Text classification using deep learning techniques: a bibliometric analysis and future research directions - Sarin, Gaurav; Kumar, Pradeep; Mukund, M. (Benchmarking: An International Journal, 2023)
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

Testing EdTech Interventions in Bandarban: Key Findings from the EdTech Hub Sandbox - Tanweer, Rabia; Plaut, Daniel; Datta, Rupa; Nashtaran, Trishia; Rahman, Asad; Ahmed, Shakil; Fazly, BMRabbi; Hoque, Rashedul; Moon, NurunNahar; Afroze, Sadia (EdTech Hub, 2023)
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
ZenodoArchiveID: 7591685 ZenodoArchiveConcept: 7591684 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7591685 10.53832/edtechhub.0146 2405685:J8IB7LVG 2405685:V4EVQ39I
Keywords: _r:AddedByZotZen

test - jac, nyili (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5524863 2405685:86XEZU2S
Keywords: _r:AddedByZotZen

TESSA - The Open University (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:UI76E623

Tertiary students’ engagement with professional learning networks and emerging technologies in learning: The case of a coastal University in West Africa. - Wiafe, Bernard; Takramah, Florence; Bless, Gloria; Akaadom, Bernard (International Multidisciplinary Research Journal, 2020)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:4QSDFI6K 2405685:B9M4VWKK
Keywords: ⛔ No DOI found

Template for costing remote learning encouragement - Blagrave, Holly Jean (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WVNZ95F5 2405685:NMXS89SP

TelOne | Home - TelOne (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:CBSKL2WY

Television Education Knowledge Pack : With a Focus on Low-Resource Settings - Zacharia, Sharon; EdTech Team (World Bank Group, 2020)
Television Education Knowledge Pack : With a Focus on Low-Resource Settings (English)
KerkoCite.ItemAlsoKnownAs: 2405685:K9GN9MIC

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

Telephone Survey: Caregivers' and Learners' Perspectives on SMS for Education in Kenya - Myers, Christina; Jordan, Katy; Khagame, Phoebe; Mumbi, Albina; Njuguna, Lydia; Zhao, Annette (EdTech Hub, 2022)
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
ZenodoArchiveID: 7310489 ZenodoArchiveConcept: 7310488 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7310489 10.53832/edtechhub.0133 2405685:NP52QFM8
Keywords: _r:AddedByZotZen

Telementoring and homeschooling during school closures: A randomized experiment in rural Bangladesh - Hassan, Hashibul; Islam, Asad; Siddique, Abu; Wang, Liang Choon (Centre for Development Economics and Sustainability, 2021)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:5YSHGI3S 2339240:7WBML8RC 2405685:6J9MZIZY 2405685:XE45G75X 2405685:XU7PCDNA 2534379:RF4FNWBS
Keywords: ___working_potential_duplicate

Telementoring and homeschooling during school closures: A randomized experiment in rural Bangladesh - Hassan, Hashibul; Islam, Asad; Siddique, Abu; Wang, Liang Choon (SocArXiv, 2022)
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.
KerkoCite.ItemAlsoKnownAs: 10.31235/osf.io/mhyq5 2339240:9PH6DMPD 2405685:PADF6IYS

Teknolojia na maendeleo ya taaluma ya walimu nchini Tanzania: Zana za utafiti - Koomar, Saalim; Massam, Winston; Jacob, Winnie; Gervace, Anthony; Adam, Taskeen; Hennessy, Sara; Chacage, Kristeen; Malibiche, Mustafa; Mutura, Emmanuel; Mtenzi, Fredrick; Mwakabungu, Fika (EdTech Hub, 2023)
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.
ZenodoArchiveID: 7701270 ZenodoArchiveConcept: 7701269 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7701270 10.53832/edtechhub.0149 2405685:6V4DBZR8
Keywords: _r:AddedByZotZen

Technology use in teacher preparation and professional development in low-and middle-income countries - UNESCO Digital Library - Hennessy, Sara; D'Angelo, Sophia; Koomar, Saalim; Kreimeia, Adam; Adam, Taskeen; Cao, Lydia; Haßler, Björn (UNESCO, 2023)
https://doi.org/10.54676/NJZV8067 KerkoCite.ItemAlsoKnownAs: 2339240:9URXV92S 2405685:UU8FCJCF

Technology use in teacher preparation and professional development in low- and middle-income countries: 2023 GEM Report – Evidence review - Hennessy, S.; D’Angelo, S.; Koomar, S.; Kreimeia, A.; Adam, T.; Cao, L.; Haßler, B. (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6958583 10.53832/edtechhub.0104 2405685:8SKNCIXH
Keywords: _r:AddedByZotZen

Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: Recommendations for policy from a systematic review - D'Angelo, Sophia; Hennessy, Sara; Kreimeia, Adam; Koomar, Saalim; Cao, Lydia; McIntyre, Nora; Brugha, Meaghan; Zubairi, Asma (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0080 2339240:PRMHXVPE 2405685:7S9CUP77 2405685:HHXQI3S4 2405685:VU5JQKWG 2534378:BXN59IRN
Keywords: Read; Teacher education and training; _r:AddedByZotZen

Technology use for teacher professional development in low- and middle-Income countries: A systematic review - Hennessy, Sara; D'Angelo, Sophia; McIntyre, Nora; Koomar, Saalim; Kreimeia, Adam; Cao, Lydia; Brugha, Meaghan; Zubairi, Asma (Computers and Education Open, 2022)
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.
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

Technology, Teacher Professional Development and Low- and Middle-Income Countries: Technical report on systematic mapping review - Hennessy, Sara; D'Angelo, Sophia; McIntyre, Nora; Koomar, Saalim; Kreimeia, Adam; Cao, Lydia; Brugha, Meaghan; Zubairi, Asma (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
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

