@misc{hodges_difference_2020, title = {The {Difference} {Between} {Emergency} {Remote} {Teaching} and {Online} {Learning} {\textbar} {EDUCAUSE}}, url = {https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning}, author = {Hodges, Charles and Moore, Stephanie and Lockee, Barb and Trust, Torrey and Bond, Aaron}, year = {2020}, note = {Publication Title: EDUCAUSE Review KerkoCite.ItemAlsoKnownAs: 2405685:7FE2C6Q7 2405685:VD6ZSLC9}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{itte_covid-19_2020, title = {{COVID}-19 a global crisis for teaching and learning {\textbar} {Teachers} {Task} {Force} for {Education} 2030}, url = {https://teachertaskforce.org/knowledge-hub/covid-19-global-crisis-teaching-and-learning}, author = {{ITTE}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UVZXSWQB}, } @misc{national_assembly_of_pakistan_ict_2020, title = {The {ICT} {Rights} of {Persons} with {Disability} {Act} 2020}, url = {http://www.na.gov.pk/uploads/documents/1578658292_632.pdf}, author = {National Assembly of Pakistan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7RMWHTD5 2405685:BDY9AXTY}, } @misc{unesco_school_2020, title = {School closures caused by {Coronavirus} ({Covid}-19)}, url = {https://en.unesco.org/covid19/educationresponse}, author = {{UNESCO}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PK3V4ZMD}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @misc{turner_1_2020, title = {1 {Billion} {More} {Phones} {Than} {People} {In} {The} {World}!}, url = {https://www.bankmycell.com/blog/how-many-phones-are-in-the-world}, language = {en-US}, urldate = {2020-06-11}, author = {Turner, Ash}, year = {2020}, note = {Library Catalog: www.bankmycell.com Section: Research KerkoCite.ItemAlsoKnownAs: 2405685:XKDR8EQX}, } @misc{unesco_13_2020, title = {1.3 billion learners are still affected by school or university closures, as educational institutions start reopening around the world, says {UNESCO}}, url = {https://en.unesco.org/news/13-billion-learners-are-still-affected-school-university-closures-educational-institutions}, language = {en}, urldate = {2021-10-03}, author = {{UNESCO}}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KFPUEX4Y 2405685:ZQ3VGX3S}, } @misc{plitnichenko_10_2020, title = {10 challenges of e-learning during {COVID}-19 \& ways to solve them}, url = {https://medium.com/jellyfish-techco/10-challenges-of-e-learning-during-covid-19-5f5060981e24}, language = {en}, urldate = {2021-08-05}, journal = {Jellyfish.tech}, author = {Plitnichenko, Lisa}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W6RD3XBG 2405685:N9TSIG35}, } @misc{moss_15_2020, title = {15 {EdTech} research papers that we share all the time}, url = {https://edtechhub.org/2020/01/24/15-edtech-research-papers-that-we-share-all-the-time/}, abstract = {We hope you saw our recent blog post responding to questions we often get about interesting large-scale EdTech initiatives. Another question we are often asked is: “What EdTech research should I know about?”  As Sara’s blog post explains, one of the Hub’s core spheres of work is research, so we ourselves are very interested in […]}, language = {en-GB}, urldate = {2020-02-27}, journal = {EdTech Hub}, author = {Moss, Caitlin}, month = jan, year = {2020}, doi = {10.5281/zenodo.3690149}, note = {Library Catalog: edtechhub.org Section: general shortDOI: 10/ghgk6c KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3690149 10/ghgk6c 2339240:6LUYX6ZR 2339240:AS8A9UGV 2405685:CV2HG6CJ 2405685:FI72KCVG 2405685:JTA347FP 2405685:N2YMVN4S 2405685:TEVH3TNS}, keywords = {F:Blog post, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{world_bank_15_2020, title = {15 {Ways} to {Support} {Young} {Children} and their {Families} in the {COVD}-19 {Response}}, url = {http://documents.worldbank.org/curated/en/963051586986115651/pdf/15-Ways-to-Support-Young-Children-and-their-Families-in-the-COVD-19-Response.pdf}, urldate = {2020-06-02}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PQHEWVUR}, } @misc{moss_18_2020, title = {18 large-scale {EdTech} initiatives on our radar in 2020}, url = {https://edtechhub.org/2020/01/22/18-large-scale-edtech-initiatives-on-our-radar-in-2020/}, abstract = {During the EdTech Hub’s inception phase so far, one question we hear a lot is: “What interesting or notable EdTech initiatives are you seeing?” Another question usually follows: “Which ones are reaching scale?” This week we have joined the global education community in London for the Education World Forum and BETT meetings. This is a […]}, language = {en-GB}, urldate = {2020-02-27}, journal = {EdTech Hub}, author = {Moss, Caitlin}, month = jan, year = {2020}, note = {Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 2339240:35E4A2TD 2339240:4LGNB3A8 2339240:AA5FSXJC 2339240:RYJUP2SP 2405685:ATRDA7GD 2405685:BYEPNBQB 2405685:CLFVRHB5 2405685:EIZKB3Q4 2405685:QCXEVZTI 2405685:VMYU87NN 2405685:WWNJCJVG 2405685:ZFJGNIZJ 4656463:7UTAZK7R}, keywords = {F:Blog post, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{usaid_2019_2020, title = {2019 {Civil} {Society} {Organization} {Sustainability} {Index} - for {Asia} 6th {Edition} – {December} 2020}, language = {en}, institution = {United States Agency for International Development Bureau for Democracy, Conflict and Humanitarian Assistance Center of Excellence on Democracy, Human Rights and Governance}, author = {USAID}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9L542D8M 2405685:2GPSJK4R}, pages = {118}, } @techreport{jacobs_foundation_2020_2020, title = {2020 {EdTech} {Ecosystem}: {Ghana} and {Cote} {D}'ivoire}, shorttitle = {2020 {EdTech} {Ecosystem}}, url = {https://jacobsfoundation.org/app/uploads/2021/04/EdTech-Ecosystem-2020-Ghana-and-Cote-dIvoire.pdf}, language = {English}, institution = {Jacobs Foundation and Chrysalis}, author = {{Jacobs Foundation}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:83UDVRBX 2405685:LVJMBCWE}, pages = {118}, } @techreport{parliament_of_ghana_2020_2020, title = {2020 {Formula} for sharing the {DACF}. 2020}, url = {http://ir.parliament.gh/bitstream/handle/123456789/1642/2020_03_18_09_41_18.pdf?sequence=1&isAllowed=y}, urldate = {2022-06-06}, institution = {Government of the Republic of Ghana}, author = {{Parliament of Ghana}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BDXUM8GH 2405685:2A4ASLHF 4656463:W7S6ELIP}, } @techreport{unesco_gem_2020_2020, title = {2020 {GEM} {Report} – {Inclusion} and education – {All} means all}, url = {https://gem-report-2020.unesco.org/}, urldate = {2021-03-04}, author = {UNESCO GEM}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AG62CBMT 2405685:6N7STLVM}, } @misc{jenkins_5_2020, title = {5 actions to help bring the most marginalized girls back to school after {COVID}-19}, url = {https://www.brookings.edu/blog/education-plus-development/2020/05/15/5-actions-to-help-bring-the-most-marginalized-girls-back-to-school-after-covid-19/}, urldate = {2020-06-01}, journal = {The Brookings Institution}, author = {Jenkins, Robert and Winthrop, Rebecca}, month = may, year = {2020}, note = {Library Catalog: www.brookings.edu KerkoCite.ItemAlsoKnownAs: 2339240:7FI6B94F 2339240:85E3JA7E 2405685:924ECFFX 2405685:HZXBSR62 2405685:SI86DHRX}, } @misc{blom_5_2020, title = {5 things {MENA} countries can do to design better digital skills development programs}, url = {https://blogs.worldbank.org/arabvoices/5-things-MENA-countries-can-do-to-design-better-digital-skills-development-programs}, abstract = {The COVID-19 pandemic has fueled the need for digital skills, therefore education and training need to become more affordable, relevant, context-vigilant and inclusive. There are five elements to consider when designing digital learning interventions.}, language = {en}, urldate = {2020-09-08}, author = {Blom, Andreas and Nusrat, Mariam and Goldin, Nicole}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XIWH62IL 2405685:5UJPYKIW}, } @article{peel_beginners_2020, title = {A {Beginner}'s {Guide} to {Applied} {Educational} {Research} using {Thematic} {Analysis}}, volume = {25}, url = {https://scholarworks.umass.edu/pare/vol25/iss1/2/}, doi = {10.7275/ryr5-k983}, language = {en}, urldate = {2021-03-12}, journal = {Practical Assessment, Research \& Evaluation}, author = {Peel, Karen L.}, year = {2020}, note = {Publisher: University of Massachusetts Amherst KerkoCite.ItemAlsoKnownAs: 10.7275/RYR5-K983 10.7275/ryr5-k983 2339240:B4RF2Y4H 2405685:2N6FJTMH}, } @article{comings_case_2020, title = {A case study of innovations that address constraints on the effectiveness of early-grade reading achievement}, issn = {1573-9090}, url = {https://doi.org/10.1007/s11125-020-09462-5}, doi = {10.1007/s11125-020-09462-5}, abstract = {The United States Agency for International Development, World Vision, and the Australian government established All Children Reading: A Grand Challenge for Development (ACR GCD) to address problems that prevent children from gaining foundational reading skills. ACR GCD mobilizes the private sector, academia, and nongovernmental organizations in problem-solving dialogues that support the development, testing, and promotion of new solutions to these problems. It also advances EdTech innovation and research to improve reading outcomes for marginalized children in low-resource contexts to effectively build bridges over system constraints in ways that lower the risk of pilot-testing and eventual large-scale replication. This case study describes some of ACR GCD’s funded innovations and its nontraditional approach to employing grant competitions (in which innovators propose solutions to broadly described problems) and prizes (in which innovators develop solutions to specifically identified problems). For innovations that have been evaluated, this article summarizes the findings on their impact on learning.}, language = {en}, urldate = {2020-08-06}, journal = {PROSPECTS}, author = {Comings, John P.}, month = apr, year = {2020}, note = {shortDOI: 10/gg7sg6 KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-020-09462-5 10/gg7sg6 2339240:AD5HM9RG 2405685:96TNJF7T}, } @article{niemi_case_2020, title = {A case study of students’ and teachers’ perceptions in a {Finnish} high school during the {COVID} pandemic}, volume = {4}, issn = {2651-5369}, url = {https://ijtes.net/index.php/ijtes/article/view/167}, doi = {10.46328/ijtes.v4i4.167}, abstract = {This study describes one local upper secondary school in Finland during the COVID-19 pandemic. All teaching was changed to distant for around two months. The study describes students’ and teachers’ perceptions during that time. Participants responded to the survey four times and freely described their experiences five times. The number of participants varied from 56 to 72 students and 9 to 15 teachers at different times. The data were analyzed by descriptive statistics, cluster analysis, and qualitative content analysis. The main findings indicate that distance teaching was implemented very successfully. However, open comments and cluster analysis revealed many challenges. Students complained of heavy workloads and fatigue. Some students lost motivation. These difficulties did not disappear over time. The main challenges for teachers included non-authentic interaction and a lack of the spontaneity that in-person teaching provides. Teachers quickly learned to use technological platforms, but interaction through it was not of as high quality. Teachers were also worried about students’ progress. Teachers did not recognize students’ heavy workload and motivation problems in the way that students described them. The study provides several recommendations for future remote teaching.}, number = {4}, urldate = {2023-03-18}, journal = {International Journal of Technology in Education and Science}, author = {Niemi, Hannele Marjatta and Kousa, Päivi}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.46328/ijtes.v4i4.167 2339240:RTX5YPDY 2405685:87JLSSBA}, pages = {352--369}, } @article{gomez_covid-19_2020, title = {A {COVID}-19 intervention: {Using} digital escape rooms to provide professional development to alternative certification educators}, volume = {28}, abstract = {Teachers, support staff, schools, and school districts have faced a multitude of challenges in adapting their known and familiar practices to the new realities and restrictions that have been put in place due to the outbreak of COVID-19. These challenges are daunting and difficult for many in our education system. Fortunately, a numerous amount of our educators are resilient, creative, and determined to overcome these new challenges. Using their prior experiences and wis- dom, these educators can adapt and change to our new edu- cational environment. However, one group of educators have faced these challenges without the benefit of educational ex- periences. Alternative certification teachers, in just their first year of teaching, with no prior educational experience, have been thrust into this new post COVID-19 landscape. Using a digital escape room as a model, the author provided these inexperienced educators with professional development in problem-based learning designed to help these teachers navi- gate this new educational landscape.}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Gómez, Miguel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HPKW94V7}, keywords = {Alternative Teacher Certification, Beginning Teachers, Communicable Diseases, Disease Control, Educational Technology, Elementary Secondary Education, Faculty Development, Problem Based Learning, Problem Solving, Puzzles, Technology Uses in Education, ⛔ No DOI found}, pages = {425--432}, } @article{burns_covid-19_2020, title = {A {COVID}-19 panacea in digital technologies? {Challenges} for democracy and higher education:}, copyright = {© The Author(s) 2020}, shorttitle = {A {COVID}-19 panacea in digital technologies?}, url = {https://journals.sagepub.com/doi/10.1177/2043820620930832}, doi = {10.1177/2043820620930832}, abstract = {Universities have transitioned to online education in order to slow the spread of COVID-19. This transition mobilizes the technological utopian imaginary that d...}, language = {en}, urldate = {2020-09-14}, journal = {Dialogues in Human Geography}, author = {Burns, Ryan}, month = jun, year = {2020}, note = {Publisher: SAGE Publications Sage UK: London, England shortDOI: 10/ghgn4m KerkoCite.ItemAlsoKnownAs: 10/ghgn4m 2405685:J97U7XNQ}, } @techreport{zubairi_district_2020, address = {Cambridge}, title = {A district level study on the deployment, allocation and utilisation of teachers between and within {Malawi}'s primary schools: an accountability and political settlements approach}, url = {https://www.repository.cam.ac.uk/bitstream/handle/1810/316497/Asma%20Zubairi_Thesis_January%202021_Confidential_Size.pdf?sequence=5&isAllowed=y}, institution = {REAL Centre, Faculty of Education, University of Cambridge}, author = {Zubairi, Asma}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A5LNBAQR 2405685:Y4HQUGBA}, } @techreport{hasler_five-part_2020, type = {Helpdesk {Response}}, title = {A five-part education response to the {COVID}-19 pandemic}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/JLEWADHF}, abstract = {In March 2020, many countries began to close schools to slow the spread of coronavirus. Education leaders have subsequently launched rapid response programmes, implemented measures to support system recovery and explored long-term reforms. This paper proposes a five-part approach to guide education leaders through this process.}, language = {en}, number = {5}, institution = {EdTech Hub}, author = {Haßler, Björn and Khalayleh, Abdullah and McBurnie, Chris}, month = may, year = {2020}, doi = {10.53832/edtechhub.0005}, note = {ZenodoArchiveID: 3756012 previousDOI: 10.5281/zenodo.3756012 EdTechHub.Source: 2405685:JLEWADHF EdTechHub.Source: {\textless}this{\textgreater} KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3756012 10.53832/edtechhub.0005 2129771:SB3DJ28L 2129771:XKGV4EYL 2339240:5FRH2GYG 2339240:97HNYI75 2339240:S82QHGKQ 2405685:JLEWADHF 2405685:JTYIWEJY 2405685:L8KCID8V 2405685:NLEUNMRZ 2405685:SCDLVVC7 2405685:YMZUYZ4Z 2486141:9MWJP6MS}, keywords = {COV:COVID and reopening of schools, F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_yl:i, \_zenodo:submitted, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, pages = {32}, } @techreport{reimers_framework_2020, title = {A framework to guide an education response to the {COVID}-19 pandemic of 2020}, url = {https://teachertaskforce.org/sites/default/files/2020-04/A%20framework%20to%20guide%20an%20education%20response%20to%20the%20COVID-19%20Pandemic%20of%202020.pdf}, institution = {OECD}, author = {Reimers, Fernando M. and Schleicher, Andreas}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QJU8B4R3 2405685:LC9WU54Z}, } @article{bozkurt_global_2020, title = {A global outlook to the interruption of education due to {COVID}-19 pandemic: {Navigating} in a time of uncertainty and crisis}, volume = {15}, copyright = {Copyright (c) 2020 Asian Journal of Distance Education}, issn = {1347-9008}, shorttitle = {A global outlook to the interruption of education due to {COVID}-19 pandemic}, url = {http://www.asianjde.org/ojs/index.php/AsianJDE/article/view/462}, abstract = {Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from a total of 31 countries across the world with a representation of 62.7\% of the whole world population. In addition to the value of each case by country, the synthesis of this research suggests that the current practices can be defined as emergency remote education and this practice is different from planned practices such as distance education, online learning or other derivations. Above all, this study points out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational processes, the interruption of education signifies the importance of openness in education and highlights issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive dependency on online solutions.}, language = {en}, number = {1}, urldate = {2020-06-07}, journal = {Asian Journal of Distance Education}, author = {Bozkurt, Aras and Jung, Insung and Xiao, Junhong and Vladimirschi, Viviane and Schuwer, Robert and Egorov, Gennady and Lambert, Sarah and Al-Freih, Maha and Pete, Judith and Don Olcott, Jr and Rodes, Virginia and Aranciaga, Ignacio and Bali, Maha and Alvarez, Abel Jr and Roberts, Jennifer and Pazurek, Angelica and Raffaghelli, Juliana Elisa and Panagiotou, Nikos and Coëtlogon, Perrine de and Shahadu, Sadik and Brown, Mark and Asino, Tutaleni I. and Tumwesige, Josephine and Reyes, Tzinti Ramírez and Ipenza, Emma Barrios and Ossiannilsson, Ebba and Bond, Melissa and Belhamel, Kamel and Irvine, Valerie and Sharma, Ramesh C. and Adam, Taskeen and Janssen, Ben and Sklyarova, Tatiana and Olcott, Nicoleta and Ambrosino, Alejandra and Lazou, Chrysoula and Mocquet, Bertrand and Mano, Mattias and Paskevicius, Michael}, month = jun, year = {2020}, note = {Number: 1 EdTechHub.Source: 2129771:QXHI373Z EdTechHub.Source: 2129771:QXHI373Z KerkoCite.ItemAlsoKnownAs: 2129771:QXHI373Z 2405685:7ZV7JHZ7 2405685:CFE5CVWB 2405685:XYNYDBYX}, keywords = {COVID-19, Coronavirus Pandemic, Covid-19., Emergency remote education, distance education, dode\_eth-src-dode, dode\_eth-trf2-dode, emergency remote education, online learning, ⛔ No DOI found}, pages = {1--126}, } @article{schryen_knowledge_2020, title = {A {Knowledge} {Development} {Perspective} on {Literature} {Reviews}: {Validation} of a {New} {Typology} in the {IS} {Field}}, volume = {46}, issn = {1529-3181}, shorttitle = {A {Knowledge} {Development} {Perspective} on {Literature} {Reviews}}, url = {https://ris.uni-paderborn.de/record/11946}, abstract = {Literature reviews (LRs) play an important role in the development of domain knowledge in all fields. Yet, we observe a lack of insights into the activities with which LRs actually develop knowledge. To address this important gap, we (1) derive knowledge building activities from the extant literature on LRs, (2) suggest a knowledge-based typology of LRs that complements existing typologies, and (3) apply the suggested typology in an empirical study that explores how LRs with different goals and methodologies have contributed to knowledge development. The analysis of 240 LRs published in 40 renowned IS journals between 2000 and 2014 allows us to draw a detailed picture of knowledge development achieved by one of the most important genres in the IS field. An overarching contribution of our work is to unify extant conceptualizations of LRs by clarifying and illustrating how LRs apply different methodologies in a range of knowledge building activities to achieve their goals with respect to theory.}, language = {eng}, urldate = {2024-01-18}, journal = {Communications of the AIS}, author = {Schryen, Guido and Wagner, Gerit and Benlian, Alexander and Paré, Guy}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2NRF8SJX 2486141:MDDDQ8AI 2486141:QA8SSXX8}, keywords = {⛔ No DOI found}, pages = {134--168}, } @misc{thinkzone_look_2020, title = {A look at {ThinkZone}'s {Home} {Based} {Learning} {Program}}, url = {https://www.youtube.com/watch?v=QZyRWrUgpSU}, abstract = {As COVID-19 hit India, anganwadis and government schools went into lockdown. ThinkZone has been implementing its home-based model of learning so that no kid’s education is left out during this crisis. The initiative is targeted at families in under-resourced communities who have limited access to smartphones and the internet.}, urldate = {2022-06-25}, author = {{ThinkZone}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LD69WKYU 2405685:C38L7U4S}, } @article{frederick_model_2020, title = {A model of distance special education support services amidst {COVID}-19}, url = {https://doi.org/10.1007/s40617-020-00476-1%0A}, doi = {10.31234/osf.io/q362v}, abstract = {The COVID-19 pandemic has significantly impacted the everyday life of many individuals across the globe. The school closures across the majority of the United States have presented administrators, educators, and behavior analysts with the unprecedented task of deciding how best to teach and support our students, especially those accessing special education services. The current paper describes the steps our program took, in light of school closures, to advocate for and ultimately create and implement a model that allows special education students to access the behavior analytic educational supports they had received on campus (e.g., BCBA and paraprofessional support) in a novel and remote manner. We share details regarding the advocacy and collaboration process as well as the distance special education support model itself in hopes that similar processes and models can be implemented across geographical locations to assist special education students in accessing their educational and behavioral supports in a meaningful way throughout current and future school closures.}, journal = {Behavioural Analysis in Practice}, author = {Frederick, Janice and Raabe, Ginger and Rogers, Valerie and Pizzica, Jessica}, year = {2020}, note = {Publisher: Behavior Analysis in Practice KerkoCite.ItemAlsoKnownAs: 10.31234/osf.io/q362v 2405685:I96LI4KA}, keywords = {Applied behavior analysis, California Department of, applied behavior analysis, california department of education, covid-19, nonpublic agency, special education}, pages = {1--9}, } @misc{masrour_a_2020, title = {À propos de notre recherche de ressources pédagogiques numériques en français}, url = {https://edtechhub.org/2020/11/20/a-propos-de-notre-recherche-de-ressources-pedagogiques-numeriques-en-francais/}, abstract = {Photo credit: SIL Cameroon Lire en anglais Durant le mois d’octobre, EdTech Hub et Learning Equality ont lancé un appel afin de trouver des ressources pédagogiques en français, dans le but de les rendre plus accessibles aux apprenants francophones qui ne disposent pas de connexion à internet. Ce post, préparé par Vahid Masrour, Curriculum Operations Specialist pour Learning Equality, présente…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Masrour, Vahid}, month = nov, year = {2020}, doi = {10.5281/zenodo.4708244}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708244 2405685:FQPNCKCL}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{chandra_proposal_2020, title = {A proposal for open educational resource adoption through a curriculum alignment hub}, url = {https://edtechhub.org/2020/12/17/a-proposal-for-open-educational-resource-adoption-through-a-curriculum-alignment-hub/}, abstract = {In 2020, EdTech Hub began a collaboration with Learning Equality, a nonprofit organisation supporting the creation, adaptation, and distribution of Open Educational Resources (OER) in disconnected environments. The following post by Learning Equality’s Global Curriculum Specialist, Shivi Chandra, explores how individual efforts to address some of the challenges in adopting OER could become more powerful, receive recognition, and build upon…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Chandra, Shivi}, month = dec, year = {2020}, doi = {10.5281/zenodo.4707958}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707958 2339240:ZHJUIFM5 2405685:9QCBITED 2405685:UE5ASMRI}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @article{tang_qualitative_2020, title = {A qualitative inquiry of {K}-12 teachers experience with open educational practices}, volume = {21}, doi = {10.19173/irrodl.v21i3.4750}, number = {3}, journal = {International Review of Research in Open and Distributed Learning}, author = {Tang, Hengtao}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v21i3.4750 2405685:EEV3GZ4F}, pages = {211--229}, } @techreport{advocacy_for_social_change_brac_rapid_2020, title = {A rapid assessment: {Impact} of {COVID}-19 on {Education} in {Bangladesh}}, url = {http://www.brac.net/program/wp-content/uploads/2020/07/Rapid-assessment-impact-of-COVID-19-education-in-Bangladesh.pdf}, urldate = {2021-06-07}, author = {Advocacy for Social Change, BRAC and BRAC Education Programme}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JEFXQAWR 2405685:B2L94Z4W}, } @techreport{brac_rapid_2020, title = {A {Rapid} {Assessment}: {Impact} of {COVID}-19 on {Education} in {Bangladesh}}, url = {http://www.brac.net/program/wp-content/uploads/2020/07/Rapid-assessment-impact-of-COVID-19-education-in-Bangladesh.pdf}, institution = {Advocacy for Social Change (ASC), BRAC}, author = {BRAC}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8UGKK4SX 2405685:7PRVRPXW}, } @techreport{spence_rapid_2020, type = {Rapid {Evidence} {Review}}, title = {A {Rapid} {Evidence} {Assessment} of the effectiveness of educational interventions to support children and young people with vision impairment}, url = {https://assets.publishing.service.gov.uk/media/5ed6321bd3bf7f4606f1e15b/DFID-AT_Report.pdf}, number = {134}, author = {Spence, A}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8EVJPNUI 2405685:YDMCRHI6}, } @misc{taddese_rapid_2020, title = {A rapid scan of the {EdTech} landscape in 11 countries}, url = {https://edtechhub.org/2020/08/11/a-rapid-scan-of-the-edtech-landscape-in-11-countries/}, abstract = {By Abeba Taddese We have just produced rapid scans of the EdTech landscape in 11 countries: Ghana, Jordan, Kenya, Liberia, Nigeria, Pakistan, Rwanda, Senegal, Sierra Leone, Tanzania, and Zimbabwe. The scans are based primarily on desk research and offer a glimpse into the countries’ EdTech ecosystems. They examine enabling factors for EdTech from a holistic systems perspective but are by…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, author = {Taddese, Abeba}, month = aug, year = {2020}, doi = {10.5281/zenodo.4707872}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707872 2405685:9EPB5ZXS}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{global_school_leaders_review_2020, title = {A review of {Empirical} {Research} on {School} {Leadership} in the {Global} {South}}, url = {https://static1.squarespace.com/static/58af429103596eb1eb5acace/t/5f20710484df25368418907b/1595961610688/GSL+Evidence+Review+Report.pdf}, urldate = {2020-08-11}, author = {Global School Leaders}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:R5CJNHL6}, keywords = {C:Low- and middle-income countries}, } @techreport{gustafsson_revised_2020, title = {A revised {PIRLS} 2011 to 2016 trend for {South} {Africa} and the importance of analysing the underlying microdata}, url = {https://ideas.repec.org/p/sza/wpaper/wpapers337.html}, abstract = {Given South Africa’s weak performance in international testing programmes, there is a strong interest in gauging improvements within these programmes. The finding that South Africa saw no progress between 2011 and 2016 in the Progress in International Reading Literacy Study (PIRLS) programme, which tests Grade 4 reading competencies, was inconsistent with considerable progress seen in a couple of other testing programmes. Moreover, an earlier PIRLS average score for Grade 4 from 2006 suggested that the 2011 mean score used to determine the flat 2011 to 2016 flat trend was problematic. The current paper uses the underlying microdata for PIRLS 2011 and 2016, which are publicly available, to examine the trend. It is clear that the 2011 mean score used by the international PIRLS analysts to arrive at the flat trend cannot be correct. It should be considerably lower. It should be noted that the 2011 mean for South Africa involved an unusual process. South Africa was the only country for which an original mean on an easier scale, prePIRLS, had to be recalibrated to the main PIRLS scale. This was because South Africa was the only country participating in the easier prePIRLS in 2011 and in some form of PIRLS in 2016. There was clearly something wrong with the 2011 recalibration. In correspondence, the International Association for the Evaluation of Educational Achievement (IEA), the body that conducts PIRLS globally, acknowledged, in part on the basis of a preliminary version of the current paper, that the originally published 2011 to 2016 South Africa trend should now not be considered reliable. They also confirmed that the classical score gains for South Africa reflected in the paper are correct. The method used in the paper is essentially to examine classical score gains between 2011 and 2016 with respect to common items, and then to recalibrate that to the main PIRLS scale. As an additional verification, the paper checks that gains remain after one controls for socio-economic status. The paper concludes that South Africa in fact saw a large gain between 2011 and 2016, equal to around 0.05 standard deviations a year. This is a fast rate of improvement by international standards. Of the 43 countries with 2011 to 2016 trends in PIRLS, South Africa displayed the third-steepest improvement, after Morocco and Oman.}, language = {en}, number = {02/2020}, urldate = {2022-05-31}, institution = {Stellenbosch University, Department of Economics}, author = {Gustafsson, Martin}, year = {2020}, note = {Publication Title: Working Papers KerkoCite.ItemAlsoKnownAs: 2339240:M897T2X3 2405685:CJKTEYJ9 4656463:USBN9LDL}, keywords = {PIRLS, South Africa, international testing systems, reading}, } @techreport{hasler_scoping_2020, type = {Working {Paper}}, title = {A scoping review of technology in education in {LMICs} - descriptive statistics and sample search results [internal document]}, url = {https://docs.edtechhub.org/lib/CMRISZHV}, language = {en}, number = {6}, institution = {EdTech Hub}, author = {Haßler, Björn and McIntyre, Nora and Mitchell, Joel and Martin, Kevin and Nourie, Kristi and Damani, Kalifa and {Kristi Nourie} and {Kalifa Damani}}, year = {2020}, doi = {10.5281/zenodo.3631588}, note = {EdTechHub.Copy: 2129771:GYTVIZJV EdTechHub.Copy: 2129771:MBZLFNDM EdTechHub.ThisIsNot: 2339240:2387P995 2339240:8RA9UD7W shortDOI: 10/ghgk6h KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631588 10/ghgk6h 2129771:56GZ7UBP 2129771:9VXUZISD 2129771:ADGISTZU 2129771:GYTVIZJV 2129771:MBZLFNDM 2339240:2387P995 2339240:65KP6SVQ 2339240:6FUA4SDV 2339240:85SBE7SC 2339240:8RA9UD7W 2339240:IXIRDBKK 2339240:STPRNPV3 2405685:BBQI3VSA 2405685:CMRISZHV 2405685:F6UAIKKN 2405685:QJTH2UXC 2405685:R88UVQZ7 503888:7EH7BANW 503888:PI9FLM7C}, keywords = {LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_yl:v, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @article{campos_slum2school_2020, title = {A {Slum2School} charity's first {Virtual} {Learning} {Studio}}, url = {https://www.avinteractive.com/markets/education/slum-2-school-charity-sets-virtual-learning-classroom-22-07-2020/}, urldate = {2021-10-25}, journal = {AV Magazine}, author = {Campos, Guy}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GEB4VQDP 2405685:VC6QTSX4}, } @article{martin_systematic_2020, title = {A systematic review of research on online teaching and learning from 2009 to 2018}, volume = {159}, url = {https://doi.org/10.1016/j.compedu.2020.104009}, doi = {10.1016/j.compedu.2020.104009}, abstract = {Systematic reviews were conducted in the nineties and early 2000's on online learning research. However, there is no review examining the broader aspect of research themes in online learning in the last decade. This systematic review addresses this gap by examining 619 research articles on online learning published in twelve journals in the last decade. These studies were examined for publication trends and patterns, research themes, research methods, and research settings and compared with the research themes from the previous decades. While there has been a slight decrease in the number of studies on online learning in 2015 and 2016, it has then continued to increase in 2017 and 2018. The majority of the studies were quantitative in nature and were examined in higher education. Online learning research was categorized into twelve themes and a framework across learner, course and instructor, and organizational levels was developed. Online learner characteristics and online engagement were examined in a high number of studies and were consistent with three of the prior systematic reviews. However, there is still a need for more research on organization level topics such as leadership, policy, and management and access, culture, equity, inclusion, and ethics and also on online instructor characteristics.}, number = {April}, journal = {Computers and Education}, author = {Martin, Florence and Sun, Ting and Westine, Carl D}, year = {2020}, note = {Publisher: Elsevier Ltd KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.104009 2405685:YNIKISWQ}, keywords = {Distance education, Online Learning Research, Research Themes, Systematic Review, online teaching and learning}, pages = {104009--104009}, } @misc{tessa_about_2020, title = {About us}, url = {http://www.tessafrica.net/about-us}, urldate = {2020-06-26}, author = {TESSA}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:46UZDFF4}, } @techreport{coventry_university_abracadabra_2020, title = {Abracadabra ({ABRA}) - re-grant}, url = {https://www.oerknowledgecloud.org/archive/TESS-India%20Academic%20Review%20Final%20130617_0.pdf}, abstract = {Project: Abracadabra (ABRA), An online reading programme to improve early literacy}, language = {EN}, institution = {Education Endowment Foundation}, author = {{Coventry University}}, month = jul, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:TQ97C7KI}, } @techreport{damani_accelerated_2020, type = {Rapid {Evidence} {Review}}, title = {Accelerated {Learning} and {EdTech}: {A} {Rapid} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, url = {https://docs.edtechhub.org/lib/I4UFGAQA}, abstract = {This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of accelerated learning in low- and middle-income countries (LMICs), with a focus on how EdTech might best be utilised for accelerated learning. It begins with a broad discussion of the components of accelerated learning, followed by a more focused discussion on how accelerated learning has been used to enhance learning outcomes for marginalised groups in LMICs. An exploration of how EdTech can be utilised for accelerated learning is then presented.}, language = {en}, number = {6}, institution = {EdTech Hub}, author = {Damani, Kalifa}, year = {2020}, doi = {10.5281/zenodo.4556941}, note = {ZenodoArchiveID: 4556941 Note: This item replaced a previous version with DOI 10.5281/zenodo.4071441. PreviousDOI: 10.5281/zenodo.4071441 PreviousDOI: 10.5281/zenodo.4477135 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4556941 10.5281/zenodo.4071441 10.5281/zenodo.4477135 10.5281/zenodo.4556941 2339240:785U4JZJ 2339240:9MZRHWYE 2339240:TQLWMAIZ 2405685:9BWHLEWZ 2405685:I4UFGAQA 2405685:JV5JCGN3 2405685:XNYSHYYD}, keywords = {L:Gender and education, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_P:Evidence review VCMFM9ZD, \_cover:v2, \_zenodo:submitted, \_zenodoETH, ⛔ No DOI found}, } @techreport{global_online_learning_alliance_accelerated_2020, title = {Accelerated recovery: {Improving} outcomes with blended learning}, url = {https://brains.global/download-the-gola-report/}, urldate = {2020-07-21}, author = {Global Online Learning Alliance}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2AF98WJ2}, } @misc{moore_access_2020, title = {Access to digital learning during {COVID}-19 closures: compounding educational inequality?