb, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.5089/9798400200755.001 2339240:R75TP5R6 2405685:PD6VY4VX}, pages = {1}, } @misc{busara_getting_2022, title = {Getting the most out of your {SMS} {Survey}: {Experimental} {Results}}, shorttitle = {Getting the most out of your {SMS} {Survey}}, url = {https://busaracenter.org/covid_19_response/getting-the-most-out-of-your-sms-survey-experimental-results/}, abstract = {Summary and Goal of the Study: Together with mSurvey we ran a study with {\textasciitilde}9000 participants to test 1) whether we can collect useable and valid SMS survey data, 2) whether there are marked differences between the Busara pool and the mSurvey pool – different in demographics, recruitment method, and familiarity with SMS surveys, and […]}, language = {en-US}, urldate = {2022-03-04}, journal = {Busara Center for Behavioral Economics}, author = {Busara}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LQJAALAW 2405685:99KW6CCB}, } @article{campbell_developing_2022, title = {Developing {Teacher} {Leadership} and {Teaching} {Practice} for the {Use} of {Formative} {Assessment} to {Improve} {Students}’ {Learning}}, language = {en}, author = {Campbell, Carol and DeLuca, Christopher and LaPointe-McEwan, Danielle}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WVZQJFLR 2405685:56VRXI39}, keywords = {⛔ No DOI found}, } @misc{center_for_global_development_global_2022, title = {Global {Experience} with {EMIS} (unpublished note)}, abstract = {Global Experience with EMIS This brief sets out a review of international practice on Education Management Information Systems (EMIS). High-income Countries High-income countries typically have data systems that are integrated and open. The public may look up individual schools online and see...}, language = {en}, urldate = {2022-06-06}, publisher = {Center for Global Development}, author = {{Center for Global Development}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CLMUB4Y5 2405685:V2ZI4E5X 4656463:AVWLCS6U}, } @techreport{centre_for_research_and_integrated_development_ministry_of_primary_and_secondary_education_zimbabwe_final_2022, type = {{RTT} {Evaluation}}, title = {Final {Report} for {Evaluation} of {RTT}}, url = {https://docs.opendeved.net/lib/3JMFQDPD}, language = {en}, number = {5}, institution = {OpenDevEd}, author = {{Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe)} and {UNESCO Regional Office for Southern Africa} and {Open Development and Education}}, year = {2022}, doi = {10.53832/opendeved.0283}, note = {ZenodoArchiveID: 6683869 ZenodoArchiveConcept: 6683868 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0283 2339240:HJ56PCHK 2405685:98MKVQ7P}, } @techreport{cohen_teacher_2022, type = {Working paper}, title = {Teacher {Rotation} and {Student} {Outcomes}: {Experimental} {Evidence} from {Uganda}}, shorttitle = {Teacher {Rotation} and {Student} {Outcomes}}, url = {https://edi.opml.co.uk/resource/teacher-rotation-and-student-outcomes-experimental-evidence-from-uganda-2/}, abstract = {This report summarizes an ongoing study of the effect of teacher rotation on student outcomes in Uganda. In the status quo, teachers are transferred (“rotated”) across schools at the discretion of district authorities. In randomized treatment schools, we incentivize teachers...}, language = {en-GB}, urldate = {2022-11-13}, author = {Cohen, Isabelle and Dal Bo, Ernesto and Finan, Federico and Omala, Kizito and Schonholzer, David}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NAYL7M9C 2405685:CFU9P6AL 4656463:5JYX8Z9Y}, } @misc{council_of_the_eu_council_2022, title = {Council approves {Data} {Governance} {Act}}, url = {https://www.consilium.europa.eu/en/press/press-releases/2022/05/16/le-conseil-approuve-l-acte-sur-la-gouvernance-des-donnees/}, abstract = {The Council today approved a new law to promote the availability of data and build a trustworthy environment to facilitate their use.}, language = {en}, urldate = {2022-06-15}, author = {Council of the EU}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VZ2UQNQK 2405685:FNMBSA8F}, } @misc{curious_learning_feed_2022, title = {Feed {The} {Monster} ({US} {English})}, url = {https://play.google.com/store/apps/details?id=com.eduapp4syria.feedthemonster}, author = {Curious Learning}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CHQSFQAD 4042040:MF5T5VAW}, } @misc{d-portalorg_d-portal_2022, type = {Database}, title = {d-portal}, url = {https://d-portal.org/ctrack.html?reporting_ref=44000%2CGB-GOV-1%2CGB-GOV-14%2CUS-GOV-1%2CXI-IATI-WBTF§or_code=11110&year_min=2015&year_max=2020#view=active}, urldate = {2022-06-06}, journal = {Development Portal (IATI)}, author = {{d-portal.org}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TP8UYYRT 2405685:2ZVBXGSP 4656463:DQFR6HEF}, } @article{damani_edtech_2022, title = {{EdTech} for {Ugandan} girls: {Affordances} of different technologies for girls' secondary education during the {Covid}-19 pandemic}, volume = {40}, issn = {1467-7679}, shorttitle = {{EdTech} for {Ugandan} girls}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/dpr.12619}, doi = {10.1111/dpr.12619}, abstract = {Motivation This article discusses the use of educational technology (EdTech) in girls' education at PEAS (Promoting Education in African Schools) schools in rural Uganda during the Covid-19-related school closures. Purpose This article addresses a research gap surrounding the potential use of EdTech to support girls' education, focusing on the barriers to girls' EdTech use and how technology might be used to enhance girls' education in disadvantaged rural areas—specifically their academic learning and their social and emotional learning. Methods and approach A sequential, explanatory mixed-methods case-study approach was used. Quantitative exploration of a dataset of 483 Ugandan students, from 28 PEAS schools, was first conducted, followed by interviews with PEAS staff to elucidate the reasons and context behind the findings. Findings Findings show that female students are less likely than male students to have access to their caregivers' phones for learning. The form of EdTech that appeared to be most beneficial for girls' academic learning was radio; girls also had significantly more interest in tuning into radio broadcasts than boys did. Also, poorer boys were more likely to be influenced by SMS messages than wealthier boys. Apart from gender-based differences, students with more highly educated parents found SMS messages more helpful, and phone calls from teachers appeared to help boost younger students' self-confidence. Policy implications The findings suggest that policy-makers need to: carefully consider provision of education through multiple modes of EdTech in order to ensure that it reaches all students; ensure that caregivers are involved in the strategies developed for girls' education; make EdTech interventions interactive; and consider language in EdTech interventions. Given the gender differences which emerged, the findings are of relevance both to supporting the continuation of educational provision during periods of school closure, and also in terms of finding additional ways to support girls' education alongside formal schooling.}, language = {en}, number = {S2}, urldate = {2023-01-09}, journal = {Development Policy Review}, author = {Damani, Kalifa and Daltry, Rebecca and Jordan, Katy and Hills, Libby and Evans, Laura}, year = {2022}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/dpr.12619 KerkoCite.ItemAlsoKnownAs: 2339240:XVDEX345 2405685:AV99SN2V 2405685:RQ6VBJVK 2405685:S7XK6HFJ}, keywords = {Covid-19, EdTech, education, gender, rural Uganda}, pages = {e12619}, } @misc{dhis_dhis2_2022, title = {{DHIS2} for {Education}}, url = {https://dhis2.org/education/}, abstract = {Leverage DHIS2 tools and regional HISP capacity to facilitate data use for improvement in learning outcomes and equitable access to education}, language = {en-US}, urldate = {2022-05-31}, journal = {DHIS2}, author = {{DHIS}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TXCEBUHZ 2405685:Y7BLDTNW 4656463:NQ7DHU7A}, } @misc{dla_piper_dla_2022, title = {{DLA} {Piper} {Global} {Data} {Protection} {Laws} of the {World} - {World} {Map}}, url = {https://www.dlapiperdataprotection.com/}, urldate = {2022-06-14}, author = {DLA Piper}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2GXEDK3U 2405685:MMA7H4EF}, } @misc{doherty_how_2022, title = {How to {Design} and {Institutionalize} {Spending} {Reviews}}, url = {https://www.imf.org/en/Publications/Fiscal-Affairs-Department-How-To-Notes/Issues/2022/09/20/How-to-Design-and-Institutionalize-Spending-Reviews-523364}, abstract = {Spending reviews refer to the process of conducting in-depth assessments of existing public expenditure in order to identify opportunities to reduce or redirect spending from low-priority, inefficient, or ineffective spending. They offer a systemic approach to ensuring that spending is aligned with the government’s policy priorities, is effective in achieving its intended objectives and is deployed efficiently. This How to Note outlines the various objectives of spending reviews and provides guidance on designing a spending review process, including the organizational architecture and roles and responsibilities of various stakeholders. It also discusses the various stages of con¬ducting spending reviews and mechanisms for integrat¬ing their outcomes into the budget process. This note draws on lessons and experiences from countries that have established spending reviews, while recognizing that this is an emerging area for further reform.}, language = {ENG}, urldate = {2022-11-10}, author = {Doherty, Laura and Sayegh, Amanda}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RE3DZLBS 2405685:MCXQLRBY 4656463:JIZ6TQ92}, } @techreport{edtech_and_leep_team_knowledge_2022, address = {Washington, D.C.}, title = {Knowledge {Pack}: {Remote} phone-based formative assessment}, url = {https://documents1.worldbank.org/curated/en/099120004132241879/pdf/P1742520571d1e08409bcd0eb412ba2b00c.pdf}, abstract = {Remote Phone-Based Formative Assessment Knowledge Pack (English)}, language = {en}, urldate = {2023-03-27}, author = {{EdTech and LEeP team}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:L8XNUK2C}, } @techreport{edtech_team_knowledge_2022, address = {Washington, D.C.}, title = {Knowledge {Pack}: {Assistive} {Technologies}}, copyright = {© 2022 International Bank for Reconstruction and Development / The World Bank}, url = {https://documents1.worldbank.org/curated/en/099120104132223703/pdf/P1742520185bdf0f708eb30cb80c26df4aa.pdf}, institution = {World Bank Group}, author = {{EdTech team}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MHY6CHRW}, } @techreport{edtech_team_knowledge_2022, address = {Washington, D.C.}, type = {Text/{HTML}}, title = {Knowledge {Pack}: {Cloud} for {Education}.}, url = {https://documents1.worldbank.org/curated/en/099120204132235120/pdf/P17425205f0ee901a0ab4d081ca0b167d3c.pdf}, abstract = {Cloud for Education Knowledge Pack (English)}, language = {en}, urldate = {2023-03-27}, institution = {World Bank Group}, author = {{EdTech team}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9GB86CPF}, } @techreport{edtech_team_knowledge_2022, address = {Washington, D.C.}, title = {Knowledge {Pack}: {Devices} for education}, copyright = {© 2022 International Bank for Reconstruction and Development / The World Bank}, url = {https://documents1.worldbank.org/curated/en/099120304132250891/pdf/P174252080a0e00760af3303dddc14578b5.pdf}, institution = {World Bank Group}, author = {{EdTech team}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DIGM2JYH}, } @techreport{edtech_team_knowledge_2022, address = {Washington. D.C.}, title = {Knowledge {Pack}: {Digital} {Teaching} and {Learning}}, url = {https://documents1.worldbank.org/curated/en/099120304132286876/pdf/P17425202703c80400872f014bab55254c3.pdf}, abstract = {Digital Teaching and Learning Knowledge Pack (English)}, language = {en}, urldate = {2023-03-27}, institution = {World Bank Group}, author = {{EdTech team}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ATH52VLA}, } @techreport{edtech_team_knowledge_2022, address = {Washinton, D.C.}, title = {Knowledge {Pack}: {Innovation} {Ecosystems}}, url = {https://documents1.worldbank.org/curated/en/099005304142230005/pdf/P17425202c07180e509d7e0aadbffd596ca.pdf}, urldate = {2022-12-29}, institution = {World Bank}, author = {{EdTech team}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PEP7ACJ3}, } @techreport{edtech_team_knowledge_2022, address = {Washington, D.C.}, title = {Knowledge {Pack}: {Learning} {Management} {Systems} for {Education}}, shorttitle = {Learning {Management} {Systems} for {Education}}, url = {https://documents1.worldbank.org/curated/en/099117504132225905/pdf/P17425200744b2006097cd0363083f114b9.pdf}, abstract = {Learning Management Systems for Education : Knowledge Pack (English)}, language = {en}, urldate = {2023-03-27}, institution = {World Bank Group}, author = {{EdTech team}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PYD59GQG}, } @techreport{edtech_team_knowledge_2022, address = {Washington, D.C.}, title = {Knowledge {Pack} {Procurement}}, url = {https://documents1.worldbank.org/curated/en/099117504132212837/pdf/P17425207e77460660b6f50d4687f71529e.pdf}, language = {en}, urldate = {2023-03-27}, institution = {World Bank Group}, author = {{EdTech team}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:S5KVIKRT}, } @techreport{edtech_team_knowledge_2022, address = {Washington, D.C.}, title = {Knowledge {Pack}: {Teachers}’ skills and skills frameworks for remote and blended learning}, url = {https://documents1.worldbank.org/curated/en/099118004132238882/pdf/P1742520615db3006094220dcbb0af52257.pdf}, language = {en}, urldate = {2023-03-27}, institution = {World Bank Group}, author = {{EdTech team}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:TQEYJNHJ}, } @techreport{edtech_team_knowledge_2022, address = {Washington, D.C.}, title = {Knowledge {Pack}: {Technologies} for personnalized and adaptive learning}, url = {https://documents1.worldbank.org/curated/en/099120004132256958/pdf/P1742520d80f840b5092f20b334bf33e41b.pdf}, abstract = {Technologies for Personalized and Adaptive Learning Knowledge Pack (English)}, language = {en}, urldate = {2023-03-27}, institution = {World Bank Group}, author = {{EdTech team}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:NNMIG6ZV}, } @techreport{edtech_team_knowledge_2022, address = {Washington, D.C.}, title = {Knowledge {Pack}: {Technology} for literacy}, url = {https://documents1.worldbank.org/curated/en/099118104132241674/pdf/P174252041cdd605a0b94c0e783c0bba0ec.pdf}, language = {en}, urldate = {2023-03-27}, institution = {World Bank Group}, author = {{EdTech team}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DXJYPN6T}, } @misc{education_endowment_foundation_best_2022, title = {Best evidence on impact of {Covid}-19 on pupil attainment}, url = {https://educationendowmentfoundation.org.uk/guidance-for-teachers/covid-19-resources/best-evidence-on-impact-of-covid-19-on-pupil-attainment}, abstract = {The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.}, language = {en}, urldate = {2022-08-25}, journal = {EEF}, author = {Education Endowment Foundation}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BF65F3XR 2405685:28W82R5T}, } @incollection{el-serafy_effectiveness_2022, title = {The effectiveness of technology-supported teacher professional learning communities in emergency settings}, isbn = {978-1-00-318549-9}, abstract = {Professional learning communities are becoming increasingly popular in emergency settings due to their potential to be a sustainable, scalable, and grounded modality for teacher professional development. In settings where formal structures of professional development are absent or disjointed, professional learning communities respond to the urgent need to develop quality teachers. Moreover, where teachers have experienced significant trauma, such communities offer highly valued spaces for socioemotional support. Increasingly, practitioners in emergency settings are moving towards using technology to support professional learning communities, either by facilitating them entirely online or by using technology for specific components. This chapter builds upon existing literature on the use of technology in professional learning communities, both globally and in emergency settings in particular. The chapter correlates such literature to findings from primary research that involved 280 practitioners of professional learning communities in emergency settings. We demonstrate the potential for technology to significantly increase access to and effectiveness of professional learning communities in emergency settings, while laying out significant barriers to implementation.}, booktitle = {Future-{Proofing} {Teacher} {Education}}, publisher = {Routledge}, author = {El-Serafy, Yomna and Adam, Taskeen and Hassler, Björn}, year = {2022}, note = {Num Pages: 13 KerkoCite.ItemAlsoKnownAs: 2339240:5PIFL9PV 2405685:DCKRX5U6}, } @misc{eswg_pakistan_2022, title = {Pakistan {Floods}: {Education} {Snapshot} - 30 {September} 2022 - {Pakistan} {\textbar} {ReliefWeb}}, shorttitle = {Pakistan {Floods}}, url = {https://reliefweb.int/report/pakistan/pakistan-floods-education-snapshot-30-september-2022}, abstract = {Infographic in English on Pakistan about Education, Flash Flood and Flood; published on 30 Sep 2022 by Education Cluster, Save the Children and 2count other organizations}, language = {en}, urldate = {2022-11-16}, author = {ESWG}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8FZWLCHT 2405685:Y3YYM2H7}, } @misc{evans_what_2022, title = {What {We} {Learn} about {Girls}’ {Education} from {Interventions} {That} {Do} {Not} {Focus} on {Girls} {\textbar} {The} {World} {Bank} {Economic} {Review} {\textbar} {Oxford} {Academic}}, url = {https://academic.oup.com/wber/article/36/1/244/6278419?login=false}, urldate = {2022-03-24}, author = {Evans, David K and Yuan, Fei}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3XU4UDJ3 2405685:WP56IE2H}, } @misc{foreign_commonwealth__development_office_2022_2022, title = {2022 {Annual} {Review} of {Education} {Beyond} {Aid} project}, url = {https://devtracker.fcdo.gov.uk/projects/GB-GOV-1-300517/documents}, urldate = {2022-06-08}, author = {{Foreign, Commonwealth \& Development Office}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N3FLI44P 2405685:ZVMWSU5M 4656463:KBGKANWJ}, } @techreport{freeman_teachers_2022, title = {Teachers’ {Skills} and {Skills} {Frameworks} for {Remote} and {Blended} {Learning} {Knowledge} {Pack}}, url = {http://documents.worldbank.org/curated/en/099118004132238882/P1742520615db3006094220dcbb0af52257}, language = {en}, urldate = {2022-12-29}, author = {Freeman, Barbara and Raigosa Montoya,, Juliana}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MN623V5B}, } @techreport{global_education_evidence_advisory_panel_prioritizing_2022, address = {Washington D.C., London, Florence}, title = {Prioritizing {Learning} {During} {Covid}-19: {The} {Most} {Effective} {Ways} to {Keep} {Children} {Learning} {During} and {Post}-{Pandemic}}, url = {https://thedocs.worldbank.org/en/doc/5f911bdf7c5c8abf060467865acf1abd-0200022022/original/Prioritizing-Learning-GEEAP-Report-Final-01-24-2022.pdf}, abstract = {Andrab}, urldate = {2022-08-26}, institution = {World Bank, FCDO, and UNICEF Office of Research - Innocenti}, author = {Global Education Evidence Advisory Panel}, editor = {Akyeampong, K. and Glennerster, R. and Andrab, T. and Banerjee, A. and Banerji, R. and Dynarski, S. and Glennerste, R. and Grantham-McGregor, S. and Muralidharan, K. and Piper, B. and Ruto, S. and Saavedra, S. and Schmelkes, S. and Yoshikawa, H.}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5LBQWKMK 2405685:G2PBI9HI}, } @techreport{global_education_evidence_advisory_panel_prioritizing_2022, address = {Washington D.C., London, Florence: The World Bank, FCDO, and UNICEF Office of Research - Innocenti}, type = {[{K}. {Akyeampong}, {T}. {Andrabi}, {A}. {Banerjee}, {R}. {Banerji}, {S}. {Dynarski}, {R}. {Glennerster}, {S}. {Grantham}-{McGregor}, {K}. {Muralidharan}, {B}. {Piper}, {S}. {Ruto}, {J}. {Saavedra}, {S}. {Schmelkes}, {H}. {Yoshikawa}]}, title = {Prioritizing learning during {COVID}-19: {The} most effective ways to keep children learning during and postpandemic.}, url = {https://documents1.worldbank.org/curated/en/114361643124941686/pdf/Recommendations-of-the-Global-Education-Evidence-Advisory-Panel.pdf}, institution = {World Bank, FCDO, and UNICEF Office of Research - Innocenti}, author = {{Global Education Evidence Advisory Panel}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GW9VPIXE 2339240:U67VZL9B 2405685:GVNYZVGK 2405685:JM2BP6EU}, } @misc{government_of_balochistan_education_2022, title = {Education {Management} {Information} {System} ({EMIS})}, url = {http://emis.gob.pk/website/CensusProfiles.aspx}, urldate = {2022-10-13}, author = {{Government of Balochistan}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J8U2DT7E 2405685:89SAV9L2 4656463:VMYTQUAS}, } @misc{government_of_kenya_promise_2022, title = {The {Promise} of {Inclusive} {Digital} {Learning} in {Kenya}}, url = {https://digitallearning.edu-design.co/}, author = {Government of Kenya}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MD6TC9XP 2405685:RHPUQZC5}, } @misc{government_of_pakistan_pakistan_2022, title = {Pakistan {Floods} 2022: {Post}-{Disaster} {Needs} {Assessment}}, shorttitle = {Pakistan {Floods} 2022}, url = {https://reliefweb.int/report/pakistan/pakistan-floods-2022-post-disaster-needs-assessment}, abstract = {Assessment in English on Pakistan about Agriculture, Health, Flash Flood, Flood and more; published on 28 Oct 2022 by ADB, EU and 4count other organizations}, language = {en}, urldate = {2022-11-16}, author = {Government of Pakistan and Asian Development Bank and European Union and United Nations Development Programme and World Bank}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D2KKEMFP 2405685:AQ76DABK}, } @misc{government_of_rwanda_rwandaequip_2022, title = {{RwandaEQUIP}}, url = {https://rwandaequip.org.rw/}, abstract = {RwandaEQUIP A legacy of excellence in education The Transformation of Education begins with Teachers 2019 Nobel Prize-winning economist, Professor Michael Kremer’sground-breaking study announcing learning gains among the largest ever measured in international education. The impact of the methodology, underpinning RwandaEQUIP, is among the greatest of any rigorously studied intervention in emerging markets. Read the Full Study Here […]}, language = {en}, urldate = {2022-06-06}, journal = {RwandaEQUIP}, author = {{Government of Rwanda}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:98G7KUFA 2339240:VAIG5DJE 2405685:H6WAYGS9 2405685:R5HGEKMD 4656463:VDFH2G4R}, } @misc{government_of_sierra_leone_emis_2022, title = {{EMIS} – {MBSSE}}, url = {https://mbsse.gov.sl/emis/}, urldate = {2022-06-01}, author = {{Government of Sierra Leone}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HKHF8XA6 2405685:BWCAJFI4 4656463:QV6UP6K3}, } @misc{government_of_south_sudan_south_2022, title = {South {Sudan} {Schools}: {Ana} {Fii} {Inni}}, url = {https://www.sssams.org/}, urldate = {2022-06-06}, author = {{Government of South Sudan}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J8Q88APF 2405685:7YU4XEMS 4656463:BK426X4U}, } @techreport{government_of_the_republic_of_south_africa_government_2022, title = {Government {Gazette}}, url = {https://www.treasury.gov.za/documents/national%20budget/2022/2022%20DoRA%20section%2015(1)%20Gazette%20No.%2046649.pdf}, author = {{Government of the Republic of South Africa}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:X3Y7MC54}, } @misc{hayes_blockchain_2022, title = {Blockchain {Explained}}, url = {https://www.investopedia.com/terms/b/blockchain.asp}, author = {Hayes, Adam}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T4GQC8D9 2405685:YRREMX3Y}, } @misc{holoniq_2022_2022, title = {2022 {Global} {Education} {Outlook}}, url = {https://www.holoniq.com/notes/2022-global-education-outlook}, abstract = {HolonIQ’s annual analysis of the global education market and expectations for 2022 and beyond.}, language = {en}, urldate = {2022-09-08}, author = {{HolonIQ}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UKZMADY6 2405685:SSCCLGBV}, } @article{hornstra_parents_2022, title = {Parents’ perceptions of secondary school students’ motivation and well‐being before and during the {COVID}‐19 lockdown: the moderating role of student characteristics}, volume = {22}, issn = {1471-3802, 1471-3802}, shorttitle = {Parents’ perceptions of secondary school students’ motivation and well‐being before and during the {COVID}‐19 lockdown}, url = {https://onlinelibrary.wiley.com/doi/10.1111/1471-3802.12551}, doi = {10.1111/1471-3802.12551}, language = {en}, number = {3}, urldate = {2023-03-18}, journal = {Journal of Research in Special Educational Needs}, author = {Hornstra, Lisette and van den Bergh, Linda and Denissen, Jaap J. A. and Diepstraten, Isabelle and Bakx, Anouke}, month = jul, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/1471-3802.12551 2339240:DSJW9SL5 2405685:Y4N6RW4S}, pages = {209--220}, } @misc{idinsight_data_2022, title = {Data quality check for hierarchical linear data with outliers}, url = {https://www.idinsight.org/article/data-quality-check-for-hierarchical-linear-data-with-outliers/}, abstract = {How to implement a data quality check for pairs of variables displaying linear relationships.}, language = {en-GB}, urldate = {2022-06-20}, author = {{idinsight}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M8FQ77D9 2405685:43GVXKPC 4656463:SNDBI83X}, } @article{ilo_world_2022, title = {World {Employment} and {Social} {Outlook} {\textbar} {Trends} 2022}, language = {en}, author = {{ILO}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZBSJ45I5 2405685:DR9CPE67 4656463:2R94XTGQ}, pages = {128}, } @misc{imlango_kenyas_2022, title = {Kenya's pioneering {eLearning} programme}, url = {https://www.imlango.com}, abstract = {iMlango aims to improve education outcomes in maths, literacy \& life skills for 180,000 children in 245 schools by delivering access to digital education services \& content.}, language = {en-GB}, urldate = {2022-06-26}, journal = {iMlango}, author = {iMlango}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KPD8MKWN 2405685:NDXD68C9}, } @techreport{inter-agency_network_for_education_in_emergencies_guidance_2022, title = {A {Guidance} {Note} for {Teacher} {Wellbeing} in {Emergency} {Settings}}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International License.}, url = {https://inee.org/sites/default/files/resources/INEE%20-%20A%20Guidance%20Note%20for%20Teacher%20Wellbeing%20in%20Emergency%20Settings%20v1.1%20EN%20LowRes.pdf}, urldate = {2022-05-30}, institution = {INEE}, author = {{Inter-agency Network for Education in Emergencies}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IP6AGVVP 2405685:MUMW9BCS}, } @techreport{inter-agency_network_for_education_in_emergencies_promising_2022, title = {Promising {Practices} in {Teacher} {Professional} {Development}}, url = {https://inee.org/sites/default/files/resources/TiCC%20Case%20Studies%20v2%20-%20TPD%20v1.0%20EN%20LowRes.pdf}, number = {Second Edition}, urldate = {2022-08-22}, author = {{Inter-Agency Network for Education in Emergencies}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:74VNBZDB 2405685:GI2TV5HH}, } @techreport{international_bank_for_reconstruction_and_development_dos_2022, title = {Dos anos despues salvando a una generacion}, url = {https://www.unicef.org/lac/media/35631/file/Dos-anos-despues-salvando-a-una-generacion.pdf}, urldate = {2022-12-07}, author = {{International Bank for Reconstruction and Development} and {World Bank}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PQLERLG8 2405685:CVM5YGI9}, } @misc{international_budget_partnership_data_2022, title = {Data {Explorer} {\textbar} {Open} {Budget} {Survey} {\textbar} {International} {Budget} {Partnership}}, url = {https://survey.internationalbudget.org/#download}, urldate = {2022-11-13}, author = {{International Budget Partnership}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D69W9L3W 2405685:LK8DZU67 4656463:6HT97ATH}, } @misc{international_business_machines_what_2022, title = {What is blockchain technology?}, url = {https://www.ibm.com/topics/what-is-blockchain#:~:text=Blockchain%20defined%3A%20Blockchain%20is%20a,patents%2C%20copyrights%2C%20branding}, author = {International Business Machines}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H2QWPSWB 2405685:4MPN6XLX}, } @misc{jain_5_2022, title = {5 {Problems} with the {Draft} {India} {Data} {Accessibility} \& {Use} {Policy}, 2022}, url = {https://www.moneycontrol.com/news/politics/5-problems-with-the-draft-india-data-accessibility-use-policy-2022-8154271.html}, urldate = {2022-06-15}, author = {Jain, Anushka}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8UX9JFS7 2405685:T22SXW3W}, } @inproceedings{kakar_political_2022, address = {Islamabad, Pakistan}, title = {The {Political} {Economy} of {School} {Education} in {Post}-18th {Amendment} {Balochistan}}, url = {https://rasta.pide.org.pk/wp-content/uploads/Governance-Public-Service-Delivery_Rafiullah-Kakar_WP.pdf}, abstract = {Application of ‘political settlement’ lens reveals that education outcomes aren’t recording major improvements because elite interest is aligned with neither learning nor access. Instead, elite interest is aligned more around patronage politics. Education delivery is driven by short-term, clientelist, political objectives, which are in turn shaped by the highly fragile, exclusive, fragmented and personalized nature of political settlement.}, language = {en}, author = {Kakar, Rafiullah and Saleem, Muhammad and Sarwar, Bilal}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NPREC8H3 2405685:7UV8F39B 4656463:UBMJGEPP}, keywords = {⛔ No DOI found}, } @article{kan_foundational_2022, title = {Foundational {Literacy} and {Numeracy} in {Rural} {Afghanistan}}, language = {en}, author = {Kan, Sophia and Fahez, Mirwais and Valenza, Marco}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:8UH934JL 2486141:F7YTWQF3}, keywords = {⛔ No DOI found}, pages = {64}, } @techreport{kendall_teaching_2022, type = {Background paper}, title = {Teaching and {Learning} {Materials} in {Malawi}}, institution = {Global Education Monitoring Report}, author = {Kendall, Nancy and Samati, Madalo}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WA4Q9XHZ 2405685:NQ65CGEN}, } @misc{khaitan_and_co_white_2022, title = {White {Paper} on {Privacy} and {Data} {Protection}}, url = {https://www.khaitanco.com/sites/default/files/2022-03/KCO%20ASSOCHAM_JPC%20Whitepaper_2%20March%202022.pdf}, urldate = {2022-06-14}, author = {Khaitan {and} Co}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LKB63AC3 2405685:G9DXNY88}, } @article{kochkorbaevna_developing_2022, title = {Developing {Pedagogical} {Abilities} in {Students} through {Introducing} {Modern} {Forms} and {Methods} of {Education} in the {Mother} {Tongue} {Teaching} {Process}}, volume = {13}, journal = {International Journal of Culture and Modernity}, author = {Kochkorbaevna, Kurbanova Bakhtikhon and Hilola, Isaqova}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AFVA66C9 4042040:RBR2QRNK}, keywords = {⛔ No DOI found}, pages = {1--3}, } @article{kucirkova_opinion_2022, title = {Opinion: {EdTech} promised a learning revolution — but didn't deliver}, shorttitle = {Opinion}, url = {https://www.weforum.org/agenda/2022/07/edtech-has-not-lived-up-to-its-promises-heres-how-to-turn-that-around/}, abstract = {Education technology, EdTech, promised equitable learning for children worldwide. It has failed to live up to that promise, but there is still a chance.}, language = {en}, urldate = {2022-09-10}, journal = {World Economic Forum The Agenda Weekly}, author = {Kucirkova, Natalia}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KBL562LF 2405685:WUYDC4IM}, } @incollection{lam_videos_2022, address = {Singapore}, series = {Advancing {Inclusive} and {Special} {Education} in the {Asia}-{Pacific}}, title = {Videos as a {Tool} in {Teacher} {Professional} {Learning}: {How} {Do} {Videos} {Scaffold} {Teachers}’ {Understanding} of the {Behaviours} of {Students} with {ASD}?}, isbn = {9789811664175}, shorttitle = {Videos as a {Tool} in {Teacher} {Professional} {Learning}}, url = {https://doi.org/10.1007/978-981-16-6417-5_12}, abstract = {Videos are often used in teacher training. However, when considering professional learning for teachers in supporting students with autism spectrum disorder (ASD), the manner by which teacher educators can make use of videos in professional learning has rarely been documented. On the basis of a model called ‘Fostering a Community of Learners’ (FCL), this chapter aims to show a case study on how a professional learning course for in-service teachers uses videos as a tool to train teachers in understanding pedagogies and handling students with ASD, thus providing a platform for teachers to discuss their common points of interest. Individual interviews were conducted to understand the process of video learning. Hopefully, this article will inform practitioners or teacher educators on the use of videos and case studies in assisting teachers to understand the needs of students with ASD. Implications focus on how scaffolding of knowledge of the behaviours of students was supported with the use of videos in an FCL cycle.}, language = {en}, urldate = {2022-08-23}, booktitle = {Promoting {Collaborative} {Learning} {Cultures} to {Help} {Teachers} {Support} {Students} with {Autism} {Spectrum} {Disorder}}, publisher = {Springer Nature}, author = {Lam, Cici Sze-ching}, editor = {Ho, Fuk-chuen and Lam, Cici Sze-ching and Arthur- Kelly, Michael}, year = {2022}, doi = {10.1007/978-981-16-6417-5_12}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-16-6417-5\_12 2339240:4LM2MG4W 2405685:C62C3XAQ}, keywords = {Scaffolding, Teaching self-efficacy, Video learning}, pages = {167--178}, } @misc{learning_passport_learning_2022, title = {The {Learning} {Passport}}, url = {https://www.learningpassport.org/learning-passport}, abstract = {A new solution designed to close the learning poverty gap, the LP is an online, mobile, and offline tech platform enabling high quality, flexible learning}, language = {en}, urldate = {2022-04-25}, author = {{Learning Passport}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S2S9GZD2 2405685:TBKCHJ89}, } @misc{m-shule_m-shule_2022, title = {M-{Shule} {LEAD} {Toolkit}: {Learn}, {Evaluate}, {Activate}, {Data}}, url = {https://m-shule.com/}, abstract = {M-Shule is an SMS knowledge-building platform that helps organizations deliver Learning, Evaluation, Activation, and Data tools across East Africa.}, urldate = {2022-06-25}, author = {M-Shule}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U9I4ADKV 2405685:JVWSXCRL}, } @misc{malawi_ministry_of_education_2022_2022, title = {2022 {Joint} {Sector} {Review} {Resources} - {Presentations}}, url = {https://www.education.gov.mw/index.php/edu-resources/2022-jsr-resources#}, urldate = {2022-12-10}, author = {Malawi Ministry of Education}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8QQZ2C4K 2405685:6L23TW3P}, } @techreport{malawi_ministry_of_education_2022_2022, title = {2022 {Malawi} {Education} {Statistics} {Report} ({EMIS})}, url = {https://www.education.gov.mw/index.php/edu-resources/2022-education-statistics}, urldate = {2022-12-09}, author = {Malawi Ministry of Education}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QDQNJ628 2405685:PVLSA2PA}, } @book{meinck_impact_2022, address = {France}, edition = {Revised edition}, title = {The impact of the {COVID}-19 pandemic on education: international evidence from the {Responses} to {Educational} {Disruption} {Survey} ({REDS})}, copyright = {CC BY-SA 3.0 IGO}, isbn = {978-92-3-100502-2}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000380398}, language = {English}, urldate = {2022-05-18}, publisher = {UNESCO; International Association for the Evaluation of Educational Achievement}, editor = {Meinck, Sabine and Fraillon, Julian and Strietholf, Rolf}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z8CHKBHX 2405685:ALWN3L68}, } @book{miao_guidelines_2022, title = {Guidelines for {ICT} in education policies and masterplans}, isbn = {978-92-3-100518-3}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000380926}, urldate = {2022-12-09}, publisher = {UNESCO Digital Library}, author = {Miao, Fengchun and Hinostroza, J. Enrique and Lee, Molly and Isaacs, Shafika and Orr, Dominic and Senne, Fabio and Martinez, Ana-Laura and Song, Ki-Sang and Uvarov, Alexander and Holmes, Wayne and Vergel de Dios, Benjamín}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q8XUYWC2 2405685:YER5WGBX}, } @book{miao_guidelines_2022, title = {Guidelines for {ICT} in education policies and masterplans}, isbn = {978-92-3-100518-3}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000380926}, urldate = {2022-12-09}, publisher = {UNESCO Digital Library}, author = {Miao, Fengchun and Hinostroza, J. Enrique and Lee, Molly and Isaacs, Shafika and Orr, Dominic and Senne, Fabio and Martinez, Ana-Laura and Song, Ki-Sang and Uvarov, Alexander and Holmes, Wayne and Vergel de Dios, Benjamín}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q8XUYWC2 2405685:YER5WGBX}, } @techreport{ministry_of_basic_and_secondary_education_west_2022, title = {West {African} {Senior} {School} {Certificate} {Examination}: {Sierra} {Leone} {Results} {Analysis}}, author = {Ministry of Basic {and} Secondary Education}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2WY3SC9N 2405685:YKA8Y8DM}, } @techreport{ministry_of_basic_and_senior_secondary_education_education_2022, address = {Freetown}, title = {Education {Sector} {Plan} 2022-2026: {Transforming} {Learning} for {All}}, institution = {Ministry of Basic and Senior Secondary Education}, author = {Ministry of Basic {and} Senior Secondary Education}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RJEZPR4R 2405685:TAFLCLQ3}, } @techreport{ministry_of_basic_and_senior_secondary_education_sierra_leone_2021_2022, title = {2021 {Annual} {School} {Census} {Final} {Report}}, url = {https://mbsse.gov.sl/wp-content/uploads/2022/08/MBSSE_ASC2021_V3_Web-Version.pdf}, author = {Ministry of Basic {and} Senior Secondary Education, Sierra Leone}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M7XYZTWF 2405685:C7C3BM9Z}, } @techreport{ministry_of_education_education_2022, title = {Education {Statistics} {Report}}, url = {http://www.education.gov.mw/index.php/edu-resources/2022-education-statistics/category/10-reports?download=74:2022-malawi-education-statistics-report-emis}, author = {Ministry of Education}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A5HSJY46 2405685:5VPNL7IE}, } @techreport{ministry_of_education_science_and_technology_school_2022, title = {School {Level} {MEWAKA} {Implementation} {Guidelines}}, author = {{Ministry of Education, Science and Technology}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DIIULWEL 2405685:CV7JMXZX}, } @techreport{ministry_of_education_science_and_technology_tcpd_2022, title = {{TCPD} {Supervision} {Guidelines}}, abstract = {MWONGOZO WA KUSIMAMIA UTEKELEZAJI WA MPANGO WA MAFUNZO ENDELEVU KWA WALIMU KAZINI}, author = {{Ministry of Education, Science and Technology}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F9V87LUV 2405685:8V6MJ3DK}, } @techreport{ministry_of_education_science__technology_moest_mwongozo_2022, title = {Mwongozo {Wa} {Kusimamia} {Utekelezaji} {Wa} {Mpango} {Wa} {Mafunzo} {Endelevu} {Kwa} {Walimu} {Kazinioutline}}, copyright = {©Wizara ya Elimu, Sayansi na Teknolojia 2020}, author = {{Ministry of Education, Science \& Technology [MOEST]}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:E32MRUPW}, } @misc{ministry_of_education_singapore_cyber_2022, title = {Cyber wellness}, url = {http://www.moe.gov.sg/education-in-sg/our-programmes/cyber-wellness}, language = {en}, urldate = {2022-06-21}, author = {Ministry of Education (Singapore)}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S28C8GQT 2405685:6PCYGUAU}, } @misc{ministry_of_electronics_and_information_technology_draft_2022, title = {Draft {India} {Data} {Accessibility} and {Use} {Policy}}, url = {https://www.meity.gov.in/writereaddata/files/Draft%20India%20Data%20Accessibility%20and%20Use%20Policy_0.pdf}, urldate = {2022-06-14}, author = {Ministry of Electronics {and} Information Technology}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RLA7GE4F 2405685:LWVFFURR}, } @misc{momoh_how_2022, title = {How {Sierra} {Leone} is betting on data to fight the impact of climate change on schools}, url = {https://www.globalpartnership.org/blog/how-sierra-leone-betting-data-fight-impact-climate-change-schools}, abstract = {Data can significantly improve decision-making and allow for prioritizing interventions to benefit the most vulnerable populations. That’s why the ministry of Education in Sierra Leone is working with Fab Inc. to develop a web-based data tool that helps estimate and prioritize where new schools are really needed.}, language = {en}, urldate = {2022-11-18}, journal = {Global Partnership for Education}, author = {Momoh, A and Atherton, Paul}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AVDJP4T3 4042040:AJHHQGBH}, } @techreport{myers_lets_2022, address = {London}, type = {{ODI} {Case} study}, title = {Let’s learn together’: co-creating mental health solutions with adolescents in {Tanzania} and {Viet} {Nam}}, url = {https://odi.org/en/publications/lets-learn-together-co-creating-mental-health-solutions-withadolescents-in-tanzania-and-viet-nam}, institution = {ODI}, author = {Myers, Christina and Samuels, Fiona}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:TU9L3ERY}, } @misc{national_treasury_of_the_republic_of_south_africa_annexure_2022, title = {Annexure {W1} {Explanatory} memorandum to the division of revenue}, url = {http://www.treasury.gov.za/documents/national%20budget/2022/review/Annexure%20W1.pdf}, urldate = {2022-04-07}, author = {{National Treasury of the Republic of South Africa}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2WTMLS68 2405685:BS9MXPVV 4656463:4AP5L782}, } @incollection{negeze_teachers_2022, address = {Cham}, series = {Educational {Communications} and {Technology}: {Issues} and {Innovations}}, title = {Teachers {Co}-creating for {Teachers}: {Design} and {Implementation} of an {Online} {Teacher} {Professional} {Development} {Course} in {Sub}-{Saharan} {Africa}}, isbn = {978-3-030-99633-8 978-3-030-99634-5}, url = {https://link.springer.com/10.1007/978-3-030-99634-5}, language = {en}, urldate = {2022-08-23}, booktitle = {Global {Perspectives} on {Educational} {Innovations} for {Emergency} {Situations}}, publisher = {Springer International Publishing}, author = {Negeze, Lucian Vumilia and Iyer, Sridhar}, year = {2022}, doi = {10.1007/978-3-030-99634-5}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-99634-5 2339240:AZ5MYLRA 2405685:EZWKWPG9}, } @misc{open_data_handbook_open_2022, title = {Open {Data} {Handbook}}, url = {https://opendatahandbook.org/}, urldate = {2022-06-14}, author = {Open Data Handbook}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VHCFKFPD 2405685:DWCG7BQT}, } @misc{open_data_punjab_open_2022, title = {Open {Data} {Punjab}}, url = {https://open.punjab.gov.pk/schools/}, author = {Open Data Punjab}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TRPK93UI 2405685:MLU9HKVK}, } @misc{openemis_openemis_2022, title = {{OpenEMIS} – {Better} data. {Better} education}, url = {https://www.openemis.org/}, urldate = {2022-05-31}, author = {{OpenEMIS}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HYT2HLNY 2405685:D7LD9WCF 4656463:M8NDLPJN}, } @misc{orozco-olvera_improving_2022, title = {Improving {Enrollment} and {Learning} {Through} {Videos} and {Mobiles}: {Experimental} {Evidence} from {Northern} {Nigeria} by {Victor} {Orozco}-{Olvera}, {Ericka} {G}. {Rascon}-{Ramirez} :: {SSRN}}, url = {https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4221220}, urldate = {2023-03-29}, author = {Orozco-Olvera, Victor and Rascon-Ramirez, Ericka G.}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZT8V7EMR 2405685:N869HF5U}, } @misc{our_world_in_data_gdp_2022, title = {{GDP} per capita in {England}}, url = {https://ourworldindata.org/grapher/GDP-per-capita-in-the-uk-since-1270}, abstract = {Adjusted for inflation and measured in British Pounds in 2013 prices}, urldate = {2022-04-07}, journal = {Our World in Data}, author = {{Our World in Data}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2KR4QKBZ 2405685:MJKJS8SG 4656463:GEI2DZLC}, } @misc{peng_literature_2022, title = {A {Literature} {Review} of {Digital} {Literacy} over {Two} {Decades}}, url = {https://www.hindawi.com/journals/edri/2022/2533413/}, abstract = {A Literature Review of Digital Literacy over Two Decades: The COVID-19 pandemic has forced online learning to be a \&\#x201c;new normal\&\#x201d; during the past three years, which highly emphasizes students\&\#x2019; improved digital literacy. This study aims to present a literature review of students\&\#x2019; digital literacy. Grounded on about twenty journal articles and other related publications from the Web of Science Core Collection, this paper focused on the definition of digital literacy; the factors affecting students\&\#x2019; digital literacy (age, gender, family socioeconomic status, and parent\&\#x2019;s education level); the relationship between students\&\#x2019; digital literacy and their self-control, technostress, and engagement; and the three approaches to gauge the level of students\&\#x2019; digital literacy. The study also provided some advice for educators and policymakers. Finally, the limitations and implications were presented.}, language = {en}, urldate = {2022-09-21}, author = {Peng, Danhua and Yu, Zhonggen}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VAYZHZ93 2405685:2T2BDF8L}, } @techreport{presidents_office_regional_administration_and_local_government_basic_2022, title = {Basic {Education} {Statistics}, {Tanzania}}, urldate = {2020-11-18}, institution = {President’s Office- Regional and Local Government [PO-RALG]}, author = {{President's Office, Regional Administration and Local Government}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UWXKT63Y}, } @article{pritchett_national_2022, title = {National development delivers: {And} how! {And} how?}, volume = {107}, issn = {02649993}, shorttitle = {National development delivers}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0264999321003060}, doi = {10.1016/j.econmod.2021.105717}, abstract = {Core dual ideas of early development, economics and practice, were that (a) national development was a four-fold transformation of countries towards: (i) a more productive economy, (ii) a more responsive state, (iii) more capable administration, and (iv) a shared identity and equal treatment of citizens and that (b) this four-fold transformation of national development would lead to higher levels of human wellbeing. The second is strikingly correct: development delivers. National development is empirically necessary for high wellbeing (no country with low levels of national development has high human wellbeing) and also empirically sufficient (no country with high national development has low levels of human wellbeing). Three measures of national development: productive economy, capable administration, and responsive state, explain (essentially) all of the observed variation in an omnibus indicator of wellbeing based on over 58 distinct indicators, the Social Progress Index. How national development delivers on wellbeing varies, in three ways. One, economic growth is much more important for achieving wellbeing at low versus high levels of income. Two, economic growth matters more for “basic needs” than for other dimensions of wellbeing (like social inclusiveness or environmental quality). Three, state capability matters more for wellbeing outcomes that depend on public production than on private goods (and for some wellbeing indicators, like physical safety, for which growth doesn’t matter at all). While these findings may seem too common sense to be worth a paper, national development--and particularly economic growth—is, strangely, under severe challenge as an important and legitimate objective of action within the development industry.}, language = {en}, urldate = {2022-06-06}, journal = {Economic Modelling}, author = {Pritchett, Lant}, month = feb, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.econmod.2021.105717 2339240:ECHNXBLX 2405685:JKLG5SMP 4656463:W94MPC2J}, pages = {105717}, } @misc{radio_televisyen_malaysia_portal_2022, title = {Portal {Rasmi} {Jabatan} {Penyiaran} {Malaysia}}, url = {https://www.rtm.gov.my/}, language = {ms-my}, urldate = {2022-06-25}, journal = {Nama Agensi}, author = {Radio Televisyen Malaysia}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PF745AD4 2405685:2WNYYGZQ}, } @incollection{raina_emergency_2022, address = {Cham}, series = {Educational {Communications} and {Technology}: {Issues} and {Innovations}}, title = {From {Emergency} {Remote} {Teaching} to {Effective} {Online} {Learning}: {A} {Teacher} {Professional} {Development} {Case} {Study} from {Higher} {Education} in {India}}, isbn = {978-3-030-99634-5}, shorttitle = {From {Emergency} {Remote} {Teaching} to {Effective} {Online} {Learning}}, url = {https://doi.org/10.1007/978-3-030-99634-5_26}, abstract = {This chapter describes the design and implementation of an educational solution to prepare teachers and instructors in India for various pedagogical and technological transitions during the pandemic. The goal was to move from an emergency remote teaching approach towards adopting effective online teaching strategies. This solution had to address the key challenge of remote professional development for the online medium while accounting for the diversity in the Indian educational context, taking into account varying needs of learners, teachers, institutions, geography, availability of technology, prior experience, and goals. The solution had two parts: i) a web-based repository for self-learning, consisting of research-based principles, pedagogical strategies and tools for effective design and development of online courses, and ii) synchronous interactive workshops to support instructors in practical implementation of the principles, strategies and tools to make domain specific instruction design decisions. Overall, emphasis was paid to learner engagement, diverse learner needs, peer learning, providing effective feedback and meaningful interaction. The resource repository and workshops guided instructors through making decisions and evaluating trade-offs in their context. This article also provides a brief analysis of the data collected from workshops on teachers’ preparedness at effective integration of technology, and the impact of the OTeach resource repository, which can found at Google Sites and has 25,000+ visitors so far. The article concludes with reflections and recommendations based on our experience.}, language = {en}, urldate = {2022-08-23}, booktitle = {Global {Perspectives} on {Educational} {Innovations} for {Emergency} {Situations}}, publisher = {Springer International Publishing}, author = {Raina, Ashutosh and Rane, Archana and Ngeze, Lucian and Murthy, Sahana and Iyer, Sridhar}, editor = {Dennen, Vanessa and Dickson-Deane, Camille and Ge, Xun and Ifenthaler, Dirk and Murthy, Sahana and Richardson, Jennifer C.}, year = {2022}, doi = {10.1007/978-3-030-99634-5_26}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-99634-5\_26 2339240:ZYIEZ59M 2405685:NPZMN2R6}, keywords = {Effective online learning, Higher education, Research-based strategies, Teacher professional development}, } @article{reilly_language_2022, title = {Language policy in {Ghana} and {Malawi}: differing approaches to multilingualism in education}, volume = {10s4}, issn = {20527217}, shorttitle = {Language policy in {Ghana} and {Malawi}}, url = {https://www.thebritishacademy.ac.uk/publishing/journal-british-academy/10s4/language-policy-ghana-malawi/}, doi = {10.5871/jba/010s4.069}, abstract = {Despite substantial international evidence that children learn best in a language which they understand, language-in-education policies in much of Africa do not effectively accommodate the range of languages found in the classroom, instead prescribing dominant national languages and/or colonial languages such as English. Further, these language policies continue to reflect a monoglossic conceptualisation of languages and do not adequately account for the multilingual repertoires of individuals and communities. They do not reflect an understanding of the ways in which multilingual language practices could be harnessed for education. This article provides a comparative overview of the policy context in Malawi and Ghana, at the levels of legislation, practice, and attitudes. Through interviews, questionnaires, classroom observations, and classroom recordings in primary schools, we highlight the multilingual realities of educational spaces in each country. We highlight that, despite different sociolinguistic and legislative contexts, there are similarities between these contexts which emerge as important factors when considering multilingualism within education.}, language = {en}, urldate = {2022-07-14}, journal = {Journal of the British Academy}, author = {Reilly, Colin and ResCue, Elvis and Chavula, Jean Josephine}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.5871/jba/010s4.069 2405685:2QFJWC3E 4042040:SBXDCXLU}, pages = {69--95}, } @misc{republic_of_kenya_ict_authority_kenya_2022, title = {Kenya {Digital} {Master} {Plan} 2022-2032}, url = {https://cms.icta.go.ke//sites/default/files/2022-09/Kenya_Digital_Master_Plan_2022-2023_0.pdf}, author = {Republic of Kenya ICT Authority}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2JU3HTBP 2405685:Z4EGG6C5}, } @misc{republic_of_kenya_national_treasury_and_planning_public_2022, title = {Public {Statement} on the {Status} of {Payments} to {County} {Governments} {FY} 2021-2022}, url = {https://www.treasury.go.ke/wp-content/uploads/2022/09/Public-Statement-Status-of-Payment-to-County-Gvts-for-FY-2021-22.pdf}, author = {Republic of Kenya National Treasury {and} Planning}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3Y2CWUVK 2405685:KVMAL7TJ}, } @misc{republic_of_south_africa_asidi_2022, title = {{ASIDI} - {Accelerated} {School} {Infrastructure} {Delivery} {Initiative}}, url = {https://www.education.gov.za/Programmes/ASIDI.aspx}, urldate = {2022-04-07}, author = {{Republic of South Africa}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8926SWP2 2405685:FQZGB8L5 4656463:43J8MUT5}, } @misc{republic_of_south_africa_dbes_2022, title = {{DBE}'s {National} {School} {Nutrition} {Programme}}, url = {https://www.education.gov.za/Programmes/NationalSchoolNutritionProgramme.aspx}, urldate = {2022-04-07}, journal = {DBE's National School Nutrition Programme}, author = {{Republic of South Africa}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YZ9QTSYZ 2405685:B5V2NBXA 4656463:DV2MRLQV}, } @misc{robinson_unit_2022, title = {Unit {Cost} {Budgeting}? (1/4) {Marc} {Robinson} {Blog}}, shorttitle = {Unit {Cost} {Budgeting}?}, url = {https://blog.pfmresults.com/unit-cost-budgeting-1-4/}, language = {en-US}, urldate = {2022-04-07}, author = {Robinson, Mark}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2G9V7GRE 2405685:96ZA4IED 4656463:8UGCXAGW}, } @misc{rti_international_improving_2022, title = {Improving {Early} {Grade} {Education} {Across} {Kenya}}, url = {https://www.rti.org/impact/tusome-improving-early-grade-learning-kenya}, abstract = {Tusome focuses on four key interventions developed and proven to improve literacy outcomes in Kenya. Learn about the impact of this program.}, language = {en}, urldate = {2022-06-20}, journal = {RTI}, author = {{RTI International}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4Y4R9CS6 2486141:L2RCITFW}, } @techreport{runde_digitalizing_2022, title = {Digitalizing {Laos}: {Improving} {Government} {Transparency}, the {Business} {Environment}, and {Human} {Capital}}, url = {https://csis-website-prod.s3.amazonaws.com/s3fs-public/publication/220216_Runde_Digitizing_Laos.pdf?iWw45YTLbLsqH1CMv0QwK.o3KvMivjMw}, language = {en}, institution = {Center for Strategic and International Studies}, author = {Runde, Daniel F and Bandura, Romina and Lee, Rachel}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6N97WY63 2405685:UQCUEMHV}, pages = {6}, } @techreport{sandefur_schooling_2022, title = {Schooling for {All}: {Feasible} {Strategies} to {Achieve} {Universal} {Education}}, shorttitle = {Schooling for {All}}, url = {https://www.cgdev.org/publication/schooling-all-feasible-strategies-achieve-universal-education}, abstract = {This report debates the case for specific public investments in education in low- and lower-middle-income countries, drawing on evidence of what has worked not just in small-scale experiments but historically and in large-scale national programs. Its messages are intended more for economic policymakers than educators, as they speak to what can be accomplished with fiscal instruments (money) and where trade-offs must be made. CGD does not take institutional positions.}, language = {en}, urldate = {2022-06-06}, institution = {Center for Global Development}, author = {Sandefur, Justin}, editor = {Sandefur, Justin}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TRJQV3HU 2405685:FBBCDGQS 4656463:WD6IYKWC}, } @techreport{sandefur_long-run_2022, title = {The {Long}-{Run} {Decline} of {Education} {Quality} in the {Developing} {World} {\textbar} {Center} for {Global} {Development} {\textbar} {Ideas} to {Action}}, url = {https://www.cgdev.org/publication/long-run-decline-education-quality-developing-world}, urldate = {2022-10-13}, institution = {Center for Global Development}, author = {Sandefur, Justin and Le Nestour, Alexis and Moscoviz, Laura}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JMDZFXBT 2405685:CAG4SW4Y 4656463:SMY6W2S2}, } @techreport{schipper_rbf_2022, type = {Text/{HTML}}, title = {{RBF} {Interventions} in {Education} : {Do} they {Increase} {Inequality} of {Outcomes}? : {A} {Literature} {Review}}, shorttitle = {{RBF} {Interventions} in {Education}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/377471645773575827/A-Literature-Review}, abstract = {RBF Interventions in Education : Do they Increase Inequality of Outcomes : A Literature Review (English)}, language = {en}, urldate = {2022-04-07}, institution = {World Bank}, author = {Schipper, Youdi and Pradhan}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BMJGZX2Q 2405685:LS7P9947 4656463:PUESP9RL}, } @techreport{scottish_government_scottish_2022, title = {Scottish {Local} {Government} {Finance} '{Green} {Book}' 2022-23}, url = {http://www.gov.scot/publications/scottish-local-government-finance-green-book-2022-23/}, abstract = {Scottish Local Government Finance Settlement 2022-23: Funding Allocation Formula.}, language = {en}, urldate = {2022-06-01}, author = {{Scottish Government}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2SJBGQ99 2405685:BEGQ5SPH 4656463:8PQ43ECW}, } @article{seid_mother-tongue_2022, title = {Mother-tongue {Instruction} and {Later} {Labor} {Market} {Outcomes}: {Evidence} from a {Natural} {Experiment} in {Ethiopia}}, shorttitle = {Mother-tongue {Instruction} and {Later} {Labor} {Market} {Outcomes}}, doi = {10.1080/00036846.2022.2083067}, abstract = {This paper offers empirical evidence on the effect of mother-tongue instruction in primary school on students’ later labor market outcomes. Moreover, it explores whether the effect varies by the duration of exposure to mother-tongue instruction. Since Ethiopia has adopted mother-tongue instruction after the 1994 Ethiopian education reform, many students who have attended primary school after 1994 are exposed to mother tongue instruction, resulting in a variation in exposure to mother-tongue instruction by birth cohort. In Amhara state, Amharic is adopted as medium of instruction both before and after the education reform. This is in contrast to other states in Ethiopia that have changed the medium of instruction in primary school following the education reform. Among students who have been exposed to mother-tongue instruction following the education reform, however, the duration of their exposure to mother-tongue instruction varies depending on the state in which they have attended primary school. This is because states in Ethiopia mandate students to transition from mother-tongue to English instruction either in grade 5, 7, or 9. Exploiting these two plausibly exogenous sources of variations (across states and birth cohorts) and using data from the 2013 Ethiopian Labor Force Survey, we estimate difference-in-differences model. Estimates from our preferred specifications suggest that mother-tongue instruction in primary school improves later labor market outcomes, but the size of its effect decreases with the number of years an individual was exposed to mother-tongue instruction in primary school.}, language = {en}, urldate = {2022-06-11}, journal = {Applied Economics}, author = {Seid, Yared}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/00036846.2022.2083067 2405685:FVA8PVW7 4042040:BDEBTWNL}, } @techreport{sendon_localizacion_2022, title = {Localización de la demanda insatisfecha de instituciones educativas. {Una} propuesta metodológica basada en sala de cuatro (4) años de nivel inicial en {Argentina}}, language = {es}, author = {Sendón, María Alejandra}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:46KQBBWV 4042040:TH2JHXFY}, pages = {12}, } @misc{sindh_education_foundation_schools_2022, title = {Schools {Data} – {Sindh} {Education} {Foundation}}, url = {https://www.sef.org.pk/schools-data/}, abstract = {SEF{\textbar}Sindh Education Foundation government of Sindh Sindh Education Foundation (SEF), was established under the Sindh Education Foundation Act, 1992 as a semi-autonomous organization committed to educating and empowering children and communities towards social change by ensuring access to educational facilities and quality education. towards social change by ensuring access to educational facilities and quality education access to educational facilities and quality education.}, language = {en-US}, urldate = {2022-04-07}, author = {Sindh Education Foundation}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZR5SLYLD 2405685:ZDK4EJXI 4656463:94ASBQDP}, } @article{strigel_education_2022, title = {Education {Technology}}, language = {en}, author = {Strigel, Carmen}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DV4PUSCY 2405685:LUI8NYG4 2486141:NX7GFCLL 2486141:QZNWFGWQ}, keywords = {⛔ No DOI found}, pages = {2}, } @techreport{tanzania_institute_of_education_peer_2022, title = {Peer {Facilitator} {Manual}}, author = {{Tanzania Institute of Education}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L5GU78GL 2405685:Y66B6MLC}, } @misc{teach_for_uganda_teach_2022, title = {Teach {For} {Uganda}}, url = {https://www.teachforuganda.org/}, abstract = {We are nurturing leaders who are committed to advancing equitable access to quality education in low-income communities in Uganda}, language = {en}, urldate = {2022-06-25}, journal = {Teach for uganda}, author = {Teach For Uganda}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S2F9KJKP 2405685:GIL3HEI7}, } @techreport{teacher_task_force_distance_2022, title = {Distance {Learning} and {Teacher} {Training} {Strategies}}, url = {https://teachertaskforce.org/knowledge-hub/distance-learning-and-teacher-training-strategies-lessons-caribbean}, language = {en}, institution = {Teacher Task Force}, author = {{Teacher Task Force} and {UNESCO}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7J3GWID6 2405685:UH8ZNZUX}, } @misc{the_heritage_foundation_malawi_2022, title = {Malawi {Economy}: {Population}, {GDP}, {Inflation}, {Business}, {Trade}, {FDI}, {Corruption}}, shorttitle = {Malawi {Economy}}, url = {//www.heritage.org/index/country/malawi}, abstract = {Learn more about the Malawi economy, including the population of Malawi, GDP, facts, trade, business, inflation and other data and analysis on its economy from the Index of Economic Freedom published by The Heritage Foundation.}, urldate = {2022-10-20}, author = {The Heritage Foundation}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V32U7VEA 2405685:WDLTPYAE}, } @misc{the_parliament_of_the_commonwealth_of_australia_data_2022, title = {Data {Availability} and {Transparency} {Bill} 2022}, url = {https://parlinfo.aph.gov.au/parlInfo/download/legislation/bills/r6649_aspassed/toc_pdf/20174b01.pdf;fileType=application%2Fpdf}, urldate = {2022-06-14}, author = {{The Parliament of the Commonwealth of Australia}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FC9SQZBH 2405685:NT2SRNI3}, } @misc{trading_economics_malawi_2022, title = {Malawi - {Adolescents} {Out} {Of} {School} (\% {Of} {Lower} {Secondary} {School} {Age}) - 2022 {Data} 2023 {Forecast} 1999-2019 {Historical}}, url = {https://tradingeconomics.com/malawi/adolescents-out-of-school-percent-of-lower-secondary-school-age-wb-data.html}, urldate = {2022-12-10}, author = {Trading Economics}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B2EZI8AS 2405685:TDW3BSQ3}, } @article{turner_proof--concept_2022, title = {A {Proof}-of-{Concept} {Study} of {Can}'t {Wait} to {Learn}: {A} {Digital} {Game}-{Based} {Learning} {Program} for {Out}-of-{School} {Children} in {Lebanon}}, volume = {8}, issn = {2518-6833}, shorttitle = {A {Proof}-of-{Concept} {Study} of {Can}'t {Wait} to {Learn}}, url = {https://archive.nyu.edu/handle/2451/63607}, doi = {10.33682/8v7u-q7y3}, abstract = {Evaluations of education technology (ed tech) interventions in humanitarian settings are scarce. We present a proof-of-concept study of Can’t Wait to Learn, a digital game-based learning program that combines an experiential, active learning design with meaningful, competency-appropriate, and contextually relevant content. We assessed the feasibility of using this program to address the current education gap in Lebanon by implementing its mathematics component in basic literacy and numeracy classes (n=30) with out-of-school children (N=390) ages 10-14. We estimated changes in numeracy competency and psychosocial wellbeing and conducted focus group discussions (n=16) and key informant interviews (n=19) with children, facilitators, parents, and partner staff members to understand the lived experience, perceived impact, and implementation challenges of the program. Our findings support the feasibility of using ed tech programs to meet the needs of out-of-school children, as we saw significant improvements in numeracy, psychological symptoms, and selfesteem; positive reported experiences with the program; increased motivation among the children; and overall ease of implementation. Our suggested improvements to the game design and implementation model will support ongoing program adaptation and implementation, with the goal of increasing access to quality education for children living in humanitarian settings. Our findings will inform future studies that seek to conclusively determine the program’s effectiveness.}, language = {en}, number = {1}, urldate = {2022-07-07}, journal = {Journal on Education in Emergencies}, author = {Turner, Jasmine S. and Taha, Karine and Ibrahim, Nisreen and Neijenhuijs, Koen I. and Hallak, Eyad and Radford, Kate and Stubbé-Alberts, Hester and de Hoop, Thomas and Jordans, Mark J. D. and Brown, Felicity L.}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.33682/8v7u-q7y3 2405685:MWNKWMFD 2486141:V945NNYJ}, pages = {76}, } @misc{tvedukasi_di_2022, title = {Di {Website} {Resmi} {TV} {Edukasi}}, url = {http://tve.kemdikbud.go.id/}, urldate = {2022-06-25}, author = {TVEdukasi}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VXY34Q9M 2405685:B73BERVH}, } @misc{uk_government_complete_2022, title = {Complete the school census. {Census} dates. {Guidance}}, url = {https://www.gov.uk/guidance/complete-the-school-census/census-dates}, abstract = {Find out when the school census will open for each term and what to do in unusual circumstances.}, language = {en}, urldate = {2022-12-21}, author = {{UK Government}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E85XGDBR 2405685:N8AE89UU 4656463:5394JBWN}, } @misc{uk_government_school_2022, title = {School census 2022 to 2023: technical information}, shorttitle = {School census 2022 to 2023}, url = {https://www.gov.uk/government/publications/school-census-2022-to-2023-technical-information}, abstract = {Technical specification and validation rules for submitting 2022 to 2023 school census data.}, language = {en}, urldate = {2022-06-06}, journal = {GOV.UK}, author = {{UK Government}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BDUJ56VB 2405685:AQVLTFMY 4656463:I6J5FB8A}, } @techreport{uk_government_green_2022, title = {The {Green} {Book}: appraisal and evaluation in central government}, shorttitle = {The {Green} {Book}}, url = {https://www.gov.uk/government/publications/the-green-book-appraisal-and-evaluation-in-central-governent}, abstract = {HM Treasury guidance on how to appraise and evaluate policies, projects and programmes.}, language = {en}, urldate = {2022-05-31}, author = {{UK Government}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UCDKGUWI 2405685:F42N6R9D 4656463:AWPJZMZF}, } @misc{uk_parliament_online_2022, title = {Online {Safety} {Bill} publications - {Parliamentary} {Bills} - {UK} {Parliament}}, url = {https://bills.parliament.uk/bills/3137/publications}, abstract = {Documents, and debates for Online Safety Bill}, language = {en}, urldate = {2022-06-14}, author = {UK Parliament}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:62GBE7TB 2405685:WBGLMIRT}, } @misc{unctad_data_2022, title = {Data {Protection} and {Privacy} {Legislation} {Worldwide} {\textbar} {UNCTAD}}, url = {https://unctad.org/page/data-protection-and-privacy-legislation-worldwide}, urldate = {2022-06-14}, author = {UNCTAD}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EJJ7ZG4L 2405685:4NWNE7KK}, } @techreport{undp_syria_syrian_2022, title = {Syrian {Arab} {Republic}: {Access} to {Electricity} and {Humanitarian} {Needs}}, url = {https://www.undp.org/syria/publications/access-electricity-and-humanitarian-needs-syria}, author = {UNDP Syria}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QT7RKPFI 2405685:ZP8APA5I}, } @techreport{unesco_crisis-sensitive_2022, title = {Crisis-sensitive teacher policy and planning}, institution = {UNESCO, Norad, GPE, UNHCR, UNICEF, the World Bank, International Labor Organisation, International Task Force on Teachers for Education}, author = {UNESCO}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P32EXNBF 2405685:W4UZRYIS}, } @techreport{unesco_guidelines_2022, address = {Paris, France}, title = {Guidelines for {ICT} in education policies and masterplans}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000380926}, urldate = {2022-06-21}, author = {UNESCO}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WLPJRG4H 2405685:AP6PSV9Q}, } @misc{unesco_high_2022, title = {High {Stakes} {Assessment}}, url = {https://learningportal.iiep.unesco.org/es/node/73371}, urldate = {2022-09-02}, journal = {UNESCO Institute for Statistics Glossary}, author = {UNESCO}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RDTR39YN 2405685:NNH8LR6G}, } @techreport{unesco_leave_2022, title = {Leave no child behind: global report on boys’ disengagement from education}, copyright = {CC BY-SA 3.0 IGO [10299]}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000381105}, urldate = {2022-04-29}, institution = {UNESCO}, author = {{UNESCO}}, year = {2022}, note = {ISBN: 978-92-3-100520-6 KerkoCite.ItemAlsoKnownAs: 2339240:E33FHUU6 2405685:ZZT8CKLI}, } @misc{unesco_malawi_2022, title = {Malawi {Education} {Rights}}, url = {https://en.unesco.org/education/girls-women-rights/123}, abstract = {UNESCO is the United Nations Educational, Scientific and Cultural Organization. It seeks to build peace through international cooperation in education, the sciences, culture and communication. UNESCO’s programmes contribute to the achievement of the Sustainable Development Goals defined in Agenda 2030, adopted by the UN General Assembly in 2015. Serving as a laboratory of ideas, UNESCO helps countries adopt international standards and manages programmes that foster the free flow of ideas and knowledge sharing. In this spirit, it develops educational tools to help people live as global citizens free of hate and intolerance. UNESCO works so that each child and citizen has access to quality education. By promoting cultural heritage and the equal dignity of all cultures, it strengthens bonds among nations. UNESCO fosters scientific programmes and policies that support development and cooperation. UNESCO stands up for freedom of expression, as a fundamental right and a key condition for democracy and development.}, language = {en}, urldate = {2022-10-30}, journal = {UNESCO}, author = {UNESCO}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TDR9FIDZ 2405685:RPICI3GC}, } @book{unesco_minding_2022, title = {Minding the data: protecting learners’ privacy and security - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000381494}, urldate = {2022-12-29}, author = {{UNESCO}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:TGMK56YU}, } @misc{unesco_institute_for_statistics_country_2022, title = {Country {Dashboard} – {Covid}-19 {Response}}, url = {https://covid19.uis.unesco.org/global-monitoring-school-closures-covid19/country-dashboard/}, language = {en-US}, urldate = {2022-05-30}, author = {{UNESCO Institute for Statistics}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WIIBLPYQ 2405685:DDGM8296}, } @misc{unicef_about_2022, title = {About {RapidPro}}, url = {https://community.rapidpro.io/about-rapidpro/}, urldate = {2022-01-05}, author = {UNICEF}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7V8KQ2R3 2405685:D68XIH4N}, } @misc{unicef_coronavirus_2022, title = {Coronavirus disease ({COVID}-19) {\textbar} {UNICEF} {Malawi}}, url = {https://www.unicef.org/malawi/coronavirus-disease-covid-19}, urldate = {2022-10-30}, author = {UNICEF}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KA2U5H5L 2405685:RKXDY3RJ}, } @misc{unicef_fundingsupport_2022, title = {Funding+{Support} {\textbar} {UNICEF} {Innovation} {Fund}}, url = {https://www.unicefinnovationfund.org/funding-support}, urldate = {2022-04-25}, author = {{UNICEF}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AFDTEQFF 2405685:P7ZZXFCB}, } @misc{unicef_how_2022, title = {How an adolescent girl helped her community fight {COVID}-19}, url = {https://www.unicef.org/pakistan/stories/how-adolescent-girl-helped-her-community-fight-covid-19}, abstract = {Studying at non-formal basic education centers established by UNICEF with funding from Government of Japan and support from Sindh’s authorities empowers gir}, language = {en}, urldate = {2022-04-25}, author = {{UNICEF}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4FUVC6QG 2405685:K93PD2RU}, } @misc{unicef_jamaica_2022, title = {Jamaica pilot experience: {Accessible} {Digital} {Textbooks} that transform education}, url = {https://www.unicef.org/lac/en/stories/jamaica-pilot-experience}, abstract = {Accessible Digital Textbooks that transform education.}, language = {en}, urldate = {2023-06-16}, author = {UNICEF}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S382ZZ47 2405685:CS2LSYL3}, } @techreport{unicef_lacro_2022, title = {{LACRO} {Covid}-19 {Education} {Response}: {Update} 34 {Status} of {School}'s {Reopening} \& {Learning}}, url = {https://www.unicef.org/lac/en/media/34976/file}, urldate = {2022-08-25}, institution = {UNICEF}, author = {UNICEF}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QRZVATTS 2405685:DZKHREFH}, } @misc{unicef_mics_2022, title = {{MICS} {Survey}}, url = {https://mics.unicef.org/surveys}, author = {{UNICEF}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4576EJS2}, } @misc{unicef_new_2022, title = {New digital application helps monitor student attendance in {Sindh}}, url = {https://www.unicef.org/pakistan/press-releases/new-digital-application-helps-monitor-student-attendance-sindh}, abstract = {The innovative system, funded by the European Union and supported by UNICEF, will help Sindh’s Education \& Literacy Department prevent student drop out}, language = {en}, urldate = {2022-04-25}, author = {{UNICEF}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K2HE83TD 2405685:QH3A3SDN}, } @misc{unicef_protecting_2022, title = {Protecting children online}, url = {https://www.unicef.org/protection/violence-against-children-online}, abstract = {Every child must be protected from violence, exploitation and abuse on the internet}, language = {en}, urldate = {2022-11-18}, author = {UNICEF}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IK7MNBT4 2405685:KTENNXSW}, } @techreport{unicef_pulse_2022, address = {New York}, title = {Pulse {Check} on {Digital} {Learning}}, copyright = {© United Nations Children’s Fund (UNICEF), 2022}, url = {https://www.unicef.org/media/132096/file/Pulse%20Check.pdf}, urldate = {2023-04-27}, institution = {UNICEF}, author = {UNICEF}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PUMTG8CR 2405685:7S9IJABL}, } @techreport{unicef_pulse_2022, address = {New York}, title = {Pulse {Check} on {Digital} {Learning}}, url = {https://www.unicef.org/reports/pulse-check}, author = {{UNICEF}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:8JMDRS6K}, } @misc{unicef_safer_2022, title = {Safer {Chatbots} {Implementation} {Guide}}, url = {https://www.unicef.org/media/114681/file/Safer-Chatbots-Implementation-Guide-2022.pdf}, urldate = {2022-08-30}, author = {UNICEF}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7K3RMR6I 2405685:B48MAT2V}, } @misc{unicef_schools_2022, title = {Schools for more than 2 million children in {Pakistan} remain inaccessible due to devastating floods – {UNICEF}}, url = {https://www.unicef.org/press-releases/schools-more-2-million-children-pakistan-remain-inaccessible-due-devastating-floods}, language = {en}, urldate = {2022-11-16}, author = {UNICEF}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MKJBHW9P 2405685:Y47VBA8T}, } @techreport{unicef_role_2022, title = {The role of remote modalities in implementing mental health and psychosocial support programs and services in the education sector}, author = {{UNICEF}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BRF8CHGE 2405685:W69J3H2I}, } @techreport{unicef_trends_2022, type = {Landscape {Review}}, title = {Trends in {Digital} {Personalized} {Learning}: {Taking} stock of personalized learning solutions in low and middle-income countries}, url = {https://www.unicef.org/globalinsight/reports/trends-digital-personalized-learning}, abstract = {Landscape review {\textbar} Taking stock of personalized learning solutions in low and middle-income countries}, language = {en}, urldate = {2022-08-25}, institution = {Office of Global Insight and Policy United Nations Children’s Fund}, author = {UNICEF}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7YPUC8SV 2405685:I9W4LKLS}, } @techreport{unicef_where_2022, title = {Where {Are} {We} on {Education} {Recovery}?}, copyright = {© United Nations Children’s Fund (UNICEF), 2022}, url = {https://www.unicef.org/lac/media/32546/file/Where-are-we-in-education-recovery.pdf}, urldate = {2022-08-19}, institution = {UNICEF}, author = {UNICEF}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RZ8I4BEK 2405685:I72X2FSZ}, } @misc{unicef_usa_who_2022, title = {Who are we and how do we work?}, url = {https://www.unicefusa.org/help/advocate/who-we-are-how-we-work}, abstract = {Who are we and how do we work? Advocacy means, literally, to speak up on behalf of someone in need. For UNICEF, it means speaking up on behalf of and with children to support their rights, ensure safe and healthy childhoods in safe and inclusive communities, and build strong futures with opportunity and hope.}, language = {en}, urldate = {2022-04-24}, journal = {UNICEF USA}, author = {{UNICEF USA}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9NVFP28L 2405685:34B2RLED}, } @misc{unicef_mobile_2022, title = {Mobile: {Resource} {Pack} to {Support} {Remote} {Learning}}, url = {https://inee.org/sites/default/files/resources/UNICEFWorldBank_ResourcePack6_Mobile.pdf}, urldate = {2022-06-25}, author = {UNICEF and World Bank}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MYX97PPW 2405685:PR2S9HNP}, } @misc{unicef_print_2022, title = {Print: {Resource} {Pack} to {Support} {Remote} {Learning}}, url = {https://inee.org/sites/default/files/resources/UNICEFWorldBank_ResourcePack3_Print.pdf}, urldate = {2022-06-26}, author = {UNICEF and World Bank}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UP7LEEYE 2405685:PAUGX5WB}, } @techreport{unicef_radio_2022, title = {Radio: {Resource} {Pack} to {Support} {Remote} {Learning}}, url = {https://inee.org/sites/default/files/resources/UNICEFWorldBank_ResourcePack2_Radio.pdf}, urldate = {2022-06-25}, author = {UNICEF and World Bank}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8L4IGEPA 2405685:AN4AXXJN}, } @techreport{united_nations_transforming_education_summit_gateways_2022, type = {{TES} {Leaders} {Day}: {Spotlight} {Sessions} (19 {September}, 2022)}, title = {Gateways to {Public} {Digital} {Learning}: {A} multi-partner initiative to create and strengthen inclusive digital learning platforms and content}, url = {chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.un.org/sites/un2.un.org/files/2022/09/gateways_to_public_digital_learning_long.pdf}, author = {{United Nations Transforming Education Summit}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LK47KEHG}, } @techreport{united_nations_transforming_education_summit_thematic_2022, type = {Discussion paper}, title = {Thematic {Action} {Track} 4 on ‘{Digital} learning and transformation’}, url = {chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://transformingeducationsummit.sdg4education2030.org/system/files/2022-07/Digital%20AT4%20dicussion%20paper%20July%202022.pdf}, author = {{United Nations Transforming Education Summit}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HLN23XCE}, } @misc{university_of_malawi_postgraduate_2022, title = {{POSTGRADUATE} {PROGRAMMES} {SEPTEMBER} 2022 {INTAKE}}, url = {https://www.unima.ac.mw/announcements/postgraduate-programmes-september-2022-intake-13-12-2021}, urldate = {2022-12-09}, author = {University of Malawi}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FM6Y39Y5 2405685:TRJIVM2S}, } @misc{unocha_revised_2022, title = {Revised {Pakistan} 2022 {Floods} {Response} {Plan}: 01 {Sep} 2022 - 31 {May} 2023}, shorttitle = {Revised {Pakistan} 2022 {Floods} {Response} {Plan}}, url = {https://reliefweb.int/report/pakistan/revised-pakistan-2022-floods-response-plan-01-sep-2022-31-may-2023-issued-04-oct-2022}, abstract = {Appeal in English on Pakistan about Agriculture, Climate Change and Environment, Flash Flood, Flood and more; published on 4 Oct 2022 by OCHA}, language = {en}, urldate = {2022-11-16}, author = {UNOCHA}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NBK24VDH 2405685:XPEQD9HC}, } @techreport{van_nostrand_overlooked_2022, title = {An {Overlooked} {Indicator} of {Edtech} {Quality}: {The} {Use} of {Learning} {Sciences} {Research}}, url = {https://doi.org/10.51388/20.500.12265/150}, author = {Van Nostrand, Parker and Noakes, Sierra and Shah, Zohal and Luke Luna, Christina}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FTSEEWUK 2405685:FG5FSPVU}, } @techreport{vegas_covid-19s_2022, title = {{COVID}-19’s impact on learning losses and learning inequality in {Colombia}}, url = {https://www.brookings.edu/research/covid-19s-impact-on-learning-losses-and-learning-inequality-in-colombia/}, urldate = {2022-08-25}, institution = {Brookings}, author = {Vegas, Emiliana}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DRCKUIB3 2405685:REV5SRZL}, } @techreport{verizon_data_breach_investigations_report_2022_2022, title = {2022 {Data} {Breach} {Investigations} {Report}}, url = {https://www.verizon.com/business/resources/reports/dbir/}, abstract = {Reduce risks with insights from the 2022 Data Breach Investigations Report (DBIR) from Verizon. Read the official report today.}, language = {en}, urldate = {2022-06-15}, author = {Verizon Data Breach Investigations Report}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XT3T7FLZ 2405685:SNEYNCSI}, } @book{wagner_learning_2022, title = {Learning, {Marginalization}, and {Improving} the {Quality} of {Education} in {Low}-income {Countries}}, isbn = {978-1-80064-200-3}, url = {https://www.openbookpublishers.com/product/1423}, abstract = {Academic publishing of peer-reviewed open access monographs}, language = {English}, urldate = {2022-04-07}, author = {Wagner, Daniel A. and Nathan, M Castillo and Lewis, Suzanne Grant}, year = {2022}, doi = {10.11647/OBP.0256}, note = {KerkoCite.ItemAlsoKnownAs: 10.11647/OBP.0256 2339240:5K7AS5JX 2405685:CASXLSCY 4656463:GPN4AJV2}, } @article{walker_trialling_2022, title = {Trialling open educational resources for technology-supported teacher professional development in rural {Zimbabwe}}, doi = {10.1080/02671522.2022.2034925}, abstract = {This study reports on the adaptation and outcomes of a teacher professional development (TPD) programme in a rural Zimbabwean secondary school. The programme incorporated Open Educational Resources (OER), specifically OER4school materials, that were provided via tablet computers for teachers and students. A mixed-methods case study was employed to explore teachers’ perceptions, knowledge, experiences of interactive learning and teaching in relation to this TPD, as well as their perceptions and experiences of the role and value of using technology to support student learning. Video data from structured lesson observations were triangulated with teacher post-lesson interviews and thematically coded. The interviews indicated that all teachers demonstrated a change in mindset and a clear understanding of interactive teaching methods. However, the structured observations revealed that only half of the teachers were using these interactive methods. Teachers also emphasised the value of OER and tablet technologies in improving lesson planning and making classroom learning more authentic. The use of technology, as both a TPD medium and as a classroom tool, showed potential to enhance the quality of TPD and teacher quality. Yet more specific teacher development to support the interactive use of technology within the classroom would be beneficial.}, journal = {Research Papers in Education}, author = {Walker, H. and Hennessy, S. and Pimmer, C.}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02671522.2022.2034925 2339240:UGIJXYRG 2405685:FD59VQGK}, } @article{walker_trialling_2022, title = {Trialling open educational resources for technology-supported teacher professional development in rural {Zimbabwe}}, url = {https://doi.org/10.1080/02671522.2022.2034925}, doi = {10.1080/02671522.2022.2034925}, journal = {Research Papers in Education}, author = {Walker, Hannah and Hennessy, Sara and Pimmer, Christoph}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02671522.2022.2034925 2405685:ZFPJ7TP7}, } @article{walker_trialling_2022, title = {Trialling open educational resources for technology-supported teacher professional development in rural {Zimbabwe}}, url = {https://doi.org/10.1080/02671522.2022.2034925}, doi = {10.1080/02671522.2022.2034925}, journal = {Research Papers in Education}, author = {Walker, Hannah and Hennessy, Sara and Pimmer, Christoph}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02671522.2022.2034925 2405685:ZFPJ7TP7}, } @misc{wef_online_2022, title = {Online safety: making the internet safer by tackling harmful content}, shorttitle = {Online safety}, url = {https://www.weforum.org/impact/online-safety/}, abstract = {Delivering safe online experiences is essential for global businesses and individuals. Several stakeholders are collaborating to improve online safety.}, language = {en}, urldate = {2022-11-18}, journal = {World Economic Forum}, author = {WEF}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A4BG9NFG 2405685:GCTLJX4Z}, } @techreport{world_bank_landscape_2022, address = {Washington, DC}, title = {A {Landscape} {Review} of {ICT} for {Disability}-inclusive {Education}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, url = {https://openknowledge.worldbank.org/handle/10986/37080}, abstract = {Information and communication technology (ICT) tools can have a catalytic effect in advancing both educational access and learning outcomes for children with disabilities. Despite tremendous potential, a gap exists between technology advancements and their large-scale application in educating children with disabilities in low- and middle-income countries. This landscape review of ICTs for disability inclusive education by the Inclusive Education Initiative seeks to understand the current status and trends in the practice of educational technology (EdTech) and the use of ICT in improving the educational participation and outcomes of children with disabilities. The review explores what factors enable or restrict this improvement within the wider EdTech ecosystem.}, language = {English}, urldate = {2022-08-23}, institution = {World Bank}, author = {{World Bank}}, year = {2022}, note = {Accepted: 2022-03-04T16:17:23Z KerkoCite.ItemAlsoKnownAs: 2339240:9Y5ZR4TG 2405685:IGAGGE5B}, keywords = {Access to Education, Access to Learning, Disability Inclusion, Edtech, Education Technology, Inclusive Education}, } @techreport{world_bank_guide_2022, title = {Guide for {Learning} {Recovery} and {Acceleration}: {Using} the {RAPID} {Framework} to {Address} {COVID}-19 {Learning} {Losses} and {Build} {Forward} {Better}}, url = {https://thedocs.worldbank.org/en/doc/e52f55322528903b27f1b7e61238e416-0200022022/related/Guide-for-Learning-Recovery-and-Acceleration-06-23.pdf}, urldate = {2022-08-25}, institution = {The World Bank, Bill and Melinda Gates Foundation, FCDO, UNICEF, USAID, UNESCO}, author = {{World Bank}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EK2M4RJK 2405685:GMD8AGQH}, } @misc{world_bank_knowlege_2022, title = {Knowlege {Pack}: {Procurement}}, copyright = {© 2022 International Bank for Reconstruction and Development / The World Bank}, url = {chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://documents1.worldbank.org/curated/en/099117504132212837/pdf/P17425207e77460660b6f50d4687f71529e.pdf}, author = {{World Bank}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LZYNFMWY}, } @misc{world_bank_microdata_2022, title = {Microdata {Library}}, url = {https://microdata.worldbank.org/index.php/home}, urldate = {2022-06-20}, author = {World Bank}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XV9PYMR7 2405685:QE7ZGS8G}, } @misc{world_bank_pakistans_2022, title = {Pakistan’s {Floods} are {Deepening} its {Learning} {Crisis}}, url = {https://blogs.worldbank.org/endpovertyinsouthasia/pakistans-floods-are-deepening-its-learning-crisis}, urldate = {2022-11-16}, author = {World Bank}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G3YT7DZY 2405685:X3CAHF6X}, } @misc{world_bank_world_2022, type = {Text/{HTML}}, title = {The {World} {Bank} in {Malawi}}, url = {https://www.worldbank.org/en/country/malawi/overview}, abstract = {The World Bank Group supports Malawi’s efforts to reduce poverty and promote economic growth by working with the government, development partners, and civil society.}, language = {en}, urldate = {2022-10-06}, journal = {World Bank}, author = {World Bank}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:824ICBPH 2405685:MR9UQSNI}, } @book{world_bank_unicef_two_2022, title = {Two {Years} {After}: {Saving} a {Generation}}, shorttitle = {Two {Years} {After}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/37586}, language = {en}, urldate = {2022-08-25}, publisher = {World Bank}, author = {{World Bank, UNICEF}}, month = jan, year = {2022}, doi = {10.1596/37586}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/37586 2339240:IN2YYX94 2405685:KU65BNHC}, } @article{wilke_encouraging_2021, title = {Encouraging {Community} {Action} {Against} {Teacher} {Absenteeism}: {A} {Mass} {Media} {Experiment} in {Rural} {Uganda}}, volume = {0}, issn = {0022-0388}, shorttitle = {Encouraging {Community} {Action} {Against} {Teacher} {Absenteeism}}, url = {https://doi.org/10.1080/00220388.2021.2008367}, doi = {10.1080/00220388.2021.2008367}, abstract = {Chronic teacher absenteeism is widespread in Uganda, with approximately one-third of public school teachers absent on any given day. Absenteeism and other problems that arise in Uganda’s public education system are often attributed to a lack of public oversight and parental involvement. In an effort to develop a scalable method of encouraging community engagement on this issue, the present study assesses the extent to which entertainment-education videos increase willingness among Ugandans to take action against absenteeism. Working in collaboration with Ugandan screenwriters and local actors, we developed video dramatisations that depicted the problem of absenteeism and how parents mobilised to address it. We assess the persuasive effects of these dramatisations both under lab-like conditions, to gauge immediate effects, and in the field, to gauge effects two months and eight months after a placebo-controlled media campaign attended by over 10,000 Ugandans in 112 villages. Although the persuasive effects are weaker in the field than the lab setting, the former remain substantial even after eight months. The demonstrated ability of entertainment-education to change public views on this issue sets the stage for policy experiments that test whether entertainment-education campaigns have downstream effects on absenteeism and public school performance more generally.}, number = {0}, urldate = {2022-01-12}, journal = {The Journal of Development Studies}, author = {Wilke, Anna M. and Green, Donald P. and Tan, Benjamin}, month = dec, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00220388.2021.2008367 KerkoCite.ItemAlsoKnownAs: 10.1080/00220388.2021.2008367 2129771:MEAS58AG 2339240:9PCHFF4I 2405685:GLI5RLLR 4556019:Z9A72XEC}, keywords = {Africa, access to education, education quality}, pages = {1--16}, } @article{zhang_teachers_2021, title = {Teachers’ adoption of an open and interactive e-book for teaching {K}-12 students {Artificial} {Intelligence}: a mixed methods inquiry}, volume = {8}, issn = {2196-7091}, url = {https://doi.org/10.1186/s40561-021-00176-5}, doi = {10.1186/s40561-021-00176-5}, abstract = {With the rapid development of information technology, e-books have become convenient for students to improve their learning performance, especially when learning complicated concepts. However, research showed that acceptance of e-books by teachers is fragmented, due to several factors including the e-book design. Therefore, this study combined the potential positive impacts of openness and interaction on learning to design an open and interactive e-book for teaching K-12 students AI. It then applied a mixed method to investigate the factors that affect teachers’ acceptance of this open and interactive e-book based on the technology acceptance model (TAM) and interviews. The obtained results showed that teachers’ intention to continue using this e-book is significantly influenced by their perceived usefulness and attitude towards this e-book. Additionally, both the interactive and openness features were very helpful for teachers in using this e-book in their teaching plans. However, some of them raised several concerns like the interactive coding platform should be personalized based on students’ age. The findings of this study could help different stakeholders (e.g., instructional designers, teachers, policymakers) in facilitating the design and adoption of open and interactive e-books.}, number = {1}, journal = {Smart Learning Environments}, author = {Zhang, Xiangling and Tlili, Ahmed and Shubeck, Keith and Hu, Xiangen and Huang, Ronghuai and Zhu, Lixin}, month = dec, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-021-00176-5 2339240:2U8R2BFF 2405685:395HKI8Z}, pages = {34}, } @misc{giraldo_digital_2021, title = {Digital {Learning} {Solutions} {\textbar} {Digital} {Learning} {For} {Every} {Child}}, url = {https://edtechhub.org/2021/12/10/digital-learning-solutions-in-every-young-persons-hands/}, abstract = {UNICEF and EdTech Hub are partnering together to improve learning outcomes through effective uses of EdTech and digital learning. Read this guest post from UNICEF team members which focuses on the first pillar of UNICEF’s Reimagine Education initiative, world-class digital learning solutions.}, language = {en-US}, urldate = {2022-04-25}, journal = {EdTech Hub}, author = {Giraldo, Juan Pablo and Tungatarova, Auken and Cooper, Rachel}, month = dec, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CF8CHKIM 2405685:9WZQKU59}, } @techreport{filmer_preparation_2021, title = {Preparation, {Practice}, and {Beliefs}: {A} {Machine} {Learning} {Approach} to {Understanding} {Teacher} {Effectiveness}}, shorttitle = {Preparation, {Practice}, and {Beliefs}}, url = {https://riseprogramme.org/publications/preparation-practice-and-beliefs-machine-learning-approach-understanding-teacher}, abstract = {This paper uses machine learning methods to identify key predictors of teacher effectiveness, proxied by student learning gains linked to a teacher over an academic year. Conditional inference forests and the least absolute shrinkage and selection operator are applied to matched student-teacher data for Math and Kiswahili from Grades 2 and 3 in 392 schools across Tanzania. These two machine learning methods produce consistent results and outperform standard ordinary least squares in out-of-sample prediction by 14-24 percent. As in previous research, commonly used teacher covariates like teacher gender, education, experience, and so forth are not good predictors of teacher effectiveness. Instead, teacher practice (what teachers do, measured through classroom observations and student surveys) and teacher beliefs (measured through teacher surveys) emerge as much more important. Overall, teacher covariates are stronger predictors of teacher effectiveness in Math than in Kiswahili. Teacher beliefs that they can help disadvantaged and struggling students learn (for Math) and they have good relationships within schools (for Kiswahili), teacher practice of providing written feedback and reviewing key concepts at the end of class (for Math), and spending extra time with struggling students (for Kiswahili) are highly predictive of teacher effectiveness, as is teacher preparation on how to teach foundational topics (for both Math and Kiswahili). These results demonstrate the need to pay more systematic attention to teacher preparation, practice, and beliefs in teacher research and policy.}, language = {en}, urldate = {2022-02-03}, institution = {Research on Improving Systems of Education (RISE)}, author = {Filmer, Deon and Nahata, Vatsal and Sabarwal, Shwetlena}, month = dec, year = {2021}, doi = {10.35489/BSG-RISE-WP_2021/084}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP\_2021/084 2339240:36V6MWVY 2405685:LBATNMUL}, } @article{githinji_state_2021, chapter = {News}, title = {State releases rules on learner capitation grants, school funds}, url = {https://www.pd.co.ke/news/state-releases-rules-on-learner-capitation-grants-school-funds-105484/}, abstract = {One of the policy goals is to enhance access and disbursement of learner capitation grants and other school funds to all public schools.}, language = {en-GB}, urldate = {2022-11-13}, journal = {People Daily}, author = {Githinji, Irene}, month = dec, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DRAWWYNI 2405685:KPF3QK8G 4656463:5ZEV3KM2}, } @article{di_maro_building_2021, title = {Building {State} {Capacity}}, url = {http://hdl.handle.net/10986/36694}, abstract = {Although research has established the importance of state capacity in economic development, less is known about how to build that capacity and the role of external partners in the process. This paper estimates the impact of a typical development project designed to build state capacity in a low-income country. Specifically, it evaluates a multilateral development bank project in Tanzania, which incentivized investments in local state capacity by offering grants conditional on institutional performance scores. The paper uses a difference-in-differences methodology to estimate the project impact, comparing outcomes between 18 project and 22 non-project local governments over 2016–18. Outcomes were measured through two rounds of primary surveys of nearly 500 local government officials and nearly 3,000 households. Over the course of the project, measured state capacity improved in project areas, but due to comparable gains in non-project areas, the project’s value-added to change in state capacity is estimated to be zero across all the dozens of relevant variables in the surveys. The data suggest that state capacity is evolving in Tanzania through endogenous changes in trust and legitimacy in the country rather than from financial incentives offered by external partners.}, urldate = {2022-12-21}, author = {Di Maro, Vincenzo and Evans, David K. and Khemani, Stuti and Scot, Thiago}, month = dec, year = {2021}, note = {Publisher: World Bank, Washington, DC KerkoCite.ItemAlsoKnownAs: 2339240:JPXRZ2XQ 2405685:5ZSUJQ6H 4656463:RBLHVDBX}, keywords = {⛔ No DOI found}, } @misc{cordeiro_m-lugha_2021, title = {M-{Lugha}: {Improving} {Student}’s {Access} to {Literacy} and {Numeracy} by using {Local} {Language} {Instruction} in {Northern} {Kenya}}, shorttitle = {M-{Lugha}}, url = {https://globaledleadership.org/2021/11/30/m-lugha-improving-students-access-to-literacy-and-numeracy-by-using-local-language-instruction-in-northern-kenya/}, abstract = {Abdinoor Alimahdi is a former telecommunications engineer from Kenya. He is an Award winning EdTech innovator and social entrepreneur. Some of the awards include:  Best 100 startups (StartupIs…}, language = {en-US}, urldate = {2024-01-30}, journal = {Global Ed Leadership}, author = {Cordeiro, Paula}, month = nov, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4T6JUN7V 4042040:68NXCIFI}, } @book{munoz-najar_remote_2021, title = {Remote {Learning} {During} {COVID}-19: {Lessons} from {Today}, {Principles} for {Tomorrow}}, shorttitle = {Remote {Learning} {During} {COVID}-19}, url = {http://elibrary.worldbank.org/doi/book/10.1596/36665}, abstract = {School closures during COVID-19 (coronavirus) led to an unprecedented global experiment in the delivery of remote learning. This report seeks to assess what lessons can be drawn from experiences of remote learning during COVID-19 in K-12 education, with a focus on low- and middle-income countries. It focuses on the period from March 2020 to October 2021 and addresses the following key questions: 1. Was remote learning during COVID-19 taken up and if so, was it effective That is, did children learn as much as they did during pre-pandemic, in-person learning 2. What lessons can governments derive from this wide-spread experience 3. How might policymakers use these lessons to reimagine learning as schools begin to reopen This report is part of a larger effort led by the World Bank to provide guidance and technical assistance to optimize country effectiveness in the design and execution of remote learning strategies. It has been developed in conjunction with Remote Learning During the Global School Lockdown: Multi-Country Lessons, a qualitative study conducted between May and November 2020 to understand the perceived effectiveness of remote and remedial learning solutions implemented across 17 countries.}, language = {en}, urldate = {2021-12-21}, publisher = {World Bank}, author = {Munoz-Najar, Alberto and Gilberto, Alison and Hasan, Amer and Cobo, Cristobal and Azevedo, Joao Pedro and Akmal, Maryam}, month = nov, year = {2021}, doi = {10.1596/36665}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/36665 2339240:K4ED7NM9 2405685:6MM7PBEE}, } @techreport{lichand_behavioral_2021, type = {Working {Paper}}, title = {Behavioral nudges to prevent learning losses and dropout risk during the pandemic: experimental evidence from {Brazil}}, shorttitle = {Behavioral nudges to prevent learning losses and dropout risk during the pandemic}, url = {https://papers.ssrn.com/abstract=3724386}, abstract = {Using a cluster-randomized control trial with 18, 256 high-school students across 87 schools in the State of Goiás, Brazil, this paper documents that behavioral nudges, sent through text messages to students or their caregivers during remote learning in the context of COVID-19, significantly increased test scores in a standardized assessment test conducted with high-school seniors on the following year. Impacts were positive across the entire test score distribution, but nudges increased inequality in test scores. Relying on missing scorecard grades as a proxy for dropout risk across all high-school grades during remote learning, we show that nudges decreased this metric by 20\% (although the effect is only imprecisely estimated). In contrast to test scores, nudges decreased inequality in dropout risk. Additional experiments that varied the content of nudges at the student level illustrate the opportunities and challenges of using behavioral insights to motivate students in the context of remote learning.}, language = {en}, number = {363}, urldate = {2022-03-04}, institution = {University of Zurich Department of Economics}, author = {Lichand, Guilherme and Christen, Julien and van Egeraat, Eppie}, month = nov, year = {2021}, doi = {10.2139/ssrn.3724386}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3724386 2339240:VMRHPQ3G 2405685:FXZ3IKVM}, keywords = {COVID-19, Dropouts, Learning Losses, Nudges, Remote Learning}, } @article{singal_impact_2021, title = {Impact of {Covid}-19 on the education of children with disabilities in {Malawi}: reshaping parental engagement for the future}, volume = {0}, issn = {1360-3116}, shorttitle = {Impact of {Covid}-19 on the education of children with disabilities in {Malawi}}, url = {https://doi.org/10.1080/13603116.2021.1965804}, doi = {10.1080/13603116.2021.1965804}, abstract = {Covid-19 has led to unparalleled school closures and bought about extraordinary and unique challenges to ensuring continuity of learning for children across countries. This paper focuses on the educational experiences of children with disabilities in Malawi. Using a telephone survey, 99 parents/carers were interviewed about the impact of school closure on them and their child with disabilities. Parents reported as being overwhelmingly dissatisfied with the educational experiences of their child with disabilities, with a significant number reporting that they had no contact with the school or the teachers during closures. Children with disabilities were reported as spending very little time on formal learning activities. Nonetheless, parents were confident that their child with disabilities would return to school once these re-opened, as parents noted the loss of structure for their child’s day and increased loneliness arising from lack of contact with their friends. As schools reopen, the mental health of children with disabilities, alongside their learning, will need to be a priority. Finally, parents highlighted the need for more active involvement in their child’s schooling, so that they are able to support them better when they are at home.}, number = {0}, urldate = {2022-11-20}, journal = {International Journal of Inclusive Education}, author = {Singal, Nidhi and Mbukwa-Ngwira, Jenipher and Taneja-Johansson, Shruti and Lynch, Paul and Chatha, Gertrude and Umar, Eric}, month = nov, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/13603116.2021.1965804 KerkoCite.ItemAlsoKnownAs: 10.1080/13603116.2021.1965804 2339240:QH5LTGZL 2405685:GDE8Q2X8}, keywords = {Covid-19, Malawi, disability, education, parent, telephone survey}, pages = {1--17}, } @misc{edtech_hub_team_developing_2021, title = {Developing a teacher-focused theory of change for technology-enhanced teaching and learning}, url = {https://docs.edtechhub.org/lib/2SL6PDSS}, abstract = {Internal Brief}, language = {en}, author = {{EdTech Hub Team}}, month = nov, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2SL6PDSS}, } @book{amaral_helping_2021, series = {Policy {Research} {Working} {Papers}}, title = {Helping families help themselves? {Heterogeneous} effects of a digital parenting program}, shorttitle = {Helping families help themselves?}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9850}, abstract = {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.}, language = {en}, urldate = {2022-03-04}, publisher = {The World Bank}, author = {Amaral, Sofia and Dinarte Diaz, Lelys and Dominguez, Patricio and Perez-Vincent, Santiago M.}, month = nov, year = {2021}, doi = {10.1596/1813-9450-9850}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9850 2339240:EX5ZSVPT 2405685:I2CW3M3E}, } @misc{cheney_ed_2021, title = {Ed tech, long overhyped, missed its moment amid {COVID}-19. {What} now?}, url = {https://www.devex.com/news/sponsored/ed-tech-long-overhyped-missed-its-moment-amid-covid-19-what-now-101835}, abstract = {Devex speaks with the experts about how low-cost education technology might ensure more equitable access to remote learning during the pandemic and in any future disruptions to schooling.}, urldate = {2022-02-02}, journal = {Devex}, author = {Cheney, Catherine}, month = nov, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SA86GYJN 2405685:S289T9JY}, } @article{de_la_calle_understanding_2021, title = {Understanding {Teacher} {Digital} {Competence} in the {Framework} of {Social} {Sustainability}: {A} {Systematic} {Review}}, volume = {12}, url = {https://www.mdpi.com/2071-1050/13/23/13283}, doi = {10.3390/su132313283}, abstract = {Due to the global COVID-19 pandemic, ICT has been urgently introduced in education systems in a generalised manner. In this context, it is essential for teachers to master a spectrum of basic digital competencies and manifest digital leadership in the classroom. In addition, it is necessary to consider the relationship between digital competence development and social sustainability, that is, social and cultural heritage, and to what extent they contribute to improving social cohesion and living conditions in a community. This study presents a systematic review of research on teacher digital competence and social sustainability based on the PRISMA model and a review of 22 studies indexed in SCOPUS. The review reveals that most are intended to measure the digital competence level of teachers, usually in compulsory stages of the educational system and through quantitative studies based on virtual questionnaires comprised of closed-ended questions. However, the studies tend to ignore questions related to social sustainability (access to resources, heritage culture, intergenerational transmission, employability, or gender equality). It is therefore urgent to develop research committed to a sustainable society that is oriented towards social justice.}, language = {English}, number = {23}, journal = {MDPI Journals}, author = {De la Calle, Ana Maria and Pacheco-Costa, Alejandra and Gomez-Ruiz, Miguel Ángel and Guzman-Simon, Fernando}, editor = {Motyl, Barbara}, month = nov, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/su132313283 2339240:KETKPSD6 2405685:GWCW5FRL}, } @misc{global_partnership_for_education_kenya_2021, title = {Kenya {Partnership} {Compact}. 2021 {\textbar} {Documents} {\textbar} {Global} {Partnership} for {Education}}, url = {https://www.globalpartnership.org/content/kenya-partnership-compact-2021}, urldate = {2023-06-23}, author = {Global Partnership for Education}, month = nov, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TZEUP59V 2405685:FABDEDV3}, } @misc{ossai_gender-responsive_2021, title = {Gender-responsive education in emergency in {Nigeria}: {Safeguarding} {Girls}' {Presents} and {Futures}}, url = {https://www.brookings.edu/wp-content/uploads/2021/11/BrookingsBrief-Nigeria-FINAL.pdf}, abstract = {This policy brief highlights ways that a gender-responsive perspective can be fully incorporated into planning, policy design, and implementation models for education in emergencies (EiE) in Nigeria, so that governments and education stakeholders can ensure that girls, like boys, can continue learning in times of crisis.}, language = {English}, publisher = {Brookings Institution}, author = {Ossai, , Edem D}, month = nov, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5S7KQM66 2405685:ZMSKJPQP}, } @misc{unlocking_data_mapping_2021, title = {Mapping education data in sub-{Saharan} {Africa}: {Our} experience from the {Unlocking} {Data} campaign and {Sierra} {Leone}}, url = {https://docs.google.com/presentation/d/1WEUyqVEnxjx53eF-X4thxv8Gy2wWLvEdbN4aBuZiPbk}, urldate = {2022-05-10}, author = {{Unlocking Data}}, month = nov, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HAKTFJKU 2405685:YPE9D2W3}, } @misc{world_bank_world_2021, title = {World {Bank}: pandemic threatens to drive unprecedented number of children into learning poverty}, shorttitle = {World bank}, url = {https://www.worldbank.org/en/news/press-release/2021/10/29/world-bank-pandemic-threatens-to-drive-unprecedented-number-of-children-into-learning-poverty}, abstract = {World Bank: Pandemic Threatens to Drive Unprecedented Number of Children into Learning Poverty}, language = {en}, urldate = {2022-05-04}, author = {{World Bank}}, month = oct, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FD3S4QP4 2405685:WECGJJ5S}, } @misc{rehman_pakistan_2021, title = {Pakistan - {Data} {Protection} {Overview}}, url = {https://www.dataguidance.com/notes/pakistan-data-protection-overview-0}, abstract = {October 2021 INTRODUCTION Pakistan does not have any extensive data protection legislation in place that specifically regulates matters in connection with the processing of personal data. The Prevention of Electronic Crimes Act, 2016 ('PECA') is currently the primary legislation that provides a legal framework in relation to various kinds of electronic crimes and also extends to the unauthorised access to personal data.}, language = {en}, urldate = {2022-04-07}, journal = {DataGuidance}, author = {Rehman, Shafaq}, month = oct, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XWWK2XCE 2405685:VLSFBU3F}, } @misc{unicef_new_2021, title = {New drive launched to get 250,000 out-of-school children back to class in 16 counties}, url = {https://www.unicef.org/kenya/press-releases/new-drive-launched-get-250000-out-school-children-back-class-16-counties}, urldate = {2023-04-04}, author = {UNICEF}, month = oct, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6RX7TX9N 2405685:CY6AHZ2A}, } @misc{belfield_fcdo_2021, title = {{FCDO} - {GEC}}, url = {https://girlseducationchallenge.org/blogs/blog-article/getting-girls-back-into-school-strategies-for-successfully-re-enrolling-girls-in-ghana-and-sierra-leone/}, urldate = {2021-12-31}, author = {Belfield, Sophie and Mathur, Meenu and Caine, Ellie}, month = oct, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:83NFRUKM 2405685:KL5VN6CJ}, } @article{crouch_using_2021, title = {Using learning profiles to inform education priorities: {An} editors’ overview of the {Special} {Issue}}, volume = {86}, issn = {0738-0593}, shorttitle = {Using learning profiles to inform education priorities}, url = {https://www.sciencedirect.com/science/article/pii/S0738059321001309}, doi = {10.1016/j.ijedudev.2021.102477}, abstract = {This special issue explores the use of learning profiles for analysing the dynamics of low learning in low- and middle-income countries and informing priorities to address the learning crisis. The 12 papers in the special issue draw on learning data from more than 50 countries and 6 million individuals, with implications for education policy and practice. Taken together, they point to a need to steepen learning trajectories by prioritizing early mastery of foundational skills for all children. The papers show that addressing the learning crisis will not be achieved through more school grade attainment alone, nor through within-country equality across groups (such as girls and boys or rich and poor). Positive examples show that programs focused on foundational learning both improved average learning and reduced inequality. Addressing the learning crisis will require a focus on systems improvement, using foundational learning as a case in point for making the needed systems improvements to steepen learning throughout children’s time in school. Learning profiles can provide a guide for education actors aiming to improve learning outcomes.}, language = {en}, urldate = {2022-08-25}, journal = {International Journal of Educational Development}, author = {Crouch, Luis and Kaffenberger, Michelle and Savage, Laura}, month = oct, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102477 2339240:URQN9N62 2405685:XXLGUC8W}, keywords = {Education systems, Foundational skills, Inequality, Learning crisis, Learning profiles}, pages = {102477}, } @article{ardington_covid-19_2021, title = {{COVID}-19 learning losses: {Early} grade reading in {South} {Africa}}, volume = {86}, issn = {07380593}, shorttitle = {{COVID}-19 learning losses}, doi = {10.1016/j.ijedudev.2021.102480}, abstract = {• In South Africa in 2020 around 60 \% of early grade school days were lost due to COVID. • Grade 2 students have reading losses of between 57 \% and 70 \% of a year of learning. • Grade 4 students have reading losses of between 62 \% and 81 \% of a year of learning. • These losses imply learning to schooling loss ratios in the region of 1–1.4. • Students with stronger initial reading proficiency are more negatively impacted. Using three different studies on early grade reading from no-fee schools across in South Africa, this paper establishes short-term learning losses in reading for grade 2 and 4 students from under-resourced school contexts. We find that in 2020 grade 2 students lost between 57 \% and 70 \% of a year of learning relative to their pre-pandemic peers. Among a grade 4 sample, learning losses are estimated at between 62 \% and 81 \% of a year of learning. Considering that in 2020 students in the samples lost between 56 \%–60 \% of contact teaching days due to school closures and rotational timetabling schedules compared to a pre-pandemic year, this implies learning to schooling loss ratios in the region of 1–1.4. There is some evidence from the grade 4 sample that the reading trajectories of children benefiting more from attending school pre-pandemic – namely girls and children with stronger initial reading proficiency - are more negatively impacted. Mitigating the long-run implications of these learning losses will require a significant pivoting of the education system to ensure that instructional practices are appropriately levelled to optimise learning.}, urldate = {2022-02-08}, journal = {International Journal of Educational Development}, author = {Ardington, Cally and Wills, Gabrielle and Kotze, Janeli}, month = oct, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102480 2339240:3AG6DC4Z 2405685:UZD3F4EQ}, keywords = {BEGINNING reading, COVID-19, COVID-19 pandemic, Early grade reading, Learning losses, READING (Preschool), READING ability testing, SCHOOL closings, School closure}, pages = {102480}, } @inproceedings{shaghaghi_classroute_2021, title = {{ClassRoute}: {An} {English} to {Punjabi} {Educational} {Video} {Translation} {Pipeline} for {Supporting} {Punjabi} {Mother}-{Tongue} {Education}}, shorttitle = {{ClassRoute}}, doi = {10.1109/GHTC53159.2021.9612485}, abstract = {Information Communication Technology (ICT) permeates almost every aspect of our daily lives and has become one of the most important priorities for formal and informal education. However, many people particularly those in least developed countries, are unable to reap the benefits due to lack of access to ICT but also due to lack of access to quality educational material. Additionally, in Punjab India, due to a shortage of resources and lack of infrastructure, the education system suffers from massive gaps including high student to teacher ratios, shortage of qualified teachers, and poor teacher training programs. This all has also been further exacerbated due to the COVID19 Pandemic as schools shut down globally and all teaching/learning activities moved online where possible or were canceled otherwise. In an effort to help relieve some of the burden on the Punjabi education system, and motivated by the proven efficiency of mother-tongue based education as well as the importance of visual-based learning, this paper introduces a pipeline for translating English educational videos into Punjabi equivalents which seeks to go beyond simple translation and in future iterations take into consideration the cultural needs of the learners in order to better connect them with the topics being taught. This pipeline is among a series of under construction pipelines aimed at translating English educational videos into other languages, dubbed as ClassRoute.}, booktitle = {2021 {IEEE} {Global} {Humanitarian} {Technology} {Conference} ({GHTC})}, author = {Shaghaghi, Navid and Ghosh, Smita and Kapoor, Raghav}, month = oct, year = {2021}, note = {ISSN: 2377-6919 KerkoCite.ItemAlsoKnownAs: 10.1109/GHTC53159.2021.9612485 2405685:S27BBK9U 4042040:GWNJB5CP}, keywords = {Bridging the Digital Divide, Education, Education Technology (EdTech), Humanitarian Information Communications Technology (ICT), Language Translation, Natural Language Processing (NLP), Pandemics, Pipelines, Quality Education, Semantics, Tongue, Tools, Training}, pages = {342--348}, } @techreport{unicef_rosa_situation_2021, title = {Situation analysis on the effects of and responses to {COVID}-19 on the education sector in {Asia}}, url = {https://www.unicef.org/rosa/reports/situation-analysis-effects-and-responses-covid-19-education-sector-asia}, language = {en}, urldate = {2022-02-03}, institution = {UNICEF}, author = {{UNICEF ROSA} and {UNICEF EAPRO} and {UNESCO Bangkok} and {Cambridge Education}}, month = oct, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X4I7DTV2 2405685:8K3IJB8S}, } @misc{world_bank_poverty_2021, title = {Poverty and {Equity} {Brief}: {Pakistan}}, url = {https://databank.worldbank.org/data/download/poverty/987B9C90-CB9F-4D93-AE8C-750588BF00QA/AM2021/Global_POVEQ_PAK.pdf}, urldate = {2021-11-10}, author = {{World Bank}}, month = oct, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B7JZ5PAL 2405685:HWGIHZ4M}, } @misc{lim_educational_2021, title = {Educational {Technology}: {How} {Important} {Is} {It} {In} {Today}'s {Education} {Industry}?}, shorttitle = {Educational {Technology}}, url = {https://elearningindustry.com/how-important-is-technology-in-todays-education-industry}, abstract = {Technological advancement has impacted a lot on education. Find out the 7 most common benefits of educational technology!}, language = {en-US}, urldate = {2022-09-09}, journal = {eLearning Industry}, author = {Lim, Alexander}, month = sep, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I6IJMXVZ 2405685:79G9FM7F}, } @article{ironsi_perceived_2021, title = {Perceived {Efficacy} of e-{Proctoring} {Software} for {Emergency} {Remote} {Online} {Based} {Assessment}: {Perceptions} of {Proctored} {Examinations}}, copyright = {Copyright (c) 2021 EDEN Conference Proceedings}, issn = {2707-2819}, shorttitle = {Perceived {Efficacy} of e-{Proctoring} {Software} for {Emergency} {Remote} {Online} {Based} {Assessment}}, url = {https://www.eden-online.org/proc-2485/index.php/PROC/article/view/1879}, doi = {10.38069/edenconf-2021-ac0026}, abstract = {The switch from traditional teaching methods to emergency remote online learning as a result of the outbreak of COVID-19 necessitated a change in approaches to measurement and evaluation in our educational system. A lot of methods were adopted yet the need for credible, properly monitored, valid and reliable assessment continues to be an issue of debate. E-proctoring as a popular strategy for monitoring and administering online-based examinations has witnessed tremendous success over the years yet ethical issues and many more are yet to be extensively examined. While a teacher may embrace the use of this software for monitoring examination, the perception of preservice teachers has not been explored adequately, much more the opinions of the instructors and preservice teachers on the level of efficacy with regards to the use of e-proctoring strategy for monitoring online-based examinations in a hybrid/emergency remote online educational model has not been investigated. It is in this light that this study intends to examine the perceptions of instructors and preservice teachers on the use of e-proctoring devices during online-based assessments, two research questions were investigated through a quantitative research design. A structured questionnaire was used to elicit information from 40 participants comprising of 36 students and 4 teachers on their perceptions of the effectiveness and efficacy of the e-proctored software while administering and monitoring examinations. Findings from the study will be beneficial in drawing valid conclusions on the use of e-proctored devices in monitoring emergency remote online-based assessment. The conclusions will prepare school administrators and equip them with the possible approaches to adopt in ensuring that a credible valid and reliable evaluation process is conducted during the post-COVID 19 semesters.}, language = {en}, number = {1}, urldate = {2022-03-01}, journal = {EDEN Conference Proceedings}, author = {Ironsi, Chinaza}, month = sep, year = {2021}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.38069/edenconf-2021-ac0026 2339240:7UAR7MC2 2405685:9NMH5XJQ}, pages = {265--282}, } @article{ilic_online_2021, title = {Online {Course} {Satisfaction} in a {Holistic} {Flipped} {Classroom} {Approach}}, issn = {2618-6586}, url = {http://dergipark.org.tr/en/doi/10.31681/jetol.935325}, doi = {10.31681/jetol.935325}, abstract = {The present study aimed to investigate the satisfaction of pre-service teachers with the completely online course instructed with the flipped classroom model. The study was conducted with the explanatory sequential mixed design. The participants included 117 pre-service teachers. Data were collected during the 2020-2021 academic year fall semester with the Online Course Satisfaction Scale and face-to-face interviews. The study findings demonstrated that the pre-service teachers were satisfied with the online course. The satisfaction level of female participants was higher, and the differences were not significant based on the student department. On the other hand, the participants stated that there were systemic and instructor-oriented problems. Furthermore, it was determined that ease of use was an important factor in predicting satisfaction. Ease of use varied based on PC ownership, but not based on tablet ownership. Satisfaction did not differ based on both PC and tablet ownership. It was found that the flipped classroom model exhibited interactional challenges. However, the model had advantages due to its structure that allowed flexibility. It could be suggested that the findings of the present study would contribute to future studies that would address flipped classroom method and satisfaction with online courses.}, language = {en}, urldate = {2022-08-22}, journal = {Journal of Educational Technology and Online Learning}, author = {Ilic, Ulaş}, month = sep, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.31681/jetol.935325 2339240:XJ8SSCBR 2405685:FXMJU98K}, } @misc{sengeh_reimagining_2021, title = {Reimagining {Education} for {Continuous} {Learning} and {Teaching}}, url = {https://edtechhub.org/2021/09/14/edtech-in-sierra-leone-reimagining-education-for-continuous-learning-and-teaching/}, abstract = {EdTech Hub has partnered with the Ministry of Basic and Senior Secondary Education in Sierra Leone to increase the use of evidence in decisions around EdTech. Click to read more.}, language = {en-US}, urldate = {2022-09-07}, journal = {EdTech Hub}, author = {Sengeh, Hon Minister David Moinina and Team, MBSSE Delivery and Team, Hon Minister David Moinina Sengeh {and} MBSSE Delivery}, month = sep, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6JKPNDHR 2405685:SQ7GPXQJ}, } @book{shohel_education_2021, title = {Education in {Emergencies}, {Mental} {Wellbeing} and {E}-{Learning}}, isbn = {978-1-83962-590-9}, url = {https://www.intechopen.com/state.item.id}, abstract = {The world has been going through an unprecedented situation due to the world-wide health crisis created by the COVID-19 pandemic. It affected all sectors across the globe, including education. This chapter highlights the importance of education in emergencies and how a situation like the COVID-19 pandemic creates challenges alongside opportunities to learn for personal and professional development as well as to ensure mental wellbeing of individuals through e-learning. The chapter explores literature to draw on different perspectives regarding the issues related to effectiveness in handling education and learning in an emergency in addition to preparedness for post and future emergencies. However, it focuses mainly on the role of the education sector in supporting individuals, especially learners and educators during and after emergencies. It also reflects on educational professionals’ work with students during this pandemic i.e. how educational professionals report on their adaptation journey and how the pandemic impacted the ability to serve and engage learners. From the professionals’ best practices to assist students in being successful through online education or hybrid teaching and learning formats, many opportunities arose to shape and reform education for a better future and transform the process of lifelong learning. This chapter outlines strategies, in general, for the education sector, and in particular, institutions and individuals to be better prepared for future emergencies through the opportunities e-learning offers.}, language = {en}, urldate = {2022-11-17}, publisher = {IntechOpen}, author = {Shohel, M. Mahruf C. and Mahmud, Arif and Urmee, Munira Azhar and Anwar, Muhammad Naveed and Rahman, Mohammad Mojibur and Acharya, Dev Raj and Ashrafuzzaman, Md and Shohel, M. Mahruf C. and Mahmud, Arif and Urmee, Munira Azhar and Anwar, Muhammad Naveed and Rahman, Mohammad Mojibur and Acharya, Dev Raj and Ashrafuzzaman, Md}, month = sep, year = {2021}, doi = {10.5772/intechopen.97425}, note = {Publication Title: E-Learning and Digital Education in the Twenty-First Century KerkoCite.ItemAlsoKnownAs: 10.5772/intechopen.97425 2339240:B2NKF79D 2405685:MVSKZIW2}, } @article{tsakeni_transition_2021, title = {Transition to online learning by a teacher education program with limited {4IR} affordances}, volume = {6}, copyright = {Copyright (c)}, issn = {2468-6891}, url = {https://ressat.org/index.php/ressat/article/view/570}, doi = {10.46303/ressat.2021.15}, abstract = {This study used the community of inquiry (CoI) framework and the affordances of Internet of things (IoT) to explore how the faculty of education of a rural campus of a university transitioned from face-to-face to online modes of instruction. In this qualitative interpretive study, data were collected through open-ended questionnaires from four purposely selected teacher educators and five final-year bachelor of education preservice teachers. Thematic content analysis techniques were used to analyze the data collected. The findings indicated the tensions experienced by the teacher educators as they negotiated the limited IoT affordances to ensure effective teaching, cognitive, and social presence in the newly formed online classrooms. Some of the tensions included the choices that were made on whether to use synchronous or asynchronous modes of instruction and the selection of effective communication modes. The teacher educators used a combination of the official learning management system (LMS) tools of the university and a social media platform as way of navigating the limited 4IR environments experienced by the preservice teachers.}, language = {en}, number = {2}, urldate = {2022-08-22}, journal = {Research in Social Sciences and Technology}, author = {Tsakeni, Maria}, month = sep, year = {2021}, note = {Number: 2 KerkoCite.ItemAlsoKnownAs: 10.46303/ressat.2021.15 2339240:M4H98T8W 2405685:FMGDCFMJ}, keywords = {COVID-19, Internet of things, community of inquiry, online learning, teacher education}, } @misc{common_market_for_eastern_and_southern_africa_comesa_kenya_2021, title = {Kenya lauded for achieving 75\% electricity access rate}, url = {https://www.comesa.int/kenya-lauded-for-achieving-75-electricity-access-rate/}, language = {en-US}, urldate = {2021-10-07}, author = {{Common Market for Eastern and Southern Africa (COMESA)}}, month = sep, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LE4N8QYZ 2405685:4RF5ZB4L}, } @misc{bapna_17_2021, title = {17 {EdTech} {Frameworks} and {Who} {Needs} to {Know} {Them}}, url = {https://edtechhub.org/2021/09/01/17-edtech-frameworks-and-who-needs-to-know-them/}, abstract = {17 EdTech frameworks that provide a valuable bridge between theory and practice. EdTech resources for policy-makers, educational institutions, teachers and multi-stakeholders.}, language = {en-US}, urldate = {2022-12-09}, journal = {EdTech Hub}, author = {Bapna, Akanksha and Nicolai, Susan and Myers, Christina and Pellini, Arnaldo and Sharma, Namrata and Wilson, Sam and Wilson, Susan Nicolai, Christina Myers, Arnaldo Pellini, Namrata Sharma {and} Sam, Akanksha Bapna}, month = sep, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZT8D763J 2405685:9TG8YM2I}, } @article{neidhofer_intergenerational_2021, title = {Intergenerational transmission of lockdown consequences: prognosis of the longer-run persistence of {COVID}-19 in {Latin} {America}}, volume = {19}, issn = {1573-8701}, shorttitle = {Intergenerational transmission of lockdown consequences}, url = {https://doi.org/10.1007/s10888-021-09501-x}, doi = {10.1007/s10888-021-09501-x}, abstract = {The shock on human capital caused by COVID-19 is likely to have long lasting consequences, especially for children of low-educated families. Applying a counterfactual exercise we project the effects of school closures and other lockdown policies on the intergenerational persistence of education in 17 Latin American countries. First, we retrieve detailed information on school lockdowns and on the policies enacted to support education from home in each country. Then, we use these information to estimate the potential impact of the pandemic on schooling, high school completion, and intergenerational associations. In addition, we account for educational disruptions related to household income shocks. Our findings show that, despite that mitigation policies were able to partly reduce instructional losses in some countries, the educational attainment of the most vulnerable could be seriously affected. In particular, the likelihood of children from low educated families to attain a secondary schooling degree could fall substantially.}, language = {en}, number = {3}, urldate = {2022-08-25}, journal = {The Journal of Economic Inequality}, author = {Neidhöfer, Guido and Lustig, Nora and Tommasi, Mariano}, month = sep, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10888-021-09501-x 2339240:WXRB3PSQ 2405685:DI7L98CJ}, keywords = {COVID-19, Education, Human capital, I24, I38, Inequality, Intergenerational persistence, J62, Latin America, Lockdowns, School closures}, pages = {571--598}, } @article{neidhofer_intergenerational_2021, title = {Intergenerational transmission of lockdown consequences: prognosis of the longer-run persistence of {COVID}-19 in {Latin} {America}}, volume = {19}, issn = {1573-8701}, shorttitle = {Intergenerational transmission of lockdown consequences}, url = {https://doi.org/10.1007/s10888-021-09501-x}, doi = {10.1007/s10888-021-09501-x}, abstract = {The shock on human capital caused by COVID-19 is likely to have long lasting consequences, especially for children of low-educated families. Applying a counterfactual exercise we project the effects of school closures and other lockdown policies on the intergenerational persistence of education in 17 Latin American countries. First, we retrieve detailed information on school lockdowns and on the policies enacted to support education from home in each country. Then, we use these information to estimate the potential impact of the pandemic on schooling, high school completion, and intergenerational associations. In addition, we account for educational disruptions related to household income shocks. Our findings show that, despite that mitigation policies were able to partly reduce instructional losses in some countries, the educational attainment of the most vulnerable could be seriously affected. In particular, the likelihood of children from low educated families to attain a secondary schooling degree could fall substantially.}, language = {en}, number = {3}, urldate = {2022-08-25}, journal = {The Journal of Economic Inequality}, author = {Neidhöfer, Guido and Lustig, Nora and Tommasi, Mariano}, month = sep, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10888-021-09501-x 2339240:WXRB3PSQ 2405685:DI7L98CJ}, keywords = {COVID-19, Education, Human capital, I24, I38, Inequality, Intergenerational persistence, J62, Latin America, Lockdowns, School closures}, pages = {571--598}, } @article{selwyn_ed-tech_2021, title = {Ed-{Tech} {Within} {Limits}: {Anticipating} educational technology in times of environmental crisis}, volume = {18}, issn = {2042-7530}, shorttitle = {Ed-{Tech} {Within} {Limits}}, url = {https://doi.org/10.1177/20427530211022951}, doi = {10.1177/20427530211022951}, abstract = {Despite climate heating and rising ecological instability, environmental issues feature rarely in discussions of educational technology. Most commentators presume the continued unfettered use of digital education resources bolstered by occasional claims that emerging technologies might support the ?greening? of school and university provision. In contrast to such business-as-usual complacency, this article anticipates ongoing environmental degradation of the planet as radically upending the continued expansion of digital technologies in education. On the one hand, depletion of natural resources and energy curtailments might put paid to established ?abundant? forms of digital technology use. On the other hand, more frequent climate-related disasters might necessitate emergency forms of education for displaced and unsettled populations. As such, the article argues for a new paradigm of educational technology that is both wholly sustainable and targeted towards displaced and disadvantaged populations. The article considers a number of ways that such an ?Ed-Tech Within Limits? might be pursued ? outlining fundamental shifts in thinking necessary to reorient educational technology along environmentally concerned lines.}, language = {en}, number = {5}, urldate = {2022-11-16}, journal = {E-Learning and Digital Media}, author = {Selwyn, Neil}, month = sep, year = {2021}, note = {Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/20427530211022951 2339240:IAI4JMQG 2405685:8GL436EN}, pages = {496--510}, } @techreport{crawfurd_teaching_2021, address = {Washington, DC}, type = {Working {Paper}}, title = {Teaching and {Testing} by {Phone} in a {Pandemic}}, url = {https://www.cgdev.org/sites/default/files/teaching-and-testing-phone-pandemic.pdf}, abstract = {How did children learn while schools were closed during 2020 due to the COVID-19 pandemic? In this paper we evaluate the effectiveness of live tutoring calls from teachers, using a randomized controlled trial with 4,399 primary school students in Sierra Leone.}, language = {en}, number = {591}, urldate = {2021-11-11}, institution = {Center for Global Development}, author = {Crawfurd, Lee and Evans, David K. and Hares, Susannah and Sandefur, Justin}, month = sep, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FTSVR76S 2339240:GAPVTT3N 2339240:K9KUNITI 2405685:5RJW9S5N 2405685:7AP7H3CG 2405685:H3J9AJ2Z 2405685:KW3QGYS5 2534379:ZTWPMXUG}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{marin_where_2021, title = {Where is {EdTech} working? {Leveraging} data for better {EdTech} policies}, url = {https://blogs.worldbank.org/education/where-edtech-working-leveraging-data-better-edtech-policies}, abstract = {The COVID-19 pandemic has disrupted schooling for over 1.6 billion students worldwide. Many education systems fell short of their goal to ensure the continuity of learning due to the digital divide that kept many without access to any kind of remote learning opportunity.}, language = {en, es, fr}, journal = {Where is EdTech working? Leveraging data for better EdTech policies}, author = {Marin, Sergio Venegas and Cobo, Cristobal and Cloutier, Marie-Helene and Lambert-Porter, Emma}, month = sep, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ERJ4KFAX 2405685:463WE282}, } @article{van_cappelle_analysis_2021, title = {An analysis of the reach and effectiveness of distance learning in {India} during school closures due to {COVID}-19}, volume = {85}, issn = {07380593}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059321000924}, doi = {10.1016/j.ijedudev.2021.102439}, language = {en}, urldate = {2021-10-14}, journal = {International Journal of Educational Development}, author = {van Cappelle, Frank and Chopra, Vidur and Ackers, Jim and Gochyyev, Perman}, month = sep, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102439 2339240:RRVFL86Y 2405685:L6WAUQMA}, pages = {102439}, } @techreport{working_group_on_digital_learning_connecting_2021, title = {Connecting {Learning} {Spaces}: {Possibilities} for {Hybrid} {Learning}}, url = {https://broadbandcommission.org/wp-content/uploads/dlm_uploads/2021/09/Digital-Learning-Report-Broadband-Commission.pdf}, language = {en}, institution = {Broadband Commission for Sustainable Development}, author = {Working Group on Digital Learning}, month = sep, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B6YJG67Z 2405685:HB5PH6ML}, pages = {192}, } @misc{hennessy_reimagining_2021, address = {Virtual}, type = {Conference {Panel} {Presentation}}, title = {Reimagining {Teacher} {Professional} {Development} for {Scalable}, {Sustainable} and {Equitable} {Outcomes} - {Using} {EdTech} {Research} {Evidence}}, url = {https://events.development.asia/materials/20210827/reimagining-teacher-professional-development-scalable-sustainable-and-equitable}, language = {en}, urldate = {2022-01-05}, author = {Hennessy, Sara and Koomar, Saalim}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:8NPXTAKN}, } @article{meihami_exploring_2021, title = {Exploring {EFL} teachers’ professional identity development in a {CALL} teacher preparation program}, volume = {17}, issn = {18324215}, url = {https://www.castledown.com/journals/jaltcall/article/?reference=404}, doi = {10.29140/jaltcall.v17n2.404}, language = {en}, number = {2}, urldate = {2022-08-23}, journal = {The JALT CALL Journal}, author = {Meihami, Hussein and Esfandiari, Rajab}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.29140/jaltcall.v17n2.404 2339240:W2D7U4LI 2405685:KX4C93E2}, } @misc{long_intergovernmental_2021, title = {Intergovernmental fiscal transfers, equity and service delivery: lessons from {Uganda}}, shorttitle = {Intergovernmental fiscal transfers, equity and service delivery}, url = {https://odi.org/en/publications/intergovernmental-fiscal-transfers-equity-and-service-delivery-lessons-from-uganda/}, abstract = {Analysing the equity of government fiscal resource allocation}, language = {en-gb}, urldate = {2022-04-07}, journal = {ODI: Think change}, author = {Long, Cathal and Fraser, Alasdair and Mbate, Michael and Lacroix, Antoine}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZR6FLK9A 2405685:BGCRN4D3 4656463:6IGGVE36}, } @misc{unicef_first_2021, title = {First day of school 'indefinitely postponed' for 140 million first-time students around the world - {UNICEF}}, url = {https://www.unicef.org/bangladesh/en/press-releases/first-day-school-indefinitely-postponed-140-million-first-time-students-around-world}, abstract = {At least eight million of these young learners have been waiting for over a year}, language = {en}, urldate = {2021-10-28}, author = {{UNICEF}}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NUQ9QBE3 2405685:JAQTAKT4 2405685:WMXY3AMI}, } @article{thompson_schooling_2021, title = {Schooling, interrupted: a critical account of motivation and education during the first wave of the {COVID}-19 pandemic in {Quebec}}, volume = {15}, issn = {1911-8279}, shorttitle = {Schooling, interrupted}, url = {https://jtl.uwindsor.ca/index.php/jtl/article/view/6722}, doi = {10.22329/jtl.v15i2.6722}, abstract = {Among the concerns about youth wellbeing during the COVID-19 pandemic, one well-documented impact is youth motivation, particularly in relation to schooling. Yet many questions remain: How are youth experiencing motivation? What factors affect their motivation? How are youth differentially experiencing motivation? This article addresses young people’s experiences of motivation during the first wave of the pandemic as explored through participatory visual research. In Spring 2020, the Quebec private and public secondary school systems responded very differently to school closures. Private schools pivoted to distance learning within about two weeks, whereas public schools took almost two months to provide formal instruction. Bringing youth’s accounts of motivation into conversation with youth’s concerns about the inequities across the private and public school systems offers a rich opportunity to revisit Self-Determination Theory as an established theory of motivation. Youth’s analyses urge us to revisit the conceptualization of “structure” within this theory and how structure might offer a junction for accounting for more macrostructural inequalities within motivation research.}, number = {2}, urldate = {2023-03-18}, journal = {Journal of Teaching and Learning}, author = {Thompson, Jennifer and Fraser, Sarah and Archambault, Isabelle and Beauregard, Nancy and Dupéré, Véronique and Frohlich, Katherine}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.22329/jtl.v15i2.6722 2339240:YNB9HL6M 2405685:IZXQTPC9}, pages = {60--80}, } @phdthesis{myers_framework_2021, type = {phd}, title = {A {Framework} to {Democratise} the {Design} of {Educational} {Games} on {Social} {Issues} during {Game} {Jams}}, url = {http://oro.open.ac.uk/78558/}, abstract = {Game Jams are events organised to create computer games, usually taking place during weekends. These events have become a popular way to enable participants to experience processes and practices of game development as well as to offer multidisciplinary learning opportunities, accessed through the variety of skills involved in game design. However, these events tend to be attended predominantly by male game developers and present barriers to participation for more diverse groups. This thesis investigates how to support diverse group participation in Game Jams, including people from different ethnicities, genders, ages, sexual orientations and who do not have any prior experience of designing games; and explores Game Jam participation as an opportunity to discuss social issues. To this end, a framework to democratise the design of educational games on social issues in Game Jams is proposed. The framework consists of a process with structured resources and activities to enhance learning by supporting egalitarian participation and agency. It offers collaborative learning opportunities for groups to engage with a social issue, relying on storytelling and on the exchange of perspectives and experiences. It also provides support and access to research-based principles to design games for education, and egalitarian opportunities to acquire game development skills, considered relevant opportunities given the wide-spread use of games and increasing interest in games as engaging tools for online education. The development of the framework is grounded in Critical Pedagogy, an educational approach providing principles and processes to democratise learning initiatives based on egalitarian participation and agency. Following a Design-Based Research methodology, the framework is developed through a case study on creating educational games on everyday sexism. A set of formative design studies are undertaken to co-design resources and activities that enable participants to elaborate solutions to the social issue and create educational games themselves. An evaluative study is then presented with the realisation of two Game Jams to assess and validate the proposed framework. The theoretical contributions of this work validate two new applications of Critical Pedagogy. The first one is to apply Critical Pedagogy to shape Game Jams to enhance learning through the active involvement of participants as equal learners and agents of social change. The second one applies Critical Pedagogy to democratise knowledge of design principles to create educational games on social issues. Lastly, access to a co-created tool for raising awareness of everyday sexism and insights on how to enable broad audiences to acquire games development skills are some of the practical contributions of this thesis.}, language = {en}, urldate = {2022-03-28}, school = {The Open University}, author = {Myers, Christina}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8JDXC44I 2405685:CNBR3BS2}, } @misc{kelly_countries_2021, title = {Countries using data to inform education policies}, url = {https://www.globalpartnership.org/blog/countries-using-data-inform-education-policies}, abstract = {How can data be transformed into policy so that children everywhere, even the most disadvantaged, can realize their right to learn? Read how a project has helped countries like Lao PDR, Georgia and Mongolia to just do that.}, language = {en}, urldate = {2021-10-06}, journal = {Education for All}, author = {Kelly, Peggy}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EEWA9327 2405685:HW883XL9}, } @misc{the_education_comission_five_2021, title = {Five ways geospatial analysis can help visualize and solve some of education’s biggest challenges}, url = {https://educationcommission.org/updates/five-ways-geospatial-analysis-can-help-visualize-and-solve-some-of-educations-biggest-challenges/}, abstract = {As the education community continues to mobilize efforts towards achieving Sustainable Development Goal 4 (SDG 4), stakeholders at all levels of the system are grappling with questions on how to deliver inclusive quality education. What communities will benefit most...}, language = {en-US}, urldate = {2022-11-03}, author = {{The Education Comission}}, month = aug, year = {2021}, note = {Section: Updates KerkoCite.ItemAlsoKnownAs: 2405685:2HMKI9VR 4042040:UQU9GND7}, } @article{rodriguez-segura_edtech_2021, title = {{EdTech} in developing countries: a review of the evidence}, issn = {0257-3032}, shorttitle = {Edtech in developing countries}, url = {https://doi.org/10.1093/wbro/lkab011}, doi = {10.1093/wbro/lkab011}, abstract = {The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries.}, number = {lkab011}, urldate = {2021-11-10}, journal = {The World Bank Research Observer}, author = {Rodriguez-Segura, Daniel}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkab011 2339240:DEKZ2C9I 2405685:ZS3CD2X6}, } @article{romero-hall_current_2021, title = {Current initiatives, barriers, and opportunities for networked learning in {Latin} {America}}, volume = {69}, issn = {1556-6501}, url = {https://doi.org/10.1007/s11423-021-09965-8}, doi = {10.1007/s11423-021-09965-8}, abstract = {This paper explores and describes the current initiatives, barriers, and opportunities for formal, non-formal, and informal networked learning experiences using social media in Latin America. It focuses on networked learning initiatives such as the use of institutional social media accounts, educational hashtags, social media in the classroom, educational channels via video hosting platforms, and government established networked learning programs for connected classrooms. The same multiplicity, diversity, and heterogenicity that represent the culture, languages, and socio-economic status of the people of Latin America also characterize the vast mixture of networked learning initiatives across the region. Potential barriers (i.e., the digital divide, Internet filtering policies, lack of research) and opportunities for implementation (i.e., networked learning educational reforms, mobile learning technology, and social media ethical considerations) are explored. The paper concludes with recommendations that policymakers and education leaders in Latin America should keep in mind to engage in fruitful networked learning initiatives.}, language = {en}, number = {4}, urldate = {2022-04-19}, journal = {Educational Technology Research and Development}, author = {Romero-Hall, Enilda}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-021-09965-8 2339240:25TY743U 2405685:SXGL4TF6}, keywords = {Connected learning, Information and communications technology, Latin America, Mobile learning, Networked learning, Social media}, pages = {2267--2283}, } @article{badiuzzaman_latent_2021, title = {The latent digital divide and its drivers in e-learning among {Bangladeshi} students during the {COVID}-19 pandemic}, volume = {12}, copyright = {http://creativecommons.org/licenses/by/3.0/}, url = {https://www.mdpi.com/2078-2489/12/8/287}, doi = {10.3390/info12080287}, abstract = {The devastating COVID-19 pandemic forced academia to go virtual. Educational institutions around the world have stressed online learning programs in the aftermath of the pandemic. However, because of insufficient access to Information Communication Technology (ICT), a substantial number of students failed to harness the opportunity of online learning. This study explores the latent digital divide exhibited during the COVID-19 pandemic while online learning activities are emphasised among students of Bangladesh. It also investigates the digital divide exposure and the significant underlying drivers of the divide. In order to accomplish this, a cross-sectional survey was employed to collect quantitative data, mixed with open-ended questions were utilised to gather qualitative information from the student community. The findings revealed that despite the majority of students having physical access to ICT, only 32.5\% of students could attend online classes seamlessly. In total, 34.1\% reported data prices as the critical barrier, while 39.8\% identified poor network infrastructure as the significant barrier preventing them from participating in online learning activities. Although most students possess physical access to various devices and the Internet, they face the first-level digital divide due to the quality of access and price of cellular Internet. Consequently, they fail to take advantage of physical access, resulting in the third-level digital divide (utility gap), which submerges them into a digital divide cycle. The primary objective of this study is to explore the underlying issues of the digital divide among Bangladeshi students. This will assist relevant stakeholders (e.g., the Bangladesh government, educational institutions, and researchers) to gain necessary insights and theoretical understanding of underlying limitations and emergent directions to arrange adequate support for underprivileged students to undertake essential online learning activities.}, language = {en}, number = {8}, urldate = {2021-10-25}, journal = {Information}, author = {Badiuzzaman, Md and Rafiquzzaman, Md and Rabby, Md Insiat Islam and Rahman, Mohammad Mustaneer}, month = aug, year = {2021}, note = {Number: 8 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/info12080287 2339240:6S36DZH9 2405685:BTG5QS57}, keywords = {COVID-19, digital divide, multi-level digital divide, online learning}, pages = {287}, } @techreport{hassan_telementoring_2021, address = {Monash University}, type = {Working {Paper}}, title = {Telementoring and homeschooling during school closures: {A} randomized experiment in rural {Bangladesh}}, url = {https://www.monash.edu/__data/assets/pdf_file/0007/2651416/WP2021n03_V1.pdf}, abstract = {Prolonged school closures due to political unrests, teacher strikes, natural disasters, and public health crises can be detrimental to student learning in developing countries. Using a randomized controlled experiment in 200 Bangladeshi villages, we evaluate the impact of over-the-phone mentoring and homeschooling support delivered by volunteers on the learning outcomes of primary school children during school closures caused by the coronavirus pandemic. The telementoring program improved the learning outcomes of treated children by 0.75 SD and increased homeschooling involvement of treated mothers by 0.64 SD. The impacts on learning are driven primarily by the direct mentoring of children and to some extent also by the increased homeschooling involvement of mothers. Academically weaker children and households from relatively lower socioeconomic backgrounds benefitted the most from telementoring. These findings suggest that learning crises in low-resource settings can be addressed by simple and very low-cost technology solutions.}, language = {en}, institution = {Centre for Development Economics and Sustainability}, author = {Hassan, Hashibul and Islam, Asad and Siddique, Abu and Wang, Liang Choon}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5YSHGI3S 2339240:7WBML8RC 2405685:6J9MZIZY 2405685:XE45G75X 2405685:XU7PCDNA 2534379:RF4FNWBS}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {54}, } @article{khan_child_2021, title = {Child education in the time of pandemic: {Learning} loss and dropout}, volume = {127}, issn = {0190-7409}, shorttitle = {Child education in the time of pandemic}, doi = {10.1016/j.childyouth.2021.106065}, abstract = {The disruptive effects of the COVID-19 pandemic had affected the education sector at an unprecedented scale. In order to contain the spread of the virus, a large number of countries across the globe have shut their schools to handle the pandemic. However, it has adversely affected students' learning and school attendance. In this regard, we assess the impact of COVID-19 on the learning loss, school dropout, and the economic costs in term of foregone earnings for children in Pakistan. The study finds a substantial decrease in Learning Adjusted Years of Schooling (LAYS) with worsening consequences for girls than boys. Likewise, the aggregate economic cost amounts to 107 billion dollars when adjusted for human capital utilisation. Besides, our simulation results suggest that about 7.2 million children dropout due to a reduction in household expenditure by 50 percent. In comparison, the dropout is more pronounced at the primary level of schooling. The results recommend that the government design robust social protection and remote education strategies to mitigate school closure’s adverse effect on children's learning. The emphasis should be rather on the long run strategies to cope with a resilient education system of futuristic orientation. (PsycInfo Database Record (c) 2021 APA, all rights reserved)}, urldate = {2022-04-05}, journal = {Children and Youth Services Review}, author = {Khan, Muhammad Jehangir and Ahmed, Junaid}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.childyouth.2021.106065 2339240:YF7YC22M 2405685:DWQ4UZX5}, keywords = {Adjustment, COVID-19, Education, Learning Strategies, Learning loss, Pakistan, Pandemics, School Dropout, School Dropouts, School Learning}, } @techreport{shah_how_2021, type = {Guidance note}, title = {How to integrate {Value} for {Money} assessments within the {External} {Evaluations} of the {GEC}}, language = {en}, institution = {Foreign, Commonwealth \& Development Office}, author = {Shah, Valsa}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:32NCMKDK 2405685:NQ22KZWA}, } @article{neidhofer_intergenerational_2021, title = {Intergenerational transmission of lockdown consequences: prognosis of the longer-run persistence of {COVID}-19 in {Latin} {America}}, issn = {1569-1721}, shorttitle = {Intergenerational transmission of lockdown consequences}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8325400/}, doi = {10.1007/s10888-021-09501-x}, abstract = {The shock on human capital caused by COVID-19 is likely to have long lasting consequences, especially for children of low-educated families. Applying a counterfactual exercise we project the effects of school closures and other lockdown policies on the intergenerational persistence of education in 17 Latin American countries. First, we retrieve detailed information on school lockdowns and on the policies enacted to support education from home in each country. Then, we use these information to estimate the potential impact of the pandemic on schooling, high school completion, and intergenerational associations. In addition, we account for educational disruptions related to household income shocks. Our findings show that, despite that mitigation policies were able to partly reduce instructional losses in some countries, the educational attainment of the most vulnerable could be seriously affected. In particular, the likelihood of children from low educated families to attain a secondary schooling degree could fall substantially.}, urldate = {2022-04-19}, journal = {Journal of Economic Inequality}, author = {Neidhöfer, Guido and Lustig, Nora and Tommasi, Mariano}, month = jul, year = {2021}, pmid = {34366749}, pmcid = {PMC8325400}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10888-021-09501-x 2339240:WN3LXJPD 2405685:TR8PDKM5}, pages = {1--28}, } @article{neidhofer_intergenerational_2021, title = {Intergenerational transmission of lockdown consequences: prognosis of the longer-run persistence of {COVID}-19 in {Latin} {America}}, issn = {1569-1721}, shorttitle = {Intergenerational transmission of lockdown consequences}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8325400/}, doi = {10.1007/s10888-021-09501-x}, abstract = {The shock on human capital caused by COVID-19 is likely to have long lasting consequences, especially for children of low-educated families. Applying a counterfactual exercise we project the effects of school closures and other lockdown policies on the intergenerational persistence of education in 17 Latin American countries. First, we retrieve detailed information on school lockdowns and on the policies enacted to support education from home in each country. Then, we use these information to estimate the potential impact of the pandemic on schooling, high school completion, and intergenerational associations. In addition, we account for educational disruptions related to household income shocks. Our findings show that, despite that mitigation policies were able to partly reduce instructional losses in some countries, the educational attainment of the most vulnerable could be seriously affected. In particular, the likelihood of children from low educated families to attain a secondary schooling degree could fall substantially.}, urldate = {2022-04-19}, journal = {Journal of Economic Inequality}, author = {Neidhöfer, Guido and Lustig, Nora and Tommasi, Mariano}, month = jul, year = {2021}, pmid = {34366749}, pmcid = {PMC8325400}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10888-021-09501-x 2339240:WN3LXJPD 2405685:TR8PDKM5}, pages = {1--28}, } @misc{escolas_exponenciais_pesquisa_2021, title = {Pesquisa revela sistemas de ensino melhor avaliados no país - {Blog} do {EX}}, url = {https://escolasexponenciais.com.br/inovacao-e-gestao/sistemas-de-ensino-melhor-avaliados/}, abstract = {Diagnóstico Nacional da Educação aponta qual é o sistema de ensino mais bem avaliado por pais e responsáveis por alunos em todo Brasil.}, language = {pt-BR}, urldate = {2022-06-06}, journal = {Escolas Exponenciais}, author = {Escolas Exponenciais,}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZJP4J9X9 2405685:WCD5LB3Q}, } @article{daly_silenced_2021, title = {Silenced by an unknown language? {Exploring} language matching during rransitions from complementary education to government schools in {Ghana}}, volume = {0}, issn = {0305-7925}, shorttitle = {Silenced by an {Unknown} {Language}?}, url = {https://doi.org/10.1080/03057925.2021.1941772}, doi = {10.1080/03057925.2021.1941772}, abstract = {Mother tongue-based education has been central to the promotion of early literacy skills in many multilingual contexts of the Global South. However, learners in such environments may face significant linguistic challenges when changing language of instruction during schooling. In particular, the linguistic distance between mother tongue and official language may be a significant barrier to learners. This paper provides an empirical approach to this issue by employing language matching based on linguistic distance between languages to explore changes in literacy scores for learners who change language of instruction. Findings show that the greater the linguistic distance between two languages, the larger the loss in foundational literacy. We conclude that language matching could be introduced as a tool to identify at-risk learners during transitions and, if possible, as a tool for linguistic allocation of students who have the possibility of selecting between schools with different languages for instruction.}, number = {0}, urldate = {2023-02-10}, journal = {Compare: A Journal of Comparative and International Education}, author = {Daly, Kieran and Carter, Emma and Sabates, Ricardo}, month = jul, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03057925.2021.1941772 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2021.1941772 2405685:KV9RQPGW 4042040:F4XHI9TM}, keywords = {Ghana, Mother tongue education, language matching, literacy, multilingualism}, pages = {1--18}, } @book{al-samarrai_role_2021, address = {Washington, DC}, title = {The {Role} of {Intergovernmental} {Fiscal} {Transfers} in {Improving} {Education} {Outcomes}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, isbn = {978-1-4648-1693-2}, url = {https://openknowledge.worldbank.org/handle/10986/35838}, abstract = {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.}, language = {en}, urldate = {2022-04-07}, publisher = {World Bank}, author = {Al-Samarrai, Samer and Lewis, Blane}, month = jul, year = {2021}, doi = {10.1596/978-1-4648-1693-2}, note = {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}, } @misc{break_free_alliance_safeguarding_2021, title = {Safeguarding {Her}: {A} call to action to educating girls in vulnerable situations}, url = {https://www.globalpartnership.org/blog/safeguarding-her-call-action-educating-girls-vulnerable-situations}, abstract = {For millions of girls across Africa, the thought of joining school remains far-fetched. Here are 6 recommendations we consider vital to ensure girls’ better access to education and secure their futures.}, language = {English}, urldate = {2022-08-21}, journal = {Education for All}, author = {Break Free Alliance}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:36KPCI4X 2405685:P5HCFXSZ}, } @book{mello_brazil_2021, address = {Washington, DC}, title = {Brazil {Case} {Study}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, isbn = {978-1-4648-1693-2}, url = {https://openknowledge.worldbank.org/handle/10986/35838}, abstract = {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.}, language = {en}, urldate = {2022-05-31}, publisher = {World Bank}, author = {Mello, Ursula and Loureiro, Andre and Cruz, Louisee}, month = jul, year = {2021}, doi = {10.1596/978-1-4648-1693-2}, note = {Accepted: 2021-06-28T14:28:37Z KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1693-2 2339240:IKJT3DUI 2405685:SZCK288Z 4656463:6PMDEFFM}, keywords = {Education, Education Equity, Education Finance, Education Outcomes, Education Spending, Fiscal Decentralization, Fiscal Transfers, Public Expenditure}, } @misc{kimathi_importance_2021, title = {The {Importance} of {Caregiver} {Engagement} in {Supporting} {Learning}}, url = {https://edtechhub.org/2021/07/16/keeping-kenya-learning-the-importance-of-caregiver-engagement-in-supporting-learning-beyond-the-classroom/}, abstract = {Do you know the importance of caregiver engagement in supporting learning beyond the classroom? Visit our website to learn more.}, language = {en-US}, urldate = {2022-09-09}, journal = {EdTech Hub}, author = {Kimathi, Deborah and El-Serafy, Yomna and Plaut, Daniel and Kaye, Tom}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MCEFY3WR 2405685:7VZZBHDN}, } @article{senou_contract_2021, title = {Contract {Type} and {Teacher} {Absenteeism} in {Benin}: {The} {Role} of {Teacher}’s {Supplemental} {Income}}, shorttitle = {Contract {Type} and {Teacher} {Absenteeism} in {Benin}}, url = {http://publication.aercafricalibrary.org/handle/123456789/2216}, abstract = {Absenteeism is a phenomenon that has been noted in professional circles with consequences on the income of the wage earner as well as the profits of the firm, consequences that led, according to statistics from 2005, to losses in public finance amounting to close to 70 billion francs for the Government of Benin. Despite such losses, very few studies in economics have focused on the subject in order to try and give an understanding of the real causes of absenteeism and its consequences. The objective of this study is to explore the relationship between the status of the teacher, supplemental income of the teacher, and the absenteeism of the teacher. Using data from PASEC-CONFEMEN 2005, that will be applied to a theoretical model that we are developing, and through the use of a Tobit empirical method, after having taken the endogeneity bias on the practice of supplemental income generating activities by the teacher into account, this study demonstrates that the practice of income generating activities by teachers positively influences their absenteeism, with contract teachers being more frequently absent than those who are on permanent and pensionable employment contracts. Through linking the level of prices in a locality with absenteeism behaviours, we make it clear that the reasons for absenteeism are mostly related to low purchasing power in the context of earning relatively meagre salaries. These results elicit a set of recommendations that essentially suggest that there should be an improvement in the salaries and working conditions of teachers.