Technology-Supported Personalised Learning: A Rapid Evidence Review - Major, Louis; Francis, Gill A. (EdTech Hub, 2020)
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.
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

Technology Options for TCPD in Tanzania - Haßler, Björn; Mtebe, Joel; Abdelrahman, Salma; Kondor, Oscar; Mashauri, Aron; Adam, Taskeen; Koomar, Saalim (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5874600 2405685:X8QRZ5EJ
Keywords: _r:AddedByZotZen

Technology in education in low-income countries: Problem analysis and focus of the Hub's work - Hennessy, Sara; Jordan, Katy; Hassler, Bjoern; Hollow, David; Brugha, Meghan; Jamieson Eberhardt, Molly; Sabates, Ricardo (2020)
An output by the EdTech Hub - #EdTechHub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3352007 10/ghgnfz 2339240:EYQWGP5R 2405685:ZGFQHAS3

Technology in Education. Background paper prepared for the 2023 Global Education Monitoring Report - Burns, Mary (UNESCO, 2021)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:M9QPC59P 2405685:KGTU7JWX

Technology and Teacher Professional Development in Tanzania: Research instruments pack - Koomar, Saalim; Massam, Winston; Jacob, Winnie; Gervace, Anthony; Adam, Taskeen; Hennessy, Sara; Chachage, Kristeen; Malibiche, Mustafa; Mutura, Emmanuel; Mtenzi, Fredrick; Mwakabungu, Fika (EdTech Hub, 2023)
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.
ZenodoArchiveID: 7691834 ZenodoArchiveConcept: 7691833 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7691834 10.53832/edtechhub.0148 2405685:GXM765F3
Keywords: _r:AddedByZotZen

Technology and School Mapping - Vijil, Alejandra; Godwin, Katie; Mackintosh, Alasdair; Ramirez, Ana (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 6974072 ZenodoArchiveConcept: 6974071 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6974072 2405685:IJ2GD927
Keywords: _r:AddedByZotZen

TECHNOLOGY AND INNOVATION REPORT 2021: Catching technological waves innovation with equity - UNCTAD (2021)
OCLC: 1245847334 KerkoCite.ItemAlsoKnownAs: 2339240:3J8FAXYC 2405685:SSF84XQK

Technologies for Data Collection, Processing and Communication in Education in Emergencies: Mapping Practices and Opportunities in the MENA region and Globally - FHI360; USAID (2021)

Technological Federalism : A Building Block to Constitutionalise the Digital Sphere - Mittal, Anushka (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:MANBX9Z8 2405685:5MPF4DCD
Keywords: ⛔ No DOI found

Technical Report on Teacher Deployment - Teaching Service Commission (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:Q4WTX5XU 2405685:59NJRPWV

Technical Note: Education during the COVID-19 Pandemic. - Inter-agency Network for Education in Emergencies (INEE). (2020)
We are thrilled to share a new INEE Technical Note on Education during the COVID-19 Pandemic.
KerkoCite.ItemAlsoKnownAs: 2339240:G7EH66SF 2405685:H32K3JQ5 4803016:LPDQQ8PI

Technical Assistance to the Government of Tanzania: Inception Report - Proctor, Jamie; Plaut, Daniel; El-Serafy, Yomna; Carter, Alice; Thakrar, Jayshree (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5153385 2405685:EC7PUHHF
Keywords: _r:AddedByZotZen

Technical and Vocational Education and Training in Sub-Saharan Africa A Systematic Review of the Research Landscape - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany, 2020)
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

Tech plus teachers: Did one-on-one phone tutorials help kids learn better during school closures in Sierra Leone? - Crawfurd, L; Evans, D; Guiterrez Bernal, M; Hares, S; Sam-Kpakra, R; Sandefur, J; Shojo, M (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5Z8RBH2S 2405685:TF3CV7CH

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

Teaching with Tech: the role of education unions in shaping the future by Education International - Colclough, Dr Christina J. (Education International, 2020)
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...
KerkoCite.ItemAlsoKnownAs: 2339240:QBSUD8XB 2405685:SXEWK3E6

Teaching of Naazrah Quran Grade I-V as a separate compulsory subject - Punjab Curriculum & Textbook Board (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:IXHBSJZJ 2405685:RRM79XR4

Teaching literacy to youth in Dadaab - Rich, Sam (eLimu, 2020)
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…
Library Catalog: e-limu.org KerkoCite.ItemAlsoKnownAs: 2339240:BML382C2 2405685:CCU7TETF

Teaching at the right level: from concern with exclusion to challenges of implementation - Global Education Monitoring Report Team; Pratham Resource Centre (India) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WWQQ6KGY 2405685:QVPEH4RJ

Teaching at the Right Level: Evidence - Teaching at the Right Level (Teaching at the Right Level, 2020)
Rigorous evidence shows that, when effectively implemented, TaRL improves learning outcomes. Through a series of randomised evaluations, researchers...
KerkoCite.ItemAlsoKnownAs: 2339240:NNYRTKAL 2405685:9A8QL94P

Teaching and Testing by Phone in a Pandemic. - Crawfurd, Lee; Evans, David K.; Hares, Susannah; Sandefur, Justin (Centre for Global Developement, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:474HKXRJ 2405685:DTZ6IE85

Teaching and Testing by Phone in a Pandemic - Crawfurd, Lee; Evans, David K.; Hares, Susannah; Sandefur, Justin (Center for Global Development, 2021)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:FTSVR76S 2339240:GAPVTT3N 2339240:K9KUNITI 2405685:5RJW9S5N 2405685:7AP7H3CG 2405685:H3J9AJ2Z 2405685:KW3QGYS5 2534379:ZTWPMXUG
Keywords: ___working_potential_duplicate