}, shorttitle = {Access to digital learning during {COVID}-19 closures}, url = {https://www.younglives.org.uk/content/access-digital-learning-during-covid-19-closures-compounding-educational-inequality}, abstract = {This blog was origially published as a guest blog on the UKFIET forum The COVID-19 global pandemic has led to children across the world seeing their schools closed down – the latest UNESCO estimates suggest that over 87\% of the world’s student population is currently unable to attend school or university. This is certainly true for children and young people in countries covered by the Young Lives study, with all schools in India, Ethiopia and Peru and schools in some parts of Vietnam, currently closed.}, language = {en}, urldate = {2020-08-05}, author = {Moore, Rhiannon and Marshall, Lydia}, year = {2020}, note = {Library Catalog: www.younglives.org.uk KerkoCite.ItemAlsoKnownAs: 2339240:E5TCVMHM 2405685:HMR72IPB}, } @misc{world_bank_access_2020, title = {Access to electricity (\% of population) - {Kenya}}, url = {https://data.worldbank.org/indicator/EG.ELC.ACCS.ZS?locations=KE}, urldate = {2020-07-01}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FZJ5Q2NE}, } @misc{wikipedia_accessibility_2020, title = {Accessibility}, copyright = {Creative Commons Attribution-ShareAlike License}, url = {https://en.wikipedia.org/w/index.php?title=Accessibility&oldid=984895511}, abstract = {Accessibility in the sense considered here refers to the design of products, devices, services, or environments so as to be usable by people with disabilities. The concept of accessible design and practice of accessible development ensures both "direct access" (i.e. unassisted) and "indirect access" meaning compatibility with a person's assistive technology (for example, computer screen readers). Accessibility can be viewed as the "ability to access" and benefit from some system or entity. The concept focuses on enabling access for people with disabilities, or special needs, or enabling access through the use of assistive technology; however, research and development in accessibility brings benefits to everyone.Accessibility is not to be confused with usability, which is the extent to which a product (such as a device, service, or environment) can be used by specified users to achieve specified goals with effectiveness, efficiency, convenience satisfaction in a specified context of use.Accessibility is strongly related to universal design which is the process of creating products that are usable by people with the widest possible range of abilities, operating within the widest possible range of situations. This is about making things accessible to all people (whether they have a disability or not).}, language = {en}, urldate = {2020-11-09}, journal = {Wikipedia}, author = {{Wikipedia}}, month = oct, year = {2020}, note = {Page Version ID: 984895511 KerkoCite.ItemAlsoKnownAs: 2405685:UQE9CKPF}, } @article{zhang_accessibility_2020, title = {Accessibility within open educational resources and practices for disabled learners: a systematic literature review}, volume = {7}, issn = {2196-7091}, shorttitle = {Accessibility within open educational resources and practices for disabled learners}, url = {https://slejournal.springeropen.com/articles/10.1186/s40561-019-0113-2}, doi = {10.1186/s40561-019-0113-2}, abstract = {The number of disabled students is rapidly increasing worldwide, but many schools and universities have failed to keep up with their learning needs. Consequently, large numbers of disabled students are dropping out of school or university. Open Educational Resources (OER) and Open Educational Practices (OEP) contain several relevant features, including the possibility of reusing and remixing, which have led researchers to consider using OER and OEP to facilitate meeting the needs of disabled and functional-diverse students in order to increase their accessibility and e-inclusion capabilities in educational settings. The very limited research to date, however, has provided a limited holistic understanding of accessibility within OER and OEP in order to aid researchers in pursuing future directions in this field. Therefore, this paper systematically reviewed 31 papers to provide insights about functional diversity within OER and OEP. The results obtained highlighted that accessibility is still in its infancy within OER and that researchers should focus more on considering the four accessibility principles — perceivable, operable, understandable and robust — when providing OER. Additionally, while several researchers have focused on several issues related to accessibility within OER, limited focus has been given to assistive technologies using OER. Finally, this paper provides several recommendations to increase accessibility within OER and help design more accessible OER for students with functional diversity.}, language = {en}, number = {1}, urldate = {2021-08-20}, journal = {Smart Learning Environments}, author = {Zhang, Xiangling and Tlili, Ahmed and Nascimbeni, Fabio and Burgos, Daniel and Huang, Ronghuai and Chang, Ting-Wen and Jemni, Mohamed and Khribi, Mohamed Koutheair}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-019-0113-2 2339240:5YIMEXDX 2405685:2Y4WA5WE}, pages = {1}, } @misc{instituto_ayrton_senna_acelera_2020, title = {Acelera {Brasil}}, url = {https://www.institutoayrtonsenna.org.br/pt-br/como-atuamos/acelera.html}, abstract = {Solução educacional desenvolvida para garantir que alunos com atraso escolar tenham a chance de recuperar o aprendizado e desenvolver suas competências.}, language = {pt-BR}, urldate = {2020-08-30}, journal = {Instituto Ayrton Senna}, author = {Instituto Ayrton Senna}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:67R8B78H 2405685:NXFDVUHQ}, } @techreport{loureiro_achieving_2020, address = {Washington, DC}, title = {Achieving {World}-{Class} {Education} in {Adverse} {Socioeconomic} {Conditions}: {The} {Case} of {Sobral} in {Brazil}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {Achieving {World}-{Class} {Education} in {Adverse} {Socioeconomic} {Conditions}}, url = {https://openknowledge.worldbank.org/handle/10986/34150}, abstract = {This report presents the case of the municipality of Sobral in the state of Ceara, Brazil. This municipality overcame adverse socioeconomic conditions and now has the best primary andlower secondary education system in Brazil. Sobral is home to 200,000 inhabitants and in 2005 was ranked 1,366 in the national index that measures quality of education in Brazil. Twelve years later, it was ranked first among the 5,570 municipalities in both primary and lower secondary education rankings. Public education in Sobral has one goal: every student must complete lower secondary education at the right age and with appropriate learning. The municipality placed education at the top of the political agenda and kept it out of politics. Its prioritized learning by establishing a clear intermediate target, ensuring all students are literate by the end of the second grade. It organized the education policy under four pillars: effective use of student assessment; focused curriculum with a clear learning sequence and prioritization of foundational skills; prepared and motivated teachers; and autonomous and accountable school management with school principals appointed through a meritocratic and technical selection process. The main aspects of the reforms are presented and discussed in this report.}, language = {English}, urldate = {2022-05-31}, institution = {World Bank}, author = {Loureiro, Andre and Cruz, Louisee}, month = jun, year = {2020}, doi = {10.1596/34150}, note = {Accepted: 2020-07-17T20:46:11Z KerkoCite.ItemAlsoKnownAs: 10.1596/34150 2339240:9VQRI5VD 2405685:448M7828 4656463:FPTSMMS3}, keywords = {Early Childhood Education, Education, Education Quality, Education Reform, Education for All, Literacy, Primary Education, Secondary Education, Student Performance}, } @techreport{global_education_monitoring_report_team_act_2020, title = {Act now: reduce the impact of {COVID}-19 on the cost of achieving {SDG} 4 - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000374163}, urldate = {2022-09-10}, author = {{Global Education Monitoring Report Team}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8RIQDU72 2405685:JV6DRXNX}, } @misc{power_activating_2020, title = {Activating local study-groups for children’s learning—an equitable {EdTech} response?}, url = {https://edtechhub.org/2020/05/29/activating-local-study-groups-for-childrens-learning-an-equitable-edtech-response/}, language = {en-GB}, urldate = {2020-06-03}, journal = {EdTech Hub}, author = {Power, Tom}, year = {2020}, doi = {10.5281/zenodo.4707840}, note = {Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707840 2339240:SR6Q67QK 2405685:5ETXZ323 2405685:8RXKC68I 2405685:Q539CZ7X}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @article{moorhouse_adaptations_2020, title = {Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the {COVID}-19 pandemic}, volume = {00}, url = {https://doi.org/10.1080/02607476.2020.1755205}, doi = {10.1080/02607476.2020.1755205}, abstract = {This report describes the adaptations made to one initial teacher education course at a Hong Kong university designed for face-to-face instruction that was required to be delivered exclusively online due to the suspension of face-to-face classes caused by the COVID-19 pandemic. It describes the adaptations the tutor made, and the challenges faced adapting to the new mode of delivery. It is hoped that others can learn from the author’s experience and be prepared for the suspension of face-to-face classes caused by the COVID-19 pandemic or other health emergencies.}, number = {00}, journal = {Journal of Education for Teaching}, author = {Moorhouse, Benjamin Luke}, year = {2020}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1755205 2405685:KL65EJ4F}, keywords = {COVID-19 pandemic, Initial teacher education, adapting to online teaching, synchronous online teaching}, pages = {1--3}, } @misc{kreimeia_additional_2020, title = {Additional {Funding} {Available}: {Call} for {Research} {Proposals} - {EdTech} responses to {Covid}-19}, shorttitle = {Additional {Funding} {Available}}, url = {https://edtechhub.org/2020/11/13/additional-funding-available-call-for-research-proposals-edtech-responses-to-covid-19/}, abstract = {We are excited to announce that there is now increased funding available for projects through our Call for Research Proposals: EdTech responses to Covid-19, which closes on Friday 27th November 2020.  As part of this window, additional funding, up to a total value of £50k, may be available to a small number of applications, particularly where they allow for comparison…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Kreimeia, Adam}, month = nov, year = {2020}, doi = {10.5281/zenodo.4708240}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708240 2405685:U3A62288}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @phdthesis{adam_addressing_2020, type = {Thesis}, title = {Addressing {Injustices} through {MOOCs}: {A} study among peri-urban, marginalised, {South} {African} youth}, copyright = {Attribution-NonCommercial-ShareAlike 4.0 International}, shorttitle = {Addressing {Injustices} through {MOOCs}}, url = {https://www.repository.cam.ac.uk/handle/1810/309515}, abstract = {The legacies of colonial rule continue to impact everyday life, particularly in education. These structural inequalities are often reinforced and amplified in online ‘global’ education through a form of digital neocolonialism, which is where hegemonic powers indirectly control or influence marginalised groups through the internet or information technology. In striving for justice-oriented online education models, this study analyses to what extent Massive Open Online Courses (MOOCs), produced both internationally and locally, support (or could support) the needs, preferences, and aspirations of marginalised South African youth and address the material, cultural-epistemic, political, and geopolitical injustices they face. To evaluate what South African peri-urban youth desire in their education and futures, as well as the challenges they experience, a seven-part survey was conducted with 250 youth from five townships in South Africa. Responses showed that whilst participants strongly value and aspire to further their education, financial difficulties, infrastructural barriers, family problems, and lack of emotional support and life mentorship limit them from achieving this. Participants reflected on how colonial and apartheid legacies have affected their educational experiences and identities through inferior quality of education, forced languages, forgotten histories and incongruent values, cultural norms and practices. In parallel, semi-structured interviews were conducted with 35 MOOC designers, from South Africa and the USA, to investigate the ways in which efforts, if any, were being made to reach students most in need of quality education. Interviews covered themes of openness, accessibility, and justice. It was found that, depending on the MOOC designer’s understanding of social justice and decolonial thought, they placed varying emphasis on addressing different forms of injustice. Some focused on resource, access and infrastructural barriers, while others focused on issues of content relevance and knowledge production. Furthermore, MOOC designers’ attempts to address injustices strongly related to their own identities and lived experiences, highlighting the importance of plurality of thought and epistemic diversity in the producers of MOOCs. Drawing on the historical injustices and lived experiences of the youth, and the attempts to address injustices by the MOOC designers, it was ascertained that there is no one size-fits-all formula to creating equitable MOOCs. Rather, depending on the purpose and target audience of the MOOC, nuanced approaches to addressing injustices are suggested. These approaches are shaped by various leverage points that influence the types of, and the extent to which, participatory methods, accessibility measures, knowledge sources, assessment and critical pedagogy are implemented. Additionally, the importance of these leverage points varies over the MOOC’s lifecycle, from inception and design, to implementation and assessment. Bearing in mind the broad-ranging injustices that youth participants raised, these approaches are presented with great caution that educational technologies and open education are not panaceas but if designed and used appropriately and justly, can be tools for liberation.}, language = {en}, urldate = {2020-08-25}, school = {University of Cambridge}, author = {Adam, Taskeen}, month = aug, year = {2020}, doi = {10.17863/CAM.56608}, note = {Accepted: 2020-08-24T08:23:28Z shortDOI: 10/ghgk6k KerkoCite.ItemAlsoKnownAs: 10/ghgk6k 2405685:Q835BH7A}, keywords = {dode\_eth-src-dode, dode\_eth-trf2-dode}, } @techreport{unesco_addressing_2020, title = {Addressing the gender dimensions of school closures - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373379}, number = {31}, urldate = {2020-08-05}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:THX9GCHN 2405685:TWLA4AP2}, } @techreport{baird_adolescence_2020, title = {Adolescence in the {Time} of {Covid}-19: {Evidence} from {Bangladesh}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/34801/Adolescence-in-the-Time-of-COVID-19-Evidence-from-Bangladesh.pdf?sequence=1&isAllowed=y}, abstract = {This note examines the effects of COVID-19 and subsequent economic and educational disruptions on adolescent well-being in Bangladesh. The analysis is based on data from 2,095 in-school adolescents aged 10–18 collected preCOVID-19 (February–March 2020) through a field survey for an ongoing impact evaluation, and a follow-up virtual survey undertaken early in the pandemic (May–June 2020). Findings show large household-level economic impacts associated with increased food insecurity, anxiety, and mental health issues among adolescents. In addition, school closures have decreased adolescents’ access to learning, increased time spent on household chores, and affected future job aspirations. The impacts are particularly large for girls and for adolescents from more vulnerable households. Policy makers need to consider policies that facilitate school return, targeting girls and the most vulnerable. They also need creative school-based programming to address the likely long-run physical and mental health effects of COVID-19 on young people.}, language = {en}, author = {Baird, Sarah and Seager, Jennifer and Sabarwal, Shwetlena and Guglielmi, Silvia and Sultan, Maheen}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VBAB3NLH 2405685:4FAR45UM}, pages = {10}, } @article{chandrima_adolescent_2020, title = {Adolescent problematic internet use and parental mediation: {A} {Bangladeshi} structured interview study}, volume = {12}, issn = {2352-8532}, shorttitle = {Adolescent problematic internet use and parental mediation}, doi = {10.1016/j.abrep.2020.100288}, abstract = {Internet-related problems such as excessive internet use, problematic internet use (PIU), and internet addiction, are becoming increasingly studied among Bangladeshi adult students, but there has been little research among adolescents. In Bangladesh, there has been no research examining the role of parental mediation in their children's internet use. Therefore, the present structured interview study investigated Bangladeshi adolescent PIU and its associated socio-demographics, internet use behaviors, and the parental mediation role among 350 high school students residing in Dhaka. The results showed that 84 of adolescents (24.0\%) were classified as having PIU (cut-off score of ≥ 50 on the Internet Addiction Test) and nine adolescents (2.6\%) were classified as having a severe dependency on the internet (cut-off score of {\textgreater}80 on the Internet Addiction Test). According to hierarchical regression analysis, significant PIU correlates included lower academic results, both parents' lower education, mother working outside the home, more than four days' weekly internet use, more than two hours daily internet use, and active mediation. Additionally, internet use behaviors (i.e., internet use locations, devices, purposes, and applications) and parental internet mediation dimensions other than active mediation (i.e., restrictive mediation, active mediation internet safety, monitoring, and technical mediation) were significantly related to PIU in t-tests and correlation analysis respectively. However, they were non-significant in the hierarchical regression analysis when included into equation altogether. The present study's findings will be helpful in developing country-level policymaking decisions and facilitating future research in the country.}, language = {eng}, journal = {Addictive Behaviors Reports}, author = {Chandrima, Rubaiya Matin and Kircaburun, Kagan and Kabir, Humyon and Riaz, Baizid Khoorshid and Kuss, Daria J. and Griffiths, Mark D. and Mamun, Mohammed A.}, month = dec, year = {2020}, pmid = {32637564}, pmcid = {PMC7330868}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.abrep.2020.100288 2339240:JINXJ99U 2405685:39YEHSPC}, keywords = {Bangladeshi adolescence, Internet addiction, Internet use behaviors, Parental mediation, Problematic internet use}, pages = {100288}, } @misc{kenya_health_information_system_khis_adolescents_2020, title = {Adolescents (age 10 - 19) presenting with pregnancy at health facilities}, url = {https://www.afidep.org/publication/adolescents-age-10-19-presenting-with-pregnancy-at-health-facilities/}, abstract = {Rates of adolescent pregnancy are once again on the rise in Kenya.  The sudden surge threatens to cut short the pursuit for education and opportunities for especially vulnerable girls in the country.}, language = {en}, urldate = {2021-10-03}, publisher = {African Institute for Development Policy}, author = {{Kenya Health Information System (KHIS)}}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PIU8D4N6 2405685:UYBXNF6W}, } @misc{agajo_advancing_2020, title = {Advancing education and speech recognition in {Nigeria} with {AI} and machine learning}, url = {https://www.itu.int/en/myitu/News/2020/12/16/08/40/Research-projects-Nigeria-advancing-education-speech-recognition-AI-machine-learning}, author = {Agajo, J and Shuaibu, A and Guda, B}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MG5P8U97 2405685:ICPS3L4J}, } @misc{unesco_adverse_2020, title = {Adverse consequences of school closures}, url = {https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures/consequences}, abstract = {School closures - even when temporary - carry high social and economic costs. The disruptions they cause touch people across communities, but their impact is particularly severe for disadvantaged boys and girls and their families. Some of the reasons why school closures are so harmful are listed below. While the list is far from comprehensive, it helps clarify why school closures should matter to all of us. Interrupted learning: Schooling provides essential learning and when schools close, children and youth are deprived opportunities for growth and development.}, language = {en}, urldate = {2020-03-30}, journal = {UNESCO}, author = {UNESCO}, month = mar, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:N9NK3DJF 2339240:UTNECT36 2405685:35ZWVEZ9 2405685:7UZI77DJ}, } @techreport{hedger_advice_2020, title = {Advice, {Money}, {Results}}, url = {https://wagner.nyu.edu/advice-money-results/about}, urldate = {2022-11-12}, institution = {NYU Wagner}, author = {Hedger, Edward and Manning, Nick and Schick, Allen}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6DPSXZPA 2405685:UDS636PJ 4656463:YY6I7ZS6}, } @misc{noauthor_africas_2020, title = {Africa’s {Covid}-19 opportunity}, url = {https://edtechhub.org/2020/09/17/africas-covid-19-opportunity/}, abstract = {Educators in Africa are optimistic about the opportunities that Covid-19 brings for reform and innovation in education.  That’s the headline from a survey eLearning Africa recently conducted, in which 1,600 education and technology professionals from 52 countries in Africa were asked for their thoughts on the longer-term effects of the pandemic. Despite what it’s doing to societies and economies around…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = sep, year = {2020}, doi = {10.5281/zenodo.4707890}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707890 2405685:AESZ5WMM 2405685:YER28PCY}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{central_intelligence_agency_africa_2020, title = {Africa: {Tanzania} — {The} {World} {Factbook} - {Central} {Intelligence} {Agency}}, url = {https://www.cia.gov/library/publications/the-world-factbook/geos/tz.html}, urldate = {2020-11-17}, journal = {Central Intelligence Agency World Factbook website}, author = {{Central Intelligence Agency}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z4U5EGRC 2405685:AHC3I8EU}, } @techreport{islam_after_2020, title = {After {School} {Tutoring}: {Evidence} from a {Randomized} {Control} {Trial}}, url = {https://issuu.com/monashbusinessschool/docs/ummul_ruthbah_-_after_school_tutoring__bangladesh_}, institution = {Monash Business School}, author = {Islam, Asad and Ruthbah, Ummul}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6UF6IMYI 2339240:9E58WXYL 2405685:CDI2BBT7 2405685:WJ9E799P 2405685:ZWZGL8M9 2534379:Q8FJ88QY}, } @techreport{information_commissioners_office_age_2020, title = {Age appropriate design: a code of practice for online services}, shorttitle = {Age appropriate design}, url = {https://ico.org.uk/for-organisations/guide-to-data-protection/key-data-protection-themes/age-appropriate-design-a-code-of-practice-for-online-services/}, language = {en}, urldate = {2020-08-06}, institution = {ICO}, author = {Information Commissioner's Office}, month = jul, year = {2020}, note = {Publisher: ICO KerkoCite.ItemAlsoKnownAs: 2339240:7C7U937X 2405685:JQFB2MWY}, } @misc{connelly_airband_2020, title = {Airband {Initiative}: {Connecting} the unconnected}, author = {Connelly, K.}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UJW5C6UZ 2405685:Q4S2F5A6}, } @techreport{department_of_elementary_and_secondary_education_government_of_azad_government_of_the_state_of_jammu_and_kashmir_ajk_2020, title = {{AJ}\&{K} {Education} {Policy} (2021-2030)}, author = {Department of Elementary {and} Secondary Education, Government of Azad government of the state of Jammu {and} Kashmir}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SKLICSCG 2405685:KFNTR7AS}, } @misc{akello_digital_classroom_akello_2020, title = {Akello {Digital} {Classroom} {\textbar} {Home}}, url = {https://www.akellobooks.com/live-class.html}, urldate = {2020-06-27}, author = {Akello Digital Classroom}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:I89TBIGA}, } @techreport{ubongo_akili_2020, title = {Akili {Impact} {Report} 2016-2020 {DRAFT}}, author = {Ubongo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:88QFCGMK 2405685:MFVTZYGZ}, } @misc{africanews_all_2020, title = {All {Tanzania} schools reopen amid strict virus protocols}, url = {https://www.africanews.com/2020/07/01/all-tanzania-schools-reopen-amid-strict-virus-protocols/}, abstract = {The government on the other hand has issued stringent measures to be followed even as schools are reopening to prevent the spread of the novel coronavirus among students.}, language = {en}, urldate = {2021-03-29}, journal = {Africanews}, author = {{AfricaNews}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T5CCIXD5 2405685:7REVA6GB}, } @misc{allama_iqbal_open_university_allama_2020, title = {Allama {Iqbal} {Open} {University}}, url = {https://www.aiou.edu.pk/}, urldate = {2020-07-21}, author = {{Allama Iqbal Open University}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CCT4YGVS 2405685:QXVTKYVN 2405685:T4YJDV6I}, } @techreport{ministry_of_education_afghanistan_alternate_2020, title = {Alternate {Education} {Service} {Delivery} {COVID}-19 {Emergency} {Response} {Plan}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/afghanistan_moe_covid-19_alternative_learning_plan_-_eng.pdf}, urldate = {2020-06-09}, author = {Ministry of Education (Afghanistan)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PYWCWDEX 2405685:TWFWHL6J}, } @techreport{cilliers_alternative_2020, title = {Alternative forms of early grade instructional coaching: {Emerging} evidence from field experiments in {South} {Africa}}, url = {https://www.dropbox.com/s/n0hza4nyrvz4mpt/Can%20Virtual%20Replace%20InPerson%20Coaching%20Working%20Paper.pdf?dl=0}, language = {en}, urldate = {2020-07-22}, author = {Cilliers, Jacobus and Fleisch, Brahm and Kotze, Janeli and Mohohlwane, Nompumelelo and Taylor, Stephen and Thulare, Tshegofatso}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2JZ7BV5Y 2339240:2GZ7FD78 2405685:T3XGXGL2}, } @techreport{ajzenman_altruism_2020, title = {Altruism or {Money}?: {Reducing} {Teacher} {Sorting} {Using} {BehavioUral} {Strategies} in {Peru}}, url = {https://publications.iadb.org/publications/english/document/Altruism-or-Money-Reducing-Teacher-Sorting-Using-Behavioral-Strategies-in-Peru.pdf}, urldate = {2022-08-03}, institution = {Inter-American Development Bank}, author = {Ajzenman, Nicolás and Bertoni, Eleonora and Elacqua, Gregory and Marotta, Luana and Méndez, Carolina}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U8EEDFA2 2405685:AQ7PIZ5G}, } @article{kelley_appeal_2020, title = {An appeal for practical social justice in the {COVID}-19 global response in low-income and middle-income countries}, volume = {8}, url = {http://dx.doi.org/10.1016/S2214-109X(20)30249-7}, doi = {10.1016/S2214-109X(20)30249-7}, number = {7}, journal = {The Lancet Global Health}, author = {Kelley, Maureen and Ferrand, Rashida A and Muraya, Kui and Chigudu, Simukai and Molyneux, Sassy and Pai, Madhukar and Barasa, Edwine}, year = {2020}, note = {Publisher: The Author(s). Published by Elsevier Ltd. This is an Open Access article under the CC BY 4.0 license KerkoCite.ItemAlsoKnownAs: 10.1016/S2214-109X(20)30249-7 2405685:NRW34U6Q}, pages = {888--889}, } @misc{noauthor_edtech_2020, title = {An {EdTech} reading list from the {Helpdesk} team: {Autumn} 2020}, shorttitle = {An {EdTech} reading list from the {Helpdesk} team}, url = {https://edtechhub.org/2020/11/03/an-edtech-reading-list-from-the-helpdesk-team-autumn-2020/}, abstract = {In this blog post, we summarise six new publications from the Helpdesk and what we have learned about monitoring and evaluation, curriculum reform, blended learning, and teacher education. As Covid-19 continues to affect learning around the world, our Helpdesk is seeing a shift in the requests we receive. Earlier, the bulk of requests were linked to short-term Covid responses. Now,…}, language = {en-US}, urldate = {2020-11-06}, journal = {EdTech Hub}, month = nov, year = {2020}, doi = {10.5281/zenodo.4707480}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707480 2405685:29RAGPFX 2405685:E2UQW73U}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @article{masterson_exploration_2020, title = {An exploration of the potential role of digital technologies for promoting learning in foreign language classrooms: {Lessons} for a pandemic}, volume = {15}, doi = {10.3991/ijet.v15i14.13297}, abstract = {This research study focuses on long-term digital technologies assisted cross-cultural communication as an instructional model. Secondary school foreign language learners of German and English collaborated online with the same age-cohort peers to acquire new cultural knowledge, as well as develop digi-tal technologies skills. Findings revealed that digital technologies facilitated personalised student-led learning through an inquiry-based approach. Results further indicated that the learners had rich opportunities to share their stories and to think critically about themselves and others. Indeed, pupils enriched their understanding of their partner’s culture as well as developing an en-hanced understanding of the influence of culture on behaviour and thinking. The students learned to use digital technologies by creating digital profiles, posting their comments, asking questions, exchanging cultural information, and gaining linguistic and cultural experience of a native speaker in a virtual space. This paper shows that with the purposeful integration of digital tech-nologies in foreign language classrooms opportunities for richer student learning experiences can be promoted.}, number = {14}, journal = {International Journal of Emerging Technologies in Learning (iJET)}, author = {Masterson, Mary}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v15i14.13297 2405685:DF9SH9L4}, keywords = {c ulture, digital technologies, online collaborative learning}, pages = {83--96}, } @article{nganga_improved_2020, title = {An {Improved} {Model} for the {Implementation} of {Web}-{Based} {Learning} in {Adult} {Secondary} {School} {Education} in {Kenya}}, volume = {38}, issn = {2307-4523}, url = {https://ijcjournal.org/index.php/InternationalJournalOfComputer/article/view/1571}, abstract = {The development of technology, which evolves continuously, has led to the transformation of traditional courses into web-based courses. However, as these e-learning systems grow more complex, involving numerous users with different levels of need, there is a need to have web-based learning models that adequately address such users’ needs, taking into consideration their levels of expertise, access and ability to interact with such systems. Most of the existing models present the adult learners with difficulties, as most of them have to concentrate mostly on learning the technology rather than learning the desired content. Most of the difficulties arise from the web-based learning model configurations in use in the country. The majority lack features and capabilities of highly interactive, fast-paced multimedia-supported learning currently demanded by most learners and tutors. Therefore, the main aim of this research was to devise an improved model for implementing a web-based learning programme in adult secondary school education. After analysing the existing models and establishing their operational challenges, an improved model was proposed. The proposed model was statistically tested using sample data. The results showed that recognizing both technological and user attributes along the recognized theoretical frameworks was important in increasing the users’ behavioural inclination to use the improved model. Therefore, it is recommended that more sensitization to web-based learning should be implemented by the adult education department in the Ministry of Education among adult learners in the country. It is also recommended that system developers should find ways of incorporating additional features into the model without affecting its architecture and function. Finally, there is need for future studies on the causal antecedents of the constructs presented in this research model to provide more precise practical implications.}, language = {en}, number = {1}, urldate = {2021-05-22}, journal = {International Journal of Computer (IJC)}, author = {Ng’ang’a, Ms Martha Muthoni and Kimani, Prof Stephen and Kimwele, Dr Michael W.}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9FRGYBCA 2405685:JXYIK4RA}, keywords = {Adult Learners, Model, Web Based Learning, ⛔ No DOI found}, pages = {22--36}, } @misc{brugha_inclusive_2020, title = {An inclusive approach to searching for evidence on {EdTech} in low- and middle- income countries}, url = {https://edtechhub.org/2020/02/18/an-inclusive-approach-to-searching-for-evidence-on-edtech-in-low-and-middle-income-countries/}, abstract = {A blog post by Meaghan Brugha and Katy Jordan. A searchable database The EdTech Hub has undertaken a large-scale search for publications on technology use in education in low- and middle- income countries. During this process, we created an internal research database. This is searchable through the use of a variety of filters, such as …}, language = {en-GB}, urldate = {2020-02-27}, journal = {EdTech Hub}, author = {Brugha, Meaghan}, month = feb, year = {2020}, doi = {10.5281/zenodo.3911079}, note = {EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2405685:BGLPB3AG KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3911079 2129771:86J5A5RJ 2405685:6TX2RFBC 2405685:BGLPB3AG}, keywords = {F:Blog post, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_zenodoODE}, } @misc{mcclain-nhlapo_inclusive_2020, type = {{UKFIET}: {The} education and development forum}, title = {An inclusive response to {COVID}-19: {Education} for children with disabilities}, shorttitle = {An inclusive response to {COVID}-19}, url = {https://www.ukfiet.org/2020/an-inclusive-response-to-covid-19-education-for-children-with-disabilities/}, abstract = {This blog was written by Charlotte McClain-Nhlapo, Global Disability Advisor, World Bank and originally published on the Global Partnership for Education website on 11 May 2020. What if the ongoing COVID-19 pandemic served as an opportunity to re-think how emergency education planning can be inclusive of children with disabilities? Isn’t this global crisis presenting a […]}, language = {en-GB}, urldate = {2021-03-16}, journal = {An inclusive response to COVID-19: Education for children with disabilities}, author = {McClain-Nhlapo, Charlotte}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4R2MH3TN 2405685:Y7SN7MBF}, } @article{nahar_interactive_2020, title = {An interactive math braille learning application to assist blind students in {Bangladesh}}, url = {https://www.tandfonline.com/doi/abs/10.1080/10400435.2020.1734112?needAccess=true&journalCode=uaty20}, doi = {10.1080/10400435.2020.1734112}, abstract = {Due to the lack of affordable assistive tools for learning mathematics, blind students in Bangladesh still use outdated learning tools like Tailor Frame. Therefore, demand for a low-cost technological tool is there that will help the blind students to learn math braille and calculate numbers more easily. To provide an effective and affordable assistive tool, this study begins with a needs assessment study to identify the basic needs of blind students in learning math braille and solving mathematical calculations. Afterward, a mobile phone based interactive assistive application is proposed to improve the learning facilities of math braille using Nemeth code for blind students in Bangladesh. Interfaces of the application are designed based on their needs. Besides, interaction methods (such as, hearing \& touching) of blind students with the physical world were another criterion in designing very interactive interfaces that provide self-learning facilities. The interfaces are evaluated by the teachers, experts, and end users in order to identify the usability. The evaluation shows a promising result toward the acceptability of the designed application. Therefore, this application can be helpful for the blind students to learn math braille using Nemeth Code.