}, language = {en}, urldate = {2022-01-05}, author = {Senou, Barthelemy Mahugnon}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:G5ULT28D 2405685:KQA3YITJ 4556019:RK7QIQGC}, keywords = {C:Benin, ⛔ No DOI found}, } @article{bailey_innovations_2021, title = {Innovations in {Social} and {Emotional} {Learning} {Research} and {Practice}: {Building} from {Evidence} and {Applying} {Behavioral} {Insights} to the {Design} of a {Social} and {Emotional} {Learning} {Intervention} in {Northeast} {Nigeria}}, volume = {18}, issn = {1661-7827}, shorttitle = {Innovations in {Social} and {Emotional} {Learning} {Research} and {Practice}}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8304789/}, doi = {10.3390/ijerph18147397}, abstract = {Recent studies suggest that social and emotional learning (SEL) programming has the potential to be effective in conflict-affected regions, yet evidence is limited, and findings to date are mixed. One hypothesis about why SEL interventions in education in emergencies (EiE) settings have not generated the anticipated results is that the SEL content and materials have not been sufficiently localized to the context, leading to poor cultural relevance or fit. A second hypothesis is that SEL program demands tend to be high and capacity for implementation is low, undermining sustainability and impact. The current study addresses these challenges by investing in locally driven SEL content and design as a way to ensure that SEL materials are grounded in local values and needs, culturally appropriate, relevant to the specific context, and feasible to implement. The study draws on the developmental and prevention sciences as well as the field of behavioral insights to test evidence-based interventions intended to encourage desired behaviors around uptake and implementation. This paper documents the activities conducted during the project’s design phase, including landscape research, creation of initial prototypes, design workshops and rapid prototyping, and field testing. Findings suggest that using local values, practices, and framing in SEL programming increases relevance and appropriateness for the Northeast Nigeria setting. Furthermore, targeted behavioral insights interventions increased the uptake, habitual and regular use, as well as correct implementation of SEL activities. The findings contribute to the emerging literature on the cultural variability of SEL and the need to consider the context when designing and implementing programs in any setting.}, number = {14}, urldate = {2022-11-16}, journal = {International Journal of Environmental Research and Public Health}, author = {Bailey, Rebecca and Raisch, Natasha and Temko, Sonya and Titus, Britt and Bautista, Jonah and Eniola, Tahirat Omolara and Jones, Stephanie M.}, month = jul, year = {2021}, pmid = {34299848}, pmcid = {PMC8304789}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph18147397 2339240:CDB54TJY 2405685:Z8ML2UVR}, pages = {7397}, } @article{angrist_building_2021, title = {Building back better to avert a learning catastrophe: {Estimating} learning loss from {COVID}-19 school shutdowns in {Africa} and facilitating short-term and long-term learning recovery}, volume = {84}, issn = {0738-0593}, shorttitle = {Building back better to avert a learning catastrophe}, url = {https://www.sciencedirect.com/science/article/pii/S073805932100050X}, doi = {10.1016/j.ijedudev.2021.102397}, abstract = {We model learning losses due to the COVID-19 pandemic and the potential for cost-effective strategies to build back better. Data from Early Grade Reading Assessments in Ethiopia, Kenya, Liberia, Tanzania, and Uganda suggest half to over a year’s worth of learning loss. In modeling losses over time, we found that learning deficits for a child in grade 3 could lead to 2.8 years of lost learning by grade 10. While COVID-19 has stymied learning, bold, learning-focused reform consistent with the literature reviewed in this paper—specifically reform on targeted instruction and structured pedagogy—could improve learning even beyond pre-COVID-19 levels.}, language = {en}, urldate = {2022-08-25}, journal = {International Journal of Educational Development}, author = {Angrist, Noam and de Barros, Andreas and Bhula, Radhika and Chakera, Shiraz and Cummiskey, Chris and DeStefano, Joseph and Floretta, John and Kaffenberger, Michelle and Piper, Benjamin and Stern, Jonathan}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102397 2339240:6FG39EY3 2339240:LB3VWRGN 2405685:7MUIIRXU}, keywords = {COVID-19, Education, Foundational skills, Learning loss, Recovery}, pages = {102397}, } @book{nugroho_time_2021, title = {Time to {Teach}: {Teacher} {Attendance} and {Time} on {Task} in {Primary} {Schools} in {Mozambique}}, shorttitle = {Time to {Teach}}, url = {https://eric.ed.gov/?q=subject%3aTeacher+Attendance&ff1=subTeacher+Attendance&id=ED615573}, abstract = {Teacher attendance is one of the prerequisites on the path toward universal learning in developing countries. Over the past decades, however, studies from across the developing world have found national rates of teacher absenteeism that range from 3 to 27 per cent. Therefore, enhancing teachers' presence in the classroom and ensuring that class time is spent teaching, can contribute significantly to the productivity and inclusive prosperity of a country. This Time to Teach study collates and strengthens the evidence base on primary school teacher absenteeism in Mozambique. The study uses a mix of qualitative and quantitative research methods to provide critical insights into the factors that underpin the multiple forms of teacher absenteeism and time on task. It also examines how factors vary across countries, school types, gender of teacher and other teacher characteristics. Despite high levels of teacher absenteeism, the study shows that teachers are generally committed and that what is needed is education system strengthening. It is hoped that findings will inform workable solutions and policies that will ensure a motivated teaching force, increase opportunities for children to learn at school and, ultimately, improve their life and work opportunities.}, language = {en}, urldate = {2022-01-06}, publisher = {UNICEF}, author = {Nugroho, Dita and Karamperidou, Despina}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZP685VWV 4042040:9DF5VZLU 4556019:44PQIP2W 4556019:6P6UPZAV}, keywords = {Barriers, C:Mozambique, Developing Nations, Educational Change, Educational Policy, Elementary School Teachers, Employee Absenteeism, Foreign Countries, Gender Differences, Influences, Institutional Characteristics, Rural Urban Differences, Sanctions, Teacher Attendance, Teacher Attitudes, Teacher Characteristics, Teacher Education, Teacher Persistence, Teaching Conditions, Time Management, ⛔ No DOI found}, } @techreport{radhakrishnan_remote_2021, address = {Washington, DC}, type = {Brief}, title = {Remote {Learning}: {Evidence} from {Nepal} during {COVID}-19}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {Remote {Learning}}, url = {https://openknowledge.worldbank.org/handle/10986/36031}, abstract = {This note discusses early results from a distance education program on foundational numeracy for primary school students in Nepal during Coronavirus (COVID-19) evaluated in a randomized trial. The trial included 3,700 households with children in public school (grades 3-5). It provided support for foundational numeracy through mobile phone-based tutoring. The trial tested delivery through public school teachers and also through NGO facilitators. It led to a 30 percent increase in foundational numeracy, with teachers being slightly more effective at producing learning gains than NGO facilitators. These results suggest that instructional support through mobile phones can be a high-access and low-cost approach to providing instruction at scale}, language = {English}, urldate = {2022-06-25}, institution = {World Bank}, author = {Radhakrishnan, Karthika and Sabarwal, Shwetlena and Sharma, Uttam and Cullen, Claire and Crossley, Colin and Letsomo, Thato and Angrist, Noam}, month = jul, year = {2021}, note = {Accepted: 2021-07-28T17:29:14Z KerkoCite.ItemAlsoKnownAs: 2339240:LFIQ9LIB 2405685:F89QL28Q}, keywords = {Coronavirus, Covid-19, Numeracy, Pandemic Impact, Remote Learning, School Closure}, } @misc{unicef_tool_2021, title = {Tool for assessing the gender responsiveness of content for digital learning platforms}, author = {UNICEF}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K9AZY7KG 2405685:ZXCPZH4J}, } @article{ipek_examination_2021, title = {Examination of {Teacher} {Candidates}' {Views} on {Peer} {Learning} {Performed} with {Interactive} {Videos} in the {Blended} {Learning} {Process}}, volume = {4}, issn = {26215799}, url = {https://www.asianinstituteofresearch.org/EQRarchives/Examination-of-Teacher-Candidates'-Views-on-Peer-Learning-Performed-with-Interactive-Videos-in-the-Blended-Learning-Process-}, doi = {10.31014/aior.1993.04.02.281}, abstract = {Today, the speed of the development of technology has various effects in many areas. In the field of education, some concepts, methods, techniques, theories and models come to the fore with the effect of technology and attract the attention of researchers. One of them is blended learning. Blended learning is a learning process in which both face-to-face learning processes and learning processes in online environments coexist. Today's learners are expected to be able to solve problems, work collaboratively, and have strong communication. It is thought that peer learning can be used in constructivist teaching processes in order to gain these features. Peer learning involves learners performing their learning by interacting with each other. In this study, it is aimed to determine the opinions of teacher candidates about peer learning realized with interactive videos in the blended learning process. The study group consists of 37 Computer and Instructional Technologies Education Department teacher candidates, 11 women (29.73\%) and 26 men (70.27\%) enrolled in the "Special Teaching Methods - II" course in the spring semester of 2018-2019 academic year. In the online part of the study, a web 2.0 tool (Edpuzzle) was used to prepare interactive video content. The videos prepared by the peers regarding the course content were expected to be watched online and before the face-to-face lessons. In the face-to-face learning process, students progressed the learning process interactively with their peers. At the end of the process, the data were collected with the data collection tool named "teacher candidate opinion form" developed by the researchers from the study group. The collected data were analyzed with content analysis and interpreted by the researchers. In the study results, the opinions of the teacher candidates about the process after their learning experiences were determined. It was found that a great majority of the teacher candidates had a positive opinion about the peer learning realized with interactive videos in the blended learning process.}, language = {en}, number = {2}, urldate = {2022-08-22}, journal = {Education Quarterly Reviews}, author = {Ipek, Jale and Kalay, Abdullah and Ertas, Sercan}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.31014/aior.1993.04.02.281 2339240:QFNTPDR9 2405685:4CPCU8MQ}, } @techreport{wolf_nudges_2021, title = {Nudges to improve learning and gender parity: {Supporting} parent engagement and {Ghana}’s educational response to {COVID}-19 using mobile phones}, shorttitle = {Nudges to improve learning and gender parity}, url = {https://www.worldbank.org/en/programs/sief-trust-fund/brief/ghana-nudges-to-improve-learning-and-gender-parity-supporting-parent-engagement-and-ghana-s-educational-response-to-covi}, abstract = {Randomized control trial testing impacts of SMS messages to suggest activities that promote social-emotional development at home and to encourage engagement with remote instruction, variants of these messages that have a gender-parity focus, and the duration of these messages (3 months vs. 6 months)}, language = {en}, urldate = {2022-03-04}, institution = {World Bank Strategic Impact Evaluation Fund (SIEF)}, author = {Wolf, Sharon and Aurino, Elisabetta and Osei-Akoto, Isaac and Ackwerh, Eunice Yaa Brimfah}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H7GV3H2Z 2405685:7DVEJE63 2405685:YKSU9467}, } @misc{fuller_empowering_2021, title = {Empowering parents and caregivers to support learning and a safe return to school}, url = {https://www.unicef.org/eca/stories/empowering-parents-and-caregivers-support-learning-and-safe-return-school}, abstract = {Ongoing pandemic response, recovery and long-term resilience must consider parents and caregivers if we are to reach every child.}, language = {en}, urldate = {2022-05-04}, journal = {UNICEF Europe and Central Asia}, author = {Fuller, Sarah and Brown, Jessica Katherine}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:57DMA7WU 2405685:V3FJEMU9}, } @inproceedings{uchidiuno_teacher_2021, address = {New York, NY, USA}, series = {{COMPASS} '21}, title = {Teacher {Perspectives} on {Peer}-{Peer} {Collaboration} and {Education} {Technologies} in {Rural} {Tanzanian} {Classrooms}}, isbn = {978-1-4503-8453-7}, url = {https://doi.org/10.1145/3460112.3471939}, doi = {10.1145/3460112.3471939}, abstract = {Teachers’ perspectives are critical for understanding classroom culture. They create and enforce rules in classrooms and are responsible for educating students using methods that they perceive to be most effective. Therefore, creating supplementary education technologies without understanding teachers and the culture they promote may lead to interventions that are underutilized or ineffective. Our research specifically investigates how technologies that foster student collaboration fit into teachers’ views of learning in a rural context with limited existing collaboration scaffolds. We interviewed 24 teachers and observed 39 classrooms in a rural Tanzanian village to understand how teachers value peer-peer collaboration in their teaching practice, and the unique challenges they face educating students in rural classroom settings. We uncover insights that inform the design and deployment of supplementary education technologies to support teachers in rural Tanzania and similar demographics.}, urldate = {2022-04-29}, booktitle = {{ACM} {SIGCAS} {Conference} on {Computing} and {Sustainable} {Societies}}, publisher = {Association for Computing Machinery}, author = {Uchidiuno, Judith and Koedinger, Ken and Ogan, Amy}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3460112.3471939 2339240:VUXY6J6M 2405685:TWE99YU2}, keywords = {Early literacy, Sub-Saharan Africa, educational technologies, peer-peer collaboration}, pages = {14--26}, } @misc{ping_malaysia_2021, title = {Malaysia {Data} {Protection} {Overview}}, url = {https://www.dataguidance.com/notes/malaysia-data-protection-overview}, abstract = {June 2021 1. Governing Texts Data protection in Malaysia is primarily governed by the Personal Data Protection Act 2010 ('PDPA') and its subsidiary legislation as outlined below. The PDPA purports to safeguard personal data by requiring data users to comply with certain obligations and conferring certain rights to the data subject in relation to his personal data. 1.1. Key acts, regulations, directives, bills Primary Legislation Prior to 2010, the regulation of personal data was governed mainly by industry specific legislation.}, language = {en}, urldate = {2022-06-14}, journal = {DataGuidance}, author = {Ping, Jillian Chia Yan}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AVKSZT94 2405685:P7QN448B}, } @techreport{presidential_policy_and_strategy_unit_kenya_promises_2021, title = {Promises to keep: impact of {COVID}-19 on adolescents in {Kenya}}, url = {https://www.popcouncil.org/uploads/pdfs/2021PGY_ImpactCovidAdolKenya.pdf}, language = {en}, author = {{Presidential Policy and Strategy Unit (Kenya)} and {Population Council}}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SZHGL7E3 2405685:AHRVVYD2}, } @book{world_bank_world_2021, title = {World {Development} {Report} 2021: {Data} for {Better} {Lives}}, isbn = {978-1-4648-1600-0 978-1-4648-1601-7}, shorttitle = {World {Development} {Report} 2021}, url = {http://elibrary.worldbank.org/doi/book/10.1596/978-1-4648-1600-0}, language = {en}, urldate = {2022-06-14}, publisher = {The World Bank}, author = {{World Bank}}, month = jun, year = {2021}, doi = {10.1596/978-1-4648-1600-0}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1600-0 2339240:UMDZ9J6Y 2405685:VZXWSLIJ}, } @article{ledger_reframing_2021, title = {Reframing the policy discourse: {A} comparative analysis of teacher preparation for rural and remote education in {Australia}, {South} {Africa} and {Mexico}}, volume = {29}, shorttitle = {Reframing the policy discourse}, doi = {10.14507/epaa.29.6233}, abstract = {The Organisation for Economic Cooperation and Development (OECD) has highlighted a ‘vicious cycle of decline’ in rural, regional and remote (RRR) regions, with significant inequalities in educational outcomes between rural and urban areas. However, interventions have not resulted in transformative or lasting improvements to education in rural contexts. This paper presents a cross-comparative country analysis of current global policy on RRR education. We used a policy analysis framework to interrogate national policy texts concerning teacher education for RRR contexts in three countries - Australia, South Africa and Mexico. A rigorous selection process of the literature yielded 17 key policy texts, which were examined for the influences, practices, language and outcomes relating to teacher education preparation for RRR locales. Findings highlighted a legacy of historical influences and a metrocentric bias in policy texts, with limited examples of assets-based education. We argue that these factors may be perpetuating the significant and persistent disadvantage in RRR education. We recommend an alternative policy discourse that recognises the productivities and potentialities of an assets-based approach within the local context, where school leaders and teachers are positioned as central change agents in RRR education.}, journal = {education policy analysis archives}, author = {Ledger, Susan and Masinire, Alfred and Díaz, Miguel Angel and Burgess, Madeline}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.14507/epaa.29.6233 2339240:F5WE3FYK 2405685:J5B2NK2G}, } @techreport{world_bank_eswatini_2021, address = {Washington, DC}, title = {Eswatini {Education} {Sector} {Analysis} 2021}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, url = {https://openknowledge.worldbank.org/handle/10986/35787}, abstract = {The current Education Sector Strategic Plan (ESSP) for 2010-2022 and the first and second National Education and Training Improvement Programs that operationalize the plan, were based on the comprehensive 2010 Education Sector Review (Marope, 2010, MoET, 2010, 2016, 2018b). As the current plan and program come to their end, this education sector analysis (ESA) was undertaken. In addition, complementary studies for the ECDE and TVET sub-sectors will be conducted separately to collect primary data to further help inform the development of the next ESSP. The ESA report examines the recent status of the education system to provide an evidence-based foundation for the Government’s preparation of its next ESSP and help guide the country more generally on the priority issues for the education sector looking forward. This executive summary begins with a brief description of the general context for education followed by an overview of recent achievements in education. The main part of the summary sets out the priority issues identified by the ESA report. The final section concludes with a discussion of selected policy options that may be considered looking ahead.}, language = {English}, urldate = {2022-04-07}, institution = {World Bank}, author = {{World Bank}}, month = jun, year = {2021}, note = {Accepted: 2021-06-21T21:34:24Z KerkoCite.ItemAlsoKnownAs: 2339240:G89C9EA6 2405685:M6XKMLXA}, keywords = {Early Childhood Development, Early Childhood Education, Education Finance, Education Management, Education System, Labor Market, Primary Education, School Administration, Secondary Education, Skills Development, Student Achievement, Student Learning Assessment, Teacher Development, Teacher Recruitment, Teacher Training}, } @misc{wilichowski_transforming_2021, title = {Transforming how teachers use technology}, url = {https://blogs.worldbank.org/education/transforming-how-teachers-use-technology}, abstract = {Before the pandemic, there was a widely held notion that technology will revolutionize the field of education.}, language = {en}, urldate = {2022-08-23}, journal = {World Bank Blogs}, author = {Wilichowski, Tracy and Cobo, Cristóbal}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HJJ2VM4G 2405685:425BK3MP}, } @article{eroglu_emergency_2021, title = {Emergency remote education experiences of teachers during the {COVID}-19 pandemic: a phenomenological research}, volume = {9}, issn = {2320-2653}, shorttitle = {Emergency remote education experiences of teachers during the covid-19 pandemic}, doi = {10.34293/education.v9i3.3918}, abstract = {The purpose of the study is to examine teachers' experiences of Emergency Remote Education (ERE) during the COVID-19 pandemic. The study was designed in the qualitative approach and as the research method, "phenomenology" was used. The sample of the study consists of 12 teachers selected by the criterion sampling method. The interview technique was used to collect data. The data were collected through a semi-structured interview form developed by the researchers. The data were analyzed using descriptive analysis. The study results showed that the ERE activity that teachers experienced the most was the online lessons. Teachers have done the ERE activities through various applications such as EIN (Education Information Network), Zoom, WhatsApp, YouTube. Teachers emphasized that ERE was ineffective due to low student participation, insufficient infrastructure, lack of responsibility and motivation for learning, low ICT competency of students and teachers, low socioeconomic status, and inappropriateness of planning and curriculums. In addition, teachers stated that education in the COVID-19 pandemic process should be done in diluted classrooms, hybrid or face to face. It is concluded that the lack of infrastructure, lack of responsibility and motivation for learning created inequality of opportunity for participation in ERE. The lack of infrastructure was mostly due to students being in the low socioeconomic group. In addition, students' learning responsibility and motivation are very important in the effectiveness of ERE.}, number = {3}, journal = {Shanlax International Journal of Education}, author = {Eroglu, Mehmet and Senol, Cem}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.34293/education.v9i3.3918 2339240:QQT6MK3B 2405685:RD4IZKPG}, keywords = {Barriers, COVID-19, Distance Education, Electronic Learning, Elementary Secondary Education, Emergency Programs, Foreign Countries, Instructional Effectiveness, Integrated Learning Systems, Internet, Learning Motivation, Pandemics, Phenomenology, Socioeconomic Status, Student Participation, Student Responsibility, Teacher Attitudes, Turkey}, pages = {161--172}, } @article{islam_exploring_2021, title = {Exploring the fundamental factors of digital inequality in {Bangladesh}}, url = {https://journals.sagepub.com/doi/10.1177/21582440211021407}, doi = {10.1177/21582440211021407}, urldate = {2021-10-25}, journal = {SAGE Open}, author = {Islam, Muhammad Nazrul and Inan, Toki Tahmid}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/21582440211021407 2339240:C3ZIMHJY 2405685:TDV2W3I9}, pages = {1--12}, } @article{ozdemir_investigation_2021, title = {An {Investigation} into {Pre}-{Service} {Teachers}' {Self}-{Regulated} {Online} {Learning} {Perceptions}}, volume = {8}, issn = {2148-3868}, url = {https://eric.ed.gov/?id=EJ1312467}, abstract = {The sudden outbreak of COVID-19 pandemics has accelerated the process of technological transformation experienced by educational institutions. Traditional face-to-face education has been replaced by distance education as a precaution to minimize physical contact among the teachers and the students. As a result, self-regulatory skills have become a more significant factor for academic success in distance education. In line with this, the main aim of the study is to identify the level of self-regulated online learning perceptions of pre-service teachers in Turkish higher education context. Furthermore, the study also aims to reveal whether the pre-service teachers' self-regulated online learning perceptions differ according to several variables such as their gender, department, class, level of digital literacy and the time they daily spend online. A total of 353 pre-service teachers from various departments have participated in the study. The findings of the study indicate that pre-service teachers' perceptions of self-regulated online learning are at moderate level; thus, it can be argued that the level of their perceptions is far from satisfactory. Additionally, it has been observed that the pre-service teachers' self-regulated online learning perceptions differ according to their gender, level of digital literacy and time daily spent online. To be more precise, it has been noted that self-regulated online learning perceptions of female pre-service teachers are higher than those of male pre-service teachers. In a similar vein, it has been observed that the higher the level of digital literacy and the more time spent online, the higher the self-regulated online learning perceptions of pre-service teachers. The overall results of the study suggest that self-regulation skills of the pre-service teachers need to be emphasized and improved with the aim of contributing to the efficient implementation of distance education.}, language = {en}, number = {2}, urldate = {2022-08-22}, journal = {International Journal of Contemporary Educational Research}, author = {Özdemir, Atilla and Önal, Ahmet}, month = jun, year = {2021}, note = {Publisher: International Journal of Contemporary Educational Research KerkoCite.ItemAlsoKnownAs: 2339240:62H9WIHB 2405685:P6VB83C6}, keywords = {COVID-19, Correlation, Distance Education, Electronic Learning, Foreign Countries, Gender Differences, Pandemics, Preservice Teachers, Self Management, Student Attitudes, Technological Literacy, Time Management, Undergraduate Students, ⛔ No DOI found}, } @misc{panth_distance_2021, title = {Distance learning: {Reach} \& {Effectiveness} in {South} {Asia}}, author = {Panth, Brajesh and van Cappelle, Frank and Li, Zhigang and van Kalmthout, Ellen and Gochyyev, Perman and Hayashi, Ryotaro}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SF5W3G69 2405685:8HZRZR9K}, } @techreport{world_bank_sierra_2021, address = {Washington, DC}, title = {Sierra {Leone} {Public} {Expenditure} {Review} 2021: {Fiscal} {Policy} for a {Sustainable} {Recovery}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {Sierra {Leone} {Public} {Expenditure} {Review} 2021}, url = {https://openknowledge.worldbank.org/handle/10986/35857}, abstract = {This Fiscal and Debt Sustainability Note, the first module of a programmatic multisectoral Public Expenditure Review (PER), reviews the recent macro-fiscal challenges, analyzes their causes and consequences and provide policy options for enhancing the conduct of fiscal and PFM policies in the country. The first part of this module draws on the Boost database to provide a comprehensive overview of the budget covering both revenues and expenditures. It analyzes the composition of the budget (based on economic and functional classifications) and discusses the most critical PFM issues the country faces. It also assesses budget execution and the efficiency of public expenditure. The second part of the module focuses on fiscal risks and their implications for medium-term fiscal and debt sustainability. It examines the recent evolution of public debt, its main drivers and relationship to economic growth. It describes recent reforms to address fiscal and debt vulnerabilities and how these reforms have been affected by the global pandemic. It also analyzes the main fiscal risks with a focus on those stemming from State-Own Enterprises (SOEs), local councils, litigations, natural disasters, and health crises. This part uses simulations to analyze the most likely evolution of the public debt path over the next 20 years under alternative risk scenarios. Finally, the module proposes practical and actionable policy options to help improve the macro-fiscal environment over the short term and preserve debt sustainability over the medium term.}, language = {English}, urldate = {2022-06-09}, institution = {World Bank}, author = {{World Bank}}, month = jun, year = {2021}, note = {Accepted: 2021-06-29T15:28:44Z KerkoCite.ItemAlsoKnownAs: 2339240:QWRVJMBE 2405685:KDMZ7CXM}, keywords = {Debt Sustainability, Fiscal Policy, Fiscal Sustainability, Public Debt, Public Expenditure, Public Financial Management, Public Investment Management, State-Owned Enterprises}, } @misc{unesco_re-imagining_2021, address = {UNESCO Conference, Paris}, title = {Re-imagining the future education management information systems, beyond head counts: leveraging data systems to support inclusive and effective learning for all}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000378048}, urldate = {2022-09-28}, author = {{UNESCO}}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5UBF8HJT 2339240:XEWQYE2N 2405685:32I7B2XX 2405685:SA922BN9 2405685:XDKGCG2W 4656463:CD5YN6NM 4656463:NJH4HU8K}, } @article{amevor_analysis_2021, title = {Analysis of {Rural}-{Based} {Pre}-{Service} {Teachers} {Spatial}-{Visualisation} {Skills} in {Problem} {Solving} in {Vector} {Calculus} {Using} {MATLAB}}, volume = {16}, url = {https://online-journals.org/index.php/i-jet/article/view/19269/9289}, doi = {10.3991/ijet.v16i10.19269}, abstract = {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.}, journal = {International Journal of Emerging Technologies in Learning (iJET)}, author = {Amevor, Godfred and Bayaga, Anass and Bosse, Michael}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v16i10.19269 2339240:Q22Y38D2 2405685:43VE73IX}, } @techreport{oza_what_2021, title = {What {Did} {Children} {Do} {During} {School} {Closures}? {Insights} from a {Parent} {Survey} in {Tanzania}}, shorttitle = {What {Did} {Children} {Do} {During} {School} {Closures}?}, url = {https://riseprogramme.org/publications/what-did-children-do-during-school-closures-insights-parent-survey-tanzania}, abstract = {In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.}, language = {en}, urldate = {2021-11-02}, institution = {Research on Improving Systems of Education (RISE)}, author = {Oza, Shardul and Cilliers, Jacobus}, month = may, year = {2021}, doi = {10.35489/BSG-RISE-RI_2021/027}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI\_2021/027 2339240:4NJ7WZ8K 2405685:8WI6L8RQ}, } @article{irfan_locked_2021, chapter = {Global development}, title = {Locked out of school: {Pakistan}’s digital divide has students struggling}, shorttitle = {Locked out of school}, url = {http://www.theguardian.com/global-development/2021/may/18/schools-out-pakistani-pupils-struggle-with-lack-of-internet}, abstract = {Online lessons can’t reach children in many areas of Covid-hit country even though their parents still have to pay fees}, language = {en}, urldate = {2021-07-22}, journal = {The Guardian}, author = {Irfan, Anmol}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T8XC53BT 2405685:CSPLGDG7}, } @misc{world_bank_school_2021, title = {School {Hits} the {Airwaves}: {Sierra} {Leone} {Turns} to {Education} {Radio} as a {Response} to {COVID}-19}, shorttitle = {School {Hits} the {Airwaves}}, url = {https://www.worldbank.org/en/news/feature/2021/05/13/school-hits-the-airwaves-sierra-leone-turns-to-education-radio-as-a-response-to-covid-19}, abstract = {Sierra Leone's experience with education radio during the 2014 Ebola outbreak has helped strengthen its radio programming during school closures caused by the COVID-19 pandemic.}, language = {en}, urldate = {2021-10-11}, journal = {The World Bank}, author = {{World Bank}}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TQTHH2MX 2405685:55GPK4S9}, } @misc{crawfurd_new_2021, title = {New data on learning loss in {Pakistan}}, url = {https://www.cgdev.org/blog/new-data-learning-loss-pakistan}, abstract = {To get a better picture of the effects of the pandemic on education in Pakistan, we carried out another round of our survey of students and parents. We found gender differences in learning loss, little engagement with government teleschool, dropping parental support for further closures, and more.}, language = {en}, urldate = {2021-11-11}, journal = {Center for Global Development}, author = {Crawfurd, Lee and Hares, Susannah and Minardi, Ana Luiza}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ANJSCDN7 2405685:4P85RKIL 2405685:WY4KS8G3}, } @misc{ungei_stem_2021, title = {{STEM}: breaking gender stereotypes}, shorttitle = {{STEM}}, url = {https://www.ungei.org/blog-post/stem-breaking-gender-stereotypes}, abstract = {In some Western cultures, pink is for girls, blue is for boys. Why? It just is. You might hear mothers remark with wonder that their little girls just love the pink dress (that was given to them). You may have heard fathers insist that their sons not wear pink clothing. It’s interesting to think that at the end of the nineteenth century in the USA, pink was actually the colour preferred for boys, it being a softer version of military red. Things change.  The accepted wisdom that stereotypes originally come from a place of truth is erroneous. No credible research has indicated that girls gravitate to pink things without any cultural prompting. Our gendered behaviour is primarily socially conditioned. Research suggests that the idea of a female brain and a male brain is false [1]. Rather, the plasticity of the brain means that it can be moulded – from birth onwards – through learning, engaging in the world and being socially conditioned. This includes learning and absorbing gender stereotyping.  Gendered colours are harmless though, right? No, not really. Any gender stereotype will reinforce a gender bias. In 2019, a Fawcett Society study found that 45 per cent of people said that when they were children, they experienced gender stereotyping as they were expected to behave in a certain way [2]. Seven in 10 younger women (18-34s) affected by stereotypes say their career choices were restricted [3].  Around 70 per cent of individuals in 34 countries associated science with males more than with females [4].  © UNICEF/UN0364176/XimendazCaregivers and teachers often reproduce the stereotype that boys are better in science and mathematics than girls, encouraging girls to aspire to ‘female-oriented’ careers instead of ‘male’ STEM related ones [5,6]. To compound this negative reinforcement, curriculum and learning materials reinforce gender stereotypes and unequal gender norms in STEM. In India, illustrations in math and science textbooks in primary school show 6 per cent girls, but more than 50 per cent boys [7]. The stereotyping sanctioned by parents, teachers and the curriculum itself negatively impacts a girl’s self-belief – and her future aspirations [8]. When three women won the Nobel Prize for science in 2020, it was newsworthy partly because not many women have won the prize over the years. But is it also newsworthy because, even today, many would not expect women to be such high achievers in science, technology, engineering and mathematics.  Engineering is for boys. Mechanical toys are for boys. Science experiments are for boys. These are the stereotypes we learn. Where does this thinking come from? There’s obviously a lot to unpack here: traditional roles in society born out of a female’s capability to bear children, or stronger upper body strength, on average, amongst males, for example. But they don’t speak to our cognitive and intellectual potential. And I’m sure there would be many who would dispute every particular of the above. Questioning norms that are the foundation of our interaction with the world is difficult for all of us to do.  © UNICEF/UN0145559/SchermbruckerAcknowledging that stereotypes exist is straightforward. Deciding that they shouldn’t constrain our behaviour and life path is a little harder. But confronting and actively challenging these stereotypes – indeed, breaking them! – is an altogether more difficult process. How do we do it? How do we take organic and grassroots solutions toward a tipping point of change? This International Girls in ICT Day (22nd April), UNGEI hosted an Instagram Live event to explore these important questions. Transform Education members Maryam and Nivaal and NASA engineer Farah Alibay talked about working with NASA on the Mars 2020 mission, how to drive progress for gender equality in STEM and why representation matters.  Shifting power in STEM starts with listening to the experts and girls themselves, such as the inspiring changemakers on UNICEF’s Teen. Girl. Activist site. Debunking stereotypes is in their very capable hands…   The first thing we need to do is recognize that there is a societal bias... let’s recognize that we are treating girls differently and that they are not being given the same opportunities. Now that we’ve started to recognize that problem, I think...normalizing STEM for girls, providing resources, and providing a safe space for girls is really important. Farah Alibay, Systems Engineer, NASA (UNGEI International Girls in ICT IG Live Event) Some choose to tackle stereotypes head-on, like the ‘Talent Viewer’ in the Netherlands, to break the stereotype that girls can’t successfully engage in STEM. Girls and boys in primary school (aged 9 to 12) assign talents to each other, discuss them, then investigate what STEM professions used these talents. This looks at certain talents being appropriate for STEM, not gender. A woman working in a STEM field talks to the classes about her job, effectively role modelling for girls. Critically, parents are encouraged to discuss the talents with their child and teachers participate in professional development on gender awareness, STEM education and talent development. The evaluation of the programme has indicated a positive change in attitude in both girls and boys towards girls’ participation in STEM. Around 46,000 children have engaged in this exciting work to date.  © UNICEF/UNI363793/AryanAnother approach is simply to place girls in STEM-related industries, to show that it’s a natural place for both men and women, like the ‘Technogirls’ programme. This is a public-private partnership in South Africa that seeks to enhance the career uptake by disadvantaged girls in STEM fields (which is critical to the country’s economic growth). It identifies school-going young women from disadvantaged communities and places them in corporate mentorship and job-shadowing programmes. So far, 11,241 girls have engaged in structured job-shadowing programmes – and 78 per cent of them who have gone on to study in one of three scarce skills STEM fields in the country. These women become role models for the next generation and many of them are now mentors to new intakes of girls.    The best investment is...girls' quality STEM education. And if we can give support to girls for quality STEM education, they will pay back successfully in the future to make a better world. Nasrin Siddiqa, Brookings Echidna Global Scholar (UNGEI@20 Forum)   Other education systems have worked on how they teach STEM to ensure that girls aren’t overlooked or left behind. UNICEF in Ghana has worked with the Korea International Cooperation Agency and the Ghana Education Service on the ‘Better Life for Girls’ project. Focused on dismantling gender norms, the project included gender-responsive pedagogy (teaching and learning processes that pay attention to the specific learning needs of girls and boys) in mathematics and science, and providing life skills and leadership training for adolescent girls – helping more than 4,000 girls to stay in school and explore their potential. Training teachers on gender-responsive pedagogy helped to change girls’ perceptions of their own abilities – and this has a knock-on effect in the learning they pursue. If girls had believed the stereotype about not being good at mathematics, what other stereotypes can they challenge?  And that is surely a question for all of us. During UNGEI’s 20th Anniversary Forum (UNGEI@20), activists, experts and leaders came together to explore what it will take to close the STEM gender gap in education and thus help girls fulfil their leadership potential. The event concluded that we need a gender-transformative approach to education, increasing opportunities for girls to develop digital skills and building their confidence and aspirations to pursue careers as STEM professionals.    Technology is such a useful tool because it doesn't just provide mentors. It provides resources. It provides community. When you take away that access to tech, you take away that access to education as well, that basic human right. Audrey Pe, WiTech Founder (UNGEI@20 Forum) In the pursuit of equity in digital literacy and STEM skills, especially as we look toward a world of work where 9 in 10 jobs will require digital skills, UNICEF is proud to mobilize commitments alongside other public and private partners as an Action Coalition for Technology and Innovation as part of the Generation Equality Forum. These commitments include advancing girl-designed solutions to learning fit for a digital world, and advancing an outcome fund for digital literacy equity that brings together the best of public and private human and financial resources. © UNICEF/UNI363793/AryanIn the context of the Covid-19 crisis, which exposed structural inequalities in education and access to technology, these types of interventions are more important than ever. If we are to deliver on our global commitments to Sustainable Development Goals (SDGs) 4 and 5, we need to understand just how much harm stereotypes of any kind can be, particularly to young, vulnerable, curious children. If we are serious about helping children to achieve their potential – for their own development and so they can contribute to their communities and the world – then we need to minimize the forces that limit that potential. This includes gender stereotyping.  We need to start celebrating children for who they are, not who we think they should be, based on a pointless stereotype. Let’s help them to access their rights to be themselves. Let’s help them to wear whatever colour they like.}, language = {en}, urldate = {2021-12-14}, journal = {UNGEI}, author = {UNGEI}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RFBQ67SV 2405685:PWYK67HD}, } @article{kerwin_making_2021, title = {Making the grade: {The} sensitivity of education program effectiveness to input choices and outcome measures}, volume = {103}, issn = {0034-6535}, shorttitle = {Making the {Grade}}, url = {https://doi.org/10.1162/rest_a_00911}, doi = {10.1162/rest_a_00911}, abstract = {This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64 SD and writing scores by 0.45 SD. A reduced-cost version instead yields statistically insignificant reading gains and some large negative effects (−0.33 SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.}, number = {2}, urldate = {2022-04-07}, journal = {The Review of Economics and Statistics}, author = {Kerwin, Jason T. and Thornton, Rebecca L.}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1162/rest\_a\_00911 2339240:YSZWN3WD 2405685:IJLK42YK 4656463:SK8JBZHG}, pages = {251--264}, } @article{kerwin_making_2021, title = {Making the {Grade}: {The} {Sensitivity} of {Education} {Program} {Effectiveness} to {Input} {Choices} and {Outcome} {Measures}}, volume = {103}, issn = {0034-6535}, shorttitle = {Making the {Grade}}, url = {https://doi.org/10.1162/rest_a_00911}, doi = {10.1162/rest_a_00911}, abstract = {This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64 SD and writing scores by 0.45 SD. A reduced-cost version instead yields statistically insignificant reading gains and some large negative effects (−0.33 SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.}, number = {2}, urldate = {2022-04-07}, journal = {The Review of Economics and Statistics}, author = {Kerwin, Jason T. and Thornton, Rebecca L.}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1162/rest\_a\_00911 2339240:YSZWN3WD 2405685:IJLK42YK 4656463:SK8JBZHG}, pages = {251--264}, } @article{kerwin_making_2021, title = {Making the {Grade}: {The} {Sensitivity} of {Education} {Program} {Effectiveness} to {Input} {Choices} and {Outcome} {Measures}}, volume = {103}, issn = {0034-6535}, shorttitle = {Making the {Grade}}, url = {https://doi.org/10.1162/rest_a_00911}, doi = {10.1162/rest_a_00911}, abstract = {This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64 SD and writing scores by 0.45 SD. A reduced-cost version instead yields statistically insignificant reading gains and some large negative effects (−0.33 SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.}, number = {2}, urldate = {2022-04-07}, journal = {The Review of Economics and Statistics}, author = {Kerwin, Jason T. and Thornton, Rebecca L.}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1162/rest\_a\_00911 2339240:YSZWN3WD 2405685:IJLK42YK 4656463:SK8JBZHG}, pages = {251--264}, } @article{alawajee_influence_2021, title = {Influence of {COVID}-19 on {Students}’ {Sign} {Language} {Learning} in a {Teacher}-{Preparation} {Program} in {Saudi} {Arabia}: {Moving} to {E}-{Learning}}, volume = {13}, shorttitle = {Influence of {COVID}-19 on {Students}’ {Sign} {Language} {Learning} in a {Teacher}-{Preparation} {Program} in {Saudi} {Arabia}}, doi = {10.30935/cedtech/10886}, journal = {Contemporary Educational Technology}, author = {Alawajee, Omar}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/10886 2339240:Z6B9WIX9 2405685:3CNS5VW3}, } @misc{sharma_how_2021, title = {How can real-time performance data lead to better education outcomes?}, url = {https://www.brookings.edu/blog/education-plus-development/2021/05/06/how-can-real-time-performance-data-lead-to-better-education-outcomes/}, language = {en-US}, urldate = {2022-09-29}, journal = {Brookings}, author = {Sharma, Aarushi and Gustafsson-Wright, Emily and Osbourne, Sarah}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SZWXK6WN 2405685:JNRNE6CJ 4656463:GFXAJF9E}, } @techreport{bettinger_are_2021, title = {Are the effects of informational interventions driven by salience?}, url = {https://www.econ.uzh.ch/static/wp/econwp350.pdf}, abstract = {Informational interventions have been shown to significantly change behavior across a variety of settings. Is that because they lead subjects to merely update beliefs in the right direction? Or, alternatively, is it to a large extent because they increase the salience of the decision they target, affecting behavior even in the absence of inputs for belief updating? We study this question in the context of an informational intervention with school parents in Brazil. We randomly assign parents to either an information group, who receives text messages with weekly data on their child’s attendance and school effort, or a salience group, who receives messages that try to redirect their attention without child-specific information. We find that information makes parents more accurate about student attendance, and has large impacts on their test scores and grade promotion relative to the control group. Even though salience messages, in contrast, do not make parents more accurate about attendance levels, learning outcomes in the salience group improve by at least as much. Why? We show that treated parents across both conditions become more accurate about changes in their children’s grades over time, although not about grade levels. Such coarse belief updating is consistent with independent information acquisition in response to salience effects from both interventions. Our results have implications for the design and interpretation of informational interventions across a range of domains.}, language = {en}, number = {350}, institution = {University of Zurich Department of Economics}, author = {Bettinger, Eric and Cunha, Nina and Lichand, Guilherme and Madeira, Ricardo}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BRBKHQ3F 2405685:V3BN4GC8}, keywords = {❓ Multiple DOI}, } @misc{chandran_equitable_2021, address = {Virtual}, title = {Equitable learning with {ICT}: study of an intervention at scale for underserved students in {India}}, author = {Chandran, M.G. and Sarangapani, P.}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:94XX23CS 2534378:RKB8G5HH}, } @techreport{hasler_zotero_2021, title = {Zotero {Workbook} (v4)}, author = {Haßler, Björn and McBurnie, Chris and Murphy, Mary and Nourie, Kristi}, month = may, year = {2021}, doi = {10.5281/zenodo.4719821}, note = {Previous\_DOI: 10.5281/zenodo.3406140 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4719821 2405685:ISD67Q83}, } @techreport{caballero_challenges_2021, title = {Challenges and {Opportunities} as {Students} {Return} to {School}: {Evidence} from {Caregiver} and {Staff} {Surveys} across {Rising} {Academy} {Network} {School}}, url = {https://www.idinsight.org/publication/challenges-and-opportunities-as-students-return-to-school/}, abstract = {This report shares survey findings on the barriers that children face as they transition back to school after prolonged closures with evidence from caregiver and staff surveys across Rising Academy Network Schools.}, language = {en-GB}, urldate = {2021-10-11}, institution = {IDinsight}, author = {Caballero, Erika Montoya and McManus, Jeff and Njogu-Ndongwe, Frida and Fall, Sokhna Mously}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YXEGBXY2 2405685:HMTL6PX2}, } @misc{henshaw_35-hour_2021, title = {A 35-hour a year {CPD} entitlement could stop 12,000 teachers quitting}, url = {https://www.sec-ed.co.uk/news/a-35-hour-a-year-cpd-entitlement-could-stop-12-000-teachers-quitting-wellcome-education-policy-institute-retention-recruitment/}, urldate = {2022-08-30}, journal = {SecEd}, author = {Henshaw, Pete}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V3CA53IQ 2405685:T2GWCZ9P}, } @misc{barron_what_2021, title = {What is {Hybrid} {Learning}? {How} can countries get it right?}, shorttitle = {What is {Hybrid} {Learning}?}, url = {https://blogs.worldbank.org/education/what-hybrid-learning-how-can-countries-get-it-right}, abstract = {What is Hybrid Learning? How can countries get it right?}, language = {en}, urldate = {2021-10-01}, journal = {Education for Global Development}, author = {Barron, Maria and Cobo, Cristobal and Ciarrusta, Inaki Sanchez and Munoz-Najar, Alberto}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:392QJFI9 2339240:Z6VGWSAD 2405685:HH6SV3WK 2405685:NFXBM7SR}, } @article{engzell_learning_2021, title = {Learning loss due to school closures during the {COVID}-19 pandemic}, volume = {118}, issn = {1091-6490}, doi = {10.1073/pnas.2022376118}, abstract = {Suspension of face-to-face instruction in schools during the COVID-19 pandemic has led to concerns about consequences for students' learning. So far, data to study this question have been limited. Here we evaluate the effect of school closures on primary school performance using exceptionally rich data from The Netherlands (n ≈ 350,000). We use the fact that national examinations took place before and after lockdown and compare progress during this period to the same period in the 3 previous years. The Netherlands underwent only a relatively short lockdown (8 wk) and features an equitable system of school funding and the world's highest rate of broadband access. Still, our results reveal a learning loss of about 3 percentile points or 0.08 standard deviations. The effect is equivalent to one-fifth of a school year, the same period that schools remained closed. Losses are up to 60\% larger among students from less-educated homes, confirming worries about the uneven toll of the pandemic on children and families. Investigating mechanisms, we find that most of the effect reflects the cumulative impact of knowledge learned rather than transitory influences on the day of testing. Results remain robust when balancing on the estimated propensity of treatment and using maximum-entropy weights or with fixed-effects specifications that compare students within the same school and family. The findings imply that students made little or no progress while learning from home and suggest losses even larger in countries with weaker infrastructure or longer school closures.}, language = {eng}, number = {17}, journal = {Proceedings of the National Academy of Sciences of the United States of America}, author = {Engzell, Per and Frey, Arun and Verhagen, Mark D.}, month = apr, year = {2021}, pmid = {33827987}, pmcid = {PMC8092566}, note = {KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.2022376118 2339240:FQ7T9968 2405685:BRNCTXQM}, keywords = {COVID-19, Child, Female, Humans, Learning, Male, Netherlands, Pandemics, Quarantine, SARS-CoV-2, Schools, digital divide, learning loss, school closures, social inequality}, pages = {e2022376118}, } @article{engzell_learning_2021, title = {Learning loss due to school closures during the {COVID}-19 pandemic}, volume = {118}, issn = {1091-6490}, doi = {10.1073/pnas.2022376118}, abstract = {Suspension of face-to-face instruction in schools during the COVID-19 pandemic has led to concerns about consequences for students' learning. So far, data to study this question have been limited. Here we evaluate the effect of school closures on primary school performance using exceptionally rich data from The Netherlands (n ≈ 350,000). We use the fact that national examinations took place before and after lockdown and compare progress during this period to the same period in the 3 previous years. The Netherlands underwent only a relatively short lockdown (8 wk) and features an equitable system of school funding and the world's highest rate of broadband access. Still, our results reveal a learning loss of about 3 percentile points or 0.08 standard deviations. The effect is equivalent to one-fifth of a school year, the same period that schools remained closed. Losses are up to 60\% larger among students from less-educated homes, confirming worries about the uneven toll of the pandemic on children and families. Investigating mechanisms, we find that most of the effect reflects the cumulative impact of knowledge learned rather than transitory influences on the day of testing. Results remain robust when balancing on the estimated propensity of treatment and using maximum-entropy weights or with fixed-effects specifications that compare students within the same school and family. The findings imply that students made little or no progress while learning from home and suggest losses even larger in countries with weaker infrastructure or longer school closures.}, language = {eng}, number = {17}, journal = {Proceedings of the National Academy of Sciences of the United States of America}, author = {Engzell, Per and Frey, Arun and Verhagen, Mark D.}, month = apr, year = {2021}, pmid = {33827987}, pmcid = {PMC8092566}, note = {KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.2022376118 2339240:FQ7T9968 2405685:BRNCTXQM}, keywords = {COVID-19, Child, Female, Humans, Learning, Male, Netherlands, Pandemics, Quarantine, SARS-CoV-2, Schools, digital divide, learning loss, school closures, social inequality}, pages = {e2022376118}, } @techreport{myers_lets_2021, title = {Let's {Read} — {How} {Tusome} {Leveraged} {EdTech} to {Improve} {National} {Learning} {Outcomes}. {Governing} {Digital} {Transformation}: {Improving} {Outcomes} in {Education} {Systems}}, shorttitle = {Let's {Read} — {How} {Tusome} {Leveraged} {EdTech} to {Improve} {National} {Learning} {Outcomes}. {Governing} {Digital} {Transformation}}, language = {en}, institution = {EdTech Hub}, author = {Myers, Christina and Kaye, Tom and Khalayleh, Abdullah}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2J7K7DAQ 2486141:3ILITC56}, } @misc{rahman_combatting_2021, title = {Combatting the impact of {COVID}-19 school closures in {Bangladesh}}, url = {https://blogs.worldbank.org/endpovertyinsouthasia/combatting-impact-covid-19-school-closures-bangladesh}, language = {en}, urldate = {2021-05-12}, author = {Rahman, Tashmina and Ahmed, Ramim}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N456FTY7 2405685:27LNFHVR}, } @misc{department_of_basic_education_republic_of_south_africa_national_2021, title = {National {Education} {Infrastructure} {Management} {System} {Report} as at 12 {April} 2021}, url = {https://www.education.gov.za/Portals/0/Documents/Reports/NEIMS%20STANDARD%20REPORT%202021.pdf?ver=2021-05-20-094532-570}, urldate = {2022-04-07}, publisher = {Government of the Republic of South Africa}, author = {{Department of Basic Education, Republic of South Africa}}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ECR78M4N 2405685:E6DHFE74 4656463:EMQS6MGJ}, } @article{cabello_childrens_2021, title = {Children’s and adolescents’ digital access in {Chile}: the role of digital access modalities in digital uses and skills}, volume = {15}, issn = {1748-2798, 1748-2801}, shorttitle = {Children’s and adolescents’ digital access in {Chile}}, url = {https://www.tandfonline.com/doi/full/10.1080/17482798.2020.1744176}, doi = {10.1080/17482798.2020.1744176}, abstract = {This article analyses the modes of physical access that facilitate participation in digital opportunities and the development of digital skills in children and adolescents (9 to 17 years old). We analysed the data obtained from the Kids Online survey in Chile. A latent class analysis (LCA) was conducted to identify groups based on access points and devices of use; access modalities were then composed crossing these variables. Four access modalities were found: cellphone-home; cellphone-ubiquitous; multi-device-home; multi-device-ubiquitous. Multiple logistic regression analysis showed that ubiquitous modalities (multi-device and cellphone varieties) predicted digital use and skills among young Chileans, while the more static modalities (cellphone and home and multi-device and home) did not. These results are critical to addressing what can be defined as “enabling access” among young Internet users in the context of digital inclusion policies.}, language = {en}, number = {2}, urldate = {2022-06-06}, journal = {Journal of Children and Media}, author = {Cabello, Patricio and Claro, Magdalena and Rojas, Rodrigo and Trucco, Daniela}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/17482798.2020.1744176 2339240:BQ495K6E 2405685:XJRHE5YU}, pages = {183--201}, } @article{hira_motivating_2021, title = {Motivating online learning through project-based learning during the 2020 {COVID}-19 pandemic}, volume = {9}, issn = {21870594}, url = {https://iafor.org/journal/iafor-journal-of-education/volume-9-issue-2/article-6/}, doi = {10.22492/ije.9.2.06}, abstract = {The transition of traditional schooling to online learning during the COVID-19 pandemic disrupted formal school education. Though at home, teachers and students continued teaching and learning in socially distant ways using online technologies. From various teacher surveys, only about 60\% of students in the United States regularly engaged with learning activities. Teachers and parents also expressed a significant need for help to keep students motivated and engaged in learning activities. During the pandemic, online learning left teachers and parents needing support for learning activities that motivate and engage students. Project-based learning is an increasingly popular pedagogical practice centered around students working collaboratively on projects while the teacher facilitates learning activities and progression. Project-based learning embodies several factors considered central to motivation in online learning. In this paper, we inquire how this approach presents itself as a candidate for learning during the pandemic when considering students’ motivation to learn through online learning experiences. We construct a conceptual framework informed by motivational theories that share core tenets with this form of learning and use the framework to analyze interviews of 11 teachers from 4 schools that taught with a project-based learning approach before the pandemic and transitioned to teaching, using it online, in the Spring of 2020. From our analyses of the teachers’ narratives, we discuss teaching aspects of the approach that lend themselves well to online teaching, elements that the teachers believe are missing, and how educators might cater to these missing aspects with a focus on student motivation to learn.}, number = {2}, urldate = {2023-03-18}, journal = {IAFOR Journal of Education}, author = {Hira, Avneet and Anderson, Emma}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.22492/ije.9.2.06 2339240:KMIB34A6 2405685:BTUKQQCY}, pages = {93--110}, } @article{beeharry_pathway_2021, title = {The pathway to progress on {SDG} 4 requires the global education architecture to focus on foundational learning and to hold ourselves accountable for achieving it}, volume = {82}, issn = {0738-0593}, url = {https://www.sciencedirect.com/science/article/pii/S0738059321000286}, doi = {10.1016/j.ijedudev.2021.102375}, abstract = {Levels of reading comprehension and ability to do basic mathematics are shockingly low among primary-age children in low-income countries, despite the efforts of global education actors. This essay will argue that to make real progress on improving learning, actors in the sector need to prioritize a few key goals – in particular foundational literacy and numeracy – monitor progress to achieve them, and hold ourselves collectively accountable for improving results. Recent efforts such as the World Bank’s Foundational Learning Compact show promise but will require the support and scrutiny of other actors.}, language = {en}, urldate = {2022-09-10}, journal = {International Journal of Educational Development}, author = {Beeharry, Girindre}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102375 2339240:MBCWCTFT 2339240:UQGCU5P5 2405685:IWU8MQJ7 2405685:WFTBEXII}, keywords = {Foundational learning, Foundational literacy and numeracy, Global education, Global education architecture}, pages = {102375}, } @article{kaffenberger_structured_2021, title = {A structured model of the dynamics of student learning in developing countries, with applications to policy}, volume = {82}, issn = {0738-0593}, url = {https://www.sciencedirect.com/science/article/pii/S0738059321000249}, doi = {10.1016/j.ijedudev.2021.102371}, abstract = {Learning trajectories vary amazingly widely across countries, regions, and individual students in dynamic ways. In this paper we develop a parametrized structural model of the dynamics of the learning process and use the model for suggestive policy applications. We first synthesize the existing empirical literature on learning profiles, which suggest a clear set of parameters that formally characterize the learning process. We then calibrate this model of the learning process to reproduce the distribution of observed learning outcomes in low- and middle-income countries. Applying our calibrated model to policy simulations, we find that expanding schooling to universal attainment of basic education without changing the dynamics of the learning process would produce very little additional learning. Adjusting other parameters in the model, however, has large, positive effects. Slowing the pace of curriculum, so that more children can keep up, increases average learning in grade 10 by the learning equivalent of 1.6 years of schooling. Expanding the student skill levels that learn from a given level of instruction to account for within classroom heterogeneity of learning levels increases average grade 10 learning by the equivalent of a full year of schooling. The parameters we use are flexible, to accommodate the learning process in different contexts, and future work could explore additional parameterizations and calibrations for informing plans to improve education systems’ coherence for learning.}, language = {en}, urldate = {2022-08-25}, journal = {International Journal of Educational Development}, author = {Kaffenberger, Michelle and Pritchett, Lant}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102371 2339240:CA826UNI 2405685:ZMA5UBXJ}, keywords = {Dynamics of learning, Education policy, Learning trajectories, Low and middle income countries, Modelling learning}, pages = {102371}, } @article{shemshack_comprehensive_2021, title = {A comprehensive analysis of personalized learning components}, volume = {8}, doi = {10.1007/s40692-021-00188-7}, abstract = {Personalized learning is a learning approach that aims to personalize the learning experience according to the unique needs, goals, and skills of individuals which can be achieved by using current instructional technology that provides unique learning experiences in different learning environments. Technology is the main component that will enable and enrich personalized learning experience; however, even though technology is available to personalize the learning experience, there is still a lack of unified agreement on what components need to be considered for a dynamic personalized learning approach that is to be able to provide a unique and effective learning experience to each learner. To address this need, this study aims to analyze and synthesize different personalized learning approaches that consider different learning components, so that we have an evolving agreement on personalized learning models and approaches. The findings of this research identified the following main components: learner profiles and attitudes, previous knowledge and beliefs, personalized adaptive learning paths, and flexible self-paced learning environments that are generated by learning analytics. These prominent characteristics imply that a personalized learning environment (PLE) would need to be dynamic to maintain a current record of learner interests and attitudes, past experiences and performance, and activities and interactions likely to match a particular learner and learning goal.}, journal = {Journal of Computers in Education}, author = {Shemshack, Atikah and {Kinshuk} and Spector, Jonathan}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s40692-021-00188-7 2339240:QSBTLZSS 2405685:AYW2Z9VQ}, pages = {485--503}, } @article{smith_consequences_2021, title = {Consequences of school closure on access to education: lessons from the 2013–2016 {Ebola} pandemic}, volume = {67}, issn = {1573-0638}, shorttitle = {Consequences of school closure on access to education}, url = {https://doi.org/10.1007/s11159-021-09900-2}, doi = {10.1007/s11159-021-09900-2}, abstract = {The COVID-19 pandemic has seen an unprecedented shutdown of society. Among the various safety measures taken, much attention has been given to school closure as a non-pharmaceutical mitigation tool to curb the spread of the disease through ensuring “social” (physical) distancing. Nearly 1.725 billion children in over 95\% of countries worldwide have been affected by school closures implemented in April 2020 as the virus continued to spread. In the field of education, policymakers’ attention has been directed at keeping students on board through remote learning and addressing the immediate needs of schools upon reopening. The study presented in this article focuses on who remains absent after schools resume. Using publicly available survey data from the USAID Demographic Health Surveys Program and the UNICEF Multiple Indicator Cluster Survey from before and after the 2013–2016 Ebola pandemic in Guinea and Sierra Leone in West Africa, the author examined changes in school enrolment and dropout patterns, with targeted consideration given to traditionally marginalised groups. At the time, schools closed for between seven to nine months in the two countries; this length and intensity makes this Ebola pandemic the only health crisis in the recent past to come close to the pandemic-related school closures experienced in 2020. The author’s findings suggest that post-Ebola, youth in the poorest households saw the largest increase in school dropout. Exceeding expected pre-Ebola dropout rates, an additional 17,400 of the poorest secondary-age youth were out of school. This evidence is important for minimising the likely post-COVID-19 expansion in inequality. The author’s findings point to the need for sustainable planning that looks beyond the reopening of educational institutions to include comprehensive financial support packages for groups most likely to be affected.}, language = {en}, number = {1}, urldate = {2021-09-03}, journal = {International Review of Education}, author = {Smith, William C.}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11159-021-09900-2 2339240:JKCDRWKL 2405685:JFZ4ET3L}, pages = {53--78}, } @article{yang_emanant_2021, title = {Emanant themes of blended learning in {K}-12 educational environments: lessons from the {Every} {Student} {Succeeds} {Act}}, volume = {163}, shorttitle = {Emanant themes of blended learning in k-12 educational environments}, doi = {10.1016/j.compedu.2020.104116}, abstract = {Blended learning (BL) is an instructional design structure that facilitates the benefits of technology, paired with face-to-face instruction, to address the variance in student learning. BL has been widely utilized in education with the rapid development of technology. While the Every Student Succeeds Act (ESSA, 2015) of the United States emphasizes supporting states to implement BL by facilitating the use of technology, it is unclear how states intend to operationalize BL in practice based on the federal statute. Therefore, this study investigated how many states referenced BL and how they operationalized BL in state ESSA plans by using thematic analysis. Results suggested a total of 17 states addressed BL in their finalized state ESSA plans. While these states referenced BL in various titles and parts, the researchers identified three major themes that operationalize BL, including (a) BL leveraging technology to support learning, (b) BL in professional development, and (c) BL as an alternative pathway. In the discussion, the researchers noted the ambiguity of the definition of BL among stakeholders (e.g., states) as well as the possibility of the use of BL towards enabling personalized learning in K-12. The researchers also discussed how to empower educators in the context of BL.}, journal = {Computers \& Education}, author = {Yang, Sohyun and Carter, Richard, Jr and Zhang, Ling and Hunt, Tiffany}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.104116 2339240:NMIPJUID 2405685:DQW7UFZ4}, pages = {104116}, } @article{kirkic_relationship_2021, title = {The {Relationship} between {Teachers}' {Attitudes} to {Distance} {Education} and {Their} {Life} {Satisfaction}}, volume = {9}, issn = {2289-3024}, url = {https://eric.ed.gov/?id=EJ1295101}, abstract = {Teachers' attitudes toward distance education are important in terms of the effectiveness of the distance education process. They become even more critical during this time of global pandemics when face-to-face education has been compulsorily replaced by distance education. The worldwide coronavirus pandemic has changed the practices of the teaching profession. This period has revealed how teachers' life satisfaction while carrying out their profession can be affected by changes in education delivery. The aim of this study is to examine the relationship between teachers' attitudes toward distance education and their life satisfaction during the distance education process. This research used the correlational survey method, a method in quantitative research. The sample group consisted of teachers (1,233 male and 3,671 female educators) working in different branches in Izmir. The "Life Satisfaction Scale" and "Attitude toward Distance Education Scale" were applied. Participants' demographic information was obtained using a "Personal Information Form" designed by the researchers. According to the results of the study, while there is a notable difference in teachers' limitations toward distance education and life satisfaction according to gender, there is no difference in the advantages gained from and attitudes toward distance education.}, language = {en}, number = {2}, urldate = {2022-08-22}, journal = {Malaysian Online Journal of Educational Sciences}, author = {Kirkiç, Kamil Arif and Yahsi, Ömer}, month = apr, year = {2021}, note = {Publisher: University of Malaya Faculty of Education KerkoCite.ItemAlsoKnownAs: 2339240:ZILZ6A6N 2405685:FTADKX9J}, keywords = {COVID-19, Correlation, Distance Education, Educational Attainment, Elementary School Teachers, Foreign Countries, Gender Differences, Income, Instructional Effectiveness, Knowledge Level, Life Satisfaction, Pandemics, Secondary School Teachers, Teacher Attitudes, Teacher Characteristics, ⛔ No DOI found}, } @article{lawrence_parental_2021, title = {Parental {Involvement}, {Learning} {Participation} and {Online} {Learning} {Commitment} of {Adolescent} {Learners} during the {COVID}-19 lockdown}, volume = {29}, doi = {10.25304/rlt.v29.2544}, abstract = {During the escalating coronavirus disease-2019 (COVID-19) pandemic, attempting to contain its spread, a large number of educational institutions shut down face-to-face teaching and learning activities globally due to a complete lockdown. This lockdown revealed emerging vulnerabilities of education systems in the lowand middle-income countries of the world, with Nigeria being no exception. Given these concerns, this research study assessed parental involvement, learning participation and the commitment to online learning of adolescent learners during the COVID-19 lockdown in Nigeria. An online survey questionnaire was employed to examine the level of online learning commitment and the contributory roles of each of the factors to online learning commitment of adolescent learners. In total, 1407 adolescents (male = 38.8\%; female 61.2\%) aged between 12 and 20 years (mean = 15: SD = 4.24) responded to the online survey, which was open for 2 months. Data were analysed using descriptive statistics of frequency distribution and inferential statistics of multiple regression. The findings revealed that the commitment level of adolescent learners to online learning was high. The findings further yielded a coefficient of R = 0.439 and R2 = 0.192 variance in the prediction of the outcome measure. Parental involvement contributed 32\% (β = 0.322, p {\textless} 0.05) and learning participation contributed 23\% (β = 0.234, p {\textless} 0.05) towards online learning. The study concludes that parental involvement and learning participation played a significant and positive role in the commitment of adolescent learners towards online learning during the COVID-19 lockdown in Nigeria. The authors suggest that parents be encouraged to synergise with the digitalised revolution, while the need for further in-depth research on the subject is emphasised in the suggestions for future research.}, journal = {Research in Learning Technology}, author = {Lawrence, Kehinde Clement and Fakuade, Olubasayo Victor}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.25304/rlt.v29.2544 2339240:DSGJRP6C 2405685:KNYG37D4}, } @misc{muchunguh_kenya_2021, type = {Newspaper}, title = {Kenya: {How} {Rogue} {Officials} {Inflated} {Enrolment}, {Used} {Ghost} {Schools} to {Steal} {Billions}}, url = {https://allafrica.com/stories/202104060258.html}, urldate = {2022-04-07}, journal = {The Nation in Allafrica.com}, author = {Muchunguh, David}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HPKQLIY4 2405685:6QAGBDTM 4656463:3VX5BIBW}, } @article{sabates_using_2021, title = {Using educational transitions to estimate learning loss due to {COVID}-19 school closures: {The} case of {Complementary} {Basic} {Education} in {Ghana}}, volume = {82}, issn = {07380593}, shorttitle = {Using educational transitions to estimate learning loss due to {COVID}-19 school closures}, doi = {10.1016/j.ijedudev.2021.102377}, abstract = {• Estimate learning losses during grade transition for disadvantaged and previously out of school students in Ghana. • The estimated average learning loss is around 66 \% of previous learning gains in foundational numeracy during this transition period. • Widening gaps in learning loss are found according to availability of home learning support, as well as home learning resources. • Learning at home and in communities has to be reimagined if gains are to be achieved and losses are to be mitigated in the post-COVID 19 era. Learning loss is expected for millions of children who have been out of school as a result of the current COVID-19 pandemic. Unfortunately, it is uncertain how much learning will be lost and how wide the gaps may be for disadvantaged children. This paper uses a unique longitudinal dataset to estimate learning loss during a three-month transition from Complementary Basic Education to government schools in Ghana. Our results show an average learning loss of 66 \% of previous learning gains in foundational numeracy during this transition period. More importantly, we estimate widening gaps in learning loss according to lack of home learning support, as well as lack of home learning resources. Our results have implications for the provision of learning activities and support at home, not just during current school closures due to COVID-19, but also during transitions between academic years.}, urldate = {2022-04-05}, journal = {International Journal of Educational Development}, author = {Sabates, Ricardo and Carter, Emma and Stern, Jonathan M.B.}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102377 2339240:SQ7VK9VL 2405685:KHANG6IQ}, keywords = {BASIC education, CHILDREN with social disabilities, COVID-19 pandemic, COVID-19 school closure, EDUCATIONAL outcomes, Equity, Ghana, Learning, Literacy, Numeracy, SCHOOL closings}, pages = {102377}, } @article{khaleyla_software_2021, title = {Software preference for online learning of science and biology teachers under {COVID}-19 pandemic}, volume = {7}, issn = {2527-6204, 2442-3750}, url = {http://10.10.1.200/index.php/jpbi/article/view/14253}, doi = {10.22219/jpbi.v7i1.14253}, abstract = {As measure against the rapid spreading of coronavirus disease 2019 (COVID-19) which now has reached global level, Indonesian government established Large-scale Social Distancing (LsSD). As consequence, learning method used in junior and senior high school is substituted from face-to-face learning in class to online distance learning, including for science and biology. This study was conducted to know software preference used by science and biology junior and senior high school teachers for online learning during LsSD measure. A total of 189 science and biology junior and senior high school teachers from various area had given their response via questionnaire. Data was analyzed using quantitative descriptive method. About 57\% respondents had never manage online learning before COVID-19 pandemic while the remaining 43\% had experience in managing one before, however almost all managed online learning. Non-paid software used the most (81\%) among respondents to manage online science/biology learning. Software types used were social networking (64\%) especially WhatsApp, learning management system (LMS) (51\%) especially Google Classroom, teleconference applications (12\%), and assessment software outside of LMSs (15\%). Software chosen were mostly non-paid, easily accessed by all people, already familiar among Indonesian, and its interface were easily mastered.}, language = {en}, number = {1}, urldate = {2022-08-22}, journal = {JPBI (Jurnal Pendidikan Biologi Indonesia)}, author = {Khaleyla, Firas and Wisanti, Wisanti and Ambarwati, Reni and Rahayu, Dwi Anggorowati and Putri, Eva Kristinawati}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.22219/jpbi.v7i1.14253 2339240:B2NF22CZ 2405685:9Z5QJX7F}, } @techreport{hasler_academic_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {Report}}, title = {Academic {Recovery} {Programme}: {Synthesis} of {Qualitative} {Data} and {High}-level {Overview}}, copyright = {Creative Commons Attribution 4.0 International}, url = {htps://docs.opendevd.net/lib/XAMQ949U}, number = {2}, institution = {Open Development \& Education}, author = {Haßler, Björn and Blower, Thomas and Megha-Bongnkar, Ghislaine and Regis, Callista}, month = mar, year = {2021}, doi = {10.5281/zenodo.4555874}, note = {Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555874 2129771:XAMQ949U 2405685:I9KQL5GV}, keywords = {Author:Haßler, AuthorFirst:Haßler, \_C:Dominica DMA, \_C:Grenada GRD, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_yl:c}, } @misc{mineduc_aprendo_2021, title = {"{Aprendo} en {Línea}" mantendrá acceso gratuito desde dispositivos móviles}, url = {https://www.mineduc.cl/aprendo-en-linea-mantendra-acceso-gratuito-desde-dispositivos-moviles/}, abstract = {“Aprendo en Línea” cuenta con más de 80.000 recursos pedagógicos digitales para estudiantes, apoderados, docentes y directivos.}, urldate = {2022-06-06}, journal = {Ministerio de educación}, author = {mineduc}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2JKEXBRV 2405685:VBF82GCL}, } @misc{subramanian_absent_2021, title = {The {Absent} {Voices} of {Development} {Economics}}, url = {https://www.project-syndicate.org/commentary/why-does-the-global-north-dominate-development-economics-by-arvind-subramanian-and-devesh-kapur-2021-03}, abstract = {Development economics focuses on improving the well-being of billions of people in low-income countries, but the Global South is severely underrepresented in the field. A small number of rich-country institutions dominate, and their growing use of randomized controlled trials in research is entrenching the imbalance.}, language = {en}, urldate = {2021-06-09}, journal = {Project Syndicate}, author = {Subramanian, Arvind and {Kapur, Devesh}}, month = mar, year = {2021}, note = {Section: Economics \& Finance KerkoCite.ItemAlsoKnownAs: 2339240:JI4Z5G8C 2405685:DZA5YC5V}, } @misc{aslan_afrika_needed_2021, title = {Needed: {An} {Ecosystem} for {Meaningful} {Digital} {Innovation} in {Northern} {Kenya}}, shorttitle = {Needed}, url = {https://aslan.co.ke/needed-an-ecosystem-for-meaningful-digital-innovation-in-northern-kenya/}, abstract = {The information and communications technology (ICT) industry thrives in Kenyan cities, but vast rural tracts in Northern Kenya are stranded on the wrong side of the digital divide. One of the weakest links is a lack of infrastructure, both for […]}, language = {en-US}, urldate = {2023-04-04}, journal = {Aslan Afrika}, author = {Aslan Afrika}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M9U4C6IJ 2405685:4LVDHQIG}, } @misc{berger_our_2021, title = {Our {Kids} {Are} {Not} {Broken}}, url = {https://www.theatlantic.com/ideas/archive/2021/03/how-to-get-our-kids-back-on-track/618269/}, abstract = {I am concerned about how this growing narrative of loss will affect our students, emotionally and academically.}, language = {en}, urldate = {2022-08-25}, journal = {The Atlantic}, author = {Berger, Ron}, month = mar, year = {2021}, note = {Section: Ideas KerkoCite.ItemAlsoKnownAs: 2339240:PDGZ2NCM 2405685:CCCBBVG4}, } @misc{unesco_one_2021, title = {One year into {COVID}-19 education disruption: {Where} do we stand?}, shorttitle = {One year into {COVID}-19 education disruption}, url = {https://en.unesco.org/news/one-year-covid-19-education-disruption-where-do-we-stand}, language = {en}, urldate = {2022-05-04}, author = {{UNESCO}}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LCIHMACX 2405685:Q97KARUR}, } @misc{strauss_what_2021, title = {What ‘learning loss’ really means - {The} {Washington} {Post}}, url = {https://www.washingtonpost.com/education/2021/03/10/what-learning-loss-really-means/}, urldate = {2022-08-25}, journal = {the Washington Post}, author = {Strauss, Valerie}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5DSLK69D 2405685:EFD7J6UK}, } @misc{the_education_comission_gis_2021, title = {{GIS} for {Education} {Working} {Group} launches to promote data-driven decision-making}, url = {https://educationcommission.org/updates/gis-for-education-working-group-launches-to-promote-data-driven-decision-making/}, abstract = {Around the world, individuals are using maps to power everyday decisions: how do I navigate from my home to the nearest hospital? How many supermarkets are in my community? What public transportation is available for me to take to work?}, language = {en-US}, urldate = {2022-10-28}, journal = {the Education Commission}, author = {{The Education Comission}}, month = mar, year = {2021}, note = {Section: Updates KerkoCite.ItemAlsoKnownAs: 2405685:Y735WFTU 4042040:JMFPTRHK}, } @article{hood_goodharts_2021, title = {Goodhart’s {Law} and the gaming of {UK} public spending numbers}, volume = {44}, issn = {1530-9576}, url = {https://doi.org/10.1080/15309576.2020.1749092}, doi = {10.1080/15309576.2020.1749092}, abstract = {Goodhart’s Law, originally inspired by money-supply indicators, predicts high-consequence administrative numbers tend to be gamed out of meaningfulness. This paper argues that, in addition to the well-documented manipulation of aggregate input numbers at the top-levels of decision making and performance indicators used for output control at the lower level, meso-level gaming happens also on the input side of public expenditure planning and control. A key mechanism through which it operates is creative categorization in the classification of units of spending. Based on a UK study, we explore three questions: can we find evidence for the existence of gaming in public expenditure control, how does the creative categorization work and how material or consequential is it? Using case studies of “protected” spending, public-private partnerships and accounting changes, we show that gaming understood as creative categorization is readily observable in UK public expenditure control and Goodhart’s Law effects can indeed be material or consequential, both in scale and in their implications for government accountability. We conclude that creating new spending categories to control public expenditure and limit gaming is a two-edged sword since it itself creates new opportunities for gaming.}, number = {2}, urldate = {2022-04-25}, journal = {Public Performance \& Management Review}, author = {Hood, Christopher and Piotrowska, Barbara}, month = mar, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/15309576.2020.1749092 KerkoCite.ItemAlsoKnownAs: 10.1080/15309576.2020.1749092 2339240:AL7M3EA4 2405685:ZNMNHT5B 4656463:X439Z2RN}, keywords = {Goodhart’s Law, creative categorization, fiscal illusions, gaming, public finance management, public spending, rule bending}, pages = {250--271}, } @article{machmud_development_2021, title = {The development and policies of {ICT} supporting educational technology in {Singapore}, {Thailand}, {Indonesia}, and {Myanmar}}, volume = {10}, issn = {2620-5440, 2252-8822}, url = {http://ijere.iaescore.com/index.php/IJERE/article/view/20786}, doi = {10.11591/ijere.v10i1.20786}, abstract = {This study has an objective to identify the development and policies of educational technology application in ASEAN countries. Through the literature review and analysis, this recent study has compared the issue of educational technology development and policies in ASEAN countries. The reviewing country has been chosen based on the Information and Communication Technology (ICT) index amongst the ASEAN countries, that are Singapore (as the highest rank), Thailand \& Indonesia (as the middle rank), and Myanmar (as the lowest rank). The result of the study shows that the majority of the countries focused to improve network capabilities in supporting online learning, and the policies of each country showed a similarity in improving the technology equity for the learner. However, Singapore shows more advance technological implementation such as the application of broader Artificial Intelligence in classroom activity, while the use of Artificial Intelligence (AI) in Thailand and Indonesia still in developing progress. In conclusion, the technology education development in ASEAN countries has moved forward through the past year and the policies of educational technology for each country have been similar in strengthening the ASEAN plan.}, language = {en}, number = {1}, urldate = {2022-12-09}, journal = {International Journal of Evaluation and Research in Education (IJERE)}, author = {Machmud, Muhammad Takwin and Widiyan, Agung Purwa and Ramadhani, Noer Risky}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.11591/ijere.v10i1.20786 2339240:7BX4XLWD 2405685:R2AWMPUW}, pages = {78}, } @misc{aser_pakistan_annual_2021, title = {Annual {Status} of {Education} {Report}. {ASER}-{Pakistan} 2021}, shorttitle = {{ASER} 2021}, url = {http://aserpakistan.org/document/aser/2021/reports/national/ASER_report_National_2021.pdf}, publisher = {ASER Pakistan Secretariate \& Idara-e-Taleem-o-Agahi}, author = {{ASER Pakistan}}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CTU9LA3Q 2339240:MVDNFBGR 2405685:2IATPQCX 2405685:79X8U2KF}, } @techreport{azevedo_will_2021, type = {Policy {Research} {Working} {Paper}}, title = {Will {Every} {Child} {Be} {Able} to {Read} by 2030? {Defining} {Learning} {Poverty} and {Mapping} the {Dimensions} of the {Challenge}}, url = {https://gaml.uis.unesco.org/wp-content/uploads/sites/2/2021/03/Azevedo-et-al-2021_Will-Every-Child-Be-Able-to-Read-by-2030.pdf}, number = {9588}, institution = {World Bank Group}, author = {Azevedo, João Pedro and Goldemberg, Diana and Montoya, Silvia and Nayar, Reema and Rogers, Halsey and Saavedra, Jaime and Stacy, Brian William}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R5NR9Z2A 2405685:QJ7JZA6T}, } @article{bird_nudging_2021, title = {Nudging at {Scale}: {Experimental} {Evidence} from {FAFSA} {Completion} {Campaigns}}, volume = {183}, doi = {10.1016/j.jebo.2020.12.022}, abstract = {Do nudge interventions that have generated positive impacts at a local level maintain efficacy when scaled state or nationwide? What specific mechanisms explain the positive impacts of promising smaller-scale nudges? We investigate, through two randomized controlled trials, the impact of a national and state-level campaign to encourage students to apply for financial aid for college. The campaigns collectively reached over 800,000 students, with multiple treatment arms to investigate different potential mechanisms. We find no impacts on financial aid receipt or college enrollment overall or for any student subgroups. We find no evidence that different approaches to message framing, delivery, or timing, or access to one-on-one advising affected campaign efficacy. We discuss why nudge strategies that work locally may be hard to scale effectively.}, language = {en}, journal = {Journal of Economic Behaviour \& Organization}, author = {Bird, A., Kelli and Castleman, Benjamin and Denning, Jeffrey and Goodman, Joshua and Lamberton, Cait and Rosinger, Kelly Ochs}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jebo.2020.12.022 2339240:2RVLDCU8 2405685:D63Y92LP}, pages = {105--128}, } @techreport{cambridge_education_cpd_2021, address = {Tanzania}, title = {{CPD} {Implementation} {Roadmap}}, institution = {Cambridge Education}, author = {Cambridge Education}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:97LIFQ9D 2405685:APDWFXX2 2405685:AUN7ES7V}, } @misc{graham_sierra_2021, address = {Teaching Service Commission}, title = {Sierra {Leone} teacher \& school {MIS} developments: {Sierra} {Leone} {Education} {Attendance} {Monitoring} {System} ({SLEAMS}) and {Teacher} {Records} {Management} ({TRM}) system}, author = {Graham, Hannah}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KB3DUZXF 2405685:5NEC3AR4}, } @techreport{gsma_achieving_2021, title = {Achieving mobile-enabled digital inclusion in {Bangladesh}}, url = {https://www.gsma.com/mobilefordevelopment/resources/achieving-mobile-enabled-digital-inclusion-in-bangladesh/}, urldate = {2021-10-25}, author = {{GSMA}}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:668LBR98 2405685:W5VR72AL}, } @techreport{laws_value_2021, type = {Working {Paper}}, title = {Value for money and adaptive programming: {Approaches}, measurement and management}, url = {https://cdn.odi.org/media/documents/odi-ml-rethinkingvfm-wp572-final.pdf}, language = {English}, number = {572}, urldate = {2022-01-04}, institution = {Overseas Development Institute (ODI)}, author = {Laws, Ed and Valters, Craig}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M3LYTQTZ 2405685:TYR3WR4U}, } @misc{translators_without_borders_language_2021, title = {Language data for {Malawi}}, url = {https://translatorswithoutborders.org/language-data-for-malawi/}, abstract = {Open-source language data and maps about languages spoken in Malawi can improve how we communicate with communities in crisis.}, language = {en-US}, urldate = {2022-06-07}, journal = {Translators without Borders}, author = {{Translators Without Borders}}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:85LDSX3J 4042040:U37DNB2H}, } @techreport{usaid_language_2021, address = {Washington DC}, title = {Language of {Instruction} {Country} {Profile}: {Malawi}}, url = {https://pdf.usaid.gov/pdf_docs/PA00XFMV.pdf}, language = {en}, institution = {United States Agency for International Development}, author = {{USAID}}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QB34QBQL 4042040:R9YNHPBC}, } @misc{usaid_policy_2021, title = {Policy {Linking} for {Measuring} {Global} {Learning} {Outcomes} {\textbar} {Education} {Links}}, url = {http://www.edu-links.org/resources/policy-linking-measuring-global-learning-outcomes}, abstract = {Check out the policy linking video below , Express Interest in an Upcoming Training , USAID has worked closely with global partners including with the World Bank, UNESCO Institute for Statistics (UIS)}, language = {en}, urldate = {2022-06-17}, author = {USAID}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VGYD2PE3 2405685:ZJJI7DL8}, } @techreport{world_bank_kenya_2021, title = {Kenya {GPE} 19 {Learning} {Continuity} in {Basic} {Education} {Project} - {Implementation} {Status} and {Results} {Report}}, url = {http://documents1.worldbank.org/curated/en/622741616404226707/pdf/Disclosable-Version-of-the-ISR-KENYA-GPE-COVID-19-LEARNING-CONTINUITY-IN-BASIC-EDUCATION-PROJECT-P174059-Sequence-No-02.pdf}, urldate = {2021-04-14}, author = {World Bank}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PNX9ZBM7 2405685:LRBZ32RR}, } @misc{issafrica_covid-19_2021, title = {{COVID}-19 and the surge of absenteeism in {SA} schools}, url = {https://issafrica.org/iss-today/covid-19-and-the-surge-of-absenteeism-in-sa-schools}, abstract = {The impact of higher-than-expected absence rates is significant and will be compounded by a third wave.}, language = {en}, urldate = {2021-03-29}, journal = {ISS Africa}, author = {{ISSAfrica}}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UCM5WNR7 2405685:GD7MXME8}, } @techreport{al-samarrai_education_2021, address = {Washington D.C.}, type = {Text/{HTML}}, title = {Education {Finance} {Watch} 2021}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail}, abstract = {Education Finance Watch 2021 (English)}, language = {en}, number = {156905}, urldate = {2021-10-11}, institution = {World Bank Group}, author = {Al-Samarrai, Samer and Cerdan-Infantes, Pedro and Bigarinova, Aliya and Bodmer, Juanita and Vital, Marianne Joy Anacleto and Antoninis, Manos and Bakarat, Bilal Fouad and Murakami, Yuki}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NHKZM26P 2405685:EZIDC645}, } @misc{__2021, title = {يونسکو: په کوچنيوالي کې په مورنۍ ژبه زده کړې د يادښت بنسټ دی}, shorttitle = {يونسکو}, url = {https://muhassileen.com/53025/%d9%8a%d9%88%d9%86%d8%b3%da%a9%d9%88-%d9%be%d9%87-%da%a9%d9%88%da%86%d9%86%d9%8a%d9%88%d8%a7%d9%84%d9%8a-%da%a9%db%90-%d9%be%d9%87-%d9%85%d9%88%d8%b1%d9%86%db%8d-%da%98%d8%a8%d9%87-%d8%b2%d8%af%d9%87/}, abstract = {محصلين (شنبه، د کب۲, ۱۳۹۹هـ ق)  د ملګرو ملتونو ښوونیز، علمي او کلتوري سازمان يونسکو، د مورنۍ ژبې نړيوالې ورځې ( د فبروري ۲۱) په مناسبت په  خپل پیغام کې ويلي دي چې په مورنۍ ژبه زده کړه بايد  د وړوکتوب}, language = {ps}, urldate = {2022-06-13}, journal = {بااحساسه محصلين}, author = {الله, نشرونکی امین}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SBGXS4W5 4042040:9A9Z5Y9Z}, } @misc{edtech_hub_mother_2021, title = {Mother {Language} {Day} 2021: {Improving} data on mother-tongue languages for better learning outcomes}, shorttitle = {Mother {Language} {Day} 2021}, url = {https://edtechhub.org/2021/02/20/mother-language-day-2021-improving-data-on-mother-tongue-languages-for-better-learning-outcomes/}, abstract = {To celebrate International Mother Language Day 2021, EdTech Hub’s Björn Haßler spoke with Alice Castillejo and Mia Marzotto of Translators without Borders. They talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. This blog post captures their conversation. “How do we know that speakers of marginalised languages are left behind?” Alice: Research…}, language = {en-US}, urldate = {2022-06-16}, author = {{EdTech Hub}}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EVU4DEWP 4042040:T3S2AEMN}, } @misc{barron_changing_2021, title = {The changing role of teachers and technologies amidst the {COVID} 19 pandemic: key findings from a cross-country study}, shorttitle = {The changing role of teachers and technologies amidst the {COVID} 19 pandemic}, url = {https://blogs.worldbank.org/education/changing-role-teachers-and-technologies-amidst-covid-19-pandemic-key-findings-cross}, abstract = {Despite the overwhelming consequences of the pandemic, this global crisis has also been an extraordinary time for learning.}, language = {en}, urldate = {2021-10-11}, journal = {World Bank Blogs - Education for Global Development}, author = {Barron, Maria and Cobo, Cristobal and Munoz-Najar, Alberto and Sanchez Ciarrusta, Inaki}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q6F976QJ 2339240:UC2VMBYK 2405685:D3QRPSST 2405685:TZGSSJ5F}, keywords = {\_\_\_working\_potential\_duplicate}, } @book{guthrie_foundations_2021, title = {{FOUNDATIONS} {OF} {CLASSROOM} {CHANGE} {IN} {DEVELOPING} {COUNTRIES} {Vol}.2: {Synthesis}}, shorttitle = {{FOUNDATIONS} {OF} {CLASSROOM} {CHANGE} {IN} {DEVELOPING} {COUNTRIES} {Vol}.2}, author = {Guthrie, Gerard}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XHXMGVY3}, } @techreport{khalayleh_characteristics_2021, title = {Characteristics of {Effective} {Technology}-{Enabled} {Teacher} {Learning} {Circles} — {Rapid} {Review} of the {Literature}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/ZBHBQT7T}, number = {1}, institution = {Open Development \& Education}, author = {Khalayleh, Abdullah and El-Serafy, Yomna and Haßler, Björn}, month = feb, year = {2021}, doi = {10.5281/zenodo.4537843}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4537843 2129771:ZBHBQT7T 2405685:XX2BVQGM}, keywords = {Author:Haßler, \_yl:a}, } @techreport{khalayleh_final_2021, title = {Final report}, copyright = {Creative Commons Attribution 4.0 International}, number = {2}, institution = {Open Development \& Education}, author = {Khalayleh, Abdullah and El-Serafy, Yomna and Haßler, Björn}, month = feb, year = {2021}, doi = {10.5281/zenodo.4540043}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4540043 2129771:6T2RCX4X 2405685:NWZU67FG}, keywords = {Author:Haßler, \_yl:b}, } @misc{thaung_right_2021, title = {Right to read: {Joint} efforts to provide books to minority-language learners}, shorttitle = {Right to read}, url = {https://www.globalpartnership.org/blog/right-read-joint-efforts-provide-books-minority-language-learners}, abstract = {During this world-upending pandemic, ethnolinguistic minority learners are falling further through the cracks. Even if they have access to the technology necessary for distance learning, they will likely not receive content in their own language. Here is what organizations like UNESCO are doing to make sure minority learners don’t fall further behind.}, language = {en}, urldate = {2022-01-28}, journal = {Education for All blog}, author = {Thaung, Nyi Nyi and Gracie, Kristen}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6ZQXE9WA 4042040:GJTQ6L6K}, } @article{banerji_indias_2021, title = {India’s public edtech broadcast system {DIKSHA} has a private bottleneck}, url = {https://the-ken.com/story/public-edtech-private-bottleneck/?searchTerm=DIKSHA}, journal = {The Ken}, author = {Banerji, Olina}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8VZS43UH 2405685:KYKN689Y}, } @misc{de_improving_2021, title = {Improving secondary education in {Sierra} {Leone}}, url = {https://www.opml.co.uk/projects/improving-secondary-education-in-sierra-leone}, abstract = {We are leading the monitoring, evaluation and research delivery of a five year programme to improve secondary education and long term growth in Sierra Leone}, language = {en-GB}, urldate = {2022-07-04}, journal = {Oxford Policy Management}, author = {De, Sourovi and Durrani, Zara and Khurshid, Ayesha}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:268JSEX2 2486141:EJ4VUWUC}, } @article{fraser_preprinting_2021, title = {Preprinting the {COVID}-19 pandemic}, copyright = {© 2021, Posted by Cold Spring Harbor Laboratory. This pre-print is available under a Creative Commons License (Attribution 4.0 International), CC BY 4.0, as described at http://creativecommons.org/licenses/by/4.0/}, url = {https://www.biorxiv.org/content/10.1101/2020.05.22.111294v3}, doi = {10.1101/2020.05.22.111294}, abstract = {The world continues to face a life-threatening viral pandemic. The virus underlying the COVID-19 disease, SARS-CoV-2, has caused over 98 million confirmed cases and 2.2 million deaths since January 2020. Although the most recent respiratory viral pandemic swept the globe only a decade ago, the way science operates and responds to current events has experienced a paradigm shift in the interim. The scientific community has responded rapidly to the COVID-19 pandemic, releasing over 125,000 COVID-19 related scientific articles within 10 months of the first confirmed case, of which more than 30,000 were hosted by preprint servers. We focused our analysis on bioRxiv and medRxiv, two growing preprint servers for biomedical research, investigating the attributes of COVID-19 preprints, their access and usage rates, as well as characteristics of their propagation on online platforms. Our data provides evidence for increased scientific and public engagement with preprints related to COVID-19 (COVID-19 preprints are accessed more, cited more, and shared more on various online platforms than non-COVID-19 preprints), as well as changes in the use of preprints by journalists and policymakers. We also find evidence for changes in preprinting and publishing behaviour: COVID-19 preprints are shorter and reviewed faster. Our results highlight the unprecedented role of preprints and preprint servers in the dissemination of COVID-19 science, and the impact of the pandemic on the scientific communication landscape.}, language = {en}, urldate = {2021-04-25}, journal = {bioRxiv}, author = {Fraser, Nicholas and Brierley, Liam and Dey, Gautam and Polka, Jessica K. and Pálfy, Máté and Nanni, Federico and Coates, Jonathon Alexis}, month = feb, year = {2021}, note = {Publisher: Cold Spring Harbor Laboratory Section: New Results KerkoCite.ItemAlsoKnownAs: 10.1101/2020.05.22.111294 2129771:5BNWNCDU 2129771:73S9KNMK 2405685:WG9YMLGJ}, pages = {2020.05.22.111294}, } @misc{kyeyune_uganda_2021, title = {Uganda: {Students} back to school, university in {March}}, shorttitle = {Uganda}, url = {https://www.aa.com.tr/en/africa/uganda-students-back-to-school-university-in-march/2134912}, abstract = {Some more school classes to start March 1, universities to reopen in staggered manner, says president - Anadolu Agency}, urldate = {2021-02-17}, journal = {Anadolu Agency}, author = {Kyeyune, Hamza}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2DZ7I775 2405685:WQR3CKZU}, } @unpublished{crawfurd_what_2021, title = {What do developing country governments learn from aid? {Evidence} from survey experiments with 900 education policymakers in 36 countries}, url = {https://www.peio.me/wp-content/uploads/2021/papers/PEIOo21_paper_79.pdf}, language = {en}, author = {Crawfurd, Lee and Hares, Susannah and Khan, Ayesha and Minardi, Ana and Sandefur, Justin}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8GZJF6IU 2405685:3VT4H3Z4}, } @article{kaye_computer-assisted_2021, title = {Computer-assisted instruction tools: {A} model to guide use in low-and middle-income countries}, volume = {17}, copyright = {This work is licensed under a {\textless}a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="\_blank"{\textgreater}Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License{\textless}/a{\textgreater}. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.}, issn = {1814-0556}, shorttitle = {Computer-assisted instruction tools}, url = {http://ijedict.dec.uwi.edu/viewarticle.php?id=2861}, abstract = {Learning outcomes in low- and lower-middle-income countries (LMICs) require significant improvement. With traditional reform efforts taking many years to realise results, education practitioners in LMICs are searching for innovative ways to rapidly strengthen learning outcomes. One tool showing promise is computer-assisted instruction (CAI). While a growing number of studies document CAI’s positive impacts on learning outcomes, others have found nil or negative effects. Research has yet to identify why these differences occur, and, most importantly, which factors must be in place to ensure that CAI contributes to improving learning outcomes. The aim of our research was to fill this gap in the research by developing a model highlighting those factors influencing the results of CAI interventions. Adopting a realist-informed methodology, we analysed 21 resources shared by 13 experts from around the world. We used the results of this analysis to develop a model that outlines key trends that facilitate and/or impede the deployment of CAI tools in LMICs. We find that key factors that should be considered when designing CAI interventions include the operating environment; stakeholder engagement; infrastructure; technological trust; CAI tool design; content curation/creation; student engagement; classroom integration; teacher capacity; student capacity; and data collection and use. This model highlights both these individual elements as well as noting how these elements interact. The model provides a foundation that can guide future research in this under-examined area.}, language = {en}, number = {1}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Kaye, Thomas and Ehren, Melanie}, month = feb, year = {2021}, note = {Publisher: University of the West Indies KerkoCite.ItemAlsoKnownAs: 2339240:A3WF6P6D 2339240:KUAK4YAL 2339240:XJJARH42 2405685:8H75L794 2405685:PB6US4IE 2405685:U97W3BR2}, keywords = {⛔ No DOI found}, pages = {82--99}, } @techreport{guglielmi_reimagining_2021, address = {New York, NY}, title = {Reimagining {Girls}' {Education}: {Solutions} to {Keep} {Girls} {Learning} in {Emergencies}}, url = {https://www.unicef.org/media/94201/file/Reimagining%20Girls%20Education%20Solutions%20to%20Keep%20Girls%20Learning%20in%20Emergencies%20.pdf}, urldate = {2021-05-26}, institution = {UNICEF}, author = {Guglielmi, Silvia and Jones, Nicola and Nicolai, Susan and Pereznieto, Paola and Plank, Georgia and Vu, Nhung and Sanchez-Tapia, Ingrid and Mackintosh, Alasdair}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8ZNTUL5A 2405685:TSIVULXP}, } @techreport{lichand_arm-wrestling_2021, title = {Arm-wrestling in the classroom: the non-monotonic effects of monitoring teachers}, copyright = {info:eu-repo/semantics/openAccess}, shorttitle = {Arm-wrestling in the classroom}, url = {https://www.econ.uzh.ch/en/research/workingpapers.html?paper-id=1039}, abstract = {Teacher absenteeism and shirking are common problems in developing countries. While monitoring teachers should ameliorate those problems, mobilizing parents to do so often leads to small or even negative effects on learning outcomes. This paper provides causal evidence that this might result from non-monotonic effects of monitoring teachers. Cross-randomizing nudges to teachers and parents in Ivory Coast – to motivate and monitor teachers directly, and to mobilize parents –, we find that, in schools where parents are nudged, numeracy and literacy test scores improve by an additional school quarter, and student dropouts decrease by over 50\%. In contrast, in schools where both are nudged, there is no effect on either learning outcomes or dropouts – even though the latter also fall by nearly 50\% where teachers are nudged alone. In those schools, teachers show up less frequently, allocate less time to career development, and target instruction to top students to a greater extent than in schools where only parents are nudged. Monitoring backfires precisely for teachers who were most motivated at baseline, consistent with monitoring intensity eventually crowding out intrinsic motivation. Our results have implications for the design of accountability programs above and beyond education.}, language = {eng}, number = {357}, urldate = {2022-03-04}, institution = {University of Zurich Department of Economics}, author = {Lichand, Guilherme and Wolf, Sharon}, month = feb, year = {2021}, note = {Num Pages: 79 Number: 357 Publisher: University of Zurich KerkoCite.ItemAlsoKnownAs: 2339240:25SIYBSH 2405685:8JXUFKSH}, } @book{the_ministry_of_basic_and_senior_secondary_education_mbsse_transforming_2021, address = {Freetown, Sierra Leone}, title = {Transforming {Education} {Service} {Delivery} {Through} {Evidence}-{Informed} {Policy} and {Practice}}, volume = {1}, copyright = {Creative Commomns Attribution 4.0}, url = {https://mbsse.gov.sl/wp-content/uploads/2021/02/MBSSE_Policy-E-book-V.1.pdf}, urldate = {2021-02-19}, publisher = {The Ministry of Basic and Senior Secondary Education (MBSSE)}, author = {The Ministry of Basic {and} Senior Secondary Education (MBSSE)}, month = feb, year = {2021}, doi = {10.5281/zenodo.4550561}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4550561 2129771:49ZQ5QHA 2405685:F2VBE6CR}, } @misc{world_bank_two-thirds_2021, type = {Text/{HTML}}, title = {Two-{Thirds} of {Poorer} {Countries} {Are} {Cutting} {Education} {Budgets} {Due} to {COVID}-19}, url = {https://www.worldbank.org/en/news/press-release/2021/02/22/two-thirds-of-poorer-countries-are-cutting-education-budgets-due-to-covid-19}, language = {en}, urldate = {2021-07-14}, journal = {World Bank}, author = {World Bank}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GK2Z7TZH 2405685:HJF56BG6}, } @techreport{tutunji_jusoors_2021, type = {Sprint {Review}}, title = {Jusoor’s {WhatsApp}-{Assisted} {Learning} {Programme}: {Sprint} {Review} 1}, url = {https://docs.edtechhub.org/lib/AR38F6N8}, author = {Tutunji, Suha and Boujikian, Michèle and Carter, Alice and Atkinson, Grace}, month = jan, year = {2021}, doi = {10.5281/zenodo.4468599}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4468599 2405685:AR38F6N8}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{sanem_summary_2021, title = {Summary: {Webinar} on {COVID}-19 fallout on poverty and livelihoods in {Bangladesh}: results from {SANEM}’s nation-wide survey conducted in {Nov}-{Dec} 2020}, shorttitle = {Summary}, url = {https://sanemnet.org/summary-webinar-on-covid-19-fallout-on-poverty-and-livelihoods-in-bangladesh-results-from-sanems-nation-wide-household-survey-conducted-in-nov-dec-2020/}, abstract = {The 10th episode of SANEM Shongzog on "COVID-19 Fallout on Poverty and Livelihoods in Bangladesh: Results from SANEM's Nationwide Survey (Nov-Dec 2020)" was held on 23 January 2021.}, language = {en-US}, urldate = {2021-10-25}, journal = {SANEM}, author = {{SANEM}}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KE7K5Y72 2405685:9MSRWZEF}, } @misc{carver_intentional_2021, title = {Intentional and logical survey and audience data collection: {KoBo} {Toolbox}}, url = {https://www.content-technologist.com/kobo-toolbox-review/}, abstract = {KoBo Toolbox's robust survey platform is free to use for all as a data collection tool, optimized for many devices and environments.}, language = {en-us}, urldate = {2022-07-04}, journal = {The Content Technologist}, author = {Carver, D}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JI2QVECB 2486141:AR5ECTYZ}, } @misc{ongmu_south_2021, title = {South {Africa}: {Schools} to stay closed amid surge in coronavirus cases}, shorttitle = {South {Africa}}, url = {https://www.wionews.com/world/south-africa-schools-to-stay-closed-amid-surge-in-coronavirus-cases-358541}, abstract = {The reopening of South African schools for the new academic year has been postponed by two weeks in the wake of rising new covid-19 variant cases.  “All stakeholders were united in supporting a delay in the opening of schools. Given the pressure experienced by the health system in the past weeks due to covid-19, the council of education, ministers in conjunction with NCCC and cabinet has taken a decision to delay the reopening of both public and private schools by two weeks, Deputy Minister of Basic Education, Reginah Mhaule said.}, language = {en}, urldate = {2021-03-29}, journal = {WION}, author = {Ongmu, Kalden}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y3LQKI97 2405685:BTK7JUSE}, } @misc{bigd_paradox_2021, title = {'{Paradox}' of {Korail} slum during {COVID}-19: ethnography of governance from below}, shorttitle = {'{Paradox}' of {Korail} slum during {COVID}-19}, url = {https://www.youtube.com/watch?v=mMLyopEKc4A}, abstract = {Urban slums are one of the most vulnerable communities during the COVID-19 pandemic; overcrowding and resource constraints make physical distancing and self-quarantine nearly impossible, creating a risk of a rapid spread of the infection. The conversations in the media and among other stakeholders were focused on these risk factors as well as the economic distress of the people in slums created by the pandemic. However, these discussions were primarily based on the perspectives of 'outsiders', with limited understanding of what was happening in the slums. With this gap in mind, we conducted an anthropological exploration of Korail, the largest slum in Dhaka city from September to December 2020, to uncover the emic views of slum dwellers' everyday life during the pandemic and understand the outbreak from their perspective. Findings from the study were presented in our webinar "'Paradox' of Korail slum during COVID-19: Ethnography of Governance from Below" on Thursday, 21 January 2021 from 4:00 pm to 5:30 pm (GMT+6), by Dr Shahaduz Zaman, Reader in Medical Anthropology and Global Health, Brighton and Sussex Medical School. This study is a part of the Covid Collective initiative. Supported by the UK Foreign Commonwealth and Development Office (FCDO), the Covid Collective is based at the Institute of Development Studies (IDS). The Collective brings together the expertise of, UK and Southern-based research partner organisations and offers a rapid social science research response to inform decision-making on some of the most pressing Covid-19 related development challenges.}, urldate = {2021-10-25}, author = {{BIGD}}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KE9IRVX3 2405685:Z8CMANRJ}, } @misc{defi_cambridge_defi_2021, title = {{DEFI} {Launch} {Presentation}}, url = {https://www.youtube.com/watch?v=Ok1aZsafd_s&t=2s}, author = {{DEFI Cambridge}}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N39L59NI 2405685:QSW66P3B}, } @misc{africanews_schools_2021, title = {Schools in {Ghana} reopen as covid-19 cases surge}, url = {https://www.africanews.com/2021/01/19/schools-in-ghana-reopen-as-covid-19-cases-surge/}, abstract = {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.}, language = {en}, urldate = {2021-02-07}, journal = {Africanews}, author = {AfricaNews}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JRJ8TDSS 2405685:BUVNZQ5M}, } @misc{africanews_coronavirus_2021, title = {Coronavirus: {Rwanda} and {Malawi} shut schools as cases surge}, shorttitle = {Coronavirus}, url = {https://www.africanews.com/2021/01/18/coronavirus-rwanda-and-malawi-shut-schools-as-cases-surge/}, abstract = {Africa has reported over 3.1 million cases and more than 76,000 deaths since the outbreak started,}, language = {en}, urldate = {2021-03-29}, journal = {Africanews}, author = {{AfricaNews}}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8HEGJ8DW 2405685:FTC6JMP2}, } @misc{reliefweb_world_2021, title = {World {Bank} helps {Bangladesh} provide education and skills training to poor children and youths}, url = {https://reliefweb.int/report/bangladesh/world-bank-helps-bangladesh-provide-education-and-skills-training-poor-children}, abstract = {English News and Press Release on Bangladesh about Contributions, Education, Epidemic and more; published on 18 Jan 2021 by World Bank}, language = {en}, urldate = {2021-10-25}, journal = {OCHA}, author = {{ReliefWeb}}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YW8V8Z46 2405685:BLFQEDDB}, } @misc{kibuacha_mobile_2021, title = {Mobile {Penetration} and {Growth} in {Kenya}}, url = {https://www.geopoll.com/blog/mobile-penetration-kenya/}, abstract = {Kenya is one of the most technology-advanced countries in Africa, which has had many christen it the Silicon Savannah, powered by its mobile penetration.}, language = {en-US}, urldate = {2021-08-27}, journal = {GeoPoll}, author = {Kibuacha, Frankline}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SZABY9CX 2405685:DBYZ5YH6}, } @misc{laterite_effects_2021, title = {Effects of school closures on secondary school teachers and leaders in {Rwanda}: results from a phone survey}, shorttitle = {Effects of school closures on secondary school teachers and leaders in {Rwanda}}, url = {https://www.ukfiet.org/2021/effects-of-school-closures-on-secondary-school-teachers-and-leaders-in-rwanda-results-from-a-phone-survey/}, abstract = {This blog was written by Laterite and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge, who are working together as learning partners on the Mastercard Foundation’s Leaders in Teachers initiative in Rwanda. On 14 March 2020, the Government of Rwanda announced the closure of all schools in the country […]}, language = {en-GB}, urldate = {2021-03-29}, journal = {The Education and Development Forum (UKFIET)}, author = {{Laterite} and {Research for Equitable Access and Learning (REAL) Centre}}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R8H65BXX 2405685:4K2K8SW5}, } @techreport{hasler_academic_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {Report}}, title = {Academic {Recovery} {Programmes} in the {Eastern} {Caribbean} — {Literature} {Review}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/DZA3GVBD}, abstract = {This report was commissioned by the Organization of the Eastern Caribbean states. It reviews the literature on Academic Recovery Programmes with view to applicability in the Eastern Caribbean, and particularly Dominica, Grenada, Saint Lucia and Saint Vincent and the Grenadines.}, number = {1}, institution = {Open Development \& Education}, author = {Haßler, Björn and Adam, Taskeen and Blower, Thomas and Megha-Bongnkar, Ghislaine}, month = jan, year = {2021}, doi = {10.5281/zenodo.4555872}, note = {Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555872 2129771:DZA3GVBD 2405685:MNS7ECK7}, keywords = {Author:Haßler, AuthorFirst:Haßler, \_C:Dominica DMA, \_C:Grenada GRD, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_yl:b}, } @misc{nunez_radio_2021, title = {Radio in {Education} in the {Face} of {COVID}-19}, url = {https://observatory.tec.mx/edu-bits-2/radio-education-and-covid19}, abstract = {The pandemic came to reaffirm radio as a flexible, massive, low-cost, and long-range communication medium for education.}, language = {en-US}, urldate = {2021-11-02}, journal = {Institute for the Future of Education}, author = {Núñez, Felix}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U69AUKVX 2405685:CK8VWPIP}, } @techreport{oecd_children_2021, address = {Paris}, title = {Children in the digital environment: {Revised} typology of risks}, shorttitle = {Children in the digital environment}, url = {https://www.oecd-ilibrary.org/science-and-technology/children-in-the-digital-environment_9b8f222e-en;jsessionid=vJql80mgSzMnHbfUsA3zLMCb.ip-10-240-5-28}, abstract = {The digital environment has become an integral part of children’s everyday lives and interactions. The benefits can be tremendous, but there also risks. In 2011, the OECD adopted a Typology of Risks in an effort to broadly categorise those risks. Since then the digital environment has changed significantly, as risks have evolved in nature and new ones have emerged. This report informs the OECD’s broader work on children in the digital environment by examining these trends and presenting an updated Typology of Risks. The Typology provides a high-level overview of the risk landscape, and outlines four risk categories and their manifestations. The Typology also identifies and analyses risks that cut across these four risk categories, and that can therefore have wide-ranging effects on children’s lives.}, language = {en}, urldate = {2022-04-25}, institution = {OECD}, author = {OECD}, month = jan, year = {2021}, doi = {10.1787/9b8f222e-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.1787/9b8f222e-en 2339240:XHMZ9GF7 2405685:356IBD77}, } @misc{wikipedia_list_2021, title = {List of types of systems theory}, copyright = {Creative Commons Attribution-ShareAlike License}, url = {https://en.wikipedia.org/w/index.php?title=List_of_types_of_systems_theory&oldid=998624856}, abstract = {This list of types of systems theory gives an overview of different types of systems theory, which are mentioned in scientific book titles or articles. The following more than 40 types of systems theory are all explicitly named systems theory and represent a unique conceptual framework in a specific field of science. Systems theory has been formalized since the 1950s, and a long set of specialized systems theories and cybernetics exist. In the beginnings, general systems theory was developed by Ludwig von Bertalanffy to overcome the over-specialisation of the modern times and as a worldview using holism. The systems theories nowadays are closer to the traditional specialisation than to holism, by interdependencies and mutual division by mutually-different specialists.}, language = {en}, urldate = {2021-01-11}, journal = {Wikipedia}, author = {Wikipedia}, month = jan, year = {2021}, note = {Page Version ID: 998624856 KerkoCite.ItemAlsoKnownAs: 2339240:9ZNWIT4X 2405685:XFYANJMX}, } @article{evans_education_2021, title = {Education in {Africa}: {What} are we learning?}, volume = {30}, issn = {0963-8024, 1464-3723}, shorttitle = {Education in {Africa}}, url = {https://academic.oup.com/jae/article/30/1/13/5999001}, doi = {10.1093/jae/ejaa009}, abstract = {Abstract Countries across Africa continue to face major challenges in education. In this review, we examine 145 recent empirical studies (from 2014 onward) on how to increase access to and improve the quality of education across the continent, specifically examining how these studies update previous research findings. We find that 64\% of the studies evaluate government-implemented programs, 36\% include detailed cost analysis and 35\% evaluate multiple treatment arms. We identify several areas where new studies provide rigorous evidence on topics that do not figure prominently in earlier evidence syntheses. New evidence shows promising impacts of structured pedagogy interventions (which typically provide a variety of inputs, such as lesson plans and training for teachers together with new materials for students) and of mother tongue instruction interventions, as well as from a range of teacher programs, including both remunerative (pay-for-performance of various designs) and non-remunerative (coaching and certain types of training) programs. School feeding delivers gains in both access and learning. New studies also show long-term positive impacts of eliminating school fees for primary school and positive impacts of eliminating fees in secondary school. Education technology interventions have decidedly mixed impacts, as do school grant programs and programs providing individual learning inputs (e.g., uniforms or textbooks).}, language = {en}, number = {1}, urldate = {2022-06-08}, journal = {Journal of African Economies}, author = {Evans, David K and Mendez Acosta, Amina}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/jae/ejaa009 2405685:ZLY77F8G 4042040:NZPKHM3S}, pages = {13--54}, } @article{ramazanoglu_investigation_2021, title = {An {Investigation} of pre-service teachers' motives for using {Instagram}: {Pre}-service teachers' motives for using {Instagram}}, volume = {13}, copyright = {Copyright (c) 2020 International Journal of Curriculum and Instruction}, issn = {1993-7660}, shorttitle = {An {Investigation} of pre-service teachers' motives for using {Instagram}}, url = {http://ijci.wcci-international.org/index.php/IJCI/article/view/544}, abstract = {The aim of the study was to determine the motivations of pre-service teachers to use Instagram program, which is one of the common social media tools, in the context of developments in information and communication technologies in order to achieve sustainable learning and examine them according to various variables. The study was designed via descriptive survey model in the quantitative method. The population of the research consisted of pre-service teachers who pursued their education at the Faculty of Education of Siirt University in the spring term of 2018-2019 academic year. In the study, convenient sampling (easily accessible) and criterion sampling methods were utilized. In this context, 384 of the 495 scales distributed were returned and 56 of them were excluded from the research because they were not properly filled, 163 of them were excluded from the research because they did not meet the criteria; therefore, opinions of 165 pre-service teachers were included in the research and analysed. Personal demographic form and Instagram usage motivation scale were used as data collection tool of the research. The results obtained in the research showed that pre-service teachers use Instagram for social escape / relaxation and personal development / self-expression the most with respect to their motivations to use Instagram while they use it with the purpose of entertainment / habit the least. It was observed that Instagram using motivations of pre-service teachers show significant differences in different factors according to gender, age, department and daily time spent in Instagram variables. In addition, it was found out that pre-service teachers should be able to use the Instagram program, which is one of the world-renowned social networking software, for a sustainable education and training life more dynamically and effectively.}, language = {en}, number = {1}, urldate = {2022-08-22}, journal = {International Journal of Curriculum and Instruction}, author = {Ramazanoğlu, Mehmet and Toytok, Esef Hakan}, month = jan, year = {2021}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 2339240:CPP7DSJE 2405685:VS56Z2RB}, keywords = {⛔ No DOI found}, } @article{ramiel_edtech_2021, title = {Edtech disruption logic and policy work: the case of an {Israeli} edtech unit}, volume = {46}, issn = {1743-9884, 1743-9892}, shorttitle = {Edtech disruption logic and policy work}, url = {https://www.tandfonline.com/doi/full/10.1080/17439884.2020.1737110}, doi = {10.1080/17439884.2020.1737110}, language = {en}, number = {1}, urldate = {2021-02-19}, journal = {Learning, Media and Technology}, author = {Ramiel, Hemy}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2020.1737110 2339240:NG3PRUUD 2405685:RZNY4AE7}, pages = {20--32}, } @article{eble_how_2021, title = {How much can we remedy very low learning levels in rural parts of low-income countries? {Impact} and generalizability of a multi-pronged para-teacher intervention from a cluster-randomized trial in the {Gambia}}, volume = {148}, issn = {0304-3878}, shorttitle = {How much can we remedy very low learning levels in rural parts of low-income countries?}, url = {https://www.sciencedirect.com/science/article/pii/S0304387820301140}, doi = {10.1016/j.jdeveco.2020.102539}, abstract = {Despite large schooling and learning gains in many developing countries, children in highly deprived areas are often unlikely to achieve even basic literacy and numeracy. We study how much of this problem can be resolved using a multi-pronged intervention combining three interventions known to be separately effective. We conducted a cluster-randomized trial in The Gambia evaluating a literacy and numeracy intervention designed for primary-aged children in remote parts of poor countries. The intervention combines para teachers delivering after-school supplementary classes, scripted lesson plans, and frequent monitoring focusing on improving teacher practice (coaching). A similar intervention previously demonstrated large learning gains in rural India. After three academic years, Gambian children allocated to the intervention scored 46 percentage points (3.2 SD) better on a combined literacy and numeracy test than control children. Our results demonstrate that, in this type of area, aggressive interventions can yield far greater learning gains than previously shown.}, language = {en}, urldate = {2022-04-07}, journal = {Journal of Development Economics}, author = {Eble, Alex and Frost, Chris and Camara, Alpha and Bouy, Baboucarr and Bah, Momodou and Sivaraman, Maitri and Hsieh, Pei-Tseng Jenny and Jayanty, Chitra and Brady, Tony and Gawron, Piotr and Vansteelandt, Stijn and Boone, Peter and Elbourne, Diana}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2020.102539 2339240:SYNTYYVY 2405685:NWHCQ652 4656463:APB653HY}, pages = {102539}, } @article{guldal_kan_views_2021, title = {The {Views} of {University} {Students} {About} the {Achievements} and {Motivations} of the {Distance} {Education} {Process} {During} the {Pandemic} {Period}}, volume = {9}, doi = {10.20511/pyr2021.v9nSPE3.1165}, abstract = {The aim of this study is to examine the views of students about the achievements and motivations of thedistance education processes in universities during the pandemic period. The working group consists of 68 prospective teachers who continue their undergraduate programs in different departments of a private university in Northern Cyprus in the 2019-2020 spring academic year. All these participantsarestudying at thevariousdepartments of theFaculty of Education as 17 are in Pre-school Education, 28 in PrimaryEducationMathematics, 6 in PrimaryEducation, 1 in HistoryTeaching, 12 in Special Needs Education, 4 of them arestudying in Guidance and Psychological Counseling. The study is a qualitative study and the design of the study is determined as a case study. 42 female and 26 male teacher candidates participated in the study group. The majority of the participants are prospective teachers studying in their final year at university. While choosing the participants, easily accessible case sampling from purposeful sampling type was used. A Semi-structured interview form was used as a toolfordata collection. Later, the opinions of the experts were obtained and the interview questions were re-arranged accordingly and applied to the participants. As a result of the research, it was concluded that the psychological trauma experienced by teacher candidates during distance education at thepandemicperiodaffects both the success and motivation of their lessons.}, journal = {Propósitos y Representaciones}, author = {Güldal Kan, Şebnem and Çaltıkuşu, Çilem and Şensoy, Şeniz}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.20511/pyr2021.v9nSPE3.1165 2339240:3524XZX7 2405685:AE8RCH6V}, } @article{martin-martin_google_2021, title = {Google {Scholar}, {Microsoft} {Academic}, {Scopus}, {Dimensions}, {Web} of {Science}, and {OpenCitations}’ {COCI}: a multidisciplinary comparison of coverage via citations}, volume = {126}, issn = {1588-2861}, shorttitle = {Google {Scholar}, {Microsoft} {Academic}, {Scopus}, {Dimensions}, {Web} of {Science}, and {OpenCitations}’ {COCI}}, url = {https://doi.org/10.1007/s11192-020-03690-4}, doi = {10.1007/s11192-020-03690-4}, abstract = {New sources of citation data have recently become available, such as Microsoft Academic, Dimensions, and the OpenCitations Index of CrossRef open DOI-to-DOI citations (COCI). Although these have been compared to the Web of Science Core Collection (WoS), Scopus, or Google Scholar, there is no systematic evidence of their differences across subject categories. In response, this paper investigates 3,073,351 citations found by these six data sources to 2,515 English-language highly-cited documents published in 2006 from 252 subject categories, expanding and updating the largest previous study. Google Scholar found 88\% of all citations, many of which were not found by the other sources, and nearly all citations found by the remaining sources (89–94\%). A similar pattern held within most subject categories. Microsoft Academic is the second largest overall (60\% of all citations), including 82\% of Scopus citations and 86\% of WoS citations. In most categories, Microsoft Academic found more citations than Scopus and WoS (182 and 223 subject categories, respectively), but had coverage gaps in some areas, such as Physics and some Humanities categories. After Scopus, Dimensions is fourth largest (54\% of all citations), including 84\% of Scopus citations and 88\% of WoS citations. It found more citations than Scopus in 36 categories, more than WoS in 185, and displays some coverage gaps, especially in the Humanities. Following WoS, COCI is the smallest, with 28\% of all citations. Google Scholar is still the most comprehensive source. In many subject categories Microsoft Academic and Dimensions are good alternatives to Scopus and WoS in terms of coverage.}, language = {en}, number = {1}, urldate = {2021-04-17}, journal = {Scientometrics}, author = {Martín-Martín, Alberto and Thelwall, Mike and Orduna-Malea, Enrique and Delgado López-Cózar, Emilio}, month = jan, year = {2021}, note = {arXiv: 2004.14329 KerkoCite.ItemAlsoKnownAs: 10.1007/s11192-020-03690-4 2129771:IWZPRDY7 2129771:XUN8HY6M 2129771:Z9YDWKR6 2405685:SN9E5TSM}, keywords = {Computer Science - Digital Libraries}, pages = {871--906}, } @article{rodriguez-segura_last_2021, title = {The last mile in school access: {Mapping} education deserts in developing countries}, volume = {6}, issn = {2352-7285}, shorttitle = {The last mile in school access}, url = {https://www.sciencedirect.com/science/article/pii/S2352728521000063}, doi = {10.1016/j.deveng.2021.100064}, abstract = {With recent advances in high-resolution satellite imagery and machine vision algorithms, fine-grain geospatial data on population are now widely available: kilometer-by-kilometer, worldwide. In this paper, we showcase how researchers and policymakers in developing countries can leverage these novel data to precisely identify “education deserts” – localized areas where families lack physical access to education – at unprecedented scale, detail, and cost-effectiveness. We demonstrate how these analyses could valuably inform educational access initiatives like school construction and transportation investments, and outline a variety of analytic extensions to gain deeper insight into the state of school access across a given country. We conduct a proof-of-concept analysis in the context of Guatemala, which has historically struggled with educational access, as a demonstration of the utility, viability, and flexibility of our proposed approach. We find that the vast majority of Guatemalan population lives within 3 km of a public primary school, indicating a generally low incidence of distance as a barrier to education in that context. However, we still identify concentrated pockets of population for whom the distance to school remains prohibitive, revealing important geographic variation within the strong country-wide average. Finally, we show how even a small number of optimally-placed schools in these areas, using a simple algorithm we develop, could substantially reduce the incidence of education deserts in this context. We make our entire codebase available to the public – fully free, open-source, heavily documented, and designed for broad use – allowing analysts across contexts to easily replicate our proposed analyses for other countries, educational levels, and public goods more generally.}, language = {en}, urldate = {2022-10-28}, journal = {Development Engineering}, author = {Rodriguez-Segura, Daniel and Kim, Brian Heseung}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.deveng.2021.100064 2405685:RIEFMI2C 4042040:NKVNSSIM}, keywords = {Access to education, Education deserts, Education in developing countries, School placement}, pages = {100064}, } @misc{campe_reopening_2021, title = {Reopening {Schools} - {When} and how}, url = {https://www.evernote.com/shard/s232/sh/7e085fe1-a5c0-cf6f-cb50-1bdc49c76c42/b0eb54bdd71b0670d152b28056319d3e}, abstract = {Timing of the survey - The survey was conducted between 7 to 22 November 2020. Slide 9 - \% students who participated in distance learning in the last 2 weeks prior to the survey Primary - 31.4\% Second...}, urldate = {2021-06-07}, journal = {Evernote}, author = {Campe}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3PDAXZPR 2405685:MUJGM6QH}, } @article{golding_design_2021, title = {A {Design} {Approach} to {Mathematics} {Teacher} {Educator} {Development} in {East} {Africa}}, volume = {6}, issn = {2503-3697}, url = {https://eric.ed.gov/?id=EJ1283807}, doi = {10.23917/jramathedu.v6i1.11898}, abstract = {Mathematical functioning in sub-Saharan Africa remains persistently weak in global terms. This limits the flourishing of young people and communities in the region. Moreover, affordable, effective ways to address the issue are not well established. This paper analyses outcomes from a blended learning 'Mathematical Thinking and IT' course, iteratively adapted for East African primary mathematics teacher educators. The course adopted theoretical approaches derived from the mathematics, teacher and technology education literatures. It aimed to address the problem of low mathematical functioning by equipping participants for their own work, and also for supporting local collaborative teacher development workshops. The reported study asked, 'What are the affordances and constraints of the adapted course and the available technology for mathematics teacher educator development in this context?' A variety of qualitative tools were used to track the course's impact on the ten mathematics teacher educator participants over six months, as they attempted to transfer course learning to their home professional context. The analysis adopted an ethnographic lens. Outcomes suggested participants with a broad mathematical and pedagogical capacity for change, including critical levels of reflection, made significant progress in their technological, mathematical and mathematics pedagogical expertise. However, teacher educators without such a threshold capacity appeared not able to re-envision practice. Free subject-specific software was appreciated by all participants, but not yet reliably accessible in these teacher educators' institutional contexts. The reported study evidences the potential for affordable, sustainable, development of many mathematics teacher educators in this context, but further research is needed. Similar courses should take account of local technological and education constraints.}, language = {en}, number = {1}, urldate = {2022-08-22}, journal = {Journal of Research and Advances in Mathematics Education}, author = {Golding, Jennie and Batiibwe, Marjorie Sarah K.}, month = jan, year = {2021}, note = {Publisher: Universitas Muhammadiyah Surakarta Department of Education KerkoCite.ItemAlsoKnownAs: 10.23917/jramathedu.v6i1.11898 2339240:2HL3R784 2405685:T28BZSGT}, keywords = {Blended Learning, Distance Education, Elementary School Mathematics, Foreign Countries, Mathematics Teachers, Pedagogical Content Knowledge, Professional Development, Program Effectiveness, Teacher Collaboration, Teacher Educators, Technological Literacy, Technology Integration}, } @techreport{lautharte_incentives_2021, address = {Washington, DC}, type = {Working {Paper}}, title = {Incentives for {Mayors} to {Improve} {Learning}: {Evidence} from {State} {Reforms} in {Ceará}, {Brazil}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {Incentives for {Mayors} to {Improve} {Learning}}, url = {https://openknowledge.worldbank.org/handle/10986/35024}, abstract = {Financial incentives for students, teachers, and schools are often used to promote learning. Yet, little is known about whether similar incentives for mayors produce analogous findings. This paper investigates this question by exploring a results-based financing reform in Ceará, Brazil, which redistributes state resources to municipalities based on education performance. Comparing schools on both sides of Ceará's border over key implementation periods, the paper shows that ninth grade students who were exposed to the results-based financing performed 0.15 standard deviation higher on mathematics and language tests. These impacts increase twofold when Ceará offers technical assistance to municipalities (pedagogical and managerial) and become significant for fifth graders. These gains are seen among students in the top performance quantiles, but reformulating the results-based financing rule to penalize municipalities with more low performers significantly reduces learning gaps. The paper discuss several mechanisms: the selection of school principals, teacher training, the provision and quality of textbooks, curriculum coverage, and school homework.}, language = {English}, urldate = {2022-04-07}, institution = {World Bank}, author = {Lautharte, Ildo and de Oliveira, Victor Hugo and Loureiro, Andre}, month = jan, year = {2021}, doi = {10.1596/1813-9450-9509}, note = {Accepted: 2021-01-21T14:36:24Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9509 2339240:GKGSBWGY 2405685:ZJ2R4FBX 4656463:YFBR67RD}, keywords = {Education, Learning Incentives, Municipal Governance, Public Sector Reform, Results-Based Financing, Secondary Education, Student Performance, Teacher Effectiveness, Teacher Training, Technical Assistance}, } @techreport{morris_roadmap_2021, title = {A {Roadmap} for {Measuring} {Distance} {Learning}}, url = {https://www.edu-links.org/sites/default/files/media/file/Measuring%20Impact%20and%20Outcomes_Final_01.20.2021-508%20%281%29.pdf}, language = {en}, institution = {USAID}, author = {Morris, Emily and Farrell, Anna and Venetis, Emma}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FCKJVJ9N 2405685:KLDWAH4G}, pages = {85}, } @techreport{rahman_simulation_2021, address = {Washington, DC}, type = {Working {Paper}}, title = {A {Simulation} of {COVID}-19 {School} {Closure} {Impact} on {Student} {Learning} in {Bangladesh} [{Report}]}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, url = {https://openknowledge.worldbank.org/handle/10986/35043}, abstract = {This Note presents results from a series of simulations that aim to capture the impacts that school closures in Bangladesh might have on the learning levels, enrollment and future earnings of children and students using a methodological tool developed by the Education Global Practice of the World Bank . We find that overall loss in learning for every child enrolled in school even in the most optimistic scenario is expected to be substantial and the economic implications of the learning losses are huge. Available data also indicates that remote learning requires to be made more effective. It is hoped that the insights from this note will be useful for the government, non-government, private sector and civil society engaged in education service delivery as they are attempting to forge effective partnerships during and after the crisis. There is an urgent need to substantially reduce additional dropouts and absenteeism through stipends and safe school opening and communication campaigns.}, language = {English}, urldate = {2022-01-16}, institution = {World Bank}, author = {Rahman, Tashmina and Sharma, Uttam}, month = jan, year = {2021}, note = {Accepted: 2021-01-25T16:58:03Z KerkoCite.ItemAlsoKnownAs: 2339240:A2JMJBKU 2405685:TU8UCJ3G}, keywords = {Coronavirus, Covid-19, Distance Learning, Education Quality, Pandemic Impact, Primary Education, School Closure, School Dropout, Secondary Education, Student Learning}, } @misc{rahman_simulation_2021, title = {A {Simulation} of {COVID}-19 {School} {Closure} {Impact} on {Student} {Learning} in {Bangladesh} [{Web} page]}, url = {https://openknowledge.worldbank.org/handle/10986/35043}, urldate = {2021-06-07}, author = {Rahman, Tashmina and Sharma, Uttam}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KMHYAN74 2405685:5NGZFQW4}, } @techreport{rahman_simulation_2021, title = {A simulation of {COVID}-19 school closure impact on student learning in {Bangladesh}}, url = {http://hdl.handle.net/10986/35043}, abstract = {This Note presents results from a series of simulations that aim to capture the impacts that school closures in Bangladesh might have on the learning levels, enrollment and future earnings of children and students using a methodological tool developed by the Education Global Practice of the World Bank. We find that overall loss in learning for every child enrolled in school even in the most optimistic scenario is expected to be substantial and the economic implications of the learning losses are huge. Available data also indicates that remote learning requires to be made more effective. It is hoped that the insights from this note will be useful for the government, non-government, private sector and civil society engaged in education service delivery as they are attempting to forge effective partnerships during and after the crisis. There is an urgent need to substantially reduce additional dropouts and absenteeism through stipends and safe school opening and communication campaigns.}, urldate = {2022-04-05}, institution = {World Bank}, author = {Rahman, Tashmina and Sharma, Uttam and {World Bank}}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WGZJQAIX 2405685:BS37TZAZ}, keywords = {Access to Computers, Access to Education, Achievement Gains, Age Differences, At Risk Students, Attendance, Bangladesh, Barriers, COVID-19, Delivery Systems, Disadvantaged Youth, Distance Education, Dropout Prevention, Economic Impact, Elementary Secondary Education, Foreign Countries, Gender Differences, Handheld Devices, Income, Pandemics, Partnerships in Education, Program Effectiveness, Radio, Remedial Instruction, Rural Urban Differences, School Closing, Simulation, Telecommunications, Television}, } @misc{noauthor_scoping_2021, title = {Scoping call notes}, month = nov, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NS49QAFX 2405685:FQ95A2N2}, } @misc{noauthor_swot_2021, title = {{SWOT} analysis - {Wikipedia}}, url = {https://en.wikipedia.org/wiki/SWOT_analysis}, urldate = {2021-01-27}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4BSUXA84 2405685:237C543A}, } @misc{aauw_stem_2021, title = {The {STEM} {Gap}: {Women} and {Girls} in {Science}, {Technology}, {Engineering} and {Mathematics}}, shorttitle = {The {STEM} {Gap}}, url = {https://www.aauw.org/resources/research/the-stem-gap/}, abstract = {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.}, language = {en-US}, urldate = {2021-12-20}, journal = {AAUW : Empowering Women Since 1881}, author = {Aauw}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BFKLH3RF 2405685:EVC72RBB}, } @techreport{academy_of_educational_planning_and_management_pakistan_2021, title = {Pakistan {Education} {Statistics} 2017-18}, url = {http://www.aepam.edu.pk/Index.asp?PageId=27}, institution = {Government of Pakistan}, author = {Academy of Educational Planning {and} Management}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X4RR987V 2405685:YAJNGEUA}, } @article{agyei_integrating_2021, title = {Integrating {ICT} into schools in {Sub}-{Saharan} {Africa}: from teachers’ capacity building to classroom implementation}, volume = {26}, doi = {10.1007/s10639-020-10253-w}, abstract = {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.}, language = {en}, number = {1}, journal = {Education and Information Technologies}, author = {Agyei, D. D}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10253-w 2339240:KC5AR578 2405685:7JSGE6JR}, pages = {125--144}, } @misc{ali_pakistan_2021, title = {Pakistan personal data protection bill termed vague - {Pakistan} - {DAWN}.{COM}}, url = {https://www.dawn.com/news/1653675}, urldate = {2022-06-14}, author = {Ali, Kalbe}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S399V33N 2405685:W7ABZDDN}, } @techreport{ardington_impact_2021, title = {Impact {Evaluation} of {Funda} {Wande} {Coaching} {Intervention} {Midline} {Findings}: {Midline} {II}}, url = {https://fundawande.org/img/cms/news/IMPACT%20EVALUATION%20OF%20FUNDA%20WANDE%20COACHING%20INTERVENTION%20MIDLINE2_v3.pdf}, urldate = {2022-08-23}, institution = {SALDRU}, author = {Ardington, Cally}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GPB7DA4P}, } @article{arslan_preservice_2021, title = {Preservice {Classroom} {Teachers}' {Views} of {Distance} {Education} {Science} {Laboratory} {Activities}}, volume = {8}, issn = {2148-225X}, url = {https://eric.ed.gov/?id=EJ1308242}, abstract = {This study investigated preservice classroom teachers' views of distance education science laboratory (lab) activities (DESLA). The study adopted a phenomenology design, which is a qualitative research method. The sample consisted of 34 students (25 women and nine men) from the department of classroom teaching of the education faculty of a public university. Participants were recruited using convenience sampling. Data were collected online (Google Forms) via Google Drive using an open-ended question form developed by the researcher based on a literature review and expert feedback. The data were analyzed using content analysis, a qualitative data analysis method. The results showed that participants had positive and negative opinions about DESLA. They had numerous academic, social, and professional experiences but also faced some challenges. They pointed out the pros and cons of DESLA. Most participants stated that they preferred face-to-face science lab activities to DESLA. The results also showed that DESLA improved participants' attitudes towards science lab activities in general.}, language = {en}, number = {3}, urldate = {2022-08-22}, journal = {International Online Journal of Education and Teaching}, author = {Arslan, Ayten}, year = {2021}, note = {Publisher: Informascope KerkoCite.ItemAlsoKnownAs: 2339240:4SZS5FV2 2405685:RCBWSW7G}, keywords = {Barriers, COVID-19, Distance Education, Educational Technology, Foreign Countries, Pandemics, Preservice Teachers, Program Effectiveness, School Closing, Science Instruction, Science Laboratories, Student Attitudes, Technology Uses in Education, ⛔ No DOI found}, } @article{asare_how_2021, title = {How {Accessible} are {Journal} {Articles} on {Education} {Written} by {Sub}-{Saharan} {Africa}-based {Researchers}?}, volume = {0}, issn = {1467-7660}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/dech.12639}, doi = {10.1111/dech.12639}, abstract = {This article investigates the extent to which education publications authored by researchers based in sub-Saharan Africa are published as open access (OA). We draw on bibliometric analysis of 1,858 peer-reviewed articles over the period 2010‒18, together with interviews with 31 academics based in the region. Overall, we find a steady increase in OA publishing in the region over this period, although the proportion of OA publications remains low. The study finds that: (1) open access articles by researchers in sub-Saharan Africa are concentrated in journals with a lower impact factor; and (2) authors in sub-Saharan Africa tend to publish in higher quality journals behind a paywall, rather than in lower quality journals that either have no or lower cost for open access.}, language = {en}, number = {0}, urldate = {2021-02-10}, journal = {Development and Change}, author = {Asare, Samuel and Mitchell, Rafael and Rose, Pauline}, year = {2021}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/dech.12639 KerkoCite.ItemAlsoKnownAs: 10.1111/dech.12639 2339240:AK4DTNUU 2405685:M7Q436YL}, } @misc{aser_measuring_2021, title = {Measuring the {Impact} of {COVID}-19 on {Education} in {Pakistan}}, url = {http://aserpakistan.org/document/aser/2021/ASER_2021_Measuring_the_Impact_of_COVID_19_on_Education_in_Pakistan_FINAL_REPORT.pdf}, urldate = {2022-05-17}, author = {{ASER}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BCG436IW 2405685:8TYDD3BX}, } @misc{ashii_better_2021, title = {A better {Environment} for {Education} in {Sudan}}, url = {https://www.unicef.org/sudan/stories/better-environment-education-sudan}, abstract = {In preparation for schools reopening, UNICEF is supporting the rehabilitation of classrooms and latrines in Sudan}, language = {en}, urldate = {2022-01-06}, author = {Ashii, Hadeel Agab}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E4TPN65U 2405685:M2LX358G}, } @techreport{aslam_formative_2021, type = {Summative {Evaluation}}, title = {Formative {Evaluation} of {GPE}’s {Support} for {Response} to the {COVID}-19 {Crisis}}, url = {https://assets.globalpartnership.org/s3fs-public/document/file/2021-11-formative-evaluation-gpe-support-covid-19.pdf?VersionId=WQUWVbBn_QToLPhjLBxoHQyIeJcvQ2tk}, urldate = {2023-06-12}, institution = {GPE}, author = {Aslam, Monazza and Rawal, Shenila}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2GTLVYSK 2405685:JE4H77VI 4656463:KE8N3UI9}, } @techreport{azevedo_state_2021, type = {Text/{HTML}}, title = {The {State} of the {Global} {Education} {Crisis} : {A} {Path} to {Recovery}}, copyright = {© 2021 International Bank for Reconstruction and Development / The World Bank, UNESCO and UNICEF}, shorttitle = {The {State} of the {Global} {Education} {Crisis}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/416991638768297704/The-State-of-the-Global-Education-Crisis-A-Path-to-Recovery}, abstract = {The State of the Global Education Crisis : A Path to Recovery (English)}, language = {en}, urldate = {2022-03-26}, institution = {UNESCO, UNICEF, World Bank}, author = {Azevedo, Joao Pedro and Wagner, De and Rogers, F. Halsey and Cloutier, Marie-Helene and Chakroun,, Borhene and Chang, Gwang-Chol and Mizunoya, Suguru}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZGAKLDEC 2405685:T4QB58CA}, } @article{barahona_practice-based_2021, title = {A {Practice}-{Based} {Approach} to {Foreign} {Language} {Teacher} {Preparation}: {A} {Cross}-{Continental} {Collaboration}}, volume = {23}, issn = {1657-0790}, shorttitle = {A {Practice}-{Based} {Approach} to {Foreign} {Language} {Teacher} {Preparation}}, url = {http://www.scielo.org.co/scielo.php?script=sci_abstract&pid=S1657-07902021000100181&lng=en&nrm=iso&tlng=en}, doi = {10.15446/profile.v23n1.85326}, language = {en}, number = {1}, urldate = {2022-08-22}, journal = {Profile Issues in Teachers` Professional Development}, author = {Barahona, Malba and Davin, Kristin J.}, month = jun, year = {2021}, note = {Publisher: Universidad Nacional de Colombia. KerkoCite.ItemAlsoKnownAs: 10.15446/profile.v23n1.85326 2339240:GXCBVJNW 2405685:ZDIR8KPV}, } @misc{baron_kids_2021, title = {The kids are not alright: {Three} ways {EdTech} can support student’s wellbeing during the {COVID}-19 pandemic and beyond}, shorttitle = {The kids are not alright}, url = {https://blogs.worldbank.org/education/kids-are-not-alright-three-ways-edtech-can-support-students-wellbeing-during-covid-19}, abstract = {The kids are not alright: Three ways EdTech can support student’s wellbeing during the COVID-19 pandemic and beyond}, language = {en}, urldate = {2022-11-16}, author = {Baron, Maria and Twinomugisha, Alex}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JQXV6EGN 2405685:I9KKXYVK}, } @article{batman_effects_2021, title = {The {Effects} of {Micro}-{Reflective} {Teaching} {Practices} on the {Professional} {Skill} {Development} of {Pre}-{Service} {Physics} {Teachers}}, volume = {20}, url = {https://files.eric.ed.gov/fulltext/EJ1313499.pdf}, abstract = {The aim of this study is to find out the effects of micro-reflective teaching practices on the professional skill development of pre-service physics teachers. It was planned as an experimental study with one group pretestposttest and supported by the case study method. The data were collected by using professional skill scale, observation form and reflective diaries. The sample of the study composed of 13 (6 female, 7 male) pre-service teachers were studying in a Physics Teaching Program in an education faculty in north-eastern Turkey. Each preservice teacher implemented 5 micro-reflective teaching practice within the scope of the research. These practices were recorded by the camera. At the end of each practice pre-service teachers watched themselves and wrote their reflective diaries. The data obtained from the scales and the observation form were analyzed by using the Wilcoxon Signed Rank Test, and the data acquired from the reflective diaries were examined based on interpretive analysis. The findings based on the data obtained from the professional skill scale, observation forms and the reflective diaries indicate that micro-reflective teaching practices help improve pre-service physics teachers’ basic professional skills; subject matter mastery, planning, communication, classroom management, and evaluation.}, language = {en}, number = {4}, journal = {The Turkish Online Journal of Educational Technology}, author = {Batman, Demet and Saka, Ahmet Zeki}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EA3ENAW4 2405685:HPCS26CF}, keywords = {⛔ No DOI found}, } @techreport{beam_take-up_2021, title = {Take-up, {Use}, and {Effectiveness} of {Remote} {Learning} {Technologies} in {Bangladesh} during {COVID}-19}, url = {https://www.poverty-action.org/recovr-study/take-use-and-effectiveness-remote-learning-technologies-bangladesh-during-covid-19}, author = {Beam, E and Mukherjee, P and Navarro-Sola, L}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2BEQ3IEH 2405685:PW8FDPUE}, } @techreport{beam_take-up_2021, title = {Take-{Up}, {Use}, and {Effectiveness} of {Remote} {Technologies} {Endline} {Report}}, url = {https://www.worldbank.org/en/programs/sief-trust-fund/brief/take-up-use-and-effectiveness-of-remote-learning-technologies-lessons-from-the-covid-19-pandemic}, author = {Beam, Emily A. and Mukherjee, Priya and Navarro-Sola, Laia and Ferdosh, Junnatul and Sarwar, Md. Afzal Hossain}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZM9FYFUF 2405685:L52XXFSJ}, keywords = {⛔ No DOI found}, } @misc{belfield_getting_2021, title = {Getting girls back into school: strategies for successfully re-enrolling girls in {Ghana} and {Sierra} {Leone}}, url = {https://girlseducationchallenge.org/blogs/blog-article/getting-girls-back-into-school-strategies-for-successfully-re-enrolling-girls-in-ghana-and-sierra-leone/}, urldate = {2022-01-02}, journal = {FCDO - GEC}, author = {Belfield, Sophie and Mathur, Meenu and Caine, Ellie}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GMMKRGS8 2405685:79GPUNG4}, } @article{belur_interrater_2021, title = {Interrater {Reliability} in {Systematic} {Review} {Methodology}: {Exploring} {Variation} in {Coder} {Decision}-{Making}}, volume = {50}, doi = {10.1177/0049124118799372}, abstract = {A methodologically sound systematic review is characterized by transparency, replicability, and a clear inclusion criterion. However, little attention has been paid to reporting the details of interrater reliability (IRR) when multiple coders are used to make decisions at various points in the screening and data extraction stages of a study. Prior research has mentioned the paucity of information on IRR including number of coders involved, at what stages and how IRR tests were conducted, and how disagreements were resolved. This article examines and reflects on the human factors that affect decision-making in systematic reviews via reporting on three IRR tests, conducted at three different points in the screening process, for two distinct reviews. Results of the two studies are discussed in the context of IRR and intrarater reliability in terms of the accuracy, precision, and reliability of coding behavior of multiple coders. Findings indicated that coding behavior changes both between and within individuals over time, emphasizing the importance of conducting regular and systematic IRR and intrarater reliability tests, especially when multiple coders are involved, to ensure consistency and clarity at the screening and coding stages. Implications for good practice while screening/coding for systematic reviews are discussed.}, number = {2}, journal = {Sociological Methods and Research}, author = {Belur, Jyoti and Tompson, Lisa and Thornton, Amy and Simon, Miranda}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/0049124118799372 2405685:CL8BQKLI}, keywords = {coding, interrater reliability, precision, replicability, screening, systematic review, κ statistic}, pages = {837--865}, } @techreport{beresford_calling_2021, title = {Calling the tech industry: {Hear} from your next generation of female digital talent}, url = {https://www.gsma.com/tech4girls/news/2020-workshop-series/}, institution = {GSMA}, author = {Beresford, L.}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G5YBWXGQ 2405685:9YBE276S}, } @techreport{berman_ethical_2021, title = {Ethical {Considerations} {When} {Using} {Geospatial} {Technologies} for {Evidence} {Generation}}, url = {https://www.unicef-irc.org/publications/972-ethical-considerations-when-using-geospatial-technologies-for-evidence-generation.html}, abstract = {Geospatial technologies have transformed the way we visualize and understand situations. They are used to acquire, manipulate, store and visualize geographical information, including information on where individuals, groups and infrastructure are loc}, language = {en}, urldate = {2022-11-18}, institution = {UNICEF Office of Research- Innocenti}, author = {Berman, G and de la Rosa, S and Accone, T}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EPRCM8H8 4042040:7VDIMRPE}, } @techreport{bhushan_remote_2021, title = {Remote learning in the times of {COVID}-19}, url = {https://bhartifoundation.org/wp-content/uploads/2021/08/Remote-Learning-Case-Study_CSF-x-Bharti_vF_compressed.pdf}, language = {en}, institution = {Central Square Foundation}, author = {Bhushan, Mayank and Joshi, Pratibha and Sharma, Sudhanshu}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EBAPFZA3 2405685:PHHVIFHN}, } @article{bhute_transforming_2021, title = {Transforming {Traditional} {Teaching} {Laboratories} for {Effective} {Remote} {Delivery}–{A} {Review}}, doi = {10.1016/j.ece.2021.01.008}, journal = {Education for Chemical Engineers}, author = {Bhute, Vijesh J. and Inguva, Pavan and Shah, Umang and Brechtelsbauer, Clemens}, year = {2021}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.ece.2021.01.008 2405685:P26SWL49}, } @article{bloomberg_news_china_2021, title = {China bans for-profit school tutoring in sweeping overhaul}, url = {https://www.bloomberg.com/news/articles/2021-07-24/china-bans-school-curriculum-tutoring-firms-from-going-public}, journal = {Bloomberg News}, author = {Bloomberg news}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L3KQTJH8 2405685:ERRNQZBS}, } @techreport{brossard_digital_2021, type = {Policy {Brief}}, title = {{DIGITAL} {LEARNING} {FOR} {EVERY} {CHILD}: {CLOSING} {THE} {GAPS} {FOR} {AN} {INCLUSIVE} {AND} {PROSPEROUS} {FUTURE}}, url = {https://www.unicef.org/reports/digital-learning-every-child}, language = {en}, institution = {UNICEF}, author = {Brossard, Matt and Carnelli, Marta and Chaudron, Stephane and Di-Gioia, Rosanna and Dreesen, Thomas and Kardefelt-Winther, Daniel and Little, Céline and Yameogo, Jean Luc}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D9ZQQYQE 2405685:EFSU4PM3}, keywords = {⛔ No DOI found}, pages = {20}, } @book{burgos_radical_2021, title = {Radical solutions for education in a crisis context: {COVID}-19 as an opportunity for global learning}, isbn = {9789811578694}, shorttitle = {Radical solutions for education in a crisis context}, language = {English}, author = {Burgos, Daniel and Tlili, Ahmed and Tabacco, Anita}, year = {2021}, note = {OCLC: 1232510584 KerkoCite.ItemAlsoKnownAs: 2405685:Q67F2S69}, } @techreport{burns_technology_2021, title = {Technology in {Education}. {Background} paper prepared for the 2023 {Global} {Education} {Monitoring} {Report}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000378951/PDF/378951eng.pdf.multi}, abstract = {This think piece was commissioned by the Global Education Monitoring Report (GEM Report) Team to provide initial conceptual framing for the 2023 GEM Report, which focuses on information and communications technologies in education, or educational technology. The topics in this think piece were proposed by the GEM Report Team. As much as space permits, the think piece takes both a close up and wide-angle approach to technology.The think piece focuses, as much as possible, on research outlining the educational benefits of technology and organises educational technology along three axes: (1) technology as a learning tool; (2) technology to deliver learning; and (3) technology to support learning, outlining the uses, benefits, challenges, and additional areas for research associated with each. It discusses the technology tools associated with each category and poses additional research questions that the GEM Reporting Team may wish to explore for the Global Education Monitoring Report.}, urldate = {2022-08-22}, institution = {UNESCO}, author = {Burns, Mary}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M9QPC59P 2405685:KGTU7JWX}, } @techreport{carballo_asi_2021, title = {Así dio vuelta el consumo mediático en {El} {Salvador} durante la {COVID}-19}, url = {https://uca.edu.sv/wp-content/uploads/2020/12/investigacion-uca-asi-dio-vuelta-en-consumo-mediatico-en-el-salvador-durante-la-covid-19.pdf}, urldate = {2021-12-20}, author = {Carballo, Willian and Marroquín, Amparo}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UWJ58EHE 2405685:B5G65ERZ}, } @article{cheng_problematic_2021, title = {The problematic concept of native speaker in psycholinguistics: {Replacing} vague and harmful terminology with inclusive and accurate measures.}, volume = {12}, issn = {1664-1078}, shorttitle = {The {Problematic} {Concept} of {Native} {Speaker} in {Psycholinguistics}}, url = {https://www.frontiersin.org/article/10.3389/fpsyg.2021.715843}, doi = {10.3389/fpsyg.2021.715843}, abstract = {Though the term NATIVE SPEAKER/SIGNER is frequently used in language research, it is inconsistently conceptualized. Factors, such as age, order, and context of acquisition, in addition to social/cultural identity, are often differentially conflated. While the ambiguity and harmful consequences of the term NATIVE SPEAKER have been problematized across disciplines, much of this literature attempts to repurpose the term in order to include and/or exclude certain populations. This paper problematizes NATIVE SPEAKER within psycholinguistics, arguing that the term is both unhelpful to rigorous theory construction and harmful to marginalized populations by reproducing normative assumptions about behavior, experience, and identity. We propose that language researchers avoid NATIVE SPEAKER altogether, and we suggest alternate ways of characterizing language experience/use. The vagueness of NATIVE SPEAKER can create problems in research design (e.g., through systematically excluding certain populations), recruitment (as participants’ definitions might diverge from researchers’), and analysis (by distilling continuous factors into under-specified binary categories). This can result in barriers to cross-study comparison, which is particularly concerning for theory construction and replicability. From a research ethics perspective, it matters how participants are characterized and included: Excluding participants based on binary/essentialist conceptualizations of nativeness upholds deficit perspectives toward multilingualism and non-hegemonic modes of language acquisition. Finally, by implicitly assuming the existence of a critical period, NATIVE SPEAKER brings with it theoretical baggage which not all researchers may want to carry. Given the issues above and how ‘nativeness’ is racialized (particularly in European and North American contexts), we ask that researchers consider carefully whether exclusion of marginalized/minoritized populations is necessary or justified—particularly when NATIVE SPEAKER is used only as a way to achieve linguistic homogeneity. Instead, we urge psycholinguists to explicitly state the specific axes traditionally implied by NATIVENESS that they wish to target. We outline several of these (e.g., order of acquisition, allegiance, and comfort with providing intuitions) and give examples of how to recruit and describe participants while eschewing NATIVE SPEAKER. Shifting away from harmful conventions, such as NATIVE SPEAKER, will not only improve research design and analysis, but also is one way we can co-create a more just and inclusive field.