Teaching and Learning Toolkit - Education Endowment Foundation (2020)
An accessible summary of the international evidence on teaching 5-16 year-olds
Library Catalog: educationendowmentfoundation.org.uk KerkoCite.ItemAlsoKnownAs: 2339240:JFQH43A7 2405685:QBGJWSD6 2405685:YBHMG6AV
Keywords: C:England

Teaching and Learning of Mathematics in the Context of the National Numeracy Programme in Malawi: Findings from a rapid, in-depth qualitative study - Correa de Oliveira, André; Kanyoza, Charity; Lurvink, Anne-Fleur; Boilo, Violet; Kadzamira, Esme; Haßler, Björn (EdTech Hub, 2024)
ZenodoArchiveID: 7510031 ZenodoArchiveConcept: 7510030 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7510031 10.53832/edtechhub.0156 2405685:B8SQMMBA
Keywords: _r:AddedByZotZen

Teaching and Learning Materials in Malawi - Kendall, Nancy; Samati, Madalo (Global Education Monitoring Report, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:WA4Q9XHZ 2405685:NQ65CGEN

Teachers’ virtual communities of practice: A strong response in times of crisis or just another Fad? - Ghamrawi, Norma (Education and Information Technologies, 2022)
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.
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

Teachers’ use of new technologies in Latin America - OECD (Making the Most of Technology for Learning and Training in Latin America, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1787/ce2b1a62-en 2339240:W35S4TJK 2405685:GRWZFAZ7

Teachers’ Skills and Skills Frameworks for Remote and Blended Learning Knowledge Pack - Freeman, Barbara; Raigosa Montoya,, Juliana (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:MN623V5B

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

Teachers’ Perceptions of Adopting Information and Communication Technologies in Teaching and Learning at Rural Secondary Schools in Eastern Cape, South Africa - Chisango, Grasia; Newlin Marongwe; Mtsi, Nomxolisi; Matyedi, Thembisile E (Africa Education Review, 2020)
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.
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

Teachers need training and support, not just an internet connection, to deliver quality distance education - Conover, Anna C (Teacher Task Force, 2022)
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
KerkoCite.ItemAlsoKnownAs: 2339240:FW56SP6K 2405685:5SMBTHW9

Teachers Learning Together: Large-scale approaches to teacher communities of practice - Rossignoli, Serena; Amenya, Donvan; Kamana, Dieudonne; Tiganescu, Andrea; Kudenko, Irina (Education Development Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:KJU6N64C 2405685:WFJZTGQZ
Keywords: C:Kenya / Rwanda

Teachers’ Learning Communities for Developing High Order Thinking Skills—A Case Study of a School Pedagogical Change - Miedijensky, Shirley; Sasson, Irit; Yehuda, Itamar (Interchange (Toronto. 1984), 2021)
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.
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

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 - Rana, Karna; Greenwood, Janinka; Henderson, Robyn (Technology, Pedagogy and Education, 2022)
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.
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

Teachers’ digital literacy and digital activity as digital divide components among basic schools in Ghana - Quaicoe, James Sunney; Pata, Kai (Education and Information Technologies, 2020)
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.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10158-8 2339240:KAE2M2W5 2405685:BRSMLLYH

Teachers deployment and retention | Education | IIEP Policy Toolbox - UNESCO-IIEP (2021)
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.
KerkoCite.ItemAlsoKnownAs: 2129771:NY77RCA2 2405685:GY9P8AJV 4556019:53D54ZXQ
Keywords: C:LMIC

Teachers Co-creating for Teachers: Design and Implementation of an Online Teacher Professional Development Course in Sub-Saharan Africa - Negeze, Lucian Vumilia; Iyer, Sridhar (Global Perspectives on Educational Innovations for Emergency Situations, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-99634-5 2339240:AZ5MYLRA 2405685:EZWKWPG9

Teachers' Attitudes Towards Gender Equality - Tavdgiridze, Lela; Khasaia, Ia; Sherozia, Nato; Turmanidze, Lela (2021)

Teachers and Teaching in Sierra Leone : Teacher Quality and Management Study - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:X6L76LFL 2405685:4KSNK63S 4556019:BHQLRIPR
Keywords: _C:Sierra Leone

Teachers and Teaching in Sierra Leone - The World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:346EVURZ 2405685:I5ZDCPFW

Teachers and mothers join forces to keep girls in school in Malawi - United Nations Population Fund (Africa Renewal, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:MKIFTFHW 2405685:ACCDGUZ7

Teachers’ adoption of an open and interactive e-book for teaching K-12 students Artificial Intelligence: a mixed methods inquiry - Zhang, Xiangling; Tlili, Ahmed; Shubeck, Keith; Hu, Xiangen; Huang, Ronghuai; Zhu, Lixin (Smart Learning Environments, 2021)
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.
KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-021-00176-5 2339240:2U8R2BFF 2405685:395HKI8Z

Teacher Wellbeing Resources Mapping & Gap Analysis - Inter-Agency Network for Education in Emergencies (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8AFTF3MZ 2405685:X759APEH

Teacher Turnover in Rwanda - Zeitlin, Andrew (Journal of African Economies, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1093/jae/ejaa013 2339240:MK8XIA4D 2405685:XX2WB7E8

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

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

Teacher Rotation and Student Outcomes: Experimental Evidence from Uganda - Cohen, Isabelle; Dal Bo, Ernesto; Finan, Federico; Omala, Kizito; Schonholzer, David (2022)
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...
KerkoCite.ItemAlsoKnownAs: 2339240:NAYL7M9C 2405685:CFU9P6AL 4656463:5JYX8Z9Y