}, journal = {Assistive Technology}, author = {Nahar, L and Sulaiman, R and Jafaar, A}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/10400435.2020.1734112 10/gkm64j 2339240:9H367DU5 2405685:9SMEBFMC}, } @techreport{gorgen_international_2020, title = {An international review of plans for school reopening}, url = {https://docs.edtechhub.org/lib/MWNVG7LR}, institution = {Education Development Trust}, author = {Gorgen, Kristine and McAleavy, Tony}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MWNVG7LR}, keywords = {auto\_merged}, } @techreport{gorgen_international_2020, title = {An international review of plans for school reopening}, url = {https://docs.edtechhub.org/lib/MWNVG7LR}, institution = {Education Development Trust}, author = {Gorgen, Kristine and McAleavy, Tony}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MWNVG7LR}, } @techreport{gorgen_international_2020, title = {An international review of plans for school reopening}, url = {https://docs.edtechhub.org/lib/MWNVG7LR}, institution = {Education Development Trust}, author = {Gorgen, Kristine and McAleavy, Tony}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MWNVG7LR}, } @article{loredo_alisis_2020, title = {Análisis comparativo de las prácticas educativas implementadas en {Chile} y {México} durante la pandemia de {COVID}-19}, volume = {9}, copyright = {Derechos de autor 2022 Guayana Moderna}, url = {https://revistasenlinea.saber.ucab.edu.ve/index.php/guayanamoderna/article/view/5423}, abstract = {Resumen El actual contexto de pandemia ha llevado a que los Sistemas Educativos implementen diversas herramientas para garantizar el derecho constitucional a la educación. A través de un estudio comparativo, realizado en colaboración por estudiantes de Chile y México se buscó establecer las diferencias y similitudes existentes entre ambos sistemas, incluyendo en éstas las medidas tomadas por los gobiernos de ambos países para abordar la nueva realidad de la educación a distancia, así como la situación actual en la cual se encuentran los maestros de educación básica de diversos establecimientos. Esta investigación se realizó a través de encuestas dirigidas a los docentes, y por medio del análisis de documentos e información relacionada a la organización de los sistemas educativos de Chile y México; por último, se compararon las propuestas y medidas decretadas por los mismos para su implementación en el desarrollo e impartición de las clases. Los principales resultados obtenidos en la investigación dan muestra de que las medidas implementadas por ambos países no logran resguardar el aseguramiento de la calidad, y que así mismo faltan herramientas para un correcto desarrollo de las clases virtuales. De igual forma, se presentan y analizan los resultados de las encuestas realizadas, en donde los maestros expresan su sentir acerca de los desafíos y la exigencia de la situación actual.Palabras Clave: Sistema Educativo, Educación Básica, México, Chile, Pandemia, Maestros}, language = {es}, number = {9}, urldate = {2022-06-07}, journal = {Guayana Moderna}, author = {Loredo, Karla Fabiola Arizmendi and Hidalgo, Mariana Fernández and Rivadeneira, Scott Núñez}, year = {2020}, note = {Number: 9 KerkoCite.ItemAlsoKnownAs: 2339240:6X3HHCPW 2405685:ZELUQ57S}, keywords = {⛔ No DOI found}, pages = {39--59}, } @misc{arizmendi_loredo_alisis_2020, title = {Análisis comparativo de las prácticas educativas implementadas en {Chile} y {México} durante la pandemia de {COVID}-19 {\textbar} {Guayana} {Moderna}}, url = {https://revistasenlinea.saber.ucab.edu.ve/index.php/guayanamoderna/article/view/5423}, urldate = {2022-09-06}, author = {Arizmendi Loredo, Karla Fabiola and Fernández Hidalgo, Mariana and Núñez Rivadeneira, Scott}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MVTBE3YP 2405685:V3CPUH66}, } @article{espino-diaz_analyzing_2020, title = {Analyzing the {Impact} of {COVID}-19 on {Education} {Professionals}. {Toward} a {Paradigm} {Shift}: {ICT} and {Neuroeducation} as a {Binomial} of {Action}}, volume = {12}, doi = {10.3390/su12145646}, abstract = {This study analyzed the current situation of education in the context of the pandemic caused by COVID-19. The worldwide health emergency situation has caused the confinement of people and with it, the closure of centers and the transfer of face-to-face education to online education. Faced with these facts, teachers have had to adapt at a dizzying pace not only to new methodological approaches, but also to their own confinement, presenting high levels of stress. The purpose of this study is to offer a proposal that optimizes the work of education professionals in the current context of a pandemic through the use of Information and Communication Technologies (ICT) under the novel approach of the contributions of neuroeducation in the field of managing emotions and motivational processes, contributing to meaningful learning in students. The symbiosis of ICT and neuroeducation can make a great contribution to the paradigm shift that is taking place today.}, number = {14}, journal = {Sustainability}, author = {Espino-Díaz, Luis and Fernandez-Caminero, Gemma and Hernandez-Lloret, Carmen-Maria and Gonzalez-Gonzalez, Hugo and Alvarez-Castillo, Jose-Luis}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/su12145646 2405685:MFYX8XWV}, keywords = {covid-19, ict, neuroeducation, stress, teachers}, pages = {5646--5646}, } @techreport{mopme_annual_2020, title = {Annual {Primary} {School} {Census} 2019 ({Draft})}, url = {https://mopme.portal.gov.bd/sites/default/files/files/mopme.portal.gov.bd/publications/4a81eee1_4fff_4c20_ab68_282c1db70caa/2.10.1%20APSC%20(2).pdf}, language = {en}, urldate = {2021-04-04}, author = {MoPME and Directorate of Primary Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HALFYWI8 2405685:LEVHI9LQ}, pages = {222}, } @misc{aser_pakistan_annual_2020, title = {Annual {Status} of {Education} {Report} 2019}, url = {http://www.aserpakistan.org/document/2019/reports/national/ASER_National_Urban_2019.pdf}, urldate = {2022-04-07}, author = {{ASER Pakistan}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:659L7XT9 2405685:DP3FSMM5}, } @techreport{aser_annual_2020, title = {Annual {Status} of {Education} {Report}: {ASER}-{Pakistan} 2019 ({National})}, url = {http://www.aserpakistan.org/document/2019/reports/national/ASER_National_Urban_2019.pdf}, author = {ASER}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V7FVUG3V 2405685:FMJKPGEV}, } @techreport{aser_annual_2020, title = {Annual {Status} of {Education} {Report} {ASER}-{PAKISTAN} 2019 {Urban}}, author = {ASER}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3RUH7M9U 2339240:VJDS6K9D 2405685:FQR3NTDK 2405685:HBB5FK84}, } @techreport{aser_annual_2020, title = {Annual {Status} of {Education} {Report} ({Rural}) 2020. {Wave} 1}, url = {http://img.asercentre.org/docs/ASER%202020/ASER%202020%20REPORT/aser2020fullreport.pdf}, institution = {ASER Centre}, author = {{ASER}}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MS7X4T2X 2405685:ZJYQYIG2}, } @incollection{hasler_appendix_2020, address = {Bonn, Germany}, title = {Appendix 2. {Methodology} for the {Interviews} and {Structured} {Community} {Review}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/75QW3PXV}, abstract = {This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843385}, doi = {10.5281/zenodo.4290640}, note = {ConceptDOI: 10.5281/zenodo.3843384 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843385 10.5281/zenodo.4290640 2129771:75QW3PXV 2405685:L94YJ5L9}, keywords = {Author:Haßler, AuthorFirst:Haßler, Björn-CV-OECS, \_yl:aa2}, } @misc{global_partnership_for_education_application_2020, title = {Application and program document for {COVID}-19 accelerated funding for {Kenya}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020%2008%20COVID-19%20AFF%20Request%20Kenya%20-%20Verified.pdf}, urldate = {2021-10-07}, author = {{Global Partnership for Education}}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AGYR5NT4 2405685:L3FWL7A2}, } @article{feruzi_application_2020, title = {Application of {EdTech} in {Tanzania}: {Effectiveness} of radio and television in teaching and learning amid {COVID}-19 pandemic}, volume = {7}, shorttitle = {Application of {EdTech} in {Tanzania}}, url = {https://ijaers.com/detail/application-of-edtech-in-tanzania-effectiveness-of-radio-and-television-in-teaching-and-learning-amid-covid-19-pandemic/}, doi = {10.22161/ijaers.78.35}, abstract = {On March 2020 school and university going students experienced termination of classes. The statement declared by the Tanzania prime minister honourable Kassim Majaliwa required all primary and secondary schools to postpone learning for a month and one day later universities were also asked to suspend studies and other activities. It was necessary to do so because of the novel coronavirus disease 2019 named by World Health Organisation as COVID-19 a pandemic that had spread and hit more than 150 countries. This paper intended to attain two major objectives, one was to explore the effectiveness of radio and television in handling teaching and learning process as an alternative adopted to ensure that students continue to be engaged in learning. Second, to examine the capabilities of the country through the Ministry of Education, Science and Technology to continue teaching and learning during the time of classroom disruption. The authors made a case study where radio and television platforms were adopted for teaching and learning. The results show that the transition from classroom teaching and learning to teaching and learning through radio and television stations platform was not effective. Similarly, the study shows that the government has demonstrated incompetence in running and monitoring the programme mostly in terms of programme preparation and implementation. However, this experience has built a solid foundation for the future cases, when the country, facilitators, students and parents will be more arranged than now.}, language = {en}, number = {8}, urldate = {2020-11-18}, journal = {International Journal of Advanced Engineering Research and Science}, author = {Feruzi, Sadiki M. and Li, Yang}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.22161/ijaers.78.35 2339240:59RLSTL2 2405685:ZTLKNHUW}, pages = {314--323}, } @article{walkington_appraising_2020, title = {Appraising research on personalized learning: definitions, theoretical alignment, advancements, and future directions}, volume = {52}, issn = {1539-1523, 1945-0818}, shorttitle = {Appraising research on personalized learning}, url = {https://www.tandfonline.com/doi/full/10.1080/15391523.2020.1747757}, doi = {10.1080/15391523.2020.1747757}, abstract = {This article introduces a special issue comprising research on efforts to personalize learning in different academic subjects. We first consider the emergence of personalized learning (PL) and the myriad of definitions that describe its essential features. Thereafter, we introduce the articles in the special issue by examining their alignment to extant theories of learning, the instructional design features that personalize the learning experience based on a learner characteristic, and the relationships between PL design and outcomes achieved in an educational context. Based on observations of contemporary PL research, we identify key issues to be addressed by the field and recommendations for future researchers to undertake to advance a PL theory. Chief among issues with PL are the role of technology, the agency of the learner, and the absence of a consistent theoretical grounding to motivate PL design choices. Future directions that would advance PL include the adoption of a theory of change in PL design, a design-based research approach to refine PL initiatives, more intensive and iterative research in authentic classroom contexts, and a greater focus on student input into and ownership of the PL experience.}, language = {en}, number = {3}, urldate = {2021-11-10}, journal = {Journal of Research on Technology in Education}, author = {Walkington, Candace and Bernacki, Matthew L.}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2020.1747757 2339240:DUK6NXYD 2405685:WF9TK4TD}, pages = {235--252}, } @misc{khalayleh_arabic_2020, title = {Arabic version of {Design} {Thinking} for {Educators} – {Open} {Development} \& {Education}}, url = {https://opendeved.net/2020/04/03/arabic-version-of-design-thinking-for-educators/}, language = {en-GB}, urldate = {2020-04-03}, author = {Khalayleh, Abdullah}, month = apr, year = {2020}, note = {Library Catalog: opendeved.net KerkoCite.ItemAlsoKnownAs: 2129771:72GNTUED 2405685:6D7MAYPP}, keywords = {dode\_eth-src-dode, dode\_eth-trf2-dode}, } @article{malik_are_2020, title = {Are children with disabilities in school and learning? {Evidence} from a household survey in rural {Punjab}, {Pakistan}}, volume = {52}, issn = {0305-7925}, shorttitle = {Are children with disabilities in school and learning?}, url = {https://doi.org/10.1080/03057925.2020.1749993}, doi = {10.1080/03057925.2020.1749993}, abstract = {Invisibility of children with disabilities in data on educational access and learning is a key policy challenge for tracking progress towards the Sustainable Development Goals. In this article, we report findings from a household survey undertaken in rural Punjab, Pakistan. These data enable us to identify the extent to which children with disabilities are in school and learning the basics in literacy and numeracy. We find that, perhaps contrary to expectations, many of these children in this context are in mainstream (government and private) schools, although their chances of being in school are lower than their peers. We further find that overall levels of literacy and numeracy are low, even more so for children with disabilities. Our findings corroborate recent research from other countries. The paper highlights important lessons for the policy which are of relevance to other low-income contexts.}, number = {2}, urldate = {2021-02-16}, journal = {Compare: A Journal of Comparative and International Education}, author = {Malik, Rabea and Raza, Fizza and Rose, Pauline and Singal, Nidhi}, month = may, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03057925.2020.1749993 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2020.1749993 2339240:E9YINYX6 2339240:JF97XX98 2405685:34ZWUK6Q 2405685:F5SGQC6N}, keywords = {Learning outcomes, Pakistan, Washington Group, disability, household survey, primary education}, pages = {211--231}, } @techreport{usawa_agenda_are_2020, address = {Nairobi, Kenya}, title = {Are {Our} {Children} {Learning}? {The} {Status} of {Remote}-learning among {School}-going {Children} in {Kenya} during the {Covid}-19 {Crisis}}, shorttitle = {Are {Our} {Children} {Learning}?}, url = {https://palnetwork.org/wp-content/uploads/2020/05/Usawa-Agenda-2020-Report.pdf}, institution = {Usawa Agenda}, author = {{Usawa Agenda}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KP6KAY6P 2129771:LRBK4LWS 2339240:6G4KNTNK 2339240:7GF288YH 2339240:BD3UID9L 2339240:WYBYDRZG 2405685:6TSWSC6E 2405685:7Y76E5HD 2405685:BM28U98I 2405685:P2BSWX2Z 2405685:P4LU2G2I 2405685:SIP45PBA 2405685:ZEM2E9VL 2534379:WT5ZNQFS}, } @techreport{uwezo_are_2020, address = {Nairobi, Kenya}, title = {Are {Our} {Children} {Learning}? {The} {Status} of {Remote}-learning among {School}-going {Children} in {Kenya} during the {Covid}-19 {Crisis}.}, shorttitle = {Are {Our} {Children} {Learning}?}, url = {https://palnetwork.org/wp-content/uploads/2020/05/Usawa-Agenda-2020-Report.pdf}, urldate = {2020-06-30}, institution = {Uwezo}, author = {Uwezo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KP6KAY6P 2129771:LRBK4LWS 2339240:5NRRBR4K 2339240:6I2FZSZL 2405685:985ERZ8Q 2405685:9Z974KA9 2405685:TH76XRZE 2486141:LETIUFRS}, } @misc{liberman_are_2020, title = {Are students still learning during {COVID}-19? {Formative} assessment can provide the answer}, shorttitle = {Are students still learning during {COVID}-19?}, url = {https://blogs.worldbank.org/education/are-students-still-learning-during-covid-19-formative-assessment-can-provide-answer}, abstract = {As schools around the world have closed due to coronavirus (COVID-19) pandemic (and many have extended closures for the remainder of the school year), students, teachers, and parents are settling into the "new reality" for the foreseeable future.}, language = {en}, journal = {World Bank Blogs}, author = {Liberman, Julia and Levin, Victoria and Luna-Bazaldua, Diego}, year = {2020}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:JDX9HQKE}, } @misc{unesco_artificial_2020, title = {Artificial {Intelligence} in {Education}: {Challenges} and {Opportunities} for {Sustainable} {Development}}, shorttitle = {Artificial {Intelligence} in {Education}}, url = {https://roscongress.org/en/materials/iskusstvennyy-intellekt-v-obrazovanii-problemy-i-vozmozhnosti-dlya-ustoychivogo-razvitiya/}, language = {en}, urldate = {2022-06-07}, journal = {Roscongress Building Trust}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:97T2BRUA 2405685:ZJ3KHQP2}, } @misc{noauthor_as_2020, title = {As {Schools} {Close} {Over} {Coronavirus}, {Protect} {Kids}’ {Privacy} in {Online} {Learning}}, url = {https://www.hrw.org/news/2020/03/27/schools-close-over-coronavirus-protect-kids-privacy-online-learning}, abstract = {The educational disruption caused by the coronavirus pandemic is unprecedented in speed and scale. As of today, over 160 countries have closed schools. Education authorities are scrambling to provide remote learning for more than 87\% of the world’s student population now missing class.}, language = {en}, urldate = {2021-02-09}, journal = {Human Rights Watch}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9MP83RG3 2405685:8J2QEF52}, } @misc{carballo_asi_2020, title = {Así consumíamos medios en {El} {Salvador} antes de la {COVID}-19}, url = {https://uca.edu.sv/wp-content/uploads/2020/12/investigacion-uca-asi-consumiamos-medios-en-el-salvador-antes-de-la-covid-19.pdf}, urldate = {2021-12-20}, author = {Carballo, Willian and Marroquín, Amparo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TTIIHASA 2405685:DM8MX37B}, } @article{sabates_assessing_2020, title = {Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in {Tanzania}}, volume = {13}, url = {https://www.tandfonline.com/doi/abs/10.1080/19439342.2020.1844782}, doi = {10.1080/19439342.2020.1844782}, number = {1}, journal = {Journal of Development Effectiveness}, author = {Sabates, Ricardo and Rose, Pauline and Alcott, Benjamin and Delprato, Marcos}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2020.1844782 2339240:ZWKGJ4FV 2405685:YPU8GIXB}, pages = {28--46}, } @article{bashar_assessing_2020, title = {Assessing the real-life socio-economic scenario of established slums in {Dhaka}: the cases of {Korail} and {Sattola}}, volume = {20}, shorttitle = {Assessing the real-life socio-economic scenario of established slums in dhaka}, doi = {https://www.researchgate.net/publication/342562015_Assessing_the_Real-Life_Socio-Economic_Scenario_of_Established_Slums_in_Dhaka_The_Cases_of_Korail_and_Sattola}, abstract = {The research aims to assess the current situation of three primary socioeconomic indicators, namely education, health and water availability at the two most established slums of Bangladesh's capital Dhaka-Korail and Sattola. Surveys, using cluster and then random sampling to target households, and analysis, found that both slums' children's education level was moderate with 52\%-68\% and 20\%-28\% availing primary and secondary education, respectively; several NGOs had helped to establish brick-and-mortar latrines and disseminate necessary and effective awareness about sanitation; and surveyed slum dwellers were economically strong, with 68\%-70\% of the interviewed households' income levels being 10,000-15,000 BDT (USD 118-178) per month. A comparative analysis with national level statistics also yielded that the conditions in these slums are truly better than previously thought. Primary recommendation includes in-depth monitoring to understand why such large numbers live in slums, even though they can afford better.}, number = {2}, journal = {European Online Journal of Natural and Social Sciences}, author = {Bashar, Raisa and Tonmoy, Sirajus and Ria, Alvira and Khan, Nazmul}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Y4FHHY92}, keywords = {⚠️ Invalid DOI}, pages = {455--466}, } @techreport{das_assessment_2020, title = {Assessment of {Distance} {Learning} {Initiative} of the {Government} of {Bangladesh} during {COVID}-19 {Pandemic}}, institution = {a2i}, author = {Das, H}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QP4P29MJ 2405685:BV6K34UF}, } @article{senjam_assistive_2020, title = {Assistive technology for students with visual disability in schools for the blind in {Delhi}}, volume = {15}, issn = {1748-3107}, url = {https://doi.org/10.1080/17483107.2019.1604829}, doi = {10.1080/17483107.2019.1604829}, abstract = {Background: To understand the awareness and utilization of assistive technology in students at schools for the blind in Delhi.Methods: A cross sectional study was conducted among 250 students selected randomly from 10 blind schools in Delhi. Binocular distance presenting and pinhole vision acuity were assessed using Snellen “E” chart and a multiple pinhole occluder. Students were also interviewed using a questionnaire about 42 assistive devices to understand their awareness and use.Results: Male participants were 72.8\%. Of the total, 27.6\% students had best corrected visual acuity {\textless}6/18 to 1/60, and the rest had {\textless}1/60 vision. The awareness about tactile and sound-based technology was good among students: Braille books (98\%), Braille slate and stylus (99.2\%), handheld audio recorders (77.6\%) and screen readers (77.2\%). Good awareness was reported for abacus (88.8\%), walking long canes (94.4\%) and smart cane (89.6\%), audible balls (96\%), Braille chess (82.8\%) and talking watch (98\%). Among the students with {\textless}6/18 to 1/60 vision, the awareness of visual based technology ranged from 0.8\% (typoscope) to 43.6\% (video magnifiers). Braille technology was used for reading by 96.4\% (books) and for writing by 96.8\% (Braille slate and stylus) irrespective of visual status. Other devices were poorly used ranging from nil (typoscope) to 55\% (screen readers). The use of math and science learning devices was poor ({\textless}20\%). Walking canes were used by 59\% of students whereas 87.2\% students used audible ball for games.Conclusion: The results showed that majority of students used tactile based technology irrespective of visual status.Implications for rehabilitationStudents with visual disability need assistive technology for a wide range of activities including academic learning.Students in schools for the blind who have binocular best corrected vision acuity of 1/60 or better should be encouraged to use visual based assistive technology instead of tactile based.Students with binocular best corrected vision acuity less than1/60 should be encouraged to use other available tactile and sound-based assistive technologies as well as Braille books and Braille slate and stylus for their academic activities including maths and sciences.Teachers should be trained in the use of various assistive technologies for reading, writing, maths, sciences, sports, mobility and activities of daily living.}, number = {6}, urldate = {2021-03-04}, journal = {Disability and Rehabilitation: Assistive Technology}, author = {Senjam, Suraj Singh and Foster, Allen and Bascaran, Covadonga and Vashist, Praveen and Gupta, Vivek}, year = {2020}, pmid = {31012740}, note = {Publisher: Taylor \& Francis \_eprint: https://doi.org/10.1080/17483107.2019.1604829 KerkoCite.ItemAlsoKnownAs: 10.1080/17483107.2019.1604829 2339240:4RW4RDTW 2405685:W56E2AD8}, keywords = {Assistive technology, awareness, blind schools, utilization, visual disability}, pages = {663--669}, } @misc{iica_at_2020, title = {At least 77 million rural inhabitants in {Latin} {America} and the {Caribbean} have no access to high-quality internet services}, url = {https://iica.int/en/press/news/least-77-million-rural-inhabitants-latin-america-and-caribbean-have-no-access-high}, abstract = {IICA-BID-MICROSOFT DOCUMENT “RURAL CONNECTIVITY IN LATIN AMERICA AND THE CARIBBEAN – A BRIDGE TOWARDS SUSTAINABLE DEVELOPMENT IN TIMES OF THE PANDEMIC” The study focused on 24 countries throughout all of Latin America and the Caribbean. Average rural connectivity is approximately half of connectivity levels in urban areas. Limitations in available information about the status of rural connectivity and obsolete regulatory frameworks have hindered the implementation of policies to accelerate rural digital inclusion.}, language = {en}, urldate = {2022-06-06}, journal = {IICA.INT}, author = {IICA}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R32EM3RN 2405685:CQKCWYN9}, } @misc{atlassian_atlassian_2020, title = {Atlassian {Team} {Playbook} - {Build} strong teams with {Plays}}, url = {https://www.atlassian.com/team-playbook}, abstract = {Plays are free workshop resources for addressing common team challenges and starting important conversations.}, language = {en}, urldate = {2021-07-23}, journal = {Atlassian}, author = {Atlassian}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JWBB984G 2405685:3V9KHWL9}, } @misc{unesco_audio_2020, title = {Audio {Lessons} {Through} {Radio} for {Primary} {Education} {Set} for {Launch} -{With} {Support} from {UNESCO} {CapED} {Programme} for {COVID}-19 {Educational} {Response} for {Bangladesh}}, url = {https://en.unesco.org/news/audio-lessons-through-radio-primary-education-set-launch-support-unesco-caped-programme-covid}, language = {en}, urldate = {2021-06-07}, journal = {UNESCO}, author = {UNESCO}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I7MG6YLA 2405685:Q34TK2MX}, } @misc{education_development_center_audio_2020, title = {Audio {Now}!: {Responding} to {COVID}-19}, url = {https://www.edc.org/audio-now}, language = {EN}, urldate = {2020-04-12}, author = {Education Development Center}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q5CZT734 2405685:UFMKDU84 Q5CZT734}, } @techreport{save_our_future_averting_2020, title = {Averting an {Education} {Catastrophe} for the {World}’s {Children}}, url = {https://saveourfuture.world/white-paper/}, abstract = {Education faces a triple threat: 90\% of children in the world have had their education interrupted due to COVID-19. This...}, language = {en-GB}, urldate = {2020-12-02}, institution = {Save Our Future}, author = {{Save Our Future}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4AULX344 2339240:RENP5KKC 2339240:YMVZHQGD 2405685:CKAHAT9D 2405685:Q49R84ZM 2405685:T95RE4K7}, } @misc{unicef_back_2020, title = {Back to school 2020-2021}, url = {https://www.unicef.org/drcongo/en/press-releases/back-school-2020-2021}, abstract = {UNICEF supports children's return to school in a safe and protective environment}, language = {en}, urldate = {2021-03-29}, journal = {UNICEF}, author = {{UNICEF}}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PSE8NJSD 2405685:Z4CMUJ44}, } @misc{tounsi_back_2020, type = {text/html}, title = {Back to school - but classes are empty because of {Ebola} fears in {DRC}}, copyright = {Copyright ©2020 Theirworld.}, url = {https://theirworld.org/news/ebola-fears-keep-children-off-school-in-drc}, abstract = {In villages near the centre of an outbreak, families are keeping their children at home - even though teachers know how to protect them.}, language = {en}, urldate = {2020-08-18}, journal = {Theirworld}, author = {Tounsi, Samir}, month = aug, year = {2020}, note = {Archive Location: http://theirworld.org/ Publisher: Theirworld KerkoCite.ItemAlsoKnownAs: 2339240:6RVRAI4B 2405685:JE2QRR6X}, } @techreport{chuang_back--school_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Back-to-{School} {Campaigns} {Following} {Disruptions} to {Education}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/DS66UGW4}, abstract = {This EdTech Hub Helpdesk response focuses on back-to-school campaigns following disruptions to education, ensuring that children rapidly return to school as soon as it is safe and practical. Key themes of effective school re-openings are examined in the context of modalities used to deliver distance learning (e.g., radio, television).}, language = {EN}, number = {12A}, institution = {EdTech Hub}, author = {Chuang, Rachel and Kaye, Tom and Moss Coflan, Caitlin and Haßler, Björn}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0019}, note = {ZenodoArchiveID: 3878423 previousshortDOI: 10/ghgk6n previousshortDOI: 10/ghgk6n previousDOI: 10.5281/zenodo.3878423 previousshortDOI: 10/ghgk6n EdTechHub.Source: 2405685:DS66UGW4 EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgk6n KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3878423 10.53832/edtechhub.0019 10/ghgk6n 2129771:GKIQY5RP 2339240:29BIZJM5 2339240:WSA5X76N 2405685:4Z5W36SI 2405685:DS66UGW4 2405685:IS587WTH}, keywords = {COV:COVID and reopening of schools, F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @article{ging_back_2020, title = {Back to school in {Democratic} {Republic} of {Congo} after {COVID}-19 state of emergency ends}, url = {https://www.africanews.com/2020/08/10/back-to-school-in-democratic-republic-of-congo-after-covid-19-state-of-emergency-ends//}, journal = {Africanews}, author = {Ging, John Paul}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C3PIX8Z3 2405685:SS2RP5GY}, } @misc{unesco_back_2020, title = {Back to school: {Preparing} and managing the reopening of schools}, shorttitle = {Back to school}, url = {https://en.unesco.org/news/back-school-preparing-and-managing-reopening-schools}, language = {en}, urldate = {2020-07-31}, author = {UNESCO}, month = apr, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:PG7P4SGV 2405685:RVGVDL8M}, } @article{weibel_back_2020, title = {Back to school with telepresence robot technology: {A} qualitative pilot study about how telepresence robots help school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during treatment}, volume = {7}, doi = {10.1002/nop2.471}, abstract = {Aim: To explore how an AV1 telepresence robot helps school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during cancer treatment. Design: Qualitative pilot study. Methods: Data were collected through semi-structured interviews with school-aged children and adolescents (N = 3, 12–14 years) diagnosed with cancer, their parents (N = 3), teachers (N = 2), classmates (12–14 years, N = 15, focus group interviews) and healthcare professionals (N = 4). Participant observation was performed in the child or adolescents' homes and in the classrooms during education participation via an AV1 telepresence robot. Results: Five themes emerged: expectations, sociality, learning, spatiality and technology. Participants experienced the robots as facilitating social interaction processes with classmates and inclusion in learning activities, reducing their sense of loneliness and lacking behind educationally. Nevertheless, multiple factors determine whether the robot is perceived as exclusive, including the technical functionality of the robot, spatiality in the classroom and mutual expectations of the parties involved.}, number = {4}, journal = {Nursing Open}, author = {Weibel, Mette and Nielsen, Martin Kaj Fridh and Topperzer, Martha Krogh and Hammer, Nanna Maria and Møller, Sarah Wagn and Schmiegelow, Kjeld and Bækgaard Larsen, Hanne}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/nop2.471 2405685:HSK4CHVU}, keywords = {cancer, childhood illness, education, school nursing, technology}, pages = {988--997}, } @techreport{singal_background_2020, title = {Background paper for the {Inclusion} and {Education}: {Role} of non-government organisations as providers of and advocates for inclusive education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373684}, urldate = {2021-03-16}, author = {Singal, N}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RJP6SHZW 2405685:7IK2C6NW}, } @misc{alison_balloons_2020, title = {Balloons to {Deliver} {Emergency} {Internet} {Across} {Kenya}}, url = {https://www.ifc.org/wps/wcm/connect/NEWS_EXT_CONTENT/IFC_External_Corporate_Site/News+and+Events/News/Insights/Telkom-Kenya}, abstract = {Telkom Kenya-Loon partnership will result in country-wide 4G connectivity during pandemic, boosting government services.}, language = {en}, urldate = {2020-07-01}, author = {Alison, Buckholtz}, year = {2020}, note = {Library Catalog: www.ifc.org EdTechHub.ItemAlsoKnownAs: 2405685:9STZ6Q6P}, } @techreport{government_of_balochistan_balochistan_2020, title = {Balochistan {Education} {Sector} {Plan}: 2020-2025}, author = {Government of Balochistan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:947UDH9X 2405685:SRM9NI8K}, } @techreport{kaye_bangladesh_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Bangladesh {Back}-to-{School} {Campaign}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/3HP24UTI}, abstract = {The EdTech Hub received a request from the FCDO Bangladesh team to provide a topic brief identifying best practices from previous back-to-school campaigns following disruptions. Key themes of effective school re-openings are examined in the context of modalities used to deliver distance learning (e.g., radio, television).}, language = {EN}, number = {12B}, institution = {EdTech Hub}, author = {Kaye, Tom and Chuang, Rachel and Moss Coflan, Caitlin and Haßler, Björn}, month = may, year = {2020}, doi = {10.53832/edtechhub.0020}, note = {ZenodoArchiveID: 3865298 previousshortDOI: 10/ghgk6p previousshortDOI: 10/ghgk6p previousDOI: 10.5281/zenodo.3865298 shortDOI: 10/ghgk6p KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3865298 10.53832/edtechhub.0020 10/ghgk6p 2129771:2BEHBMUH 2129771:C6TREICJ 2129771:GQ4U9R5Z 2129771:QFFBWT4D 2339240:H8RZC7AY 2339240:T5DE93E2 2405685:3HP24UTI 2405685:CEADG684 2405685:H52W8E9M 2405685:HFKVA2IQ 2405685:U2AQUAZ2 2486141:B8P7D4EU}, keywords = {C:Bangladesh, COV:COVID and reopening of schools, E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_cover:v1, \_r:CopiedFromEvLib, \_yl:g, \_zenodo:submitted, \_zenodoETH, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{world_bank_bangladesh_2020, title = {Bangladesh - {COVID} 19 {School} {Sector} {Response} {Project} ({English})}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/719751617293970721/bangladesh-covid-19-school-sector-response-project}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KGIQQEBE 2405685:IKNKMG2R}, } @misc{gpe_bangladesh_2020, title = {Bangladesh {Education} {Sector} {Analysis}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-10-Bangladesh-ESA.pdf}, urldate = {2021-04-26}, author = {GPE}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PU356S5T 2405685:C7TES4HM}, } @article{chowdhury_bangladeshi_2020, title = {Bangladeshi children share experiences of remote learning and the challenges they face}, url = {https://www.unicef.org/bangladesh/en/stories/bangladeshi-children-share-experiences-remote-learning-and-challenges-they-face}, abstract = {Students call for safe reopening of schools to prevent further disruption to their education}, language = {en}, urldate = {2021-10-25}, journal = {UNICEF}, author = {Chowdhury, Iftikhar Ahmed}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TMRAA7AA 2405685:PLS9WNYX}, } @techreport{usaid_barriers_2020, title = {Barriers to {Investing} in {Last}-{Mile} {Connectivity}}, url = {https://www.usaid.gov/sites/default/files/documents/15396/Barriers_to_Investing_in_Last-Mile_Connectivity.pdf}, urldate = {2020-09-17}, author = {USAID}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LF8EK4AN 2405685:T57YE6MW}, } @article{baticulon_barriers_2020, title = {Barriers to online learning in the time of {COVID}-19: {A} national survey of medical students in the {Philippines}}, copyright = {© 2020, Posted by Cold Spring Harbor Laboratory. This pre-print is available under a Creative Commons License (Attribution-NonCommercial-NoDerivs 4.0 International), CC BY-NC-ND 4.0, as described at http://creativecommons.org/licenses/by-nc-nd/4.0/}, shorttitle = {Barriers to online learning in the time of {COVID}-19}, url = {https://www.medrxiv.org/content/10.1101/2020.07.16.20155747v2}, doi = {10.1101/2020.07.16.20155747}, abstract = {{\textless}p{\textgreater}Transgenic mice expressing genetically encoded activity indicators are an attractive means of mapping mesoscopic regional functional cortical connectivity given widespread stable and cell-specific expression compatible with chronic recordings. Cortical functional connectivity was evaluated using wide-field imaging in lightly anesthetized \textit{Emx1-cre}X\textit{Rosa26-GCaMP3} mice expressing calcium sensor in cortical neurons. Challenges exist because green fluorescence signals overlap with endogenous activity-dependent autofluorescence and are affected by changes in blood volume and oxygenation. Under the conditions used for imaging and analysis (0.1–1 Hz frequency band), autofluorescence and hemodynamic effects contributed 3\% and 8\% of the SD of spontaneous activity-dependent GCaMP3 fluorescence when signals were recorded through intact bone. To evaluate the accuracy and sensitivity of this approach, the topology of functional connections between somatomotor cortex (primary S1 and secondary S2 somatosensory, and primary motor cortex M1) was estimated. During sequences of spontaneous activity, calcium signals recorded at each location of area S1 were correlated with activity in contralateral area S1, ipsilateral area S2, and bilateral areas M1. Reciprocal results were observed when “seed pixels” were placed in S2 and M1. Coactivation of areas implies functional connections but could also be attributed to both regions receiving common upstream drive. These apparent connections revealed during spontaneous activity coactivation by GCaMP3 were confirmed by intracortical microstimulation but were more difficult to detect using intrinsic signals from reflected red light. We anticipate GCAMP wide-field imaging will enable longitudinal studies during plasticity paradigms or after models of CNS disease, such as stroke, where the weighting within these connectivity maps may be altered.