}, urldate = {2022-06-07}, journal = {Frontiers in Psychology}, author = {Cheng, Lauretta S. P. and Burgess, Danielle and Vernooij, Natasha and Solís-Barroso, Cecilia and McDermott, Ashley and Namboodiripad, Savithry}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IA87WKAM 4042040:MAGAPHFF}, } @article{cheung_home_2021, title = {Home {Literacy} and {Numeracy} {Environments} in {Asia}}, volume = {12}, issn = {1664-1078}, url = {https://www.frontiersin.org/article/10.3389/fpsyg.2021.578764}, doi = {10.3389/fpsyg.2021.578764}, abstract = {The home learning environment includes what parents do to stimulate children’s literacy and numeracy skills at home and their overall beliefs and attitudes about children’s learning. The home literacy and numeracy environments are two of the most widely discussed aspects of the home learning environment, and past studies have identified how socioeconomic status and parents’ own abilities and interest in these domains also play a part in shaping children’s learning experiences. However, these studies are mostly from the West, and there has been little focus on the situation of homes in Asia, which captures a large geographical area and a wide diversity of social, ethnic, and linguistic groups. Therefore, this paper aims to review extant studies on the home literacy and numeracy environments that have been conducted in different parts of Asia, such as China, the Philippines, India, Iran, Turkey, and the United Arab Emirates. Specifically, we explore how parents in these places perceive their roles in children’s early literacy and numeracy development, the methods they regard as effective for promoting young children’s literacy and numeracy learning, and the frequency with which they engage their young children in different types of home literacy and numeracy activities. We also examine studies on the relationship of the home literacy and numeracy environment with young children’s developmental outcomes, and the effectiveness of parent training programs to improve the home literacy and numeracy environments in these contexts. By examining potential trends in findings obtained in different geographical areas, we can initially determine whether there are characteristics that are potentially unique to contexts in Asia. We propose future research directions that acknowledge the role of cultural values and social factors in shaping the home learning environment, and, by extension, in facilitating children’s early literacy and numeracy development.}, urldate = {2022-04-20}, journal = {Frontiers in Psychology}, author = {Cheung, Sum Kwing and Dulay, Katrina May and Yang, Xiujie and Mohseni, Fateme and McBride, Catherine}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9TNTDVH5 4042040:L9ALXHIR}, } @misc{colandr_colandr_2021, title = {Colandr {Community}}, url = {https://www.colandrcommunity.com/}, abstract = {Colandr is powered by machine learning and natural language processing approaches that drive smart-sorting of citations and predictive document classification}, language = {en}, urldate = {2021-09-29}, journal = {Colandr Community}, author = {{Colandr}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TV27Q4AH 2405685:DTNEXTYW}, } @misc{coschool_mochila_2021, title = {La {Mochila}, una plataforma con herramientas para la vida}, url = {https://www.coschool.co/post/la-mochila-una-plataforma-con-herramientas-para-la-vida}, abstract = {Transformar tu entorno desde la educación socioemocional sí es posible, hoy te presentamos LA MOCHILA, una de nuestras herramientas de digitalización donde aprenderás a fortalecer distintas habilidades para la vida,}, language = {es}, urldate = {2022-08-23}, journal = {Coschool}, author = {{Coschool}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KNJUG4ZC 2405685:MTNVCATR}, } @misc{crane_and_viva_case_2021, title = {Case {Study}: {Building} {Girls} to {Live}, {Learn}, {Laugh} and ‘{SCHIP}’ in {Strong}, {Creative}, {Holistic}, {Inclusive}, {Protective}, {Quality} {Education}}, url = {https://girlseducationchallenge.org/media/d1rlvtyc/dtl_casestudy_schip_may-2021.pdf}, urldate = {2022-06-26}, author = {CRANE {and} Viva}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WTT4AIYL 2405685:CR5E7AXI}, } @misc{crawfurd_tech_2021, title = {Tech plus teachers: {Did} one-on-one phone tutorials help kids learn better during school closures in {Sierra} {Leone}?}, url = {https://blogs.worldbank.org/africacan/tech-plus-teachers-did-one-one-phone-tutorials-help-kids-learn-better-during-school}, author = {Crawfurd, L and Evans, D and Guiterrez Bernal, M and Hares, S and Sam-Kpakra, R and Sandefur, J and Shojo, M}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5Z8RBH2S 2405685:TF3CV7CH}, } @techreport{crawfurd_understanding_2021, title = {Understanding {Education} {Policy} {Preferences}: {Survey} {Experiments} with {Policymakers} in 35 {Developing} {Countries}}, shorttitle = {Understanding {Education} {Policy} {Preferences}}, url = {https://www.cgdev.org/publication/understanding-education-policy-preferences-survey-experiments-policymakers-35-developing}, abstract = {Foreign aid donors and international organizations supporting education in developing countries have increasingly coalesced around a policy agenda prioritizing foundational learning, measured by test scores in primary school, based on a diagnosis of deficient school quality, and a growing body of empirical evidence about effective interventions to improve quality. We survey over 900 senior government officials working on education in 35 low- and middle-income countries to gauge their alignment with this agenda.}, language = {en}, urldate = {2022-06-06}, author = {Crawfurd, Lee and Minardi, Ana and Hare, Susannah and Sandefur, Justin}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BAERNQH7 2339240:IA4V4RW2 2405685:8U5XELBU 2405685:UBYPFNLK 4656463:FN977692}, } @misc{creative_association_international_makhalidwe_2021, title = {Makhalidwe {Athu}}, url = {https://makhalidweathu.com/}, language = {en}, urldate = {2021-07-23}, author = {Creative Association International}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6C5I8Z2D 2405685:KDTFJ3QR}, } @misc{creative_association_international_makhalidwe_2021, title = {Makhalidwe {Athu}}, url = {https://makhalidweathu.com/}, language = {en}, urldate = {2021-07-23}, author = {Creative Association International}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6C5I8Z2D 2405685:KDTFJ3QR}, } @article{cruz-aldrete_programa_2021, title = {El programa {Aprende} en casa, ¿una estrategia que excluye a los usuarios de lenguas minoritarias?}, volume = {30}, issn = {1019-9403}, url = {http://www.scielo.org.pe/scielo.php?script=sci_abstract&pid=S1019-94032021000200046&lng=es&nrm=iso&tlng=pt}, doi = {10.18800/educacion.202102.003}, abstract = {ResumenEn este trabajo discuto la compleja situación a la que se enfrentaron los grupos lingüísticos minoritarios, en particular los sordos usuarios de la lengua de señas mexicana (LSM), cuya enseñanza bilingüe se vio amenazada ante la crisis educativa ocasionada por la pandemia causada por el nuevo coronavirus. La respuesta del estado mexicano para no interrumpir la educación de los niños y jóvenes hizo patente la discriminación hacia los usuarios de lenguas diferentes al español, al ser esta la lengua vehicular para la programación de Aprende en casa, y no considerar el contexto y los idiomas de las comunidades indígenas y sordas, para su enseñanza-aprendizaje.Palabras clave: lengua de señas; lenguas minoritarias; educación bilingüe}, number = {59}, urldate = {2022-05-25}, journal = {Educación}, author = {Cruz-Aldrete, Miroslava and Cruz-Aldrete, Miroslava}, month = jul, year = {2021}, note = {Publisher: Pontificia Universidad Católica del Perú KerkoCite.ItemAlsoKnownAs: 10.18800/educacion.202102.003 2405685:QPNZ8ASS 4042040:5UYI4ZN3}, pages = {46--64}, } @article{cui__2021, title = {基于雨课堂的《初级维吾尔语精读》 课程混合式教学模式研究 [{Research} on the {Mixed} {Teaching} {Mode} of {Beginner}-{Level} {Reading} {Comprehension} in {Uyghur} based on {Rain} {Class}]}, volume = {4}, number = {2}, journal = {Theory and Practice of Innovation and Enntrepreneurship}, author = {Cui, Ran}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:S8LC7TBE 4042040:8PNPLI3H}, keywords = {⛔ No DOI found}, pages = {121--123}, } @techreport{cummiskey_calculating_2021, title = {Calculating the {Educational} {Impact} of {COVID}-19 ({Part} {III}): {Where} will students be when schools reopen? {\textbar} {SharEd}}, url = {https://shared.rti.org/content/calculating-educational-impact-covid-19-part-iii-where-will-students-be-when-schools-reopen}, urldate = {2022-08-25}, institution = {RTI}, author = {Cummiskey, Chris}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P2E3PDHG 2405685:HFMDZPQA}, } @inproceedings{dai_research_2021, title = {Research on the {Influence} of {Computer} {Electronic} {Media} on {Higher} {Education} in {Mother} {Language}}, volume = {1744}, doi = {10.1088/1742-6596/1744/3/032247}, booktitle = {Journal of {Physics}: {Conference} {Series}}, publisher = {IOP Publishing}, author = {Dai, Wei}, year = {2021}, note = {Issue: 3 KerkoCite.ItemAlsoKnownAs: 2405685:MJBK6URB 4042040:EAZZGMUN}, pages = {032247}, } @misc{datareportal_digital_2021, title = {Digital in {Bangladesh}: {All} the {Statistics} {You} {Need} in 2021}, shorttitle = {Digital in {Bangladesh}}, url = {https://datareportal.com/reports/digital-2021-bangladesh}, abstract = {Our huge new collection of statistics and insights into how people in Bangladesh use the internet, social media, mobile, and ecommerce in 2021.}, language = {en-GB}, urldate = {2022-01-11}, journal = {DataReportal – Global Digital Insights}, author = {{DataReportal}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I94ZZMY6 2339240:J4Q9N36L 2405685:3U3S5NRZ 2405685:G7IWS6TF 2405685:YVMDGILY 2534379:969KQJR3}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{de_feydeau_bridging_2021, title = {Bridging {Latin} {America}'s digital divide {\textbar} {White} \& {Case} {LLP}}, url = {https://www.whitecase.com/publications/insight/latin-america-focus/bridging-digital}, abstract = {Subscribe Stay current on your favorite topics In Latin America and the Caribbean, adopting digital solutions has been promoted as a unique opportunity to increase productivity and unlock solutions to sustainable development goals.}, language = {en}, urldate = {2022-06-06}, author = {de Feydeau, Amaury and Menski, Martin and Retana Tello, Ismael Reyes and Perry, Suzanne and Hendel, Pedro}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S4GBT9HF 2405685:LUDNBVC8}, } @incollection{burgos_framework_2021, address = {Singapore}, title = {Framework for {Teacher} {Support} {During} {Remote} {Teaching} in a {Crisis}: {COVID}-19, as a {Case} {Study}}, isbn = {9789811578687 9789811578694}, shorttitle = {Framework for {Teacher} {Support} {During} {Remote} {Teaching} in a {Crisis}}, url = {http://link.springer.com/10.1007/978-981-15-7869-4_10}, language = {en}, urldate = {2021-04-29}, booktitle = {Radical {Solutions} for {Education} in a {Crisis} {Context}}, publisher = {Springer Singapore}, author = {Denden, Mouna and Tlili, Ahmed and Burgos, Daniel and Jemni, Mohamed and Huang, Ronghuai and Essalmi, Fathi and Chang, Ting-Wen}, editor = {Burgos, Daniel and Tlili, Ahmed and Tabacco, Anita}, year = {2021}, doi = {10.1007/978-981-15-7869-4_10}, note = {Series Title: Lecture Notes in Educational Technology KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-15-7869-4\_10 2405685:QMKS4E7I}, pages = {147--161}, } @misc{denham_girls_2021, title = {Girls' education and {COVID}-19 in {Pakistan} {\textbar} {Malala} {Fund} {Newsroom}}, url = {https://malala.org/newsroom/archive/girls-education-and-covid-19-in-pakistan}, urldate = {2021-06-11}, author = {Denham, Laura and Fry, Lucia and de Souza, Sabina and , -}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B7I44EXL 2405685:4WFM6F37}, } @misc{department_of_basic_education_curriculum_2021, title = {Curriculum {Assessment} {Policy} {Statements} ({CAPS})}, url = {https://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatements(CAPS).aspx}, author = {Department of Basic Education}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XVGSB9NK 2405685:LJYCE59R}, } @misc{dhis2_dhis2_2021, title = {{DHIS2}}, url = {https://dhis2.org/overview/}, author = {DHIS2}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H9WB26RL 2405685:T3H6KKJV}, } @misc{dixon_storytelling_2021, title = {The {Storytelling} {Project} {Handbook}}, url = {https://drive.google.com/file/d/10BOrSxq6B5yUOI-bSpJ4oBMOSjhhuiAN/view}, publisher = {EdTech Hub}, author = {Dixon, Miranda and Patuck, Lil}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5Y3NRH26 2405685:TJTKAKJD}, } @techreport{dom_results-based_2021, type = {Text/{HTML}}, title = {Results-{Based} {Financing} ({RBF}) in the {Education} {Sector} : {Country}-{Level} {Analysis} : {An} {Assessment} of {RBF} in {Education} - {Final} {Assessment} {Report} : {Tanzania}}, shorttitle = {Results-{Based} {Financing} ({RBF}) in the {Education} {Sector}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/672351646056866028/An-Assessment-of-RBF-in-Education-Final-Assessment-Report-Tanzania}, abstract = {Results-Based Financing (RBF) in the Education Sector : Country-Level Analysis : An Assessment of RBF in Education - Final Assessment Report : Tanzania (English)}, language = {en}, urldate = {2022-04-24}, institution = {Mokoro for World Bank}, author = {Dom, Catherine and Fraser, Alasdair and Mhina, Edward}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6T2VNQMC 2339240:86HU868K 2405685:5SHZXXCP 2405685:HQGHMPDL 4656463:7QDZJIDM 4656463:QEAAR59A}, } @article{dontre_influence_2021, title = {The influence of technology on academic distraction: {A} review}, volume = {3}, issn = {2578-1863}, shorttitle = {The influence of technology on academic distraction}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/hbe2.229}, doi = {10.1002/hbe2.229}, abstract = {The detrimental effects of academic distraction have become increasingly problematic in recent years due to student media multitasking. In recent years, educators have gradually transitioned many classes to the online learning environment, effectively reducing teacher supervision. This has been greatly exacerbated with the advent of coronavirus disease 2019 and subsequent social distancing guidelines. In an effort to help students and educators better understand the implications of technology on academic distraction and academic performance, this literature review discusses the effects of three forms on technology on student distraction: laptops, smartphones, and social media use, particularly the social media platform Facebook. While the effects of student laptops on academic distraction are somewhat ambivalent, the debate is largely moot in the current educational environment. The detrimental effects of student smartphone and social media use on academic distraction are more conspicuous, especially with the pervasiveness of personal digital devices. Potential self-regulatory and environmental interventions are discussed.}, language = {en}, number = {3}, urldate = {2021-08-05}, journal = {Human Behavior and Emerging Technologies}, author = {Dontre, Alexander J.}, year = {2021}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/hbe2.229 KerkoCite.ItemAlsoKnownAs: 10.1002/hbe2.229 10/gkggqq 2339240:ALCAJNCB 2405685:2PRYNM2B}, keywords = {Facebook, academic distraction, laptops, learning, media multitasking, online learning, performance, phubbing, smartphones, social media}, pages = {379--390}, } @misc{dreesen_unlocking_2021, title = {Unlocking {Learning}: {The} implementation and effectiveness of digital learning for {Syrian} refugees in {Lebanon}, {Innocenti} {Research} {Report}}, url = {https://www.unicef-irc.org/publications/1315-unlocking-learning-the-implementation-and-effectiveness-of-digital-learning-for-syrian-refugees-in-lebanon.html?utm_source=youtube&utm_medium=social&utm_campaign=akelius_lebanon}, abstract = {Digital learning has the potential to offer interactive and personalized learning for children, in and out of school, including the most marginalized. However, depending on programme design, delivery, and use, digital learning can also exacerbate learning inequalities. This report presents tangible findings on the implementation and use of digital learning to improve outcomes for marginalized children in Lebanon. This report focuses on the UNICEF-Akelius Foundation Partnership and its implementation of a digital course used on tablets and mobile phones for language learning of Syrian refugees in Lebanon. The report provides findings across three areas: First, the report investigates the digital course’s use in a blended learning environment where it was used on tablets by students as part of traditional face-to-face classroom instruction with teachers. Second, the analysis examines the transition to remote learning where the course was used on devices owned by the household, supported by teachers remotely. Third, the report estimates the effectiveness of the use of the digital course during this period of remote learning from August–November 2020 showing positive results for language and art competencies.}, language = {English}, publisher = {UNICEF Office of Research - Innocenti}, author = {Dreesen, Thomas and Kamei, Akito and Karamperidou, Despina and Abou Fakher, Sara and Marji, Lama and Ortiz Correa, Javier Santiago}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7ANL23GH 2405685:CBVBP2KY}, } @techreport{eckstein_global_2021, title = {Global {Climate} {Risk} {Index} 2021: {Who} {Suffers} {Most} from {Extreme} {Weather} {Events}?}, institution = {German Watch}, author = {Eckstein, David and Kunzel, Vera and Shafer, Laura}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R6827BCW 2405685:GJDSJQFE}, } @techreport{eclac_challenges_2021, type = {Text}, title = {Challenges and opportunities for secondary education in {Latin} {America} and the {Caribbean} during and after the pandemic}, url = {https://www.cepal.org/en/insights/challenges-and-opportunities-secondary-education-latin-america-and-caribbean-during-and}, abstract = {The pandemic has had a critical impact on the educational trajectories of children and adolescents in Latin America. Video-call interviews with more than 150 students, teachers, and parents in eight countries in the region (namely, Argentina, Bolivarian Republic of Venezuela, Chile, Ecuador, Costa Rica, Honduras, Mexico, and Uruguay) in 2020 and 2021 reveal the challenges and}, language = {es}, urldate = {2022-08-25}, author = {ECLAC}, year = {2021}, note = {Last Modified: 2021-12-27T13:29-03:00 Publisher: CEPAL KerkoCite.ItemAlsoKnownAs: 2339240:VIRJKUAZ 2405685:Y3VKPZY8}, } @misc{edtech_hub_focus_2021, title = {Focus country: {Bangladesh}}, url = {https://edtechhub.org/focus-country-bangladesh/}, urldate = {2021-04-26}, author = {EdTech Hub}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R62Y25DW 2405685:IFIR3QC9}, } @misc{edtech_hub_research_2021, title = {Research}, url = {https://edtechhub.org/research/}, language = {en-US}, urldate = {2021-07-23}, journal = {EdTech Hub}, author = {EdTech Hub}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S7VNMT74 2405685:SGN72ZXM}, } @misc{egyptian_ministry_of_education_egyptian_2021, title = {The {Egyptian} {Ministry} of {Education}’s {E}-{Learning} {Portal}}, url = {https://moe.gov.eg/elearningenterypage/}, urldate = {2022-08-22}, author = {Egyptian Ministry of Education}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MDAHAACH 2405685:LUET6JSM}, } @misc{eige_how_2021, title = {How gender equality in {STEM} education leads to economic growth}, url = {https://eige.europa.eu/gender-mainstreaming/policy-areas/economic-and-financial-affairs/economic-benefits-gender-equality/stem}, abstract = {Reducing the gender gap in Science, Technology, Engineering and Mathematics (STEM) education areas could help reduce skills gap, increase employment and productivity of women and reduce occupational segregation. Ultimately this would foster economic growth via both higher productivity and increased labour market activity. However, despite good employment opportunities and highly productive jobs in this area, there is currently a low proportion of women studying and graduating in STEM subjects.}, language = {en}, urldate = {2021-12-20}, journal = {European Institute for Gender Equality}, author = {Eige}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DPW6J56H 2405685:APWKXFWI}, } @techreport{el-sefary_high_2021, title = {High, {Low}, or {No} {Tech}? {A} {Roundtable} {Discussion} on the {Role} of {Technology} in {Refugee} {Education}}, author = {El-Sefary, Yomna and Ozegovic, Mia and Wagner, Emma and Benchiba, Soraya}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N9TG6QCP 2405685:3RGI8CQ4}, } @article{engzell_learning_2021, title = {Learning loss due to school closures during the {COVID}-19 pandemic}, volume = {118}, doi = {10.1073/pnas.2022376118}, number = {17}, journal = {Proceedings of the National Academy of Sciences}, author = {Engzell, Per and Frey, Arun and Verhagen, Mark D.}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.2022376118 2339240:44J4M2BJ 2405685:DRSWVWNR}, } @article{engzell_learning_2021, title = {Learning loss due to school closures during the {COVID}-19 pandemic}, volume = {118}, doi = {10.1073/pnas.2022376118}, number = {17}, journal = {Proceedings of the National Academy of Sciences}, author = {Engzell, Per and Frey, Arun and Verhagen, Mark D.}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.2022376118 2339240:44J4M2BJ 2405685:DRSWVWNR}, } @misc{ets_praxis_praxis_2021, title = {The {Praxis} {Study} {Companion}, {Teaching} {Reading}: {Elementary}}, url = {https://www.ets.org/s/praxis/pdf/5205.pdf}, urldate = {2021-10-11}, author = {{ETS Praxis}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LAULQW5V 2405685:AQNUQW96}, } @misc{evans_foundational_2021, title = {Foundational {Literacy} and {Numeracy} {Skills} {Are} {Important}, {Obviously}. {But} {Are} {They} {More} {Important} than {All} {Other} {Education} {Investments}?}, url = {https://www.cgdev.org/blog/foundational-literacy-and-numeracy-skills-are-important-obviously-are-they-more-important-all}, abstract = {It’s rare to read an education report these days that doesn’t mention the learning crisis. That’s not surprising. Literacy and numeracy skills among children are dismally low: less than half of all children in low- and middle-income countries can read by the time they are 10 years old. As these data have emerged in recent years, the global education community has swung its focus sharply toward learning.}, language = {en}, urldate = {2022-08-08}, journal = {Center for Global Development {\textbar} Ideas to Action}, author = {Evans, David and Hares, Susannah}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BJ9YWMP2 2405685:893JHMDE}, } @misc{evans_its_2021, title = {It’s been a year since schools started to close due to {COVID}-19}, url = {https://www.cgdev.org/blog/its-been-year-schools-started-close-due-covid-19}, abstract = {Twelve months ago, the world was watching as schools closed across China and millions of students began learning online from their homes. Most of us didn’t think for a moment that just a few weeks later, almost every country in the world would close their schools and the education of more than a billion children would be disrupted. Since then, millions of students have not had any school-based, face-to-face education.}, language = {en}, journal = {Center For Global Development}, author = {Evans, David and Hares, Susannah and Mendez Acosta, A. and Saintis, C.}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2I9FNGHD 2339240:83VL88IT 2405685:9UUEEEJJ 2405685:C9KY68SX}, } @techreport{ey_digital_2021, title = {Digital {Skills} {Ecosystem} and {Gap} {Assessment} in {Malawi}: {Final} {Report}}, url = {https://digmap.pppc.mw/wp-content/uploads/2022/01/23092021PPPC-Digital-Skills-Ecosystem-and-Gap-Assessment_Malawi_Final-Report-v1.pdf}, urldate = {2022-11-01}, author = {EY}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WKQWSM76 2405685:YYDHA82Z}, } @misc{facebook_relative_2021, title = {The {Relative} {Wealth} {Index}}, url = {https://dataforgood.fb.com/tools/relative-wealth-index/}, language = {en-US}, urldate = {2021-09-10}, journal = {Facebook Data for Good}, author = {Facebook}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GBMXFBFX 2405685:35MTZ9KF}, } @article{facer_digital_2021, title = {Digital {Technology} and the {Futures} of {Education}: {Towards} ‘{Non}-{Stupid}’ {Optimism}}, shorttitle = {Digital {Technology} and the {Futures} of {Education}}, url = {https://research.monash.edu/en/publications/digital-technology-and-the-futures-of-education-towards-non-stupi}, language = {English}, urldate = {2022-09-09}, author = {Facer, Keri and Selwyn, Neil}, year = {2021}, note = {Publisher: Unesco KerkoCite.ItemAlsoKnownAs: 2339240:2U3BB9Z8 2405685:69QN5JJU}, keywords = {⛔ No DOI found}, } @techreport{fall_remote_2021, title = {Remote {Learning} {During} {COVID} {School} {Closures} in {West} {Africa}: {Evidence} {Across} {Caregiver} {Surveys} at {Rising} {Academy} {Network} {Schools}}, url = {https://www.idinsight.org/publication/remote-learning-during-covid-school-closures-in-west-africa/}, abstract = {Evidence across caregiver surveys at Rising Academy Network schools}, language = {en-GB}, institution = {IDinsight}, author = {Fall, S. M. and Jiminez Gallardo, M. A. and McManus, J and Njogu-Ndongwe, F}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CEEMGD65 2339240:JLQMXZH3 2339240:VQJS97AG 2405685:26QEKWPG 2405685:9QZNWNVR 2405685:PURHG3K5 2405685:ZRUU9436 2534379:EEUS34W6}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{fazzio_large_2021, title = {Large {Learning} {Gains} in {Pockets} of {Extreme} {Poverty}: {Experimental} {Evidence} from {Guinea} {Bissau}}, doi = {10.1016/j.jpubeco.2021.104385}, abstract = {Children in many extremely poor, remote regions are growing up illiterate and innumerate despite high reported school enrollment ratios. Possible explanations for such poor outcomes include demand – for example, low perceived returns to education compared to opportunity cost; and supply – poor state provision and inability of parents to coordinate and finance better schooling. We conducted a cluster-randomized trial in rural Guinea Bissau to understand the effectiveness and cost of concerted supply-based interventions in such contexts. Our intervention created simple schools offering four years of education to primary-school aged children in lieu of the government. At endline, children receiving the intervention scored 58.1 percentage points better than controls on early grade reading and math tests, demonstrating that the intervention taught children to read and perform basic arithmetic, from a counterfactual condition of very high illiteracy. Our results provide evidence that particularly needy areas may require more concerted, dramatic interventions in education than those usually considered, but that such interventions hold great potential for increasing education levels among the world’s poorest people.}, language = {en}, author = {Fazzio, Ila and Eble, Alex and Lumsdaine, Robin L and Boone, Peter and Bouy, Baboucarr and Hsieh, Pei-Tseng Jenny and Jayanty, Chitra and Johnson, Simon and Silva, Ana Filipa}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jpubeco.2021.104385 2339240:DAU6XEE6 2405685:FSYXBS55 4656463:NYQXYQP2}, pages = {81}, } @techreport{federal_ministry_for_digital_and_economic_affairs_digitalisation_2021, address = {Vienna}, title = {Digitalisation {Report}}, url = {https://www.digitalaustria.gv.at/dam/jcr:1dab2b5a-a7b4-4339-8d88-d01077c73b69/digital_austria_digibericht_EN_final_MD.pdf}, institution = {Austrian Federal Government}, author = {{Federal Ministry for Digital and Economic Affairs}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AC4928ZM}, } @techreport{fhi360_technologies_2021, title = {Technologies for {Data} {Collection}, {Processing} and {Communication} in {Education} in {Emergencies}: {Mapping} {Practices} and {Opportunities} in the {MENA} region and {Globally}}, url = {https://www.edu-links.org/resources/technologies-data-collection-processing-and-communication-education-emergencies}, author = {{FHI360} and {USAID}}, year = {2021}, } @article{figueroa_centroamerica_2021, title = {Centroamérica: {Tendencias} de las ecnologías de la {Información} y {Comunicación} 2010-2019}, issn = {24152129}, url = {https://odu.unah.edu.hn/dmsdocument/11299-boletin-no-11-pdf}, author = {Figueroa, Héctor}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7NPNIIZ6 2405685:VB3ZCVN2}, } @article{flores_fasanando_uso_2021, title = {Uso de la {Plataforma} {Zoom} y la {Competencia} se comunica {Oralmente} en su {Lengua} {Materna} en {Estudiantes} de {Educación} {Secundaria} de la {Institución} {Educativa} {Unión} {Zapotillo} {N}°64647-{Yarinacocha} 2020}, copyright = {info:eu-repo/semantics/openAccess}, url = {http://repositorio.unu.edu.pe/handle/UNU/5188}, abstract = {La finalidad de esta investigación fue, determinar la relación que existe entre el uso de la plataforma zoom y la competencia se comunica oralmente en su lengua materna en estudiantes de educación secundaria de la institución educativa Unión Zapotillo N° 64647 - Yarinacocha 2020. De muestreo no probabilístico, de tipo básica o pura con diseño no experimental descriptivo correlacional con una muestra de 91 estudiantes. Como instrumento se utilizó un cuestionario para evaluar el uso de la plataforma Zoom y una guía de observación para evaluar la capacidad se comunica oralmente en su lengua materna. Finalmente, los datos fueron a la base de datos de Excel para procesarlos obteniendo un coeficiente de correlación de Pearson de r=0,720, se obtuvo un p=0.000, lo que confirma la existencia de una relación significativa, ya que p es menor a 0,05. Es decir, existe una correlación directa entre el uso de plataforma zoom y la competencia se comunica oralmente como lengua materna en estudiantes de educación secundaria de la institución educativa Unión Zapotillo N° 64647- Yarinacocha 2020.}, language = {spa}, urldate = {2022-06-21}, journal = {Universidad Nacional de Ucayali}, author = {Flores Fasanando, Giuliana}, year = {2021}, note = {Accepted: 2022-02-12T02:07:15Z Publisher: Universidad Nacional de Ucayali KerkoCite.ItemAlsoKnownAs: 2405685:86Q2HBRN 4042040:5Q42TUEA}, keywords = {⛔ No DOI found}, } @article{fujii_conditional_2021, title = {Conditional {Cash} {Transfer}, {Loss} {Framing}, and {SMS} {Nudges}: {Evidence} from a {Randomized} {Field} {Experiment} in {Bangladesh}}, url = {https://economics.smu.edu.sg/sites/economics.smu.edu.sg/files/economics/PG_JobCandidates/RohanRay/JMP_Rohan%20Ray.pdf}, abstract = {Conditional cash transfers (CCTs) have become one of the most common policy interventions to increase school attendance, but the cost-effectiveness of such interventions has not attracted the attention it deserves. Hence, in addition to a standard CCT implementation, we experimentally study two potential ways to improve the cost-effectiveness of school attendance interventions: (i) SMS information nudges and (ii) loss framing in CCTs. The former provides school attendance information to parents and the latter exploits the endowment effect. Consistent with the existing literature, CCT intervention significantly increases school attendance. We also find that the loss framing marginally increases attendance over and above the ∗We would like to thank Joseph Altonji, James Berry, Barbara Biasi, Gaurav Dutt, Maulik Jagnani, Costas Meghir, Rohini Pande, Rebecca Thornton, and seminar attendees at Monash and Yale for insightful comments and suggestions. We also thank Akshat Daga, Alekhyo Roychowdhury, Ishaan Malik, and Snehal Modi for research assistance. We benefited from data collection support from MOMODa Foundation and technical support from the Metakave team to automate the process of sending SMS. Finally, we express our sincere gratitude to the participating schools, the students, their parents, and the teachers. Funding from the Shirin Fozdar and Singapore Ministry of Education Academic Research Fund Tier 1 Grant (17-C244-SMU-004) and Japan Center for Economic Research are gratefully acknowledged. This research was approved by the Singapore Management University Institutional Review Board (IRB-16-082-A092-C2(220)). The trial in this study was registered in the AEA RCT registry under AEARCTR-0002373. All mistakes remain ours.}, language = {en}, author = {Fujii, Tomoki and Ho, Christine and Ray, Rohan and Shonchoy, Abu}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KUH42MFY 2405685:JG23VUNM}, keywords = {⛔ No DOI found}, pages = {68}, } @misc{gadgets_360_newsdesk_how_2021, title = {How {Secure} {Is} the {Bitcoin} {Blockchain}, and {Is} {Your} {Cryptocurrency} {Safe}?}, url = {https://gadgets360.com/cryptocurrency/features/how-secure-is-bitcoin-blockchain-cryptocurrency-technology-2516405#:~:text=All%20blockchain%20transactions%20are%20secured,is%20discarded%20from%20the%20chain}, author = {Gadgets 360 Newsdesk}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6E92774L 2405685:3XQ56SMC}, } @misc{garg_problem_2021, title = {The problem of issuance of fake degrees and its implications}, url = {https://blog.ipleaders.in/the-problem-of-issuance-of-fake-degrees-and-its-implications/}, author = {Garg, Rachit}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EEBZSLKE 2405685:C4L4IT2R}, } @techreport{gec_case_2021, title = {Case study: {Sisters} for {Sisters}' {Education}}, url = {https://girlseducationchallenge.org/media/ugbl3jm3/dtl_casestudy_sisters_may2021.pdf}, institution = {VSO}, author = {{GEC}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9DGDKIFH 2405685:WVH3AK35}, } @misc{gec_gearr-ing_2021, title = {{GEARR}-ing {Up} for {Success} {After} {School}}, url = {https://girlseducationchallenge.org/projects/project/gearr-ing-up-for-success-after-school/}, urldate = {2022-03-28}, author = {{GEC}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LNVJIPEC 2405685:A2NV3XRR}, } @techreport{gec_report_2021, title = {Report on {Sisters} for {Sisters}’ {Education} {Evaluation} {II} {Project} {Endline} {Evaluation} by {Foundation} for {Development} {Management}}, url = {https://girlseducationchallenge.org/media/nhnlxmym/sisters-for-sisters-gect-endline-evaluation.pdf}, urldate = {2022-05-25}, institution = {Foundation for Development Management}, author = {{GEC}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KH82C3DR 2405685:XQH9K8HR}, } @misc{gec_sisters_2021, title = {Sisters for {Sisters}’ {Education}}, url = {https://girlseducationchallenge.org/projects/project/sisters-for-sisters-education/}, urldate = {2022-03-28}, author = {{GEC}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KXE8UM9Q 2405685:ISDLUSFB}, } @techreport{gec_sisters_2021, title = {Sisters for {Sisters}' {Education} project {Final} reflections: {Achievements} and lessons learned}, url = {chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://girlseducationchallenge.org/media/13mnohh1/summary_learning_sfs_v2.pdf}, author = {{GEC}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GVCVCCV2 2405685:L56MJKYJ}, } @misc{geekie_enem_2021, title = {Enem 2021: {Geekie} {Teste} cobre 100\% dos assuntos de {Matemática} e 93\% de {Ciências} da {Natureza}}, url = {https://www.geekie.com.br/blog/enem-2021-geekie-teste-cobre-100-porcento-de-matematica}, abstract = {Veja como continuar suas aulas com o apoio do Geekie One Nós somos a Geekie! Apoiamos escolas de todo o Brasil...}, language = {en-GB}, urldate = {2022-06-06}, journal = {Geekie}, author = {Geekie}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F4SM5NJ8 2405685:HGK3Y6KK}, } @misc{geekie_retrospectiva_2021, title = {Retrospectiva {Geekie} 2021: (re)encontros de pessoas, caminhos e possibilidades}, url = {https://www.geekie.com.br/blog/post/retrospectiva-geekie-2021}, abstract = {Veja como continuar suas aulas com o apoio do Geekie One Nós somos a Geekie! Apoiamos escolas de todo o Brasil...}, language = {en-GB}, urldate = {2022-06-06}, journal = {Geekie}, author = {Geekie}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DCAHYDUU 2405685:IYDYJ3KN}, } @misc{gerbang_kurikulum_e-modul_2021, title = {e-modul: {Gerbang} {Kurikulum}}, url = {http://gerbangkurikulum.sma.kemdikbud.go.id/e-modul/}, urldate = {2022-06-25}, author = {Gerbang Kurikulum}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9JLQGZ47 2405685:XU2ECZNW}, } @misc{girls_education_challenge_country_2021, title = {Country {Briefing}: {Nepal}}, url = {https://girlseducationchallenge.org/media/wy4ludpu/gec_country_briefing-_nepal_october-21_v1.pdf}, urldate = {2022-06-26}, author = {Girls' Education Challenge}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L8CW5FFU 2405685:9AZIITFL}, } @misc{girls_education_challenge_designing_2021, title = {Designing and monitoring distance teaching and learning interventions: {A} guide for projects and implementers}, shorttitle = {Designing and monitoring distance teaching and learning interventions}, url = {https://inee.org/system/files/resources/gec_dtl_guide_may-2021.pdf}, urldate = {2022-01-02}, author = {{Girls' Education Challenge} and {Fund Manager} and {EdTech Hub}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:58CZ6GI8 2405685:ATJRX6DV}, } @misc{global_infrastructure_hub_regional_2021, title = {Regional {Communications} {Infrastructure} {Program} ({RCIP}) {Malawi}}, url = {https://inclusiveinfra.gihub.org/case-studies/regional-communications-infrastructure-program-rcip-malawi/}, abstract = {Only one in ten people in Malawi have access to information and communications technology (as of 2016). This is due to the high cost and complexity of developing the infrastructure and end-user service offering. However, the government plans to improve access to, and the affordability of, broadband connections. It is initiating projects to reach out to the most disadvantaged groups in society.}, urldate = {2022-11-01}, author = {Global Infrastructure Hub}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N5IPDHHZ 2405685:U3PJDBD6}, } @misc{global_partnership_for_education_education_2021, title = {Education in {Pakistan}}, url = {https://www.globalpartnership.org/where-we-work/pakistan}, abstract = {See education data for Pakistan and learn about GPE programs, grants, results and progress.}, language = {en}, urldate = {2021-02-09}, journal = {Global Partnership for Education}, author = {Global Partnership for Education}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZEWKSVKM 2405685:DXUGPUV7}, } @misc{global_partnership_for_education_education_2021, title = {Education in {Tanzania}}, url = {https://www.globalpartnership.org/where-we-work/tanzania}, abstract = {See education data for Tanzania and learn about GPE programs, grants, results and progress.}, language = {en}, urldate = {2020-11-23}, journal = {Global Partnership for Education website}, author = {{Global Partnership for Education}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4K7E29Y5 2405685:EFXBWES9}, } @misc{global_partnership_for_education_global_2021, title = {Global {Partnership} for {Education}}, url = {https://www.globalpartnership.org/}, urldate = {2021-01-27}, author = {Global Partnership for Education}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K2UK6QF4 2405685:XTNVEKFL}, } @article{gokmenoglu_cascade_2021, title = {A {Cascade} {Teacher} {Training} {Model} in {Disaster} {Education}: {A} {Case} of {Turkey}}, volume = {11}, shorttitle = {A {Cascade} {Teacher} {Training} {Model} in {Disaster} {Education}}, url = {http://ijocis.com/index.php/ijocis/article/view/ijocis.2021.002}, doi = {10.31704/ijocis.2021.002}, abstract = {Individuals' reluctance to take precautions before the disasters happen is one of the most critical concerns of the disaster management area. The disaster education given through schools is a critical process in addressing this problem. The purpose of this paper is to introduce the teacher training program model and the implementation practices of Turkey's School-Based Disaster Education Project. In Turkey, there are few studies regarding the planning, development, implementation, and evaluation stages of Disaster Risk Reduction education for teachers. The project has been carried out within the framework of the Ministry of National Education and Japan International Cooperation Agency. An at-scale cascade teacher professional development model was implemented. The model reached 135,375 teachers in 67 provinces by the 567 trainer teachers in a relatively short time with the cascade training system. This project has brought a significant nationwide disaster risk reduction training experience for Turkey with its economic and sustainable structure.}, language = {en-US}, urldate = {2022-08-23}, author = {Gökmenoğlu, Tuba and Sönmez, Elif Daşçı and Yavuz, İbrahim}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.31704/ijocis.2021.002 2339240:MBVV772A 2405685:FC827Z2K}, } @techreport{government_of_balochistan_2021-2022_2021, title = {2021-2022 {Budget} {Document} {Archives}}, url = {https://balochistan.gov.pk/budget-categories/2021-2022/}, language = {en-US}, urldate = {2023-06-13}, author = {{Government of Balochistan}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EX4JHH8J 2405685:AY6FUCK2 4656463:BYB9ZQ87}, } @misc{government_of_india_diksha_2021, title = {{DIKSHA}}, url = {https://diksha.gov.in/}, abstract = {National Digital Infrastructure for Our Teachers, Our Heroes.}, language = {en}, urldate = {2022-08-19}, journal = {DIKSHA - Government of India}, author = {Government of India}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I4KA3S36 2405685:I68RZN78}, } @techreport{government_of_pakistan_key_2021, title = {Key {Findings} {Report} {PSLM} {District} {Level} {Survey} 2019/20}, url = {https://www.pbs.gov.pk/sites/default/files/pslm/publications/pslm_district_2019-20/Key_Finding_Report_of_PSLM_District_Level_Survey_2019-20.pdf}, author = {Government of Pakistan}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7WY876U4 2405685:D7GVPXME}, } @techreport{government_of_pakistan_pakistan_2021, title = {Pakistan {Social} and {Living} {Standards} {Measurement}: {District} {Level}}, url = {https://www.pbs.gov.pk/sites/default/files//pslm/publications/pslm_district_2019-20/PSLM_2019_20_District_Level.pdf}, institution = {Pakistan Bureau of Statistics}, author = {Government of Pakistan}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:974WTH3V 2405685:5EY2VN83}, } @misc{gpe_methodological_2021, title = {Methodological {Guidelines} for {Education} {Sector} {Analysis}. {Volume} 3 {\textbar} {Documents} {\textbar} {Global} {Partnership} for {Education}}, url = {https://www.globalpartnership.org/content/methodological-guidelines-education-sector-analysis-volume-3}, abstract = {The Methodological Guidelines provide methods for carrying out a comprehensive analysis of the education sector in lower-income countries.}, language = {en}, urldate = {2022-04-07}, author = {{GPE}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LH8ZMZQ6 2405685:B8UBK5Y5 4656463:F393WJPS}, } @techreport{grand_view_research_education_2021, title = {Education {Technology} {Market} {Size} \& {Growth} {Report}, 2030}, url = {https://www.grandviewresearch.com/industry-analysis/education-technology-market}, abstract = {The global education technology market size was valued at USD 106.46 billion in 2021 and is expected to expand at a compound annual growth rate (CAGR) of 16.5\% from 2022 to 2030}, language = {en}, urldate = {2022-06-07}, institution = {Grand View Research}, author = {Grand View Research}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AECNU4GS 2405685:WBZ2RQQS}, } @techreport{grant_resource_2021, address = {Washington D.C.}, title = {Resource {Pack} to {Support} {Remote} {Learning} - {Radio}}, url = {http://documents.worldbank.org/curated/en/099250004122221110/P1742520930bf702708f2601bdb63d95ee0}, abstract = {Resource Pack to Support Remote Learning - Radio (English)}, language = {en}, urldate = {2023-03-24}, institution = {World Bank Group}, author = {Grant, Ursula and Jordan, Caroline and Kamal, Helen and Kube-Barth, Sabine and Waistell, Daniel and Williamson, Sue and Hedges, Claire and Power, Tom and Richardson, Alison Mead}, year = {2021}, doi = {10/P1742520930bf702708f2601bdb63d95ee0}, note = {KerkoCite.ItemAlsoKnownAs: 10/P1742520930bf702708f2601bdb63d95ee0 2405685:PE8R2AUP}, } @misc{grid3_republic_2021, title = {Republic of {Sierra} {Leone} {Settlement} {Extents}}, url = {https://doi.org/10.7916/d8-26xs-7532}, publisher = {Center for International Earth Science Information Network (CIESIN), Columbia University and Novel-T}, author = {GRID3}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HAJEN8QZ 2405685:M3AVWB8Q}, } @article{gsma_addressing_2021, title = {Addressing the {Mobile} {Gender} {Gap} in {Pakistan}}, url = {https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2021/04/Addressing-the-Mobile-Gender-Gap-in-Pakistan.pdf}, language = {en}, author = {GSMA}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M5U8DX98 2405685:VNM86856}, keywords = {⛔ No DOI found}, } @techreport{gsma_connected_2021, title = {Connected {Women} {The} {Mobile} {Gender} {Gap} {Report} 2021}, url = {https://www.gsma.com/r/wp-content/uploads/2021/07/The-Mobile-Gender-Gap-Report-2021.pdf}, institution = {GSMA}, author = {{GSMA}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VWI82KI4 2405685:4CDL58E7}, } @misc{guleid_end_2021, title = {End education crisis in {Northern} {Kenya} - {The} {Standard}}, url = {https://www.standardmedia.co.ke/commentary/article/2001402263/end-education-crisis-in-northern-kenya}, urldate = {2023-04-04}, author = {Guleid, Mohamed}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BJZ6LCF2 2405685:YB9Q6BTQ}, } @misc{gustafsson_return_2021, title = {A return to boom and bust (in births) • {Resolution} {Foundation}}, url = {https://www.resolutionfoundation.org/publications/a-return-to-boom-and-bust-in-births/}, language = {en-US}, urldate = {2022-04-07}, author = {Gustafsson, Maja and Willetts, David}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QJZQZHWS 2405685:2GFBNJ5G 4656463:XBIB57W6}, } @incollection{hasler_teacher_2021, title = {Teacher professional development in sub-{Saharan} {Africa}: {Equity} and scale}, url = {https://docs.opendeved.net/lib/E2Q73NBN}, abstract = {This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.}, booktitle = {Embedding {Social} {Justice} in {Teacher} {Education} and {Development} in {Africa}}, publisher = {Routledge}, author = {Haßler, Björn and Bennett, Gemma and Damani, Kalifa}, editor = {McNaught, Carmel and Gravett, Sarah}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E2Q73NBN 2129771:EPYMVB2W 2405685:SM8RY6F9}, keywords = {Author:Haßler, Björn-CV-OECS, \_yl:a, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @article{hennessy_supporting_2021, title = {Supporting practitioner-led inquiry into classroom dialogue with a research-informed professional learning resource: {A} design-based approach}, volume = {9}, doi = {http://dx.doi.org/10.1002/rev3.3269}, number = {3}, journal = {Review of Education}, author = {Hennessy, S and Kershner, R and Calcagni, E and Ahmed, F}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/rev3.3269 2339240:CHQCGVJ2 2405685:H94TBG7S 2405685:W3JZM7A8 2534378:AP82HE4R}, keywords = {⛔ No DOI found, ❓ Multiple DOI}, } @techreport{house_of_commons_international_2021, title = {International {Development} {Committee} {Oral} evidence: {UK} aid to {Pakistan}}, url = {https://committees.parliament.uk/oralevidence/2207/pdf/}, author = {House of Commons}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KYXRQAF6 2405685:TP8T24RG}, } @techreport{idara-e-taleem-o-aagahi_measuring_2021, title = {Measuring the impact of {COVID}-19 on education in {Pakistan}}, url = {http://aserpakistan.org/document/aser/2021/ASER_2021_Measuring_the_Impact_of_COVID_19_on_Education_in_Pakistan_FINAL_REPORT.pdf}, institution = {Islamabad}, author = {Idara-e-Taleem-o-Aagahi}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2FKH8MX9 2405685:LXSIR7IK}, } @misc{ims_global_basic_2021, title = {Basic {Overview} of how {LTI} ® {Works}}, url = {https://www.imsglobal.org/basic-overview-how-lti-works}, journal = {IMS Global}, author = {IMS Global}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L7CLZYZ3 2405685:UUXI6GJK}, } @misc{inegi_encuesta_2021, title = {Encuesta para la {Medición} del {Impacto} {COVID}-19 en la {Educación} ({ECOVID}-{ED}) 2020}, url = {https://www.inegi.org.mx/investigacion/ecovided/2020/}, urldate = {2022-06-06}, author = {INEGI}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TS5IE4H9 2405685:BPRVAVR3}, } @misc{information_and_decision_support_center_education_2021, title = {Education and {Sustainable} {Development} {Challenges}}, url = {https://idsc.gov.eg/DocumentLibrary/View/5917}, abstract = {التعليم وتحديات التنمية المستدامة,الخميس. 09 سبتمبر., 2021,أ.د. سعيد المصري,}, language = {en}, urldate = {2022-08-22}, author = {Information {and} Decision Support Center}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C6ZJGRKB 2405685:PEZ4Q8F7}, } @misc{instructure_instructure_2021, title = {Instructure {\textbar} {Educational} {Software} {Development}}, url = {https://www.instructure.com}, urldate = {2021-01-27}, author = {Instructure}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PY5GM76E 2405685:5YM28JSG}, } @techreport{inter-agency_network_for_education_in_emergencies_teacher_2021, title = {Teacher {Wellbeing} {Resources} {Mapping} \& {Gap} {Analysis}}, url = {https://inee.org/resources/teacher-wellbeing-resources-mapping-gap-analysis}, urldate = {2022-08-22}, author = {{Inter-Agency Network for Education in Emergencies}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8AFTF3MZ 2405685:X759APEH}, } @techreport{international_task_force_on_teachers_for_education_2030_closing_2021, title = {Closing the gap: {Ensuring} there are enough qualified and supported teachers in sub-{Saharan} {Africa}}, url = {https://teachertaskforce.org/sites/default/files/2021-09/Closing%20the%20gap%20-%20Ensuring%20there%20are%20enough%20qualified%20and%20supported%20teachers_TTF%20advocacy%20brief%20July%202021_v2.pdf}, urldate = {2022-05-17}, author = {International Task Force on Teachers for Education 2030}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6C5GZT9V 2405685:6G8LSNVP}, } @article{jacques_targeting_2021, title = {Targeting within universalism}, volume = {31}, url = {https://journals.sagepub.com/doi/abs/10.1177/0958928720918973}, doi = {10.1177/0958928720918973}, number = {1}, journal = {Journal of European Social Policy}, author = {Jacques, Olivier and Noel, Alain}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/0958928720918973 2339240:4RNKX4CG 2405685:PUWB7MI7}, pages = {15--21}, } @misc{kalyar_comparative_2021, title = {Comparative {Analysis} of {Personal} {Data} {Protection} {Bill} 2020}, url = {https://mediamatters.pk/wp-content/uploads/2021/02/Comparative-Analysis-of-Personal-Data-Protection-Bill-2020.pdf}, urldate = {2022-06-14}, author = {Kalyar, Barrister Jannat Ali}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SSQQGN7R 2405685:JVHAYIPE}, } @article{kaye_educational_2021, title = {Educational technology to improve capacity - integrating adaptive programmes in public schools in {Kenya}}, doi = {10.4324/9780429344855}, author = {Kaye, Tom}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.4324/9780429344855 2339240:KH9YGR3M 2405685:W42JAPNN}, } @misc{khan_tax_2021, type = {Working {Paper}}, series = {Working {Paper} {Series}}, title = {Tax {Farming} {Redux}: {Experimental} {Evidence} on {Performance} {Pay} for {Tax} {Collectors}}, shorttitle = {Tax {Farming} {Redux}}, url = {https://www.nber.org/papers/w20627}, doi = {10.3386/w20627}, abstract = {Performance pay for tax collectors has the potential to raise revenues, but might come at a cost if taxpayers face undue pressure from collectors. We report the first large-scale field experiment on these issues, where we experimentally allocated 482 property tax units in Punjab, Pakistan into one of three performance-pay schemes or a control. After two years, incentivized units had 9.3 log points higher revenue than controls, which translates to a 46 percent higher growth rate. The scheme that rewarded purely on revenue did best, increasing revenue by 12.8 log points (62 percent higher growth rate), with little penalty for customer satisfaction and assessment accuracy compared to the two other schemes that explicitly also rewarded these dimensions. Further analysis reveals that these revenue gains accrue from a small number of properties becoming taxed at their true value, which is substantially more than they had been taxed at previously. The majority of properties in incentivized areas in fact pay no more taxes, but do report higher bribes. The results are consistent with a collusive setting in which performance pay increases collector's bargaining power over taxpayers, who either have to pay higher bribes to avoid being reassessed, or pay substantially higher taxes if collusion breaks down.}, urldate = {2022-11-13}, publisher = {National Bureau of Economic Research}, author = {Khan, Adnan Q. and Khwaja, Asim I. and Olken, Benjamin A.}, year = {2021}, doi = {10.3386/w20627}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w20627 2339240:BAJEUIIS 2405685:NRLTA3UK 4656463:Z5GTYX4D}, } @misc{kibet_innovative_2021, title = {Innovative {Methods} to {Train} {Teachers} of {Blind} {Children}}, url = {https://edtechhub.org/2021/01/08/using-innovative-methods-to-train-teachers-of-blind-children-what-we-learned/}, abstract = {Discover what we learned using innovative methods such as virtual training via WhatAapp to train teachers of blind children. Click to read more.}, language = {en-US}, urldate = {2022-08-23}, journal = {EdTech Hub}, author = {Kibet, Amon and Kweyu, Ignatius and Koszorus, Ferenc}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ULNM6MVY 2405685:9872JIDA}, } @article{kohn_using_2021, title = {Using a {Participatory} {Approach} to {Create} {SEL} {Programming}: {The} {Case} of {Ahlan} {Simsim}}, volume = {7}, issn = {2518-6833}, shorttitle = {Using a {Participatory} {Approach} to {Create} {SEL} {Programming}}, url = {https://archive.nyu.edu/handle/2451/63543}, doi = {10.33682/hxrv-2g8g}, abstract = {This paper highlights the use of a participatory, trauma-informed approach in the creation of Ahlan Simsim, a Sesame Street television program for the Middle East, and asserts the importance of using a participatory approach to designing culturally relevant social and emotional learning (SEL) content. Ahlan Simsim is a component of a larger initiative of the same name, which was created by Sesame Workshop and the International Rescue Committee and funded by the MacArthur and LEGO foundations. This program brings early learning and nurturing care to children and families affected by the Syrian crisis through a combination of mass media and direct service programming. In this article, we present a review of the research and consultations Sesame Workshop conducted with local communities and local child-development experts in Iraq, Jordan, Syria, and Lebanon from August to November 2018. Sesame Workshop’s aim was to identify and refine the television program’s focus area and to create locally relevant, trauma-informed content that draws from SEL strategies that resonate most and have the greatest impact with audiences in the Syrian response region. We argue that, for SEL programming to achieve maximum impact, it is critical that program designers develop socialemotional frameworks for children from the ground up by working with local caregivers and practitioners.}, language = {en}, number = {2}, urldate = {2022-11-16}, journal = {Journal on Education in Emergencies}, author = {Kohn, Shanna and Foulds, Kim and Cole, Charlotte and Matthews, Mackenzie and Hussein, Laila}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.33682/hxrv-2g8g 2339240:CUZ5VVAB 2405685:JNHJGIBB}, pages = {288}, } @misc{kubernetes_what_2021, title = {What is {Kubernetes}}, copyright = {Documentation Distributed under CC BY 4.0}, url = {https://kubernetes.io/docs/concepts/overview/what-is-kubernetes/}, author = {Kubernetes}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8HDPPTVT 2405685:3W2PF2VN}, } @misc{lavca_edtech_2021, title = {Edtech {Startups} in {Latin} {America} 2021 {Survey} {Results}}, url = {https://lavca.org/2021-startup-survey-edtech/}, language = {en-US}, urldate = {2022-06-06}, author = {{Lavca}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6BCNJVMR 2405685:V8X7UX4K}, } @article{le_pichon-vorstman_future_2021, title = {The future of language education in {Europe}: case studies of innovative practices}, volume = {13}, issn = {1757-6830}, shorttitle = {The future of language education in {Europe}}, url = {https://muse.jhu.edu/pub/105/article/788524}, doi = {10.3828/ejlp.2021.7c}, number = {1}, urldate = {2023-02-10}, journal = {European Journal of Language Policy}, author = {Le Pichon-Vorstman, Emmanuelle and Siarova, Hanna and Szőnyi, Eszter}, year = {2021}, note = {Publisher: Liverpool University Press KerkoCite.ItemAlsoKnownAs: 2405685:T5E3RHZ5 4042040:3TYPTL5I}, pages = {114--120}, } @misc{leh_wi_lan_principal_2021, title = {Principal {Dashboard}}, url = {https://reporting.lehwilan.org/principals.html}, publisher = {Leh Wi Lan}, author = {Leh Wi Lan}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QQ28IZKC 2405685:ZHDNZNFK}, } @techreport{leh_wi_lan_recovering_2021, title = {Recovering from school closures in {Sierra} {Leone}: {Status} of pupil learning outcomes in junior and senior secondary schools}, author = {Leh Wi Lan}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TVYLJS4I 2405685:IUJU327A}, } @misc{link_education_international_case_2021, title = {Case {Study}: {TEAM} {Girl} {Malawi}}, url = {https://girlseducationchallenge.org/media/4tphjwvh/dtl_casestudy_team-girl-malawi_may-2021.pdf}, urldate = {2022-06-26}, author = {Link Education International}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VTNN7IW4 2405685:C9CRSJF9}, } @techreport{london_outlier_2021, title = {Outlier {Vietnam} and the {Problem} of {Embeddedness}: {Contributions} to the {Political} {Economy} of {Learning}. .}, shorttitle = {Outlier {Vietnam} and the {Problem} of {Embeddedness}}, url = {https://doi.org/10.35489/BSG-RISE-WP_2021/062}, language = {en}, number = {21/062}, urldate = {2022-06-06}, author = {London, Jonathan}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C9DT58AH 2405685:9HR7QQQ6 4656463:PC9PS3MC}, } @misc{luna-bazaldua_assessing_2021, title = {Assessing outside of the “classroom box” while schools are closed: {The} potential of phone-based formative assessments to support learning continuity}, url = {https://blogs.worldbank.org/education/assessing-outside-classroom-box-while-schools-are-closed-potential-phone-based-formative}, author = {Luna-Bazaldua, D and Liberman, J and Levin, V}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JBQUWG4K 2405685:RTBSFRAE}, } @unpublished{lustig_short_2021, address = {Tulane Economics Working Paper Series}, title = {Short and {Long}-{Run} {Distributional} {Impacts} of {COVID}-19 in {Latin} {America}}, url = {http://repec.tulane.edu/RePEc/pdf/tul2013.pdf}, abstract = {We simulate the short- and long-term distributional consequences of COVID-19 in the four largest Latin American economies: Argentina, Brazil, Colombia and Mexico. We show that the shortterm impact on income inequality and poverty can be very significant, but that additional spending on social assistance more than offsets the effect in Brazil. The offsetting effect is significant in Argentina and Colombia, and nil in Mexico where there has been no such expansion. We find that a universal basic income that would have produced the same reduction in the poverty gap as actual policies would have cost slightly more but would have benefited the poor (the nonpoor) slightly less (more). To project the long-term consequences, we estimate the impact of the pandemic on school achievement and its intergenerational persistence. We use information on school closures, educational mitigation policies, and account for educational losses related to health shocks and parental job loss. Our findings show that in all four countries the impact is strongly asymmetric and affects particularly the high-school completion rates of children from disadvantaged families. Our simulations suggest that mitigation policies seem to have a minor impact on containing these negative effects.}, urldate = {2022-08-25}, author = {Lustig, Nora and Martinez Pabon, Valentina and Neidhöfer, Guido}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TURVV9V3 2405685:R7SG8FJ4}, } @techreport{makino_early_2021, title = {Early effects of the {COVID}-19 lockdown on children in rural {Bangladesh}}, url = {https://knowledgecommons.popcouncil.org/cgi/viewcontent.cgi?article=2254&context=departments_sbsr-pgy}, abstract = {Using data collected through a telephone-based survey in rural Bangladesh during the height of the pandemic, we present evidence on the effects of COVID-19-led lockdown and school closures on children, focusing on three child-related outcomes: time use of children during the school closure, plans regarding children’s schooling continuation, and the incidence of child marriages. Our analysis reveals heterogeneity in the effects of lockdown and school closure in terms of the child’s gender and the type of shocks. We find a decrease in children’s study time and an increase in time spent on household chores during the school closure, and these changes were significantly larger for girls than for boys. Within the household, respiratory illness lowered expectations that a child would return to school and increased the probability of marriage-related discussions for girls. Our findings offer a cautionary tale regarding the potential longterm effects of pandemic for girls in developing countries.}, language = {en}, author = {Makino, Momoe and Shonchoy, Abu S and Wahhaj, Zaki}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EHS3BXYL 2405685:HBIVSCZT}, keywords = {⛔ No DOI found}, pages = {28}, } @misc{malala_fund_malala_2021, title = {Malala {Fund} releases report on girls’ education and {COVID}-19 {\textbar} {Malala} {Fund} {Newsroom}}, url = {https://malala.org/newsroom/archive/malala-fund-releases-report-girls-education-covid-19}, abstract = {Our latest report reveals the pandemic's lasting effects for the most marginalised girls.}, urldate = {2021-06-15}, journal = {Malala Fund {\textbar} Newsroom}, author = {Malala Fund}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5TFZT53N 2405685:6YT5WWUX}, } @article{maldonado_effect_2021, title = {The effect of school closures on standardised student test outcomes}, url = {https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1002/berj.3754}, urldate = {2022-08-25}, journal = {British Educational Research Journal}, author = {Maldonado, Joana Elisa and De Witte, Kristof}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F5KVHGL5 2405685:47YC8CVL}, } @misc{maldonado_effect_2021, title = {The effect of school closures on standardised student test outcomes - {Maldonado} - 2022 - {British} {Educational} {Research} {Journal} - {Wiley} {Online} {Library}}, url = {https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1002/berj.3754}, urldate = {2022-08-25}, author = {Maldonado, Joana Elisa and De Witte, Kristof}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F5KVHGL5 2405685:47YC8CVL}, } @article{mansoor_global_2021, title = {A {Global} {Mapping} of {Delivery} {Approaches}}, abstract = {The past 25 years has seen numerous governments worldwide adopting new institutional forms, such as delivery units and reform labs, to try to improve service delivery. We conduct a systematic global search and mapping of these delivery approaches. We identify 152 instances of delivery approach (DA) adoption from 80 different countries, ranging from the center of government down to provincial and local levels, with an accelerating trend of adoption since 2010. The majority of these include education as a focus sector. The main finding that emerges from our analysis is that there is no single model that characterizes the design of such approaches or the purposes for which they are adopted. However, we do identify a number of patterns, including that DAs in lower-income countries are more likely to focus mainly on output-type goals (as opposed to outcomes), use external consultants, and utilize accountability- and incentive-driven mechanisms relatively more heavily than their counterparts in middle- and high-income countries. While our findings are purely descriptive and cannot be used to infer whether DAs are effective, they give an indication to policymakers about the menu of potential options available to them in designing DAs. This global mapping can also provide useful context for existing and future country-level case studies that investigate the effectiveness of DAs and seek to explore which designs might be more effective in different contexts and for different purposes.}, language = {en}, author = {Mansoor, Zahra and Qarout, Dana and Anderson, Kate and Carano, Celeste and Dvorakova, Veronika and Williams, Martin J}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z24GD989 2405685:YBYBTSS3 4656463:753W7S4E}, keywords = {⛔ No DOI found}, pages = {84}, } @unpublished{marcus_gender-transformative_2021, title = {Gender-{Transformative} {Programming} in {UNICEF} {Selected} {Case} {Studies}}, abstract = {Reflections and Lessons for UNICEF’s Gender Policy and Action Plan (2022-2025), A compendium of papers, Florence: UNICEF Innocenti Research Centre}, author = {Marcus, Rachel and Samuels, Fiona and Belachew, H and Jalal, S}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:22VUKTDE 2405685:TNP9V4TF}, } @article{mascheroni_childrens_2021, title = {Children’s remote learning experiences in {Italy} during the {COVID}-19 pandemic}, language = {en}, author = {Mascheroni, Giovanna and Saeed, Marium and Valenza, Marco and Cino, Davide and Dreesen, Thomas and Zaffaroni, Lorenzo Giuseppe and Kardefelt-Winther, Daniel}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KBCDZDRK 2405685:N6BT886I}, keywords = {⛔ No DOI found}, pages = {31}, } @article{mays_supporting_2021, title = {Supporting {Teachers} {Moving} {Online}, using a {MOOC}, {During} the {COVID}-19 {Pandemic}}, volume = {8}, url = {https://jl4d.org/index.php/ejl4d/article/download/497/606?inline=1}, number = {1}, author = {Mays, Tony John and Ogange, Betty and Naidu, Som and Perris, Kirk}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BK6R4LIP 2405685:676ZMM3I}, } @article{mcaleavy_learning_2021, title = {Learning {Renewed}: ten lessons from the pandemic}, url = {https://files.eric.ed.gov/fulltext/ED614249.pdf}, language = {en}, author = {McAleavy, Tony and Riggall, Anna and Korin, Astrid}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5ZRP2HCK 2405685:ARSSKSPN}, keywords = {⛔ No DOI found}, } @techreport{mcintyre_literature_2021, type = {Working {Paper}}, title = {Literature {Overview} of {Accountability} and {EdTech}: {Recommendations} for {Using} {Technology} to {Improve} {Accountability} in {Educational} {Systems} from {Ghana} and {Other} {LMICs}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/TD2ASC4G}, language = {en}, institution = {EdTech Hub}, author = {McIntyre, Nora and Sabates, Ricardo and Jamieson Eberhardt, Molly}, year = {2021}, doi = {10.5281/zenodo.4575561}, note = {ZenodoArchiveID: 4575561 PreviousDOI: 10.5281/zenodo.4468852 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4575561 2339240:BJT3BKFR 2405685:V9FUFGLQ}, } @article{meyer_how_2021, title = {How educational are 'educational' apps for young children? {App} store content analysis using the {Four} {Pillars} of {Learning} framework}, volume = {15}, issn = {1748-2798}, shorttitle = {How educational are 'educational' apps for young children?}, doi = {10.1080/17482798.2021.1882516}, abstract = {Experts have expressed concerns about the lack of evidence demonstrating that children's "educational" applications (apps) have educational value. This study aimed to operationalize Hirsh-Pasek, Zosh, et al.'s (2015) Four Pillars of Learning into a reliable coding scheme (Pillar 1: Active Learning, Pillar 2: Engagement in the Learning Process, Pillar 3: Meaningful Learning, Pillar 4: Social Interaction), describe the educational quality of commercially-available apps, and examine differences in educational quality between free and paid apps. We analyzed 100 children's educational apps with the highest downloads from Google Play and Apple app stores, as well as 24 apps most frequently played by preschool-age children in a longitudinal cohort study. We developed a coding scheme in which each app earned a value of 0-3 for each Pillar, defining lower-quality apps as those scoring ≤ 4, summed across the Four Pillars. Overall scores were low across all Pillars. Free apps had significantly lower Pillar 2 (Engagement in Learning Process) scores (t-test, p {\textless} .0001) and overall scores (t-test, p {\textless} .0047) when compared to paid apps, due to the presence of distracting enhancements. These results highlight the need for improved design of educational apps guided by developmental science.}, language = {eng}, number = {4}, journal = {Journal of Children and Media}, author = {Meyer, Marisa and Zosh, Jennifer M. and McLaren, Caroline and Robb, Michael and McCafferty, Harlan and Golinkoff, Roberta Michnick and Hirsh-Pasek, Kathy and Radesky, Jenny}, year = {2021}, pmid = {35282402}, pmcid = {PMC8916741}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/17482798.2021.1882516 2339240:DAP57ZEF 2405685:9KM825BK}, keywords = {Digital Media, Digital Play, Early Childhood, Educational Apps, Four Pillars of Learning, Mobile Devices}, pages = {526--548}, } @techreport{ministry_of_basic_and_senior_secondary_education_2020_2021, title = {2020 {Annual} {Schools} {Census} {Report}}, author = {Ministry of Basic {and} Senior Secondary Education}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5S3TQR6D 2405685:JMH9T363}, } @techreport{ministry_of_basic_and_senior_secondary_education_annual_2021, title = {Annual {School} {Census}}, author = {Ministry of Basic {and} Senior Secondary Education}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PSR8CRAP 2405685:HK8SFD2T}, } @techreport{ministry_of_basic_and_senior_secondary_education_lwl_2021, title = {{LWL}: {Numbers} and impact by 2020/21 school year}, url = {https://mbsse.gov.sl/wp-content/uploads/2021/05/LWL_Numbers-and-impact-summary.pdf}, author = {{Ministry of Basic and Senior Secondary Education}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:569UWV3B 2486141:BQRLTAA6}, } @misc{ministry_of_basic_and_senior_secondary_education_national_2021, title = {National policy on radical inclusion in schools}, url = {https://planipolis.iiep.unesco.org/en/2021/national-policy-radical-inclusion-schools-7147}, urldate = {2021-05-04}, author = {Ministry of Basic {and} Senior Secondary Education}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CYWMBVW8}, } @techreport{ministry_of_education_concept_2021, title = {Concept on mapping technical and vocational educational and training data in {Kenya}}, institution = {State Department for Vocational and Technical Training}, author = {{Ministry of Education}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W9CQUI3Y 2405685:9S4JGQTN}, } @misc{ministry_of_education_singapore_educational_2021, title = {Educational {Technology} {Plan}}, url = {http://www.moe.gov.sg/education-in-sg/educational-technology-journey/edtech-plan}, language = {en}, urldate = {2022-06-21}, author = {Ministry of Education (Singapore)}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XH7WCXVJ 2405685:4AZVTWBW}, } @techreport{ministry_of_finance_2020_2021, title = {2020 {Annual} {Report} on the {Petroleum} {Funds} {\textbar} {Ministry} of {Finance} {\textbar} {Ghana}}, url = {https://mofep.gov.gh/publications/petroleum-reports/2020-annual-report}, urldate = {2022-06-07}, author = {{Ministry of Finance}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JH3SZELK 2405685:DDPAL29F 4656463:XGB3IXY9}, } @misc{ministry_of_information_technology_and_telecommunication_personal_2021, title = {Personal {Data} {Protection} {Bill} 2020}, language = {en}, author = {Ministry of Information Technology {and} Telecommunication}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F2C93XEX 2405685:AWDES5PD}, pages = {33}, } @article{mittal_technological_2021, title = {Technological {Federalism} : {A} {Building} {Block} to {Constitutionalise} the {Digital} {Sphere}}, url = {https://www.epw.in/journal/2021/47/commentary/technological-federalism.html}, urldate = {2022-06-15}, author = {Mittal, Anushka}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MANBX9Z8 2405685:5MPF4DCD}, keywords = {⛔ No DOI found}, } @misc{mogos_oer_2021, title = {{OER} may be free, but you still need to invest to use them: {Part} {I}}, shorttitle = {{OER} may be free, but you still need to invest to use them}, url = {https://blogs.worldbank.org/education/oer-may-be-free-you-still-need-invest-use-them-part-i}, abstract = {Calls for access and equity underpin the OER (Open Educational Resources) movement, but it’s yet to be seen if the potential impact of OER will materialize in education - something COVID-19 may help change.}, language = {en}, urldate = {2022-12-29}, author = {Mogos, Ariam and Gacicio, Esther and Gaible, Edmond}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9KXMVHL3}, } @techreport{mohn_resource_2021, address = {Washington, D.C.}, title = {Resource {Pack} to {Support} {Remote} {Learning} : {Digital}}, shorttitle = {Resource {Pack} to {Support} {Remote} {Learning}}, url = {http://documents.worldbank.org/curated/en/099846503292227713/P1742520e72c6706d0ab250bc5569ef32bf}, abstract = {Resource Pack to Support Remote Learning : Digital (English)}, language = {en}, urldate = {2023-03-24}, institution = {World Bank Group}, author = {Mohn, Giti and Atif, Rafique and Cardoso De Barros, Jorge Manuel and Twinomugisha, Alex and Hawkins, Robert J and Barron Rodriguez, Maria Rebeca}, year = {2021}, } @techreport{mohn_resource_2021, address = {Washington, D.C.}, title = {Resource {Pack} to {Support} {Remote} {Learning} : {Introduction}}, shorttitle = {Resource {Pack} to {Support} {Remote} {Learning}}, url = {http://documents.worldbank.org/curated/en/099846003292241568/P1742520752a490630b11e0c88660835149}, abstract = {Resource Pack to Support Remote Learning : Introduction (English)}, language = {en}, urldate = {2023-03-24}, institution = {World Bank Group}, author = {Mohn, Giti and Atif, Rafique and Cardoso De Barros, Jorge Manuel and Twinomugisha, Alex and Hawkins, Robert J and Barron Rodriguez, Maria Rebeca}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:P4ZV3WJ6}, } @techreport{mohn_resource_2021, address = {Washinton, D.C.}, title = {Resource {Pack} to {Support} {Remote} {Learning} : {Mobile}}, shorttitle = {Resource {Pack} to {Support} {Remote} {Learning}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099846403292213739/P1742520988bb10220bc60090a9a4437eaa}, abstract = {Resource Pack to Support Remote Learning : Mobile (English)}, language = {en}, urldate = {2023-03-24}, institution = {World Bank Group}, author = {Mohn, Giti and Atif, Rafique and Cardoso De Barros, Jorge Manuel and Twinomugisha, Alex and Hawkins, Robert J and Barron Rodriguez, Maria Rebeca}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MLCVFR3W}, } @techreport{mohn_resource_2021, address = {Washington, D.C.}, title = {Resource {Pack} to {Support} {Remote} {Learning} : {Print}}, shorttitle = {Resource {Pack} to {Support} {Remote} {Learning}}, url = {http://documents.worldbank.org/curated/en/099845403292226173/P1742520f59a810fe0918c0091da1ca70aa}, abstract = {Resource Pack to Support Remote Learning : Print (English)}, language = {en}, urldate = {2023-03-24}, institution = {World Bank Group}, author = {Mohn, Giti and Atif, Rafique and Cardoso De Barros, Jorge Manuel and Twinomugisha, Alex and Hawkins, Robert J and Barron Rodriguez, Maria Rebeca}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:TIYRFXSF}, } @techreport{mohn_resource_2021, address = {Washinton, D.C.}, title = {Resource {Pack} to {Support} {Remote} {Learning} : {Television}}, shorttitle = {Resource {Pack} to {Support} {Remote} {Learning}}, url = {http://documents.worldbank.org/curated/en/099845403292224247/P17425202b92680610b3e80d6a2b373a45b}, abstract = {Resource Pack to Support Remote Learning : Television (English)}, language = {en}, urldate = {2023-03-24}, institution = {World Bank Group}, author = {Mohn, Giti and Atif, Rafique and Cardoso De Barros, Jorge Manuel and Twinomugisha, Alex and Hawkins, Robert J and Barron Rodriguez, Maria Rebeca}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ENYQ2YWR}, } @techreport{mohn_resource_2021, address = {Washington, D.C.}, title = {Resource {Pack} to {Support} {Remote} {Learning} : {Formative} {Assessment}}, shorttitle = {Resource {Pack} to {Support} {Remote} {Learning}}, url = {http://documents.worldbank.org/curated/en/099846303292215364/P174252093e0500400a42800c0560e18742}, abstract = {Resource Pack to Support Remote Learning : Formative Assessment (English)}, language = {en}, urldate = {2022-12-29}, institution = {World Bank}, author = {Mohn, Giti and Rafique, Giti and Cardoso De Barros, Jorge Manuel and Twinomugisha, Alex and Hawkins, Robert J and Barron Rodriguez, Maria Rebeca}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WFPQL8XD}, } @article{molina_engagement_2021, title = {El engagement en la educación virtual: experiencias durante la pandemia {COVID}-19}, volume = {14}, shorttitle = {El engagement en la educación virtual}, number = {2}, journal = {Texto Livre: Linguagem e Tecnologia}, author = {Molina, Odiel Estrada and Cancell, Dieter Reynaldo Fuentes and Hernández, Alién García}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5B3ZQV8Z}, keywords = {⛔ No DOI found}, pages = {e33936--e33936}, } @misc{moodle_moodle_2021, title = {Moodle - {Open}-source learning platform {\textbar} {Moodle}.org}, url = {https://moodle.org}, urldate = {2021-01-27}, author = {Moodle}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q2JQYS7R 2405685:ZSDT9976}, } @techreport{morris_toolkit_2021, address = {Washington, D.C.}, title = {Toolkit for {Designing} a {Comprehensive} {Distance} {Learning} {Strategy}}, url = {https://www.edu-links.org/resources/designing-comprehensive-distance-learning-toolkit}, language = {en}, institution = {USAID}, author = {Morris, Emily and Tan, Yvette}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8CCGV3KW 2405685:3QQ8X8NF}, pages = {80}, } @techreport{mwaniki_strengthening_2021, title = {Strengthening {Education} {Management} {Information} {Systems} ({EMIS}) and {Data} for {Increased} {Resilience} to {Crisis}: country case study: {South} {Soudan}}, copyright = {CC BY-SA 3.0 IGO}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000375815}, institution = {UNESCO}, author = {Mwaniki, David}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LRSS84YD}, keywords = {auto\_merged}, } @techreport{nemis_pakistan_2021, address = {Islamabad}, title = {Pakistan {Education} {Statistics} 2017-18}, url = {http://library.aepam.edu.pk/Books/Pakistan%20Education%20Statistics%202017-18.pdf}, institution = {National Education Management Information System}, author = {NEMIS}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:57U6FLU9 2405685:2KAH2NJR}, } @techreport{nemis_pakistan_2021, address = {Islamabad}, title = {Pakistan {Education} {Statistics} 2017-18}, url = {http://library.aepam.edu.pk/Books/Pakistan%20Education%20Statistics%202017-18.pdf}, institution = {National Education Management Information System}, author = {NEMIS}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:57U6FLU9 2405685:2KAH2NJR}, } @misc{nemis_pakistan_2021, title = {Pakistan {Education} {Statistics} 2017-18}, url = {http://library.aepam.edu.pk/Books/Pakistan%20Education%20Statistics%202017-18.pdf}, urldate = {2022-04-25}, author = {{NEMIS}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SZQJUSLX 2405685:HWFDLM38}, } @misc{nigeria_federal_ministry_of_education_nigeria_2021, title = {Nigeria {Learning} {Passport}}, url = {https://nlp.education.gov.ng/index.html}, urldate = {2022-08-19}, author = {Nigeria Federal Ministry of Education}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4TAPVKN4 2405685:CCRKKXJS}, } @techreport{nugroho_teacher_2021, address = {UNICEF Innocenti}, title = {Teacher attendance and time on task in primary schools in {Mozambique}}, url = {https://www.unicef-irc.org/publications/pdf/MOZAMBIQUE%20EN.pdf}, urldate = {2022-05-16}, author = {Nugroho, Dita and Karamperidou, Despina}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XI9TB42I 2405685:VZR6RFUF}, } @misc{oecd_creditor_2021, title = {Creditor {Reporting} {System} ({CRS})}, url = {https://stats.oecd.org/Index.aspx?DataSetCode=crs1}, author = {OECD}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GKAXYNKY 2405685:QF9A6M5Z}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{olsen_scaling_2021, title = {Scaling education innovations for impact in low-and-middle-income countries during {COVID}}, url = {https://www.brookings.edu/wp-content/uploads/2021/12/ROSIE-reflection-brief_FINAL-1.pdf}, abstract = {In 2020, the Center for Universal Education (CUE) at the Brookings Institution joined the Global Partnership for Education’s (GPE) Knowledge and Innovation Exchange (KIX), a joint partnership between the Global Partnership for Education and the International Development Research Centre (IDRC), to facilitate a cross-national, multiteam, design-based research and professional support initiative called Research on Scaling the Impact of Innovations in Education (ROSIE). The intention of ROSIE is to bring together researchers and practitioners to study the process of scaling education initiatives. This first annual brief reflects on scaling insights from different scaling teams across many low- and middle-income countries to jointly learn and share best practices related to scaling in education. Effective scaling is not just about designing and delivering promising innovations for use but also embedding them in thoughtful, mutifaceted ways to ensure that they grow, deepen, and have lasting impact. This brief discusses how several teams went about this work during the difficult last year.}, language = {English}, publisher = {Brookings Institution}, author = {Olsen, Brad}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S7V2Y764 2405685:Y9VGSW9N}, } @misc{orozco_mobile-based_2021, title = {Mobile-based solutions can strengthen human capital gains disrupted by {COVID}-19 in developing countries}, url = {https://blogs.worldbank.org/digital-development/mobile-based-solutions-can-strengthen-human-capital-gains-disrupted-covid-19}, abstract = {Education technology is leveraging smartphones to reverse the pandemic-induced learning crisis.}, language = {en}, urldate = {2022-08-17}, author = {Orozco, Victor}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5G6GXMV4 2405685:VC52RJ7L}, } @book{ozkul_psychological_2021, title = {Psychological {Well}-{Being} {Levels} of {Teacher} {Candidates} in the {Distance} {Education} {Process}}, volume = {6}, url = {https://eric.ed.gov/?id=ED615140}, abstract = {The expansion of the global communication network with the help of technological developments has undoubtedly shown its greatest impact in the field of education. As a matter of fact, the spread of communication networks between countries and individuals, in the field of education; it has created a global perception of education by accelerating the circulation of information resources, ideas and products. Especially with the COVID-19 epidemic, the transition to distance education has accelerated. In this context, it is considered important to investigate the behaviors and psychological states of students and to contribute to their good management of this process. The aim of this study is to examine the psychological well-being levels of teacher candidates in the distance education process. This research, which aims to examine the psychological well-being levels of teacher candidates in the distance education process, is a quantitative method with a causal comparison model. The study population of the research consists of Inönü University Faculty of Education students. The sample of the study consisted of 584 participants determined by the random stratified sampling method from the population. The data of the study were collected with the "Psychological Well-Being Scale". Obtained data, independent groups t-test, one-way ANOVA and descriptive statistics tests were performed. Research findings showed that participants had high levels of psychological well-being.}, language = {en}, urldate = {2022-08-22}, author = {Özkul, Ramazan and Kirbaç, Metin and Kaya, Fatih}, year = {2021}, note = {ISSN: 2501-9120 Issue: 2 Pages: 82-97 Publication Title: Online Submission KerkoCite.ItemAlsoKnownAs: 2339240:MRF5YWGN 2405685:JHHP36ST}, keywords = {Access to Computers, COVID-19, Correlation, Distance Education, Foreign Countries, Gender Differences, Handheld Devices, Internet, Mental Health, Pandemics, Physical Environment, Preferences, Preservice Teachers, Rural Urban Differences, Study Habits, Synchronous Communication, Telecommunications, Undergraduate Students, Well Being}, } @misc{peas_case_2021, title = {Case {Study}: {GEARR}-ing {Up} for {Success} {After} {School}}, url = {https://girlseducationchallenge.org/media/sl5nzci0/dtl_casestudy_gearr_may-2021.pdf}, urldate = {2022-06-26}, author = {PEAS}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9WEWV2NE 2405685:YR2PLC48}, } @misc{plan_international_gender_2021, title = {{GENDER} {TRANSFORMATIVE} {EDUCATION}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000372963/PDF/372963eng.pdf.multi}, urldate = {2022-03-24}, author = {PLAN International and UNICEF and Transform Education and UNGEI}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IUJFLDHR 2405685:V9KDIPXS}, } @misc{poralg_sis_2021, title = {{SIS} {Tanzania} ({LIVE})}, url = {https://apkpure.com/fr/sis-tanzania-live/tz.go.tamisemi.apps.sismobile}, author = {PORALG}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9U7CNQTK 2405685:3D9IMZVK}, } @misc{public_private_partnership_commission_digimap_2021, title = {{DigiMap} – {Digital} {Malawi} {Project}}, url = {https://digmap.pppc.mw/about/}, language = {en-US}, urldate = {2022-11-01}, author = {Public Private Partnership Commission}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BBWYTFNJ 2405685:N6IH9MK6}, } @misc{punjab_curriculum__textbook_board_teaching_2021, title = {Teaching of {Naazrah} {Quran} {Grade} {I}-{V} as a separate compulsory subject}, url = {https://pctb.punjab.gov.pk/system/files/Teaching%20of%20Naazrah%20Quran%20Grade%20I-V%20as%20a%20separate%20compulsary%20subject_Compressed.pdf}, urldate = {2022-06-20}, author = {Punjab Curriculum \& Textbook Board}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IXHBSJZJ 2405685:RRM79XR4}, } @techreport{raha_revisiting_2021, address = {London}, title = {Revisiting the impact of covid-19 on adolescents in urban slums in {Dhaka}, {Bangladesh}: round 2}, url = {https://www.gage.odi.org/wp-content/uploads/2021/03/Revisiting-the-impact-of-covid-19-on-adolescents-in-urban-slums-in-Dhaka-Bangladesh-Round-2_v3.pdf}, language = {en}, institution = {Gender and Adolescence: Global Evidence}, author = {Raha, Samira Ahmed and Rana, Sajib and Mamun, Saklain Al and Anik, Mehedi Hasan and Roy, Prantik and Alam, Farhana and Sultan, Maheen}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WYUAE2BS 2405685:Y2LGTIPF}, keywords = {⛔ No DOI found}, } @techreport{rahman_pprc-bigd_2021, title = {{PPRC}-{BIGD} {COVID}-19 {Livelihoods} \& {Recovery} {Panel} {Survey}}, url = {https://bigd.bracu.ac.bd/study/rapid-survey-on-immediate-economic-vulnerabilities-created-by-covid-19-and-the-coping-mechanisms-of-poor-and-marginal-people/}, abstract = {The COVID-19 pandemic brought the world to an economic stand-still, and the poor and vulnerable populations are bearing the brunt of this crisis. Power and Participation Research Centre (PPRC) and BRAC Institute of Governance and Development (BIGD) have been jointly conducting a multi-phase study since April 2020 to capture the changing impact of the COVID-19 health and economic crisis on low-income communities...}, language = {en-US}, urldate = {2022-01-16}, institution = {BRAC Institute of Governance and Development (BIGD)}, author = {Rahman, Hossain Zillur and Matin, Dr Imran and Rahman, Atiya and Das, Dr Narayan C and Zillur, Umama and Ahmen, Md. Shakil and Hashemi, Dr Syed M and Wazed, Mohammad Abdul and Mozumder, Tanvir Ahmed and Gain, Sabrina Miti and Mohammad, Fatema and Khan, Tahsina Naz and Tasnim, Motajina and Jahan, Nusrat and Islam, Md. Saiful and Faruk, Avinno and Shameem, Namira}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IK9VLKRP 2405685:84RHZ5EU}, } @article{rahman_investigating_2021, title = {Investigating the mediating role of online learning motivation in the {COVID}-19 pandemic situation in {Bangladesh}}, volume = {Special Issue Article}, issn = {1365-2729}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12535}, doi = {10.1111/jcal.12535}, abstract = {The purpose of this paper is to investigate the mediating role of online learning motivation (OLM) in the COVID-19 pandemic situation in Bangladesh by observing and comparing direct lectures (DL), instructor–learner interaction (ILI), learner–learner interaction (LLI), and internet self-efficacy (ISE) as predictors of OLM and online learning satisfaction (OLS). Data were collected from 442 undergraduate and graduate students from more than 35 universities in Bangladesh. To test the hypotheses, the PLS-SEM approach was applied using SmartPLS 3.0. The study shows a significant mediating role of OLM between the independent variables and learning satisfaction. In addition, DL, ILI, and ISE are shown to be significant predictors of student satisfaction. The findings have a number of valuable implications for education policy makers, universities, instructors, and students. Moreover, the study suggests some new research perspectives to overcome the limitations of this research and to gain precise knowledge on students' learning motivation and satisfaction regarding other online classes for different categories of students (e.g., high school and college, professional, and PhD).}, language = {en}, urldate = {2021-10-25}, journal = {Journal of Computer Assisted Learning}, author = {Rahman, Md. H Asibur and Uddin, Mohammad Shahab and Dey, Anamika}, year = {2021}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12535 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12535 2339240:D2LCXIHU 2405685:DUEDNPFM}, keywords = {Bangladesh, COVID-19, interactions, learning motivation, learning satisfaction, online education}, pages = {1--15}, } @incollection{rahman_simulation_2021, title = {A {Simulation} of {COVID}-19 {School} {Closure} {Impact} on {Student} {Learning} in {Bangladesh} [{Book} {Chapter}]}, url = {http://elibrary.worldbank.org/doi/book/10.1596/35043}, language = {en}, urldate = {2021-06-10}, publisher = {World Bank}, author = {Rahman, Tashmina and Sharma, Uttam}, month = jan, year = {2021}, doi = {10.1596/35043}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/35043 2339240:4MHUSRIF 2405685:RDF4ZFYM}, } @article{reed_exploring_2021, title = {Exploring the summer reading effect through visual analysis of multiple datasets}, volume = {44}, issn = {1467-9817}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-9817.12357}, doi = {10.1111/1467-9817.12357}, abstract = {Historically, there has been concern about students losing reading ability over extended breaks from school, commonly in the summer, but studies of this phenomenon have produced inconsistent results. We applied exploratory visual analysis of multiple datasets to examine whether students in Grades K-5 appear to lose or improve in various reading abilities over the summer and across consecutive school years. Archival data were obtained on students of different U.S. school districts who did not participate in a formal summer reading programme. Data were disaggregated by groups considered most vulnerable to summer loss: those from economically disadvantaged backgrounds and those identified with disabilities. Given the variety of measure types and scores, we centred scores on each measure's cut point for proficiency in a particular grade level to depict how students' scores deviated from the proficiency classifications before and after a summer break. Overall, students' scores relative to the benchmark appeared on average to have maintained or improved, and there was no observed accumulated decrement in reading performance across years. For anomalous instances of summer loss, we offer possible alternative explanations such as measurement artefacts and unrehearsed learning. Visual analysis of the datasets suggested that summer breaks were not associated with systematic losses of students' reading ability, even among those considered most vulnerable to the phenomenon. However, available assessments and benchmarks are not designed to measure summer learning specifically, and little is known about the kinds of literacy experiences students not in formal programmes might be having. Thus, more research on summer maturation and degeneration is warranted.}, language = {en}, number = {3}, urldate = {2022-08-25}, journal = {Journal of Research in Reading}, author = {Reed, Deborah K. and Aloe, Ariel M. and Park, Seohee and Reeger, Adam J.}, year = {2021}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/1467-9817.12357 KerkoCite.ItemAlsoKnownAs: 10.1111/1467-9817.12357 2339240:JHHW65S2 2405685:EXZINYW5}, keywords = {elementary, exploratory visual analysis, reading, summer loss}, pages = {597--616}, } @techreport{rehman_pakistan_2021, address = {Karachi}, title = {Pakistan - {Data} {Protection} {Overview}}, url = {https://www.dataguidance.com/notes/pakistan-data-protection-overview-0}, institution = {RIAA Barker Gillette}, author = {Rehman, Shafaq}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JE7WKN5X 2405685:MTKT9C36}, } @techreport{rehman_pakistan_2021, address = {Karachi}, title = {Pakistan - {Data} {Protection} {Overview}}, url = {https://www.dataguidance.com/notes/pakistan-data-protection-overview-0}, institution = {RIAA Barker Gillette}, author = {Rehman, Shafaq}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JE7WKN5X 2405685:MTKT9C36}, } @article{reyes_logros_2021, title = {Logros y {Desafíos} del {Plan} {Ceibal}}, url = {https://revistaeducarnos.com/wp-content/uploads/2021/10/olga.pdf}, author = {Reyes, Olga and Valdés-Rodríguez, Ofelia}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JJUPMKNB 2405685:XXNI324J}, } @misc{rockefeller_foundation_co-develop_2021, title = {Co-{Develop}: {Digital} {Public} {Infrastructure} for an {Equitable} {Recovery}}, shorttitle = {Co-{Develop}}, url = {https://www.rockefellerfoundation.org/report/co-develop-digital-public-infrastructure-for-an-equitable-recovery/}, abstract = {As we build back better from the Covid-19 pandemic, we have an unprecedented opportunity to build digital public infrastructure that promotes inclusion, human rights, and progress toward global goals. This report outlines an agenda for international cooperation on digital public infrastructure to guide future investments and expansion of this critical tool.}, language = {en-US}, urldate = {2022-04-24}, journal = {The Rockefeller Foundation}, author = {{Rockefeller Foundation}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:37L4BB6S 2405685:RWZW3IGV 4656463:V2H3KQ6Y}, } @article{roddis_financing_2021, title = {Financing for the {EdTech} {Ecosystem}: {A} {Working} {Paper}}, language = {en}, author = {Roddis, Suzanne and Collis, With Victoria and Steer, Liesbet and Cunningham, Madelyn Swift}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FPKG8YWE 2405685:ZIXZZ9DF}, keywords = {⛔ No DOI found}, pages = {54}, } @misc{romero-hall_current_2021, title = {Current initiatives, barriers, and opportunities for networked learning in {Latin} {America} {\textbar} {SpringerLink}}, url = {https://link.springer.com/article/10.1007/s11423-021-09965-8}, urldate = {2022-08-17}, author = {Romero-Hall, Enilda}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7BL7UJES 2405685:T3EWN6KP}, } @misc{rosa_levar_2021, title = {Levar sala de aula até sala de casa é bom negócio na {Geekie}}, url = {https://valor.globo.com/empresas/noticia/2021/06/14/levar-sala-de-aula-ate-sala-de-casa-e-bom-negocio-na-geekie.ghtml}, abstract = {Isolamento social ajudou ‘edtech’ a elevar o faturamento em mais de 170\% no ano passado}, language = {pt-br}, urldate = {2022-06-06}, journal = {Valor Econômico}, author = {Rosa, Joao Luiz}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4UAQBJVI 2405685:F7RAB35E}, } @techreport{rossiter_high-stakes_2021, type = {Working {Paper}}, title = {Do {High}-{Stakes} {Exams} {Promote} {Consistent} {Educational} {Standards}?}, url = {https://www.cgdev.org/publication/do-high-stakes-exams-promote-consistent-educational-standards}, abstract = {Each year over two million secondary-school students across English-speaking West Africa sit coordinated exams, with the explicit goal of maintaining consistent educational standards across schools and over time. We find that scores across math items drawn from different exam years—when taken by an identical group of students on the same day—closely track fluctuations in Ghana’s national pass rates over time, absent any role for cheating or changes in real performance.}, language = {en}, number = {581}, urldate = {2022-04-07}, institution = {Center for Global Development}, author = {Rossiter, Jack and Abreh, Might Kojo and Ali, Aisha and Sandefur, Justin}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P76Y3ZMS 2339240:Q7EM36CB 2405685:8CHDNRL6 2405685:CNXH9CPT 4656463:DM8NI9DR}, } @article{roy_digitizing_2021, title = {Digitizing taxation and premature formalization in developing countries}, volume = {52}, issn = {1467-7660}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/dech.12662}, doi = {10.1111/dech.12662}, abstract = {The digitization of taxation systems can assist inclusion. However, it can also inadvertently lead to adverse outcomes for the poor in developing countries where many firms in the informal sector have low capabilities. Moreover, larger formal sector firms are often politically networked and in a position to engage in extractive informal transactions that digitization alone cannot restrict. Thus, while digitization creates tools for the enforcement of formal regulations, formalization can be unequal. This contribution focuses on digitized taxation as an application of a more general problem with digitization as a tool for formalization, referring to evidence from the rollout of the Goods and Services Tax (GST) in India. Using the analysis of political settlements, the authors distinguish between types of rule violations in developing economies. Networked higher-capability firms engage in ‘informal’ transactions when they violate rules to extract rents. This is different from the informality of unregistered micro and small enterprises in the informal sector who often violate rules they cannot adhere to, and make informal payments to enforcers to continue operating. When digital technologies are used in these contexts, adverse outcomes for welfare and inclusion can follow from ‘premature formalization’. A more cautious and inclusive path to formalization is necessary to protect vulnerable groups.}, language = {en}, number = {4}, urldate = {2023-01-25}, journal = {Development and Change}, author = {Roy, Pallavi and Khan, Mushtaq H.}, year = {2021}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/dech.12662 KerkoCite.ItemAlsoKnownAs: 10.1111/dech.12662 2339240:MU6W52WZ 2405685:UGRBR3L5 4656463:R9NF9UEB}, pages = {855--877}, } @misc{rti_international_science_2021, title = {Science of {Teaching} - {Overview}: {Structured} {Pedagogy} {Guides}, and a {Note} to {Education} {Leaders}}, url = {https://scienceofteaching.s3.eu-west-3.amazonaws.com/index.html#/lessons/pw4nS4OM7i8RlNTLi_2HIB1QNz0sRP3f}, urldate = {2021-05-19}, author = {{RTI International}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QGPIU5LP 2405685:RY5I3VX9}, } @misc{saka_digitalization_2021, title = {Digitalization in teaching and education in {Malawi}}, url = {https://www.ilo.org/wcmsp5/groups/public/---ed_dialogue/---sector/documents/publication/wcms_783666.pdf}, urldate = {2022-11-01}, author = {Saka, Tionge Weddington}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9BDZPJAA 2405685:Z9HNTSCR}, } @techreport{samman_leave_2021, address = {London, UK}, title = {'{Leave} no one behind' - five years into {Agenda} 2030: {Guidelines} for turning the concept into action}, url = {https://cdn.odi.org/media/documents/odi_leave_no_one_behind_-_five_years_into_agenda_2030_newfinal2.pdf}, institution = {Overseas Development Institute}, author = {Samman, Emma and Roche, Jose Manuael and Sarwar, Moizza Binat and Evans, Martin}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7VTSZ8FZ 2405685:9KJFUTGQ}, } @techreport{sarwar_pathways_2021, address = {London, UK}, title = {Pathways towards quality primary education: improving completion and learning outcomes}, url = {https://odi.org/en/publications/pathways-towards-quality-primary-education-improving-completion-and-learning-outcomes/}, institution = {Overseas Development Institute}, author = {Sarwar, Moizza Binat and Moreno, Diego Benitez and Homonchuk, Olha and Roche, Jose Manuel and Nicolai, Susan}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9HKATEYG 2405685:DV2ABWB9}, } @techreport{savov_digitizing_2021, title = {Digitizing {Curriculum} {Standards} to {Unlock} the {Potential} of {Open} {Educational} {Resources} in a {Global} {Context}.}, url = {https://learningequality.org/r/digitizing-curriculum}, institution = {UNHCR, Vodafone Foundation, Google.org, and UNESCO}, author = {Savov, Ivan}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9CQZLXPE 2405685:57EEB3JT}, } @book{scherer_assistive_2021, address = {New York}, title = {Assistive {Technologies} and {Other} {Supports} for {People} with {Brain} {Impairment}.}, publisher = {Springer Publishing Co}, author = {Scherer, M. J.}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EKI7Z54P 2405685:LTA7V78K}, } @techreport{schueler_cautionary_2021, address = {Brown University}, type = {Working {Paper}}, title = {A {Cautionary} {Tale} of {Tutoring} {Hard}-to-{Reach} {Students} in {Kenya}}, url = {https://doi.org/10.26300/43qs-cg37}, abstract = {Covid-19-induced school closures generated great interest in tutoring as a strategy to make up for lost learning time. Tutoring is backed by a rigorous body of research, but it is unclear whether it can be delivered effectively remotely. We study the effect of teacher-student phone call interventions in Kenya when schools were closed. Schools (n=105) were randomly assigned for their 3rd, 5th and 6th graders (n=8,319) to receive one of two versions of a 7-week weekly mathfocused intervention—5-minute accountability checks or 15-minute mini-tutoring sessions—or to the control group. Although calls increased student perceptions that teachers cared, accountability checks had no effect on math performance up to four months after the intervention and tutoring decreased math achievement among students who returned to their schools after reopening. This was, in part, because the relatively low-achieving students most likely to benefit from calls were least likely to return and take in-person assessments. Tutoring substituted away from more productive uses of time, at least among returning students. Neither intervention affected enrollment. Tutoring remains a valuable tool but to avoid unintended consequences, careful attention should be paid to aligning tutoring interventions with best practices and targeting interventions to those who will benefit most.}, language = {en}, number = {21-432}, urldate = {2022-01-16}, institution = {Annenberg Institute}, author = {Schueler, Beth E. and Rodriguez-Segura, Daniel}, year = {2021}, note = {Publisher: EdWorkingPapers.com KerkoCite.ItemAlsoKnownAs: 2339240:XZCEK22N 2405685:9BBHUUTN}, } @misc{scottish_government_pupil_2021, title = {Pupil {Census} 2021}, url = {https://www.gov.scot/binaries/content/documents/govscot/publications/statistics/2019/07/pupil-census-supplementary-tables/documents/pupil-census-2021-supplementary-statistics/pupil-census-2021-supplementary-statistics/govscot%3Adocument/Pupils%2BCensus%2BSupplementary%2BStatistics%2B2021%2BV2.xlsxc}, urldate = {2022-04-07}, author = {{Scottish Government}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4D6YIEHN 2405685:ARL37MGE 4656463:QLGNII8D}, } @article{sedcr_forum_2021, title = {Forum {Guide} to {Strategies} for {Education} {Data} {Collection} and {Reporting}}, language = {en}, author = {SEDCR}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A47PU2CT 2405685:C4RHBJCS}, keywords = {⛔ No DOI found}, pages = {50}, } @misc{seusan_educacion_2021, title = {Educación en pausa}, url = {https://www.unicef.org/lac/informes/educacion-en-pausa}, abstract = {Una generación de niños y niñas en América Latina y el Caribe está perdiendo la escolarización debido al COVID-19}, language = {es}, urldate = {2022-04-19}, author = {Seusan, Laura Andreea and Maradiegue, Rocío}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VSYTIGBE 2405685:8WE9SR6T}, } @techreport{sharma_education_2021, type = {Working {Paper}}, title = {Education through {ICT} {Initiatives} during the pandemic in {India}}, url = {http://hdl.handle.net/10419/249831}, language = {en}, number = {42}, institution = {Center for Sustainable Development, Columbia University}, author = {Sharma, Anchal}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E9PCK69E 2405685:MKUWVX9Q}, } @article{sharmacharya_role_2021, title = {The {Role} {Played} by {Parents} in the {Abrupt} {Transition} to {Online} {Education} {During} the {Covid}-19 {Pandemic}}, author = {Sharmacharya, Ratan}, year = {2021}, note = {Publisher: Georgia Institute of Technology KerkoCite.ItemAlsoKnownAs: 2405685:QA6TSP7N}, keywords = {⛔ No DOI found}, } @article{shrestha_emergency_2021, title = {Emergency {Response} in {Educational} {Policies} during {COVID}-19 in {Nepal}: {A} {Critical} {Review}.}, volume = {9}, shorttitle = {Emergency {Response} in {Educational} {Policies} during {COVID}-19 in {Nepal}}, doi = {10.22492/ije.9.2.10}, number = {2}, journal = {IAFOR Journal of Education}, author = {Shrestha, Sagun and Gnawali, Laxman}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.22492/ije.9.2.10 2405685:ZT9NPHVL}, } @misc{sotatek_4_2021, title = {4 challenges of adopting blockchain in education \& potential solutions}, url = {https://www.sotatek.com/challenges-of-adopting-blockchain-in-education-potential-solutions/}, author = {SotaTek}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CAGQSMUC 2405685:DBKUN2KR}, } @misc{sotatek_here_2021, title = {Here are 5 blockchain use cases in the education sector}, url = {https://www.sotatek.com/blockchain-use-cases-in-education-sector/}, author = {SotaTek}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TWM5R849 2405685:UNCMR5FT}, } @article{soto_key_2021, title = {Key factors in {Knowledge} {Sharing} {Behavior} in {Virtual} {Communities} of {Practice}: {A} {Systematic} {Review}}, volume = {22}, issn = {2444-8729}, shorttitle = {Key factors in {Knowledge} {Sharing} {Behavior} in {Virtual} {Communities} of {Practice}}, url = {https://www.sciencegate.app/document/10.14201/eks.22715}, doi = {10.14201/eks.22715}, abstract = {Virtual Communities of Practice (VCOP) are environments widely recognized as knowledge management instruments, and their sociocultural contrib ...}, language = {en}, urldate = {2022-08-17}, journal = {Education in the Knowledge Society (EKS)}, author = {Soto, ROBERTO Hernández and Ortega, MÓNICA Gutiérrez and Avi, BARTOLOMÉ Rubia}, year = {2021}, note = {Publisher: EDICIONES UNIVERSIDAD DE SALAMANCA KerkoCite.ItemAlsoKnownAs: 10.14201/eks.22715 2339240:ZXUKA5SG 2405685:UAD45DRW}, } @techreport{sparkes_strengthening_2021, title = {Strengthening {Education} {Management} {Information} {Systems} ({EMIS}) and {Data} for {Increased} {Resilience} to {Crisis}: country case study: {Uganda} - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000375816?posInSet=4&queryId=e42c738a-ce84-4fa7-ba4a-dea123e05842}, urldate = {2022-04-25}, institution = {UNESCO}, author = {Sparkes, James}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JQ46TXEN 2405685:R3LKFNTY 4656463:YXDH6NK2}, } @misc{speedtest_speedtest_2021, title = {Speedtest {Global} {Index} – {Internet} {Speed} around the world}, url = {https://www.speedtest.net/global-index#mobile}, abstract = {Find out which countries have the fastest internet speeds in the world. View global monthly comparisons of fixed and mobile internet speeds.}, language = {en}, urldate = {2022-01-16}, journal = {Speedtest Global Index}, author = {{Speedtest}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2ECMCE46 2405685:H545VPCC}, } @misc{ssams_ssams_2021, title = {{SSAMS}}, url = {https://www.sssams.org/}, author = {SSAMS}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WQPVWNYV 2405685:TEPKSTVC}, } @techreport{stoilova_investigating_2021, title = {Investigating risks and opportunities for children in a digital world: {A} rapid review of the evidence on children's internet use and outcomes}, url = {https://www.unicef-irc.org/publications/pdf/Investigating-Risks-and-Opportunities-for-Children-in-a-Digital-World.pdf}, institution = {UNICEF}, author = {Stoilova, M. and Livingstone, S. and Khazbak, R.}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6EVYCKBZ 2405685:7VBGU59I}, } @misc{sunbird_sunbird_2021, title = {Sunbird}, url = {https://sunbird.org/}, author = {Sunbird}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KWNV5KHW 2405685:9ZDBQZW8}, } @article{sunday_use_2021, title = {Use of {Twitter} {Technology} in {Educational} {Learning}}, volume = {20}, url = {http://www.tojet.net/articles/v20i2/20219.pdf}, abstract = {This paper explores the use of Twitter technology in educational learning and teaching in education system. The objectives of this study emphasizes on the contributions of Twitter to personal and educational learning experience, and its adoption for professional development in 21st century. Twitter technology was invented as a media outlet in 2006, to provide a unique kind of communication that allows only 140 numbers of characters. It is a technology that permits users to send and receive information on website, from mobile or computer-enabled internet. A Twitter requires a valid email address to sign up for an account and equally set up private profiles in line with the system command. Users share pictures, videos among other educational materials of what is happening in the world. Twitter is a social media platform that has drawn the attention of its users, especially the students and educators around the world. Secondary sources of data collection were adopted in the paper review. In spite of the short comings of Twitter technology, major findings revealed that the use of Twitter technology is becoming a common usage among students and professional development of educators across the world. Recommendations include the need for sustained campaign of the use of Twitter technology in institutions of learning across the world, especially in the developing countries, and the pedagogical adoption of Twitter for professional development of the future of education, as opposed to traditional method of teaching.}, language = {en}, number = {2}, journal = {The Turkish Online Journal of Educational Technology}, author = {Sunday, Ajibo Anthony}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NQYY6PUR 2405685:ZCBI9SUI}, keywords = {⛔ No DOI found}, } @article{syafryadin_digital_2021, title = {Digital training for increasing {English} teachers’ professionalism at junior high school}, volume = {15}, issn = {2302-9277, 2089-9823}, url = {http://edulearn.intelektual.org/index.php/EduLearn/article/view/16937}, doi = {10.11591/edulearn.v15i1.16937}, abstract = {This research aimed to know the problems and the implementation of the training as the solution and evaluation of digital training that can increase the English teachers’ professionalism at SMP Negeri 13 Bengkulu, Indonesia. This study used a descriptive qualitative method with the number of trainees were 10 English teachers. The procedures of collecting data were observation, documentation and interview. Then, the data analysis were done by comparing the result of the interview from the English teachers at SMP Negeri 13 Bengkulu, Indonesia before they joined and after joining digital training provided by the researchers and finally concluded. The first research finding is the English teachers had problems in terms of knowledge, difficult to apply the application or technology, and never joining training. The second finding is the implementation of digital training had many benefits namely increased the English teachers’ professionalism, experienced and innovated their knowledge and skills toward the use of digital learning, it brought a good quality for learning outcomes and it helped to be better in an advanced educational institution, particularly at SMP Negeri 13 Bengkulu, Indonesia. The last finding is that after implementation, the English teachers still got problems in using the application and need more training. The implication of this study is digital training can be an advanced way in educational development which needs good participation from the trainers, trainees and educational institution.}, language = {en}, number = {1}, urldate = {2022-08-23}, journal = {Journal of Education and Learning (EduLearn)}, author = {Syafryadin, Syafryadin and Wardhana, Dian Eka Chandra and Febriani, R.Bunga}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.11591/edulearn.v15i1.16937 2339240:A4FKY9HP 2405685:4K8W84RI}, } @misc{syafunda_syafunda_2021, title = {Syafunda {Digital} {Library}}, url = {https://syafunda.co.za/}, language = {en-US}, urldate = {2022-06-25}, journal = {Syafunda}, author = {Syafunda}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GL857VQ8 2405685:39F7D2XS}, } @techreport{t4_t4_2021, title = {T4 {Insights} {Report}: {World}'s largest teacher post-{Covid}-19}, url = {https://t4.education/turning-to-technology/#surveyresults}, author = {T4}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:72JBFMAQ 2405685:VCPYXYC2}, } @techreport{tanzania_institute_of_education_national_2021, title = {National {Plan} for {Teachers}’ {Continuous} {Professional} {Development} (4a)}, institution = {Tanzania Institute of Education}, author = {Tanzania Institute of Education}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9K72XNGD 2405685:T66WS3U5}, } @inproceedings{tavdgiridze_teachers_2021, address = {Online Conference}, title = {Teachers' {Attitudes} {Towards} {Gender} {Equality}}, url = {https://library.iated.org/view/TAVDGIRIDZE2021TEA}, doi = {10.21125/edulearn.2021.0620}, urldate = {2023-05-25}, author = {Tavdgiridze, Lela and Khasaia, Ia and Sherozia, Nato and Turmanidze, Lela}, month = jul, year = {2021}, pages = {2874--2880}, } @misc{teachers_research_exchange_teachers_2021, title = {The {Teachers}’ {Research} {Exchange} ({T}-{REX}): {Connecting} {Teaching}, {Research} and {Practice} in {Initial} {Teacher} {Education}}, shorttitle = {The {Teachers}’ {Research} {Exchange} ({T}-{REX})}, url = {https://www.teachingandlearning.ie/project/the-teachers-research-exchange-t-rex-connecting-teaching-research-and-practice-in-initial-teacher-education/}, language = {en-US}, urldate = {2021-09-29}, journal = {National Forum for the Enhancement of Teaching and Learning in Higher Education}, author = {{Teachers' Research Exchange}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MBS83S74 2405685:M6FU72GG}, } @techreport{teaching_service_commission_teacher_2021, title = {Teacher {Deployment} {Protocol}}, author = {Teaching Service Commission}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YHSCP3RW 2405685:6D9F755H}, } @techreport{teaching_service_commission_technical_2021, title = {Technical {Report} on {Teacher} {Deployment}}, author = {Teaching Service Commission}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q4WTX5XU 2405685:59NJRPWV}, } @techreport{the_world_bank_teachers_2021, title = {Teachers and {Teaching} in {Sierra} {Leone}}, author = {The World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:346EVURZ 2405685:I5ZDCPFW}, } @book{thompson_global_2021, title = {The {Global} {Report} on the {Status} of {Teachers} 2021}, isbn = {978-92-95120-28-0}, abstract = {The status of teachers remains a concern in many jurisdictions. Teachers are aware that holding the same qualifications or levels of training as other professions does not bring the same status, despite teaching and facilitating learning being complex work that requires significant expertise. The mandate for this Report was to consider the status of the teaching profession in the three years since the 2018 Report. Rather than simply covering the same ground as the previous Report, the survey was encouraged to maintain its strong focus on status, pay, and conditions while responding to pressing contemporary issues. In the midst of the global COVID-19 pandemic, with concern around the impact that this was having on school communities in general, and the teacher workforce in particular, a focus of this survey concerns the perspectives of unions across the world regarding the impact of COVID-19. [Publisher summary, ed]}, language = {eng}, author = {Thompson, Greg}, year = {2021}, note = {OCLC: 1294427345 KerkoCite.ItemAlsoKnownAs: 2339240:P7UV6GX6 2405685:GXZIVFUX}, } @article{tomasik_educational_2021, title = {Educational gains of in-person vs. distance learning in primary and secondary schools: {A} natural experiment during the {COVID}-19 pandemic school closures in {Switzerland}}, volume = {56}, issn = {1464-066X}, shorttitle = {Educational gains of in-person vs. distance learning in primary and secondary schools}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/ijop.12728}, doi = {10.1002/ijop.12728}, abstract = {Using data from a computer-based formative feedback system, we compare learning gains in the 8 weeks of school closures related to the COVID-19 pandemic in Switzerland with learning gains in the 8 weeks before these school closures. The school performance in mathematics and language of N = 28,685 pupils is modelled in second-order piecewise latent growth models with strict measurement invariance for the two periods under investigation. While secondary school pupils remain largely unaffected by the school closures in terms of learning gains, for primary school pupils learning slows down and at the same time interindividual variance in learning gains increases. Distance learning arrangements seem an effective means to substitute for in-person learning, at least in an emergency situation, but not all pupils benefit to the same degree.}, language = {en}, number = {4}, urldate = {2022-08-25}, journal = {International Journal of Psychology}, author = {Tomasik, Martin J. and Helbling, Laura A. and Moser, Urs}, year = {2021}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/ijop.12728 KerkoCite.ItemAlsoKnownAs: 10.1002/ijop.12728 2339240:38N2MJS4 2405685:GEGK86LW}, keywords = {COVID-19, Distance learning, Learning progress, School achievement, School closures}, pages = {566--576}, } @misc{translators_without_borders_language_2021, title = {Language data for {Malawi}}, url = {https://translatorswithoutborders.org/language-data-for-malawi/}, abstract = {Open-source language data and maps about languages spoken in Malawi can improve how we communicate with communities in crisis.}, language = {en-US}, urldate = {2022-11-11}, journal = {Translators without Borders}, author = {Translators without Borders}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PCZ7W4YF 2405685:59QEPFPY}, } @misc{tsugi_tsugi_2021, title = {Tsugi}, url = {https://www.tsugicloud.org/tsugi/store/}, author = {Tsugi}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2TJABVDQ 2405685:GEH3A8N4}, } @misc{ttec_what_2021, title = {What is {Interactive} {Voice} {Response} ({IVR}?) {Definitions} and {Benefits}.}, author = {{TTEC}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NKW57528 2405685:VF469FPB}, } @techreport{tyers-chowdhury_what_2021, type = {Evidence {Brief}}, title = {What we know about the gender digital divide for girls: {A} literature review}, url = {https://www.unicef.org/eap/media/8311/file/What%20we%20know%20about%20the%20gender%20digital%20divide%20for%20girls:%20A%20literature%20review.pdf}, institution = {UNICEF}, author = {Tyers-Chowdhury, Alexandra and Binder, Gerda}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I6PWKQXN 2405685:YXQRTSSA}, } @techreport{uk_department_for_education_national_2021, title = {The {National} {Funding} {Formulae} for schools and high needs – 2022-23}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1003492/2022-23_NFF_Policy_Document.pdf}, urldate = {2022-04-07}, author = {{UK Department for Education}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YZD5CLHY 2405685:3ZMRG492 4656463:QYFUZA2M}, } @misc{uk_government_school_2021, title = {School workforce in {England}, {Reporting} {Year} 2020}, url = {https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england}, abstract = {This release is largely based on the School Workforce Census. The census collects information from schools and local authorities on the school workforce in state-funded schools in England.{\textless}/p{\textgreater}{\textless}p{\textgreater}Independent schools, non-maintained special schools, sixth-form colleges and further education establishments are not included.{\textless}/p{\textgreater}{\textless}p{\textgreater}The latest data relates to November 2020 and so this is the first data in the series to relate to the coronavirus (COVID-19) pandemic.{\textless}/p{\textgreater}{\textless}h4{\textgreater}Coronavirus (COVID-19): Change to statistics{\textless}/h4{\textgreater}{\textless}p{\textgreater}To reduce burden on schools and local authorities during the pandemic, data on qualifications and staff absences were not collected in 2020. They will be collected again in 2021. Data on school workforce absence during the pandemic has been collected via the Department's {\textless}a href="https://explore-education-statistics.service.gov.uk/find-statistics/attendance-in-education-and-early-years-settings-during-the-coronavirus-covid-19-outbreak"{\textgreater}education settings survey{\textless}/a{\textgreater}.{\textless}/p{\textgreater}{\textless}p{\textgreater}Specific guidance can be found within affected sections of this statistic.{\textless}/p{\textgreater}}, language = {en}, urldate = {2022-04-07}, author = {{UK Government}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V4JNURZK 2405685:AARN4AJQ 4656463:2DTJRBXV}, } @misc{uk_information_commissioners_office_data_2021, title = {Data sharing agreements}, url = {https://ico.org.uk/for-organisations/guide-to-data-protection/ico-codes-of-practice/data-sharing-a-code-of-practice/data-sharing-agreements/}, language = {en}, urldate = {2022-06-14}, author = {UK Information Commissioner's Office}, year = {2021}, note = {Publisher: ICO KerkoCite.ItemAlsoKnownAs: 2339240:KR74YVJ2 2405685:NDIMW83H}, } @book{unctad_technology_2021, title = {{TECHNOLOGY} {AND} {INNOVATION} {REPORT} 2021: {Catching} technological waves innovation with equity}, isbn = {978-92-1-113012-6}, url = {https://unctad.org/page/technology-and-innovation-report-2021}, language = {en}, author = {{UNCTAD}}, year = {2021}, note = {OCLC: 1245847334 KerkoCite.ItemAlsoKnownAs: 2339240:3J8FAXYC 2405685:SSF84XQK}, } @techreport{unesco_background_2021, title = {Background information on education statistics in the {UIS} database}, url = {http://data.uis.unesco.org/ModalHelp/OECD/background-information-education-statistics-uis-database-en.pdf}, urldate = {2022-05-10}, institution = {UNESCO Institute of Statistics}, author = {{UNESCO}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HXNGPX3L 2405685:HPLQP9BZ 8836279:67D7XNEP 8836279:E62VYPBG 8836279:ZKI42HRX}, } @techreport{unesco_covid_2021, title = {{COVID} 19, {Technology}-based {Education} and {Disability}: {The} case of {Bangladesh}}, url = {https://iite.unesco.org/wp-content/uploads/2021/08/Education-and-disability-The-case-of-Bangladesh.pdf}, urldate = {2022-06-25}, author = {UNESCO}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5B34JWFZ 2405685:7K7JA456}, } @misc{unesco_malawi_2021, title = {Malawi: {Education} {Statistics}}, url = {https://uis.unesco.org/en/country/mw}, abstract = {...}, language = {eng}, urldate = {2022-10-30}, author = {UNESCO}, year = {2021}, note = {Last Modified: 2017-04-12 KerkoCite.ItemAlsoKnownAs: 2339240:ZU5965YA 2405685:2IXF4RSK}, } @techreport{unesco_situation_2021, title = {Situation analysis on the effects of and responses to {COVID}-19 on the {Education} {Sector} in {Asia}: {Bhutan} case study - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000379507}, urldate = {2022-12-21}, author = {{UNESCO}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9KDK6Q9R}, } @techreport{unesco_integration_2021, title = {The integration of {Education} {Management} {Information} {Systems} ({EMIS}) with other information systems}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000380046_eng}, urldate = {2022-04-25}, institution = {UNESCO}, author = {{UNESCO}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8L4JHQH4 2405685:VNJBVC5F 4656463:X4SLJ5PL}, } @misc{unesco-iiep_teachers_2021, title = {Teachers deployment and retention {\textbar} {Education} {\textbar} {IIEP} {Policy} {Toolbox}}, url = {https://policytoolbox.iiep.unesco.org/policy-option/teacher-deployment-teacher-retention/}, abstract = {The surge in primary school enrolment and the push for improved quality has resulted in an acute shortage of teachers, making proper deployment and retention policies fundamental.}, language = {en-GB}, urldate = {2022-01-05}, author = {UNESCO-IIEP}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NY77RCA2 2405685:GY9P8AJV 4556019:53D54ZXQ}, keywords = {C:LMIC}, } @misc{unesco_institute_for_statistics_uis_2021, title = {{UIS} {Statistics}}, url = {http://data.uis.unesco.org/#}, urldate = {2021-09-03}, author = {UNESCO Institute for Statistics}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PCUFFB5N 2405685:4ZWW73JI}, } @misc{unesco_institute_for_statistics_uis_2021, title = {{UIS} {Statistics}}, url = {http://data.uis.unesco.org/#}, urldate = {2021-09-03}, author = {UNESCO Institute for Statistics}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PCUFFB5N 2405685:4ZWW73JI}, } @misc{unesco-uis_data_2021, title = {Data centre}, url = {http://data.uis.unesco.org/}, author = {UNESCO-UIS}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DPXIU8FL 2405685:VNTWEW4U}, } @misc{unhcr_overview_2021, title = {Overview of {Refugee} and {Asylum}-{Seekers} {Population} as of {December} 31, 2021}, url = {https://data2.unhcr.org/en/documents/details/90452}, urldate = {2022-04-25}, author = {{UNHCR}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KL4BMB6C 2405685:2UX5E4SB}, } @misc{unhcr_pakistan_2021, title = {Pakistan {Overview} of {Refugee} and {Asylum}-{Seekers} {Population} as of {December} 31, 2021}, url = {https://data2.unhcr.org/en/documents/details/90452}, urldate = {2022-05-17}, author = {{UNHCR}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4GSG5KEM 2405685:MJM5NJKK}, } @techreport{unicef_accelerating_2021, title = {Accelerating results for children with technology and digital innovation}, url = {https://www.unicef.org/media/83011/file/Accelerating-results-for-children-with-technology-and-digital-innovation-2020.pdf}, urldate = {2021-04-29}, institution = {UNICEF}, author = {UNICEF}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P5N87XZQ 2405685:4NB8WA2S}, } @misc{unicef_accenture_2021, title = {Accenture, {Dubai} {Cares}, {Microsoft} and {UNICEF} launch digital education platform under {Generation} {Unlimited} to help address global learning crisis}, url = {https://www.unicef.org/press-releases/accenture-dubai-cares-microsoft-and-unicef-launch-digital-education-platform-under}, abstract = {‘Passport to Earning’—part of the Generation Unlimited partnership—will provide free, quality, digital education for young people to help prepare them for the world of work}, language = {en}, urldate = {2022-04-25}, author = {{UNICEF}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I4FACV7C 2405685:EPGRAAN8}, } @misc{unicef_around_2021, title = {Around 2 in 3 children are still out of the classroom in {Latin} {America} and the {Caribbean}}, url = {https://www.unicef.org/lac/en/press-releases/around-2-in-3-children-are-still-out-of-the-classroom-in-latin-america-and-caribbean}, abstract = {UNICEF urges countries in the region to scale up the return to in-person learning}, language = {en}, urldate = {2022-06-06}, author = {UNICEF}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FTG6UT9X 2405685:ASVER7KM}, } @misc{unicef_digital_2021, title = {Digital {UNICEF}: {Harnessing} the power of technology and digital innovation for children}, url = {https://www.unicef.org/reports/digital-unicef}, abstract = {Harnessing the power of technology and digital innovation for children}, language = {en}, urldate = {2022-04-07}, author = {{UNICEF}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T7FCGJBW 2405685:GHE9QHPU}, } @misc{unicef_education_2021, title = {Education: {Giving} every child the right to education}, url = {https://www.unicef.org/pakistan/education}, author = {UNICEF}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RCI9IIDH 2405685:AT8JDYZL}, } @techreport{unicef_ensuring_2021, address = {New York}, title = {Ensuring equal access to education in future crises: findings of the new {Remote} {Learning} {Readiness} {Index}}, url = {https://data.unicef.org/resources/remote-learning-readiness-index/}, author = {{UNICEF}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I4DIY8UM 2405685:NCTNEYTY}, } @techreport{unicef_ghana_2021, address = {Ghana}, type = {Situation {Report}}, title = {Ghana {COVID}-19 {Situation} {Report}: 14}, url = {https://reliefweb.int/report/ghana/unicef-ghana-covid-19-situation-report-no-14-1-31-january-2021}, number = {14}, urldate = {2021-02-12}, institution = {UNICEF}, author = {{UNICEF}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8CNN3BQT 2405685:PTCCZDKR}, } @misc{unicef_how_2021, title = {How {Shahnaz} became {Mohammed} {Saleem} so she could study}, url = {https://www.unicef.org/pakistan/stories/how-shahnaz-became-mohammed-saleem-so-she-could-study}, abstract = {With support from her father, 12-year-old Shahnaz pretended to be a boy so she would not have to delay her schooling at a UNICEF-supported ALP center funded}, language = {en}, urldate = {2022-04-25}, author = {{UNICEF}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DT724KCC 2405685:N3N58A9G}, } @techreport{unicef_lacro_2021, title = {{LACRO} {COVID}-19 {Education} response: {Update} 29 {Status} of schools reopening}, url = {https://www.unicef.org/lac/en/media/29076/file}, urldate = {2021-12-20}, author = {{UNICEF}}, month = oct, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZZLQWAX2 2405685:PARGWSS7}, } @techreport{unicef_pakistan_2021, title = {Pakistan {Annual} {Report} 2020}, url = {https://www.unicef.org/pakistan/media/3631/file/Annual%20Report%202020.pdf}, author = {UNICEF}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QMUFEZ69 2405685:WCQ4N9GG}, } @misc{unicef_radio-based_2021, title = {Radio-based learning gets its day in the sun in {Mali}}, url = {https://www.unicef.org/stories/radio-based-learning-gets-its-day-sun-mali}, abstract = {Solar-powered radios are helping conflict-affected and displaced children follow lessons outside of the classroom}, language = {en}, urldate = {2021-09-01}, author = {UNICEF}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TVKEZZH8 2405685:N82S7THH}, } @misc{unicef_reimaginar_2021, title = {Reimaginar la educación y el desarrollo de habilidades para niños, niñas y adolescentes}, url = {https://www.unicef.org/lac/informes/reimaginar-la-educacion-en-america-latina-y-caribe}, abstract = {Invertir en niños, niñas y adolescentes a medida que construimos una futura y mejor normalidad en América Latina y el Caribe}, language = {es}, urldate = {2022-08-22}, author = {UNICEF}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VJMX74YK 2405685:5Q7XW87N}, } @misc{unicef_reimagining_2021, title = {Reimagining {Girls}' {Education}}, url = {https://www.unicef.org/reports/reimagining-girls-education}, abstract = {Solutions to Keep Girls Learning in Emergencies}, language = {en}, urldate = {2022-09-21}, author = {UNICEF}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5BT5RMVJ 2405685:CPLL4QU6}, } @techreport{unicef_situation_2021, title = {Situation {Analysis} on {Digital} {Learning} in {Indonesia}}, url = {https://www.unicef.org/indonesia/media/9956/file/Situation%20Analysis%20on%20Digital%20Learning%20in%20Indonesia.pdf}, urldate = {2022-06-25}, author = {UNICEF}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:62U8RGK4 2405685:RZ4IXFCP}, } @misc{unicef_case_2021, title = {The {Case} for {Better} {Governance} of {Children}’s {Data}: {A} {Manifesto}}, url = {https://www.unicef.org/globalinsight/media/1741/file/UNICEF%20Global%20Insight%20Data%20Governance%20Manifesto.pdf}, urldate = {2022-06-14}, author = {UNICEF}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7GEM65T2 2405685:Y7BQTTLM}, } @misc{unicef_pakistan_brief_2021, title = {Brief on learning continuity amidst {COVID19}}, url = {https://www.unicef.org/pakistan/media/3761/file/Pakistan%20Brief%20on%20learning%20continuity%20amidst%20COVID19.pdf}, urldate = {2022-04-07}, author = {{UNICEF Pakistan}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XGGMIWR6 2405685:S6CDN5A7}, } @misc{unicef_pakistan_education_2021, title = {Education: {Giving} every child the right to education}, url = {https://www.unicef.org/pakistan/education}, abstract = {Providing quality education to all}, language = {en}, urldate = {2022-05-17}, author = {{UNICEF Pakistan}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:463I9Y7Q 2405685:WS4TG3Q5}, } @misc{unicef_sudan_e-learning_2021, title = {E-learning {Strategy}}, author = {{UNICEF Sudan}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CL56P42H 2405685:8BT62CM9}, } @misc{unicef_sudan_education_2021, title = {Education: {Annual} {Report} 2020}, url = {https://www.unicef.org/sudan/reports/education}, language = {en}, urldate = {2021-12-31}, author = {{UNICEF Sudan}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8GTHJZUJ 2405685:VVMSF86T}, } @misc{unicef_sudan_learning_2021, title = {Learning {Passport} {Launched} in {Sudan}}, url = {https://www.unicef.org/sudan/press-releases/learning-passport-launched-sudan}, language = {en}, urldate = {2022-01-19}, author = {{UNICEF Sudan}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2LAD9A3D 2405685:LNHCQBGI}, } @misc{unicef__unesco_situation_2021, title = {Situation {Analysis} on the {Effects} of and {Responses} to {COVID}-19 on the {Education} {Sector} in {Asia}}, url = {https://www.unicef.org/pakistan/reports/situation-analysis-effects-and-responses-covid-19-education-sector-asia}, abstract = {Case Study from Pakistan}, language = {en}, urldate = {2022-04-08}, author = {{UNICEF \& UNESCO}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PU9A6DBP 2405685:YVTFJUXU}, } @misc{unicef_guidance_2021, title = {Guidance for {Safe} and {Healthy} {Journeys} to {School}: {During} the {COVID}-19 {Pandemic} and {Beyond} ({English})}, shorttitle = {Guidance for {Safe} and {Healthy} {Journeys} to {School}}, url = {https://www.corecommitments.unicef.org/kp/unicef-final-eng-safe-journeys-25-09-20.pdf}, abstract = {As schools reopen, we have a unique opportunity to look not only at measures to help keep students safe on school premises, but also on the journey to school. These measures help to keep students safe during the coronavirus disease (COVID-19) and help to address other safety issues such as road traffic crashes, the number one killer of young people aged 5-29 years. This guidance is for education authorities and policymakers, school administrators, teachers and staff, parents, caregivers, community members, and students. It complements the UNICEF, UNESCO, World Bank, World Food Programme and UNHCR global framework for reopening schools and the Inter Agency Standing Committee (IASC) interim guidance for COVID-19 Prevention and Control in Schools. This guidance suggests practical steps to build back better health and safety systems – to address COVID-19 and promote active transport like walking and cycling to improve air quality, physical activity and road safety. September 2021}, language = {en}, urldate = {2022-01-13}, journal = {Humanitarian UNICEF}, author = {{UNICEF} and {FIA Foundation}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GJ5DM3MP 2405685:VSL5E24J}, } @techreport{unicef_sindh_2021, title = {Sindh: {Multiple} {Indicator} {Cluster} {Survey} 2018/19}, url = {https://mics-surveys-prod.s3.amazonaws.com/MICS6/South%20Asia/Pakistan%20%28Sindh%29/2018-2019/Survey%20findings/Pakistan%202018-19%20MICS%20%28Sindh%29_English.pdf}, author = {UNICEF and Government of Sindh}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TZYPTSNX 2405685:C5ESTBMZ}, } @techreport{unicef_brief_2021, title = {Brief on learning continuity amidst {COVID}-19 school closures in {Pakistan}}, url = {https://www.unicef.org/pakistan/media/3761/file/Pakistan%20Brief%20on%20learning%20continuity%20amidst%20COVID19.pdf}, institution = {UNICEF Regional Office for South Asia (ROSA)}, author = {UNICEF and Viamo}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AL2VQD4K 2339240:X7YESBUZ 2405685:PZRG8IXK 2405685:TZ4FTP8N}, } @misc{united_nations_almost_2021, title = {With {Almost} {Half} of {World}’s {Population} {Still} {Offline}, {Digital} {Divide} {Risks} {Becoming} ‘{New} {Face} of {Inequality}’, {Deputy} {Secretary}-{General} {Warns} {General} {Assembly} {\textbar} {UN} {Press}}, url = {https://press.un.org/en/2021/dsgsm1579.doc.htm}, urldate = {2022-08-12}, author = {United Nations}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D4YCESHH 2405685:XLBER8A5}, } @misc{united_nations_development_programme_latest_2021, title = {Latest {Human} {Development} {Index} {Ranking} {\textbar} {Human} {Development} {Reports}}, url = {http://hdr.undp.org/en/content/latest-human-development-index-ranking}, urldate = {2021-04-15}, author = {United Nations Development Programme}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:48II6EQI 2405685:547724LQ}, } @misc{unlocking_talent_unlocking_2021, title = {Unlocking {Talent}}, url = {https://unlockingtalent.org/}, urldate = {2021-07-23}, author = {Unlocking Talent}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VGLYSWAB 2405685:7RUAVAA4}, } @article{usaid_language_2021, title = {Language of {Instruction} {Country} {Profile}: {Malawi}}, language = {en}, author = {USAID}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BK7VYG8H 2405685:UQ6JNHZN}, keywords = {⛔ No DOI found}, pages = {10}, } @misc{uwezo_uwezo_2021, title = {Uwezo {Learning} {Assessment} 2021 – {UsawaAgenda}}, url = {https://usawaagenda.org/project/uwezo-learning-assessment-2021/}, urldate = {2023-07-06}, author = {Uwezo}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A5WCMKRW 2405685:DXCMMK3F}, } @misc{vso_case_2021, title = {Case {Study}: {Sisters} for {Sisters}’ {Education}}, url = {https://girlseducationchallenge.org/media/ugbl3jm3/dtl_casestudy_sisters_may2021.pdf}, urldate = {2022-06-26}, author = {VSO}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RG2TTDYG 2405685:ITHDIVKP}, } @misc{vvob_teacher_2021, title = {Teacher motivation for online learning: piloting a microlearning support system {\textbar} {VVOB} in {Rwanda}}, url = {https://rwanda.vvob.org/news/teacher-motivation-online-learning-piloting-microlearning-support-system}, urldate = {2022-11-15}, journal = {VVOB}, author = {VVOB}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I252ES6E 2405685:IYMV8VDP}, } @techreport{walls_cost_2021, title = {Cost {Analysis} {Guidance} for {USAID}-{Funded} {Education} {Activities}}, url = {https://www.edu-links.org/sites/default/files/media/file/USAID-Cost-Analysis-Guidance-Final-102921-508.pdf}, language = {en}, institution = {USAID}, author = {Walls, Elena and Tulloch, Caitlin and Harris-Van Keuren, Christine}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GMGJ794Z 2405685:YNE5QGG7}, } @techreport{walls_cost_2021, title = {Cost {Analysis} {Guidance} for {USAID}-{Funded} {Education} {Activities}}, url = {https://www.edu-links.org/sites/default/files/media/file/USAID-Cost-Analysis-Guidance-Final-102921-508.pdf}, language = {en}, institution = {USAID}, author = {Walls, Elena and Tulloch, Caitlin and Harris-Van Keuren, Christine}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GMGJ794Z 2405685:YNE5QGG7}, } @misc{whizz_education_measuring_2021, title = {Measuring the {Impact} of {COVID}-19 on {Learning} in {Rural} {Kenya}’ by {Whizz} {Education} ({April} 2021}, author = {Whizz education}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3A29VK33 2405685:MP8QB9LZ}, } @misc{wolf_nudges_2021, title = {Nudges to improve learning and gender parity: {Supporting} parent engagement and {Ghana}’s educational response to {Covid}-19 using mobile phones}, shorttitle = {Nudges to improve learning and gender parity}, url = {https://www.aeaweb.org/doi/10.1257/rct.6118-1.4000000000000001}, doi = {10.1257/rct.6118-1.4000000000000001}, abstract = {While recent evidence from Brazil and Ivory Coast suggests that SMS messages to nudge parents' engagement in their children's education have large effects on educational outcomes, the Covid-19 pandemic raises additional concerns. In particular, learning deficits and school dropouts are likely to increase following school shutdowns, especially among vulnerable populations such as older girls who need to work to support their families or due to early marriage, childbearing and adolescent pregnancy. A further knowledge gap relates to the optimal period of exposure to the nudges, which is critical to scale-up. This study investigates whether sending nudges to parents can improve parental engagement in child education and broader development across child age groups and gender, in the low-resource setting of Ghana, by randomly assigning whether parents receive two different versions of nudges, with one version including content promoting girls’ education and addressing some common stereotypes around gender, and whether the duration of these different modalities vary between three and six months.}, language = {en}, urldate = {2021-11-18}, publisher = {American Economic Association}, author = {Wolf, Sharon and Aurino, Elisabetta}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/rct.6118-1.4000000000000001 2339240:35CNTCTC 2405685:A3B8URQN}, } @article{wolf_world_2021, title = {{WORLD} {BANK} {STRATEGIC} {IMPACT} {EVALUATION} {FUND} ({SIEF})}, language = {en}, author = {Wolf, Sharon and Aurino, Elisabetta and Brown, Autumn and Tsinigo, Edward}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SA6TMDDV 2405685:869WDDDL}, keywords = {⛔ No DOI found}, pages = {21}, } @techreport{wolf_learning_2021, title = {Learning in the time of a pandemic and implications for returning to school: effects of {COVID}-19 in {Ghana}}, url = {https://repository.upenn.edu/cgi/viewcontent.cgi?article=1027&context=cpre_workingpapers}, abstract = {The Covid-19 pandemic led to school closures all over the world, leaving children across diverse contexts without formal education for nearly a year. Remote-learning programs were designed and rapidly implemented to promote learning continuity throughout the crisis. There were inequalities in who was able to access remote-learning during school closures, though little systematic evidence documenting these gaps exists, particularly in sub-Saharan Africa. In this study, we surveyed 1,844 children in the Greater Accra Region of Ghana, as well as their caregivers and teachers, regarding their engagement in remote learning, literacy and math test scores, and household economic hardships. We document inequalities in access to and engagement in remote-learning activities during the ten months in 2020 in which schools were closed in Ghana. Specifically, children in private schools and children in highersocioeconomic status households engaged in remote-learning at higher rates and received more support from their schools and caregivers. Further, controlling for demographic characteristics and pre-pandemic learning outcomes, we document gaps in children’s literacy and math test scores, with food insecure and low-SES children, as well as children enrolled in public schools before the pandemic, performing significantly worse than their peers (0.2-0.3 SD gap). Finally, children in households that experienced more economic hardships during the pandemic engaged in fewer remote learning activities and had lower literacy and numeracy assessment scores. The findings speak to the potential consequences of increased inequalities due to the pandemic as schools re-open in Ghana and around the world and provide insight into how schools may address these inequalities as children return to the classroom.}, language = {en}, institution = {Consortium for Policy Research in Education (CPRE)}, author = {Wolf, Sharon and Aurino, Elisabetta and Suntheimer, Noelle and Avornyo, Esinam and Tsinigo, Edward and Jordan, Jasmine and Samanhyia, Soloman and Aber, J Lawrence and Behrman, Jere R}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IHPERKZR 2405685:Z7A2W9D6}, keywords = {⛔ No DOI found}, } @misc{world_bank_access_2021, title = {Access to electricity (\% of population) - {Sub}-{Saharan} {Africa} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/EG.ELC.ACCS.ZS?locations=ZG}, urldate = {2021-03-18}, author = {{World Bank}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CVGJ4HKR 2405685:7D3MAR35}, } @techreport{world_bank_actuemos_2021, title = {Actuemos ya para {Proteger} el {Capital} {Humano} de {Nuestros} {Niños} : {Los} {Costos} y la {Respuesta} ante el {Impacto} de la {Pandemia} de {COVID}-19 en el {Sector} {Educativo} de {América} {Latina} y el {Caribe}.}, url = {https://openknowledge.worldbank.org/handle/10986/35276}, author = {{World Bank}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8BGKS5BP 2405685:7QTA3QSU}, } @misc{world_bank_bangladesh_2021, type = {Text/{HTML}}, title = {Bangladesh - {Overview}}, url = {https://www.worldbank.org/en/country/bangladesh/overview}, abstract = {The International Development Association (IDA) has supported Bangladesh since 1972, just after the country’s independence. Since then, the World Bank through its concessional lending arm has committed nearly \$26 billion in grants and interest-free credits to Bangladesh.}, language = {en}, urldate = {2021-05-07}, journal = {World Bank}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9GAMGSVG 2405685:RUP3LCB2}, } @misc{world_bank_digital_2021, title = {Digital technologies in education}, url = {https://www.worldbank.org/en/topic/edutech}, language = {en}, urldate = {2021-10-03}, author = {{World Bank}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KYQYJ7CD 2405685:XJFUKGMR}, } @misc{world_bank_gdp_2021, title = {{GDP} per capita (current {US}\$) {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/NY.GDP.PCAP.CD}, urldate = {2021-03-18}, author = {{World Bank}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SU7RTRS5 2405685:DWIEX6VJ}, } @misc{world_bank_gdp_2021, title = {{GDP} per capita (current {US}\$) - {Malawi} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/NY.GDP.PCAP.CD?locations=MW}, urldate = {2022-10-06}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KXZG4ANK 2405685:VUM5AGV3}, } @misc{world_bank_girls_2021, title = {Girls education}, url = {https://www.worldbank.org/en/topic/girlseducation}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K48JVUER 2405685:7JY3TDUN}, } @misc{world_bank_girls_2021, title = {Girls education}, url = {https://www.worldbank.org/en/topic/girlseducation}, urldate = {2021-12-31}, author = {{World Bank}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8VSSYE2T 2405685:S3MXCJY8}, } @techreport{world_bank_human_2021, title = {Human {Capital} {Project}}, url = {https://www.worldbank.org/en/publication/human-capital}, abstract = {The World Bank believes accelerating investments in people, also known as Investing in Human Capital is essential to achieving greater equity and economic growth. Check the definition of human capital in the World Bank Project brief.}, language = {en}, urldate = {2022-01-16}, author = {{World Bank}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BTCFQ5AH 2405685:4GEV8ITE}, } @misc{world_bank_keeping_2021, title = {Keeping {Bangladesh}’s {Students} {Learning} {During} the {COVID}-19 {Pandemic}}, url = {https://www.worldbank.org/en/results/2021/04/18/keeping-bangladesh-s-students-learning-during-the-covid-19-pandemic}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ARRPM4JP 2405685:B9E9UBBB}, } @techreport{world_bank_learners_2021, title = {Learners with {Disabilities} \& {COVID}-19 {School} {Closure}}, url = {https://documents1.worldbank.org/curated/en/405821632719740892/pdf/Learners-with-Disabilities-and-COVID-19-School-Closures-Findings-from-a-Global-Survey-Conducted-by-the-World-Bank-s-Inclusive-Education-Initiative-IEI.pdf}, urldate = {2022-06-26}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5KFUIK8T 2405685:XXZ4QDWB}, } @misc{world_bank_leveraging_2021, title = {Leveraging {Malawi}’s {Existing} {Digital} {Infrastructure} to {Boost} {Economic} {Growth}}, url = {https://www.worldbank.org/en/country/malawi/publication/leveraging-malawi-s-existing-digital-infrastructure-to-boost-economic-growth}, abstract = {The latest economic analysis of Malawi says the country has an opportunity to kickstart digital transformation by enabling the growth of a robust digital economy ecosystem}, language = {en}, urldate = {2022-11-01}, journal = {World Bank}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F9MIWM7B 2405685:6ZM5SVJE}, } @misc{world_bank_malawi_2021, type = {Text/{HTML}}, title = {Malawi {Economic} {Monitor} : {Investing} in {Digital} {Transformation}}, shorttitle = {Malawi {Economic} {Monitor}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/131501624458623473/Malawi-Economic-Monitor-Investing-in-Digital-Transformation}, abstract = {Malawi Economic Monitor : Investing in Digital Transformation (English)}, language = {en}, urldate = {2022-11-01}, journal = {World Bank}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4E283TFK 2405685:A54C4DV2}, } @misc{world_bank_malawi_2021, type = {Text/{HTML}}, title = {Malawi {Overview}}, url = {https://www.worldbank.org/en/country/malawi/overview}, abstract = {The World Bank Group supports Malawi’s efforts to reduce poverty and promote economic growth by working with the government, development partners, and civil society.}, language = {en}, urldate = {2022-11-02}, journal = {World Bank}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JPCM7M8E 2405685:ZFIJNHAT}, } @misc{world_bank_population_2021, title = {Population ages 0-14 (\% of total population) - {Bangladesh} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SP.POP.0014.TO.ZS?locations=BD}, urldate = {2021-04-23}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QGQ9PZAD 2339240:R4T4RZYH 2405685:6VPIRD86 2405685:BS9S34JU}, } @misc{world_bank_population_2021, title = {Population ages 15-64 (\% of total population) - {Bangladesh} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SP.POP.1564.TO.ZS?locations=BD}, urldate = {2021-04-23}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7R2JJF4R 2405685:5NXMIQQ7}, } @misc{world_bank_population_2021, title = {Population growth (annual \%) - {Bangladesh} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SP.POP.GROW?locations=BD}, urldate = {2021-04-23}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:56YJRP9F 2405685:GTPKXNXJ}, } @misc{world_bank_population_2021, title = {Population growth (annual \%) - {Kenya} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SP.POP.GROW?locations=KE}, urldate = {2021-04-14}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8KHUQBA8 2405685:R6CMAJQN}, } @misc{world_bank_population_2021, title = {Population, total - {Bangladesh} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SP.POP.TOTL?locations=BD}, urldate = {2021-04-23}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HXP4NC9X 2405685:FY2PMI2Y}, } @misc{world_bank_population_2021, title = {Population, total {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SP.POP.TOTL}, urldate = {2021-03-18}, author = {{World Bank}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C4C8XEF9 2405685:IDA67HP9}, } @misc{world_bank_population_2021, title = {Population, total - {Kenya} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SP.POP.TOTL?locations=KE}, urldate = {2021-04-14}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q6Z5SVEF 2405685:FEM79MKN}, } @techreport{world_bank_report_2021, title = {Report on {Education} {Crisis} in {Latin} {America} and the {Caribbean}: {Urgent} {Action} is {Needed} to {Address} the {Enormous} {Education} {Crisis} in {Latin} {America} and the {Caribbean}}, url = {https://www.worldbank.org/en/news/press-release/2021/03/17/hacer-frente-a-la-crisis-educativa-en-america-latina-y-el-caribe}, abstract = {Following the massive school closures, as of February 2021, about 120 million school-age children had already lost or were at risk of losing a full academic year of presential education, with serious educational impacts, according to the report, Acting now to protect the human capital of our children: The costs of and response to the COVID-19 pandemic impact on the education sector in Latin America and the Caribbean.}, language = {en}, urldate = {2022-08-25}, institution = {The World Bank}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KYLHSKFL 2405685:IPTWDKD4}, } @misc{world_bank_rural_2021, title = {Rural population (\% of total population) - {Bangladesh} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SP.RUR.TOTL.ZS?locations=BD}, urldate = {2021-04-19}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VDAAYFPJ 2405685:3K9WFJ7B}, } @misc{world_bank_rural_2021, title = {Rural population (\% of total population) {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SP.RUR.TOTL.ZS}, urldate = {2021-03-18}, author = {{World Bank}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IZKV8UX5 2405685:KKXBML6W}, } @misc{world_bank_school_2021, title = {School enrollment, primary (\% net) - {Kenya} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SE.PRM.NENR?locations=KE}, urldate = {2021-04-14}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:23A3R2N9 2405685:WCD9B49P}, } @misc{world_bank_school_2021, title = {School enrollment, secondary (\% net) - {Bangladesh} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SE.SEC.NENR?locations=BD}, urldate = {2021-04-26}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2E6RZ789 2405685:V7GDFZV7}, } @misc{world_bank_secondary_2021, title = {Secondary education, pupils - {Bangladesh} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SE.SEC.ENRL?locations=BD}, urldate = {2021-04-26}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KTBRX27R 2405685:F2U9JVYV}, } @misc{world_bank_secondary_2021, title = {Secondary education, pupils (\% female) - {Bangladesh} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SE.SEC.ENRL.FE.ZS?locations=BD}, urldate = {2021-04-26}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KPLXFGAC 2405685:LDBMGJIF}, } @misc{world_bank_secondary_2021, title = {Secondary education, teachers - {Bangladesh} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SE.SEC.TCHR?locations=BD}, urldate = {2021-04-26}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UDK7XP58 2405685:EKHHRCF2}, } @misc{world_bank_secondary_2021, title = {Secondary education, teachers, female - {Bangladesh} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SE.SEC.TCHR.FE?locations=BD}, urldate = {2021-04-26}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EB4PD5EG 2405685:LB4ZKJHT}, } @techreport{world_bank_teachers_2021, title = {Teachers and {Teaching} in {Sierra} {Leone} : {Teacher} {Quality} and {Management} {Study}}, url = {https://openknowledge.worldbank.org/handle/10986/35918}, urldate = {2022-01-15}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:X6L76LFL 2405685:4KSNK63S 4556019:BHQLRIPR}, keywords = {\_C:Sierra Leone}, } @misc{world_bank_urgent_2021, title = {The {Urgent} {Need} to {Focus} on {Foundational} {Skills}}, url = {https://blogs.worldbank.org/education/urgent-need-focus-foundational-skills}, abstract = {The urgent need to focus on foundational skills}, language = {en}, urldate = {2022-08-15}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6SWW2M8X 2405685:X8SFP7AT}, } @misc{world_bank_there_2021, title = {There will be no recovery without empowered, motivated and effective teachers}, url = {https://blogs.worldbank.org/education/there-will-be-no-recovery-without-empowered-motivated-and-effective-teachers}, abstract = {There will be no recovery without empowered, motivated and effective teachers}, language = {en}, urldate = {2022-08-11}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A5HPTSYV 2405685:RH6KQCUY}, } @misc{world_bank_thinking_2021, title = {Thinking inside the "{Box}": {Pakistan} turns to education {TV} during {Covid}-19}, url = {https://www.worldbank.org/en/news/feature/2021/05/19/pakistan-turns-to-education-tv}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NSUIHXSL 2405685:4JZ63KJI}, } @misc{world_bank_trained_2021, title = {Trained teachers in primary education (\% of total teachers) - {Ghana} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SE.PRM.TCAQ.ZS?locations=GH}, urldate = {2021-10-11}, journal = {The World Bank Open Data}, author = {{World Bank}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FZSPCLGY 2405685:WG6VWPK4}, } @misc{world_bank_world_2021, title = {World {Bank} {Country} and {Lending} {Groups} – {World} {Bank} {Data} {Help} {Desk}}, url = {https://datahelpdesk.worldbank.org/knowledgebase/articles/906519-world-bank-country-and-lending-groups}, urldate = {2021-09-29}, author = {{World Bank}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BGNSZTFP 2405685:YMYMDI8C}, } @misc{world_bank_world_2021, title = {World {Bank} {Open} {Data} portal}, url = {https://data.worldbank.org/indicator/SE.SEC.ENRL.TC.ZS?locations=TZ}, author = {{World Bank}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B72R4M6V 2405685:G9KNEYVM}, } @misc{world_bank_world_2021, title = {World {Development} {Indicators}}, url = {https://databank.worldbank.org/source/world-development-indicators}, urldate = {2021-05-24}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:76GX39L8 2405685:2QBLXZAJ}, } @techreport{world_bank_education_2021, title = {Education {Finance} {Watch} 2021}, url = {https://documents1.worldbank.org/curated/en/226481614027788096/pdf/Education-Finance-Watch-2021.pdf}, urldate = {2021-07-14}, author = {World Bank and UNESCO}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IH8UXUCR 2405685:QQ5SXSCG}, } @techreport{world_bank_state_2021, address = {Washington D.C., Paris \& New York}, title = {The {State} of the {Global} {Education} {Crisis}: {A} {Path} to {Recovery}.}, shorttitle = {The {State} of the {Global} {Education} {Crisis}}, url = {https://documents1.worldbank.org/curated/en/416991638768297704/pdf/The-State-of-the-Global-Education-Crisis-A-Path-to-Recovery.pdf}, abstract = {"The global disruption to education caused by the COVD-19 pandemic is without parallel and the effects on learning are severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly and were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Evidence of the detrimental impacts of school closures on children's learning offer a harrowing reality: learning losses are substantial, with the most marginalized children and youth often disproportionately affected. Countries have an opportunity to accelerate learning recovery and make schools more efficient, equitable, and resilient by building on investments made and lessons learned during the crisis. Now is the time to shift from crisis to recovery - and beyond recovery, to resilient and transformative education systems that truly deliver learning and well-being for all children and youth."--The World Bank website}, language = {en}, urldate = {2022-03-04}, author = {{World Bank} and {UNESCO} and {UNICEF}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2XRTUYDC 2339240:LTHF5A7Z 2339240:YVUFRD28 2405685:6VY4DUDI 2405685:D4UWQ8K9 2405685:ZPIAXKQS}, } @misc{world_economic_forum_6_2021, title = {6 {Data} {Policy} {Issues} {Experts} {Are} {Tracking} {Right} {Now}}, url = {https://www.weforum.org/agenda/2021/03/6-key-issues-that-are-trending-in-data-policy-right-now/}, urldate = {2022-06-14}, author = {World Economic Forum}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NH8HP834 2405685:2WCIVPEY}, } @misc{world_inequality_database_bangladesh_2021, title = {Bangladesh}, url = {https://wid.world/country/bangladesh/}, abstract = {Bangladesh The source for global inequality data. Open access, high quality wealth and income inequality data developed by an international academic consortium.}, language = {en-US}, urldate = {2021-04-23}, journal = {WID - World Inequality Database}, author = {World Inequality Database}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QDDJSFXN 2405685:NF7Q3FVW}, } @misc{world_population_review_countries_2021, title = {Countries by {Density}}, url = {https://worldpopulationreview.com/country-rankings/countries-by-density}, urldate = {2021-04-19}, journal = {World Population Review}, author = {World Population Review}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QLHYHSIQ 2405685:S4R4KANR}, } @misc{worldometer_bangladesh_2021, title = {Bangladesh {Population} (2021)}, url = {https://www.worldometers.info/world-population/bangladesh-population/}, abstract = {Population of Bangladesh: current, historical, and projected population, growth rate, immigration, median age, total fertility rate (TFR), population density, urbanization, urban population, country's share of world population, and global rank. Data tables, maps, charts, and live population clock}, language = {en}, urldate = {2021-04-23}, author = {Worldometer}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6KUWCRCQ 2405685:2LS69KMG}, } @misc{worldometer_population_2021, title = {Population by {Country}}, url = {https://www.worldometers.info/world-population/population-by-country/}, abstract = {List of countries and dependencies in the world ranked by population, from the most populated. Growth rate, median age, fertility rate, area, density, population density, urbanization, urban population, share of world population.}, language = {en}, urldate = {2021-04-19}, journal = {World Population Review}, author = {Worldometer}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SI7BVSX4 2405685:A3INEC8H}, } @techreport{yao_how_2021, type = {Policy {Brief}}, title = {How {Much} {Does} {Universal} {Digital} {Learining} {Cost}?}, institution = {UNICEF Office of Research - Innocenti}, author = {Yao, Haogen and Brossard, Matt and Mizunoya, Suguru and Nasir, Bassem and Walumgembe, Patrick and Cooper, Rachel and Rafique and Reuge, Nicolas}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FRKJIUZJ 2405685:ZUEAQXF9}, } @article{yesiloglu_examining_2021, title = {Examining {Pre}-{Service} {Teachers}’ {Views} about {Online} {Chemistry} {Laboratory} {Learning} {Experiences} {Amid} the {Covid}-19 {Pandemic}}, url = {https://files.eric.ed.gov/fulltext/EJ1313858.pdf}, doi = {https://files.eric.ed.gov/fulltext/EJ1313858.pdf}, abstract = {With the continued spread of the COVID-19 crisis, the universities were closed temporarily in Turkey just as in the rest of the world. As a result of this, many educators and students tried to adapt online education quickly. This research study examined 67 pre-service teachers' views on online chemistry laboratory learning experiences amid the COVID-19 pandemic. A data collection tool consisting of seven open-ended questions was used. Data sources included responses given to open-ended questions about the online chemistry laboratory learning experiences, the applications used for the chemistry experiments (e.g., simulations, images, and videos), the methods used for assessing online learning, and the system used for the virtual classroom platform. Content analysis was applied to participants’ responses. Participants’ views about online chemistry laboratories amid the COVID-19 pandemic were gathered in five themes: (i) advantages and disadvantages of online chemistry laboratories, (ii) effects of online chemistry laboratories on learning outcomes, (iii) views on technological applications used in online chemistry laboratories, (iv) views on measurement and assessment methods used in online chemistry laboratories, and (v) views of pre-service teachers on the virtual classroom platform used in online chemistry laboratories. The findings of the study highlighted that online laboratory learning has both advantages and disadvantages. The findings also included the strengths and weaknesses of the system used for the virtual classroom platform. The findings may provide useful information on how to design a positive online laboratory experience such as integrating hands-on activities as a part of the online laboratories to overcome the lack of “learning by doing” and using videos containing more detailed explanations about the experimental setup.}, language = {en}, journal = {Journal of Turkish Science Education}, author = {Yeşi̇Loğlu, Sevinç Nihal and Gençer, Sinem and Eki̇Ci̇, Funda and Işik, Burcu}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DSRLDWSX 2405685:UGUM9APX}, keywords = {⛔ No DOI found}, pages = {17}, } @techreport{young_lives_covid-19_2021, title = {{COVID}-19 could reverse two decades of progress: {Emerging} policy recommendations to support young people in developing countries}, url = {https://www.younglives.org.uk/sites/www.younglives.org.uk/files/YL-Snapshot-Covid-19-Dec20.pdf}, institution = {Young Lives}, author = {Young Lives}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:99CVVYHF 2405685:SAA7C9VV}, } @misc{zaman_after_2021, title = {After {COVID}-19, let’s reimagine education in {Kenya}}, url = {https://www.unicef.org/kenya/stories/after-covid-19-lets-reimagine-education-kenya}, abstract = {Digital learning should be part of a basic package of essential services for every child}, language = {en}, urldate = {2021-08-31}, author = {Zaman, Maniza}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YEMKMSZT 2405685:4TIDEWQM}, } @article{zea_educacion_2021, title = {La educación virtual en tiempos del {COVID}-19: {Una} experiencia en la maestría de {Educación}}, volume = {13}, shorttitle = {La educación virtual en tiempos del {COVID}-19}, number = {3}, journal = {Universidad y Sociedad}, author = {Zea, Miriam Patricia Cárdenas and Quimi, Wendy Diana Carranza and Panta, Karina Alexandra Plua and García, Mariana Solís and Torres, Marioxy Morales}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UYX22NH2}, keywords = {⛔ No DOI found}, pages = {243--251}, } @article{zeitlin_teacher_2021, title = {Teacher {Turnover} in {Rwanda}}, volume = {30}, doi = {10.1093/jae/ejaa013}, number = {1}, journal = {Journal of African Economies}, author = {Zeitlin, Andrew}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/jae/ejaa013 2339240:MK8XIA4D 2405685:XX2WB7E8}, pages = {81--102}, } @article{zhu_exploration_2021, title = {An {Exploration} of {China}-{Africa} {Cooperation} in {Higher} {Education}: {Opportunities} and {Challenges} in {Open} {Distance} {Learning}}, volume = {13}, issn = {2304-070X}, shorttitle = {An {Exploration} of {China}-{Africa} {Cooperation} in {Higher} {Education}}, url = {https://eric.ed.gov/?id=EJ1295595}, doi = {10.5944/openpraxis.13.1.1154}, abstract = {Cognisant of the wide range of cooperation between China and Africa and the existing strong Sino-African relationship, this article explores the international cooperation between Africa and China in the higher education domain, especially in the field of Open Distance Learning (ODL). The study employed data triangulation relying on both secondary and primary sources to address the main research questions. It sheds light on the development of ODL in Chinese Higher Education Institutions (HEIs) with a focus on professional development of university teachers. The article argues that ODL is crucial for emerging economies' sustainable development. Key factors such as political, technological and socio-cultural features play a crucial role in the development and effective implementation of ODL. By exploring the potential opportunities and identifying related challenges, this article contributes to an understanding of how mutually beneficial partnerships between African universities and Chinese HEIs can be developed within the wider framework of Sino-African relationship.