Teacher Retention and Mobility in Sierra Leone: What factors motivate teachers to stay at or leave schools? - Lurvink, Anne-Fleur; Mansaray, Kabiru; Kamara, Josephine; Khanu, Alimamy James; Cameron, Emma; Godwin, Katie; Haßler, Björn (EdTech Hub, 2023)
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
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Keywords: _r:AddedByZotZen

Teacher professional development in sub-Saharan Africa: Equity and scale [preprint] - Haßler, Björn; Bennett, Gemma; Damani, Kalifa (2020)
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.
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

Teacher professional development in sub-Saharan Africa: Equity and scale - Haßler, Björn; Bennett, Gemma; Damani, Kalifa (Embedding Social Justice in Teacher Education and Development in Africa, 2021)
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.
KerkoCite.ItemAlsoKnownAs: 2129771:E2Q73NBN 2129771:EPYMVB2W 2405685:SM8RY6F9
Keywords: Author:Haßler; Björn-CV-OECS; _yl:a; dode_eth-src-dode; dode_eth-trf2-dode

Teacher professional development and curriculum: Enhancing teacher professionalism in Africa by Education International - Issuu - Sayed, Yusuf; Bulgrin, Eva (Education International Research, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:E4BGMVNV 2405685:8ZAX7AE9

Teacher professional development and coaching in low-income countries: Practical considerations for the use of technology. - Haßler, Björn (EdTech Hub, 2020)
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.
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Teacher professional development and coaching in low-income countries: Overarching considerations for the use of technology - Haßler, Björn (EdTech Hub, 2020)
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.
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Teacher professional development and coaching in low-income countries: An evidence-informed conversation - Haßler, Björn; Moss, Caitlin (EdTech Hub, 2020)
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.
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

Teacher Policy Action Plan - Ministry of Education, Youth and Sport (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:5LW2KVIY 2405685:SQQQQFA8

Teacher Perspectives on Peer-Peer Collaboration and Education Technologies in Rural Tanzanian Classrooms - Uchidiuno, Judith; Koedinger, Ken; Ogan, Amy (ACM SIGCAS Conference on Computing and Sustainable Societies, 2021)
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.
KerkoCite.ItemAlsoKnownAs: 10.1145/3460112.3471939 2339240:VUXY6J6M 2405685:TWE99YU2
Keywords: Early literacy; Sub-Saharan Africa; educational technologies; peer-peer collaboration

Teacher Performance-Based Incentives and Learning Inequality - Filmer, Deon; Habyarimana, James; Sabarwal, Shwetlena (Rise Programme, 2020)
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.
KerkoCite.ItemAlsoKnownAs: 2405685:KH5WR8A6 2561267:PWZSY59G
Keywords: _B:important; _G:important; _G:reviewed; _Tanzania; _final_bib; _important

Teacher motivation for online learning: piloting a microlearning support system | VVOB in Rwanda - VVOB (VVOB, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:I252ES6E 2405685:IYMV8VDP

Teacher Management Policy for Sierra Leone - Teaching Service Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:ILC2GGZX 2129771:XQMFH5JU 2339240:5QZ2N3GQ 2339240:QSY3I4ZA 2405685:M6F97ARN 2405685:RFT2PNDX 4556019:49UIZ3SU
Keywords: _C:Sierra Leone SLE

Teacher Education Modality Rapid Review, Modes, Affordances and Evidence on Remote and Blended Initial and Continuing Teacher Education - Perry, Dr Thomas; Findon, Dr Madeleine; Braim, Dr Benjamin; Davison, Dr Ian; Whatmore, Dr Tracy; Cottle, Dan; Anbreen, Noshaba; Cordingley, Philippa; Crisp, Bart (STEM Learning, University of Birmingham, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SHWIGDZU 2405685:FVDRXMPR

Teacher Deployment Protocol - Teaching Service Commission (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:YHSCP3RW 2405685:6D9F755H

Teacher Deployment in Sierra Leone: Lessons learnt and moving forward - Beoku-Betts, Iman (EdTech Hub, 2023)
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
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Keywords: _r:AddedByZotZen

Teacher Continuous Professional Development in Tanzania: Lessons Learnt - Chachage, Kristeen; Thakrar, Jay (EdTech Hub, 2023)
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
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Keywords: _r:AddedByZotZen

Teacher Attitudes Survey - Koomar, Saalim; Hennessy, Sara (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5866562 2405685:G2M69ZP4
Keywords: _r:AddedByZotZen

Teacher attendance and time on task in primary schools in Mozambique - Nugroho, Dita; Karamperidou, Despina (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:XI9TB42I 2405685:VZR6RFUF

Teach For Uganda - Teach For Uganda (Teach for uganda, 2022)
We are nurturing leaders who are committed to advancing equitable access to quality education in low-income communities in Uganda
KerkoCite.ItemAlsoKnownAs: 2339240:S2F9KJKP 2405685:GIL3HEI7

Teach by Radio | Ministry of Education (Liberia) - Ministry of Education (Liberia) (2020)
Library Catalog: moe-liberia.org EdTechHub.ItemAlsoKnownAs: 2405685:9VWX4BDW

TCPD Supervision Guidelines - Ministry of Education, Science and Technology (2022)
MWONGOZO WA KUSIMAMIA UTEKELEZAJI WA MPANGO WA MAFUNZO ENDELEVU KWA WALIMU KAZINI
KerkoCite.ItemAlsoKnownAs: 2339240:F9V87LUV 2405685:8V6MJ3DK

TCPD in Tanzania: Design-Based Implementation Research Cycle 2 Recommendations Policy Brief - Koomar, Saalim; Chachage, Kristeen; Swai, Calvin; Massam, Winston; Anthony, Gervace; Mrope, Winifrida Jacob; Malibiche, Mustafa; Mutura, Emmanuel; Adam, Taskeen; Hennessy, Sara; Mtenzi, Frederick; Komba, Aneth; et al. (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10652003 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1013 ZenodoArchiveConcept: 10652002
Keywords: _r:AddedByMyEducationEvidence; coming soon