{\textless}/p{\textgreater}}, language = {en}, urldate = {2020-08-12}, journal = {medRxiv}, author = {Baticulon, Ronnie E. and Alberto, Nicole Rose I. and Baron, Maria Beatriz C. and Mabulay, Robert Earl C. and Rizada, Lloyd Gabriel T. and Sy, Jinno Jenkin and Tiu, Christl Jan S. and Clarion, Charlie A. and Reyes, John Carlo B.}, month = jul, year = {2020}, note = {Publisher: Cold Spring Harbor Laboratory Press shortDOI: 10/ghd7r8 KerkoCite.ItemAlsoKnownAs: 10/ghd7r8 2405685:GFX8VVRS}, pages = {2020.07.16.20155747}, } @techreport{imc_worldwide_baseline_2020, title = {Baseline {Evaluation} {Report}}, url = {https://rescue.app.box.com/s/bb6unkcf2avfup16mtzu0b3a0ovt2tsl}, language = {en-US}, urldate = {2023-06-22}, author = {{IMC Worldwide} and {International Rescue Committee (IRC)}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VW7X6QVP 2405685:BA9FG9NP}, } @misc{christodoulou_baseline_2020, title = {Baseline {Secondary} {Writing}: have {Year} 7 pupils gone backwards?}, shorttitle = {Baseline {Secondary} {Writing}}, url = {https://blog.nomoremarking.com/baseline-secondary-writing-have-year-7-pupils-gone-backwards-5497ac10b894}, abstract = {We’ve just completed our Year 7 Baseline Secondary Writing assessment, and we can now use these results to see the size of the learning…}, language = {en}, urldate = {2022-08-25}, journal = {Medium}, author = {Christodoulou, Daisy}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3ITPVBWJ 2405685:EMWXSE5V}, } @article{isaacs_baseline_2020, title = {Baseline {Situational} {Analysis} on {Open} {Distance} {Learning} ({ODL}) in {Southern} {African} {Development} {Community} ({SADC}) {Member} {States}}, language = {en}, author = {Isaacs, Shafika and Mohee, Romeela}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VAR65TK9 2405685:7G4LE65V}, keywords = {⛔ No DOI found}, pages = {102}, } @misc{kenya_vision_2030_basic_2020, title = {Basic {Education} {Infrastructure}}, url = {http://vision2030.go.ke/project/develop-and-rehabilitate-school-infrastructure/}, urldate = {2020-07-01}, author = {Kenya Vision 2030}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:L3RGF298}, } @article{martens_being_2020, title = {“{Being} on the wrong side of the digital divide”: seeking technological interventions for education in {Northeast} {Nigeria}}, volume = {72}, issn = {2050-3806}, url = {https://doi.org/10.1108/AJIM-05-2020-0172}, doi = {10.1108/AJIM-05-2020-0172}, abstract = {Purpose This paper aims to report the initial findings of a project aiming to re-establish basic education in conflict-ravaged states in Northeastern Nigeria and to improve education providers' ability to plan and deliver basic educational services. The authors present a preliminary analysis of Nigerian teachers' access to information communication technology (ICT), their technology skills, as well associated national ICT policies. Design/methodology/approach This case study uses results from two co-designed tools, administered using KoboToolbox to Education Managers in the first instance, and teachers in the second. The data from the tools form the basis for analysis. Findings In the first instance, educational managers reported a lack of access to technology, the internet and to training and professional development. In the second instance, teachers reported issues present in the classroom environment, including poor infrastructure, a lack of resources and over-crowded classrooms. Very few teachers had access to computers or to the internet. Research limitations/implications The 33 educational managers represent a small sample size and may not be fully representative of the region covered. The ICT Capacity Audit tool listed Excel in two different areas – basic Excel skills and using Excel for data analysis – which could have caused confusion for participants. The data collection should be repeated, expanded and compared for consistency. For the team, changes to the proposed (SENSE) box content meant that we were not able to deliver low-tech tools, such as Boogie Boards, or high-tech tools, such as tablets, to schools. Originality/value Despite seemingly insurmountable challenges, the research team identified low-tech tools as a feasible resource in the classroom. Existing tools, such as teachers' smartphones and use of the WhatsApp application, can be used for sharing educational resources and providing teacher training. This paper argues that Nigeria needs up-to-date national ICT policies to guide in-country efforts to develop implementation of information technology initiatives for education.}, number = {6}, urldate = {2022-06-20}, journal = {Aslib Journal of Information Management}, author = {Martens, Marianne and Hajibayova, Lala and Campana, Kathleen and Rinnert, Gretchen Caldwell and Caniglia, Joanne and Bakori, Isa Garba and Kamiyama, Tsukuru and Mohammed, Liman Audu and Mupinga, Davison M. and Oh, Olivia Jeonghwa}, month = jan, year = {2020}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/AJIM-05-2020-0172 2405685:22BWUUMS 2486141:45ZUH4NA}, pages = {963--978}, } @techreport{mcaleavy_best_2020, title = {Best practice in pedagogy for remote teaching}, copyright = {Creative Commons Attribution 4.0 International License}, url = {https://edtechhub.org/wp-content/uploads/2020/04/summary-research-best-practice-pedagogy-remote-teaching.pdf}, language = {en}, institution = {EdTech Hub}, author = {McAleavy, Tony and Gorgen, Kristine}, month = apr, year = {2020}, doi = {10.5281/zenodo.4705039}, note = {ZenodoArchiveID: 4705039 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705039 2339240:DYB6DZ4Z 2405685:CKA82YZA 2405685:T4MVFPEL 2405685:X4GWSACH}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH, ⛔ No DOI found}, pages = {10}, } @article{adam_between_2020, title = {Between {Social} {Justice} and {Decolonisation}: {Exploring} {South} {African} {MOOC} {Designers}’ {Conceptualisations} and {Approaches} to {Addressing} {Injustices}}, volume = {2020}, copyright = {Creative Commons Attribution}, issn = {1365-893X}, shorttitle = {Between {Social} {Justice} and {Decolonisation}}, url = {http://jime.open.ac.uk/articles/10.5334/jime.557/}, doi = {10.5334/jime.557}, abstract = {As social justice and decolonisation discussions fill the physical and virtual corridors of universities in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise (in)justice, and how they attempt to address these injustices in and through their MOOCs. As notions such as ‘social justice’ and ‘decolonisation’ have multiple meanings and connotations, a framework was created to unpack the ‘Dimensions of Human Injustice’ namely, material, cultural-epistemic, and political/geopolitical injustices. These dimensions of injustice were used to analyse semi-structured interviews with 27 South African MOOC designers. MOOC designers who stressed cultural-epistemic injustices, focused on relevance, inclusive processes and the geopolitics of knowledge production. Those who stressed material injustices, focused on socio-economic disparities, infrastructural inequalities and the need to tackle these systemic problems at a societal level. Through illustrating that MOOC designers attempt to address injustices based on their different conceptualisations of (in)justice, this study argues that a multi-pronged approach to tackling the various dimensions of injustice perpetuated in and through MOOCs can lead to more holistic justice-oriented MOOCs that better enable learners. Additionally, justice-oriented efforts by South African MOOC designers, highlighted in this paper, can be seen as a guide for the MOOC space in general to take greater strides in creating MOOCs in more justice-oriented ways.}, language = {en}, number = {1}, urldate = {2020-05-31}, journal = {Journal of Interactive Media in Education}, author = {Adam, Taskeen}, month = may, year = {2020}, note = {Number: 1 Publisher: Ubiquity Press EdTechHub.Source: 2129771:TMULW29L shortDOI: 10/ggx3rf KerkoCite.ItemAlsoKnownAs: 10.5334/jime.557 10/ggx3rf 2129771:TMULW29L 2405685:UBRAD3MS}, keywords = {MOOC designers, cultural-epistemic injustice, decolonisation, dode\_eth-src-dode, dode\_eth-trf2-dode, geopolitical injustice, material injustice, social justice}, pages = {7}, } @inproceedings{adam_between_2020, title = {Between {Social} {Justice} and {Decolonisation}: {Exploring} {South} {African} {MOOC} designers’ conceptualisations and approaches to addressing injustices [{O}-143]}, shorttitle = {Between {Social} {Justice} and {Decolonisation}}, url = {https://oer20.oerconf.org/sessions/o-143/}, abstract = {Visit the post for more.}, language = {en-US}, urldate = {2020-04-20}, booktitle = {{OER20}}, author = {Adam, Taskeen}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Y54SUGPI}, keywords = {dode\_eth-src-dode, dode\_eth-trf2-dode, ⛔ No DOI found}, } @misc{hedger_beyond_2020, title = {Beyond {Doctrine}: {Refocusing} {PFM} for {Vital} {Public} {Objectives}}, shorttitle = {Beyond {Doctrine}}, url = {https://blog-pfm.imf.org/en/pfmblog/2020/07/beyond-doctrine-refocusing-pfm-for-vital-public-objectives}, language = {ENG}, urldate = {2022-10-04}, journal = {PFM}, author = {Hedger, Edward and Manning, Nick and Schick, Allen}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZKIA8PZE 2405685:6HQJLUEC 4656463:K2RLBS5X 4656463:KFXIT8ZC}, } @techreport{hankivsky_beyond_2020, type = {Policy {Brief}}, title = {Beyond sex and gender analysis: an intersectional view of the {COVID}-19 pandemic outbreak and response}, url = {https://www.qmul.ac.uk/media/global-policy-institute/Policy-brief-COVID-19-and-intersectionality.pdf}, urldate = {2021-02-27}, author = {Hankivsky, Olena and Kapilashrami, Anuj}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J9PZ8T42 2405685:GBDYQGPC}, } @phdthesis{abdelfattah_ahmed_younes_blended_2020, type = {phd}, title = {Blended learning and {Syrian} refugees' empowerment through a capability approach lens}, copyright = {creative\_commons\_attribution\_4\_0\_international\_license}, url = {https://doi.org/10.17635/lancaster/thesis/887}, abstract = {This study analyses the learning experiences of three Syrian refugee youth who enrolled in and completed blended learning (BL) programmes in Jordan, in order to explicate how BL has/or has not empowered those refugees. To achieve this objective, the following research questions framed this study: Does blended learning empower Syrian refugee youth living in Jordan? 1. Is blended learning, in the case of Syrian refugee youth, an empowering capability? 2. Does blended learning help Syrian refugee youth to overcome their restrictive ‘rules of the game’? 3. Does blended learning improve Syrian refugee youth’s resource portfolio? This study followed a case study approach. Three Syrian youth, each of whom attended a different BL programme, were interviewed between December 2018 and March 2019. While all three cases expressed aspirations that are education-bound, this study shows some difference in the aspirations of males and females and of urban refugees versus those residing in the camps. BL has been for all three cases a feasible learning opportunity. Programme providers designed the courses in a manner that accommodated to refugees’ locations, time, and economic status. Social media disseminated information about educational opportunities and possessing smartphones made following up with lectures and assignments possible and easy. The investigated BL programmes proved also to be enjoyable due to their constructive, learner-centred and collaborative approach, and competent facilitators. However, this finding does not indicate that those programmes were “empowering”. Restrictive legislations that constrain refugees’ work, movement, and lives, as well as patriarchal traditions that hampered females’ choices of education, were “rules of the game” that hindered students’ ability to fully benefit from the provided programmes. Despite the development of oral and public speaking, employability, and English language skills and despite the enhancement of self-esteem, confidence, and respect towards others, those programmes did not lead to refugees’ full empowerment.}, language = {en}, urldate = {2020-04-29}, school = {Lancaster University}, author = {Abdelfattah Ahmed Younes, Mona}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MWJ2IMNI 2405685:ZP753LBR}, keywords = {Google Scholar/ "mobile learning" "refugee education", RER theme\_pedagogies and modalities}, } @misc{bhi_bolo_2020, title = {Bolo {Bhi}’s {Analysis} of the {Personal} {Data} {Protection} {Bill} 2020}, url = {https://bolobhi.org/bolo-bhis-analysis-of-the-personal-data-protection-bill-2020-3/}, abstract = {On April 10, 2020, the Ministry of Information and Technology and Telecommunications (MOITT) invited input from stakeholders on a draft Personal Data Protection Bill 2020 via email by May 15, 2020. Putting up a draft seeking stakeholder input is certainly a good step towards transparency and a collaborative, consultative process, unlike the approach adopted with …}, language = {en-US}, urldate = {2022-06-14}, journal = {Bolo Bhi}, author = {Bhi, Bolo}, year = {2020}, note = {Section: Blog KerkoCite.ItemAlsoKnownAs: 2339240:67LEIICC 2405685:PRJMUGBG}, } @article{ersin_boosting_2020, title = {Boosting preservice teachers’ competence and online teaching readiness through e-practicum during the {COVID}-19 outbreak}, volume = {2}, doi = {10.46451/ijts.2020.09.09}, abstract = {The Coronavirus (COVID-19) outbreak has caused disruptions in education in Turkey, as it has in many parts of the world. Faculties of Education that require practice teaching (practicum) are affected as well; due to the shutdown, pre-service English language teachers (PTs) are deprived of the field experience and actual classroom teaching practices in authentic school settings. Practicum constitutes an important part of teacher education and during practicum, “cooperating” teachers (i.e. teachers at practicum schools) and university instructors as teaching practice supervisors play crucial roles in equipping PTs with necessary theoretical and practical skills. The present study took place in the English Language Education program of a competitive state university in Turkey. At the university, all theory-oriented courses moved to synchronous platforms without much difficulty with almost full attendance of the students. As for the practicum, Turkish Higher Education Council let the universities decide for themselves. As researchers working at two different universities, Bahçeşehir University and Marmara University, Istanbul, Turkey, we designed an alternative practice to meet the needs of PTs and maintain the quality of the practicum: “e-practicum” under the supervision of the university supervisor who acted as the “e-mentor”. The aim was to increase PTs’ teaching competence and prepare them for online teaching. A virtual classroom consisting of twenty-five PTs was formed and six PTs performed microteaching to their peers who acted as students by using Zoom. After the e-practicum sessions, peers gave detailed feedback to the teacher PTs. The university supervisor provided e-mentoring right after each session. Then, each teacher PT reflected on e-practicum experience and e-mentoring. The findings revealed that PTs found the e-practicum useful because it helped them overcome online teaching fears.}, number = {2}, journal = {International Journal of TESOL Studies}, author = {Ersin, Pinar and Atay, Derin and Mede, Enisa}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.46451/ijts.2020.09.09 2405685:NNH6YCCT}, keywords = {address, atatürk eğitim fakültesi ek, bina, corresponding author, d blok, e-mentoring, e-practicum, english language teacher education, göztepe kampüsü, marmara ünivesitesi, ofis, pre-service teachers}, pages = {112--124}, } @article{economist_brazil_2020, title = {Brazil faces hard spending choices in 2021}, issn = {0013-0613}, url = {https://www.economist.com/the-americas/2020/12/19/brazil-faces-hard-spending-choices-in-2021}, abstract = {The poor received huge welfare payments during the pandemic. These may soon dry up}, urldate = {2022-04-07}, journal = {The Economist}, author = {{Economist}}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NSSWWKMS 2405685:63DDX3X9 4656463:9LCCY4W5}, } @techreport{dellagnelo_brazil_2020, title = {Brazil: {Secretaria} {Estadual} de {Educação} de {São} {Paulo} ({São} {Paulo} {State} {Department} of {Education})}, url = {https://oecdedutoday.com/wp-content/uploads/2020/05/Brazil-S%C3%A3o-Paulo-State-Department-of-Education.pdf}, author = {Dellagnelo, Lucia and Reimers, Fernando}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FPTY9WIJ 2405685:NW9QMPBS}, } @misc{brck_brck_2020, title = {{BRCK} {\textbar} {KioKit}}, url = {https://www.brck.com/education/}, language = {en-US}, urldate = {2020-06-11}, author = {BRCK}, year = {2020}, note = {Library Catalog: www.brck.com KerkoCite.ItemAlsoKnownAs: 2405685:TRVYGXS9}, } @misc{bridge_international_academies_bridge_2020, title = {Bridge {International} {Academies}- {Home} {Learning}}, url = {https://www.bridgeinternationalacademies.com/home-learning/}, abstract = {If your child is at one of our schools, then their lessons will have been interrupted because schools are temporarily closed. Please access the weekly class specific lesson plan for your child so they can continue learning at home.}, language = {en-GB}, journal = {Bridge International Academies}, author = {Bridge International Academies}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QDKNLHUR 2405685:HP935QSJ}, } @misc{bridge_international_bridge_2020, title = {Bridge {International} {\textbar} {Liberian} {Education} {Advancement} {Program} ({LEAP})}, url = {https://www.bridgeinternationalacademies.com/teaching/government-teachers/liberian-education-advancement-program-leap/}, abstract = {Delivering transformation at scale is more effective if achieved through the local Ministry of Education. The Liberian Education Advancement Programme …}, language = {en-GB}, urldate = {2020-06-26}, journal = {Bridge International Academies}, author = {Bridge International}, year = {2020}, note = {Library Catalog: www.bridgeinternationalacademies.com KerkoCite.ItemAlsoKnownAs: 2405685:5UXWYA4U}, } @article{joyce_bridging_2020, title = {Bridging the {Gap} {Between} {Research} and {Practice}: {Predicting} {What} {Will} {Work} {Locally}}, volume = {57}, issn = {0002-8312, 1935-1011}, shorttitle = {Bridging the {Gap} {Between} {Research} and {Practice}}, url = {https://doi.org/10.3102/0002831219866687}, doi = {10.3102/0002831219866687}, abstract = {This article addresses the gap between what works in research and what works in practice. Currently, research in evidence-based education policy and practice focuses on randomized controlled trials. These can support causal ascriptions (?It worked?) but provide little basis for local effectiveness predictions (?It will work here?), which are what matter for practice. We argue that moving from ascription to prediction by way of causal generalization (?It works?) is unrealistic and urge focusing research efforts directly on how to build local effectiveness predictions. We outline various kinds of information that can improve predictions and encourage using methods better equipped for acquiring that information. We compare our proposal with others advocating a better mix of methods, like implementation science, improvement science, and practice-based evidence.}, language = {en}, number = {3}, urldate = {2020-01-07}, journal = {American Educational Research Journal}, author = {Joyce, Kathryn E. and Cartwright, Nancy}, month = jun, year = {2020}, note = {shortDOI: 10/gghbrt KerkoCite.ItemAlsoKnownAs: 10.3102/0002831219866687 10/gghbrt 2339240:648ANDQ6 2339240:FS7FMAJQ 2339240:MNUSLKYW 2405685:GWCE2WB6 2405685:Q3QL9WD9 2405685:ZS4AFWAV}, pages = {1045--1082}, } @misc{giannini_build_2020, title = {Build back better: {Education} must change after {COVID}-19 to meet the climate crisis}, shorttitle = {Build back better}, url = {https://en.unesco.org/news/build-back-better-education-must-change-after-covid-19-meet-climate-crisis}, language = {en}, urldate = {2020-12-08}, journal = {UNESCO}, author = {Giannini, Stefania}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:739QHSM9 2405685:RHV7HDYM}, } @techreport{vu_building_2020, title = {Building back better: {Education} systems for resilience, equity and quality in the age of {Covid}-19}, url = {http://documents1.worldbank.org/curated/en/497341595425543327/Building-Back-Better-Education-Systems-for-Resilience-Equity-and-Quality-in-the-Age-of-COVID-19.pdf}, urldate = {2020-12-08}, institution = {World Bank}, author = {Vu, B.T. and Savonitto, I.S.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6ANV6VM6 2405685:8W2VVGVE}, } @techreport{kimenyi_building_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Building effective {COVID}-19 {Education} {Response} {Plans}: {Insights} from {Africa} and {Asia}}, url = {https://docs.edtechhub.org/lib/6W2UWE89}, language = {EN}, number = {15}, institution = {EdTech Hub}, author = {Kimenyi, Eric and Otieno, Jennifer and Kaye, Tom}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0041}, note = {previousshortDOI: 10/ghgk6r previousDOI: 10.5281/zenodo.3884302 EdTechHub.Source: 2405685:6W2UWE89 EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgk6r KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3884302 10.53832/edtechhub.0041 10/ghgk6r 2129771:2MD2QL8K 2339240:7QEJ68RG 2405685:6W2UWE89 2405685:7HQN2HAD}, keywords = {COV:COVID and reopening of schools, F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{otieno_building_2020, title = {Building effective {COVID}-19 education response plans: {Insights} from {Africa} and {Asia}}, shorttitle = {Building effective {COVID}-19 education response plans}, url = {https://edtechhub.org/2020/06/25/building-effective-covid-19-education-response-plans-insights-from-africa-and-asia/}, abstract = {by Jenn Cotter Otieno, Eric Kimenyi and Tom Kaye As countries around the world rapidly respond to the educational challenges posed by the COVID-19 pandemic many countries have begun to leverage technology to provide educational continuity. We at the EdTech Hub are working with many countries to help them design interventions to support learning during this crisis. The first question…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, author = {Otieno, Jenn Cotter and Kimenyi, Eric and Kaye, Tom}, month = jun, year = {2020}, doi = {10.5281/zenodo.4707848}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707848 2405685:53CUDS8Y 2405685:FTVF4TKE}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{ilm_ideas_2_cambridge_education_building_2020, title = {Building the pipeline for entrepreneurs who are 'wired to progress'}, url = {https://www.camb-ed.com/article/241/ilm-ideas-2}, urldate = {2020-07-20}, author = {{Ilm Ideas 2, Cambridge Education}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:47MMJZEQ 2405685:7K6DCJGN 2405685:WW2J2K62}, } @book{hasbi_bunga_2020, title = {Bunga {Rampai} {Pendidikan} {Anak} {Usia} {Dini}}, isbn = {9786236806029}, abstract = {Publikasi ini merupakan bentuk kerja sama antara Direktorat Pendidikan Anak Usia Dini (PAUD),Direktorat Jenderal Pendidikan Anak Usia Dini, Pendidikan Dasar dan Pendidikan Menengah, Kementerian Pendidikan dan Kebudayaan (Kemendikbud) dan para alumni penerima beasiswa Lembaga Pengelola Dana Pendidikan (LPDP), baik dari dalam maupun luar negeri. Para kontributor yang terpilih dalam buku ini telah menyelesaikan studi di bidang pendidikan dengan fokus disiplin yang beragam (interdisipliner), dan lulus dengan predikat cumlaude atau distinction pada bidang masing-masing, baik pada jenjang sarjana maupun magister.}, author = {Hasbi, Muhammad and {Merysa} and Abidin, Zaenal and Oktavianingsih, Eka and Zatalini, Rinia and Mabrur, Hidayatul and Sobiatin, Eka and Rahayu, Dita and Adhitya, Yusuf and Somantri, Cecep and Nurhasanah, Nia}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CBH3ZX24}, } @misc{cummiskey_calculating_2020, title = {Calculating the {Educational} {Impact} of {COVID}-19 ({Part} {II}): {Using} {Data} from {Successive} {Grades} to {Estimate} {Learning} {Loss}}, shorttitle = {Calculating the {Educational} {Impact} of {COVID}-19 ({Part} {II})}, url = {https://www.ukfiet.org/2020/calculating-the-educational-impact-of-covid-19-part-ii-using-data-from-successive-grades-to-estimate-learning-loss/}, abstract = {This article was co-authored by Christopher Cummiskey and Jonathan Stern. It benefitted from input from Joe DeStefano, Tim Slade, and Ben Piper. The article was originally published on the RTI SharEd website on 13 May 2020. Part I can be read here. A couple of weeks ago, we set the stage for developing evidence-based, data-driven […]}, language = {en-GB}, urldate = {2022-08-25}, journal = {The Education and Development Forum (UKFIET)}, author = {Cummiskey, Chris and Stern, Jonathan and DeStefano, Joe and Piper, Ben}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7882J2SY 2405685:4YIXPMKS}, } @misc{cummiskey_calculating_2020, title = {Calculating the {Educational} {Impact} of {COVID}-19 ({Part} {II}): {Using} {Data} from {Successive} {Grades} to {Estimate} {Learning} {Loss} {\textbar} {SharEd}}, url = {https://shared.rti.org/content/calculating-educational-impact-covid-19-part-ii-using-data-successive-grades-estimate}, urldate = {2020-08-12}, author = {Cummiskey, Chris}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NTMM7JYX 2405685:6X5Q67HW}, keywords = {\_COVID\_DEAA-List}, } @misc{edtech_hub_call_2020, title = {Call for ideas for {EdTech} responses to coronavirus ({COVID}-19)}, url = {https://edtechhub.org/coronavirus/call-for-ideas/}, abstract = {UPDATE: The call is now closed  We’ve opened a sub-window in partnership with UNHCR for refugee related ideas that respond to COVID-19 school closures. Find full details here. Our call for ideas to respond to the learning emergency caused by COVID-19 school closures is now closed.  We have been delighted and overwhelmed by the huge number […]}, language = {en-GB}, urldate = {2020-08-25}, journal = {EdTech Hub}, author = {{EdTech Hub}}, year = {2020}, doi = {10.5281/zenodo.4707758}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707758 2405685:CZ9F7VZ2}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{noauthor_call_2020, title = {Call for {Research} {Proposals}: {EdTech} responses to {Covid}-19}, shorttitle = {Call for {Research} {Proposals}}, url = {https://edtechhub.org/2020/10/30/call-for-research-proposals-edtech-responses-to-covid-19/}, abstract = {EdTech Hub is excited to launch a call for proposals to fund a series of small research projects (3-6 months) related to Covid-19 response and recovery using educational technology (EdTech). The selected research projects will investigate the practical application of EdTech, generate primary research, and develop recommendations which aim to be useful during Covid-19 response, recovery, and beyond. We see…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = oct, year = {2020}, doi = {10.5281/zenodo.4707484}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707484 2405685:QE24K5YV}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @article{abdul_cambridge_2020, title = {Cambridge {University} {Press} \& {Cambridge} {Assessment}. (2020). {The} {Learning} {Passport} {Research} and {Recommendations} {Report}: {Summary} of {Findings}. {Cambridge}, {UK}: {Cambridge} {University} {Press} \& {Cambridge} {Assessment}.}, language = {en}, author = {Abdul, Zahara}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TDDFUP7H 2405685:ZCG5H6AF}, keywords = {⛔ No DOI found}, pages = {64}, } @misc{kindzeka_cameroon_2020, title = {Cameroon {Reopens} {Schools} {After} 7-month {COVID} {Closure} {\textbar} {Voice} of {America} - {English}}, url = {https://www.voanews.com/africa/cameroon-reopens-schools-after-7-month-covid-closure}, abstract = {More than seven million Cameroon children and their teachers have returned to schools for the first time since their institutions were closed to stop the spread of COVID-19, seven months ago. The government of the central African state says it has been able to considerably reduce the spread of the disease that has been officially confirmed in more than 20,000 people with 420 deaths. Respect of COVID-19 barrier measures is imperative in all schools. The oldest student reads rules and regulations to be respected at Government Bilingual High School Essos in Cameroon’s capital Yaoundé.}, language = {en}, urldate = {2021-01-11}, journal = {Voice of America}, author = {Kindzeka, Moki Edwin}, month = oct, year = {2020}, note = {Section: Africa, COVID-19 Pandemic KerkoCite.ItemAlsoKnownAs: 2339240:FC42VII2 2405685:GU6S8XE7}, } @article{bett_can_2020, title = {Can {Facebook} groups enhance continuing professional development of teachers? {Lessons} from {Kenya}}, volume = {48}, issn = {1359-866X}, shorttitle = {Can {Facebook} groups enhance continuing professional development of teachers?}, url = {https://doi.org/10.1080/1359866X.2018.1542662}, doi = {10.1080/1359866x.2018.1542662}, abstract = {Continuing Professional Development (CPD) for teachers in Kenya suffers from challenges such as inadequate resources, poor planning, competing interests, among others. Besides being traditional in approach, most CPD sessions are far between to be meaningfully helpful. With increasing uptake of technology and number of social media users in Kenya, Facebook can be a potential platform to enhance teachers’ professional development. This exploratory cross-sectional survey focussed on discussions teachers had in the month of February 2015 on one Facebook Group named ‘Teachers of English’. A directed content analysis of the 647 posts following Shulman’s category of teacher knowledge base revealed that interactions on the group centred on the teaching of English and Literature, as well as on other education-related matters. This study concludes that that Facebook Groups can be fertile avenues for teachers’ ongoing professional development, especially in developing countries where such opportunities are scarce.}, language = {English}, number = {2}, urldate = {2021-04-01}, journal = {Asia-Pacific Journal of Teacher Education}, author = {Bett, Harry and Makewa, Lazarus}, month = mar, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/1359866X.2018.1542662 KerkoCite.ItemAlsoKnownAs: 10.1080/1359866X.2018.1542662 10.1080/1359866x.2018.1542662 10/gg3988 2339240:FPKG4LA8 2339240:RNEM52U7 2405685:9BBCI3GD 2405685:9EFWDEUR 2405685:EQBTMC7A 2534378:BJ75PKH4 2534378:F8XIDPG4 2534378:FNUR2CDH 2534378:N4ZG4GTY}, keywords = {Content analysis, Education--Teaching Methods And Curriculum, English teachers, Facebook Groups, Kenya, Professional development, Social networks, Teacher education, Teachers, \_\_:import:02, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425933, \_\_finaldtb, professional development}, pages = {132--146}, } @misc{war_child_holland_cant_2020, title = {Can't {Wait} {To} {Learn}}, url = {https://www.warchildholland.org/projects/cwtl/}, abstract = {War Child empowers children and young people in conflict areas by providing psychosocial support, stimulating education and protecting children from the effects of war.}, language = {en}, urldate = {2020-05-29}, journal = {Warchild English}, author = {{War Child Holland}}, year = {2020}, note = {Library Catalog: www.warchildholland.org KerkoCite.ItemAlsoKnownAs: 2339240:CBSALBQW 2405685:6NAP3D84 4803016:Y5AT96Y9}, } @article{castleman_can_2020, title = {Can {Text} {Message} {Nudges} {Improve} {Academic} {Outcomes} in {College}? {Evidence} from a {West} {Virginia} {Initiative}}, volume = {43}, issn = {0162-5748}, doi = {10.1353/rhe.2020.0015}, abstract = {Although socioeconomic disparities in college enrollment have declined, gaps in college completion persist by income and geography. We investigate a text messaging campaign in West Virginia, which addressed informational barriers and behavioral obstacles to college persistence by providing college students with simplified information, encouragement, and access to individualized advising. Using descriptive and matching methods, we find participating students were more likely to remain enrolled throughout their first year of college, and completed more course credits with suggestive evidence of improved academic performance. This evidence suggests colleges play an important role communicating information about academic expectations, support resources, and norms.}, number = {4}, journal = {The Review of Higher Education}, author = {Castleman, Benjamin and Meyer, Katharine}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1353/rhe.2020.0015 2339240:NE7RSPVL 2339240:PR9DQ5AV 2405685:F5XK6CZS 2405685:MDMWTG3D 2405685:Z6KKY8ZV 2534379:LIY4MNF5}, pages = {1125--1165}, } @unpublished{cilliers_can_2020, title = {Can {Virtual} {Replace} {In}-person {Coaching}? {Experimental} {Evidence} on {Teacher} {Professional} {Development} and {Student} {Learning} in {South} {Africa}}, url = {https://riseprogramme.org/sites/default/files/inline-files/Virtual%20vs%20InPerson%20Coaching%20Working%20Paper.pdf}, abstract = {We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proficiency (0.12 SD), had no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude effectiveness, but rather that in-person contact enabled more accountability and support.}, language = {en}, author = {Cilliers, J and Fleischz, B and Kotzex, J and Mohohlwanex, N and Taylor, S and Thulare, T}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HJFGEEK2 2339240:GR5IIJ86 2339240:S43VPLWI 2405685:AHNDT3T8 2405685:BYWDN798 2405685:PZ94P8BE 2405685:QGPR3S5E 2405685:ZT5C342T 2534378:SLV36H9G}, keywords = {Important, Read, ⛔ No DOI found}, } @misc{nesbitt-ahmed_caring_2020, title = {Caring in the time of {COVID}-19: {Gender}, unpaid care work and social protection}, shorttitle = {Caring in the time of {COVID}-19}, url = {https://blogs.unicef.org/evidence-for-action/caring-in-the-time-of-covid-19-gender-unpaid-care-work-and-social-protection/}, abstract = {The impact of COVID-19 on care workers and the role of social protection in ensuring they thrive while performing critical services in homes and communities}, language = {en-US}, urldate = {2022-03-04}, journal = {UNICEF Evidence for Action}, author = {Nesbitt-Ahmed, Zahrah and Subrahmanian, Ramya}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TMG38QUI 2405685:B2TBAGDR}, } @misc{choudhary_cc_2020, type = {{CC} {Open} {Source}}, title = {{CC} search, initial accessibility improvements}, url = {/blog/entries/cc-search-accessibility-week7-8/}, abstract = {These are the seventh and eighth weeks of my internship with CC. I am working on improving the accessibility of cc-search and internationalizing it as well. This post contains details of my work done to make initial accessibility improvements to homepage and the other static pages.}, urldate = {2020-09-01}, journal = {CC Open Source Blog}, author = {Choudhary, Ayan}, month = jul, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:ZLZNUAIY}, } @misc{central_square_foundation_central_2020, title = {Central {Square} {Foundation} website}, url = {http://www.centralsquarefoundation.org/}, language = {en-US}, urldate = {2020-03-30}, author = {Central Square Foundation}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QIVEAKXH 2405685:X7JIWUSI X7JIWUSI}, } @misc{noauthor_centre_2020, title = {Centre for {Mathematics}, {Science} and {Technology} {Education} in {Africa}}, url = {https://www.cemastea.ac.ke/index.php}, urldate = {2020-07-01}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RTKMK547}, } @misc{ministry_of_primary_and_secondary_education_zimbabwe_centre_2020, title = {Centre of {Education}, {Research}, {Innovation} and {Development}}, url = {http://mopse.co.zw/department/centre-education-research-innovation-and-development}, urldate = {2020-06-27}, author = {Ministry of Primary {and} Secondary Education (Zimbabwe)}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:Q66947BV}, } @article{nunez_cepal_2020, title = {{CEPAL} - {SECRETARIA} {TECNICA} {DEL} {ELAC} (*)}, language = {es}, author = {Núñez, Georgina and Jordán, Valeria and Rojas, Fernando}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C3REYAYA 2405685:DSL9X4VX}, keywords = {⛔ No DOI found}, pages = {36}, } @misc{hares_cgd_2020, title = {{CGD} - {COVID} education policy tracking}, url = {https://docs.google.com/spreadsheets/d/1ndHgP53atJ5J-EtxgWcpSfYG8LdzHpUsnb6mWybErYg/edit?usp=embed_facebook}, abstract = {School closure tracker- Global Country,Code,Region,Income Group,School Closures,As of,Date,Number of confirmed cases at time of closure,Planned Reopening,Planned Length of Closure (Weeks),Closure extended?,Planned re-opening 2,Details of closure,Reopening process started (Y/N/School year ended)...