}, language = {en}, number = {1}, urldate = {2022-08-22}, journal = {Open Praxis}, author = {Zhu, Xia and Chikwa, Gladson}, year = {2021}, note = {Publisher: International Council for Open and Distance Education KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.13.1.1154 2339240:QGE68QAY 2405685:24EKHU7N}, keywords = {Distance Education, Educational Development, Educational Technology, Faculty Development, Foreign Countries, Higher Education, International Cooperation, Lifelong Learning, Open Education, Partnerships in Education, Sustainable Development}, } @book{hasbi_bunga_2020, title = {Bunga {Rampai} {Pendidikan} {Anak} {Usia} {Dini}}, isbn = {9786236806029}, abstract = {Publikasi ini merupakan bentuk kerja sama antara Direktorat Pendidikan Anak Usia Dini (PAUD),Direktorat Jenderal Pendidikan Anak Usia Dini, Pendidikan Dasar dan Pendidikan Menengah, Kementerian Pendidikan dan Kebudayaan (Kemendikbud) dan para alumni penerima beasiswa Lembaga Pengelola Dana Pendidikan (LPDP), baik dari dalam maupun luar negeri. Para kontributor yang terpilih dalam buku ini telah menyelesaikan studi di bidang pendidikan dengan fokus disiplin yang beragam (interdisipliner), dan lulus dengan predikat cumlaude atau distinction pada bidang masing-masing, baik pada jenjang sarjana maupun magister.}, author = {Hasbi, Muhammad and {Merysa} and Abidin, Zaenal and Oktavianingsih, Eka and Zatalini, Rinia and Mabrur, Hidayatul and Sobiatin, Eka and Rahayu, Dita and Adhitya, Yusuf and Somantri, Cecep and Nurhasanah, Nia}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CBH3ZX24}, } @article{ngari_disaster_2020, title = {Disaster {Management} {Preparedness} in the {Education} {Sector} in {Kenya} – {A} {Case} of the {COVID}-19 {Pandemic}.}, volume = {1}, copyright = {Copyright (c) 2020}, issn = {2709-1414}, url = {https://editoncpublishing.org/ecpj/index.php/ecjeml/article/view/192}, doi = {10.51317/ecjeml.v1i1.192}, abstract = {This study examined the disaster management preparedness in the education sector in Kenya, with a focus on the COVID-19 pandemic period. The study adopted destktop literature review for data collection. The collected data pertains e-learning in Kenya and in other countries during the time of  the novel coronavirus pandemic. Notably, the education sector, like in many other countries, seeks to actualise the Millennium Development Goals (MDGs) in line with the United Nations and the Education for All (EFA) movement lead by UNESCO (MacEwen, et al., 2011). Examples of these events are; accidents such as the one evident in Kakamega Primary School where the school closed for about two weeks (Daily Nation, 2020), attack by militia groups as was the case of Garissa University in 2015, intercommunity wars that lead to displacements, famine, and fires. These disasters and events, whenever they strike, have led to the closure of affected institutions of learning to pave the way for interventions. Garissa University is a leading example since it had to close for about nine months in 2015-2016 (BBC, 2016). In Kenya, disasters and other events disrupt the progress towards achieving MDGs and EFA time to time, and that was the inspiration for this study. The study concludes that disasters like nature patterns, militia groups, electricity faults, and those instigated by learners can derail learning in education and cause loss of lives. As such, online learning comes in handy to lessen such disasters. The possibility of such learning model has been tested and proved during COVID-19 pandemic and it has been successful in many institutions of higher learning and middle level colleges.}, language = {en}, number = {1}, urldate = {2021-05-22}, journal = {Editon Consortium Journal of Educational Management and Leadership}, author = {Ngari, Prof Fr Stephen Mbugua and Ndung’u, Stephen W.}, month = dec, year = {2020}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.51317/ecjeml.v1i1.192 2339240:UELFBQUK 2405685:QLGP6X6I}, keywords = {COVID-19 Pandemic, Disaster Management, Education Sector, Preparedness}, pages = {86--96}, } @article{khlaif_covid-19_2020, title = {The {Covid}-19 epidemic: teachers’ responses to school closure in developing countries}, volume = {0}, issn = {1475-939X}, shorttitle = {The {Covid}-19 epidemic}, url = {https://doi.org/10.1080/1475939X.2020.1851752}, doi = {10.1080/1475939X.2020.1851752}, abstract = {There is little research which explores middle school teachers’ response to school closures in developing countries in times of crisis. This article presents a case study of Afghanistan, Libya and Palestine as developing countries which have suffered from violence for many years prior to the Covid-19 crisis. It focuses on how teachers in middle school responded to school closure to fight the spread of Covid-19. Twenty-two teachers from these countries participated in the study. Semi-structured interviews and three diverse focus group sessions were used to collect data and evidence. The study found that teachers developed their skills to use emerging technologies and design suitable digital content. Moreover, they built strong relationships with the local community to assume their responsibility in emergency remote learning (ERL) by establishing community centres for students from poor families. Assessing and engaging students were crucial issues in ERL which need more research in different contexts.}, number = {0}, urldate = {2021-04-29}, journal = {Technology, Pedagogy and Education}, author = {Khlaif, Zuheir N. and Salha, Soheil and Affouneh, Saida and Rashed, Hadi and ElKimishy, Lotfia Ali}, month = dec, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/1475939X.2020.1851752 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2020.1851752 2339240:BPQNGHX3 2405685:UTBMTFLW}, keywords = {Covid-19, Emergency remote learning, developing countries, online learning, school closure}, pages = {1--15}, } @article{van_de_kuilen_recontextualization_2020, title = {Recontextualization of learner-centred pedagogy in {Rwanda}: {A} comparative analysis of primary and secondary schools.}, volume = {0}, issn = {0305-7925}, shorttitle = {Recontextualization of learner-centred pedagogy in {Rwanda}}, url = {https://doi.org/10.1080/03057925.2020.1847044}, doi = {10.1080/03057925.2020.1847044}, abstract = {Learner-centred pedagogy (LCP) has become a global pedagogy and has been adopted in sub-Saharan African countries such as Rwanda, despite ample evidence of implementation failure. Most research has examined its implementation at either the primary or the secondary level. However, this qualitative study adopts a comparative approach and seeks to explore how Rwandan primary and secondary school teachers define, perceive and recontextualize LCP. The study is based on interviews and classroom observations of 12 effective primary and 12 effective secondary teachers working in eight well-performing schools; the analysis draws on Schweisfurth’s minimum standards for LCP. This Rwandan case reveals that the majority of primary and secondary teachers stimulated open and respectful classroom interactions. However, recontextualization of constructivism differed substantially between the two groups. Furthermore, the findings highlight the importance of more research into the dynamics between the various standards for LCP, and the interaction of these standards with contextual factors.}, number = {0}, urldate = {2022-05-24}, journal = {Compare: A Journal of Comparative and International Education}, author = {van de Kuilen, Hester and Altinyelken, Hulya Kosar and Voogt, Joke M. and Nzabalirwa, Wenceslas}, month = dec, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03057925.2020.1847044 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2020.1847044 2339240:FU5QBIW3 2405685:HCERUGDE}, keywords = {Learner-centred pedagogy, education reform, recontextualization, rwanda, teachers}, pages = {1--18}, } @misc{reilly_good_2020, title = {Good teaching is inclusive for all, so why focus on marginalised adolescent girls?}, url = {https://www.ukfiet.org/2020/good-teaching-is-inclusive-for-all-so-why-focus-on-marginalised-adolescent-girls/}, abstract = {This blog was written by Anita Reilly, Girls’ Education Challenge. It was published on the Girls’ Education Challenge website on 15 December 2020. The Foreign, Commonwealth and Development Office’s Education Policy makes good teaching a top priority, recognising that teaching quality is the most important factor affecting learning in school. It is difficult to quantify […]}, language = {en-GB}, urldate = {2021-06-11}, journal = {The Education and Development Forum (UKFIET)}, author = {Reilly, Anita}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9AFXG8PP 2405685:FZHNY5BE}, } @article{economist_brazil_2020, title = {Brazil faces hard spending choices in 2021}, issn = {0013-0613}, url = {https://www.economist.com/the-americas/2020/12/19/brazil-faces-hard-spending-choices-in-2021}, abstract = {The poor received huge welfare payments during the pandemic. These may soon dry up}, urldate = {2022-04-07}, journal = {The Economist}, author = {{Economist}}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NSSWWKMS 2405685:63DDX3X9 4656463:9LCCY4W5}, } @misc{busara_key_2020, title = {Key {Insights} from {Behavioral} {Journey} {Mapping} of {Caregivers}}, url = {https://docs.google.com/presentation/d/1l6-co7N-eWifjKXmkhEmcpze7TdpCfLr7QSQ4w4D8vo/edit?usp=embed_facebook}, language = {en}, urldate = {2021-05-28}, author = {{Busara}}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FUP4ZI3Q 2405685:MZPI7CSU}, } @techreport{edtech_hub_team_edtech_2020, type = {Quarterly {Report}}, title = {{EdTech} {Hub} {Quarterly} {Report} {October} to {December} 2020}, author = {EdTech Hub Team}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5X7TAC2B 2405685:5X7TAC2B;10.5281/zenodo.4354796}, } @article{zaccoletti_parents_2020, title = {Parents’ perceptions of student academic motivation during the covid-19 lockdown: a cross-country comparison}, volume = {11}, issn = {1664-1078}, shorttitle = {Parents’ perceptions of student academic motivation during the covid-19 lockdown}, url = {https://www.frontiersin.org/articles/10.3389/fpsyg.2020.592670/full}, doi = {10.3389/fpsyg.2020.592670}, abstract = {The COVID-19 outbreak has ravaged all societal domains, including education. Home confinement, school closures, and distance learning impacted students, teachers, and parents’ lives worldwide. In this study, we aimed to examine the impact of COVID-19-related restrictions on Italian and Portuguese students’ academic motivation as well as investigate the possible buffering role of extracurricular activities. Following a retrospective pretest–posttest design, 567 parents ( n Italy = 173, n Portugal = 394) reported on their children’s academic motivation and participation in extracurricular activities (grades 1 to 9). We used a multi-group latent change score model to compare Italian and Portuguese students’: (1) pre-COVID mean motivation scores; (2) rate of change in motivation; (3) individual variation in the rate of change in motivation; and (4) dependence of the rate of change on initial motivation scores. Estimates of latent change score models showed a decrease in students’ motivation both in Italy and in Portugal, although more pronounced in Italian students. Results also indicated that the decrease in students’ participation in extracurricular activities was associated with changes in academic motivation (i.e., students with a lower decrease in participation in extracurricular activities had also a lower decrease in motivation). Furthermore, students’ age was significantly associated with changes in motivation (i.e., older students had lower decrease). No significant associations were found for students’ gender nor for parents’ education. This study provides an important contribution to the study of students’ academic motivation during home confinement, school closures, and distance learning as restrictive measures adopted to contain a worldwide health emergency. We contend that teachers need to adopt motivation-enhancing practices as means to prevent the decline in academic motivation during exceptional situations.}, urldate = {2023-03-18}, journal = {Frontiers in Psychology}, author = {Zaccoletti, Sonia and Camacho, Ana and Correia, Nadine and Aguiar, Cecília and Mason, Lucia and Alves, Rui A. and Daniel, João R.}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2020.592670 2339240:L5M5JUA5 2405685:FWQDPYDT}, pages = {592670}, } @article{vivalt_how_2020, title = {How much can we generalize from impact evaluations?}, volume = {18}, issn = {1542-4766}, url = {https://doi.org/10.1093/jeea/jvaa019}, doi = {10.1093/jeea/jvaa019}, abstract = {Impact evaluations can help to inform policy decisions, but they are rooted in particular contexts and to what extent they generalize is an open question. I exploit a new data set of impact evaluation results and find a large amount of effect heterogeneity. Effect sizes vary systematically with study characteristics, with government-implemented programs having smaller effect sizes than academic or non-governmental organization-implemented programs, even controlling for sample size. I show that treatment effect heterogeneity can be appreciably reduced by taking study characteristics into account.}, number = {6}, urldate = {2022-06-06}, journal = {Journal of the European Economic Association}, author = {Vivalt, Eva}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/jeea/jvaa019 2339240:J3MPP6XB 2405685:YYF627JV 4656463:DTMZCLPN}, pages = {3045--3089}, } @misc{cordeiro_is_2020, title = {Is 2020 a lost academic year? {The} impact of {COVID}-19 on education in eastern {Africa}: a case study of {Kenya}}, shorttitle = {Is 2020 a lost academic year?}, url = {https://www.humanium.org/en/is-2020-a-lost-academic-year-the-impact-of-covid-19-on-education-in-eastern-africa-a-case-study-of-kenya/}, abstract = {Despite national efforts and strict measures designed to curb the spread of the virus, the country continues to suffer from the knock-on effects of the pandemic.}, language = {en-GB}, urldate = {2021-10-03}, journal = {Humanium}, author = {Cordeiro, Vanessa Cezarita}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UWXR4FT2 2405685:IAQMB7MN}, } @book{oecd_lessons_2020, title = {Lessons for {Education} from {COVID}-19 {A} {Policy} {Maker}’s {Handbook} for {More} {Resilient} {Systems}}, isbn = {978-92-64-78203-7}, shorttitle = {Lessons for {Education} from {COVID}-19 {A} {Policy} {Maker}’s {Handbook} for {More} {Resilient} {Systems}}, abstract = {The COVID-19 pandemic has shaken long-accepted beliefs about education, showing that learning can occur anywhere, at any time, and that education systems are not too heavy to move. When surveyed in May 2020, only around one-fifth of OECD education systems aimed to reinstate the status quo. Policy makers must therefore maintain the momentum of collective emergency action to drive education into a new and better normal. This Handbook provides practical guidance to support them to do just that. It presents the current state-of-play in over 40 education systems, and efforts to improve pedagogical practices in the midst of the pandemic. It proposes three key lessons and related policy pointers for the current academic term and beyond. Drawing on concrete examples of COVID-19 policy responses from primary to tertiary, as well as impactful pre-crisis policies, it addresses the policy areas of flexible learning, educator skills, and student equity. The Handbook has been prepared with evidence from the Education Policy Outlook series – the OECD’s analytical observatory of education policy. As such, it benefits from a decade of policy analysis, outcomes from the Education Policy Reform Dialogues 2020, and the development of an actionable Framework for Responsiveness and Resilience in education.}, language = {en}, publisher = {OECD Publishing}, author = {OECD}, month = dec, year = {2020}, note = {Google-Books-ID: lAkPEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:P9VP49QS 2405685:K76DA8BJ}, } @book{united_nations_development_programme_human_2020, series = {Human {Development} {Report}}, title = {Human {Development} {Report} 2020: {The} {Next} {Frontier} - {Human} {Development} and the {Anthropocene}}, isbn = {978-92-1-005516-1}, shorttitle = {Human {Development} {Report} 2020}, url = {https://www.un-ilibrary.org/content/books/9789210055161}, language = {en}, urldate = {2021-07-08}, publisher = {United Nations}, author = {{United Nations Development Programme}}, month = dec, year = {2020}, doi = {10.18356/9789210055161}, note = {KerkoCite.ItemAlsoKnownAs: 10.18356/9789210055161 2339240:3N8EHHNR 2405685:7CEEGQAQ}, keywords = {\_\_\_working\_potential\_duplicate}, } @book{united_nations_development_programme_human_2020, series = {Human {Development} {Report}}, title = {Human {Development} {Report} 2020: {The} {Next} {Frontier} - {Human} {Development} and the {Anthropocene}. {Bangladesh}.}, isbn = {978-92-1-005516-1}, shorttitle = {Human {Development} {Report} 2020}, url = {https://www.un-ilibrary.org/content/books/9789210055161}, language = {en}, urldate = {2021-04-23}, publisher = {United Nations}, author = {{United Nations Development Programme}}, month = dec, year = {2020}, doi = {10.18356/9789210055161}, note = {KerkoCite.ItemAlsoKnownAs: 10.18356/9789210055161 2339240:ZBYSBI9Y 2405685:225TWATP}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{coman_online_2020, title = {Online teaching and learning in higher education during the coronavirus pandemic: students’ perspective}, volume = {12}, issn = {2071-1050}, shorttitle = {Online teaching and learning in higher education during the coronavirus pandemic}, url = {https://www.mdpi.com/2071-1050/12/24/10367}, doi = {10.3390/su122410367}, abstract = {The research focuses on identifying the way in which Romanian universities managed to provide knowledge during the Coronavirus pandemic, when, in a very short time, universities had to adapt the educational process for exclusively online teaching and learning. In this regard, we analyzed students’ perception regarding online learning, their capacity to assimilate information, and the use of E-learning platforms. An online survey based on a semi-structured questionnaire was conducted. Data was collected from 762 students from two of the largest Romanian universities. The results of the research revealed that higher education institutions in Romania were not prepared for exclusively online learning. Thus, the advantages of online learning identified in other studies seem to diminish in value, while disadvantages become more prominent. The hierarchy of problems that arise in online learning changes in the context of the crisis caused by the pandemic. Technical issues are the most important, followed by teachers’ lack of technical skills and their teaching style improperly adapted to the online environment. However, the last place was assigned by students to the lack of interaction with teachers or poor communication with them. Based on these findings, research implications for universities and researchers are discussed.}, language = {en}, number = {24}, urldate = {2021-08-05}, journal = {Sustainability}, author = {Coman, Claudiu and Țîru, Laurențiu Gabriel and Meseșan-Schmitz, Luiza and Stanciu, Carmen and Bularca, Maria Cristina}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/su122410367 10/gjx2tc 2339240:J5IZQCNQ 2405685:5FV7SCKV}, pages = {10367}, } @techreport{moe_education_2020, title = {Education sector plan ({ESP}) for {Bangladesh}: {Fiscal} years 2020/21-2024/25}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-12-Bangladesh-ESP.pdf}, urldate = {2021-05-04}, institution = {Ministry of Education}, author = {MoE}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QEU82LB4 2405685:6AMSJQTC}, } @techreport{moe_education_2020, title = {Education {Sector} {Plan} ({ESP}) for {Bangladesh} {Fiscal} {Years} 2020/21-2024/25}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-12-Bangladesh-ESP.pdf}, urldate = {2022-01-16}, author = {{MoE}}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XHUT23N9 2405685:MWK38D4Z}, } @misc{align_gender_2020, title = {Gender, power and progress: {How} norms change}, shorttitle = {Gender, power and progress}, url = {https://www.alignplatform.org/gender-power-progress}, abstract = {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.}, language = {en}, urldate = {2022-04-20}, journal = {Align Platform}, author = {{ALiGN}}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XGN4B2W7 2405685:WK4NYWAQ}, } @book{barrera_texting_2020, series = {Policy {Research} {Working} {Papers}}, title = {Texting {Parents} about {Early} {Child} {Development}: {Behavioral} {Changes} and {Unintended} {Social} {Effects}}, shorttitle = {Texting {Parents} about {Early} {Child} {Development}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9492}, language = {en}, urldate = {2021-05-17}, publisher = {The World Bank}, author = {Barrera, Oscar and Macours, Karen and Premand, Patrick and Vakis, Renos}, month = dec, year = {2020}, doi = {10.1596/1813-9450-9492}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9492 2339240:R5IIXYTZ 2405685:JYCH7N3U}, } @misc{harper_gender_2020, title = {Gender, power and progress: {How} norms change}, shorttitle = {Gender, power and progress}, url = {https://www.alignplatform.org/gender-power-progress}, abstract = {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.}, language = {en}, urldate = {2022-03-29}, journal = {Align Platform}, author = {Harper, Caroline and Marcus, Rachel and George, Rachel and D'Angelo, Sophia and Samman, Emma}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YDVGSX2F 2405685:B4R3KPXD}, } @article{chowdhury_bangladeshi_2020, title = {Bangladeshi children share experiences of remote learning and the challenges they face}, url = {https://www.unicef.org/bangladesh/en/stories/bangladeshi-children-share-experiences-remote-learning-and-challenges-they-face}, abstract = {Students call for safe reopening of schools to prevent further disruption to their education}, language = {en}, urldate = {2021-10-25}, journal = {UNICEF}, author = {Chowdhury, Iftikhar Ahmed}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TMRAA7AA 2405685:PLS9WNYX}, } @article{chandrima_adolescent_2020, title = {Adolescent problematic internet use and parental mediation: {A} {Bangladeshi} structured interview study}, volume = {12}, issn = {2352-8532}, shorttitle = {Adolescent problematic internet use and parental mediation}, doi = {10.1016/j.abrep.2020.100288}, abstract = {Internet-related problems such as excessive internet use, problematic internet use (PIU), and internet addiction, are becoming increasingly studied among Bangladeshi adult students, but there has been little research among adolescents. In Bangladesh, there has been no research examining the role of parental mediation in their children's internet use. Therefore, the present structured interview study investigated Bangladeshi adolescent PIU and its associated socio-demographics, internet use behaviors, and the parental mediation role among 350 high school students residing in Dhaka. The results showed that 84 of adolescents (24.0\%) were classified as having PIU (cut-off score of ≥ 50 on the Internet Addiction Test) and nine adolescents (2.6\%) were classified as having a severe dependency on the internet (cut-off score of {\textgreater}80 on the Internet Addiction Test). According to hierarchical regression analysis, significant PIU correlates included lower academic results, both parents' lower education, mother working outside the home, more than four days' weekly internet use, more than two hours daily internet use, and active mediation. Additionally, internet use behaviors (i.e., internet use locations, devices, purposes, and applications) and parental internet mediation dimensions other than active mediation (i.e., restrictive mediation, active mediation internet safety, monitoring, and technical mediation) were significantly related to PIU in t-tests and correlation analysis respectively. However, they were non-significant in the hierarchical regression analysis when included into equation altogether. The present study's findings will be helpful in developing country-level policymaking decisions and facilitating future research in the country.}, language = {eng}, journal = {Addictive Behaviors Reports}, author = {Chandrima, Rubaiya Matin and Kircaburun, Kagan and Kabir, Humyon and Riaz, Baizid Khoorshid and Kuss, Daria J. and Griffiths, Mark D. and Mamun, Mohammed A.}, month = dec, year = {2020}, pmid = {32637564}, pmcid = {PMC7330868}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.abrep.2020.100288 2339240:JINXJ99U 2405685:39YEHSPC}, keywords = {Bangladeshi adolescence, Internet addiction, Internet use behaviors, Parental mediation, Problematic internet use}, pages = {100288}, } @misc{unesco_institute_for_statistics_global_2020, title = {Global {Proficiency} {Framework} for {Reading}: {Grades} 1 to 9}, url = {https://gaml.uis.unesco.org/wp-content/uploads/sites/2/2021/03/Global-Proficiency-Framework-Reading.pdf}, author = {UNESCO Institute for Statistics}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F4UNEXRY 2405685:MBZW7YSR}, } @article{yilmaz_preservice_2020, title = {Preservice teachers' perceptions about the use of blended learning in a science education methods course}, volume = {7}, url = {https://slejournal.springeropen.com/articles/10.1186/s40561-020-00126-7}, doi = {10.1186/s40561-020-00126-7}, abstract = {The purpose of this quantitative study was to determine the effectiveness of blended learning within the context of a science education methods course for early childhood elementary preservice teachers in Turkey. Elementary teachers historically fear science and avoid using it in their classes. This course was blended to allow the students to experience active science learning during face to face sessions. Student perceptions about their experiences in a blended methods course were collected using a previously validated survey. The data analysis of the post-test only survey research design demonstrated that students’ perceptions were positive towards the use of blended learning within their science education methods course. However, the analysis determined that students felt that certain technical aspects of the blended learning environment hindered their learning.}, language = {English}, number = {1}, journal = {Smart Learning Environments}, author = {Yılmaz, Özkan and Malone, Kathy L}, month = dec, year = {2020}, note = {Place: Heidelberg Publisher: Springer Nature B.V. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2414586316?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-020-00126-7 2405685:UQT53N6N 2534378:8UNKTUGE 2534378:QAQ7MRJ3}, keywords = {Blended learning, Data analysis, Education, Education--Teaching Methods And Curriculum, Elementary preservice teachers, Higher education, Learning, Learning environment, Science education, Science instruction, Science methods courses, Students, Teachers, Teaching methods, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095728, \_\_finaldtb}, } @article{yilmaz_preservice_2020, title = {Preservice teachers' perceptions about the use of blended learning in a science education methods course}, volume = {7}, doi = {10.1186/s40561-020-00126-7}, language = {English}, number = {1}, journal = {Smart Learning Environments}, author = {Yılmaz, Özkan and Malone, Kathy L.}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-020-00126-7 2339240:E5489YI6 2405685:EDKS7VMJ}, } @techreport{bianchi_effect_2020, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {The {Effect} of {Computer}-{Assisted} {Learning} on {Students}’ {Long}-{Term} {Development}}, url = {https://papers.ssrn.com/abstract=3309169}, abstract = {In this paper, we examine the effect of computer-assisted learning on students’ long-term development. We explore the implementation of the “largest ed-tech intervention in the world to date,” which connected China’s best teachers to more than 100 million rural students through satellite internet. We find evidence that exposure to the program improved students’ academic achievement, labor performance, and computer usage. We observe these effects up to ten years after program implementation. These findings indicate that education technology can have long-lasting positive effects on a variety of outcomes and can be effective in reducing the rural–urban education gap.}, language = {en}, number = {ID 3309169}, urldate = {2021-05-21}, institution = {Social Science Research Network}, author = {Bianchi, Nicola and Lu, Yi and Song, Hong}, month = nov, year = {2020}, doi = {10.2139/ssrn.3309169}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3309169 2339240:ZHPK63EW 2405685:9H5R8VY2}, keywords = {China, computer-assisted education, education policy, education quality, education technology}, } @article{kathula_effect_2020, title = {Effect of {Covid}-19 {Pandemic} on the {Education} {System} in {Kenya}}, volume = {3}, copyright = {Copyright (c) 2020 Journal of Education}, url = {https://stratfordjournals.org/journals/index.php/journal-of-education/article/view/640}, abstract = {Education is an integral part of human society, its importance in life cannot be ignored as lack of education gives birth to numerous social problems like poor health, internal conflict, poor living standards and many more, education helps people to find a better solution to their problems. Education lets people realize the true value of contribution and help become the backbone of the society. Innovation and creativity can only occur when people are skilled enough to know how to operate with different technologies. Since the first case of the novel coronavirus (COVID-19) was announced in Kenya, many aspects of society and the education sector have been dramatically affected. On March 15th 2020, the Kenyan government closed all learning institutions countrywide to contain the spread of the virus. As the numbers of those infected by coronavirus rose to over 8,000, the ministry of education announced on July 7th that, the 2020 school calendar year will be considered lost due to COVID-19 restrictions. The purpose of this study was therefore to determine the effect of Covid-19 pandemic on the education systems in Kenya. The study was anchored on Classical Liberal Theory of Equal Opportunities. Mixed method design which involved a combination of both quantitative and qualitative approaches was adopted. In?quantitative the study used a survey research design, specifically the study adopted a cross-sectional survey research design. Cross-sectional survey design involves collecting data from a large group of people of different stages of growth at one point in time. The target population for this study included teachers, students and parents. The sample size for the study comprised of 100 teachers, 25 parents and 100 students who were purposively selected across the country. This study used both questionnaire and interview guide to collect primary data. The questionnaires were served to teachers and students online using Google forms while interview guide was administered to the parents using online Google forms as well. The quantitative data collected was analyzed using SPSS. Quantitative analysis involved the use of descriptive analysis, while qualitative data was analyzed using content analysis. The results were presented on tables. The findings revealed that Covid-19 had seriously affected learning among students in Kenya. The study found that the effects of Covid-19 were so severe that some teachers and parents lost their jobs or source of livelihoods. Most of the students were not able to access online learning due to lack of electricity, lack of learning materials and some were forced to relocate to the country side. The study hence concluded that as a result of the challenges presented by the coronavirus and the likely impact of future pandemics the government’s ability to ensure continuation of learning will depend on the ability to swiftly harness available technology, provide adequate infrastructure and mobilize stakeholders to prepare alternative learning programmes. The study concludes that as a result of the emergence of Covid-19 pandemic, teaching and learning activities in all learning institutions in Kenya just like other parts of the world have severely been disrupted. The worst hit learners are the primary and secondary school candidates who should sit for their national examinations at the end of 2020. Based on the conclusion the study recommended that there is need for the government through the ministry of education together with all the stakeholders in education sector in Kenya to navigate through challenges presented by Covid-19 to ensure continued access to provision of quality, equitable and inclusive education during and after the pandemic. Effective implementation of the proposed interventions by education managers and stakeholders will ensure uninterrupted learning in educational institutions in future. This study in addition recommends that it is important to ensure that the Ministry of Education, parents and teachers support vulnerable students to ensure they are not exploited and that no learning loss occurs even as schools delay re-full opening until January 2021 despite grades 4, class 8 and form 4s being back in schools already. Keywords: Covid-19, Pandemic, Education system, Students, teachers, Parents, Kenya.}, language = {en}, number = {6}, urldate = {2021-05-24}, journal = {Journal of Education}, author = {Kathula, Domeniter Naomi}, month = nov, year = {2020}, note = {Number: 6 KerkoCite.ItemAlsoKnownAs: 2405685:S7D2M5SJ 2534379:Q7UFMEVW}, keywords = {Covid-19, Education system, Kenya, Pandemic, Parents, Students, teachers, ⛔ No DOI found}, pages = {31--52}, } @incollection{rodriguez_m-learning_2020, title = {M-learning como herramienta para el aprendizaje de una lengua minoritaria: resultados preliminares de una experiencia innovadora: pp67-71}, isbn = {978-84-13-19276-5}, abstract = {M-learning como herramienta para el aprendizaje de una lengua minoritaria: resultados preliminares de una experiencia innovadora}, author = {Rodríguez, Roberto Avello and Antón, Tamara Fernández}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:NS29CWZ8 4042040:IQ3KDUCF}, } @techreport{muralidharan_improving_2020, type = {{RISE} {Working} {Paper} {Series}.}, title = {Improving {Public} {Sector} {Management} at {Scale}? {Experimental} {Evidence} on {School} {Governance} in {India}}, shorttitle = {Improving {Public} {Sector} {Management} at {Scale}?}, url = {https://riseprogramme.org/publications/improving-public-sector-management-scale-experimental-evidence-school-governance-india}, abstract = {We present results from a large-scale experimental evaluation of an ambitious attempt to improve management quality in Indian schools (implemented in 1,774 randomly-selected schools). The intervention featured several global “best practices” including comprehensive assessments, detailed school ratings, and customized school improvement plans. It did not, however, change accountability or incentives. We find that the assessments were near-universally completed, and that the ratings were informative, but the intervention had no impact on either school functioning or student outcomes. Yet, the program was perceived to be successful and scaled up to cover over 600,000 schools nationally. We find using a matched-pair design that the scaled-up program continued to be ineffective at improving student learning in the state we study. We also conduct detailed qualitative interviews with frontline officials and find that the main impact of the program on the ground was to increase required reporting and paperwork. Our results illustrate how ostensibly well-designed programs, that appear effective based on administrative measures of compliance, may be ineffective in practice.}, language = {en}, number = {20/056.}, urldate = {2021-05-05}, institution = {Research on Improving Systems of Education (RISE)}, author = {Muralidharan, Karthik and Singh, Abhijeet}, month = nov, year = {2020}, doi = {10.35489/BSG-RISE-WP_2020/056}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP\_2020/056 2339240:4STG83CB 2405685:IADCST5Q}, } @techreport{oecd_impact_2020, type = {{OECD} {Policy} {Responses} to {Coronavirus} ({COVID}-19)}, title = {The impact of {COVID}-19 on student equity and inclusion: {Supporting} vulnerable students during school closures and school re-openings}, shorttitle = {The impact of {COVID}-19 on student equity and inclusion}, url = {https://www.oecd-ilibrary.org/education/the-impact-of-covid-19-on-student-equity-and-inclusion-supporting-vulnerable-students-during-school-closures-and-school-re-openings_d593b5c8-en}, language = {en}, urldate = {2021-08-05}, author = {{OECD}}, month = nov, year = {2020}, doi = {10.1787/d593b5c8-en}, note = {Series: OECD Policy Responses to Coronavirus (COVID-19) KerkoCite.ItemAlsoKnownAs: 10.1787/d593b5c8-en 2339240:HJ77WBL2 2405685:QPTQEPUC}, } @article{bertoni_is_2020, title = {Is {School} {Funding} {Unequal} in {Latin} {America}?: {A} {Cross}-country {Analysis}}, shorttitle = {Is {School} {Funding} {Unequal} in {Latin} {America}?}, url = {https://publications.iadb.org/en/school-funding-unequal-latin-america-cross-country-analysis}, doi = {10.18235/0002854}, abstract = {Public spending on education has increased significantly in Latin America over the last decades. However, less is known whether increased spending has been translated into a more equitable distribution of resources within countries in the region. This study addresses this gap by measuring the inequality in per-pupil spending between regions with different levels of socioeconomic status (SES) within five Latin American countries: Brazil, Chile, Colombia, Ecuador, and Peru. Results show that Brazil, a federal country, has the widest socioeconomic funding gap due to large inequalities in local revenues between high and low SES regions. However, the country's funding gap has narrowed over time. School funding in Colombia has become more regressive over time, but its gap is half the size of the one in Brazil. The distribution of school funding in Peru has changed over time from being regressive-benefiting the richest regions-to being progressive-benefiting the poorest regions. Education spending in Chile and in Ecuador are, on the other hand, consistently progressive. However, while the progressiveness of funding in Ecuador is driven by transfers targeted at disadvantaged rural areas, the funding formulas in Chile addresses socioeconomic inequalities beyond the rural-urban gap.}, language = {English}, urldate = {2023-06-12}, author = {Bertoni, Eleonora and Elacqua, Gregory and Marotta, Luana and Martínez, Matias and Santos, Humberto and Soares, Sammara}, month = nov, year = {2020}, note = {Publisher: Inter-American Development Bank KerkoCite.ItemAlsoKnownAs: 10.18235/0002854 2339240:9JLTQPEY 2405685:IBBYHF76 4656463:V76SUDGT}, } @misc{lewin_smart_2020, title = {Smart buys, great sales and special offers: cost-effective approaches to improve global learning}, shorttitle = {Smart buys, great sales and special offers}, url = {https://www.ukfiet.org/2020/smart-buys-great-sales-and-special-offers-cost-effective-approaches-to-improve-global-learning/}, language = {en-GB}, urldate = {2021-05-28}, journal = {The Education and Development Forum (UKFIET)}, author = {Lewin, Keith and Learning {\textbar} 0 and Learning {\textbar} 0}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4GZPTGRL 2405685:7CGSPQI6}, } @misc{otieno_magoha_2020, title = {Magoha {Releases} {Final} {School} {Calendar}}, url = {https://www.kenyans.co.ke/news/59183-magoha-releases-final-2021-school-calendar}, abstract = {Education CS Professor George Magoha announced the school calendar with all students expected to resume learning on January 4, 2021.}, language = {EN}, urldate = {2021-03-29}, journal = {Kenyans.co.ke}, author = {Otieno, Imran}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VCWQYWC6 2405685:5WXBMFXN}, } @misc{africanews_late_2020, title = {Late resumption of schools in {Senegal} amid {COVID} safety concerns}, url = {https://www.africanews.com/2020/11/12/late-resumption-of-schools-in-senegal-amid-covid-safety-concerns/}, abstract = {In the Senegalese capital of Dakar, pupils, parents and teachers return to the Lycée Ousmane Sembène for the start of a new school year}, language = {en}, urldate = {2021-03-29}, journal = {Africanews}, author = {{AfricaNews}}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ILD7VXJU 2405685:M45CHDAM}, } @techreport{barrera-osorio_promoting_2020, title = {Promoting {Parental} {Involvement} in {Schools}: {Evidence} {From} {Two} {Randomized} {Experiments}}, shorttitle = {Promoting {Parental} {Involvement} in {Schools}}, url = {https://www.nber.org/papers/w28040}, abstract = {Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals.}, language = {en}, number = {w28040}, urldate = {2021-05-28}, institution = {National Bureau of Economic Research}, author = {Barrera-Osorio, Felipe and Gertler, Paul and Nakajima, Nozomi and Patrinos, Harry}, month = nov, year = {2020}, doi = {10.3386/w28040}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w28040 2339240:VJIZKVA5 2405685:3DJ6GAZB}, } @techreport{bazaldua_guidance_2020, title = {Guidance note on using learning assessment in the process of school reopening}, url = {https://documents1.worldbank.org/curated/en/856951606239586214/pdf/Guidance-Note-on-Using-Learning-Assessment-in-the-Process-of-School-Reopening.pdf}, urldate = {2021-10-08}, institution = {World Bank}, author = {Bazaldua, Diego Luna and Levin, Victoria and Liberman, Julia}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FIF7BCJ9 2405685:K86PC7QW}, } @misc{better_purpose_virtual_2020, title = {Virtual {Roundtable} on {Structured} {Pedagogy}}, url = {https://custom.cvent.com/B6E596DEAC6A4A7FB1467497AE4FF54B/files/8c67c3ea94e84aaaaeaf2d1155f5524e.pdf}, author = {better purpose}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9FRXYLAQ 2405685:3P77F7IB}, } @techreport{edtech_hub_value_2020, title = {Value for {Money} {Policy} and {Procedure}}, author = {EdTech Hub}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DLHKFUVC 2405685:V6TUMYRQ}, } @techreport{leh_wi_lan_tangerine_2020, title = {Tangerine for {Principals}: {Pilot} {Report}}, author = {Leh Wi Lan}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FABJDBVM 2405685:GH5X7RUQ}, } @techreport{project_literacy_increasing_2020, title = {Increasing {Parent} {Engagement} in {Children}'s {Literacy}: {A} {Needs} {Assessment} to {Inform} the {Design} of {Parent} {Engagement} {Efforts}}, url = {https://www.educationinnovations.org/post/a-new-guide-for-increasing}, author = {{Project Literacy} and {Results for Development} and {Center for Education Innovations}}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W6TSA5IH 2405685:C3CBXREK}, } @misc{sengeh_education_2020, title = {Education service transformation in {Sierra} {Leone}: {Where} policy meets the people {\textbar} {Blog} {\textbar} {Global} {Partnership} for {Education}}, shorttitle = {Education service transformation in {Sierra} {Leone}}, url = {https://www.globalpartnership.org/blog/education-service-transformation-sierra-leone-where-policy-meets-people}, abstract = {As GPE prepares to launch a new five-year strategic plan responding to partner countries’ demands for transformative change, GPE Board Member and Minister of Basic and Senior Secondary Education David Moinina Sengeh shares learnings from his first year of office on what transforming education means to the people of Sierra Leone.}, language = {en}, urldate = {2020-12-16}, author = {Sengeh, David Moinina}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DE8NBSA7 2405685:TJT9ZI8V}, } @techreport{unwin_education_2020, title = {Education for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, shorttitle = {Education for the most marginalised post‑{COVID}-19}, url = {https://edtechhub.org/education-for-the-most-marginalised-post-covid-19/}, abstract = {Education for the most marginalised post‑COVID-19 Guidance for governments on the use of digital technologies in education Join us December 18 for the report launch! Click here to register. The UNESCO Chair in ICT for Development, with support from the EdTech Hub, developed this report and associated Guidance Notes in 2020 building on a series of regional and sectoral consultations…}, language = {en-US}, urldate = {2021-02-03}, institution = {EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IK5SDRGN 2339240:JTDGHA3K 2405685:D22ZXDPG 2405685:UNZYXGC6}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {118}, } @misc{christodoulou_baseline_2020, title = {Baseline {Secondary} {Writing}: have {Year} 7 pupils gone backwards?}, shorttitle = {Baseline {Secondary} {Writing}}, url = {https://blog.nomoremarking.com/baseline-secondary-writing-have-year-7-pupils-gone-backwards-5497ac10b894}, abstract = {We’ve just completed our Year 7 Baseline Secondary Writing assessment, and we can now use these results to see the size of the learning…}, language = {en}, urldate = {2022-08-25}, journal = {Medium}, author = {Christodoulou, Daisy}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3ITPVBWJ 2405685:EMWXSE5V}, } @techreport{engzell_learning_2020, title = {Learning {Inequality} {During} the {Covid}-19 {Pandemic}}, url = {https://osf.io/preprints/socarxiv/ve4z7/}, abstract = {Suspension of face-to-face instruction in schools during the COVID-19 pandemic has led to concerns about consequences for student learning. So far, data to study this question have been limited. Here we evaluate the effect of school closures on primary school performance using exceptionally rich data from the Netherlands (n≈350,000). The Netherlands represents a best-case scenario with a relatively short lockdown (8 weeks) and a high degree of technological preparedness. We use the fact that national exams took place before and after lockdown, and compare progress during this period to the same period in the three previous years using a difference-in-differences design. Our results reveal a learning loss of about 3 percentile points or 0.08 standard deviations. These results remain robust when balancing on the estimated propensity of treatment and using maximum entropy weights, or with fixed-effects specifications that compare students within the same school and family. Losses are up to 55\% larger among students from less-educated homes. Investigating mechanisms, we find that most of the effect reflects the cumulative impact of knowledge learned rather than transitory influences on the day of testing. The average learning loss is equivalent to a fifth of a school year, nearly exactly the same period that schools remained closed. These results imply that students made little or no progress whilst learning from home, and suggest much larger losses in countries less prepared for remote learning.}, urldate = {2020-12-08}, institution = {SocArXiv}, author = {Engzell, Per and Frey, Arun and Verhagen, Mark D.}, month = oct, year = {2020}, doi = {10.31235/osf.io/ve4z7}, note = {KerkoCite.ItemAlsoKnownAs: 10.31235/osf.io/ve4z7 2339240:9UR55BWA 2405685:42C36LBW}, keywords = {Economics, Education, Educational Assessment, Evaluation, Public Affairs, Public Policy and Public Administration, Social Statistics, Social and Behavioral Sciences, Sociology, and Research}, } @techreport{unesco_what_2020, title = {What {Have} {We} {Learnt}? {Findings} from a survey of ministries of education on national responses to {COVID}-19}, shorttitle = {What {Have} {We} {Learnt}?}, url = {https://data.unicef.org/resources/national-education-responses-to-covid19/}, abstract = {At the height of nationwide lockdowns due to the COVID-19 pandemic, more than 1.5 billion children were affected by school closures, causing an unprecedented global learning crisis. Even prior to the pandemic, however, children’s learning was in crisis with half of 10-year-olds in middle- and low-income countries unable to understand a simple written sentence and more than a quarter billion children out of school. The pandemic has only sharpened these inequities, hitting schoolchildren in poorer countries particularly hard. National governments around the world have been quick to implement remote learning, new health protocols and reopening plans, but again these policies have varied widely based on each country’s wealth. According to this new report published by UNESCO (Headquarters and Institute for Statistics), UNICEF (Headquarters and Office of Research) and the World Bank, schoolchildren in low- and lower-middle-income countries have already lost nearly four months of schooling since the start of the pandemic, compared to an average of six weeks among high-income countries. Compiling data from surveys on national education responses to COVID-19 from 149 countries between July and October, the report also finds that schoolchildren in low- and lower-middle income countries were less likely to have access to remote learning or to be monitored on a day-to-day basis by teachers and were more likely to have delays in their schools reopening.}, language = {en-US}, urldate = {2021-05-24}, institution = {UNICEF}, author = {{UNESCO} and {UNICEF} and {World Bank}}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:63WITQ7L 2534379:U9VYJ5N7}, pages = {51}, } @misc{mugendi_ict_2020, title = {The {ICT} {Landscape} in {Northern} {Kenya}: {Challenges} \& {Opportunities}}, shorttitle = {The {ICT} {Landscape} in {Northern} {Kenya}}, url = {https://www.engineeringforchange.org/research/ict-landscape-northern-kenya-challenges-opportunities/}, abstract = {EDITORIAL TEAM: Carolina Rojas, E4C Expert Fellow; Mariela Machado, E4C Program Manager; Grace Burleson, E4C Research Manager DISCLAIMER: Any views and/or opinions expressed in this post by individual authors or contributors are their personal views and/or opinions and do not necessarily reflect the views and/or opinions of Huawei Technologies or iGov Africa. Click here to view the full report. The northern region of Kenya, which is arid and semi-arid in nature, forms...}, urldate = {2023-04-04}, journal = {Engineering For Change}, author = {Mugendi, Jacob and Valbuena, Gustavo}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D688FAVN 2405685:6CD2PYZC}, } @misc{wikipedia_accessibility_2020, title = {Accessibility}, copyright = {Creative Commons Attribution-ShareAlike License}, url = {https://en.wikipedia.org/w/index.php?title=Accessibility&oldid=984895511}, abstract = {Accessibility in the sense considered here refers to the design of products, devices, services, or environments so as to be usable by people with disabilities. The concept of accessible design and practice of accessible development ensures both "direct access" (i.e. unassisted) and "indirect access" meaning compatibility with a person's assistive technology (for example, computer screen readers). Accessibility can be viewed as the "ability to access" and benefit from some system or entity. The concept focuses on enabling access for people with disabilities, or special needs, or enabling access through the use of assistive technology; however, research and development in accessibility brings benefits to everyone.Accessibility is not to be confused with usability, which is the extent to which a product (such as a device, service, or environment) can be used by specified users to achieve specified goals with effectiveness, efficiency, convenience satisfaction in a specified context of use.Accessibility is strongly related to universal design which is the process of creating products that are usable by people with the widest possible range of abilities, operating within the widest possible range of situations. This is about making things accessible to all people (whether they have a disability or not).}, language = {en}, urldate = {2020-11-09}, journal = {Wikipedia}, author = {{Wikipedia}}, month = oct, year = {2020}, note = {Page Version ID: 984895511 KerkoCite.ItemAlsoKnownAs: 2405685:UQE9CKPF}, } @article{angrist_how_2020, series = {Policy {Research} {Working} {Papers}}, title = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}? {A} {Comparison} of 150 {Interventions} using the {New} {Learning}-{Adjusted} {Years} of {Schooling} {Metric}}, shorttitle = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}?}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9450}, doi = {10.1596/1813-9450-9450}, language = {en}, urldate = {2022-04-07}, journal = {World Bank}, author = {Angrist, Noam and Evans, David K. and Filmer, Deon and Glennerster, Rachel and Rogers, F. Halsey and Sabarwal, Shwetlena}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2339240:FCGVKGYD 2405685:UZH2P3ET 4656463:BUSJHPWA}, } @article{angrist_how_2020, series = {Policy {Research} {Working} {Papers}}, title = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}? {A} {Comparison} of 150 {Interventions} using the {New} {Learning}-{Adjusted} {Years} of {Schooling} {Metric}}, shorttitle = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}?}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9450}, doi = {10.1596/1813-9450-9450}, language = {en}, urldate = {2022-04-07}, journal = {World Bank}, author = {Angrist, Noam and Evans, David K. and Filmer, Deon and Glennerster, Rachel and Rogers, F. Halsey and Sabarwal, Shwetlena}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2339240:FCGVKGYD 2405685:UZH2P3ET 4656463:BUSJHPWA}, } @misc{wuilbercq_ethiopia_2020, title = {Ethiopia {Begins} {Reopening} {Schools} to {Fight} {Rising} {Rates} of {Child} {Marriage} and {Labor}}, url = {https://www.globalcitizen.org/en/content/ethiopia-schools-covid-19-child-marriage-labor/}, abstract = {Ethiopia is working to identify children who have been forced into early marriage or child labor during the pandemic.}, language = {en}, urldate = {2021-03-29}, journal = {Global Citizen}, author = {Wuilbercq, Emeline}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CXAN3BGZ 2405685:APSFCUBT}, } @article{khan_integrating_2020, title = {Integrating {ICT} in {English} {Language} {Teaching} in {Bangladesh}: {Teachers}’ {Perceptions} and {Challenges}}, volume = {12}, issn = {09752935}, shorttitle = {Integrating {ICT} in {English} {Language} {Teaching} in {Bangladesh}}, url = {http://rupkatha.com/rioc1s23n1/}, doi = {10.21659/rupkatha.v12n5.rioc1s23n1}, abstract = {The integration of Information and Communication Technology (ICT) in Education especially, in English Language Teaching (ELT) in secondary schools of Bangladesh has been existing for a decade now. However, the status of actual implementation is quite different from the adoption and initiatives taken to integrate ICT in ELT. Therefore, the study aims to investigate the secondary level English language teachers’ attitude towards integration of ICT in Communicative Language Teaching (CLT) and the factors inhibiting the use of it. Further, the paper attempts to examine the challenges faced by the secondary level English teachers of Bangladesh in using ICT in language teaching effectively. In an attempt to examine the attitude of teachers in using ICT in ELT, a quantitative research is designed with a close ended questionnaire to collect the data from a sample of 100 secondary English language teachers of various schools of Bangladesh. The data of the responses is quantified and is analyzed by SPSS 20 program. The obtained data from the questionnaire is examined in order to investigate the perceptions of the secondary level English language teachers towards ICT integrated language teaching and the challenges of the implementation of ICT in ELT. In conclusion, the outcome of the research would provide significant information about the attitude of the teachers towards ICT integration in ELT and the challenges faced by them and hence, the study would help the policy makers and the teachers to enhance the effectiveness of using ICT in ELT.}, language = {en}, number = {5}, urldate = {2021-05-07}, journal = {Rupkatha Journal on Interdisciplinary Studies in Humanities}, author = {Khan, Nafis Mahmud and Kuddus, Khushboo and Kuddus, Khushboo and {School of Humanities (English), KIIT Deemed to be University, Bhubaneswar, Odisha, India.}}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.21659/rupkatha.v12n5.rioc1s23n1 10/gj37jk 2339240:C45NVN5G 2405685:7JJTNDXM}, } @misc{akmal_covid-19_2020, title = {{COVID}-19 in {Pakistan}: {A} {Phone} {Survey} to {Assess} {Education}, {Economic}, and {Health}-{Related} {Outcomes}}, shorttitle = {{COVID}-19 in {Pakistan}}, url = {https://dataverse.harvard.edu/dataset.xhtml?persistentId=doi:10.7910/DVN/EGQ4XO}, doi = {https://dataverse.harvard.edu/citation?persistentid=doi:10.7910/dvn/egq4xo}, abstract = {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...}, language = {en}, urldate = {2021-03-31}, author = {Akmal, Maryam and Crawfurd, Lee and Hares, Susannah and Minardi, Ana Luiza}, month = oct, year = {2020}, note = {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}, } @misc{ettang_nigeria_2020, title = {Nigeria {Government} {Calls} for {Reopening} of {Schools} {After} 6-month {COVID} {Lockdown} {\textbar} {Voice} of {America} - {English}}, url = {https://www.voanews.com/africa/nigeria-government-calls-reopening-schools-after-6-month-covid-lockdown}, abstract = {Nigeria reopened schools Oct. 12, six months after they were closed to curtail the spread of the coronavirus. However, not all parents believe students should be returning to the classroom. Gloria Kwashi runs the Zambiri Outreach and Childcare Center in Jos, a school that provides free education and food for more than 400 children, including orphans and victims of insurgent violence. She says the pandemic brought her students' learning to a complete halt. "All the months that we left, nobody came to school and nobody learned anything, so it was already that bad," she said.}, language = {en}, urldate = {2021-02-08}, journal = {Voice of America}, author = {Ettang, Ifiok}, month = oct, year = {2020}, note = {Section: Africa, COVID-19 Pandemic KerkoCite.ItemAlsoKnownAs: 2339240:CFZ4DSR7 2405685:X3MMDCW5}, } @misc{unicef_back_2020, title = {Back to school 2020-2021}, url = {https://www.unicef.org/drcongo/en/press-releases/back-school-2020-2021}, abstract = {UNICEF supports children's return to school in a safe and protective environment}, language = {en}, urldate = {2021-03-29}, journal = {UNICEF}, author = {{UNICEF}}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PSE8NJSD 2405685:Z4CMUJ44}, } @misc{sn_radio_president_2020, title = {President {Bio} {Commissions} {Newly} {Constructed} {Dr} {Kadie} {Sesay} {Girls} {Secondary} {School} {In} {Port} {Loko}}, url = {https://www.youtube.com/watch?v=yNtFkTL1jSQ&ab_channel=SNRadio}, abstract = {\#sierraleone \#presidentbio \#fatimabio \#sierraleoneparliament \#sierranetworkproduction \#sierranetwork \#sierranetworkwanpotshow President Bio Commissions Newly Constructed Dr Kadie Sesay Girls Secondary School In Port Loko. Latest News Website: http://www.blog.snradio.net FaceBook: http://www.facebook.com/SierraNetwork... Youtube: http://www.youtube.com/Salone2Bad Twitter: http://twitter.com/sierra\_n\_salone Radio: http://SNRadio.net Radio TuneIn App: http://tun.in/sfgyD SoundCould 1: http://www.soundcloud.com/sierra-network SoundCould 2: https://soundcloud.com/sierra-network-sl SoundCould 3: https://soundcloud.com/sierra-network... Contact Us: info@snradio.net Sierra Network For All That Matters Sierra Leone}, urldate = {2020-12-15}, author = {{SN Radio}}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PZEXZU6E}, } @article{wiafe_tertiary_2020, title = {Tertiary students’ engagement with professional learning networks and emerging technologies in learning: {The} case of a coastal {University} in {West} {Africa}.}, volume = {6}, shorttitle = {Tertiary students’ engagement with professional learning networks and emerging technologies in learning}, abstract = {The main aim of this study was to investigate students' views on their engagement with professional learning networks and emerging technologies for students' use and how these impact their studies. A sample of 150 students from the University of Cape Coast, Ghana was used for study. Respondents were selected from second year to final year students pursuing undergraduate degree programmes from three different departments of the university. The research instrument used was a carefully constructed questionnaire. Undergraduate students generally exhibited positive attitude towards the use of professional learning networks and emerging technologies across the five attitudinal subscales they were measured on. As a result, from the findings, it is recommended that the use of professional learning networks and emerging technologies should be taken advantage of at all levels in a university curriculum.}, journal = {International Multidisciplinary Research Journal}, author = {Wiafe, Bernard and Takramah, Florence and Bless, Gloria and Akaadom, Bernard}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4QSDFI6K 2405685:B9M4VWKK}, keywords = {⛔ No DOI found}, pages = {31--38}, } @misc{holla_how_2020, title = {How much does your remote learning intervention cost?}, url = {https://blogs.worldbank.org/impactevaluations/how-much-does-your-remote-learning-intervention-cost}, abstract = {This posts discusses a tool for measuring the costs of remote learning interventions.}, language = {en}, urldate = {2022-04-01}, author = {Holla, Alaka and Pan, Yilin}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LSVUMJ9E 2405685:RVRHZVVT}, } @misc{kindzeka_cameroon_2020, title = {Cameroon {Reopens} {Schools} {After} 7-month {COVID} {Closure} {\textbar} {Voice} of {America} - {English}}, url = {https://www.voanews.com/africa/cameroon-reopens-schools-after-7-month-covid-closure}, abstract = {More than seven million Cameroon children and their teachers have returned to schools for the first time since their institutions were closed to stop the spread of COVID-19, seven months ago. The government of the central African state says it has been able to considerably reduce the spread of the disease that has been officially confirmed in more than 20,000 people with 420 deaths. Respect of COVID-19 barrier measures is imperative in all schools. The oldest student reads rules and regulations to be respected at Government Bilingual High School Essos in Cameroon’s capital Yaoundé.}, language = {en}, urldate = {2021-01-11}, journal = {Voice of America}, author = {Kindzeka, Moki Edwin}, month = oct, year = {2020}, note = {Section: Africa, COVID-19 Pandemic KerkoCite.ItemAlsoKnownAs: 2339240:FC42VII2 2405685:GU6S8XE7}, } @article{emon_impact_2020, title = {Impact of {COVID}-19 on the institutional education system and its associated students in {Bangladesh}}, volume = {11}, issn = {2581-6268}, url = {https://www.journalajess.com/index.php/AJESS/article/view/30288}, doi = {10.9734/ajess/2020/v11i230288}, language = {en-US}, number = {2}, urldate = {2021-10-25}, journal = {Asian Journal of Education and Social Studies}, author = {Emon, Efta Khairul Haque and Alif, Ashrafur Rahman and Islam, M. Shahanul}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.9734/ajess/2020/v11i230288 2339240:X4UBFSR8 2405685:P48U5KA8}, keywords = {Bangladesh, COVID-19, Coronavirus, education, impact, poverty.}, pages = {34--46}, } @misc{angoye_distanced_2020, title = {Distanced and {Disadvantaged}: {A} {Study} on the {Effects} of {COVID}-19 on {Education} for {Learners} with {Disabilities} in {Kenya}, {October} 2020}, url = {https://inable.org/index.php/resources/case-study/}, language = {en-US}, urldate = {2021-04-14}, journal = {inABLE.org}, author = {Angoye, James and Mbari-Kirika, Irene and Walker, Bruce and Kavua, Martin}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C26APPB9 2405685:RG8YAEM9}, } @techreport{alban_conto_covid-19_2020, address = {Florence}, title = {{COVID}-19: {Effects} of {School} {Closures} on {Foundational} {Skills} and {Promising} {Practices} for {Monitoring} and {Mitigating} {Learning} {Loss}}, url = {https://www.unicef-irc.org/publications/1144-covid19-effects-of-school-closures-on-foundational-skills-and-promising-practices.html}, language = {en}, number = {13}, institution = {UNICEF Office of Research - Innocenti}, author = {Alban Conto, Carolina and Akseer, Spogmai and Dreesen, Thomas and Kamei, Akito and Mizunoya, Suguru and Rigole, Annika}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PREWBDEI 2339240:WKL4LVJR 2405685:7627L3MV 2405685:F76W8RNW}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {30}, } @techreport{aser_annual_2020, title = {Annual {Status} of {Education} {Report} ({Rural}) 2020. {Wave} 1}, url = {http://img.asercentre.org/docs/ASER%202020/ASER%202020%20REPORT/aser2020fullreport.pdf}, institution = {ASER Centre}, author = {{ASER}}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MS7X4T2X 2405685:ZJYQYIG2}, } @techreport{global_education_evidence_advisory_panel_cost_2020, title = {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}}, url = {http://documents1.worldbank.org/curated/en/719211603835247448/pdf/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.pdf}, urldate = {2020-12-15}, institution = {World Bank; FCDO; Building Evidence in Education}, author = {{Global Education Evidence Advisory Panel}}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IQT7LI8P 2405685:9YMXHH74 2405685:CN86U6UQ}, } @misc{international_energy_agency_sdg7_2020, title = {{SDG7}: {Data} and {Projections}}, shorttitle = {{SDG7}}, url = {https://www.iea.org/reports/sdg7-data-and-projections}, language = {en-GB}, urldate = {2021-05-24}, journal = {IEA}, author = {International Energy Agency}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HSXM7FSQ 2405685:YMEW7GGP}, } @misc{nicolai_edtechs_2020, title = {{EdTech}’s three promising approaches to \#{SaveOurFuture}}, url = {https://edtechhub.org/2020/10/29/edtech-three-promising-approaches-to-saveourfuture/}, urldate = {2022-09-29}, author = {Nicolai, Susan and Hassler, Bjorn}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:USBN7MB2 2405685:FG5JBG9Z 4656463:5T538I9L}, } @techreport{statistics_sierra_leone_sierra_2020, address = {Freetown, Sierra Leone and Rockville, Maryland, USA}, title = {Sierra {Leone} {Demographic} and {Health} {Survey} 2019}, abstract = {ICF}, language = {en}, number = {FR365}, institution = {The DHS Program}, author = {{Statistics Sierra Leone}}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J5MWI9UW 2405685:MEUW6R9C 2405685:MZXSNEV5}, pages = {647}, } @misc{unicef_regional_office_for_south_asia_unicef_2020, title = {{UNICEF} {ROSA} {Monitoring} {Learning} {Continuity} during {COVID}-19 {Guidance} and {Survey} {Question} {Bank}}, url = {https://www.unicef.org/rosa/documents/monitoring-distance-learning-during-school-closures}, author = {UNICEF Regional Office for South Asia}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WUE7ZUXU 2405685:W4E6WZMX}, } @techreport{gsma_education_2020, title = {Education for all in the time of {COVID}-19: how education can be part of the solution}, url = {https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2020/09/EdTech-Final-WEB.pdf}, urldate = {2021-10-03}, author = {{GSMA}}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y8UC8D5F 2405685:GTFVIDAJ}, } @article{adarkwah_im_2020, title = {“{I}’m not against online teaching, but what about us?”: {ICT} in {Ghana} post {Covid}-19}, volume = {26}, issn = {1573-7608}, shorttitle = {“{I}’m not against online teaching, but what about us?}, url = {https://doi.org/10.1007/s10639-020-10331-z}, doi = {10.1007/s10639-020-10331-z}, abstract = {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.}, language = {en}, urldate = {2021-01-14}, journal = {Education and Information Technologies}, author = {Adarkwah, Michael Agyemang}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10331-z 2339240:9RBTK9P8 2339240:BM2YW6VU 2339240:KFUF9I2X 2405685:6LC3X3CD}, pages = {1665--1685}, } @misc{noauthor_realizing_2020, title = {Realizing the promise: {How} can education technology improve learning for all?}, shorttitle = {Realizing the promise}, url = {https://www.brookings.edu/essay/realizing-the-promise-how-can-education-technology-improve-learning-for-all/}, abstract = {This research is intended as an evidence-based tool for ministries of education to adopt and more successfully invest in education technology.}, language = {en-US}, urldate = {2021-03-05}, journal = {Brookings}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JD6HHQM8 2405685:2KMRM4IE}, } @techreport{hanushek_economic_2020, address = {Paris}, title = {The economic impacts of learning losses}, url = {https://www.oecd-ilibrary.org/education/the-economic-impacts-of-learning-losses_21908d74-en}, abstract = {The worldwide school closures in early 2020 led to losses in learning that will not easily be made up for even if schools quickly return to their prior performance levels. These losses will have lasting economic impacts both on the affected students and on each nation unless they are effectively remediated. While the precise learning losses are not yet known, existing research suggests that the students in grades 1-12 affected by the closures might expect some 3 percent lower income over their entire lifetimes. For nations, the lower long-term growth related to such losses might yield an average of 1.5 percent lower annual GDP for the remainder of the century. These economic losses would grow if schools are unable to re-start quickly. The economic losses will be more deeply felt by disadvantaged students. All indications are that students whose families are less able to support out-of-school learning will face larger learning losses than their more advantaged peers, which in turn will translate into deeper losses of lifetime earnings. The present value of the economic losses to nations reach huge proportions. Just returning schools to where they were in 2019 will not avoid such losses. Only making them better can. While a variety of approaches might be attempted, existing research indicates that close attention to the modified re-opening of schools offers strategies that could ameliorate the losses. Specifically, with the expected increase in video-based instruction, matching the skills of the teaching force to the new range of tasks and activities could quickly move schools to heightened performance. Additionally, because the prior disruptions are likely to increase the variations in learning levels within individual classrooms, pivoting to more individualised instruction could leave all students better off as schools resume. As schools move to re-establish their programmes even as the pandemic continues, it is natural to focus considerable attention on the mechanics and logistics of safe re-opening. But the long-term economic impacts also require serious attention, because the losses already suffered demand more than the best of currently considered re-opening approaches.}, language = {en}, urldate = {2022-08-25}, institution = {OECD}, author = {Hanushek, Eric A. and Woessmann, Ludger}, month = sep, year = {2020}, doi = {10.1787/21908d74-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.1787/21908d74-en 2339240:U5DAW3LY 2405685:TMKKRWIJ}, } @techreport{lichand_using_2020, title = {Using {Nudges} to {Prevent} {Student} {Dropouts} in the {Pandemic}}, url = {http://arxiv.org/abs/2009.04767}, abstract = {The impacts of COVID-19 reach far beyond the hundreds of lives lost to the disease; in particular, the pre-existing learning crisis is expected to be magnified during school shutdown. Despite efforts to put distance learning strategies in place, the threat of student dropouts, especially among adolescents, looms as a major concern. Are interventions to motivate adolescents to stay in school effective amidst the pandemic? Here we show that, in Brazil, nudges via text messages to high-school students, to motivate them to stay engaged with school activities, substantially reduced dropouts during school shutdown, and greatly increased their motivation to go back to school when classes resume. While such nudges had been shown to decrease dropouts during normal times, it is surprising that those impacts replicate in the absence of regular classes because their effects are typically mediated by teachers (whose effort in the classroom changes in response to the nudges). Results show that insights from the science of adolescent psychology can be leveraged to shift developmental trajectories at a critical juncture. They also qualify those insights: effects increase with exposure and gradually fade out once communication stops, providing novel evidence that motivational interventions work by redirecting adolescents' attention.}, number = {arXiv:2009.04767}, urldate = {2022-06-06}, institution = {arXiv}, author = {Lichand, Guilherme and Christen, Julien}, month = sep, year = {2020}, doi = {10.48550/arXiv.2009.04767}, note = {arXiv:2009.04767 [econ, q-fin] type: article KerkoCite.ItemAlsoKnownAs: 10.48550/arXiv.2009.04767 2339240:WX5STLI5 2405685:5NDB545S}, keywords = {Economics - General Economics}, } @misc{unesco_global_2020, title = {Global {Education} {Coalition} members pledge to support emergency response in {Beirut}}, url = {https://en.unesco.org/news/global-education-coalition-members-pledge-support-emergency-response-beirut}, language = {en}, urldate = {2020-09-24}, author = {UNESCO}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P9SSASIC 2405685:SC5NRNY7}, } @book{williams_systems_2020, title = {Systems {Concepts} in {Action}}, isbn = {978-0-8047-7655-4}, url = {https://www.degruyter.com/document/doi/10.1515/9780804776554/html}, abstract = {Systems Concepts in Action: A Practitioner's Toolkit offers out a wide range of systems methods to help readers investigate, evaluate and intervene in complex messy situations.}, language = {en}, urldate = {2021-04-29}, publisher = {Stanford University Press}, author = {Williams, Bob and Hummelbrunner, Richard}, month = sep, year = {2020}, note = {Publication Title: Systems Concepts in Action zotzenLib.CopiedFrom: 2339240:GIGBJFCB KerkoCite.ItemAlsoKnownAs: 2339240:GIGBJFCB 2405685:XN4T8IA2}, } @article{adedoyin_covid-19_2020, title = {Covid-19 pandemic and online learning: the challenges and opportunities}, issn = {1049-4820, 1744-5191}, shorttitle = {Covid-19 pandemic and online learning}, url = {https://www.tandfonline.com/doi/full/10.1080/10494820.2020.1813180}, doi = {10.1080/10494820.2020.1813180}, abstract = {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.}, language = {en}, urldate = {2021-08-05}, journal = {Interactive Learning Environments}, author = {Adedoyin, Olasile Babatunde and Soykan, Emrah}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/10494820.2020.1813180 10/ghwrhc 2339240:43R9NVSG 2405685:AQ4WGY8K}, } @misc{ebner_tips_2020, title = {Tips for fostering students' self-regulated learning in asynchronous online learning environments}, url = {https://www.facultyfocus.com/articles/online-education/online-course-delivery-and-instruction/tips-for-fostering-students-self-regulated-learning-in-asynchronous-online-learning-environments/}, abstract = {For students who lack self-regulated learning skills, asynchronous, online learning can be extremely challenging and overwhelming.}, language = {en-US}, urldate = {2021-08-05}, journal = {Faculty Focus {\textbar} Higher Ed Teaching \& Learning}, author = {Ebner, Rachel J.}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JCZ9N6WT 2405685:3X5Z9RJL}, } @article{niemi_case_2020, title = {A case study of students’ and teachers’ perceptions in a {Finnish} high school during the {COVID} pandemic}, volume = {4}, issn = {2651-5369}, url = {https://ijtes.net/index.php/ijtes/article/view/167}, doi = {10.46328/ijtes.v4i4.167}, abstract = {This study describes one local upper secondary school in Finland during the COVID-19 pandemic. All teaching was changed to distant for around two months. The study describes students’ and teachers’ perceptions during that time. Participants responded to the survey four times and freely described their experiences five times. The number of participants varied from 56 to 72 students and 9 to 15 teachers at different times. The data were analyzed by descriptive statistics, cluster analysis, and qualitative content analysis. The main findings indicate that distance teaching was implemented very successfully. However, open comments and cluster analysis revealed many challenges. Students complained of heavy workloads and fatigue. Some students lost motivation. These difficulties did not disappear over time. The main challenges for teachers included non-authentic interaction and a lack of the spontaneity that in-person teaching provides. Teachers quickly learned to use technological platforms, but interaction through it was not of as high quality. Teachers were also worried about students’ progress. Teachers did not recognize students’ heavy workload and motivation problems in the way that students described them. The study provides several recommendations for future remote teaching.}, number = {4}, urldate = {2023-03-18}, journal = {International Journal of Technology in Education and Science}, author = {Niemi, Hannele Marjatta and Kousa, Päivi}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.46328/ijtes.v4i4.167 2339240:RTX5YPDY 2405685:87JLSSBA}, pages = {352--369}, } @article{kapasia_impact_2020, title = {Impact of lockdown on learning status of undergraduate and postgraduate students during {COVID}-19 pandemic in {West} {Bengal}, {India}}, volume = {116}, issn = {0190-7409}, url = {http://www.sciencedirect.com/science/article/pii/S0190740920310604}, doi = {10.1016/j.childyouth.2020.105194}, abstract = {To assess the impact of lockdown amidst COVID-19 on undergraduate and postgraduate learners of various colleges and universities of West Bengal. An online survey was conducted from 1 May to 8 May 2020 to collect the information. A structural questionnaire link using ‘Google form’ was sent to students’ through WhatsApp and E-mail. A total of 232 students provided complete information regarding the survey. The simple percentage distribution was used to assess the learning status of the study participants. During the lockdown period, around 70\% of learners were involved in e-learning. Most of the learners were used android mobile for attending e-learning. Students have been facing various problems related to depression anxiety, poor internet connectivity, and unfavorable study environment at home. Students from remote areas and marginalized sections mainly face enormous challenges for the study during this pandemic. This study suggests targeted interventions to create a positive space for study among students from the vulnerable section of society. Strategies are urgently needed to build a resilient education system in the state that will ensure to develop the skill for employability and the productivity of the young minds.}, language = {en}, urldate = {2020-08-12}, journal = {Children and Youth Services Review}, author = {Kapasia, Nanigopal and Paul, Pintu and Roy, Avijit and Saha, Jay and Zaveri, Ankita and Mallick, Rahul and Barman, Bikash and Das, Prabir and Chouhan, Pradip}, month = sep, year = {2020}, note = {shortDOI: 10/ghd7r9 KerkoCite.ItemAlsoKnownAs: 10/ghd7r9 2405685:Q7MA9TN9}, keywords = {COVID-19, E-learning, Lockdown, Undergraduate and postgraduate learners, West Bengal}, pages = {105194}, } @article{quaicoe_teachers_2020, title = {Teachers’ digital literacy and digital activity as digital divide components among basic schools in {Ghana}}, volume = {25}, issn = {1573-7608}, url = {https://doi.org/10.1007/s10639-020-10158-8}, doi = {10.1007/s10639-020-10158-8}, abstract = {This survey-based study explores the nature of Digital Divide among Ghana’s basic (primary and junior high) schools from the perspective of Teachers’ Digital Literacy and their usage of digital technologies in school. The ICT-enhanced Teacher Standards for Africa (ICTeTSA) Framework comprising digital attitude, knowledge, skills and application components was used for measuring the perceived Teacher Digital Literacy, while, the European Union’s rubrics for measuring ICT frequency in schools was adopted for estimating the extent of teachers’ digital technology usage/activities. The study covered six districts in Ghana with 233 teachers (n = 233) sampled from 45 schools. Based perceptions of the Teacher Digital Literacy two significantly different Digital Divide clusters were found among schools that diverged based on the teachers’ digital application component of Teacher Digital Literacy. While, most schools teachers claimed an above average level of Teacher Digital Literacy; however, more than 50\% of the schools are digitally proactive. Suggesting that teachers appear not to be actually using ICT tools and digital resources for professional practice. The cluster of schools differentiated by the extent of digital activities (TDA) were performed weekly. The study reveals several critical issues of teachers’ digital empowerment for technology in Ghana’s basic schools, of which school-based management (SBM) governance be adapted to address them.}, language = {en}, number = {5}, urldate = {2021-01-22}, journal = {Education and Information Technologies}, author = {Quaicoe, James Sunney and Pata, Kai}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10158-8 2339240:KAE2M2W5 2405685:BRSMLLYH}, pages = {4077--4095}, } @article{smita_reasons_2020, title = {Reasons behind dropping out of slum children from non-formal school in {Dhaka}}, volume = {5}, issn = {2548-7892}, url = {https://journal.iaimnumetrolampung.ac.id/index.php/ji/article/view/953}, doi = {10.25217/ji.v5i2.953}, abstract = {In South Asia, numerous slum children were deprived of education upon several socio-economic grounds, and many children still dropout of non-formal schools despite receiving free non-formal education. This study aims to explore the reasons for dropping out of non-formal schools and the socio-demographic situation of slum children in Dhaka City. Fifty non-formal dropout slum children were selected conveniently as participants employing a mixed research design. A semi-structured schedule of questionnaire and interview was used as instruments for collecting data. Both qualitative and quantitative data were collected simultaneously to explore the slum children's dropout situation. Twelve reasons of their dropout have been reported. In addition to explaining the reasons for their dropping out, two frameworks were presented in detail. Most slum non-formal students dropped out of their schools for the pulling out factors and reasons related to household. Recommendations for reducing slum children's school dropout and persuasive strategies for future work in this field have been addressed. Keywords: Non-formal School, Dropout, Slum Children, Non-formal Education.}, language = {en-US}, number = {2}, urldate = {2021-10-25}, journal = {Jurnal Iqra' : Kajian Ilmu Pendidikan}, author = {Smita, Marzia Khatan and Rabbi, Md Fajlay and Mohammad, Shoeab}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.25217/ji.v5i2.953 2339240:XPRH5W4W 2405685:SP77P4G9}, keywords = {Dropout, Non-formal Education, Non-formal School, Slum Children}, pages = {14--29}, } @misc{blagrave_template_2020, title = {Template for costing remote learning encouragement}, url = {https://pubdocs.worldbank.org/en/693391601385021751/Template-for-costing-remote-learning-encouragement}, urldate = {2021-04-30}, author = {Blagrave, Holly Jean}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WVNZ95F5 2405685:NMXS89SP}, } @techreport{brossard_parental_2020, type = {Innocenti {Research} {Brief}}, title = {Parental {Engagement} in {Children}’s {Learning}: {Insights} for remote learning response during {COVID}-19}, shorttitle = {Parental {Engagement} in {Children}’s {Learning}}, url = {https://www.unicef-irc.org/publications/1091-parental-engagement-in-childrens-learning.html}, abstract = {This research brief is one of a series that explores the impact of COVID-19 on education. It focuses on the potential parental role in learning and its association with foundational reading and numeracy skills. Fifty-three per cent of children in low}, language = {en}, urldate = {2020-11-04}, author = {Brossard, Mathieu and Cardoso, Manuel and Kamei, Akito and Mishra, Sakshi and Mizunoya, Suguru and Reuge, Nicolas}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4JNQ2YEI 2339240:8LJAYYGZ 2339240:GZ3YG9K5 2339240:LTIZ9PUB 2405685:94N2JRHU 2405685:AIRLRUKJ 2405685:E62QNLQK 2405685:KFF6NHJH 2405685:R4EHMGS6}, } @misc{carroon_microsoft_2020, title = {Microsoft {Airband}}, author = {Carroon, Lydia}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P2AWXQUB 2405685:MWBX9PLV}, } @techreport{colclough_teaching_2020, title = {Teaching with {Tech}: the role of education unions in shaping the future by {Education} {International}}, shorttitle = {Teaching with {Tech}}, url = {https://issuu.com/educationinternational/docs/2020_ei_research_teachingwithtech_eng}, abstract = {Teaching with Tech: the role of education unions in shaping the future Dr Christina J. Colclough September 2020 Report of a survey conducted by EI...}, language = {en}, urldate = {2022-06-29}, institution = {Education International}, author = {Colclough, Dr Christina J.}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QBSUD8XB 2405685:SXEWK3E6}, } @misc{connelly_airband_2020, title = {Airband {Initiative}: {Connecting} the unconnected}, author = {Connelly, K.}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UJW5C6UZ 2405685:Q4S2F5A6}, } @techreport{filmer_teacher_2020, address = {Oxford}, type = {{RISE} {Working} {Paper}}, title = {Teacher {Performance}-{Based} {Incentives} and {Learning} {Inequality}}, url = {https://riseprogramme.org/sites/default/files/2020-09/RISE_WP-047_Filmer_etal.pdf}, abstract = {This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a “discouragement effect” (once incentives were withdrawn, student performance did not fall below prebaseline levels). Rather, impacts on learning were sustained beyond the intervention period. However, these incentives may have exacerbated learning inequality within and across schools. Increases in learning were concentrated among initially better-performing schools and students. At the same time, learning outcomes may have decreased for schools and students that were lower performing at baseline. Finally, the study finds that incentivizing students without simultaneously incentivizing teachers did not produce observable learning gains.}, language = {English}, number = {20/047}, urldate = {2020-09-15}, institution = {Rise Programme}, author = {Filmer, Deon and Habyarimana, James and Sabarwal, Shwetlena}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KH5WR8A6 2561267:PWZSY59G}, keywords = {\_B:important, \_G:important, \_G:reviewed, \_Tanzania, \_final\_bib, \_important}, } @article{frick_education_2020, title = {Education {Systems} and {Technology} in 1990, 2020, and {Beyond}}, volume = {64}, issn = {8756-3894}, url = {https://doi.org/10.1007/s11528-020-00527-y}, doi = {10.1007/s11528-020-00527-y}, abstract = {In "Restructuring Education Through Technology," I incorporated systems thinking to identify seven types of relationships in educational systems: teacher-student, student-content, student-context, teacher-content, teacher-context, content-context, and education system-environment relationships (Frick 1991). I now revisit these education system relations and discuss potential futures of education. The World Wide Web did not exist when I wrote the original treatise, nor did wireless smartphones and tablets, Google's search engine, YouTube, Facebook, or Wikipedia. However, one important education system relationship should not change: the affective bonding between teachers and their students. [For "Restructuring Education through Technology. Fastback 326," see ED350995.]}, language = {en}, number = {5}, urldate = {2020-12-22}, journal = {TechTrends: Linking Research and Practice to Improve Learning}, author = {Frick, Theodore W.}, month = sep, year = {2020}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-020-00527-y 2339240:MQ8SJ32H 2339240:Q2BXLM26 2405685:CG82PQAY 2405685:MKLTBY7Q}, keywords = {Educational Practices, Educational Technology, Educational Trends, Futures (of Society), Systems Approach, Teacher Student Relationship}, pages = {693--703}, } @misc{gsma_mobile_2020, title = {Mobile internet connectivity 2020: sub-{Saharan} {Africa} factsheet}, url = {https://www.gsma.com/r/wp-content/uploads/2020/09/Mobile-Internet-Connectivity-SSA-Fact-Sheet.pdf}, urldate = {2021-10-03}, author = {{GSMA}}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2WXC4BIE 2405685:2A2MBEPM}, } @misc{huong_how_2020, title = {How can digital formative assessment help monitor student learning during and after the {COVID}-19 era?}, shorttitle = {How can digital formative assessment help monitor student learning during and after the {COVID}-19 era?}, url = {http://learningportal.iiep.unesco.org/en/blog/how-can-digital-formative-assessment-help-monitor-student-learning-during-and-after-the-covid}, language = {en}, urldate = {2021-10-08}, journal = {UNESCO IIEP Learning Portal}, author = {Huong, Le Thu and Au, Yee Ki}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SS2P6WHV 2405685:WLXNK8I2}, } @techreport{international_telecommunication_union_state_2020, address = {Geneva}, title = {The {State} of {Broadband}: {Tackling} digital inequalities {A} decade for action}, url = {https://www.itu.int/dms_pub/itu-s/opb/pol/S-POL-BROADBAND.21-2020-PDF-E.pdf}, urldate = {2021-05-24}, author = {{International Telecommunication Union} and {UNESCO}}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AW6WMVMN 2534379:U8MIKVY2}, pages = {130}, } @misc{unicef_data_education_2020, title = {Education and {COVID}-19}, url = {https://data.unicef.org/topic/education/covid-19/}, abstract = {More than 1 billion children are at risk of falling behind due to school closures aimed at containing the spread of COVID-19. To keep the world’s children learning, countries have been implementing remote education programmes. Yet many of the world’s children – particularly those in poorer households – do not have internet access, personal computers, TVs or even radio at home, amplifying the effects of existing learning inequalities. Students lacking access to the technologies needed for home-based learning have limited means to continue their education. As a result, many face the risk of never returning to school, undoing years of progress made in education around the world. With school closures across 188 countries (as of April 2020), many of them are exploring alternative ways to provide continuous education using technologies such as Internet, TV, and radio. However, access to these technologies is limited in many low- and middle-income countries, especially among poor households. While more than 90 per cent of the countries adopted digital and/or broadcast remote learning policies, only 60 per cent did so for pre-primary education. [†] Policy measures taken by the governments to ensure learning continuity through broadcast or digital media allowed for potentially reaching 69 per cent of schoolchildren (at maximum) in pre-primary to secondary education globally.[†] 31 per cent of schoolchildren worldwide (463 million) cannot be reached by the broadcast- and Internet-based remote learning policies either due to the lack of necessary technological assets at home, or because they were not targeted by the adopted policies. [†] Online platforms were the most used means by the governments to deliver education while schools remain closed, with 83 per cent of countries using this method. However, this allowed for potentially reaching only about a quarter of schoolchildren worldwide. [†] Television had the potential to reach the most…}, language = {en-US}, urldate = {2022-05-04}, author = {{UNICEF Data}}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EVYW84KS 2405685:4KM2QI2H}, } @techreport{filmer_identifying_2020, title = {Identifying {Effective} {Teachers}: {Lessons} from {Four} {Classroom} {Observation} {Tools}}, shorttitle = {Identifying {Effective} {Teachers}}, url = {https://riseprogramme.org/publications/identifying-effective-teachers-lessons-four-classroom-observation-tools}, abstract = {Four different classroom observation instruments—from the Service Delivery Indicators, the Stallings Observation System, the Classroom Assessment Scoring System, and the Teach classroom observation instrument—were implemented in about 100 schools across four regions of Tanzania. The research design is such that various combinations of tools were administered to various combinations of teachers, so these data can be used to explore the commonalities and differences in the behaviors and practices captured by each tool, the internal properties of the tools (for example, how stable they are across enumerators, or how various indicators relate to one another), and how variables collected by the various tools compare to each other. Analysis shows that inter-rater reliability can be low, especially for some of the subjective ratings; principal components analysis suggests that lower-level constructs do not map neatly to predetermined higher-level ones and suggest that the data have only a few dimensions. Measures collected during teacher observations are associated with student test scores, but patterns differ for teachers with lower versus higher subject content knowledge.}, language = {en}, urldate = {2020-09-15}, institution = {Research on Improving Systems of Education (RISE)}, author = {Filmer, Deon and Molina, Ezequiel and Wane, Waly}, month = aug, year = {2020}, doi = {10.35489/BSG-RISEWP_2020/045}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISEWP\_2020/045 2405685:DSRXVH6M 2561267:ZFIFPNTP}, keywords = {\_B:important, \_G:important, \_G:reviewed, \_Tanzania, \_final\_bib, \_important}, } @misc{unicef_covid-19_2020, title = {{COVID}-19 and {School} {Closures}: {Are} children able to continue learning}, shorttitle = {{COVID}-19 and {School} {Closures}}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, language = {en-US}, urldate = {2021-03-31}, journal = {UNICEF DATA}, author = {UNICEF}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VEITMD74 2405685:BF739X9S}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{unicef_covid-19_2020, title = {{COVID}-19 and {School} {Closures}: {Are} children able to continue learning during school closures?}, shorttitle = {{COVID}-19 and {School} {Closures}}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, abstract = {In response to the unprecedented educational challenges created by school closures due to the COVID-19 pandemic, more than 90 per cent of countries have implemented some form of remote learning policy. This factsheet estimates the potential reach of digital and broadcast remote learning responses, finding that at least 463 million students around the globe remain cut off from education, mainly due to a lack of remote learning policies or lack of equipment needed for learning at home. This data primarily stems from the UNESCO-UNICEF-World Bank Survey on National Education Responses to COVID-19 School Closures (June-July 2020), as well as household microdata from sources like Multiple Indicator Cluster Surveys (MICS), Demographic and Health Surveys (DHS). The actual number of students who cannot be reached is likely significantly higher than estimated in this factsheet, which reflects best-case scenarios based on policies that were implemented and the technologies available in households. In many situations, despite remote learning policies and the presence of the necessary technology at home, children may be unable to learn due to skills gaps among their teachers or a lack of parental support. It is important to understand the characteristics and number of children who were not able to benefit from these remote learning policies so that the policies can be improved. By providing insights on which school children did not have access to digital or broadcast remote learning opportunities during school closures, this factsheet seeks to help policymakers make choices that will ensure more children can acquire an education during the COVID-19 pandemic and beyond.}, language = {en-US}, urldate = {2021-05-24}, institution = {UNICEF DATA}, author = {{UNICEF}}, collaborator = {{UNESCO} and {World Bank}}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2N6GU8IU 2534379:Q9ICXBBT}, } @misc{unicef_covid-19_2020, title = {{COVID}-19 and {School} {Closures}: {Are} children able to continue learning during school closures? {A} global analysis of the potential reach of remote learning policies}, shorttitle = {{COVID}-19 and {School} {Closures}}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, language = {en-US}, urldate = {2021-10-11}, journal = {UNICEF DATA}, author = {{UNICEF}}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8EH8EDZD 2405685:DB5DGDAJ}, } @techreport{unicef_covid-19_2020, title = {{COVID}-19: {Are} children able to continue learning during school closures?}, shorttitle = {{COVID}-19}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, abstract = {In response to the unprecedented educational challenges created by school closures due to the COVID-19 pandemic, more than 90 per cent of countries have implemented some form of remote learning policy. This factsheet estimates the potential reach of digital and broadcast remote learning responses, finding that at least 463 million students around the globe remain cut off from education, mainly due to a lack of remote learning policies or lack of equipment needed for learning at home. This data primarily stems from the UNESCO-UNICEF-World Bank Survey on National Education Responses to COVID-19 School Closures (June-July 2020), as well as household microdata from sources like Multiple Indicator Cluster Surveys (MICS), Demographic and Health Surveys (DHS). The actual number of students who cannot be reached is likely significantly higher than estimated in this factsheet, which reflects best-case scenarios based on policies that were implemented and the technologies available in households. In many situations, despite remote learning policies and the presence of the necessary technology at home, children may be unable to learn due to skills gaps among their teachers or a lack of parental support. It is important to understand the characteristics and number of children who were not able to benefit from these remote learning policies so that the policies can be improved. By providing insights on which school children did not have access to digital or broadcast remote learning opportunities during school closures, this factsheet seeks to help policymakers make choices that will ensure more children can acquire an education during the COVID-19 pandemic and beyond.}, language = {en-US}, urldate = {2020-09-08}, institution = {UNICEF}, author = {{UNICEF}}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FLAZXEY2 2339240:62VCB6J3 2405685:GXXEQQ38}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{unicef_covid-19_2020, title = {{COVID}-19: {Are} children able to continue learning during school closures?}, shorttitle = {{COVID}-19}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, language = {en-US}, urldate = {2020-09-30}, journal = {UNICEF DATA}, author = {{UNICEF}}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QK7LMN8F 2405685:8INREBKY}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{unicef_covid-19_2020, title = {{COVID}-19: {Are} children able to continue learning during school closures?}, shorttitle = {{COVID}-19}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, language = {en-US}, urldate = {2020-09-30}, journal = {UNICEF DATA}, author = {{UNICEF}}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QK7LMN8F 2405685:8INREBKY}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{evans_virtual_2020, title = {Virtual {Teacher} {Coaching} {May} {Not} {Be} the {Solution} {We} {Hoped} {For}}, url = {https://www.cgdev.org/blog/virtual-teacher-coaching-may-not-be-solution-we-hoped}, abstract = {How can we help teachers to upgrade their pedagogical skills? Teacher coaching is a promising and increasingly popular candidate. Teacher coaching means teachers receive feedback in their place of work on specific things they can do better, not some general theory of pedagogy that’s completely disconnected from their day-to-day practice.}, language = {en}, urldate = {2020-09-29}, journal = {Center For Global Development}, author = {Evans, David}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HFLN22GT 2534378:M49VS4UK}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{unesco_audio_2020, title = {Audio {Lessons} {Through} {Radio} for {Primary} {Education} {Set} for {Launch} -{With} {Support} from {UNESCO} {CapED} {Programme} for {COVID}-19 {Educational} {Response} for {Bangladesh}}, url = {https://en.unesco.org/news/audio-lessons-through-radio-primary-education-set-launch-support-unesco-caped-programme-covid}, language = {en}, urldate = {2021-06-07}, journal = {UNESCO}, author = {UNESCO}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I7MG6YLA 2405685:Q34TK2MX}, } @phdthesis{adam_addressing_2020, type = {Thesis}, title = {Addressing {Injustices} through {MOOCs}: {A} study among peri-urban, marginalised, {South} {African} youth}, copyright = {Attribution-NonCommercial-ShareAlike 4.0 International}, shorttitle = {Addressing {Injustices} through {MOOCs}}, url = {https://www.repository.cam.ac.uk/handle/1810/309515}, abstract = {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.}, language = {en}, urldate = {2020-08-25}, school = {University of Cambridge}, author = {Adam, Taskeen}, month = aug, year = {2020}, doi = {10.17863/CAM.56608}, note = {Accepted: 2020-08-24T08:23:28Z shortDOI: 10/ghgk6k KerkoCite.ItemAlsoKnownAs: 10/ghgk6k 2405685:Q835BH7A}, keywords = {dode\_eth-src-dode, dode\_eth-trf2-dode}, } @misc{wolfe_libguides_2020, title = {{LibGuides}: {Accessibility} {Toolkit} for {Open} {Educational} {Resources} ({OER}): {OER} {Commons}-{ISKME}}, copyright = {Copyright City University of New York 2020}, shorttitle = {{LibGuides}}, url = {https://guides.cuny.edu/accessibility/OER_Commons_ISKME}, abstract = {Accessibility guide for creating OER}, language = {en}, urldate = {2020-09-01}, author = {Wolfe, Amy}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Q4JNJWBC}, } @techreport{carrol_top_2020, address = {ShareEd}, title = {Top 10 lessons learned from implementing remote learning through {IVR} in {Malawi}}, url = {https://shared.rti.org/content/top-10-lessons-learned-implementing-remote-learning-through-ivr-malawi}, urldate = {2021-10-11}, institution = {RTI International}, author = {Carrol, Dr. Bidemi}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L6GFWQZH 2405685:AJJ6R8BU}, } @misc{miller_virtual_2020, title = {Virtual learning under lockdown casts doubt on {Kenya} as the {Silicon} {Savannah}}, url = {https://blogs.lse.ac.uk/africaatlse/2020/08/19/virtual-learning-lockdown-casts-doubt-kenya-silicon-savannah-digital-education/}, abstract = {Kenya's response to the COVID-19 epidemic challenges its reputation as the Silicon Savannah when it comes to the switch to digital education.}, language = {"en-US"}, urldate = {2021-05-22}, journal = {Africa at LSE}, author = {Miller, Noah}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9VFUN955 2405685:224CS4Z3}, } @misc{briggs_safe_2020, type = {text/html}, title = {Safe {Schools}: getting children back into education after disaster strikes}, copyright = {Copyright ©2020 Theirworld.}, shorttitle = {Safe {Schools}}, url = {https://theirworld.org/news/safe-schools-getting-children-back-into-education-after-natural-disaster}, abstract = {To mark Theirworld's Safe Schools report, we look at how countries can rebuild their education system after an earthquake, tsunami or other catastrophic event.}, language = {en}, urldate = {2020-08-18}, journal = {Theirworld}, author = {Briggs, Billy}, month = aug, year = {2020}, note = {Archive Location: http://theirworld.org/ Publisher: Theirworld KerkoCite.ItemAlsoKnownAs: 2339240:8AYC7RZN 2405685:W3FA2CUU}, } @misc{tounsi_back_2020, type = {text/html}, title = {Back to school - but classes are empty because of {Ebola} fears in {DRC}}, copyright = {Copyright ©2020 Theirworld.}, url = {https://theirworld.org/news/ebola-fears-keep-children-off-school-in-drc}, abstract = {In villages near the centre of an outbreak, families are keeping their children at home - even though teachers know how to protect them.}, language = {en}, urldate = {2020-08-18}, journal = {Theirworld}, author = {Tounsi, Samir}, month = aug, year = {2020}, note = {Archive Location: http://theirworld.org/ Publisher: Theirworld KerkoCite.ItemAlsoKnownAs: 2339240:6RVRAI4B 2405685:JE2QRR6X}, } @article{iqbal_education-pakistan_2020, title = {{EDUCATION}-{PAKISTAN}: {ALIF} {Spells} {Open} {Sesame} {For} {Pre}-schoolers {\textbar} {Inter} {Press} {Service}}, url = {http://www.ipsnews.net/2000/04/education-pakistan-alif-spells-open-sesame-for-pre-schoolers/}, language = {EN}, urldate = {2020-08-11}, journal = {Inter Press Service News Agency}, author = {Iqbal, Nadeem}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JAXGACKE}, } @article{ging_back_2020, title = {Back to school in {Democratic} {Republic} of {Congo} after {COVID}-19 state of emergency ends}, url = {https://www.africanews.com/2020/08/10/back-to-school-in-democratic-republic-of-congo-after-covid-19-state-of-emergency-ends//}, journal = {Africanews}, author = {Ging, John Paul}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C3PIX8Z3 2405685:SS2RP5GY}, } @article{james_smart_2020, title = {The smart feature phone revolution in developing countries: {Bringing} the internet to the bottom of the pyramid}, volume = {36}, issn = {0197-2243, 1087-6537}, shorttitle = {The smart feature phone revolution in developing countries}, url = {https://www.tandfonline.com/doi/full/10.1080/01972243.2020.1761497}, doi = {10.1080/01972243.2020.1761497}, abstract = {Until recently, the only way for the population of developing countries to access the Internet was through expensive smartphones, designed in and for developed countries. In the past few years, however, a major new innovation has emerged, the smart feature phone with Internet connectivity, which was specifically designed for those with low incomes in developing countries. This paper explains the development process for the smart feature phone, how this has influenced the nature and extent of adoption, and its use by lowincome groups, including their demonstrated preference for uses related to entertainment rather than more traditional “work-related” goals. The focus is on the case of India, where the JioPhone has already reached millions of people with low incomes.}, language = {en}, number = {4}, urldate = {2022-08-13}, journal = {The Information Society}, author = {James, Jeffrey}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/01972243.2020.1761497 2129771:QT6NI25Q 2339240:3X8K6I3K 2405685:AJKCCYS4 2405685:TDKXCJSI}, pages = {226--235}, } @article{mamun_covid-19_2020, title = {Covid-19: over 45\% secondary school students may drop out}, url = {https://www.dhakatribune.com/bangladesh/2020/08/07/covid-19-over-45-secondary-school-students-may-drop-out}, urldate = {2021-10-25}, journal = {Dhaka Tribune}, author = {Mamun, Shohel}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JHJEH7IP 2405685:IVW3F6JI}, } @techreport{page_lessons_2020, address = {Brighton, UK}, title = {Lessons learned from the outcomes and delivery of girls’ clubs in educational programmes}, url = {https://opendocs.ids.ac.uk/opendocs/bitstream/handle/20.500.12413/15580/860_Lessons_learned_from_the_outcomes_and_delivery_of_girls_%20clubs_in_educational_programmes.pdf?sequence=1&isAllowed=y}, abstract = {This helpdesk provides a rapid review of the evidence on the outcomes and delivery of girls’ clubs in educational programmes. The review found some evidence of girls’ clubs specific programmes in school settings having positive impacts on educational and life skills outcomes. Girls clubs delivered as part of education programmes can have positive impacts on literacy, numeracy, enrolment and attendance. Although the evidence is limited.Clubs delivered in schools which combine the delivery of life skills training with sports also show promising impact on education. Evaluation of one of such programmes showed that participation had increased their determination to complete their education and girls were more able to express ambition. However, not all the evaluations of girls’ club found for this review showed positive outcomes – for example one evaluation found no impact on school enrolment or other empowerment outcomes.}, language = {en}, institution = {Institute of Development Studies}, author = {Page, Ella}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:I4NXTSY4 2534379:MB29IWDI}, keywords = {⛔ No DOI found}, pages = {14}, } @misc{holoniq_global_2020, title = {Global {EdTech} market to reach \${404B} by 2025 - 16.3\% {CAGR}.}, url = {https://www.holoniq.com/notes/global-education-technology-market-to-reach-404b-by-2025/}, language = {en-US}, urldate = {2021-05-04}, journal = {HolonIQ}, author = {HolonIQ}, month = aug, year = {2020}, note = {Section: K12 KerkoCite.ItemAlsoKnownAs: 2339240:3E7YSFAR 2405685:IQMVRCQ6}, } @article{noauthor_lebanon_2020, chapter = {Middle East}, title = {Lebanon: {Why} the country is in crisis}, shorttitle = {Lebanon}, url = {https://www.bbc.com/news/world-middle-east-53390108}, abstract = {What has caused such anger across Lebanon - and why it is not going away.}, language = {en-GB}, urldate = {2020-10-01}, journal = {BBC News}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PLG3SIYH 2405685:89PJLV5P}, } @misc{noauthor_internet_2020, title = {Internet connectivity in {Lebanon} impacted following blast}, url = {https://netblocks.org/reports/internet-connectivity-in-lebanon-impacted-following-blast-YAE2RvB3}, abstract = {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 ...}, language = {en-US}, urldate = {2021-03-03}, journal = {NetBlocks}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ICIBWXZZ 2405685:FMC2WLXC}, } @misc{global_partnership_for_education_application_2020, title = {Application and program document for {COVID}-19 accelerated funding for {Kenya}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020%2008%20COVID-19%20AFF%20Request%20Kenya%20-%20Verified.pdf}, urldate = {2021-10-07}, author = {{Global Partnership for Education}}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AGYR5NT4 2405685:L3FWL7A2}, } @article{kundu_indian_2020, title = {Indian educators' awareness and attitude towards assistive technology}, volume = {14}, doi = {10.1108/JET-04-2020-0015}, abstract = {Objective: This study investigated the awareness and attitude of Indian mainstream secondary school teachers on assistive technologies (AT) and its implementation level in inclusive setting. Methodology: The study followed descriptive survey method within ex-post-facto research design taking 150 teachers including 15 headmasters from 15 secondary schools as samples following stratified random sampling technique. Questionnaires and interviews (according to set interview protocol) were the main research tools used during survey. Collected data were analyzed descriptively and inferentially to reach a conclusion. Findings: Findings revealed that Indian mainstream secondary school teachers’ awareness of AT was very poor yet their attitude towards it was highly positive. Except having a good attitude, everywhere- the teachers’ knowledge, professional support, or infrastructural support- the inadequacy was obvious. Indian schools were running with a poor resource pool of assistive products along with poor implementation. Hence special need students of these schools were not getting the necessary supports from schools as they deserve which has been hampering the overall inclusive atmosphere of the country. Statistical analysis revealed that male teachers showed slightly higher awareness level regarding AT than their female counterparts but in respect of attitude they were found overpowered by the females. Teachers of urban schools also exhibited slightly better awareness and attitude towards AT than the teachers of rural schools. Lack of suitable policies, adequate awareness and financial limitations were evolved as major barriers in the implementation of AT in these schools.}, journal = {Journal of Enabling Technologies}, author = {{Kundu} and Bej, Tripti}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/JET-04-2020-0015 2339240:4L9AFNDX 2405685:3SG4D2ZC}, } @article{keya_parenting_2020, title = {Parenting and child’s (five years to eighteen years) digital game addiction: {A} qualitative study in {North}-{Western} part of {Bangladesh}}, volume = {2}, issn = {2451-9588}, shorttitle = {Parenting and child’s (five years to eighteen years) digital game addiction}, url = {https://www.sciencedirect.com/science/article/pii/S2451958820300312}, doi = {10.1016/j.chbr.2020.100031}, abstract = {Globally, addiction to digital game among the children and adolescents is a growing concern due to its increasing rate of users and adverse effects on their personal including health and social life. Reviewing the literatures shows a number of factors for child’s digital game addiction. Of the literatures, only a few plausibly shows some form of parenting be a cause for digital game addiction, but under what conditions of parenting influence child to be addicted to digital game is not adequately addressed. Aiming to address the gap, a qualitative study was conducted in North-western Bangladesh using Ethnographic Interview with children and Indepth Interview with parents. The data was analyzed manually following thematic framework. The result of the study shows troubled child-parent relationship and parental attitudes for making their child competitive in education, parental neglect, loneliness and anxiety of the child, and permissive parenting are attributed to digital game addiction. Its social basis is emanated from the family’s asymmetrical role in a market based society. Making a child competitive and capable for future market system is over prioritized, whereas providing emotional security is undermined. It also argued that in a capitalistic society, parents has turned tobe a less authoritative figure to deal children’s issue due to the father’s inability to address economic needs of the family adequately and mothers’ economic dependence to their male counter-part. In such a context, parents are compelled to minimize the gap by offering or allowing child to digital game and so gradually children become addicted to digital game. This argument supported the idea of Frankfurt school on how people attracted and depended on culture industry.}, language = {en}, urldate = {2022-10-26}, journal = {Computers in Human Behavior Reports}, author = {Keya, Farah Deba and Rahman, Md Mostafizur and Nur, M. Tareq and Pasa, Md Kamal}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.chbr.2020.100031 2339240:EMRM4CEY 2405685:FML9MHFG}, keywords = {Digital game addiction, Economic pressure, Emotional security, Parental neglect, Permissive parenting, Troubled child-parent relationship}, pages = {100031}, } @article{usaid_gender_2020, title = {The {Gender} {Digital} {Divide} {Primer}}, url = {https://www.usaid.gov/sites/default/files/documents/DAI-1089_GDD_Primer-web_rev1_9.6.21.pdf}, doi = {https://www.usaid.gov/sites/default/files/documents/DAI-1089_GDD_Primer-web_rev1_9.6.21.pdf}, language = {en}, author = {{USAID}}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9UXIMZC8 2405685:DNT2MGDX}, pages = {12}, } @techreport{ajzenman_altruism_2020, title = {Altruism or {Money}?: {Reducing} {Teacher} {Sorting} {Using} {BehavioUral} {Strategies} in {Peru}}, url = {https://publications.iadb.org/publications/english/document/Altruism-or-Money-Reducing-Teacher-Sorting-Using-Behavioral-Strategies-in-Peru.pdf}, urldate = {2022-08-03}, institution = {Inter-American Development Bank}, author = {Ajzenman, Nicolás and Bertoni, Eleonora and Elacqua, Gregory and Marotta, Luana and Méndez, Carolina}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U8EEDFA2 2405685:AQ7PIZ5G}, } @article{alvi_learning_2020, title = {Learning in times of lockdown: how {Covid}-19 is affecting education and food security in {India}}, volume = {12}, issn = {1876-4525}, shorttitle = {Learning in times of lockdown}, url = {https://doi.org/10.1007/s12571-020-01065-4}, doi = {10.1007/s12571-020-01065-4}, abstract = {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.}, language = {en}, number = {4}, urldate = {2022-04-12}, journal = {Food Security}, author = {Alvi, Muzna and Gupta, Manavi}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s12571-020-01065-4 2339240:AJ4ZVUR6 2405685:I7TYUPIC}, pages = {793--796}, } @misc{blom_5_2020, title = {5 things {MENA} countries can do to design better digital skills development programs}, url = {https://blogs.worldbank.org/arabvoices/5-things-MENA-countries-can-do-to-design-better-digital-skills-development-programs}, abstract = {The COVID-19 pandemic has fueled the need for digital skills, therefore education and training need to become more affordable, relevant, context-vigilant and inclusive. There are five elements to consider when designing digital learning interventions.}, language = {en}, urldate = {2020-09-08}, author = {Blom, Andreas and Nusrat, Mariam and Goldin, Nicole}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XIWH62IL 2405685:5UJPYKIW}, } @techreport{education_endowment_foundation_remote_2020, address = {London}, title = {Remote professional development: {Rapid} {Evidence} {Assessment}}, url = {https://educationendowmentfoundation.org.uk/public/files/Publications/Remote_PD_Evidence_Assessment.pdf}, urldate = {2021-10-11}, institution = {Education Endowment Foundation}, author = {{Education Endowment Foundation}}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9Z2E8WGM 2405685:PSHGMLJ5}, } @misc{evans_what_2020, title = {What {Have} {We} {Learned} from {Recent} {Years} of {Education} {Research} in {Africa}?}, url = {https://www.cgdev.org/blog/what-have-we-learned-recent-years-education-research-africa}, abstract = {With a constant stream of new studies emerging on how to expand access or improve learning in education, it can be hard to keep track and make sense of it all. In our new paper we curate more than 140 evaluations of education interventions, from national policies to small pilots, in African countries that came out since 2014.}, language = {en}, urldate = {2020-09-08}, journal = {Center For Global Development}, author = {Evans, David and Acosta, Amina Mendez}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JR85ZQN3 2405685:IWLFNCUP}, } @misc{ferguson_giga_2020, title = {Giga {Initiative} {Aims} to {Connect} the {World}'s {Schools} to the {Internet}}, url = {https://www.unicefusa.org/stories/giga-initiative-aims-connect-worlds-schools-internet/37582}, abstract = {As COVID-19 deepens the digital divide, it's time to ensure that every student has access to information, opportunity \& choice.}, language = {en}, urldate = {2020-09-08}, journal = {UNICEF USA}, author = {Ferguson, Sarah}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JW6H78JU 2405685:X27S3DE9}, } @techreport{ministry_of_basic_and_senior_secondary_educations_emergency_education_guide_2020, title = {Guide to {Policy} {Development}}, url = {https://mbsse.gov.sl/wp-content/uploads/2020/08/MBSSE-Guide-to-Policy-Development.pdf}, urldate = {2020-09-21}, author = {Ministry of Basic {and} Senior Secondary Education’s Emergency Education and Education Partnership Group}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ENBY4G4D 2405685:5C4E4MUA}, } @misc{unicef_covid-19_2020, title = {{COVID}-19: {Are} children able to continue learning during school closures?}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, author = {UNICEF}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:44D53DAJ 2405685:67NR4LYB}, } @techreport{unicef_monitoring_2020, address = {Kathmandu, Nepal}, title = {Monitoring {Learning} {Continuity} {During} {School} {Closures}}, url = {https://www.unicef.org/rosa/documents/monitoring-distance-learning-during-school-closures}, institution = {UNICEF Regional Office for South Asia (ROSA)}, author = {UNICEF}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T2ISXZE7 2405685:78RWG8WV}, } @misc{unicef_oecs_2020, title = {{OECS} to implement school connectivity initiative towards digital education vision}, url = {https://www.unicef.org/easterncaribbean/press-releases/oecs-implement-school-connectivity-initiative-towards-digital-education-vision}, abstract = {Organisation of Eastern Caribbean states to partner with UNICEF-ITU global initiative Giga to enhance connectivity of schools and develop digital public goods}, language = {en}, urldate = {2020-09-08}, author = {UNICEF}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UB7AYYWJ 2405685:5DZSMP9J}, } @article{biswas_students_2020, title = {Students perception of mobile learning during {COVID}-19 in {Bangladesh}: university student perspective}, volume = {4}, issn = {2542-4874}, shorttitle = {Students perception of mobile learning during covid-19 in bangladesh}, url = {https://www.aquademia-journal.com/article/students-perception-of-mobile-learning-during-covid-19-in-bangladesh-university-student-perspective-8443}, doi = {10.29333/aquademia/8443}, abstract = {The aim of this study is to measures the student’s perception of using mobile for learning during COVID-19 in Bangladesh especially at the university student’s perspective. During the COVID-19 pandemic period, mobile learning may help the students to fulfill the study gap. Due to COVID-19 pandemic 213 countries, higher education has affected all over the world of June 2020. Although all of the developed countries considered mobile learning as an effective tool for education, it is not used properly in Bangladesh. This survey method conducted on 416 students from different university students in Bangladesh to understand the student’s perception of using mobile phones as a learning system. The findings of this study show that most of the students at the university level have a positive perception of m-learning. This study revealed that m-learning is very helpful to recover the study gap during this COVID-19 pandemic time and the findings of this study will help the education policymaker as well as the educational institutions to incorporate mobile learning technology for the whole system where social media may enhance the process of teaching and learning.}, language = {english}, number = {2}, urldate = {2021-10-25}, journal = {Aquademia}, author = {Biswas, Bikram and Roy, Sajib Kumar and Roy, Falguni}, month = jul, year = {2020}, note = {Publisher: Veritas Publications LTD KerkoCite.ItemAlsoKnownAs: 10.29333/aquademia/8443 2339240:KHZM9M89 2405685:RBZUY224}, pages = {ep20023}, } @misc{thomas_monitoring_2020, title = {Monitoring {Radio} {Programming} in times of {COVID}-19: {Preliminary} findings from parent interviews and discussions}, url = {https://drive.google.com/file/d/1x_iae9FFO5FLWvW1yoyylCUwzEwXG4-F/view}, author = {Thomas, Harris and Lebah, Bingo}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VHEK5YRF 2405685:RJ6T5693}, } @article{mollah_dhaka_2020, title = {Dhaka slums: where {Covid} is curiously quiet}, url = {https://www.thedailystar.net/frontpage/news/dhaka-slums-where-covid-curiously-quiet-1936293}, urldate = {2021-10-25}, journal = {The Daily Star}, author = {Mollah, Shaheen and Islam, Zyma}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XNG8UT6Z 2405685:P98RB6EV}, } @misc{thinkzone_look_2020, title = {A look at {ThinkZone}'s {Home} {Based} {Learning} {Program}}, url = {https://www.youtube.com/watch?v=QZyRWrUgpSU}, abstract = {As COVID-19 hit India, anganwadis and government schools went into lockdown. ThinkZone has been implementing its home-based model of learning so that no kid’s education is left out during this crisis. The initiative is targeted at families in under-resourced communities who have limited access to smartphones and the internet.}, urldate = {2022-06-25}, author = {{ThinkZone}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LD69WKYU 2405685:C38L7U4S}, } @misc{choudhary_cc_2020, type = {{CC} {Open} {Source}}, title = {{CC} search, initial accessibility improvements}, url = {/blog/entries/cc-search-accessibility-week7-8/}, abstract = {These are the seventh and eighth weeks of my internship with CC. I am working on improving the accessibility of cc-search and internationalizing it as well. This post contains details of my work done to make initial accessibility improvements to homepage and the other static pages.}, urldate = {2020-09-01}, journal = {CC Open Source Blog}, author = {Choudhary, Ayan}, month = jul, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:ZLZNUAIY}, } @misc{noauthor_right_2020, title = {Right {To} {Education}: {Pakistan}}, url = {https://rtepakistan.org/about-rte-pakistan/}, abstract = {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.}, language = {en-US}, urldate = {2020-07-23}, month = jul, year = {2020}, note = {Library Catalog: rtepakistan.org KerkoCite.ItemAlsoKnownAs: 2339240:TCMLZT3M 2405685:H9NPVL3Q 2405685:IUGEAUXG}, } @article{campos_slum2school_2020, title = {A {Slum2School} charity's first {Virtual} {Learning} {Studio}}, url = {https://www.avinteractive.com/markets/education/slum-2-school-charity-sets-virtual-learning-classroom-22-07-2020/}, urldate = {2021-10-25}, journal = {AV Magazine}, author = {Campos, Guy}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GEB4VQDP 2405685:VC6QTSX4}, } @techreport{coventry_university_abracadabra_2020, title = {Abracadabra ({ABRA}) - re-grant}, url = {https://www.oerknowledgecloud.org/archive/TESS-India%20Academic%20Review%20Final%20130617_0.pdf}, abstract = {Project: Abracadabra (ABRA), An online reading programme to improve early literacy}, language = {EN}, institution = {Education Endowment Foundation}, author = {{Coventry University}}, month = jul, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:TQ97C7KI}, } @article{salaudeen_this_2020, title = {This organization is creating access to virtual classrooms for children in slums}, url = {https://www.cnn.com/2020/07/22/africa/slum2school-online-learning-nigeria/index.html}, abstract = {Slum2school is providing access to online learning for underprivileged students in Lagos, Nigeria}, urldate = {2021-10-25}, journal = {CNN}, author = {Salaudeen, Aisha and Patrick, Anita}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RK22IM6H 2405685:USLJUJBQ}, } @misc{noauthor_ilma_2020, title = {{ILMA}}, url = {http://ilma.sabaq.edu.pk/}, abstract = {Innovate.Collaborate.Educate.}, urldate = {2020-07-21}, month = jul, year = {2020}, note = {Library Catalog: www.ilmassociation.com KerkoCite.ItemAlsoKnownAs: 2339240:P3A8KJWK 2405685:6QDKUYG4 2405685:SWPNEHHL}, } @misc{noauthor_invest2innovate_2020, title = {invest2innovate}, url = {https://invest2innovate.com/incubate/}, language = {en-US}, urldate = {2020-07-21}, month = jul, year = {2020}, note = {Library Catalog: invest2innovate.com KerkoCite.ItemAlsoKnownAs: 2339240:7LEYDWIS 2405685:G8V7DHI7 2405685:Z5AAYWS4}, } @misc{noauthor_knowledge_2020, title = {Knowledge {Platform}}, url = {https://www.knowledgeplatform.com/}, urldate = {2020-07-21}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ERIXNXI6 2405685:65VD4SAT 2405685:RDMSE5SF}, } @misc{noauthor_national_2020, title = {National {Incubation} {Center}}, url = {http://nicpakistan.pk/}, abstract = {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.}, language = {en-US}, urldate = {2020-07-21}, month = jul, year = {2020}, note = {Library Catalog: nicpakistan.pk KerkoCite.ItemAlsoKnownAs: 2339240:EZQG5869 2405685:M96PH7IX 2405685:PLK2HPSE}, } @misc{noauthor_pakistan_2020, title = {Pakistan country scan\_0614}, url = {https://docs.google.com/document/u/2/d/1bmyusX5nV7svYeqrEUohEiOh6tHlF5cKyyQiyMiTo9c/edit?usp=sharing&pli=1&usp=embed_facebook}, abstract = {\{"zoteroitem":"2405685:FIQDEKCI","zoterobib":"","zenodo":"10.5281/zenodo.3911655","status":"","series":"","number":""\}}, language = {en-GB}, urldate = {2020-07-21}, journal = {Google Docs}, month = jul, year = {2020}, note = {Library Catalog: docs.google.com KerkoCite.ItemAlsoKnownAs: 2339240:5ND49CF8 2405685:8PSTLMFE 2405685:Q2U74JQV}, } @misc{noauthor_teleschool_2020, title = {Teleschool {Inauguration} 13-04-2020.jpg}, url = {http://mofept.gov.pk/SiteImage/Misc/images/Teleschool%20Inuguration%2013-04-2020.jpg}, urldate = {2020-07-21}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RAHP7XM5 2405685:FTPWV76K 2405685:J3DRSJ79}, } @misc{noauthor_virtual_2020, title = {Virtual {University} of {Pakistan}}, url = {http://www.vu.edu.pk/AboutUs/AboutVU.aspx}, urldate = {2020-07-21}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HL82G8I7 2405685:EGH8HY8Y 2405685:YHV2GIUQ}, } @misc{noauthor_wondertree_2020, title = {{WonderTree}}, url = {https://wondertree.co/about/}, language = {en-US}, urldate = {2020-07-21}, month = jul, year = {2020}, note = {Library Catalog: wondertree.co KerkoCite.ItemAlsoKnownAs: 2339240:VAA5TRUM 2405685:A3Z82GP6 2405685:RQJE5YDE}, } @misc{aahung_resources_2020, title = {Resources}, url = {https://www.aahung.org/resources}, urldate = {2020-07-21}, author = {{Aahung}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KZGUIIQP 2405685:BMM7X9D9 2405685:CX5WZVEV}, } @misc{allama_iqbal_open_university_allama_2020, title = {Allama {Iqbal} {Open} {University}}, url = {https://www.aiou.edu.pk/}, urldate = {2020-07-21}, author = {{Allama Iqbal Open University}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CCT4YGVS 2405685:QXVTKYVN 2405685:T4YJDV6I}, } @misc{jazz_foundation_education_2020, title = {Education}, url = {http://www.jazzfoundation.com.pk/our-program/education/}, abstract = {Committed towards a more educated nation}, urldate = {2020-07-21}, author = {{Jazz Foundation}}, month = jul, year = {2020}, note = {Library Catalog: www.jazzfoundation.com.pk KerkoCite.ItemAlsoKnownAs: 2339240:DPXV8FUI 2405685:88JEN9RT 2405685:PTQH72J9}, } @misc{karmuqabla_education_2020, title = {Education and distance learning gaming platform}, shorttitle = {{KarMuqabla}}, url = {https://www.karmuqabla.com/}, abstract = {Helping student education by letting them test themselves against hundreds of thousands of their peers through our innovative syllabus-based gaming software}, language = {en-US}, urldate = {2020-07-21}, author = {{KarMuqabla}}, month = jul, year = {2020}, note = {Library Catalog: www.karmuqabla.com KerkoCite.ItemAlsoKnownAs: 2339240:EYX9VTCY 2405685:46ANPHZ6 2405685:GFIPVTTN}, } @misc{karmuqabla_education_2020, title = {Education and distance learning gaming platform}, shorttitle = {{KarMuqabla}}, url = {https://www.karmuqabla.com/}, abstract = {Helping student education by letting them test themselves against hundreds of thousands of their peers through our innovative syllabus-based gaming software}, language = {en-US}, urldate = {2020-07-21}, author = {{KarMuqabla}}, month = jul, year = {2020}, note = {Library Catalog: www.karmuqabla.com KerkoCite.ItemAlsoKnownAs: 2339240:EYX9VTCY 2405685:46ANPHZ6 2405685:GFIPVTTN}, } @misc{orenda_project_taleemabad_2020, title = {Taleemabad}, url = {http://www.orendaproject.org/}, urldate = {2020-07-21}, author = {{Orenda Project}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N4Z655E3 2405685:Y3FWMG3H 2405685:ZRSJ3NXE}, } @misc{orenda_project_taleemabad_2020, title = {Taleemabad}, url = {http://www.orendaproject.org/}, urldate = {2020-07-21}, author = {{Orenda Project}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N4Z655E3 2405685:Y3FWMG3H 2405685:ZRSJ3NXE}, } @misc{teletaleem_welcome_2020, title = {Welcome to {TeleTaleem}}, url = {https://www.teletaleem.com/}, urldate = {2020-07-21}, author = {{TeleTaleem}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NZ7LZDGU 2405685:WNJLLCQR 2405685:X5FTB7CT}, } @misc{tufts_university_lahore_2020, title = {Lahore {University} of {Management} {Sciences}, {Pakistan}}, url = {https://talloiresnetwork.tufts.edu/lahore-university-of-management-sciences-pakistan-2/}, abstract = {Social Innovation Lab The Social Innovation Lab (SIL) was founded by students and alumni of the Lahore University of Management Sciences to link driven and socially conscious LUMS students with social and economic problems throughout… Read More}, language = {en}, urldate = {2020-07-21}, journal = {The Talloires Network}, author = {{Tufts University}}, month = jul, year = {2020}, note = {Library Catalog: talloiresnetwork.tufts.edu KerkoCite.ItemAlsoKnownAs: 2339240:SXCI6V4T 2405685:4BX92YV8 2405685:RBR8S9ZD}, } @misc{usaid_reading_2020, title = {Reading {Learning} {Material} {\textbar} {USAID}-funded {Pakistan} {Reading} {Project}}, url = {http://www.pakreading.org.pk/resources/publications/reading-learning-material}, urldate = {2020-07-21}, author = {{USAID}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6QRIY7HU 2405685:27ZC4L9G 2405685:AG6FD5TP}, } @misc{noauthor_developments_2020, title = {Developments in {Literacy}}, url = {https://www.dil.org}, language = {en-US}, urldate = {2020-07-20}, month = jul, year = {2020}, note = {Library Catalog: www.dil.org KerkoCite.ItemAlsoKnownAs: 2339240:TXKHRRQP 2405685:56JWZR28 2405685:UW64ARIU}, } @misc{noauthor_government_2020, title = {Government of {Pakistan}. {Ministry} of {Federal} {Education} and {Professional} {Training}}, url = {http://mofept.gov.pk/ProjectDetail/MzkyNDc2MjMtY2VjYy00ZDA4LTk5OTUtNzUyNDI3ZWMzN2Rm}, urldate = {2020-07-20}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NCXMQDF7 2405685:HBV64VUM 2405685:LIABD93C}, } @misc{noauthor_government_2020, title = {Government of {Pakistan}. {Ministry} of {Information} {Technology} \& {Telecommunication}, {Government} of {Pakistan}}, url = {https://moitt.gov.pk/}, urldate = {2020-07-20}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XA9SXH4G 2405685:DYCXFUX2 2405685:HJURPTKF}, } @misc{noauthor_government_2020, title = {Government of {Sindh}. {Information} {Technology} {Department} {Government} of {Sindh}}, url = {https://istd.sindh.gov.pk/about}, urldate = {2020-07-20}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NT37NYE9 2405685:3PNJTNDV 2405685:HQU5JXI6}, } @misc{noauthor_government_2020, title = {Government of the {Punjab}. {Punjab} {Information} {Technology} {Board}}, url = {https://www.pitb.gov.pk/}, urldate = {2020-07-20}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RDXT6JQV 2405685:5XT75C6S 2405685:MCKAA3KB}, } @misc{noauthor_government_2020, title = {Government of the {Punjab}. {School} {Education} {Department}}, url = {https://schools.punjab.gov.pk/}, urldate = {2020-07-20}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RG28NXR6 2405685:3NFDHY6C 2405685:VKFCDUE6}, } @misc{noauthor_idara-e-taleem-o-aagahi_2020, title = {Idara-e-{Taleem}-o-{Aagahi}}, url = {http://itacec.org/}, urldate = {2020-07-20}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7UALNTHU 2405685:I57SKVU9 2405685:ZFDHZ3C9}, } @misc{noauthor_read_2020, title = {Read {Foundation}}, url = {http://www.readfoundation.org/}, urldate = {2020-07-20}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QFG87N2P 2405685:P98GDGJE 2405685:VQFEPPPB}, } @misc{aga_khan_development_network_pakistan_2020, title = {Pakistan}, url = {https://www.akdn.org/where-we-work/south-asia/pakistan}, urldate = {2020-07-20}, author = {{Aga Khan Development Network}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FNWXJIMV 2405685:QZNM33ZM 2405685:VW62DLK6}, } @misc{government_of_pakistan_ministry_of_interior_and_narcotics_control_new_2020, title = {New {Guidelines} for the {INGOs} to work with {NDMA} / {PDMAs} in {COVID} 19 {Crises}}, url = {https://ingo.interior.gov.pk/}, urldate = {2020-07-20}, author = {{Government of Pakistan. Ministry of Interior and Narcotics Control}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LWMCXDGV 2405685:E2VZM5TG 2405685:QWW494F3}, } @misc{government_of_sindh_school_2020, title = {School {Education} and {Literacy} {Department}}, url = {http://www.sindheducation.gov.pk/}, urldate = {2020-07-20}, author = {{Government of Sindh}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FRCT272N 2405685:6LH3I6DG 2405685:J4NIEBTA}, } @misc{ilm_ideas_2_cambridge_education_building_2020, title = {Building the pipeline for entrepreneurs who are 'wired to progress'}, url = {https://www.camb-ed.com/article/241/ilm-ideas-2}, urldate = {2020-07-20}, author = {{Ilm Ideas 2, Cambridge Education}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:47MMJZEQ 2405685:7K6DCJGN 2405685:WW2J2K62}, } @techreport{information_commissioners_office_age_2020, title = {Age appropriate design: a code of practice for online services}, shorttitle = {Age appropriate design}, url = {https://ico.org.uk/for-organisations/guide-to-data-protection/key-data-protection-themes/age-appropriate-design-a-code-of-practice-for-online-services/}, language = {en}, urldate = {2020-08-06}, institution = {ICO}, author = {Information Commissioner's Office}, month = jul, year = {2020}, note = {Publisher: ICO KerkoCite.ItemAlsoKnownAs: 2339240:7C7U937X 2405685:JQFB2MWY}, } @misc{sabaq_pakistans_2020, title = {Pakistan’s {Award}-winning {Learning} {Apps} for {Kids}}, url = {https://sabaq.edu.pk/}, urldate = {2020-07-20}, author = {{SABAQ}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LRUVZ4EI 2405685:NSPUH7ND 2405685:QV9PX9DY}, } @misc{sabaq_foundation_free_2020, title = {Free {Videos} \& {Tests}, {Grades} {K}-12, {Pakistan}}, url = {https://sabaq.pk}, abstract = {Sabaq Foundation provides more than 14000 FREE video lectures and tests for grades K-12 Pakistani students. It was founded in 2012 as a non-profit Trust.}, language = {EN}, urldate = {2020-07-20}, author = {{Sabaq Foundation}}, month = jul, year = {2020}, note = {Library Catalog: sabaq.pk KerkoCite.ItemAlsoKnownAs: 2339240:QBFG8DVL 2405685:93GZL6WR 2405685:JKYZSYNN}, } @misc{sindh_education_foundation_government_of_sindh_introducing_2020, title = {Introducing {Smart} {Teaching} and {Learning} ({INSTAL})}, url = {https://www.sef.org.pk/introducing-smart-teaching-and-learninginstal/}, abstract = {SEF{\textbar}Sindh Education Foundation government of Sindh Sindh Education Foundation (SEF), was established under the Sindh Education Foundation Act, 1992 as a semi-autonomous organization committed to educating and empowering children and communities towards social change by ensuring access to educational facilities and quality education. towards social change by ensuring access to educational facilities and quality education access to educational facilities and quality education.}, language = {en-US}, urldate = {2020-07-20}, author = {{Sindh Education Foundation, Government of Sindh}}, month = jul, year = {2020}, note = {Library Catalog: www.sef.org.pk KerkoCite.ItemAlsoKnownAs: 2339240:NLBY5CB6 2405685:I7TZL8R7 2405685:LJS3SGQM}, } @article{baticulon_barriers_2020, title = {Barriers to online learning in the time of {COVID}-19: {A} national survey of medical students in the {Philippines}}, copyright = {© 2020, Posted by Cold Spring Harbor Laboratory. This pre-print is available under a Creative Commons License (Attribution-NonCommercial-NoDerivs 4.0 International), CC BY-NC-ND 4.0, as described at http://creativecommons.org/licenses/by-nc-nd/4.0/}, shorttitle = {Barriers to online learning in the time of {COVID}-19}, url = {https://www.medrxiv.org/content/10.1101/2020.07.16.20155747v2}, doi = {10.1101/2020.07.16.20155747}, abstract = {{\textless}p{\textgreater}Transgenic mice expressing genetically encoded activity indicators are an attractive means of mapping mesoscopic regional functional cortical connectivity given widespread stable and cell-specific expression compatible with chronic recordings. Cortical functional connectivity was evaluated using wide-field imaging in lightly anesthetized \textit{Emx1-cre}X\textit{Rosa26-GCaMP3} mice expressing calcium sensor in cortical neurons. Challenges exist because green fluorescence signals overlap with endogenous activity-dependent autofluorescence and are affected by changes in blood volume and oxygenation. Under the conditions used for imaging and analysis (0.1–1 Hz frequency band), autofluorescence and hemodynamic effects contributed 3\% and 8\% of the SD of spontaneous activity-dependent GCaMP3 fluorescence when signals were recorded through intact bone. To evaluate the accuracy and sensitivity of this approach, the topology of functional connections between somatomotor cortex (primary S1 and secondary S2 somatosensory, and primary motor cortex M1) was estimated. During sequences of spontaneous activity, calcium signals recorded at each location of area S1 were correlated with activity in contralateral area S1, ipsilateral area S2, and bilateral areas M1. Reciprocal results were observed when “seed pixels” were placed in S2 and M1. Coactivation of areas implies functional connections but could also be attributed to both regions receiving common upstream drive. These apparent connections revealed during spontaneous activity coactivation by GCaMP3 were confirmed by intracortical microstimulation but were more difficult to detect using intrinsic signals from reflected red light. We anticipate GCAMP wide-field imaging will enable longitudinal studies during plasticity paradigms or after models of CNS disease, such as stroke, where the weighting within these connectivity maps may be altered.{\textless}/p{\textgreater}}, language = {en}, urldate = {2020-08-12}, journal = {medRxiv}, author = {Baticulon, Ronnie E. and Alberto, Nicole Rose I. and Baron, Maria Beatriz C. and Mabulay, Robert Earl C. and Rizada, Lloyd Gabriel T. and Sy, Jinno Jenkin and Tiu, Christl Jan S. and Clarion, Charlie A. and Reyes, John Carlo B.}, month = jul, year = {2020}, note = {Publisher: Cold Spring Harbor Laboratory Press shortDOI: 10/ghd7r8 KerkoCite.ItemAlsoKnownAs: 10/ghd7r8 2405685:GFX8VVRS}, pages = {2020.07.16.20155747}, } @techreport{cilliers_alternative_2020, title = {Alternative forms of early grade instructional coaching: {Emerging} evidence from field experiments in {South} {Africa}}, url = {https://www.dropbox.com/s/n0hza4nyrvz4mpt/Can%20Virtual%20Replace%20InPerson%20Coaching%20Working%20Paper.pdf?dl=0}, language = {en}, urldate = {2020-07-22}, author = {Cilliers, Jacobus and Fleisch, Brahm and Kotze, Janeli and Mohohlwane, Nompumelelo and Taylor, Stephen and Thulare, Tshegofatso}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2JZ7BV5Y 2339240:2GZ7FD78 2405685:T3XGXGL2}, } @misc{world_bank_tv-based_2020, title = {{TV}-{Based} {Learning} in {Bangladesh}: {Is} it {Reaching} {Students}?}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/34138/TV-Based-Learning-in-Bangladesh-Is-it-Reaching-Students.pdf?sequence=4&isAllowed=y}, urldate = {2021-03-16}, author = {World Bank}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CCPPQ9BH 2405685:KWVCWU5L}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{scheiderer_whats_2020, title = {What's the difference between asynchronous and synchronous learning?}, url = {https://online.osu.edu/resources/learn/whats-difference-between-asynchronous-and-synchronous-learning}, abstract = {How do online classes work? We tapped online learning experts to explain the pros and cons of synchronous vs. asynchronous learning.}, language = {en}, urldate = {2021-08-05}, journal = {Ohio State Online}, author = {Scheiderer, Juliana}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VVHDQKWA 2405685:6I4KIXF3}, } @misc{zahra-malik_coronavirus_2020, title = {The coronavirus effect on {Pakistan}’s digital divide}, url = {https://www.bbc.com/worklife/article/20200713-the-coronavirus-effect-on-pakistans-digital-divide}, abstract = {Coronavirus has rammed home the extent of Pakistan’s digital divide. Could it lead to a useful debate about the future of technology in education?}, language = {en}, urldate = {2020-08-12}, journal = {BBC Worklife}, author = {Zahra-Malik, Mehreen}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7HDINFBI}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{mcburnie_is_2020, title = {Is there learning continuity during the {COVID}-19 pandemic? {Six} {Lessons}}, url = {https://opendeved.net/2020/07/12/is-there-learning-continuity/}, author = {McBurnie, Chris and Haßler, Björn}, month = jul, year = {2020}, doi = {10.5281/zenodo.3930934}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3930934 2129771:A4N8WK7U 2339240:U9PHB6X4 2405685:4QXBT6KW 2405685:LHJ3UUUE 2405685:MQVL7M9C}, keywords = {dode\_eth-src-dode, dode\_eth-trf2-dode}, } @techreport{briggs_impact_2020, type = {Technical {Report}}, title = {The {Impact} of {COVID}-19 on {Opportunities} for {Adolescent} {Girls} and the {Role} of {Girls}' {Groups}}, url = {https://www.researchgate.net/publication/344204333_The_Impact_of_COVID-19_on_Opportunities_for_Adolescent_Girls_and_the_Role_of_Girls%27_Groups?channel=doi&linkId=5f5b6538299bf1d43cf9ad2d&showFulltext=true}, abstract = {COVID-19 has disrupted lives, networks, and institutions across social, economic, and health dimensions around the globe. We examine how the pandemic has affected adolescent girls and young women in particular, and explore how group-based programs for girls in low-and middle-income countries have been affected by and are responding to the pandemic. The COVID-19 pandemic has affected adolescent girls and young women across multiple outcomes, including education, livelihoods, sexual and reproductive health, sexual- and gender-based violence, the burden of unpaid care, and early and forced marriage. These heightened barriers to economic and social opportunities and the resulting loss of human capital have the potential to derail progress towards gender equality unless recognized and addressed. Girls’ groups may offer potential pathways of resilience for girls during system shocks like the COVID-19 pandemic, though more evidence is needed on their effects and how they function when social connectivity and mobility are heavily restricted, limiting program implementation.}, institution = {Evidence Consortium on Women's Groups}, author = {Briggs, Hannah and Haberland, Nicole and Desai, Sapna and De Hoop, Thomas and Ngo, Thoai}, month = jul, year = {2020}, doi = {10.13140/RG.2.2.19023.92325}, note = {KerkoCite.ItemAlsoKnownAs: 10.13140/RG.2.2.19023.92325 2405685:EXW36QGI 2534379:WBF4RJXT}, } @techreport{crouch_systems_2020, title = {Systems {Implications} for {Core} {Instructional} {Support} {Lessons} from {Sobral} ({Brazil}), {Puebla} ({Mexico}), and {Kenya}}, url = {https://www.riseprogramme.org/publications/systems-implications-core-instructional-support-lessons-sobral-brazil-puebla-mexico}, abstract = {As this note was being written in April and May 2020, the Coronavirus pandemic was sweeping the world. Children were out of school. Researchers around the world are now estimating a severe learning gap due to loss of school attendance. While the first priority is getting children back to school safely, the discussion in this note regarding foundational learning is all the more relevant, as it is this kind of learning that is likely most affected. Key Points The case studies in this document highlight five tips that may be beneficial to other countries or situations: Focus on just a very few achievable indicators, foregrounding foundational learning, for a country emphasising learning. Use data to drive both initial “wake-up” and stock taking but also to support teaching as the process goes along. Emphasis on the teaching by the teachers who are already in place. Provide strong motivation through support that works. Use tight management so there is some degree of centralism and prescriptiveness as to pedagogy and other inputs, but after having iterated and adapted to context.}, language = {en}, urldate = {2020-08-06}, institution = {Research on Improving Systems of Education (RISE)}, author = {Crouch, Luis}, month = jul, year = {2020}, doi = {10.35489/BSG-RISE-RI_2020/020}, note = {shortDOI: 10/ghgngd KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI\_2020/020 10/ghgngd 2339240:GXB366Z9 2405685:ERFCVGR2}, } @techreport{koomar_using_2020, title = {Using {EdTech} to {Support} {Effective} {Data} {Monitoring}: {A} {Curated} {Resource} {List}.}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Using {EdTech} to {Support} {Effective} {Data} {Monitoring}}, url = {https://zenodo.org/record/4762325}, abstract = {[No description available.]}, language = {en}, urldate = {2022-05-27}, author = {Koomar, Salim and Blest, Harriet}, month = jul, year = {2020}, doi = {10.5281/ZENODO.4762325}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4762325 2405685:CQ94LL64 2486141:W5PQKHB9}, } @phdthesis{watson_relationship_2020, address = {Cambridge, UK}, type = {{PhD} in {Education}}, title = {The relationship between educational television and mathematics capability in {Tanzania}}, copyright = {Attribution 4.0 International}, url = {https://www.repository.cam.ac.uk/handle/1810/307624}, abstract = {Previous studies have frequently demonstrated that educational television viewing can have a positive effect on learning in low-income country contexts when shows are delivered in controlled settings. However, the consequence of day-to-day viewing in such contexts has scarcely been considered. Additionally, no recent published research has provided any information on the costs of educational television. The lack of research in these areas is striking. Examining educational television viewing in monitored settings provides limited information on the influence of routine television consumption. Further, the broad reach of numerous educational television programmes should provide low per-viewer costs and, resultantly, strong cost-effectiveness findings. This PhD study therefore examined (1) the association between educational television exposure and mathematics capability and (2) the cost effectiveness of educational television interventions. To achieve this, research was carried out that centred on Ubongo Kids – a popular Tanzanian-produced show delivering mathematics-focused content. Quantitative investigation into the association between educational television exposure and mathematics capability used nationally representative data, collected by Uwezo Tanzania. A household fixed-effects model showed that exposure to educational television was significantly associated with mathematics capability among children aged 7-16, when controlling for age, sex, school enrolment and Kiswahili attainment. Findings from this model were used in cost-effectiveness calculations, alongside cost data and an estimate of the number of Ubongo Kids viewers. Results compared favourably against those for other interventions, with calculations regarding Ubongo Kids’ ongoing activities suggesting it to have been more cost effective than any other intervention previously investigated using the same cost-effectiveness approach. These findings indicate that in low-income contexts: educational television programmes can aid learning; and, that directing a greater proportion of available educational resources towards educational television interventions may benefit educational outcomes.}, language = {en}, urldate = {2020-08-13}, school = {University of Cambridge}, author = {Watson, Joseph}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.17863/CAM.54714 10/ghgngw 2405685:5MXCYRXI 2405685:C74MQIKM}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{government_of_the_republic_of_south_africa_part_2020, title = {Part 2: {Frameworks} for {Conditional} {Grants} to {Provinces}: {Detailed} frameworks on {Schedule} 4, {Part} {A}; {Schedule} 5, {Part} {A}; {Schedule} 6, {Part} {A}; and {Schedule} 7, {Part} {A} grants to provinces}, url = {http://www.treasury.gov.za/documents/national%20budget/2020/Part%202%20-%20Provincial%20conditional%20grant%20frameworks.pdf}, urldate = {2022-05-31}, publisher = {Government of the Republic of South Africa}, author = {{Government of the Republic of South Africa}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NLMT2N9A 2405685:IE99ZAU9 4656463:TSUSCIKF}, } @article{mccarthy_strengths-based_2020, title = {Strengths-based blended personalized learning: an impact study using virtual comparison group}, volume = {52}, issn = {1539-1523}, shorttitle = {Strengths-based blended personalized learning}, url = {https://doi.org/10.1080/15391523.2020.1716202}, doi = {10.1080/15391523.2020.1716202}, abstract = {This study describes a strengths-based blended personalized learning model, the implementation of the model over a 4-year period, and the results of an impact study focused on measuring its effectiveness. The model includes many commonly-used features of personalized learning, including (a) competency-based progressions, (b) flexible learning environments, (c) personal learning paths, (d) frequently updated student profiles, and (e) frequent informal and formal measurement. However, it differs from other personalized learning models by including a focus on strengths-based learning. Strengths-based learning identifies and builds upon students’ strengths, supporting their ability to make informed decisions when setting goals and choosing and implementing learning experiences. The longitudinal study took place in a diverse mid-size pre-K to Grade 8 school district in California. The findings suggest that the strengths-based blended personalized learning model is effective in supporting student learning in the academic areas of mathematics, reading, and language usage. Over the 3-year period in which the intervention was gradually implemented, and one year of full implementation, students significantly outpaced their matched student counterparts in all subject areas. The results of the current study further the growing literature in the field of personalized learning by contributing learnings and evidence related to a successful personalized learning model.}, number = {3}, urldate = {2021-11-09}, journal = {Journal of Research on Technology in Education}, author = {McCarthy, Elizabeth M. and Liu, Ying and Schauer, Karen L.}, month = jul, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/15391523.2020.1716202 KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2020.1716202 2339240:QJKQSWCL 2405685:VBWRRH7T}, keywords = {Personalized learning, technology-enabled learning, virtual control group}, pages = {353--370}, } @article{mchugh_uncovering_2020, title = {Uncovering themes in personalized learning: using natural language processing to analyze school interviews}, volume = {52}, shorttitle = {Uncovering themes in personalized learning}, doi = {10.1080/15391523.2020.1752337}, abstract = {Using a natural language processing tool, this study examined participant discourse in personalized learning schools to better understand what personalized learning looks like in practice. Term frequency-inverse document frequency (tf-idf) was used to identify the significant words and potential emergent themes for 134 interview transcripts. This tool provided a way to swiftly explore the structure of the data, revealing distinctions in the vocabulary students and teachers use as well as a potentially meaningful set of themes. This method provided a valuable lens with which to validate or surface new areas for investigation. By applying this tool to interviews from personalized learning environments, we were able to identify ways educators and students talk differently about project-based learning environments, revealing that tools like tf-idf can be effectively used to quickly provide a preliminary look at large amount of interview data.}, number = {3}, journal = {Journal of Research on Technology in Education}, author = {McHugh, David and Shaw, Sarah and Moore, Travis and Ye, Leafia and Romero-Masters, Philip and Halverson, Richard}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2020.1752337 2339240:ELFZFU66 2405685:486NE8PN}, pages = {391--402}, } @article{walkington_appraising_2020, title = {Appraising research on personalized learning: definitions, theoretical alignment, advancements, and future directions}, volume = {52}, issn = {1539-1523, 1945-0818}, shorttitle = {Appraising research on personalized learning}, url = {https://www.tandfonline.com/doi/full/10.1080/15391523.2020.1747757}, doi = {10.1080/15391523.2020.1747757}, abstract = {This article introduces a special issue comprising research on efforts to personalize learning in different academic subjects. We first consider the emergence of personalized learning (PL) and the myriad of definitions that describe its essential features. Thereafter, we introduce the articles in the special issue by examining their alignment to extant theories of learning, the instructional design features that personalize the learning experience based on a learner characteristic, and the relationships between PL design and outcomes achieved in an educational context. Based on observations of contemporary PL research, we identify key issues to be addressed by the field and recommendations for future researchers to undertake to advance a PL theory. Chief among issues with PL are the role of technology, the agency of the learner, and the absence of a consistent theoretical grounding to motivate PL design choices. Future directions that would advance PL include the adoption of a theory of change in PL design, a design-based research approach to refine PL initiatives, more intensive and iterative research in authentic classroom contexts, and a greater focus on student input into and ownership of the PL experience.}, language = {en}, number = {3}, urldate = {2021-11-10}, journal = {Journal of Research on Technology in Education}, author = {Walkington, Candace and Bernacki, Matthew L.}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2020.1747757 2339240:DUK6NXYD 2405685:WF9TK4TD}, pages = {235--252}, } @misc{africanews_all_2020, title = {All {Tanzania} schools reopen amid strict virus protocols}, url = {https://www.africanews.com/2020/07/01/all-tanzania-schools-reopen-amid-strict-virus-protocols/}, abstract = {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.}, language = {en}, urldate = {2021-03-29}, journal = {Africanews}, author = {{AfricaNews}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T5CCIXD5 2405685:7REVA6GB}, } @article{degraff_politics_2020, title = {The politics of education in post-colonies: {Kreyòl} in {Haiti} as a case study of language as technology for power and liberation}, volume = {3}, shorttitle = {The politics of education in post-colonies}, abstract = {In this contribution, I would like to share some key aspects of my theoretical and applied linguistic agenda in Haiti. This agenda promotes a social vision where linguistics is coupled with digital technology in Haitian Creole (“Kreyòl”) in order to improve research and education toward sustainable development and equal opportunity for all. This agenda also aims at a model for other communities in the Global South where linguistic discrimination has disenfranchised large segments of the population most in need of socio-economic progress. This article will highlight the MIT-Haiti Initiative, whose initial objectives were for improving Science, Technology, Engineering \& Mathematics (STEM) education in high schools and universities in Haiti. In collaboration with a broad range of academic institutions in Haiti and beyond, this Initiative has been exploring the strategic use of digital tools in Kreyòl to improve Haitian students’ active learning of STEM, across social classes and beyond any linguistic barrier. More recently, the Initiative has expanded its scope to cover all disciplines at all levels via crowdsourcing, co-creating, curating and sharing of educational materials in Kreyòl. The ultimate goal is to make high-quality education accessible to the greatest numbers of students throughout Haiti, while strengthening the foundations of Haiti’s linguistic and cultural identity and while promoting respect of the human rights of all Haitians. I will consider two important implications of the MIT-Haiti Initiative: for linguistics and for policies related to education writ large, including education that can truly benefit all in Haiti, especially those who speak Kreyòl only (i.e., the vast majority of Haitians). Firstly, Kreyòl is comparable to so called “international” languages, such as English, French, Spanish, Arabic, Chinese, etc., in terms of its development, structures and expressive capacity. Indeed, the success of this Initiative to date doubles as proof of concept that Kreyòl is a full-fledged language with unlimited capacity to express any level of complex thought as in STEM. Secondly, Kreyòl is an essential tool for the education, socio-economic progress and human rights of Haitians, especially in these communities that have long been impoverished through exclusion and injustice. These processes of impoverishment, which started four centuries ago when Haiti was a French colony (then the “richest” colony in the Americas), have been unrelentless throughout Haiti’s history. Language and education are two main vectors for the entrenchment of these processes of exclusion and impoverishment in Haiti. In my view, it is through the innovative, strategic and systematic use of Kreyòl, in conjunction with interactive pedagogy and modern technology, that Haitian students can optimally develop their capacity for acquiring and building additional knowledge in STEM, in the Humanities and Social Sciences, and in second languages such as French, English, Spanish, etc. More generally, it is through Kreyòl as language of instruction and as the language of discourse in every social context that all Haitians can realize their full potential toward joyful and dignified citizenship—and leave behind the trauma of linguistic apartheid that has characterized the history of Haiti since its creation in 1804.}, journal = {Journal of Postcolonial linguistics}, author = {DeGraff, Michel}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:VYNHU6CF 4042040:L2RFRXWU}, keywords = {⛔ No DOI found}, pages = {89--125}, } @article{angrist_practical_2020, title = {Practical {Lessons} for {Phone}-{Based} {Assessments} of {Learning}}, volume = {5}, issn = {2059-7908}, url = {https://www.cgdev.org/sites/default/files/practical-lessons-phone-based-assessments-learning-revised-jul2020.pdf}, doi = {10.1136/bmjgh-2020-003030}, abstract = {School closures affecting more than 1.5 billion children are designed to prevent the spread of current public health risks from the COVID-19 pandemic, but they simultaneously introduce education risks as well as new, longer run health risks, via lost education. While some studies measure student involvement in educational activities during the crisis through phone-based surveys, the literature on assessing learning by phone is almost nonexistent, despite the fact that learning loss has major implications for school dropout and rising inequality. In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary principles to guide researchers and service providers as they try phone-based learning assessments. We provide guidance to help teams (1) ensure that children are not put at risk, (2) test the reliability and validity of phone-based measures, (3) use simple instructions and practice items to ensure the assessment is focused on the target skill, not general language and test-taking skills, (4) adapt the items from oral assessments that will be most effective in phone-based assessments, (5) keep assessments brief while still gathering meaningful learning data, (6) learn from the speed and confidence of responses, (7) use effective strategies to encourage respondents to pick up the phone, and (8) build rapport with adult caregivers and youth respondents.}, language = {en}, number = {7}, journal = {BMJ Global Health}, author = {Angrist, Noam and Bergman, Peter and Evans, David K. and Hares, Susannah and Jukes, Matthew C. H. and Letsomo, Thato}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1136/bmjgh-2020-003030 2339240:I378X6JW 2339240:P25HFKJM 2405685:38EVAGB5 2405685:ESLUMEE3 2405685:NTW7ML7H 2405685:ZEYIMGM6}, keywords = {\_\_\_working\_potential\_duplicate, health economics, health services research, public health, ⛔ No DOI found}, pages = {16}, } @techreport{angrist_practical_2020, address = {Washington D.C.}, title = {Practical {Lessons} for {Phone}-{Based} {Assessments} of {Learning}}, language = {en}, institution = {Center for Global Development}, author = {Angrist, Noam and Bergman, Peter and Evans, David K. and Hares, Susannah and Jukes, Matthew C. H. and Letsomo, Thato}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SIUERIEE 2486141:CRGPJ2XK}, pages = {16}, } @misc{guermazi_digital_2020, title = {Digital transformation in the time of {COVID}-19: {The} case of {MENA}}, shorttitle = {Digital transformation in the time of {COVID}-19}, url = {https://blogs.worldbank.org/arabvoices/digital-transformation-time-covid-19-case-mena}, abstract = {In the MENA region, the demand for broadband services and data has increased significantly during the pandemic.}, language = {en}, urldate = {2020-09-08}, author = {Guermazi, Boutheina}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4GN3MIUQ 2405685:TMSK223G}, } @article{jena_impact_2020, title = {Impact of pandemic {COVID}-19 on education in {India}}, volume = {12}, doi = {https://doi.org/10.24941/ijcr.39209.07.2020}, abstract = {The impact of pandemic COVID-19 is observed in every sector around the world. The education sectors of India as well as world are badly affected by this. It has enforced the world wide lock down creating very bad effect on the students’ life. Around 32 crore learners stopped to move schools/colleges and all educational activities halted in India. The outbreak of COVID-19 has taught us that change is inevitable. It has worked as a catalyst for the educational institutions to grow and opt for platforms with technologies, which have not been used before. The education sector has been fighting to survive the crises with a different approach and digitising the challenges to wash away the threat of the pandemic. This paper highlights some measures taken by Govt. of India to provide seamless education in the country. Both the positive and negative impacts of COVID-19 on education are discussed and some fruitful suggestions are also pointed to carry out educational activities during the pandemic situation.}, language = {en}, number = {7}, urldate = {2022-06-08}, journal = {International Journal of Current Research (IJCR)}, author = {Jena, Pravat Kumar}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.24941/ijcr.39209.07.2020 2339240:I4N7M2UM 2405685:8CAGU4TB}, keywords = {COVID-19, Education, Govt. of India, impact, ⚠️ Invalid DOI}, pages = {2582--12586}, } @article{kafes_impact_2020, title = {Impact of {Podcasting} on {Pronunciation} {Skills} of {Pre}-{Service} {EFL} {Teachers}}, volume = {21}, issn = {1302-6488}, url = {https://eric.ed.gov/?id=EJ1261341}, abstract = {This explorative qualitative study investigates EFL freshmen's perception of the impact of creating pronunciation podcasts on their pronunciation skills. The study was conducted with the participation of 80 freshmen, enrolled in a Teaching English as a Foreign Language teacher education program at a Turkish state university. Data were collected through semi-structured interviews, investigator notes, records of dashboard activities, analytics and performance tracking records of the LMS, and podcasts created by the participants as well as the recordings of the peer feedbacks on the discussion board. Analysis of the data was done through content analysis technique, presenting the thematized findings through analytical generalizations. Results have shown that the participants have positive views of creating pronunciation podcasts and that podcasting freed them to a great extent from the spatio-temporal limitations of the classroom, allowing them to study and practice pronunciation at their own convenience. The findings are discussed with reference to pronunciation, recommendations for EFL freshmen are made, and implications are offered.}, language = {en}, number = {3}, urldate = {2022-09-23}, journal = {Turkish Online Journal of Distance Education}, author = {Kafes, Huseyin and Caner, Mustafa}, month = jul, year = {2020}, note = {Publisher: Anadolu University KerkoCite.ItemAlsoKnownAs: 2405685:G4SSNAY6}, keywords = {Audio Equipment, College Freshmen, Content Analysis, English (Second Language), Feedback (Response), Foreign Countries, Generalization, Independent Study, Language Teachers, Management Systems, Positive Attitudes, Preservice Teachers, Pronunciation, Pronunciation Instruction, Second Language Instruction, Second Language Learning, Student Attitudes, Teacher Education Programs, Teaching Methods, ⛔ No DOI found}, } @techreport{unicef_education_2020, title = {Education {Management} {Information} {Systems} ({EMIS}) that {Track} {Individual} {Student} {Data} in {Mongolia}}, url = {https://www.unicef.org/eap/reports/education-management-information-systems-emis-track-individual-student-data-mongolia}, abstract = {Key recommendations provided in this report are to inform the further development of EMIS strategy and policy in Mongolia}, language = {en}, urldate = {2020-08-31}, institution = {UNICEF East Asia and the Pacific Regional Office}, author = {UNICEF}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9WM3CXKH 2405685:2FVLVHUS}, } @techreport{unicef_review_2020, title = {Review of {Education} {Management} {Systems} ({EMIS}) that {Track} {Individual} {Student} {Data}: {Mongolia}}, url = {https://www.unicef.org/eap/sites/unicef.org.eap/files/2020-07/Final%20unicef%20EAP%20EMIS%20Reports-Mongolia%20%28004%29%2003.07.20.pdf}, urldate = {2020-07-31}, institution = {UNICEF East Asia and the Pacific Regional Office}, author = {UNICEF}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L67EAVZ9 2405685:3F5CLJ2H}, } @article{aboagye_covid-19_2020, title = {{COVID}-19 and e-learning: the challenges of students in tertiary institutions in {Ghana}}, volume = {1}, url = {https://www.researchgate.net/publication/342591007_COVID-19_and_E-learning_the_challenges_of_Students_in_tertiary_institutions_in_Ghana}, doi = {10.37256/ser.122020422}, abstract = {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.