TCPD in Tanzania: Design-Based Implementation Research Cycle 1 Recommendations Policy Brief - Koomar, Saalim; Massam, Winston; Chachage, Kristeen; Anthony, Gervace; Mrope, Winifrida Jacob; Malibiche, Mustafa; Mutura, Emmanuel; Adam, Taskeen; Hennessy, Sara; Mtenzi, Frederick; Komba, Aneth; Mwakabungu, Fika; et al. (EdTech Hub, 2023)
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
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

Tax Farming Redux: Experimental Evidence on Performance Pay for Tax Collectors - Khan, Adnan Q.; Khwaja, Asim I.; Olken, Benjamin A. (National Bureau of Economic Research, 2021)
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.
KerkoCite.ItemAlsoKnownAs: 10.3386/w20627 2339240:BAJEUIIS 2405685:NRLTA3UK 4656463:Z5GTYX4D

Targeting within universalism - Jacques, Olivier; Noel, Alain (Journal of European Social Policy, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1177/0958928720918973 2339240:4RNKX4CG 2405685:PUWB7MI7

Tanzanian Teachers’ Experiences of Teaching With Technology: Recommendations for policy and practice - Hennessy, Sara; Koomar, Saalim; Kreimeia, Adam (EdTech Hub, 2022)
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
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6543151 10.53832/edtechhub.0125 2405685:VNE3Q93U
Keywords: _r:AddedByZotZen

Tanzania National Development Vision 2025 - Government of Tanzania (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8JRRC5P2 2405685:KHS6R9D2

Tanzania Mainland Poverty Assessment: Executive Summary - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FTFHCNIT 2405685:87NIINHN

Tanzania - Demographic Dividend (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3JZQAWZ6 2405685:EUDMQ6I9

Tangerine for Principals: Pilot Report - Leh Wi Lan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FABJDBVM 2405685:GH5X7RUQ

Taleemabad - Orenda Project (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:N4Z655E3 2405685:Y3FWMG3H 2405685:ZRSJ3NXE

Taleem Ghar: Delivering Education In The Safety Of Homes - The Academia (2020)
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
Library Catalog: academiamag.com KerkoCite.ItemAlsoKnownAs: 2405685:IMXB578I
Keywords: auto_merged

Taleem Ghar: Delivering Education In The Safety Of Homes - The Academia (2020)
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
Library Catalog: academiamag.com KerkoCite.ItemAlsoKnownAs: 2405685:IMXB578I

Taleem Ghar - Government of the Punjab (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:LDT5HH25
Keywords: auto_merged

Taleem Ghar - Government of the Punjab (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:UIR53SVS

Take-Up, Use, and Effectiveness of Remote Technologies Endline Report - Beam, Emily A.; Mukherjee, Priya; Navarro-Sola, Laia; Ferdosh, Junnatul; Sarwar, Md. Afzal Hossain (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ZM9FYFUF 2405685:L52XXFSJ
Keywords: ⛔ No DOI found

Take-up, Use, and Effectiveness of Remote Learning Technologies in Bangladesh during COVID-19 - Beam, E; Mukherjee, P; Navarro-Sola, L (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:2BEQ3IEH 2405685:PW8FDPUE

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

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

Tablet-based Learning for Foundational Literacy and Math: An 8-month RCT in Malawi - Levesque, Karen; Bardack, Sarah; Chigeda, Antonie (2020)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:2MD5BSLB 2405685:2MMJYNCA

T4 Insights Report: World's largest teacher post-Covid-19 - T4 (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:72JBFMAQ 2405685:VCPYXYC2

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

Systems Implications for Core Instructional Support Lessons from Sobral (Brazil), Puebla (Mexico), and Kenya - Crouch, Luis (Research on Improving Systems of Education (RISE), 2020)
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.
shortDOI: 10/ghgngd KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI_2020/020 10/ghgngd 2339240:GXB366Z9 2405685:ERFCVGR2

Systems Concepts in Action - Williams, Bob; Hummelbrunner, Richard (Stanford University Press, 2020)
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.
Publication Title: Systems Concepts in Action zotzenLib.CopiedFrom: 2339240:GIGBJFCB KerkoCite.ItemAlsoKnownAs: 2339240:GIGBJFCB 2405685:XN4T8IA2

Systems, applications and technologies for e-learning - Traore, Moussa (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6811445 2405685:B6QXU3J3
Keywords: _r:AddedByZotZen

Syṡtemic Mixed-Methods Research — a conceptual framework for scalable EdTech research - Haßler, Björn; El-Serafy, Yomna; Khalayleh, Abdullah; McBurnie, Chris (EdTech Hub, 2021)
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

Systematic Review using a Spiral approach with Machine Learning - Saeidmehr, Amirhossein; Steel, Piers; Samavati, Faramarz (2023)
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.
KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-2497596/v1 2405685:RINZQERU 2486141:SJ799IB8
Keywords: _Added-ailr-2024

System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries - Atuhurra, Julius; Kaffenburger, Michelle (RISE, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9K2DMMY4 2405685:52BLIQSF 4656463:46HTEL8B

Syrian Arab Republic: Access to Electricity and Humanitarian Needs - UNDP Syria (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:QT7RKPFI 2405685:ZP8APA5I

Syafunda Digital Library - Syafunda (Syafunda, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:GL857VQ8 2405685:39F7D2XS

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

SWOT Analysis of the Kenya Education Cloud - Groeneveld, Caspar; Kimenyi, Eric; Kaye, Tom (EdTech Hub, 2021)
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

Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana - Carter, Emma; Sabates, Ricardo; Rose, Pauline; Akyeampong, Kwame (International Journal of Educational Development, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2020.102195 2405685:33WA88FB 4042040:WYSMDT3V

Sustainable Solutions to Rural Girls’ Education: A Rapid Evaluation of Lyra in Tanzania - Simmons, Hannah (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7642746 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7642746 ZenodoArchiveConcept: 7642745
Keywords: _r:AddedByZotZen

Sustainable Solutions to Rural Girls’ Education: A Rapid Evaluation of Lyra in Africa’s Green Hostels - Simmons, Hannah (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7858344 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7858344 ZenodoArchiveConcept: 7858343
Keywords: _r:AddedByZotZen

Sustainability & Corporate Responsibility Report - Ericsson (Ericsson.com, 2020)
Our Sustainability and Corporate Responsibility Report includes all the highlights of our sustainability performance.
Last Modified: 2020-04-15T06:29:31+00:00 Library Catalog: www.ericsson.com KerkoCite.ItemAlsoKnownAs: 2339240:SALDRCZ7 2405685:Y6NUR45J 4803016:IF4I7JN8

Survey Report on Socio Economic Impact of COVID-19 on Households - Kenya National Bureau of Statistics (2020)
Library Catalog: www.knbs.or.ke KerkoCite.ItemAlsoKnownAs: 2405685:AKVS9VZQ

Supporting the mental health of teachers in COVID-19 through trauma-informed educational practices and adaptive formative assessment tools - Roman, Tiffany (Journal of Technology and Teacher Education, 2020)
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
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

Supporting Teachers Moving Online, using a MOOC, During the COVID-19 Pandemic - Mays, Tony John; Ogange, Betty; Naidu, Som; Perris, Kirk (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:BK6R4LIP 2405685:676ZMM3I

Supporting teachers during the COVID-19 (coronavirus) pandemic - Beteille, Tara (2020)
Supporting teachers during the COVID-19 (coronavirus) pandemic
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:PEZZZHCF 2405685:LBXLM7JX

Supporting Refugee Distance Education: A Review of the Literature - Taftaf, Randa; Williams, Christy (American Journal of Distance Education, 2020)
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.
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

Supporting practitioner-led inquiry into classroom dialogue with a research-informed professional learning resource: A design-based approach - Hennessy, S; Kershner, R; Calcagni, E; Ahmed, F (Review of Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1002/rev3.3269 2339240:CHQCGVJ2 2405685:H94TBG7S 2405685:W3JZM7A8 2534378:AP82HE4R
Keywords: ⛔ No DOI found; ❓ Multiple DOI

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

Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review - Crompton, Helen; Burke, Diane; Jordan, Katy; Wilson, Samuel (Journal of Research on Technology in Education, 2021)
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.
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

Sunbird - Sunbird (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KWNV5KHW 2405685:9ZDBQZW8

Summative Evaluation of GPE’s Country-Level Support to Education: Bangladesh - GPE (Global Partnership for Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VBSUZLDH 2405685:EHB63PAS

Summative Evaluation of GPE's Country-level Support to Education. Bangladesh - Results for Development (Universalia, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2UZNK2DF 2405685:JCNQQAWC

Summative Evaluation of GPE’s Country-Level Support to Education: Bangladesh - Universalia (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Z5GUHIPP 2405685:BJ22GNWE 4656463:3BTPTHP9

Summary: Webinar on COVID-19 fallout on poverty and livelihoods in Bangladesh: results from SANEM’s nation-wide survey conducted in Nov-Dec 2020 - SANEM (SANEM, 2021)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:KE7K5Y72 2405685:9MSRWZEF

Summary of the CCM election manifesto 2020-2025 - Chama Cha Mapinduzi (Chama Cha Mapinduzi, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:57RB5IHS 2405685:GNKMD77U

Summary of Adoption of E-Commerce Legislation Worldwide - UNCTAD (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KQ2TC86G 2405685:4PRYV8RM

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 - Traxler, John; Scott, Howard; Smith, Matt; Hayes, Sarah (EdTech Hub, 2020)
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

Summary Brief: Problem Analysis and Focus of EdTech Hub’s Work - EdTech Hub Team (EdTech Hub, 2021)
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

Summarised Findings from the EdTech Hub Helpdesk - Chuang, Rachel; Moss Coflan, Caitlin (EdTech Hub, 2020)
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.
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

Sudan | Data - World Bank (The World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6GN62BYK 2405685:28RGTBVD

Success plan for the online learning experience: Student engagement, teacher accessibility, & relationships - Combs, Ruchelle (Middle Grades Review, 2020)
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.
KerkoCite.ItemAlsoKnownAs: 2405685:4JKWXJN7
Keywords: ⛔ No DOI found

Students perception of mobile learning during COVID-19 in Bangladesh: university student perspective - Biswas, Bikram; Roy, Sajib Kumar; Roy, Falguni (Aquademia, 2020)
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.
Publisher: Veritas Publications LTD KerkoCite.ItemAlsoKnownAs: 10.29333/aquademia/8443 2339240:KHZM9M89 2405685:RBZUY224

Structured Pedagogy Literature Review - Piper, Ben; Dubeck, Margaret M. (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RADU25XK 2405685:VJFUGPYI

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

Strengths-based blended personalized learning: an impact study using virtual comparison group - McCarthy, Elizabeth M.; Liu, Ying; Schauer, Karen L. (Journal of Research on Technology in Education, 2020)
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.
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

Strengthening online learning when schools are closed: The role of families and teachers in supporting students during the COVID-19 crisis - OECD (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DYKBSIJT 2405685:C489QCHG