}, language = {en-GB}, urldate = {2020-08-03}, journal = {Google Docs}, author = {Hares, Susannah and Crawfurd, Lee}, year = {2020}, note = {Library Catalog: docs.google.com KerkoCite.ItemAlsoKnownAs: 2339240:NCH33XSB 2405685:PC49BJ36}, } @incollection{chowdhury_challenges_2020, address = {Singapore}, title = {Challenges and {Developments} in the {Higher} {Education} {System} of {Bangladesh}: {Keys} to {Way} {Forward}}, isbn = {9789811333095}, shorttitle = {Challenges and {Developments} in the {Higher} {Education} {System} of {Bangladesh}}, url = {http://link.springer.com/10.1007/978-981-13-3309-5_57-1}, language = {en}, urldate = {2021-06-09}, booktitle = {Handbook of {Education} {Systems} in {South} {Asia}}, publisher = {Springer Singapore}, author = {Chowdhury, Mahfuzul Hoque and Absar, Mir Mohammed Nurul and Quader, Syed Manzur}, editor = {Sarangapani, Padma M. and Pappu, Rekha}, year = {2020}, doi = {10.1007/978-981-13-3309-5_57-1}, note = {Series Title: Global Education Systems KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-13-3309-5\_57-1 2339240:GB9KNSCS 2405685:WA9WN3R2}, pages = {1--32}, } @misc{malik_challenges_2020, title = {Challenges and opportunities for {Pakistan} education systems in the {COVID}-19 response}, url = {https://www.cambridge.org/partnership/research/challenges-and-opportunities-pakistan-education-systems-covid-19-response}, author = {Malik, Rabea}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8DAJPUL3 2405685:7A6LXPAQ}, } @article{rasheed_challenges_2020, title = {Challenges in the online component of blended learning: {A} systematic review}, volume = {144}, issn = {0360-1315}, shorttitle = {Challenges in the online component of blended learning}, url = {http://www.sciencedirect.com/science/article/pii/S0360131519302544}, doi = {10.1016/j.compedu.2019.103701}, abstract = {Blended learning is widely regarded as an approach that combines the benefits afforded by face-to-face and online learning components. However, this approach of combining online with face-to-face instructional components have raised concerns over the years. Several studies have highlighted the overall challenges of blended learning mode of instruction as a whole, but there has been no clear understanding of the challenges that exist in the online component of blended learning. Thus, a systematic review of literature was conducted with the aim of identifying the challenges in the online component of blended learning from students, teachers and educational institutions perspectives. Self-regulation challenges and challenges in using learning technology are the key challenges that students face. Teachers challenges are mainly on the use of technology for teaching. Challenges in the provision of suitable instructional technology; and effective training support to teachers are the main challenges faced by educational institutions. This review highlights the need for further investigations to address students, teachers and educational institutions challenges in blended learning. In addition, we proposed some recommendations for future research.}, language = {en}, urldate = {2020-07-18}, journal = {Computers \& Education}, author = {Rasheed, Abubakar Rasheed and Kamsin, Amirrudin and Abdullah, Nor Aniza}, month = jan, year = {2020}, note = {shortDOI: 10/ggvp7s KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2019.103701 10/ggvp7s 2405685:UE2MZK4X}, keywords = {Adult learning, Improving classroom teaching, Pedagogical issues, Teaching/Learning strategies}, pages = {103701}, } @article{elliott_challenging_2020, title = {Challenging taken-for-granted ideas in early childhood education: {A} critique of {Bronfenbrenner}’s {Ecological} {Systems} {Theory} in the age of post-humanism}, shorttitle = {Challenging taken-for-granted ideas in early childhood education}, doi = {10.1007/978-3-319-67286-1_60}, journal = {Research handbook on childhoodnature: Assemblages of childhood and nature research}, author = {Elliott, Sue and Davis, Julie M.}, year = {2020}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-67286-1\_60 2339240:ITFV4TMX 2405685:2P57VJJA}, pages = {1119--1154}, } @article{coskinas_changes_2020, title = {Changes to aspects of ongoing randomised controlled trials with fixed designs}, volume = {21}, issn = {1745-6215}, url = {https://doi.org/10.1186/s13063-020-04374-3}, doi = {10.1186/s13063-020-04374-3}, abstract = {Despite careful planning, changes to some aspects of an ongoing randomised clinical trial (RCT), with a fixed design, may be warranted. We sought to elucidate the distinction between legitimate versus illegitimate changes to serve as a guide for less experienced clinical trialists and other stakeholders.}, number = {1}, urldate = {2023-09-21}, journal = {Trials}, author = {Coskinas, Xanthi and Simes, John and Schou, Manjula and Martin, Andrew James}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s13063-020-04374-3 2339240:FIHX97ZB 2405685:I8JKIEKC}, keywords = {Bias, Design changes, Randomised control trials, Type 1 error}, pages = {1--8}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 02. {Research} {Design}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/RJW8K8UD}, abstract = {This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843344}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843344 2129771:RJW8K8UD 2405685:668NNBDZ}, keywords = {Author:Haßler, AuthorFirst:Haßler, Björn-CV-OECS, \_yl:a2}, } @techreport{mcburnie_characteristics_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Characteristics of effective teacher education in low- and middle-income countries: an annotated bibliography ({HDR10C})}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/KXY7Q6VT}, language = {EN}, number = {10C}, institution = {EdTech Hub}, author = {McBurnie, Chris and Allier-Gagneur, Zoe and Haßler, Björn}, month = may, year = {2020}, doi = {10.53832/edtechhub.0008}, note = {previousDOI: 10.5281/zenodo.3873460 EdTechHub.Copy: 2129771:3AV78BC7 EdTechHub.Copy: 2129771:3AV78BC7 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873460 10.53832/edtechhub.0008 2129771:3AV78BC7 2339240:FE5LM4QS 2405685:KXY7Q6VT}, keywords = {E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_characteristics_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Characteristics of effective teacher education in low- and middle-income countries: an overview ({HDR10A})}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/HFKVA2IQ}, language = {EN}, number = {10A}, institution = {EdTech Hub}, author = {Haßler, Björn and McBurnie, Chris and Allier-Gagneur, Zoe and Damani, Kalifa}, month = may, year = {2020}, doi = {10.53832/edtechhub.0006}, note = {previousDOI: 10.5281/zenodo.3873458 EdTechHub.Copy: 2129771:2BEHBMUH EdTechHub.Copy: 2129771:2BEHBMUH EdTechHub.Copy: 2129771:C6TREICJ EdTechHub.Copy: 2129771:C6TREICJ EdTechHub.Source: 2405685:HFKVA2IQ EdTechHub.Source: {\textless}this{\textgreater} KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873458 10.53832/edtechhub.0006 2129771:2BEHBMUH 2129771:C6TREICJ 2129771:GQ4U9R5Z 2129771:QFFBWT4D 2339240:H8RZC7AY 2339240:T5DE93E2 2405685:3HP24UTI 2405685:HFKVA2IQ 2405685:U2AQUAZ2 2486141:B8P7D4EU}, keywords = {C:Bangladesh, COV:COVID and reopening of schools, E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_yl:g, \_zenodoETH, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{allier-gagneur_characteristics_2020, type = {Helpdesk {Response}}, title = {Characteristics of effective teacher education in low- and middle-income countries: {What} are they and what role can {EdTech} play?}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Characteristics of effective teacher education in low- and middle-income countries}, url = {https://docs.edtechhub.org/lib/R9VVKUH5}, abstract = {This paper analyses a range of literature reviews to identify characteristics of effective teacher education, including focusing on practical subject pedagogy; incorporating peer support and; creating a coherent policy environment.}, language = {EN}, number = {10B}, institution = {EdTech Hub}, author = {Allier-Gagneur, Zoe and McBurnie, Chris and Chuang, Rachel and Haßler, Björn}, month = may, year = {2020}, doi = {10.53832/edtechhub.0007}, note = {previousDOI: 10.5281/zenodo.4762301 previousDOI: 10.5281/zenodo.3873462 EdTechHub.Copy: 2129771:237CSM4W EdTechHub.Copy: 2129771:237CSM4W KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873462 10.5281/zenodo.4762301 10.53832/edtechhub.0007 2129771:237CSM4W 2129771:RMWSKUI5 2339240:2Y5CD84V 2339240:4P99D7MN 2339240:5P9STQIK 2339240:8DMB3N8E 2339240:AQFSE6DQ 2339240:K3RVT7JU 2339240:WP59YJ57 2339240:ZV7A4BWS 2405685:3T894KD8 2405685:3TKLS2TH 2405685:3UXB7ZWR 2405685:BHY8AJBY 2405685:I62EYSDT 2405685:LNUMVYFV 2405685:P5MEX8KB 2405685:R9VVKUH5 2405685:T48HFJM4 2486141:IX4B74H9 2534378:T2X9U5AV}, keywords = {E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_forthcoming, \_zenodoETH:submitted, \_zenodoODE, docs.opendeved.net, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{avenuegh_online_portal_check_2020, title = {Check {GES} {Ghana} {Learning} {TV} ({GLTV}) {Timetable} {For} {JHS}, {Primary}, {KG}: {How} {To} {Scan} {For} {GLTV}}, shorttitle = {Check {GES} {Ghana} {Learning} {TV} ({GLTV}) {Timetable} {For} {JHS}, {Primary}, {KG}}, url = {https://avenuegh.com/check-ges-ghana-learning-tv-gltv-timetable-for-jhs-primary-kg-how-to-scan-for-gltv/}, abstract = {The Ghana Education Service (GES) has officially released the Ghana Learning TV (GLTV) timetable for}, language = {en-US}, urldate = {2020-06-29}, author = {Avenuegh Online Portal}, year = {2020}, note = {Library Catalog: avenuegh.com EdTechHub.ItemAlsoKnownAs: 2405685:2ZYLJ2SF}, } @techreport{imagine_worldwide_child-directed_2020, title = {Child-directed {Tablet}-based {Learning}: {Project} {Launch}, {Monitoring}, and {Improvement} {Toolkit}}, author = {Imagine Worldwide}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MJ592UKH}, } @techreport{imagine_worldwide_child-directed_2020, title = {Child-directed {Tablet}-based {Learning}: {Project} {Preparation} {Toolkit}}, author = {Imagine Worldwide}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:T7BK22I4}, } @techreport{imagine_worldwide_child-directed_2020, title = {Child-directed {Tablet}-based {Learning}: {Toolkits} for project design, preparation, and implementation}, author = {{Imagine Worldwide}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PNMXVDQ2 2405685:A4NNJNSJ 2405685:GBIY52AG}, } @misc{world_bank_children_2020, title = {Children out of school, primary - {Latin} {America} \& {Caribbean} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SE.PRM.UNER?locations=ZJ&most_recent_year_desc=false}, urldate = {2022-04-19}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3PLFWVKX 2405685:5A9JKZMJ}, } @techreport{liangdi_china_2020, type = {Case {Study}}, title = {China: testing a decade of online education preparation}, institution = {EdTech Hub}, author = {Liangdi, Xu and Groenewegen-Lau, Jeroen}, month = nov, year = {2020}, doi = {10.5281/zenodo.4705990}, note = {ZenodoArchiveID: 4705990 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705990 2339240:S2B995E4 2405685:P5B4YWID}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @misc{cgtn_chinese_2020, title = {Chinese education authorities to broadcast lessons on television}, url = {https://www.youtube.com/watch?v=5E2RQIZCLjs}, urldate = {2020-06-09}, author = {{CGTN}}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EMP9YPV4 2405685:LZZSI66U 4803016:G2UH7GSS}, } @misc{world_bank_classification_2020, title = {Classification of {Fragile} and {Conflict}-{Affected} {Situations}}, url = {http://pubdocs.worldbank.org/en/179011582771134576/FCS-FY20.pdf}, urldate = {2020-06-02}, author = {{World Bank}}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2AZL5T9X 2405685:QA35GI29 4803016:3W3SBVKL}, } @article{temin_close_2020, title = {Close to {Home}: {Evidence} on the {Impact} of {Community}-{Based} {Girl} {Groups}}, volume = {8}, copyright = {© Temin and Heck.. This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are properly cited. To view a copy of the license, visit http://creativecommons.org/licenses/by/4.0/. When linking to this article, please use the following permanent link: https://doi.org/10.9745/GHSP-D-20-00015}, issn = {2169-575X}, shorttitle = {Close to {Home}}, url = {https://www.ghspjournal.org/content/8/2/300}, doi = {10.9745/GHSP-D-20-00015}, abstract = {Purpose:Community-based programming to promote gender equity, often delivered through community-based girl groups (CBGGs, sometimes called “safe spaces”), is increasing. However, evidence is weak on how CBGGs are implemented and their effect on adolescent girls’ health and well-being. We conducted a comprehensive literature review to identify relevant CBGG programs. Methods:The review included programs with impact evaluations that used experimental or quasi-experimental design, data from 2 time points, control/comparison groups, and quantitative program effects and P values. Results:We analyzed evaluations of 30 programs (14 randomized controlled trials, 16 quasi-experimental). Although program designs varied, most programs targeted unmarried girls aged 13 to 18 years who were both in school and not in school, and who met weekly in groups of 15 to 25 girls. Nearly all programs used multisectoral approaches focusing on life skills and often economic and financial content, such as financial literacy and microsavings. Complementary activities with community members, boys, and health services were common. Across programs, evaluations reported statistically significant effects (P{\textless}.05) the majority ({\textgreater}50\%) of times they measured outcomes related to gender and health attitudes and knowledge, education, psychosocial well-being, and economic and financial outcomes. Measures of outcomes related to girls’ health behaviors and health status had majority null findings. Conclusions:CBGG program evaluations found positive effects on girl-level outcomes that are independent of external factors, like gender norm attitudes, and suboptimal performance on health behavior and health status, which rely on other people and systems. This delivery model has promise for building girls’ assets. Complementary actions to engage girls’ social environments and structures are needed to change behaviors and health status.}, language = {en}, number = {2}, urldate = {2021-05-24}, journal = {Global Health: Science and Practice}, author = {Temin, Miriam and Heck, Craig J.}, month = jun, year = {2020}, pmid = {32606096}, note = {Publisher: Global Health: Science and Practice Section: REVIEW KerkoCite.ItemAlsoKnownAs: 10.9745/GHSP-D-20-00015 2405685:7TZMHJ2Q 2534379:NI3D9Q2E}, pages = {300--324}, } @misc{higgins_cochrane_2020, type = {Available from www.training.cochrane.org/handbook.}, title = {Cochrane {Handbook} for {Systematic} {Reviews} of {Interventions}}, url = {/handbook/current}, language = {en}, urldate = {2020-12-10}, journal = {Cochrane}, author = {Higgins, JPT and Thomas, J and Chandler, J and Cumpston, M and Li, T and Paige, M. J and Welch, V. A}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2ZJMLSGD 2405685:H9AFXBCY}, } @techreport{commonwealth_of_learning_col_2020, title = {{COL} in the {Commonwealth}: {Sierra} {Leone}}, url = {http://oasis.col.org/bitstream/handle/11599/3546/2018-2020_Africa_Sierra_Leone_Country_Highlights.pdf?sequence=1&isAllowed=y}, urldate = {2020-06-25}, author = {Commonwealth of Learning}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:I3SFDGVA}, } @misc{education_commission_commission_2020, title = {Commission {Chair} {Gordon} {Brown}’s keynote at the {Education} {Disrupted}, {Education} {Reimagined} {WISE} {Summit}}, url = {https://educationcommission.org/updates/commission-chair-gordon-browns-keynote-address-at-the-education-disrupted-education-reimagined-wise-summit-june-23-2020/}, abstract = {It’s a real pleasure to speak to the WISE conference – to thank the Salzburg Global Seminar and WISE, particularly Sheikha Moza for organizing this, and to say that I thought that the initial remarks that we had from Asmaa and from Stavros were inspirational...}, language = {en-US}, urldate = {2020-09-22}, journal = {Education Commission}, author = {Education Commission}, month = jun, year = {2020}, note = {Section: Updates KerkoCite.ItemAlsoKnownAs: 2339240:ZCR786D4 2405685:LU9L9WIL}, } @misc{noauthor_community_2020, title = {Community of practice}, copyright = {Creative Commons Attribution-ShareAlike License}, url = {https://en.wikipedia.org/w/index.php?title=Community_of_practice&oldid=933903934}, abstract = {A community of practice (CoP) is a group of people who share a craft or a profession. The concept was first proposed by cognitive anthropologist Jean Lave and educational theorist Etienne Wenger in their 1991 book Situated Learning (Lave \& Wenger 1991). Wenger then significantly expanded on the concept in his 1998 book Communities of Practice (Wenger 1998). A CoP can evolve naturally because of the members' common interest in a particular domain or area, or it can be created deliberately with the goal of gaining knowledge related to a specific field. It is through the process of sharing information and experiences with the group that members learn from each other, and have an opportunity to develop personally and professionally (Lave \& Wenger 1991). CoPs can exist in physical settings, for example, a lunch room at work, a field setting, a factory floor, or elsewhere in the environment, but members of CoPs do not have to be co-located. They form a "virtual community of practice" (VCoP) (Dubé, Bourhis \& Jacob 2005) when they collaborate online, such as within discussion boards and newsgroups, or a "mobile community of practice" (MCoP) (Kietzmann et al. 2013) when members communicate with one another via mobile phones and participate in community work on the go. Communities of practice are not new phenomena: this type of learning has existed for as long as people have been learning and sharing their experiences through storytelling. The idea is rooted in American pragmatism, especially C. S. Peirce's concept of the "community of inquiry" (Shields 2003), but also John Dewey's principle of learning through occupation (Wallace 2007).}, language = {en}, urldate = {2020-01-18}, journal = {Wikipedia}, month = jan, year = {2020}, note = {Page Version ID: 933903934 EdTechHub.ItemAlsoKnownAs:2405685:V5XBYH28}, } @misc{shahani_comparative_2020, title = {Comparative {Analysis} of {Personal} {Data} {Protection} {Bill} 2020 with {Laws} and {Bills} in the {EU}, {UK}, {India}, and {Malaysia}}, url = {https://bolobhi.org/comparative-analysis-of-personal-data-protection-bill-2020-with-laws-and-bills-in-the-eu-uk-india-malaysia/}, abstract = {Overview of the Comparative Analysis  By Shumaila Hussain Shahani The draft Personal Data Protection Bill, 2020 was made available by the Ministry of Information Technology and Telecommunication (MoITT) on its website on April 9, 2020. This analysis compares the draft Personal Data Protection Bill 2020 to the General Data Protection Regulation (GDPR) (from which the …}, language = {en-US}, urldate = {2022-06-14}, author = {Shahani, Shumaila Hussain}, month = may, year = {2020}, note = {Section: Blog KerkoCite.ItemAlsoKnownAs: 2339240:2D6EPNJX 2405685:6W8UJKMT}, } @article{hu_comparing_2020, title = {Comparing {Computer}-{Assisted} and {Teacher}-{Implemented} {Visual} {Matching} {Instruction} for {Children} with {ASD} and/or {Other} {DD}}, volume = {50}, issn = {1573-3432}, url = {https://doi.org/10.1007/s10803-019-03978-2}, doi = {10.1007/s10803-019-03978-2}, abstract = {This paper compared the effectiveness and efficiency of using computer-assisted instruction (CAI) and teacher-implemented instruction (TII) to teach visual matching skills to students with autism spectrum disorder and/or other developmental disabilities. Four school-aged students participated in this study with an alternating treatment design. The CAI incorporated discrete trial instruction with the gesture-tracking application, while the TII involved traditional one-to-one instruction using flashcards. The results indicated that all students acquired the target matching skills with generalization to similar untaught skills and maintained acquired skills at a high level for up to 5 weeks under both CAI and TII. Both CAI and TII were effective. However, CAI was more efficient than TII in regards to the prompts provided and the duration of instructional sessions. CAI also resulted in more student engagement in independent learning.}, language = {en}, number = {7}, urldate = {2021-03-04}, journal = {Journal of Autism and Developmental Disorders}, author = {Hu, Xiaoyi and Lee, Gabrielle T. and Tsai, Yu-Ting and Yang, Yang and Cai, Su}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10803-019-03978-2 2339240:8ADGXQEL 2405685:EMBV8RTX}, pages = {2540--2555}, } @techreport{government_of_bangladesh_compendium_2020, title = {Compendium of {Social} {Protection} {Research} in {Bangladesh}}, url = {http://socialprotection.gov.bd/wp-content/uploads/2020/03/Compendium-of-Social-Protection-Research-in-Bangladesh.pdf}, urldate = {2020-06-09}, institution = {The General Economics Division (GED), Bangladesh Planning Commission}, author = {{Government of Bangladesh}}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L7AXVDVM 2405685:CJY2YG6P 4803016:G647E99W}, } @article{nelson_computational_2020, title = {Computational {Grounded} {Theory}: {A} {Methodological} {Framework}}, volume = {49}, issn = {0049-1241}, shorttitle = {Computational {Grounded} {Theory}}, url = {https://doi.org/10.1177/0049124117729703}, doi = {10.1177/0049124117729703}, abstract = {This article proposes a three-step methodological framework called computational grounded theory, which combines expert human knowledge and hermeneutic skills with the processing power and pattern recognition of computers, producing a more methodologically rigorous but interpretive approach to content analysis. The first, pattern detection step, involves inductive computational exploration of text, using techniques such as unsupervised machine learning and word scores to help researchers to see novel patterns in their data. The second, pattern refinement step, returns to an interpretive engagement with the data through qualitative deep reading or further exploration of the data. The third, pattern confirmation step, assesses the inductively identified patterns using further computational and natural language processing techniques. The result is an efficient, rigorous, and fully reproducible computational grounded theory. This framework can be applied to any qualitative text as data, including transcribed speeches, interviews, open-ended survey data, or ethnographic field notes, and can address many potential research questions.}, language = {en}, number = {1}, urldate = {2024-01-18}, journal = {Sociological Methods \& Research}, author = {Nelson, Laura K.}, month = feb, year = {2020}, note = {Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0049124117729703 2405685:IQFAV8I9 2486141:G3BE6P2T 2486141:WP4ANB2D}, keywords = {\_Added-ailr-2024}, pages = {3--42}, } @techreport{mtebe_conducting_2020, title = {Conducting value for money analysis in digitising education systems in {Tanzania} (inception report)}, institution = {PO-RALG}, author = {Mtebe, Joel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RW75LGCQ 2405685:5498ABMY}, } @techreport{gsma_connected_2020, title = {Connected {Women}: {The} {Mobile} {Gender} {Gap} {Report}}, url = {https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2020/05/GSMA-The-Mobile-Gender-Gap-Report-2020.pdf}, urldate = {2020-07-07}, author = {GSMA}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HSWBYY55 2405685:5LYAKGS7 2405685:IYH24VKQ}, } @misc{british_council_connecting_2020, title = {Connecting {Classrooms} through {Global} {Learning}}, url = {https://connecting-classrooms.britishcouncil.org/}, author = {British Council}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JLPFY3DT 2405685:H4WV2NL5}, } @techreport{allier-gagneur_conseils_2020, title = {Conseils pour l’introduction de la technologie en classe {Liste} de sources annotée}, url = {https://docs.edtechhub.org/lib/PA2H8NGA}, abstract = {Cette liste de sources annotée a pour but d’informer la prise de décisions des acteurs du domaine de l’éducation concernant l’introduction de technologies en classe dans les pays à revenu faible et intermédiaire. Cette liste est une introduction qui expose de façon informelle certains des conseils généraux que prodiguent souvent les experts de l’EdTech Hub.}, language = {fr}, institution = {EdTech Hub}, author = {Allier-Gagneur, Zoé and Lwamba, Etienne}, year = {2020}, doi = {10.53832/edtechhub.0024}, note = {ZenodoArchiveID: 3952001 previousDOI: 10.5281/zenodo.3952001 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3952001 10.53832/edtechhub.0024 2339240:6H2ZA568 2405685:HDRVT5N4 2405685:PA2H8NGA}, keywords = {F: Helpdesk response, LP: French, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH}, } @techreport{who_considerations_2020, title = {Considerations for school-related public health measures in the context of {COVID}-19}, url = {https://www.who.int/publications/i/item/considerations-for-school-related-public-health-measures-in-the-context-of-covid-19}, author = {{WHO}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GC8PDTDM 2405685:F2IUF95K}, } @techreport{adam_consolidated_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Consolidated {Feedback} on {Tanzania} {Higher} {Education} {University} {Strategic} {Investment} {Plans}}, url = {https://docs.edtechhub.org/lib/7AFXFRPC}, abstract = {This EdTech Hub Helpdesk Response provides feedback on 15 Tanzania University Strategic Implementation Plans (USIPs) submitted to the Word Bank’s Higher Education for Economic Transformation Project (HEET). The feedback is intended to enhance and strengthen the plans provided by universities such that the USD 300 million is allocated and spent most effectively.}, language = {EN}, number = {09}, institution = {EdTech Hub}, author = {Adam, Taskeen and Koomar, Saalim and Haßler, Björn}, month = aug, year = {2020}, doi = {10.5281/zenodo.3986727}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3986727 2129771:B5Z854HJ 2339240:IEATEWRY 2405685:7AFXFRPC}, keywords = {Helpdesk Response, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_dont\_post\_PDF, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{sukhbaatar_contexts_2020, address = {Hungary}, title = {Contexts of {School} and {Pastoralist} {Family} {Communication} in {Rural} {Mongolia}: {An} {Ecological} {Model}}, language = {en}, number = {PhD Dissertation}, institution = {University of Szeged}, author = {Sukhbaatar, Batdulam}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ST2DQJ3J 2405685:RPCLXRBV}, pages = {170}, } @misc{hasler_continue_2020, title = {Continue or reboot? {Overarching} options for education responses to {COVID}-19 in low- and middle-income countries}, shorttitle = {Continue or reboot?}, url = {https://opendeved.net/2020/04/15/continue-or-reboot/}, abstract = {Björn Haßler, https://opendeved.net/2020/04/15/continue-or-reboot/, 2020-04-15, DOI: 10.5281/zenodo.3753513}, urldate = {2020-04-18}, author = {Haßler, Björn}, month = apr, year = {2020}, doi = {10.5281/zenodo.3753513}, note = {EdTechHub.Source: 2129771:MIMJJLN9 shortDOI: 10/ghgk6t KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3753513 10.5281/zenodo.4706085 10/ghgk6t 2129771:AS5ALSKL 2129771:MIMJJLN9 2339240:742PGZ2D 2405685:36KIX7YE 2405685:5IMAIVQY 2405685:696M6DK9 2405685:RAAGIU4Q}, keywords = {COV:COVID and reopening of schools, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_yl:p, \_zenodoETH, \_zenodoODE, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @misc{inter-agency_network_for_education_in_emergencies_inee_coronavirus_2020, title = {Coronavirus ({COVID}-19) {Resources} {\textbar} {INEE}}, url = {https://inee.org/covid-19/resources}, urldate = {2020-05-29}, author = {{Inter-agency Network for Education in Emergencies (INEE).}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NH7Z3RSH 2405685:HHMLYB2R 4803016:PT2WIUFL}, } @misc{sangwan_coronavirus_2020, title = {Coronavirus: {Edtech} unicorn {BYJU}’{S} free offer sees 150\% jump in new students}, shorttitle = {Coronavirus}, url = {https://yourstory.com/2020/04/edtech-unicorn-byjus-students-free-access-coronavirus}, abstract = {The initiative to support students to learn from home during coronavirus outbreak receives overwhelming response from metros and non-metros, BYJU'S said.}, language = {en}, urldate = {2020-06-10}, author = {Sangwan, Sujata}, year = {2020}, note = {Library Catalog: yourstory.com Section: Edtech KerkoCite.ItemAlsoKnownAs: 2339240:VRC6PFJK 2405685:JRCPS8TT}, } @techreport{holmes_coronavirus_2020, title = {Coronavirus has highlighted the {UK}'s digital divide}, url = {https://www.cchpr.landecon.cam.ac.uk/Research/Start-Year/2017/building_better_opportunities_new_horizons/digital_divide/presentation_slides/at_download/file}, institution = {Cambridge Centre for Housing \& Planning Research}, author = {Holmes, H. and Burgess, G.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CTY9BP66 2405685:8X42PQR2}, } @article{bbc_coronavirus_2020, chapter = {Africa}, title = {Coronavirus: {John} {Magufuli} declares {Tanzania} free of {Covid}-19}, shorttitle = {Coronavirus}, url = {https://www.bbc.com/news/world-africa-52966016}, abstract = {President John Magufuli says prayers have helped eliminate the deadly virus from the country.}, language = {en-GB}, urldate = {2021-01-22}, journal = {BBC News}, author = {{BBC}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GIYAXEL4 2405685:VC4LV73V}, } @misc{asadullah_coronavirus_2020, title = {Coronavirus {Outbreak}, {Schooling} and {Learning}: {Study} on {Secondary} {School} {Students} in {Bangladesh}}, url = {https://bigd.bracu.ac.bd/study/coronavirus-outbreak-schooling-and-learning-study-on-secondary-school-students-in-bangladesh/}, author = {Asadullah, N and Bhattacharjee, A and Tasnim, M and Mumtahena, F}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q68A9V5S 2405685:KEVNB97X}, } @techreport{walls_cost_2020, address = {Washington D.C.}, title = {Cost {Analysis} {Guidance} for {USAID}-{Funded} {Education} {Activities}}, url = {https://www.edu-links.org/resources/usaid-cost-measurement}, language = {en}, institution = {United States Agency for International Development}, author = {Walls, Elena and Tulloch, Caitlin and Harris-Van Keuren, Christine}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B3MXXXAW 2405685:GJU2GCWA}, pages = {63}, } @techreport{global_education_evidence_advisory_panel_cost_2020, title = {Cost {Effective} {Approaches} to {Improve} {Global} {Learning}: {What} {Does} {Recent} {Evidence} {Tell} {Us} {Are} {Smart} {Buys} for {Improving} {Learning} in {Low}-and-{Middle} {Income} {Countries}}, url = {https://documents1.worldbank.org/curated/en/719211603835247448/pdf/Cost-Effective-Approaches-to-Improve-Global-Learning-What-Does-Recent-Evidence-Tell-Us-Are-Smart-Buys-for-Improving-Learning-in-Low-and-Middle-Income-Countries.pdf}, urldate = {2024-02-06}, institution = {World Bank; FCDO; Building Evidence in Education}, author = {{Global Education Evidence Advisory Panel}}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IL3G2LER 2405685:LX2STYUZ}, } @techreport{global_education_evidence_advisory_panel_cost_2020, title = {Cost {Effective} {Approaches} to {Improve} {Global} {Learning} {What} {Does} {Recent} {Evidence} {Tell} {Us} {Are} {Smart} {Buys} for {Improving} {Learning} in {Low}-and-{Middle}-{Income} {Countries}}, url = {http://documents1.worldbank.org/curated/en/719211603835247448/pdf/Cost-Effective-Approaches-to-Improve-Global-Learning-What-Does-Recent-Evidence-Tell-Us-Are-Smart-Buys-for-Improving-Learning-in-Low-and-Middle-Income-Countries.pdf}, urldate = {2020-12-15}, institution = {World Bank; FCDO; Building Evidence in Education}, author = {{Global Education Evidence Advisory Panel}}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IQT7LI8P 2405685:9YMXHH74 2405685:CN86U6UQ}, } @techreport{world_bank_cost-effective_2020, address = {Washington DC, USA}, title = {Cost-effective approaches to improve global learning: {What} does recent evidence tell us are “{Smart} {Buys}” for improving learning in {Low} and {Middle} {Income} {Countries}?}, shorttitle = {Cost-{Effective} {Approaches} to {Improve} {Global} {Learning}}, url = {https://documents1.worldbank.org/curated/en/719211603835247448/pdf/Cost-Effective-Approaches-to-Improve-Global-Learning-What-Does-Recent-Evidence-Tell-Us-Are-Smart-Buys-for-Improving-Learning-in-Low-and-Middle-Income-Countries.pdf}, abstract = {Cost-Effective Approaches to Improve Global Learning : What Does Recent Evidence Tell Us Are “Smart Buys” for Improving Learning in Low and Middle Income Countries? (English)}, language = {en}, urldate = {2020-12-08}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZE34D622 4042040:VSZTKCHW}, } @techreport{world_bank_cost-effective_2020, address = {Washington DC, USA}, type = {Text/{HTML}}, title = {Cost-effective approaches to improve global learning: {What} does recent evidence tell us are “{Smart} {Buys}” for improving learning in {Low} and {Middle} {Income} {Countries}?}, shorttitle = {Cost-{Effective} {Approaches} to {Improve} {Global} {Learning}}, url = {https://www.worldbank.org/en/topic/teachingandlearning/publication/cost-effective-approaches-to-improve-global-learning}, abstract = {Cost-Effective Approaches to Improve Global Learning : What Does Recent Evidence Tell Us Are “Smart Buys” for Improving Learning in Low and Middle Income Countries? (English)}, language = {en}, urldate = {2020-12-08}, author = {{World Bank} and {Foreign, Commonwealth \& Development Office} and {BE2}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7TWW5LH3 2339240:DREGRHNB 2339240:LB976C9V 2339240:PXVB6XAN 2339240:X6IKG4D9 2339240:ZN5GIACQ 2405685:78HTA35E 2405685:7WSML8I6 2405685:EM4K4F3G 2405685:J5BTUHXI 2405685:PXQZNUIT 2405685:QBC6GINK 2405685:YQRZUMFC 2534378:DWVFIYUY}, } @techreport{walls_cost_2020, address = {Washington, DC}, title = {Cost {Measurement} {Guidance} {Note} for {Donor}-{Funded} {Education} {Programming}}, url = {https://www.edu-links.org/sites/default/files/media/file/BE2%20cost%20measurement%20guidance%20note%20final.pdf}, urldate = {2021-04-20}, institution = {United States Agency for International Development, prepared for Building Evidence in Education (BE2)}, author = {Walls, Elena and Tulloch, Caitlin and Holla, Alaka}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CWNWAYRP 2405685:S33RE2WF}, } @article{moloney_could_2020, chapter = {Coronavirus: Full Coverage}, title = {Could coronavirus lockdowns help close {Latin} {America}'s digital divide?}, url = {https://www.reuters.com/article/us-health-coronavirus-latam-tech-trfn-idUSKBN22O1L5}, abstract = {As Colombia enters its eighth week of coronavirus lockdown, street vendor Luis Duarte worries that his teenage daughter might not finish her school year now that her classes have moved online.