}, number = {1}, journal = {Social Education Research}, author = {Aboagye, Emmanuel and Yawson, Joseph Anthony and Appiah, Kofi Nyantakyi}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.37256/ser.122020422 10/gmfk2s 2339240:LRIUE6NN 2405685:BFIVBVE8}, pages = {109--115}, } @incollection{oecd_teachers_2020, series = {{OECD} {Skills} {Studies}}, title = {Teachers’ use of new technologies in {Latin} {America}}, isbn = {978-92-64-41414-3 978-92-64-40016-0 978-92-64-66449-4 978-92-64-86472-6}, url = {https://www.oecd-ilibrary.org/education/making-the-most-of-technology-for-learning-and-training-in-latin-america_ce2b1a62-en}, language = {en}, urldate = {2022-09-01}, booktitle = {Making the {Most} of {Technology} for {Learning} and {Training} in {Latin} {America}}, publisher = {OECD}, author = {{OECD}}, month = jun, year = {2020}, doi = {10.1787/ce2b1a62-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.1787/ce2b1a62-en 2339240:W35S4TJK 2405685:GRWZFAZ7}, } @article{temin_close_2020, title = {Close to {Home}: {Evidence} on the {Impact} of {Community}-{Based} {Girl} {Groups}}, volume = {8}, copyright = {© Temin and Heck.. This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are properly cited. To view a copy of the license, visit http://creativecommons.org/licenses/by/4.0/. When linking to this article, please use the following permanent link: https://doi.org/10.9745/GHSP-D-20-00015}, issn = {2169-575X}, shorttitle = {Close to {Home}}, url = {https://www.ghspjournal.org/content/8/2/300}, doi = {10.9745/GHSP-D-20-00015}, abstract = {Purpose:Community-based programming to promote gender equity, often delivered through community-based girl groups (CBGGs, sometimes called “safe spaces”), is increasing. However, evidence is weak on how CBGGs are implemented and their effect on adolescent girls’ health and well-being. We conducted a comprehensive literature review to identify relevant CBGG programs. Methods:The review included programs with impact evaluations that used experimental or quasi-experimental design, data from 2 time points, control/comparison groups, and quantitative program effects and P values. Results:We analyzed evaluations of 30 programs (14 randomized controlled trials, 16 quasi-experimental). Although program designs varied, most programs targeted unmarried girls aged 13 to 18 years who were both in school and not in school, and who met weekly in groups of 15 to 25 girls. Nearly all programs used multisectoral approaches focusing on life skills and often economic and financial content, such as financial literacy and microsavings. Complementary activities with community members, boys, and health services were common. Across programs, evaluations reported statistically significant effects (P{\textless}.05) the majority ({\textgreater}50\%) of times they measured outcomes related to gender and health attitudes and knowledge, education, psychosocial well-being, and economic and financial outcomes. Measures of outcomes related to girls’ health behaviors and health status had majority null findings. Conclusions:CBGG program evaluations found positive effects on girl-level outcomes that are independent of external factors, like gender norm attitudes, and suboptimal performance on health behavior and health status, which rely on other people and systems. This delivery model has promise for building girls’ assets. Complementary actions to engage girls’ social environments and structures are needed to change behaviors and health status.}, language = {en}, number = {2}, urldate = {2021-05-24}, journal = {Global Health: Science and Practice}, author = {Temin, Miriam and Heck, Craig J.}, month = jun, year = {2020}, pmid = {32606096}, note = {Publisher: Global Health: Science and Practice Section: REVIEW KerkoCite.ItemAlsoKnownAs: 10.9745/GHSP-D-20-00015 2405685:7TZMHJ2Q 2534379:NI3D9Q2E}, pages = {300--324}, } @misc{education_commission_commission_2020, title = {Commission {Chair} {Gordon} {Brown}’s keynote at the {Education} {Disrupted}, {Education} {Reimagined} {WISE} {Summit}}, url = {https://educationcommission.org/updates/commission-chair-gordon-browns-keynote-address-at-the-education-disrupted-education-reimagined-wise-summit-june-23-2020/}, abstract = {It’s a real pleasure to speak to the WISE conference – to thank the Salzburg Global Seminar and WISE, particularly Sheikha Moza for organizing this, and to say that I thought that the initial remarks that we had from Asmaa and from Stavros were inspirational...}, language = {en-US}, urldate = {2020-09-22}, journal = {Education Commission}, author = {Education Commission}, month = jun, year = {2020}, note = {Section: Updates KerkoCite.ItemAlsoKnownAs: 2339240:ZCR786D4 2405685:LU9L9WIL}, } @techreport{united_nations_development_programme_covid-19_2020, title = {{COVID}-19 and {Human} {Development}: {Assessing} the {Crisis}, {Envisioning} the {Recovery}}, shorttitle = {{COVID}-19 and {Human} {Development}}, url = {https://www.un-ilibrary.org/public-health/covid-19-and-human-development_161b9678-en}, language = {en}, urldate = {2020-08-06}, institution = {UN}, author = {{United Nations Development Programme}}, month = jun, year = {2020}, doi = {10.18356/161b9678-en}, note = {shortDOI: 10/ghgk6s KerkoCite.ItemAlsoKnownAs: 10.18356/161b9678-en 10/ghgk6s 2339240:2CFEYHEB 2405685:I8ETUWED}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{united_nations_development_programme_covid-19_2020, title = {{COVID}-19 and {Human} {Development}: {Assessing} the {Crisis}, {Envisioning} the {Recovery}}, shorttitle = {{COVID}-19 and {Human} {Development}}, url = {https://www.un-ilibrary.org/public-health/covid-19-and-human-development_161b9678-en}, language = {en}, urldate = {2020-08-06}, institution = {UN}, author = {{United Nations Development Programme}}, month = jun, year = {2020}, doi = {10.18356/161b9678-en}, note = {shortDOI: 10/ghgk6s KerkoCite.ItemAlsoKnownAs: 10.18356/161b9678-en 10/ghgk6s 2339240:2CFEYHEB 2405685:I8ETUWED}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{united_nations_development_programme_covid-19_2020, title = {{COVID}-19 and {Human} {Development}: {Assessing} the {Crisis}, {Envisioning} the {Recovery}}, shorttitle = {{COVID}-19 and {Human} {Development}}, url = {https://www.un-ilibrary.org/public-health/covid-19-and-human-development_161b9678-en}, language = {en}, urldate = {2020-12-02}, institution = {UNDP}, author = {{United Nations Development Programme}}, month = jun, year = {2020}, doi = {10.18356/161b9678-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.18356/161b9678-en 2339240:JXWBI5PG 2405685:C2H48T3W}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{united_nations_development_programme_covid-19_2020, title = {{COVID}-19 and {Human} {Development}: {Assessing} the {Crisis}, {Envisioning} the {Recovery}}, shorttitle = {{COVID}-19 and {Human} {Development}}, url = {https://www.un-ilibrary.org/public-health/covid-19-and-human-development_161b9678-en}, language = {en}, urldate = {2020-12-02}, institution = {UNDP}, author = {{United Nations Development Programme}}, month = jun, year = {2020}, doi = {10.18356/161b9678-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.18356/161b9678-en 2339240:JXWBI5PG 2405685:C2H48T3W}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{kenya_health_information_system_khis_adolescents_2020, title = {Adolescents (age 10 - 19) presenting with pregnancy at health facilities}, url = {https://www.afidep.org/publication/adolescents-age-10-19-presenting-with-pregnancy-at-health-facilities/}, abstract = {Rates of adolescent pregnancy are once again on the rise in Kenya.  The sudden surge threatens to cut short the pursuit for education and opportunities for especially vulnerable girls in the country.}, language = {en}, urldate = {2021-10-03}, publisher = {African Institute for Development Policy}, author = {{Kenya Health Information System (KHIS)}}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PIU8D4N6 2405685:UYBXNF6W}, } @article{valverde-berrocoso_trends_2020, title = {Trends in educational research about e-learning: a systematic literature review (2009–2018)}, volume = {12}, issn = {2071-1050}, shorttitle = {Trends in educational research about e-learning}, url = {https://www.mdpi.com/2071-1050/12/12/5153}, doi = {10.3390/su12125153}, abstract = {The concept of e-learning is a technology-mediated learning approach of great potential from the educational perspective and it has been one of the main research lines of Educational Technology in the last decades. The aim of the present systematic literature review (SLR) was to identify (a) the research topics; (b) the most relevant theories; (c) the most researched modalities; and (d) the research methodologies used. To this end, the PRISMA protocol was followed, and different tools were used for the bibliographic management and text-mining. The literature selection was carried out in three first-quartile journals indexed in JCR-SSCI specialized in Educational Technology. A total of 248 articles composed the final sample. The analysis of the texts identified three main nodes: (a) online students; (b) online teachers; and (c) curriculum-interactive learning environments. It was revealed that MOOC was the most researched e-learning modality. The Community of Inquiry and the Technological Acceptance Model, were the most used theories in the analyzed studies. The most frequent methodology was case study. Finally, the conclusions regarding the objectives of our SRL are presented: Main themes and research sub-themes, most researched e-learning modality, most relevant theoretical frameworks on e-learning, and typologies of research methodologies.}, language = {en}, number = {12}, urldate = {2021-08-10}, journal = {Sustainability}, author = {Valverde-Berrocoso, Jesús and Garrido-Arroyo, María del Carmen and Burgos-Videla, Carmen and Morales-Cevallos, María Belén}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/su12125153 10/ghvnfd 2339240:CMZ8HVYI 2405685:EWKSK6YI}, pages = {5153}, } @article{zhang_personalized_2020, title = {Personalized learning and {ESSA}: what we know and where we go}, volume = {52}, shorttitle = {Personalized learning and {ESSA}}, doi = {10.1080/15391523.2020.1728448}, abstract = {The passage of the 2015, Every Student Succeeds Act (ESSA), affords states funding for many new options to address the needs of learners. One of the prominent options is personalized learning (PL). This study sought to determine how states positioned PL in their state plans. This study used a qualitative research design to analyze state ESSA plans for presence of and relation to PL. From this analysis, four themes emerged, (a) definitions of PL, (b) goals of PL for students, (c) supports for PL, and (d) partnership for PL. The findings from this study suggested that many states contain aspects of PL in their state plans; however, there is little consensus of how to best implement PL. This article reported on these findings as well as offered guidance to policymakers and state departments of education on how to operationalize and implement PL.}, number = {3}, journal = {Journal of Research on Technology in Education}, author = {Zhang, Ling and Yang, Sohyun and Carter, Richard, Jr}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2020.1728448 2339240:RT3EWGRL 2405685:IFNDN45W}, pages = {253--274}, } @misc{antoun_great_2020, title = {The {Great} {Debate}: {Why} {Rwanda} may be the {Best} {Country} to {Launch} and {Scale} {Your} {Tech} {Startup}!}, shorttitle = {The {Great} {Debate}}, url = {https://medium.com/the-gps/the-great-debate-why-rwanda-may-be-the-best-country-to-launch-and-scale-your-tech-startup-25439a41a4}, language = {en}, urldate = {2020-08-17}, journal = {Medium}, author = {Antoun, Nadine}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J8KD84EM 2405685:QM7AM53H}, } @techreport{un_women_online_2020, type = {{UN} {Women} {Ending} {Violence} {Against} {Women} ({EVAW}) {COVID}-19 {Briefs}}, title = {Online and {ICT} {Facilitated} {Violence} {Against} {Women} and {Girls} during {COVID}-19}, url = {https://www.un-ilibrary.org/content/papers/27084191/4}, language = {en}, number = {4}, urldate = {2021-08-26}, author = {UN Women}, month = jun, year = {2020}, doi = {10.18356/b3f5cc80-en}, note = {Series: UN Women Ending Violence Against Women (EVAW) COVID-19 Briefs Volume: 4 KerkoCite.ItemAlsoKnownAs: 10.18356/b3f5cc80-en 2339240:Z2WC7C8X 2405685:XTFJJSKE}, } @techreport{azevedo_simulating_2020, title = {Simulating the {Potential} {Impacts} of the {COVID}-19 {School} {Closures} on {Schooling} and {Learning} {Outcomes}: {A} set of {Global} {Estimates}}, shorttitle = {Simulating the {Potential} {Impacts} of the {COVID}-19 {School} {Closures} on {Schooling} and {Learning} {Outcomes}}, url = {https://www.worldbank.org/en/topic/education/publication/simulating-potential-impacts-of-covid-19-school-closures-learning-outcomes-a-set-of-global-estimates}, abstract = {Simulating the Potential Impacts of the COVID-19 School Closures and Learning Outcomes: A set of Global Estimates}, language = {en}, urldate = {2021-05-21}, institution = {World Bank}, author = {Azevedo, J.P and Hasan, A and Goldemberg, D and Iqbal, S.A and Geven, K}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KPN9W5QY 2534379:7MIIRQSV}, } @book{azevedo_simulating_2020, series = {Policy {Research} {Working} {Papers}}, title = {Simulating the {Potential} {Impacts} of {COVID}-19 {School} {Closures} on {Schooling} and {Learning} {Outcomes}: {A} {Set} of {Global} {Estimates}}, shorttitle = {Simulating the {Potential} {Impacts} of {COVID}-19 {School} {Closures} on {Schooling} and {Learning} {Outcomes}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9284}, language = {en}, urldate = {2020-08-12}, publisher = {The World Bank}, author = {Azevedo, João Pedro and Hasan, Amer and Goldemberg, Diana and Iqbal, Syedah Aroob and Geven, Koen}, month = jun, year = {2020}, doi = {10.1596/1813-9450-9284}, note = {shortDOI: 10/ghgnf8 KerkoCite.ItemAlsoKnownAs: 10/ghgnf8 2405685:5YLXQ8AN}, } @misc{giannini_build_2020, title = {Build back better: {Education} must change after {COVID}-19 to meet the climate crisis}, shorttitle = {Build back better}, url = {https://en.unesco.org/news/build-back-better-education-must-change-after-covid-19-meet-climate-crisis}, language = {en}, urldate = {2020-12-08}, journal = {UNESCO}, author = {Giannini, Stefania}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:739QHSM9 2405685:RHV7HDYM}, } @misc{pakistan_alliance_for_girls_education_education_2020, title = {Education budget of {Pakistan}}, url = {https://page.org.pk/education-budget-of-pakistan/}, abstract = {Budget provide an apprehension into the Government’s policy priorities. Education receives a remarkable fragment of Federal and Provincial budgets every year.}, language = {en-US}, urldate = {2021-11-09}, author = {{Pakistan Alliance for Girls Education}}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ASUNRHWE 2405685:RD9K77B7}, } @misc{world_bank_covid-19_2020, type = {Text/{HTML}}, title = {{COVID}-19 {Could} {Lead} to {Permanent} {Loss} in {Learning} and {Trillions} of {Dollars} in {Lost} {Earnings}}, url = {https://www.worldbank.org/en/news/press-release/2020/06/18/covid-19-could-lead-to-permanent-loss-in-learning-and-trillions-of-dollars-in-lost-earnings}, abstract = {COVID-19 Could Lead to Permanent Loss in Learning and Trillions of Dollars in Lost Earnings}, language = {en}, urldate = {2020-07-14}, journal = {World Bank}, author = {World Bank}, month = jun, year = {2020}, note = {Library Catalog: www.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:JV7JM6SV 2405685:WK23ATYZ}, } @misc{angel-urdinola_use_2020, title = {Use of adaptive computer assisted remediation programs to prevent student dropout in the context of {COVID}-19}, url = {https://blogs.worldbank.org/education/use-adaptive-computer-assisted-remediation-programs-prevent-student-dropout-context-covid}, language = {en}, urldate = {2020-07-31}, author = {Angel-Urdinola, Diego}, month = jun, year = {2020}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:J5Q46ESZ 2405685:5YD7R436}, } @misc{kaffenberger_how_2020, title = {How much learning may be lost in the long-run from {COVID}-19 and how can mitigation strategies help?}, url = {https://www.brookings.edu/blog/education-plus-development/2020/06/15/how-much-learning-may-be-lost-in-the-long-run-from-covid-19-and-how-can-mitigation-strategies-help/}, abstract = {How much learning may be lost in the long-run from COVID-19 and how can mitigation strategies help?}, language = {en-US}, urldate = {2020-07-31}, journal = {Brookings}, author = {Kaffenberger, Michelle}, month = jun, year = {2020}, note = {Library Catalog: www.brookings.edu KerkoCite.ItemAlsoKnownAs: 2339240:DEVEKDJN 2405685:DXA82W42}, } @misc{unesco_learning_2020, title = {Learning in the {COVID}-19 era}, url = {https://en.unesco.org/news/learning-covid-19-era}, language = {en}, urldate = {2020-07-31}, journal = {UNESCO}, author = {UNESCO}, month = jun, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:NPU5QD2E 2405685:IP764L4J}, } @misc{holoniq_holoniq_2020, title = {{HolonIQ} {LATAM} {EdTech} 100}, url = {https://www.holoniq.com/notes/latam-edtech-100/}, language = {en-US}, urldate = {2022-06-06}, journal = {HolonIQ}, author = {HolonIQ}, month = jun, year = {2020}, note = {Section: EdTech KerkoCite.ItemAlsoKnownAs: 2339240:XVMFMLEI 2405685:ZBINITFN}, } @article{bozkurt_global_2020, title = {A global outlook to the interruption of education due to {COVID}-19 pandemic: {Navigating} in a time of uncertainty and crisis}, volume = {15}, copyright = {Copyright (c) 2020 Asian Journal of Distance Education}, issn = {1347-9008}, shorttitle = {A global outlook to the interruption of education due to {COVID}-19 pandemic}, url = {http://www.asianjde.org/ojs/index.php/AsianJDE/article/view/462}, abstract = {Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from a total of 31 countries across the world with a representation of 62.7\% of the whole world population. In addition to the value of each case by country, the synthesis of this research suggests that the current practices can be defined as emergency remote education and this practice is different from planned practices such as distance education, online learning or other derivations. Above all, this study points out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational processes, the interruption of education signifies the importance of openness in education and highlights issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive dependency on online solutions.}, language = {en}, number = {1}, urldate = {2020-06-07}, journal = {Asian Journal of Distance Education}, author = {Bozkurt, Aras and Jung, Insung and Xiao, Junhong and Vladimirschi, Viviane and Schuwer, Robert and Egorov, Gennady and Lambert, Sarah and Al-Freih, Maha and Pete, Judith and Don Olcott, Jr and Rodes, Virginia and Aranciaga, Ignacio and Bali, Maha and Alvarez, Abel Jr and Roberts, Jennifer and Pazurek, Angelica and Raffaghelli, Juliana Elisa and Panagiotou, Nikos and Coëtlogon, Perrine de and Shahadu, Sadik and Brown, Mark and Asino, Tutaleni I. and Tumwesige, Josephine and Reyes, Tzinti Ramírez and Ipenza, Emma Barrios and Ossiannilsson, Ebba and Bond, Melissa and Belhamel, Kamel and Irvine, Valerie and Sharma, Ramesh C. and Adam, Taskeen and Janssen, Ben and Sklyarova, Tatiana and Olcott, Nicoleta and Ambrosino, Alejandra and Lazou, Chrysoula and Mocquet, Bertrand and Mano, Mattias and Paskevicius, Michael}, month = jun, year = {2020}, note = {Number: 1 EdTechHub.Source: 2129771:QXHI373Z EdTechHub.Source: 2129771:QXHI373Z KerkoCite.ItemAlsoKnownAs: 2129771:QXHI373Z 2405685:7ZV7JHZ7 2405685:CFE5CVWB 2405685:XYNYDBYX}, keywords = {COVID-19, Coronavirus Pandemic, Covid-19., Emergency remote education, distance education, dode\_eth-src-dode, dode\_eth-trf2-dode, emergency remote education, online learning, ⛔ No DOI found}, pages = {1--126}, } @unpublished{burgess_how_2020, title = {How should we help the {Covid19} cohorts make up the learning loss from lockdown?}, url = {https://www.dropbox.com/s/myqi9oao7v33gkp/how%20to%20catchup%2020200607%20FULL.pdf?dl=0}, language = {en}, author = {Burgess, Simon}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5Q3GQ2B5 2405685:99JYRAWP}, } @misc{unicef_unequal_2020, title = {Unequal access to remote schooling amid {COVID}-19 threatens to deepen global learning crisis}, url = {https://www.unicef.org/press-releases/unequal-access-remote-schooling-amid-covid-19-threatens-deepen-global-learning}, language = {en}, urldate = {2021-10-03}, author = {{UNICEF}}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HYMM3U8S 2405685:CW6H4JR4}, } @techreport{koomar_open_2020, title = {Open {Education} {Resources} in {Africa}: {A} {Curated} {Resource} {List}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Open {Education} {Resources} in {Africa}}, url = {https://docs.edtechhub.org/lib/10.5281/zenodo.3906041}, abstract = {{\textless}strong{\textgreater}This curated list defines open educational resources, offers background on open source licensing, and provides a review of OER relevant to the context of Ghana in response to an EdTech Hub helpdesk request. This document does not intend to set out a comprehensive list of OER used by teachers, students, parents or other stakeholders; rather, this document will identify exemplars of OER provided they are relevant to the Ghanaian context and focus on: {\textless}/strong{\textgreater} {\textless}strong{\textgreater}reaching marginalised learners through offline or online content; {\textless}/strong{\textgreater} {\textless}strong{\textgreater}reaching marginalised learners through mass media;{\textless}/strong{\textgreater} {\textless}strong{\textgreater}using OER for teacher education; {\textless}/strong{\textgreater} {\textless}strong{\textgreater}further useful resources and methods of implementing OER.{\textless}/strong{\textgreater}}, urldate = {2021-01-28}, institution = {Zenodo}, author = {Koomar, Saalim and Jull, Stephen}, month = jun, year = {2020}, doi = {10.5281/zenodo.3906041}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3906041 10.5281/zenodo.3906041 2339240:35NW4SYR 2405685:VD8J4NCU}, } @article{burns_covid-19_2020, title = {A {COVID}-19 panacea in digital technologies? {Challenges} for democracy and higher education:}, copyright = {© The Author(s) 2020}, shorttitle = {A {COVID}-19 panacea in digital technologies?}, url = {https://journals.sagepub.com/doi/10.1177/2043820620930832}, doi = {10.1177/2043820620930832}, abstract = {Universities have transitioned to online education in order to slow the spread of COVID-19. This transition mobilizes the technological utopian imaginary that d...}, language = {en}, urldate = {2020-09-14}, journal = {Dialogues in Human Geography}, author = {Burns, Ryan}, month = jun, year = {2020}, note = {Publisher: SAGE Publications Sage UK: London, England shortDOI: 10/ghgn4m KerkoCite.ItemAlsoKnownAs: 10/ghgn4m 2405685:J97U7XNQ}, } @misc{unesco_learning_2020, title = {Learning through radio and television in the time of {COVID}-19}, url = {https://en.unesco.org/news/learning-through-radio-and-television-time-covid-19}, language = {en}, urldate = {2021-10-25}, journal = {UNESCO}, author = {{UNESCO}}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TDMPEWCF 2405685:NRJGBJFJ}, } @misc{unesco_learning_2020, title = {Learning through radio and television in times of {COVID}-19}, url = {https://en.unesco.org/news/learning-through-radio-and-television-time-covid-19}, abstract = {With an estimated 91.3 percent or 1.57 billion students out of school worldwide, ministers of education are executing their plans for school during disruptions related to COVID-19. Under the banner of learning continuity, many countries have slowly begun to use existing platforms, tools, and technologies for some form of interim learning by distance.}, language = {en}, urldate = {2021-11-02}, author = {{UNESCO}}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2HIQHMQZ 2405685:5QX8JYXP}, } @misc{bachas_informality_2020, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {Informality, {Consumption} {Taxes} and {Redistribution}}, url = {https://papers.ssrn.com/abstract=3637730}, doi = {10.2139/ssrn.3637730}, abstract = {Can taxes on consumption redistribute in developing countries? Contrary to consensus, we show that taxing consumption is progressive once we account for informal consumption. Using household expenditure surveys in 32 countries we proxy for informal consumption using the type of store where purchases occur. We find that the budget share spent in informal stores steeply declines with income, so that the effective tax rate of a broad consumption tax rises with income. Our findings imply that the widespread policy of exempting food from taxation cannot be justified on equity grounds in low-income-countries.Institutional subscribers to the NBER working paper series, and residents of developing countries may download this paper without additional charge at www.nber.org.}, language = {en}, urldate = {2022-10-13}, author = {Bachas, Pierre and Gadenne, Lucie and Jensen, Anders}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3637730 2339240:ANXIUGLU 2405685:KN5G2NGN 4656463:8HGZVI42}, keywords = {Anders Jensen, Consumption Taxes and Redistribution, Informality, Lucie Gadenne, Pierre Bachas, SSRN}, } @misc{hatim_moroccan_2020, title = {Moroccan {Students} {Can} {Freely} {Access} {TelmidTICE} {Remote} {Learning} {Platform}}, url = {https://www.moroccoworldnews.com/2020/06/304457/moroccan-students-can-freely-access-telmidtice-remote-learning-platform/}, abstract = {Moroccan students can access the TelmidTICE remote learning platform without necessarily having an internet subscription.}, language = {en-US}, urldate = {2020-09-23}, journal = {Morocco World News}, author = {Hatim, Yahia}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KJD9A246 2405685:K37Q9DM2}, } @techreport{alam_putting_2020, title = {Putting the ‘learning’ back in remote learning}, url = {https://www.unicef.org/globalinsight/sites/unicef.org.globalinsight/files/2020-06/UNICEF-Global-Insight-remote-learning-issue-brief-2020.pdf}, language = {en}, institution = {UNICEF}, author = {Alam, Andaleeb and Tiwari, Priyamvada}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YDUHXW2G 2405685:LHEMZBWW}, pages = {16}, } @article{joshi_gender_2020, title = {Gender and the digital divide across urban slums of {New} {Delhi}, {India}: cross-sectional study}, volume = {22}, url = {https://www.jmir.org/2020/6/e14714}, doi = {10.2196/14714}, number = {6}, urldate = {2021-10-25}, journal = {Journal of Medical Internet Research}, author = {Joshi, Ashish and Malhotra, Bhavya and Amadi, Chioma and Loomba, Menka and Misra, Archa and Sharma, Shruti and Arora, Arushi and Amatya, Jaya}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.2196/14714 2339240:A7GB5YPH 2405685:NVSJDCC9}, pages = {e14714}, } @techreport{loureiro_achieving_2020, address = {Washington, DC}, title = {Achieving {World}-{Class} {Education} in {Adverse} {Socioeconomic} {Conditions}: {The} {Case} of {Sobral} in {Brazil}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {Achieving {World}-{Class} {Education} in {Adverse} {Socioeconomic} {Conditions}}, url = {https://openknowledge.worldbank.org/handle/10986/34150}, abstract = {This report presents the case of the municipality of Sobral in the state of Ceara, Brazil. This municipality overcame adverse socioeconomic conditions and now has the best primary andlower secondary education system in Brazil. Sobral is home to 200,000 inhabitants and in 2005 was ranked 1,366 in the national index that measures quality of education in Brazil. Twelve years later, it was ranked first among the 5,570 municipalities in both primary and lower secondary education rankings. Public education in Sobral has one goal: every student must complete lower secondary education at the right age and with appropriate learning. The municipality placed education at the top of the political agenda and kept it out of politics. Its prioritized learning by establishing a clear intermediate target, ensuring all students are literate by the end of the second grade. It organized the education policy under four pillars: effective use of student assessment; focused curriculum with a clear learning sequence and prioritization of foundational skills; prepared and motivated teachers; and autonomous and accountable school management with school principals appointed through a meritocratic and technical selection process. The main aspects of the reforms are presented and discussed in this report.}, language = {English}, urldate = {2022-05-31}, institution = {World Bank}, author = {Loureiro, Andre and Cruz, Louisee}, month = jun, year = {2020}, doi = {10.1596/34150}, note = {Accepted: 2020-07-17T20:46:11Z KerkoCite.ItemAlsoKnownAs: 10.1596/34150 2339240:9VQRI5VD 2405685:448M7828 4656463:FPTSMMS3}, keywords = {Early Childhood Education, Education, Education Quality, Education Reform, Education for All, Literacy, Primary Education, Secondary Education, Student Performance}, } @techreport{loureiro_state_2020, address = {Washington, DC}, title = {The {State} of {Ceara} in {Brazil} is a {Role} {Model} for {Reducing} {Learning} {Poverty}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, url = {https://openknowledge.worldbank.org/handle/10986/34156}, abstract = {This report presents the case of the state of Ceara in Brazil that overcame adverse socioeconomic conditions to substantially improve education outcomes with efficient use of resources. Despite having the 5th lowest GDP per capita among the 26 Brazilian states, the 9-million-inhabitant state of Ceara has experienced the largest increase in the national education quality index in both primary and lower secondary education since 2005, with 10 municipalities of Ceara being among the top 20 national ranking, including Sobral which has the highest score. The state of Ceara pioneered the use of results-based financing as part of a comprehensive education reform program that among other elements included strong support to its municipalities to achieve universal literacy by the end of grade 2. The reforms allowed the state to considerably improve learning levels of students in primary and lower secondary education with a high level of efficiency in the use of resources. The main aspects of the reforms are presented and discussed.}, language = {English}, urldate = {2022-06-11}, institution = {World Bank}, author = {Loureiro, Andre and Cruz, Louisee and Lautharte, Ildo and Evans, David K.}, month = jun, year = {2020}, doi = {10.1596/34156}, note = {Accepted: 2020-07-22T15:15:05Z KerkoCite.ItemAlsoKnownAs: 10.1596/34156 2339240:AVNTZGZL 2405685:GTYUQIGH 4656463:KHGL8RB9}, keywords = {Education Quality, Education Reform, Learning Poverty, Results-Based Financing, Secondary Education}, } @techreport{unhcr_mauritania_2020, title = {Mauritania {Fact} {Sheet}}, url = {https://data2.unhcr.org/en/documents/download/77352}, institution = {UNHCR}, author = {UNHCR}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ICIFFS2I 2405685:LTRG5KDJ}, } @article{united_nations_roadmap_2020, title = {Roadmap for {Digital} {Cooperation}}, language = {en}, author = {{United Nations}}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7PZNPHQG 2405685:XASSZTVB}, pages = {39}, } @techreport{world_bank_kenya_2020, address = {Washington, DC}, title = {Kenya {Public} {Expenditure} {Review} 2020: {Options} for {Fiscal} {Consolidation} after the {COVID}-19 {Crisis}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {Kenya {Public} {Expenditure} {Review} 2020}, url = {https://openknowledge.worldbank.org/handle/10986/34052}, abstract = {The objective of this public expenditure review (PER) is to provide the government with options for fiscal consolidation and support macroeconomic stability in the medium-term. This PER addresses the broad topic of expenditure efficiency and examines options for expenditure rationalization to help return Kenya’s fiscal accounts to a prudent trajectory in the medium-term. The PER is being undertaken as a programmatic analytical product with two modules. The first module focuses on identifying options for expenditure rationalization and measures to strengthen within-year expenditure control for better expenditure management. The second module to be delivered in FY21 will focus on efficiency, effectiveness, and equity of spending within public services delivery sectors of education, health, and disaster risk financing. The report builds upon several other Bank-led reports that contribute to the discussion around improving public expenditure and strengthening expenditure controls in Kenya. It complements an ongoing governance for enabling service delivery and public investments in Kenya (GESDeK) project, which is at the forefront in supporting numerous reforms highlighted in this PER to improve efficiency in spending and strengthen expenditure controls. The report is organized as follows: chapter one contains the macro context, trends, and composition of spending, overall balance and debt. Chapter two contains the fiscal and debt sustainability analysis while chapter three presents options for expenditure rationalization in Kenya. Chapter four ties it all together with fiscal savings and policy recommendations.}, language = {English}, urldate = {2022-06-09}, institution = {World Bank}, author = {{World Bank}}, month = jun, year = {2020}, doi = {10.1596/34052}, note = {Accepted: 2020-07-08T21:09:38Z KerkoCite.ItemAlsoKnownAs: 10.1596/34052 2339240:6ZRFSFSD 2405685:7F9L42V9}, keywords = {Debt Sustainability, Expenditure Control System, Fiscal Sustainability, Fiscal Trends, Public Debt, Public Expenditure, Public Investment Management, Public Procurement, Public Wage Bill, Revenue}, } @article{mcculloch_covid-19_2020, title = {Covid-19 {Is} {History}’s {Biggest} {Translation} {Challenge}}, issn = {1059-1028}, url = {https://www.wired.com/story/covid-language-translation-problem/}, abstract = {Services like Google Translate support only 100 languages, give or take. What about the thousands of other languages—spoken by people just as vulnerable to this crisis?}, language = {en}, urldate = {2020-06-04}, journal = {Wired}, author = {McCulloch, Gretchen}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AKWFK3T2}, keywords = {coronavirus, covid-19, language, translation, web}, } @misc{mcculloch_trapped_2020, title = {Trapped in low performance? {Tracking} the learning trajectory of disadvantaged girls and boys in the {Complementary} {Basic} {Education} programme in {Ghana} {\textbar} {Elsevier} {Enhanced} {Reader}}, shorttitle = {Trapped in low performance?}, url = {https://reader.elsevier.com/reader/sd/pii/S0883035519327831?token=5FE8A30218AF74038A0BB3754461CE2EB7D04E79758399EF9402C944F20004ABF4AC9FBFC7A23CA1C950635959D925E2}, language = {en}, urldate = {2020-05-29}, author = {McCulloch, Gretchen}, month = may, year = {2020}, doi = {10.1016/j.ijer.2020.101541}, note = {Library Catalog: reader.elsevier.com shortDOI: 10/ghgng3 KerkoCite.ItemAlsoKnownAs: 10/ghgng3 2405685:LKYS74DD}, } @misc{belajar_dari_rumah_kemendikbud_2020, title = {Kemendikbud {Terbitkan} {Pedoman} {Penyelenggaraan} {Belajar} dari {Rumah}}, url = {https://www.kemdikbud.go.id/main/blog/2020/05/kemendikbud-terbitkan-pedoman-penyelenggaraan-belajar-dari-rumah}, abstract = {Kementerian Pendidikan dan Kebudayaan (Kemendikbud) menerbitkan Surat Edaran Nomor 15 Tahun 2020 tentang Pedoman Penyelenggaraan Belajar Dari Rumah Dalam Masa Darurat Penyebaran Covid-19. Staf Ahli Menteri Pendidikan dan Kebudayaan Bidang Regulasi, Chatarina Muliana Girsang menyampaikan Surat Edaran Nomor 15 ini untuk memperkuat Surat Edaran Mendikbud Nomor 4 Tahun 2020 tentang Pelaksanaan Pendidikan Dalam Masa Darurat Coronavirus Disease (Covid-19).}, language = {en}, urldate = {2022-06-25}, journal = {Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi}, author = {Belajar dari Rumah}, month = may, year = {2020}, note = {Section: Siaran Pers KerkoCite.ItemAlsoKnownAs: 2339240:WMQGW2Q5 2405685:FD82HXYD}, } @article{samb_meeting_2020, title = {Meeting the challenges posed by per diem in development projects in southern countries: a scoping review}, volume = {16}, issn = {1744-8603}, shorttitle = {Meeting the challenges posed by per diem in development projects in southern countries}, url = {https://doi.org/10.1186/s12992-020-00571-6}, doi = {10.1186/s12992-020-00571-6}, abstract = {This study presents the results of a review whose goal is to generate knowledge on the possible levers of action concerning per diem practices in southern countries in order to propose reforms to the existing schemes.}, number = {1}, urldate = {2022-11-18}, journal = {Globalization and Health}, author = {Samb, Oumar Mallé and Essombe, Christiane and Ridde, Valery}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s12992-020-00571-6 2339240:MCNG2S7E 2405685:FRYC6H9R 4656463:P6QZDCEC}, keywords = {Per diem, Policy dialogue, Reform, West Africa}, pages = {48}, } @misc{shahani_comparative_2020, title = {Comparative {Analysis} of {Personal} {Data} {Protection} {Bill} 2020 with {Laws} and {Bills} in the {EU}, {UK}, {India}, and {Malaysia}}, url = {https://bolobhi.org/comparative-analysis-of-personal-data-protection-bill-2020-with-laws-and-bills-in-the-eu-uk-india-malaysia/}, abstract = {Overview of the Comparative Analysis  By Shumaila Hussain Shahani The draft Personal Data Protection Bill, 2020 was made available by the Ministry of Information Technology and Telecommunication (MoITT) on its website on April 9, 2020. This analysis compares the draft Personal Data Protection Bill 2020 to the General Data Protection Regulation (GDPR) (from which the …}, language = {en-US}, urldate = {2022-06-14}, author = {Shahani, Shumaila Hussain}, month = may, year = {2020}, note = {Section: Blog KerkoCite.ItemAlsoKnownAs: 2339240:2D6EPNJX 2405685:6W8UJKMT}, } @misc{cummiskey_calculating_2020, title = {Calculating the {Educational} {Impact} of {COVID}-19 ({Part} {II}): {Using} {Data} from {Successive} {Grades} to {Estimate} {Learning} {Loss}}, shorttitle = {Calculating the {Educational} {Impact} of {COVID}-19 ({Part} {II})}, url = {https://www.ukfiet.org/2020/calculating-the-educational-impact-of-covid-19-part-ii-using-data-from-successive-grades-to-estimate-learning-loss/}, abstract = {This article was co-authored by Christopher Cummiskey and Jonathan Stern. It benefitted from input from Joe DeStefano, Tim Slade, and Ben Piper. The article was originally published on the RTI SharEd website on 13 May 2020. Part I can be read here. A couple of weeks ago, we set the stage for developing evidence-based, data-driven […]}, language = {en-GB}, urldate = {2022-08-25}, journal = {The Education and Development Forum (UKFIET)}, author = {Cummiskey, Chris and Stern, Jonathan and DeStefano, Joe and Piper, Ben}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7882J2SY 2405685:4YIXPMKS}, } @misc{unesco_global_2020, title = {Global {Education} {Coalition} facilitates free internet access for distance education in several countries}, url = {https://en.unesco.org/news/global-education-coalition-facilitates-free-internet-access-distance-education-several}, language = {en}, urldate = {2020-06-08}, author = {UNESCO}, month = may, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:D8N5ZP96}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{world_bank_mozpulse_2020, title = {{MozPulse} wave 1 {Results} {Report}}, language = {EN}, urldate = {2020-07-08}, institution = {World Bank}, author = {{World Bank}}, month = may, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:CPL7A39Q}, pages = {13}, } @article{reuters_staff_ivory_2020, title = {Ivory {Coast} children head back to school after virus shutdown}, url = {https://www.reuters.com/article/us-health-coronavirus-ivorycoast-educati-idUSKBN2311FC}, abstract = {Thousands of children in face masks flocked back to school in Ivory Coast on Monday after the country became one of the first in West Africa to restart lessons after a two-month coronavirus shutdown.}, language = {en}, urldate = {2021-03-29}, journal = {Reuters}, author = {{Reuters Staff}}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EKB2MANC 2405685:EE3FSPZV}, keywords = {Africa, Aid Relief / Humanitarian Agencies, CORONAVIRUS, Children / Youth Issues, Coronavirus, EDUCATION, Education, Epidemics, HEALTH, Health / Medicine, Human Rights / Civil Rights, IVORYCOAST, Ivory Coast, Overseas Development Aid, Pictures, US, Video Available, West Africa, Western Europe}, } @misc{crawfurd_why_2020, title = {Why the {COVID} {Crisis} {Is} {Not} {EdTech}’s {Moment} {In} {Africa} [repost]}, url = {https://opendeved.net/2020/05/20/why-the-covid-crisis-is-not-edtechs-moment-in-africa/}, abstract = {With schools closed for hundreds of million students around the world, many have hoped that “edtech” can help keep children learning via internet, apps, and mobiles. A new database published by the EdTech Hub shows that though use of edtech products serving African countries has doubled in the last month, the total number of users is still very low, and most were viewers of one TV show. That, coupled with the fact that most firms come from just a few countries, suggests that edtech in Africa is far from maturity.}, language = {en-GB}, urldate = {2020-07-14}, journal = {Open Development \& Education}, author = {CrawFurd, Lee}, month = may, year = {2020}, note = {Library Catalog: opendeved.net KerkoCite.ItemAlsoKnownAs: 2339240:HPBQVQHE 2405685:DKQNMNM9 2405685:YRLJ3A6U}, } @article{asanov_remote-learning_2020, title = {Remote-learning, {Time}-{Use}, and {Mental} {Health} of {Ecuadorian} {High}-{School} {Studentsduring} the {COVID}-19 {Quarantine}}, volume = {9252}, url = {https://ssrn.com/abstract=3605886}, journal = {World Bank Policy Research Working Paper}, author = {Asanov, Igor and Flores, Francisco and McKenzie, David and Mensmann, Mona and Schulte, Mathis}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SN2UMVDP 2405685:LZ3GYSNW}, keywords = {⛔ No DOI found}, } @article{bakibinga-gaswaga_digital_2020, title = {Digital technologies in the {COVID}-19 responses in sub-{Saharan} {Africa}: policies, problems and promises}, volume = {35}, issn = {1937-8688}, shorttitle = {Digital technologies in the {COVID}-19 responses in sub-{Saharan} {Africa}}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7875745/}, doi = {10.11604/pamj.supp.2020.35.2.23456}, abstract = {The gains made five years after the adoption of the 2030 Agenda for Sustainable Development will be lost if the threats presented by the COVID-19 pandemic are not countered in a timely manner. The threat is worse in sub Saharan Africa where poverty and poor health and limited access to services present challenges to even the most robust of health systems on the continent. In light of the requisite public-private collaboration and multi-sectoral approach, digital technologies offer opportunities to support the COVID-19 responses. This commentary reviews the policy environment and the challenges presented by digital illiteracy, poor infrastructure, the high cost of installing ICT infrastructure, the volatile political environment and limited electricity supply as well as the opportunities that digital technologies provide to ensure that people and communities are still able to access goods and services. It highlights how digital technologies are being used by the governments, parliaments, judiciaries, schools, health service providers, transport authorities and marketers to reach their targeted audiences. The commentary concludes with recommendations on possible interventions that emphasize the need to address infrastructural limitations, promote public private partnerships and tackle the digital divide in all its dimensions, including from a gender and rural/urban perspective.}, number = {Suppl 2}, urldate = {2021-03-29}, journal = {The Pan African Medical Journal}, author = {Bakibinga-Gaswaga, Elizabeth and Bakibinga, Stella and Bakibinga, David Baxter Mutekanga and Bakibinga, Pauline}, month = may, year = {2020}, pmid = {33623563}, pmcid = {PMC7875745}, note = {KerkoCite.ItemAlsoKnownAs: 10.11604/pamj.supp.2020.35.2.23456 2339240:ADHCAM8A 2405685:4CW66YTH}, } @misc{giannini_reopening_2020, title = {Reopening schools: {When}, where and how?}, shorttitle = {Reopening schools}, url = {https://blogs.worldbank.org/education/reopening-schools-when-where-and-how}, abstract = {Reopening schools: When, where and how?}, language = {en}, urldate = {2020-08-18}, journal = {World Bank Blogs}, author = {Giannini, Stefania and Jenkins, Robert and Saavedra, Jaime}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E7YU247I 2405685:9XL329TR}, } @techreport{dellagnelo_brazil_2020, title = {Brazil: {Secretaria} {Estadual} de {Educação} de {São} {Paulo} ({São} {Paulo} {State} {Department} of {Education})}, url = {https://oecdedutoday.com/wp-content/uploads/2020/05/Brazil-S%C3%A3o-Paulo-State-Department-of-Education.pdf}, author = {Dellagnelo, Lucia and Reimers, Fernando}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FPTY9WIJ 2405685:NW9QMPBS}, } @misc{giannini_distance_2020, title = {Distance {Learning} {Denied}}, url = {https://gemreportunesco.wpcomstaging.com/2020/05/15/distance-learning-denied/}, abstract = {Over 500 million of the world’s children and youth not accessing distance learning alternatives By Stefania Giannini, UNESCO Assistant Director-General for Education Most countries around the world…}, language = {en-US}, urldate = {2021-10-11}, journal = {World Education Blog}, author = {Giannini, Stefania}, month = may, year = {2020}, note = {Global Education Monitoring Report KerkoCite.ItemAlsoKnownAs: 2339240:5W4JTQJ5 2405685:TMWR4P99}, } @misc{jenkins_5_2020, title = {5 actions to help bring the most marginalized girls back to school after {COVID}-19}, url = {https://www.brookings.edu/blog/education-plus-development/2020/05/15/5-actions-to-help-bring-the-most-marginalized-girls-back-to-school-after-covid-19/}, urldate = {2020-06-01}, journal = {The Brookings Institution}, author = {Jenkins, Robert and Winthrop, Rebecca}, month = may, year = {2020}, note = {Library Catalog: www.brookings.edu KerkoCite.ItemAlsoKnownAs: 2339240:7FI6B94F 2339240:85E3JA7E 2405685:924ECFFX 2405685:HZXBSR62 2405685:SI86DHRX}, } @misc{cummiskey_calculating_2020, title = {Calculating the {Educational} {Impact} of {COVID}-19 ({Part} {II}): {Using} {Data} from {Successive} {Grades} to {Estimate} {Learning} {Loss} {\textbar} {SharEd}}, url = {https://shared.rti.org/content/calculating-educational-impact-covid-19-part-ii-using-data-successive-grades-estimate}, urldate = {2020-08-12}, author = {Cummiskey, Chris}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NTMM7JYX 2405685:6X5Q67HW}, keywords = {\_COVID\_DEAA-List}, } @misc{iiep_unesco_reopening_2020, title = {Reopening schools: {How} to get education back on track after {COVID}-19}, shorttitle = {Reopening schools}, url = {http://www.iiep.unesco.org/en/reopening-schools-how-get-education-back-track-after-covid-19-13424}, abstract = {It is a ‘back to school’ season like no other: countries are beginning to reopen their school gates following weeks of e}, language = {en}, urldate = {2020-09-15}, journal = {IIEP-UNESCO}, author = {IIEP UNESCO and Planning, International Institute for Educational}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5SA26P7G}, } @misc{international_institute_for_educational_planning_reopening_2020, title = {Reopening schools: {How} to get education back on track after {COVID}-19}, shorttitle = {Reopening schools}, url = {http://www.iiep.unesco.org/en/reopening-schools-how-get-education-back-track-after-covid-19-13424}, abstract = {It is a ‘back to school’ season like no other: countries are beginning to reopen their school gates following weeks of e}, language = {en}, urldate = {2020-08-18}, journal = {IIEP-UNESCO}, author = {International Institute for Educational Planning}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BL5L57HW 2405685:C7YC3VT4}, } @article{moloney_could_2020, chapter = {Coronavirus: Full Coverage}, title = {Could coronavirus lockdowns help close {Latin} {America}'s digital divide?}, url = {https://www.reuters.com/article/us-health-coronavirus-latam-tech-trfn-idUSKBN22O1L5}, abstract = {As Colombia enters its eighth week of coronavirus lockdown, street vendor Luis Duarte worries that his teenage daughter might not finish her school year now that her classes have moved online.}, language = {en}, urldate = {2022-06-06}, journal = {Reuters}, author = {Moloney, Anastasia}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KHJPGUYA 2405685:JR4YK73X}, keywords = {Americas, CORONAVIRUS, Central America, Children, Civil Liberties, Civil Rights, Coronavirus, Education, Enterprise Reporting, Features, Fundamental Rights, General News, Government, HEALTH, Health, Human Rights, Internet, LATAM, Medicine, Peru, Politics, Social Issues, Society, South America, TECH, TRFN, Technology (TRBC level 1), US, United Nations, World Wide Web, Youth Issues}, } @misc{the_academia_taleem_2020, title = {Taleem {Ghar}: {Delivering} {Education} {In} {The} {Safety} {Of} {Homes}}, shorttitle = {Taleem {Ghar}}, url = {https://academiamag.com/taleem-ghar-delivering-education-in-the-safety-of-homes/}, abstract = {Taleem Ghar: Delivering Education In The Safety Of Homes Asad Ullah Khan explain how Punjab government has acted to effects of COVID-19 in education}, language = {en-US}, urldate = {2020-07-21}, author = {{The Academia}}, month = may, year = {2020}, note = {Library Catalog: academiamag.com KerkoCite.ItemAlsoKnownAs: 2405685:IMXB578I}, keywords = {auto\_merged}, } @misc{the_academia_taleem_2020, title = {Taleem {Ghar}: {Delivering} {Education} {In} {The} {Safety} {Of} {Homes}}, shorttitle = {Taleem {Ghar}}, url = {https://academiamag.com/taleem-ghar-delivering-education-in-the-safety-of-homes/}, abstract = {Taleem Ghar: Delivering Education In The Safety Of Homes Asad Ullah Khan explain how Punjab government has acted to effects of COVID-19 in education}, language = {en-US}, urldate = {2020-07-21}, author = {{The Academia}}, month = may, year = {2020}, note = {Library Catalog: academiamag.com KerkoCite.ItemAlsoKnownAs: 2405685:IMXB578I}, } @article{adam_between_2020, title = {Between {Social} {Justice} and {Decolonisation}: {Exploring} {South} {African} {MOOC} {Designers}’ {Conceptualisations} and {Approaches} to {Addressing} {Injustices}}, volume = {2020}, copyright = {Creative Commons Attribution}, issn = {1365-893X}, shorttitle = {Between {Social} {Justice} and {Decolonisation}}, url = {http://jime.open.ac.uk/articles/10.5334/jime.557/}, doi = {10.5334/jime.557}, abstract = {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.}, language = {en}, number = {1}, urldate = {2020-05-31}, journal = {Journal of Interactive Media in Education}, author = {Adam, Taskeen}, month = may, year = {2020}, note = {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}, pages = {7}, } @misc{hasler_who_2020, title = {Who has what? {Assessing} who has access to what devices in the education response to the {COVID}-19 pandemic}, url = {https://opendeved.net/2020/05/11/who-has-what-assessing-who-has-access-to-what-devices/}, language = {en-GB}, urldate = {2020-06-01}, journal = {Open Development \& Education}, author = {Haßler, Björn and Khalayleh, Abdullah and McBurnie, Chris and Adam, Taskeen and Allier-Gagneur, Zoé}, month = may, year = {2020}, note = {Library Catalog: opendeved.net Section: blog EdTechHub.Source: 2129771:T6Q8K4IR KerkoCite.ItemAlsoKnownAs: 2129771:T6Q8K4IR 2339240:CFWFBGB5 2405685:JMDCGPBJ 2405685:LQY8MDMV}, keywords = {\_yl:x, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @article{bashar_assessing_2020, title = {Assessing the real-life socio-economic scenario of established slums in {Dhaka}: the cases of {Korail} and {Sattola}}, volume = {20}, shorttitle = {Assessing the real-life socio-economic scenario of established slums in dhaka}, doi = {https://www.researchgate.net/publication/342562015_Assessing_the_Real-Life_Socio-Economic_Scenario_of_Established_Slums_in_Dhaka_The_Cases_of_Korail_and_Sattola}, abstract = {The research aims to assess the current situation of three primary socioeconomic indicators, namely education, health and water availability at the two most established slums of Bangladesh's capital Dhaka-Korail and Sattola. Surveys, using cluster and then random sampling to target households, and analysis, found that both slums' children's education level was moderate with 52\%-68\% and 20\%-28\% availing primary and secondary education, respectively; several NGOs had helped to establish brick-and-mortar latrines and disseminate necessary and effective awareness about sanitation; and surveyed slum dwellers were economically strong, with 68\%-70\% of the interviewed households' income levels being 10,000-15,000 BDT (USD 118-178) per month. A comparative analysis with national level statistics also yielded that the conditions in these slums are truly better than previously thought. Primary recommendation includes in-depth monitoring to understand why such large numbers live in slums, even though they can afford better.}, number = {2}, journal = {European Online Journal of Natural and Social Sciences}, author = {Bashar, Raisa and Tonmoy, Sirajus and Ria, Alvira and Khan, Nazmul}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Y4FHHY92}, keywords = {⚠️ Invalid DOI}, pages = {455--466}, } @article{nganga_improved_2020, title = {An {Improved} {Model} for the {Implementation} of {Web}-{Based} {Learning} in {Adult} {Secondary} {School} {Education} in {Kenya}}, volume = {38}, issn = {2307-4523}, url = {https://ijcjournal.org/index.php/InternationalJournalOfComputer/article/view/1571}, abstract = {The development of technology, which evolves continuously, has led to the transformation of traditional courses into web-based courses. However, as these e-learning systems grow more complex, involving numerous users with different levels of need, there is a need to have web-based learning models that adequately address such users’ needs, taking into consideration their levels of expertise, access and ability to interact with such systems. Most of the existing models present the adult learners with difficulties, as most of them have to concentrate mostly on learning the technology rather than learning the desired content. Most of the difficulties arise from the web-based learning model configurations in use in the country. The majority lack features and capabilities of highly interactive, fast-paced multimedia-supported learning currently demanded by most learners and tutors. Therefore, the main aim of this research was to devise an improved model for implementing a web-based learning programme in adult secondary school education. After analysing the existing models and establishing their operational challenges, an improved model was proposed. The proposed model was statistically tested using sample data. The results showed that recognizing both technological and user attributes along the recognized theoretical frameworks was important in increasing the users’ behavioural inclination to use the improved model. Therefore, it is recommended that more sensitization to web-based learning should be implemented by the adult education department in the Ministry of Education among adult learners in the country. It is also recommended that system developers should find ways of incorporating additional features into the model without affecting its architecture and function. Finally, there is need for future studies on the causal antecedents of the constructs presented in this research model to provide more precise practical implications.}, language = {en}, number = {1}, urldate = {2021-05-22}, journal = {International Journal of Computer (IJC)}, author = {Ng’ang’a, Ms Martha Muthoni and Kimani, Prof Stephen and Kimwele, Dr Michael W.}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9FRGYBCA 2405685:JXYIK4RA}, keywords = {Adult Learners, Model, Web Based Learning, ⛔ No DOI found}, pages = {22--36}, } @misc{noauthor_lebanon_2020, title = {Lebanon {Telecoms}, {Mobile} and {Broadband} {Markets} 2020 - {Pricing} of {Telecom} {Services} {Has} {Been} {Raised} as an {Issue} in {Recent} {Years}}, url = {https://www.businesswire.com/news/home/20200508005337/en/Lebanon-Telecoms-Mobile-and-Broadband-Markets-2020---Pricing-of-Telecom-Services-Has-Been-Raised-as-an-Issue-in-Recent-Years-Now-Exasperated-by-the-COVID-19-Outbreak---ResearchAndMarkets.com}, abstract = {The}, language = {en}, urldate = {2020-09-30}, journal = {Business Wire}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:56DPGZ7E 2405685:5U87V72X}, } @techreport{rogers_covid-19_2020, address = {Washington D.C.}, title = {The {COVID}-19 {Pandemic}: {Shocks} to {Education} and {Policy} {Responses}}, shorttitle = {The {COVID}-19 {Pandemic}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/33696}, language = {en}, urldate = {2020-08-03}, institution = {World Bank}, author = {Rogers, Halsey and Sabarwal, Shwetlena and Avitabile, Ciro and Lee, Jessica and Miyamoto, Koji and Nellemann, Soren and Venegas Marin, Sergio}, month = may, year = {2020}, doi = {10.1596/33696}, note = {shortDOI: 10/ghgngm KerkoCite.ItemAlsoKnownAs: 10.1596/33696 10/ghgngm 2339240:4REJAPR4 2339240:RFLVCS9J 2405685:848G5JN6 2405685:PYLHH8Q5}, } @book{world_bank_covid-19_2020, title = {The {COVID}-19 {Pandemic}: {Shocks} to {Education} and {Policy} {Responses}}, shorttitle = {The {COVID}-19 {Pandemic}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/33696}, language = {en}, urldate = {2020-07-31}, publisher = {World Bank}, author = {{World Bank}}, month = may, year = {2020}, doi = {10.1596/33696}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/33696 2339240:2FBETBVE 2405685:GZIL634U}, } @misc{jepkemei_how_2020, title = {How school closures during {COVID}-19 further marginalize vulnerable children in {Kenya}}, url = {https://www.brookings.edu/blog/education-plus-development/2020/05/06/how-school-closures-during-covid-19-further-marginalize-vulnerable-children-in-kenya/}, abstract = {School closures in Kenya have devastating consequences for marginalized learners.}, language = {en-US}, urldate = {2021-03-29}, journal = {Brookings}, author = {Jepkemei, Damaris Seleina Parsitau {and} Evelyn}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BJT5G6NK 2405685:Y5TYRMPX}, } @misc{ghana_education_service_ghana_2020, title = {Ghana {Learning} {TV} {May} {Timetable} from {KG} to {SHS}}, url = {https://ges.gov.gh/2020/05/05/ghana-learning-tv-may-timetable-from-kg-to-shs/}, language = {en-US}, urldate = {2020-09-15}, author = {{Ghana Education Service}}, month = may, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:BI9B8E5B}, } @article{lokot_intersectionality_2020, title = {Intersectionality as a lens to the {COVID}-19 pandemic: implications for sexual and reproductive health in development and humanitarian contexts}, issn = {2641-0397}, shorttitle = {Intersectionality as a lens to the {COVID}-19 pandemic}, url = {https://www.tandfonline.com/doi/full/10.1080/26410397.2020.1764748}, doi = {10.1080/26410397.2020.1764748}, language = {en}, urldate = {2020-06-03}, journal = {Sexual and Reproductive Health Matters}, author = {Lokot, Michelle and Avakyan, Yeva}, month = may, year = {2020}, note = {shortDOI: 10/ggv23f KerkoCite.ItemAlsoKnownAs: 10/ggv23f 2405685:VMGH2PUG}, pages = {1--5}, } @article{malik_are_2020, title = {Are children with disabilities in school and learning? {Evidence} from a household survey in rural {Punjab}, {Pakistan}}, volume = {52}, issn = {0305-7925}, shorttitle = {Are children with disabilities in school and learning?}, url = {https://doi.org/10.1080/03057925.2020.1749993}, doi = {10.1080/03057925.2020.1749993}, abstract = {Invisibility of children with disabilities in data on educational access and learning is a key policy challenge for tracking progress towards the Sustainable Development Goals. In this article, we report findings from a household survey undertaken in rural Punjab, Pakistan. These data enable us to identify the extent to which children with disabilities are in school and learning the basics in literacy and numeracy. We find that, perhaps contrary to expectations, many of these children in this context are in mainstream (government and private) schools, although their chances of being in school are lower than their peers. We further find that overall levels of literacy and numeracy are low, even more so for children with disabilities. Our findings corroborate recent research from other countries. The paper highlights important lessons for the policy which are of relevance to other low-income contexts.}, number = {2}, urldate = {2021-02-16}, journal = {Compare: A Journal of Comparative and International Education}, author = {Malik, Rabea and Raza, Fizza and Rose, Pauline and Singal, Nidhi}, month = may, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03057925.2020.1749993 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2020.1749993 2339240:E9YINYX6 2339240:JF97XX98 2405685:34ZWUK6Q 2405685:F5SGQC6N}, keywords = {Learning outcomes, Pakistan, Washington Group, disability, household survey, primary education}, pages = {211--231}, } @misc{gondwe_will_2020, title = {Will {COVID}-19 help to clarify {ICT} integration into education in {Malawi}?}, url = {https://www.ukfiet.org/2020/will-covid-19-help-to-clarify-ict-integration-into-education-in-malawi/}, abstract = {This blog was written by Foster Gondwe, Lecturer at the School of Education, University of Malawi, and currently a PhD student at Hiroshima University, Japan.  Preamble To join global efforts in curbing the spread of COVID-19, the Ministry of Education, Science and Technology (MoEST) in Malawi closed all schools, colleges and universities from Monday, 23rd […]}, language = {en-GB}, urldate = {2022-11-07}, journal = {The Education and Development Forum (UKFIET)}, author = {Gondwe, Foster}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J8AT3YEK 2405685:JKDJKT9J}, } @article{tewathia_social_2020, title = {Social inequalities, fundamental inequities, and recurring of the digital divide: {Insights} from {India}}, volume = {61}, issn = {0160-791X}, shorttitle = {Social inequalities, fundamental inequities, and recurring of the digital divide}, url = {https://www.sciencedirect.com/science/article/pii/S0160791X19304567}, doi = {10.1016/j.techsoc.2020.101251}, abstract = {The paper uses a large scale national quantitate dataset to provide a fresh perspective on linkages between the digital divide and social inequalities in India. Commencing from two classical social theoretical perspectives – the Marxian conflict perspective and the Weberian cultural perspective – as starting points, we employed MANCOVA analysis on data of more than forty thousand households. The Marxian perspective reveals how information and communication technologies (ICT) assets come to be owned, and how they are used with the help of specific digital skills by the working class to influence labour markets and intergenerationally transfer class advantage. The Weberian perspective focuses on how ownership and use of ICT assets define an elite lifestyle which excludes others. The analysis is deepened by employing network effects approach. Results from data analysis indicate that the less educated, lower-income group, and lower caste strata are further marginalised as they neither have ICT assets nor the skills to use them. Households whose primary source of income is organised business own and use their ICT assets more than those that depend on agricultural or non-agricultural wage labour. Also, the highest adult education in a household, caste, and the primary source of income of the household differentiate ICT ownership and use. Overall, ICT ownership and usage are significantly different for different socio-economic groups in India. This linkage demonstrates how inequalities are aggravated in the manner of a Matthew Effect. The paper suggests that ICTs may end up amplifying the social inequalities in India.}, language = {en}, urldate = {2021-02-15}, journal = {Technology in Society}, author = {Tewathia, Nidhi and Kamath, Anant and Ilavarasan, P. Vigneswara}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.techsoc.2020.101251 2339240:8K2ESEF4 2405685:KKV53HCA}, keywords = {Digital divide, Households, ICT, IHDS, Inequality}, pages = {101251}, } @techreport{advocacy_for_social_change_brac_rapid_2020, title = {A rapid assessment: {Impact} of {COVID}-19 on {Education} in {Bangladesh}}, url = {http://www.brac.net/program/wp-content/uploads/2020/07/Rapid-assessment-impact-of-COVID-19-education-in-Bangladesh.pdf}, urldate = {2021-06-07}, author = {Advocacy for Social Change, BRAC and BRAC Education Programme}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JEFXQAWR 2405685:B2L94Z4W}, } @techreport{brac_rapid_2020, title = {A {Rapid} {Assessment}: {Impact} of {COVID}-19 on {Education} in {Bangladesh}}, url = {http://www.brac.net/program/wp-content/uploads/2020/07/Rapid-assessment-impact-of-COVID-19-education-in-Bangladesh.pdf}, institution = {Advocacy for Social Change (ASC), BRAC}, author = {BRAC}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8UGKK4SX 2405685:7PRVRPXW}, } @techreport{hallgarten_overview_2020, title = {Overview of emerging country-level response to providing educational continuity under {COVID}-19}, url = {https://docs.edtechhub.org/lib/YD8GYZDT}, language = {en}, institution = {Education Development Trust}, author = {Hallgarten, Joe and Gorgen, Kristine and Sims, Kate}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5NZNS3QV 2405685:KV39KIGX 2405685:NVJN7R29 2405685:YD8GYZDT}, keywords = {⛔ No DOI found}, pages = {29}, } @techreport{ministry_of_education_and_higher_education_lebanon_distance_2020, title = {Distance {Learning} {Initiative} {Interim} findings: {May} 15, 2020}, author = {Ministry of Education {and} Higher Education (Lebanon)}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KYP83HNT 2405685:6Y5DBEB8}, } @techreport{ministry_of_primary_and_mass_education_covid-19_2020, title = {{COVID}-19 response and recovery plan: education sector}, url = {https://planipolis.iiep.unesco.org/sites/default/files/ressources/bangladesh_moe_covid_19_response_and_recovery_plan.pdf}, urldate = {2021-10-25}, institution = {Ministry of Education, Government of the People’s Republic of Bangladesh}, author = {{Ministry of Primary and Mass Education}}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5R6MZFGM 2405685:2GTFI3D5}, } @misc{state_department_of_early_learning_and_basic_education_kenya_2020, title = {Kenya basic education {COVID}-19 emergency response plan}, url = {https://www.education.go.ke/images/Kenya_basic_Education_COVID-19_Emergency_Response_Plan-compressed.pdf}, urldate = {2021-10-07}, publisher = {Republic of Kenya Ministry of Education}, author = {{State Department of Early Learning and Basic Education}}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AKCUG3MF 2405685:YJ5FR8R9}, } @misc{unhcr_multi-sectoral_2020, title = {Multi-{Sectoral} {Rapid} {Needs} {Assessment}: {COVID19} - {Jordan}}, url = {https://www.unicef.org/jordan/media/2441/file/RAN.pdf}, urldate = {2021-06-24}, author = {UNHCR and UNICEF and WFP}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U34LB7JG 2405685:BWEZPV5L}, } @misc{unicef_regional_office_for_south_asia_guidance_2020, title = {Guidance on {Distance} {Learning} {Modalities} to {Reach} {All} {Children} and {Youth} {During} {School} {Closures}}, url = {https://www.unicef.org/rosa/reports/guidance-distance-learning-modalities-reach-all-children-and-youth-during-school-closures}, author = {UNICEF Regional Office for South Asia}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:29QHBJD5 2405685:4TXJ8GQB}, } @misc{unicef_regional_office_for_south_asia_guidance_2020, title = {Guidance on {Distance} {Learning} {Modalities} to {Reach} {All} {Children} and {Youth} {During} {School} {Closures}}, url = {https://www.unicef.org/rosa/reports/guidance-distance-learning-modalities-reach-all-children-and-youth-during-school-closures}, author = {UNICEF Regional Office for South Asia}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:29QHBJD5 2405685:4TXJ8GQB}, } @techreport{united_nations_covid-19_2020, title = {{COVID}-19 {Global} {Humanitarian} {Response} {Plan} ({Humanitarian} response plan) {\textbar} {Financial} {Tracking} {Service}}, url = {https://www.humanitarianresponse.info/sites/www.humanitarianresponse.info/files/documents/files/ghrp-covid19_may_update.pdf}, abstract = {United Nations Coordinated Appeal}, urldate = {2020-06-03}, author = {{United Nations}}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6L8T5JQV 2339240:SI6TT82I 2405685:DX87BM74 2405685:ELV5KYMH 4803016:BX5E3VYI 4803016:D5GYWTC7}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{usaid_barriers_2020, title = {Barriers to {Investing} in {Last}-{Mile} {Connectivity}}, url = {https://www.usaid.gov/sites/default/files/documents/15396/Barriers_to_Investing_in_Last-Mile_Connectivity.pdf}, urldate = {2020-09-17}, author = {USAID}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LF8EK4AN 2405685:T57YE6MW}, } @article{uzum_using_2020, title = {Using telecollaboration to promote intercultural competence in teacher training classrooms in {Turkey} and the {USA}}, volume = {32}, issn = {0958-3440, 1474-0109}, url = {https://www.cambridge.org/core/journals/recall/article/abs/using-telecollaboration-to-promote-intercultural-competence-in-teacher-training-classrooms-in-turkey-and-the-usa/5E96C0CFB61012B9FE12A84F3DB6E62E}, doi = {10.1017/S0958344019000235}, abstract = {Since advances in computer-mediated communication (CMC) tools have made virtual exchanges readily available in educational practices, telecollaboration has been gaining traction as a means to provide practical experiences and cultural exposure to language learners and, more recently, teacher trainees. Drawing upon Byram’s (1997) model of intercultural communicative competence (ICC), this study examines 48 teacher trainees’ interculturality through a telecollaborative project between two teacher training classes from Turkey and the USA. This study relies on data generated by the participants throughout this telecollaborative project: weekly online discussion board posts within groups of six and post-project reflections. Although developing ICC is an arduous and prolonged task, the data analysis suggested that the participants’ experiences in this telecollaboration contributed to their emergent ICC through discussions on the topics of multicultural education and interactions with trainees from another educational context. Their intercultural learning is evidenced by their (1) awareness of heterogeneity in their own and interactants’ culture, (2) nascent critical cultural awareness, and (3) curiosity and willingness to learn more about the other culture. Thus, this study implies that telecollaboration offers an effective teacher training venue that affords teacher trainees with first-hand intercultural encounters to engage with otherness and prepare for their ethnolinguistically diverse classrooms.}, language = {en}, number = {2}, urldate = {2022-08-22}, journal = {ReCALL}, author = {Üzüm, Babürhan and Akayoglu, Sedat and Yazan, Bedrettin}, month = may, year = {2020}, note = {Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 10.1017/S0958344019000235 2339240:7A7QGLJ4 2405685:FCNJQ9K7}, keywords = {critical cultural awareness, intercultural communicative competence, teacher training, telecollaboration}, } @article{anwar_covid-19_2020, title = {{COVID}-19 and {Bangladesh}: challenges and how to address them}, volume = {8}, issn = {2296-2565}, shorttitle = {Covid-19 and bangladesh}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7203732/}, doi = {10.3389/fpubh.2020.00154}, abstract = {As the coronavirus outbreak quickly surges worldwide, many countries are adopting non-therapeutic preventive measures, which include travel bans, remote office activities, country lockdown, and most importantly, social distancing. However, these measures face challenges in Bangladesh, a lower-middle-income economy with one of the world's densest populations. Social distancing is difficult in many areas of the country, and with the minimal resources the country has, it would be extremely challenging to implement the mitigation measures. Mobile sanitization facilities and temporary quarantine sites and healthcare facilities could help mitigate the impact of the pandemic at a local level. A prompt, supportive, and empathic collaboration between the Government, citizens, and health experts, along with international assistance, can enable the country to minimize the impact of the pandemic.}, number = {154}, urldate = {2021-10-25}, journal = {Frontiers in Public Health}, author = {Anwar, Saeed and Nasrullah, Mohammad and Hosen, Mohammad Jakir}, month = apr, year = {2020}, pmid = {32426318}, pmcid = {PMC7203732}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/fpubh.2020.00154 2339240:Q8J6VE8P 2405685:6JBHGPXJ}, } @misc{bangay_how_2020, title = {How can {Sierra} {Leone}’s education response after {Ebola} help with the {COVID}-19 response?}, url = {https://www.ukfiet.org/2020/how-can-sierra-leones-education-response-after-ebola-help-with-the-covid-19-response/}, abstract = {This blog is written by Colin Bangay, Senior Education Adviser, Department for International Development (DFID). It aims to look at some practical and sensible lessons from the education response in Sierra Leone during the Ebola outbreak, to help others as they face closures of education systems. This blog was originally published on the Global Partnership […]}, language = {en-GB}, urldate = {2020-12-04}, journal = {The Education and Development Forum (UKFIET)}, author = {Bangay, Colin}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D5Q8A77B 2405685:PK7UUFGK}, } @techreport{gpe_proposal_2020, type = {Application}, title = {Proposal for {GPE} {Accelerated} {Funding} for {COVID}-19 {Response}: {Malawi}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-05-COVID-19%20AFF%20Request%20Malawi_0.pdf}, urldate = {2020-08-30}, institution = {Global Partnership for Education}, author = {GPE}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2ZSCUCA8 2405685:JW8RHUVL}, } @article{comings_case_2020, title = {A case study of innovations that address constraints on the effectiveness of early-grade reading achievement}, issn = {1573-9090}, url = {https://doi.org/10.1007/s11125-020-09462-5}, doi = {10.1007/s11125-020-09462-5}, abstract = {The United States Agency for International Development, World Vision, and the Australian government established All Children Reading: A Grand Challenge for Development (ACR GCD) to address problems that prevent children from gaining foundational reading skills. ACR GCD mobilizes the private sector, academia, and nongovernmental organizations in problem-solving dialogues that support the development, testing, and promotion of new solutions to these problems. It also advances EdTech innovation and research to improve reading outcomes for marginalized children in low-resource contexts to effectively build bridges over system constraints in ways that lower the risk of pilot-testing and eventual large-scale replication. This case study describes some of ACR GCD’s funded innovations and its nontraditional approach to employing grant competitions (in which innovators propose solutions to broadly described problems) and prizes (in which innovators develop solutions to specifically identified problems). For innovations that have been evaluated, this article summarizes the findings on their impact on learning.}, language = {en}, urldate = {2020-08-06}, journal = {PROSPECTS}, author = {Comings, John P.}, month = apr, year = {2020}, note = {shortDOI: 10/gg7sg6 KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-020-09462-5 10/gg7sg6 2339240:AD5HM9RG 2405685:96TNJF7T}, } @misc{unesco_13_2020, title = {1.3 billion learners are still affected by school or university closures, as educational institutions start reopening around the world, says {UNESCO}}, url = {https://en.unesco.org/news/13-billion-learners-are-still-affected-school-university-closures-educational-institutions}, language = {en}, urldate = {2021-10-03}, author = {{UNESCO}}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KFPUEX4Y 2405685:ZQ3VGX3S}, } @misc{unesco_covid-19_2020, title = {Covid-19 {Crisis}: {UNESCO} {Call} to {Support} {Learning} and {Knowledge} {Sharing} through {Open} {Educational} {Resources}}, shorttitle = {Covid-19 {Crisis}}, url = {https://en.unesco.org/news/covid-19-crisis-unesco-call-support-learning-and-knowledge-sharing-through-open-educational}, abstract = {In response to the massive disruption of education due to the Covid-19 pandemic affecting 1.57 billion learners in 191 countries, UNESCO has issued a Call to support learning and knowledge sharing through Open Educational Resources (OER) worldwide. OER are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright released under an open license[1], permitting no-cost access, re-use, re-purpose, adaptation and redistribution by others.}, language = {en}, urldate = {2020-07-16}, journal = {UNESCO}, author = {{UNESCO}}, month = apr, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:8NU6X5GG 2405685:DJV8GAZV}, } @techreport{inter-agency_network_for_education_in_emergencies_inee_technical_2020, address = {New York, NY}, type = {Text}, title = {Technical {Note}: {Education} during the {COVID}-19 {Pandemic}.}, url = {https://inee.org/system/files/resources/INEE%20Technical%20Note%20on%20COVID-19%20EN%202020-04-23.pdf}, abstract = {We are thrilled to share a new INEE Technical Note on Education during the COVID-19 Pandemic.}, language = {en}, urldate = {2020-06-03}, author = {{Inter-agency Network for Education in Emergencies (INEE).}}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G7EH66SF 2405685:H32K3JQ5 4803016:LPDQQ8PI}, } @misc{outhred_edtech_2020, title = {{EdTech} in the time of {COVID}-19: {We} need more than evidence to harness the potential of {EdTech} to deliver on its promise {\textbar} {The} {Education} and {Development} {Forum}}, shorttitle = {{EdTech} in the time of {COVID}-19}, url = {https://www.ukfiet.org/2020/edtech-in-the-time-of-covid-19-we-need-more-than-evidence-to-harness-the-potential-of-edtech-to-deliver-on-its-promise/}, language = {en-GB}, urldate = {2020-08-03}, journal = {UKFIET}, author = {Outhred, Rachel and Lipcan, Alina}, month = apr, year = {2020}, note = {Library Catalog: www.ukfiet.org KerkoCite.ItemAlsoKnownAs: 2339240:G8SDCU4Z 2405685:643JH9FQ}, } @misc{unesco_back_2020, title = {Back to school: {Preparing} and managing the reopening of schools}, shorttitle = {Back to school}, url = {https://en.unesco.org/news/back-school-preparing-and-managing-reopening-schools}, language = {en}, urldate = {2020-07-31}, author = {UNESCO}, month = apr, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:PG7P4SGV 2405685:RVGVDL8M}, } @techreport{morris_delivering_2020, title = {Delivering distance learning in emergencies: {A} review of evidence and best practice}, url = {https://www.edu-links.org/sites/default/files/media/file/DELIVERING%20DISTANCE%20LEARNING%20IN%20EMERGENCIES.pdf}, urldate = {2020-06-03}, institution = {USAID}, author = {Morris, Emily and Farrell, Anna and EnCompass LLC and MSI}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:X4TPTP4U}, } @techreport{usaid_delivering_2020, title = {Delivering {Distance} {Education} in {Emergencies}: {A} {Review} of {Evidence} and {Best} {Practice}}, abstract = {The purpose of this review, produced by USAID's Data and Evidence in Education Programs (DEEP) activity, is to provide evidence on four effective distance learning modalities that can be implemented in USAID-recipient countries during and beyond emergencies.}, author = {USAID}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YL7FTVBZ}, } @misc{usaid_delivering_2020, title = {Delivering {Distance} {Learning} in {Emergencies} {\textbar} {Education} {Links}}, url = {https://www.edu-links.org/sites/default/files/media/file/DELIVERING%20DISTANCE%20LEARNING%20IN%20EMERGENCIES.pdf}, abstract = {The purpose of this review, produced by USAID's Data and Evidence in Education Programs (DEEP) activity, is to provide evidence on four effective distance learning modalities that can be implemented in USAID-recipient countries during and beyond emergencies.}, language = {en}, urldate = {2020-05-29}, author = {{USAID}}, month = apr, year = {2020}, note = {Library Catalog: www.edu-links.org KerkoCite.ItemAlsoKnownAs: 2339240:95CMVFHW 2405685:MI8EPGGE 4803016:SHFD7DWA}, } @misc{nesbitt-ahmed_caring_2020, title = {Caring in the time of {COVID}-19: {Gender}, unpaid care work and social protection}, shorttitle = {Caring in the time of {COVID}-19}, url = {https://blogs.unicef.org/evidence-for-action/caring-in-the-time-of-covid-19-gender-unpaid-care-work-and-social-protection/}, abstract = {The impact of COVID-19 on care workers and the role of social protection in ensuring they thrive while performing critical services in homes and communities}, language = {en-US}, urldate = {2022-03-04}, journal = {UNICEF Evidence for Action}, author = {Nesbitt-Ahmed, Zahrah and Subrahmanian, Ramya}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TMG38QUI 2405685:B2TBAGDR}, } @misc{adam_privilege_2020, title = {The privilege of \#pivotonline: {A} {South} {African} perspective}, shorttitle = {The privilege of \#pivotonline}, url = {https://opendeved.net/2020/04/22/the-privilege-of-pivotonline/}, abstract = {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 …}, language = {en-GB}, urldate = {2020-06-09}, journal = {Open Development \& Education}, author = {Adam, Taskeen}, month = apr, year = {2020}, note = {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}, } @misc{mishra_how_2020, title = {How involved are parents in their children’s learning? {MICS6} data reveal critical insights}, shorttitle = {How involved are parents in their children’s learning?}, url = {https://blogs.unicef.org/evidence-for-action/parental-involvement-childrens-learning/}, abstract = {It is widely understood that parents play a pivotal role in a child’s education – research suggests that parental involvement in a child’s education boosts well-being and confidence and is important for academic progression. With school closures due to the global COVID-19 pandemic affecting an estimated 1.58 billion children in more than 180 countries, the importance of parental involvement in education has suddenly and dramatically increased. Internationally comparable data on parental involvement and its impact on children’s education is extremely limited. To address this critical gap, round 6 of the UNICEF supported Multiple Indicator Cluster Surveys (MICS6) includes a new…}, language = {en-US}, urldate = {2020-07-31}, journal = {Evidence for Action}, author = {Mishra, Sakshi and Brossard, Matt and Reuge, Nicolas and Mizunoya, Suguru}, month = apr, year = {2020}, note = {Library Catalog: blogs.unicef.org KerkoCite.ItemAlsoKnownAs: 2339240:9VF6WCWQ 2405685:DQGRBQI7}, } @misc{mishra_how_2020, title = {How involved are parents in their children’s learning? {MICS6} data reveal critical insights}, shorttitle = {How involved are parents in their children’s learning?}, url = {https://blogs.unicef.org/evidence-for-action/parental-involvement-childrens-learning/}, abstract = {It is widely understood that parents play a pivotal role in a child’s education – research suggests that parental involvement in a child’s education boosts well-being and confidence and is important for academic progression. With school closures due to the global COVID-19 pandemic affecting an estimated 1.58 billion children in more than 180 countries, the importance of parental involvement in education has suddenly and dramatically increased. Internationally comparable data on parental involvement and its impact on children’s education is extremely limited. To address this critical gap, round 6 of the UNICEF supported Multiple Indicator Cluster Surveys (MICS6) includes a new…}, language = {en-US}, urldate = {2022-08-26}, journal = {Evidence for Action}, author = {Mishra, Sakshi and Brossard, Matt and Reuge, Nicolas and Mizunoya, Suguru}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W9H53RAZ 2405685:Y7ZEVBQI}, } @article{coughlan_laptops_2020, chapter = {Family \& Education}, title = {Laptops offered for online school lessons at home}, url = {https://www.bbc.com/news/education-52341596}, abstract = {Pupils studying at home will have online lessons and disadvantaged teenagers can borrow computers.}, language = {en-GB}, urldate = {2020-04-19}, journal = {BBC News}, author = {Coughlan, Sean}, month = apr, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:NF7UB2KV}, } @article{montsho_high_2020, title = {High {Court} stops {Malawi}'s 21-day coronavirus lockdown}, url = {https://www.iol.co.za/news/africa/high-court-stops-malawis-21-day-coronavirus-lockdown-46851304}, abstract = {The Lilongwe High Court in Malawi has granted Human Rights Defenders Coalition (HDRC) an order blocking the government from effecting a 21-day lockdown meant to curb the spread of Covid-19.}, language = {en}, urldate = {2020-04-19}, author = {Montsho, Molaole}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IKJMHAAW}, } @techreport{world_bank_rapid_2020, title = {Rapid {Response} {Guidance} {Note}: {Educational} {Television} \& {COVID}-19}, url = {http://documents.worldbank.org/curated/en/659411587145759242/pdf/Rapid-Response-Guidance-Note-Educational-Television-COVID-19.pdf}, language = {EN}, urldate = {2020-04-20}, author = {World Bank}, month = apr, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:Q74KGQYK}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {4}, } @techreport{world_bank_rapid_2020, title = {Rapid {Response} {Guidance} {Note}: {Educational} {Television} \& {COVID}-19}, shorttitle = {Rapid {Response} {Guidance} {Note}}, language = {EN}, author = {World Bank and Bank, World}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:477QHZ4B 2405685:ISI9WS7Z}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {4}, } @misc{cdn_gobierno_2020, title = {Gobierno habilita herramienta “{Inteligencia} {Quisqueya}” para estudiantes que se preparan para pruebas nacionales}, url = {https://cdn.com.do/destacados/gobierno-habilita-herramienta-inteligencia-quisqueya-para-estudiantes-que-se-preparan-para-pruebas-nacionales/}, abstract = {Estableció también que los jóvenes y adultos que lo deseen, podrán cursar a través de la Escuela Radiofónica Santa María estudios básicos y medios.}, language = {es}, urldate = {2022-06-07}, journal = {CDN - El Canal de Noticias de los Dominicanos}, author = {CDN, Redacción}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WWCB6JPA 2405685:3QZU3HMW}, } @article{owusu-fordjour_impact_2020, title = {{THE} {IMPACT} {OF} {COVID}-19 {ON} {LEARNING} - {THE} {PERSPECTIVE} {OF} {THE} {GHANAIAN} {STUDENT}}, volume = {0}, copyright = {Copyright (c) 2020 C. Owusu-Fordjour, C. K. Koomson, D. Hanson}, issn = {25011111}, url = {https://www.oapub.org/edu/index.php/ejes/article/view/3000}, doi = {10.46827/ejes.v0i0.3000}, abstract = {This study aimed at accessing the impact of Covid-19 on Ghana’s teaching and learning. The study employed a Descriptive survey design in which 11 items Likert-scale type of questionnaires was administered to 214 respondents mainly students in the second cycle and tertiary institutions of Ghana. The study employed simple random sampling technique in selecting the respondents for the study. The study revealed some challenges students encounter in the close down of schools due to the outbreak of the pandemic Covid-19: Students are unable to study effectively from the house thus, making the online system of learning very ineffective. Again, parents are incapable of assisting their wards on how to access online learning platform, neither can they entirely supervise the learning of their children at home without any complications. It came to light that the pandemic really has had a negative impact on their learning as many of them are not used to effectively learn by themselves. The e-learning platforms rolled out also poses challenge to majority of the students because of the limited access to internet and lack of the technical knowhow of these technological devices by most Ghanaian students. The study therefore recommends that students should be introduced to e-learning platforms to supplement classroom teaching and learning.  Article visualizations:}, language = {en}, number = {0}, urldate = {2020-08-12}, journal = {European Journal of Education Studies}, author = {Owusu-Fordjour, C. and Koomson, C. K. and Hanson, D.}, month = apr, year = {2020}, note = {Number: 0 KerkoCite.ItemAlsoKnownAs: 10.46827/ejes.v0i0.3000 2405685:EQNYAN9P}, keywords = {emotions, highlife music, lyrics, popular music, structure, ⚠️ Invalid DOI}, } @misc{vandenbosch_education_2020, title = {Education during the pandemic: {VVOB} continues capacity development of education partners from a safe distance}, shorttitle = {Education during the pandemic}, url = {https://www.teachingattherightlevel.org/education-pandemic-vvob/}, abstract = {VVOB Zambia team member Richard Bwale continues to work from home. Photo: VVOB This blogpost is part of a series – over the next few months, the TaRL blog hopes to showcase what various organisations are doing to continue to support education systems and ensure that learning continues while schools across the world are closed […]}, language = {en-ZA}, urldate = {2020-05-20}, journal = {Teaching at the Right Level}, author = {Vandenbosch, Tom and Katelin, Raw}, month = apr, year = {2020}, note = {Library Catalog: www.teachingattherightlevel.org KerkoCite.ItemAlsoKnownAs: 2405685:7VD4EWIX}, } @misc{elliott_report_2020, title = {Report: {The} {Impact} of {COVID}-19 {Across} {Africa}}, shorttitle = {Report}, url = {https://www.geopoll.com/blog/report-covid-19-coronavirus-africa/}, abstract = {New report on coronavirus in sub-Saharan Africa including data from Kenya, Ghana, South Africa, Nigeria. COVID-19 and food security, economic impact.}, language = {en-US}, urldate = {2020-09-17}, journal = {GeoPoll}, author = {Elliott, Roxana}, month = apr, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:BZWXWZEE}, } @techreport{un_policy_2020, type = {Policy {Brief}}, title = {Policy {Brief}: {The} {Impact} of {COVID}-19 on children}, url = {https://unsdg.un.org/sites/default/files/2020-04/160420_Covid_Children_Policy_Brief.pdf}, abstract = {Children are not the face of this pandemic. But they risk being among its biggest victims. While they have thankfully been largely spared from the direct health effects of COVID-19 at least to date – the crisis is having a profound effect on their wellbeing. All children, of all ages, and in all countries, are being affected, in particular by the socio-economic impacts and, in some cases, by mitigation measures that may inadvertently do more harm than good. This is a universal crisis and, for some children, the impact will be lifelong. Moreover, the harmful effects of this pandemic will not be distributed equally. They are expected to be most damaging for children in the poorest countries, and in the poorest neighbourhoods, and for those in already disadvantaged or vulnerable situations. This policy brief provides a deeper analysis of these effects. It identifies also a series of immediate and sustained actions for the attention of governments and policymakers.}, urldate = {2021-05-24}, institution = {UN}, author = {{UN}}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UPGIPYDS 2534379:GC692F5N}, } @misc{plitnichenko_10_2020, title = {10 challenges of e-learning during {COVID}-19 \& ways to solve them}, url = {https://medium.com/jellyfish-techco/10-challenges-of-e-learning-during-covid-19-5f5060981e24}, language = {en}, urldate = {2021-08-05}, journal = {Jellyfish.tech}, author = {Plitnichenko, Lisa}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W6RD3XBG 2405685:N9TSIG35}, } @techreport{vegas_school_2020, title = {School closures, government responses, and learning inequality around the world during {COVID}-19}, url = {https://www.brookings.edu/research/school-closures-government-responses-and-learning-inequality-around-the-world-during-covid-19/}, abstract = {According to UNESCO, as of April 14, 188 countries around the world have closed schools nationwide, affecting over 1.5 billion learners and representing more than 91 percent of total enrolled learn…}, language = {en-US}, urldate = {2020-04-20}, institution = {The Brookings Institution}, author = {Vegas, Emiliana}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4E8N52WB 2339240:GRZFVDEB 2339240:LPBXNIL9 2339240:SUE5SR68 2339240:UKWS4KRF 2405685:768BPM25 2405685:F7TBGVHA 2405685:J9Y8D8QE 2405685:K898Q7DQ 2405685:NUKWKYUQ 2405685:VM2SAEJ5 2405685:XI33VZU7 2534378:J7YKNUDW}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{gill_using_2020, title = {Using {Transparency} {To} {Create} {Accountability} {When} {School} {Buildings} {Are} {Closed} and {Tests} {Are} {Canceled}}, url = {https://www.educationnext.org/using-transparency-create-accountability-school-buildings-are-closed-tests-canceled-coronavirus-covid-19/}, abstract = {The districts and schools most likely to succeed in remote education will be those that provide a substantial amount of synchronous instruction and live student–teacher interaction.}, language = {en-US}, urldate = {2022-01-11}, journal = {Education Next}, author = {Gill, Brian P.}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ME43WAC2 2339240:YURXIPXY 2405685:2FD3WL6X 2405685:4X7QELUY 2405685:NYL6ZX2M 2534379:6V2M44BC}, } @techreport{world_bank_education_2020, type = {Brief}, title = {Education {Systems}’ {Response} to {COVID19}}, url = {http://pubdocs.worldbank.org/en/270911586813434245/COVID19-Education-Sector-Brief-April-10-FINAL.pdf}, urldate = {2020-07-31}, institution = {The World Bank}, author = {World Bank}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D5MZ4SCZ 2405685:SJNFDE4P}, } @misc{global_digital_library_launching_2020, title = {Launching sign languages on the {Global} {Digital} {Library}}, url = {https://blog.digitallibrary.io/}, language = {en-US}, urldate = {2020-07-27}, journal = {Global Digital Library}, author = {{Global Digital Library}}, month = apr, year = {2020}, note = {Library Catalog: blog.digitallibrary.io KerkoCite.ItemAlsoKnownAs: 2405685:AV4L297X}, } @misc{global_digital_library_launching_2020, title = {Launching sign languages on the {Global} {Digital} {Library} – {Global} {Digital} {Library}}, url = {https://blog.digitallibrary.io/2020/04/09/launching-sign-languages-on-the-global-digital-library/}, language = {en-US}, urldate = {2020-11-09}, author = {{Global Digital Library}}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:76CZZQ3P}, } @misc{moreno_schools_2020, title = {Schools’ readiness for digital learning in the eyes of principals. {An} analysis from {PISA} 2018 and its implications for the {COVID19} ({Coronavirus}) crisis response}, url = {https://blogs.worldbank.org/education/schools-readiness-digital-learning-eyes-principals-analysis-pisa-2018-and-its}, abstract = {An analysis from PISA 2018 and its implications for the COVID19 crisis response}, language = {en}, urldate = {2020-04-20}, journal = {World Bank Blogs - Education for Global Development}, author = {Moreno, Juan Manuel and Gortazar, Lucas}, month = apr, year = {2020}, note = {Library Catalog: blogs.worldbank.org EdTechHub.ItemAlsoKnownAs: 2405685:H5822577}, } @techreport{lee_designing_2020, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {Designing the {Education} {Workforce}}, url = {https://papers.ssrn.com/abstract=3588221}, abstract = {There is rising evidence that traditional ways of teaching are failing to provide adequate learning opportunities and breadth of skills for the 21st century, likely to leave millions of children and young adults behind. The challenge of meeting the demands of each student with vastly different backgrounds and abilities within today’s models of education has limited the capacity of teachers and education systems to provide the personalized learning that students need. A new approach is required. The Education Commission is partnering with select countries, higher education institutions, schools and tech thought leaders to test the applicability and adaptability of “High-Touch High-Tech (HTHT)” learning in diverse contexts. The first pilot - currently in Vietnam - will incrementally expand to other select countries in Asia, Latin America, and Africa. HTHT learning is an opportunity for new collaborators to become part of a transformative effort to personalize learning for enhanced learner success through the application of Artificial Intelligence. Based on the report, “Transforming the Education Workforce: Learning Teams for a Learning Generation” that the Education Workforce Initiative (EWI) released during 2019 UN General Assembly, we propose new approaches for harnessing the potential of teachers and the broader education workforce to ensure HTHT learning and, more broadly, quality education for all students.}, language = {en}, number = {ID 3588221}, urldate = {2021-03-23}, institution = {Social Science Research Network}, author = {Lee, Ju-Ho and Steer, Liesbet and Jimenez, Emmanuel and King, Elizabeth M. and Erikson, Eliza}, month = apr, year = {2020}, doi = {10.2139/ssrn.3588221}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3588221 2339240:MF8V2ZWX 2405685:58WPT2Z3}, keywords = {Designing the Education Workforce, Eliza Erikson, Elizabeth M. King, Emmanuel Jimenez, Ju-Ho Lee, Liesbet Steer, SSRN}, } @misc{khalayleh_arabic_2020, title = {Arabic version of {Design} {Thinking} for {Educators} – {Open} {Development} \& {Education}}, url = {https://opendeved.net/2020/04/03/arabic-version-of-design-thinking-for-educators/}, language = {en-GB}, urldate = {2020-04-03}, author = {Khalayleh, Abdullah}, month = apr, year = {2020}, note = {Library Catalog: opendeved.net KerkoCite.ItemAlsoKnownAs: 2129771:72GNTUED 2405685:6D7MAYPP}, keywords = {dode\_eth-src-dode, dode\_eth-trf2-dode}, } @article{adam_open_2020, title = {Open educational practices of {MOOC} designers: embodiment and epistemic location}, volume = {41}, issn = {0158-7919}, shorttitle = {Open educational practices of {MOOC} designers}, url = {https://doi.org/10.1080/01587919.2020.1757405}, doi = {10.1080/01587919.2020.1757405}, abstract = {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.}, number = {2}, urldate = {2020-06-14}, journal = {Distance Education}, author = {Adam, Taskeen}, month = apr, year = {2020}, note = {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}, pages = {171--185}, } @misc{aladin_reaching_2020, title = {Reaching {Children} \& {Students} in {Remote} {Locations}}, url = {https://hundred.org/en/innovations/reaching-children-students-in-remote-locations}, abstract = {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.}, urldate = {2020-06-01}, author = {Aladin, Katija}, month = apr, year = {2020}, note = {Library Catalog: hundred.org Section: innovation EdTechHub.ItemAlsoKnownAs: 2405685:D9XFGTPK}, } @misc{trucano_how_2020, title = {How ministries of education work with mobile operators, telecom providers, {ISPs} and others to increase access to digital resources during {COVID19}-driven school closures ({Coronavirus})}, url = {https://blogs.worldbank.org/education/how-ministries-education-work-mobile-operators-telecom-providers-isps-and-others-increase}, abstract = {How can we – quickly – help students (and teachers) get online, and stay online?}, language = {en}, urldate = {2020-04-20}, journal = {World Bank Blogs - Education for Global Development}, author = {Trucano, Michael}, month = apr, year = {2020}, note = {Library Catalog: blogs.worldbank.org EdTechHub.ItemAlsoKnownAs: 2405685:EHWLB8RX}, } @misc{watt_ebola_2020, type = {text/html}, title = {From {Ebola} to coronavirus: education must not be forgotten in a health crisis}, copyright = {Copyright ©2020 Theirworld.}, shorttitle = {From {Ebola} to coronavirus}, url = {https://theirworld.org/news/ebola-to-coronavirus-education-vital-in-health-crisis}, abstract = {The challenge faced during the 2014 epidemic in West Africa of ensuring that children don’t fall between the cracks now confronts the whole world.}, language = {en}, urldate = {2020-08-18}, journal = {Theirworld}, author = {Watt, Ewan}, month = apr, year = {2020}, note = {Archive Location: http://theirworld.org/ Publisher: Theirworld KerkoCite.ItemAlsoKnownAs: 2339240:4RNLCX5K 2405685:FH22UFSX}, } @article{dalas_relationships_2020, title = {The relationships of learning independence, family support, facilities and service of institutions through quality of learning students}, volume = {7}, issn = {23945125}, url = {http://www.jcreview.com/fulltext/197-1588228781.pdf?1588595122}, doi = {10.31838/jcr.07.06.140}, abstract = {Education is a conscious endeavor and aims to develop human quality. Education has a very important role because, without education, the transformation process and the actualization of knowledge are difficult to manifest. One of the things that supports education in schools is the guidance and counseling service. Meanwhile, the problems in the school environment are the lack of learning quality of students in line with the maximization of learning independence, family support, and self-development services students of MTs Negeri Jambi. This research was correlational research conducted in six state Islamic junior high schools in 1 Jambi city, Indonesia. The samples of the study were 886 students taken by using a stratified sampling technique, and randomly for each class of each school. The instruments used were questionnaires with 100-item statements by Likert scale while data were analyzed by using a descriptive analysis, Pearson correlation test, and multiple linear regression tests. The results showed that the quality of learning, learning independence, family support, and self-development services had not been carried out maximally at six state Islamic junior high schools. Students who were less independent, got less family support and minimum in obtaining self-development services would also had less maximum learning quality. Simultaneously the independence of study, family support, and facilities and service of the institutions were associated very closely with the quality of students' learning, and in partial increments of each learning independence variable, family support, and service Self-development impacts on improving learning quality.}, language = {en}, number = {6}, urldate = {2021-08-05}, journal = {Journal of critical reviews}, author = {Dalas, Nove and {Hadiyanto} and {Muhaimin}}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.31838/jcr.07.06.140 10/gmfk2t 2339240:Y3DY7UEN 2405685:CRTFS6ML}, pages = {815--821}, } @article{chisango_teachers_2020, title = {Teachers’ {Perceptions} of {Adopting} {Information} and {Communication} {Technologies} in {Teaching} and {Learning} at {Rural} {Secondary} {Schools} in {Eastern} {Cape}, {South} {Africa}}, volume = {17}, issn = {18146627}, url = {https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2400040529?accountid=9851}, doi = {10.1080/18146627.2018.1491317}, abstract = {There is an increasing global call to adopt information and communication technologies (ICTs) in teaching and learning. ICTs have become so essential that the South African government has introduced the e-education policy. ICTs are powerful enabling tools that play a significant role in the teaching and learning process. This article reports on a study that sought to explore teachers’ perceptions of adopting ICTs in teaching and learning at some secondary schools in Eastern Cape, South Africa. The purposive sampling technique was used to identify three secondary schools and five study participants from each school. Data was collected through face-to-face interviews and focus group discussions. A thematic approach was adopted to analyse and present the collected data. The study found that the teachers had a positive attitude towards the adoption of technologies and were ready to integrate ICTs in teaching and learning but they lacked the requisite ICT skills. The article concludes that ICT is an important vehicle in education, and further recommends the training of both teachers and learners in ICT usage.}, language = {English}, number = {2}, journal = {Africa Education Review}, author = {Chisango, Grasia and {Newlin Marongwe} and Mtsi, Nomxolisi and Matyedi, Thembisile E}, month = apr, year = {2020}, note = {Place: Pretoria Publisher: Taylor \& Francis Ltd. KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2018.1491317 2405685:EYHVBTGI 2534378:IYJXRTKJ}, keywords = {Communication technology, Communications technology, Curriculum development, Education policy, Education--Higher Education, Information technology, Learning, Pedagogy, Perceptions, Positive thought, Rural communities, Secondary schools, South Africa, Teachers, Teaching, curriculum interpretation, intervention strategies, pedagogy, professional development, support}, pages = {1--19}, } @misc{diop_covid-19_2020, title = {{COVID}-19 reinforces the need for connectivity}, url = {https://blogs.worldbank.org/voices/covid-19-reinforces-need-connectivity}, abstract = {Now is the time to work together to achieve the promise of new technologies for all and keep the world connected.}, language = {en}, urldate = {2020-09-08}, author = {Diop, Makhtar}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VW875GUK 2405685:LJGGMEYS}, } @techreport{le_nestour_phone_2020, title = {Phone survey on the {Covid} crisis in {Senegal}}, url = {https://dataverse.harvard.edu/file.xhtml?persistentId=doi:10.7910/DVN/9XE95F/95RW9C&version=3.0}, language = {EN}, institution = {Centre for Global Development}, author = {Le Nestour, Alexis and Moscoviz, Laura and Mbaye, Samba}, month = apr, year = {2020}, note = {EdTechHub.Source: 2405685:GWDNCCPA KerkoCite.ItemAlsoKnownAs: 2129771:EC2R6KUT 2339240:I9CR888I 2405685:GWDNCCPA 2405685:JTS8MHYR}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{malik_orientation_2020, title = {Orientation and {Mobility} {Practices} within the {Expanded} {Core} {Curriculum} with {Effective} {Parental} {Involvement} of {Visually} {Impaired} {Learners} in {Pakistan}}, volume = {42}, issn = {0555-7747}, url = {https://eric.ed.gov/?id=EJ1258053}, abstract = {The aim of this study was to observe Orientation and Mobility (O\&M) with effective parental involvement within the Expanded Core Curriculum (ECC) for visually impaired learners (VILs) to make them independent in their environment in Pakistan. O\&M practices have become significant as these are essential in independence and one of the main components of the ECC for VILs. This research explores O\&M practices within the ECC from the perspectives of the teachers by using a qualitative approach and semi-structured interviews of O\&M teachers were conducted from two public secondary level institutes of VILs Lahore, Pakistan. This paper endeavors to answer the question: What are the O\&M practices within ECC that needed for VILs to enhance their independence in classroom settings? The findings of the study indicate that VILs need to use the knowledge of O\&M practices to get their independence in their environment. Therefore, it is appropriate for O\&M teachers to add the skills of mobility techniques under the subsection of O\&M practices within the guidelines of ECC. The VILs seemed to benefit from immediate instructions from their O\&M teachers. However, the VILs still need more help in O\&M practices with effective parental involvement under the guidance of ECC. So, in the context of the study, it is the urgent need of VIL to align their O\&M practices with mentioned instructions in ECC.}, language = {en}, number = {1}, urldate = {2020-12-01}, journal = {Bulletin of Education and Research}, author = {Malik, Shazia and Manaf, Umi Kalthom Abdul}, month = apr, year = {2020}, note = {Publisher: Institute of Education and Research KerkoCite.ItemAlsoKnownAs: 2339240:RWT3HDYS 2405685:MNUBAR88}, keywords = {Assistive Technology, Core Curriculum, Foreign Countries, Orientation, Parent Participation, Secondary School Students, Skill Development, Visual Impairments, Visually Impaired Mobility, ⛔ No DOI found}, pages = {199--219}, } @techreport{mcgeown_guidance_2020, title = {Guidance note 1: {Inclusive} {Digital} {Learning}}, url = {https://inee.org/system/files/resources/IE%20Series%20of%20BRIEFS%20to%20support%20COVID%2019%20%20%23%201%20Inclusive%20Digital%20Learning%20ENGLISH.pdf}, urldate = {2020-06-01}, institution = {Humanity and Inclusion}, collaborator = {McGeown, Julia and Boisseau, Sandra and Bohan-Jacquot, Sandrine}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:I44RINL4}, } @techreport{unesco_framework_2020, title = {Framework for reopening schools}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373348/PDF/373348eng.pdf.multi}, urldate = {2020-06-10}, author = {{UNESCO} and {UNICEF} and {World Bank} and {World Food Programme}}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R9NRZIAS 2339240:VEDNHWMY 2405685:N3F6B5MP 2405685:TSBLQE9B}, } @techreport{unicef_covid-19_2020, title = {{COVID}-19 and {Its} {Implications} for {Protecting} {Children} {Online}}, url = {https://inee.org/system/files/resources/COVID-19%20and%20Its%20Implications%20for%20Protecting%20Children%20Online.pdf}, language = {EN}, author = {{UNICEF} and {UNESCO} and {WHO} and UNODC and {ITU} and {End Violence Against Children} and {We Protect Global Alliance}}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZKXQGBB9}, } @misc{giannini_covid-19_2020, title = {Covid-19 school closures around the world will hit girls hardest}, url = {https://en.unesco.org/news/covid-19-school-closures-around-world-will-hit-girls-hardest}, abstract = {As COVID-19 forces school closures in 185 countries, Plan International and UNESCO warn of the potential for increased drop-out rates which will disproportionately affect adolescent girls, further entrench gender gaps in education and lead to increased risk of sexual exploitation, early pregnancy and early and forced marriage.}, language = {en}, urldate = {2020-04-05}, journal = {UNESCO}, author = {Giannini, Stefania and Albrectsen, Anne-Birgitte}, month = mar, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:WGZJE7WH 2405685:JVK53ZBM WGZJE7WH}, } @techreport{hallgarten_evidence_2020, title = {Evidence on efforts to mitigate the negative educational impact of past disease outbreaks}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15202}, abstract = {This rapid review focusses on efforts to mitigate the educational impact of previous disease outbreaks, concentrating on school-age learners. It follows two companion papers that reviewed broader secondary effects and attempts to mitigate them (Rohwerder, 2020; Kelly, 2020). It aims to inform the education sector’s responses to the COVID-19 crisis, although there are important differences between previous disease outbreaks and the COVID-19 situation. For instance, unlike Ebola, transmission of COVID-19 is asymptomatic, and the outbreak is global. This review finds a limited range of quantitative evidence on the educational impact of disease outbreaks, and minimal evidence on mitigation measures or their impact. Although several ‘lessons learned’ documents include guidelines and recommendations (and now complemented by many education-focused COVID-responsive blogs), this review finds that these are rarely based on evidence of impact of particular interventions, or on evidence of the impact of different approaches to action, co-ordinations, funding or prioritisation. The review found four particular evidence gaps: First, how distance learning materials can support learners who do not have access to family members with the skills or time to help them. Second, a gap in the use of screen or internet-enabled technologies to support alternative education. Third (and related), a gap in remote teacher training and development during school closures. Finally, the review analysed gender and equity issues but did not find any literature that explored disability. The education in emergencies literature has an emerging evidence base across all four themes within refugee education contexts, but has not yet learnt from or applied this evidence to disease outbreak situations.}, language = {en}, urldate = {2020-04-01}, author = {Hallgarten, Joe}, month = mar, year = {2020}, note = {Accepted: 2020-04-01T14:55:07Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2339240:54VJG5YB 2339240:9LFJZWFF 2339240:D86M9WTW 2339240:DQJN5Z7Q 2339240:YU74L6ZK 2339240:ZZC55C4H 2405685:57M3QBH2 2405685:BJRSCCQ8 2405685:EDTEH9RL 2405685:FU8LEB5T 2405685:MBUHKD25 2405685:Q79TF53F 2405685:Z2ZFFDCL}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {19}, } @misc{kerwin_making_2020, title = {Making the {Grade}: {The} {Sensitivity} of {Education} {Program} {Effectiveness} to {Input} {Choices} and {Outcome} {Measures}}, shorttitle = {Making the {Grade}}, url = {https://jasonkerwin.com/nonparibus/2020/03/31/making-grade-sensitivity-education-program-effectiveness-input-choices-outcome-measures/}, language = {en-US}, urldate = {2020-07-21}, journal = {Jason Kerwin}, author = {Kerwin, Jason and Thornton, Rebecca}, month = mar, year = {2020}, note = {Library Catalog: jasonkerwin.com Section: Uncategorized KerkoCite.ItemAlsoKnownAs: 2405685:KZR3PLWL 2447227:9NJPZT93}, keywords = {C:Uganda, NULP, \_\_\_working\_potential\_duplicate}, } @misc{winthrop_covid-19_2020, title = {{COVID}-19 and school closures: {What} can countries learn from past emergencies?}, shorttitle = {{COVID}-19 and school closures}, url = {https://www.brookings.edu/research/covid-19-and-school-closures-what-can-countries-learn-from-past-emergencies/}, abstract = {The education in emergencies community can offer good practices for countries battling COVID-19 where education has been disrupted for a protracted period.}, language = {en-US}, urldate = {2021-08-06}, journal = {Brookings}, author = {Winthrop, Rebecca}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ESFJV6GL 2405685:XV88KX5J}, } @misc{noauthor_education_2020, title = {Education {Ministry} creates special online study platform for {SHS} students}, url = {https://www.ghanaweb.com/GhanaHomePage/NewsArchive/Education-Ministry-creates-special-online-study-platform-for-SHS-students-908740}, abstract = {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...}, language = {en}, urldate = {2020-08-03}, month = mar, year = {2020}, note = {Library Catalog: www.ghanaweb.com KerkoCite.ItemAlsoKnownAs: 2405685:BM7HEL24}, } @misc{noauthor_as_2020, title = {As {Schools} {Close} {Over} {Coronavirus}, {Protect} {Kids}’ {Privacy} in {Online} {Learning}}, url = {https://www.hrw.org/news/2020/03/27/schools-close-over-coronavirus-protect-kids-privacy-online-learning}, abstract = {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.}, language = {en}, urldate = {2021-02-09}, journal = {Human Rights Watch}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9MP83RG3 2405685:8J2QEF52}, } @misc{hodges_difference_2020, title = {The difference between emergency remote teaching and online learning}, url = {https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning}, abstract = {Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster. Colleges and universities working to maintain instruction during the COVID-19 pandemic should understand those differences when evaluating this emergency remote teaching.}, journal = {EDUCAUSE Review}, author = {Hodges, Charles and Moore, Stephanie and Lockee, Barbara and Trust, Torrey and Bond, Mark}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7GZLYX3A 2405685:HS6NBI73}, } @misc{inter-agency_network_for_education_in_emergencies_inee_rapid_2020, title = {Rapid {Evidence} {Summary} on {Mass} {Communication} {\textbar}}, url = {https://inee.org/resources/rapid-evidence-summary-mass-communication}, urldate = {2020-05-29}, author = {{Inter-agency Network for Education in Emergencies (INEE).}}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4UN5C9R9 2405685:49VB9WVT 4803016:7IPJKW8J}, } @techreport{international_rescue_committee_rapid_2020, title = {Rapid {Evidence} {Summary} on {Mass} {Communication}}, url = {https://inee.org/resources/rapid-evidence-summary-mass-communication}, language = {EN}, institution = {International Rescue Committee}, author = {International Rescue Committee}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GS8KJ8XH 2486141:EC2UZ329}, pages = {8}, } @techreport{world_bank_remote_2020, title = {Remote {Learning}, {Distance} {Education} and {Online} {Learning} {During} the {COVID19} {Pandemic}: {A} {Resource} {List} by the {World} {Bank}'s {Edtech} {Team}}, shorttitle = {Remote {Learning}, {Distance} {Education} and {Online} {Learning} {During} the {COVID19} {Pandemic}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/33499}, language = {EN}, urldate = {2020-04-26}, institution = {World Bank}, author = {{World Bank}}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/33499 10/ghgnf3 2339240:SK6GRKJA 2339240:WFWFPIAH 2405685:6ZR5TDX6 2405685:7W8WYHMS 2405685:9JHG335P}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{carvalho_schools_2020, title = {School’s {Out}: {Now} {What}?}, shorttitle = {School’s {Out}}, url = {https://www.cgdev.org/blog/schools-out-now-what}, abstract = {Using a newly assembled database, here’s what we found about the scale and timing of school closures, as well as how countries are adjusting to distance learning.}, language = {en}, urldate = {2022-01-11}, journal = {Center For Global Development}, author = {Carvalho, Shelby and Crawfurd, Lee}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FXEEPLJA 2339240:VDWHBLVR 2405685:5JW3JJGX 2405685:8QRSKNB3 2405685:QNGVPD7E 2534379:DSZ57YJ5}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{save_the_children_covid-19_2020, title = {{COVID}-19: {Most} marginalised children will bear the brunt of unprecedented school closures around the world}, shorttitle = {{COVID}-19}, url = {https://www.savethechildren.net/news/covid-19-most-marginalised-children-will-bear-brunt-unprecedented-school-closures-around-world}, abstract = {Governments and communities must act now to ensure that millions of vulnerable children do not lose out on their education as schools close their gates to try and contain the Coronavirus outbreak, warns Save the Children.   More than 120 countries have already introduced nation-wide school and...}, language = {en}, urldate = {2020-09-29}, journal = {Save the Children International}, author = {{Save the Children}}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LQUIQM32 2534378:5X7S68MX}, } @misc{minetti_radio_2020, title = {Radio {Education}: {Physical} {Distance} but {Social} {Solidarity} {\textbar} {INEE}}, url = {https://inee.org/blog/radio-education-physical-distance-social-solidarity}, urldate = {2021-12-31}, author = {Minetti, Elena}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XC6FCVP7 2405685:YPTRG3ST}, } @misc{tele_futurs_medias_tfm_replay_2020, title = {Replay - {Salle} des {Profs} - {Pr} : {Astou} {Mbène} – {Intégralité}}, url = {https://www.youtube.com/watch?v=kBROufYq6DY&list=PLdGJr0E0g2bPWLRnJ7-NsTfJ3V7Bi4y0a}, urldate = {2020-06-22}, author = {Télé Futurs Medias (TFM)}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KCE7AG3S 2405685:EHWQ57GI}, } @techreport{huang_handbook_2020, title = {Handbook on {Facilitating} {Flexible} {Learning} {During} {Educational} {Disruption}}, url = {https://iite.unesco.org/wp-content/uploads/2020/03/Handbook-on-Facilitating-Flexible-Learning-in-COVID-19-Outbreak-SLIBNU_V2.0_20200324.pdf}, language = {EN}, urldate = {2020-04-26}, author = {Huang, Ronghuai and Tlili, Ahmed and Yang, Junfeng and Wang, Huanhuan and Zhang, Mahua and Gao, Bojun and Lu, Hang and Chang, Ting-Wen and Cheng, Qian and Yin, Xiayu and Cheng, Wei}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AM7ZF732 2405685:IWVWTPAJ}, } @article{bett_can_2020, title = {Can {Facebook} groups enhance continuing professional development of teachers? {Lessons} from {Kenya}}, volume = {48}, issn = {1359-866X}, shorttitle = {Can {Facebook} groups enhance continuing professional development of teachers?}, url = {https://doi.org/10.1080/1359866X.2018.1542662}, doi = {10.1080/1359866x.2018.1542662}, abstract = {Continuing Professional Development (CPD) for teachers in Kenya suffers from challenges such as inadequate resources, poor planning, competing interests, among others. Besides being traditional in approach, most CPD sessions are far between to be meaningfully helpful. With increasing uptake of technology and number of social media users in Kenya, Facebook can be a potential platform to enhance teachers’ professional development. This exploratory cross-sectional survey focussed on discussions teachers had in the month of February 2015 on one Facebook Group named ‘Teachers of English’. A directed content analysis of the 647 posts following Shulman’s category of teacher knowledge base revealed that interactions on the group centred on the teaching of English and Literature, as well as on other education-related matters. This study concludes that that Facebook Groups can be fertile avenues for teachers’ ongoing professional development, especially in developing countries where such opportunities are scarce.}, language = {English}, number = {2}, urldate = {2021-04-01}, journal = {Asia-Pacific Journal of Teacher Education}, author = {Bett, Harry and Makewa, Lazarus}, month = mar, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/1359866X.2018.1542662 KerkoCite.ItemAlsoKnownAs: 10.1080/1359866X.2018.1542662 10.1080/1359866x.2018.1542662 10/gg3988 2339240:FPKG4LA8 2339240:RNEM52U7 2405685:9BBCI3GD 2405685:9EFWDEUR 2405685:EQBTMC7A 2534378:BJ75PKH4 2534378:F8XIDPG4 2534378:FNUR2CDH 2534378:N4ZG4GTY}, keywords = {Content analysis, Education--Teaching Methods And Curriculum, English teachers, Facebook Groups, Kenya, Professional development, Social networks, Teacher education, Teachers, \_\_:import:02, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425933, \_\_finaldtb, professional development}, pages = {132--146}, } @article{munkhzul_mongolia_2020, title = {Mongolia leads in organizing {TV} classes for children}, url = {https://montsame.mn/en/read/218635}, urldate = {2020-06-09}, journal = {Montsame (Mongolia)}, author = {Munkhzul, A}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BIQ9P6M5 2405685:SYZ4XSBI 4803016:64QPZ5AD}, } @misc{unesco_adverse_2020, title = {Adverse consequences of school closures}, url = {https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures/consequences}, abstract = {School closures - even when temporary - carry high social and economic costs. The disruptions they cause touch people across communities, but their impact is particularly severe for disadvantaged boys and girls and their families. Some of the reasons why school closures are so harmful are listed below. While the list is far from comprehensive, it helps clarify why school closures should matter to all of us. Interrupted learning: Schooling provides essential learning and when schools close, children and youth are deprived opportunities for growth and development.}, language = {en}, urldate = {2020-03-30}, journal = {UNESCO}, author = {UNESCO}, month = mar, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:N9NK3DJF 2339240:UTNECT36 2405685:35ZWVEZ9 2405685:7UZI77DJ}, } @techreport{bulat_evaluating_2020, address = {ShareEd}, title = {Evaluating the {Use} of {Radios} to {Promote} {Learning} in {Liberia} {During} {COVID}-19}, url = {https://shared.rti.org/content/evaluating-use-radios-promote-learning-liberia-during-covid-19#_ftn1}, urldate = {2021-10-11}, institution = {RTI International}, author = {Bulat, Dr. Jennae}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RJ6SVFBP 2405685:XX2VV4AV}, } @article{kerwin_making_2020, title = {Making the {Grade}: {The} {Sensitivity} of {Education} {Program} {Effectiveness} to {Input} {Choices} and {Outcome} {Measures}}, issn = {0034-6535}, shorttitle = {Making the {Grade}}, url = {https://doi.org/10.1162/rest_a_00911}, doi = {10.1162/rest_a_00911}, abstract = {This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64SDs and writing scores by 0.45SDs. A reduced-cost version instead yields statistically-insignificant reading gains and some large negative effects (-0.33SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.}, urldate = {2020-07-21}, journal = {The Review of Economics and Statistics}, author = {Kerwin, Jason T. and Thornton, Rebecca L.}, month = mar, year = {2020}, note = {Publisher: MIT Press shortDOI: 10/gg7spz KerkoCite.ItemAlsoKnownAs: 10.1162/rest\_a\_00911 10/gg7spz 2339240:VK3937E2 2405685:9UT2Q56S 2405685:EXQV8YBV 2447227:VDYKWJTR}, keywords = {NULP, \_\_\_working\_potential\_duplicate}, pages = {1--45}, } @article{schreiber_reducing_2020, title = {Reducing distance through online international collaboration}, volume = {74}, issn = {0951-0893}, url = {https://doi.org/10.1093/elt/ccz045}, doi = {10.1093/elt/ccz045}, abstract = {Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by ‘transactional distance’, a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations.}, number = {1}, urldate = {2022-08-22}, journal = {ELT Journal}, author = {Schreiber, Brooke R and Jansz, Mihiri}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/elt/ccz045 2339240:4NE92SRV 2405685:MA4ZGQK4}, } @article{schreiber_reducing_2020, title = {Reducing distance through online international collaboration}, volume = {74}, issn = {0951-0893}, url = {https://doi.org/10.1093/elt/ccz045}, doi = {10.1093/elt/ccz045}, abstract = {Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by ‘transactional distance’, a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations.}, number = {1}, urldate = {2022-08-22}, journal = {ELT Journal}, author = {Schreiber, Brooke R and Jansz, Mihiri}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/elt/ccz045 2339240:4NE92SRV 2405685:MA4ZGQK4}, } @misc{unesco_covid-19_2020, title = {{COVID}-19 {Educational} {Disruption} and {Response}}, url = {https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures}, abstract = {A record number of children and youth are not attending school because of closures mandated by governments in an attempt to slow the spread of COVID-19.}, language = {en}, urldate = {2020-03-30}, journal = {UNESCO}, author = {UNESCO}, month = mar, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:YPNX4GT6 2405685:CTWSNA8F CTWSNA8F}, } @misc{ericsson_sustainability_2020, title = {Sustainability \& {Corporate} {Responsibility} {Report}}, url = {https://www.ericsson.com/en/about-us/sustainability-and-corporate-responsibility/sustainability-report}, abstract = {Our Sustainability and Corporate Responsibility Report includes all the highlights of our sustainability performance.}, language = {en}, urldate = {2020-06-01}, journal = {Ericsson.com}, author = {{Ericsson}}, month = mar, year = {2020}, note = {Last Modified: 2020-04-15T06:29:31+00:00 Library Catalog: www.ericsson.com KerkoCite.ItemAlsoKnownAs: 2339240:SALDRCZ7 2405685:Y6NUR45J 4803016:IF4I7JN8}, } @article{naik_impact_2020, title = {Impact of use of technology on student learning outcomes: {Evidence} from a large-scale experiment in {India}}, volume = {127}, issn = {0305-750X}, shorttitle = {Impact of use of technology on student learning outcomes}, url = {http://www.sciencedirect.com/science/article/pii/S0305750X19303857}, doi = {10.1016/j.worlddev.2019.104736}, abstract = {One of the Sustainable Development Goals (SDG-4) adopted by the United Nations focuses on ensuring inclusive and equitable quality education for all. Most research on impact of technology on learning outcomes depends on designs that require low student-to-computer ratio and extensive retraining of teachers. These requirements make the designs difficult to implement on a large scale and hence are limited in terms of inclusivity and ability to ‘provide equitable opportunity for all’. Our paper is the first to evaluate an intervention design that is aimed at dealing with these concerns. We conduct a large-scale randomised field experiment in 1823 rural government schools in India that uses technology-aided teaching to replace one-third of traditional classroom teaching. Even with high student-to-computer ratios and minimal teacher training, we observe a positive impact on student learning outcomes. The study thus presents a low cost, resource-light design, which can be implemented in a developing country on a large scale to address the problem of poor learning outcomes, thereby making the intervention inclusive and equitable in line with the spirit of SDG-4.}, language = {en}, urldate = {2020-01-29}, journal = {World Development}, author = {Naik, Gopal and Chitre, Chetan and Bhalla, Manaswini and Rajan, Jothsna}, month = mar, year = {2020}, note = {shortDOI: 10/ggjpcz KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2019.104736 10/ggjpcz 2339240:3NJT52QX 2339240:GS4FDFA5 2405685:DKG7WIV7}, keywords = {Field experiment, India, Quality of learning, SDG-4, School education, Technology-aided-teaching}, } @techreport{general_economics_division_bangladesh_planning_commission_ministry_of_planning_government_of_the_peoples_republic_of_bangladesh_making_2020, title = {Making {Vision} 2041 a {Reality}: {Perspective} {Plan} of {Bangladesh} 2021-2041}, url = {http://oldweb.lged.gov.bd/UploadedDocument/UnitPublication/1/1049/vision%202021-2041.pdf}, urldate = {2021-06-07}, author = {General Economics Division, Bangladesh Planning Commission, Ministry of Planning, Government of the People’s Republic of Bangladesh}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z8H6NIQ8 2405685:KJM92W3X}, } @techreport{gsma_gsma_2020, title = {{GSMA} {Connected} {Women}: the mobile gender gap report 2020}, url = {https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2020/05/GSMA-The-Mobile-Gender-Gap-Report-2020.pdf}, urldate = {2021-10-03}, author = {{GSMA}}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NGGE4P82 2405685:RKH6CQ96}, } @techreport{ministry_of_planning_making_2020, title = {Making {Vision} 2041 a {Reality}: {Perspective} plan of {Bangladesh} 2021-2041}, url = {http://oldweb.lged.gov.bd/UploadedDocument/UnitPublication/1/1049/vision%202021-2041.pdf}, urldate = {2021-04-23}, institution = {Ministry of Planning,Government of the People’s Republic of Bangladesh}, author = {Ministry of Planning}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PCSGGS87 2405685:T9BWKY5Z}, } @misc{unesco_iite_handbook_2020, title = {Handbook on {Facilitating} {Flexible} {Learning} {During} {Educational} {Disruption}}, url = {https://iite.unesco.org/news/handbook-on-facilitating-flexible-learning-during-educational-disruption/}, abstract = {As COVID-19 continues spreading in many countries of the world, how to keep learning in disruption has become a major challenge to the global education community. As stated by UNESCO... Read more Handbook on Facilitating Flexible Learning During Educational Disruption}, language = {en-GB}, urldate = {2021-08-13}, journal = {UNESCO IITE}, author = {UNESCO IITE}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7MSD482J 2405685:V5AQ7DIR}, } @misc{unicef_unicef_2020, title = {{UNICEF} {Yemen} {Country} {Office} {Humanitarian} {Situation} {Report} ({Reporting} {Period}: 1 - 31 {March} 2020) [{EN}/{AR}] - {Yemen}}, shorttitle = {{UNICEF} {Yemen} {Country} {Office} {Humanitarian} {Situation} {Report} ({Reporting} {Period}}, url = {https://www.unicef.org/appeals/files/UNICEF_Yemen_Humanitarian_Situation_Report__1_31_March_2020.pdf}, abstract = {Arabic Situation Report on Yemen about Contributions, Coordination, Children, IDPs, Epidemic, Flash Flood and more; published on 12 May 2020 by UNICEF}, language = {en}, urldate = {2020-06-02}, journal = {ReliefWeb}, author = {{UNICEF}}, month = mar, year = {2020}, note = {Library Catalog: reliefweb.int KerkoCite.ItemAlsoKnownAs: 2339240:9WVBZ6I8 2405685:XX8CEXCK 4803016:YA9YRQ3L}, } @article{rahim_mobile_2020, title = {Mobile {Phone} {Technologies} in {Coping} with the {Challenges} and {Opportunities} of {CPEC} by the {Youth} of {Rural} {Mountainous} {Areas} of {Gilgit}-{Baltistan}, {Pakistan}}, volume = {2020}, issn = {1574-017X}, url = {https://www.hindawi.com/journals/misy/2020/5816803/}, doi = {10.1155/2020/5816803}, abstract = {The study aims to explore the access of mobile phone, emerging technologies, and use of the mobile phone by the youth of Gilgit-Baltistan (GB), Pakistan, for learning and safety and security purposes. Structured questionnaires were used to collect the data. The descriptive statistics was employed to test the research model. Among the 300 distributed sample size, 272 participants responded back including 133 male and 139 female students of Karakoram International University (KIU) from eight districts of GB as research participants for data collection. Only 1 male and 6 females responded that they do not have their own mobile phone, comprising of 90.6\% response rate. The results show that 97\% of students of rural mountainous areas own a mobile phone. The study contributes valuable findings about the access and positive use of mobile phones for learning and safety and security purposes. The result also shows that the youth of GB have enough skills of mobile phone technologies to cope with the future challenges of China Pakistan Economic Corridor (CPEC) by taking advantages of China Pakistan Information Corridor (CPIC is a fiber optics cable laid down from the China border to Islamabad Pakistan for the purpose of providing the fast internet facility including 5G). This is the baseline survey and future study will be based on this survey.}, language = {en}, urldate = {2021-06-08}, journal = {Mobile Information Systems}, author = {Rahim, Sabit and Qutoshi, Sadruddin Bahadur and Sahar, Gul and Jabeen, Gul and Ali, Imran}, month = feb, year = {2020}, note = {Publisher: Hindawi KerkoCite.ItemAlsoKnownAs: 10.1155/2020/5816803 2339240:T7Y9UQTC 2405685:46LFGCZC}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {e5816803}, } @misc{world_bank_classification_2020, title = {Classification of {Fragile} and {Conflict}-{Affected} {Situations}}, url = {http://pubdocs.worldbank.org/en/179011582771134576/FCS-FY20.pdf}, urldate = {2020-06-02}, author = {{World Bank}}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2AZL5T9X 2405685:QA35GI29 4803016:3W3SBVKL}, } @misc{unesco_institute_for_statistics_uis_2020, title = {{UIS} releases more timely country-level data for {SDG} 4 on education}, url = {http://uis.unesco.org/en/news/uis-releases-more-timely-country-level-data-sdg-4-education}, abstract = {The UNESCO Institute for Statistics (UIS) has just updated its global database with more recent country-level data to monitor progress towards the Sustainable Development Goal on education (SDG 4). UIS global education database While the global numbers and regional averages on key indicators such as out-of-school rates have not changed since the previous release in September 2019, we have added new country-level data to provide a more complete and timely picture of the education situation facing children, youth and adults around the world....}, language = {eng}, urldate = {2021-02-01}, author = {UNESCO Institute for Statistics}, month = feb, year = {2020}, note = {Last Modified: 2020-02-26 KerkoCite.ItemAlsoKnownAs: 2339240:8L8U8BDG 2405685:6MUKEWAK}, } @misc{williams_civil_2020, title = {Do civil service performance incentives work: {Evidence} from {Ghana} and {Zambia}}, shorttitle = {Do civil service performance incentives work}, url = {https://www.theigc.org/blogs/do-civil-service-performance-incentives-work-evidence-ghana-and-zambia}, language = {en}, urldate = {2023-03-16}, journal = {International Growth Centre}, author = {Williams, Martin}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FYRVHDCN 2405685:J2DHI2US 4656463:VXFHI3G3}, } @misc{mastercard_foundation_twelve_2020, title = {Twelve {African} {EdTech} {Companies} {Named} as {First} {Fellows} at {Centre} for {Innovative} {Teaching} and {Learning} in {ICT}}, url = {https://mastercardfdn.org/twelve-african-edtech-companies-named-as-first-fellows-at-centre-for-innovative-teaching-and-learning-in-ict/}, language = {en}, urldate = {2020-08-17}, author = {Mastercard Foundation}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SLZYNQIY 2405685:UD6PWA5V}, } @misc{mastercard_foundation_twelve_2020, title = {Twelve {African} {EdTech} {Companies} {Named} as {First} {Fellows} at {Centre} for {Innovative} {Teaching} and {Learning} in {ICT}}, url = {https://mastercardfdn.org/twelve-african-edtech-companies-named-as-first-fellows-at-centre-for-innovative-teaching-and-learning-in-ict/}, language = {en}, urldate = {2020-08-26}, journal = {Mastercard Foundation}, author = {{Mastercard Foundation}}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WG37SR3L 2405685:YJDZZF64}, } @article{filmer_learning-adjusted_2020, title = {Learning-adjusted years of schooling ({LAYS}): {Defining} a new macro measure of education}, issn = {0272-7757}, shorttitle = {Learning-adjusted years of schooling ({LAYS})}, url = {http://www.sciencedirect.com/science/article/pii/S0272775719300263}, doi = {10.1016/j.econedurev.2020.101971}, abstract = {The standard summary metric of education-based human capital used in macro analyses is a quantity-based one: The average number of years of schooling in a population. But as recent research shows, students in different countries who have completed the same number of years of school often have vastly different learning outcomes. We therefore propose a new summary measure, the Learning-Adjusted Years of Schooling (LAYS). This measure combines quantity and quality of schooling into a single easy-to-understand metric of progress, revealing considerably larger cross-country education gaps than the standard metric. We show that the comparisons produced by this measure are robust to different ways of adjusting for learning and that LAYS is consistent with other evidence, including other approaches to quality adjustment. Like other learning measures, LAYS reflects learning, and barriers to learning, both inside and outside of school; also, cross-country comparability of LAYS rests on assumptions related to learning trajectories and the validity, reliability, and comparability of test data. Acknowledging these limitations, we argue that LAYS nonetheless improves on the standard metric in key ways.}, language = {en}, urldate = {2020-03-31}, journal = {Economics of Education Review}, author = {Filmer, Deon and Rogers, Halsey and Angrist, Noam and Sabarwal, Shwetlena}, month = feb, year = {2020}, note = {shortDOI: 10/ggqkfm KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2020.101971 10/ggqkfm 2339240:SYL58Y22 2405685:9SKUVUJ9}, keywords = {Education, Human capital, Learning, Returns to education, Schooling, Test Scores, \_\_\_working\_potential\_duplicate}, pages = {101971}, } @phdthesis{abdelfattah_ahmed_younes_blended_2020, type = {phd}, title = {Blended learning and {Syrian} refugees' empowerment through a capability approach lens}, copyright = {creative\_commons\_attribution\_4\_0\_international\_license}, url = {https://doi.org/10.17635/lancaster/thesis/887}, abstract = {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.}, language = {en}, urldate = {2020-04-29}, school = {Lancaster University}, author = {Abdelfattah Ahmed Younes, Mona}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MWJ2IMNI 2405685:ZP753LBR}, keywords = {Google Scholar/ "mobile learning" "refugee education", RER theme\_pedagogies and modalities}, } @misc{khondoker_state_2020, title = {The state of education in urban slums of {Bangladesh}}, url = {https://bigd.bracu.ac.bd/the-state-of-education-in-urban-slums-of-bangladesh/}, language = {en-US}, urldate = {2021-10-25}, journal = {BRAC Institute of Governance and Development}, author = {Khondoker, Zarine Anan}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KQ6BMYBH 2405685:BWLXUGA2}, } @misc{grid3_understanding_2020, title = {Understanding access to education in {Nigeria}}, url = {https://grid3.org/news/using-geospatialdata-to-understand-access-to-education-nigeria}, abstract = {To support Nigeria’s Universal Basic Educational Commission (UBEC) in improving access to education, GRID3 Nigeria used geospatial data to analyse the location of current schools to Nigeria's school-age population and recommend new school locations.}, language = {en-US}, urldate = {2022-10-28}, journal = {GRID3}, author = {{GRID3}}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XZMLYQM9 4042040:HUM63HGW}, } @misc{cgtn_chinese_2020, title = {Chinese education authorities to broadcast lessons on television}, url = {https://www.youtube.com/watch?v=5E2RQIZCLjs}, urldate = {2020-06-09}, author = {{CGTN}}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EMP9YPV4 2405685:LZZSI66U 4803016:G2UH7GSS}, } @article{outhwaite_language_2020, title = {Language counts when learning mathematics with interactive apps}, volume = {51}, issn = {1467-8535}, url = {https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.12912}, doi = {10.1111/bjet.12912}, abstract = {When available in multiple languages, educational apps can deliver the same mathematics instruction in the child’s first language or different language of instruction. This pilot study examined the ...}, language = {en}, number = {6}, urldate = {2020-07-21}, journal = {British Journal of Educational Technology}, author = {Outhwaite, Laura A. and Gulliford, Anthea and Pitchford, Nicola J.}, month = feb, year = {2020}, note = {Publisher: John Wiley \& Sons, Ltd shortDOI: 10/ghgn5f KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12912 10/ghgn5f 2339240:3KW6NVWT 2339240:BNU3GCP4 2405685:2EQJSHFN 2405685:RDKAHWMQ}, pages = {2326--2339}, } @misc{ali_responding_2020, title = {Responding to {Iraq}’s learning crisis}, url = {https://blogs.unicef.org/blog/responding-iraq-learning-crisis/}, abstract = {Amidst the devastation in Mosul's Old City, UNICEF supports the rehabilitation of primary education for a safe environment that’s conducive to learning.}, language = {en-US}, urldate = {2020-06-01}, journal = {UNICEF Connect}, author = {Ali, Laila}, month = feb, year = {2020}, note = {Library Catalog: blogs.unicef.org Section: Children in emergencies KerkoCite.ItemAlsoKnownAs: 2339240:BDGJFV3D 2405685:YE5NPCPV 4803016:K6GQ5HLF}, } @misc{asad_improving_2020, title = {Improving teacher accountability in {Pakistan}’s rural schools}, url = {https://www.theigc.org/blog/improving-teacher-accountability-in-pakistans-rural-schools/}, abstract = {Pakistan has extremely low learning levels and poor education service delivery is a driving factor. The Khyber Pakhtunkhwa (KP) government has expressed a strong desire for evidence on how to design evaluation and oversight systems for the education sector, with the goal of improving learning. Accordingly, we conducted an International Growth Centre (IGC) supported study …}, language = {en-GB}, urldate = {2020-08-13}, journal = {International Growth Centre}, author = {Asad, Saher and Habib, Masooma and Karachiwalla, Naureen and Kosec, Katrina and Leaver, Claire and Ur Rehman, Attique}, month = feb, year = {2020}, note = {Section: Uncategorized EdTechHub.ItemAlsoKnownAs: 2405685:VS9VPJJG}, } @misc{quetta_voice_ghost_2020, title = {Ghost schools can be traced through {RTMS} in {Balochistan}}, url = {https://www.quettavoice.com/2020/02/08/ghost-schools-can-be-traced-through-rtms-in-balochistan/}, abstract = {The real time monitoring system (RTMS) proved to be an effective system in tracing of closed/ghost schools across Balochistan. The system was established}, urldate = {2022-09-29}, journal = {Quetta Voice Breaking News, English News, Technology, Health}, author = {{Quetta Voice}}, month = feb, year = {2020}, note = {Section: Education KerkoCite.ItemAlsoKnownAs: 2339240:B6DKYGLD 2405685:ZGASEXZM 4656463:E23MB9SH}, } @article{bilagher_potential_2020, title = {The potential of {Accelerated} {Learning} {Programmes} ({ALPs}) for conflict-ridden countries and regions: {Lessons} learned from an experience in {Iraq}}, volume = {66}, issn = {1573-0638}, shorttitle = {The potential of {Accelerated} {Learning} {Programmes} ({ALPs}) for conflict-ridden countries and regions}, url = {https://doi.org/10.1007/s11159-020-09826-1}, doi = {10.1007/s11159-020-09826-1}, abstract = {Accelerated learning programmes (ALPs) provide a fast-track second-chance opportunity to complete formal education, enabling disadvantaged children and youth to catch up with their peers. In 2005, after a preliminary pilot phase, the Government of Iraq, in partnership with the United Nations Children’s Fund (UNICEF) implemented an ALP initially in 10 of Iraq’s 18 governorates with the intention of providing an estimated 50,000 out-of-school, often traumatised and disenfranchised children aged 12–18 years with an opportunity to complete the six-year primary cycle in three years. This experience generated some insights which may still be of practical use today in other conflict-ridden countries and regions. In order to highlight how the lessons learned just over 10 years ago are relevant to similar situations elsewhere today, this article discusses the findings of an independent evaluation of the programme in 2008. The available evaluation data imply that this ALP addressed a significant need and was appreciated by the target group, with 75 \% of learners stating that they liked the ALP very much. Around 90 \% of ALP graduates continued either in secondary education, or studying in other programmes, joined an apprenticeship scheme or found employment. Both survey and interview data suggest that this ALP did more than create educational opportunities for young persons; it also helped young people obtain a confident perspective for their own future. Consequently, this made them less vulnerable to participation in subversive activities (such as, for example, being recruited into militias). This is a lesson not just relevant to Iraq at the time, but to a wide range of unstable contexts across the world.}, language = {en}, number = {1}, urldate = {2022-08-26}, journal = {International Review of Education}, author = {Bilagher, Moritz and Kaushik, Amit}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11159-020-09826-1 2339240:LHN26KRG 2405685:KZYFLI7F}, keywords = {Accelerated Learning Programmes (ALPs), Iraq, Sustainable Development Goal (SDG) 4, access to education, education in (post-)conflict environments, education in emergencies}, pages = {93--113}, } @article{hennessy_technology_2020, title = {Technology in education in low-income countries: {Problem} analysis and focus of the {Hub}'s work}, shorttitle = {Technology in education in low-income countries}, url = {https://zenodo.org/record/3352007#.YGsY_RNKg1g}, doi = {10.5281/zenodo.3352007}, abstract = {An output by the EdTech Hub - \#EdTechHub, https://edtechhub.org}, urldate = {2021-04-05}, author = {Hennessy, Sara and Jordan, Katy and Hassler, Bjoern and Hollow, David and Brugha, Meghan and Jamieson Eberhardt, Molly and Sabates, Ricardo}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3352007 10/ghgnfz 2339240:EYQWGP5R 2405685:ZGFQHAS3}, } @misc{hello_world_hub_2020, title = {Hub {Heroes}, our newest project.}, url = {https://www.projecthelloworld.org/hub-heroes-our-newest-project/}, abstract = {Hello World has a new programme, Hub Heroes. This programme will exponentially increase literacy and numeracy for children at our hubs AND empower mothers in our Hub communities to take advantage of the technology and connectivity at the Hello Hub.}, language = {en}, urldate = {2022-06-26}, journal = {Hello World}, author = {Hello World}, month = jan, year = {2020}, note = {Section: Behind the Scenes KerkoCite.ItemAlsoKnownAs: 2339240:U2NZW46V 2405685:5TCKX67Z}, } @misc{directorate_of_science_technology__innovation_sierra_leone_scientists_2020, title = {Scientists at {DSTI} go the extra mile to make it easier for children to get to school}, url = {https://www.dsti.gov.sl/scientists-at-dsti-go-the-extra-mile-to-make-it-easier-for-children-to-get-to-school/}, abstract = {Mike Fabrikant, a software developer from Washington D.C., is embedded within the data science team at the Directorate of Science, Technology, and Innovation (DSTI) to support systems delivery. His workRead More}, language = {en-US}, urldate = {2020-06-25}, author = {Directorate of Science, Technology \& Innovation (Sierra Leone)}, month = jan, year = {2020}, note = {Library Catalog: www.dsti.gov.sl KerkoCite.ItemAlsoKnownAs: 2405685:9K5VWY7C}, } @article{bbc_news_pidgin_see_2020, title = {See states for {Nigeria} where schools no go resume on {January} 18}, url = {https://www.bbc.com/pidgin/tori-55701632}, abstract = {Some state governors, lawmakers no buy di idea of school resumption wey Ngeria government bin give go ahead to resume on January 18}, language = {pcm}, urldate = {2021-03-29}, journal = {BBC News Pidgin}, author = {{BBC News Pidgin}}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PXE3CNCE 2405685:U4I7NPED}, keywords = {Education, Nigeria}, } @misc{unwin_thoughts_2020, title = {Thoughts on “{Education} and digitisation in development cooperation”}, url = {https://unwin.wordpress.com/2020/01/16/thoughts-on-education-and-digitisation-in-development-cooperation/}, abstract = {Recently I was asked by the GFA Consulting Group to provide some short comments and reflections (just a few sentences) in response to four questions, the answers to which will be incorporated as pa…}, language = {en}, urldate = {2020-01-23}, journal = {Tim Unwin's Blog}, author = {Unwin, Tim}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8X55XW5R 2405685:PW4I6AJR PW4I6AJR}, } @book{dijk_digital_2020, title = {The {Digital} {Divide}}, isbn = {978-1-5095-3446-3}, abstract = {Contrary to optimistic visions of a free internet for all, the problem of the ‘digital divide’ – the disparity between those with access to internet technology and those without – has persisted for close to twenty-five years.In this textbook, Jan van Dijk considers the state of digital inequality and what we can do to tackle it. Through an accessible framework based on empirical research, he explores the motivations and challenges of seeking access and the development of requisite digital skills. He addresses key questions such as: Does digital inequality reduce or reinforce existing, traditional inequalities? Does it create new, previously unknown social inequalities? While digital inequality affects all aspects of society and the problem is here to stay, Van Dijk outlines policies we can put in place to mitigate it.The Digital Divide is required reading for students and scholars of media, communication, sociology, and related disciplines, as well as for policymakers.}, language = {en}, publisher = {John Wiley \& Sons}, author = {Dijk, Jan van}, month = jan, year = {2020}, note = {Google-Books-ID: 6DvKDwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:VU5PVIZD 2405685:DJ4FT9ND}, keywords = {Social Science / Popular Culture, Social Science / Sociology / General}, } @misc{noauthor_community_2020, title = {Community of practice}, copyright = {Creative Commons Attribution-ShareAlike License}, url = {https://en.wikipedia.org/w/index.php?title=Community_of_practice&oldid=933903934}, abstract = {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).}, language = {en}, urldate = {2020-01-18}, journal = {Wikipedia}, month = jan, year = {2020}, note = {Page Version ID: 933903934 EdTechHub.ItemAlsoKnownAs:2405685:V5XBYH28}, } @article{jonker_curriculum_2020, title = {Curriculum flexibility in a blended curriculum}, volume = {36}, copyright = {Copyright (c) 2020 Authors}, issn = {1449-5554}, url = {https://ajet.org.au/index.php/AJET/article/view/4926}, doi = {10.14742/ajet.4926}, abstract = {This study offers insights into the processes that play a role in realising curriculum flexibility. Curriculum flexibility is conceptualised in terms of adaptability and accessibility of the curriculum to students’ needs and capabilities. To realise curriculum flexibility, the teacher education institution in this study designed a blended curriculum with face-to-face and online components. This flexible curriculum aimed at increasing student enrolment and allowing for variety in students’ graduation portfolios. Through semi-structured interviews with 10 teacher educators, conditions that could foster or hinder the realisation of flexibility were investigated. Results indicate that different contextual, teacher-, and student-related conditions were perceived to affect (further) curriculum flexibility. Furthermore, teacher educators identified several challenges related to these influential conditions, which were recognised as tensions. Based on a discussion of these findings, recommendations for research and practice are given.}, language = {en}, number = {1}, urldate = {2022-10-10}, journal = {Australasian Journal of Educational Technology}, author = {Jonker, Herma and März, Virginie and Voogt, Joke}, month = jan, year = {2020}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.4926 2339240:Z5GJEGTU 2405685:ZMFNPWV4}, keywords = {blended curriculum, case study research, collaborative design, curriculum flexibility, curriculum implementation, perceived curriculum, qualitative research}, pages = {68--84}, } @article{sancho-gil_moving_2020, title = {Moving beyond the predictable failure of {Ed}-{Tech} initiatives}, volume = {45}, issn = {1743-9884}, url = {https://doi.org/10.1080/17439884.2019.1666873}, doi = {10.1080/17439884.2019.1666873}, abstract = {The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives.}, number = {1}, urldate = {2022-12-21}, journal = {Learning, Media and Technology}, author = {Sancho-Gil, Juana M. and Rivera-Vargas, Pablo and Miño-Puigcercós, Raquel}, month = jan, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/17439884.2019.1666873 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1666873 2339240:GCR3V5QP 2405685:86I72796 4656463:48WL9B8V 4656463:M4NW5YGX}, keywords = {Educational change, digital technology corporations, educational challenges, educational policies, school improvement}, pages = {61--75}, } @techreport{adam_taskeen_unlocking_2020, title = {Unlocking {Data} to {Tell} the {Story} of {Education} in {Africa}: {Webinar} {Summary} \& {Synthesis}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Unlocking {Data} to {Tell} the {Story} of {Education} in {Africa}}, url = {https://zenodo.org/record/4279156}, abstract = {[No description available.]}, language = {en}, urldate = {2022-06-02}, institution = {Zenodo}, author = {Adam, Taskeen and Agyapong, Samuel and Asare, Samuel and Heady, Lucy and Wacharia, Wairimu and Mjomba, Renaldah and Mugo, John and Mukiria, Faith and Munday, Gemma}, month = jan, year = {2020}, doi = {10.5281/ZENODO.4279156}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4279156 2405685:IX9GRQQ3 2486141:QVCFTMBD}, } @article{carter_self-regulated_2020, title = {Self-regulated learning in online learning environments: strategies for remote learning}, volume = {121}, issn = {2398-5348}, shorttitle = {Self-regulated learning in online learning environments}, url = {https://doi.org/10.1108/ILS-04-2020-0114}, doi = {10.1108/ils-04-2020-0114}, abstract = {Purpose Many teachers and students in the USA and various parts of the world are migrating some aspects of education online out of necessity. The purpose of this paper is to identify and describe strategies of the self-regulated learning (SRL) framework for K-12 students learning in online environments to support remote learning with online and digital tools during the COVID-19 pandemic.Design/methodology/approach The SRL framework (Zimmerman, 2008) has been used consistently to support students in learning to work independently. This framework highlights three phases: planning, performing and evaluating. Previous research in K-12 online learning has yielded specific strategies that are useful. The paper identified and described the strategies to an audience seeking answers on how to meet the needs of students in online learning environment.Findings The main types of strategies that have emerged from previous studies include asking students to consider how they learn online, providing pacing support, monitoring engagement and supporting families.Originality/value Although the social crisis of COVID-19 is unique, prior research in online learning may be useful for supporting teacher practice and suggesting future research. Developing SRL skills of students will ensure the effectiveness of online learning that the field of education may ultimately focus on in the future.}, number = {5/6}, urldate = {2021-08-05}, journal = {Information and Learning Sciences}, author = {Carter, Jr Richard Allen and Rice, Mary and Yang, Sohyun and Jackson, Haidee A.}, month = jan, year = {2020}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/ils-04-2020-0114 10/gmfk2z 2339240:H82DHQ9Q 2405685:A79IHLVH}, pages = {321--329}, } @article{martens_being_2020, title = {“{Being} on the wrong side of the digital divide”: seeking technological interventions for education in {Northeast} {Nigeria}}, volume = {72}, issn = {2050-3806}, url = {https://doi.org/10.1108/AJIM-05-2020-0172}, doi = {10.1108/AJIM-05-2020-0172}, abstract = {Purpose This paper aims to report the initial findings of a project aiming to re-establish basic education in conflict-ravaged states in Northeastern Nigeria and to improve education providers' ability to plan and deliver basic educational services. The authors present a preliminary analysis of Nigerian teachers' access to information communication technology (ICT), their technology skills, as well associated national ICT policies. Design/methodology/approach This case study uses results from two co-designed tools, administered using KoboToolbox to Education Managers in the first instance, and teachers in the second. The data from the tools form the basis for analysis. Findings In the first instance, educational managers reported a lack of access to technology, the internet and to training and professional development. In the second instance, teachers reported issues present in the classroom environment, including poor infrastructure, a lack of resources and over-crowded classrooms. Very few teachers had access to computers or to the internet. Research limitations/implications The 33 educational managers represent a small sample size and may not be fully representative of the region covered. The ICT Capacity Audit tool listed Excel in two different areas – basic Excel skills and using Excel for data analysis – which could have caused confusion for participants. The data collection should be repeated, expanded and compared for consistency. For the team, changes to the proposed (SENSE) box content meant that we were not able to deliver low-tech tools, such as Boogie Boards, or high-tech tools, such as tablets, to schools. Originality/value Despite seemingly insurmountable challenges, the research team identified low-tech tools as a feasible resource in the classroom. Existing tools, such as teachers' smartphones and use of the WhatsApp application, can be used for sharing educational resources and providing teacher training. This paper argues that Nigeria needs up-to-date national ICT policies to guide in-country efforts to develop implementation of information technology initiatives for education.}, number = {6}, urldate = {2022-06-20}, journal = {Aslib Journal of Information Management}, author = {Martens, Marianne and Hajibayova, Lala and Campana, Kathleen and Rinnert, Gretchen Caldwell and Caniglia, Joanne and Bakori, Isa Garba and Kamiyama, Tsukuru and Mohammed, Liman Audu and Mupinga, Davison M. and Oh, Olivia Jeonghwa}, month = jan, year = {2020}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/AJIM-05-2020-0172 2405685:22BWUUMS 2486141:45ZUH4NA}, pages = {963--978}, } @article{mishra_online_2020, title = {Online teaching-learning in higher education during lockdown period of {COVID}-19 pandemic}, volume = {1}, issn = {2666-3740}, url = {https://www.sciencedirect.com/science/article/pii/S2666374020300121}, doi = {10.1016/j.ijedro.2020.100012}, abstract = {The whole educational system from elementary to tertiary level has been collapsed during the lockdown period of the novel coronavirus disease 2019 (COVID-19) not only in India but across the globe. This study is a portrayal of online teaching-learning modes adopted by the Mizoram University for the teaching-learning process and subsequent semester examinations. It looks forward to an intellectually enriched opportunity for further future academic decision-making during any adversity. The intended purpose of this paper seeks to address the required essentialities of online teaching-learning in education amid the COVID-19 pandemic and how can existing resources of educational institutions effectively transform formal education into online education with the help of virtual classes and other pivotal online tools in this continually shifting educational landscape. The paper employs both quantitative and qualitative approach to study the perceptions of teachers and students on online teaching-learning modes and also highlighted the implementation process of online teaching-learning modes. The value of this paper is to draw a holistic picture of ongoing online teaching-learning activities during the lockdown period including establishing the linkage between change management process and online teaching-learning process in education system amid the COVID-19 outbreak so as to overcome the persisting academic disturbance and consequently ensure the resumption of educational activities and discourses as a normal course of procedure in the education system.}, language = {en}, urldate = {2021-11-09}, journal = {International Journal of Educational Research Open}, author = {Mishra, Lokanath and Gupta, Tushar and Shree, Abha}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedro.2020.100012 2339240:DBZ4WDCG 2405685:HD29E6QQ}, keywords = {COVID-19, Lockdown period, Online education, Online teaching-learning modes, Outbreak, Pandemic, Perception}, pages = {100012}, } @article{ninh_economic_2020, title = {Economic role of education in agriculture: evidence from rural {Vietnam}}, volume = {23}, issn = {2632-5330}, shorttitle = {Economic role of education in agriculture}, url = {https://doi.org/10.1108/JED-05-2020-0052}, doi = {10.1108/JED-05-2020-0052}, abstract = {Purpose This paper investigates the impact of education on output of rice farming households in Vietnam. Design/methodology/approach Given the literature review, this paper specifies three empirical models (i.e. linear constant coefficient model, partially nonlinear model and linear varied coefficient model) with variables that well describe the mechanism through which education affects output. The data were collected from 901 rice farming households randomly selected out of ten provinces and city in the Mekong River Delta (MRD) of Vietnam. The models are estimated using ordinary least squares (OLS) and Robinson's (1988) double residual estimators. Findings Estimates of the empirical models show that seed, fertilizer, labor and farm size have significant impacts on output of rice farming households while pesticide and herbicide do not. Education is also found to have a positive effect on output of rice farming households because it helps them better manage farms of larger size via combining various inputs in a more desirable way. Originality/value This paper confirms the positive impact of education on agricultural output, which implies that policies aiming to provide better education to rural people will greatly enhance their income as well as trigger long-term economic and agricultural growth.}, number = {1}, urldate = {2022-10-27}, journal = {Journal of Economics and Development}, author = {Ninh, Le Khuong}, month = jan, year = {2020}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/JED-05-2020-0052 2339240:8WVZQKDR 2405685:Y25ZN4GM 4656463:N9ECH866}, keywords = {Agriculture, Education, Household, Input, Output, Rice, Rural, Schooling, Vietnam}, pages = {47--58}, } @article{rasheed_challenges_2020, title = {Challenges in the online component of blended learning: {A} systematic review}, volume = {144}, issn = {0360-1315}, shorttitle = {Challenges in the online component of blended learning}, url = {http://www.sciencedirect.com/science/article/pii/S0360131519302544}, doi = {10.1016/j.compedu.2019.103701}, abstract = {Blended learning is widely regarded as an approach that combines the benefits afforded by face-to-face and online learning components. However, this approach of combining online with face-to-face instructional components have raised concerns over the years. Several studies have highlighted the overall challenges of blended learning mode of instruction as a whole, but there has been no clear understanding of the challenges that exist in the online component of blended learning. Thus, a systematic review of literature was conducted with the aim of identifying the challenges in the online component of blended learning from students, teachers and educational institutions perspectives. Self-regulation challenges and challenges in using learning technology are the key challenges that students face. Teachers challenges are mainly on the use of technology for teaching. Challenges in the provision of suitable instructional technology; and effective training support to teachers are the main challenges faced by educational institutions. This review highlights the need for further investigations to address students, teachers and educational institutions challenges in blended learning. In addition, we proposed some recommendations for future research.}, language = {en}, urldate = {2020-07-18}, journal = {Computers \& Education}, author = {Rasheed, Abubakar Rasheed and Kamsin, Amirrudin and Abdullah, Nor Aniza}, month = jan, year = {2020}, note = {shortDOI: 10/ggvp7s KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2019.103701 10/ggvp7s 2405685:UE2MZK4X}, keywords = {Adult learning, Improving classroom teaching, Pedagogical issues, Teaching/Learning strategies}, pages = {103701}, } @article{sisouphanthong_valuation_2020, title = {Valuation of incentives to recruit and retain teachers in rural schools: {Evidence} from a choice experiment in {Cambodia} and {Laos}}, volume = {7}, issn = {null}, shorttitle = {Valuation of incentives to recruit and retain teachers in rural schools}, url = {https://doi.org/10.1080/2331186X.2020.1724243}, doi = {10.1080/2331186X.2020.1724243}, abstract = {To provide an appropriate incentive for teaching profession, the important questions are “how much should we pay?” and “which factors influence potential teachers’ decision the most?” This research evaluates the factors that discourage and encourage potential teachers to join the profession in Cambodia and Laos by applying a discrete choice experiment to analysis teacher trainees’ preferences for school location, classroom condition, non-teaching professions, and indirect monetary incentives. The result highlights reasons and a possibility of potential teachers to leave the educational system.}, number = {1}, urldate = {2022-08-22}, journal = {Cogent Education}, author = {Sisouphanthong, Viriyasack and Suruga, Terukazu and Kyophilavong, Phouphet}, editor = {Ehmke, Timo}, month = jan, year = {2020}, note = {Publisher: Cogent OA \_eprint: https://doi.org/10.1080/2331186X.2020.1724243 KerkoCite.ItemAlsoKnownAs: 10.1080/2331186X.2020.1724243 2339240:BDKIEGUU 2405685:XW8FT34K}, keywords = {Cambodia, Laos, discrete choice experiment, incentives, teacher recruitment}, } @article{bandiera_womens_2020, title = {Women's empowerment in action: {Evidence} from a randomized control trial in {Africa}}, volume = {12}, issn = {1945-7782}, shorttitle = {Women's {Empowerment} in {Action}}, url = {https://www.aeaweb.org/articles?id=10.1257/app.20170416}, doi = {10.1257/app.20170416}, abstract = {We evaluate a multifaceted policy intervention attempting to jump-start adolescent women's empowerment in Uganda by simultaneously providing them vocational training and information on sex, reproduction, and marriage. We find that four years postintervention, adolescent girls in treated communities are more likely to be self-employed. Teen pregnancy, early entry into marriage/cohabitation, and the share of girls reporting sex against their will fall sharply. The results highlight the potential of a multifaceted program that provides skills transfers as a viable and cost-effective policy intervention to improve the economic and social empowerment of adolescent girls over a four-year horizon.}, language = {en}, number = {1}, urldate = {2022-06-06}, journal = {American Economic Journal: Applied Economics}, author = {Bandiera, Oriana and Buehren, Niklas and Burgess, Robin and Goldstein, Markus and Gulesci, Selim and Rasul, Imran and Sulaiman, Munshi}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/app.20170416 2339240:BW3HX5HC 2405685:ZQIFS8C9 4656463:WCISNIER}, keywords = {Child Care, Children, Domestic Abuse, Fertility, Education and Economic Development, Marriage, Family Planning, Family Structure, Human Development, Income Distribution, Labor Productivity, Economic Development: Human Resources, Marital Dissolution, Migration, Non-labor Discrimination, Labor Demand, Human Capital, Occupational Choice, Skills, Youth, Economics of Gender}, pages = {210--259}, } @techreport{braun_rethinking_2020, title = {Rethinking education in the digital age}, url = {https://www.vditz.de/fileadmin/media/publications/pdf/EPRS_STU_2020_641528_EN.pdf}, language = {en}, urldate = {2020-06-02}, institution = {European Parliamentary Research Service}, author = {Braun, Anette and März, Anna and Mertens, Fabian and Nisser, Annerose}, month = jan, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:KJURVZMQ}, } @techreport{government_of_bangladesh_compendium_2020, title = {Compendium of {Social} {Protection} {Research} in {Bangladesh}}, url = {http://socialprotection.gov.bd/wp-content/uploads/2020/03/Compendium-of-Social-Protection-Research-in-Bangladesh.pdf}, urldate = {2020-06-09}, institution = {The General Economics Division (GED), Bangladesh Planning Commission}, author = {{Government of Bangladesh}}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L7AXVDVM 2405685:CJY2YG6P 4803016:G647E99W}, } @techreport{itu_last-mile_2020, title = {The {Last}-{Mile} {Internet} {Connectivity} {Toolkit}: {Solutions} to {Connect} the {Unconnected} in {Developing} {Countries}}, url = {https://www.itu.int/en/ITU-D/Technology/Documents/RuralCommunications/20200120%20-%20ITU%20Last-Mile%20Internet%20Connectivity%20Toolkit%20-%20DraftContent.pdf}, urldate = {2020-09-17}, author = {ITU}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HKULRF7U 2405685:DDY6AGSW}, } @misc{results_for_development_summative_2020, title = {Summative {Evaluation} of {GPE}'s {Country}-level {Support} to {Education}. {Bangladesh}}, url = {https://www.globalpartnership.org/content/summative-evaluation-gpes-country-level-support-education-bangladesh}, publisher = {Universalia}, author = {Results for Development}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2UZNK2DF 2405685:JCNQQAWC}, } @article{schreiber_reducing_2020, title = {Reducing distance through online international collaboration}, volume = {74}, issn = {0951-0893, 0951-0893}, url = {https://academicworks.cuny.edu/cgi/viewcontent.cgi?article=2236&context=bb_pubs}, doi = {10.1093/elt/ccz045}, abstract = {Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by 'transactional distance', a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations.}, language = {English}, number = {1}, journal = {ELT Journal}, author = {Schreiber, Brooke R. and Jansz, Mihiri}, month = jan, year = {2020}, note = {Publisher: Oxford University Press, Great Clarendon Street, Oxford, OX2 6DP, UK Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396850563?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1093/elt/ccz045 2339240:RG8CJKWL 2405685:3RSVXH8U 2534378:5SN3PVQJ 2534378:BNKTXCE8 2534378:JK2SK2F6}, keywords = {Asynchronous Communication, Computer Mediated Communication, DISTANCE education, Distance Education, ENGLISH as a foreign language, ENGLISH language education, ERIC, Current Index to Journals in Education (CIJE), Educational Benefits, Educational Cooperation, English (Second Language), Feedback (Response), Foreign Countries, Group Discussion, Higher Education, IN-service training of teachers, Inservice Teacher Education, International Cooperation, LEARNING, Language Variation, Masters Programs, New York (New York), Online Courses, Peer Groups, Postsecondary Education, Program Descriptions, Second Language Instruction, Second Language Learning, Sri Lanka, TEACHER education, Teacher Education Programs, Teaching Methods, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099817, \_\_finaldtb}, pages = {63--72}, } @article{schreiber_reducing_2020, title = {Reducing distance through online international collaboration}, volume = {74}, issn = {0951-0893, 0951-0893}, url = {https://academicworks.cuny.edu/cgi/viewcontent.cgi?article=2236&context=bb_pubs}, doi = {10.1093/elt/ccz045}, abstract = {Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by 'transactional distance', a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations.}, language = {English}, number = {1}, journal = {ELT Journal}, author = {Schreiber, Brooke R. and Jansz, Mihiri}, month = jan, year = {2020}, note = {Publisher: Oxford University Press, Great Clarendon Street, Oxford, OX2 6DP, UK Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396850563?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1093/elt/ccz045 2339240:RG8CJKWL 2405685:3RSVXH8U 2534378:5SN3PVQJ 2534378:BNKTXCE8 2534378:JK2SK2F6}, keywords = {Asynchronous Communication, Computer Mediated Communication, DISTANCE education, Distance Education, ENGLISH as a foreign language, ENGLISH language education, ERIC, Current Index to Journals in Education (CIJE), Educational Benefits, Educational Cooperation, English (Second Language), Feedback (Response), Foreign Countries, Group Discussion, Higher Education, IN-service training of teachers, Inservice Teacher Education, International Cooperation, LEARNING, Language Variation, Masters Programs, New York (New York), Online Courses, Peer Groups, Postsecondary Education, Program Descriptions, Second Language Instruction, Second Language Learning, Sri Lanka, TEACHER education, Teacher Education Programs, Teaching Methods, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099817, \_\_finaldtb}, pages = {63--72}, } @article{schunk_motivation_2020, title = {Motivation and social cognitive theory}, volume = {60}, issn = {0361-476X}, url = {https://www.sciencedirect.com/science/article/pii/S0361476X19304370}, doi = {10.1016/j.cedpsych.2019.101832}, abstract = {This article discusses motivation from the perspective of Bandura’s social cognitive theory. Motivation refers to processes that instigate and sustain goal-directed activities. Motivational processes are personal/internal influences that lead to outcomes such as choice, effort, persistence, achievement, and environmental regulation. Motivation has been a prominent feature of social cognitive theory from the early modeling research to the current conception involving agency. The conceptual framework of reciprocal interactions is discussed, after which research is summarized on behavioral, environmental, and personal influences on motivation. Key internal motivational processes are goals and self-evaluations of progress, self-efficacy, social comparisons, values, outcome expectations, attributions, and self-regulation. Critical issues confronting the theory include diversity and culture, methodology, and long-term effects of interventions. The article concludes with additional recommendations for future research on contexts, conceptual clarity, and technology.}, language = {en}, urldate = {2022-05-18}, journal = {Contemporary Educational Psychology}, author = {Schunk, Dale H. and DiBenedetto, Maria K.}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.cedpsych.2019.101832 2339240:E7GLDC2X 2405685:A6NCUBQS}, keywords = {Motivation, Self-efficacy in education, Social cognitive theory}, pages = {101832}, } @misc{noauthor_centre_2020, title = {Centre for {Mathematics}, {Science} and {Technology} {Education} in {Africa}}, url = {https://www.cemastea.ac.ke/index.php}, urldate = {2020-07-01}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RTKMK547}, } @misc{noauthor_cyber_2020, title = {Cyber {Actors} {Target} {K}-12 {Distance} {Learning} {Education} to {Cause} {Disruptions} and {Steal} {Data}}, abstract = {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).}, language = {en}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:27NVH9YU 2405685:HYNK7VR6}, } @misc{noauthor_equip_2020, title = {equip {Tanzania}}, url = {https://www.equip-t.org}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:89I7QNAE 2405685:ZAV7B4ST}, } @misc{noauthor_global_2020, title = {Global e-{Schools} and {Communities} {Initiative} ({GESCI}) / {African} {Digital} {Schools} {Initiative} ({ADSI})}, url = {https://gesci.org}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y6G6PJAW 2405685:9U2K2PDV}, } @misc{noauthor_instant_2020, title = {Instant {Network} {Schools}}, url = {https://www.vodafone.com/about/vodafone-foundation/focus-areas/instant-network-schools}, language = {en-GB}, urldate = {2020-06-29}, journal = {Vodafone}, year = {2020}, note = {Library Catalog: www.vodafone.com KerkoCite.ItemAlsoKnownAs: 2405685:7IGB96BF}, } @misc{noauthor_kenya_2020, title = {Kenya {Institute} of {Curriculum} {Development}}, url = {https://kicd.ac.ke/}, urldate = {2020-07-01}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2IYJWGUZ}, } @misc{noauthor_kenya_2020, title = {Kenya {Institute} of {Special} {Education}}, url = {https://www.kise.ac.ke/}, urldate = {2020-07-01}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FH3RYNEC}, } @misc{noauthor_liquid_2020, title = {Liquid {Telecom} {Kenya}}, url = {https://www.liquidtelecom.com/local-offices/country/kenya}, abstract = {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.}, language = {en}, urldate = {2020-07-01}, journal = {Liquid telecom}, year = {2020}, note = {Library Catalog: www.liquidtelecom.com KerkoCite.ItemAlsoKnownAs: 2405685:P2386RRU}, } @misc{noauthor_local_2020, title = {Local {Content} for {African} {Libraries}}, url = {https://www.worldreader.org/our-solution/programs/library-reading/local/}, abstract = {The LOCAL project aims to bring local books to libraries and ensure that children can learn in their mother-tongue language.}, language = {en-US}, urldate = {2020-06-29}, journal = {Worldreader}, year = {2020}, note = {Library Catalog: www.worldreader.org KerkoCite.ItemAlsoKnownAs: 2405685:JJ4I5HYN}, } @misc{noauthor_loon_2020, title = {Loon}, url = {https://loon.com/}, abstract = {Loon is a network of stratospheric balloons designed to bring Internet connectivity to rural and remote communities worldwide.}, language = {en\_US}, urldate = {2020-07-01}, journal = {Loon}, year = {2020}, note = {Library Catalog: loon.com KerkoCite.ItemAlsoKnownAs: 2405685:TM8DBWQC}, } @misc{noauthor_mcourser_2020, title = {{mCourser}}, url = {https://www.mcourserlb.com}, abstract = {Try our Learning Management System for free. mCourser supports online schools, free courses, real-time evaluation, private classes and more...}, language = {en}, urldate = {2020-09-30}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S2U7CGP6 2405685:C56IM6XG}, } @misc{noauthor_mezzanine_2020, title = {Mezzanine}, url = {https://www.vodacom.com.gh/solutions/iot/mezzanine/}, language = {en-US}, urldate = {2020-06-29}, journal = {Vodacom Ghana}, year = {2020}, note = {Library Catalog: www.vodacom.com.gh KerkoCite.ItemAlsoKnownAs: 2405685:THRAXJRK}, } @misc{noauthor_microsoft_2020, title = {Microsoft}, url = {https://www.microsoft.com/}, abstract = {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.}, language = {fr-fr}, urldate = {2020-07-01}, year = {2020}, note = {Library Catalog: www.microsoft.com KerkoCite.ItemAlsoKnownAs: 2405685:N7I2LYAA}, } @misc{noauthor_mit_2020, title = {{MIT} {Solve}}, url = {https://solve.mit.edu/challenges/teachers-and-educators/solutions/3178}, language = {en}, urldate = {2020-06-29}, year = {2020}, note = {Library Catalog: solve.mit.edu KerkoCite.ItemAlsoKnownAs: 2405685:A972JCYU}, } @misc{noauthor_mobile_2020, title = {Mobile {School} {Report} {Card}}, url = {https://www.msrcghana.org/}, urldate = {2020-06-29}, journal = {mSRC}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XAKE2D76}, } @misc{noauthor_ogenius_2020, title = {O'{Genius} {Priority} {Ltd}}, url = {https://www.ogeniuspriority.com/}, urldate = {2020-08-17}, journal = {O'Genius Priority}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JKTZCX5Q 2405685:578RECJL}, } @misc{noauthor_one_2020, title = {One {Billion}}, url = {https://onebillion.org}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3B5NCJ2L 2405685:RYYH3UQH}, } @misc{noauthor_profuturo_2020, title = {{ProFuturo}}, url = {https://profuturo.education/en}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TTHJPAAF 2405685:9A963DBQ}, } @misc{noauthor_recoded_2020, title = {Re:{Coded}}, shorttitle = {Re}, url = {https://www.re-coded.com}, language = {en-US}, urldate = {2020-05-29}, journal = {Re:Coded}, year = {2020}, note = {Library Catalog: www.re-coded.com KerkoCite.ItemAlsoKnownAs: 2339240:M2V5467Q 2405685:L873E2RX 4803016:LKQXJVKZ}, } @misc{noauthor_rumie_2020, title = {Rumie {Initiative}}, url = {https://rumie.org/impact/}, abstract = {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 ...}, language = {en-US}, urldate = {2020-06-01}, journal = {Rumie Initiative}, year = {2020}, note = {Library Catalog: rumie.org KerkoCite.ItemAlsoKnownAs: 2339240:BD8RSW4Q 2405685:XWCCGLNZ 4803016:KF6JMJ8A}, } @misc{noauthor_shuledirect_2020, title = {{ShuleDirect}}, url = {https://www.shuledirect.co.tz}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z4YBGRZJ 2405685:ITIKHZ2Y}, } @misc{noauthor_teachers_2020, title = {Teachers {Service} {Commission}}, url = {https://www.tsc.go.ke/}, urldate = {2020-07-01}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:W5NH7MZX}, } @misc{noauthor_uwezo_2020, title = {Uwezo (2020): {Are} {Our} {Children} {Learning}? {The} {Status} of {Remote}-learning among {School}-going {Children} in {Kenya} during the {Covid}-19 {Crisis}. {Nairobi}: {Usawa} {Agenda}. {\textbar} {HumanitarianResponse}}, url = {https://www.humanitarianresponse.info/es/operations/kenya/document/uwezo-2020-are-our-children-learning-status-remote-learning-among-school}, urldate = {2022-06-29}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PTVHQ2D5 2486141:BZQ2UXSY 2486141:CQY2YYJL}, } @misc{noauthor_worldreader_2020, title = {Worldreader}, url = {http://www.worldreader.org/}, abstract = {With low-cost technology, culturally-relevant digital books, and a network of partners, we’re helping millions of people read more and read better.}, language = {en-US}, urldate = {2020-07-01}, year = {2020}, note = {Library Catalog: www.worldreader.org KerkoCite.ItemAlsoKnownAs: 2339240:VJC4YWVV 2405685:4LGUUN7F 2405685:RWWDH2UT}, } @techreport{a2i_final_2020, title = {Final {Report} on: {Assessment} of {Distance} {Learning} {Initiative} of the {Government} of {Bangladesh} during {COVID}-19 {Pandemic}}, author = {a2i}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q6R8864R 2405685:3K8CG3MF}, } @article{abdul_cambridge_2020, title = {Cambridge {University} {Press} \& {Cambridge} {Assessment}. (2020). {The} {Learning} {Passport} {Research} and {Recommendations} {Report}: {Summary} of {Findings}. {Cambridge}, {UK}: {Cambridge} {University} {Press} \& {Cambridge} {Assessment}.}, language = {en}, author = {Abdul, Zahara}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TDDFUP7H 2405685:ZCG5H6AF}, keywords = {⛔ No DOI found}, pages = {64}, } @article{aborode_impact_2020, title = {Impact of {COVID}-19 on {Education} in {Sub}-{Saharan} {Africa}}, volume = {2890}, url = {https://www.preprints.org/manuscript/202007.0027/v1}, doi = {10.20944/preprints202007.0027.v1}, abstract = {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}, number = {October}, journal = {Preprints}, author = {Aborode, A and Anifowoshe, O and Ifeoluwapo T, Ayodele and Rebecca A, Iretiayo and Oluwafemi O., David}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.20944/preprints202007.0027.v1 2405685:Z5AGTX7N}, keywords = {Africa, COVID-19, Deadly disease, Education, Governments, Resolution, Sub- Sahara}, pages = {1--29}, } @inproceedings{adam_between_2020, title = {Between {Social} {Justice} and {Decolonisation}: {Exploring} {South} {African} {MOOC} designers’ conceptualisations and approaches to addressing injustices [{O}-143]}, shorttitle = {Between {Social} {Justice} and {Decolonisation}}, url = {https://oer20.oerconf.org/sessions/o-143/}, abstract = {Visit the post for more.}, language = {en-US}, urldate = {2020-04-20}, booktitle = {{OER20}}, author = {Adam, Taskeen}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Y54SUGPI}, keywords = {dode\_eth-src-dode, dode\_eth-trf2-dode, ⛔ No DOI found}, } @misc{agajo_advancing_2020, title = {Advancing education and speech recognition in {Nigeria} with {AI} and machine learning}, url = {https://www.itu.int/en/myitu/News/2020/12/16/08/40/Research-projects-Nigeria-advancing-education-speech-recognition-AI-machine-learning}, author = {Agajo, J and Shuaibu, A and Guda, B}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MG5P8U97 2405685:ICPS3L4J}, } @inproceedings{agarwal_semi-supervised_2020, title = {Semi-supervised learning to perceive children's affective states in a tablet tutor}, copyright = {Copyright (c) 2020 Association for the Advancement of Artificial Intelligence}, url = {https://ojs.aaai.org/index.php/AAAI/article/view/7057}, doi = {10.1609/aaai.v34i09.7057}, language = {en}, urldate = {2020-11-18}, booktitle = {Proceedings of the {AAAI} {Conference} on {Artificial} {Intelligence}}, author = {Agarwal, Mansi and Mostow, Jack}, year = {2020}, note = {Number: 09 KerkoCite.ItemAlsoKnownAs: 10.1609/aaai.v34i09.7057 2339240:3L6Z5HX7 2405685:HP5Q26MU}, pages = {13350--13357}, } @misc{agarwal_largest_2020, title = {With the largest share of funding, test prep startups leading the {EdTech} charge in {India}}, url = {https://inc42.com/datalab/with-the-largest-share-of-funding-test-prep-startups-leading-the-edtech-charge-in-india/}, author = {Agarwal, Meha}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5WRSPLLH 2405685:FYD65D9P}, } @article{agormedah_online_2020, title = {Online learning in higher education during {COVID}-19 pandemic: {A} case of ghana}, volume = {3}, shorttitle = {Online learning in higher education during {COVID}-19 pandemic}, number = {3}, journal = {Journal of Educational Technology and Online Learning}, author = {AGORMEDAH, Edmond Kwesi and HENAKU, Eugene ADU and AYİTE, Desire Mawuko Komla and ANSAH, Enoch APORİ}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EB372T82}, keywords = {⛔ No DOI found}, pages = {183--210}, } @misc{ahmad_mental_2020, title = {Mental health and learning: {BRAC}’s response in {Bangladesh} during {Covid}-19}, url = {https://earlychildhoodmatters.online/2020/mental-health-and-learning-bracs-response-in-bangladesh-during-covid-19/#heading_1}, author = {Ahmad, J and Mariam, E and Sadaf, B and Sarwar, S and Siddique, S and Zaman, S}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NT98ND5A 2405685:S58SFAFK}, } @article{ahmed_abdullah_evaluating_2020, title = {Evaluating {Pre}-{Service} {Teaching} {Practice} for {Online} and {Distance} {Education} {Students} in {Pakistan}: {Evaluation} of {Teaching} {Practice}}, volume = {21}, issn = {1492-3831}, shorttitle = {Evaluating {Pre}-{Service} {Teaching} {Practice} for {Online} and {Distance} {Education} {Students} in {Pakistan}}, doi = {10.19173/irrodl.v21i2.4606}, abstract = {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.}, language = {eng}, number = {2}, journal = {International review of research in open and distance learning}, author = {Ahmed Abdullah, Nauman and Sultana Mirza, Munawar}, collaborator = {Henderson, Serena and McGreal, Rory and Kennepohl, Dietmar and Blomgren, Constance}, year = {2020}, note = {Publisher: Athabasca University Press AU Press KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v21i2.4606 2339240:6D6GUQFG 2405685:GTJHJZRJ}, pages = {81--97}, } @techreport{ahmed_role_2020, title = {The {Role} of {Evidence} in {Policymaking} in {Pakistan}: {Political} {Economy} {Analysis} {Report}}, institution = {Oxford Policy Management}, author = {Ahmed, K and Ahmed, V and Javed, S.A. and Jillani, A and Khan, A and Khaver, A.A and Nadeem, U and Pellani, A and Shah, Q and Shaxson, L and Suleri, A.Q and Zaidi, A and Zaidi, M}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4HQCSPQ6 2405685:T6TKT6E7}, } @techreport{ahmed_education_2020, address = {Dhaka, Bangladesh}, title = {Education and {Covid}-19 response: bringing schools and learning back on track}, url = {https://www.campebd.org/page/Generic/0/6/18}, institution = {Education Watch/Campaign for Popular Education (CAMPE)}, author = {Ahmed, Manzoor and Rahaman, Mostafizur and Hossain, Syed Shahadat and Ahmed, Ghiasuddin}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G9RHE7L5 2405685:7U3LNXWS}, } @misc{aims_rwanda_teacher_2020, title = {Teacher {Training} {Programs}}, url = {https://aims.ac.rw/public-engagement/teacher-training-program/}, language = {en-US}, urldate = {2020-08-17}, author = {AIMS Rwanda}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HXFSQLYS 2405685:NGD3KA6Z}, } @misc{akello_digital_classroom_akello_2020, title = {Akello {Digital} {Classroom} {\textbar} {Home}}, url = {https://www.akellobooks.com/live-class.html}, urldate = {2020-06-27}, author = {Akello Digital Classroom}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:I89TBIGA}, } @article{akmal_gendered_2020, title = {Gendered {Impacts} of {COVID}-19 {School} {Closures}: {Insights} from {Frontline} {Organizations}}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/gendered-impacts-covid-19-school-closures-insights-frontline-organizations.pdf}, abstract = {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.}, language = {en}, author = {Akmal, Maryam}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KI8D3WZN 2405685:KHMCGX6G 2405685:VMCU7KCE}, keywords = {⛔ No DOI found}, pages = {23}, } @techreport{al-samarrai_impact_2020, title = {The {Impact} of the {COVID}-19 {Pandemic} on {Education} {Financing}}, url = {http://documents.worldbank.org/curated/en/479041589318526060/pdf/The-Impact-of-the-COVID-19-Pandemic-on-Education-Financing.pdf}, urldate = {2020-06-09}, institution = {World Bank}, author = {Al-Samarrai, Samer}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:43H84UX8 2405685:RW6PYTEP}, } @misc{alasuutari_tackling_2020, title = {Tackling inequity in education during and after {COVID}-19}, url = {https://www.ukfiet.org/2020/tackling-inequity-in-education-during-and-after-covid-19/}, language = {en-GB}, urldate = {2020-08-06}, journal = {UKFIET}, author = {Alasuutari, Hannah}, year = {2020}, note = {Library Catalog: www.ukfiet.org KerkoCite.ItemAlsoKnownAs: 2339240:35GX34HL 2405685:ZAD9IZXZ}, } @article{alcott_assessment_2020, title = {From {Assessment} to {Action}: {Lessons} from the {Development} of {Theories} of {Change} with the {People}'s {Action} for {Learning} {Network}}, volume = {7}, issn = {2325-663X}, shorttitle = {From {Assessment} to {Action}}, url = {https://eric.ed.gov/?id=EJ1249199}, abstract = {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.}, language = {en}, number = {1}, urldate = {2020-12-01}, journal = {Global Education Review}, author = {Alcott, Benjamin and Rose, Pauline and Sabates, Ricardo and Ellison, Christine}, year = {2020}, note = {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}, pages = {6--19}, } @article{alexander_methodological_2020, title = {Methodological {Guidance} {Paper}: {The} {Art} and {Science} of {Quality} {Systematic} {Reviews}}, volume = {90}, issn = {0034-6543}, shorttitle = {Methodological guidance paper}, url = {https://doi.org/10.3102/0034654319854352}, doi = {10.3102/0034654319854352}, abstract = {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.}, number = {1}, journal = {Review of Educational Research}, author = {Alexander, Patricia A.}, year = {2020}, note = {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}, pages = {6--23}, } @misc{alison_balloons_2020, title = {Balloons to {Deliver} {Emergency} {Internet} {Across} {Kenya}}, url = {https://www.ifc.org/wps/wcm/connect/NEWS_EXT_CONTENT/IFC_External_Corporate_Site/News+and+Events/News/Insights/Telkom-Kenya}, abstract = {Telkom Kenya-Loon partnership will result in country-wide 4G connectivity during pandemic, boosting government services.}, language = {en}, urldate = {2020-07-01}, author = {Alison, Buckholtz}, year = {2020}, note = {Library Catalog: www.ifc.org EdTechHub.ItemAlsoKnownAs: 2405685:9STZ6Q6P}, } @article{allela_effectiveness_2020, title = {Effectiveness of {Multimodal} {Microlearning} for {In}-{Service} {Teacher} {Training}}, volume = {7}, issn = {2311-1550}, url = {https://eric.ed.gov/?id=EJ1280612}, doi = {10.56059/jl4d.v7i3.387}, abstract = {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.}, language = {en}, number = {3}, urldate = {2022-08-22}, journal = {Journal of Learning for Development}, author = {Allela, Melisa Achoko and Ogange, Betty Obura and Junaid, Muhammad Ibn and Charles, Prince Brainard}, year = {2020}, note = {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}, } @techreport{alliance_for_affordable_internet_luxury_2020, title = {From luxury to lifeline: {Reducing} the cost of mobile devices to reach universal internet access.}, url = {https://a4ai.org/wp-content/uploads/2020/08/Alliance-for-Affordable-Internet_Device-Pricing_PUBLIC.pdf}, urldate = {2020-09-23}, institution = {Web Foundation}, author = {Alliance for Affordable Internet}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VM6UDM3C 2405685:2CZW5CKH 2405685:Q447FXM3}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{almaiah_exploring_2020, title = {Exploring the critical challenges and factors influencing the e-learning system usage during {COVID}-19 pandemic}, volume = {25}, issn = {1360-2357, 1573-7608}, url = {https://link.springer.com/10.1007/s10639-020-10219-y}, doi = {10.1007/s10639-020-10219-y}, abstract = {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.}, language = {en}, number = {6}, urldate = {2021-08-05}, journal = {Education and Information Technologies}, author = {Almaiah, Mohammed Amin and Al-Khasawneh, Ahmad and Althunibat, Ahmad}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10219-y 10/ffq3 2339240:Z2CR6JQB 2405685:TRLJHG7B}, pages = {5261--5280}, } @article{amanor-mfoafo_towards_2020, title = {Towards e-learning in basic schools during {Covid}-19: {Insights} from {Ghanaian} teachers}, volume = {5}, abstract = {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.}, language = {en}, number = {2}, author = {Amanor-Mfoafo, Naa Kai and Edonu, Kwamina Kurefi and Akrofi, Olivia and Dowuona, Ebenezer Nortei}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7BV64SSU 2405685:ENWM8MDZ}, pages = {197--211}, } @misc{amaro_covid-19_2020, title = {{COVID}-19 and education: {The} digital gender divide among adolescents in sub {Saharan} {Africa}}, url = {https://blogs.unicef.org/evidence-for-action/covid-19-and-education-the-digital-gender-divide-among-adolescents-in-sub-saharan-africa/}, journal = {UNICEF}, author = {Amaro, D. and Pandolfelli, L. and Sanchez-Tapia, I. and Brossard, M.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GX9Y3A7S 2339240:SI5DHXIX 2405685:BPUUSE6D 2405685:PQUQVC76}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{amenya_maintaining_2020, title = {Maintaining learning continuity during school closure: {Community} {Health} {Volunteer} support for marginalised girls in {Kenya}}, url = {https://www.educationdevelopmenttrust.com/our-research-and-insights/research/maintaining-learning-continuity-during-school-clos}, urldate = {2021-05-21}, institution = {Education Development Trust}, author = {Amenya, Donvan and Fitzpatrick, Rachael and Page, Ella and Naylor, Ruth and Jones, Charlotte and McAleavy, Tony}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9GTVFSEH 2534379:PDMPBGRU}, } @unpublished{anamuah-mensah_emergency_2020, title = {Emergency remote-oriented learning and assessment in teacher education ({EROLA})}, author = {Anamuah-Mensah, Jophus and Ananga, Eric and Noble-Rogers, Bea and Awuku, Samuel and Fletcher, Jonathan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:68ISFSFJ 2405685:PTDSRFEH}, } @article{anderson_loss_2020, title = {Loss of brick-and-mortar schooling: {How} elementary educators respond}, volume = {121}, doi = {10.1108/ILS-04-2020-0085}, abstract = {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.}, number = {5}, journal = {Information and Learning Science}, author = {Anderson, Emma and Hira, Avneet}, year = {2020}, note = {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}, pages = {411--418}, } @techreport{andrabi_human_2020, title = {Human {Capital} {Accumulation} and {Disasters}: {Evidence} from the {Pakistan} {Earthquake} of 2005}, shorttitle = {Human {Capital} {Accumulation} and {Disasters}}, url = {https://riseprogramme.org/publications/human-capital-accumulation-and-disasters-evidence-pakistan-earthquake-2005}, abstract = {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}, language = {en}, institution = {UKAID, Australian Aid, Gates Foundation, and Oxford Policy Management}, author = {Andrabi, Tahir and Daniels, Benjamin and Das, Jishnu}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6UX6ZLW9 2339240:BSXBSGKH 2339240:KYXD4HM8 2405685:DAMJ5L34 2405685:X2T7I3MD 2405685:XLZI3FQ3}, } @misc{angrist_limiting_2020, title = {Limiting {Learning} {Loss} using {Phone}-based {Programming} during {Covid}-19 in {Botswana}}, url = {https://www.povertyactionlab.org/evaluation/limiting-learning-loss-using-phone-based-programming-during-covid-19-botswana}, abstract = {Working in Botswana, researchers rapidly evaluated a phone-based remote learning program aimed at keeping children engaged with math during the Covid-19 pandemic. Students who received weekly SMS messages and phone calls to review math exercises increased their math skills after twelve weeks, while students who received only SMS messages did not.}, language = {en}, urldate = {2022-06-25}, journal = {The Abdul Latif Jameel Poverty Action Lab (J-PAL)}, author = {Angrist, Noam and Bergman, Peter and Brewstar, Caton and Matsheng, Moitshepi}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ERXJR257 2405685:S6P3E5AS}, } @article{angrist_stemming_2020, title = {Stemming {Learning} {Loss} {During} the {Pandemic}: {A} {Rapid} {Randomized} {Trial} of a {Low}-{Tech} {Intervention} in {Botswana}}, issn = {1556-5068}, shorttitle = {Stemming {Learning} {Loss} {During} the {Pandemic}}, url = {https://www.ssrn.com/abstract=3663098}, doi = {10.2139/ssrn.3663098}, abstract = {The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system.}, language = {en}, urldate = {2020-08-12}, journal = {SSRN Electronic Journal}, author = {Angrist, Noam and Bergman, Peter and Brewster, Caton and Matsheng, Moitshepi}, year = {2020}, note = {shortDOI: 10/ghd7tq KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3663098 10/ghd7tq 2129771:37WVYGRH 2129771:3GGG8ENA 2129771:4XBSBHNZ 2129771:NQQA5HAW 2129771:ZAKRMJ4F 2339240:3KEMQZFY 2339240:8UQPKQ7W 2339240:A6GTDZPI 2339240:S9NW6UM3 2339240:TUIKVLFK 2339240:WELWFJX5 2405685:7YTYUC4P 2405685:CI9DR8FZ 2405685:FVE4BJUX 2405685:LH88EXET 2405685:RL286U4T 2405685:SE6BFJGL 2405685:XRR4DFUM}, keywords = {Education, Human Capital, Technology, \_COVID\_DEAA-List, \_\_C:filed:1, \_\_\_working\_potential\_duplicate}, } @techreport{angrist_how_2020, address = {Washington, DC}, type = {Working {Paper}}, title = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}? {A} {Comparison} of 150 {Interventions} {Using} the {New} {Learning}-{Adjusted} {Years} of {Schooling} {Metric}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}?}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9450}, abstract = {Many low- and middle-income countries lag far behind high-income countries in educational access and student learning. Limited resources mean that policymakers must make tough choices about which investments to make to improve education. Although hundreds of education interventions have been rigorously evaluated, making comparisons between the results is challenging. Some studies report changes in years of schooling; others report changes in learning. Standard deviations, the metric typically used to report learning gains, measure gains relative to a local distribution of test scores. This metric makes it hard to judge if the gain is worth the cost in absolute terms. This paper proposes using learning-adjusted years of schooling (LAYS)—which combines access and quality and compares gains to an absolute, cross-country standard—as a new metric for reporting gains from education interventions. The paper applies LAYS to compare the effectiveness (and cost-effectiveness, where cost is available) of interventions from 150 impact evaluations across 46 countries. The results show that some of the most cost-effective programs deliver the equivalent of three additional years of high-quality schooling (that is, schooling at quality comparable to the highest-performing education systems) for just \$100 per child—compared with zero years for other classes of interventions.}, language = {en}, number = {9450}, institution = {The World Bank}, author = {Angrist, Noam and Evans, David K. and Filmer, Deon and Glennerster, Rachel and Rogers, F. Halsey and Sabarwal, Shwetlena}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2129771:TUR7B4UV 2339240:3LCE9HV8 2339240:438DD95Z 2339240:98FSI5XH 2339240:PRN4F3XJ 2339240:S527VEKP 2339240:SNZZPXZE 2339240:TSZ5USU5 2405685:2W6J6E78 2405685:52GAJX48 2405685:59W7LV77 2405685:67PNDWSU 2405685:E7BQQ8AY 2405685:PJMJJZIG 2405685:W96R4GKX 2405685:X53U5NLR 2405685:XF4XK3C6 2534378:RYREI3A2 2534379:2C73YQ47}, keywords = {Cost-Benefit Analysis, Education Outcomes, Government Policy, Impact Evaluation, Learning Loss, Learning-Adjusted Years of Schooling, Public Expenditure, Years of Schooling, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {48}, } @techreport{ardington_impact_2020, title = {Impact {Evaluation} of {Funda} {Wande} {Coaching} {Intervention} {Midline} {Findings}: {Midline} {I}}, url = {https://fundawande.org/img/cms/news/Impact%20Evaluation%20of%20Funda%20Wande%20Coaching%20Intervention%20Midline%20Findings.pdf}, urldate = {2022-08-23}, institution = {SALDRU}, author = {Ardington, Cally and Meiring, Tiaan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IZWYX8R8 2405685:IZ8ZW2PK}, } @misc{arizmendi_loredo_alisis_2020, title = {Análisis comparativo de las prácticas educativas implementadas en {Chile} y {México} durante la pandemia de {COVID}-19 {\textbar} {Guayana} {Moderna}}, url = {https://revistasenlinea.saber.ucab.edu.ve/index.php/guayanamoderna/article/view/5423}, urldate = {2022-09-06}, author = {Arizmendi Loredo, Karla Fabiola and Fernández Hidalgo, Mariana and Núñez Rivadeneira, Scott}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MVTBE3YP 2405685:V3CPUH66}, } @misc{asadullah_coronavirus_2020, title = {Coronavirus {Outbreak}, {Schooling} and {Learning}: {Study} on {Secondary} {School} {Students} in {Bangladesh}}, url = {https://bigd.bracu.ac.bd/study/coronavirus-outbreak-schooling-and-learning-study-on-secondary-school-students-in-bangladesh/}, author = {Asadullah, N and Bhattacharjee, A and Tasnim, M and Mumtahena, F}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q68A9V5S 2405685:KEVNB97X}, } @techreport{asadullah_covid-19_2020, title = {{COVID}-19, schooling and learning}, url = {https://bigd.bracu.ac.bd/wp-content/uploads/2020/06/COVID-19-Schooling-and-Learning_June-25-2020.pdf}, language = {en}, institution = {BRAC}, author = {Asadullah, Niaz}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DL2YWCN7 2339240:3SFMKWAQ 2339240:7IXRWSHB 2405685:324RM4PS 2405685:69EF4C47 2405685:FFYLQH5J}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @techreport{asanov_remote-learning_2020, title = {Remote-learning, {Time}-{Use}, and {Mental} {Health} of {Ecuadorian} {High}-{School} {Students} during the {COVID}-19 {Quarantine}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/328261589899308503/remote-learning-time-use-and-mental-health-of-ecuadorian-high-school-studentsduring-the-covid-19-quarantine}, language = {en}, institution = {World Bank}, author = {Asanov, Igor and Flores, Francisco and McKenzie, David and Mensmann, Mona and Schulte, Mathis}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SZ37A924 2339240:A6I3EF94 2405685:2X67SUBU}, } @article{asare_improving_2020, title = {Improving the {Mouse} {Skills} of {Basic} {School} {Learners} {Using} the {Optical} {Mouse} and {Self} {Instructional} {Software}. {A} {Case} of a {Ghanaian} {Basic} {School}}, volume = {4}, url = {https://www.researchgate.net/profile/Samuel-Asare-12/publication/341877832_Improving_the_Mouse_Skills_of_Basic_School_Learners_Using_the_Optical_Mouse_and_Self_Instructional_Software_A_Case_of_a_Ghanaian_Basic_School/links/5ed7984f45851529452a7c6e/Improving-the-Mouse-Skills-of-Basic-School-Learners-Using-the-Optical-Mouse-and-Self-Instructional-Software-A-Case-of-a-Ghanaian-Basic-School.pdf}, abstract = {The study came about as a result of poor performance showed by Bosofour R{\textbackslash}C primary 6 learners' during practical sessions. The general objective of the study is to examine the causes of learner's poor mouse skills and provide an immediate solution to it. The research was conducted at Bosofour R{\textbackslash}C primary school from the month of December, 2019 to June, 2020. The study was critically analyzed, though ICT is a core subject offered by all learners' in the school, but due to time constraint, nature of the research and inadequate financial support, all the classes could not be covered but few were sampled to represent the whole school. The study adopted a random sampling technique for its appropriateness in reaching out to a large representative sample and generalization of the findings. The target population included five hundred and twenty (520) learners, comprising of two hundred and forty-eight (248) boys and two hundred and seventy-two (272) girls. Random sampling techniques was used to select twenty (20) learners'. Test, interview and observation were the main instruments used for data collection. The main design for the study was action research. The collected data was analyzed with the help of frequency distribution table, using pre-test and post-test as a method of obtaining data. The challenges of the study include; insufficient time for practical activity lessons, abstract methods of teaching, inadequate teaching{\textbackslash} learning resources and teachers' pedagogical knowledge about the course. The results of the study showed that learners' mouse skills may be improved by the use of optical mouse, self-instructional software and giving students enough time during practical sessions. It is therefore recommended that, Ghana Education Service should equip all Basic schools across the country with several types of educational software's, in addition in-service training on ICT should be provided for all teachers, and finally, much time should be allotted for ICT practical activity lessons.}, number = {5}, journal = {Innovation The European Journal of Social Science Research}, author = {Asare, Samuel and Leticia, Agyemang}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4TTCYUBI 2405685:WYPK6H3X}, keywords = {⛔ No DOI found}, pages = {2454--6186}, } @article{asare_how_2020, title = {How equitable are {South}-{North} partnerships in education research? {Evidence} from sub-{Saharan} {Africa}}, volume = {0}, issn = {0305-7925}, shorttitle = {How equitable are {South}-{North} partnerships in education research?}, url = {https://doi.org/10.1080/03057925.2020.1811638}, doi = {10.1080/03057925.2020.1811638}, abstract = {This article explores equity with respect to South-North partnerships in the context of education research involving scholars based in sub-Saharan Africa. Drawing on large-scale bibliometric analysis of over 1,000 publications published in English between 2010 and 2018, it finds that participation in such partnerships favours a relatively small number of countries in sub-Saharan Africa. These collaborations appear to be reproducing gender imbalances in authorship. Complemented by interviews with 31 researchers based in the region, it further identifies examples of asymmetrical relationships alongside more positive partnerships and practices. Scholars based in sub-Saharan Africa were more likely to view partnerships initiated by researchers based in the region as equitable.}, number = {0}, urldate = {2020-11-27}, journal = {Compare: A Journal of Comparative and International Education}, author = {Asare, Samuel and Mitchell, Rafael and Rose, Pauline}, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03057925.2020.1811638 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2020.1811638 2339240:IDPL76GX 2405685:C54NGNMP}, keywords = {Education, South-North research partnerships, sub-Saharan Africa, sustainable development goals}, pages = {1--20}, } @techreport{aser_annual_2020, title = {Annual {Status} of {Education} {Report}: {ASER}-{Pakistan} 2019 ({National})}, url = {http://www.aserpakistan.org/document/2019/reports/national/ASER_National_Urban_2019.pdf}, author = {ASER}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V7FVUG3V 2405685:FMJKPGEV}, } @techreport{aser_annual_2020, title = {Annual {Status} of {Education} {Report} {ASER}-{PAKISTAN} 2019 {Urban}}, author = {ASER}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3RUH7M9U 2339240:VJDS6K9D 2405685:FQR3NTDK 2405685:HBB5FK84}, } @misc{aser_pakistan_annual_2020, title = {Annual {Status} of {Education} {Report} 2019}, url = {http://www.aserpakistan.org/document/2019/reports/national/ASER_National_Urban_2019.pdf}, urldate = {2022-04-07}, author = {{ASER Pakistan}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:659L7XT9 2405685:DP3FSMM5}, } @misc{atlassian_atlassian_2020, title = {Atlassian {Team} {Playbook} - {Build} strong teams with {Plays}}, url = {https://www.atlassian.com/team-playbook}, abstract = {Plays are free workshop resources for addressing common team challenges and starting important conversations.}, language = {en}, urldate = {2021-07-23}, journal = {Atlassian}, author = {Atlassian}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JWBB984G 2405685:3V9KHWL9}, } @techreport{atuhurra_system_2020, type = {Working {Paper}}, title = {System ({In}){Coherence}: {Quantifying} the {Alignment} of {Primary} {Education} {Curriculum} {Standards}, {Examinations}, and {Instruction} in {Two} {East} {African} {Countries}}, shorttitle = {System ({In}){Coherence}}, url = {https://riseprogramme.org/publications/system-incoherence-quantifying-alignment-primary-education-curriculum-standards}, language = {en}, number = {20/057}, urldate = {2022-04-07}, institution = {RISE}, author = {Atuhurra, Julius and Kaffenburger, Michelle}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9K2DMMY4 2405685:52BLIQSF 4656463:46HTEL8B}, } @misc{avenuegh_online_portal_check_2020, title = {Check {GES} {Ghana} {Learning} {TV} ({GLTV}) {Timetable} {For} {JHS}, {Primary}, {KG}: {How} {To} {Scan} {For} {GLTV}}, shorttitle = {Check {GES} {Ghana} {Learning} {TV} ({GLTV}) {Timetable} {For} {JHS}, {Primary}, {KG}}, url = {https://avenuegh.com/check-ges-ghana-learning-tv-gltv-timetable-for-jhs-primary-kg-how-to-scan-for-gltv/}, abstract = {The Ghana Education Service (GES) has officially released the Ghana Learning TV (GLTV) timetable for}, language = {en-US}, urldate = {2020-06-29}, author = {Avenuegh Online Portal}, year = {2020}, note = {Library Catalog: avenuegh.com EdTechHub.ItemAlsoKnownAs: 2405685:2ZYLJ2SF}, } @misc{azevedo_how_2020, title = {How could {COVID}-19 hinder progress with {Learning} {Poverty}? {Some} initial simulations}, url = {https://blogs.worldbank.org/education/how-could-covid-19-hinder-progress-learning-poverty-some-initial-simulations}, author = {Azevedo, João Pedro}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XT5MHPVI 2405685:A6EIFHFE}, } @techreport{azevedo_learning_2020, address = {Washington DC}, title = {Learning poverty in the time of {COVID}-19: a crisis within a crisis}, url = {https://openknowledge.worldbank.org/handle/10986/34850}, institution = {World Bank}, author = {Azevedo, Joao Pedro}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8P9NGICG 2405685:MB7WWDGU}, } @techreport{azevedo_learning_2020, address = {Washington D.C.}, title = {Learning {Poverty}: {Measures} and {Simulations}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/34654/Learning-Poverty-Measures-and-Simulations.pdf?sequence=1&isAllowed=y}, number = {Policy Research Working Paper 9446}, institution = {World Bank Group}, author = {Azevedo, João Pedro}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NEU568SV 2405685:KCVJ4N9Y}, } @techreport{baird_adolescence_2020, title = {Adolescence in the {Time} of {Covid}-19: {Evidence} from {Bangladesh}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/34801/Adolescence-in-the-Time-of-COVID-19-Evidence-from-Bangladesh.pdf?sequence=1&isAllowed=y}, abstract = {This note examines the effects of COVID-19 and subsequent economic and educational disruptions on adolescent well-being in Bangladesh. The analysis is based on data from 2,095 in-school adolescents aged 10–18 collected preCOVID-19 (February–March 2020) through a field survey for an ongoing impact evaluation, and a follow-up virtual survey undertaken early in the pandemic (May–June 2020). Findings show large household-level economic impacts associated with increased food insecurity, anxiety, and mental health issues among adolescents. In addition, school closures have decreased adolescents’ access to learning, increased time spent on household chores, and affected future job aspirations. The impacts are particularly large for girls and for adolescents from more vulnerable households. Policy makers need to consider policies that facilitate school return, targeting girls and the most vulnerable. They also need creative school-based programming to address the likely long-run physical and mental health effects of COVID-19 on young people.}, language = {en}, author = {Baird, Sarah and Seager, Jennifer and Sabarwal, Shwetlena and Guglielmi, Silvia and Sultan, Maheen}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VBAB3NLH 2405685:4FAR45UM}, pages = {10}, } @techreport{barrett_governance_2020, title = {Governance of student data}, url = {https://www.unicef.org/globalinsight/reports/governance-student-data}, language = {en}, institution = {UNICEF}, author = {Barrett, Lindsey}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ECCMIU3S 2339240:FE4N2WXW 2405685:WTEUYXE2 2405685:ZNQ632HM}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {11}, } @misc{basic_education_coalition_pivot_2020, title = {Pivot {Stories}: {BEC} {Members} {Continue} to {Meet} {New} {Learner} {Needs} during {COVID}-19}, shorttitle = {{NEW} {Pivot} {Stories}}, abstract = {The Basic Education Coalition (BEC) developed this document to highlight how international education programs are adapting to meet new learner needs that have emerged due to the COVID-19 crisis. This new, updated version of the document includes even more examples of adaptations from implementers.}, language = {en-US}, urldate = {2020-06-09}, journal = {Basic Education Coalition}, author = {{Basic Education Coalition}}, year = {2020}, note = {Library Catalog: www.basiced.org KerkoCite.ItemAlsoKnownAs: 2339240:ME2JCZPL 2405685:9Q82QQ6V 4803016:F598T32Q}, } @article{basilaia_transition_2020, title = {Transition to online education in schools during a {SARS}-{CoV}-2 {Coronavirus} ({COVID}-19) pandemic in {Georgia}}, volume = {5}, doi = {10.29333/pr/7937}, abstract = {The situation in general education in Georgia has changed in the spring semester of 2020, when the first case of coronavirus COVID-19 infection was detected rising to 211 local and more than 1,5 million infection cases worldwide by the Apr. 8. 2020. Georgia became one of 188 countries worldwide that has suspended the education process. The paper studies the capacities ofthe country and its population to continue the education process atthe schools in the online form of distance learning, study reviews the different available platforms and indicates the ones that were used by the support of the government, such as online portal, TV School and Microsoft teams for public schools and the alternatives like Zoom, Slack and Google Meet, EduPage platform that can be used for online education and live communication and gives examples of their usage. Authors made a case study, where the Google Meet platform was implemented for online education in a private school with 950 students, shows the usage statistics generated by the system for the first week of the online education process. Results confirm that the quick transition to the online form of education went successful and gained experience can be used in the future. The experience and studies can be useful for other countries that have not found the ways of transition yet. The lesson learned from the pandemic of 2020 will force a generation of new laws, regulations, platforms and solutions for future cases, when the countries, government and population will be more prepared than today.}, number = {4}, journal = {Pedagogical Research}, author = {Basilaia, Giorgi and Kvavadze, David}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.29333/pr/7937 2405685:ANG2XXWV}, pages = {1--9}, } @misc{battaile_what_2020, title = {What does {Tanzania}’s move to lower-middle income status mean?}, url = {https://blogs.worldbank.org/africacan/what-does-tanzanias-move-lower-middle-income-status-mean}, abstract = {On July 1, 2020, the World Bank announced that the Tanzanian economy had been upgraded from low to lower-middle income status. So, what does that mean? Below, we answer some of the most frequently asked questions about this global exercise and what it means for Tanzania.}, language = {en}, urldate = {2020-11-23}, journal = {World Bank Blogs}, author = {Battaile, William G.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7TC53AV8 2405685:5Q2EN93I}, } @article{bbc_coronavirus_2020, chapter = {Africa}, title = {Coronavirus: {John} {Magufuli} declares {Tanzania} free of {Covid}-19}, shorttitle = {Coronavirus}, url = {https://www.bbc.com/news/world-africa-52966016}, abstract = {President John Magufuli says prayers have helped eliminate the deadly virus from the country.}, language = {en-GB}, urldate = {2021-01-22}, journal = {BBC News}, author = {{BBC}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GIYAXEL4 2405685:VC4LV73V}, } @misc{belafi_modelling_2020, title = {Modelling the learning process \#1: {What} is a pedagogical production function—and how does it help us understand student learning?}, shorttitle = {Modelling the learning process \#1}, url = {https://riseprogramme.org/blog/modelling-the-learning-process-1}, language = {en}, urldate = {2022-08-25}, journal = {RISE Programme}, author = {Belafi, Carmen}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JHUWT24H 2405685:7CJZQMXU}, } @techreport{bertoni_escasez_2020, title = {Escasez de docentes en {Latinoamérica}: ¿{Cómo} se puede medir y que políticas están implementando los países para resolverlo?}, shorttitle = {Escasez de docentes en {Latinoamérica}}, url = {https://publications.iadb.org/es/escasez-de-docentes-en-latinoamerica-como-se-puede-medir-y-que-politicas-estan-implementando-los}, urldate = {2021-03-16}, institution = {Inter-American Development Bank}, author = {Bertoni, Eleonora and Elacqua, Gregory and Marotta, Luana and Martínez, Matias and Méndez, Carolina and Montalva, Veronica and Olsen, Anne Sofie and Santos, Humberto and Soares, Sammara}, month = mar, year = {2020}, doi = {10.18235/0002224}, note = {KerkoCite.ItemAlsoKnownAs: 10.18235/0002224 2405685:HA9QB4D8}, } @misc{beteille_supporting_2020, title = {Supporting teachers during the {COVID}-19 (coronavirus) pandemic}, url = {https://blogs.worldbank.org/education/supporting-teachers-during-covid-19-coronavirus-pandemic}, abstract = {Supporting teachers during the COVID-19 (coronavirus) pandemic}, language = {en}, urldate = {2020-06-09}, author = {Beteille, Tara}, year = {2020}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:PEZZZHCF 2405685:LBXLM7JX}, } @techreport{beteille_three_2020, title = {Three {Principles} to {Support} {Teacher} {Effectiveness} {During} {COVID}-19}, url = {http://elibrary.worldbank.org/doi/book/10.1596/33775}, language = {en}, urldate = {2020-06-03}, institution = {World Bank}, author = {Beteille, Tara and Ding, Elaine and Molina, Ezequiel and Pushparatnam, Adelle and Wilichowski, Tracy}, month = may, year = {2020}, doi = {10.1596/33775}, note = {shortDOI: 10/ghgng2 KerkoCite.ItemAlsoKnownAs: 10.1596/33775 10/ghgng2 2339240:4L2A2MJZ 2405685:EVVG746M 2405685:YUAST7F4}, keywords = {\_\_\_working\_potential\_duplicate}, } @book{beteille_ready_2020, title = {Ready to {Learn}: {Before} {School}, in {School}, and beyond {School} in {South} {Asia}}, isbn = {978-1-4648-1327-6}, shorttitle = {Ready to {Learn}}, url = {https://eric.ed.gov/?id=ED604408}, abstract = {Countries that have sustained rapid growth over decades have typically had a strong public commitment to expanding education as well as to improving learning outcomes. South Asian countries have made considerable progress in expanding access to primary and secondary schooling, with countries having achieved near-universal enrollment of the primary-school-age cohort (ages 6-11), except for Afghanistan and Pakistan. Secondary enrollment shows an upward trend as well. Beyond school, many more people have access to skill-improving opportunities and higher education today. Although governments have consistently pursued policies to expand access, a prominent feature of the region has been the role played by non-state actors, private nonprofit and for-profit entities, in expanding access at every level of education. Though learning levels remain low, countries in the region have shown a strong commitment to improving learning. All countries in South Asia have taken the first step, which is to assess learning outcomes regularly. Since 2010, there has been a rapid increase in the number of large-scale student learning assessments conducted in the region. But to use the findings of these assessments to improve schooling, countries must build their capacity to design assessments and analyze and use findings to inform policy.}, language = {en}, urldate = {2020-12-01}, publisher = {World Bank Publications}, author = {Béteille, Tara and Tognatta, Namrata and Riboud, Michelle and Nomura, Shinsaku and Ghorpade, Yashodhan}, year = {2020}, note = {ISSN: ISSN- Publication Title: World Bank KerkoCite.ItemAlsoKnownAs: 2339240:RW9HJMPG 2405685:T5TAZCDZ}, keywords = {21st Century Skills, Access to Education, Administrator Role, Barriers, Child Development, Child Health, Early Childhood Education, Educational Attainment, Educational Equity (Finance), Educational Finance, Educational Policy, Educational Quality, Elementary Secondary Education, Equal Education, Faculty Development, Foreign Countries, Gender Bias, Global Approach, Governance, Government Role, Higher Education, Inservice Teacher Education, Job Skills, Nutrition, Parenting Skills, Preschool Education, Preservice Teacher Education, Principals, Private Schools, Public Education, Public Policy, Readiness, Skill Development, Teacher Competencies, Teacher Qualifications, Teacher Salaries, Technology Integration, Technology Uses in Education}, } @techreport{bettinger_does_2020, address = {Cambridge, MA}, type = {Working {Paper}}, title = {Does {EdTech} {Substitute} for {Traditional} {Learning}? {Experimental} {Estimates} of the {Educational} {Production} {Function}}, shorttitle = {Does {EdTech} {Substitute} for {Traditional} {Learning}?}, url = {http://www.nber.org/papers/w26967.pdf}, abstract = {Experimental studies rarely consider the shape and nature of the education production function, which is useful for deriving optimal levels of input substitution in increasingly resource constrained environments. Because of the rapid expansion of EdTech as a substitute for traditional learning around the world and against the backdrop of full-scale temporary substitution due to the coronavirus pandemic, we explore the educational production function by using a large randomized controlled trial that varies dosage of computer-assisted learning (CAL) as a substitute for traditional learning. Results show production is concave in CAL. Moving from zero to a low level of CAL, the marginal rate of technical substitution (MRTS) of CAL for traditional learning is greater than one. Moving from a lower to a higher level of CAL, production remains on the same or a lower isoquant and the MRTS is equal to or less than one. The estimates are consistent with the general form of a Cobb-Douglas production function and imply that a blended approach of CAL and traditional learning is optimal. The findings have direct implications for the rapidly expanding use of educational technology worldwide and its continued substitution for traditional learning.}, language = {en}, number = {w26967}, urldate = {2020-06-22}, institution = {National Bureau of Economic Research}, author = {Bettinger, Eric and Fairlie, Robert and Kapuza, Anastasia and Kardanova, Elena and Loyalka, Prashant and Zakharov, Andrey}, month = apr, year = {2020}, doi = {10.3386/w26967}, note = {shortDOI: 10/ghgk6x KerkoCite.ItemAlsoKnownAs: 10.3386/w26967 10/ghgk6x 2339240:CKF9HN4H 2339240:S4QWMRBY 2339240:TRKM9BLZ 2339240:XS952L7F 2405685:2CA8JM36 2405685:QNXAXD73 2405685:YBNVX46E 2405685:YMGYAZPV}, pages = {w26967}, } @techreport{bhardwaj_edtech_2020, address = {Jakarta}, title = {{EdTech} in {Indonesia}: {Ready} for {Take}-off?}, url = {https://documents1.worldbank.org/curated/en/535881589465343528/pdf/EdTech-in-Indonesia-Ready-for-Take-off.pdf}, urldate = {2021-05-24}, institution = {World Bank Group}, author = {Bhardwaj, Riaz and Yarrow, Noah and Calì, Massimiliano}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4B3EHJHR 2405685:LZVIGAX3}, } @article{bhaumik_e-readiness_2020, title = {E-readiness of senior secondary school learners to online learning transition amid {COVID}-19 lockdown}, volume = {15}, doi = {10.5281/zenodo.3891822}, abstract = {In the backdrop of recent COVID-19 lockdown, the school learners across the country have had the opportunity to experience online mode of learning. This study attempts to find out e-readiness of senior secondary school learners for transition to online learning along with their views on this mode of learning transaction. Quantitative descriptive survey method was used for the purpose of this study. A questionnaire comprising 20 Likert-type items covering four dimensions, viz. access, digital literacy and e-readiness, delivery of online learning, and online load, was administered on a 100-student sample from different schools of Delhi using non-probability sampling. Access to online learning and online load on learners were found to be high. The study also revealed that only 35.2\% learners found online classes as effective as face-to-face classes. The delivery of online learning by teachers and digital skills of learners were found lacking. The geographical scope of the study is limited to National Capital Region of Delhi which has better smartphone penetration and internet access as compared to other states in India. The study concludes that online pedagogy and digital skills of teachers and learners need to be strengthened for a possible roadmap ahead. The study may provide useful insights into the challenges of online learning and areas for further improvement. Keywords:}, number = {1}, journal = {Asian Journal of Distance Education}, author = {Bhaumik, Rikisha and Priyadarshini, Anita}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3891822 2405685:MX6XWGUS}, keywords = {covid-19, digital access, e-readiness, online delivery, online learning}, pages = {244--256}, } @misc{bhi_bolo_2020, title = {Bolo {Bhi}’s {Analysis} of the {Personal} {Data} {Protection} {Bill} 2020}, url = {https://bolobhi.org/bolo-bhis-analysis-of-the-personal-data-protection-bill-2020-3/}, abstract = {On April 10, 2020, the Ministry of Information and Technology and Telecommunications (MOITT) invited input from stakeholders on a draft Personal Data Protection Bill 2020 via email by May 15, 2020. Putting up a draft seeking stakeholder input is certainly a good step towards transparency and a collaborative, consultative process, unlike the approach adopted with …}, language = {en-US}, urldate = {2022-06-14}, journal = {Bolo Bhi}, author = {Bhi, Bolo}, year = {2020}, note = {Section: Blog KerkoCite.ItemAlsoKnownAs: 2339240:67LEIICC 2405685:PRJMUGBG}, } @techreport{biswas_tv-based_2020, address = {Washington, D.C.}, type = {Working {Paper}}, title = {{TV}-{Based} {Learning} in {Bangladesh}: {Is} it {Reaching} {Students}?}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {{TV}-{Based} {Learning} in {Bangladesh}}, url = {https://openknowledge.worldbank.org/handle/10986/34138}, abstract = {Is TV-based learning during COVID-19 school closures in Bangladesh reaching students? Most students (86 percent) within our sample of more than 2,000 Grade 9 stipend recipients are aware of government provided TV-based learning programs; yet only half of the students with access to these programs choose to access them. Also, very few students (21 percent) have access to government provided online learning programs, and among those that do, only about 2 percent choose to access them. There is a perceptible decline in the time students spend studying at home after school closures. This may be linked to the fact that 1 in 2 parents claim they are unable to help their children with new topics. Despite lower education, mothers are significantly more likely to be involved in the child’s education compared to fathers. Most students (90 percent) claim they have a supportive environment at home for studying. This is true for both boys and girls. Finally, nearly 65 percent of households in our sample report declines in income and 28 percent had to decrease the amount of food consumed within the household in the previous week.}, language = {English}, institution = {World Bank}, author = {Biswas, Kumar and Asaduzzaman, T.M. and Evans, David and Fehrler, Sebastian and Ramachandran, Deepika and Sabarwal, Shwetlana}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/34138 2339240:C5IHCNQD 2339240:IM47JZ2Z 2339240:M56ICKNT 2339240:SVXNVHB3 2405685:2NGQ3V9V 2405685:5SKQVXG9 2405685:F8Y2BXPY 2405685:HCD7DA27 2405685:XQXHTGSI 2534379:EBH9X23R}, keywords = {Access to Education, Distance Learning, Education, Online Learning, School Closure, Secondary Education, \_\_\_working\_potential\_duplicate}, } @techreport{blasko_educational_2020, title = {Educational inequalities in {Europe} and physical school closures during {Covid}-19}, url = {https://ec.europa.eu/jrc/en/research/crosscutting-activities/fairness.}, author = {Blaskó, Zsuzsa and Schnepf, Sylke V}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3MPSDT4N}, pages = {1--5}, } @article{blau_digital_2020, title = {Digital collaborative learning in elementary and middle schools as a function of individualistic and collectivistic culture: {The} role of {ICT} coordinators’ leadership experience, students’ collaboration skills, and sustainability}, volume = {36}, doi = {10.1111/jcal.12436}, number = {5}, journal = {Journal of Computer Assisted Learning}, author = {Blau, I. and Shamir-Inbal, T. and Hadad, S.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12436 2405685:JZRM5WNP}, pages = {672--687}, } @article{bock_displaced_2020, title = {Displaced and dismayed: how {ICTs} are helping refugees and migrants, and how we can do better}, shorttitle = {Displaced and dismayed}, doi = {10.1080/02681102.2020.1727827}, journal = {Information Technology for Development}, author = {Bock, Joseph G. and Haque, Ziaul and McMahon, Kevin A.}, year = {2020}, note = {shortDOI: 10/ggsp4w KerkoCite.ItemAlsoKnownAs: 10.1080/02681102.2020.1727827 10/ggsp4w 2339240:JE8AC55J 2405685:QQ5VHJDF}, keywords = {Google Scholar/ "education technology" refugees, RER theme\_pedagogies and modalities}, pages = {1--22}, } @article{borsari_education_2020, title = {Education {Reform} through a {Systems} {Approach} for {Sustainable} {Development}}, url = {http://link-springer-com-443.webvpn.fjmu.edu.cn/referenceworkentry/10.1007/978-3-319-69902-8_4-1}, doi = {10.1007/978-3-319-69902-8_4-1}, abstract = {Change/s in education; Study program; Systemic approach Educational reform The process of changing public education in order to empower all learners, and to adapt it to the changes occurring in...}, language = {en}, urldate = {2021-01-06}, journal = {Quality Education}, author = {Borsari, Bruno and Mora, Cristhian}, year = {2020}, note = {Publisher: Springer, Cham KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-69902-8\_4-1 2339240:3HYUJCHY 2405685:86EMS57I}, pages = {1--10}, } @techreport{bourgault_womens_2020, address = {Washington D.C.}, title = {Women's access to cash transfers in light of {COVID}-19: {The} case of {Pakistan}}, url = {https://www.cgdev.org/sites/default/files/womens-access-cash-transfers-light-covid-19.pdf}, institution = {Center for Global Development}, author = {Bourgault, Shelby and O'Donnell, Megan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9SLGDAR6 2405685:XIAZWDYL}, } @book{boyd_legislating_2020, title = {Legislating gender and sexuality in {Africa}: {Human} rights, society, and the state}, isbn = {978-0-299-32740-8}, shorttitle = {Legislating {Gender} and {Sexuality} in {Africa}}, abstract = {In recent decades, a more formalized and forceful shift has emerged in the legislative realm when it comes to gender and sexual justice in Africa. This rigorous, timely volume brings together leading and rising scholars across disciplines to evaluate these ideological struggles and reconsider the modern history of human rights on the continent. Broad in geographic coverage and topical in scope, chapters investigate such subjects as marriage legislation in Mali, family violence experienced by West African refugees, sex education in Uganda, and statutes criminalizing homosexuality in Senegal. These case studies highlight the nuances and contradictions in the varied ways key actors make arguments for or against rights. They also explore how individual countries draft and implement laws that attempt to address the underlying problems. Legislating Gender and Sexuality in Africa details how legal efforts in the continent can often be moralizing enterprises, illuminating how these processes are closely tied to notions of ethics, personhood, and citizenship. The contributors provide new appraisals of recent events, with fresh arguments about the relationships between local and global fights for rights. This interdisciplinary approach will appeal to scholars in African studies, anthropology, history, and gender studies.}, language = {en}, publisher = {University of Wisconsin Pres}, author = {Boyd, Lydia and Burrill, Emily}, year = {2020}, note = {Google-Books-ID: Cp7eDwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:EYJ99ERE 2405685:448SI79U}, keywords = {History / Africa / General, Political Science / Human Rights, Social Science / Gender Studies}, } @article{bozkurt_emergency_2020, title = {Emergency remote teaching in a time of global crisis due to {CoronaVirus} pandemic}, volume = {15}, url = {http://www.asianjde.org}, doi = {10.5281/zenodo.3778083}, abstract = {At the end of the day, the lesson learnt was so simple... With online and offline connections, the world is a global village (McLuhan, 1962) and a butterfly flapping its wings in Asia can cause a hurricane all around the world (Lorenz, 1972). Currently, it seems that the global education system is in the middle of this hurricane. These times, where we are all witnessing developments warily, are certainly interesting and strange, but the hope is that lessons will have been learned once things hopefully return to normal. Though there were early warnings to be prepared (White, Ramirez, Smith, \& Plonowski, 2010) and already ongoing interruptions to education (Briggs, 2018; GCPEA, 2018), this is the first crisis to occur on the global scale in the digital knowledge age, and there will be socio-cultural, economic, and political consequences in the wake of this crisis. In other words, the educational landscape will feel the rush of air from the butterfly’s flapping wings to the full extent.}, number = {1}, journal = {Asian Journal of Distance Education}, author = {Bozkurt, A and Sharma, R C}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3778083 2405685:IDTPIWRX}, keywords = {\& Sharma, 15(1), A., Bozkurt, R. C. (2020). Emergency remote teaching in a time, i-vi. https://doi.org/10.5281/zenodo.3778083}, pages = {2020--2020}, } @misc{brck_brck_2020, title = {{BRCK} {\textbar} {KioKit}}, url = {https://www.brck.com/education/}, language = {en-US}, urldate = {2020-06-11}, author = {BRCK}, year = {2020}, note = {Library Catalog: www.brck.com KerkoCite.ItemAlsoKnownAs: 2405685:TRVYGXS9}, } @misc{bridge_international_bridge_2020, title = {Bridge {International} {\textbar} {Liberian} {Education} {Advancement} {Program} ({LEAP})}, url = {https://www.bridgeinternationalacademies.com/teaching/government-teachers/liberian-education-advancement-program-leap/}, abstract = {Delivering transformation at scale is more effective if achieved through the local Ministry of Education. The Liberian Education Advancement Programme …}, language = {en-GB}, urldate = {2020-06-26}, journal = {Bridge International Academies}, author = {Bridge International}, year = {2020}, note = {Library Catalog: www.bridgeinternationalacademies.com KerkoCite.ItemAlsoKnownAs: 2405685:5UXWYA4U}, } @misc{bridge_international_academies_bridge_2020, title = {Bridge {International} {Academies}- {Home} {Learning}}, url = {https://www.bridgeinternationalacademies.com/home-learning/}, abstract = {If your child is at one of our schools, then their lessons will have been interrupted because schools are temporarily closed. Please access the weekly class specific lesson plan for your child so they can continue learning at home.}, language = {en-GB}, journal = {Bridge International Academies}, author = {Bridge International Academies}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QDKNLHUR 2405685:HP935QSJ}, } @misc{british_council_connecting_2020, title = {Connecting {Classrooms} through {Global} {Learning}}, url = {https://connecting-classrooms.britishcouncil.org/}, author = {British Council}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JLPFY3DT 2405685:H4WV2NL5}, } @misc{broadband_commission_moments_2020, title = {In moments of crisis, {Broadband} {Commissioners} come together to offer immediate support to communities worldwide}, url = {http://bbnewsletter.itu.int/covid19/}, urldate = {2020-06-04}, author = {Broadband Commission}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:8UAYJE3V}, } @techreport{buchel_relative_2020, address = {Switzerland}, title = {The relative effectiveness of teachers and learning software: {Evidence} from a field experiment in {El} {Salvador}}, url = {https://ideas.repec.org/p/bss/wpaper/36.html}, abstract = {This study provides novel evidence on the relative effectiveness of computer-assisted learning (CAL) software and traditional teaching. Based on a randomized controlled trial in Salvadoran primary schools, we evaluate three interventions that aim to improve learning outcomes in mathematics: (i) teacher-led classes, (ii) CAL classes monitored by a technical supervisor, and (iii) CAL classes instructed by a teacher. As all three interventions involve the same amount of additional mathematics lessons, we can directly compare the productivity of the three teaching methods. CAL lessons lead to larger improvements in students’ mathematics skills than traditional teacher-centered classes. In addition, teachers add little to the effectiveness of learning software. Overall, our results highlight the value of CAL approaches in an environment with poorly qualified teachers.}, language = {en}, number = {36}, institution = {University of Bern}, author = {Buchel, Konstantin and Jakob, Martina and Kuhnhanss, Christoph and Steffen, Daniel and Brunetti, Aymo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QBLAB2G4 2339240:URIKLIDV 2405685:CTWU7VNK 2405685:F2XBIBS4}, keywords = {Quality: H, Relevance: H, computer-assisted learning, primary education, productivity in education, teacher content knowledge, ⛔ No DOI found}, pages = {43}, } @misc{bullard_releasing_2020, title = {Releasing the potential of teachers in the {COVID} response in low-income countries}, url = {https://www.globalpartnership.org/blog/releasing-potential-teachers-covid-response-low-income-countries}, abstract = {How can teachers in low income countries be involved to support learning and student well-being during the COVID-19 crisis? Drawing lessons from past disease outbreaks and from current examples of the COVID-19 education response, we look at tools and practices to help teachers continue doing their work during the crisis.}, language = {en}, urldate = {2020-06-03}, journal = {Global Partnership for Education}, author = {Bullard, Katy and Sonnenberg, Krystyna}, year = {2020}, note = {Library Catalog: www.globalpartnership.org KerkoCite.ItemAlsoKnownAs: 2339240:GHTHVSQC 2405685:43SE8ETE 2405685:L3UPU6TB}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{burgess_leveraging_2020, title = {Leveraging community partnerships to engage digitally foreign learners in response to {COVID}-19}, volume = {6}, issn = {2379-4690}, url = {https://scholarworks.uvm.edu/mgreview/vol6/iss2/10}, abstract = {This practitioner perspective discusses how creating and leveraging community partnerships in response to COVID-19 enhanced remote learning with science curriculum in an urban middle school with digitally foreign learners. The term digitally foreign learners was coined by the authors to contextualize the experiences of students with limited digital learning both at home and in school as a result of the digital divide. By developing a partnership with the nonprofit organization, I AM not the MEdia, Inc., along with parents and an external educator, the authors describe how a classroom blog site was created that enhanced remote learning engagement with students and families in a high poverty community. Strategies for addressing technology inequities and engaging digitally foreign learners through digital curriculum is provided.}, number = {2}, journal = {Middle Grades Review}, author = {Burgess, W Keith and Anderson, Jimmeka L}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T2AMHYLK 2405685:QHB7XQU2 2405685:V9PDIVXY}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {1--9}, } @misc{burns_school_2020, title = {School, interrupted: 4 options for distance education to continue teaching during {COVID}-19}, shorttitle = {School, interrupted}, url = {https://www.globalpartnership.org/blog/school-interrupted-4-options-distance-education-continue-teaching-during-covid-19}, abstract = {Take a look at the four most common distance technology for contractors, donors and educators who find themselves needing to explore distance-learning options, with a particular focus on sub-Saharan Africa.}, language = {en}, urldate = {2020-06-02}, journal = {Global Partnership for Education}, author = {Burns, Mary}, year = {2020}, note = {Library Catalog: www.globalpartnership.org KerkoCite.ItemAlsoKnownAs: 2405685:PSW9X5JE 2405685:XQH95TTX}, } @techreport{butcher_public-private_2020, title = {Public-{Private} {Virtual}-{School} {Partnerships} and {Federal} {Flexibility} for {Schools} during {COVID}-19 {POLICY} {BRIEF}}, abstract = {The coronavirus has altered the daily lives of families around the world. In the United States, one of the most significant changes for millions of families is that most K-12 pupils have become homeschool or virtual-school students for the foreseeable future. As of March 25, state and local officials in every state have closed some or all brick-and-mortar K-12 schools for at least two weeks, affecting approximately 55 million students. 1 More announcements about extended closures may be coming: Kansas Governor Laura Kelly was the first to close schools in the state for the remainder of the school year. 2 Educators in Kansas are turning to online instruction, as are schools around the country, facing the choice of providing virtual courses or forgoing schoolwork entirely, perhaps until the fall. Making effective partnerships with existing online schools and virtual content providers will be critical for students in the coming weeks. Furthermore, policymakers should afford district and charter schools more flexibility with existing resources so that schools can direct taxpayer spending to areas of need. Finally, the US Department of Education has issued guidance that removes regulatory barriers to schools attempting to provide online course material. Schools and districts should not be allowed to cite rules and point to obstacles that prevent any attempts at offering virtual instruction. The pandemic offers an opportunity to see just how quickly, and how extensively , public and private educators can expand virtual instruction-which may change the way society considers all of education in the future.}, number = {7039939967}, author = {Butcher, Jonathan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YXMFHBYJ}, keywords = {internet, online education, schools, virtual schools}, } @misc{cable_worldwide_2020, title = {Worldwide {Mobile} {Data} {Pricing} {League} {\textbar} {Cost} of {1GB} in 230 countries}, url = {https://www.cable.co.uk/mobiles/worldwide-data-pricing/}, abstract = {Analysis of over 6,300 mobile plans in 230 countries reveals the cost of mobile data in 230 countries.}, language = {en}, urldate = {2020-07-15}, journal = {Cable}, author = {Cable}, year = {2020}, note = {Library Catalog: www.cable.co.uk EdTechHub.ItemAlsoKnownAs: 2405685:EQ83VI56}, keywords = {auto\_merged}, } @misc{cable_worldwide_2020, title = {Worldwide {Mobile} {Data} {Pricing} {League} {\textbar} {Cost} of {1GB} in 230 countries}, url = {https://www.cable.co.uk/mobiles/worldwide-data-pricing/}, abstract = {Analysis of over 6,300 mobile plans in 230 countries reveals the cost of mobile data in 230 countries.}, language = {en}, urldate = {2020-07-15}, journal = {Cable}, author = {Cable}, year = {2020}, note = {Library Catalog: www.cable.co.uk EdTechHub.ItemAlsoKnownAs: 2405685:EQ83VI56}, } @techreport{cambridge_assessment_learning_2020, address = {Cambridge, UK}, title = {The {Learning} {Passport}: {Curriculum} {Framework} ({Maths}, {Science}, {Literacy})}, url = {https://www.learningpassport.org/media/331/file/Curriculum%20Framework%20(Maths,%20Science,%20Literacy).pdf}, institution = {Cambridge Assessment}, author = {Cambridge Assessment}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5LQ3SB6L 2405685:XZU6VIBY}, } @misc{carballo_asi_2020, title = {Así consumíamos medios en {El} {Salvador} antes de la {COVID}-19}, url = {https://uca.edu.sv/wp-content/uploads/2020/12/investigacion-uca-asi-consumiamos-medios-en-el-salvador-antes-de-la-covid-19.pdf}, urldate = {2021-12-20}, author = {Carballo, Willian and Marroquín, Amparo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TTIIHASA 2405685:DM8MX37B}, } @article{cardoso_mother_2020, title = {Mother tongue and literature teaching in smart cities: {How} technology is reshaping the frontiers of education}, volume = {3}, shorttitle = {Mother tongue and literature teaching in smart cities}, number = {1}, journal = {European Journal of Literature, Language and Linguistics Studies}, author = {Cardoso, Luis}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:NFXRJ3R9 4042040:GE4Q3AIM}, keywords = {⛔ No DOI found}, } @article{carter_sustaining_2020, title = {Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in {Ghana}}, volume = {76}, issn = {07380593}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059319306066}, doi = {10.1016/j.ijedudev.2020.102195}, language = {en}, urldate = {2022-06-10}, journal = {International Journal of Educational Development}, author = {Carter, Emma and Sabates, Ricardo and Rose, Pauline and Akyeampong, Kwame}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2020.102195 2405685:33WA88FB 4042040:WYSMDT3V}, pages = {102--195}, } @techreport{carvalho_planning_2020, title = {Planning for {School} {Reopening} and {Recovery} {After} {COVID}-19}, url = {https://www.cgdev.org/sites/default/files/planning-school-reopening-and-recovery-after-covid-19.pdf}, language = {en}, institution = {Center for Global Development}, author = {Carvalho, Shelby and Rossiter, Jack and Angrist, Noam and Hares, Susannah and Silverman, Rachel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:M8UVBAGZ 2534379:B8KTQJNJ}, keywords = {⛔ No DOI found}, pages = {26}, } @techreport{carvalho_planning_2020, title = {Planning for {School} {Reopening} and {Recovery} {After} {COVID}-19: {An} {Evidence} {Kit} for {Policymakers}}, url = {https://www.cgdev.org/sites/default/files/planning-school-reopening-and-recovery-after-covid-19.pdf}, institution = {Center for Global Development}, author = {Carvalho, Shelby and Rossiter, Jack and Angrist, Noam and Hares, Susannah and Silverman, Rachel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CJTHTYJL 2405685:U3VEH3WA}, } @article{castleman_can_2020, title = {Can {Text} {Message} {Nudges} {Improve} {Academic} {Outcomes} in {College}? {Evidence} from a {West} {Virginia} {Initiative}}, volume = {43}, issn = {0162-5748}, doi = {10.1353/rhe.2020.0015}, abstract = {Although socioeconomic disparities in college enrollment have declined, gaps in college completion persist by income and geography. We investigate a text messaging campaign in West Virginia, which addressed informational barriers and behavioral obstacles to college persistence by providing college students with simplified information, encouragement, and access to individualized advising. Using descriptive and matching methods, we find participating students were more likely to remain enrolled throughout their first year of college, and completed more course credits with suggestive evidence of improved academic performance. This evidence suggests colleges play an important role communicating information about academic expectations, support resources, and norms.}, number = {4}, journal = {The Review of Higher Education}, author = {Castleman, Benjamin and Meyer, Katharine}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1353/rhe.2020.0015 2339240:NE7RSPVL 2339240:PR9DQ5AV 2405685:F5XK6CZS 2405685:MDMWTG3D 2405685:Z6KKY8ZV 2534379:LIY4MNF5}, pages = {1125--1165}, } @article{cavanaugh_understanding_2020, title = {Understanding the professional learning and support needs of educators during the initial weeks of pandemic school closures through search terms and content use}, volume = {28}, abstract = {Beginning in February and March of 2020, school closures impacted at least 90\% of the world’s population of students, according to UNESCO estimates. As educators swiftly shifted to teaching online, they sought information to guide their initial planning and teaching in new environments with new tools. Analysis of educators’ search terms and their use of support content during this period indicates the needs felt by educators globally and informs content and professional development support for preservice educators. The authors compared the volume of searches, frequency of search terms, and patterns of content use during this period to the previous year by educators using an education support website. Re- sults show that site use multiplied six times in volume, use of video increased by 30 times, and among the search terms and content topics used during and prior to this period, focus nar- rowed to digital and distance learning. Implications of these findings are that professional development providers can meet educators’ needs with video and a focus on the specific teaching practices that educators are learning as they transi- tion to distance teaching at an entry level. Keyword}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Cavanaugh, Catherine and DeWeese, Abraham}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Q4TPK4NA}, keywords = {Communicable Diseases, Disease Control, Distance Education, Educational Needs, Educational Technology, Faculty Development, Online Courses, Online Searching, Teaching Methods, Technology Uses in Education, Video Technology, Web Sites, ⛔ No DOI found}, pages = {233--238}, } @misc{cdc_schools_2020, title = {Schools during the {COVID}-19 pandemic}, url = {https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/Schools-Decision-Tree.pdf}, urldate = {2020-06-09}, author = {CDC}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EL3Q4EWG 2405685:JF8USRX9}, } @misc{central_intelligence_agency_africa_2020, title = {Africa: {Tanzania} — {The} {World} {Factbook} - {Central} {Intelligence} {Agency}}, url = {https://www.cia.gov/library/publications/the-world-factbook/geos/tz.html}, urldate = {2020-11-17}, journal = {Central Intelligence Agency World Factbook website}, author = {{Central Intelligence Agency}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z4U5EGRC 2405685:AHC3I8EU}, } @misc{central_intelligence_agency_nigeria_2020, title = {Nigeria {\textbar} {The} {World} {Factbook}}, url = {https://www.cia.gov/library/publications/the-world-factbook/geos/ni.html}, urldate = {2020-07-07}, author = {Central Intelligence Agency}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IKLLIDHR}, } @misc{central_square_foundation_central_2020, title = {Central {Square} {Foundation} website}, url = {http://www.centralsquarefoundation.org/}, language = {en-US}, urldate = {2020-03-30}, author = {Central Square Foundation}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QIVEAKXH 2405685:X7JIWUSI X7JIWUSI}, } @misc{centre_for_education_innovations_know_2020, title = {Know {Zone}}, url = {https://educationinnovations.org/program/know-zone}, urldate = {2020-03-30}, author = {Centre for Education Innovations}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9FGJK6X4 2405685:WKPMZUF2 WKPMZUF2}, } @misc{cepeda_innovation_2020, title = {Innovation {Fund} {Graduate}: {OS} {City}}, url = {https://www.unicef.org/innovation/fundgraduate/OSCity}, author = {Cepeda, Jesús}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ADXJ746T 2405685:XR7QK32D}, } @techreport{chakera_eastern_2020, address = {Nairobi}, title = {Eastern and {Southern} {Africa} {Region} {Working} {Paper} – {Structured} {Pedagogy}: {For} {Real}-{Time} {Equitable} {Improvements} in {Learning} {Outcomes}}, url = {https://www.unicef.org/esa/media/7511/file/ESA-Structured-Pedagogy-2020.pdf}, urldate = {2022-08-26}, institution = {UNICEF}, author = {Chakera, Shiraz and Haffner, Deborah and Harrop, Elizabeth}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YS3W9WNF 2405685:ZD6CSNLA}, } @techreport{chama_cha_mapinduzi_summary_2020, title = {Summary of the {CCM} election manifesto 2020-2025}, language = {en}, institution = {Chama Cha Mapinduzi}, author = {{Chama Cha Mapinduzi}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:57RB5IHS 2405685:GNKMD77U}, pages = {14}, } @techreport{chebib_education_2020, address = {London}, title = {Education for all in the time of {COVID}-19: how {EdTech} can be part of the solution}, url = {https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2020/09/EdTech-Final-WEB.pdf}, urldate = {2021-05-10}, institution = {GSMA}, author = {Chebib, Kinda}, collaborator = {Sharma, Akanksha and Ajadi, Sam}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RNC6E62B 2534378:D86AH99M}, } @article{cherner_deconstructing_2020, title = {Deconstructing {EdTech} frameworks based on their creators, features, and usefulness}, volume = {0}, issn = {1743-9884}, url = {https://doi.org/10.1080/17439884.2020.1773852}, doi = {10.1080/17439884.2020.1773852}, abstract = {Several theoretical frameworks have been released in recent years to inform how educational technology (edtech) can be used in the classroom. These frameworks range from providing a holistic view of the role edtech plays in education at a macrolevel to analyzing how edtech is used by students and teachers. With a growing number of them now available, researchers have yet to systemically collect and analyze a set of these frameworks, which can result in edtech not being used effectively by practitioners and researchers alike. In response, this study employed a content analysis methodology to analyze nine frameworks designed for using edtech. This study will report its findings regarding the creators of these frameworks, features used to draw attention to the frameworks, and which frameworks key stakeholders may find most useful. To conclude, implications for contextualizing these frameworks within the EdTech Ecosystem will be offered along with critical considerations for practitioners and researchers to use when selecting edtech frameworks for their work.}, number = {0}, urldate = {2020-12-07}, journal = {Learning, Media and Technology}, author = {Cherner, Todd and Mitchell, Chyrstine}, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/17439884.2020.1773852 zotzenLib.CopiedFrom: 2339240:3IXTKVWF KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2020.1773852 2339240:3IXTKVWF 2339240:N7T4DBJN 2339240:U79BIBXS 2405685:XB6U7UD3}, keywords = {Critical Media Literacy, EdTech, Frameworks}, pages = {1--26}, } @article{children_responding_2020, title = {Responding to emergencies}, url = {https://www.mercatus.org/system/files/butcher-virtual-schools-covid-19-mercatus-v1.pdf}, author = {Children, Save the}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Y6ENJJ9G}, keywords = {⛔ No DOI found}, } @misc{cho_urban_2020, title = {“{Urban} slum education”: a case study of children’s experience in {Jakarta}}, shorttitle = {“{Urban} slum education”}, url = {https://cies2020.org/portfolio/urban-slum-education-a-case-study-of-childrens-experience-in-jakarta/}, language = {en-US}, urldate = {2021-10-25}, publisher = {Comparative International \& Education Society (CIES)}, author = {Cho, InJung}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JN7XPSE6 2405685:8ZA4AQCK}, } @misc{chopra_learningneverstops_2020, title = {\#{LearningNeverStops}(?): {A} teacher and refugee student’s reflections on {Covid}-19 school closures in {Lebanon} {\textbar} {INEE}}, url = {https://inee.org/blog/learningneverstops-teacher-and-refugee-students-reflections-covid-19-school-closures-lebanon}, urldate = {2020-09-16}, journal = {Inter-agency Network for Educatio in Emergencies}, author = {Chopra, Vidur and Talhouk, Joumana}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3WENPKKT 2405685:UBDIW8HL}, } @incollection{chowdhury_challenges_2020, address = {Singapore}, title = {Challenges and {Developments} in the {Higher} {Education} {System} of {Bangladesh}: {Keys} to {Way} {Forward}}, isbn = {9789811333095}, shorttitle = {Challenges and {Developments} in the {Higher} {Education} {System} of {Bangladesh}}, url = {http://link.springer.com/10.1007/978-981-13-3309-5_57-1}, language = {en}, urldate = {2021-06-09}, booktitle = {Handbook of {Education} {Systems} in {South} {Asia}}, publisher = {Springer Singapore}, author = {Chowdhury, Mahfuzul Hoque and Absar, Mir Mohammed Nurul and Quader, Syed Manzur}, editor = {Sarangapani, Padma M. and Pappu, Rekha}, year = {2020}, doi = {10.1007/978-981-13-3309-5_57-1}, note = {Series Title: Global Education Systems KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-13-3309-5\_57-1 2339240:GB9KNSCS 2405685:WA9WN3R2}, pages = {1--32}, } @misc{chowdhury_how_2020, title = {How {BRAC} is supporting {Bangladesh} to continue education in a pandemic}, url = {http://blog.brac.net/how-bangladesh-is-continuing-education-in-a-pandemic/}, author = {Chowdhury, Zaian and Islam, Rubab and Saltmarsh, Sarah-Jane}, year = {2020}, note = {Library Catalog: blog.brac.net Section: Learning KerkoCite.ItemAlsoKnownAs: 2339240:62DZHUDL 2339240:YPXY5VS5 2405685:8CMZMYMX 2405685:JGHI5FAV}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{christensen_preparing_2020, title = {Preparing {K}-12 {Schools} for a {Pandemic} before {It} {Occurs}}, volume = {28}, issn = {1059-7069}, url = {https://www.learntechlib.org/primary/p/216257/}, abstract = {While almost all K-12 schools closed for the COVID-19 pandemic with little or no preparation, one school began to prepare 12 years ago for a time such as this. In 2006, the school leadership team began to consider what would happen to teaching and learning in the event of a large-scale pandemic causing the buildings to be closed. The school implemented a Distance Learning Day (DLD) in fall 2007 and continued it for one day each of five years. This paper describes the rationale, implementation, and outcomes of the endeavor, as well as its impact on students, teachers and parents. Implications for professional development are also included for those seeking to replicate this approach.}, language = {en}, number = {2}, urldate = {2021-06-08}, journal = {Journal of Technology and Teacher Education}, author = {Christensen, Rhonda and Alexander, Curby}, year = {2020}, note = {Publisher: Association for the Advancement of Computing in Education KerkoCite.ItemAlsoKnownAs: 2339240:5N58U7UC 2405685:HQ37QHA6 2405685:W4832TDB}, keywords = {COVID-19, Communicable Diseases, Distance Education, Educational Benefits, Electronic Learning, Elementary Secondary Education, Emergency Programs, Instructional Design, Pandemics, Parent Attitudes, Planning, Program Effectiveness, Program Implementation, School Closing, Student Attitudes, Teacher Attitudes, Teacher Education, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {261--272}, } @misc{cia_factsheet_east_2020, title = {East {Asia}/{Southeast} {Asia}: {Mongolia}}, url = {https://www.cia.gov/library/publications/the-world-factbook/geos/mg.html}, urldate = {2020-08-31}, author = {CIA Factsheet}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:53JGPC58 2405685:EGCM4TPH}, } @unpublished{cilliers_can_2020, title = {Can {Virtual} {Replace} {In}-person {Coaching}? {Experimental} {Evidence} on {Teacher} {Professional} {Development} and {Student} {Learning} in {South} {Africa}}, url = {https://riseprogramme.org/sites/default/files/inline-files/Virtual%20vs%20InPerson%20Coaching%20Working%20Paper.pdf}, abstract = {We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proficiency (0.12 SD), had no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude effectiveness, but rather that in-person contact enabled more accountability and support.}, language = {en}, author = {Cilliers, J and Fleischz, B and Kotzex, J and Mohohlwanex, N and Taylor, S and Thulare, T}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HJFGEEK2 2339240:GR5IIJ86 2339240:S43VPLWI 2405685:AHNDT3T8 2405685:BYWDN798 2405685:PZ94P8BE 2405685:QGPR3S5E 2405685:ZT5C342T 2534378:SLV36H9G}, keywords = {Important, Read, ⛔ No DOI found}, } @article{combs_success_2020, title = {Success plan for the online learning experience: {Student} engagement, teacher accessibility, \& relationships}, volume = {6}, abstract = {Online teaching in the time of COVID-19 is a new and sometimes scary experience for even the most seasoned educator. It is certainly apparent that many students are struggling to make this instantaneous adjustment. Teachers have a duty to mitigate this stress as they continue to provide relevant instruction. Based on my experience, this can be achieved by fostering student engagement, staying highly assessible, and maintaining the relationships that were formed face-to-face in the conventional classroom.}, number = {2}, journal = {Middle Grades Review}, author = {Combs, Ruchelle}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4JKWXJN7}, keywords = {⛔ No DOI found}, pages = {1--5}, } @misc{common_good_ethics_2020, title = {Ethics {Kit} {\textbar} {Methods} \& tools for ethics in the design process}, url = {https://ethicskit.org/index.html}, urldate = {2021-07-22}, author = {Common Good and Co-Op Digital and Hyper Island and Open Data Institute and PLOT}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XG7GYLB3 2405685:IBMLUJ27}, } @misc{commonwealth_network_sectors_2020, title = {Sectors}, url = {https://www.commonwealthofnations.org/sectors/}, language = {en-US}, urldate = {2022-10-20}, journal = {Commonwealth of Nations}, author = {Commonwealth Network}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:78A99CPJ 2405685:G3PJPAXV}, } @techreport{commonwealth_of_learning_col_2020, title = {{COL} in the {Commonwealth}: {Sierra} {Leone}}, url = {http://oasis.col.org/bitstream/handle/11599/3546/2018-2020_Africa_Sierra_Leone_Country_Highlights.pdf?sequence=1&isAllowed=y}, urldate = {2020-06-25}, author = {Commonwealth of Learning}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:I3SFDGVA}, } @article{crompton_mobile_2020, title = {Mobile learning and pedagogical opportunities: {A} configurative systematic review of {PreK}-12 research using the {SAMR} framework}, volume = {156}, url = {https://doi.org/10.1016/j.compedu.2020.103945}, doi = {10.1016/j.compedu.2020.103945}, abstract = {Scholars postulate that mobile devices can be used to transform learning. However, there is a paucity of evidence to determine if mobile learning is redefining learning or if these devices are being used to replicate past teaching practices. To fill this gap in scholarly understanding, this systematic review was conducted to examine studies from 2014 to 2019 involving mobile devices in PK-12 (2–18 years) learning. Technology use was coded using the Substitution, Augmentation, Modification, and Redefinition (SAMR) framework. This framework was empirically extended and presented in this study. The data revealed unique findings, including the concerning discovery that while mobile technologies can and were used to transform learning in 54\% of the studies, 46\% of the time devices were used to replicate activities that can be conducted without technology. This has larger implications on school integration of mobile devices and whether these devices are being used to redefine learning to provide the most benefit to PK-12 students.}, number = {June}, journal = {Computers and Education}, author = {Crompton, Helen and Burke, Diane}, year = {2020}, note = {Publisher: Elsevier Ltd KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.103945 2405685:3U7PETF4}, keywords = {Mlearning, Mobile learning, SAMR, Systematic review, Technology integration}, pages = {103945--103945}, } @techreport{cullinane_covid-19_2020, title = {{COVID}-19 and {Social} {Mobility} {Impact} {Brief} \#1: {School} {Shutdown}}, url = {https://www.suttontrust.com/wp-content/uploads/2020/04/COVID-19-Impact-Brief-School-Shutdown.pdf}, language = {en}, institution = {The Sutton Trust}, author = {Cullinane, Carl and Montacute, Rebecca}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PKDLTFQW 2405685:GXJ74TC7}, pages = {11}, } @misc{curious_learning_what_2020, title = {What {We} {Do}}, url = {https://www.curiouslearning.org/what-we-do-2}, language = {en-US}, urldate = {2020-06-03}, journal = {Curious Learning}, author = {{Curious Learning}}, year = {2020}, note = {Library Catalog: www.curiouslearning.org KerkoCite.ItemAlsoKnownAs: 2339240:UGX3SC9A 2405685:ZE6R7MS9 4803016:MUTMGXEM}, } @article{daniel_education_2020, title = {Education and the {COVID}-19 pandemic}, volume = {49}, issn = {0033-1538, 1573-9090}, url = {https://link.springer.com/10.1007/s11125-020-09464-3}, doi = {10.1007/s11125-020-09464-3}, abstract = {The COVID-19 pandemic is a huge challenge to education systems. This Viewpoint offers guidance to teachers, institutional heads, and officials on addressing the crisis. What preparations should institutions make in the short time available and how do they address students’ needs by level and field of study? Reassuring students and parents is a vital element of institutional response. In ramping up capacity to teach remotely, schools and colleges should take advantage of asynchronous learning, which works best in digital formats. As well as the normal classroom subjects, teaching should include varied assignments and work that puts COVID-19 in a global and historical context. When constructing curricula, designing student assessment first helps teachers to focus. Finally, this Viewpoint suggests flexible ways to repair the damage to students’ learning trajectories once the pandemic is over and gives a list of resources.}, language = {en}, number = {1-2}, urldate = {2021-08-05}, journal = {PROSPECTS}, author = {Daniel, Sir John}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-020-09464-3 10/ghvnth 2339240:NPJUBXW8 2405685:ZF3A2VIK}, pages = {91--96}, } @misc{darakht-e_danesh_darakht-e_2020, title = {Darakht-e {Danesh} {Online} {Library}}, url = {https://www.darakhtdanesh.org/en}, abstract = {The Darakht-e Danesh Online Library for Educators is a repository of open educational resources for teachers, teacher trainers, school administrators, literacy workers and others involved in furthering education in Afghanistan.}, language = {en}, urldate = {2020-06-03}, author = {{Darakht-e Danesh}}, year = {2020}, note = {Library Catalog: www.darakhtdanesh.org KerkoCite.ItemAlsoKnownAs: 2339240:T65HPCDE 2405685:7827QLJQ 4803016:3AEZNBWX}, } @misc{darkwa_ghana_2020, title = {Ghana: {Mobile} {Phone} and {Digital} {Devices} in the {Classroom} - {Learning} {Tool} or {Distraction}}, shorttitle = {Ghana}, url = {https://allafrica.com/stories/202003030201.html}, abstract = {Globally, mobile technology use has increased over the years and the use of it has become an integral part in the average persons' communicative lifestyle. According to Parsons, mobile subscriptions exceed 6 billion subscriptions globally. Similarly, Ipsos and Verizon found out that adopting mobile phones with smart technologies has increased fast which also coincided with a more utilization of their Internet capabilities. People today are more connected than ever.}, language = {en}, urldate = {2020-06-23}, author = {Darkwa, O.K.}, year = {2020}, note = {Library Catalog: allafrica.com Section: News KerkoCite.ItemAlsoKnownAs: 2405685:YJSNC4HL}, } @techreport{das_assessment_2020, title = {Assessment of {Distance} {Learning} {Initiative} of the {Government} of {Bangladesh} during {COVID}-19 {Pandemic}}, institution = {a2i}, author = {Das, H}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QP4P29MJ 2405685:BV6K34UF}, } @techreport{datareportal_digital_2020, title = {Digital 2020: {Kenya}}, url = {https://datareportal.com/reports/digital-2020-kenya}, abstract = {All the data, statistics, and trends you need to understand digital use in Kenya in 2020, including the latest reported figures for the number of internet users, social media users, and mobile connections, and key indicators for ecommerce use.}, language = {en-GB}, urldate = {2020-07-01}, author = {DataReportal}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RA7W42A7 2405685:R7MPW7JK 2405685:UUAD5BMZ}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{datareportal_digital_2020, title = {Digital 2020: {Kenya} – {DataReportal} – {Global} {Digital} {Insights}}, url = {https://datareportal.com/reports/digital-2020-kenya}, urldate = {2021-09-03}, author = {DataReportal}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V4V2NMAF 2405685:I6DECA4T}, } @misc{davis_mitigating_2020, title = {Mitigating {COVID}-19 impacts and getting education systems up and running again: {Lessons} from {Sierra} {Leone}}, shorttitle = {Mitigating {COVID}-19 impacts and getting education systems up and running again}, url = {https://www.globalpartnership.org/blog/mitigating-covid-19-impacts-and-getting-education-systems-and-running-again-lessons-sierra}, abstract = {Reflexions on some of the lessons from the Sierra Leone Ebola education response that could be relevant for countries facing shutdowns of their education systems due to the COVID-19 pandemic.}, language = {en}, urldate = {2020-08-18}, journal = {Global Partnership for Education}, author = {Davis, Edward and Berry, Chris}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NIUY9YWK 2405685:CVJKIQ8D}, } @misc{demographic_dividend_demographic_2020, title = {Demographic {Dividend} {Country} {Highlights} - {Ghana}}, url = {https://demographicdividend.org/country_highlights/ghana/}, urldate = {2020-12-12}, journal = {Demographic Dividend}, author = {Demographic Dividend}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R4C4R2I4 2405685:J78H735M}, } @misc{demographic_dividend_ghana_2020, title = {Ghana}, url = {https://demographicdividend.org/country_highlights/ghana/}, urldate = {2020-06-23}, author = {Demographic Dividend}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:32AEHJ8S}, } @misc{demographic_dividend_rwanda_2020, title = {Rwanda}, url = {https://demographicdividend.org/country_highlights/rwanda/}, urldate = {2020-08-17}, author = {Demographic Dividend}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5GG2FQKI 2405685:XBV4W92Y}, } @misc{demographic_dividend_tanzania_2020, title = {Tanzania}, url = {https://demographicdividend.org/country_highlights/tanzania}, author = {Demographic Dividend}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3JZQAWZ6 2405685:EUDMQ6I9}, } @techreport{department_of_elementary_and_secondary_education_government_of_azad_government_of_the_state_of_jammu_and_kashmir_ajk_2020, title = {{AJ}\&{K} {Education} {Policy} (2021-2030)}, author = {Department of Elementary {and} Secondary Education, Government of Azad government of the state of Jammu {and} Kashmir}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SKLICSCG 2405685:KFNTR7AS}, } @techreport{dfid_education_2020, title = {Education {Programme} {For} {Results} ({EP4R}) {Annual} {Review} 2020}, urldate = {2020-01-30}, institution = {Department for International Development (DFID)}, author = {DFID}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WZ8LAWC2 2405685:B5QJSBLA}, } @techreport{di_pietro_likely_2020, address = {Luxembourg}, type = {{JRC} {Technical} {Report}}, title = {The likely impact of {COVID}-19 on education: {Reflections} based on the existing literature and recent international datasets.}, shorttitle = {The likely impact of {COVID}-19 on education}, url = {https://publications.jrc.ec.europa.eu/repository/handle/JRC121071}, abstract = {In order to reduce the spread of COVID-19, most countries around the world have decided to temporarily close educational institutions. However, learning has not stopped but is now fully taking place online as schools and universities provide remote schooling. Using existing literature and evidence from recent international data (Eurostat, PISA, ICILS, PIRLS, TALIS), this report attempts to gain a better understanding of how the COVID-19 crisis may affect students’ learning. It looks at the different direct and indirect ways through which the virus and the measures adopted to contain it may impact children’s achievement. ‘Conservative’ estimates for a few selected EU countries consistently indicate that, on average, students will suffer a learning loss. It is also suggested that COVID-19 will not affect students equally, will influence negatively both cognitive and non-cognitive skills acquisition, and may have important long-term consequences in addition to the short-term ones.}, language = {eng}, number = {JRC121071}, urldate = {2021-05-24}, institution = {European Commission}, author = {Di Pietro, Giorgio and Biagi, Federico and Dinis Mota Da Costa, Patricia and Karpinski, Zbigniew and Mazza, Jacapo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LU67HXXC 2534379:4KKZAUC8}, pages = {1--50}, } @misc{diawara_covid_2020, title = {{COVID} 19: how {Senegal} intends to ensure \#{LearningNeverStops}}, shorttitle = {{COVID} 19}, url = {https://gemreportunesco.wordpress.com/2020/04/03/covid-19-how-senegal-intends-to-ensure-learningneverstops/}, abstract = {English / Français By Rokhaya Fall Diawara and Tidiane Sall, UNESCO The spread of COVID-19 is a growing worry for Africa. Among the 47 African countries that have closed their schools and universit…}, language = {en}, urldate = {2020-06-22}, journal = {World Education Blog}, author = {Diawara, Rokhaya Fall and Sall, Tidiane}, year = {2020}, note = {Library Catalog: gemreportunesco.wordpress.com KerkoCite.ItemAlsoKnownAs: 2339240:WWF5SBZZ 2405685:ZIMQRDE5}, } @misc{digistem_digistem_2020, title = {Digistem {\textbar} {Home}}, url = {https://digistem.co/}, language = {en-US}, urldate = {2020-07-07}, author = {Digistem}, year = {2020}, note = {Library Catalog: digistem.co KerkoCite.ItemAlsoKnownAs: 2405685:3IUSL3ST}, } @misc{diksha_diksha_2020, title = {{DIKSHA} - {Platform} for {School} {Education} – {Apps} on {Google} {Play}}, url = {https://play.google.com/store/apps/details?id=in.gov.diksha.app&hl=en_GB}, abstract = {The DIKSHA platform offers teachers, students and parents engaging learning material relevant to the prescribed school curriculum. Teachers have access to aids like lesson plans, worksheets and activities, to create enjoyable classroom experiences. Students understand concepts, revise lessons and do practice exercises. Parents can follow classroom activities and clear doubts outside school hours. App highlights • Explore interactive material created by teachers and the best Indian content creators for teachers and students in India. By India, for India! • Scan QR codes from textbooks and find additional learning material associated with the topic • Store and share content offline, even without Internet connectivity • Find lessons and worksheets relevant to what is taught in the school classroom • Experience the app in English, Hindi, Tamil, Telugu, Marathi, Kannada, Assamese, Bengali, Gujarati, Urdu with additional Indian languages coming soon! • Supports multiple content formats like Video, PDF, HTML, ePub, H5P, Quizzes - and more formats coming soon! Advantages for teachers • Find interactive and engaging teaching material to make your class interesting • See and share best practices with other teachers to explain difficult concepts to students • Join courses to further your professional development and earn badges and certificates on completion • View your teaching history across your career as a school teacher • Receive official announcements from the state department • Conduct digital assessments to check your students’ understanding of a topic that you have taught Advantages for students and parents • Scan QR codes in your textbook for easy access to the associated lessons on the platform • Revise lessons that you learnt in class • Find additional material around topics that are difficult to understand • Practice solving problems and get immediate feedback on whether the answer is correct or not. Want to create content for DIKSHA? • Help teachers deliver concepts in an easy and engaging manner • Help students learn better in and outside class. • Get involved in providing students with high quality learning material, irrespective of where they study • If you wish to be a part of this movement, visit the VidyaDaan portal using vdn.diksha.gov.in This initiative is supported by the Ministry of Human Resources Development (MHRD) and led by the National Council Of Educational Research And Training (NCERT) in India.}, language = {en}, urldate = {2020-09-29}, author = {DIKSHA}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U4NQE4PI 2405685:7777ZCJE}, } @misc{directorate_of_science_technology_and_innovation_education_2020, title = {Education {Innovation} {Challenge} {Data} {Dashboard}}, url = {https://www.eic.hcdincubator.dsti.gov.sl/}, urldate = {2020-12-17}, author = {Directorate of Science, Technology {and} Innovation}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LCWW38H4 2405685:AIPAAXUL}, } @misc{directorate_of_science_technology__innovation_sierra_leone_dsti_2020, title = {{DSTI} {\textbar} {Home}}, url = {https://www.dsti.gov.sl/}, urldate = {2020-06-25}, author = {Directorate of Science, Technology \& Innovation (Sierra Leone)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:T64PHUNV}, } @misc{donnelly_is_2020, title = {Is the {COVID}-19 slide in education real?}, url = {https://blogs.worldbank.org/education/covid-19-slide-education-real}, abstract = {Emerging pieces of evidence of an actual COVID-19 learning loss and of its likely implications for the future of the generation currently in school show that it is essential to mitigate the long-term effects of the pandemic as much as possible.}, language = {en}, urldate = {2022-08-25}, journal = {World Bank Blogs}, author = {Donnelly, Robin and Patrinos, Harry A.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2NVGV5TV 2339240:8UU6ZPPE 2405685:XTUDMFSZ}, } @techreport{dreesen_promising_2020, title = {Promising practices for equitable remote learning: {Emerging} lessons from {COVID}-19 education responses in 127 countries}, shorttitle = {Promising practices for equitable remote learning}, url = {https://www.unicef-irc.org/publications/pdf/IRB%202020-10.pdf}, language = {en}, institution = {UNICEF}, author = {Dreesen, Thomas and Akseer, Spogmai and Brossard, Matt and Dewan, Pragya and Giraldo, Juan-Pablo and Kamei, Akito and Mizunoya, Suguru and Ortiz, Javier Santiago}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9MHDW5NY 2339240:FJBQM3KU 2339240:GVM9MG8J 2339240:KXY5ZIUM 2339240:L64HD637 2339240:NNP5XW8Q 2339240:S9X82R99 2339240:UGNM6BJX 2339240:ZTPISV5S 2405685:4BDVYXZK 2405685:4YGQW7GT 2405685:9B3AYRVL 2405685:DE4UMT97 2405685:GIRLDY3C 2405685:MGEDRZ5M 2405685:P246GT26 2405685:PXHHCWS6 2405685:RIGJ57SP 2405685:UAUZXJ9H 2405685:V4TS384A 2405685:ZH65IS2I 2534378:7B4RE4XL 2534379:72F2RW7Y}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {10}, } @misc{dsti_dsti_2020, title = {{DSTI} {Education} {Data} {Hub}}, url = {https://educationdatahub.dsti.gov.sl/education}, urldate = {2020-12-04}, author = {DSTI}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IYNCGEPI 2405685:88RPBVJU}, } @techreport{dsti_education_2020, title = {Education {Innovation} {Challenge} - {Reflection} \& {Learning} {Summit} {Report}}, url = {https://www.dsti.gov.sl/wp-content/uploads/2020/12/THE-HUMAN-CAPITAL-DEVELOPMENT-INDEX-EDUCATION-INNOVATION-CHALLENGE-REFLECTION-AND-LEARNING-SUMMIT-final1.pdf}, author = {DSTI}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M28U3MQY 2405685:YNNFWZLA}, } @article{dube_rural_2020, title = {Rural online learning in the context of {COVID} 19 in {South} {Africa}: {Evoking} an inclusive education approach}, volume = {10}, shorttitle = {Rural online learning in the context of {COVID} 19 in {South} {Africa}}, doi = {10.17583/remie.2020.5607}, number = {2}, journal = {Multidisciplinary Journal of Educational Research}, author = {Dube, Bekithemba}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.17583/remie.2020.5607 2405685:3WDFJS6L 2405685:Q3ZJJZH3}, pages = {135--157}, } @techreport{duflo_external_2020, address = {Cambridge, MA}, title = {External {Validity}: {Four} {Models} of {Improving} {Student} {Achievement}}, shorttitle = {External {Validity}}, url = {http://www.nber.org/papers/w27298.pdf}, abstract = {Randomized controlled trials in lower-income countries have demonstrated ways to increase learning, in specific settings. This study uses a large-scale, nationwide RCT in Ghana to show the external validity of four school-based interventions inspired by other RCTs. Even though the government implemented the programs within existing systems, student learning increased across all four models, more so for female than male students, and many gains persisted one year after the program ended. Three of the four interventions had a similar cost effectiveness. The intervention that directly targeted classroom teachers increased the likelihood that teachers were engaged with students.}, language = {en}, number = {w27298}, urldate = {2020-08-28}, institution = {National Bureau of Economic Research}, author = {Duflo, Annie and Kiessel, Jessica and Lucas, Adrienne}, month = jun, year = {2020}, doi = {10.3386/w27298}, note = {shortDOI: 10/ghgnd9 KerkoCite.ItemAlsoKnownAs: 10.3386/w27298 10/ghgnd9 2405685:YXBSPAQ7}, keywords = {C:Ghana}, pages = {w27298}, } @article{dyment_online_2020, title = {Online initial teacher education: a systematic review of the literature}, volume = {48}, url = {https://doi.org/10.1080/1359866X.2019.1631254}, doi = {10.1080/1359866X.2019.1631254}, abstract = {This paper presents a systematic review of the literature on online initial teacher education. This review is timely given the growing numbers of online students studying teacher education in Australia and beyond. The paper begins with a presentation of the search protocol including search terms, databases, and inclusion/exclusion criteria that resulted in 492 refereed articles being included in the review. Analysis of title and abstract of these articles allowed insight into a variety of factors and trends, including journal of publication, year of publication, research approach, and key focal areas. Two well-established research focal areas emerged: technological pedagogical innovations and student experiences of studying teacher education online. Two emerging research focal areas were teacher educator experiences of teaching online and online teacher education in traditionally experiential specialisations, such as drama and outdoor education. When all the articles are considered holistically, a fragmented and siloed research approach is revealed, evidenced by a large number of journals publishing articles on multiple focal areas, leading to considerable repetition among the evidences presented across the articles. As such, this paper highlights the need for a more coherent and organised approach to research in online teacher education and its dissemination to all stakeholders.}, number = {3}, journal = {Asia-Pacific Journal of Teacher Education}, author = {Dyment, Janet E and Downing, Jillian Jane}, year = {2020}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/1359866X.2019.1631254 2405685:PQW9NJSC}, keywords = {Online, blended, initial teacher education, pre-service, systematic review, teacher education}, pages = {316--333}, } @misc{edify_edify_2020, title = {Edify {\textbar} {Liberia}}, url = {https://www.edify.org/liberia/}, abstract = {Edify began operations in 2013. We have impacted 74,248 students with a Christ-centered education.}, language = {en-US}, urldate = {2020-05-08}, journal = {Edify}, author = {Edify}, year = {2020}, note = {Library Catalog: www.edify.org KerkoCite.ItemAlsoKnownAs: 2339240:AGTSY5V3 2405685:67383EA7}, } @misc{edobest_edo_2020, title = {Edo {State} {Universal} {Basic} {Education} {Board} – {Education} for all!}, url = {http://subeb.edostate.gov.ng/}, language = {en-US}, urldate = {2020-07-07}, author = {EdoBEST}, year = {2020}, note = {Library Catalog: subeb.edostate.gov.ng KerkoCite.ItemAlsoKnownAs: 2405685:VRER57XS}, } @misc{edtech_core_team_innovation_2020, title = {Innovation {Ecosystem} {Knowledge} {Pack}}, url = {https://pubdocs.worldbank.org/en/466031598013786493/World-Bank-EdTech-Innovation-Ecosystems-Knowledge-Pack-July17.pdf}, urldate = {2022-12-29}, publisher = {World Bank}, author = {{EdTech Core Team} and Applebaum, Hallie Rocklin}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XQZHPSRK}, } @misc{edtech_hub_edtech_2020, title = {{EdTech} companies in {Sub}-{Saharan} {Africa}}, shorttitle = {{EdTech} companies in {Sub}-{Saharan} {Africa} (see https}, url = {https://airtable.com}, abstract = {Explore the "EdTech companies in Sub-Saharan Africa (see https://tabsoft.co/338AGht for visuals)" view on Airtable.}, urldate = {2020-08-28}, journal = {Airtable}, author = {{EdTech Hub}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J7JR8C2K 2405685:64SY5VBN}, } @misc{edtech_hub_edtech_2020, title = {{EdTech} {Interventions} {Database}}, url = {https://edtechhub.org/database}, author = {EdTech Hub}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3P7HKD8E 2405685:38GA4ZAF}, } @misc{edtech_tulna_edtech_2020, title = {{EdTech} {Tulna} {Standards}}, url = {https://edtechtulna.org/standards/}, abstract = {The EdTech Tulna standards define a set of expectations for the design of EdTech products}, language = {en-US}, urldate = {2021-07-22}, author = {EdTech Tulna}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:578BVEVC 2405685:TZ2LIWKC}, } @misc{education_development_center_audio_2020, title = {Audio {Now}!: {Responding} to {COVID}-19}, url = {https://www.edc.org/audio-now}, language = {EN}, urldate = {2020-04-12}, author = {Education Development Center}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q5CZT734 2405685:UFMKDU84 Q5CZT734}, } @techreport{education_development_center_learning_2020, title = {Learning at {Home} in {Times} of {Crisis} {Using} {Radio}}, url = {https://www.edc.org/sites/default/files/WB-IAI.pdf}, language = {EN}, author = {Education Development Center}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EWN34YG4 2405685:JR56L8PR}, } @misc{education_endowment_foundation_teaching_2020, title = {Teaching and {Learning} {Toolkit}}, url = {https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit}, abstract = {An accessible summary of the international evidence on teaching 5-16 year-olds}, language = {en}, urldate = {2020-08-04}, author = {{Education Endowment Foundation}}, year = {2020}, note = {Library Catalog: educationendowmentfoundation.org.uk KerkoCite.ItemAlsoKnownAs: 2339240:JFQH43A7 2405685:QBGJWSD6 2405685:YBHMG6AV}, keywords = {C:England}, } @misc{education_trust_covid-19_2020, title = {{COVID}-19 education equity guide: {Digital} access}, url = {https://edtrust.org/resource/covid-19-education-equity-guide-digital-access/}, author = {Education Trust}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HUV6IV79 2405685:BDGVTJQV}, } @techreport{education_workforce_initiative_innovative_2020, title = {Innovative {Education} {Workforce} {Analysis} for {More} {Equitable} {Education}: {Sierra} {Leone}}, url = {https://educationcommission.org/wp-content/uploads/2020/10/2020-EC-Country-Report-Sierra-Leone.pdf}, urldate = {2020-12-16}, institution = {Education Commission}, author = {Education Workforce Initiative}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XCXZB356 2405685:67AH3BDQ}, } @misc{eduhub_bangladesh__2020, title = {ঘরে বসেই শিক্ষা}, url = {https://www.eduhub.gov.bd/}, abstract = {ঘরে বসেই শিক্ষা}, language = {en}, urldate = {2020-08-18}, journal = {LearnFromHome}, author = {EduHub Bangladesh}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8GSQEBBW 2405685:5FBPQTZ8}, } @misc{ehren_trust_2020, title = {Trust, {Accountability} and {Capacity} in {Education} {System} {Reform} {\textbar} {Taylor} \& {Francis} {Group}}, url = {https://www.taylorfrancis.com/https://www.taylorfrancis.com/books/edit/10.4324/9780429344855/trust-accountability-capacity-education-system-reform-melanie-ehren-jacqueline-baxter}, abstract = {This global collection brings a new perspective to the field of comparative education by presenting trust, capacity and accountability as the three building}, language = {en}, urldate = {2021-04-20}, journal = {Taylor \& Francis}, author = {Ehren, Melanie and Baxter, Jacqueline}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M9ZRQLZM 2405685:X6A6WE6Y}, } @article{eisenbach_covid-19_2020, title = {{COVID}-19, middle level teacher candidates, and colloquialisms: {Navigating} emergency remote field experiences}, volume = {6}, url = {https://scholarworks.uvm.edu/mgreview/vol6/iss2/2}, abstract = {COVID-19 challenged teacher educators and teacher candidates in ways we could have never imagined. Colloquialisms regarding the move from educator preparation to practice shifted from common truths to dynamic considerations in light of the pandemic and transition to emergency remote teaching and learning. In this essay, we share our experiences working with middle level teacher candidates during the COVID-19 pandemic. We identify the ways in which our teacher candidates rose to the challenge and demonstrated critical thinking, creativity and compassion beyond our prior expectations of rising middle level educators amidst a time of unprecedented change and uncertainty.}, number = {2}, journal = {Middle Grades Review}, author = {Eisenbach, Brooke and Greathouse, Paula and Acquaviva, Caroline}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RZQ44CB7}, keywords = {Altruism, Communicable Diseases, Computer Mediated Communication, Cooperation, Creativity, Critical Thinking, Disease Control, Educational Technology, Interpersonal Relationship, Middle School Teachers, Preservice Teacher Education, Preservice Teachers, Seminars, Teacher Educators, Technology Uses in Education, ⛔ No DOI found}, pages = {1--6}, } @techreport{el_zayat_k-12_2020, address = {Washington, D.C.}, title = {K-12 {Egyptian} {Knowledge} {Bank} {Study} {Portal} and {New} {Form} of {Assessment}}, url = {http://documents.worldbank.org/curated/en/191341599145436193/Egypt-K-12-Egyptian-Knowledge-Bank-Study-Portal-and-New-Form-of-Assessment}, institution = {World Bank Group}, author = {El Zayat, Nelly}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:38YYF6X4 2405685:4WL5PMDG}, } @article{elliott_challenging_2020, title = {Challenging taken-for-granted ideas in early childhood education: {A} critique of {Bronfenbrenner}’s {Ecological} {Systems} {Theory} in the age of post-humanism}, shorttitle = {Challenging taken-for-granted ideas in early childhood education}, doi = {10.1007/978-3-319-67286-1_60}, journal = {Research handbook on childhoodnature: Assemblages of childhood and nature research}, author = {Elliott, Sue and Davis, Julie M.}, year = {2020}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-67286-1\_60 2339240:ITFV4TMX 2405685:2P57VJJA}, pages = {1119--1154}, } @misc{eneza_education_eneza_2020, title = {Eneza {Education} website}, url = {https://enezaeducation.com/}, abstract = {Eneza Education is an ed-tech company that provides curriculum aligned revision material in all subjects for primary and secondary learners on any device. Our virtual tutor provides access to curriculum-aligned ... Read More}, language = {en-GB}, urldate = {2020-03-31}, journal = {Eneza Education}, author = {Eneza Education}, year = {2020}, note = {Library Catalog: enezaeducation.com KerkoCite.ItemAlsoKnownAs: 2339240:2QPSLBJJ 2339240:RD26XAND 2405685:F7NUAKLP 2405685:G3VV5CDE 2405685:TVH3H85F 2405685:ZLDW66I8 ZLDW66I8}, } @misc{epathshala_epathshala_2020, title = {{ePathshala} {\textbar} {Learning} {On} {The} {Go}}, url = {https://epathshala.nic.in/index.php?ln=en}, urldate = {2020-09-29}, author = {ePathshala}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:55H8UIBN 2405685:VKSIPS8X}, } @techreport{ergul_staying_2020, title = {Staying {Tuned} {Radio} {Programming} for {Sustained} {Behaviour} {Change} and {Accountability} in {Cox}’s {Bazar}, {Bangladesh}}, url = {https://www.unicef.org/bangladesh/media/4421/file/Case%20Study%203_CXB%20C4D.pdf.pdf}, institution = {UNICEF}, author = {Ergül, H}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GJPSTJEE 2405685:DUQRTVUY}, } @article{ersin_boosting_2020, title = {Boosting preservice teachers’ competence and online teaching readiness through e-practicum during the {COVID}-19 outbreak}, volume = {2}, doi = {10.46451/ijts.2020.09.09}, abstract = {The Coronavirus (COVID-19) outbreak has caused disruptions in education in Turkey, as it has in many parts of the world. Faculties of Education that require practice teaching (practicum) are affected as well; due to the shutdown, pre-service English language teachers (PTs) are deprived of the field experience and actual classroom teaching practices in authentic school settings. Practicum constitutes an important part of teacher education and during practicum, “cooperating” teachers (i.e. teachers at practicum schools) and university instructors as teaching practice supervisors play crucial roles in equipping PTs with necessary theoretical and practical skills. The present study took place in the English Language Education program of a competitive state university in Turkey. At the university, all theory-oriented courses moved to synchronous platforms without much difficulty with almost full attendance of the students. As for the practicum, Turkish Higher Education Council let the universities decide for themselves. As researchers working at two different universities, Bahçeşehir University and Marmara University, Istanbul, Turkey, we designed an alternative practice to meet the needs of PTs and maintain the quality of the practicum: “e-practicum” under the supervision of the university supervisor who acted as the “e-mentor”. The aim was to increase PTs’ teaching competence and prepare them for online teaching. A virtual classroom consisting of twenty-five PTs was formed and six PTs performed microteaching to their peers who acted as students by using Zoom. After the e-practicum sessions, peers gave detailed feedback to the teacher PTs. The university supervisor provided e-mentoring right after each session. Then, each teacher PT reflected on e-practicum experience and e-mentoring. The findings revealed that PTs found the e-practicum useful because it helped them overcome online teaching fears.}, number = {2}, journal = {International Journal of TESOL Studies}, author = {Ersin, Pinar and Atay, Derin and Mede, Enisa}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.46451/ijts.2020.09.09 2405685:NNH6YCCT}, keywords = {address, atatürk eğitim fakültesi ek, bina, corresponding author, d blok, e-mentoring, e-practicum, english language teacher education, göztepe kampüsü, marmara ünivesitesi, ofis, pre-service teachers}, pages = {112--124}, } @article{espino-diaz_analyzing_2020, title = {Analyzing the {Impact} of {COVID}-19 on {Education} {Professionals}. {Toward} a {Paradigm} {Shift}: {ICT} and {Neuroeducation} as a {Binomial} of {Action}}, volume = {12}, doi = {10.3390/su12145646}, abstract = {This study analyzed the current situation of education in the context of the pandemic caused by COVID-19. The worldwide health emergency situation has caused the confinement of people and with it, the closure of centers and the transfer of face-to-face education to online education. Faced with these facts, teachers have had to adapt at a dizzying pace not only to new methodological approaches, but also to their own confinement, presenting high levels of stress. The purpose of this study is to offer a proposal that optimizes the work of education professionals in the current context of a pandemic through the use of Information and Communication Technologies (ICT) under the novel approach of the contributions of neuroeducation in the field of managing emotions and motivational processes, contributing to meaningful learning in students. The symbiosis of ICT and neuroeducation can make a great contribution to the paradigm shift that is taking place today.}, number = {14}, journal = {Sustainability}, author = {Espino-Díaz, Luis and Fernandez-Caminero, Gemma and Hernandez-Lloret, Carmen-Maria and Gonzalez-Gonzalez, Hugo and Alvarez-Castillo, Jose-Luis}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/su12145646 2405685:MFYX8XWV}, keywords = {covid-19, ict, neuroeducation, stress, teachers}, pages = {5646--5646}, } @techreport{estrada_digital_2020, title = {Digital {Skills} in {Latin} {American} {Teachers}}, url = {https://www.caf.com/en/knowledge/views/2020/09/digital-skills-in-latin-american-teachers/}, abstract = {We are a development bank with 20 shareholder countries - in Latin America, the Caribbean, Spain and Portugal- as well as 13 private banks}, language = {en}, urldate = {2022-09-01}, institution = {Development Bank of Latin America}, author = {Estrada, Ricardo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5B5XGSK6 2405685:99ZG5953}, } @book{european_commission_practical_2020, address = {LU}, title = {Practical guidance note 9: stopping school related gender based violence}, isbn = {978-92-76-25178-1}, shorttitle = {Practical guidance note 9}, url = {https://data.europa.eu/doi/10.2841/432102}, abstract = {This guidance note provides information and programming advice about how to stop school-related, gender-based violence (SRGBV).}, language = {eng}, urldate = {2022-02-01}, publisher = {Publications Office of the European Union}, author = {{European Commission}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GTRY8AQ9 2405685:S2BEWWXE}, } @misc{evans_virtual_2020, title = {Virtual teacher coaching may not be the solution we hoped for}, url = {https://www.cgdev.org/blog/virtual-teacher-coaching-may-not-be-solution-we-hoped}, abstract = {How can we help teachers to upgrade their pedagogical skills? Teacher coaching is a promising and increasingly popular candidate. Teacher coaching means teachers receive feedback in their place of work on specific things they can do better, not some general theory of pedagogy that’s completely disconnected from their day-to-day practice.}, language = {en}, urldate = {2020-12-08}, journal = {Center For Global Development}, author = {Evans, David}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YKPDEQ24 2405685:N7TJTQLU}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{evans_getting_2020, type = {Text/{HTML}}, title = {Getting {Education} {Right} : {State} and {Municipal} {Success} in {Reform} for {Universal} {Literacy} in {Brazil}}, shorttitle = {Getting {Education} {Right}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/444581593599662264/Getting-Education-Right-State-and-Municipal-Success-in-Reform-for-Universal-Literacy-in-Brazil}, abstract = {Getting Education Right : State and Municipal Success in Reform for Universal Literacy in Brazil (English)}, language = {en}, urldate = {2022-05-31}, author = {Evans, David K. and Loureiro, Andre}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5LIIM8SG 2405685:JJ2EQYR6 4656463:L9C7VA6G}, } @article{evans_education_2020, title = {Education in {Africa}: {What} {Are} {We} {Learning}?}, url = {https://www.cgdev.org/sites/default/files/education-africa-what-are-we-learning.pdf}, abstract = {Countries across Africa continue to face major challenges in education. In this review, we examine 145 recent empirical studies (from 2014 onward) on how to increase access to and improve the quality of education across the continent, specifically examining how these studies update previous research findings. We find that 64 percent of the studies evaluate government implemented programs, 36 percent include detailed cost analysis, and 35 percent evaluate multiple treatment arms. We identify several areas where new studies provide rigorous evidence on topics that do not figure prominently in earlier evidence syntheses. New evidence shows promising impacts of structured pedagogy interventions (which typically provide a variety of inputs, such as lesson plans and training for teachers together with new materials for students) and of mother tongue instruction interventions, as well as from a range of teacher programs, including both remunerative (pay-for-performance of various designs) and non-remunerative (coaching and certain types of training) programs. School feeding delivers gains in both access and learning. New studies also show long-term positive impacts of eliminating school fees for primary school and positive impacts of eliminating fees in secondary school. Education technology interventions have decidedly mixed impacts, as do school grant programs and programs providing individual learning inputs (e.g., uniforms or textbooks).}, language = {en}, author = {Evans, David and Acosta, Amina Mendez}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I9QLRLND 2405685:BUVF2SY4}, keywords = {⛔ No DOI found}, pages = {101}, } @techreport{evans_gender_2020, address = {Washington D.C.}, title = {Gender gaps in education: {The} long view}, url = {https://www.cgdev.org/sites/default/files/gender-gaps-education-long-view-revised-march-2020.pdf}, abstract = {Many countries remain far from achieving gender equality in the classroom. Using data from 126 countries between 1960 and 2010, we document four facts. First, women are more educated today than fifty years ago in every country in the world. Second, they remain less educated than men in the vast majority of countries. Third, in many countries with low levels of education for both men and women in 1960, gender gaps widened as more boys went to school, then narrowed as girls enrolled; thus, gender gaps got worse before they got better. Fourth, gender gaps rarely persist in countries where boys are attaining high levels of education. Most countries with large, current gender gaps have low levels of male educational attainment. Many also perform poorly on other measures of development such as life expectancy and GDP per capita. Improving girls’ education is an important goal in its own right, but closing gender gaps in education will not be sufficient to close critical gaps in adult life outcomes.}, language = {en}, institution = {Centre for Global Development}, author = {Evans, David and Akmal, Maryam and Jakiela, Pamela}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BQ8UTLGC 2405685:JWT48RW7}, pages = {56}, } @techreport{evans_how_2020, title = {How big are effect sizes in international education studies?}, url = {https://www.cgdev.org/publication/how-big-are-effect-sizes-international-education-studies}, abstract = {In recent years, a growing literature has measured the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But interpretation of those effect sizes as large or small tends to rely on benchmarks developed by a psychologist in the United States in the 1960s. In this paper, we demonstrate the distribution of standardized effect sizes on learning and access from hundreds of studies from low- and middle-income countries.}, language = {en}, urldate = {2021-02-18}, institution = {Center for Global Development}, author = {Evans, David and Yuan, Fei}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XIF4HX7N 2405685:E288WQPR}, } @article{fackler_science_2020, title = {Science {Teacher} {Education} in the {Time} of {COVID}-19 : {A} {Document} {Analysis}}, volume = {24}, number = {3}, author = {Fackler, Ayca K and Sexton, Chelsea M}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UT4S46W2}, pages = {5--13}, } @article{fairlie_schooling_2020, title = {Schooling and {Covid}-19: lessons from recent research on {EdTech}}, volume = {5}, shorttitle = {Schooling and {Covid}-19}, doi = {10.1038/s41539-020-00072-6}, number = {1}, journal = {npj Science of Learning}, author = {Fairlie, Robert and Loyalka, Prashant}, year = {2020}, note = {Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s41539-020-00072-6 2339240:GIZL5DCW 2405685:2NLL9Q46}, pages = {1--2}, } @techreport{family_educational_services_foundation_covid_2020, title = {{COVID} {Response} {Report}}, url = {https://www.fesf.org.pk/wp-content/uploads/2020/09/Covid-Response-Report.pdf}, institution = {FESF}, author = {Family Educational Services Foundation}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SNSFBSVW 2405685:DZCDPXUX}, } @article{farhana_secondary_2020, title = {Secondary {Education} {During} {Lockdown} {Situation} {Due} to {Covid}-19 {Pandemic} in {Bangladesh}: {Teachers}’ {Response} on {Online} {Classes}}, shorttitle = {Secondary {Education} {During} {Lockdown} {Situation} {Due} to {Covid}-19 {Pandemic} in {Bangladesh}}, url = {https://iiste.org/Journals/index.php/JEP/article/view/53383}, doi = {10.7176/jep/11-20-11}, abstract = {Online classes started in many secondary schools one month after the compulsory closure of all education institutions in Bangladesh. This study explores the current scenario as well as challenges of adaptation of online classes in secondary education in terms of teachers’ experience. The study followed sequential exploratory mixed-method approach. Five secondary teachers were interviewed and 54 secondary teachers from 17 districts in Bangladesh were surveyed over telephone, Google forms and by email. The quantitative data was analyzed with Microsoft Excel and the thematic analysis approach had been followed for the qualitative one. The findings revealed that a good number of teachers have started teaching online by using social media platforms despite of not having any training or experience. Very few respondent teachers were found to take online examination; instead they are trying to assess the students from the feedback of given home works and home assignments. Teachers are facing numerous challenges like deficit of digital equipment, lack of expertise, unfamiliarity with the LMS, proficiency in assessment technique etc. The paper concludes with few recommendations such as providing proper devices to the teachers and students to participate in online class; facilitate rigorous training to enhance technology-based skills and capacities of the teachers so as to get the expected outcome.}, language = {en}, urldate = {2021-05-19}, journal = {Journal of Education and Practice}, author = {Farhana, Z and Tanni, S and Shabnam, S and Chowdhury, S}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.7176/jep/11-20-11 10/gj37h6 2339240:L9JH4WCG 2405685:3E5UXJXJ}, } @techreport{fcdo_every_2020, title = {Every girl goes to school, stays safe, and learns: {Five} years of global action}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/986027/FCDO-Girls-Education-Action-Plan.pdf}, language = {en}, author = {FCDO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SEHUS9XR 2405685:FAX6KDZJ}, pages = {24}, } @misc{federal_ministry_of_education_nigeria_education_2020, title = {Education {Coordinated} {COVID}-19 {Response} {Strategy}}, url = {https://education.gov.ng/education-coordinated-covid-19-response-strategy/}, language = {en-US}, urldate = {2020-07-07}, author = {Federal Ministry of Education (Nigeria)}, year = {2020}, note = {Library Catalog: education.gov.ng EdTechHub.ItemAlsoKnownAs: 2405685:PV3S5LIY}, } @article{feizi_online_2020, title = {Online {Teaching} of {Rural} {Multi}-{Grade} {Classes} in the {Context} of {COVID}-19: {Proposing} a {Holistic} {Approach}}, volume = {1}, shorttitle = {Online {Teaching} of {Rural} {Multi}-{Grade} {Classes} in the {Context} of {COVID}-19}, doi = {10.47175/rielsj.v1i3.134}, number = {3}, journal = {Randwick International of Education and Linguistics Science Journal}, author = {Feizi, Farokh and Bakhtiarvand, Morteza}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.47175/rielsj.v1i3.134 2405685:ZT856EJP}, pages = {246--252}, } @article{fennell_education_2020, title = {Education and {Disability} in the {Global} {South}: {New} {Perspectives} from {Africa} and {Asia}}, volume = {21}, issn = {1945-2829}, shorttitle = {Education and {Disability} in the {Global} {South}}, url = {https://doi.org/10.1080/19452829.2020.1827518}, doi = {10.1080/19452829.2020.1827518}, number = {4}, urldate = {2020-12-10}, journal = {Journal of Human Development and Capabilities}, author = {Fennell, Shailaja}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19452829.2020.1827518 2339240:P8HDH8RQ 2405685:JXEIT6NT}, pages = {399--401}, } @article{ferri_online_2020, title = {Online learning and emergency remote teaching: opportunities and challenges in emergency situations}, volume = {10}, url = {https://www.mdpi.com/2075-4698/10/4/86}, doi = {10.3390/soc10040086}, number = {4}, urldate = {2021-10-25}, journal = {Societies}, author = {Ferri, Fernando and Grifoni, Patrizia and Guzzo, Tiziana}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/soc10040086 2339240:637UZCID 2405685:MPIBM9Y9}, pages = {86}, } @article{feruzi_application_2020, title = {Application of {EdTech} in {Tanzania}: {Effectiveness} of radio and television in teaching and learning amid {COVID}-19 pandemic}, volume = {7}, shorttitle = {Application of {EdTech} in {Tanzania}}, url = {https://ijaers.com/detail/application-of-edtech-in-tanzania-effectiveness-of-radio-and-television-in-teaching-and-learning-amid-covid-19-pandemic/}, doi = {10.22161/ijaers.78.35}, abstract = {On March 2020 school and university going students experienced termination of classes. The statement declared by the Tanzania prime minister honourable Kassim Majaliwa required all primary and secondary schools to postpone learning for a month and one day later universities were also asked to suspend studies and other activities. It was necessary to do so because of the novel coronavirus disease 2019 named by World Health Organisation as COVID-19 a pandemic that had spread and hit more than 150 countries. This paper intended to attain two major objectives, one was to explore the effectiveness of radio and television in handling teaching and learning process as an alternative adopted to ensure that students continue to be engaged in learning. Second, to examine the capabilities of the country through the Ministry of Education, Science and Technology to continue teaching and learning during the time of classroom disruption. The authors made a case study where radio and television platforms were adopted for teaching and learning. The results show that the transition from classroom teaching and learning to teaching and learning through radio and television stations platform was not effective. Similarly, the study shows that the government has demonstrated incompetence in running and monitoring the programme mostly in terms of programme preparation and implementation. However, this experience has built a solid foundation for the future cases, when the country, facilitators, students and parents will be more arranged than now.}, language = {en}, number = {8}, urldate = {2020-11-18}, journal = {International Journal of Advanced Engineering Research and Science}, author = {Feruzi, Sadiki M. and Li, Yang}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.22161/ijaers.78.35 2339240:59RLSTL2 2405685:ZTLKNHUW}, pages = {314--323}, } @article{fessehatsion_exploring_2020, title = {Exploring {Teachers}’ {Retention} and {Attrition} in {Middle} and {Secondary} {Schools} in {Eritrea}: {Perspectives} of {Currently} {Serving} {Teachers}.}, volume = {7}, doi = {10.46328/ijres.1532}, number = {1}, journal = {International Journal of Research in Education and Science}, author = {Fessehatsion, Petros Woldu and Peng, Pai}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.46328/ijres.1532 2339240:LW47MWEI 2405685:8R8GNGA9}, pages = {227}, } @misc{fhi360_innovation_2020, title = {Innovation for {Education}, the {Mentoring} {Community} of {Practice} ({MCOP})}, url = {https://www.fhi360.org/projects/innovation-education-mentoring-community-practice-mcop}, abstract = {The rapid expansion of basic education in Rwanda has strained the delivery of quality education while increasing the demand for effective teachers. The shift to instruction in English has also resulted in an urgent need to improve the English-language proficiency of teachers. The Government of Rwanda is addressing these needs by providing English and pedagogical support to basic education teachers through a school-based mentoring initiative, called the Innovation for Education, the Mentoring Community of Practice (MCOP) project.}, urldate = {2020-08-17}, author = {FHI360}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FGIBZMQP 2405685:G6SFW4L8}, } @misc{fhi360_mentorship_2020, title = {Mentorship {Community} of {Practice}}, url = {https://www.fhi360.org/projects/mentorship-community-practice}, abstract = {The Rwanda Mentorship Community of Practice (MCOP) initiative, funded by the U.S. Agency for International Development, aims to strengthen the quality of basic education and to support teacher professional development across Rwanda. The overall objective of MCOP is to improve pedagogical and subject knowledge, particularly for early-grade reading, through the effective use of technologies in in-service professional development.}, urldate = {2020-08-17}, author = {FHI360}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4VDFAJSL 2405685:6S2NXAUD}, } @misc{fhi360_rwanda_2020, title = {Rwanda {Education} {Commons} ({REC})}, url = {https://www.fhi360.org/projects/rwanda-education-commons-rec}, abstract = {The Rwanda Education Commons (REC) is expanding access to quality education by using information and communication technology (ICT) to supplement teaching and learning. By improving collaborative use of these tools among education stakeholders, the REC is building a professional learning community.}, urldate = {2020-08-17}, author = {FHI360}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CM36IMAB 2405685:I9DZXPN7}, } @techreport{field_independent_2020, title = {Independent {Reporting} {Mechanism} ({IRM}): {Sierra} {Leone} {Design} {Report} 2019–2021}, url = {https://www.opengovpartnership.org/documents/sierra-leone-design-report-2019-2021/}, institution = {Open Government Partnership}, author = {Field, Tracey-Lynn}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8XF8TYGA 2405685:YMJMKLLJ}, } @misc{flexisaf_flexisaf_2020, title = {{FlexiSAF} {\textbar} {Home}}, url = {https://flexisaf.com/}, language = {en-US}, urldate = {2020-07-07}, author = {FlexiSAF}, year = {2020}, note = {Library Catalog: flexisaf.com EdTechHub.ItemAlsoKnownAs: 2405685:WY6X4G89}, } @misc{foreign_commonwealth_and_development_office_punjab_2020, title = {Punjab {Education} {Support} {Programme} {II}}, url = {https://devtracker.fcdo.gov.uk/projects/GB-1-202697}, urldate = {2021-02-13}, author = {Foreign, Commonwealth {and} Development Office}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QFMWSHV4 2405685:FZVY4UK9}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @article{frederick_model_2020, title = {A model of distance special education support services amidst {COVID}-19}, url = {https://doi.org/10.1007/s40617-020-00476-1%0A}, doi = {10.31234/osf.io/q362v}, abstract = {The COVID-19 pandemic has significantly impacted the everyday life of many individuals across the globe. The school closures across the majority of the United States have presented administrators, educators, and behavior analysts with the unprecedented task of deciding how best to teach and support our students, especially those accessing special education services. The current paper describes the steps our program took, in light of school closures, to advocate for and ultimately create and implement a model that allows special education students to access the behavior analytic educational supports they had received on campus (e.g., BCBA and paraprofessional support) in a novel and remote manner. We share details regarding the advocacy and collaboration process as well as the distance special education support model itself in hopes that similar processes and models can be implemented across geographical locations to assist special education students in accessing their educational and behavioral supports in a meaningful way throughout current and future school closures.}, journal = {Behavioural Analysis in Practice}, author = {Frederick, Janice and Raabe, Ginger and Rogers, Valerie and Pizzica, Jessica}, year = {2020}, note = {Publisher: Behavior Analysis in Practice KerkoCite.ItemAlsoKnownAs: 10.31234/osf.io/q362v 2405685:I96LI4KA}, keywords = {Applied behavior analysis, California Department of, applied behavior analysis, california department of education, covid-19, nonpublic agency, special education}, pages = {1--9}, } @misc{freedom_house_freedom_2020, title = {Freedom on the net, 2020: {Pakistan}}, url = {https://freedomhouse.org/country/pakistan/freedom-net/2020}, author = {Freedom House}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GWU75H3S 2405685:2A4TR49Z}, } @article{fujita_transforming_2020, title = {Transforming online teaching and learning: {Towards} learning design informed by information science and learning sciences}, volume = {121}, doi = {10.1108/ILS-04-2020-0124}, abstract = {Purpose: The purpose of this paper is to provide an overview of the practical work of learning designers with the aim of helping members of the information science (IS) and learning sciences (LS) communities understand how evidence-informed learning design of online teaching and online learning in higher education is relevant to their research agendas and how they can contribute to this growing field. Design/methodology/approach: Illustrating how current online education instructional designs largely ignore evidence from research, this paper argues that evidence from IS and LS can encourage more effective and nuanced learning designs for e-learning and online education delivery and suggest how interdisciplinary collaboration can advance shared understanding. Findings: Recent reviews of the learning design show that tools and techniques from the LS can support students in self-directed and self-regulated learning. IS studies complement these approaches by highlighting the role that information systems and computer–human interaction. In this paper, the expertise from IS and LS are considered as important evidence to improve learning design, particularly vis-à-vis digital divide concerns that students face during the COVID-19 pandemic. Originality/value: This paper outlines important ties between the learning design, LS and IS communities. The combined expertise is key to advancing the nuanced design of online education, which considers issues of social justice and equity, and critical digital pedagogy.}, number = {7}, journal = {Information and Learning Science}, author = {Fujita, Nobuko}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0124 2405685:3L25JPLI}, keywords = {Higher education, Information science, Instructional design, Learning design, Learning sciences, Online learning, Online teaching, e-Learning}, pages = {503--511}, } @misc{g3ict_ict_2020, title = {{ICT} for {All}: {Digital} {Inclusion} {Portal} development}, url = {https://buyict4all.org/}, urldate = {2020-06-08}, journal = {Buys ICT 4 All}, author = {G3ict}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:VHIZ736Z}, } @misc{gallup_pakistan_rapid_2020, title = {Rapid {Assessment} of {Teleschool} {Initiative}}, url = {https://gallup.com.pk/wp/wp-content/uploads/2020/08/Report-on-Teleschool-Initiative-Gallup-Pakistan.pdf}, urldate = {2022-04-25}, author = {{Gallup Pakistan}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N78TQP48 2405685:7HLZX6H6}, } @techreport{ganimian_realizing_2020, title = {Realizing the {Promise}: {How} can education technology improve learning for all?}, url = {https://www.brookings.edu/wp-content/uploads/2020/08/edtech_playbook_full_v2.pdf}, urldate = {2021-03-05}, institution = {Brookings Institute}, author = {Ganimian, Alejandro and Vegas, Emiliana and Hess, Frederick}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7X83Z4CV 2339240:DHMLUGWV 2405685:34UPDHPI 2405685:B2SCXFMG}, } @article{garbe_covid-19_2020, title = {{COVID}-19 and remote learning : {Experiences} of parents with children during the pandemic}, volume = {4}, abstract = {In the spring of 2020, schools across the globe closed their doors to decrease the spread of the viral outbreak during the COVID -19 pandemic. This physical closure led to a rapid shift to remote learning which placed more responsibility for learning on parents and guardians. As one of the major stakeholders in the education process, experiences of parents with their children during remote learning are worth examining to inform future policy decision making. This study aimed to investigate parents’ experiences and struggles during school closure using an online survey. Thematic coding was conducted to analyze parental responses regarding their greatest educational struggle experienced during the COVID school closure. The results indicate parents agreed with the school closure policy and were generally satisfied with the level of support provided by school districts whilst describing some areas of struggle. Parents described having difficulties with balancing responsibilities, learner motivation, accessibility, and learning outcomes. The results of the study suggest some important implications and recommendations for educators and policymakers.}, number = {3}, journal = {American Journal of Qualitative Research}, author = {Garbe, Amber and Ogurlu, Uzeyir and Logan, Nikki and Cook, Perry}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GYISCX83}, keywords = {covid-19, pandemic, parents, remote learning, ⛔ No DOI found}, pages = {45--65}, } @techreport{gem_global_2020, title = {Global education monitoring report 2020: gender report, {A} new generation: 25 years of efforts for gender equality in education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000374514}, urldate = {2021-01-28}, institution = {UNESCO Digital Library}, author = {GEM}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T9FQGUVH 2405685:9IQGIS9H}, } @misc{gess_lessons_2020, title = {Lessons from {Girls}’ {Education} {South} {Sudan} ({GESS})}, url = {https://girlseducationsouthsudan.org/wp-content/uploads/2020/05/How-To-CM-FINAL-1.pdf}, urldate = {2022-02-02}, author = {{GESS}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FEZBZJAV 2405685:HKWLWKCL}, } @book{geven_learning_2020, title = {Learning {Losses} in {Pakistan} {Due} to {COVID}-19 {School} {Closures}}, url = {http://hdl.handle.net/10986/34659}, language = {en}, urldate = {2021-02-08}, publisher = {World Bank, Washington, DC}, author = {Geven, Koen and Hasan, Amer}, month = oct, year = {2020}, doi = {10.1596/34659}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/34659 2339240:I42PDVQZ 2405685:SAS5H5FB}, } @techreport{ghana_education_services_covid-19_2020, title = {{COVID}-19 {Coordinated} {Education} {Response} {Plan} for {Ghana}}, language = {en}, author = {Ghana Education Services}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:QG5XKF5H}, } @misc{ghana_ministry_of_education_minister_2020, title = {Minister for {Education}, {US} {Ambassador} launch {Ghana} {Learning} {Radio} {Reading} {Program}}, url = {https://moe.gov.gh/minister-for-education-us-ambassador-launch-ghana-learning-radio-reading-program/}, abstract = {The Minister for Education, Dr. Matthew Opoku Prempeh, together with the   U.S. Ambassador to Ghana Stephanie S. Sullivan has launched the Ghana Learning Radio reading program. The radio program, which was developed in response to the closure of basic schools across the country due to the COVID-19 global pandemic, aims to engage parents, guardians/ caregivers, […]}, language = {en-US}, urldate = {2021-10-11}, journal = {Ghana Ministry of Education}, author = {{Ghana Ministry of Education}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KLVIMWR4 2405685:4QKCHTC8}, } @misc{girls_education_challenge_quality_2020, title = {Quality {Teaching} {Framework}: {A} focus on marginalised girls}, url = {https://girlseducationchallenge.org/media/01xjmzkd/gec-qtf-december-2020.pdf}, urldate = {2022-01-03}, author = {{Girls' Education Challenge}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QF4GDTET 2405685:HB35YWRV}, } @techreport{glennie_strategies_2020, title = {Strategies for supporting inclusive innovation: insights from {South}-{East} {Asia}}, shorttitle = {Strategies for supporting inclusive innovation}, url = {https://www.nesta.org.uk/report/supporting-inclusive-innovation-se-asia/}, abstract = {This report looks at how policymakers can support inclusive forms of innovation, drawing on insights from strategies and practices in South-East Asia.}, language = {en}, urldate = {2020-03-30}, author = {Glennie, Alex and Stanley, Isaac and Ollard, Juliet and Klingler-Vidra, Robyn}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5B68U762 2405685:H7ELG8HI}, } @techreport{global_coalition_to_prevent_education_from_attack_education_2020, title = {Education {Under} {Attack} 2020}, url = {https://protectingeducation.org/publication/education-under-attack-2020/}, institution = {GCPEA}, author = {Global Coalition to Prevent Education from Attack}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ASHLGUJH 2405685:5BAE3KIL}, } @techreport{global_education_monitoring_report_global_2020, title = {Global education monitoring report, 2020: {Inclusion} and education: all means all - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373718}, urldate = {2020-08-06}, institution = {UNESCO}, author = {Global Education Monitoring Report}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M685R5MY 2405685:49QZEUVL}, } @misc{global_education_monitoring_report_hereducationourfuture_2020, title = {\#{HerEducationOurFuture}: keeping girls in the picture during and after the {COVID}-19 crisis;the latest facts on gender equality in education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000372963}, author = {Global Education Monitoring Report}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F5Q5ZSMJ 2405685:6UQH3SFW}, } @techreport{global_education_monitoring_report_team_act_2020, title = {Act now: reduce the impact of {COVID}-19 on the cost of achieving {SDG} 4 - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000374163}, urldate = {2022-09-10}, author = {{Global Education Monitoring Report Team}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8RIQDU72 2405685:JV6DRXNX}, } @techreport{global_education_monitoring_report_team_teaching_2020, title = {Teaching at the right level: from concern with exclusion to challenges of implementation}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373668}, urldate = {2022-08-26}, author = {Global Education Monitoring Report Team and Pratham Resource Centre (India)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WWQQ6KGY 2405685:QVPEH4RJ}, } @techreport{global_online_learning_alliance_accelerated_2020, title = {Accelerated recovery: {Improving} outcomes with blended learning}, url = {https://brains.global/download-the-gola-report/}, urldate = {2020-07-21}, author = {Global Online Learning Alliance}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2AF98WJ2}, } @techreport{global_online_learning_alliance_school_2020, title = {School re-openings and policies for resilient education, post covid-19}, author = {Global Online Learning Alliance}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YXLETYUF}, } @misc{global_partnership_for_education_cover_2020, title = {Cover {Note} for {COVID}-19 {Accelerated} {Funding} {Request}}, url = {https://www.globalpartnership.org/content/cover-note-covid-19-coronavirus-accelerated-funding-request}, author = {Global Partnership for Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6J3QVH7N 2405685:76CTU2H2}, } @techreport{global_partnership_for_education_cover_2020, title = {Cover note for {COVID}-19 accelerated funding request}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-05-COVID-19-AFF-Request-Tanzania-Mainland.pdf}, urldate = {2021-02-10}, institution = {Global Partnership for Education}, author = {{Global Partnership for Education}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SC59K4ZJ 2405685:WBAZV7WY}, } @misc{global_partnership_for_education_education_2020, title = {Education in {Madagascar}}, url = {https://www.globalpartnership.org/where-we-work/madagascar}, abstract = {See education data for Madagascar and learn about GPE programs, grants, results and progress.}, language = {en}, urldate = {2020-06-30}, author = {{Global Partnership for Education}}, year = {2020}, note = {Library Catalog: www.globalpartnership.org KerkoCite.ItemAlsoKnownAs: 2405685:R6YB53TI 2405685:ZZXJ6FCV}, } @misc{global_partnership_for_education_education_2020, title = {Education in {Tanzania}}, url = {https://www.globalpartnership.org/where-we-work/tanzania}, author = {Global Partnership for Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KJIAJ4F2 2405685:N4Z4I5X6}, } @misc{global_partnership_for_education_education_2020, title = {Education in {Yemen}}, url = {https://www.globalpartnership.org/where-we-work/yemen}, abstract = {See education data for Yemen and learn about GPE programs, grants, results and progress.}, language = {en}, urldate = {2020-06-01}, author = {{Global Partnership for Education}}, year = {2020}, note = {Library Catalog: www.globalpartnership.org KerkoCite.ItemAlsoKnownAs: 2339240:26KW8YWN 2405685:FBLWX9MK 4803016:BZ2NFKYX}, } @techreport{global_partnership_for_education_ghana_2020, title = {Ghana {COVID}-19 {Accelerated} {Funding} {Application} {Form}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-04-COVID-accelerated-funding-Ghana%20Updated%20Proposal%20May%205%202020%20final.pdf}, author = {Global Partnership for Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X4EJC59Z 2405685:7DBZ64LJ}, } @misc{global_partnership_for_education_global_2020, title = {Global {Partnership} for {Education} provides \$68 million in grants for education response to {COVID}-19 (coronavirus)}, url = {https://www.globalpartnership.org/news/global-partnership-education-provides68-million-grants-education-response-covid-19}, author = {Global Partnership for Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LEZDGE4T 2405685:CYHEM8QR}, } @techreport{global_partnership_for_education_grant_2020, title = {Grant request to finance {Rwanda} {COVID}-19 education response from {COVID}-19 accelerated funding window under the {GPE} fund}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-05-11- Rwanda-COVID-19-Application_0.pdf}, author = {Global Partnership for Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LFVAFBW8 2405685:YT65AH7X}, } @misc{global_partnership_for_education_kenya_2020, title = {{KENYA} {GPE} {COVID} 19 {Learning} {Continuity} in {Basic} {Education} {Project}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/COVID-19%20AFF%20Request%20Kenya%20updated.pdf}, author = {Global Partnership for Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AQPAEQP5 2405685:GR8UTH9R}, } @techreport{global_partnership_for_education_programa_2020, title = {Programa de {Educação} em {Emergência} 2020-2021 financiado pela {Parceria} {Global} da {Educação}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-05-18-COVID-19%20AFF%20Request%20Mozambique.pdf}, author = {Global Partnership for Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PNVVS63J 2405685:WKLCL6TG}, } @techreport{global_partnership_for_education_proposal_2020, title = {Proposal for {GPE} {Accelerated} {Funding} for {COVID}-19 {Response} ({Malawi})}, url = {). Proposal for GPE Accelerated Funding for COVID-19 Response (Malawi). https://www.globalpartnership.org/sites/default/files/document/file/2020-05-CO VID-19%20AFF%20Request%20Malawi_0.pdf}, author = {Global Partnership for Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FJXR8BZE 2405685:64GPW6ZN}, } @techreport{global_partnership_for_education_zambia_2020, title = {Zambia {COVID}-19 {Accelerated} {Funding} {Application} {Form}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-04-CO VID-accelerated-funding-Zambia-Proposal-April-29-final%20.pdf}, author = {Global Partnership for Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V3C72JI3 2405685:QZAE7YL8}, } @techreport{global_school_leaders_review_2020, title = {A review of {Empirical} {Research} on {School} {Leadership} in the {Global} {South}}, url = {https://static1.squarespace.com/static/58af429103596eb1eb5acace/t/5f20710484df25368418907b/1595961610688/GSL+Evidence+Review+Report.pdf}, urldate = {2020-08-11}, author = {Global School Leaders}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:R5CJNHL6}, keywords = {C:Low- and middle-income countries}, } @article{gomez_covid-19_2020, title = {A {COVID}-19 intervention: {Using} digital escape rooms to provide professional development to alternative certification educators}, volume = {28}, abstract = {Teachers, support staff, schools, and school districts have faced a multitude of challenges in adapting their known and familiar practices to the new realities and restrictions that have been put in place due to the outbreak of COVID-19. These challenges are daunting and difficult for many in our education system. Fortunately, a numerous amount of our educators are resilient, creative, and determined to overcome these new challenges. Using their prior experiences and wis- dom, these educators can adapt and change to our new edu- cational environment. However, one group of educators have faced these challenges without the benefit of educational ex- periences. Alternative certification teachers, in just their first year of teaching, with no prior educational experience, have been thrust into this new post COVID-19 landscape. Using a digital escape room as a model, the author provided these inexperienced educators with professional development in problem-based learning designed to help these teachers navi- gate this new educational landscape.}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Gómez, Miguel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HPKW94V7}, keywords = {Alternative Teacher Certification, Beginning Teachers, Communicable Diseases, Disease Control, Educational Technology, Elementary Secondary Education, Faculty Development, Problem Based Learning, Problem Solving, Puzzles, Technology Uses in Education, ⛔ No DOI found}, pages = {425--432}, } @misc{google_future_2020, title = {Future {Press} {Release}}, url = {https://designsprintkit.withgoogle.com/methodology/phase2-define/future-press-release}, urldate = {2021-07-22}, journal = {Design Sprints with Google}, author = {{Google}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UR6N3MU9 2405685:WY7I3VD2}, } @techreport{gorgen_international_2020, title = {An international review of plans for school reopening}, url = {https://docs.edtechhub.org/lib/MWNVG7LR}, institution = {Education Development Trust}, author = {Gorgen, Kristine and McAleavy, Tony}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MWNVG7LR}, keywords = {auto\_merged}, } @techreport{gorgen_international_2020, title = {An international review of plans for school reopening}, url = {https://docs.edtechhub.org/lib/MWNVG7LR}, institution = {Education Development Trust}, author = {Gorgen, Kristine and McAleavy, Tony}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MWNVG7LR}, } @techreport{gorgen_international_2020, title = {An international review of plans for school reopening}, url = {https://docs.edtechhub.org/lib/MWNVG7LR}, institution = {Education Development Trust}, author = {Gorgen, Kristine and McAleavy, Tony}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MWNVG7LR}, } @techreport{government_of_balochistan_balochistan_2020, title = {Balochistan {Education} {Sector} {Plan}: 2020-2025}, author = {Government of Balochistan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:947UDH9X 2405685:SRM9NI8K}, } @techreport{government_of_bangladesh_covid-19_2020, title = {{COVID}-19 {Response} and {Recovery} {Plan}}, url = {https://mopme.gov.bd/sites/default/files/files/mopme.portal.gov.bd/notices/c56bd6a7_75e3_4435_bad9_efff2f714192/COVID%2019%20Response%20and%20Recovery%20Plan_Govt.pdf}, language = {en}, urldate = {2020-06-10}, author = {Government of Bangladesh}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LEYGY974 2405685:6W2B7V7U}, } @techreport{government_of_nigeria_education_2020, title = {Education {Sector} {COVID}-19 {Contingency} {Plan}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/nigeria-education-sector-covid-19-contingency-plan.pdf}, urldate = {2020-06-09}, author = {Government of Nigeria}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PPD5DFDT 2405685:IW38WHBC}, } @techreport{government_of_pakistan_pakistan_2020, title = {Pakistan {National} {Education} {Response} and {Resilience} {Plan} ({K}-12) for {COVID}-19}, url = {http://mofept.gov.pk/SiteImage/Misc/files/0_%20NERRP%20COVID-19%20MoFEPT%204%20May%202020%20Ver%2001.pdf}, institution = {Government of Pakistan (MoFEPT)}, author = {Government of Pakistan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7CFRWWI5 2405685:V97Q5URV}, } @techreport{government_of_pakistan_pakistan_2020, title = {Pakistan {Social} \& {Living} {Standards} {Measurement} {Survey} (2018-19)}, institution = {Pakistan Bureau of Statistics}, author = {Government of Pakistan}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:N87HBJZQ}, } @techreport{government_of_pakistan_pakistan_2020, title = {Pakistan {Social} \& {Living} {Standards} {Measurement} {Survey} ({PSLM}) 2018-19 {National} /{Provincial} ({Social} {Report})}, url = {https://www.pbs.gov.pk/sites/default/files//pslm/publications/pslm2018-19/pslm_report_2018-19_national_provincial.pdf}, institution = {Government of Pakistan}, author = {Government of Pakistan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P766PQMH 2405685:N25LPVRM}, } @techreport{government_of_pakistan_report_2020, title = {Report on {First} {Biannual} {Monitoring} on the {Implementation} of {National} {Finance} {Commission} {Award}}, url = {https://www.finance.gov.pk/7_nfc.html}, urldate = {2023-06-13}, author = {{Government of Pakistan}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ANWF9DJP 2405685:VYT93HPK 4656463:2HHZI3V2}, } @techreport{government_of_pakistan_pakistan_bureau_of_statistics_government_of_pakistan_pakistan_2020, address = {Islamabad, Pakistan}, title = {Pakistan {Social} \& {Living} {Standards} {Measurement} {Survey} 2018–19}, language = {en}, author = {{Government of Pakistan. Pakistan Bureau of Statistics, Government of Pakistan} and {Ministry of Planning Development \& Special Initiatives}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BD7K9LQT}, keywords = {auto\_merged}, pages = {40}, } @misc{government_of_rwanda_towards_2020, title = {Towards {Integration} of {EMIS} in {Rwanda}}, url = {https://www.mineduc.gov.rw/fileadmin/user_upload/Mineduc/Publications/REPORTS/TOWARDS_INTEGRATION_OF_EMIS_IN_Rwanda.pdf}, urldate = {2022-04-07}, author = {{Government of Rwanda}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AXY7UV8N 2405685:TPKDXBD7 4656463:5Y7LNDYF}, } @techreport{government_of_somalia_somalia_2020, title = {Somalia {Education} {Sector} {COVID}-19 {Response} {Plan}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/somalia-education-sector_covid-19_response-plan_final_2020-04-22.pdf}, urldate = {2020-06-09}, author = {Government of Somalia}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TENR663S 2405685:GWQA5D9F}, } @misc{government_of_tanzania_presidents_2020, title = {President's {Office} - {Regional} {Administration} and {Local} {Government} {Fee} {Free} {Basic} {Education} - {Capitation} {Grants} {Disbursed} to {Secondary} {Schools} 2019/2020}, url = {https://www.tamisemi.go.tz/storage/app/media/uploaded-files/secondaryschools-capitation-grants-2019-2020.pdf}, urldate = {2022-06-01}, author = {{Government of Tanzania}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FUHFWG2Q 2405685:A573Z6PA 4656463:28772ES7}, } @misc{government_of_the_punjab_taleem_2020, title = {Taleem {Ghar}}, url = {https://taleemghar.punjab.gov.pk/}, urldate = {2020-07-21}, author = {{Government of the Punjab}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LDT5HH25}, keywords = {auto\_merged}, } @misc{government_of_the_punjab_taleem_2020, title = {Taleem {Ghar}}, url = {https://taleemghar.punjab.gov.pk/}, urldate = {2020-06-11}, author = {Government of the Punjab}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UIR53SVS}, } @misc{gpe_bangladesh_2020, title = {Bangladesh {Education} {Sector} {Analysis}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-10-Bangladesh-ESA.pdf}, urldate = {2021-04-26}, author = {GPE}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PU356S5T 2405685:C7TES4HM}, } @misc{gpe_putting_2020, title = {Putting girls’ education first in {Kenya} {\textbar} {Blog} {\textbar} {Global} {Partnership} for {Education}}, url = {https://www.globalpartnership.org/blog/putting-girls-education-first-kenya}, abstract = {With support from the Global Partnership for Education, the Government of Kenya is making strides in ensuring that all girls – including those living in the poorest and most remote areas of the country - have access to quality education.