Strengthening Education Management Information Systems (EMIS) and Data for Increased Resilience to Crisis: country case study: Uganda - UNESCO Digital Library - Sparkes, James (UNESCO, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:JQ46TXEN 2405685:R3LKFNTY 4656463:YXDH6NK2

Strengthening Education Management Information Systems (EMIS) and Data for Increased Resilience to Crisis: country case study: South Soudan - Mwaniki, David (UNESCO, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:LRSS84YD
Keywords: auto_merged

Strengthen Educational Accountability in Ghana (SAGES) - A USAID-funded program - U.S Embassy - Ghana (USAID News & Events, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:3AEUYQAV 2405685:5JPNEEXM

Strategy for Tanzania — Focus Area: TCPD in primary schools - El-Serafy, Yomna; Khalayleh, Abdullah; Carter, Alice; Haßler, Björn; Proctor, Jamie; Adam, Taskeen (EdTech Hub, 2021)
ZenodoArchiveID: 4742727 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4742727 2405685:BPHSJBH7
Keywords: _EdTechHub_Output

Strategies for supporting inclusive innovation: insights from South-East Asia - Glennie, Alex; Stanley, Isaac; Ollard, Juliet; Klingler-Vidra, Robyn (2020)
This report looks at how policymakers can support inclusive forms of innovation, drawing on insights from strategies and practices in South-East Asia.
KerkoCite.ItemAlsoKnownAs: 2339240:5B68U762 2405685:H7ELG8HI

Storytelling Planning Template - Dixon, , Miranda; Patuck, , Lil (EdTech Hub, 2020)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147549 2405685:ICTPGRA4
Keywords: _r:AddedByZotZen

Stop thinking about tomorrow: Even in the era of COVID-19 History is teaching past and present reflections on teaching History during COVID-19 - Nasson, L. (Yesterday and Today, 2020)
Publisher: The South African Society for History Teaching (SASHT) KerkoCite.ItemAlsoKnownAs: 2405685:EN39RVFT
Keywords: ⛔ No DOI found

Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana - Angrist, Noam; Bergman, Peter; Brewster, Caton; Matsheng, Moitshepi (SSRN Electronic Journal, 2020)
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.
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

Stemming learning loss during the pandemic: A rapid randomized trial of a low-tech intervention in Botswana - Angrist, Noam; Bergman, Peter; Brewster, Caton; Matsheng, Moitshepi (2020)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:2WJEWLAA 2405685:VDBNW37T

STEM Skills Initiatives for Adolescent Girls in the LAC Region - Villavicencio, Xuzel; Myers, Christina; Coflan, Caitlin Moss (EdTech Hub, 2022)
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
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6402444 10.53832/edtechhub.0085 2405685:I8GTEI7T 2405685:MFYZUPKU
Keywords: F: Helpdesk response; _r:AddedByZotZen

STEM: breaking gender stereotypes - UNGEI (UNGEI, 2021)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:RFBQ67SV 2405685:PWYK67HD

Staying Tuned Radio Programming for Sustained Behaviour Change and Accountability in Cox’s Bazar, Bangladesh - Ergül, H (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:GJPSTJEE 2405685:DUQRTVUY

Statistical Yearbook of Cambodia 2021 - Royal Government of Cambodia Ministry of Planning (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KUKE8JDT 2405685:DRJPZIV2

Statement by Minister of Education, Hon. Agnes Nyalonje, on Re-Opening of Schools, Colleges, Universities and International Schools on 27 August, 2020 in Lilongwe | United Nations in Malawi - Malawi Minister of Education (2020)
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
KerkoCite.ItemAlsoKnownAs: 2339240:N4W98RSH 2405685:2YPQERK7

State releases rules on learner capitation grants, school funds - Githinji, Irene (People Daily, 2021)
One of the policy goals is to enhance access and disbursement of learner capitation grants and other school funds to all public schools.
KerkoCite.ItemAlsoKnownAs: 2339240:DRAWWYNI 2405685:KPF3QK8G 4656463:5ZEV3KM2

SSAMS - SSAMS (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:WQPVWNYV 2405685:TEPKSTVC

Speedtest Global Index – Internet Speed around the world - Speedtest (Speedtest Global Index, 2021)
Find out which countries have the fastest internet speeds in the world. View global monthly comparisons of fixed and mobile internet speeds.
KerkoCite.ItemAlsoKnownAs: 2339240:2ECMCE46 2405685:H545VPCC

Special Educational Needs: A Rapid Evidence Review for the Southeast Asia region Cognitive and learning disabilities - Mitchel, Joel; Zhao, Annette; Thang, Sarah; Hinks, Jessica; Rabi, Asma; Ullah, Noor; Zazai, Rozina; Emerusenge, Aime Parfait; Barnes, Katrina; D’Rozario, Jonny (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10987889 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1023 ZenodoArchiveConcept: 10987888
Keywords: Coming soon; _r:AddedByMyEducationEvidence

Special Educational Needs: A Rapid Evidence Review for the ASEAN region - Zhao, Annette (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10610780 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1006 ZenodoArchiveConcept: 10610779
Keywords: _r:AddedByMyEducationEvidence; coming soon

South Sudan Schools: Ana Fii Inni - Government of South Sudan (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:J8Q88APF 2405685:7YU4XEMS 4656463:BK426X4U

South Sudan COVID 19 Preparedness and Response Plan 2020 - South Sudan Education Cluster (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ED3495VC 2405685:6WWWVH6V

South Africa: Schools to stay closed amid surge in coronavirus cases - Ongmu, Kalden (WION, 2021)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:Y3LQKI97 2405685:BTK7JUSE