}, language = {en}, urldate = {2022-06-06}, journal = {Reuters}, author = {Moloney, Anastasia}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KHJPGUYA 2405685:JR4YK73X}, keywords = {Americas, CORONAVIRUS, Central America, Children, Civil Liberties, Civil Rights, Coronavirus, Education, Enterprise Reporting, Features, Fundamental Rights, General News, Government, HEALTH, Health, Human Rights, Internet, LATAM, Medicine, Peru, Politics, Social Issues, Society, South America, TECH, TRFN, Technology (TRBC level 1), US, United Nations, World Wide Web, Youth Issues}, } @techreport{kallon_kelly_country-level_2020, title = {Country-level research review: {Sierra} {Leone}}, author = {Kallon Kelly, Christiana and Koomar, Saalim and Kreimeia, Adam and McBurnie, Chris and Mitchell, Joel and Myers, Christina}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:746WTJF3 2405685:HNVAP5QB}, keywords = {dode\_eth-src-eth}, } @misc{global_partnership_for_education_cover_2020, title = {Cover {Note} for {COVID}-19 {Accelerated} {Funding} {Request}}, url = {https://www.globalpartnership.org/content/cover-note-covid-19-coronavirus-accelerated-funding-request}, author = {Global Partnership for Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6J3QVH7N 2405685:76CTU2H2}, } @techreport{global_partnership_for_education_cover_2020, title = {Cover note for {COVID}-19 accelerated funding request}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-05-COVID-19-AFF-Request-Tanzania-Mainland.pdf}, urldate = {2021-02-10}, institution = {Global Partnership for Education}, author = {{Global Partnership for Education}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SC59K4ZJ 2405685:WBAZV7WY}, } @techreport{raftree_covid-19_2020, title = {{COVID}-19: {A} spotlight on child data governance gaps}, url = {https://www.unicef.org/globalinsight/reports/covid-19-spotlight-child-data-governance-gaps}, language = {en}, institution = {UNICEF}, author = {Raftree, Linda and Byrne, Jasmina}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:44UFDWU4 2405685:977L3Z8B}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {8}, } @misc{raftree_covid-19_2020, title = {{COVID}-19: {A} spotlight on child data governance gaps}, shorttitle = {{COVID}-19}, author = {Raftree, Linda and Day, Emma}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C2MRJPP3 2405685:TV2FJKIG}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{anwar_covid-19_2020, title = {{COVID}-19 and {Bangladesh}: challenges and how to address them}, volume = {8}, issn = {2296-2565}, shorttitle = {Covid-19 and bangladesh}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7203732/}, doi = {10.3389/fpubh.2020.00154}, abstract = {As the coronavirus outbreak quickly surges worldwide, many countries are adopting non-therapeutic preventive measures, which include travel bans, remote office activities, country lockdown, and most importantly, social distancing. However, these measures face challenges in Bangladesh, a lower-middle-income economy with one of the world's densest populations. Social distancing is difficult in many areas of the country, and with the minimal resources the country has, it would be extremely challenging to implement the mitigation measures. Mobile sanitization facilities and temporary quarantine sites and healthcare facilities could help mitigate the impact of the pandemic at a local level. A prompt, supportive, and empathic collaboration between the Government, citizens, and health experts, along with international assistance, can enable the country to minimize the impact of the pandemic.}, number = {154}, urldate = {2021-10-25}, journal = {Frontiers in Public Health}, author = {Anwar, Saeed and Nasrullah, Mohammad and Hosen, Mohammad Jakir}, month = apr, year = {2020}, pmid = {32426318}, pmcid = {PMC7203732}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/fpubh.2020.00154 2339240:Q8J6VE8P 2405685:6JBHGPXJ}, } @article{aboagye_covid-19_2020, title = {{COVID}-19 and e-learning: the challenges of students in tertiary institutions in {Ghana}}, volume = {1}, url = {https://www.researchgate.net/publication/342591007_COVID-19_and_E-learning_the_challenges_of_Students_in_tertiary_institutions_in_Ghana}, doi = {10.37256/ser.122020422}, abstract = {Problems associated with the transition from conventional learning (face to face) to online learning (e-learning) in the educational system are well documented. The present study explores the challenges students in tertiary institutions have reported facing in online learning in the era of coronavirus pandemic. Using a sample (n = 141), an initial principal component factor analysis was conducted to group the constructs. Eight groups that emerged were social issues, lecturer issues, accessibility issues, learner motivation, academic issues, generic issues, learner intentions, and demographics. Cronbach’s alpha was used to determine the reliability of the scales resulting in the deletion of learner motivation. Comparing the means of the factors revealed that the most important challenge for students to study online was accessibility issues. This was followed by social issues, lecturer issues, academic issues, and generic issues. The mean for the individual items in learners’ intention to study online showed that students were not ready to study online. A Multiple Regression Analysis was further conducted to determine which factors pose the most important challenges to the student’s decision to study online. Social issues and lecturer issues were significant. In the final model, only lecturer issues were significant. A blended approach-where conventional teaching is combined with online teaching should have ushered the learners to complete online learning.}, number = {1}, journal = {Social Education Research}, author = {Aboagye, Emmanuel and Yawson, Joseph Anthony and Appiah, Kofi Nyantakyi}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.37256/ser.122020422 10/gmfk2s 2339240:LRIUE6NN 2405685:BFIVBVE8}, pages = {109--115}, } @misc{amaro_covid-19_2020, title = {{COVID}-19 and education: {The} digital gender divide among adolescents in sub {Saharan} {Africa}}, url = {https://blogs.unicef.org/evidence-for-action/covid-19-and-education-the-digital-gender-divide-among-adolescents-in-sub-saharan-africa/}, journal = {UNICEF}, author = {Amaro, D. and Pandolfelli, L. and Sanchez-Tapia, I. and Brossard, M.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GX9Y3A7S 2339240:SI5DHXIX 2405685:BPUUSE6D 2405685:PQUQVC76}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{mendez_acosta_covid-19_2020, title = {{COVID}-19 and girls' education: {What} we know so far and what we expect}, shorttitle = {{COVID}-19 and {Girls}' {Education}}, url = {https://www.cgdev.org/blog/covid-19-and-girls-education-what-we-know-so-far-and-what-we-expect-happen}, abstract = {The potential impacts of the COVID-19 pandemic on girls’ education are numerous and diverse. It’s too early for us to predict with confidence the impact of the pandemic on dropouts and longer-term outcomes. But research from previous pandemics and initial findings in this one can give us clues.}, language = {en}, urldate = {2021-04-29}, journal = {Center For Global Development}, author = {Mendez Acosta, Amina and Evans, David}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WPZEAVRY 2339240:XFPY5RQ4 2405685:668CLBBY 2405685:CHW8VVL7}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{mendez_acosta_covid-19_2020, title = {{COVID}-19 and {Girls}' {Education}: {What} {We} {Know} {So} {Far} and {What} {We} {Expect}}, shorttitle = {{COVID}-19 and {Girls}' {Education}}, url = {https://www.cgdev.org/blog/covid-19-and-girls-education-what-we-know-so-far-and-what-we-expect-happen}, abstract = {The potential impacts of the COVID-19 pandemic on girls’ education are numerous and diverse. It’s too early for us to predict with confidence the impact of the pandemic on dropouts and longer-term outcomes. But research from previous pandemics and initial findings in this one can give us clues.}, language = {en}, urldate = {2022-08-12}, journal = {Center for Global Development {\textbar} Ideas to Action}, author = {Mendez Acosta, Amina and Evans, David}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RZDR5ASV 2405685:F537Z8XE}, } @techreport{united_nations_development_programme_covid-19_2020, title = {{COVID}-19 and {Human} {Development}: {Assessing} the {Crisis}, {Envisioning} the {Recovery}}, shorttitle = {{COVID}-19 and {Human} {Development}}, url = {https://www.un-ilibrary.org/public-health/covid-19-and-human-development_161b9678-en}, language = {en}, urldate = {2020-08-06}, institution = {UN}, author = {{United Nations Development Programme}}, month = jun, year = {2020}, doi = {10.18356/161b9678-en}, note = {shortDOI: 10/ghgk6s KerkoCite.ItemAlsoKnownAs: 10.18356/161b9678-en 10/ghgk6s 2339240:2CFEYHEB 2405685:I8ETUWED}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{united_nations_development_programme_covid-19_2020, title = {{COVID}-19 and {Human} {Development}: {Assessing} the {Crisis}, {Envisioning} the {Recovery}}, shorttitle = {{COVID}-19 and {Human} {Development}}, url = {https://www.un-ilibrary.org/public-health/covid-19-and-human-development_161b9678-en}, language = {en}, urldate = {2020-08-06}, institution = {UN}, author = {{United Nations Development Programme}}, month = jun, year = {2020}, doi = {10.18356/161b9678-en}, note = {shortDOI: 10/ghgk6s KerkoCite.ItemAlsoKnownAs: 10.18356/161b9678-en 10/ghgk6s 2339240:2CFEYHEB 2405685:I8ETUWED}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{united_nations_development_programme_covid-19_2020, title = {{COVID}-19 and {Human} {Development}: {Assessing} the {Crisis}, {Envisioning} the {Recovery}}, shorttitle = {{COVID}-19 and {Human} {Development}}, url = {https://www.un-ilibrary.org/public-health/covid-19-and-human-development_161b9678-en}, language = {en}, urldate = {2020-12-02}, institution = {UNDP}, author = {{United Nations Development Programme}}, month = jun, year = {2020}, doi = {10.18356/161b9678-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.18356/161b9678-en 2339240:JXWBI5PG 2405685:C2H48T3W}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{united_nations_development_programme_covid-19_2020, title = {{COVID}-19 and {Human} {Development}: {Assessing} the {Crisis}, {Envisioning} the {Recovery}}, shorttitle = {{COVID}-19 and {Human} {Development}}, url = {https://www.un-ilibrary.org/public-health/covid-19-and-human-development_161b9678-en}, language = {en}, urldate = {2020-12-02}, institution = {UNDP}, author = {{United Nations Development Programme}}, month = jun, year = {2020}, doi = {10.18356/161b9678-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.18356/161b9678-en 2339240:JXWBI5PG 2405685:C2H48T3W}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{unicef_covid-19_2020, title = {{COVID}-19 and {Its} {Implications} for {Protecting} {Children} {Online}}, url = {https://inee.org/system/files/resources/COVID-19%20and%20Its%20Implications%20for%20Protecting%20Children%20Online.pdf}, language = {EN}, author = {{UNICEF} and {UNESCO} and {WHO} and UNODC and {ITU} and {End Violence Against Children} and {We Protect Global Alliance}}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZKXQGBB9}, } @techreport{read_lindsay_covid-19_2020, type = {Background paper prepared for the {Save} {Our} {Future} white paper {Averting} an {Education} {Catastrophe} for the {World}'s {Children}.}, title = {{COVID}-19 and {Options} for {Financing} {Education}}, url = {https://saveourfuture.world/wp-content/uploads/2020/12/COVID-19-and-Options-for-Financing-Education_SOF_BP7.pdf}, institution = {Save Our Future}, author = {{Read, Lindsay}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BVEIXCBA 2405685:78YVW3BC}, } @techreport{read_covid-19_2020, title = {{COVID}-19 and options for financing education}, url = {https://saveourfuture.world/white-paper/}, urldate = {2021-05-05}, institution = {Save Our Future}, author = {Read, Lindsay}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E9UXAI3F 2405685:EWQEBEM5}, } @article{garbe_covid-19_2020, title = {{COVID}-19 and remote learning : {Experiences} of parents with children during the pandemic}, volume = {4}, abstract = {In the spring of 2020, schools across the globe closed their doors to decrease the spread of the viral outbreak during the COVID -19 pandemic. This physical closure led to a rapid shift to remote learning which placed more responsibility for learning on parents and guardians. As one of the major stakeholders in the education process, experiences of parents with their children during remote learning are worth examining to inform future policy decision making. This study aimed to investigate parents’ experiences and struggles during school closure using an online survey. Thematic coding was conducted to analyze parental responses regarding their greatest educational struggle experienced during the COVID school closure. The results indicate parents agreed with the school closure policy and were generally satisfied with the level of support provided by school districts whilst describing some areas of struggle. Parents described having difficulties with balancing responsibilities, learner motivation, accessibility, and learning outcomes. The results of the study suggest some important implications and recommendations for educators and policymakers.}, number = {3}, journal = {American Journal of Qualitative Research}, author = {Garbe, Amber and Ogurlu, Uzeyir and Logan, Nikki and Cook, Perry}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GYISCX83}, keywords = {covid-19, pandemic, parents, remote learning, ⛔ No DOI found}, pages = {45--65}, } @techreport{unicef_covid-19_2020, title = {{COVID}-19 and {School} {Closures}: {Are} children able to continue learning}, shorttitle = {{COVID}-19 and {School} {Closures}}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, language = {en-US}, urldate = {2020-12-02}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2YLD7BCG 2405685:ETEREUSH}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{unicef_covid-19_2020, title = {{COVID}-19 and {School} {Closures}: {Are} children able to continue learning}, shorttitle = {{COVID}-19 and {School} {Closures}}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, language = {en-US}, urldate = {2021-03-31}, journal = {UNICEF DATA}, author = {UNICEF}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VEITMD74 2405685:BF739X9S}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{unicef_covid-19_2020, title = {{COVID}-19 and {School} {Closures}: {Are} children able to continue learning during school closures?}, shorttitle = {{COVID}-19 and {School} {Closures}}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, abstract = {In response to the unprecedented educational challenges created by school closures due to the COVID-19 pandemic, more than 90 per cent of countries have implemented some form of remote learning policy. This factsheet estimates the potential reach of digital and broadcast remote learning responses, finding that at least 463 million students around the globe remain cut off from education, mainly due to a lack of remote learning policies or lack of equipment needed for learning at home. This data primarily stems from the UNESCO-UNICEF-World Bank Survey on National Education Responses to COVID-19 School Closures (June-July 2020), as well as household microdata from sources like Multiple Indicator Cluster Surveys (MICS), Demographic and Health Surveys (DHS). The actual number of students who cannot be reached is likely significantly higher than estimated in this factsheet, which reflects best-case scenarios based on policies that were implemented and the technologies available in households. In many situations, despite remote learning policies and the presence of the necessary technology at home, children may be unable to learn due to skills gaps among their teachers or a lack of parental support. It is important to understand the characteristics and number of children who were not able to benefit from these remote learning policies so that the policies can be improved. By providing insights on which school children did not have access to digital or broadcast remote learning opportunities during school closures, this factsheet seeks to help policymakers make choices that will ensure more children can acquire an education during the COVID-19 pandemic and beyond.}, language = {en-US}, urldate = {2021-05-24}, institution = {UNICEF DATA}, author = {{UNICEF}}, collaborator = {{UNESCO} and {World Bank}}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2N6GU8IU 2534379:Q9ICXBBT}, } @misc{unicef_covid-19_2020, title = {{COVID}-19 and {School} {Closures}: {Are} children able to continue learning during school closures? {A} global analysis of the potential reach of remote learning policies}, shorttitle = {{COVID}-19 and {School} {Closures}}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, language = {en-US}, urldate = {2021-10-11}, journal = {UNICEF DATA}, author = {{UNICEF}}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8EH8EDZD 2405685:DB5DGDAJ}, } @misc{winthrop_covid-19_2020, title = {{COVID}-19 and school closures: {What} can countries learn from past emergencies?}, shorttitle = {{COVID}-19 and school closures}, url = {https://www.brookings.edu/research/covid-19-and-school-closures-what-can-countries-learn-from-past-emergencies/}, abstract = {The education in emergencies community can offer good practices for countries battling COVID-19 where education has been disrupted for a protracted period.}, language = {en-US}, urldate = {2021-08-06}, journal = {Brookings}, author = {Winthrop, Rebecca}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ESFJV6GL 2405685:XV88KX5J}, } @techreport{cullinane_covid-19_2020, title = {{COVID}-19 and {Social} {Mobility} {Impact} {Brief} \#1: {School} {Shutdown}}, url = {https://www.suttontrust.com/wp-content/uploads/2020/04/COVID-19-Impact-Brief-School-Shutdown.pdf}, language = {en}, institution = {The Sutton Trust}, author = {Cullinane, Carl and Montacute, Rebecca}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PKDLTFQW 2405685:GXJ74TC7}, pages = {11}, } @techreport{suriastini_covid-19_2020, type = {Case {Study}}, title = {{COVID}-19 and the education response in {Indonesia}: exploring the learning crisis}, institution = {EdTech Hub}, author = {Suriastini, Wayan and Setyo, Pujiastuti and Herawati, Fita and Naryanta and Moddilani, Ganiko and Pellini, Arnaldo}, month = nov, year = {2020}, doi = {10.5281/zenodo.4705994}, note = {ZenodoArchiveID: 4705994 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705994 2339240:FMIXJN4W 2405685:VZ3IMPYX}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @misc{unicef_covid-19_2020, title = {{COVID}-19: {Are} children able to continue learning during school closures?}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, author = {UNICEF}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:44D53DAJ 2405685:67NR4LYB}, } @techreport{unicef_covid-19_2020, title = {{COVID}-19: {Are} children able to continue learning during school closures?}, shorttitle = {{COVID}-19}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, abstract = {In response to the unprecedented educational challenges created by school closures due to the COVID-19 pandemic, more than 90 per cent of countries have implemented some form of remote learning policy. This factsheet estimates the potential reach of digital and broadcast remote learning responses, finding that at least 463 million students around the globe remain cut off from education, mainly due to a lack of remote learning policies or lack of equipment needed for learning at home. This data primarily stems from the UNESCO-UNICEF-World Bank Survey on National Education Responses to COVID-19 School Closures (June-July 2020), as well as household microdata from sources like Multiple Indicator Cluster Surveys (MICS), Demographic and Health Surveys (DHS). The actual number of students who cannot be reached is likely significantly higher than estimated in this factsheet, which reflects best-case scenarios based on policies that were implemented and the technologies available in households. In many situations, despite remote learning policies and the presence of the necessary technology at home, children may be unable to learn due to skills gaps among their teachers or a lack of parental support. It is important to understand the characteristics and number of children who were not able to benefit from these remote learning policies so that the policies can be improved. By providing insights on which school children did not have access to digital or broadcast remote learning opportunities during school closures, this factsheet seeks to help policymakers make choices that will ensure more children can acquire an education during the COVID-19 pandemic and beyond.}, language = {en-US}, urldate = {2020-09-08}, institution = {UNICEF}, author = {{UNICEF}}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FLAZXEY2 2339240:62VCB6J3 2405685:GXXEQQ38}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{unicef_covid-19_2020, title = {{COVID}-19: {Are} children able to continue learning during school closures?}, shorttitle = {{COVID}-19}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, language = {en-US}, urldate = {2020-09-30}, journal = {UNICEF DATA}, author = {{UNICEF}}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QK7LMN8F 2405685:8INREBKY}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{unicef_covid-19_2020, title = {{COVID}-19: {Are} children able to continue learning during school closures?}, shorttitle = {{COVID}-19}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, language = {en-US}, urldate = {2020-09-30}, journal = {UNICEF DATA}, author = {{UNICEF}}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QK7LMN8F 2405685:8INREBKY}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{unicef_covid-19_2020, address = {New York, NY}, title = {{COVID}-19 - {Are} children able to continue learning during school closures? {A} global analysis of the potential reach of remote learning policies using data from 100 countries}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, institution = {United Nations Children's Fund}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KLTH456M 2405685:ULYCR69H}, } @misc{rahman_covid-19_2020, title = {{COVID}-19 boosts digitization of higher education in {Bangladesh}}, url = {https://blogs.worldbank.org/endpovertyinsouthasia/covid-19-boosts-digitization-higher-education-bangladesh}, author = {Rahman, M and ul-Aziz, M and Ahmed, S}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YMV5DY38 2405685:F66HV332}, } @techreport{ghana_education_services_covid-19_2020, title = {{COVID}-19 {Coordinated} {Education} {Response} {Plan} for {Ghana}}, language = {en}, author = {Ghana Education Services}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:QG5XKF5H}, } @techreport{ministry_of_education_ghana_covid-19_2020, title = {{COVID}-19 {Coordinated} {Education} {Response} {Plan} for {Ghana}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/education-response-plan-to-covid-19-in-ghana-april-2020-1.pdf}, language = {en}, author = {Ministry of Education, Ghana}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:3VYAHJUP}, pages = {11}, } @misc{world_bank_covid-19_2020, type = {Text/{HTML}}, title = {{COVID}-19 {Could} {Lead} to {Permanent} {Loss} in {Learning} and {Trillions} of {Dollars} in {Lost} {Earnings}}, url = {https://www.worldbank.org/en/news/press-release/2020/06/18/covid-19-could-lead-to-permanent-loss-in-learning-and-trillions-of-dollars-in-lost-earnings}, abstract = {COVID-19 Could Lead to Permanent Loss in Learning and Trillions of Dollars in Lost Earnings}, language = {en}, urldate = {2020-07-14}, journal = {World Bank}, author = {World Bank}, month = jun, year = {2020}, note = {Library Catalog: www.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:JV7JM6SV 2405685:WK23ATYZ}, } @article{wodon_covid-19_2020, title = {{COVID}-19 {Crisis}, {Impacts} on {Catholic} {Schools}, and {Potential} {Responses}{\textbar} {Part} {II}: {Developing} {Countries} with {Focus} on {Sub}-{Saharan} {Africa}}, volume = {23}, shorttitle = {{COVID}-19 {Crisis}, {Impacts} on {Catholic} {Schools}, and {Potential} {Responses}{\textbar} {Part} {II}}, number = {1}, journal = {Journal of Catholic Education}, author = {Wodon, Quentin}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:VTHGQYRD}, keywords = {⛔ No DOI found}, pages = {51--86}, } @misc{unesco_covid-19_2020, title = {Covid-19 {Crisis}: {UNESCO} {Call} to {Support} {Learning} and {Knowledge} {Sharing} through {Open} {Educational} {Resources}}, shorttitle = {Covid-19 {Crisis}}, url = {https://en.unesco.org/news/covid-19-crisis-unesco-call-support-learning-and-knowledge-sharing-through-open-educational}, abstract = {In response to the massive disruption of education due to the Covid-19 pandemic affecting 1.57 billion learners in 191 countries, UNESCO has issued a Call to support learning and knowledge sharing through Open Educational Resources (OER) worldwide. OER are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright released under an open license[1], permitting no-cost access, re-use, re-purpose, adaptation and redistribution by others.}, language = {en}, urldate = {2020-07-16}, journal = {UNESCO}, author = {{UNESCO}}, month = apr, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:8NU6X5GG 2405685:DJV8GAZV}, } @misc{uttom_covid-19_2020, title = {Covid-19 disrupts education in rural {Bangladesh}}, url = {https://www.ucanews.com/news/covid-19-disrupts-education-in-rural-bangladesh/87976}, abstract = {Pupils and teachers lament lack of access to online classes due to poverty}, language = {en}, urldate = {2020-08-18}, journal = {UCA News}, author = {Uttom, Stephan and Rozario, Rock}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z2PZ4JBN 2405685:P9WN6HSY}, } @techreport{fitzpatrick_covid-19_2020, type = {Working {Paper}}, title = {Covid-19, {EdTech}, and {Survey} {Alignment} in {Education}}, url = {https://docs.edtechhub.org/lib/84NR98PF}, institution = {EdTech Hub}, author = {Fitzpatrick, Rachael and McIntyre, Nora and Wilson, Samuel and Rose, Pauline}, month = nov, year = {2020}, doi = {10.5281/zenodo.4768598}, note = {ZenodoArchiveID: 4768598 previousDOI: 10.5281/zenodo.4314945 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4314945 10.5281/zenodo.4768598 2339240:6DKWXNLP 2405685:84NR98PF}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_zenodo:submitted, \_zenodoETH, \_zenodoETH:submitted}, } @techreport{ministry_of_basic_and_senior_secondary_education_sierra_leone_covid-19_2020, title = {{COVID}-19 {Education} {Emergency} {Response} {Plan}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/sierra-leone-covid19-education-response-plan-pdf.pdf}, urldate = {2020-06-25}, author = {Ministry of Basic {and} Senior Secondary Education (Sierra Leone)}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:XV46GE39}, } @misc{education_trust_covid-19_2020, title = {{COVID}-19 education equity guide: {Digital} access}, url = {https://edtrust.org/resource/covid-19-education-equity-guide-digital-access/}, author = {Education Trust}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HUV6IV79 2405685:BDGVTJQV}, } @techreport{unesco_covid-19_2020, title = {{COVID}-19 {Education} {Response} {Education} {Sector} {Issue} {Notes}: {Conflict}-affected, displaced and vulnerable populations}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373330}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M4WMJYGZ 2405685:FNNYD47L}, } @techreport{unesco_covid-19_2020, title = {{COVID}-19 education response: {Preparing} the reopening of schools: resource paper}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373401}, urldate = {2020-06-09}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LJGZYPFF 2405685:SKFWA932}, } @misc{unesco_covid-19_2020, title = {{COVID}-19 {Educational} {Disruption} and {Response}}, url = {https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures}, abstract = {A record number of children and youth are not attending school because of closures mandated by governments in an attempt to slow the spread of COVID-19.}, language = {en}, urldate = {2020-03-30}, journal = {UNESCO}, author = {UNESCO}, month = mar, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:YPNX4GT6 2405685:CTWSNA8F CTWSNA8F}, } @techreport{alban_conto_covid-19_2020, address = {Florence}, title = {{COVID}-19: {Effects} of {School} {Closures} on {Foundational} {Skills} and {Promising} {Practices} for {Monitoring} and {Mitigating} {Learning} {Loss}}, url = {https://www.unicef-irc.org/publications/1144-covid19-effects-of-school-closures-on-foundational-skills-and-promising-practices.html}, language = {en}, number = {13}, institution = {UNICEF Office of Research - Innocenti}, author = {Alban Conto, Carolina and Akseer, Spogmai and Dreesen, Thomas and Kamei, Akito and Mizunoya, Suguru and Rigole, Annika}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PREWBDEI 2339240:WKL4LVJR 2405685:7627L3MV 2405685:F76W8RNW}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {30}, } @techreport{united_nations_covid-19_2020, title = {{COVID}-19 {Global} {Humanitarian} {Response} {Plan} ({Humanitarian} response plan) {\textbar} {Financial} {Tracking} {Service}}, url = {https://www.humanitarianresponse.info/sites/www.humanitarianresponse.info/files/documents/files/ghrp-covid19_may_update.pdf}, abstract = {United Nations Coordinated Appeal}, urldate = {2020-06-03}, author = {{United Nations}}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6L8T5JQV 2339240:SI6TT82I 2405685:DX87BM74 2405685:ELV5KYMH 4803016:BX5E3VYI 4803016:D5GYWTC7}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{diawara_covid_2020, title = {{COVID} 19: how {Senegal} intends to ensure \#{LearningNeverStops}}, shorttitle = {{COVID} 19}, url = {https://gemreportunesco.wordpress.com/2020/04/03/covid-19-how-senegal-intends-to-ensure-learningneverstops/}, abstract = {English / Français By Rokhaya Fall Diawara and Tidiane Sall, UNESCO The spread of COVID-19 is a growing worry for Africa. Among the 47 African countries that have closed their schools and universit…}, language = {en}, urldate = {2020-06-22}, journal = {World Education Blog}, author = {Diawara, Rokhaya Fall and Sall, Tidiane}, year = {2020}, note = {Library Catalog: gemreportunesco.wordpress.com KerkoCite.ItemAlsoKnownAs: 2339240:WWF5SBZZ 2405685:ZIMQRDE5}, } @misc{unesco_covid-19_2020, title = {{COVID}-19 {Impact} on {Education}}, shorttitle = {Education}, url = {https://en.unesco.org/covid19/educationresponse}, language = {en}, urldate = {2020-06-09}, journal = {UNESCO}, author = {UNESCO}, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:9UEBWM9R 2339240:XHQUDKHH 2405685:8ZF2QQYZ 2405685:DAHHN3D5}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{salas_covid-19_2020, title = {{COVID}-19: impacto psicosocial en la escuela en {Chile}. {Desigualdades} y desafíos para {Latinoamérica}}, copyright = {Atribución-NoComercial-SinDerivadas 3.0 Chile}, shorttitle = {{COVID}-19}, url = {http://repositorio.ucm.cl/handle/ucm/repositorio.ucm.cl/handle/ucm/3186}, abstract = {La pandemia de Coronavirus-19 (COVID-19) ha superado los cinco millones de casos en todo el mundo y sus consecuencias han sido devastadoras para la salud y la sociedad en general. Como parte de los protocolos sanitarios que buscan mitigar los efectos de la pandemia, se implementó el cierre de escuelas en la mayoría de los países; Chile no fue la excepción. En el marco de este artículo, se busca dar cuenta del impacto psicosocial de esta medida en las escuelas chilenas y ampliar la reflexión a Latinoamérica. En este sentido, se analizan fundamentalmente las decisiones gubernamentales a partir de la creación del programa Aprendo en Línea y se propone una contextualización y un contraste con las iniciativas adoptadas en otros países, para luego explorar las condiciones del ejercicio de la actividad docente y sus consecuencias en el contexto familiar, para terminar con el impacto en la relación entre las familias y las escuelas. Esto permite visualizar, una vez más, no solo la desigualdad estructural del sistema educativo chileno, sino también su mantenimiento y eventual profundización. Las discusiones y medidas por implementar a partir de la coyuntura actual plantean retos que, más allá del contexto particular de Chile, pueden hacerse extensivos a otros países de Latinoamérica.}, language = {es}, urldate = {2022-06-06}, journal = {Avances en Psicología Latinoamericana, 38(2), 1-17}, author = {Salas, Gonzalo and Santander, Priscilla and Precht Gandarillas, Andrea and Scholten, Hernán and Moretti, Renato and López-López, Wilson}, year = {2020}, note = {Accepted: 2020-11-12T13:39:51Z KerkoCite.ItemAlsoKnownAs: 2339240:CWNC5UZI 2405685:QUGY7FQY}, keywords = {⛔ No DOI found}, } @article{salas_covid-19_2020, title = {{COVID}-19: impacto psicosocial en la escuela en {Chile}. {Desigualdades} y desafíos para {Latinoamérica}}, copyright = {Atribución-NoComercial-SinDerivadas 3.0 Chile}, shorttitle = {{COVID}-19}, url = {http://repositorio.ucm.cl/handle/ucm/repositorio.ucm.cl/handle/ucm/3186}, abstract = {La pandemia de Coronavirus-19 (COVID-19) ha superado los cinco millones de casos en todo el mundo y sus consecuencias han sido devastadoras para la salud y la sociedad en general. Como parte de los protocolos sanitarios que buscan mitigar los efectos de la pandemia, se implementó el cierre de escuelas en la mayoría de los países; Chile no fue la excepción. En el marco de este artículo, se busca dar cuenta del impacto psicosocial de esta medida en las escuelas chilenas y ampliar la reflexión a Latinoamérica. En este sentido, se analizan fundamentalmente las decisiones gubernamentales a partir de la creación del programa Aprendo en Línea y se propone una contextualización y un contraste con las iniciativas adoptadas en otros países, para luego explorar las condiciones del ejercicio de la actividad docente y sus consecuencias en el contexto familiar, para terminar con el impacto en la relación entre las familias y las escuelas. Esto permite visualizar, una vez más, no solo la desigualdad estructural del sistema educativo chileno, sino también su mantenimiento y eventual profundización. Las discusiones y medidas por implementar a partir de la coyuntura actual plantean retos que, más allá del contexto particular de Chile, pueden hacerse extensivos a otros países de Latinoamérica.}, language = {es}, urldate = {2022-06-06}, journal = {Avances en Psicología Latinoamericana, 38(2), 1-17}, author = {Salas, Gonzalo and Santander, Priscilla and Precht Gandarillas, Andrea and Scholten, Hernán and Moretti, Renato and López-López, Wilson}, year = {2020}, note = {Accepted: 2020-11-12T13:39:51Z KerkoCite.ItemAlsoKnownAs: 2339240:CWNC5UZI 2405685:QUGY7FQY}, keywords = {⛔ No DOI found}, } @article{salas_covid-19_2020, title = {{COVID}-19: impacto psicosocial en la escuela en {Chile}. {Desigualdades} y desafíos para {Latinoamérica}}, volume = {38}, abstract = {The Coronavirus-19 (covid-19) pandemic has exceeded five million cases worldwide, and its consequences have been devastating for health and society in general. As part of the health protocols that seek to mitigate the pandemic’s effects, school closures were implemented in most countries, where Chile was no exception. In the framework of this article, we seek to give an account of the psychosocial impact of this initiative on Chilean schools and to broaden the reflection to the rest of Latin America. In this sense, we analyze government decisions since the creation of the Aprendo en Línea [I Learn Online] program and propose a contextualization and a contrast with the measures adopted in other countries. We then explore the conditions of the exercise of the teaching activity, its consequences in the family context, and the impact on the relationship between families and schools. This allows us to visualize, once again, not only the structural inequality of the Chilean education system but also its maintenance and eventual deepening. The discussions and measures to be implemented in the current situation pose challenges that, beyond the context of Chile, can be extended to other Latin American countries.}, language = {es}, journal = {Avances en Psicología Latinoamericana}, author = {Salas, Gonzalo and Santander, Priscilla and Precht, Andrea and Scholten, Hernán and Moretti, Renato and López-López, Wilson}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NNZKS2PJ 2405685:CUWC2WFF}, keywords = {⛔ No DOI found}, pages = {17}, } @article{salas_covid-19_2020, title = {{COVID}-19: impacto psicosocial en la escuela en {Chile}. {Desigualdades} y desafíos para {Latinoamérica}}, volume = {38}, abstract = {The Coronavirus-19 (covid-19) pandemic has exceeded five million cases worldwide, and its consequences have been devastating for health and society in general. As part of the health protocols that seek to mitigate the pandemic’s effects, school closures were implemented in most countries, where Chile was no exception. In the framework of this article, we seek to give an account of the psychosocial impact of this initiative on Chilean schools and to broaden the reflection to the rest of Latin America. In this sense, we analyze government decisions since the creation of the Aprendo en Línea [I Learn Online] program and propose a contextualization and a contrast with the measures adopted in other countries. We then explore the conditions of the exercise of the teaching activity, its consequences in the family context, and the impact on the relationship between families and schools. This allows us to visualize, once again, not only the structural inequality of the Chilean education system but also its maintenance and eventual deepening. The discussions and measures to be implemented in the current situation pose challenges that, beyond the context of Chile, can be extended to other Latin American countries.}, language = {es}, journal = {Avances en Psicología Latinoamericana}, author = {Salas, Gonzalo and Santander, Priscilla and Precht, Andrea and Scholten, Hernán and Moretti, Renato and López-López, Wilson}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NNZKS2PJ 2405685:CUWC2WFF}, keywords = {⛔ No DOI found}, pages = {17}, } @misc{akmal_covid-19_2020, title = {{COVID}-19 in {Pakistan}: {A} {Phone} {Survey} to {Assess} {Education}, {Economic}, and {Health}-{Related} {Outcomes}}, shorttitle = {{COVID}-19 in {Pakistan}}, url = {https://dataverse.harvard.edu/dataset.xhtml?persistentId=doi:10.7910/DVN/EGQ4XO}, doi = {https://dataverse.harvard.edu/citation?persistentid=doi:10.7910/dvn/egq4xo}, abstract = {Using a sample of 1,211 households in Pakistan, we examine the effects of COVID-19 on three key domains: education, economic, and health-related. F...