}, language = {en}, urldate = {2021-09-06}, author = {GPE}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8VTDHUWJ 2405685:FJVZRG7R}, } @techreport{gpe_summative_2020, title = {Summative {Evaluation} of {GPE}’s {Country}-{Level} {Support} to {Education}: {Bangladesh}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-01-21-GPE-Bangladesh-CLE_0.pdf}, language = {en}, number = {Batch 5, Country 15 : Bangladesh}, institution = {Global Partnership for Education}, author = {GPE}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VBSUZLDH 2405685:EHB63PAS}, pages = {194}, } @techreport{graham_sierra_2020, title = {Sierra {Leone} {Education} {Attendance} {Monitoring} {System} ({SLEAMS}) {Final} {Technical} {Report}}, institution = {Charlie Goldsmiths Associates}, author = {Graham, Hannah and Kawa, Muniru and Lee, Philip and Malyon, Stephanie and Hayward, Harry and Conteh, Sheriff and Chandia, Gloria}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M68LGCE7 2405685:FTT9TD2Y}, } @article{greenhow_social_2020, title = {Social distancing meet social media: {Digital} tools for connecting students, teachers, and citizens in an emergency}, volume = {121}, doi = {10.1108/ILS-04-2020-0134}, abstract = {Purpose: In a public health crisis where social distancing, or physical distancing while in public spaces, is the new normal, social media offer respite from being alone. Recent statistics show spikes in social media usage worldwide during the Covid-19 pandemic. More than just easing loneliness, such freely available digital tools offer affordances for education in an emergency. Design/methodology/approach: This paper summarizes insights from literature reviews of over a decade of research and recent case studies on the benefits of teaching with social media in K-12 education. Findings: The authors highlight three affordances of social media for fostering active learning, community building and civic participation and describe how social media can be used in conjunction with conventional learning management systems. Furthermore, the authors argue that the unprecedented health crisis that is faced today requires the participation of responsible citizens of all ages; K-12 public education is on the front lines of preparing informed and active citizens and the integration of social media as part of remote education plans can help. Practical implications: The paper includes instructional guidelines for K-12 teachers and instructional designers in various settings who seek to integrate social media as part of their strategy for teaching students at a distance and facilitating their civic participation. Originality/value: This paper fulfills an identified need for evidence-based and pragmatic approaches to K-12 online teaching and learning using technologies already widely in use (i.e. social media).}, number = {5}, journal = {Information and Learning Science}, author = {Greenhow, Christine and Chapman, Amy}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0134 2405685:6G6Y4E84}, keywords = {Active learning, COVID-19 pandemic, Civic participation, Community building, Distance education, K-12 education, Social media}, pages = {341--352}, } @techreport{gsma_connected_2020, title = {Connected {Women}: {The} {Mobile} {Gender} {Gap} {Report}}, url = {https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2020/05/GSMA-The-Mobile-Gender-Gap-Report-2020.pdf}, urldate = {2020-07-07}, author = {GSMA}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HSWBYY55 2405685:5LYAKGS7 2405685:IYH24VKQ}, } @misc{gsma_gsma_2020, title = {{GSMA} {Mobile} {Connectivity} {Index}}, url = {https://www.mobileconnectivityindex.com/}, abstract = {The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions}, urldate = {2020-07-31}, journal = {GSMA Mobile Connectivity Index}, author = {GSMA}, year = {2020}, note = {Library Catalog: www.mobileconnectivityindex.com KerkoCite.ItemAlsoKnownAs: 2339240:QCSFDGJW 2405685:K2NX5DRH}, } @techreport{gsma_pakistan_2020, title = {Pakistan: progressing towards a fully fledged digital economy}, url = {https://www.gsma.com/asia-pacific/wp-content/uploads/2020/06/24253-Pakistan-report-updates-LR.pdf}, author = {GSMA}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3J92Y492 2405685:MARF7FEW}, } @techreport{gsma_reform_2020, title = {Reform {Policy} to {Boost} {Kenya}’s {Mobile} {Connectivity} {Says} {GSMA}}, url = {https://www.gsma.com/newsroom/press-release/reform-policy-to-boost-kenyas-mobile-connectivity-says-gsma/}, abstract = {48 Per Cent of the Population of Kenya Remains Unconnected to Mobile Networks   Nairobi: Kenya is making excellent progress to achieve its target of universal broadband coverage by 2030 and there is an opportunity for the government to accelerate the country’s digital transformation with more supportive policies. This was the key finding of a […]}, language = {en-GB}, urldate = {2020-07-01}, author = {GSMA}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2MCWFLYY}, } @article{gudmundsdottir_we_2020, title = {“{We} {Always} {Make} {It} {Work}”: {Teachers}’ agency in the time of crisis}, volume = {28}, abstract = {As of mid-April 2020, 1.5 billion learners were affected by school closures across 191 countries due to the COVID-19 pandemic (UNESCO, 2020). During the weeks of school closures, teachers were expected to become online teach- ers overnight. As teacher educators, we were curious about teachers’ readiness for online practice. In the Teachers’ Read- iness Online (TRIO) survey (Gudmundsdottir \& Hathaway, 2020), distributed internationally, we collected perspectives from 1186 teachers about their experiences related to online teaching in the early weeks of COVID-19 school closures. In this paper, we present preliminary data from Norwegian and US teachers related to previous experiences with online teaching and elaborations on readiness. We examined data for evidence of pedagogical, ethical, attitudinal, and technical (PEAT) dimensions (Dicte, 2019) to determine how teachers’ agency was activated in the times of the COVID-19 pandem- ic. Findings highlight that despite teachers’ inexperience and unpreparedness for online teaching, they were moderately prepared to use various digital tools and willing to make on- line learning work for them and their students.}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Gudmundsdottir, Greta Björk and Hathoway, Dawn and Hathaway, Dawn M}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:535SZ7GG}, keywords = {Communicable Diseases, Computer Assisted Instruction, Crisis Management, Disease Control, Educational Technology, Elementary School Teachers, Foreign Countries, Online Courses, Professional Autonomy, Public Health, Readiness, Secondary School Teachers, Teacher Attitudes, Teacher Empowerment, Teaching Experience, Teaching Methods, ⛔ No DOI found}, pages = {239--250}, } @techreport{gustafsson_revised_2020, title = {A revised {PIRLS} 2011 to 2016 trend for {South} {Africa} and the importance of analysing the underlying microdata}, url = {https://ideas.repec.org/p/sza/wpaper/wpapers337.html}, abstract = {Given South Africa’s weak performance in international testing programmes, there is a strong interest in gauging improvements within these programmes. The finding that South Africa saw no progress between 2011 and 2016 in the Progress in International Reading Literacy Study (PIRLS) programme, which tests Grade 4 reading competencies, was inconsistent with considerable progress seen in a couple of other testing programmes. Moreover, an earlier PIRLS average score for Grade 4 from 2006 suggested that the 2011 mean score used to determine the flat 2011 to 2016 flat trend was problematic. The current paper uses the underlying microdata for PIRLS 2011 and 2016, which are publicly available, to examine the trend. It is clear that the 2011 mean score used by the international PIRLS analysts to arrive at the flat trend cannot be correct. It should be considerably lower. It should be noted that the 2011 mean for South Africa involved an unusual process. South Africa was the only country for which an original mean on an easier scale, prePIRLS, had to be recalibrated to the main PIRLS scale. This was because South Africa was the only country participating in the easier prePIRLS in 2011 and in some form of PIRLS in 2016. There was clearly something wrong with the 2011 recalibration. In correspondence, the International Association for the Evaluation of Educational Achievement (IEA), the body that conducts PIRLS globally, acknowledged, in part on the basis of a preliminary version of the current paper, that the originally published 2011 to 2016 South Africa trend should now not be considered reliable. They also confirmed that the classical score gains for South Africa reflected in the paper are correct. The method used in the paper is essentially to examine classical score gains between 2011 and 2016 with respect to common items, and then to recalibrate that to the main PIRLS scale. As an additional verification, the paper checks that gains remain after one controls for socio-economic status. The paper concludes that South Africa in fact saw a large gain between 2011 and 2016, equal to around 0.05 standard deviations a year. This is a fast rate of improvement by international standards. Of the 43 countries with 2011 to 2016 trends in PIRLS, South Africa displayed the third-steepest improvement, after Morocco and Oman.}, language = {en}, number = {02/2020}, urldate = {2022-05-31}, institution = {Stellenbosch University, Department of Economics}, author = {Gustafsson, Martin}, year = {2020}, note = {Publication Title: Working Papers KerkoCite.ItemAlsoKnownAs: 2339240:M897T2X3 2405685:CJKTEYJ9 4656463:USBN9LDL}, keywords = {PIRLS, South Africa, international testing systems, reading}, } @inproceedings{ha_increasing_2020, title = {Increasing children's knowledge of pattern detection and skip counting using a tablet-based math activity}, booktitle = {{ICLS} 2020 {Proceedings}}, author = {Ha, Cheyeon and Hou, Xinying and Nguyen, Anh Huy and Uchidiuno, Judith Odili}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8WRM2HKL 2405685:UZA78MBC}, keywords = {⛔ No DOI found}, } @article{hall_education_2020, title = {Education in precarious times: {A} comparative study across six countries to identify design priorities for mobile learning in a pandemic}, url = {https://www.emerald.com/insight/2398-5348.htm%0A}, doi = {10.1108/ILS-04-2020-0089}, abstract = {Purpose: This paper is based on the emergency changes we have had to make in the European DEIMP Project (2017-2020), “Designing and Evaluating Innovative Mobile Pedagogies” (DEIMP). DEIMP is undertaken by a transnational consortium comprising partner institutions and schools from the UK (coordinating), Australia, Belgium, Cyprus, Ireland and The Netherlands. As well as the enforced changes to the project, there have been major adjustments in how education is being provided in each of our countries, across all sectors: primary, secondary and tertiary. The purpose of this paper is to provide pragmatic guidelines that will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future. Design/methodology/approach: The authors outline 21 design principles underpinning innovative mobile learning, which will be of pragmatic use to all using mobile learning in the COVID-19 pandemic. These principles have emerged in the context of the three-year European DEIMP Project (2017-2020). The authors also examine major educational changes that have recently been imposed upon teachers and educational researchers, and key aspects of the current emergency response in education internationally, and resultant implications for educational technology and mobile learning. Findings: A living record highlighting what is currently happening in the educational systems of the DEIMP project’s respective partner countries. The paper outlines design concerns and issues, which will need to be addressed as the authors endeavour to bridge both the digital divide and digital use divide in remote education. Furthermore, the paper illustrates 21 pragmatic design principles underpinning innovative mobile pedagogies. Originality/value: A comparative study of the effects of the pandemic across six countries, including The UK, Australia, Belgium, Cyprus, Ireland and The Netherlands. The authors outline 21 design principles for mobile learning, which is hoped will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future.}, journal = {Information and Learning Science}, author = {Hall, Tony and Connolly, Cornelia and Ó Grádaigh, Seán and Burden, Kevin and Kearney, Matthew and Schuck, Sandy and Bottema, Jeroen and Cazemier, Gerton and Hustinx, Wouter and Evens, Marie and Koenraad, Ton and Makridou, Eria and Kosmas, Panagiotis}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0089 2405685:XEWUJWT9}, keywords = {COVID-19, Comparative, Education, Learning, Mobile, Remote, Study}, pages = {1--10}, } @techreport{hallgarten_what_2020, title = {What can be learnt from {China}’s recent experiences with {Covid}-19 and school closures that can inform other countries’ education technology-enabled responses?}, url = {https://docs.edtechhub.org/lib/FY4BHGH3}, urldate = {2020-11-25}, institution = {Education Development Trust}, author = {Hallgarten, Joe and Fitzpatrick, Rachael}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FY4BHGH3}, } @techreport{hamarneh_jordan_2020, title = {Jordan {Response} {Plan} for the {Syria} {Crisis} 2020-2022}, language = {en}, institution = {UNHCR}, author = {Hamarneh, Maisa}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:E5MW5S7K}, keywords = {⛔ No DOI found}, } @article{han_flipped_2020, title = {Flipped {Classroom} in {Teacher} {Education}: {A} {Scoping} {Review}}, volume = {5}, issn = {2504-284X}, shorttitle = {Flipped {Classroom} in {Teacher} {Education}}, url = {https://www.frontiersin.org/articles/10.3389/feduc.2020.601593}, doi = {10.3389/feduc.2020.601593}, abstract = {Although flipped classroom (FC) has been popular in education since the 2000s, there is a lack of reviews on how the teaching approach has been applied and what has been gained in the field of teacher education. Most reviews focus either on implementation and learning outcomes with students in higher education and disciplines other than education or on the latter approaches with primary and secondary school pupils. This article presents a scoping literature review of 33 studies published between 2014 until 2019 on flipped classroom (FC) in teacher education. Our analysis points out that studies were mainly conducted in the United States, with an increased implementation in European and Asian countries, and with adoption primarily in the disciplines pedagogy, science, and language arts. Moreover, a majority of studies employed mixed methods with surveys being the most commonly used instrument to collect data. Two main foci were identified across the reviewed studies: student perceptions and academic performance. The analysis of the former revealed six outcomes (1. Attitude, motivation, and emotion; 2. Content delivery; 3. Learning environment; 4. Learning experience; 5. Instructor and student presence; 6. Engagement). Based on our synthesis, we discuss current trends and future development in the research field, FC's pedagogical value added in teacher education, and potential knowledge gaps in the research literature.}, urldate = {2022-10-10}, journal = {Frontiers in Education}, author = {Han, Han and Røkenes, Fredrik Mørk}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2020.601593 2339240:W8E46PU5 2405685:RI5RBXB3}, } @techreport{hankivsky_beyond_2020, type = {Policy {Brief}}, title = {Beyond sex and gender analysis: an intersectional view of the {COVID}-19 pandemic outbreak and response}, url = {https://www.qmul.ac.uk/media/global-policy-institute/Policy-brief-COVID-19-and-intersectionality.pdf}, urldate = {2021-02-27}, author = {Hankivsky, Olena and Kapilashrami, Anuj}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J9PZ8T42 2405685:GBDYQGPC}, } @techreport{hanushek_economic_2020, title = {The economic impacts of learning losses}, url = {https://www.oecd.org/education/The-economic-impacts-of-coronavirus-covid-19-learning-losses.pdf}, language = {en}, institution = {OECD}, author = {Hanushek, Eric A and Woessmann, Ludger}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DXRUZTPT 2405685:QERCBESG}, } @misc{hares_cgd_2020, title = {{CGD} - {COVID} education policy tracking}, url = {https://docs.google.com/spreadsheets/d/1ndHgP53atJ5J-EtxgWcpSfYG8LdzHpUsnb6mWybErYg/edit?usp=embed_facebook}, abstract = {School closure tracker- Global Country,Code,Region,Income Group,School Closures,As of,Date,Number of confirmed cases at time of closure,Planned Reopening,Planned Length of Closure (Weeks),Closure extended?,Planned re-opening 2,Details of closure,Reopening process started (Y/N/School year ended)...}, language = {en-GB}, urldate = {2020-08-03}, journal = {Google Docs}, author = {Hares, Susannah and Crawfurd, Lee}, year = {2020}, note = {Library Catalog: docs.google.com KerkoCite.ItemAlsoKnownAs: 2339240:NCH33XSB 2405685:PC49BJ36}, } @misc{harpo_jot--dot_2020, title = {Jot-{A}-{Dot} {Pocket} {Brailler}}, url = {https://int.harpo.com.pl/jot-a-dot/}, abstract = {The new way to Braille is to Jot a Dot – a portable brailling device for everyone! Why Jot-A-Dot? – Pocket-sized mechanical device – means brailling a note, on paper, anywhere!; Direct six key Braille entry – for fast \& accurate Braille; – Read your Braille as you write – simply turn Jot-A-Dot over; – Inbuilt … Read more}, language = {en}, urldate = {2022-06-26}, journal = {HARPO}, author = {Harpo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W2R6VZZM 2405685:HPGTS756}, } @misc{hartenberger-toby_lessons_2020, title = {Lessons {Learned} about {Remote} {Learning} from {Liberia}’s {Ebola} {Crisis}}, url = {https://www.edc.org/blog/lessons-learned-about-remote-learning-liberias-ebola-crisis}, urldate = {2020-05-08}, author = {Hartenberger-Toby, Lisa}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PFSHLTH7 2405685:V64VBUXT}, } @article{hartshorne_preservice_2020, title = {Preservice and {Inservice} {Professional} {Development} {During} the {COVID}-19 {Pandemic}}, volume = {28}, abstract = {The global COVID-19 pandemic has changed our lives in countless ways. This has included the move to emergency remote learning for PreK-12 and post-secondary education around the world. While school districts and post-secondary education institutions originally anticipated relatively brief closures, the impact of COVID-19 resulted in extensive periods of emergency remote teaching and learning. Many K-12 school districts and institutions of higher education had to teach online for almost all of the spring semester (2020); they have also added contingency plans for future remote instruction in the summer and for the 2020-2021 academic year. As we move beyond the survival phase of remote teaching and learning, it is critical now to transition to a thriving phase of remote teaching, learning, and teacher education.}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Hartshorne, Richard and Baumgartner, Emily and Kaplan-rakowski, Regina and Mouza, Chrystalla and Ferdig, Richard}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CDDAGUYD}, keywords = {⛔ No DOI found}, pages = {137--147}, } @techreport{hasler_principles_2020, title = {Principles for {Digital} {Development} in {Education} - amendments, tenets, questions}, url = {https://docs.opendeved.net/lib/PDXPLXA5}, abstract = {Principles for Digital Development in Education An adaptation of the Principles for Digital Development for use in education Björn Haßler, Open Development \& Education, 2019 About this document Recommended acknowledge- ment. Please acknowledge/cite this document as indicated. Haßler, B. ...}, language = {en}, urldate = {2020-12-11}, author = {Haßler, Björn}, year = {2020}, doi = {10.5281/zenodo.4516583}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4516583 2129771:PDXPLXA5 2405685:KTBEJXS7 2486141:2QQKXZ5U}, keywords = {\_DOILIVE, \_zenodoODE, dode\_eth-src-dode}, } @techreport{hasler_teacher_2020, type = {Preprint}, title = {Teacher professional development in sub-{Saharan} {Africa}: {Equity} and scale [preprint]}, url = {https://docs.opendeved.net/lib/WMYNLNVK}, abstract = {This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.}, author = {Haßler, Björn and Bennett, Gemma and Damani, Kalifa}, year = {2020}, note = {EdTechHub.Source: 2129771:WMYNLNVK KerkoCite.ItemAlsoKnownAs: 2129771:GIJXZ5UC 2129771:WMYNLNVK 2129771:ZQ6YQRSI 2405685:TI6VMAWR 2405685:TRRZUHFS 2486141:HFLTMIZV}, keywords = {C:sub-Saharan Africa, \_yl:t, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @incollection{hasler_appendix_2020, address = {Bonn, Germany}, title = {Appendix 2. {Methodology} for the {Interviews} and {Structured} {Community} {Review}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/75QW3PXV}, abstract = {This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843385}, doi = {10.5281/zenodo.4290640}, note = {ConceptDOI: 10.5281/zenodo.3843384 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843385 10.5281/zenodo.4290640 2129771:75QW3PXV 2405685:L94YJ5L9}, keywords = {Author:Haßler, AuthorFirst:Haßler, Björn-CV-OECS, \_yl:aa2}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 02. {Research} {Design}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/RJW8K8UD}, abstract = {This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843344}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843344 2129771:RJW8K8UD 2405685:668NNBDZ}, keywords = {Author:Haßler, AuthorFirst:Haßler, Björn-CV-OECS, \_yl:a2}, } @techreport{hasler_technical_2020, address = {Bonn, Germany}, title = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa} {A} {Systematic} {Review} of the {Research} {Landscape}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, language = {German}, urldate = {2018-12-08}, institution = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, note = {EdTechHub.Source: 2129771:ZEDIHF57 doi:10.5281/zenodo.3572897 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3572897 2129771:6T8PJSXH 2129771:ZEDIHF57 2249382:MJH3TPY8 2317526:3VEFAZHH 2317526:D2LPMDJM 2317526:K5A3S7E5 2317526:XAXNF68P 2339240:RBJPBT76 2339240:UPENDI6T 2405685:FR3BLS9E 2405685:VK4LFJNF}, keywords = {Reviewed, \_not\_EdTechHub, \_yl:a, \_zenodoOTHER, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @article{hasler_oer4schools_2020, title = {The {OER4Schools} professional development programme: {Outcomes} of a sustained trial in sub-{Saharan} {Africa}}, volume = {5}, issn = {2504-284X}, shorttitle = {{OER4Schools} 2010-2014}, url = {https://www.frontiersin.org/articles/10.3389/feduc.2020.00146/full}, doi = {10.3389/feduc.2020.00146}, abstract = {Sustaining educational initiatives beyond short-term pilot projects is highly challenging in low-income countries. We describe the outcomes and implications of our iterative Design-Based Implementation Research conducted in Zambia. This focused on a unique, school-based, peer-facilitated professional learning programme for primary teachers: OER4Schools integrates interactive pedagogy, open digital educational resources and mobile learning. Teacher interviews carried out 18 months after a year-long intervention showed that the programme became self-sustaining; earlier participants reported further development of their interactive teaching strategies and awareness of pupil progress; recent joiners developed similarly. Roles of teachers and pupils changed and a new classroom culture emerged. The study identifies the key mechanisms involved in sustainability, including culturally sensitive and participatory development and implementation, semi-structured multimedia materials, and supportive organisational structures for sustained professional learning. Our findings are hence framed by sociocultural influences as well as the wider policy context.}, language = {English}, number = {146}, journal = {Frontiers in Education}, author = {Haßler, Björn and Hennessy, Sara and Hoffmann, R and Makonga, Abel}, year = {2020}, note = {HHH3A shortDOI: 10/ghgn5x KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2020.00146 10/ghgn5x 2129771:6KN48Q7A 2339240:A5GQ37WB 2339240:B8J5VSFY 2405685:BG6WTIJK 2405685:BNF58PFR 2405685:KLUBUEJY 2405685:V7S2E5AQ 2405685:VHZVRENG 2534378:M3FT5RN4}, keywords = {Author:Haßler, C: Zambia, Culturally responsive pedagogy (CRP), Design-based implementation research, Interactive Pedagogy, Learner-centred pedagogy, School leadership, Sustainable Development Goal (SDG) 4, Teacher Profesisonal Development, Zambia, \_\_\_working\_potential\_duplicate, \_yl:b, dode\_eth-src-dode, dode\_eth-trf2-dode, school improvement, sub-Saharan Africa}, } @incollection{hassan_local_2020, title = {The local politics of resource distribution}, url = {https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780198815693.001.0001/oxfordhb-9780198815693-e-35}, booktitle = {The {Oxford} {Handbook} of {Kenyan} {Politics}}, author = {Hassan, Mai}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QB8LSB25 2405685:3IF99AEE}, } @techreport{hawkins_reimagining_2020, title = {Reimagining {Human} {Connections} : {Technology} and {Innovation} in {Education} at the {World} {Bank}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/829491606860379513/reimagining-human-connections-technology-and-innovation-in-education-at-the-world-bank}, language = {en}, institution = {World Bank}, author = {Hawkins, Robert and Trucano, Michael and Cobo, Cristóbal and Twinomugisha, Alex and Ciarrusta, Iñaki Sánchez}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UWVBF4AK 2405685:VDXHYAP8}, keywords = {⛔ No DOI found}, } @misc{hear_her_voice_hear_2020, title = {Hear her voice: {COVID}-19 stories: {Girls}' lives under lockdown}, url = {https://voices.girleffect.org/}, author = {Hear Her Voice}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SALFM9KK 2405685:NDHDTUTC}, } @techreport{hedger_advice_2020, title = {Advice, {Money}, {Results}}, url = {https://wagner.nyu.edu/advice-money-results/about}, urldate = {2022-11-12}, institution = {NYU Wagner}, author = {Hedger, Edward and Manning, Nick and Schick, Allen}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6DPSXZPA 2405685:UDS636PJ 4656463:YY6I7ZS6}, } @misc{hedger_beyond_2020, title = {Beyond {Doctrine}: {Refocusing} {PFM} for {Vital} {Public} {Objectives}}, shorttitle = {Beyond {Doctrine}}, url = {https://blog-pfm.imf.org/en/pfmblog/2020/07/beyond-doctrine-refocusing-pfm-for-vital-public-objectives}, language = {ENG}, urldate = {2022-10-04}, journal = {PFM}, author = {Hedger, Edward and Manning, Nick and Schick, Allen}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZKIA8PZE 2405685:6HQJLUEC 4656463:K2RLBS5X 4656463:KFXIT8ZC}, } @misc{hedger_problems_2020, type = {{NYU}}, title = {Problems and proposals summary: {Advice}, {Money}, {Results}}, url = {https://wagner.nyu.edu/advice-money-results/problems-proposals-summary}, urldate = {2022-10-04}, author = {Hedger, Edward and Schick, Allen and Manning, Nick}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q9HZ2QJQ 2405685:AJYDHHXC 4656463:BA6GWKQ9}, } @article{heinrich_potential_2020, title = {The potential and prerequisites of effective tablet integration in rural {Kenya}}, volume = {51}, copyright = {© 2019 British Educational Research Association}, issn = {1467-8535}, url = {https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12870}, doi = {10.1111/bjet.12870}, abstract = {This study investigates how pedagogical, cultural and institutional factors interact with technical knowledge in educational technology integration and how they relate to equitable and effective technology use in low-resource settings. In the context of a one-to-one tablet initiative in rural Kenya, we explore how these factors constrain or support access to technology, instructor capacity, student engagement and student learning, as well as their implications for reducing educational and digital divides. We employ a mixed methods, such as a quasi-experimental (prepost, nonequivalent control group) research design that draws on data from classroom observations, teacher interviews, student surveys and focus groups, and assessments of student academic performance to generate evidence on classroom practices and student learning in schools with access to tablets, while also highlighting core challenges to successful technology integration. Our findings contribute to the identification of prerequisites and supporting factors for successful educational technology integration, as well as policy levers and school-based strategies that are likely to increase equitable access to quality learning experiences in schools in low-resource contexts. Practitioner Notes What is already known about this topic A lack of funding, planning and infrastructure hinder information and communication technology (ICT) integration. Procurement of educational technology and infrastructure improvement efforts has reduced digital divides, but learning divides persist in implementation. Insufficient teacher technology expertise and professional development constrain teacher's effective use of educational technology in classrooms. What this paper adds We employ mixed methods—triangulating the student assessment data with data from student surveys and focus groups, teacher interviews and classroom observations—to identify how pedagogical, cultural and institutional factors interact with technical knowledge in ICT integration in ways that support or constrain student learning in low-resource contexts. We find that more attention is needed for cultural factors that interact with pedagogical and technical skills to ensure that the classroom instructors' attention is equitability distributed in ways that discourage in-class “tracking” and differential access to quality learning experiences, such as some teachers' disregard of “slow learners” in the classroom. In low-resource contexts, providing even basic levels of infrastructure (eg, a consistent power source) and access to general technical knowledge requires more creative and concerted efforts from school leadership and instructors, such as the offer of tutorials and reading clubs outside of the class to expand access and improve the use of devices. Implications for practice and/or policy We find that device sharing can have positive effects on peer-to-peer learning, which suggests that policymakers in Kenya should weigh the benefits of achieving one-to-one device access against the potential advantages of alternative investments, such as expanding professional development on the integration and use of currently available devices. Increasing opportunities for peer-to-peer learning and exchange (among teachers and students) and building shared capacities for ICT integration can help reduce technical issues and lost instructional time.}, language = {en}, number = {2}, urldate = {2021-05-22}, journal = {British Journal of Educational Technology}, author = {Heinrich, Carolyn J. and Darling-Aduana, Jennifer and Martin, Caroline}, year = {2020}, note = {\_eprint: https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12870 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12870 2339240:UC5WF5M2 2405685:BE8XWFCU}, pages = {498--514}, } @misc{higgins_cochrane_2020, type = {Available from www.training.cochrane.org/handbook.}, title = {Cochrane {Handbook} for {Systematic} {Reviews} of {Interventions}}, url = {/handbook/current}, language = {en}, urldate = {2020-12-10}, journal = {Cochrane}, author = {Higgins, JPT and Thomas, J and Chandler, J and Cumpston, M and Li, T and Paige, M. J and Welch, V. A}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2ZJMLSGD 2405685:H9AFXBCY}, } @techreport{higher_education_council_hec_2020, title = {{HEC} {Recognised} {National} {Research} {Journals} of {Social} {Sciences}}, url = {https://www.hec.gov.pk/english/services/faculty/journals/Documents/Social%20Sciences/Most%20Updated_List%20of%20Social%20Sciences%20Journals%20updated%20%20July%2007,%202020.pdf}, institution = {Higher Education Council}, author = {Higher Education Council}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HTZGFVYA 2405685:6S5P68YW}, } @article{hill_what_2020, title = {What kind of educator does the world need today? {Reimagining} teacher education in post-pandemic {Canada}}, volume = {00}, doi = {10.1080/02607476.2020.1797439}, abstract = {Our unique pre-service and in-service teacher education programmes at Simon Fraser University, in which experiential learning and professional mentorship are combined with academic course work, have undergone emergency modifications in order to enable our students to continue with their programmes while adhering to government restrictions due to COVID 19. As we respond to the emergent needs within university and school communities, social-emotional wellness, connection, ‘being apart together,’ engagement, and support for vulnerable students and those with exceptionalities, are currently the most important considerations. The pandemic has highlighted the need to dismantle racism and systemic inequities within our educational systems; to prioritise mental health and wellness in schools; to broaden and decolonise mainstream conceptions of teaching and learning as well as access to education; to build caring reciprocal relationships with the natural world; and to recognise teachers as researchers and community leaders. It is these issues that frame our vision of teacher education in the post-pandemic era. Inspired by the scholarship of Michelle Tanaka and Gregory Cajete, we ask ourselves and our students, what kind of educator does the world need today, and what kind of world are we going to leave for the children?.}, number = {00}, journal = {Journal of Education for Teaching}, author = {Hill, Cher and Rosehart, Paula and St. Helene, Janice and Sadhra, Sarine}, year = {2020}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1797439 2405685:XBARI5ZY}, keywords = {Pandemic pedagogies, anti-racism and equity, decolonising education, trauma-sensitive teaching, wholistic teaching and learning}, pages = {1--11}, } @misc{hodges_difference_2020, title = {The {Difference} {Between} {Emergency} {Remote} {Teaching} and {Online} {Learning} {\textbar} {EDUCAUSE}}, url = {https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning}, author = {Hodges, Charles and Moore, Stephanie and Lockee, Barb and Trust, Torrey and Bond, Aaron}, year = {2020}, note = {Publication Title: EDUCAUSE Review KerkoCite.ItemAlsoKnownAs: 2405685:7FE2C6Q7 2405685:VD6ZSLC9}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{holmes_coronavirus_2020, title = {Coronavirus has highlighted the {UK}'s digital divide}, url = {https://www.cchpr.landecon.cam.ac.uk/Research/Start-Year/2017/building_better_opportunities_new_horizons/digital_divide/presentation_slides/at_download/file}, institution = {Cambridge Centre for Housing \& Planning Research}, author = {Holmes, H. and Burgess, G.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CTY9BP66 2405685:8X42PQR2}, } @misc{hopper_maslows_2020, title = {Maslow's {Hierarchy} of {Needs} {Explained}}, url = {https://www.thoughtco.com/maslows-hierarchy-of-needs-4582571}, abstract = {Maslow's hierarchy of needs theory puts forward that people are motivated by five basic categories of needs.}, language = {en}, urldate = {2022-11-17}, journal = {ThoughtCo}, author = {Hopper, Elizabeth}, year = {2020}, note = {Section: ThoughtCo KerkoCite.ItemAlsoKnownAs: 2339240:TCAFPM4Z 2405685:2226Y3Z9}, } @article{hu_comparing_2020, title = {Comparing {Computer}-{Assisted} and {Teacher}-{Implemented} {Visual} {Matching} {Instruction} for {Children} with {ASD} and/or {Other} {DD}}, volume = {50}, issn = {1573-3432}, url = {https://doi.org/10.1007/s10803-019-03978-2}, doi = {10.1007/s10803-019-03978-2}, abstract = {This paper compared the effectiveness and efficiency of using computer-assisted instruction (CAI) and teacher-implemented instruction (TII) to teach visual matching skills to students with autism spectrum disorder and/or other developmental disabilities. Four school-aged students participated in this study with an alternating treatment design. The CAI incorporated discrete trial instruction with the gesture-tracking application, while the TII involved traditional one-to-one instruction using flashcards. The results indicated that all students acquired the target matching skills with generalization to similar untaught skills and maintained acquired skills at a high level for up to 5 weeks under both CAI and TII. Both CAI and TII were effective. However, CAI was more efficient than TII in regards to the prompts provided and the duration of instructional sessions. CAI also resulted in more student engagement in independent learning.}, language = {en}, number = {7}, urldate = {2021-03-04}, journal = {Journal of Autism and Developmental Disorders}, author = {Hu, Xiaoyi and Lee, Gabrielle T. and Tsai, Yu-Ting and Yang, Yang and Cai, Su}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10803-019-03978-2 2339240:8ADGXQEL 2405685:EMBV8RTX}, pages = {2540--2555}, } @article{huang_disrupted_2020, title = {Disrupted classes, undisrupted learning during {COVID}-19 outbreak in {China}: {Application} of open educational practices and resources}, volume = {7}, url = {https://doi.org/10.1186/s40561-020-00125-8%0A(2020)}, doi = {10.1186/s40561-020-00125-8}, abstract = {With the coronavirus (COVID-19) outbreak in China, the Chinese government decided to ban any type of face-to-face teaching, disrupting classes and resulting in over 270 million students being unable to return to their universities/schools. Therefore, the Ministry of Education (MoE) launched an initiative titled ‘Ensuring learning undisrupted when classes are disrupted’ by reforming the entire educational system and including an online education component. However, this quick reform in this unexpected critical situation of widespread COVID-19 cases harbours several challenges, such as the lack of time and teacher/student isolation. This paper discusses the possibility of using open educational resources (OER) and open educational practices (OEP) as an effective educational solution to overcome these challenges. Particularly, this study presents a generic OEP framework built on existing open-practice definitions. It then presents, based on this framework and based on the challenges reported by several Chinese education specialists during two national online seminars, a set of guidelines for the effective use of OER and OEP for both teaching and learning. Finally, this study presents some recommendations for the better adoption of OER and OEP in the future. The findings of this study can help researchers and educators apply OER and OEP for better learning experiences and outcomes during the COVID-19 outbreak.}, number = {19}, journal = {Smart Learning Environments}, author = {Huang, Ronghuai and Tlili, Ahmed and Chang, Ting Wen and Zhang, Xiangling and Nascimbeni, Fabio and Burgos, Daniel}, year = {2020}, note = {Publisher: Smart Learning Environments KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-020-00125-8 2405685:JW4NMFD6}, keywords = {Coronavirus (COVID-19), Distance education, Online education, Open education, Open educational practices (OEP), Open educational resources (OER)}, pages = {1--15}, } @book{hughes_youth_2020, title = {Youth {Transitions}: {Creating} {Pathways} to {Success}}, isbn = {978-1-912610-04-4}, shorttitle = {Youth {Transitions}}, url = {https://eric.ed.gov/?id=ED607277}, abstract = {Around the world, young people face considerable challenges. Even before the disruption of the Covid-19 crisis, policymakers were seeking to respond to rapid technological advances, climate change and -- in some countries -- an ageing population and workforce. While children and young people worldwide generally have high aspirations and ambitions for their futures, evidence shows that they often face problematic and protracted transitions into work. In this context, new pathways from school to employment are needed. In this paper, we review extensive evidence to provide guidance on how children and young people can be best prepared to succeed in their school-to-work transitions, both now and in the future.}, language = {en}, urldate = {2020-12-01}, publisher = {Education Development Trust}, author = {Hughes, Deirdre and Smith, Graeme}, year = {2020}, note = {Publication Title: Education Development Trust KerkoCite.ItemAlsoKnownAs: 2339240:L5AZMEAV 2405685:KWZK6FAG}, keywords = {21st Century Skills, COVID-19, Career Development, Career Education, Economic Climate, Education Work Relationship, Educational Policy, Employers, Foreign Countries, Job Skills, Labor Market, Pandemics, Public Policy, Social Change, Technology Uses in Education, Vocational Education, Youth Employment}, } @misc{humanitarian_insight_global_2020, title = {Global {Humanitarian} {Overview} 2020}, url = {https://hum-insight.info/}, urldate = {2020-05-29}, author = {{Humanitarian InSight}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D73AFUL9 2405685:ELFTXJUU 4803016:7W4WSYYK}, } @misc{humanity_and_inclusion_guidance_2020, title = {Guidance {Note} 1: {Inclusive} {Digital} {Learning}}, url = {https://inee.org/resources/guidance-note-1-inclusive-digital-learning}, urldate = {2020-06-08}, journal = {INEE}, author = {Humanity {and} Inclusion}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:DZ2RH5VK}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{humanity_and_inclusion_guidance_2020, title = {Guidance note 1, inclusive digital learning}, url = {https://inee.org/system/files/resources/IE%20Series%20of%20BRIEFS%20to%20support%20COVID%2019%20%20%23%201%20Inclusive%20Digital%20Learning%20ENGLISH.pdf}, urldate = {2020-08-06}, author = {Humanity {and} Inclusion}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GDU3CF3D 2405685:VTPHEH8I}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{hundred_dot_2020, title = {Dot {Mini} - {Access} anything. {Anywhere}.}, url = {https://hundred.org/en/innovations/dot-mini-access-anything-anywhere#2579f4d9}, abstract = {Dot Mini is the first smart media device for the visually impaired. It combines innovative technology, software and design, for experiencing content like never before. Access books, magazines, audio, and even movies. Dot Incorporation strives to be a pioneer in accessible and affordable innovations for the vision impaired and the deafblind to lead independent, fulfilling lives.}, urldate = {2022-06-26}, author = {HundrED}, year = {2020}, note = {Section: innovation KerkoCite.ItemAlsoKnownAs: 2339240:KT5V2JBC 2405685:HP7DVFAT}, } @misc{hundred_kiwix_2020, title = {Kiwix}, url = {https://hundred.org/en/innovations/kiwix#2579f4d9}, abstract = {Kiwix brings internet content to people without internet access. Wikipedia, MOOCs, books from the Gutenberg Library or even TED talks: these and a thousand more can be made available offline and accessed on smartphones, computers and hotspots, even where there is no connectivity. Kiwix is free to use and distribute, and has more than 3 million users in 200 countries and territories.}, urldate = {2022-06-25}, author = {HundrED}, year = {2020}, note = {Section: innovation KerkoCite.ItemAlsoKnownAs: 2339240:9M8AI7WC 2405685:U5PW66IU}, } @misc{iadb_education_2020, title = {Education {Policy} {Brief} {Latin} {America} and the {Caribbean} \#2: {Four} {Key} {Elements} to {Make} {Hybrid} {Education} a {Reality} {\textbar} {Publications}}, url = {https://publications.iadb.org/publications/english/document/Education-Policy-Brief-Latin-America-and-the-Caribbean-2-Four-Key-Elements-to-Make-Hybrid-Education-a-Reality.pdf}, urldate = {2021-12-21}, author = {{IADB}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LNU6BJMX 2405685:HZVZWDEK}, } @article{iannizzotto_remote_2020, title = {Remote eye-tracking for cognitive telerehabilitation and interactive school tasks in times of {COVID}-19}, volume = {11}, doi = {10.3390/info11060296}, abstract = {In the attempt to mitigate the effects of COVID-19 lockdown, most countries have recently authorized and promoted the adoption of e-learning and remote teaching technologies, often with the support of teleconferencing platforms. Unfortunately, not all students can benefit from the adoption of such a surrogate of their usual school. We were asked to devise a way to allow a community of children affected by the Rett genetic syndrome, and thus unable to communicate verbally, in writing or by gestures, to actively participate in remote rehabilitation and special education sessions by exploiting eye-gaze tracking. As not all subjects can access commercial eye-tracking devices, we investigated new ways to facilitate the access to eye gaze-based interaction for this specific case. The adopted communication platform is a videoconferencing software, so all we had at our disposal was a live video stream of the child. As a solution to the problem, we developed a software (named SWYG) that only runs at the "operator" side of the communication, at the side of the videoconferencing software, and does not require to install other software in the child's computer. The preliminary results obtained are very promising and the software is ready to be deployed on a larger base. While this paper is being written, several children are finally able to communicate with their caregivers from home, without relying on expensive and cumbersome devices.}, number = {6}, journal = {Information (Switzerland)}, author = {Iannizzotto, Giancarlo and Nucita, Andrea and Fabio, Rosa Angela and Caprì, Tindara and Bello, Lucia Lo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/info11060296 2405685:8EIPHM8H}, keywords = {COVID-19, Remote interactive education, Telerehabilitation, Video conferencing, Video-based eye-gaze tracking}, pages = {1--9}, } @techreport{iasc_global_education_cluster_safe_2020, title = {Safe {Back} to {School}: {A} {Practitioner}’s {Guide}}, url = {https://inee.org/resources/safe-back-school-practitioners-guide}, urldate = {2020-08-18}, institution = {INEE}, author = {IASC Global Education Cluster and Child Protection Global Protection Cluster}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TT35QG9N 2405685:CAWF597M}, } @techreport{idris_impact_2020, address = {Birmingham}, title = {Impact of {COVID}-19 on child labour in {South} {Asia}}, url = {https://opendocs.ids.ac.uk/opendocs/bitstream/handle/20.500.12413/15448/819_Impact_of_COVID-19_on_Child_Labour_in_South%20Asia.pdf?sequence=1&isAllowed=y}, institution = {University of Birmingham}, author = {Idris, Iffat}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CJ4HLYNA 2405685:BEQQ6H6S}, } @misc{iica_at_2020, title = {At least 77 million rural inhabitants in {Latin} {America} and the {Caribbean} have no access to high-quality internet services}, url = {https://iica.int/en/press/news/least-77-million-rural-inhabitants-latin-america-and-caribbean-have-no-access-high}, abstract = {IICA-BID-MICROSOFT DOCUMENT “RURAL CONNECTIVITY IN LATIN AMERICA AND THE CARIBBEAN – A BRIDGE TOWARDS SUSTAINABLE DEVELOPMENT IN TIMES OF THE PANDEMIC” The study focused on 24 countries throughout all of Latin America and the Caribbean. Average rural connectivity is approximately half of connectivity levels in urban areas. Limitations in available information about the status of rural connectivity and obsolete regulatory frameworks have hindered the implementation of policies to accelerate rural digital inclusion.}, language = {en}, urldate = {2022-06-06}, journal = {IICA.INT}, author = {IICA}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R32EM3RN 2405685:CQKCWYN9}, } @article{iivari_digital_2020, title = {Digital transformation of everyday life – how {COVID}-19 pandemic transformed the basic education of the young generation and why information management research should care?}, volume = {55}, shorttitle = {Digital transformation of everyday life – {How} {COVID}-19 pandemic transformed the basic education of the young generation and why information management research should care?}, url = {https://reader.elsevier.com/reader/sd/pii/S0268401220310264?token=3D6F4793B60EF8BBAC8A344ACB15897D9CDB050925DF70505A9D1CF291D866757F330FEA71740278C0F72CCF1228207A&originRegion=eu-west-1&originCreation=20210805183717}, doi = {10.1016/j.ijinfomgt.2020.102183}, language = {en}, urldate = {2021-08-05}, journal = {International Journal of Information Management}, author = {Iivari, Netta and Sharma, Sumita and Ventä-Olkkonen, Leena}, year = {2020}, doi = {10.1016/j.ijinfomgt.2020.102183}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijinfomgt.2020.102183 2339240:862JJKVQ 2405685:DA28K3HJ}, pages = {102183}, } @techreport{imagine_worldwide_child-directed_2020, title = {Child-directed {Tablet}-based {Learning}: {Project} {Launch}, {Monitoring}, and {Improvement} {Toolkit}}, author = {Imagine Worldwide}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MJ592UKH}, } @techreport{imagine_worldwide_child-directed_2020, title = {Child-directed {Tablet}-based {Learning}: {Project} {Preparation} {Toolkit}}, author = {Imagine Worldwide}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:T7BK22I4}, } @techreport{imagine_worldwide_child-directed_2020, title = {Child-directed {Tablet}-based {Learning}: {Toolkits} for project design, preparation, and implementation}, author = {{Imagine Worldwide}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PNMXVDQ2 2405685:A4NNJNSJ 2405685:GBIY52AG}, } @misc{innocenti_promising_2020, title = {Promising {Practices} for {Equitable} {Remote} {Learning}. {Emerging} lessons from {COVID}-19 education responses in 127 countries}, url = {https://www.unicef-irc.org/publications/1090-promising-practices-for-equitable-remote-learning-emerging-lessons-from-covid.html}, abstract = {The COVID-19 pandemic has had an unprecedented impact on societies, globally. To help contain the spread of the disease, schools around the world have closed, affecting 1.6 billion learners – approximately 91 per cent of the world’s enrolled stud}, language = {en}, urldate = {2022-06-06}, journal = {UNICEF-IRC}, author = {Innocenti, UNICEF Office of Research-}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IAWWZH62 2405685:4X5SBU6U}, } @misc{innovations_for_poverty_action_recovr_2020, title = {{RECOVR} {Ghana}: {Tracking} the {Effects} of the {COVID}-19 {Pandemic}. {Innovations} for {Poverty} {Action}.}, url = {https://www.poverty-action.org/recovr-study/recovr-ghana-tracking-effects-covid-19-pandemic}, urldate = {2020-05-12}, journal = {Poverty Action}, author = {{Innovations for Poverty Action}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YRW2WNJF 2405685:PNGSGGIP}, } @techreport{instat_madagascar_impact_2020, type = {Principaux résultats de l'enquête réalisée auprès des ménages}, title = {Impact du {COVID}-19: {Sur} les conditions de vie des ménages enquête à haute fréquence par téléphone auprès des ménages ({EHTM})}, url = {https://www.instat.mg/wp-content/uploads/INSTAT_COVID_13-07-2020.pdf}, language = {EN}, number = {Vague 01}, urldate = {2020-09-11}, institution = {Ministère de l'Économie et des Finances}, author = {{instat: Madagascar}}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:2BXG8MNT}, pages = {38}, } @techreport{institute_of_ethical_ai_in_education_developing_2020, title = {Developing a {Shared} {Vision} of {Ethical} {AI} in {Education}: {An} invitation to participate}, url = {https://www.buckingham.ac.uk/wp-content/uploads/2020/09/Developing-a-Shared-Vision-of-Ethical-AI-in-Education-An-Invitation-to-Participate.pdf}, institution = {The University of Buckingham}, author = {{Institute of Ethical AI in Education}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LPQ8V5KC}, } @techreport{institute_of_ethical_ai_in_education_interim_2020, title = {Interim {Report}: {Towards} a {Shared} {Vision} of {Ethical} {AI} in {Education}}, url = {https://www.buckingham.ac.uk/wp-content/uploads/2020/02/The-Institute-for-Ethical-AI-in-Educations-Interim-Report-Towards-a-Shared-Vision-of-Ethical-AI-in-Education.pdf}, institution = {University of Buckingham}, author = {{Institute of Ethical AI in Education}}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:LGKE7AG2}, } @misc{instituto_ayrton_senna_acelera_2020, title = {Acelera {Brasil}}, url = {https://www.institutoayrtonsenna.org.br/pt-br/como-atuamos/acelera.html}, abstract = {Solução educacional desenvolvida para garantir que alunos com atraso escolar tenham a chance de recuperar o aprendizado e desenvolver suas competências.}, language = {pt-BR}, urldate = {2020-08-30}, journal = {Instituto Ayrton Senna}, author = {Instituto Ayrton Senna}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:67R8B78H 2405685:NXFDVUHQ}, } @misc{inter-agency_network_for_education_in_emergencies_distance_2020, title = {Distance {Learning} during {COVID}-19}, url = {https://www.youtube.com/watch?v=MAkh-haxiYk&feature=youtu.be}, abstract = {The third webinar of the INEE COVID-19 webinar series focused on providing distance learning in low-resource and low tech environments. The webinar highlighted the challenges currently facing EiE practitioners in the face of the school closures and restricted movement associated with COVID-19. EiE actors shared guidance and recommendations for continuing learning along with practical examples. More information about this webinar and INEE's COVID-19 response can be found on the INEE website: https://inee.org/collections/coronavi...}, urldate = {2020-04-11}, author = {{Inter-Agency Network for Education in Emergencies}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H4HXTLS5 2405685:M9VJIUJC}, } @misc{inter-agency_network_for_education_in_emergencies_inee_coronavirus_2020, title = {Coronavirus ({COVID}-19) {Resources} {\textbar} {INEE}}, url = {https://inee.org/covid-19/resources}, urldate = {2020-05-29}, author = {{Inter-agency Network for Education in Emergencies (INEE).}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NH7Z3RSH 2405685:HHMLYB2R 4803016:PT2WIUFL}, } @misc{internet_world_stats_internet_2020, title = {Internet {World} {Stats} - {Usage} and {Population} {Statistics}}, url = {https://www.internetworldstats.com/}, urldate = {2020-09-14}, author = {Internet World Stats}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KBW2E6FN}, } @article{ipa_innovations_2020, title = {Innovations for {Poverty} {Action}}, url = {https://www.poverty-action.org/sites/default/files/presentation/IPA-Ghana-RECOVR-Survey-Webinar-July-2-2020-Presentation.pdf}, language = {en}, author = {{IPA}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XBCLFVL6 2405685:5Z5LJ7DD}, pages = {32}, } @article{iqbal_role_2020, title = {Role of technology in science classrooms: an exploratory study of {Pakistan}}, volume = {12}, issn = {1753-5255}, shorttitle = {Role of technology in science classrooms}, doi = {10.1504/IJTEL.2020.106281}, abstract = {Knowledge of science has its own demanding place in the current competitive world. Students have shown lack of interest and sufficient knowledge about the science subjects including Physics, Chemistry, and Biology. Multimedia audio-visual aids play important role in enhancing the classroom learning. Even though, these multimedia audio-visual aids are not being fully utilised in Pakistani education system. This study was conducted to illustrate the importance of using multimedia audio-visual aids in the classrooms especially during teaching physics, chemistry and biology at secondary schools of Pakistan. The researchers employed purposive sampling technique for this study and the sample size was 240 students. Primary data was collected by using observation method and conducting interviews. Collected data were analysed by using both quantitative and qualitative data analyse methods and presented in a descriptive way. Findings revealed that using multimedia audio-visual aids in the classrooms is an effective strategy that makes students active, maintains a high level of interest in the lesson and encourages students to participate in the classrooms and thus leads towards better learning.}, language = {English}, number = {2}, journal = {International Journal of Technology Enhanced Learning}, author = {Iqbal, Zeeshan and Sami, Aisha}, year = {2020}, note = {Place: Geneva Publisher: Inderscience Enterprises Ltd WOS:000525177900001 KerkoCite.ItemAlsoKnownAs: 10.1504/IJTEL.2020.106281 2339240:XRQJE3NP 2405685:8LC4DI2T}, keywords = {Pakistan, audio-visual aids, education, secondary schools, technology}, pages = {115--126}, } @article{isaacs_baseline_2020, title = {Baseline {Situational} {Analysis} on {Open} {Distance} {Learning} ({ODL}) in {Southern} {African} {Development} {Community} ({SADC}) {Member} {States}}, language = {en}, author = {Isaacs, Shafika and Mohee, Romeela}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VAR65TK9 2405685:7G4LE65V}, keywords = {⛔ No DOI found}, pages = {102}, } @techreport{islam_after_2020, title = {After {School} {Tutoring}: {Evidence} from a {Randomized} {Control} {Trial}}, url = {https://issuu.com/monashbusinessschool/docs/ummul_ruthbah_-_after_school_tutoring__bangladesh_}, institution = {Monash Business School}, author = {Islam, Asad and Ruthbah, Ummul}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6UF6IMYI 2339240:9E58WXYL 2405685:CDI2BBT7 2405685:WJ9E799P 2405685:ZWZGL8M9 2534379:Q8FJ88QY}, } @misc{itte_covid-19_2020, title = {{COVID}-19 a global crisis for teaching and learning {\textbar} {Teachers} {Task} {Force} for {Education} 2030}, url = {https://teachertaskforce.org/knowledge-hub/covid-19-global-crisis-teaching-and-learning}, author = {{ITTE}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UVZXSWQB}, } @techreport{itu_guidelines_2020, title = {Guidelines for industry on {Child} {Online} {Protection}}, url = {https://www.itu-cop-guidelines.com/industry}, author = {{ITU}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AAZGWDQM 2405685:XMM48N2Q}, } @techreport{itu_guidelines_2020, title = {Guidelines for parents and educators on {Child} {Online} {Protection}}, url = {https://www.itu-cop-guidelines.com/parentsandeducators}, author = {{ITU}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TJFAUIPT 2405685:TMFNVJVN}, } @article{itu_how_2020, title = {How broadband, digitization and {ICT} regulation impact the global economy {Global} econometric modelling}, language = {en}, author = {ITU}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9DDP5SW6 2405685:46DEBCB8}, keywords = {⛔ No DOI found}, pages = {60}, } @misc{iwf_face_2020, title = {Face the facts: {Internet} {Watch} {Foundation} {Annual} {Report} 2020}, url = {https://www.iwf.org.uk/about-us/who-we-are/annual-report-2020/}, abstract = {The latest data and statistics on what the Internet Watch Foundation (IWF) are doing globally to tackle child sexual abuse images and videos online.}, language = {en-gb}, urldate = {2022-04-25}, author = {{IWF}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B9PGUWKJ 2405685:5HFR942H}, } @techreport{jacobs_foundation_2020_2020, title = {2020 {EdTech} {Ecosystem}: {Ghana} and {Cote} {D}'ivoire}, shorttitle = {2020 {EdTech} {Ecosystem}}, url = {https://jacobsfoundation.org/app/uploads/2021/04/EdTech-Ecosystem-2020-Ghana-and-Cote-dIvoire.pdf}, language = {English}, institution = {Jacobs Foundation and Chrysalis}, author = {{Jacobs Foundation}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:83UDVRBX 2405685:LVJMBCWE}, pages = {118}, } @inproceedings{jacques_pk-12_2020, title = {{PK}-12 educators’ requests for teaching during a pandemic}, abstract = {In the spring of 2020, districts across America needed to quickly transition to distance learning in response to the COVID-19 pandemic. Many educators turned to social media for help addressing this change. This study examined posts from a public Facebook group whose purpose was to support teachers during this pandemic to learn what help educators were seeking for emergency distance learning. Findings indicated that most sought resources or activities to support student learning, followed by how to conduct distance education, followed by requests for technical support.}, booktitle = {{EdMedia} + {Innovate} {Learning} 2020}, author = {Jacques, Lorraine A and Shrubb, Richard G}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:86LDD3IX}, keywords = {⛔ No DOI found}, pages = {56--60}, } @article{jalli_lack_2020, title = {Lack of internet access in {Southeast} {Asia} poses challenges for students to study online amid {COVID}-19 pandemic}, url = {http://theconversation.com/lack-of-internet-access-in-southeast-asia-poses-challenges-for-students-to-study-online-amid-covid-19-pandemic-133787}, abstract = {In Southeast Asia like in many other developing regions, a large segment of the population don't have access to the Internet and electronic devices.}, language = {en}, urldate = {2020-03-30}, journal = {The Conversation}, author = {Jalli, Nuurrianti}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XFH8JWUR 2405685:QX3R6SC8}, } @article{jansen_data_2020, title = {Data or bread? {A} policy analysis of student experiences of learning under lockdown}, volume = {26}, number = {1}, journal = {Southern African Review of Education}, author = {Jansen, J.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VTN5WEHF 2405685:EIV33BLC}, keywords = {⛔ No DOI found}, pages = {167--181}, } @misc{jelimo_impact_2020, title = {Impact of {Covid}-19 on the right to education {In} {Kenya}}, url = {https://www.right-to-education.org/blog/impact-covid-19-right-education-kenya}, abstract = {On March 15, 2020, the Kenyan government abruptly closed all schools and colleges nationwide in response to COVID-19, disrupting nearly17 million learners countrywide. The closure of institutions not only affected learners and teachers but it also brought forth numerous economic and social issues, including interrupted and loss of learning, education exclusion, homelessness, nutrition and economic crisis, childcare challenges and increase in teenage pregnancy cases, financial cost implication to households, and sexual exploitation among others.}, language = {en}, urldate = {2021-07-08}, journal = {Right to Education Initiative}, author = {Jelimo, Catherine}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ECQGDC2K 2405685:Y863GBYM}, } @article{jordan_covid-19_2020, title = {Covid-19 school closures in low- and middle-income countries: {Emergent} perspectives on the role of educational technology}, volume = {7}, url = {https://jl4d.org/index.php/ejl4d/article/view/433}, number = {3}, journal = {Journal of Learning for Development}, author = {Jordan, Katy}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2BDLYTUP 2339240:DFHS5PI3 2339240:JTUAX3R7 2339240:V7VSHKVT 2405685:AVYK5T2I 2405685:BVFLF8QP 2405685:J7AK3RMI 2405685:JV429XI7}, keywords = {COVID-19, \_\_\_working\_potential\_duplicate, digital divide, education in emergencies. education systems, educational technology, ⛔ No DOI found}, pages = {399--415}, } @article{joyce_bridging_2020, title = {Bridging the {Gap} {Between} {Research} and {Practice}: {Predicting} {What} {Will} {Work} {Locally}}, volume = {57}, issn = {0002-8312, 1935-1011}, shorttitle = {Bridging the {Gap} {Between} {Research} and {Practice}}, url = {https://doi.org/10.3102/0002831219866687}, doi = {10.3102/0002831219866687}, abstract = {This article addresses the gap between what works in research and what works in practice. Currently, research in evidence-based education policy and practice focuses on randomized controlled trials. These can support causal ascriptions (?It worked?) but provide little basis for local effectiveness predictions (?It will work here?), which are what matter for practice. We argue that moving from ascription to prediction by way of causal generalization (?It works?) is unrealistic and urge focusing research efforts directly on how to build local effectiveness predictions. We outline various kinds of information that can improve predictions and encourage using methods better equipped for acquiring that information. We compare our proposal with others advocating a better mix of methods, like implementation science, improvement science, and practice-based evidence.}, language = {en}, number = {3}, urldate = {2020-01-07}, journal = {American Educational Research Journal}, author = {Joyce, Kathryn E. and Cartwright, Nancy}, month = jun, year = {2020}, note = {shortDOI: 10/gghbrt KerkoCite.ItemAlsoKnownAs: 10.3102/0002831219866687 10/gghbrt 2339240:648ANDQ6 2339240:FS7FMAJQ 2339240:MNUSLKYW 2405685:GWCE2WB6 2405685:Q3QL9WD9 2405685:ZS4AFWAV}, pages = {1045--1082}, } @article{kadirire_zim_2020, chapter = {News}, title = {Zim tops {Cambridge} {International} exam entries}, url = {https://dailynews.co.zw/zim-tops-cambridge-international-exam-entries/}, abstract = {ZIMBABWE is delivering the highest number of Cambridge International examinations entries in sub-Saharan Africa and the 10th most entries each year globally, reflecting the growth of Cambridge International qualifications in the country.}, language = {en-GB}, urldate = {2020-06-27}, journal = {Daily News (Zimbabwe)}, author = {Kadirire, Helen}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:FAKP8C8J}, } @techreport{kaffenberger_womens_2020, address = {Oxford}, title = {Women's {Education} {May} {Be} {Even} {Better} {Than} {We} {Thought}: {Estimating} the {Gains} from {Education} {When} {Schooling} {Ain}'t {Learning}}, url = {https://riseprogramme.org/sites/default/files/2020-09/RISE_WP-049_Kaffenberger_Pritchett.pdf}, institution = {University of Oxford}, author = {Kaffenberger, Michelle and Pritchett, Lant}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BRHFIQNK 2405685:6L4NU2QP}, } @misc{kale_our_2020, title = {Our {Journey} of {Remoulding} {Data} {Collection} - {From} {Paper} to {KoboToolbox} to {Avni}}, url = {https://avniproject.org/blog/shelter-journey-remoulding-data-collection-paper-kobotoolbox-avni/}, abstract = {Smita Kale, Monitoring and Evaluation Manager at Shelter Associates, shares about their journey of moving from Paper based data collection to digital systems, first using KoboToolbox and then to Avni.}, language = {en}, urldate = {2022-07-08}, author = {Kale, Smita}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:K8MU3H94 2486141:LNJNWFR6}, } @techreport{kallon_kelly_country-level_2020, title = {Country-level research review: {Sierra} {Leone}}, author = {Kallon Kelly, Christiana and Koomar, Saalim and Kreimeia, Adam and McBurnie, Chris and Mitchell, Joel and Myers, Christina}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:746WTJF3 2405685:HNVAP5QB}, keywords = {dode\_eth-src-eth}, } @article{kalloo_responding_2020, title = {Responding to the {COVID}-19 pandemic in {Trinidad} and {Tobago}: {Challenges} and opportunities for teacher education}, volume = {00}, url = {https://doi.org/10.1080/02607476.2020.1800407}, doi = {10.1080/02607476.2020.1800407}, abstract = {Trinidad and Tobago responded decisively to the COVID 19 pandemic and was successful in containing community spread of the virus. By mid-march 2020, there was closure of key business and educational institutions. To minimise the loss of learning time, emergency remote learning became the modus-operandi, a response which challenged the most socially vulnerable students. At the University of the West Indies (UWI) the 500 participants enrolled in the Early Childhood, and Primary education programmes, and the in-service post-graduate diploma in Secondary education were struggling to adjust to online teaching, the existential anxiety of coping with a dangerous disease, and programme completion. The UWI instituted a COVID-19 policy that facilitated a structured response to programme completion and assessment across all faculties.The paper analysed the decisions taken by the UWI School of Education that supported its teachers through the practicum and pedagogy courses. Using a qualitative case study methodology, data were collected through observations, documents, and informal discussions with faculty. Thematic analyses allowed the emergence of three key constructs that facilitated effective learning during the crisis period : Community as an empathetic connection to stakeholders, Creativity as the ability for agile and imaginative responses, and Connectivity through technological readiness.}, number = {00}, journal = {Journal of Education for Teaching}, author = {Kalloo, Rowena Constance and Mitchell, Beular and Kamalodeen, Vimala Judy}, year = {2020}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1800407 2405685:3XSGDCJY}, keywords = {COVID-19, Teacher education, inequities, online education}, pages = {1--11}, } @article{kara_revisiting_2020, title = {Revisiting online learner engagement: exploring the role of learner characteristics in an emergency period}, volume = {54}, issn = {1539-1523}, shorttitle = {Revisiting online learner engagement}, url = {https://doi.org/10.1080/15391523.2021.1891997}, doi = {10.1080/15391523.2021.1891997}, abstract = {This study aims to investigate the influence of learners’ characteristics on their engagement during online education due to the COVID-19 pandemic. The investigated learner characteristics included digital literacy, self-directed learning, motivation for learning, and perceived stress. The data were collected from the undergraduate learners and the proposed moderated mediation model was tested. The findings showed that all learner characteristics are significant predictors of online learner engagement. Besides, self-directed learning and motivation significantly mediate the relationship between digital literacy and engagement while perceived stress significantly moderates the relationship of digital literacy with self-directed learning, but not with motivation for learning.}, number = {sup1}, urldate = {2022-09-21}, journal = {Journal of Research on Technology in Education}, author = {Kara, Mehmet}, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/15391523.2021.1891997 KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2021.1891997 2339240:UXFFHB4H 2405685:RHGR3FCW}, keywords = {COVID-19, Online learning, digital literacy, engagement, motivation, self-directed learning, stress}, pages = {S236--S252}, } @misc{karamperidou_time_2020, title = {Time to {Teach}: {Teacher} attendance and time on task in {Eastern} and {Southern} {Africa}}, url = {https://www.unicef-irc.org/time-to-teach}, urldate = {2022-01-25}, author = {Karamperidou, Despina and Brossard, Mathieu and Peirolo, Silvia and Richardson, Dominic}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2X5YIVVB 2405685:IASB3RWX 4556019:46I4AY4L}, } @misc{kardefelt-winther_encryption_2020, title = {Encryption, {Privacy} and {Children}’s {Right} to {Protection} from {Harm}}, url = {https://www.unicef-irc.org/publications/pdf/Encryption_privacy_and_children%E2%80%99s_right_to_protection_from_harm.pdf}, urldate = {2022-06-15}, publisher = {UNICEF Office of Research - Innocenti}, author = {Kardefelt-Winther, Daniel and Day, Emma and Berman and Witting, Sabine K. and Bose, Anjan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GKML7FZI 2405685:AHDNP3MN}, } @techreport{katende_no_2020, address = {London}, title = {No time to lose: {An} urgent call for access to quality education for {Rohingya} {Children} in {Cox}'s {Bazar}}, url = {https://www.rescue.org/sites/default/files/document/5151/ircaccesstoeducationrohingyav4.pdf}, institution = {International Rescue Committee}, author = {Katende, Stephen and Gerhardt, Laurence and Skinner, Marcus}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M6NCUIHG 2405685:TER3PKT7}, } @techreport{kawa_sierra_2020, title = {Sierra {Leone} {Education} {Attendance} {Monitoring} {System} ({SLEAMS}) {Pilot} {Phase}: {Inception} {Report}}, institution = {Charlie Goldsmiths Associates}, author = {Kawa, Muniru and Graham, Hannah and Lee, Philip and Murray, Tobias and Malyon, Stephanie}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EPHMUJLL 2405685:F8XG7GDF}, } @incollection{kaye_educational_2020, edition = {1}, title = {Educational {Technology} to {Improve} {Capacity} – {Integrating} {Adaptive} {Education} {Programmes} in {Public} {School} in {Kenya}}, isbn = {978-0-429-34485-5}, url = {https://www.taylorfrancis.com/books/9781000330823/chapters/10.4324/9780429344855-9}, language = {en}, urldate = {2021-04-08}, booktitle = {Trust, {Accountability} and {Capacity} in {Education} {System} {Reform}}, publisher = {Routledge}, author = {Kaye, Tom}, editor = {Ehren, Melanie and Baxter, Jacqueline}, collaborator = {Ehren, Melanie and Baxter, Jacqueline}, year = {2020}, doi = {10.4324/9780429344855-9}, note = {KerkoCite.ItemAlsoKnownAs: 10.4324/9780429344855-9 2339240:RNZEPJMP 2405685:E3KY9MK5 2405685:TUJB4RK6}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {182--200}, } @article{kelley_appeal_2020, title = {An appeal for practical social justice in the {COVID}-19 global response in low-income and middle-income countries}, volume = {8}, url = {http://dx.doi.org/10.1016/S2214-109X(20)30249-7}, doi = {10.1016/S2214-109X(20)30249-7}, number = {7}, journal = {The Lancet Global Health}, author = {Kelley, Maureen and Ferrand, Rashida A and Muraya, Kui and Chigudu, Simukai and Molyneux, Sassy and Pai, Madhukar and Barasa, Edwine}, year = {2020}, note = {Publisher: The Author(s). Published by Elsevier Ltd. This is an Open Access article under the CC BY 4.0 license KerkoCite.ItemAlsoKnownAs: 10.1016/S2214-109X(20)30249-7 2405685:NRW34U6Q}, pages = {888--889}, } @misc{kenya_institute_of_curriculum_development_edu_2020, title = {Edu {TV} {Channel} 2020}, url = {https://kicd.ac.ke/our-services/educational-media/kicd-edu-channel-line-up/}, urldate = {2020-07-01}, author = {Kenya Institute of Curriculum Development}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YHVC78I8}, } @misc{kenya_institute_of_curriculum_development_radio_2020, title = {Radio {Timetable} 2020}, url = {https://kicd.ac.ke/our-services/educational-media/kicd-radio-timetable-2018/}, urldate = {2020-07-01}, author = {Kenya Institute of Curriculum Development}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JZ33S642}, } @misc{kenya_national_bureau_of_statistics_survey_2020, title = {Survey {Report} on {Socio} {Economic} {Impact} of {COVID}-19 on {Households}}, url = {https://www.knbs.or.ke/?wpdmpro=survey-report-on-socio-economic-impact-of-covid-19-on-households}, language = {en-US}, urldate = {2020-07-01}, author = {Kenya National Bureau of Statistics}, year = {2020}, note = {Library Catalog: www.knbs.or.ke KerkoCite.ItemAlsoKnownAs: 2405685:AKVS9VZQ}, } @misc{kenya_revenue_authority_draft_2020, title = {Draft {Value} {Added} {Tax} ({Digital} {Marketplace} {Supply}) {Regulations}, 2020}, url = {https://www.kra.go.ke/en/media-center/public-notices/842-draft-value-added-tax-digital-marketplace-supply-regulations,-2020}, urldate = {2020-07-01}, author = {Kenya Revenue Authority}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YBK5DGSK}, } @misc{kenya_vision_2030_basic_2020, title = {Basic {Education} {Infrastructure}}, url = {http://vision2030.go.ke/project/develop-and-rehabilitate-school-infrastructure/}, urldate = {2020-07-01}, author = {Kenya Vision 2030}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:L3RGF298}, } @misc{khan_academy_khan_2020, title = {Khan {Academy}: {Free} {Online} {Courses}, {Lessons} \& {Practice}}, url = {https://www.khanacademy.org/}, abstract = {You can learn anything. Expert-created content and resources for every course and level. Always free.}, language = {en}, urldate = {2020-03-30}, journal = {Khan Academy}, author = {Khan Academy}, year = {2020}, note = {Library Catalog: www.khanacademy.org KerkoCite.ItemAlsoKnownAs: 2339240:KSMVBM3C 2405685:APNQYVP9 APNQYVP9}, } @misc{kicd_kicd_2020, title = {{KICD} on {Twitter}: "{Let}'s engage. {For} rich discussions on education matters. https://t.co/{qb1ooAc7ZF}" / {Twitter}}, shorttitle = {{KICD} on {Twitter}}, url = {https://twitter.com/kicdkenya/status/1239908378001969153}, language = {en-GB}, urldate = {2020-03-30}, author = {KICD}, year = {2020}, note = {Library Catalog: twitter.com KerkoCite.ItemAlsoKnownAs: 2339240:XYZKJPMD 2405685:LXJ9TXTW LXJ9TXTW}, } @misc{kokutse_universities_2020, title = {Universities to reopen in mid-{June} to final-year students}, url = {https://www.universityworldnews.com/post.php?story=2020060112235883}, urldate = {2020-06-23}, author = {Kokutse, F.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7SFM7CXW}, } @misc{kolibri_kolibri_2020, title = {Kolibri : {A} {Free}, {Open} {Source} {Education} for {All} {\textbar} {Learning} {Equality}}, url = {https://learningequality.org/kolibri/}, urldate = {2020-06-02}, author = {{Kolibri}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LVPZ49SD 2405685:GD6I3IXB 4803016:4AEYLZW3}, } @misc{kytabu_company_ltd_kytabu_2020, title = {Kytabu – {African} {Schools} {Online}}, url = {https://kytabu.africa/}, urldate = {2020-07-01}, author = {Kytabu Company Ltd}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PKHN3M8P}, } @techreport{laboratoria_laboratoria_2020, title = {Laboratoria: {Reporte} de {Impacto} 2020.pdf}, url = {https://f.hubspotusercontent20.net/hubfs/2994420/Laboratoria_Reporte%20de%20Impacto_2020.pdf?hsCtaTracking=c8ac5b5d-c512-4d2d-b2ed-9584e8eb40e9%7Ccc881523-57ea-49a2-ad62-f014a5dc22a5}, urldate = {2022-01-19}, author = {{Laboratoria}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KFQW887T 2405685:K24JWGNP}, } @techreport{lamba_education_2020, title = {Education continuity during the {Coronavirus} crisis: {Sierra} {Leone} and {Liberia} {Rising} {Academy} {Network} on air}, url = {https://oecdedutoday.com/wp-content/uploads/2020/05/Sierra-Leone-Liberia-Rising-Academy-Network.pdf}, urldate = {2021-10-11}, institution = {Rising Academy Network}, author = {Lamba, Keya and Reimers, Fernando}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YUCXSRDK 2405685:U7GMEU2U}, } @techreport{lamba_sierra_2020, title = {Sierra {Leone} and {Liberia}: {Rising} {Academy} {Network} on air}, url = {https://oecdedutoday.com/wp-content/uploads/2020/05/Sierra-Leone-Liberia-Rising-Academy-Network.pdf}, urldate = {2020-06-09}, institution = {World Bank; OECD; Harvard Global Education Innovation Initiative; HundrED}, author = {Lamba, Keya and Reimers, Fernando}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BRFU9F86 2405685:93KUAPNF 2405685:9APBFG2P 2405685:CXIWGJLQ 2405685:STZ89LHX 2534378:UQINHJH2}, } @misc{lamba_sierra_2020, title = {Sierra {Leone} and {Liberia}: {Rising} {Academy} {Network} on air}, language = {en}, author = {Lamba, Keya and Reimers, Fernando}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XVKVLR6R 2405685:QV99MR4Q}, } @techreport{langthaler_digitalization_2020, type = {Research {Report}}, title = {Digitalization, education and skills development in the global {South}: {An} assessment of the debate with a focus on {Sub}-{Saharan} {Africa}}, copyright = {http://www.econstor.eu/dspace/Nutzungsbedingungen}, shorttitle = {Digitalization, education and skills development in the global {South}}, url = {https://www.econstor.eu/handle/10419/228970}, abstract = {The COVID-19 pandemic has intensified discussions about the digital revolution. Digitalization of ever-more sectors of society appears to be the only possible answer to the requirements of physical distancing. The education sector stands out as one example. Yet, the pandemic has also brought to light the pitfalls of accelerated digitalization in terms of rising inequality and exclusion. In development policy, digitalization has been commonly referred to as a major opportunity for economic development. Much lower used to be the attention paid to risks such as the digital divide. Human capabilities rank as one of the key preconditions to reap the benefits of digitalization. Digitalization of education and training systems appears to be the order of the day. Yet, there is lack of consistent strategies to do so without deepening existing patterns of inequality and exclusion, in particular in the Global South. This Briefing Paper will initially analyse the lessons of experience from the COVID-19 pandemic and its impact on the education and TVET (Technical and vocational education and training) sector. It will then reflect on the framing of the debates on digitalization in education. The academic discussion will be summarised from two perspectives, first with regard to the skills required for a digitalized economy and second analysing the impact of digitalization on education systems, mainly in Sub-Saharan Africa. The Paper will subsequently comment on current trends in digitalization policies for the education sector as well as in development cooperation. Conclusions will outline a few recommendations at the policy level.}, language = {eng}, number = {28}, urldate = {2021-05-22}, institution = {ÖFSE Briefing Paper}, author = {Langthaler, Margarita and Bazafkan, Homa}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5P9GGHH9 2405685:9XUC9BUA}, } @techreport{lauren_unhcr_regional_2020, title = {Regional {Bureau} for {West} \& {Central} {Africa} {Education} {Newsletter}}, url = {https://data2.unhcr.org/en/documents/download/76898}, language = {en}, author = {{Lauren UNHCR}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R5QDHII8 2405685:JW4X8CRL}, keywords = {⛔ No DOI found}, pages = {6}, } @techreport{le_nestour_phone_2020, address = {Washington D.C.}, title = {Phone survey on the {Covid} crisis in {Senegal}}, url = {https://dataverse.harvard.edu/file.xhtml?persistentId=doi:10.7910/DVN/9XE95F/95RW9C&version=3.0}, institution = {Centre for Global Development}, author = {Le Nestour, Alexis and Mbaye, Samba and Moscoviz, Laura}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JI4BZP8Q 2405685:S2URQ3PU}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{learning_equality_kolibri_2020, title = {Kolibri}, url = {https://learningequality.org/kolibri/}, language = {en}, urldate = {2020-07-02}, author = {Learning equality}, year = {2020}, note = {Library Catalog: learningequality.org KerkoCite.ItemAlsoKnownAs: 2405685:F4AYTSCU}, } @misc{learning_equality_kolibri_2020, title = {Kolibri : {A} {Free}, {Open} {Source} {Education} for {All}}, shorttitle = {Kolibri}, url = {https://learningequality.org/kolibri/}, language = {en}, urldate = {2020-06-01}, journal = {Learning equality}, author = {Learning equality}, year = {2020}, note = {Library Catalog: learningequality.org KerkoCite.ItemAlsoKnownAs: 2405685:KDX549QC}, } @misc{learning_equality_kolibri_2020, title = {Kolibri {Content} {Library} {Catalog}}, url = {https://catalog.learningequality.org/#/public?keywords=teacher&page=1&query_id=7auctc}, urldate = {2020-07-02}, author = {Learning equality}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Y6QNKVLE}, } @article{lee_enhancing_2020, title = {Enhancing early numeracy skills with a tablet-based math game intervention: a study in {Tanzania}}, volume = {68}, issn = {1556-6501}, shorttitle = {Enhancing early numeracy skills with a tablet-based math game intervention}, url = {https://doi.org/10.1007/s11423-020-09808-y}, doi = {10.1007/s11423-020-09808-y}, abstract = {The study presents results of a tablet-based math game intervention to enhance early numeracy skills of children in Tanzania. Standard level 1 children (n = 122), attending a rural primary school, were randomly allocated to either intervention or control group. The intervention group participated in a daily intervention session for 46 days. Children’s performances in number identification, quantity discrimination, addition, subtraction, and missing number tasks were measured before and after the intervention with randomly selected children from both groups (treatment = 30, control = 31). Score gains in the intervention group were substantially greater than those in the control group. In particular, statistically significant effects of the intervention were identified in quantity discrimination, addition, and subtraction tasks. Item-level analyses using Item Response Theory showed that addition and subtraction items involving regrouping and most missing number items were too difficult even after the intervention. The study also identified which games were played the most or least during the sessions from play-log data and analyzed associations between children’s test performances and gameplays.}, language = {en}, urldate = {2020-11-18}, journal = {Educational Technology Research and Development}, author = {Lee, Hye Kyung and Choi, Ahram}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-020-09808-y 2339240:XJE4Z4AB 2405685:4HCX9ZIQ}, pages = {3567--3585}, } @article{lefstein_relocating_2020, title = {Relocating {Research} on {Teacher} {Learning}: {Toward} {Pedagogically} {Productive} {Talk}}, volume = {49}, issn = {0013-189X, 1935-102X}, shorttitle = {Relocating {Research} on {Teacher} {Learning}}, url = {http://journals.sagepub.com/doi/10.3102/0013189X20922998}, doi = {10.3102/0013189X20922998}, abstract = {Most research and practice in teacher in-service learning focuses on formal professional development activities. This article calls for paying greater attention to the informal conversations that are embedded in teachers’ day-to-day work and through which they learn from one another what it means to be a teacher and how to perform their duties. The authors build on theory and research in teacher on-the-job discourse and learning in order to (a) argue that, as a field, we need to pay more focused and systematic attention to teacher on-the-job discourse; (b) offer a coherent conceptual framework for “pedagogically productive” teacher talk; and (c) highlight key research directions and challenges in investigating this and related phenomena.}, language = {en}, number = {5}, urldate = {2023-05-19}, journal = {Educational Researcher}, author = {Lefstein, Adam and Vedder-Weiss, Dana and Segal, Aliza}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X20922998 2405685:YQ9ZBFKH}, pages = {360--368}, } @techreport{lego_foundation_distance_2020, title = {Distance {Learning} {A} guide to playful distance learning – online and offline}, url = {https://teachertaskforce.org/sites/default/files/2020-10/distance_learning_guide.pdf}, language = {EN}, urldate = {2020-11-04}, author = {{Lego Foundation}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5MI3FHD6}, } @techreport{leh_wi_lan_leh_2020, title = {Leh {Wi} {Lan}: 12th {Quarterly} {Report}}, url = {https://webcache.googleusercontent.com/search?q=cache:pvl0sZQvvpAJ:https://mbsse.gov.sl/wp-content/uploads/2020/07/Quarterly-Report-12-April-2020.pdf+&cd=1&hl=en&ct=clnk&gl=uk}, urldate = {2020-12-16}, author = {Leh Wi Lan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5RCQFTGZ 2405685:ID2XMAX7}, } @misc{li_covid-19_2020, title = {The {COVID}-19 pandemic has changed education forever. {This} is how}, url = {https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/}, language = {en}, journal = {World Economic Forum}, author = {Li, Cathy and Lalani, Farah}, year = {2020}, note = {Library Catalog: www.weforum.org KerkoCite.ItemAlsoKnownAs: 2405685:EU7VTJWV}, } @misc{liberman_are_2020, title = {Are students still learning during {COVID}-19? {Formative} assessment can provide the answer}, shorttitle = {Are students still learning during {COVID}-19?}, url = {https://blogs.worldbank.org/education/are-students-still-learning-during-covid-19-formative-assessment-can-provide-answer}, abstract = {As schools around the world have closed due to coronavirus (COVID-19) pandemic (and many have extended closures for the remainder of the school year), students, teachers, and parents are settling into the "new reality" for the foreseeable future.}, language = {en}, journal = {World Bank Blogs}, author = {Liberman, Julia and Levin, Victoria and Luna-Bazaldua, Diego}, year = {2020}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:JDX9HQKE}, } @misc{lindsey_why_2020, title = {Why {COVID}-19 has increased the urgency to reach women with mobile technology}, url = {https://www.gsma.com/mobilefordevelopment/blog/why-covid-19-has-increased-the-urgency-to-reach-women-with-mobile-technology/}, journal = {GSMA}, author = {Lindsey, D.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4MIJ7NMT 2405685:JS9VAPW4}, } @article{loredo_alisis_2020, title = {Análisis comparativo de las prácticas educativas implementadas en {Chile} y {México} durante la pandemia de {COVID}-19}, volume = {9}, copyright = {Derechos de autor 2022 Guayana Moderna}, url = {https://revistasenlinea.saber.ucab.edu.ve/index.php/guayanamoderna/article/view/5423}, abstract = {Resumen El actual contexto de pandemia ha llevado a que los Sistemas Educativos implementen diversas herramientas para garantizar el derecho constitucional a la educación. A través de un estudio comparativo, realizado en colaboración por estudiantes de Chile y México se buscó establecer las diferencias y similitudes existentes entre ambos sistemas, incluyendo en éstas las medidas tomadas por los gobiernos de ambos países para abordar la nueva realidad de la educación a distancia, así como la situación actual en la cual se encuentran los maestros de educación básica de diversos establecimientos. Esta investigación se realizó a través de encuestas dirigidas a los docentes, y por medio del análisis de documentos e información relacionada a la organización de los sistemas educativos de Chile y México; por último, se compararon las propuestas y medidas decretadas por los mismos para su implementación en el desarrollo e impartición de las clases. Los principales resultados obtenidos en la investigación dan muestra de que las medidas implementadas por ambos países no logran resguardar el aseguramiento de la calidad, y que así mismo faltan herramientas para un correcto desarrollo de las clases virtuales. De igual forma, se presentan y analizan los resultados de las encuestas realizadas, en donde los maestros expresan su sentir acerca de los desafíos y la exigencia de la situación actual.Palabras Clave: Sistema Educativo, Educación Básica, México, Chile, Pandemia, Maestros}, language = {es}, number = {9}, urldate = {2022-06-07}, journal = {Guayana Moderna}, author = {Loredo, Karla Fabiola Arizmendi and Hidalgo, Mariana Fernández and Rivadeneira, Scott Núñez}, year = {2020}, note = {Number: 9 KerkoCite.ItemAlsoKnownAs: 2339240:6X3HHCPW 2405685:ZELUQ57S}, keywords = {⛔ No DOI found}, pages = {39--59}, } @misc{luna-bazaldua_moving_2020, title = {Moving high-stakes exams online: {Five} points to consider}, url = {https://blogs.worldbank.org/education/moving-high-stakes-exams-online-five-points-consider}, journal = {World Bank Blogs}, author = {Luna-Bazaldua, Diego and LIBERMAN, JULIA and LEVIN, VICTORIA}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TX23DWVR 2405685:MYE3HI6U}, } @techreport{ma_impact_2020, address = {Rural Education Action Program (REAP)}, type = {Working {Paper}}, title = {The impact of computer assisted learning on rural {Taiwanese} children: evidence from a randomized experiment}, url = {https://fsi.stanford.edu/publication/impact-computer-assisted-learning-rural-taiwanese-children-evidence-randomized}, abstract = {The effectiveness of educational technology (EdTech) in improving the outcomes of poor, marginalized students has primarily been documented by studies conducted in developing countries; however, relevant research involving randomized studies in developed country contexts is relatively scarce. The objective of the current study is to examine whether an in-school computer assisted learning (CAL) intervention can improve the math performance (the primary outcome) and academic attitudes (secondary outcomes) of rural students in Taiwan, including a marginalized subgroup of rural students called Xinzhumin. We also seek to identify which factors are associated with the effectiveness of the intervention. In order to achieve this, we conducted a randomized control trial involving 1,840 sixth-grade students at 95 schools in four relatively poor counties and municipalities of Taiwan during the spring semester of 2019. According to the ITT analysis, the O-CAL intervention had no significant ITT impacts on the primary outcome of student math performance as well as on most secondary outcomes of the overall treatment group (who on average used the software for only about one quarter of the protocol’s minimum required time of 30 minutes per week, indicating that compliance was low). However, the LATE analysis revealed significant improvements in the math performance of the 30\% most active students in the treatment group (who used the software for about two thirds of the minimum required time). Effect sizes of active users overall (0.16 SD-0.22 SD) increased in accordance with increases in usage and were larger for active Xinzhumin users specifically (0.21 SD-0.35 SD). A wide range of student-level and (in particular) teacher-level characteristics were associated with the low compliance to the intervention, which are findings that may help inform educational policymakers and administrators of the potential challenges of introducing school-based interventions that depend heavily on teacher adoption and integration.}, institution = {Stanford University}, author = {Ma, Yue and Abbey, Cody and Hu, Derek and Hung, Weiting and Zhang, Xinwu and Chang, Chiayuan and Wu, Chyi-In and Rozelle, Scott}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T5H8LVEW 2405685:KKFYX9TA}, } @techreport{ma_isolating_2020, address = {Cambridge, MA}, title = {Isolating the “{Tech}” from {EdTech}: {Experimental} {Evidence} on {Computer} {Assisted} {Learning} in {China}}, shorttitle = {Isolating the “{Tech}” from {EdTech}}, url = {http://www.nber.org/papers/w26953.pdf}, abstract = {EdTech which includes online education, computer assisted learning (CAL), and remote instruction was expanding rapidly even before the current full-scale substitution for in-person learning at all levels of education around the world because of the coronavirus pandemic. Studies of CAL interventions have consistently found large positive effects, bolstering arguments for the widespread use of EdTech. However CAL programs, often held after school, provide not only computer-based instruction, but often additional non-technology based inputs such as more time on learning and instructional support by facilitators. In this paper, we develop a theoretical model to carefully explore the possible channels by which CAL programs might affect academic outcomes among schoolchildren. We isolate and test the technology-based effects of CAL and additional parameters from the theoretical model, by designing a novel multi-treatment field experiment with more than four thousand schoolchildren in rural China. Although we find evidence of positive overall CAL program effects on academic outcomes, when we isolate the technology-based effect of CAL (over and above traditional pencil-and-paper learning) we generally find small to null effects. Our empirical results suggest that, at times, the “Tech” in EdTech may have relatively small effects on academic outcomes, which has important implications for the continued, rapid expansion of technologies such as CAL throughout the world.}, language = {en}, number = {w26953}, urldate = {2021-04-06}, institution = {National Bureau of Economic Research}, author = {Ma, Yue and Fairlie, Robert and Loyalka, Prashant and Rozelle, Scott}, month = apr, year = {2020}, doi = {10.3386/w26953}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w26953 2339240:TNXB4CGW 2405685:K9L5U52U}, pages = {w26953}, } @article{macintyre_language_2020, title = {Language teachers’ coping strategies during the {Covid}-19 conversion to online teaching: {Correlations} with stress, wellbeing and negative emotions}, volume = {94}, issn = {0346251X}, shorttitle = {Language teachers’ coping strategies during the {Covid}-19 conversion to online teaching}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0346251X20307120}, doi = {10.1016/j.system.2020.102352}, abstract = {Teaching often is listed as one of the most stressful professions and being a language teacher triggers its own unique challenges. Responses to the Covid-19 pandemic have created a long list of new stressors for teachers to deal with, including problems caused by the emergency conversion to online language teaching. This article examines the stress and coping responses of an international sample of over 600 language teachers who responded to an online survey in April 2020. The survey measured stressors and 14 coping strategies grouped into two types, approach and avoidant. Substantial levels of stress were reported by teachers. Correlations show that positive psychological outcomes (wellbeing, health, happiness, resilience, and growth during trauma) correlated positively with approach coping and negatively with avoidant coping. Avoidant coping, however, consistently correlated (rs between 0.42 and 0.54) only with the negative outcomes (stress, anxiety, anger, sadness, and loneliness). In addition, ANOVA showed that although approach coping was consistently used across stress groups, avoidant coping increased as stress increased suggesting that there may be a cost to using avoidant coping strategies. Stepwise regression analyses using the 14 specific coping strategies showed a complex pattern of coping. Suggestions for avoiding avoidance coping strategies are offered.}, language = {en}, urldate = {2021-08-05}, journal = {System}, author = {MacIntyre, Peter D. and Gregersen, Tammy and Mercer, Sarah}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.system.2020.102352 10/ghjhmj 2339240:V2S3FPTD 2405685:W6X4BQZR}, pages = {102352}, } @techreport{mackintosh_education_2020, title = {Education {Workforce} {Costed} {Options} {Paper}}, url = {https://educationcommission.org/wp-content/uploads/2020/12/5-EW-Costed-Options-Paper.pdf}, institution = {Education Workforce Initiative}, author = {Mackintosh, Alasdair and Ramirez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MFY7NTHI 2405685:WDD9BHP5}, keywords = {⛔ No DOI found}, } @techreport{mackintosh_education_2020, type = {Research and {Policy} {Paper}}, title = {Education {Workforce} {Management} in {Sierra} {Leone}}, language = {en}, institution = {Education Commission}, author = {Mackintosh, Alasdair and Ramirez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:28FQ3DS8 2405685:QEWLRFDX}, pages = {32}, } @techreport{mackintosh_education_2020, title = {Education {Workforce} {Recruitment} and {Matching} in {Sierra} {Leone}}, url = {https://educationcommission.org/wp-content/uploads/2020/12/4-EW-Recruitment-and-Matching-Paper.pdf}, institution = {Education Workforce Initiative}, author = {Mackintosh, Alasdair and Ramirez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2JR2FXVK 2339240:8YVNU64V 2405685:KZBP674C 2405685:Q8T7NH3C 4556019:S8AD6237}, keywords = {\_yl:b, ⛔ No DOI found}, } @techreport{mackintosh_education_2020, address = {New York, NY}, type = {Research and {Policy} {Paper}}, title = {Education {Workforce} {Spatial} {Analysis} in {Sierra} {Leone}}, url = {https://educationcommission.org/wp-content/uploads/2020/12/2-EW-Spatial-Analysis-Paper.pdf}, language = {en}, institution = {Education Commission}, author = {Mackintosh, Alasdair and Ramirez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XF3I7T7Y 2339240:Q42KZNBD 2339240:V7GZZAMR 2405685:2HRVB9KF 2405685:4AGUYJZJ 2405685:B5LNLGZL 2405685:FS263PV6 4042040:ZQNXW7RV 4556019:S386467K}, keywords = {\_yl:a, ⛔ No DOI found}, pages = {31}, } @article{magana_disruptive_2020, title = {Disruptive {Classroom} {Technologies}}, url = {https://doi.org/10.1093/acrefore/9780190264093.013.423}, doi = {10.1093/acrefore/9780190264093.013.423}, author = {Magana, Sonny}, year = {2020}, note = {zotzenLib.CopiedFrom: 2339240:58NPCVHW KerkoCite.ItemAlsoKnownAs: 10.1093/acrefore/9780190264093.013.423 2339240:58NPCVHW 2405685:A5IDQ77C}, } @misc{mahzumi_roles_2020, title = {Roles and responsibilities government ({Unpublished})}, author = {Mahzumi, Abdellahi}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EMGYP7ZF 2405685:46R9MWR6}, } @article{mailizar_secondary_2020, title = {Secondary school mathematics teachers' views on e-learning implementation barriers during the {COVID}-19 pandemic: {The} case of {Indonesia}}, volume = {16}, doi = {10.29333/EJMSTE/8240}, abstract = {School closures in Indonesia during the COVID-19 pandemic have left 45.5 million school students and 3.1 million teachers dependent on online teaching and learning. Online teaching and learning are an unprecedented experience for most teachers and students; consequently, they have a limited experience with it. This paper examines the views of secondary school mathematics teachers on E-learning implementation barriers during the COVID-19 pandemic at four barrier levels, namely teacher, school, curriculum and student. Furthermore, it assesses the relationship between barrier levels with teachers' demographic background. Data was collected through an online questionnaire, involving 159 participants from lower and upper secondary schools in Indonesia. The findings of this study suggest that student level barrier had the highest impact on e-learning use. In addition, the student level barrier showed strong positive correlation with the school level barrier and curriculum level barrier. The study showed that teachers' backgrounds had no impact on the level of barriers. This study stimulates further discussion on the way to overcome e-learning barriers whilst simultaneously maximizing benefits of E-learning during this pandemic and beyond it by highlighting the importance of students' voices.}, number = {7}, journal = {Eurasia Journal of Mathematics, Science and Technology Education}, author = {{Mailizar} and Almanthari, Abdulsalam and Maulina, Suci and Bruce, Sandra}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.29333/EJMSTE/8240 2405685:5YW3B8IU}, keywords = {Barrier to e-Learning, E-Learning in mathematics education, E-learning during COVID-19, E-learning in Indonesia}, pages = {1--9}, } @techreport{malala_fund_girls_2020, title = {Girls education and {Covid}-19 in {Nigeria}}, url = {https://assets.ctfassets.net/0oan5gk9rgbh/4SoYwXYgLMiIWPqvdikb0W/4d2ebc3b8289b2beaae33867d79af698/Nigeria_Report_22.pdf}, urldate = {2021-04-29}, institution = {Malala Fund}, author = {Malala Fund}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5CC3NV8D 2339240:TBE7GTSU 2405685:C5KMZW6E 2405685:SSJU4RC4}, } @techreport{malala_fund_girls_2020, title = {Girls' education and {COVID}-19 in {Pakistan}}, url = {https://malala.org/newsroom/archive/girls-education-and-covid-19-in-pakistan}, abstract = {In Girls’ education and COVID-19 in Pakistan, Malala Fund and our Education Champions highlight the impact of school closures on students in all four provinces with an emphasis on girls’ experiences.}, urldate = {2020-12-08}, institution = {Malala Fund}, author = {Malala Fund}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DG6S3PKT 2339240:K7LBRSIU 2405685:53NXWVMN 2405685:AYKYWR8J}, } @techreport{malala_fund_girls_2020, title = {Girls' education and {Covid}-19: {What} past shocks can teach us about mitigating the impact of pandemics}, url = {https://downloads.ctfassets.net/0oan5gk9rgbh/6TMYLYAcUpjhQpXLDgmdIa/3e1c12d8d827985ef2b4e815a3a6da1f/COVID19_GirlsEducation_corrected_071420.pdf}, urldate = {2021-04-29}, institution = {Malala Fund}, author = {{Malala Fund}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B5WCBUTR 2339240:K9YNLWDM 2405685:DGZ4BYNX 2405685:HUFCXEYU}, } @misc{malawi_minister_of_education_statement_2020, title = {Statement by {Minister} of {Education}, {Hon}. {Agnes} {Nyalonje}, on {Re}-{Opening} of {Schools}, {Colleges}, {Universities} and {International} {Schools} on 27 {August}, 2020 in {Lilongwe} {\textbar} {United} {Nations} in {Malawi}}, url = {https://malawi.un.org/en/89077-statement-minister-education-hon-agnes-nyalonje-re-opening-schools-colleges-universities-and, https://malawi.un.org/en/89077-statement-minister-education-hon-agnes-nyalonje-re-opening-schools-colleges-universities-and}, abstract = {I have called for this press briefing to announce to the nation that Schools, Colleges, Universities and International Schools will re-open on 7th Sept 2020}, language = {en}, urldate = {2022-11-21}, author = {Malawi Minister of Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N4W98RSH 2405685:2YPQERK7}, } @techreport{malawi_ministry_of_education_national_2020, title = {National education sector investment plan 2020-2030}, url = {https://www.unicef.org/malawi/media/4561/file/National%20education%20sector%20investment%20plan%20.pdf}, urldate = {2022-10-30}, author = {Malawi Ministry of Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6CF6ZTGI 2405685:UTJ8A7W5}, } @misc{malik_challenges_2020, title = {Challenges and opportunities for {Pakistan} education systems in the {COVID}-19 response}, url = {https://www.cambridge.org/partnership/research/challenges-and-opportunities-pakistan-education-systems-covid-19-response}, author = {Malik, Rabea}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8DAJPUL3 2405685:7A6LXPAQ}, } @misc{malik_impact_2020, title = {The impact of {COVID}-19 on education in {Pakistan}}, url = {http://www.cambridge.org/partnership/research/challenges-and-opportunities-pakistan-education-systems-covid-19-response}, abstract = {This blog was written by Rabea Malik, Assistant Professor at the School of Education, Lahore University of Management Sciences (LUMS) and Research Fellow at the Institute of Development and Economic Alternatives (IDEAS) in Pakistan. This blog is part of a series from the REAL Centre reflecting on the impacts of the current COVID-19 pandemic on research work on international education and development.}, language = {en}, urldate = {2022-05-17}, journal = {Cambridge University Press \& Assessment}, author = {Malik, Rabea}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LEMR2YGI 2405685:NX4IMX9M}, } @article{mamun_instructional_2020, title = {Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments}, volume = {144}, doi = {10.1016/j.compedu.2019.103695}, journal = {Computers \& Education}, author = {Mamun, Md Abdullah A I and Lawrie, Gwendolyn and Wright, Tony}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2019.103695 2405685:9A7GZE7G}, } @misc{markham_data_2020, title = {Data {Availability} and {Transparency} {Bill} 2020 [and] {Data} {Availability} and {Transparency} ({Consequential} {Amendments}) {Bill} 2020}, language = {en}, author = {Markham, David}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TTBXMDVP 2405685:TCQ5KVQ2}, pages = {35}, } @article{martin_systematic_2020, title = {A systematic review of research on online teaching and learning from 2009 to 2018}, volume = {159}, url = {https://doi.org/10.1016/j.compedu.2020.104009}, doi = {10.1016/j.compedu.2020.104009}, abstract = {Systematic reviews were conducted in the nineties and early 2000's on online learning research. However, there is no review examining the broader aspect of research themes in online learning in the last decade. This systematic review addresses this gap by examining 619 research articles on online learning published in twelve journals in the last decade. These studies were examined for publication trends and patterns, research themes, research methods, and research settings and compared with the research themes from the previous decades. While there has been a slight decrease in the number of studies on online learning in 2015 and 2016, it has then continued to increase in 2017 and 2018. The majority of the studies were quantitative in nature and were examined in higher education. Online learning research was categorized into twelve themes and a framework across learner, course and instructor, and organizational levels was developed. Online learner characteristics and online engagement were examined in a high number of studies and were consistent with three of the prior systematic reviews. However, there is still a need for more research on organization level topics such as leadership, policy, and management and access, culture, equity, inclusion, and ethics and also on online instructor characteristics.}, number = {April}, journal = {Computers and Education}, author = {Martin, Florence and Sun, Ting and Westine, Carl D}, year = {2020}, note = {Publisher: Elsevier Ltd KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.104009 2405685:YNIKISWQ}, keywords = {Distance education, Online Learning Research, Research Themes, Systematic Review, online teaching and learning}, pages = {104009--104009}, } @misc{mashininga_ministers_2020, title = {Ministers to promote zero-rated access to online content}, url = {https://www.universityworldnews.com/post.php?story=20200512085259585}, abstract = {African information and communications technology ministers have agreed to promote the zero rating of access to educational content to support univers...}, urldate = {2020-12-08}, journal = {University World News}, author = {Mashininga, Kudzai}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EQJA2TG4 2405685:YXTGH2F7}, } @article{masterson_exploration_2020, title = {An exploration of the potential role of digital technologies for promoting learning in foreign language classrooms: {Lessons} for a pandemic}, volume = {15}, doi = {10.3991/ijet.v15i14.13297}, abstract = {This research study focuses on long-term digital technologies assisted cross-cultural communication as an instructional model. Secondary school foreign language learners of German and English collaborated online with the same age-cohort peers to acquire new cultural knowledge, as well as develop digi-tal technologies skills. Findings revealed that digital technologies facilitated personalised student-led learning through an inquiry-based approach. Results further indicated that the learners had rich opportunities to share their stories and to think critically about themselves and others. Indeed, pupils enriched their understanding of their partner’s culture as well as developing an en-hanced understanding of the influence of culture on behaviour and thinking. The students learned to use digital technologies by creating digital profiles, posting their comments, asking questions, exchanging cultural information, and gaining linguistic and cultural experience of a native speaker in a virtual space. This paper shows that with the purposeful integration of digital tech-nologies in foreign language classrooms opportunities for richer student learning experiences can be promoted.}, number = {14}, journal = {International Journal of Emerging Technologies in Learning (iJET)}, author = {Masterson, Mary}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v15i14.13297 2405685:DF9SH9L4}, keywords = {c ulture, digital technologies, online collaborative learning}, pages = {83--96}, } @article{maulucci_evolution_2020, title = {Evolution in the {Digital} {Age} : {Implementation} of {5E} and {NGSS} in the {Virtual} {Biology} {Classroom}}, volume = {24}, number = {3}, author = {Maulucci, Marcy E and Guffey, Sarah K}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PA6YJGL5}, pages = {45--52}, } @misc{mavis_education_mavis_2020, title = {Mavis {Education} {\textbar} {Home}}, url = {http://maviseducation.com/}, abstract = {Mavis Talking Books™ \& Mavis Education Model™ Provide quality basic education to millions of children and adult learners in Africa Everyone Learning. Everywhere a Classroom™ Mavis Talking Books™The simplest, most exciting, engaging and interactive educational technology for improving performance in:Basic Education (formal and informal)Language learning (domestic and foreign)The Mavis Talking Book™ has two components which […]}, language = {en-US}, urldate = {2020-07-07}, journal = {Mavis Education}, author = {Mavis Education}, year = {2020}, note = {Library Catalog: maviseducation.com EdTechHub.ItemAlsoKnownAs: 2405685:3ALTGRM6}, } @misc{mawdoo3__2020, title = {موضوع، أكبر موقع عربي بالعالم}, url = {https://mawdoo3.com/الصفحة_الرئيسية}, abstract = {موضوع، أكبر موقع عربي بالعالم}, language = {en}, urldate = {2020-06-30}, journal = {موضوع}, author = {Mawdoo3}, year = {2020}, note = {Library Catalog: mawdoo3.com KerkoCite.ItemAlsoKnownAs: 2405685:7MSJZ6KF}, } @article{mbogo_leadership_2020, title = {Leadership {Roles} in {Managing} {Education} in {Crises}: {The} {Case} of {Kenya} {During} {Covid}-19 {Pandemic}}, shorttitle = {{LEADERSHIP} {ROLES} {IN} {MANAGING} {EDUCATION} {IN} {CRISES}}, url = {https://core.ac.uk/reader/328006450}, doi = {10.46827/ejes.v7i9.3250}, abstract = {Covid-19, a disease caused by a novel coronavirus (SARS-CoV-2) was first reported in Wuhan, China, in December 2019 and in Kenya in March 2020. In Kenya, the Covid-19 pandemic has brought to light some unknown talents among the stakeholders at different levels. The economic sector has had manufacturing potential for goods, and from mass media reports, this has been demonstrated through production of Personal Protective Equipment (PPEs), ventilators and innovations in technology in the creation of apps such as the Linda App for contact tracing and Gumzo, a video conferencing app. Similarly, the education sector has also demonstrated potential for adaptation in some situations. For example, after all institutions of learning were closed to prevent the spread of coronavirus in March 2020, many universities have continued learning through Online, Distance and E-learning (ODEL) platforms, and some have even conducted virtual graduations. Others like Kenyatta University have reported innovations such as development of ventilators and modified testing swabs for Covid-19. This is admirable despite numerous limitations of internet accessibilities and other shortcomings. This remarkable achievement has been possible due to semi-autonomy in the university education sector, where Senates are given the right and power, by the Education Act, to make autonomous decisions for their universities which are regulated and monitored using the standards and regulations set by the Commission of University Education (CUE). However, other levels of the education sector do not have this autonomy and have had to depend on the ministry of education for guidance. On 8th July 2020, the ministry of education announced the result of a consultative meeting with stakeholders, to postpone the reopening of schools to January 2021. This was due to the rising cases of corona virus infections in May and June, steeping the infection curve, expected to reach the peak by November and to have flattened by January 2021 (Magoha, 2020). However, what surprised many was the additional and unforeseen announcement that all basic education students (apart from standard 8 and form 4 examination candidates whose details were not clarified) will repeat their current class levels in 2021. The pronouncement caused anxiety and has attracted mixed reactions from various stakeholders. The purpose of this paper is therefore to explain the leadership decisions made by the ministry of education analyze their impact on basic education and propose possible ways for educational leaders and administrators, community leaders and volunteers to facilitate home-based education during the Covid-19 pandemic. This should be done with a goal for progression and promotion of students to the next class level when the 2020 syllabus is eventually covered. The study method utilized desktop literature research where interactions with educational leaders, scholars and practitioners were used to investigate threats and opportunities in managing education during crises.  Article visualizations}, urldate = {2021-05-22}, author = {Mbogo, Rosemary Wahu}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.46827/ejes.v7i9.3250 2339240:ALRQA5KP 2405685:XI3FCQ8A}, } @techreport{mcaleavy_what_2020, title = {What does the research suggest is best practice in pedagogy for remote teaching?}, url = {https://docs.edtechhub.org/lib/89I7MWHD}, language = {en}, author = {McAleavy, Tony and Gorgen, Kristine}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:89I7MWHD 2405685:XHIZKSIA}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {26}, } @article{mcburnie_is_2020, title = {Is there {Learning} {Continuity} during the {COVID}-19 {Pandemic}? {A} {Synthesis} of the {Emerging} {Evidence}}, volume = {7}, url = {https://jl4d.org/index.php/ejl4d/article/view/461}, abstract = {Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As such, the education response to COVID-19 could widen existing inequalities.}, number = {3}, journal = {Journal of Learning for Development}, author = {McBurnie, Chris and Adam, Taskeen and Kaye, Tom}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WFEBLP79}, keywords = {dode\_eth-src-dode, dode\_eth-trf2-dode, ⛔ No DOI found}, pages = {485--493}, } @misc{mcclain-nhlapo_inclusive_2020, type = {{UKFIET}: {The} education and development forum}, title = {An inclusive response to {COVID}-19: {Education} for children with disabilities}, shorttitle = {An inclusive response to {COVID}-19}, url = {https://www.ukfiet.org/2020/an-inclusive-response-to-covid-19-education-for-children-with-disabilities/}, abstract = {This blog was written by Charlotte McClain-Nhlapo, Global Disability Advisor, World Bank and originally published on the Global Partnership for Education website on 11 May 2020. What if the ongoing COVID-19 pandemic served as an opportunity to re-think how emergency education planning can be inclusive of children with disabilities? Isn’t this global crisis presenting a […]}, language = {en-GB}, urldate = {2021-03-16}, journal = {An inclusive response to COVID-19: Education for children with disabilities}, author = {McClain-Nhlapo, Charlotte}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4R2MH3TN 2405685:Y7SN7MBF}, } @techreport{mcgeown_guidance_2020, title = {Guidance {Note} 2: {Teacher} {Resources}}, url = {https://inee.org/system/files/resources/IE%20Series%20of%20BRIEFS%20to%20support%20COVID%2019%20%20%23%202%20Teachers%20External%20ENGLISH.pdf}, urldate = {2020-06-01}, institution = {Humanity and Inclusion}, author = {McGeown, Julia and Boisseau, Sandra and Bohan-Jacquot, Sandrine}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LEYPBIJF}, } @inproceedings{mcreynolds_toward_2020, address = {New York, NY, USA}, series = {L@{S} '20}, title = {Toward learning at scale in developing countries: {Lessons} from the {Global} {Learning} {XPRIZE} {Field} {Study}}, isbn = {978-1-4503-7951-9}, shorttitle = {Toward {Learning} at {Scale} in {Developing} {Countries}}, url = {https://doi.org/10.1145/3386527.3405920}, doi = {10.1145/3386527.3405920}, abstract = {Advances in education technology are enabling tremendous advances in learning at scale. However, they typically assume resources taken for granted in developed countries, including reliable electricity, high-bandwidth Internet access, fast WiFi, powerful computers, sophisticated sensors, and expert technical support to keep it all working. This paper examines these assumptions in the context of a massive test of learning at scale in a developing country. We examine each assumption, how it was broken, and some workarounds used in a 15-month-long independent controlled evaluation of pre- to posttest learning and social-emotional gains by over 2,000 children in 168 villages in Tanzania. We analyze those gains to characterize who gained how much, using test score data, social-emotional measures, and detailed logs from RoboTutor. We quantify the relative impact of pretest scores, literate aspirations, treatment, and usage on learning gains.}, urldate = {2020-11-18}, booktitle = {Proceedings of the {Seventh} {ACM} {Conference} on {Learning} @ {Scale}}, publisher = {Association for Computing Machinery}, author = {McReynolds, Andrew A. and Naderzad, Sheba P. and Goswami, Mononito and Mostow, Jack}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3386527.3405920 2339240:FMZ89DXQ 2405685:S5UUCPQH}, keywords = {developing countries, global learning xprize, literacy, numeracy, social-emotional, tablet tutors, unesco.}, pages = {175--183}, } @misc{mendez_acosta_covid-19_2020, title = {{COVID}-19 and girls' education: {What} we know so far and what we expect}, shorttitle = {{COVID}-19 and {Girls}' {Education}}, url = {https://www.cgdev.org/blog/covid-19-and-girls-education-what-we-know-so-far-and-what-we-expect-happen}, abstract = {The potential impacts of the COVID-19 pandemic on girls’ education are numerous and diverse. It’s too early for us to predict with confidence the impact of the pandemic on dropouts and longer-term outcomes. But research from previous pandemics and initial findings in this one can give us clues.}, language = {en}, urldate = {2021-04-29}, journal = {Center For Global Development}, author = {Mendez Acosta, Amina and Evans, David}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WPZEAVRY 2339240:XFPY5RQ4 2405685:668CLBBY 2405685:CHW8VVL7}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{mendez_acosta_covid-19_2020, title = {{COVID}-19 and {Girls}' {Education}: {What} {We} {Know} {So} {Far} and {What} {We} {Expect}}, shorttitle = {{COVID}-19 and {Girls}' {Education}}, url = {https://www.cgdev.org/blog/covid-19-and-girls-education-what-we-know-so-far-and-what-we-expect-happen}, abstract = {The potential impacts of the COVID-19 pandemic on girls’ education are numerous and diverse. It’s too early for us to predict with confidence the impact of the pandemic on dropouts and longer-term outcomes. But research from previous pandemics and initial findings in this one can give us clues.}, language = {en}, urldate = {2022-08-12}, journal = {Center for Global Development {\textbar} Ideas to Action}, author = {Mendez Acosta, Amina and Evans, David}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RZDR5ASV 2405685:F537Z8XE}, } @misc{microsoft_rural_2020, title = {Rural {Broadband} {Access} \& {Connectivity}}, url = {https://www.microsoft.com/en-us/corporate-responsibility/airband}, abstract = {See how Microsoft works to make rural broadband access a reality. Learn more about our partners and actions in delivering rural broadband connectivity.}, language = {en-us}, urldate = {2020-06-09}, journal = {Microsoft CSR}, author = {Microsoft}, year = {2020}, note = {Library Catalog: www.microsoft.com KerkoCite.ItemAlsoKnownAs: 2405685:B2C9UCII}, } @misc{miks_keeping_2020, title = {Keeping the world's children learning through {COVID}-19}, url = {https://www.unicef.org/coronavirus/keeping-worlds-children-learning-through-covid-19}, journal = {Keeping the world's children learning through COVID-19}, author = {Miks, Jason and McIlwaine, John}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6SVCPPQF 2405685:PE2NGUCL}, } @misc{mindspark_mindspark_2020, title = {Mindspark website}, url = {https://www.mindspark.in/Mindspark/Login/en?mindspark%2Flogin%2Fen=}, urldate = {2020-03-31}, author = {Mindspark}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JSIQGGR5 2405685:6FVXAKXR 6FVXAKXR}, } @misc{mineducyt_enlaces_2020, title = {Enlaces con la educación}, url = {https://enlaces.mined.gob.sv/index.php}, urldate = {2021-12-20}, author = {{MINEDUCYT}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TR5IFIM5 2405685:R9TXA9VB}, } @techreport{ministry_of_basic_and_secondary_education_the_gambia_education_2020, title = {Education {Sector} {Coronavirus} ({COVID}-19) {Response} {Plan}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/gambia_education_sector_covid-19_strategy.pdf}, urldate = {2020-06-09}, author = {Ministry of Basic {and} Secondary Education (The Gambia)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PD58EICE 2405685:XXB3XQBU}, } @techreport{ministry_of_basic_and_senior_secondary_education_sierra_leone_covid-19_2020, title = {{COVID}-19 {Education} {Emergency} {Response} {Plan}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/sierra-leone-covid19-education-response-plan-pdf.pdf}, urldate = {2020-06-25}, author = {Ministry of Basic {and} Senior Secondary Education (Sierra Leone)}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:XV46GE39}, } @misc{ministry_of_basic_and_senior_secondary_education_sierra_leone_emis_2020, title = {{EMIS} {\textbar} {Education} {Management} {Information} {System}}, url = {https://mbsse.gov.sl/emis/}, language = {en-US}, author = {Ministry of Basic {and} Senior Secondary Education (Sierra Leone)}, year = {2020}, note = {Library Catalog: mbsse.gov.sl EdTechHub.ItemAlsoKnownAs: 2405685:WDHKTX4J}, } @misc{ministry_of_basic_and_senior_secondary_education_sierra_leone_leh_2020, title = {Leh {Wi} {Lan}: {Improving} {The} {Quality} {Of} {Secondary} {Education} {In} {Sierra} {Leone}}, url = {http://www.education.gov.sl/LeWeLearn_Page/LeWeLearn_index.aspx}, urldate = {2020-06-25}, author = {Ministry of Basic {and} Senior Secondary Education (Sierra Leone)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Y7RFFB9I}, } @misc{ministry_of_communications_and_digital_economy_nigeria_ministry_2020, title = {Ministry of {Communications} and {Digital} {Economy} {\textbar} {Home}}, url = {https://www.commtech.gov.ng/}, abstract = {Ministry of Communications and Digital Economy, MCT, MOC, FMOC, FMCDE, FMOCDE, MCDE, MOCDE, Federal Ministry of Communications and Digital Economy}, language = {en-gb}, urldate = {2020-07-07}, author = {Ministry of Communications {and} Digital Economy (Nigeria)}, year = {2020}, note = {Library Catalog: www.commtech.gov.ng EdTechHub.ItemAlsoKnownAs: 2405685:YT9YM6T3}, } @misc{ministry_of_digital_economy_and_entrepreneurship__2020, title = {وزارة الاقتصاد الرقمي والريادة}, url = {https://www.modee.gov.jo/}, urldate = {2020-06-30}, author = {Ministry of Digital Economy {and} Entrepreneurship}, year = {2020}, note = {Library Catalog: www.modee.gov.jo KerkoCite.ItemAlsoKnownAs: 2405685:VN33TDKN}, } @techreport{ministry_of_education_education_2020, address = {Dhaka}, title = {Education sector plan ({ESP}) for {Bangladesh} {Fiscal} years 2020/21-2024/25}, url = {https://planipolis.iiep.unesco.org/en/2020/education-sector-plan-esp-bangladesh-fiscal-years-202021-202425-7052}, institution = {Ministry of Education}, author = {Ministry of Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WE7ZPX8W 2405685:WRBA628Y}, } @techreport{ministry_of_education_afghanistan_alternate_2020, title = {Alternate {Education} {Service} {Delivery} {COVID}-19 {Emergency} {Response} {Plan}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/afghanistan_moe_covid-19_alternative_learning_plan_-_eng.pdf}, urldate = {2020-06-09}, author = {Ministry of Education (Afghanistan)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PYWCWDEX 2405685:TWFWHL6J}, } @techreport{ministry_of_education_and_federal_training_pakistan_national_2020, title = {National {Education} {Response} and {Resilience} {Plan} for {COVID}-19}, url = {http://mofept.gov.pk/SiteImage/Misc/files/0_%20NERRP%20COVID-19%20MoFEPT%204%20May%202020%20Ver%2001.pdf}, urldate = {2020-06-11}, author = {Ministry of Education {and} Federal Training (Pakistan)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZQTKQQ97}, } @misc{ministry_of_education_and_higher_education_lebanon_digital_2020, title = {Digital {Learning} {Initiative}}, url = {https://dl.crdp.org/?fbclid=IwAR1pC1BY2YrWrp2pFUM9e2OAqL7l12QThpW1A601O8aQkmG8saDwx156wwY}, urldate = {2020-09-30}, author = {Ministry of Education {and} Higher Education (Lebanon) and Center for Educational Research {and} Development}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7SQ7RIPC 2405685:42F353PN}, } @techreport{ministry_of_education_and_sports_uganda_framework_2020, title = {Framework for {Provision} of {Continued} {Learning} {During} the {COVID}-19 {Lockdown} in {Uganda}}, url = {http://www.education.go.ug/wp-content/uploads/2020/04/Final-version-of-the-framework-17.4.20.pdf}, urldate = {2020-06-09}, author = {Ministry of Education {and} Sports (Uganda)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5GZHSRZN 2405685:RK5DHDES}, } @techreport{ministry_of_education_ghana_covid-19_2020, title = {{COVID}-19 {Coordinated} {Education} {Response} {Plan} for {Ghana}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/education-response-plan-to-covid-19-in-ghana-april-2020-1.pdf}, language = {en}, author = {Ministry of Education, Ghana}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:3VYAHJUP}, pages = {11}, } @misc{ministry_of_education_heritage__arts_ministry_2020, title = {Ministry {Initiates} {Supplementary} {Radio} {Programmes}}, url = {http://www.education.gov.fj/2020/04/06/ministry-initiates-supplementary-radio-programmes/}, language = {en-AU}, urldate = {2022-06-25}, author = {{Ministry of Education, Heritage \& Arts}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L77JT96K 2405685:9KNX3EA5}, } @misc{ministry_of_education_jordan_queen_2020, title = {Queen {Rania} {Center} for {Education} and {Information} {Technology} {Center}}, url = {http://www.moe.gov.jo/ar/node/61}, urldate = {2020-06-30}, author = {Ministry of Education, Jordan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2DDPUBXB}, } @misc{ministry_of_education_jordan_education_2020, title = {The {Education} {System} in {Jordan}}, url = {http://www.moe.gov.jo/ar/node/15782}, urldate = {2020-06-30}, author = {Ministry of Education, Jordan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9V5ILBCT}, } @misc{ministry_of_education_jordan__2020, title = {منصة درسك للتعلم عن بعد}, url = {https://darsak.gov.jo/}, abstract = {منصة درسك للتعلم عن بعد}, language = {en}, urldate = {2020-06-30}, author = {{Ministry of Education, Jordan}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S3U7WSMY 2405685:C7JWXFS3 2405685:DMACDZKT}, } @misc{ministry_of_education_jordan__2020, title = {مهارات التعليم عن بعد}, url = {http://teachers.gov.jo/}, abstract = {مهارات التعليم عن بعد}, language = {en}, urldate = {2020-06-30}, author = {{Ministry of Education, Jordan}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C652QYKF 2405685:7KCHZZWX 2405685:RQYJKW5X}, } @techreport{ministry_of_education_kenya_kenya_2020, title = {Kenya {GPE} {COVID}-19 {Learning} {Continuity} in {Basic} {Education}: {Stakeholder} {Engagement} {Plan}}, url = {https://www.education.go.ke/images/GPE_PRIEDE/Stakeholder_Engagement_Plan_SEP_KENYA_GPE_COVID_19_LEARNING_CONTINUITY_IN_BASIC_EDUCATION_PROJECT_P174059_Disclose.pdf}, urldate = {2020-07-01}, author = {Ministry of Education, Kenya}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RUEZ2X4Q}, } @misc{ministry_of_education_liberia_teach_2020, title = {Teach by {Radio} {\textbar} {Ministry} of {Education} ({Liberia})}, url = {https://moe-liberia.org/teach-by-radio/}, language = {en-US}, urldate = {2020-06-26}, author = {Ministry of Education (Liberia)}, year = {2020}, note = {Library Catalog: moe-liberia.org EdTechHub.ItemAlsoKnownAs: 2405685:9VWX4BDW}, } @misc{ministry_of_education_republic_of_kenya_kenya_2020, title = {Kenya {Basic} {Education} {COVID}-19 {Emergency} {Response} {Plan}}, url = {https://www.education.go.ke/images/Kenya_basic_Education_COVID-19_Emergency_Response_Plan-compressed.pdf}, urldate = {2021-04-14}, author = {Ministry of Education, Republic of Kenya}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MPFJDKIH 2405685:GIYEVTKA}, } @misc{ministry_of_education_republic_of_kenya_kenya_2020, title = {Kenya {Basic} {Education} {COVID}-19 {Emergency} {Response} {Plan}}, url = {https://www.education.go.ke/images/Kenya_basic_Education_COVID-19_Emergency_Response_Plan-compressed.pdf}, urldate = {2021-04-14}, author = {Ministry of Education, Republic of Kenya}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MPFJDKIH 2405685:GIYEVTKA}, } @techreport{ministry_of_education_rwanda_keeping_2020, title = {Keeping the {Doors} {Open} for {Learning}: {Response} {Plan} of {Ministry} of {Education} to the {COVID}-19 {Outbreak}}, url = {https://mineduc.gov.rw/fileadmin/Documents/Report/Education_Sector_COVID_Plan_Rwanda.pdf}, urldate = {2020-06-09}, author = {Ministry of Education (Rwanda)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DUZJ6SC7 2405685:BXUJTESS}, } @techreport{ministry_of_education_science_and_technology_gpe_2020, type = {Accelerated {Grant} {Application}}, title = {{GPE} {Covid}-19 {Education} {Response} {Support} {Programme} ({CESP})}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020%2009%20COVID-19%20AFF%20Request%20Tanazania%20Mainland%20-%20Verified.pdf}, language = {EN}, urldate = {2020-11-23}, institution = {The United Republic of Tanzania}, author = {{Ministry of Education, Science and Technology}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BPCM4852 2405685:WJ86MK5X}, } @misc{ministry_of_education_singapore_educational_2020, title = {Educational {Technology} {Plan} 2020-2030}, url = {http://www.moe.gov.sg/education-in-sg/educational-technology-journey/edtech-plan}, abstract = {Gain insights on the strategic focus of our Educational Technology (EdTech) Plan.}, language = {en}, urldate = {2022-12-09}, author = {Ministry of Education Singapore}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TQTZTXE6 2405685:89NRG6ZI}, } @techreport{ministry_of_federal_education_and_professional_training_pakistan_2020, title = {Pakistan {National} {Education} {Response} {Resilience} {Plan} ({K}-12) for {Covid}-19}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/pakistan_national_education_response_resilience_plan_covid-19.pdf}, urldate = {2020-07-20}, institution = {Government of Pakistan}, author = {{Ministry of Federal Education and Professional Training}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GYU8A9SI}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @techreport{ministry_of_federal_education_and_professional_training_government_of_pakistan_pakistan_2020, title = {Pakistan {National} {Education} {Response} and {Resilience} {Plan} ({K}-12) for {Covid}-19}, author = {{Ministry of Federal Education and Professional Training Government of Pakistan}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FMYLKR2F}, } @techreport{ministry_of_federal_education_and_professional_training_pakistan_pakistan_2020, title = {Pakistan {National} {Education} {Response} and {Reslience} {Plan} for {COVID}-19}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/pakistan_national_education_response_resilience_plan_covid-19.pdf}, urldate = {2020-06-09}, author = {Ministry of Federal Education {and} Professional Training (Pakistan)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6CB3A2XS 2405685:TK8CF5YV}, } @techreport{ministry_of_general_education_zambia_education_2020, title = {Education {Contingency} {Plan} for {Novel} {Coronavirus} ({COVID}-19)}, url = {https://www.moge.gov.zm/download/development_plans/MoGE-Novel-Coronavirus-COVID-19-response-and-recovery-plan-2020-Final.pdf}, urldate = {2020-06-09}, author = {Ministry of General Education (Zambia)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:324MYZ5P 2405685:GR2URAXT}, } @misc{ministry_of_ict_postal_and_courier_services_zimbabwe_ministry_2020, title = {Ministry of {ICT} {Postal} \& {Courier} {Services} {\textbar} {Home}}, url = {http://www.ictministry.gov.zw/}, urldate = {2020-06-27}, author = {Ministry of ICT, Postal {and} Courier Services (Zimbabwe)}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:R5F8CX6A}, } @misc{ministry_of_information_and_communications_sierra_leone_ministry_2020, title = {Ministry of {Information} and {Communications} {\textbar} {Home}}, url = {https://mic.gov.sl/}, urldate = {2020-06-25}, author = {Ministry of Information {and} Communications (Sierra Leone)}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:MV5RWXEF}, } @misc{ministry_of_information_publicity_and_broadcasting_services_zimbabwe_ministry_2020, title = {Ministry of {Information}, {Publicity} and {Broadcasting} {Services} {\textbar} {Home}}, url = {http://www.zim.gov.zw/index.php/en/my-government/government-ministries/information,-publicity-and-broadcasting-services}, urldate = {2020-06-27}, author = {Ministry of Information, Publicity {and} Broadcasting Services (Zimbabwe)}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:V3SUPSUJ}, } @techreport{ministry_of_primary_and_mass_education_covid-19_2020, address = {Dhaka}, title = {{COVID}-19 {Response} and {Recovery} {Plan}}, url = {https://mopme.gov.bd/site/notices/9fca7342-6a60-49a5-9eb8-500d15c51904/CO VID-19-Response-and-Recovery-Plan-of-Ministry-of-Primary-and-Mass-Ed}, institution = {Government of People's Republic of Bangladesh}, author = {{Ministry of Primary and Mass Education}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:433RGDYT 2339240:6Q5BVEZA 2339240:GJLEVTTL 2405685:52CDSLIM 2405685:8KHDLPVL 2405685:SV9HP48X}, } @misc{ministry_of_primary_and_secondary_education_zimbabwe_centre_2020, title = {Centre of {Education}, {Research}, {Innovation} and {Development}}, url = {http://mopse.co.zw/department/centre-education-research-innovation-and-development}, urldate = {2020-06-27}, author = {Ministry of Primary {and} Secondary Education (Zimbabwe)}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:Q66947BV}, } @misc{ministry_of_primary_and_secondary_education_zimbabwe_curriculum_2020, title = {Curriculum {Development} and {Technical} {Services} {Department}}, url = {http://mopse.co.zw/department/curriculum-development-and-technical-services-department}, urldate = {2020-06-27}, author = {Ministry of Primary {and} Secondary Education (Zimbabwe)}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:FVAC729F}, } @misc{mitchell_why_2020, title = {Why {COVID}-19 is an {EdTech} opportunity for {Latin} {America}}, url = {https://www.weforum.org/agenda/2020/09/what-covid-19-means-for-edtech-latin-america/}, abstract = {The region's digital divide is hindering efforts to deliver remote learning during the pandemic. Here's how governments and start-ups can make a difference.}, language = {en}, urldate = {2022-04-19}, journal = {World Economic Forum}, author = {Mitchell}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TXI22394 2405685:F3H5ND3U}, } @article{mo_institutions_2020, title = {Institutions, implementation, and program effectiveness: evidence from a randomized evaluation of computer-assisted learning in rural {China}}, volume = {146}, shorttitle = {Institutions, implementation, and program effectiveness}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0304387820300626}, doi = {10.1016/j.jdeveco.2020.102487}, abstract = {There is limited evidence on the degree to which differences in implementation among institutions matter for program effectiveness. To examine this question, we conducted an experiment in rural China in which public schools were randomly assigned to one of three treatments: a computer-assisted learning program (CAL) implemented by a government agency, the same program implemented by an NGO, and a pure control. Results show that compared to the pure control condition and unlike the NGO program, the government program did not improve student achievement. Analyzing impacts along the causal chain, we find that government officials were more likely to substitute CAL for regular instruction (contrary to protocol) and less likely to directly monitor program progress. Correlational analyses suggest that these differences in program implementation were responsible for the lack of impacts.}, language = {en}, number = {102487}, urldate = {2020-08-20}, journal = {Journal of Development Economics}, author = {Mo, Di and Bai, Yu and Shi, Yaojiang and Abbey, Cody and Zhang, Linxiu and Rozelle, Scott and Loyalka, Prashant}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2020.102487 2339240:DGJ5AP6N 2405685:E6237AQC}, } @misc{mobile_classroom_mobile_2020, title = {Mobile {Classroom} {\textbar} {Home}}, url = {https://www.mobileclassroom.com.ng/}, abstract = {Mobile classroom application is bridging the gap between students and learning by giving them the opportunity to take classes online from anywhere in Nigeria...}, language = {en}, urldate = {2020-07-07}, author = {Mobile Classroom}, year = {2020}, note = {Library Catalog: www.mobileclassroom.com.ng EdTechHub.ItemAlsoKnownAs: 2405685:M5VAHKWM}, } @techreport{mofept_pakistan_2020, address = {Islamabad}, title = {Pakistan {National} {Education} {Response} and {Resilience} {Plan} ({K}-12) for {COVID}-19}, url = {http://mofept.gov.pk/SiteImage/Misc/files/0_%20NERRP%20COVID-19%20MoFEPT%204%20May%202020%20Ver%2001.pdf}, institution = {Ministry of Federal Education and Professional Training}, author = {MoFEPT}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K63QDJHM 2405685:3UQAWDYI}, } @techreport{mofept_pakistan_2020, address = {Islamabad}, title = {Pakistan {National} {Education} {Response} and {Resilience} {Plan} ({K}-12) for {COVID}-19}, url = {http://mofept.gov.pk/SiteImage/Misc/files/0_%20NERRP%20COVID-19%20MoFEPT%204%20May%202020%20Ver%2001.pdf}, institution = {Ministry of Federal Education and Professional Training}, author = {MoFEPT}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K63QDJHM 2405685:3UQAWDYI}, } @techreport{moghli_education_2020, address = {Beirut}, title = {Education under {Covid}-19 lockdown: {Reflections} from teachers, students \& parents}, url = {https://lebanesestudies.com/education-under-covid-19-lockdown-reflections-from-teachers-students-parents/}, language = {en}, author = {Moghli, Mai Abu and Shuayb, Maha}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:72A4MY3C 2405685:JNDEFESX 2405685:M3WCABWI}, pages = {1--29}, } @misc{mohammed_what_2020, title = {What {COVID}-19 reveals about educational inequality in {Ghana}}, url = {https://www.aljazeera.com/indepth/features/covid-19-reveals-educational-inequality-ghana-200407100729985.html}, urldate = {2020-06-23}, author = {Mohammed, W.F.}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:FFLSKVXF}, } @misc{momin_dearth_2020, title = {Dearth of research in {Bangladeshi} universities}, url = {https://www.theindependentbd.com/post/235357}, author = {Momin, S}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X9NZ9GIQ 2405685:B5DNCPYF}, } @misc{moore_access_2020, title = {Access to digital learning during {COVID}-19 closures: compounding educational inequality?}, shorttitle = {Access to digital learning during {COVID}-19 closures}, url = {https://www.younglives.org.uk/content/access-digital-learning-during-covid-19-closures-compounding-educational-inequality}, abstract = {This blog was origially published as a guest blog on the UKFIET forum The COVID-19 global pandemic has led to children across the world seeing their schools closed down – the latest UNESCO estimates suggest that over 87\% of the world’s student population is currently unable to attend school or university. This is certainly true for children and young people in countries covered by the Young Lives study, with all schools in India, Ethiopia and Peru and schools in some parts of Vietnam, currently closed.}, language = {en}, urldate = {2020-08-05}, author = {Moore, Rhiannon and Marshall, Lydia}, year = {2020}, note = {Library Catalog: www.younglives.org.uk KerkoCite.ItemAlsoKnownAs: 2339240:E5TCVMHM 2405685:HMR72IPB}, } @article{moorhouse_adaptations_2020, title = {Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the {COVID}-19 pandemic}, volume = {00}, url = {https://doi.org/10.1080/02607476.2020.1755205}, doi = {10.1080/02607476.2020.1755205}, abstract = {This report describes the adaptations made to one initial teacher education course at a Hong Kong university designed for face-to-face instruction that was required to be delivered exclusively online due to the suspension of face-to-face classes caused by the COVID-19 pandemic. It describes the adaptations the tutor made, and the challenges faced adapting to the new mode of delivery. It is hoped that others can learn from the author’s experience and be prepared for the suspension of face-to-face classes caused by the COVID-19 pandemic or other health emergencies.}, number = {00}, journal = {Journal of Education for Teaching}, author = {Moorhouse, Benjamin Luke}, year = {2020}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1755205 2405685:KL65EJ4F}, keywords = {COVID-19 pandemic, Initial teacher education, adapting to online teaching, synchronous online teaching}, pages = {1--3}, } @techreport{mopme_annual_2020, title = {Annual {Primary} {School} {Census} 2019 ({Draft})}, url = {https://mopme.portal.gov.bd/sites/default/files/files/mopme.portal.gov.bd/publications/4a81eee1_4fff_4c20_ab68_282c1db70caa/2.10.1%20APSC%20(2).pdf}, language = {en}, urldate = {2021-04-04}, author = {MoPME and Directorate of Primary Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HALFYWI8 2405685:LEVHI9LQ}, pages = {222}, } @techreport{moran_evaluation_2020, title = {Evaluation of the {Sida}-supported {Education} {Program} for {Results} ({EPforR}) 2014–2021, {Tanzania}}, url = {https://cdn.sida.se/publications/files/sida62337en-evaluation-of-the-sida-supported-education-program-for-results-epforr-20142021-tanzania.pdf}, institution = {Sida}, author = {Moran, Greg and Connal, Criana and Kirama, Stephen and Leung, Yvonne}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2EUL79EI 2405685:B2PJZSBY}, } @misc{morin_what_2020, title = {What {Is} {Universal} {Design} for {Learning} ({UDL})?}, url = {https://www.understood.org/en/learning-thinking-differences/treatments-approaches/educational-strategies/universal-design-for-learning-what-it-is-and-how-it-works}, abstract = {Universal Design for Learning (UDL) is a teaching approach to help all learners be successful. Learn how it benefits kids with learning and attention issues.}, language = {en}, urldate = {2020-08-15}, journal = {Understood}, author = {Morin, Amanda}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5RVK7RQA 2405685:L8J8Y26T}, } @misc{mott_macdonald_transforming_2020, title = {Transforming teacher education and learning}, url = {https://www.mottmac.com/en-US/article/13183/transforming-teacher-education-and-learning}, urldate = {2020-07-03}, author = {Mott MacDonald}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UHRZC5H2}, } @techreport{mtebe_conducting_2020, title = {Conducting value for money analysis in digitising education systems in {Tanzania} (inception report)}, institution = {PO-RALG}, author = {Mtebe, Joel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RW75LGCQ 2405685:5498ABMY}, } @article{mulenga_prospective_2020, title = {Prospective teachers' online learning mathematics activities in the age of {COVID}-19: {A} cluster analysis approach}, volume = {16}, doi = {10.29333/EJMSTE/8345}, abstract = {The learning situation in the Zambian education sector has changed in the age of COVID-19 when the first two cases of COVID-19 infection were detected in the country rising to 45 local and at least 1.8 million infections globally by 13th April, 2020. Zambia became one of the many countries globally that has prematurely closed all schools. This study examines prospective teachers' online learning mathematics activities in the age of COVID-19 pandemic. Cluster analysis results revealed that online learning mathematics activities have significant mean differences in clustering. Cluster 2 recorded the best performance, implying that students in this cluster exhibited excellent online learning skills for mathematics in technology-rich environments in which they will be forced to study and work in the future. The study reviews various available online platforms and indicates the one that will be opened by the government which is the Educational Channel on TV.}, number = {9}, journal = {Eurasia Journal of Mathematics, Science and Technology Education}, author = {Mulenga, Eddie M and Marbán, José M}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.29333/EJMSTE/8345 2405685:XS6UDPHU}, keywords = {COVID-19, Mathematics education, Online learning, Prospective teachers, Virtual teaching, Zambia}, pages = {1--9}, } @misc{mundy_equity-focused_2020, title = {Equity-{Focused} {Approaches} to {Learning} {Loss} during {COVID}-19}, url = {https://www.cgdev.org/blog/equity-focused-approaches-learning-loss-during-covid-19}, abstract = {Even in the best-resourced and highest-performing education systems, most COVID responses in education will end up by privileging better-off children. In developing countries, where far fewer children have access to secondary education, and where learning opportunities are heavily defined by quality education in the early years, COVID presents an especially stark equity challenge.}, language = {EN}, author = {Mundy, Karen and Hares, Susannah}, year = {2020}, note = {Library Catalog: www.cgdev.org KerkoCite.ItemAlsoKnownAs: 2339240:ADUFI2B5 2339240:LP3AE2HY 2339240:PMKBKUFC 2405685:6XDWQ7A4 2405685:72SGDFR3 2405685:INAZVHPJ 2405685:RR6F4GN6}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{mundy_managing_2020, title = {Managing {Education} {Systems} {During} {COVID}-19: {An} {Open} {Letter} to {A} {Minister} of {Education}}, shorttitle = {Managing {Education} {Systems} {During} {COVID}-19}, url = {https://www.cgdev.org/blog/managing-education-systems-during-covid-19-open-letter-minister-education}, abstract = {The job of an education minister is now to “make sense of the mess”—to turn a series of interrelated challenges into a series of organized and prioritized problems and then into a strategy for action.}, language = {en}, urldate = {2020-03-30}, journal = {Center For Global Development}, author = {Mundy, Karen and Hares, Susannah}, year = {2020}, note = {Library Catalog: www.cgdev.org KerkoCite.ItemAlsoKnownAs: 2339240:6YSRN7RQ 2405685:RFENY758 RFENY758}, } @misc{munoz-najar_peru_2020, title = {Peru: {Aprendo} en casa}, url = {https://oecdedutoday.com/wp-content/uploads/2020/09/Peru-Aprendo-en-Casa.pdf}, urldate = {2021-12-22}, author = {Munoz-Najar, Alberto}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:474WB6NJ 2405685:UUKZMAEV}, } @article{munoz-najar_type_2020, title = {Type of intervention: {Public}-private partnership (led by the government) {Website}: http://subeb.edostate.gov.ng/home-school/}, language = {en}, author = {Munoz-Najar, Alberto and Osa Oviawe, Joan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LVI7NZUK 2405685:3SMIXA38}, keywords = {⛔ No DOI found}, pages = {6}, } @article{munyan-penney_covid-19_2020, title = {Covid-19 {Response}: {Diagnostic} {Assessment}}, url = {http://edreformnow.org/wp-content/uploads/2020/05/COVID-19-Response-Diagnostic-Assessment.pdf}, language = {en}, author = {Munyan-Penney, Nicholas and Barone, Charles}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZWVTN8DU 2405685:PZQYCR5N}, keywords = {⛔ No DOI found}, pages = {6}, } @article{mwale_higher_2020, title = {Higher education and programme delivery in the context of {COVID}-19 and institutional closures: student responses to the adoption of e-{Learning} at a public university in {Zambia}}, shorttitle = {Higher education and programme delivery in the context of {COVID}-19 and institutional closures}, journal = {Ndimande-HlongwaN. RamrathanL. MkhizeN. SmitJ. A.(Eds.), Technology-based Teaching and Learning in Higher Education during the Time of COVID-19}, author = {Mwale, Nelly and Chita, Joseph}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3UPL6GJE}, keywords = {⛔ No DOI found}, pages = {9--33}, } @article{nahar_interactive_2020, title = {An interactive math braille learning application to assist blind students in {Bangladesh}}, url = {https://www.tandfonline.com/doi/abs/10.1080/10400435.2020.1734112?needAccess=true&journalCode=uaty20}, doi = {10.1080/10400435.2020.1734112}, abstract = {Due to the lack of affordable assistive tools for learning mathematics, blind students in Bangladesh still use outdated learning tools like Tailor Frame. Therefore, demand for a low-cost technological tool is there that will help the blind students to learn math braille and calculate numbers more easily. To provide an effective and affordable assistive tool, this study begins with a needs assessment study to identify the basic needs of blind students in learning math braille and solving mathematical calculations. Afterward, a mobile phone based interactive assistive application is proposed to improve the learning facilities of math braille using Nemeth code for blind students in Bangladesh. Interfaces of the application are designed based on their needs. Besides, interaction methods (such as, hearing \& touching) of blind students with the physical world were another criterion in designing very interactive interfaces that provide self-learning facilities. The interfaces are evaluated by the teachers, experts, and end users in order to identify the usability. The evaluation shows a promising result toward the acceptability of the designed application. Therefore, this application can be helpful for the blind students to learn math braille using Nemeth Code.}, journal = {Assistive Technology}, author = {Nahar, L and Sulaiman, R and Jafaar, A}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/10400435.2020.1734112 10/gkm64j 2339240:9H367DU5 2405685:9SMEBFMC}, } @techreport{nape_recovery_2020, title = {Recovery of {Learning} {Loss} {Created} {Due} to {COVID}-19 {Crisis}: {Analysis} of {Bangla} {Learning} {Outcomes} and {Identification} of {Content}}, url = {http://www.nape.gov.bd/sites/default/files/files/nape.portal.gov.bd/publications/3d2deccf_d55a_433f_beab_ecc9cf55d518/2020-11-02-12-46-c27db007beb2fe9f541d9a4208034d1c.pdf}, author = {NAPE and Room to Read}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6BFW7CPF 2405685:3WDEFT65}, } @article{nasson_stop_2020, title = {Stop thinking about tomorrow: {Even} in the era of {COVID}-19 {History} is teaching past and present reflections on teaching {History} during {COVID}-19}, shorttitle = {Stop thinking about tomorrow}, number = {24}, journal = {Yesterday and Today}, author = {Nasson, L.}, year = {2020}, note = {Publisher: The South African Society for History Teaching (SASHT) KerkoCite.ItemAlsoKnownAs: 2405685:EN39RVFT}, keywords = {⛔ No DOI found}, pages = {219--225}, } @misc{national_assembly_of_pakistan_ict_2020, title = {The {ICT} {Rights} of {Persons} with {Disability} {Act} 2020}, url = {http://www.na.gov.pk/uploads/documents/1578658292_632.pdf}, author = {National Assembly of Pakistan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7RMWHTD5 2405685:BDY9AXTY}, } @misc{national_council_of_educational_research_and_training_textbook_2020, title = {Textbook}, url = {www.ncert.nic.in/NCERTS/textbook/textbook.htm}, author = {National Council of Educational Research {and} Training}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YH6ILVRW 2405685:JUTWVE3Q}, } @misc{national_planning_commission_malawi_2020, title = {Malawi {Vision} 2063 {Document}}, url = {https://malawi.un.org/sites/default/files/2021-01/MW2063-%20Malawi%20Vision%202063%20Document.pdf}, urldate = {2022-12-09}, author = {National Planning Commission}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M39XQECB 2405685:IYB8C7VR}, } @misc{national_portal_of_india_diksha_2020, title = {{DIKSHA}}, url = {www.india.gov.in/spotlight/diksha-national-digital-infrastructure-teachers}, urldate = {2020-03-30}, author = {National Portal of India}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XU82DGFU 2405685:5RN6C3TX 5RN6C3TX}, } @misc{national_statistical_office_malawi_2020, title = {Malawi - {Fifth} {Integrated} {Household} {Survey} 2019-2020}, url = {https://microdata.worldbank.org/index.php/catalog/3818/related-materials}, urldate = {2022-10-31}, author = {National Statistical Office}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WQNKCSRI 2405685:KWDWZ5RP}, } @misc{national_universities_commision_national_2020, title = {National {Universities} {Commission} {\textbar} {Open} {Distance} \& e-{Learning}}, url = {https://www.nuc.edu.ng/project/open-and-distance-education/}, urldate = {2020-07-07}, author = {National Universities Commision}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:L2JPYP3U}, } @article{nations_policy_2020, title = {Policy brief: {Education} during {COVID}-19 and beyond}, url = {https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf}, author = {Nations, United}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IQQZWATH}, keywords = {⛔ No DOI found}, } @misc{ncc_nigerian_2020, title = {Nigerian {Communications} {Commission} {\textbar} {Home}}, url = {https://www.ncc.gov.ng/}, urldate = {2020-07-07}, author = {NCC}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:QY3BG457}, } @misc{ndaruhutse_smart_2020, title = {Smart buys: system reform, local-level buy-in and reaching the most marginalised}, shorttitle = {Smart buys}, url = {https://www.ukfiet.org/2020/smart-buys-system-reform-local-level-buy-in-and-reaching-the-most-marginalised/}, abstract = {This blog was written by Susy Ndaruhutse, Chair of the Board of Trustees, UKFIET. Earlier this month, I listened with interest to representatives of the Global Education Evidence Advisory Panel (GEEAP) presenting a summary of the findings and recommendations from their latest report Cost-Effective Approaches to Improve Global Learning: What does recent evidence tell us […]}, language = {en-GB}, urldate = {2020-12-08}, journal = {The Education and Development Forum (UKFIET)}, author = {Ndaruhutse, Susy}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S3CPGUIH 2405685:BSJGIH79}, } @article{ndume_enriching_2020, title = {Enriching performance of mathematics in secondary schools using mobile learning}, volume = {16}, abstract = {To date, there has been limited understanding of how mobile learning could positively motivate teaching and learning in secondary education in Tanzania. More precisely, such an understanding could contribute significantly towards rescuing the poor performance in Mathematics that has been a typical feature characterizing the subject in Tanzania over the years. This paper reports on a study that aimed at exploring the methodology that could be adopted in Mobile Learning in order to improve performance in Mathematics in secondary schools in Tanzania. A cohort research design which involved students and teachers sampled from 10 private and public secondary schools in Ilala Municipality in Dar es Salaam region, was conducted over a period of four months. Questionnaires and documentary review were used as the instruments of data collection. Data were analyzed using the Statistical Package for Social Sciences (SPSS) software. Results showed that the majority of participants accept the concept of using Mobile learning in education. The results also indicate that the use of technology had no adverse impact on the culture. Moreover, preliminary results on the mobile learning model showed that students’ understanding of Mathematics considerably improved.}, language = {en}, number = {2}, journal = {International Journal of Education and Development using Information and Communication Technology (IJEDICT)}, author = {Ndume, Vitalis A and Songoro, Marietha and Kisanga, Dalton H}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2NFAS9NU 2405685:XNEI7RKG}, keywords = {⛔ No DOI found}, pages = {223--241}, } @misc{ndungu_out_2020, title = {Out of 47.6 million {Kenyans}, 35.7 million are under the age of 35}, url = {https://citizentv.co.ke/news/out-of-47-6-million-kenyans-35-7-million-are-under-the-age-of-35-323822/}, abstract = {Kenya is a country of the youth according to the 2019 Census results which shows that 75\% of the  47.6 million population is under the age of 35.}, language = {en-US}, urldate = {2020-07-01}, journal = {Citizen Digital}, author = {Ndungu, Tonny}, year = {2020}, note = {Library Catalog: citizentv.co.ke Section: news KerkoCite.ItemAlsoKnownAs: 2405685:73QJMNDY}, } @techreport{new_classrooms_solving_2020, title = {Solving the {Iceberg} {Problem}: {Addressing} {Learning} {Loss} in {Middle} {School} {Math} through {Tailored} {Acceleration}}, url = {https://newclassrooms.org/solving-the-iceberg-problem}, language = {en-US}, urldate = {2022-08-26}, institution = {New Classrooms}, author = {New Classrooms}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U9PM6NW8 2405685:BA2KMH4V}, } @misc{ngutuku_voices_2020, title = {The voices of children and youth in {Tanzania}'s {COVID}-19 response}, url = {https://blogs.lse.ac.uk/africaatlse/2020/10/15/voices-children-youth-tanzanias-covid19-response-education/}, abstract = {Rapid research into COVID-19's effects on young people reveals severe anxiety about the virus as it relates to economic livelihoods and the community.}, language = {"en-US"}, urldate = {2021-01-22}, journal = {Africa at LSE}, author = {Ngutuku, Elizabeth}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ULLR648B 2405685:ZH84J8YI}, } @misc{nitda_nitda_2020, title = {{NITDA} {\textbar} e-{Learning} {Facilities}}, url = {https://nitda.gov.ng/e-learning-facilities/}, urldate = {2020-07-07}, author = {NITDA}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5EPQAVFL}, } @article{nunez_cepal_2020, title = {{CEPAL} - {SECRETARIA} {TECNICA} {DEL} {ELAC} (*)}, language = {es}, author = {Núñez, Georgina and Jordán, Valeria and Rojas, Fernando}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C3REYAYA 2405685:DSL9X4VX}, keywords = {⛔ No DOI found}, pages = {36}, } @techreport{odi__unicef_universal_2020, address = {London, UK/ New York}, title = {Universal child benefits: {Policy} issues and options}, url = {https://www.unicef.org/sites/default/files/2020-07/UCB-ODI-UNICEF-Report-2020.pdf}, institution = {Overseas Development Institute/ United Nations Children's Fund}, author = {ODI \& UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2IESFPQB 2405685:WUGIBXUX}, } @techreport{oecd_creditor_2020, title = {Creditor {Reporting} {System} ({CRS})}, url = {https://stats.oecd.org/Index.aspx?DataSetCode=crs1}, urldate = {2021-03-10}, institution = {Organisation for Economic Cooperation and Development (OECD)}, author = {OECD}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2M8XI4TR 2405685:A8SUQKJN}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{oecd_oecd_2020, title = {{OECD} {Digital} {Economy} {Outlook} 2020}, url = {https://www.oecd-ilibrary.org/sites/3b6a594d-en/index.html?itemId=/content/component/3b6a594d-en}, urldate = {2022-06-15}, author = {OECD}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2SVTCF5V 2405685:YEBSH72B}, } @article{oecd_pisa_2020, title = {{PISA} 2021 {ICT} {Framework}}, url = {https://www.oecd.org/pisa/sitedocument/PISA-2021-ICT-framework.pdf}, author = {OECD}, year = {2020}, note = {zotzenLib.CopiedFrom: 2339240:9V4N7QF4 KerkoCite.ItemAlsoKnownAs: 2339240:9V4N7QF4 2405685:5M3PZ5A9}, keywords = {⛔ No DOI found}, } @techreport{oecd_strengthening_2020, title = {Strengthening online learning when schools are closed: {The} role of families and teachers in supporting students during the {COVID}-19 crisis}, url = {https://read.oecd-ilibrary.org/view/?ref=136_136615-o13x4bkowa&title=Strengthening-online-learning-when-schools-are-closed}, author = {{OECD}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DYKBSIJT 2405685:C489QCHG}, } @misc{ogero_fttx_2020, title = {{FTTx} {Deployment}}, url = {https://www.ogero.gov.lb/dep.php?id=4}, urldate = {2020-09-30}, author = {OGERO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RGSD7UV8 2405685:46ANSAXN}, } @misc{ole_nepal_e-pustakalaya_2020, title = {E-{Pustakalaya} {\textbar} {Home}}, url = {https://www.pustakalaya.org/en/?lang=en}, urldate = {2020-06-11}, author = {OLE Nepal}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LRSJY9G6}, } @misc{onebillion_onecourse_2020, title = {Onecourse – one app for reading and numeracy}, url = {https://onebillion.org/onecourse/app/}, urldate = {2020-03-30}, author = {Onebillion}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D22UZRYK 2405685:2QMRIDCA}, } @misc{onebillion_onetab_2020, title = {onetab}, url = {https://onebillion.org/onetab/}, urldate = {2021-07-23}, author = {onebillion}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:63XVIAX4 2405685:II2Z2MLN}, } @misc{open_learning_exchange_open_2020, title = {Open {Learning} {Exchange}}, url = {https://www.ole.org/}, language = {en-US}, urldate = {2020-06-30}, author = {{Open Learning Exchange}}, year = {2020}, note = {Library Catalog: www.ole.org KerkoCite.ItemAlsoKnownAs: 2405685:JF264N4L}, } @misc{open_school_bc_open_2020, title = {Open {School} {BC} {Home} {Page}}, url = {https://www.openschool.bc.ca/}, urldate = {2020-04-02}, author = {Open School BC}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FB7UPPB9 2405685:SYAV3ETQ SYAV3ETQ}, } @misc{openemis_openemis_2020, title = {{OpenEMIS}}, copyright = {Copyleft 2020 OpenEMIS. (GNU General Public License V3.0)}, journal = {OpenEMIS}, author = {OpenEMIS}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SDRM4HY9 2405685:PR8GHPEC}, } @misc{opportunity_education_foundation_opportunity_2020, title = {Opportunity {Education}}, url = {https://www.opportunityeducation.org/tz}, author = {Opportunity Education Foundation}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DYSII6N2 2405685:MYJMZAPQ}, } @misc{orange_sierra_leone_orange_2020, title = {Orange {Education} {Portal}}, url = {/personal/1/101/orange-education-2986.html}, language = {en\_US}, urldate = {2020-06-25}, author = {Orange Sierra Leone}, year = {2020}, note = {Library Catalog: www.orange.sl KerkoCite.ItemAlsoKnownAs: 2405685:YV3WDQAQ}, } @misc{othman_disability_2020, title = {Disability, computer and school data in {Zanzibar} ({Unpublished})}, publisher = {EMIS Department MoEVT Zanzibar}, author = {Othman, Othman S.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NX2DISED 2405685:4C2J8V4D}, } @misc{othman_gis_2020, title = {{GIS} data of schools in {Zanzibar} ({Unpublished})}, publisher = {EMIS Department MoEVT Zanzibar}, author = {Othman, Othman S.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RB88SJ7J 2405685:565IY627}, } @misc{othman_number_2020, title = {Number of {Computers} by {District} 2018 ({Unpublished})}, publisher = {EMIS Department MoEVT Zanzibar}, author = {Othman, Othman S.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CXDZH729 2405685:73RNJ3SS}, } @misc{othman_school_2020, title = {School data {Zanzibar}, per district and grade ({Unpublished})}, publisher = {EMIS Department MoEVT Zanzibar}, author = {Othman, Othman S.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9M3JLUFK 2405685:2ULSUIS3}, } @techreport{outhred_prospective_2020, title = {Prospective evaluation of {GPE}’s country-level support to education}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-02-gpe-country-level-prospective-evaluation-Year-2–Nigeria.pdf}, language = {en}, author = {Outhred, Rachel and Turner, Fergal}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QZX9EWFT}, } @misc{oxfam_kenya_2020, title = {Kenya: extreme inequality in numbers}, shorttitle = {Kenya}, url = {https://www.oxfam.org/en/kenya-extreme-inequality-numbers}, language = {en}, urldate = {2020-07-01}, journal = {Oxfam International}, author = {Oxfam}, year = {2020}, note = {Library Catalog: www.oxfam.org KerkoCite.ItemAlsoKnownAs: 2405685:BLVRKMF2}, } @article{pacheco_new_2020, title = {The "new normal" in education}, url = {https://link.springer.com/article/10.1007/s11125-020-09521-x#citeas}, doi = {10.1007/s11125-020-09521-x}, journal = {PROSPECTS}, author = {Pacheco, Jose Augusto}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-020-09521-x 2339240:G9YV4MWK 2405685:VULUEXJE}, } @misc{parentpowered_ready4k_2020, title = {{Ready4K}}, url = {https://ready4k.parentpowered.com/}, urldate = {2021-04-06}, author = {ParentPowered}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HGUC9MU7 2405685:V6PFRQLX}, } @techreport{parliament_of_ghana_2020_2020, title = {2020 {Formula} for sharing the {DACF}. 