South Africa Public Expenditure and Institutional Review for Early Childhood Development - World Bank (2023)
South Africa Public Expenditure and Institutional Review for Early Childhood Development (ECD PEIR) (English)
KerkoCite.ItemAlsoKnownAs: 2339240:TLMPZ4F7 2405685:QQVW5HWF

Somalia Interactive Radio Instruction Program - Education Development Center (EDC) (2020)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:DHLUF4HU 2339240:JLI4JBIF 2405685:DEYIMTWC 2405685:GXF6PCDZ
Keywords: ⛔ No DOI found

Somalia Education Sector COVID-19 Response Plan - Government of Somalia (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TENR663S 2405685:GWQA5D9F

Solving the Iceberg Problem: Addressing Learning Loss in Middle School Math through Tailored Acceleration - New Classrooms (New Classrooms, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:U9PM6NW8 2405685:BA2KMH4V

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

Solutions EdTech face au COVID-19 dans les pays francophones - Lwamba, Etienne (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Une chose est sûre avec le coronavirus – il n’a pas de frontière. Depuis son émergence, le coronavirus a causé la fermeture d’écoles dans le monde entier. Ce nouveau blog post s’intéresse aux près de 300 millions de francophones dans le monde et aux leçons […]
Library Catalog: edtechhub.org KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707816 2405685:3V3HQS3W
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Software tools to support title and abstract screening for systematic reviews in healthcare: an evaluation - Harrison, Hannah; Griffin, Simon J.; Kuhn, Isla; Usher-Smith, Juliet A. (BMC Medical Research Methodology, 2020)
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.
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

Software preference for online learning of science and biology teachers under COVID-19 pandemic - Khaleyla, Firas; Wisanti, Wisanti; Ambarwati, Reni; Rahayu, Dwi Anggorowati; Putri, Eva Kristinawati (JPBI (Jurnal Pendidikan Biologi Indonesia), 2021)
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.
KerkoCite.ItemAlsoKnownAs: 10.22219/jpbi.v7i1.14253 2339240:B2NF22CZ 2405685:9Z5QJX7F

Social inequalities, fundamental inequities, and recurring of the digital divide: Insights from India - Tewathia, Nidhi; Kamath, Anant; Ilavarasan, P. Vigneswara (Technology in Society, 2020)
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.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.techsoc.2020.101251 2339240:8K2ESEF4 2405685:KKV53HCA
Keywords: Digital divide; Households; ICT; IHDS; Inequality

Social Emotional Learning and EdTech: Resources, Examples, and Effective Practices - Rui, Yang(Tingting) (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5778309 2405685:8TZZZUMT
Keywords: F: Helpdesk response; _r:AddedByZotZen

Social distancing meet social media: Digital tools for connecting students, teachers, and citizens in an emergency - Greenhow, Christine; Chapman, Amy (Information and Learning Science, 2020)
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).
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

Social And Emotional Learning and EdTech: An Evidence Review - Kalifa, , Damani (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5094331 2405685:FNJUHA6J
Keywords: _EdTechHub_Output; _r:AddedByZotZen

Smart buys: system reform, local-level buy-in and reaching the most marginalised - Ndaruhutse, Susy (The Education and Development Forum (UKFIET), 2020)
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 […]
KerkoCite.ItemAlsoKnownAs: 2339240:S3CPGUIH 2405685:BSJGIH79

Smart buys, great sales and special offers: cost-effective approaches to improve global learning - Lewin, Keith; Learning | 0; Learning | 0 (The Education and Development Forum (UKFIET), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:4GZPTGRL 2405685:7CGSPQI6

Siyakha Girls Toolkit and Guide: an economic empowerment resource for adolescent girls and young women - World Education, Inc./Bantwana (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SW9Y9PUM 2405685:KXI6BPS9

Situation Syria Regional Refugee Response - UNHCR (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:EM8YXKEV

Situation of women and children in Nigeria - UNICEF (2020)
Challenges faced by women and children in Nigeria
Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2405685:UQ5PZ7WE

Situation analysis on the effects of and responses to COVID-19 on the Education Sector in Asia: Bhutan case study - UNESCO Digital Library - UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:9KDK6Q9R

Situation analysis on the effects of and responses to COVID-19 on the education sector in Asia - UNICEF ROSA; UNICEF EAPRO; UNESCO Bangkok; Cambridge Education (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:X4I7DTV2 2405685:8K3IJB8S

Situation Analysis on the Effects of and Responses to COVID-19 on the Education Sector in Asia - UNICEF & UNESCO (2021)
Case Study from Pakistan
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Situation Analysis on Digital Learning in Indonesia - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:62U8RGK4 2405685:RZ4IXFCP

Sisters for Sisters' Education project Final reflections: Achievements and lessons learned - GEC (2021)
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Sisters for Sisters’ Education - GEC (2021)
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Sisimpur | Sesame Workshop - Sesame Workshop (2020)
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SIS Tanzania (LIVE) - PORALG (2021)
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Sindh: Multiple Indicator Cluster Survey 2018/19 - UNICEF; Government of Sindh (2021)
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Simulating the Potential Impacts of the COVID-19 School Closures on Schooling and Learning Outcomes: A set of Global Estimates - Azevedo, J.P; Hasan, A; Goldemberg, D; Iqbal, S.A; Geven, K (World Bank, 2020)
Simulating the Potential Impacts of the COVID-19 School Closures and Learning Outcomes: A set of Global Estimates
KerkoCite.ItemAlsoKnownAs: 2405685:KPN9W5QY 2534379:7MIIRQSV

Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates - Azevedo, João Pedro; Hasan, Amer; Goldemberg, Diana; Iqbal, Syedah Aroob; Geven, Koen (The World Bank, 2020)
shortDOI: 10/ghgnf8 KerkoCite.ItemAlsoKnownAs: 10/ghgnf8 2405685:5YLXQ8AN