}, language = {en}, urldate = {2021-03-31}, author = {Akmal, Maryam and Crawfurd, Lee and Hares, Susannah and Minardi, Ana Luiza}, month = oct, year = {2020}, note = {Publisher: Harvard Dataverse KerkoCite.ItemAlsoKnownAs: 10.7910/DVN/EGQ4XO 10.7910/dvn/egq4xo 2339240:CUILXSEZ 2339240:MY7ADG9Y 2405685:EPTUPZJ6 2405685:IQ335DK7}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{unesco_covid-19_2020, address = {Paris}, title = {{COVID}-19 is a serious threat to aid to education recovery {\textbar} {Global} {Education} {Monitoring} {Report}}, url = {https://en.unesco.org/gem-report/node/3141}, number = {Policy Paper 41}, urldate = {2021-07-14}, institution = {UNESCO}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8PMPRXLC 2405685:EMKE5928}, } @article{mcculloch_covid-19_2020, title = {Covid-19 {Is} {History}’s {Biggest} {Translation} {Challenge}}, issn = {1059-1028}, url = {https://www.wired.com/story/covid-language-translation-problem/}, abstract = {Services like Google Translate support only 100 languages, give or take. What about the thousands of other languages—spoken by people just as vulnerable to this crisis?}, language = {en}, urldate = {2020-06-04}, journal = {Wired}, author = {McCulloch, Gretchen}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AKWFK3T2}, keywords = {coronavirus, covid-19, language, translation, web}, } @misc{unicef_covid-19_2020, title = {{COVID}-19: {Más} del 95 por ciento de niños y niñas está fuera de las escuelas de {América} {Latina} y el {Caribe}}, shorttitle = {{COVID}-19}, url = {https://www.unicef.org/mexico/comunicados-prensa/covid-19-m%C3%A1s-del-95-por-ciento-de-ni%C3%B1os-y-ni%C3%B1as-est%C3%A1-fuera-de-las-escuelas-de}, language = {en}, urldate = {2022-08-25}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FS4EZIXW 2405685:9IHH348L}, } @article{eisenbach_covid-19_2020, title = {{COVID}-19, middle level teacher candidates, and colloquialisms: {Navigating} emergency remote field experiences}, volume = {6}, url = {https://scholarworks.uvm.edu/mgreview/vol6/iss2/2}, abstract = {COVID-19 challenged teacher educators and teacher candidates in ways we could have never imagined. Colloquialisms regarding the move from educator preparation to practice shifted from common truths to dynamic considerations in light of the pandemic and transition to emergency remote teaching and learning. In this essay, we share our experiences working with middle level teacher candidates during the COVID-19 pandemic. We identify the ways in which our teacher candidates rose to the challenge and demonstrated critical thinking, creativity and compassion beyond our prior expectations of rising middle level educators amidst a time of unprecedented change and uncertainty.}, number = {2}, journal = {Middle Grades Review}, author = {Eisenbach, Brooke and Greathouse, Paula and Acquaviva, Caroline}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RZQ44CB7}, keywords = {Altruism, Communicable Diseases, Computer Mediated Communication, Cooperation, Creativity, Critical Thinking, Disease Control, Educational Technology, Interpersonal Relationship, Middle School Teachers, Preservice Teacher Education, Preservice Teachers, Seminars, Teacher Educators, Technology Uses in Education, ⛔ No DOI found}, pages = {1--6}, } @misc{save_the_children_covid-19_2020, title = {{COVID}-19: {Most} marginalised children will bear the brunt of unprecedented school closures around the world}, shorttitle = {{COVID}-19}, url = {https://www.savethechildren.net/news/covid-19-most-marginalised-children-will-bear-brunt-unprecedented-school-closures-around-world}, abstract = {Governments and communities must act now to ensure that millions of vulnerable children do not lose out on their education as schools close their gates to try and contain the Coronavirus outbreak, warns Save the Children.   More than 120 countries have already introduced nation-wide school and...}, language = {en}, urldate = {2020-09-29}, journal = {Save the Children International}, author = {{Save the Children}}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LQUIQM32 2534378:5X7S68MX}, } @article{mamun_covid-19_2020, title = {Covid-19: over 45\% secondary school students may drop out}, url = {https://www.dhakatribune.com/bangladesh/2020/08/07/covid-19-over-45-secondary-school-students-may-drop-out}, urldate = {2021-10-25}, journal = {Dhaka Tribune}, author = {Mamun, Shohel}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JHJEH7IP 2405685:IVW3F6JI}, } @article{adedoyin_covid-19_2020, title = {Covid-19 pandemic and online learning: the challenges and opportunities}, issn = {1049-4820, 1744-5191}, shorttitle = {Covid-19 pandemic and online learning}, url = {https://www.tandfonline.com/doi/full/10.1080/10494820.2020.1813180}, doi = {10.1080/10494820.2020.1813180}, abstract = {The World Health Organization has declared Covid-19 as a pandemic that has posed a contemporary threat to humanity. This pandemic has successfully forced global shutdown of several activities, including educational activities, and this has resulted in tremendous crisisresponse migration of universities with online learning serving as the educational platform. The crisis-response migration methods of universities, faculty and students, challenges and opportunities were discussed and it is evident that online learning is different from emergency remote teaching, online learning will be more sustainable while instructional activities will become more hybrid provided the challenges experienced during this pandemic are well explored and transformed to opportunities.}, language = {en}, urldate = {2021-08-05}, journal = {Interactive Learning Environments}, author = {Adedoyin, Olasile Babatunde and Soykan, Emrah}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/10494820.2020.1813180 10/ghwrhc 2339240:43R9NVSG 2405685:AQ4WGY8K}, } @misc{diop_covid-19_2020, title = {{COVID}-19 reinforces the need for connectivity}, url = {https://blogs.worldbank.org/voices/covid-19-reinforces-need-connectivity}, abstract = {Now is the time to work together to achieve the promise of new technologies for all and keep the world connected.}, language = {en}, urldate = {2020-09-08}, author = {Diop, Makhtar}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VW875GUK 2405685:LJGGMEYS}, } @techreport{government_of_bangladesh_covid-19_2020, title = {{COVID}-19 {Response} and {Recovery} {Plan}}, url = {https://mopme.gov.bd/sites/default/files/files/mopme.portal.gov.bd/notices/c56bd6a7_75e3_4435_bad9_efff2f714192/COVID%2019%20Response%20and%20Recovery%20Plan_Govt.pdf}, language = {en}, urldate = {2020-06-10}, author = {Government of Bangladesh}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LEYGY974 2405685:6W2B7V7U}, } @techreport{ministry_of_primary_and_mass_education_covid-19_2020, address = {Dhaka}, title = {{COVID}-19 {Response} and {Recovery} {Plan}}, url = {https://mopme.gov.bd/site/notices/9fca7342-6a60-49a5-9eb8-500d15c51904/CO VID-19-Response-and-Recovery-Plan-of-Ministry-of-Primary-and-Mass-Ed}, institution = {Government of People's Republic of Bangladesh}, author = {{Ministry of Primary and Mass Education}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:433RGDYT 2339240:6Q5BVEZA 2339240:GJLEVTTL 2405685:52CDSLIM 2405685:8KHDLPVL 2405685:SV9HP48X}, } @techreport{ministry_of_primary_and_mass_education_covid-19_2020, title = {{COVID}-19 response and recovery plan: education sector}, url = {https://planipolis.iiep.unesco.org/sites/default/files/ressources/bangladesh_moe_covid_19_response_and_recovery_plan.pdf}, urldate = {2021-10-25}, institution = {Ministry of Education, Government of the People’s Republic of Bangladesh}, author = {{Ministry of Primary and Mass Education}}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5R6MZFGM 2405685:2GTFI3D5}, } @article{munyan-penney_covid-19_2020, title = {Covid-19 {Response}: {Diagnostic} {Assessment}}, url = {http://edreformnow.org/wp-content/uploads/2020/05/COVID-19-Response-Diagnostic-Assessment.pdf}, language = {en}, author = {Munyan-Penney, Nicholas and Barone, Charles}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZWVTN8DU 2405685:PZQYCR5N}, keywords = {⛔ No DOI found}, pages = {6}, } @techreport{royal_government_of_bhutan_covid-19_2020, title = {{COVID}-19 {Response} {Plan}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/bhutan_covid-19_response_plan_guidelines-for-curriculum-implementation.pdf}, urldate = {2020-06-09}, author = {Royal Government of Bhutan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9B2N535D 2405685:B65CL3D5}, } @misc{giannini_covid-19_2020, title = {Covid-19 school closures around the world will hit girls hardest}, url = {https://en.unesco.org/news/covid-19-school-closures-around-world-will-hit-girls-hardest}, abstract = {As COVID-19 forces school closures in 185 countries, Plan International and UNESCO warn of the potential for increased drop-out rates which will disproportionately affect adolescent girls, further entrench gender gaps in education and lead to increased risk of sexual exploitation, early pregnancy and early and forced marriage.}, language = {en}, urldate = {2020-04-05}, journal = {UNESCO}, author = {Giannini, Stefania and Albrectsen, Anne-Birgitte}, month = mar, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:WGZJE7WH 2405685:JVK53ZBM WGZJE7WH}, } @article{jordan_covid-19_2020, title = {Covid-19 school closures in low- and middle-income countries: {Emergent} perspectives on the role of educational technology}, volume = {7}, url = {https://jl4d.org/index.php/ejl4d/article/view/433}, number = {3}, journal = {Journal of Learning for Development}, author = {Jordan, Katy}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2BDLYTUP 2339240:DFHS5PI3 2339240:JTUAX3R7 2339240:V7VSHKVT 2405685:AVYK5T2I 2405685:BVFLF8QP 2405685:J7AK3RMI 2405685:JV429XI7}, keywords = {COVID-19, \_\_\_working\_potential\_duplicate, digital divide, education in emergencies. education systems, educational technology, ⛔ No DOI found}, pages = {399--415}, } @techreport{asadullah_covid-19_2020, title = {{COVID}-19, schooling and learning}, url = {https://bigd.bracu.ac.bd/wp-content/uploads/2020/06/COVID-19-Schooling-and-Learning_June-25-2020.pdf}, language = {en}, institution = {BRAC}, author = {Asadullah, Niaz}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DL2YWCN7 2339240:3SFMKWAQ 2339240:7IXRWSHB 2405685:324RM4PS 2405685:69EF4C47 2405685:FFYLQH5J}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @misc{unesco_covid_2020, title = {{COVID} 19: {Senegal} intends to ensure \#{LearningNeverStops}}, shorttitle = {{COVID} 19}, url = {https://en.unesco.org/news/covid-19-senegal-intends-ensure-learningneverstops}, language = {en}, urldate = {2020-06-22}, author = {UNESCO}, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:49IWYAZL 2405685:E6GENFZB}, } @article{wenham_covid-19_2020, title = {{COVID}-19: the gendered impacts of the outbreak}, volume = {395}, issn = {01406736}, shorttitle = {{COVID}-19}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0140673620305262}, doi = {10.1016/S0140-6736(20)30526-2}, language = {en}, number = {10227}, urldate = {2020-05-29}, journal = {The Lancet}, author = {Wenham, Clare and Smith, Julia and Morgan, Rosemary}, month = mar, year = {2020}, note = {shortDOI: 10/ggn4fk KerkoCite.ItemAlsoKnownAs: 10.1016/S0140-6736(20)30526-2 10/ggn4fk 2339240:DUMYFHDA 2339240:J9ZVBKUP 2405685:3R473GMC 2405685:5MVFXWBS 2405685:DJY58IYS 2405685:M79Q6JZE}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {846--848}, } @techreport{family_educational_services_foundation_covid_2020, title = {{COVID} {Response} {Report}}, url = {https://www.fesf.org.pk/wp-content/uploads/2020/09/Covid-Response-Report.pdf}, institution = {FESF}, author = {Family Educational Services Foundation}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SNSFBSVW 2405685:DZCDPXUX}, } @article{zolfaghari_creating_2020, title = {Creating asynchronous virtual field experiences with 360 video}, volume = {28}, abstract = {The global COVID-19 pandemic has disrupted normal face- to-face classes across institutions. This has significantly im- pacted methods courses where preservice teachers (PSTs) practice pedagogy in the field (e.g., in the PreK-12 class- room). In this paper, we describe efforts to adapt an assign- ment originally situated in a face-to-face school placement into a virtual version. By utilizing multi-perspective 360 vid- eo, preliminary results suggest virtual field experiences can provide PSTs with similar experiences for observation-based assignments. Acknowledging that immersive virtual experi- ences are not a complete replacement for face-to-face field- based experiences, we suggest virtual field assignments can be a useful supplement or a viable alternative during a time of the pandemic. Keywords:}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Zolfaghari, Maryam and Austin, Christine K and Kosko, Karl W and Ferdig, Richard E}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7XSI4Z3D}, keywords = {360 video, ex-, teacher education, virtual-based assignments, ⛔ No DOI found}, pages = {315--320}, } @techreport{oecd_creditor_2020, title = {Creditor {Reporting} {System} ({CRS})}, url = {https://stats.oecd.org/Index.aspx?DataSetCode=crs1}, urldate = {2021-03-10}, institution = {Organisation for Economic Cooperation and Development (OECD)}, author = {OECD}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2M8XI4TR 2405685:A8SUQKJN}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{ministry_of_primary_and_secondary_education_zimbabwe_curriculum_2020, title = {Curriculum {Development} and {Technical} {Services} {Department}}, url = {http://mopse.co.zw/department/curriculum-development-and-technical-services-department}, urldate = {2020-06-27}, author = {Ministry of Primary {and} Secondary Education (Zimbabwe)}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:FVAC729F}, } @article{jonker_curriculum_2020, title = {Curriculum flexibility in a blended curriculum}, volume = {36}, copyright = {Copyright (c) 2020 Authors}, issn = {1449-5554}, url = {https://ajet.org.au/index.php/AJET/article/view/4926}, doi = {10.14742/ajet.4926}, abstract = {This study offers insights into the processes that play a role in realising curriculum flexibility. Curriculum flexibility is conceptualised in terms of adaptability and accessibility of the curriculum to students’ needs and capabilities. To realise curriculum flexibility, the teacher education institution in this study designed a blended curriculum with face-to-face and online components. This flexible curriculum aimed at increasing student enrolment and allowing for variety in students’ graduation portfolios. Through semi-structured interviews with 10 teacher educators, conditions that could foster or hinder the realisation of flexibility were investigated. Results indicate that different contextual, teacher-, and student-related conditions were perceived to affect (further) curriculum flexibility. Furthermore, teacher educators identified several challenges related to these influential conditions, which were recognised as tensions. Based on a discussion of these findings, recommendations for research and practice are given.}, language = {en}, number = {1}, urldate = {2022-10-10}, journal = {Australasian Journal of Educational Technology}, author = {Jonker, Herma and März, Virginie and Voogt, Joke}, month = jan, year = {2020}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.4926 2339240:Z5GJEGTU 2405685:ZMFNPWV4}, keywords = {blended curriculum, case study research, collaborative design, curriculum flexibility, curriculum implementation, perceived curriculum, qualitative research}, pages = {68--84}, } @techreport{chuang_curriculum_2020, title = {Curriculum {Reform} \& {Building} {Back} {Better}.}, url = {https://docs.edtechhub.org/lib/TEL4GR8G}, abstract = {This EdTech Hub Helpdesk Response presents an overview of curriculum reform implementation within the context of Covid-19 and strengthening education systems for when children return to school ('building back better'). The document emphasises interventions and evidence relevant to African countries.}, number = {24}, author = {Chuang, Rachel and Mullan, Joel}, month = sep, year = {2020}, doi = {10.5281/zenodo.5652087}, note = {ZenodoArchiveID: 5652087 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3470024 10.5281/zenodo.5652087 2339240:69J5ZJAK 2405685:L3P7EL3U 2405685:TEL4GR8G}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @misc{noauthor_cyber_2020, title = {Cyber {Actors} {Target} {K}-12 {Distance} {Learning} {Education} to {Cause} {Disruptions} and {Steal} {Data}}, abstract = {This Joint Cybersecurity Advisory was coauthored by the Federal Bureau of Investigation (FBI), the Cybersecurity and Infrastructure Security Agency (CISA), and the Multi-State Information Sharing and Analysis Center (MS-ISAC).}, language = {en}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:27NVH9YU 2405685:HYNK7VR6}, } @misc{darakht-e_danesh_darakht-e_2020, title = {Darakht-e {Danesh} {Online} {Library}}, url = {https://www.darakhtdanesh.org/en}, abstract = {The Darakht-e Danesh Online Library for Educators is a repository of open educational resources for teachers, teacher trainers, school administrators, literacy workers and others involved in furthering education in Afghanistan.}, language = {en}, urldate = {2020-06-03}, author = {{Darakht-e Danesh}}, year = {2020}, note = {Library Catalog: www.darakhtdanesh.org KerkoCite.ItemAlsoKnownAs: 2339240:T65HPCDE 2405685:7827QLJQ 4803016:3AEZNBWX}, } @misc{markham_data_2020, title = {Data {Availability} and {Transparency} {Bill} 2020 [and] {Data} {Availability} and {Transparency} ({Consequential} {Amendments}) {Bill} 2020}, language = {en}, author = {Markham, David}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TTBXMDVP 2405685:TCQ5KVQ2}, pages = {35}, } @article{jansen_data_2020, title = {Data or bread? {A} policy analysis of student experiences of learning under lockdown}, volume = {26}, number = {1}, journal = {Southern African Review of Education}, author = {Jansen, J.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VTN5WEHF 2405685:EIV33BLC}, keywords = {⛔ No DOI found}, pages = {167--181}, } @misc{momin_dearth_2020, title = {Dearth of research in {Bangladeshi} universities}, url = {https://www.theindependentbd.com/post/235357}, author = {Momin, S}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X9NZ9GIQ 2405685:B5DNCPYF}, } @article{cherner_deconstructing_2020, title = {Deconstructing {EdTech} frameworks based on their creators, features, and usefulness}, volume = {0}, issn = {1743-9884}, url = {https://doi.org/10.1080/17439884.2020.1773852}, doi = {10.1080/17439884.2020.1773852}, abstract = {Several theoretical frameworks have been released in recent years to inform how educational technology (edtech) can be used in the classroom. These frameworks range from providing a holistic view of the role edtech plays in education at a macrolevel to analyzing how edtech is used by students and teachers. With a growing number of them now available, researchers have yet to systemically collect and analyze a set of these frameworks, which can result in edtech not being used effectively by practitioners and researchers alike. In response, this study employed a content analysis methodology to analyze nine frameworks designed for using edtech. This study will report its findings regarding the creators of these frameworks, features used to draw attention to the frameworks, and which frameworks key stakeholders may find most useful. To conclude, implications for contextualizing these frameworks within the EdTech Ecosystem will be offered along with critical considerations for practitioners and researchers to use when selecting edtech frameworks for their work.}, number = {0}, urldate = {2020-12-07}, journal = {Learning, Media and Technology}, author = {Cherner, Todd and Mitchell, Chyrstine}, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/17439884.2020.1773852 zotzenLib.CopiedFrom: 2339240:3IXTKVWF KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2020.1773852 2339240:3IXTKVWF 2339240:N7T4DBJN 2339240:U79BIBXS 2405685:XB6U7UD3}, keywords = {Critical Media Literacy, EdTech, Frameworks}, pages = {1--26}, } @techreport{usaid_delivering_2020, title = {Delivering {Distance} {Education} in {Emergencies}: {A} {Review} of {Evidence} and {Best} {Practice}}, abstract = {The purpose of this review, produced by USAID's Data and Evidence in Education Programs (DEEP) activity, is to provide evidence on four effective distance learning modalities that can be implemented in USAID-recipient countries during and beyond emergencies.}, author = {USAID}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YL7FTVBZ}, } @techreport{morris_delivering_2020, title = {Delivering distance learning in emergencies: {A} review of evidence and best practice}, url = {https://www.edu-links.org/sites/default/files/media/file/DELIVERING%20DISTANCE%20LEARNING%20IN%20EMERGENCIES.pdf}, urldate = {2020-06-03}, institution = {USAID}, author = {Morris, Emily and Farrell, Anna and EnCompass LLC and MSI}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:X4TPTP4U}, } @techreport{usaid_delivering_2020, title = {Delivering {Distance} {Learning} in {Emergencies}: a review of evidence and best practice}, url = {https://www.edu-links.org/sites/default/files/media/file/DELIVERING%20DISTANCE%20LEARNING%20IN%20EMERGENCIES.pdf}, urldate = {2020-06-01}, institution = {USAID}, author = {USAID}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EYQZ8LE4 2339240:TJ98KHR9 2405685:4R3INTAZ 2405685:D8JL8DRY 2405685:IBRFNIH3}, } @misc{usaid_delivering_2020, title = {Delivering {Distance} {Learning} in {Emergencies} {\textbar} {Education} {Links}}, url = {https://www.edu-links.org/sites/default/files/media/file/DELIVERING%20DISTANCE%20LEARNING%20IN%20EMERGENCIES.pdf}, abstract = {The purpose of this review, produced by USAID's Data and Evidence in Education Programs (DEEP) activity, is to provide evidence on four effective distance learning modalities that can be implemented in USAID-recipient countries during and beyond emergencies.}, language = {en}, urldate = {2020-05-29}, author = {{USAID}}, month = apr, year = {2020}, note = {Library Catalog: www.edu-links.org KerkoCite.ItemAlsoKnownAs: 2339240:95CMVFHW 2405685:MI8EPGGE 4803016:SHFD7DWA}, } @misc{demographic_dividend_demographic_2020, title = {Demographic {Dividend} {Country} {Highlights} - {Ghana}}, url = {https://demographicdividend.org/country_highlights/ghana/}, urldate = {2020-12-12}, journal = {Demographic Dividend}, author = {Demographic Dividend}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R4C4R2I4 2405685:J78H735M}, } @techreport{groeneveld_deploying_2020, title = {Deploying an e-{Learning} {Environment} in {Zanzibar}: {A} {Short} {Guide}}, url = {https://docs.edtechub.org/lib/85C5HVC7}, abstract = {In April 2020, the MoEVT and the World Bank approached the EdTech Hub to explore the feasibility of implementing a Virtual Learning Environment (VLE). The parties agreed on three deliverables to support this work. 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. 3. An implementation plan to guide the deployment of an e-learning system in Zanzibar. This presentation deck is the third deliverable.}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Kaye, Tom}, month = aug, year = {2020}, doi = {10.53832/edtechhub.0029}, note = {ZenodoArchiveID: 4706000 previousDOI: 10.5281/zenodo.4706000 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3971656 10.5281/zenodo.4706000 10.53832/edtechhub.0029 2129771:YZIID28Y 2339240:7P4VDPLY 2339240:WYT4QCIW 2405685:85C5HVC7 2405685:I86XXKMH}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{groeneveld_deploying_2020, title = {Deploying an e-learning {Environment} in {Zanzibar}: {Digital} {Content} {Curation}}, url = {https://docs.edtechhub.org/lib/T2W7MU3K}, abstract = {In April 2020, the Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank approached EdTech Hub (the Hub) to explore the feasibility of implementing a Virtual Learning Environment (VLE). The MoEVT, the World Bank and the Hub agreed that the Hub would work with the MoEVT to develop the following 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. 3. An implementation plan to guide the deployment of the e-learning system. This document addresses the second part of the request and is an elaboration of the digital content selection, curation, and adaptation process suggested in the first report. However, this document is a stand-alone piece that does not require familiarity with any of the other deliverables.}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Kaye, Tom}, year = {2020}, doi = {10.5281/zenodo.3966976}, note = {ZenodoArchiveID: 3966976 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3966976 2129771:XMGQ4JQJ 2339240:L5RLM582 2339240:R72E853W 2405685:T2W7MU3K 2405685:U49W6LTF 2405685:ZI8PHKCC}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v2, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{groeneveld_deploying_2020, type = {Technical {Guidance}}, title = {Deploying an e-{Learning} {Environment} in {Zanzibar}: {Feasibility} {Assessment}}, url = {https://docs.edtechhub.org/lib/K7JDL4IL}, abstract = {The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied.  An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE.  A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem.  A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Kaye, Tom}, month = jul, year = {2020}, doi = {10.53832/edtechhub.0028}, note = {ZenodoArchiveID: 5652121 previousZenodoArchiveID: 3941727 previousDOI: 10.5281/zenodo.3941727 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3941727 10.53832/edtechhub.0028 2129771:KLLMDHKK 2339240:Y5Z46TRU 2405685:2B8SH5S3 2405685:K7JDL4IL}, keywords = {C:Tanzania, H:Online learning, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{lee_designing_2020, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {Designing the {Education} {Workforce}}, url = {https://papers.ssrn.com/abstract=3588221}, abstract = {There is rising evidence that traditional ways of teaching are failing to provide adequate learning opportunities and breadth of skills for the 21st century, likely to leave millions of children and young adults behind. The challenge of meeting the demands of each student with vastly different backgrounds and abilities within today’s models of education has limited the capacity of teachers and education systems to provide the personalized learning that students need. A new approach is required. The Education Commission is partnering with select countries, higher education institutions, schools and tech thought leaders to test the applicability and adaptability of “High-Touch High-Tech (HTHT)” learning in diverse contexts. The first pilot - currently in Vietnam - will incrementally expand to other select countries in Asia, Latin America, and Africa. HTHT learning is an opportunity for new collaborators to become part of a transformative effort to personalize learning for enhanced learner success through the application of Artificial Intelligence. Based on the report, “Transforming the Education Workforce: Learning Teams for a Learning Generation” that the Education Workforce Initiative (EWI) released during 2019 UN General Assembly, we propose new approaches for harnessing the potential of teachers and the broader education workforce to ensure HTHT learning and, more broadly, quality education for all students.}, language = {en}, number = {ID 3588221}, urldate = {2021-03-23}, institution = {Social Science Research Network}, author = {Lee, Ju-Ho and Steer, Liesbet and Jimenez, Emmanuel and King, Elizabeth M. and Erikson, Eliza}, month = apr, year = {2020}, doi = {10.2139/ssrn.3588221}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3588221 2339240:MF8V2ZWX 2405685:58WPT2Z3}, keywords = {Designing the Education Workforce, Eliza Erikson, Elizabeth M. King, Emmanuel Jimenez, Ju-Ho Lee, Liesbet Steer, SSRN}, } @techreport{institute_of_ethical_ai_in_education_developing_2020, title = {Developing a {Shared} {Vision} of {Ethical} {AI} in {Education}: {An} invitation to participate}, url = {https://www.buckingham.ac.uk/wp-content/uploads/2020/09/Developing-a-Shared-Vision-of-Ethical-AI-in-Education-An-Invitation-to-Participate.pdf}, institution = {The University of Buckingham}, author = {{Institute of Ethical AI in Education}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LPQ8V5KC}, } @techreport{the_institute_of_ethical_ai_in_education_developing_2020, title = {Developing a {Shared} {Vision} of {Ethical} {AI} in {Education}: {An} invitation to participate}, institution = {University of Buckingham}, author = {The Institute of Ethical AI in Education}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:WVH49MCW}, } @article{lindberg_developing_2020, title = {Developing {Theory} {Through} {Integrating} {Human} and {Machine} {Pattern} {Recognition}}, volume = {21}, issn = {1536-9323}, url = {https://aisel.aisnet.org/jais/vol21/iss1/7}, doi = {10.17705/1jais.00593}, number = {1}, journal = {Journal of the Association for Information Systems}, author = {Lindberg, Aron}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00593 2405685:HHW46K4J 2486141:4VVTVLXD}, keywords = {\_Added-ailr-2024}, } @misc{noauthor_developments_2020, title = {Developments in {Literacy}}, url = {https://www.dil.org}, language = {en-US}, urldate = {2020-07-20}, month = jul, year = {2020}, note = {Library Catalog: www.dil.org KerkoCite.ItemAlsoKnownAs: 2339240:TXKHRRQP 2405685:56JWZR28 2405685:UW64ARIU}, } @article{mollah_dhaka_2020, title = {Dhaka slums: where {Covid} is curiously quiet}, url = {https://www.thedailystar.net/frontpage/news/dhaka-slums-where-covid-curiously-quiet-1936293}, urldate = {2021-10-25}, journal = {The Daily Star}, author = {Mollah, Shaheen and Islam, Zyma}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XNG8UT6Z 2405685:P98RB6EV}, } @misc{digistem_digistem_2020, title = {Digistem {\textbar} {Home}}, url = {https://digistem.co/}, language = {en-US}, urldate = {2020-07-07}, author = {Digistem}, year = {2020}, note = {Library Catalog: digistem.co KerkoCite.ItemAlsoKnownAs: 2405685:3IUSL3ST}, } @techreport{kemp_digital_2020, title = {Digital 2020: {Global} {Digital} {Overview}}, url = {https://datareportal.com/reports/digital-2020-kenya}, institution = {Datareportal}, author = {Kemp, Simon}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BXE5MMI9}, } @techreport{datareportal_digital_2020, title = {Digital 2020: {Kenya}}, url = {https://datareportal.com/reports/digital-2020-kenya}, abstract = {All the data, statistics, and trends you need to understand digital use in Kenya in 2020, including the latest reported figures for the number of internet users, social media users, and mobile connections, and key indicators for ecommerce use.}, language = {en-GB}, urldate = {2020-07-01}, author = {DataReportal}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RA7W42A7 2405685:R7MPW7JK 2405685:UUAD5BMZ}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{datareportal_digital_2020, title = {Digital 2020: {Kenya} – {DataReportal} – {Global} {Digital} {Insights}}, url = {https://datareportal.com/reports/digital-2020-kenya}, urldate = {2021-09-03}, author = {DataReportal}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V4V2NMAF 2405685:I6DECA4T}, } @article{blau_digital_2020, title = {Digital collaborative learning in elementary and middle schools as a function of individualistic and collectivistic culture: {The} role of {ICT} coordinators’ leadership experience, students’ collaboration skills, and sustainability}, volume = {36}, doi = {10.1111/jcal.12436}, number = {5}, journal = {Journal of Computer Assisted Learning}, author = {Blau, I. and Shamir-Inbal, T. and Hadad, S.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12436 2405685:JZRM5WNP}, pages = {672--687}, } @techreport{qazilbash_digital_2020, title = {Digital \& {Innovative} {Learning} in {Pakistan}: {The} domestic {K12} products and services industry overview and enterprise directory}, author = {Qazilbash, Zulfiqar and Javeed, Khadija}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2ZWIVV9S 2405685:ZIB5JSI9}, } @misc{ministry_of_education_and_higher_education_lebanon_digital_2020, title = {Digital {Learning} {Initiative}}, url = {https://dl.crdp.org/?fbclid=IwAR1pC1BY2YrWrp2pFUM9e2OAqL7l12QThpW1A601O8aQkmG8saDwx156wwY}, urldate = {2020-09-30}, author = {Ministry of Education {and} Higher Education (Lebanon) and Center for Educational Research {and} Development}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7SQ7RIPC 2405685:42F353PN}, } @techreport{estrada_digital_2020, title = {Digital {Skills} in {Latin} {American} {Teachers}}, url = {https://www.caf.com/en/knowledge/views/2020/09/digital-skills-in-latin-american-teachers/}, abstract = {We are a development bank with 20 shareholder countries - in Latin America, the Caribbean, Spain and Portugal- as well as 13 private banks}, language = {en}, urldate = {2022-09-01}, institution = {Development Bank of Latin America}, author = {Estrada, Ricardo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5B5XGSK6 2405685:99ZG5953}, } @article{bakibinga-gaswaga_digital_2020, title = {Digital technologies in the {COVID}-19 responses in sub-{Saharan} {Africa}: policies, problems and promises}, volume = {35}, issn = {1937-8688}, shorttitle = {Digital technologies in the {COVID}-19 responses in sub-{Saharan} {Africa}}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7875745/}, doi = {10.11604/pamj.supp.2020.35.2.23456}, abstract = {The gains made five years after the adoption of the 2030 Agenda for Sustainable Development will be lost if the threats presented by the COVID-19 pandemic are not countered in a timely manner. The threat is worse in sub Saharan Africa where poverty and poor health and limited access to services present challenges to even the most robust of health systems on the continent. In light of the requisite public-private collaboration and multi-sectoral approach, digital technologies offer opportunities to support the COVID-19 responses. This commentary reviews the policy environment and the challenges presented by digital illiteracy, poor infrastructure, the high cost of installing ICT infrastructure, the volatile political environment and limited electricity supply as well as the opportunities that digital technologies provide to ensure that people and communities are still able to access goods and services. It highlights how digital technologies are being used by the governments, parliaments, judiciaries, schools, health service providers, transport authorities and marketers to reach their targeted audiences. The commentary concludes with recommendations on possible interventions that emphasize the need to address infrastructural limitations, promote public private partnerships and tackle the digital divide in all its dimensions, including from a gender and rural/urban perspective.}, number = {Suppl 2}, urldate = {2021-03-29}, journal = {The Pan African Medical Journal}, author = {Bakibinga-Gaswaga, Elizabeth and Bakibinga, Stella and Bakibinga, David Baxter Mutekanga and Bakibinga, Pauline}, month = may, year = {2020}, pmid = {33623563}, pmcid = {PMC7875745}, note = {KerkoCite.ItemAlsoKnownAs: 10.11604/pamj.supp.2020.35.2.23456 2339240:ADHCAM8A 2405685:4CW66YTH}, } @techreport{phillips_digital_2020, title = {Digital technology governance: developing countries’ priorities and concerns}, url = {https://www.bsg.ox.ac.uk/sites/default/files/2020-06/final_digital-tech-gov-21may20_0.pdf}, language = {en}, author = {Phillips, Toby and Kira, Beatriz and Tartakowsky, Andrea and Dolan, Jonathan and Natih, Putu}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JLPVD2VU 2405685:FTX9VQI3}, pages = {41}, } @misc{guermazi_digital_2020, title = {Digital transformation in the time of {COVID}-19: {The} case of {MENA}}, shorttitle = {Digital transformation in the time of {COVID}-19}, url = {https://blogs.worldbank.org/arabvoices/digital-transformation-time-covid-19-case-mena}, abstract = {In the MENA region, the demand for broadband services and data has increased significantly during the pandemic.}, language = {en}, urldate = {2020-09-08}, author = {Guermazi, Boutheina}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4GN3MIUQ 2405685:TMSK223G}, } @article{iivari_digital_2020, title = {Digital transformation of everyday life – how {COVID}-19 pandemic transformed the basic education of the young generation and why information management research should care?}, volume = {55}, shorttitle = {Digital transformation of everyday life – {How} {COVID}-19 pandemic transformed the basic education of the young generation and why information management research should care?