2020}, url = {http://ir.parliament.gh/bitstream/handle/123456789/1642/2020_03_18_09_41_18.pdf?sequence=1&isAllowed=y}, urldate = {2022-06-06}, institution = {Government of the Republic of Ghana}, author = {{Parliament of Ghana}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BDXUM8GH 2405685:2A4ASLHF 4656463:W7S6ELIP}, } @techreport{parliament_of_kenya_report_2020, title = {Report of the {Standing} {Committee} on {Finance} and {Budget} on the {Third} {Basis} for allocating among the counties the share of national revenue}, url = {https://s3-eu-west-1.amazonaws.com/s3.sourceafrica.net/documents/120047/Report-of-the-Standing-Committee-Finance-on-the.pdf}, urldate = {2022-04-07}, author = {{Parliament of Kenya}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UIDS46VR 2405685:HQLH7WZB 4656463:IHB44RJV}, } @article{peel_beginners_2020, title = {A {Beginner}'s {Guide} to {Applied} {Educational} {Research} using {Thematic} {Analysis}}, volume = {25}, url = {https://scholarworks.umass.edu/pare/vol25/iss1/2/}, doi = {10.7275/ryr5-k983}, language = {en}, urldate = {2021-03-12}, journal = {Practical Assessment, Research \& Evaluation}, author = {Peel, Karen L.}, year = {2020}, note = {Publisher: University of Massachusetts Amherst KerkoCite.ItemAlsoKnownAs: 10.7275/RYR5-K983 10.7275/ryr5-k983 2339240:B4RF2Y4H 2405685:2N6FJTMH}, } @misc{pellini_education_2020, type = {{UKFIET}: {The} education and development forum}, title = {Education during the {COVID}-19 crisis: {Opportunities} and constraints of using {EdTech} in low-income countries}, shorttitle = {Education during the {COVID}-19 crisis}, url = {https://www.ukfiet.org/2020/education-during-the-covid-19-crisis-opportunities-and-constraints-of-using-edtech-in-low-income-countries/}, language = {en-GB}, urldate = {2020-06-03}, author = {Pellini, Arnaldo and David, Raluca and Katy, Jordan and Phillips, Toby}, year = {2020}, note = {Library Catalog: www.ukfiet.org EdTechHub.ItemAlsoKnownAs: 2405685:HJLBXYCD}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{perry_teacher_2020, type = {Rapid {Review}}, title = {Teacher {Education} {Modality} {Rapid} {Review}, {Modes}, {Affordances} and {Evidence} on {Remote} and {Blended} {Initial} and {Continuing} {Teacher} {Education}}, url = {https://www.stem.org.uk/sites/default/files/pages/downloads/Teacher%20Education%20Modality%20Rapid%20Review%20-%20UoB%20CUREE.pdf}, language = {en}, institution = {STEM Learning, University of Birmingham}, author = {Perry, Dr Thomas and Findon, Dr Madeleine and Braim, Dr Benjamin and Davison, Dr Ian and Whatmore, Dr Tracy and Cottle, Dan and Anbreen, Noshaba and Cordingley, Philippa and Crisp, Bart}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SHWIGDZU 2405685:FVDRXMPR}, } @techreport{phillips_digital_2020, title = {Digital technology governance: developing countries’ priorities and concerns}, url = {https://www.bsg.ox.ac.uk/sites/default/files/2020-06/final_digital-tech-gov-21may20_0.pdf}, language = {en}, author = {Phillips, Toby and Kira, Beatriz and Tartakowsky, Andrea and Dolan, Jonathan and Natih, Putu}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JLPVD2VU 2405685:FTX9VQI3}, pages = {41}, } @techreport{piper_structured_2020, title = {Structured {Pedagogy} {Literature} {Review}}, url = {https://scienceofteaching.s3.eu-west-3.amazonaws.com/index.html#/lessons/qRcSj0b2yqminRXJh7cSd_2tkJc-0blC}, author = {Piper, Ben and Dubeck, Margaret M.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RADU25XK 2405685:VJFUGPYI}, } @misc{pmiu_programme_2020, title = {Programme {Monitoring} \& {Implementation} {Unit}}, url = {https://open.punjab.gov.pk/schools/}, urldate = {2020-12-21}, author = {PMIU}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:65XCV2TN 2405685:SFR256YQ}, } @misc{pradhan_mantri_e-vidya_initiative_for_digital_education_pm_2020, title = {{PM} {E} {Vidya} {Program} {\textbar} {Online} [{Digital} {Learning}] for {Students} {\textbar} {Portal} {\textbar} {Courses} {List}, {Registration}}, url = {https://www.hindiyojana.in/pm-e-vidya/}, abstract = {[New] Complete details of Pradhan Mantri E Vidya Yojana. New Initiative for Digital learning in India. Details of Courses, Registration process.}, language = {en-US}, urldate = {2020-09-30}, journal = {Hindi Yojana}, author = {{Pradhan Mantri e-Vidya Initiative for Digital Education}}, year = {2020}, note = {Section: Central Govt KerkoCite.ItemAlsoKnownAs: 2339240:GRI4Z8RK 2405685:YJWCEUCF}, } @misc{privacy_international_schools_2020, title = {Schools and {Covid}-19}, url = {http://privacyinternational.org/news-analysis/3709/schools-and-covid-19}, abstract = {An estimated 90\% of the world’s student population are affected by school closures in the Covid-19 pandemic. And, in the absence of physical space, education technology companies are stepping in to fill the gap.}, language = {en-GB}, urldate = {2020-12-10}, journal = {Privacy International}, author = {Privacy International}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6LNSLD2D 2405685:4GJ5GUKG}, } @techreport{qazilbash_digital_2020, title = {Digital \& {Innovative} {Learning} in {Pakistan}: {The} domestic {K12} products and services industry overview and enterprise directory}, author = {Qazilbash, Zulfiqar and Javeed, Khadija}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2ZWIVV9S 2405685:ZIB5JSI9}, } @article{quak_political_2020, title = {The political economy of the primary education system in {Tanzania}}, url = {https://assets.publishing.service.gov.uk/media/5e3c286740f0b6090b845d04/710_Political_Economy_Analysis_Primary_Education_System_Tanzania.pdf}, language = {en}, journal = {K4D Helpdesk Report}, author = {Quak, Evert-jan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DAKVCZMC 2405685:SYVKPWX9}, keywords = {⛔ No DOI found}, pages = {21}, } @misc{queen_rania_foundation_edraak_2020, title = {Edraak}, url = {https://www.edraak.org/en/}, abstract = {Edraak, is a massive open online course (MOOC) platform, that is an initiative of the Queen Rania Foundation (QRF).}, language = {en}, urldate = {2020-06-30}, journal = {Edraak}, author = {Queen Rania Foundation}, year = {2020}, note = {Library Catalog: www.edraak.org KerkoCite.ItemAlsoKnownAs: 2405685:MSEG8TIY}, } @misc{queen_rania_foundation_karim_2020, title = {Karim and {Jana}}, url = {https://karimandjana.com/site/}, urldate = {2020-06-30}, author = {Queen Rania Foundation}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CWY8BD2E}, } @misc{queen_rania_foundation_realization_2020, title = {Realization {School} learning}, url = {https://www.edraak.org/k12/}, abstract = {Edraak, is a massive open online course (MOOC) platform, that is an initiative of the Queen Rania Foundation (QRF).}, language = {en}, urldate = {2020-06-30}, journal = {Edraak}, author = {Queen Rania Foundation}, year = {2020}, note = {Library Catalog: www.edraak.org KerkoCite.ItemAlsoKnownAs: 2405685:6WWXGGJ2}, } @misc{queen_rania_foundation__2020, title = {أكاديمية الملكة رانيا لتدريب المعلمين}, url = {https://qrta.edu.jo/}, language = {en}, urldate = {2020-06-30}, author = {Queen Rania Foundation}, year = {2020}, note = {Library Catalog: qrta.edu.jo KerkoCite.ItemAlsoKnownAs: 2405685:33LKZ8PU}, } @misc{radio_television_malaysia_tv_2020, title = {{TV} {Okey}}, url = {http://okey.rtm.gov.my/}, urldate = {2022-06-25}, author = {Radio Television Malaysia}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WCI6MJUB 2405685:2G4GDTSI}, } @techreport{rafaeli_girl-focused_2020, address = {Brighton, UK}, type = {{K4D} {Helpdesk} {Report}}, title = {Girl-focused life skills interventions at a distance}, language = {en}, number = {806}, institution = {Institute of Development Studies}, author = {Rafaeli, Tal}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M7CX7E4R 2405685:HQGB6ICQ}, } @techreport{raftree_covid-19_2020, title = {{COVID}-19: {A} spotlight on child data governance gaps}, url = {https://www.unicef.org/globalinsight/reports/covid-19-spotlight-child-data-governance-gaps}, language = {en}, institution = {UNICEF}, author = {Raftree, Linda and Byrne, Jasmina}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:44UFDWU4 2405685:977L3Z8B}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {8}, } @misc{raftree_covid-19_2020, title = {{COVID}-19: {A} spotlight on child data governance gaps}, shorttitle = {{COVID}-19}, author = {Raftree, Linda and Day, Emma}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C2MRJPP3 2405685:TV2FJKIG}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{rahim_mobile_2020, title = {Mobile phone technologies in coping with the challenges and opportunities of {CPEC} by the youth of rural mountainous areas of {Gilgit}-{Baltistan}, {Pakistan}}, doi = {10.1155/2020/5816803}, abstract = {The study aims to explore the access of mobile phone, emerging technologies, and use of the mobile phone by the youth of Gilgit-Baltistan (GB), Pakistan, for learning and safety and security purposes. Structured questionnaires were used to collect the data. The descriptive statistics was employed to test the research model. Among the 300 distributed sample size, 272 participants responded back including 133 male and 139 female students of Karakoram International University (KIU) from eight districts of GB as research participants for data collection. Only 1 male and 6 females responded that they do not have their own mobile phone, comprising of 90.6\% response rate. The results show that 97\% of students of rural mountainous areas own a mobile phone. The study contributes valuable findings about the access and positive use of mobile phones for learning and safety and security purposes. The result also shows that the youth of GB have enough skills of mobile phone technologies to cope with the future challenges of China Pakistan Economic Corridor (CPEC) by taking advantages of China Pakistan Information Corridor (CPIC is a fiber optics cable laid down from the China border to Islamabad Pakistan for the purpose of providing the fast internet facility including 5G). This is the baseline survey and future study will be based on this survey.}, journal = {Mobile Information Systems}, author = {Rahim, Sabit and Qutoshi, Sadruddin Bahadur and Sahar, Gul and Jabeen, Gul and Ali, Imran}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1155/2020/5816803 2405685:S26GG6U4}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {1--9}, } @misc{rahman_covid-19_2020, title = {{COVID}-19 boosts digitization of higher education in {Bangladesh}}, url = {https://blogs.worldbank.org/endpovertyinsouthasia/covid-19-boosts-digitization-higher-education-bangladesh}, author = {Rahman, M and ul-Aziz, M and Ahmed, S}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YMV5DY38 2405685:F66HV332}, } @article{rana_ict_2020, title = {{ICT} integration in teaching and learning activities in higher education: a case study of {Nepal}'s teacher education}, volume = {8}, url = {https://files.eric.ed.gov/fulltext/EJ1239982.pdf}, doi = {10.17220/mojet.2020.01.003}, abstract = {This article reports an examination of information and communication technology (ICT) integration in teaching and learning activities in higher education in Nepal. ICT education policy by the government of Nepal emphasises the need to develop teachers' ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. The case study reported the lack of clear strategy to implement the ICT education policy and to fund for the ICT infrastructure and professional development of university staff to integrate ICT in teacher education. In this case, the Faculty of Education in the university, where there is no funding from the government and university for the ICT in education project, received funding from an international organisation to install ICT infrastructure and provide ICT training for teachers and other staff. It is argued that, to realise the policy in practice, more sustainable mechanisms need to be developed to provide ICT facilities for teachers and to train them how to use ICT in teaching activities.}, language = {English}, number = {1}, journal = {Malaysian Online Journal of Educational Technology}, author = {Rana, Kesh and Rana, Karna}, year = {2020}, note = {Publisher: University of Malaya Faculty of Education, Kuala Lumpur 50603 Malaysia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396845922?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.17220/mojet.2020.01.003 2405685:7QTWPNA2 2534378:2HFCURH3 2534378:7EF9ZFLB 2534378:9RI575FJ}, keywords = {ERIC, Current Index to Journals in Education (CIJE), Educational Policy, Foreign Countries, Higher Education, Information Technology, Nepal, Postsecondary Education, Preservice Teacher Education, Program Implementation, Sustainability, Technology Integration, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095751, \_\_finaldtb}, pages = {36--47}, } @article{rapanta_online_2020, title = {Online university teaching during and after the {Covid}-19 {Crisis}: {Refocusing} teacher presence and learning activity}, url = {https://doi.org/10.1007/s42438-020-00155-y}, doi = {10.1007/s42438-020-00155-y}, abstract = {The Covid-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online. Online teaching and learning imply a certain pedagogical content knowledge (PCK), mainly related to designing and organising for better learning experiences and creating distinctive learning environments, with the help of digital technologies. With this article, we provide some expert insights into this online-learning-related PCK, with the goal of helping non-expert university teachers (i.e. those who have little experience with online learning) to navigate in these challenging times. Our findings point at the design of learning activities with certain characteristics, the combination of three types of presence (social, cognitive and facilitatory) and the need for adapting assessment to the new learning requirements. We end with a reflection on how responding to a crisis (as best we can) may precipitate enhanced teaching and learning practices in the postdigital era.}, journal = {Postdigital Science and Education}, author = {Rapanta, Chrysi and Botturi, Luca and Goodyear, Peter and Guàrdia, Lourdes and Koole, Marguerite}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s42438-020-00155-y 2405685:E3Q5247V}, keywords = {Covid-19, Emergency situation, Higher education, Instructional design, Online teaching, Pedagogical content knowledge}, pages = {1--23}, } @techreport{read_lindsay_covid-19_2020, type = {Background paper prepared for the {Save} {Our} {Future} white paper {Averting} an {Education} {Catastrophe} for the {World}'s {Children}.}, title = {{COVID}-19 and {Options} for {Financing} {Education}}, url = {https://saveourfuture.world/wp-content/uploads/2020/12/COVID-19-and-Options-for-Financing-Education_SOF_BP7.pdf}, institution = {Save Our Future}, author = {{Read, Lindsay}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BVEIXCBA 2405685:78YVW3BC}, } @article{read_understanding_2020, title = {Understanding the impact of {OER} courses in relation to student socioeconomic status and employment}, volume = {3}, url = {https://www.ijoer.org/understanding-the-impact-of-oer-courses-in-relation-to-student-socioeconomic-status-and-employment}, doi = {10.18278/ijoer.3.1.5}, number = {1}, journal = {International Journal of Open Educational Resources}, author = {Read, K and Tang, H and Dhamika, A and Bodily, B}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.18278/ijoer.3.1.5 2405685:QH8J7VBV}, } @techreport{read_covid-19_2020, title = {{COVID}-19 and options for financing education}, url = {https://saveourfuture.world/white-paper/}, urldate = {2021-05-05}, institution = {Save Our Future}, author = {Read, Lindsay}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E9UXAI3F 2405685:EWQEBEM5}, } @book{reimers_educating_2020, address = {Singapore}, series = {{SpringerBriefs} in {Education}}, title = {Educating {Students} to {Improve} the {World}}, isbn = {9789811538865 9789811538872}, url = {http://link.springer.com/10.1007/978-981-15-3887-2}, language = {en}, urldate = {2020-08-28}, publisher = {Springer Singapore}, author = {Reimers, Fernando M.}, year = {2020}, doi = {10.1007/978-981-15-3887-2}, note = {shortDOI: 10/ghgnd6 KerkoCite.ItemAlsoKnownAs: 10/ghgnd6 2405685:EIJXQKZ4}, } @techreport{reimers_framework_2020, title = {A framework to guide an education response to the {COVID}-19 pandemic of 2020}, url = {https://teachertaskforce.org/sites/default/files/2020-04/A%20framework%20to%20guide%20an%20education%20response%20to%20the%20COVID-19%20Pandemic%20of%202020.pdf}, institution = {OECD}, author = {Reimers, Fernando M. and Schleicher, Andreas}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QJU8B4R3 2405685:LC9WU54Z}, } @techreport{republic_of_malawi_national_2020, title = {National {COVID}-19 {Preparedness} and {Response} {Plan}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/national-covid-19-preparedness-and-response-plan_08-04-2020_final-version.pdf}, urldate = {2020-06-09}, author = {Republic of Malawi}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9ISTURV3 2405685:46BPCHFP}, } @techreport{republic_of_sierra_leone_education_2020, title = {Education {Sector} {Analysis}. {Assessing} the enabling environment for gender equality}, institution = {UNICEF, IIEP - UNESCO}, author = {Republic of Sierra Leone}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X5MR76ZW 2405685:29U93GQF}, } @misc{rich_teaching_2020, title = {Teaching literacy to youth in {Dadaab}}, url = {https://e-limu.org/teaching-literacy-youth-dadaab/}, abstract = {According to what statistics you use, Dadaab refugee camp is the fifth or sixth biggest city in Kenya. In the middle of 2017, its population was 250,000 and Norwegian Refugee Council (an international humanitarian organisation that focuses on displaced people) was running…}, journal = {eLimu}, author = {Rich, Sam}, year = {2020}, note = {Library Catalog: e-limu.org KerkoCite.ItemAlsoKnownAs: 2339240:BML382C2 2405685:CCU7TETF}, } @techreport{richmond_repurposing_2020, title = {Repurposing {Established} {Radio} and {Audio} {Series} to {Address} the {COVID}-19 {Educational} {Crises}}, url = {https://www.edc.org/sites/default/files/Repurposing-Established-Radio-Audio-Series.pdf}, language = {EN}, institution = {Education Development Center}, author = {Richmond, Simon}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KCF8ZXBF 2405685:HFI98LDE 2405685:YLLNE9VA}, pages = {9}, } @misc{rising_academy_network_rising_2020, title = {Rising {Academies} - {Rising} {On} {Air}}, url = {http://www.risingacademies.com/on-air}, language = {EN}, urldate = {2020-04-08}, author = {Rising Academy Network}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KCT7W2GQ 2405685:F3L6UE82 KCT7W2GQ}, } @techreport{rodriguez-segura_educational_2020, type = {Working {Paper}}, title = {Educational {Technology} in {Developing} {Countries}: {A} {Systematic} {Review}}, url = {https://curry.virginia.edu/sites/default/files/uploads/epw/72_Edtech_in_Developing_Countries.pdf}, number = {72}, urldate = {2020-08-10}, institution = {University of Virginia}, author = {Rodriguez-Segura, Daniel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3NFUQ2N5 2339240:7X8NJI23 2339240:AAP9R7UD 2339240:TY3PYSTX 2405685:5IRBQ464 2405685:5J25FLQT 2405685:RQ4ND4UQ 2405685:RVLBVG3I 2405685:YLEQ3IT6}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {1--75}, } @unpublished{rodriguez-segura_educational_2020, type = {{EdPolicyWorks} working paper}, title = {Educational {Technology} in {Developing} {Countries}: {A} {Systematic} {Review}}, shorttitle = {Educational technology in developing countries}, author = {Rodriguez-Segura, Daniel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QBIAAP8T 2405685:N327X4KZ 2405685:V6JIZBHW}, keywords = {C:Low- and middle-income countries, \_\_\_working\_potential\_duplicate}, } @misc{romadhoni_what_2020, title = {What is {Data} {Lifecycle} {Management}? {And} {What} phases would it pass through?}, url = {https://medium.com/jagoanhosting/what-is-data-lifecycle-management-and-what-phases-would-it-pass-through-94dbd207ff54}, urldate = {2022-06-14}, author = {Romadhoni, Firmansyah}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PRVJTTQ8 2405685:6VPAJ7AJ}, } @article{roman_supporting_2020, title = {Supporting the mental health of teachers in {COVID}-19 through trauma-informed educational practices and adaptive formative assessment tools}, volume = {28}, abstract = {To address the emotional and mental health needs of teachers during the COVID-19 pandemic, existing instructional technology tools can be rapidly adapted to support trauma- informed educational practices. In this action research and practice brief, the instructional strategies and communication tools used to support the mental health needs of preservice teachers within an instructional technology course are de- tailed. Preliminary outcomes indicate that although preser- vice teachers are effective in using instructional technology tools to articulate the status of their health and well-being, not all preservice teachers chose to engage in course activi- ties, highlighting that the most vulnerable preservice educa- tors need additional support during COVID-19 teaching and learning. Implications for preservice and in-service educa- tion are discussed. Keywords}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Roman, Tiffany}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3XH37Y6D}, keywords = {At Risk Students, College Faculty, Communicable Diseases, Coping, Disease Control, Educational Technology, Formative Evaluation, Health Needs, Mental Health, Online Courses, Preservice Teachers, Stress Variables, Teaching Methods, Technology Uses in Education, Well Being, ⛔ No DOI found}, pages = {473--481}, } @techreport{rose_transformative_2020, title = {Transformative political leadership to promote 12 years of quality education for all girls}, url = {https://www.edu-links.org/sites/default/files/media/file/26-EN-REPORT-Political-leadership-LNGB-Feb-2020-SINGLE-PAGES.pdf}, institution = {REAL Centre, Faculty of Education, University of Cambridge}, author = {Rose, Pauline and Gordon, Rebecca and Marston, Lauren and Zubairi, Asma and Downing, Phoebe}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BB5MPD63 2405685:HLZ56W9C}, } @techreport{rossignoli_teachers_2020, title = {Teachers {Learning} {Together}: {Large}-scale approaches to teacher communities of practice}, url = {https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/7c/7c40a2f7-4fa2-41d6-a21e-6f3635b1a72a.pdf}, urldate = {2020-05-25}, institution = {Education Development Trust}, author = {Rossignoli, Serena and Amenya, Donvan and Kamana, Dieudonne and Tiganescu, Andrea and Kudenko, Irina}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KJU6N64C 2405685:WFJZTGQZ}, keywords = {C:Kenya / Rwanda}, } @misc{rossiter_link_2020, title = {Link it, open it, use it: changing how education data are used to generate ideas}, url = {https://www.cgdev.org/publication/link-it-open-it-use-it-changing-how-education-data-are-used-generate-ideas}, language = {en}, publisher = {Center for Global Development}, author = {Rossiter, Jack}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TI93K3JQ 2405685:5C7QHDNJ 8836279:4T7GVVU4 8836279:9WYHNMFV 8836279:EZC3PBDB 8836279:HPLJT6V2 8836279:YLSJNHSD}, } @techreport{rossiter_link_2020, type = {Note}, title = {Link {It}, {Open} {It}, {Use} {It}: {Changing} {How} {Education} {Data} {Are} {Used} to {Generate} {Ideas}}, language = {en}, institution = {Center for Global Development}, author = {Rossiter, Jack}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YXBCLR9K 2405685:5M7N4NGE 4656463:5SQLXUEG}, pages = {17}, } @techreport{rossiter_link_2020, type = {Note}, title = {Link {It}, {Open} {It}, {Use} {It}: {Changing} {How} {Education} {Data} {Are} {Used} to {Generate} {Ideas}}, language = {en}, institution = {Center for Global Development}, author = {Rossiter, Jack}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YXBCLR9K 2405685:5M7N4NGE 4656463:5SQLXUEG}, pages = {17}, } @misc{roya_news__2020, title = {الرزاز: "رياض الأطفال" ستكون متاحة لجميع الاطفال في الأردن العام المقبل}, shorttitle = {الرزاز}, url = {https://royanews.tv/news/202006?1578398972}, abstract = {الرزاز: "رياض الأطفال" ستكون متاحة لجميع الاطفال ....}, language = {en}, urldate = {2020-06-30}, journal = {رؤيا الأخباري}, author = {Roya News}, year = {2020}, note = {Library Catalog: royanews.tv KerkoCite.ItemAlsoKnownAs: 2405685:HU525652}, } @techreport{royal_government_of_bhutan_covid-19_2020, title = {{COVID}-19 {Response} {Plan}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/bhutan_covid-19_response_plan_guidelines-for-curriculum-implementation.pdf}, urldate = {2020-06-09}, author = {Royal Government of Bhutan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9B2N535D 2405685:B65CL3D5}, } @techreport{ruddle_equip-tanzania_2020, title = {{EQUIP}-{Tanzania} {Impact} {Evaluation}: {Endline} qualitative evaluation report}, language = {en}, institution = {Oxford Policy Management}, author = {Ruddle, Nicola and Jagmag, Mehjabeen and Casey, Kelly and Medardi, Deogardius and Sutoris, Peter}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WPKRDKSH 2405685:E4DI9VVW}, pages = {140}, } @techreport{ruddle_equip-tanzania_2020, title = {{EQUIP}-{Tanzania} impact evaluation}, language = {en}, institution = {Oxford Policy Management}, author = {Ruddle, Nicola and Rawle, Georgina}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3DXCE65T 2405685:E6MXPUT8}, keywords = {⛔ No DOI found}, } @misc{ruzivo_digital_learning_ruzivo_2020, title = {Ruzivo {Digital} {Learning} {\textbar} {Home}}, url = {https://www.ruzivodigitallearning.co.zw/}, urldate = {2020-06-27}, author = {Ruzivo Digital Learning}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:KV2YSXB4}, } @techreport{rwanda_ministry_of_education_keeping_2020, title = {Keeping the {Doors} {Open} for {Learning}: {Response} {Plan} of {Ministry} of {Education} to the {COVID}-19 {Outbreak}}, url = {https://mineduc.gov.rw/fileadmin/Documents/Report/Education_Sector_COVID_Plan _Rwanda.pdf}, author = {Rwanda Ministry of Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I8LIGBS7 2405685:XMEHJILZ}, } @misc{rwanda_polytechnic_elearning-_2020, title = {Elearning- {Rwanda} {Polytechnic}}, url = {https://elearning.rp.ac.rw/}, urldate = {2020-09-30}, author = {Rwanda Polytechnic}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4PPBR9V3 2405685:4LP8M7TA}, } @article{ryan_intrinsic_2020, title = {Intrinsic and extrinsic motivation from a self-determination theory perspective: {Definitions}, theory, practices, and future directions}, volume = {61}, doi = {10.1016/j.cedpsych.2020.101860}, journal = {Contemporary Educational Psychology}, author = {Ryan, Richard M. and Deci, Edward L.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.cedpsych.2020.101860 2339240:H7GQ3NBI 2405685:HGBR3JY8}, pages = {101860}, } @article{sabates_assessing_2020, title = {Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in {Tanzania}}, volume = {13}, url = {https://www.tandfonline.com/doi/abs/10.1080/19439342.2020.1844782}, doi = {10.1080/19439342.2020.1844782}, number = {1}, journal = {Journal of Development Effectiveness}, author = {Sabates, Ricardo and Rose, Pauline and Alcott, Benjamin and Delprato, Marcos}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2020.1844782 2339240:ZWKGJ4FV 2405685:YPU8GIXB}, pages = {28--46}, } @article{salas_covid-19_2020, title = {{COVID}-19: impacto psicosocial en la escuela en {Chile}. {Desigualdades} y desafíos para {Latinoamérica}}, copyright = {Atribución-NoComercial-SinDerivadas 3.0 Chile}, shorttitle = {{COVID}-19}, url = {http://repositorio.ucm.cl/handle/ucm/repositorio.ucm.cl/handle/ucm/3186}, abstract = {La pandemia de Coronavirus-19 (COVID-19) ha superado los cinco millones de casos en todo el mundo y sus consecuencias han sido devastadoras para la salud y la sociedad en general. Como parte de los protocolos sanitarios que buscan mitigar los efectos de la pandemia, se implementó el cierre de escuelas en la mayoría de los países; Chile no fue la excepción. En el marco de este artículo, se busca dar cuenta del impacto psicosocial de esta medida en las escuelas chilenas y ampliar la reflexión a Latinoamérica. En este sentido, se analizan fundamentalmente las decisiones gubernamentales a partir de la creación del programa Aprendo en Línea y se propone una contextualización y un contraste con las iniciativas adoptadas en otros países, para luego explorar las condiciones del ejercicio de la actividad docente y sus consecuencias en el contexto familiar, para terminar con el impacto en la relación entre las familias y las escuelas. Esto permite visualizar, una vez más, no solo la desigualdad estructural del sistema educativo chileno, sino también su mantenimiento y eventual profundización. Las discusiones y medidas por implementar a partir de la coyuntura actual plantean retos que, más allá del contexto particular de Chile, pueden hacerse extensivos a otros países de Latinoamérica.}, language = {es}, urldate = {2022-06-06}, journal = {Avances en Psicología Latinoamericana, 38(2), 1-17}, author = {Salas, Gonzalo and Santander, Priscilla and Precht Gandarillas, Andrea and Scholten, Hernán and Moretti, Renato and López-López, Wilson}, year = {2020}, note = {Accepted: 2020-11-12T13:39:51Z KerkoCite.ItemAlsoKnownAs: 2339240:CWNC5UZI 2405685:QUGY7FQY}, keywords = {⛔ No DOI found}, } @article{salas_covid-19_2020, title = {{COVID}-19: impacto psicosocial en la escuela en {Chile}. {Desigualdades} y desafíos para {Latinoamérica}}, copyright = {Atribución-NoComercial-SinDerivadas 3.0 Chile}, shorttitle = {{COVID}-19}, url = {http://repositorio.ucm.cl/handle/ucm/repositorio.ucm.cl/handle/ucm/3186}, abstract = {La pandemia de Coronavirus-19 (COVID-19) ha superado los cinco millones de casos en todo el mundo y sus consecuencias han sido devastadoras para la salud y la sociedad en general. Como parte de los protocolos sanitarios que buscan mitigar los efectos de la pandemia, se implementó el cierre de escuelas en la mayoría de los países; Chile no fue la excepción. En el marco de este artículo, se busca dar cuenta del impacto psicosocial de esta medida en las escuelas chilenas y ampliar la reflexión a Latinoamérica. En este sentido, se analizan fundamentalmente las decisiones gubernamentales a partir de la creación del programa Aprendo en Línea y se propone una contextualización y un contraste con las iniciativas adoptadas en otros países, para luego explorar las condiciones del ejercicio de la actividad docente y sus consecuencias en el contexto familiar, para terminar con el impacto en la relación entre las familias y las escuelas. Esto permite visualizar, una vez más, no solo la desigualdad estructural del sistema educativo chileno, sino también su mantenimiento y eventual profundización. Las discusiones y medidas por implementar a partir de la coyuntura actual plantean retos que, más allá del contexto particular de Chile, pueden hacerse extensivos a otros países de Latinoamérica.}, language = {es}, urldate = {2022-06-06}, journal = {Avances en Psicología Latinoamericana, 38(2), 1-17}, author = {Salas, Gonzalo and Santander, Priscilla and Precht Gandarillas, Andrea and Scholten, Hernán and Moretti, Renato and López-López, Wilson}, year = {2020}, note = {Accepted: 2020-11-12T13:39:51Z KerkoCite.ItemAlsoKnownAs: 2339240:CWNC5UZI 2405685:QUGY7FQY}, keywords = {⛔ No DOI found}, } @article{salas_covid-19_2020, title = {{COVID}-19: impacto psicosocial en la escuela en {Chile}. {Desigualdades} y desafíos para {Latinoamérica}}, volume = {38}, abstract = {The Coronavirus-19 (covid-19) pandemic has exceeded five million cases worldwide, and its consequences have been devastating for health and society in general. As part of the health protocols that seek to mitigate the pandemic’s effects, school closures were implemented in most countries, where Chile was no exception. In the framework of this article, we seek to give an account of the psychosocial impact of this initiative on Chilean schools and to broaden the reflection to the rest of Latin America. In this sense, we analyze government decisions since the creation of the Aprendo en Línea [I Learn Online] program and propose a contextualization and a contrast with the measures adopted in other countries. We then explore the conditions of the exercise of the teaching activity, its consequences in the family context, and the impact on the relationship between families and schools. This allows us to visualize, once again, not only the structural inequality of the Chilean education system but also its maintenance and eventual deepening. The discussions and measures to be implemented in the current situation pose challenges that, beyond the context of Chile, can be extended to other Latin American countries.}, language = {es}, journal = {Avances en Psicología Latinoamericana}, author = {Salas, Gonzalo and Santander, Priscilla and Precht, Andrea and Scholten, Hernán and Moretti, Renato and López-López, Wilson}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NNZKS2PJ 2405685:CUWC2WFF}, keywords = {⛔ No DOI found}, pages = {17}, } @article{salas_covid-19_2020, title = {{COVID}-19: impacto psicosocial en la escuela en {Chile}. {Desigualdades} y desafíos para {Latinoamérica}}, volume = {38}, abstract = {The Coronavirus-19 (covid-19) pandemic has exceeded five million cases worldwide, and its consequences have been devastating for health and society in general. As part of the health protocols that seek to mitigate the pandemic’s effects, school closures were implemented in most countries, where Chile was no exception. In the framework of this article, we seek to give an account of the psychosocial impact of this initiative on Chilean schools and to broaden the reflection to the rest of Latin America. In this sense, we analyze government decisions since the creation of the Aprendo en Línea [I Learn Online] program and propose a contextualization and a contrast with the measures adopted in other countries. We then explore the conditions of the exercise of the teaching activity, its consequences in the family context, and the impact on the relationship between families and schools. This allows us to visualize, once again, not only the structural inequality of the Chilean education system but also its maintenance and eventual deepening. The discussions and measures to be implemented in the current situation pose challenges that, beyond the context of Chile, can be extended to other Latin American countries.}, language = {es}, journal = {Avances en Psicología Latinoamericana}, author = {Salas, Gonzalo and Santander, Priscilla and Precht, Andrea and Scholten, Hernán and Moretti, Renato and López-López, Wilson}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NNZKS2PJ 2405685:CUWC2WFF}, keywords = {⛔ No DOI found}, pages = {17}, } @misc{salcab_salcab_2020, title = {{SALCAB} {\textbar} {Home}}, url = {https://www.salcab.sl/}, urldate = {2020-06-25}, author = {SALCAB}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:7LEIDSTB}, } @misc{sangwan_coronavirus_2020, title = {Coronavirus: {Edtech} unicorn {BYJU}’{S} free offer sees 150\% jump in new students}, shorttitle = {Coronavirus}, url = {https://yourstory.com/2020/04/edtech-unicorn-byjus-students-free-access-coronavirus}, abstract = {The initiative to support students to learn from home during coronavirus outbreak receives overwhelming response from metros and non-metros, BYJU'S said.}, language = {en}, urldate = {2020-06-10}, author = {Sangwan, Sujata}, year = {2020}, note = {Library Catalog: yourstory.com Section: Edtech KerkoCite.ItemAlsoKnownAs: 2339240:VRC6PFJK 2405685:JRCPS8TT}, } @techreport{save_our_future_averting_2020, title = {Averting an {Education} {Catastrophe} for the {World}’s {Children}}, url = {https://saveourfuture.world/white-paper/}, abstract = {Education faces a triple threat: 90\% of children in the world have had their education interrupted due to COVID-19. This...}, language = {en-GB}, urldate = {2020-12-02}, institution = {Save Our Future}, author = {{Save Our Future}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4AULX344 2339240:RENP5KKC 2339240:YMVZHQGD 2405685:CKAHAT9D 2405685:Q49R84ZM 2405685:T95RE4K7}, } @techreport{save_the_children_protect_2020, title = {Protect a generation: {The} impact of {Covid19} on children’s lives}, url = {https://resourcecentre.savethechildren.net/node/18218/pdf/vr59-01_protect_a_generation_report_en_0.pdf}, institution = {Save the Children}, author = {Save the Children}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EHFLZK6Q 2405685:QDUHFQZC}, } @techreport{sayed_teacher_2020, title = {Teacher professional development and curriculum: {Enhancing} teacher professionalism in {Africa} by {Education} {International} - {Issuu}}, shorttitle = {Teacher professional development and curriculum}, url = {https://issuu.com/educationinternational/docs/2020_ei-osf_research_enhancingteachingprofessionaf}, language = {en}, urldate = {2022-11-01}, institution = {Education International Research}, author = {Sayed, Yusuf and Bulgrin, Eva}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E4BGMVNV 2405685:8ZAX7AE9}, } @misc{schoolgate_schoolgate_2020, title = {{SchoolGate} {\textbar} {Home}}, url = {https://schoolgate.ng/}, urldate = {2020-07-07}, author = {SchoolGate}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:MPKF37CS}, } @article{schwartz_opportunities_2020, title = {Opportunities and challenges in using online learning to maintain continuity of instruction in {K}-12 schools in emergencies}, url = {https://www.researchgate.net/publication/340915460}, abstract = {Distance learning provides a way to continue instruction in emergencies and can support social distancing. As we have seen with the COVID-19 pandemic, prolonged school closures can occur with little warning. Lessons learned from prior prolonged school closures can inform much-needed planning for future ones. In the 2017 hurricane season, more than 1,000 schools in the United States experienced closures lasting 10 or more days. Yet, despite the rapid expansion of online instruction, little is known about schools’ use of it in public health and other emergencies. METHODS: In 2017-2018, we conducted 13 focus groups and 11 interviews with school practitioners to identify promising practices, barriers, and facilitators for distance learning in emergencies. RESULTS: We found few examples of use of distance learning during emergency school closures in 2017. While there are significant barriers to offering distance learning in an emergency, schools that already offer online learning prior to an emergency are best equipped to continue instruction during closures for some types of emergencies. CONCLUSIONS: Additional efforts could enhance preparedness for distance learning in K–12 schools in the framework of all-hazards preparedness.}, number = {April}, author = {Schwartz, H and Ahmed, F and Leschitz, J T and Uzicain, A and Uscher-Pines, L}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IZCKM5AZ}, keywords = {Blended Learning, Disasters, Distance Learning, Hurricanes, Influenza}, pages = {1--22}, } @inproceedings{schwartz_moving_2020, title = {Moving online : {Creating} effective tasks for analysis of teaching evidence}, abstract = {The use of examples of teaching videos becomes more prevalent in teacher education. Despite good teaching examples, a video cannot truly replace the real-life classroom experience. This paper presents the findings of a qualitative case study conducted in two teacher education courses during Spring 2020 semester. Due to the COVID-19 pandemic, field experiences were replaced by assignments administered online where teacher candidates watched and analyzed videos of expert teachers, and also analyzed their own videotaped teaching lessons. Results showed that teacher candidates became better at analyzing the teaching videos and appreciated the diversity of teaching examples. However, they also reported that they did not enjoy substituting real life experiences with online teaching videos.}, booktitle = {{EdMedia} + {Innovate} {Learning} 2020 {Online}}, author = {Schwartz, Jonathan and Mahiko, Joy}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:B5JLRT4F}, keywords = {⛔ No DOI found}, pages = {92--97}, } @article{schweik_world_2020, title = {World librarians: {A} socio-technical system providing library search services to offline schools and libraries in {Malawi}}, volume = {20}, shorttitle = {World librarians}, doi = {10.1016/j.wdp.2020.100234}, journal = {World Development Perspectives}, author = {Schweik, Charles M. and Meyer, Carl and Chinkondenji, Pempho and Smith, Jeremy and Mchenga, Promise}, year = {2020}, note = {Publisher: Elsevier shortDOI: 10/ghgn56 KerkoCite.ItemAlsoKnownAs: 10/ghgn56 2405685:C2FTH5HS}, pages = {100234}, } @inproceedings{semingson_virtual_2020, title = {“{Virtual} {Nagging}”: {Comprehension}-based external regulation and success support for online learners}, abstract = {Recent research and literature champions the power of nudge emails to coax students to make positive choices for their learning (Cavanagh \& Eastham, 2019). This roundtable session and paper n expands on this concept more broadly and provides a comprehensive overview on the literature of external regulation for helping online learners to stay organized, focused, motivated, and “on top of” readings and assignments within an online course. As literacy teacher educators, we encourage the use of comprehension-focused overviews to help students fully understand the scope of tasks at the course level and the module level. Due to the challenging nature of distance and the need to stay on track with the pace of distance learning, instructors need to be able to communicate and support students in a variety of ways using language-based virtual outreach. We deem this as “virtual nagging” due to our experiences with virtual communications outreach in an all online master’s level literacy teacher education program. We provide key}, booktitle = {{SITE} 2020}, author = {Semingson, Peggy and Owens, Dana and Kerns, William}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DNTWWN8Q}, keywords = {Distance/Flexible Education, Instructional Design, ⛔ No DOI found}, pages = {2096--2100}, } @misc{sengeh_education_2020, title = {Education service transformation in {Sierra} {Leone}: {Where} policy meets the people}, url = {https://www.globalpartnership.org/blog/education-service-transformation-sierra-leone-where-policy-meets-people}, author = {Sengeh, David}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y5AL4GBH 2405685:CL5T3HVF}, } @misc{sengeh_transforming_2020, title = {Transforming education service delivery in {Sierra} {Leone}: from evidence to action}, shorttitle = {Transforming education service delivery in {Sierra} {Leone}}, url = {https://www.globalpartnership.org/blog/transforming-education-service-delivery-sierra-leone-evidence-action}, abstract = {Sierra Leone’s education system has been plagued by events that have challenged the effective delivery of high-quality education for every child for nearly three decades. But thanks to a program launched in 2018, the government is achieving greater access, quality, and equity for children by removing financial barriers to school enrollment and improving teaching and learning outcomes.}, language = {en}, urldate = {2020-12-17}, journal = {Global Partnership for Education}, author = {Sengeh, David Moinina and May-Wilson, Hannah}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BFQBRATB 2405685:PS758V8V}, } @article{senjam_assistive_2020, title = {Assistive technology for students with visual disability in schools for the blind in {Delhi}}, volume = {15}, issn = {1748-3107}, url = {https://doi.org/10.1080/17483107.2019.1604829}, doi = {10.1080/17483107.2019.1604829}, abstract = {Background: To understand the awareness and utilization of assistive technology in students at schools for the blind in Delhi.Methods: A cross sectional study was conducted among 250 students selected randomly from 10 blind schools in Delhi. Binocular distance presenting and pinhole vision acuity were assessed using Snellen “E” chart and a multiple pinhole occluder. Students were also interviewed using a questionnaire about 42 assistive devices to understand their awareness and use.Results: Male participants were 72.8\%. Of the total, 27.6\% students had best corrected visual acuity {\textless}6/18 to 1/60, and the rest had {\textless}1/60 vision. The awareness about tactile and sound-based technology was good among students: Braille books (98\%), Braille slate and stylus (99.2\%), handheld audio recorders (77.6\%) and screen readers (77.2\%). Good awareness was reported for abacus (88.8\%), walking long canes (94.4\%) and smart cane (89.6\%), audible balls (96\%), Braille chess (82.8\%) and talking watch (98\%). Among the students with {\textless}6/18 to 1/60 vision, the awareness of visual based technology ranged from 0.8\% (typoscope) to 43.6\% (video magnifiers). Braille technology was used for reading by 96.4\% (books) and for writing by 96.8\% (Braille slate and stylus) irrespective of visual status. Other devices were poorly used ranging from nil (typoscope) to 55\% (screen readers). The use of math and science learning devices was poor ({\textless}20\%). Walking canes were used by 59\% of students whereas 87.2\% students used audible ball for games.Conclusion: The results showed that majority of students used tactile based technology irrespective of visual status.Implications for rehabilitationStudents with visual disability need assistive technology for a wide range of activities including academic learning.Students in schools for the blind who have binocular best corrected vision acuity of 1/60 or better should be encouraged to use visual based assistive technology instead of tactile based.Students with binocular best corrected vision acuity less than1/60 should be encouraged to use other available tactile and sound-based assistive technologies as well as Braille books and Braille slate and stylus for their academic activities including maths and sciences.Teachers should be trained in the use of various assistive technologies for reading, writing, maths, sciences, sports, mobility and activities of daily living.}, number = {6}, urldate = {2021-03-04}, journal = {Disability and Rehabilitation: Assistive Technology}, author = {Senjam, Suraj Singh and Foster, Allen and Bascaran, Covadonga and Vashist, Praveen and Gupta, Vivek}, year = {2020}, pmid = {31012740}, note = {Publisher: Taylor \& Francis \_eprint: https://doi.org/10.1080/17483107.2019.1604829 KerkoCite.ItemAlsoKnownAs: 10.1080/17483107.2019.1604829 2339240:4RW4RDTW 2405685:W56E2AD8}, keywords = {Assistive technology, awareness, blind schools, utilization, visual disability}, pages = {663--669}, } @misc{sesame_workshop_sisimpur_2020, title = {Sisimpur {\textbar} {Sesame} {Workshop}}, url = {https://www.sesameworkshop.org/what-we-do/shows/sisimpur}, urldate = {2020-06-09}, author = {{Sesame Workshop}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KVF62JP5 2405685:VI6BNSHZ 4803016:IRMRT8SQ}, } @article{shamim_miah_e-learning_2020, title = {E-{Learning} in {Bangladesh}: {A} {Study} of {Teachers}’ {Behavioral} {Orientation} and {Affective} {Alignment} in the {Post}-{New} {Normal}}, volume = {2}, issn = {26410230}, shorttitle = {E-{Learning} in {Bangladesh}}, url = {http://learning-gate.com/index.php/2641-0230/article/view/79}, doi = {10.33094/26410230.2020.21.16.35}, abstract = {This study explores the teachers’ behavioral and affective orientation to e-learning that is in practice at all the levels of education in Bangladesh i.e. primary school, secondary school, higher secondary school, college, and university. By investigating the reasons for such disarray, it proposes solutions to overcome them. It acquired its data through online surveys followed by quantitative analysis through descriptive inferential analogies of the logarithmically represented findings. The result of the study documents that teachers’ preparation, technological know-how and adaptation to the e-learning platforms, their methods of teaching, measurement of outcomes, and mapping of curricula suggest that e-learning in Bangladesh is vitiated due to the diffusion in the teaching staff demographics and diluted apprehension of the e-learning. The paper’s primary findings show that Bangladesh’s progress from Education 1.0 to Education 3.0 is more affective and behavioral than cognitive in the implementation; wherein, the very concept of e-learning is diluted or spun around the idea of education via some usage of technology only, more specifically web conference applications which is indicative of Education 2.0 practices. There is no distinction made that separates online learning from e-learning, e-learning from distance and distance from blended learning, etc. in the current environment.}, language = {en}, number = {1}, urldate = {2021-05-19}, journal = {Contemporary Research in Education and English Language Teaching}, author = {Shamim Miah, A.S.M and Rasel Kabir, Md and Sultana, Sarmin}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.33094/26410230.2020.21.16.35 10/gj37h5 2339240:A7RYDPHH 2405685:KVRAQU2P}, pages = {16--35}, } @article{shettima_significance_2020, title = {Significance of {Radio} and {Television} {Learning} {Programmes} on the {Academic} {Achievement} of {Learners} during {COVID}-19 {Lockdown} in {Maiduguri}, {Borno} {State}, {Nigeria}}, volume = {8}, issn = {2467-8562}, url = {https://seahipaj.org/journals-ci/sept-2020/IJIISTR/full/IJIISTR-S-6-2020.pdf}, abstract = {This study examines the significance of Radio and Television learning programmes on the academic achievement of learners during the COVID-19 lockdown in Maiduguri, Borno State, Nigeria. There are three research questions and one null hypothesis formulated for the study. Using Krejcie and Morgan (1970) statistical table, a population of 217 respondents were drawn from a sample size 500 as the sample for the study. The research questions were answered using percentages and the null hypothesis was tested using Chi-Square (X2) at 5\% level of significance. The findings of research questions one show that, Radio and Television Learning programmes have significant impact on the academic achievement of learners (X2=16.43; P{\textgreater}0.05). Similarly, analysis of research question two shows that, learners have interest in listening or viewing on the Radio and Television learning programmes (X2=23.41; P{\textgreater}0.05). Furthermore, findings of research question three indicated that Radio and Television learning programmes were up to educational standard which are easily understood by the learners (X2=38.16; P{\textgreater}0.05). In conclusion, Radio and Television learning programmes have impacted positively on the academic achievement of learners in nursery, primary and secondary schools. These educational learning programmes may help in mitigating idleness and non-study of learners during the COVID-19 lockdown in the country.}, language = {en}, number = {3}, journal = {International Journal of Innovative Information Systems \& Technology Research}, author = {Shettima, Y and Makinta, A W and Tomsu, S M}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6KC9UHJS 2405685:H6DXAQZY}, keywords = {⛔ No DOI found}, pages = {54--60}, } @inproceedings{shin_guessing_2020, address = {New York, NY, USA}, series = {{CHI} {EA} '20}, title = {Guessing or solving? {Exploring} the use of motion features from educational game logs}, isbn = {978-1-4503-6819-3}, shorttitle = {Guessing or {Solving}?}, url = {https://doi.org/10.1145/3334480.3383005}, doi = {10.1145/3334480.3383005}, abstract = {A learner's guessing behavior while playing educational games can be a key indicator of her disengagement that impacts learning negatively. To distinguish a learner's guessing behavior from solution behavior, we present an explorative study of using motion features, which represent a learner's finger movements on a tablet screen. Our data was collected from the Missing Number game of KitKit School, a tablet-based math game designed for children from pre-K to grade 2 in elementary school. A total of 5,040 problem solving logs, which were collected from 168 students, were analyzed. A two-sample t-test showed a significant difference between guessing and solution behavior for four groups of motion features that indicate distance, curvedness, complexity, and pause (p{\textless}0.001). Additionally, our empirical results showed the possibility of using motion features in automatic detection of guessing behavior. Our best model yielded an accuracy of 0.778 and AUC value of 0.851 by using the random forest classifier.}, urldate = {2021-01-05}, booktitle = {Extended {Abstracts} of the 2020 {CHI} {Conference} on {Human} {Factors} in {Computing} {Systems}}, publisher = {Association for Computing Machinery}, author = {Shin, Hyunjin and Kim, Bugeun and Gweon, Gahgene}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3334480.3383005 2339240:9GZ5Q6U8 2405685:723DJXQU}, keywords = {educational game, guessing behavior, learning analytics, motion features, touch log}, pages = {1--8}, } @article{shraim_use_2020, title = {The use of technology to continue learning in {Palestine} disrupted with {COVID}-19}, volume = {15}, url = {https://zenodo.org/record/4292589#.YIqV4ehKg1I}, doi = {10.5281/zenodo.4292589}, abstract = {This qualitative study examined how decision-makers and teachers have responded to offer education for all Palestinian students at the immediate onset of the COVID-19 outbreak and how technology is being used to continue education online. Semi-structured interviews were conducted with 20 participants from parents, teachers and decision-makers in Palestine. Interview transcripts were coded using a grounded theory design with a constant comparative method. The findings show that participants identified that technologies such as mobile devices, social media and cloud computing would be useful for design and delivery of educational materials as well as raising safety awareness, and communication during the COVID-19 pandemic in Palestine. The findings also identify various challenges including the widening of the education's digital divide and an increasingly negative attitude towards online education. The data also indicate that the first wave of the COVID-19 experience could be the roadmap for wave two and for the transition to sustainable online learning as a supplement to the traditional learning methods and not as a replacement. This research further demonstrates that teachers who are early adopters have a significant role in influencing both students and other teachers to adopt the transformation to online learning. In addition, the national and international initiatives with a multi-stakeholder partnership could provide sustained, long-term, real solutions for online learning.}, language = {eng}, number = {2}, urldate = {2021-04-29}, journal = {Asian Journal of Distance Education}, author = {Shraim, Khitam and Crompton, Helen}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4292589 2339240:9KLRL9AJ 2405685:5RN8D4UA 2405685:6HK5A9NC}, keywords = {Online learning, technology, COVID-19, pandemic, emergency remote teaching, covid-19, emergency remote teaching, online learning, pandemic, technology, ⛔ No DOI found}, pages = {1--20}, } @article{shukia_fee-free_2020, title = {Fee-free basic education policy implementation in {Tanzania}: {A} ‘phenomenon’ worth rethinking}, volume = {27}, copyright = {Copyright (c)}, issn = {0856-6739}, shorttitle = {Fee-free {Basic} {Education} {Policy} {Implementation} in {Tanzania}}, url = {https://www.ajol.info/index.php/huria/article/view/204346}, abstract = {This paper is based on a study that employed qualitative research methods to examine the implementation of the fee-free basic education policy in Tanzania. The study reveals that, the policy is misapprehended, and causing confusion and dissonance among key implementers including heads of schools and parents, and it is threatening the quality delivery of education. However, there is no doubt that the implementation of the fee-free education policy has significantly promoted access to basic education for children from various socio-economic backgrounds. Thus, this paper argues that the implementation of the fee-free basic education policy, albeit commendable, it is not a panacea to achieving equitable access and quality education delivery for all. Hence, the policy and its implementation is a ‘phenomenon’ worth rethinking for Tanzania to realise equitable and quality universal basic education.}, language = {en}, number = {1}, urldate = {2022-11-13}, journal = {Huria: Journal of the Open University of Tanzania}, author = {Shukia, Richard}, year = {2020}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 2339240:6RMCK4LX 2405685:PNIU3NYC 4656463:7B2HMMKG}, keywords = {Fee-free education policy, basic education, policy implementation and Tanzania, ⛔ No DOI found}, } @techreport{siddiquee_understanding_2020, address = {Dhaka}, type = {Working {Paper}}, title = {Understanding the first and second digital divides in rural {Bangladesh}: internet access, online skills, and usage}, url = {https://bigd.bracu.ac.bd/wp-content/uploads/2021/03/Understanding-the-First-and-Second-Digital-Divides-in-Rural-Bangladesh_working-paper.pdf}, number = {59}, urldate = {2021-10-25}, institution = {BRAC Institute of Governance and Development (BIGD)}, author = {Siddiquee, Muhammad Shahadat Hossain and Islam, Md. Saiful}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H7E4MIUY 2405685:82R7AZNN}, } @techreport{singal_background_2020, title = {Background paper for the {Inclusion} and {Education}: {Role} of non-government organisations as providers of and advocates for inclusive education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373684}, urldate = {2021-03-16}, author = {Singal, N}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RJP6SHZW 2405685:7IK2C6NW}, } @techreport{singh_rapid_2020, title = {Rapid {Review} of {Assistive} {Technologies} for {Persons} with {Disability} in {India}}, url = {https://www.gov.uk/research-for-development-outputs/rapid-review-of-assistive-technologies-for-persons-with-disability-in-india}, abstract = {The purpose of this study is to support a better understanding of the evidence on assistive technology and support an effective response}, language = {en}, urldate = {2020-12-10}, institution = {Amaltas Consulting Private Ltd}, author = {Singh, Suneeta and Tomar, Manika and Mahendra, Vaishali S}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VYF37XAM 2405685:MZX67MYD}, } @article{sintema_effect_2020, title = {Effect of {COVID}-19 on the performance of grade 12 students: {Implications} for {STEM} education}, volume = {16}, doi = {10.29333/EJMSTE/7893}, abstract = {With all learning institutions pre-maturely closed on 20 March 2020 and all citizens advised to self-isolate in a bid to control the spread of COVID-19, it was hypothesized that COVID-19 would negatively impact on the performance of students in the 2020 Grade 12 national examinations vis-a-vis mathematics, science and design and technology subjects. An observed steady increase in the number of COVID-19 confirmed cases and the low levels of technology use in secondary schools in Zambia due to limited technology resources signifies a very difficult period in a young country which has just rolled out a nation-wide implementation of STEM education, This study collected data from three teachers at a public secondary school in Chipata District of Eastern Province in the Republic of Zambia. The Head of Department for Mathematics, the Head of Natural Sciences Department and one science teacher were interviewed. Semi-structured interviews via mobile phone were used to collect views of what these specialists thought would be the COVID-19 effects on the general performance of students in their subject areas. Results of this study revealed that there is likely to be a drop in the pass percentage of secondary school students in this year's national examinations if the COVID-19 epidemic is not contained in the shortest possible time considering that the school academic calendar was abruptly disturbed by the early untimely closure of all schools in the country.}, number = {7}, journal = {Eurasia Journal of Mathematics, Science and Technology Education}, author = {Sintema, Edgar John}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.29333/EJMSTE/7893 2405685:K39RXN35}, keywords = {COVID-19, Mathematics education, STEM subjects, Zambia}, pages = {1--6}, } @misc{siyavula_our_2020, title = {Our {Work}}, url = {https://www.siyavulaeducation.com/work-oer.html}, urldate = {2020-08-18}, author = {Siyavula}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZW9VCC9E 2405685:VIRNTJP9}, } @misc{skoll_foundation_learning_2020, title = {Learning without {Schools}? {Education}, {Relief}, and {Government} {Partnerships} during {COVID}-19}, shorttitle = {Webinar}, url = {https://www.youtube.com/watch?v=skZuZ8sSLjI}, abstract = {Join to hear about how two large school systems, in Pakistan and West Africa, are partnering with governments and NGOs to educate children at home without internet access. This is a case study on how local leaders, including a Skoll Awardee, see the challenge of education, relief, and partnerships during COVID-19. Panel: - Susannah Hares, Center for Global Development - Mushtaq Chhapra, TCF Co-Founder - Riaz Kamlani, TCF EVP - Paul Skidmore, Rising Academy Network Moderator: Shashi Buluswar, UC Berkeley, Institute for Transformative Technologies}, language = {EN}, urldate = {2020-04-06}, author = {Skoll Foundation}, year = {2020}, note = {EdTechHub.Source: 2129771:X8MZMPUI KerkoCite.ItemAlsoKnownAs: 2129771:X8MZMPUI 2339240:7WIWVAEE 2405685:MIE53XIS}, } @misc{slade_hacking_2020, title = {Hacking {Tangerine} for {Covid}-19: more than just data collection}, url = {https://shared.rti.org/content/hacking-tangerine-covid-19-more-just-data-collection}, urldate = {2022-07-01}, author = {Slade, Timothy}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JBKIQHF5 2486141:5DNFKXTP}, } @techreport{social_impact_early_2020, title = {Early {Grade} {Reading} {Evaluation} in {Ghana}: {Unprecedented} {Results} and {Policy} {Impacts}}, url = {https://2ed20v44ucst1ujckp24w1ks-wpengine.netdna-ssl.com/wp-content/uploads/2020/03/Ghana-EGRA-1-Pager-V2.pdf}, urldate = {2020-06-29}, author = {Social Impact}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QH4KTW9X}, } @techreport{soon-shiong_using_2020, address = {Oxford}, title = {Using digital technologies to re-imagine cash transfers during the {Covid}-19 crisis}, url = {https://www.bsg.ox.ac.uk/sites/default/files/2020-05/using_digital_technologies_to_re_imagine_cash_transfers_during_the_covid_19_crisis_0.pdf}, number = {Paper 2}, institution = {University of Oxford}, author = {Soon-Shiong, Nika and Qhotsokoane, Tebello and Phillips, Toby}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XN8NAIVK 2405685:MCN3V6ZZ}, } @techreport{south_sudan_education_cluster_south_2020, title = {South {Sudan} {COVID} 19 {Preparedness} and {Response} {Plan} 2020}, url = {https://inee.org/system/files/resources/SSEC_COVID%2019%20Prep%20%20Response%20Strategy%20-%20April%202020.pdf}, urldate = {2020-06-09}, author = {South Sudan Education Cluster}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ED3495VC 2405685:6WWWVH6V}, } @article{spaull_race_2020, title = {The {Race} between {Teacher} {Wages} and the {Budget}}, language = {en}, journal = {Research on Socioeconomic Policy (RESEP) Stellenbosch University}, author = {Spaull, Nic and Lilenstein, Adaiah and Carel, David}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VXU7ZM9N 2405685:8799HNXM 4656463:XQTA5NKP}, keywords = {⛔ No DOI found}, } @techreport{spence_rapid_2020, type = {Rapid {Evidence} {Review}}, title = {A {Rapid} {Evidence} {Assessment} of the effectiveness of educational interventions to support children and young people with vision impairment}, url = {https://assets.publishing.service.gov.uk/media/5ed6321bd3bf7f4606f1e15b/DFID-AT_Report.pdf}, number = {134}, author = {Spence, A}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8EVJPNUI 2405685:YDMCRHI6}, } @techreport{state_department_of_early_learning_and_basic_education_kenya_kenya_2020, title = {Kenya {Basic} {Education} {COVID}-19 {Emergency} {Response} {Plan}}, url = {https://www.education.go.ke/images/Kenya_basic_Education_COVID-19_Emergency_Response_Plan-compressed.pdf}, urldate = {2020-07-01}, author = {State Department of Early Learning {and} Basic Education, Kenya}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:REVZSN4B}, } @techreport{steinmetz_mobile_2020, address = {Washington, D.C.}, title = {Mobile {Distance} \& {Hybrid} {Education} {Solutions}}, url = {https://documents1.worldbank.org/curated/en/099005004142234286/pdf/P1742520b4f05a02609fe50bf0f92f57053.pdf}, urldate = {2022-06-25}, institution = {World Bank Group}, author = {Steinmetz, Marisa Giulia Kyra Solveigh Carolin}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:87G5SZHC 2405685:L5HM7Q3W}, } @article{stumpf_gender-inclusive_2020, title = {Gender-inclusive {HCI} research and design: {A} conceptual review}, volume = {13}, issn = {1551-3955, 1551-3963}, shorttitle = {Gender-{Inclusive} {HCI} {Research} and {Design}}, url = {https://www.nowpublishers.com/article/Details/HCI-056}, doi = {10.1561/1100000056}, abstract = {Gender-Inclusive HCI Research and Design: A Conceptual Review}, language = {English}, number = {1}, urldate = {2021-04-29}, journal = {Foundations and Trends® in Human–Computer Interaction}, author = {Stumpf, Simone and Peters, Anicia and Bardzell, Shaowen and Burnett, Margaret and Busse, Daniela and Cauchard, Jessica and Churchill, Elizabeth}, year = {2020}, note = {Publisher: Now Publishers, Inc. KerkoCite.ItemAlsoKnownAs: 10.1561/1100000056 2339240:2TSP92PG 2405685:QH4WY97J}, pages = {1--69}, } @techreport{sukhbaatar_contexts_2020, address = {Hungary}, title = {Contexts of {School} and {Pastoralist} {Family} {Communication} in {Rural} {Mongolia}: {An} {Ecological} {Model}}, language = {en}, number = {PhD Dissertation}, institution = {University of Szeged}, author = {Sukhbaatar, Batdulam}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ST2DQJ3J 2405685:RPCLXRBV}, pages = {170}, } @misc{surf_white_2020, title = {White paper {Online} proctoring. {Questions} and answers about remote proctoring. {\textbar} {SURF}.nl}, url = {https://www.surf.nl/en/white-paper-online-proctoring-questions-and-answers-about-remote-proctoring}, abstract = {Online proctoring (or invigilation) offers opportunities for international and flexible education.}, language = {en}, urldate = {2022-03-01}, journal = {SURF}, author = {{SURF}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VS3SPUUD 2405685:S74MUBA2}, } @incollection{suri_ethical_2020, address = {Wiesbaden}, title = {Ethical {Considerations} of {Conducting} {Systematic} {Reviews} in {Educational} {Research}}, isbn = {978-3-658-27602-7}, url = {https://doi.org/10.1007/978-3-658-27602-7_3}, abstract = {Ethical considerations of conducting systematic reviews in educational research are not typically discussed explicitly. However, systematic reviews are frequently read and cited in documents that influence educational policy and practice. Hence, ethical issues associated with what and how systematic reviews are produced and used have serious implications. It becomes imperative for systematic reviewers to reflexively engage with a variety of ethical issues associated with potential conflicts of interest and issues of voice and representation. This chapter discusses how systematic reviewers can draw upon the philosophical traditions of consequentialism, deontology or virtue ethics to situate their ethical decision-making.}, language = {en}, urldate = {2021-06-08}, booktitle = {Systematic {Reviews} in {Educational} {Research}: {Methodology}, {Perspectives} and {Application}}, publisher = {Springer Fachmedien}, author = {Suri, Harsh}, editor = {Zawacki-Richter, Olaf and Kerres, Michael and Bedenlier, Svenja and Bond, Melissa and Buntins, Katja}, year = {2020}, doi = {10.1007/978-3-658-27602-7_3}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7\_3 2339240:DDKKD44X 2405685:BJ7HJNYK 2405685:JETVW5EF 2405685:UE5QR8M6}, pages = {41--54}, } @misc{sydow_mobile_2020, title = {Mobile {Minute}: {Global} {Classrooms} {Rely} on {Education} {Apps} {As} {Remote} {Learning} {Accelerates}}, shorttitle = {Mobile {Minute}}, url = {https://www.appannie.com/en/insights/mobile-minute/education-apps-grow-remote-learning-coronavirus/}, language = {en}, journal = {App Annie}, author = {Sydow, Lexi}, year = {2020}, note = {Library Catalog: www.appannie.com KerkoCite.ItemAlsoKnownAs: 2339240:H445R5CL 2405685:B8X54Z7D}, } @techreport{szabo_global_2020, title = {The {Global} {Girlhood} {Report} 2020: {How} {COVID}-19 is putting progress in peril}, shorttitle = {The {Global} {Girlhood} {Report} 2020}, url = {https://resourcecentre.savethechildren.net/node/18201/pdf/global_girlhood_report_2020_africa_version_2.pdf}, language = {en}, urldate = {2020-12-02}, institution = {Save The Children}, author = {Szabo, Gabrielle and Edwards, Jess}, year = {2020}, note = {zotzenLib.CopiedFrom: 2339240:IAJRKWHS KerkoCite.ItemAlsoKnownAs: 2339240:IAJRKWHS 2405685:3WY5JKH3 2405685:GI2SM8DU}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{szente_live_2020, title = {Live virtual sessions with toddlers and preschoolers amid {COVID}-19: {Implications} for early childhood teacher education}, volume = {28}, abstract = {This paper shares reflections on over 50 live Zoom instructional lessons with toddlers and preschoolers amid the first three weeks of school closures due to COVID-19 in the State of Florida. Reflections resulted in three themes such as 1) Implementing digital sessions with young children; 2) Establishing and maintaining home-based child engagement through technology; and 3) Ensuring family involvement/engagement through technology. Implications and recommendations are provided for early childhood teacher education programs and in-service professional development opportunities to ensure that teachers are better prepared for teaching and learning in an online environment.}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Szente, Judit}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QBMYTTSJ}, keywords = {Access to Computers, Communicable Diseases, Disease Control, Distance Education, Early Childhood Teachers, Educational Technology, Faculty Development, Family Involvement, Online Courses, Preschool Children, Preservice Teacher Education, Technological Literacy, Toddlers, ⛔ No DOI found}, pages = {373--380}, } @article{taftaf_supporting_2020, title = {Supporting {Refugee} {Distance} {Education}: {A} {Review} of the {Literature}}, volume = {34}, shorttitle = {Supporting {Refugee} {Distance} {Education}}, doi = {10.1080/08923647.2020.1691411}, abstract = {The sudden influx of refugees into countries around the world has caused a complicated, multi-faceted, international refugee crisis. Refugees, whether in camps or urban areas, face a myriad of problems and obstacles, yet one of the most critical issues young refugees face is the lack of educational opportunities and/or resources. United Nations International Children’s Emergency Fund warns that this lack of education could potentially create a “lost generation” which may lead to serious implications, not only for these young refugees but also to surrounding, nearby societies. This paper seeks to understand if and how Information and Communication Technology (ICTs) have been reported in the literature as being used in different contexts to connect young refugees with high quality educational opportunities, and whether the urban or camp contexts impact these opportunities. The results of this review of the literature indicate that a number of different ICTs have successfully been used in a variety of different educational settings and for a variety of purposes. Additionally, where a refugee lives could impact the accessibility and nature of the ICT tools available to provide an education.}, number = {1}, journal = {American Journal of Distance Education}, author = {Taftaf, Randa and Williams, Christy}, year = {2020}, note = {shortDOI: 10/ggtbqz KerkoCite.ItemAlsoKnownAs: 10.1080/08923647.2020.1691411 10/ggtbqz 2339240:657SIDHS 2405685:UNCYZZY6}, keywords = {Google Scholar/ "refugee education" ICT, RER theme\_pedagogies and modalities}, pages = {5--18}, } @article{tang_qualitative_2020, title = {A qualitative inquiry of {K}-12 teachers experience with open educational practices}, volume = {21}, doi = {10.19173/irrodl.v21i3.4750}, number = {3}, journal = {International Review of Research in Open and Distributed Learning}, author = {Tang, Hengtao}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v21i3.4750 2405685:EEV3GZ4F}, pages = {211--229}, } @misc{tanzania_communications_regulatory_authority_quarterly_2020, title = {Quarterly {Communication} {Statistics} {January}-{March} 2020}, url = {https://www.tcra.go.tz/statistic_document/8/march}, author = {Tanzania Communications Regulatory Authority}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NLKYN8IL 2405685:S3VMTZDL}, } @techreport{taulo_unlock_2020, title = {Unlock {Education} for {All}: {Focus} on {Children} {Furthest} {Behind}}, url = {https://saveourfuture.world/wp-content/uploads/2020/10/Unlock-Education-for-All-Focus-on-the-Furthest-Behind_SOF_BP5-1.pdf}, institution = {Save Our Future}, author = {Taulo, Wongani Grace and Bergmann, Jessica and Dreesen, Thomas and Nugroho, Dita}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PH8HEKCC 2405685:3KBXL6BB}, } @misc{teaching_at_the_right_level_teaching_2020, title = {Teaching at the {Right} {Level}: {Evidence}}, url = {https://www.teachingattherightlevel.org/evidence/}, abstract = {Rigorous evidence shows that, when effectively implemented, TaRL improves learning outcomes. Through a series of randomised evaluations, researchers...}, language = {en-ZA}, urldate = {2020-07-31}, journal = {Teaching at the Right Level}, author = {Teaching at the Right Level}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NNYRTKAL 2405685:9A8QL94P}, } @misc{teaching_service_commission_national_2020, title = {National {Policy} on {Teacher} {Management}}, url = {https://tsc.gov.sl/wp-content/uploads/2020/10/Teacher-Management-Policy-for-Sierra-Leone.pdf}, language = {en}, author = {Teaching Service Commission}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QRKTWTKL 2339240:SMJ7WD8H 2405685:HE9FKMPG 2405685:K33VF78D}, } @misc{teaching_service_commission_sierra_2020, title = {Sierra {Leone} {Education} {Attendance} {Monitoring} {System}}, url = {https://sleams.org/}, urldate = {2020-12-17}, author = {Teaching Service Commission}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CLIEEVEU 2405685:XV88ZYD7}, } @techreport{teaching_service_commission_teacher_2020, title = {Teacher {Management} {Policy} for {Sierra} {Leone}}, url = {https://tsc.gov.sl/policies/}, author = {Teaching Service Commission}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ILC2GGZX 2129771:XQMFH5JU 2339240:5QZ2N3GQ 2339240:QSY3I4ZA 2405685:M6F97ARN 2405685:RFT2PNDX 4556019:49UIZ3SU}, keywords = {\_C:Sierra Leone SLE}, } @misc{telone_telone_2020, title = {{TelOne} {\textbar} {Home}}, url = {https://www.telone.co.zw/News/Details/telone-launches-digital-education-platform-}, urldate = {2020-06-27}, author = {TelOne}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:CBSKL2WY}, } @misc{terry_factors_2020, title = {Factors {That} {Affect} {Grade} {Nine} {Students} in {Rawalpindi}, {Pakistan}}, url = {https://eric.ed.gov/?id=ED603620}, abstract = {In an attempt to investigate concerns expressed by high school counselors, the researchers developed a quantitative Likert-scale questionnaire to assess the relationships among school experiences and video gaming and texting. Questions about video gaming and texting appeared with other questions about social relations, extra-curricular activities, and leisure-time activities. Two schools in Rawalpindi, Pakistan, were the focus for data collection and analysis. Complete data sets were obtained for 205 grade 9 students (95 males and 110 females), based on anonymized school records and questionnaire responses. The researchers determined Spearman rho correlations with calculations of two-tailed probability of error. Non-educational video gaming correlated with school experiences and relationships with parents and peers. Recreational texting also correlated with school experiences and relationships with parents and peers. Other interesting correlations involved other non-academic activities, peer relationships, school experiences, and self-concept. This report includes the 35 correlations assessed as moderate, fair, or good in strength, separated by gender and collated into 11 tables. The researchers recommend that school professionals advise parents and students of the potentially harmful effects of excessively playing video games and texting.}, language = {en}, urldate = {2020-12-01}, author = {Terry, Marion and Malik, Amjad and Chohan, Bushra}, year = {2020}, note = {ISSN: EISSN- Publication Title: Online Submission KerkoCite.ItemAlsoKnownAs: 2339240:YJZAA2FL 2405685:C9ETASW6}, keywords = {Academic Achievement, Adolescents, Correlation, Extracurricular Activities, Foreign Countries, Gender Differences, Grade 9, Handheld Devices, High School Students, Leisure Time, Parent Child Relationship, Peer Relationship, Self Concept, Student Behavior, Telecommunications, Video Games}, } @misc{tessa_about_2020, title = {About us}, url = {http://www.tessafrica.net/about-us}, urldate = {2020-06-26}, author = {TESSA}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:46UZDFF4}, } @article{the_citizen_education_2020, title = {Education {PS} dismissal draws mixed reactions}, url = {https://www.thecitizen.co.tz/tanzania/news/-education-ps-dismissal-draws-mixed-reactions-2717554}, abstract = {Education stakeholders were yesterday shocked over the drastic steps taken against former deputy permanent secretary (PS) in the ministry of Education, Dr Ave Maria Semakafu, after announcing...}, language = {en}, urldate = {2021-01-20}, journal = {The Citizen}, author = {{The Citizen}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T5JI6JBW 2405685:72YESR3V}, } @article{the_economist_how_2020, title = {How covid-19 is interrupting children’s education}, issn = {0013-0613}, url = {https://www.economist.com/international/2020/03/19/how-covid-19-is-interrupting-childrens-education}, abstract = {Almost a billion children have seen their schools close}, urldate = {2020-03-30}, journal = {The Economist}, author = {The Economist}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XDKMUTEZ 2405685:9WE5ZGTX}, } @misc{the_edtech_hub_edtech_2020, title = {{EdTech} {Hub} {Strategy}: {Mitigating} the impact of {COVID}-19 on equitable education access and learning}, url = {https://docs.google.com/document/d/1g1-8MqV9KBjd0W5mPtorHH0M3uuuiV-SZBe_pH6b81Y/edit}, author = {The EdTech Hub}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z9NRHELL 2405685:ID5A529H}, } @techreport{the_institute_of_ethical_ai_in_education_developing_2020, title = {Developing a {Shared} {Vision} of {Ethical} {AI} in {Education}: {An} invitation to participate}, institution = {University of Buckingham}, author = {The Institute of Ethical AI in Education}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:WVH49MCW}, } @misc{the_national_treasury_and_planning_national_2020, title = {The {National} {Treasury} and {Planning} (@{KeTreasury})}, url = {https://twitter.com/ketreasury}, language = {en}, urldate = {2020-07-01}, journal = {Twitter}, author = {The National Treasury {and} Planning}, year = {2020}, note = {Library Catalog: twitter.com KerkoCite.ItemAlsoKnownAs: 2405685:X4JIFPPY}, } @misc{the_open_university_tessa_2020, title = {{TESSA}}, url = {http://www.open.ac.uk/about/international-development/projects-and-programmes/tessa-teacher-education-sub-saharan-africa}, urldate = {2020-06-28}, author = {The Open University}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UI76E623}, } @misc{the_presidential_delivery_unit_malawi_2020, title = {Malawi {ICT} and {Digitalization} {Policy} {Roadmap} 2022-2026 ({Draft})}, url = {https://www.intgovforum.org/en/filedepot_download/258/21450}, urldate = {2022-12-10}, author = {The Presidential Delivery Unit}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M7X7ND37 2405685:VAIVNKWI}, } @article{thompson_inclusive_2020, title = {Inclusive considerations for optimal online learning in times of disasters and crises}, volume = {121}, doi = {10.1108/ILS-04-2020-0083}, abstract = {Purpose: Special submission format guidelines indicate to insert placeholder and upload full abstract. Design/methodology/approach: Special submission format guidelines indicate to insert placeholder and upload full abstract. Findings: Special submission format guidelines indicate to insert placeholder and upload full abstract. Research limitations/implications: Special submission format guidelines indicate to insert placeholder and upload full abstract. Practical implications: Special submission format guidelines indicate to insert placeholder and upload full abstract. Social implications: Special submission format guidelines indicate to insert placeholder and upload full abstract. Originality/value: Special submission format guidelines indicate to insert placeholder and upload full abstract.}, number = {7}, journal = {Information and Learning Science}, author = {Thompson, Kim M and Copeland, Clayton}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0083 2405685:348CQHBQ}, keywords = {Course design, Diversity, Equity, Evidence-based practice, Inclusion, Inclusive pedagogy, Learning environment, Universal design for learning, pedagogy}, pages = {481--486}, } @article{trikoilis_potential_2020, title = {The potential of research for professional development in isolated settings during the {COVID}-19 crisis and beyond}, volume = {28}, abstract = {The global COVID-19 pandemic has created the urgent need for quality online instruction throughout all levels of educa- tion. However, this pandemic has found teachers physically isolated within their homes, and unprepared for the challeng- ing tasks of teaching online. Many of the challenges faced by teachers due to this isolation, are similar to those faced by teachers in remote areas around the world. One such issue, is the lack of access to traditional professional development op- portunities, which is frequently the only type of professional development offered to teachers in many countries. Thus, many teachers lack guidance on how to resolve many online teaching challenges during this period. Therefore, this study examines the potential of utilizing educational research for assisting teachers through this trying period of COVID-19}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Trikoilis, Dionysios and Papanastasiou, Elena}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PD2DN9DB}, keywords = {Access to Education, Communicable Diseases, Disease Control, Educational Research, Educational Technology, Faculty Development, Foreign Countries, Online Courses, Professional Isolation, Rural Areas, Technology Uses in Education, ⛔ No DOI found}, pages = {295--300}, } @article{trust_should_2020, title = {Should teachers be trained in emergency remote teaching? {Lessons} learned from the {COVID}-19 pandemic}, volume = {28}, abstract = {In the midst of the COVID-19 outbreak, many educators across the country and around the world scrambled to shift their practice from in-person to remote teaching within a mat- ter of days. This global pandemic exposed a significant gap in teacher preparation and training for emergency remote teaching, including teaching with technology to ensure con- tinuity of learning for students at a distance. To learn more about educators’ experiences during this crisis, we designed and distributed an online survey that received 325 responses from K-12 educators between April 4 and May 10, 2020. In this article, we share initial insights from the survey and pro- vide recommendations for how to better prepare and support educators for teaching remotely in times of need. RATIONALE}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Trust, Torrey and Whalen, Jeromie}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MEIKQJP5}, keywords = {Barriers, Communicable Diseases, Disease Control, Distance Education, Educational Technology, Elementary School Teachers, Faculty Development, Online Courses, Secondary School Teachers, Teacher Attitudes, Teacher Competencies, Technological Literacy, ⛔ No DOI found}, pages = {189--199}, } @misc{turner_1_2020, title = {1 {Billion} {More} {Phones} {Than} {People} {In} {The} {World}!}, url = {https://www.bankmycell.com/blog/how-many-phones-are-in-the-world}, language = {en-US}, urldate = {2020-06-11}, author = {Turner, Ash}, year = {2020}, note = {Library Catalog: www.bankmycell.com Section: Research KerkoCite.ItemAlsoKnownAs: 2405685:XKDR8EQX}, } @techreport{tutunji_jusoors_2020, title = {Jusoor’s {WhatsApp}-{Assisted} {Learning} {Programme}: {Sprint} {Review} 1.}, url = {https://docs.edtechhub.org/lib/NBWSSFLK}, author = {Tutunji, Suha and Boujikian, Michèle and Carter, Alice and Atkinson, Grace}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G5RD3H5K 2405685:NBWSSFLK}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{twaweza_what_2020, title = {What is {Twaweza}?}, url = {https://www.twaweza.org/go/what-is-twaweza}, urldate = {2020-07-08}, author = {Twaweza}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CQSPERCD}, } @techreport{ubongo_akili_2020, title = {Akili {Impact} {Report} 2016-2020 {DRAFT}}, author = {Ubongo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:88QFCGMK 2405685:MFVTZYGZ}, } @misc{ubongo_results_2020, title = {Results - {Ubongo} {Learning}}, url = {https://www.ubongo.org/results/}, abstract = {Research shows that watching Ubongo's edutainment leads to significantly improved learning outcomes for kids and positive behavioural change for caregivers. We are committed to measuring the impact of our content to ensure we are preparing kids for success in school and life.}, author = {{Ubongo}}, year = {2020}, note = {Library Catalog: www.ubongo.org KerkoCite.ItemAlsoKnownAs: 2339240:9V36SNBP 2405685:WUIZRFE3 4803016:XQUJYE3J}, } @misc{ubongo_ubongo_2020, title = {Ubongo {Kids}}, url = {https://ubongokids.com/}, language = {en-US}, urldate = {2020-03-30}, author = {Ubongo}, year = {2020}, note = {Library Catalog: ubongokids.com KerkoCite.ItemAlsoKnownAs: 2339240:44562VH7 2405685:VZ7JWBG6 VZ7JWBG6}, } @misc{uis_sdg_2020, title = {{SDG}: 4.1.4 – {Completion} rate (primary, lower secondary, upper secondary)}, url = {http://tcg.uis.unesco.org/4-1-4-completion-rate-primary-lower-secondary-upper-secondary/}, language = {en-US}, urldate = {2020-01-14}, journal = {Technical Cooperation Group on the Indicators for SDG 4}, author = {UIS}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4Z75KDRA 2405685:X8AB9A6A X8AB9A6A}, } @techreport{un_policy_2020, title = {Policy brief: {Education} during {COVID}-19 and beyond}, shorttitle = {{UNSDG} {\textbar} {Policy} {Brief}}, url = {https://unsdg.un.org/resources/policy-brief-education-during-covid-19-and-beyond}, abstract = {The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion l}, language = {en}, urldate = {2020-12-10}, institution = {United Nations}, author = {UN}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9PDCVQXN 2405685:L6KY3B3W}, } @misc{un_joint_programme_on_girls_education_jpge_fact_2020, title = {Fact {Sheet}: {UN} {Joint} {Programme} on {Girls} {Education} ({JPGE})}, url = {https://malawi.un.org/sites/default/files/2020-05/Fact%20Sheet%20-%20JPGE%20updated%2030%20December%202019.pdf}, urldate = {2022-01-03}, publisher = {UNDP, UNFPA, and UNICEF}, author = {{UN Joint Programme on Girls Education (JPGE)}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IVKJ8F9X 2405685:9H7TFIZX}, } @misc{un_women_women_2020, title = {Women in {Science}, {Technology}, {Engineering} and {Mathematics} ({STEM}) in the {Latin} {America} and the {Caribbean} {Region}}, url = {https://lac.unwomen.org//digiteca/publicaciones/2020/09/mujeres-en-ciencia-tecnologia-ingenieria-y-matematicas-en-america-latina-y-el-caribe}, abstract = {Women in Science, Technology, Engineering and Mathematics (STEM) in the Latin America and the Caribbean Region}, language = {en}, urldate = {2021-12-13}, journal = {UN Women {\textbar} Americas and the Caribbean}, author = {UN Women}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PRITE9MT 2405685:8JK9L2YK}, } @misc{unctad_summary_2020, title = {Summary of {Adoption} of {E}-{Commerce} {Legislation} {Worldwide}}, url = {https://unctad.org/en/Pages/DTL/STI_and_ICTs/ICT4D-Legislation/eCom-Global-Legislation.aspx}, urldate = {2020-08-06}, author = {UNCTAD}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KQ2TC86G 2405685:4PRYV8RM}, } @misc{undp_human_2020, title = {Human {Development} {Reports}}, url = {http://hdr.undp.org/en/countries/profiles/KEN}, urldate = {2020-07-01}, author = {UNDP}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7TS3DJI9}, } @techreport{undp_socio-economic_2020, title = {The {Socio}-{Economic} {Implications} of the {COVID}-19 {Pandemic}: {Ideas} for {Policy} {Action}}, url = {https://www.sdg16hub.org/system/files/2021-02/undp-rblac-Socio-Economic-Implication-Volumen1-EN.pdf#page=167}, language = {en}, institution = {UNDP Latin America and the Caribbean}, author = {{UNDP}}, collaborator = {{López-Calva, Luis Felipe \& Marcela Meléndez}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AE944BBK 2405685:KIBI9Y5X}, pages = {291}, } @techreport{undp_socio-economic_2020, title = {The {Socio}-{Economic} {Implications} of the {COVID}-19 {Pandemic}: {Ideas} for {Policy} {Action}}, url = {https://www.sdg16hub.org/system/files/2021-02/undp-rblac-Socio-Economic-Implication-Volumen1-EN.pdf#page=167}, language = {en}, institution = {UNDP Latin America and the Caribbean}, author = {{UNDP}}, collaborator = {López-Calva, Luis Felipe and Meléndez, Marcela}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AE944BBK 2405685:KIBI9Y5X}, pages = {291}, } @misc{unesco_school_2020, title = {School closures caused by {Coronavirus} ({Covid}-19)}, url = {https://en.unesco.org/covid19/educationresponse}, author = {{UNESCO}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PK3V4ZMD}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @techreport{unesco_addressing_2020, title = {Addressing the gender dimensions of school closures - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373379}, number = {31}, urldate = {2020-08-05}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:THX9GCHN 2405685:TWLA4AP2}, } @misc{unesco_artificial_2020, title = {Artificial {Intelligence} in {Education}: {Challenges} and {Opportunities} for {Sustainable} {Development}}, shorttitle = {Artificial {Intelligence} in {Education}}, url = {https://roscongress.org/en/materials/iskusstvennyy-intellekt-v-obrazovanii-problemy-i-vozmozhnosti-dlya-ustoychivogo-razvitiya/}, language = {en}, urldate = {2022-06-07}, journal = {Roscongress Building Trust}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:97T2BRUA 2405685:ZJ3KHQP2}, } @techreport{unesco_covid-19_2020, title = {{COVID}-19 {Education} {Response} {Education} {Sector} {Issue} {Notes}: {Conflict}-affected, displaced and vulnerable populations}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373330}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M4WMJYGZ 2405685:FNNYD47L}, } @techreport{unesco_covid-19_2020, title = {{COVID}-19 education response: {Preparing} the reopening of schools: resource paper}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373401}, urldate = {2020-06-09}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LJGZYPFF 2405685:SKFWA932}, } @misc{unesco_covid-19_2020, title = {{COVID}-19 {Impact} on {Education}}, shorttitle = {Education}, url = {https://en.unesco.org/covid19/educationresponse}, language = {en}, urldate = {2020-06-09}, journal = {UNESCO}, author = {UNESCO}, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:9UEBWM9R 2339240:XHQUDKHH 2405685:8ZF2QQYZ 2405685:DAHHN3D5}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{unesco_covid-19_2020, address = {Paris}, title = {{COVID}-19 is a serious threat to aid to education recovery {\textbar} {Global} {Education} {Monitoring} {Report}}, url = {https://en.unesco.org/gem-report/node/3141}, number = {Policy Paper 41}, urldate = {2021-07-14}, institution = {UNESCO}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8PMPRXLC 2405685:EMKE5928}, } @misc{unesco_covid_2020, title = {{COVID} 19: {Senegal} intends to ensure \#{LearningNeverStops}}, shorttitle = {{COVID} 19}, url = {https://en.unesco.org/news/covid-19-senegal-intends-ensure-learningneverstops}, language = {en}, urldate = {2020-06-22}, author = {UNESCO}, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:49IWYAZL 2405685:E6GENFZB}, } @misc{unesco_distance_2020, title = {Distance learning solutions}, url = {https://en.unesco.org/covid19/educationresponse/solutions}, urldate = {2020-06-11}, author = {UNESCO}, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:P4QRHZ6W}, } @techreport{unesco_global_2020, address = {Paris}, title = {Global education monitoring report, 2020: {Inclusion} and education: all means all}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373718}, urldate = {2020-09-01}, institution = {UNESCO}, author = {{UNESCO}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CHMAUW76 2405685:WZKDEGGG 2534378:5ZB7EYDJ}, } @techreport{unesco_global_2020, address = {Paris}, title = {Global education monitoring report, 2020: {Inclusion} and education: all means all}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373718}, urldate = {2020-09-01}, institution = {UNESCO}, author = {{UNESCO}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CHMAUW76 2405685:WZKDEGGG 2534378:5ZB7EYDJ}, } @techreport{unesco_global_2020, address = {Paris}, title = {Global {Education} {Monitoring} {Report} 2020: {Inclusion} and {Education} - {All} {Means} {All}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373718}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:42XI45XX 2405685:UGIHX9QY}, } @techreport{unesco_inclusion_2020, address = {Paris, France}, title = {Inclusion and education: all means all}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373718}, urldate = {2020-09-01}, institution = {UNESCO}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CHMAUW76 2405685:EX9FXZIX}, } @misc{unesco_national_2020, title = {National learning platforms and tools}, url = {https://en.unesco.org/covid19/educationresponse/nationalresponses}, language = {en}, urldate = {2022-08-08}, journal = {UNESCO}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TJM3APGX 2405685:5MQYCCFC}, } @misc{unesco_results_2020, title = {Results of the {Curricular} {Analysis} of the {Fourth} {Regional} {Comparative} and {Explanatory} {Study} ({ERCE} 2019)}, url = {https://en.unesco.org/news/webinar-analisis-curricular}, language = {en}, urldate = {2022-04-19}, journal = {UNESCO}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9ZY9IYW4 2405685:SM5ARVIA}, } @misc{unesco_sierra_2020, title = {Sierra {Leone} {\textbar} {Education} and {Literacy} {Statistics}}, url = {http://uis.unesco.org/en/country/sl}, abstract = {...}, language = {eng}, urldate = {2020-06-25}, author = {UNESCO}, year = {2020}, note = {Last Modified: 2017-04-12 Library Catalog: uis.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:Y6JYY6Q6}, } @techreport{unesco_gem_2020_2020, title = {2020 {GEM} {Report} – {Inclusion} and education – {All} means all}, url = {https://gem-report-2020.unesco.org/}, urldate = {2021-03-04}, author = {UNESCO GEM}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AG62CBMT 2405685:6N7STLVM}, } @techreport{unesco_iiep_using_2020, type = {Issue {Brief}}, title = {Using data to improve the quality of education}, url = {https://learningportal.iiep.unesco.org/en/issue-briefs/monitor-learning/using-data-to-improve-the-quality-of-education}, number = {5}, urldate = {2021-05-05}, author = {UNESCO IIEP}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8XS4GGUT 2405685:FJ44D2BT}, } @misc{unesco_institute_for_statistics_education_2020, title = {Education {\textbar} {Liberia}}, url = {http://data.uis.unesco.org/Index.aspx?queryid=156}, urldate = {2020-06-26}, author = {UNESCO Institute for Statistics}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:V5J8TBAB}, } @misc{unesco_institute_for_statistics_international_2020, title = {International {Standard} {Classification} of {Education} ({ISCED})}, url = {http://uis.unesco.org/en/topic/international-standard-classification-education-isced}, abstract = {The world's education systems vary widely in terms of structure and curricular content. Consequently, it can be difficult to compare national education systems with those of other countries or to benchmark progress towards national and international goals. ...}, language = {eng}, urldate = {2020-06-25}, author = {UNESCO Institute for Statistics}, year = {2020}, note = {Last Modified: 2017-09-14 Library Catalog: uis.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:JUZ9FU6T}, } @misc{unesco_institute_for_statistics_united_2020, title = {United {Republic} of {Tanzania}}, url = {http://uis.unesco.org/en/country/tz?theme=education-and-literacy}, abstract = {...}, language = {eng}, urldate = {2020-11-17}, journal = {UNESCO Institute for Statistics website}, author = {{UNESCO Institute for Statistics}}, year = {2020}, note = {Last Modified: 2017-04-12 KerkoCite.ItemAlsoKnownAs: 2339240:AJWSBLZT 2405685:RGQKA6LZ}, } @misc{unesco_institute_of_statistics_uis_2020, title = {{UIS} {Statistics}}, url = {http://data.uis.unesco.org/#}, urldate = {2020-03-30}, author = {UNESCO Institute of Statistics}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GNEZCJVG 2339240:N53NEYVG 2405685:MENIPIL3 2405685:WFC6TIDA GNEZCJVG MENIPIL3}, } @misc{unhcr_situation_2020, title = {Situation {Syria} {Regional} {Refugee} {Response}}, url = {https://data2.unhcr.org/en/situations/syria/location/36}, urldate = {2020-06-30}, author = {UNHCR}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EM8YXKEV}, } @techreport{unicef_covid-19_2020, title = {{COVID}-19 and {School} {Closures}: {Are} children able to continue learning}, shorttitle = {{COVID}-19 and {School} {Closures}}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, language = {en-US}, urldate = {2020-12-02}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2YLD7BCG 2405685:ETEREUSH}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{unicef_covid-19_2020, address = {New York, NY}, title = {{COVID}-19 - {Are} children able to continue learning during school closures? {A} global analysis of the potential reach of remote learning policies using data from 100 countries}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, institution = {United Nations Children's Fund}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KLTH456M 2405685:ULYCR69H}, } @misc{unicef_covid-19_2020, title = {{COVID}-19: {Más} del 95 por ciento de niños y niñas está fuera de las escuelas de {América} {Latina} y el {Caribe}}, shorttitle = {{COVID}-19}, url = {https://www.unicef.org/mexico/comunicados-prensa/covid-19-m%C3%A1s-del-95-por-ciento-de-ni%C3%B1os-y-ni%C3%B1as-est%C3%A1-fuera-de-las-escuelas-de}, language = {en}, urldate = {2022-08-25}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FS4EZIXW 2405685:9IHH348L}, } @misc{unicef_education_2020, title = {Education}, url = {https://www.unicef.org/pakistan/education}, abstract = {Providing quality education to all}, language = {en}, urldate = {2021-02-09}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QVPMBLYF 2405685:8E5BWWUM}, } @misc{unicef_education_2020, title = {Education cannot wait}, url = {https://www.unicef.org/pakistan/stories/education-cannot-wait}, abstract = {Learning continues for students in KP despite the pandemic}, language = {en}, urldate = {2022-04-29}, author = {{UNICEF}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:67L8WJ8A 2405685:PXJW4RJZ}, } @misc{unicef_education_2020, title = {Education: {Giving} {Every} {Child} the {Right} to {Education}}, url = {https://www.unicef.org/pakistan/education}, abstract = {Providing quality education to all}, language = {en}, urldate = {2020-06-10}, author = {{UNICEF}}, year = {2020}, note = {Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2339240:DJFL3HFF 2405685:SHX8AVV4}, } @misc{unicef_giga_2020, title = {{GIGA}}, url = {https://www.unicef.org/innovation/giga}, abstract = {Connecting Every School to the Internet}, language = {en}, urldate = {2020-09-23}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IPUR3NJK 2405685:D3FZ8VLM}, } @misc{unicef_good_2020, title = {Good governance of children’s data}, url = {https://www.unicef.org/globalinsight/good-governance-childrens-data}, abstract = {Developing a manifesto to protect children’s data security and privacy}, language = {en}, urldate = {2021-02-01}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KM2LMAZW 2405685:BTKMJNHX}, } @techreport{unicef_guidance_2020, title = {Guidance on {Distance} {Learning} {Modalities} to {Reach} {All} {Children} and {Youth} {During} {School} {Closures}}, url = {https://www.unicef.org/rosa/reports/guidance-distance-learning-modalities-reach-all-children-and-youth-during-school-closures}, institution = {UNICEF Regional Office for South Asia}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DVMCTGTU 2405685:59MN3PS2}, } @techreport{unicef_how_2020, address = {New York, NY}, title = {How many children and young people have internet access at home? {Estimating} digital connectivity during the {COVID}-19 pandemic}, url = {https://www.unicef.org/media/88381/file/How-many-children-and-young-people-have-internet-access-at-home-2020.pdf}, institution = {United Nations Children's Fund}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DW3BG6V7 2405685:3U4LSRU5}, } @techreport{unicef_malaysia_2020, type = {Education {COVID}-19 {Case} {Study}}, title = {Malaysia – {Empowering} teachers to deliver blended learning after school reopening}, url = {https://aa9276f9-f487-45a2-a3e7-8f4a61a0745d.usrfiles.com/ugd/aa9276_c1732d02c74a48348ae7df75262f4aad.pdf}, urldate = {2020-07-20}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IQZZ395P}, } @misc{unicef_mapping_2020, title = {Mapping gender equality in {STEM} from school to work {\textbar} {UNICEF} {Office} of {Global} {Insight} \& {Policy}}, url = {https://www.unicef.org/globalinsight/stories/mapping-gender-equality-stem-school-work}, urldate = {2021-12-13}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JKMZMSVG 2405685:6TBMCNPN}, } @misc{unicef_national_2020, title = {National education sector investment plan}, url = {https://www.unicef.org/malawi/reports/national-education-sector-investment-plan}, abstract = {Ministry of Education}, language = {en}, urldate = {2022-10-31}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:89TGACYY 2405685:MNE7VZEZ}, } @misc{unicef_opening_2020, title = {Opening {Up} {Better} {Schools} {Toolkit}}, url = {https://www.corecommitments.unicef.org/kp/opening-up-better-schools-toolkit_16-september-2020.xlsx}, abstract = {The “Risk Assessment Tool for Schools Reopening” and the “Opening Up Better Schools Toolkit” are tools designed to help with the thinking and actions needed to build back better schools. The two tools draw on existing guidance from UNICEF and other UN Agencies, and include a compilation of checklists and technical guides that decision-makers, practitioners and development organizations can use to help assess the readiness for a safe reopening of school and define and/or support a comprehensive approach to school reopening.}, language = {en}, urldate = {2022-01-26}, journal = {Humanitarian UNICEF}, author = {{UNICEF}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HUXJVSP5 2405685:7I6CDKDD}, } @misc{unicef_policy_2020, title = {Policy {Brief}: {The} {Impact} of {COVID}-19 on children}, shorttitle = {Policy {Brief}}, url = {https://www.unicef.org/malawi/reports/policy-brief-impact-covid-19-children}, abstract = {Effects of COVID-19}, language = {en}, urldate = {2022-10-31}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:362WDM8R 2405685:GJZBUMZ8}, } @techreport{unicef_primary_2020, address = {Ghana}, title = {Primary and {Secondary} {Impacts} of the {COVID}-19 {Pandemic} on {Children} and {Women} in {Ghana}}, url = {https://www.unicef.org/ghana/media/3461/file/Effects%20of%20COVID-19%20on%20Women%20and%20Children%20in%20Ghana.pdf}, language = {EN}, number = {1}, urldate = {2020-10-12}, institution = {UNICEF}, author = {{UNICEF}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MEUWN7A7 2405685:UBSIXSD3}, pages = {1--8}, } @techreport{unicef_printed_2020, title = {Printed materials - {Google} {Drive}}, url = {https://drive.google.com/drive/folders/1K0hNSox-J-9pccPK8JYurvtObx1NVY-S}, urldate = {2020-06-08}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UP46B6GB}, } @techreport{unicef_reimagine_2020, title = {Reimagine {Education} and {Skills} {Development} for {Children} and {Adolescents} in {Latin} {America} and the {Caribbean}}, url = {https://www.unicef.org/lac/media/30071/file/Reimagine-Education-in-Latin-America-and-the-Caribbean-Investment-case.pdf}, author = {{UNICEF}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AKESBNEA 2405685:XWV5S6XE}, } @techreport{unicef_reimagine_2020, title = {Reimagine {Education} – {Summary} {Case} for {Investment}}, url = {https://www.unicef.org/media/87296/file/Reimagine%20Education%20Summary%20Case%20for%20Investment-2020.pdf}, language = {en}, urldate = {2021-05-24}, author = {{UNICEF}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F2TZJVCY 2339240:PZUV47J2 2339240:XCF84QXK 2405685:ILKQWGXN 2405685:VRYJIY4N 2405685:XFYKJDMJ}, } @techreport{unicef_republic_2020, title = {Republic of {Sierra} {Leone}: {Education} sector analysis: assessing the enabling environment for gender equality}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A6RXK3ZC 2405685:UG524M3N}, } @misc{unicef_review_2020, title = {Review of {Education} {Management} {Information} {Systems} ({EMIS}) that {Track} {Individual} {Student} {Data} - {Malaysia}}, url = {https://www.unicef.org/eap/media/6021/file/EMIS%20malaysia.pdf}, urldate = {2022-06-14}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8S5A8J5H 2405685:CEUVV8EY}, } @techreport{unicef_review_2020, title = {Review of {Education} {Management} {Information} {Systems} (emis) {That} {Track} {Individual} {Student} {Data} {Summary} {Report}}, url = {https://www.unicef.org/eap/media/6031/file/EMIS%20summary.pdf}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5TICYIXG 2405685:D26UH65S}, } @techreport{unicef_safe_2020, title = {Safe to {Learn} during {COVID}-19: {Recommendations} to {Prevent} and {Respond} to {Violence} against {Children} in all {Learning} {Environments}}, url = {https://www.unicef.org/documents/safe-learn-during-covid-19-recommendations-prevent-and-respond-violence-against-children}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2YNZVF7Y 2405685:E6GU9VQV}, } @misc{unicef_school_2020, title = {School {Mapping}}, url = {https://www.unicef.org/innovation/school-mapping}, abstract = {To map every school in the world and show their connectivity}, language = {en}, urldate = {2020-03-31}, author = {UNICEF}, year = {2020}, note = {Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2339240:LPEATXUZ 2405685:AGWU6IT4 AGWU6IT4}, } @misc{unicef_situation_2020, title = {Situation of women and children in {Nigeria}}, url = {https://www.unicef.org/nigeria/situation-women-and-children-nigeria}, abstract = {Challenges faced by women and children in Nigeria}, language = {en}, urldate = {2020-07-07}, author = {UNICEF}, year = {2020}, note = {Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2405685:UQ5PZ7WE}, } @misc{unicef_unicef_2020, title = {{UNICEF} scales up support to keep children learning, as {COVID}-19 forces schools to close}, url = {https://www.unicef.org/bangladesh/en/press-releases/unicef-scales-support-keep-children-learning-covid-19-forces-schools-close}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7R2QCCFC 2405685:A5P8SUV9}, } @misc{unicef_malaysia_unicef_2020, title = {{UNICEF} {Education} {COVID}-19 {Case} {Study}}, url = {https://aa9276f9-f487-45a2-a3e7-8f4a61a0745d.usrfiles.com/ugd/aa9276_c1732d02c74a48348ae7df75262f4aad.pdf}, author = {{UNICEF Malaysia}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LJN3CIG8 2405685:MXS7DWIV}, } @misc{unicef_nigeria_nigeria_2020, title = {Nigeria {\textbar} {Education}}, url = {https://www.unicef.org/nigeria/education}, abstract = {See how UNICEF in Nigeria supports children so they can attend school and learn.}, language = {en}, urldate = {2020-07-07}, author = {UNICEF Nigeria}, year = {2020}, note = {Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2405685:U4DAQPU4}, } @techreport{unicef_rosa_leveraging_2020, type = {Internal publication}, title = {Leveraging {Education} {Technology} to {Reach} {Disadvantaged} {Children} and {Youth}}, author = {UNICEF (ROSA)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VMEGD46F 2405685:5HW23DBV}, } @techreport{unicef_rosa_monitoring_2020, address = {Kathmandu, Nepal}, title = {Monitoring {Distance} {Learning} {During} {School} {Closures}}, url = {https://www.unicef.org/rosa/media/13661/file/Monitoring%20Distance%20Learning%20During%20School%20Closures.pdf}, urldate = {2021-10-01}, author = {UNICEF ROSA}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TQAQTYQA 2405685:55T4NQNW}, } @techreport{unicef_ict_2020, title = {{ICT} for {Learning} {Process} and {Tools} – {Volume} {II} {\textbar} {UNICEF} {Eastern} and {Southern} {Africa}}, url = {https://www.unicef.org/esa/reports/ict-learning-process-and-tools-volume-ii}, urldate = {2022-12-29}, author = {{UNICEF} and {Aga Khan Foundation and Innovation Unit}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9Y4W7F8B}, } @misc{unicef_how_2020, title = {How many children and young people have internet access at home}, url = {https://www.unicef.org/media/88381/file/How-many-children-and-young-people-have-internet-access-at-home-2020.pdf}, urldate = {2021-06-07}, author = {UNICEF and ITU}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T2EURV3P 2405685:E3JV6NQZ}, } @misc{unicef_towards_2020, title = {Towards an equal future: {Reimagining} girls’ education through {STEM}}, shorttitle = {Towards an equal future}, url = {https://www.unicef.org/reports/reimagining-girls-education-through-stem-2020}, abstract = {Marking the 25th anniversary of the Beijing Declaration and Platform for Action}, language = {en}, urldate = {2022-02-14}, author = {UNICEF and ITU}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4YKUSYE6 2405685:6F6LIXUE}, } @techreport{united_nations_policy_2020, title = {Policy {Brief}: {Education} during {COVID}-19 and beyond}, url = {https://www.un.org/sites/un2.un.org/files/sg_policy_brief_covid-19_and_education_august_2020.pdf}, author = {United Nations}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QLGP3PSW 2405685:QLB4Z2N2}, } @techreport{united_nations_flagship_2020, title = {{UN} {Flagship} {Report} {Disability}.}, url = {https://social.un.org/publications/UN-Flagship-Report-Disability-Final.pdf}, author = {United Nations}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IETXYZZQ 2405685:R6QHFIUK}, } @misc{united_nations_radio_2020, title = {{UN} radio spreads {Covid}-19 information to remote areas}, url = {https://www.un.org/en/un-coronavirus-communications-team/un-radio-broadcasts-spread-covid-19-information-remote-areas}, abstract = {In the Central African Republic, radio broadcasts are a useful means to share public information, especially to the most remote populations. UN Volunteers assigned with the MINUSCA’s radio are on the frontline to raise awareness aboutt the COVID-19 pandemic. These dedicated UN Volunteers share current up-dates on COVID-19 via radio programmes, while advocating for prevention and protection measures.}, language = {en}, urldate = {2020-06-02}, journal = {United Nations}, author = {United Nations}, year = {2020}, note = {Library Catalog: www.un.org Publisher: United Nations KerkoCite.ItemAlsoKnownAs: 2405685:F68VUBZ7}, } @misc{united_nations_development_programme_human_2020, title = {Human {Development} {Reports}}, url = {http://hdr.undp.org/en/indicators/137506}, urldate = {2021-05-07}, author = {United Nations Development Programme}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AD2VSI2P 2405685:KA8YNP9D}, } @misc{united_nations_statistics_division_goal_2020, title = {Goal 4: {Ensure} inclusive and equitable quality education and promote lifelong learning opportunities for all}, url = {https://unstats.un.org/sdgs/report/2017/goal-04/}, author = {United Nations Statistics Division}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AATK6EK7 2405685:I2KYB66J}, } @misc{universal_access_development_fund_sierra_leone_schools_2020, title = {Schools {ICT} project}, url = {https://uadf.gov.sl/schools-ict-project/}, language = {en-US}, urldate = {2020-06-25}, author = {Universal Access Development Fund (Sierra Leone)}, year = {2020}, note = {Library Catalog: uadf.gov.sl EdTechHub.ItemAlsoKnownAs: 2405685:UXGCRKTI}, } @misc{universal_access_development_fund_sierra_leone_universal_2020, title = {Universal {Access} {Development} {Fund} {\textbar} {Home}}, url = {https://uadf.gov.sl/}, urldate = {2020-06-25}, author = {Universal Access Development Fund (Sierra Leone)}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:FNIEIP9B}, } @techreport{universalia_summative_2020, title = {Summative {Evaluation} of {GPE}’s {Country}-{Level} {Support} to {Education}: {Bangladesh}}, language = {en}, author = {{Universalia}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z5GUHIPP 2405685:BJ22GNWE 4656463:3BTPTHP9}, pages = {194}, } @techreport{unsdg_policy_2020, title = {Policy {Brief}: {Education} during {COVID}-19 and beyond}, shorttitle = {{UNSDG} {\textbar} {Policy} {Brief}}, url = {https://unsdg.un.org/resources/policy-brief-education-during-covid-19-and-beyond}, abstract = {The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion l}, language = {en}, urldate = {2021-03-31}, author = {UNSDG}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B3KS5PLN 2405685:RD2V94SQ}, } @techreport{unterhalter_private_2020, title = {Private education and compliance with the {Abidjan} {Principles}: {A} study of {Malawi}, {Mozambique}, {Tanzania} and {Nigeria}}, url = {https://actionaid.org/sites/default/files/publications/Private%20education%20and%20compliance%20online.pdf}, institution = {ActionAid}, author = {Unterhalter, Elaine and Robinson, Lynsey and Luis, Jose and Canelhas, Benito and Coysh, Joanne}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DTPLLZ6M 2405685:9NNITJSL}, } @techreport{unwin_education_2020, title = {Education for the most marginalised post-{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://edtechhub.org/education-for-the-most-marginalised-post-covid-19/}, language = {en}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U63GPTMY 2405685:BAMFTKM9}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @techreport{unwin_education_2020, title = {Education for the most marginalised post-{COVID}-19: {Guidance} for governments on the use of digital technologies in education {ACT} {TWO} ({OF} {THREE}): {FULL} {REPORT}}, url = {https://edtechhub.org/wp-content/uploads/2020/09/Education-for-the-most-marginalised-Report-Act-2-v8.pdf}, institution = {EdTech Hub, UNESCO, UniTwin}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DT5Q8T2B 2405685:JDSSXW7Q}, } @article{unwin_report_2020, title = {Report homepage https://edtechhub.org/education-for-the-most-marginalised-post-covid-19/}, language = {en}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5BNC9GH2 2405685:FFCQB35X}, keywords = {⛔ No DOI found}, pages = {118}, } @techreport{usaid_2019_2020, title = {2019 {Civil} {Society} {Organization} {Sustainability} {Index} - for {Asia} 6th {Edition} – {December} 2020}, language = {en}, institution = {United States Agency for International Development Bureau for Democracy, Conflict and Humanitarian Assistance Center of Excellence on Democracy, Human Rights and Governance}, author = {USAID}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9L542D8M 2405685:2GPSJK4R}, pages = {118}, } @techreport{usaid_delivering_2020, title = {Delivering {Distance} {Learning} in {Emergencies}: a review of evidence and best practice}, url = {https://www.edu-links.org/sites/default/files/media/file/DELIVERING%20DISTANCE%20LEARNING%20IN%20EMERGENCIES.pdf}, urldate = {2020-06-01}, institution = {USAID}, author = {USAID}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EYQZ8LE4 2339240:TJ98KHR9 2405685:4R3INTAZ 2405685:D8JL8DRY 2405685:IBRFNIH3}, } @techreport{usaid_ict4e_2020, title = {{ICT4E} {How}-{To} {Note} {Final}\_Feb20.pdf}, url = {https://www.edu-links.org/sites/default/files/media/file/USAID%20ICT4E%20How-To%20Note%20Final_Feb20.pdf}, urldate = {2020-12-10}, author = {{USAID}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PXBX9L8Z 2405685:XEZW582W}, } @article{usaid_language_2020, title = {Language of {Instruction} {Country} {Profile}: {South} {Africa}}, url = {https://pdf.usaid.gov/pdf_docs/PA00X9JQ.pdf}, author = {USAID}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:THRGYED3 4042040:RBFB3PDX}, keywords = {⛔ No DOI found}, } @techreport{usaid_usaid_2020, title = {{USAID} digital strategy}, url = {https://www.usaid.gov/sites/default/files/documents/15396/COVID-19_and_Gender_Digital_Divide.pdf}, institution = {USAID}, author = {USAID}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U7QRB4MQ 2405685:349KATMC}, } @article{usaid_usaid_2020, title = {{USAID} {Digital} {Strategy}}, url = {https://www.usaid.gov/sites/default/files/documents/15396/COVID-19_and_Gender_Digital_Divide.pdf}, language = {en}, author = {{USAID}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DKV2HJGN 2405685:FPT5DR3H}, pages = {3}, } @misc{usaid_usaid_2020, title = {{USAID} {Partnership} for {Education}}, shorttitle = {{USAID} {Partnership} for {Education}}, url = {https://www.globalreadingnetwork.net/resources/usaid-partnership-education-learning}, abstract = {The USAID Ghana Partnership for Education: Learning activity developed a phonics-based reading program that will provide evidence-based tools and strategies for improving reading performance in 100 districts in Ghana, reaching approximately 1.1 million primary students. This brochure provides an overview of Learning’s approach, which includes teacher professional development models, methods for scaling up, a model for primary mathematics, a rigorous monitoring and support system and a learning-by-doing approach to capacity development. The brochure also highlights strong results from a prototype of the program conducted in the Dagbani language.}, language = {en}, urldate = {2020-06-29}, journal = {Global Reading Network}, author = {USAID}, year = {2020}, note = {Library Catalog: www.globalreadingnetwork.net KerkoCite.ItemAlsoKnownAs: 2405685:A65EQEW4}, } @techreport{usawa_agenda_are_2020, address = {Nairobi, Kenya}, title = {Are {Our} {Children} {Learning}? {The} {Status} of {Remote}-learning among {School}-going {Children} in {Kenya} during the {Covid}-19 {Crisis}}, shorttitle = {Are {Our} {Children} {Learning}?}, url = {https://palnetwork.org/wp-content/uploads/2020/05/Usawa-Agenda-2020-Report.pdf}, institution = {Usawa Agenda}, author = {{Usawa Agenda}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KP6KAY6P 2129771:LRBK4LWS 2339240:6G4KNTNK 2339240:7GF288YH 2339240:BD3UID9L 2339240:WYBYDRZG 2405685:6TSWSC6E 2405685:7Y76E5HD 2405685:BM28U98I 2405685:P2BSWX2Z 2405685:P4LU2G2I 2405685:SIP45PBA 2405685:ZEM2E9VL 2534379:WT5ZNQFS}, } @misc{ustad_ustad_2020, title = {Ustad {Mobile} – {Access} and share education content offline}, url = {https://www.ustadmobile.com/lms/}, language = {en-US}, urldate = {2020-07-30}, journal = {Ustad Mobile}, author = {Ustad}, year = {2020}, note = {Library Catalog: www.ustadmobile.com KerkoCite.ItemAlsoKnownAs: 2339240:457KB3WL 2405685:JIYEGAAU}, } @misc{uttom_covid-19_2020, title = {Covid-19 disrupts education in rural {Bangladesh}}, url = {https://www.ucanews.com/news/covid-19-disrupts-education-in-rural-bangladesh/87976}, abstract = {Pupils and teachers lament lack of access to online classes due to poverty}, language = {en}, urldate = {2020-08-18}, journal = {UCA News}, author = {Uttom, Stephan and Rozario, Rock}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z2PZ4JBN 2405685:P9WN6HSY}, } @techreport{uwezo_are_2020, address = {Nairobi, Kenya}, title = {Are {Our} {Children} {Learning}? {The} {Status} of {Remote}-learning among {School}-going {Children} in {Kenya} during the {Covid}-19 {Crisis}.}, shorttitle = {Are {Our} {Children} {Learning}?}, url = {https://palnetwork.org/wp-content/uploads/2020/05/Usawa-Agenda-2020-Report.pdf}, urldate = {2020-06-30}, institution = {Uwezo}, author = {Uwezo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KP6KAY6P 2129771:LRBK4LWS 2339240:5NRRBR4K 2339240:6I2FZSZL 2405685:985ERZ8Q 2405685:9Z974KA9 2405685:TH76XRZE 2486141:LETIUFRS}, } @techreport{van_wyk_efficiency_2020, address = {Paris}, title = {Efficiency and effectiveness in choosing and using an {EMIS}}, url = {http://tcg.uis.unesco.org/wp-content/uploads/sites/5/2020/09/EMIS-Buyers-Guide-EN-fin-WEB.pdf}, language = {en}, institution = {UNESCO}, author = {van Wyk, Chris and Crouch, Luis}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LQ8M2Y2F 2339240:ZHZWR78I 2405685:CPJK33KK 2405685:IG7E4BFK 4656463:YSPX2D76}, } @techreport{van_wyk_efficiency_2020, address = {Paris}, title = {Efficiency and effectiveness in choosing and using an {EMIS}}, url = {http://tcg.uis.unesco.org/wp-content/uploads/sites/5/2020/09/EMIS-Buyers-Guide-EN-fin-WEB.pdf}, language = {en}, institution = {UNESCO}, author = {van Wyk, Chris and Crouch, Luis}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZHZWR78I 2405685:CPJK33KK}, } @techreport{vu_building_2020, title = {Building back better: {Education} systems for resilience, equity and quality in the age of {Covid}-19}, url = {http://documents1.worldbank.org/curated/en/497341595425543327/Building-Back-Better-Education-Systems-for-Resilience-Equity-and-Quality-in-the-Age-of-COVID-19.pdf}, urldate = {2020-12-08}, institution = {World Bank}, author = {Vu, B.T. and Savonitto, I.S.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6ANV6VM6 2405685:8W2VVGVE}, } @techreport{wagner_save_2020, title = {Save {Our} {Education}: {Protect} every child’s right to learn in the {COVID}-19 response and recovery}, url = {https://resourcecentre.savethechildren.net/node/17871/pdf/save_our_education_0.pdf}, institution = {Save The Children}, author = {Wagner, Emma and Warren, Hollie}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8X7L3VGQ 2405685:BFW6FWT3}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{walls_cost_2020, address = {Washington D.C.}, title = {Cost {Analysis} {Guidance} for {USAID}-{Funded} {Education} {Activities}}, url = {https://www.edu-links.org/resources/usaid-cost-measurement}, language = {en}, institution = {United States Agency for International Development}, author = {Walls, Elena and Tulloch, Caitlin and Harris-Van Keuren, Christine}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B3MXXXAW 2405685:GJU2GCWA}, pages = {63}, } @techreport{walter_misallocation_2020, title = {Misallocation in the {Public} {Sector}? {Cross}-{Country} {Evidence} from {Two} {Million} {Primary} {Schools},}, url = {https://ideas.repec.org/p/cep/stieop/70.html}, number = {70}, institution = {Suntory and Toyota International Centres for Economics and Related Disciplines, LSE}, author = {Walter, Torsten Figueiredo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JUWWHYBF}, } @misc{war_child_holland_cant_2020, title = {Can't {Wait} {To} {Learn}}, url = {https://www.warchildholland.org/projects/cwtl/}, abstract = {War Child empowers children and young people in conflict areas by providing psychosocial support, stimulating education and protecting children from the effects of war.}, language = {en}, urldate = {2020-05-29}, journal = {Warchild English}, author = {{War Child Holland}}, year = {2020}, note = {Library Catalog: www.warchildholland.org KerkoCite.ItemAlsoKnownAs: 2339240:CBSALBQW 2405685:6NAP3D84 4803016:Y5AT96Y9}, } @techreport{warren_save_2020, address = {London, UK}, title = {Save {Our} {Education}: {Protect} every child’s right to learn in the {COVID}-19 response and recovery}, shorttitle = {Save {Our} {Education}}, url = {https://resourcecentre.savethechildren.net/node/17871/pdf/save-our-education-5th.pdf}, language = {en}, urldate = {2021-10-11}, institution = {Save the Children}, author = {Warren, Hollie and Wagner, Emma}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RBGZ94Y4 2405685:85S3XMRF}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {102}, } @techreport{warren_recovr_2020, title = {{RECOVR} {Sierra} {Leone}: {Tracking} the {Effects} of the {COVID}-19 {Pandemic}}, url = {https://www.poverty-action.org/recovr-study/recovr-sierra-leone-tracking-effects-covid-19-pandemic}, urldate = {2020-12-16}, institution = {Innovations for Poverty Action}, author = {Warren, Shana and Parkerson, Doug and Collins, Elliott}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BU58QF73}, } @article{washington_using_2020, title = {Using {Technology} to {Change} {Education}: {Blended} {Learning} in the {Science} {Classroom}}, shorttitle = {Using {Technology} to {Change} {Education}}, author = {Washington, LaToya}, year = {2020}, note = {Publisher: EdArXiv KerkoCite.ItemAlsoKnownAs: 2405685:8QE4AJ4Q}, keywords = {⛔ No DOI found}, } @article{watson_relationship_2020, title = {The relationship between educational television and mathematics capability in {Tanzania}}, volume = {52}, issn = {1467-8535}, url = {https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1111/bjet.13047}, doi = {10.1111/bjet.13047}, abstract = {Previous studies have frequently demonstrated that educational television viewing can have a positive effect on learning in low-income country contexts when shows are delivered in controlled settings. However, the consequence of day-to-day viewing in such contexts has scarcely been considered. Additionally, no recent published research has provided any information on the costs of educational television. The lack of research in these areas is striking. Examining educational television viewing in monitored settings provides limited information on the influence of routine television consumption. Further, the broad reach of numerous educational television programmes should provide low perviewer costs and, resultantly, strong cost-effectiveness findings. This PhD study therefore examined (1) the association between educational television exposure and mathematics capability and (2) the cost effectiveness of educational television interventions. To achieve this, research was carried out that centred on Ubongo Kids – a popular Tanzanian-produced show delivering mathematics-focused content.}, language = {en}, number = {2}, journal = {British Journal of Educational Technology}, author = {Watson, Joseph and Hennessy, Sara and Vignoles, Anna}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13047 10.17863/cam.54714 2339240:6LGJJU8F 2339240:MVL3KA6H 2339240:U3SHRB68 2339240:XZDCXAZ7 2405685:8WKWEBZZ 2405685:A5XKUF3W 2405685:CHDUKI36 2405685:VJ8U5IDE 2405685:YENK6ASB}, keywords = {Tanzania, \_\_\_working\_potential\_duplicate, cost effectiveness, educational television, mathematics, ⛔ No DOI found}, } @article{weibel_back_2020, title = {Back to school with telepresence robot technology: {A} qualitative pilot study about how telepresence robots help school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during treatment}, volume = {7}, doi = {10.1002/nop2.471}, abstract = {Aim: To explore how an AV1 telepresence robot helps school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during cancer treatment. Design: Qualitative pilot study. Methods: Data were collected through semi-structured interviews with school-aged children and adolescents (N = 3, 12–14 years) diagnosed with cancer, their parents (N = 3), teachers (N = 2), classmates (12–14 years, N = 15, focus group interviews) and healthcare professionals (N = 4). Participant observation was performed in the child or adolescents' homes and in the classrooms during education participation via an AV1 telepresence robot. Results: Five themes emerged: expectations, sociality, learning, spatiality and technology. Participants experienced the robots as facilitating social interaction processes with classmates and inclusion in learning activities, reducing their sense of loneliness and lacking behind educationally. Nevertheless, multiple factors determine whether the robot is perceived as exclusive, including the technical functionality of the robot, spatiality in the classroom and mutual expectations of the parties involved.}, number = {4}, journal = {Nursing Open}, author = {Weibel, Mette and Nielsen, Martin Kaj Fridh and Topperzer, Martha Krogh and Hammer, Nanna Maria and Møller, Sarah Wagn and Schmiegelow, Kjeld and Bækgaard Larsen, Hanne}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/nop2.471 2405685:HSK4CHVU}, keywords = {cancer, childhood illness, education, school nursing, technology}, pages = {988--997}, } @article{wenham_covid-19_2020, title = {{COVID}-19: the gendered impacts of the outbreak}, volume = {395}, issn = {01406736}, shorttitle = {{COVID}-19}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0140673620305262}, doi = {10.1016/S0140-6736(20)30526-2}, language = {en}, number = {10227}, urldate = {2020-05-29}, journal = {The Lancet}, author = {Wenham, Clare and Smith, Julia and Morgan, Rosemary}, month = mar, year = {2020}, note = {shortDOI: 10/ggn4fk KerkoCite.ItemAlsoKnownAs: 10.1016/S0140-6736(20)30526-2 10/ggn4fk 2339240:DUMYFHDA 2339240:J9ZVBKUP 2405685:3R473GMC 2405685:5MVFXWBS 2405685:DJY58IYS 2405685:M79Q6JZE}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {846--848}, } @misc{wfp_wfp_2020, title = {{WFP} and {Government} of {Bangladesh} deliver high-energy biscuits to school children affected by {COVID}-19 school closures}, url = {https://reliefweb.int/report/bangladesh/wfp-and-government-bangladesh-deliver-high-energy-biscuits-school-children}, abstract = {English News and Press Release on Bangladesh about Education, Food and Nutrition and Epidemic; published on 19 May 2020 by WFP}, language = {en}, urldate = {2020-08-18}, journal = {ReliefWeb}, author = {WFP}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HZUY9LBT 2405685:9Z9XFPC8}, } @techreport{wfp_mitigating_2020, title = {Mitigating the effects of the {COVID}-19 pandemic on food and nutrition of schoolchildren}, url = {https://docs.wfp.org/api/documents/WFP-0000114175/download/?_ga=2.124268175.448268632.1588682993-1835378179.1587115625}, author = {WFP and FAO and UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z38UDETM 2405685:7S7HZKYB}, } @techreport{who_considerations_2020, title = {Considerations for school-related public health measures in the context of {COVID}-19}, url = {https://www.who.int/publications/i/item/considerations-for-school-related-public-health-measures-in-the-context-of-covid-19}, author = {{WHO}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GC8PDTDM 2405685:F2IUF95K}, } @misc{wilichowski_coping_2020, title = {From coping to improving and accelerating: {Supporting} teachers in the pandemic and beyond}, shorttitle = {From coping to improving and accelerating}, url = {https://blogs.worldbank.org/education/coping-improving-and-accelerating-supporting-teachers-pandemic-and-beyond}, abstract = {Countries now have an opportunity to build back better and must consider how best to help teachers not only cope through the crisis, but also become better equipped with the skills to succeed in the wake of it.}, language = {en}, urldate = {2020-06-09}, author = {Wilichowski, Tracy and Cobo, Cristobal}, year = {2020}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:B8IZDFQY 2405685:WF23ZI96}, } @article{wodon_covid-19_2020, title = {{COVID}-19 {Crisis}, {Impacts} on {Catholic} {Schools}, and {Potential} {Responses}{\textbar} {Part} {II}: {Developing} {Countries} with {Focus} on {Sub}-{Saharan} {Africa}}, volume = {23}, shorttitle = {{COVID}-19 {Crisis}, {Impacts} on {Catholic} {Schools}, and {Potential} {Responses}{\textbar} {Part} {II}}, number = {1}, journal = {Journal of Catholic Education}, author = {Wodon, Quentin}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:VTHGQYRD}, keywords = {⛔ No DOI found}, pages = {51--86}, } @techreport{women_deliver_going_2020, title = {Going {Online} for {Sexual} and {Reproductive} {Health}}, url = {https://womendeliver.org/wp-content/uploads/2020/08/Going-Online-for-Sexual-and-Reproductive-Health.pdf}, urldate = {2020-09-23}, author = {Women Deliver and Girl Effect}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:ED49M4TS}, } @misc{wood_how_2020, title = {How many women work in {STEM}?}, url = {https://www.weforum.org/agenda/2020/02/stem-gender-inequality-researchers-bias/}, abstract = {Women in STEM are underrepresented, paid less than men, have fewer publishing opportunities and progress less in their careers.}, language = {en}, urldate = {2021-12-13}, journal = {World Economic Forum}, author = {Wood, Johnny}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PKLNKNTV 2405685:CTEECTKM}, } @misc{woollaston_what_2020, title = {What has the {XPrize} done for us lately?}, url = {https://eandt.theiet.org/content/articles/2020/02/what-has-the-xprize-done-for-us-lately/}, abstract = {Twenty-three years. Seventy million dollars and counting. The XPrize began as a boy’s dream of journeying into space – now it is one of today’s most effective philanthropic endeavours and one with a bold mission: to make the seemingly impossible possible.}, language = {en-US}, urldate = {2021-01-22}, journal = {Engineering \& Technology}, author = {Woollaston, Victoria}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E2ENKVDX 2405685:JDAUZTS6}, } @misc{world_bank_15_2020, title = {15 {Ways} to {Support} {Young} {Children} and their {Families} in the {COVD}-19 {Response}}, url = {http://documents.worldbank.org/curated/en/963051586986115651/pdf/15-Ways-to-Support-Young-Children-and-their-Families-in-the-COVD-19-Response.pdf}, urldate = {2020-06-02}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PQHEWVUR}, } @misc{world_bank_access_2020, title = {Access to electricity (\% of population) - {Kenya}}, url = {https://data.worldbank.org/indicator/EG.ELC.ACCS.ZS?locations=KE}, urldate = {2020-07-01}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FZJ5Q2NE}, } @techreport{world_bank_bangladesh_2020, title = {Bangladesh - {COVID} 19 {School} {Sector} {Response} {Project} ({English})}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/719751617293970721/bangladesh-covid-19-school-sector-response-project}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KGIQQEBE 2405685:IKNKMG2R}, } @misc{world_bank_children_2020, title = {Children out of school, primary - {Latin} {America} \& {Caribbean} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SE.PRM.UNER?locations=ZJ&most_recent_year_desc=false}, urldate = {2022-04-19}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3PLFWVKX 2405685:5A9JKZMJ}, } @techreport{world_bank_cost-effective_2020, address = {Washington DC, USA}, title = {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}?}, shorttitle = {Cost-{Effective} {Approaches} to {Improve} {Global} {Learning}}, url = {https://documents1.worldbank.org/curated/en/719211603835247448/pdf/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.pdf}, abstract = {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? (English)}, language = {en}, urldate = {2020-12-08}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZE34D622 4042040:VSZTKCHW}, } @misc{world_bank_education_2020, title = {Education {Statistics} {\textbar} {Education} {Expenditures}}, url = {https://datatopics.worldbank.org/education/wDashboard/dqexpenditures}, urldate = {2020-12-21}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q727WSWG 2405685:692ABNRY}, } @misc{world_bank_educational_2020, title = {Educational television during {COVID}-19: {How} to start and what to consider}, shorttitle = {Educational television during {COVID}-19}, url = {https://blogs.worldbank.org/education/educational-television-during-covid-19-how-start-and-what-consider}, abstract = {Five key insights on starting, using and sustaining education television for remote learning, corroborated by more than 40 current examples from countries.}, language = {en}, urldate = {2020-06-02}, author = {World Bank}, year = {2020}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:Q3R544P2}, } @misc{world_bank_guidance_2020, title = {Guidance {Note}: {Remote} {Learning} and {CVID}-19}, url = {http://documents.worldbank.org/curated/en/531681585957264427/pdf/Guidance-Note-on-Remote-Learning-and-COVID-19.pdf}, urldate = {2020-06-01}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IZ5FEQXY}, } @misc{world_bank_how_2020, type = {Text/{HTML}}, title = {How countries are using edtech (including online learning, radio, television, texting) to support access to remote learning during the {COVID}-19 pandemic}, url = {https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remote-learning-during-the-covid-19-pandemic}, abstract = {Examples of how countries are using edtech to support remote learning under COVID-19}, language = {en}, urldate = {2020-09-23}, journal = {World Bank}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:32HB6XZZ 2339240:4BZJ4AIG 2339240:EX5BNITY 2339240:PBQ9WI2Z 2339240:WR9PK27B 2405685:57383Q46 2405685:773AJIR4 2405685:8HY8ZHY3 2405685:BAGXUAR8 2405685:RGLRHG75}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{world_bank_human_2020, title = {Human {Capital} {Index}}, url = {https://datacatalog.worldbank.org/dataset/human-capital-index}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:67H7ELJ3 2405685:2DSQB34Y}, } @techreport{world_bank_implementing_2020, type = {Text/{HTML}}, title = {Implementing a {Results}-{Based} {Financing} {Mechanism} for {Subnational} {Governments} to {Improve} {Education} {Outcomes} : {An} {Implementation} {Guide} {Inspired} by the {Case} of {Ceara}, {Brazil}}, shorttitle = {Implementing a {Results}-{Based} {Financing} {Mechanism} for {Subnational} {Governments} to {Improve} {Education} {Outcomes}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/561471606111232725/Implementing-a-Results-Based-Financing-Mechanism-for-Subnational-Governments-to-Improve-Education-Outcomes-An-Implementation-Guide-Inspired-by-the-Case-of-Ceara-Brazil}, abstract = {Implementing a Results-Based Financing Mechanism for Subnational Governments to Improve Education Outcomes : An Implementation Guide Inspired by the Case of Ceara, Brazil (English)}, language = {en}, urldate = {2022-05-31}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6L449459 2405685:I3B7KICU}, } @misc{world_bank_incidence_2020, title = {Incidence of {HIV}, all (per 1,000 uninfected population) - {Sierra} {Leone} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SH.HIV.INCD.TL.P3?end=2020&locations=SL&start=1990}, urldate = {2022-01-10}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RSRU6YLV 2405685:RFVHGC9Z 4556019:CI8YJ5UC}, } @misc{world_bank_inclusive_2020, title = {Inclusive {Education} {Initiative}: {Transforming} {Education} for {Children} with {Disabilities}}, url = {https://www.worldbank.org/en/topic/socialsustainability/brief/inclusive-education-initiative-transforming-education-for-children-with-disabilities}, language = {en-GB}, urldate = {2020-12-12}, journal = {Google Docs}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GUNXMV3L 2405685:M7LQS8IF}, } @misc{world_bank_individuals_2020, title = {Individuals using the {Internet} (\% of population)}, url = {https://data.worldbank.org/indicator/IT.NET.USER.ZS?locations=UY}, urldate = {2022-08-09}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z82G958L 2405685:M4U76X5Y}, } @misc{world_bank_individuals_2020, title = {Individuals using the {Internet} (\% of population) {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/IT.NET.USER.ZS}, urldate = {2022-06-06}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FY5J3X7V 2405685:JHUYLCSJ}, } @misc{world_bank_individuals_2020, title = {Individuals using the {Internet} (\% of population) - {South} {Asia} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/IT.NET.USER.ZS?locations=8S}, urldate = {2022-06-03}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DKKG4SV7 2486141:KI5BM73N}, } @misc{world_bank_individuals_2020, title = {Individuals using the {Internet} (\% of population) - {Sub}-{Saharan} {Africa} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/IT.NET.USER.ZS?locations=ZG}, urldate = {2022-06-03}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9MJG8PL5 2486141:SKUJJ8WM}, } @misc{world_bank_investing_2020, title = {Investing in the {Early} {Years} {During} {COVID}-19}, url = {http://elibrary.worldbank.org/doi/book/10.1596/33647}, language = {en}, urldate = {2020-06-02}, publisher = {World Bank}, author = {{World Bank}}, month = apr, year = {2020}, doi = {10.1596/33647}, note = {shortDOI: 10/ghgnfj KerkoCite.ItemAlsoKnownAs: 10/ghgnfj 2405685:EVLP58NV}, } @misc{world_bank_kenya_2020, title = {Kenya: {Off}-grid {Solar} {Access} {Project} for {Underserved} {Counties}}, shorttitle = {Kenya}, url = {https://projects.worldbank.org/en/projects-operations/project-detail/P160009}, abstract = {Kenya: Off-grid Solar Access Project for Underserved Counties}, language = {en}, urldate = {2020-07-01}, author = {World Bank}, year = {2020}, note = {Library Catalog: projects.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:5ERS64QR}, } @misc{world_bank_labor_2020, title = {Labor force participation rate, female (\% of female population ages 15+)}, url = {https://data.worldbank.org/indicator/SL.TLF.CACT.FE.ZS?locations=JO}, urldate = {2020-06-30}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7VVW5D64}, } @misc{world_bank_latin_2020, title = {{LATIN} {AMERICA} {AND} {THE} {CARIBBEAN} {Inclusion} and education: {ALL} {MEANS} {ALL}}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/Global%20Education%20Monitoring%20Report%202020%20-%20Latin%20America%20and%20the%20Caribbean%20-%20Inclusion%20and%20education%20-%20All%20means%20all.pdf}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5WIXQ64G 2405685:VH8YUZEG}, } @misc{world_bank_literacy_2020, title = {Literacy rate, adult total (\% of people ages 15 and above)}, url = {https://data.worldbank.org/indicator/SE.ADT.LITR.ZS}, urldate = {2020-07-01}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:W6SX6H6F}, } @misc{world_bank_mobile_2020, title = {Mobile cellular subscriptions (per 100 people) - {South} {Asia} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/IT.CEL.SETS.P2?locations=8S&most_recent_value_desc=false}, urldate = {2022-06-02}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JCFQ2UI9 2486141:DJV6GAKB}, } @misc{world_bank_mobile_2020, title = {Mobile cellular subscriptions (per 100 people) - {Sub}-{Saharan} {Africa} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/IT.CEL.SETS.P2?locations=ZG}, urldate = {2022-06-03}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QPD4TJ5K 2486141:Y9NDX4WX}, } @misc{world_bank_mongolia_2020, type = {Text/{HTML}}, title = {Mongolia - {Improving} {Primary} {Education} {Outcomes} for the {Most} {Vulnerable} {Children} in {Rural} {Mongolia} ({English})}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail}, abstract = {Mongolia - Improving Primary Education Outcomes for the Most Vulnerable Children in Rural Mongolia (English)}, language = {en}, urldate = {2020-08-31}, journal = {World Bank}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R8LDPUDM 2405685:UILRYS9L}, } @techreport{world_bank_mongolia_2020, address = {Ulaanbaatar}, type = {Survey}, title = {Mongolia {Poverty} {Update} 2018}, url = {http://1212.mn/BookLibraryDownload.ashx?url=Poverty_report_2018_ENG.pdf&ln=En}, urldate = {2020-08-31}, institution = {National Statistics Office of Mongolia}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FT92LP7S 2405685:F2LL23ZG}, } @misc{world_bank_nigeria_2020, title = {Nigeria {\textbar} {Country} {Profile}}, url = {https://www.worldbank.org/en/country/nigeria/overview}, abstract = {The World Bank is helping to fight poverty and improve living standards for the people of Nigeria with more than 130 IBRD loans and IDA credits since 1958.}, language = {en}, urldate = {2020-07-07}, author = {World Bank}, year = {2020}, note = {Library Catalog: www.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:JPXUUHZH}, } @techreport{world_bank_pakistan_2020, title = {Pakistan {\textbar} {Data}}, url = {https://data.worldbank.org/country/pakistan}, urldate = {2021-02-13}, institution = {World Bank Group}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZU97WUV8 2405685:HTC8W36V}, } @techreport{world_bank_pivoting_2020, title = {Pivoting to {Inclusion}: {Leveraging} {Lessons} from the {COVID}-19 {Crisis} for {Learners} with {Disabilities}}, url = {https://documents1.worldbank.org/curated/en/777641595915675088/pdf/Pivoting-to-Inclusion-Leveraging-Lessons-from-the-COVID-19-Crisis-for-Learners-with-Disabilities.pdf}, urldate = {2022-08-15}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C6YAF3WQ 2405685:YD558ZQH}, } @misc{world_bank_rapid_2020, title = {Rapid {Response} {Guidance} {Note}: {Educational} {Television} \& {COVID}-19}, url = {http://documents1.worldbank.org/curated/en/659411587145759242/pdf/Rapid-Response-Guidance-Note-Educational-Television-COVID-19.pdf}, urldate = {2020-09-24}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JXJ6MNRA 2405685:8XIKABBH}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{world_bank_realizing_2020, title = {Realizing the {Future} of {Learning} : {From} {Learning} {Poverty} to {Learning} for {Everyone}, {Everywhere}}, shorttitle = {Realizing the {Future} of {Learning}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/250981606928190510/Realizing-the-Future-of-Learning-From-Learning-Poverty-to-Learning-for-Everyone-Everywhere}, abstract = {Realizing the Future of Learning : From Learning Poverty to Learning for Everyone, Everywhere (English)}, language = {en}, urldate = {2021-06-03}, institution = {World Bank}, author = {World Bank}, year = {2020}, doi = {10/Realizing-the-Future-of-Learning-From-Learning-Poverty-to-Learning-for-Everyone-Everywhere}, note = {zotzenLib.CopiedFrom: 2339240:X24QH3PJ KerkoCite.ItemAlsoKnownAs: 10/Realizing-the-Future-of-Learning-From-Learning-Poverty-to-Learning-for-Everyone-Everywhere 2339240:X24QH3PJ 2405685:X7NW3DD4}, } @techreport{world_bank_remote_2020, title = {Remote {Learning} and {COVID}-19: {The} use of educational technologies at scale across an education system as a result of massive school closings in response to the {COVID}-19 pandemic to enable distance education and online learning}, url = {http://documents.worldbank.org/curated/en/266811584657843186/pdf/Rapid-Response-Briefing-Note-Remote-Learning-and-COVID-19-Outbreak.pdf}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L6HVMI4G 2405685:VXLGEJ3J}, } @techreport{world_bank_remote_2020, address = {Washington, D.C.}, title = {Remote {Learning} {Response} to {COVID}-19 {Knowledge} {Pack} : {With} a {Focus} on {Least} {Developed} {Countries} ({LDCs}) and {Fragility}, {Conflict} and {Violence} ({FCV})}, shorttitle = {Remote {Learning} {Response} to {COVID}-19 {Knowledge} {Pack}}, url = {https://documents1.worldbank.org/curated/en/099005004142218338/pdf/P174252089b2af038086840ee1b24d8eea5.pdf}, abstract = {Remote Learning Response to COVID-19 Knowledge Pack : With a Focus on Least Developed Countries (LDCs) and Fragility, Conflict and Violence (FCV) (English)}, language = {en}, urldate = {2023-03-27}, institution = {World Bank Group}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:W9LPDPW2}, } @techreport{world_bank_restructuring_2020, title = {Restructuring {Paper} on a {Proposed} {Project}: {Restructuring} of the {Education} {Quality} {Reform} {Project}}, url = {http://documents1.worldbank.org/curated/en/714741591562132647/pdf/Disclosable-Restructuring-Paper-Mongolia-Education-Quality-Reform-Project-P148110.pdf}, number = {RES33292}, urldate = {2020-07-31}, institution = {The World Bank}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XRFLIFAU 2405685:NAN9QD8A}, } @misc{world_bank_school_2020, title = {School enrollment, primary, female (\% gross) - {Liberia} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SE.PRM.ENRR.FE?view=chart&locations=LR}, urldate = {2021-09-03}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q5TFW4YS 2405685:KHJLDVBA}, } @misc{world_bank_sudan_2020, title = {Sudan {\textbar} {Data}}, url = {https://data.worldbank.org/country/sudan?view=chart}, urldate = {2021-12-31}, journal = {The World Bank}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6GN62BYK 2405685:28RGTBVD}, } @techreport{world_bank_tv-based_2020, address = {Washington D.C.}, title = {{TV}-{Based} {Learning} in {Bangladesh}: {Is} it {Reaching} {Students}?}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/34138/TV-Based-Learning-in-Bangladesh-Is-it-Reaching-Students.pdf?sequence=4&isAllowed=y}, institution = {World Bank Group}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:286IGBN6 2405685:GAPR3LZN}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{world_bank_development_indicators_mobile_2020, title = {Mobile cellular subscriptions (per 100 people) - {Tanzania} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/IT.CEL.SETS.P2?locations=TZ}, urldate = {2020-11-17}, journal = {World Bank Development Indicators website}, author = {{World Bank Development Indicators}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6GSKZLF8 2405685:J4UDY73A}, } @techreport{world_bank_forthcoming_reimagining_2020, address = {Washington D.C.}, title = {Reimagining {Human} {Connections}: {Technology} and {Innovation} in {Education} at the {World} {Bank}}, institution = {World Bank}, author = {{World Bank (forthcoming)}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QH5Q3UGM 2534378:S7PJCJ5W}, } @techreport{world_bank_cost-effective_2020, address = {Washington DC, USA}, type = {Text/{HTML}}, title = {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}?}, shorttitle = {Cost-{Effective} {Approaches} to {Improve} {Global} {Learning}}, url = {https://www.worldbank.org/en/topic/teachingandlearning/publication/cost-effective-approaches-to-improve-global-learning}, abstract = {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? (English)}, language = {en}, urldate = {2020-12-08}, author = {{World Bank} and {Foreign, Commonwealth \& Development Office} and {BE2}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7TWW5LH3 2339240:DREGRHNB 2339240:LB976C9V 2339240:PXVB6XAN 2339240:X6IKG4D9 2339240:ZN5GIACQ 2405685:78HTA35E 2405685:7WSML8I6 2405685:EM4K4F3G 2405685:J5BTUHXI 2405685:PXQZNUIT 2405685:QBC6GINK 2405685:YQRZUMFC 2534378:DWVFIYUY}, } @misc{world_data_lab_nigeria_2020, title = {Nigeria {\textbar} {World} {Poverty} {Map}}, url = {https://worldpoverty.io}, abstract = {Explore poverty data by age, gender, and region for every country in the world until 2030}, language = {en}, urldate = {2020-07-07}, author = {World Data Lab}, year = {2020}, note = {Library Catalog: www.worldpoverty.io KerkoCite.ItemAlsoKnownAs: 2405685:2625SKYU}, } @misc{world_health_organization_who_2020, title = {{WHO} {Coronavirus} {Disease} ({COVID}-19) {Dashboard}}, url = {https://covid19.who.int}, abstract = {World Health Organization Coronavirus disease situation dashboard presents official daily counts of COVID-19 cases and deaths worldwide, while providing a hub to other resources. Interactive tools, including maps, epidemic curves and other charts and graphics, with downloadable data, allow users to track and explore the latest trends, numbers and statistics at global, regional and country levels.}, language = {en}, urldate = {2020-09-29}, author = {World Health Organization}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AK68MLWQ 2405685:6QNMRVFV}, } @misc{worldometer_pakistan_2020, title = {Pakistan {Map} ({Physical})}, url = {https://www.worldometers.info/maps/pakistan-map/}, abstract = {Physical Map of Pakistan. Map location, cities, capital, total area, full size map.}, language = {en}, urldate = {2021-02-08}, author = {Worldometer}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D6J9Y926 2405685:YSN6AF8K}, } @misc{worldreader_worldreader_2020, title = {Worldreader {\textbar} {Sierra} {Leone}}, url = {https://www.worldreader.org/where-we-are/sierra-leone/}, abstract = {Worldreader brings digital reading to schools in Sierra Leone in partnership with the Klintworth Family Foundation.}, language = {en-US}, author = {Worldreader}, year = {2020}, note = {Library Catalog: www.worldreader.org EdTechHub.ItemAlsoKnownAs: 2405685:FHAMLZRG}, } @article{yan_unprecedented_2020, title = {Unprecedented pandemic, unprecedented shift, and unprecedented opportunity}, volume = {2}, issn = {2578-1863}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/hbe2.192}, doi = {10.1002/hbe2.192}, language = {en}, number = {2}, urldate = {2021-08-06}, journal = {Human Behavior and Emerging Technologies}, author = {Yan, Zheng}, year = {2020}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/hbe2.192 KerkoCite.ItemAlsoKnownAs: 10.1002/hbe2.192 10/ghzhfb 2339240:TWC4WH69 2405685:WDB4PMH4}, pages = {110--112}, } @misc{yao_desa_2020, title = {{UN}/{DESA} {Policy} {Brief} \#89: {Strengthening} {Data} {Governance} for {Effective} {Use} of {Open} {Data} and {Big} {Data} {Analytics} for {Combating} {COVID}-19}, url = {https://www.un.org/development/desa/dpad/publication/un-desa-policy-brief-89-strengthening-data-governance-for-effective-use-of-open-data-and-big-data-analytics-for-combating-covid-19/}, urldate = {2022-06-30}, author = {Yao, Keping and Park, Mi Kyoung}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8AXFETFH 2405685:YZ9NTR28}, } @article{yarimkaya_promoting_2020, title = {Promoting physical activity for children with autism spectrum disorders during {Coronavirus} outbreak: {Benefits}, strategies, and examples}, volume = {0}, url = {https://doi.org/10.1080/20473869.2020.1756115}, doi = {10.1080/20473869.2020.1756115}, abstract = {Described as a global outbreak (pandemic) by the World Health Organization, Coronavirus disease (COVID-19) raises great concern with more than 2 million infected patients worldwide. A series of measures are taken by governments worldwide to prevent the spread of the outbreak. As new cases increase, people are asked to stay at home. Active living areas such as sports centers, parks and schools are closed in most countries. In this process, staying at home for a long time makes it difficult for individuals with special needs such as Autism Spectrum Disorders (ASD) to stay physically active as well as typically developing individuals. The education process of children with ASD is disrupted, especially due to closed special education schools and rehabilitation centers. Online learning environments are often not suitable for children with ASD. It is predicted that excessive weight, obesity and sedentary life, which are high in children with ASD, may increase even more due to COVID-19. This article outlines the benefits of physical activity for children with ASD and provides strategies and examples of physical activity for children with ASD during the COVID-19 outbreak. The article is thought to be a guide for encouraging children with ASD in the home environment to physical activity.}, number = {0}, journal = {International Journal of Developmental Disabilities}, author = {Yarımkaya, Erkan and Esentürk, Oğuz Kaan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/20473869.2020.1756115 2405685:4SKEKBD6}, keywords = {COVID-19, children with ASD, physical activity, stay at home}, pages = {1--7}, } @misc{you_social_2020, title = {The social support networks stepping up in coronavirus-stricken {China}}, url = {https://www.opendemocracy.net/en/oureconomy/social-support-networks-springing-coronavirus-stricken-china/}, abstract = {Below the sweeping centralized measures, decentralized networks have provided relief to thousands.}, language = {en}, urldate = {2020-03-30}, journal = {openDemocracy}, author = {You, Mi}, year = {2020}, note = {Library Catalog: www.opendemocracy.net KerkoCite.ItemAlsoKnownAs: 2339240:RPQ9TGML 2405685:X6YHI3T3 X6YHI3T3}, } @techreport{zacharia_education_2020, address = {Washington D.C.}, title = {Education continuity during the {Coronavirus} crisis: {Pakistan} - {TeleSchool} and {Taleem} {Ghar} ({Educational} {TV} at {Home})}, url = {https://documents1.worldbank.org/curated/en/421821600058352361/pdf/Pakistan-TeleSchool-and-Taleem-Ghar-Educational-TV-at-Home.pdf}, institution = {World Bank}, author = {Zacharia, Sharon}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AS57JHK3 2405685:SAM2934R}, } @techreport{zacharia_education_2020, address = {Washington, D.C.}, title = {Education {Radio} {Knowledge} {Pack} : {With} a {Focus} on {Low}-{Resource} {Settings}}, url = {https://documents1.worldbank.org/curated/en/099005204142223657/pdf/P17425206e03360ab0a4a108c17b2cf29a0.pdf}, language = {en}, urldate = {2023-03-24}, institution = {World Bank Group}, author = {Zacharia, Sharon}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:D4Z6M8GB}, } @techreport{zacharia_education_2020, address = {Washington, D.C.}, title = {Education {Radio} {Knowledge} {Pack} : {With} a {Focus} on {Low}-{Resource} {Settings}}, url = {https://documents1.worldbank.org/curated/en/099005204142223657/pdf/P17425206e03360ab0a4a108c17b2cf29a0.pdf}, language = {en}, urldate = {2023-03-24}, institution = {World Bank Group}, author = {Zacharia, Sharon}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:D4Z6M8GB}, } @techreport{zacharia_education_2020, address = {Washington, D.C.}, title = {Education {Radio} {Knowledge} {Pack} : {With} a {Focus} on {Low}-{Resource} {Settings}}, url = {https://documents1.worldbank.org/curated/en/099005204142223657/pdf/P17425206e03360ab0a4a108c17b2cf29a0.pdf}, language = {en}, urldate = {2023-03-24}, institution = {World Bank Group}, author = {Zacharia, Sharon}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:D4Z6M8GB}, } @techreport{zacharia_television_2020, address = {Washington, D.C.}, title = {Television {Education} {Knowledge} {Pack} : {With} a {Focus} on {Low}-{Resource} {Settings}}, shorttitle = {Television {Education} {Knowledge} {Pack}}, url = {https://documents1.worldbank.org/curated/en/099005104142233123/pdf/P17425205bf126006093970142d904b2c93.pdf}, abstract = {Television Education Knowledge Pack : With a Focus on Low-Resource Settings (English)}, language = {en}, urldate = {2023-03-24}, institution = {World Bank Group}, author = {Zacharia, Sharon and {EdTech Team}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:K9GN9MIC}, } @misc{zahra-malik_coronavirus_2020, title = {The coronavirus effect on {Pakistan}’s digital divide}, url = {https://www.bbc.com/worklife/article/20200713-the-coronavirus-effect-on-pakistans-digital-divide}, abstract = {Coronavirus has rammed home the extent of Pakistan’s digital divide. Could it lead to a useful debate about the future of technology in education?}, language = {en}, urldate = {2021-07-22}, journal = {BBC Worklife}, author = {Zahra-Malik, Mehreen and BBC}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LHILQG6R 2405685:AFEPARIW}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{zbc_news_government_2020, title = {Government launches school radio lessons programme}, url = {https://www.zbcnews.co.zw/min-primary-secondary-education-launches-school-radio-programme/}, language = {en-GB}, urldate = {2020-06-27}, author = {{ZBC News}}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:PLFSGGCX}, } @article{zhang_understanding_2020, title = {Understanding the implementation of personalized learning: a research synthesis}, volume = {31}, issn = {1747938X}, shorttitle = {Understanding the implementation of personalized learning}, url = {https://linkinghub.elsevier.com/retrieve/pii/S1747938X19306487}, doi = {10.1016/j.edurev.2020.100339}, abstract = {Personalized learning (PL) has been promoted as a major aim and reform effort across the contemporary education system. In this article, we systematically identified and synthesized 71 empirical studies associated with the implementation of PL that were conducted between 2006 and 2019. This synthesis examined the current research efforts on the PL implementation with a focus on the primary purposes, overall methodological characteristics, and associated student learning outcomes of the identified studies. Using the method of critical interpretive synthesis, we identified two overarching themes in relation to PL across various disciplines of study. The two themes included investigating (a) the role of varying technologies and (b) contextual factors that impacted the implementation of PL. However, few studies have examined the effects of PL as a whole-school initiative on student educational outcomes. We ended by discussing the issues with the conceptualization and empirical evidence of PL and providing implications for the future advancement of the field.}, language = {en}, urldate = {2020-09-10}, journal = {Educational Research Review}, author = {Zhang, Ling and Basham, James D. and Yang, Sohyun}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.edurev.2020.100339 2339240:KVFK4D3C 2405685:KENV8FYH}, pages = {100339}, } @article{zhang_accessibility_2020, title = {Accessibility within open educational resources and practices for disabled learners: a systematic literature review}, volume = {7}, issn = {2196-7091}, shorttitle = {Accessibility within open educational resources and practices for disabled learners}, url = {https://slejournal.springeropen.com/articles/10.1186/s40561-019-0113-2}, doi = {10.1186/s40561-019-0113-2}, abstract = {The number of disabled students is rapidly increasing worldwide, but many schools and universities have failed to keep up with their learning needs. Consequently, large numbers of disabled students are dropping out of school or university. Open Educational Resources (OER) and Open Educational Practices (OEP) contain several relevant features, including the possibility of reusing and remixing, which have led researchers to consider using OER and OEP to facilitate meeting the needs of disabled and functional-diverse students in order to increase their accessibility and e-inclusion capabilities in educational settings. The very limited research to date, however, has provided a limited holistic understanding of accessibility within OER and OEP in order to aid researchers in pursuing future directions in this field. Therefore, this paper systematically reviewed 31 papers to provide insights about functional diversity within OER and OEP. The results obtained highlighted that accessibility is still in its infancy within OER and that researchers should focus more on considering the four accessibility principles — perceivable, operable, understandable and robust — when providing OER. Additionally, while several researchers have focused on several issues related to accessibility within OER, limited focus has been given to assistive technologies using OER. Finally, this paper provides several recommendations to increase accessibility within OER and help design more accessible OER for students with functional diversity.}, language = {en}, number = {1}, urldate = {2021-08-20}, journal = {Smart Learning Environments}, author = {Zhang, Xiangling and Tlili, Ahmed and Nascimbeni, Fabio and Burgos, Daniel and Huang, Ronghuai and Chang, Ting-Wen and Jemni, Mohamed and Khribi, Mohamed Koutheair}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-019-0113-2 2339240:5YIMEXDX 2405685:2Y4WA5WE}, pages = {1}, } @article{zhu_reading_2020, title = {Reading and connecting: using social annotation in online classes}, volume = {121}, doi = {10.1108/ILS-04-2020-0117}, abstract = {Purpose: The COVID-19 pandemic has forced many instructors to rapidly shift to online/distance teaching. With a narrow preparation window, many instructors are at a loss of strategies that are both effective in responding to the crisis and compatible with their professional practices. One urgent need in classrooms at all levels is to support social reading of course materials. To fulfill this need, this paper aims to present a systematic literature review on using Web annotation in K-12 and higher education to provide practical and evidence-based recommendations for educators to incorporate social annotation in online teaching. Design/methodology/approach: This paper presents a systematic literature review of the use of Web annotation in formal education. The authors reviewed 39 articles that met the inclusion criteria and extracted the following information from each article: level of education, subject area, learning theory, learning activity design, Web annotation technology, research methods and learning outcomes. Studies were further analyzed and synthesized by the genre of learning activity design. Findings: The authors identified five types of social annotation activity design: processing domain-specific knowledge, supporting argumentation and inquiry, improving literacy skills, supporting instructor and peer assessment and connecting online learning spaces. In addition, the authors developed practical recommendations on setting pedagogical goals, selecting annotation tools, deciding instructor involvement and developing evaluation strategies. Originality/value: This study provides a timely response to online/distance teaching under the COVID-19 pandemic. It is a hope that these identified application areas, in combination with four practical recommendations, would provide pragmatic and evidence-based support for educators to engage learners in reading, learning and connecting.}, number = {5}, journal = {Information and Learning Science}, author = {Zhu, Xinran and Chen, Bodong and Avadhanam, Rukmini Manasa and Shui, Hong and Zhang, Raymond Zhuo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0117 2405685:I8BQBE46}, keywords = {Collaborative learning, Collaborative reading, Online learning, Social annotation, Social reading, Web annotation}, pages = {261--271}, } @techreport{zimbabwe_education_cluster_zimbabwe_2020, title = {Zimbabwe {COVID}-19 {Preparedness} and {Response} {Strategy}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/zimbabwe_education_cluster_covid_strategy_12.05.2020_final.pdf}, urldate = {2020-06-09}, author = {Zimbabwe Education Cluster}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IR76DQJ5 2405685:DBW5AYVR 2405685:VXRVCNTY}, } @misc{zimbabwe_school_examinations_council_zimsec_2020, title = {{ZIMSEC} {\textbar} {Home}}, url = {https://www.zimsec.co.zw/}, language = {en-US}, urldate = {2020-06-27}, author = {Zimbabwe School Examinations Council}, year = {2020}, note = {Library Catalog: www.zimsec.co.zw EdTechHub.ItemAlsoKnownAs: 2405685:IWSVELST}, } @article{zolfaghari_creating_2020, title = {Creating asynchronous virtual field experiences with 360 video}, volume = {28}, abstract = {The global COVID-19 pandemic has disrupted normal face- to-face classes across institutions. This has significantly im- pacted methods courses where preservice teachers (PSTs) practice pedagogy in the field (e.g., in the PreK-12 class- room). In this paper, we describe efforts to adapt an assign- ment originally situated in a face-to-face school placement into a virtual version. By utilizing multi-perspective 360 vid- eo, preliminary results suggest virtual field experiences can provide PSTs with similar experiences for observation-based assignments. Acknowledging that immersive virtual experi- ences are not a complete replacement for face-to-face field- based experiences, we suggest virtual field assignments can be a useful supplement or a viable alternative during a time of the pandemic. Keywords:}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Zolfaghari, Maryam and Austin, Christine K and Kosko, Karl W and Ferdig, Richard E}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7XSI4Z3D}, keywords = {360 video, ex-, teacher education, virtual-based assignments, ⛔ No DOI found}, pages = {315--320}, } @techreport{zubairi_district_2020, address = {Cambridge}, title = {A district level study on the deployment, allocation and utilisation of teachers between and within {Malawi}'s primary schools: an accountability and political settlements approach}, url = {https://www.repository.cam.ac.uk/bitstream/handle/1810/316497/Asma%20Zubairi_Thesis_January%202021_Confidential_Size.pdf?sequence=5&isAllowed=y}, institution = {REAL Centre, Faculty of Education, University of Cambridge}, author = {Zubairi, Asma}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A5LNBAQR 2405685:Y4HQUGBA}, } @misc{__2020, title = {جو اكاديمي توجيهي {\textbar} دروس ودوسيات التوجيهي واسئلة وزارة}, url = {https://joacademy.com}, abstract = {منصة جو اكاديمي من اوائل رواد التعليم الالكتروني وحصص اون لاين ووتد التعليم في المملكة الاردنية الهاشمية بوابة للتواصل ما بين المعلم والطالب}, urldate = {2020-06-30}, journal = {جو اكاديمي توجيهي}, author = {توجيهي, جو اكاديمي}, year = {2020}, note = {Library Catalog: joacademy.com KerkoCite.ItemAlsoKnownAs: 2405685:PACYK386}, }