}, url = {https://reader.elsevier.com/reader/sd/pii/S0268401220310264?token=3D6F4793B60EF8BBAC8A344ACB15897D9CDB050925DF70505A9D1CF291D866757F330FEA71740278C0F72CCF1228207A&originRegion=eu-west-1&originCreation=20210805183717}, doi = {10.1016/j.ijinfomgt.2020.102183}, language = {en}, urldate = {2021-08-05}, journal = {International Journal of Information Management}, author = {Iivari, Netta and Sharma, Sumita and Ventä-Olkkonen, Leena}, year = {2020}, doi = {10.1016/j.ijinfomgt.2020.102183}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijinfomgt.2020.102183 2339240:862JJKVQ 2405685:DA28K3HJ}, pages = {102183}, } @techreport{langthaler_digitalization_2020, type = {Research {Report}}, title = {Digitalization, education and skills development in the global {South}: {An} assessment of the debate with a focus on {Sub}-{Saharan} {Africa}}, copyright = {http://www.econstor.eu/dspace/Nutzungsbedingungen}, shorttitle = {Digitalization, education and skills development in the global {South}}, url = {https://www.econstor.eu/handle/10419/228970}, abstract = {The COVID-19 pandemic has intensified discussions about the digital revolution. Digitalization of ever-more sectors of society appears to be the only possible answer to the requirements of physical distancing. The education sector stands out as one example. Yet, the pandemic has also brought to light the pitfalls of accelerated digitalization in terms of rising inequality and exclusion. In development policy, digitalization has been commonly referred to as a major opportunity for economic development. Much lower used to be the attention paid to risks such as the digital divide. Human capabilities rank as one of the key preconditions to reap the benefits of digitalization. Digitalization of education and training systems appears to be the order of the day. Yet, there is lack of consistent strategies to do so without deepening existing patterns of inequality and exclusion, in particular in the Global South. This Briefing Paper will initially analyse the lessons of experience from the COVID-19 pandemic and its impact on the education and TVET (Technical and vocational education and training) sector. It will then reflect on the framing of the debates on digitalization in education. The academic discussion will be summarised from two perspectives, first with regard to the skills required for a digitalized economy and second analysing the impact of digitalization on education systems, mainly in Sub-Saharan Africa. The Paper will subsequently comment on current trends in digitalization policies for the education sector as well as in development cooperation. Conclusions will outline a few recommendations at the policy level.}, language = {eng}, number = {28}, urldate = {2021-05-22}, institution = {ÖFSE Briefing Paper}, author = {Langthaler, Margarita and Bazafkan, Homa}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5P9GGHH9 2405685:9XUC9BUA}, } @misc{national_portal_of_india_diksha_2020, title = {{DIKSHA}}, url = {www.india.gov.in/spotlight/diksha-national-digital-infrastructure-teachers}, urldate = {2020-03-30}, author = {National Portal of India}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XU82DGFU 2405685:5RN6C3TX 5RN6C3TX}, } @misc{diksha_diksha_2020, title = {{DIKSHA} - {Platform} for {School} {Education} – {Apps} on {Google} {Play}}, url = {https://play.google.com/store/apps/details?id=in.gov.diksha.app&hl=en_GB}, abstract = {The DIKSHA platform offers teachers, students and parents engaging learning material relevant to the prescribed school curriculum. Teachers have access to aids like lesson plans, worksheets and activities, to create enjoyable classroom experiences. Students understand concepts, revise lessons and do practice exercises. Parents can follow classroom activities and clear doubts outside school hours. App highlights • Explore interactive material created by teachers and the best Indian content creators for teachers and students in India. By India, for India! • Scan QR codes from textbooks and find additional learning material associated with the topic • Store and share content offline, even without Internet connectivity • Find lessons and worksheets relevant to what is taught in the school classroom • Experience the app in English, Hindi, Tamil, Telugu, Marathi, Kannada, Assamese, Bengali, Gujarati, Urdu with additional Indian languages coming soon! • Supports multiple content formats like Video, PDF, HTML, ePub, H5P, Quizzes - and more formats coming soon! Advantages for teachers • Find interactive and engaging teaching material to make your class interesting • See and share best practices with other teachers to explain difficult concepts to students • Join courses to further your professional development and earn badges and certificates on completion • View your teaching history across your career as a school teacher • Receive official announcements from the state department • Conduct digital assessments to check your students’ understanding of a topic that you have taught Advantages for students and parents • Scan QR codes in your textbook for easy access to the associated lessons on the platform • Revise lessons that you learnt in class • Find additional material around topics that are difficult to understand • Practice solving problems and get immediate feedback on whether the answer is correct or not. Want to create content for DIKSHA? • Help teachers deliver concepts in an easy and engaging manner • Help students learn better in and outside class. • Get involved in providing students with high quality learning material, irrespective of where they study • If you wish to be a part of this movement, visit the VidyaDaan portal using vdn.diksha.gov.in This initiative is supported by the Ministry of Human Resources Development (MHRD) and led by the National Council Of Educational Research And Training (NCERT) in India.}, language = {en}, urldate = {2020-09-29}, author = {DIKSHA}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U4NQE4PI 2405685:7777ZCJE}, } @misc{othman_disability_2020, title = {Disability, computer and school data in {Zanzibar} ({Unpublished})}, publisher = {EMIS Department MoEVT Zanzibar}, author = {Othman, Othman S.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NX2DISED 2405685:4C2J8V4D}, } @article{ngari_disaster_2020, title = {Disaster {Management} {Preparedness} in the {Education} {Sector} in {Kenya} – {A} {Case} of the {COVID}-19 {Pandemic}.}, volume = {1}, copyright = {Copyright (c) 2020}, issn = {2709-1414}, url = {https://editoncpublishing.org/ecpj/index.php/ecjeml/article/view/192}, doi = {10.51317/ecjeml.v1i1.192}, abstract = {This study examined the disaster management preparedness in the education sector in Kenya, with a focus on the COVID-19 pandemic period. The study adopted destktop literature review for data collection. The collected data pertains e-learning in Kenya and in other countries during the time of  the novel coronavirus pandemic. Notably, the education sector, like in many other countries, seeks to actualise the Millennium Development Goals (MDGs) in line with the United Nations and the Education for All (EFA) movement lead by UNESCO (MacEwen, et al., 2011). Examples of these events are; accidents such as the one evident in Kakamega Primary School where the school closed for about two weeks (Daily Nation, 2020), attack by militia groups as was the case of Garissa University in 2015, intercommunity wars that lead to displacements, famine, and fires. These disasters and events, whenever they strike, have led to the closure of affected institutions of learning to pave the way for interventions. Garissa University is a leading example since it had to close for about nine months in 2015-2016 (BBC, 2016). In Kenya, disasters and other events disrupt the progress towards achieving MDGs and EFA time to time, and that was the inspiration for this study. The study concludes that disasters like nature patterns, militia groups, electricity faults, and those instigated by learners can derail learning in education and cause loss of lives. As such, online learning comes in handy to lessen such disasters. The possibility of such learning model has been tested and proved during COVID-19 pandemic and it has been successful in many institutions of higher learning and middle level colleges.}, language = {en}, number = {1}, urldate = {2021-05-22}, journal = {Editon Consortium Journal of Educational Management and Leadership}, author = {Ngari, Prof Fr Stephen Mbugua and Ndung’u, Stephen W.}, month = dec, year = {2020}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.51317/ecjeml.v1i1.192 2339240:UELFBQUK 2405685:QLGP6X6I}, keywords = {COVID-19 Pandemic, Disaster Management, Education Sector, Preparedness}, pages = {86--96}, } @article{bock_displaced_2020, title = {Displaced and dismayed: how {ICTs} are helping refugees and migrants, and how we can do better}, shorttitle = {Displaced and dismayed}, doi = {10.1080/02681102.2020.1727827}, journal = {Information Technology for Development}, author = {Bock, Joseph G. and Haque, Ziaul and McMahon, Kevin A.}, year = {2020}, note = {shortDOI: 10/ggsp4w KerkoCite.ItemAlsoKnownAs: 10.1080/02681102.2020.1727827 10/ggsp4w 2339240:JE8AC55J 2405685:QQ5VHJDF}, keywords = {Google Scholar/ "education technology" refugees, RER theme\_pedagogies and modalities}, pages = {1--22}, } @article{huang_disrupted_2020, title = {Disrupted classes, undisrupted learning during {COVID}-19 outbreak in {China}: {Application} of open educational practices and resources}, volume = {7}, url = {https://doi.org/10.1186/s40561-020-00125-8%0A(2020)}, doi = {10.1186/s40561-020-00125-8}, abstract = {With the coronavirus (COVID-19) outbreak in China, the Chinese government decided to ban any type of face-to-face teaching, disrupting classes and resulting in over 270 million students being unable to return to their universities/schools. Therefore, the Ministry of Education (MoE) launched an initiative titled ‘Ensuring learning undisrupted when classes are disrupted’ by reforming the entire educational system and including an online education component. However, this quick reform in this unexpected critical situation of widespread COVID-19 cases harbours several challenges, such as the lack of time and teacher/student isolation. This paper discusses the possibility of using open educational resources (OER) and open educational practices (OEP) as an effective educational solution to overcome these challenges. Particularly, this study presents a generic OEP framework built on existing open-practice definitions. It then presents, based on this framework and based on the challenges reported by several Chinese education specialists during two national online seminars, a set of guidelines for the effective use of OER and OEP for both teaching and learning. Finally, this study presents some recommendations for the better adoption of OER and OEP in the future. The findings of this study can help researchers and educators apply OER and OEP for better learning experiences and outcomes during the COVID-19 outbreak.}, number = {19}, journal = {Smart Learning Environments}, author = {Huang, Ronghuai and Tlili, Ahmed and Chang, Ting Wen and Zhang, Xiangling and Nascimbeni, Fabio and Burgos, Daniel}, year = {2020}, note = {Publisher: Smart Learning Environments KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-020-00125-8 2405685:JW4NMFD6}, keywords = {Coronavirus (COVID-19), Distance education, Online education, Open education, Open educational practices (OEP), Open educational resources (OER)}, pages = {1--15}, } @article{magana_disruptive_2020, title = {Disruptive {Classroom} {Technologies}}, url = {https://doi.org/10.1093/acrefore/9780190264093.013.423}, doi = {10.1093/acrefore/9780190264093.013.423}, author = {Magana, Sonny}, year = {2020}, note = {zotzenLib.CopiedFrom: 2339240:58NPCVHW KerkoCite.ItemAlsoKnownAs: 10.1093/acrefore/9780190264093.013.423 2339240:58NPCVHW 2405685:A5IDQ77C}, } @techreport{lego_foundation_distance_2020, title = {Distance {Learning} {A} guide to playful distance learning – online and offline}, url = {https://teachertaskforce.org/sites/default/files/2020-10/distance_learning_guide.pdf}, language = {EN}, urldate = {2020-11-04}, author = {{Lego Foundation}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5MI3FHD6}, } @misc{educationlinks_distance_2020, title = {Distance {Learning} as a {Tool} for {System} {Resilience}}, url = {https://www.youtube.com/watch?v=grPszDR1oY0}, abstract = {Find related information on EducationLinks at https://www.edu-links.org/events/dist.... COVD19 has had an unprecedented impact on educational systems across the world and required school systems to pivot to remote learning in mass. This panel discussion webinar explored the lessons learned, opportunities and challenges presented by this shift, and identified ways that distance learning modalities can continue to contribute to making educational systems more flexible, adaptable and inclusive of students who may be poorly served by traditional models. Experts from EDC, EdTech Hub, WorldReader and USAID/Egypt shared their insights on how distance learning can strengthen educational outcomes for students across the sector. This event was part of the Global Education Learning Series, learn more about the series at https://www.edu-links.org/LearningSeries}, urldate = {2020-12-04}, author = {{EducationLinks}}, collaborator = {Haßler, Björn}, month = jul, year = {2020}, doi = {10.5281/zenodo.4706933}, note = {ZenodoArchiveID: 4706933 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706933 2339240:4WU2C356 2405685:4PVHDPR5}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_zenodoETH}, } @misc{giannini_distance_2020, title = {Distance {Learning} {Denied}}, url = {https://gemreportunesco.wpcomstaging.com/2020/05/15/distance-learning-denied/}, abstract = {Over 500 million of the world’s children and youth not accessing distance learning alternatives By Stefania Giannini, UNESCO Assistant Director-General for Education Most countries around the world…}, language = {en-US}, urldate = {2021-10-11}, journal = {World Education Blog}, author = {Giannini, Stefania}, month = may, year = {2020}, note = {Global Education Monitoring Report KerkoCite.ItemAlsoKnownAs: 2339240:5W4JTQJ5 2405685:TMWR4P99}, } @misc{inter-agency_network_for_education_in_emergencies_distance_2020, title = {Distance {Learning} during {COVID}-19}, url = {https://www.youtube.com/watch?v=MAkh-haxiYk&feature=youtu.be}, abstract = {The third webinar of the INEE COVID-19 webinar series focused on providing distance learning in low-resource and low tech environments. The webinar highlighted the challenges currently facing EiE practitioners in the face of the school closures and restricted movement associated with COVID-19. EiE actors shared guidance and recommendations for continuing learning along with practical examples. More information about this webinar and INEE's COVID-19 response can be found on the INEE website: https://inee.org/collections/coronavi...}, urldate = {2020-04-11}, author = {{Inter-Agency Network for Education in Emergencies}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H4HXTLS5 2405685:M9VJIUJC}, } @techreport{ngabonzima_distance_2020, address = {Kigali, London}, type = {Case {Study}}, title = {Distance learning in the context of {COVID}-19: the case of {Rwanda}}, institution = {EdTech Hub}, author = {Ngabonzima, Ernest and Isimbi, Roberte and Mwali, Marie Merci and Pellini, Arnaldo}, month = nov, year = {2020}, doi = {10.5281/zenodo.4706016}, note = {ZenodoArchiveID: 4706016 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706016 2339240:F62THLX3 2339240:V5PQVKX2 2405685:ADNJFTFA 2405685:CMDUS73G 2405685:T2JBHFBC}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @techreport{ministry_of_education_and_higher_education_lebanon_distance_2020, title = {Distance {Learning} {Initiative} {Interim} findings: {May} 15, 2020}, author = {Ministry of Education {and} Higher Education (Lebanon)}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KYP83HNT 2405685:6Y5DBEB8}, } @misc{unesco_distance_2020, title = {Distance learning solutions}, url = {https://en.unesco.org/covid19/educationresponse/solutions}, urldate = {2020-06-11}, author = {UNESCO}, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:P4QRHZ6W}, } @misc{angoye_distanced_2020, title = {Distanced and {Disadvantaged}: {A} {Study} on the {Effects} of {COVID}-19 on {Education} for {Learners} with {Disabilities} in {Kenya}, {October} 2020}, url = {https://inable.org/index.php/resources/case-study/}, language = {en-US}, urldate = {2021-04-14}, journal = {inABLE.org}, author = {Angoye, James and Mbari-Kirika, Irene and Walker, Bruce and Kavua, Martin}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C26APPB9 2405685:RG8YAEM9}, } @misc{williams_civil_2020, title = {Do civil service performance incentives work: {Evidence} from {Ghana} and {Zambia}}, shorttitle = {Do civil service performance incentives work}, url = {https://www.theigc.org/blogs/do-civil-service-performance-incentives-work-evidence-ghana-and-zambia}, language = {en}, urldate = {2023-03-16}, journal = {International Growth Centre}, author = {Williams, Martin}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FYRVHDCN 2405685:J2DHI2US 4656463:VXFHI3G3}, } @techreport{bettinger_does_2020, address = {Cambridge, MA}, type = {Working {Paper}}, title = {Does {EdTech} {Substitute} for {Traditional} {Learning}? {Experimental} {Estimates} of the {Educational} {Production} {Function}}, shorttitle = {Does {EdTech} {Substitute} for {Traditional} {Learning}?}, url = {http://www.nber.org/papers/w26967.pdf}, abstract = {Experimental studies rarely consider the shape and nature of the education production function, which is useful for deriving optimal levels of input substitution in increasingly resource constrained environments. Because of the rapid expansion of EdTech as a substitute for traditional learning around the world and against the backdrop of full-scale temporary substitution due to the coronavirus pandemic, we explore the educational production function by using a large randomized controlled trial that varies dosage of computer-assisted learning (CAL) as a substitute for traditional learning. Results show production is concave in CAL. Moving from zero to a low level of CAL, the marginal rate of technical substitution (MRTS) of CAL for traditional learning is greater than one. Moving from a lower to a higher level of CAL, production remains on the same or a lower isoquant and the MRTS is equal to or less than one. The estimates are consistent with the general form of a Cobb-Douglas production function and imply that a blended approach of CAL and traditional learning is optimal. The findings have direct implications for the rapidly expanding use of educational technology worldwide and its continued substitution for traditional learning.}, language = {en}, number = {w26967}, urldate = {2020-06-22}, institution = {National Bureau of Economic Research}, author = {Bettinger, Eric and Fairlie, Robert and Kapuza, Anastasia and Kardanova, Elena and Loyalka, Prashant and Zakharov, Andrey}, month = apr, year = {2020}, doi = {10.3386/w26967}, note = {shortDOI: 10/ghgk6x KerkoCite.ItemAlsoKnownAs: 10.3386/w26967 10/ghgk6x 2339240:CKF9HN4H 2339240:S4QWMRBY 2339240:TRKM9BLZ 2339240:XS952L7F 2405685:2CA8JM36 2405685:QNXAXD73 2405685:YBNVX46E 2405685:YMGYAZPV}, pages = {w26967}, } @misc{hundred_dot_2020, title = {Dot {Mini} - {Access} anything. {Anywhere}.}, url = {https://hundred.org/en/innovations/dot-mini-access-anything-anywhere#2579f4d9}, abstract = {Dot Mini is the first smart media device for the visually impaired. It combines innovative technology, software and design, for experiencing content like never before. Access books, magazines, audio, and even movies. Dot Incorporation strives to be a pioneer in accessible and affordable innovations for the vision impaired and the deafblind to lead independent, fulfilling lives.}, urldate = {2022-06-26}, author = {HundrED}, year = {2020}, note = {Section: innovation KerkoCite.ItemAlsoKnownAs: 2339240:KT5V2JBC 2405685:HP7DVFAT}, } @misc{kenya_revenue_authority_draft_2020, title = {Draft {Value} {Added} {Tax} ({Digital} {Marketplace} {Supply}) {Regulations}, 2020}, url = {https://www.kra.go.ke/en/media-center/public-notices/842-draft-value-added-tax-digital-marketplace-supply-regulations,-2020}, urldate = {2020-07-01}, author = {Kenya Revenue Authority}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YBK5DGSK}, } @misc{dsti_dsti_2020, title = {{DSTI} {Education} {Data} {Hub}}, url = {https://educationdatahub.dsti.gov.sl/education}, urldate = {2020-12-04}, author = {DSTI}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IYNCGEPI 2405685:88RPBVJU}, } @misc{directorate_of_science_technology__innovation_sierra_leone_dsti_2020, title = {{DSTI} {\textbar} {Home}}, url = {https://www.dsti.gov.sl/}, urldate = {2020-06-25}, author = {Directorate of Science, Technology \& Innovation (Sierra Leone)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:T64PHUNV}, } @article{shamim_miah_e-learning_2020, title = {E-{Learning} in {Bangladesh}: {A} {Study} of {Teachers}’ {Behavioral} {Orientation} and {Affective} {Alignment} in the {Post}-{New} {Normal}}, volume = {2}, issn = {26410230}, shorttitle = {E-{Learning} in {Bangladesh}}, url = {http://learning-gate.com/index.php/2641-0230/article/view/79}, doi = {10.33094/26410230.2020.21.16.35}, abstract = {This study explores the teachers’ behavioral and affective orientation to e-learning that is in practice at all the levels of education in Bangladesh i.e. primary school, secondary school, higher secondary school, college, and university. By investigating the reasons for such disarray, it proposes solutions to overcome them. It acquired its data through online surveys followed by quantitative analysis through descriptive inferential analogies of the logarithmically represented findings. The result of the study documents that teachers’ preparation, technological know-how and adaptation to the e-learning platforms, their methods of teaching, measurement of outcomes, and mapping of curricula suggest that e-learning in Bangladesh is vitiated due to the diffusion in the teaching staff demographics and diluted apprehension of the e-learning. The paper’s primary findings show that Bangladesh’s progress from Education 1.0 to Education 3.0 is more affective and behavioral than cognitive in the implementation; wherein, the very concept of e-learning is diluted or spun around the idea of education via some usage of technology only, more specifically web conference applications which is indicative of Education 2.0 practices. There is no distinction made that separates online learning from e-learning, e-learning from distance and distance from blended learning, etc. in the current environment.}, language = {en}, number = {1}, urldate = {2021-05-19}, journal = {Contemporary Research in Education and English Language Teaching}, author = {Shamim Miah, A.S.M and Rasel Kabir, Md and Sultana, Sarmin}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.33094/26410230.2020.21.16.35 10/gj37h5 2339240:A7RYDPHH 2405685:KVRAQU2P}, pages = {16--35}, } @misc{ole_nepal_e-pustakalaya_2020, title = {E-{Pustakalaya} {\textbar} {Home}}, url = {https://www.pustakalaya.org/en/?lang=en}, urldate = {2020-06-11}, author = {OLE Nepal}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LRSJY9G6}, } @article{bhaumik_e-readiness_2020, title = {E-readiness of senior secondary school learners to online learning transition amid {COVID}-19 lockdown}, volume = {15}, doi = {10.5281/zenodo.3891822}, abstract = {In the backdrop of recent COVID-19 lockdown, the school learners across the country have had the opportunity to experience online mode of learning. This study attempts to find out e-readiness of senior secondary school learners for transition to online learning along with their views on this mode of learning transaction. Quantitative descriptive survey method was used for the purpose of this study. A questionnaire comprising 20 Likert-type items covering four dimensions, viz. access, digital literacy and e-readiness, delivery of online learning, and online load, was administered on a 100-student sample from different schools of Delhi using non-probability sampling. Access to online learning and online load on learners were found to be high. The study also revealed that only 35.2\% learners found online classes as effective as face-to-face classes. The delivery of online learning by teachers and digital skills of learners were found lacking. The geographical scope of the study is limited to National Capital Region of Delhi which has better smartphone penetration and internet access as compared to other states in India. The study concludes that online pedagogy and digital skills of teachers and learners need to be strengthened for a possible roadmap ahead. The study may provide useful insights into the challenges of online learning and areas for further improvement. Keywords:}, number = {1}, journal = {Asian Journal of Distance Education}, author = {Bhaumik, Rikisha and Priyadarshini, Anita}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3891822 2405685:MX6XWGUS}, keywords = {covid-19, digital access, e-readiness, online delivery, online learning}, pages = {244--256}, } @techreport{social_impact_early_2020, title = {Early {Grade} {Reading} {Evaluation} in {Ghana}: {Unprecedented} {Results} and {Policy} {Impacts}}, url = {https://2ed20v44ucst1ujckp24w1ks-wpengine.netdna-ssl.com/wp-content/uploads/2020/03/Ghana-EGRA-1-Pager-V2.pdf}, urldate = {2020-06-29}, author = {Social Impact}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QH4KTW9X}, } @misc{cia_factsheet_east_2020, title = {East {Asia}/{Southeast} {Asia}: {Mongolia}}, url = {https://www.cia.gov/library/publications/the-world-factbook/geos/mg.html}, urldate = {2020-08-31}, author = {CIA Factsheet}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:53JGPC58 2405685:EGCM4TPH}, } @techreport{chakera_eastern_2020, address = {Nairobi}, title = {Eastern and {Southern} {Africa} {Region} {Working} {Paper} – {Structured} {Pedagogy}: {For} {Real}-{Time} {Equitable} {Improvements} in {Learning} {Outcomes}}, url = {https://www.unicef.org/esa/media/7511/file/ESA-Structured-Pedagogy-2020.pdf}, urldate = {2022-08-26}, institution = {UNICEF}, author = {Chakera, Shiraz and Haffner, Deborah and Harrop, Elizabeth}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YS3W9WNF 2405685:ZD6CSNLA}, } @article{ninh_economic_2020, title = {Economic role of education in agriculture: evidence from rural {Vietnam}}, volume = {23}, issn = {2632-5330}, shorttitle = {Economic role of education in agriculture}, url = {https://doi.org/10.1108/JED-05-2020-0052}, doi = {10.1108/JED-05-2020-0052}, abstract = {Purpose This paper investigates the impact of education on output of rice farming households in Vietnam. Design/methodology/approach Given the literature review, this paper specifies three empirical models (i.e. linear constant coefficient model, partially nonlinear model and linear varied coefficient model) with variables that well describe the mechanism through which education affects output. The data were collected from 901 rice farming households randomly selected out of ten provinces and city in the Mekong River Delta (MRD) of Vietnam. The models are estimated using ordinary least squares (OLS) and Robinson's (1988) double residual estimators. Findings Estimates of the empirical models show that seed, fertilizer, labor and farm size have significant impacts on output of rice farming households while pesticide and herbicide do not. Education is also found to have a positive effect on output of rice farming households because it helps them better manage farms of larger size via combining various inputs in a more desirable way. Originality/value This paper confirms the positive impact of education on agricultural output, which implies that policies aiming to provide better education to rural people will greatly enhance their income as well as trigger long-term economic and agricultural growth.}, number = {1}, urldate = {2022-10-27}, journal = {Journal of Economics and Development}, author = {Ninh, Le Khuong}, month = jan, year = {2020}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/JED-05-2020-0052 2339240:8WVZQKDR 2405685:Y25ZN4GM 4656463:N9ECH866}, keywords = {Agriculture, Education, Household, Input, Output, Rice, Rural, Schooling, Vietnam}, pages = {47--58}, } @misc{edify_edify_2020, title = {Edify {\textbar} {Liberia}}, url = {https://www.edify.org/liberia/}, abstract = {Edify began operations in 2013. We have impacted 74,248 students with a Christ-centered education.}, language = {en-US}, urldate = {2020-05-08}, journal = {Edify}, author = {Edify}, year = {2020}, note = {Library Catalog: www.edify.org KerkoCite.ItemAlsoKnownAs: 2339240:AGTSY5V3 2405685:67383EA7}, } @misc{edobest_edo_2020, title = {Edo {State} {Universal} {Basic} {Education} {Board} – {Education} for all!}, url = {http://subeb.edostate.gov.ng/}, language = {en-US}, urldate = {2020-07-07}, author = {EdoBEST}, year = {2020}, note = {Library Catalog: subeb.edostate.gov.ng KerkoCite.ItemAlsoKnownAs: 2405685:VRER57XS}, } @misc{queen_rania_foundation_edraak_2020, title = {Edraak}, url = {https://www.edraak.org/en/}, abstract = {Edraak, is a massive open online course (MOOC) platform, that is an initiative of the Queen Rania Foundation (QRF).}, language = {en}, urldate = {2020-06-30}, journal = {Edraak}, author = {Queen Rania Foundation}, year = {2020}, note = {Library Catalog: www.edraak.org KerkoCite.ItemAlsoKnownAs: 2405685:MSEG8TIY}, } @misc{nicolai_edtech_2020, title = {{EdTech} and {Covid}-19: 10 things to know}, shorttitle = {{EdTech} and {Covid}-19}, url = {https://edtechhub.org/edtech-and-covid-19-10-things-to-know/}, language = {en-US}, urldate = {2021-03-09}, journal = {EdTech Hub}, author = {Nicolai, Susan and Wilson, Samuel and Jefferies, Kate}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4709698 2339240:C67KNIJR 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2339240:W7FD9YT3 2339240:ZD45QNVV 2405685:26VNTFQU 2405685:DQ5URLSY 2405685:FMY4DMRL 2405685:VJ488Z7L}, keywords = {\_EdTechHub\_Output, \_GS:not\_indexed, \_cover:v3, \_r:CopiedFromEvLib, \_zenodoETH}, } @misc{nicolai_edtech_2020, title = {{EdTech} and {Covid}-19: 10 things to know}, shorttitle = {{EdTech} and {Covid}-19}, url = {https://edtechhub.org/edtech-and-covid-19-10-things-to-know/}, language = {en-US}, urldate = {2021-03-09}, journal = {EdTech Hub}, author = {Nicolai, Susan and Wilson, Samuel and Jefferies, Kate}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4709698 2339240:C67KNIJR 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2339240:W7FD9YT3 2339240:ZD45QNVV 2405685:26VNTFQU 2405685:DQ5URLSY 2405685:FMY4DMRL 2405685:VJ488Z7L}, keywords = {\_EdTechHub\_Output, \_GS:not\_indexed, \_cover:v3, \_r:CopiedFromEvLib, \_zenodoETH}, } @techreport{hasler_edtech_2020, title = {{EdTech} and {COVID}-19 response}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, url = {https://docs.edtechhub.org/lib/IA9PL99D}, abstract = {This document is background paper 3 for the \#SaveOurFuture campaign as an EdTech Hub report. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. The evidence library entry for the background paper in original format is https://docs.edtechhub.org/lib/SXDQAPB6.}, language = {en}, urldate = {2020-12-02}, institution = {The EdTech Hub}, author = {Haßler, Björn and Nicolai, Susan and McBurnie, Chris and Jordan, Katy and Wilson, Sam and Kreimeia, Adam}, year = {2020}, doi = {10.5281/zenodo.5652040}, note = {ZenodoArchiveID: 5652040 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652040 2129771:NXT72X66 2129771:RZZI4WU9 2129771:XY56AEY8 2339240:BGZYE7EH 2339240:Q3INH4WN 2339240:V2JUHPPN 2405685:GI3IBRKA 2405685:IA9PL99D 2405685:P84UGFG8 2405685:QWFICPBX 2405685:SXDQAPB6 2405685:TSDUZKH9}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_cover:other:ok, \_cover:v2, \_yl:j, \_yl:k, \_zenodo:submitted, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode, ⛔ No DOI found}, } @techreport{hasler_edtech_2020, type = {Working {Paper}}, title = {{EdTech} and {COVID}-19 response [{EdTech} {Hub} {Report}]}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, url = {https://docs.edtechhub.org/lib/IA9PL99D}, abstract = {This document is background paper 3 for the \#SaveOurFuture campaign as an EdTech Hub report. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. The evidence library entry for the background paper in original format is https://docs.edtechhub.org/lib/SXDQAPB6.}, number = {11}, urldate = {2021-05-12}, institution = {EdTech Hub}, author = {Haßler, Björn and Nicolai and McBurnie, Chris and Jordan, Katy and Wilson, Sam and Kreimeia, Adam}, month = oct, year = {2020}, doi = {10.5281/zenodo.4118177}, note = {shortDOI: 10/ghgk63 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4118177 10/ghgk63 2129771:NXT72X66 2129771:RZZI4WU9 2129771:XY56AEY8 2339240:BGZYE7EH 2339240:FTULJL3H 2339240:Q3INH4WN 2339240:V2JUHPPN 2405685:2G7TFTEB 2405685:F2B8T3ZP 2405685:GI3IBRKA 2405685:IA9PL99D 2405685:P84UGFG8 2405685:SXDQAPB6}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_cover:v2, \_yl:j, \_yl:k, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_edtech_2020, type = {Background paper}, title = {{EdTech} and {COVID}-19 response [{Save} {Our} {Future}]}, url = {https://saveourfuture.world/wp-content/uploads/2020/10/EdTech-and-COVID-19-Response_SOF_BP3-1.pdf}, abstract = {This document is background paper 3 for the \#SaveOurFuture campaign. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. This document is also available as an EdTech Hub report, see https://docs.edtechhub.org/lib/IA9PL99D}, number = {3}, institution = {Education Commission}, author = {Haßler, Björn and Nicolai, Susan and McBurnie, Chris and Jordan, Katy and Wilson, Sam and Kreimeia, Adam}, month = oct, year = {2020}, doi = {10.5281/zenodo.3983877}, note = {shortDOI: 10/ghgk64 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3983877 10/ghgk64 2129771:NXT72X66 2129771:RZZI4WU9 2129771:XY56AEY8 2339240:7SUZMICK 2339240:BGZYE7EH 2339240:Q3INH4WN 2339240:V2JUHPPN 2405685:88MADQ2R 2405685:FPPVW2ZG 2405685:GI3IBRKA 2405685:IA9PL99D 2405685:P84UGFG8 2405685:SXDQAPB6 2405685:WVC3S4C8}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:other:ok, \_cover:v2, \_r:CopiedFromEvLib, \_yl:j, \_yl:k, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{ngware_edtech_2020, type = {Case {Study}}, title = {{EdTech} and the {COVID}-19 response: {A} case study of {Kenya}}, institution = {EdTech Hub}, author = {Ngware, Moses and Ochieng, Vollan}, month = nov, year = {2020}, doi = {10.5281/zenodo.4706019}, note = {ZenodoArchiveID: 4706019 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706019 2339240:D85SY35R 2405685:SMLIMS2X}, keywords = {Kenya, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @misc{noauthor_edtech_2020, title = {{EdTech} call for ideas: {What} have we learned from the applications?}, shorttitle = {{EdTech} call for ideas}, url = {https://edtechhub.org/2020/05/11/edtech-call-for-ideas-what-have-we-learned-from-the-applications/}, abstract = {This is part of our coronavirus (COVID-19) and EdTech series. On 21st April, we launched a call for ideas for EdTech in responses to coronavirus and the lockdown of schools around the world.  Three weeks later, we’ve taken a slice of the first 100 responses and analysed the data. Combining this with conversations our team is having every day with technologists and…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = may, year = {2020}, doi = {10.5281/zenodo.4707827}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707827 2405685:NX2U4EMJ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{edtech_hub_edtech_2020, title = {{EdTech} companies in {Sub}-{Saharan} {Africa}}, shorttitle = {{EdTech} companies in {Sub}-{Saharan} {Africa} (see https}, url = {https://airtable.com}, abstract = {Explore the "EdTech companies in Sub-Saharan Africa (see https://tabsoft.co/338AGht for visuals)" view on Airtable.}, urldate = {2020-08-28}, journal = {Airtable}, author = {{EdTech Hub}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J7JR8C2K 2405685:64SY5VBN}, } @techreport{edtech_hub_team_edtech_2020, type = {Quarterly {Report}}, title = {{EdTech} {Hub} {Quarterly} {Report} {October} to {December} 2020}, author = {EdTech Hub Team}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5X7TAC2B 2405685:5X7TAC2B;10.5281/zenodo.4354796}, } @misc{edtech_hub_edtech_2020, title = {{EdTech} {Hub}: {Resources} from other organisations}, url = {https://edtechhub.org/coronavirus/resources-from-other-organisations/}, abstract = {Response efforts and collated resources Global Partnership for Education (GPE)’s response and resources INEE (Inter-Agency Network for Education in Emergencies) collated resources organised by theme COVID-19 ICT4E resources from mEducation Alliance members UNESCO’s response to COVID-19 including information about distance learning tools and national platforms UNHCR’s guidance on distance learning World Bank resources to help […]}, language = {en-GB}, urldate = {2020-09-29}, journal = {EdTech Hub}, author = {EdTech Hub}, year = {2020}, doi = {10.5281/zenodo.4707760}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707760 2339240:6Q943EP5 2405685:Y76SNV85}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{the_edtech_hub_edtech_2020, title = {{EdTech} {Hub} {Strategy}: {Mitigating} the impact of {COVID}-19 on equitable education access and learning}, url = {https://docs.google.com/document/d/1g1-8MqV9KBjd0W5mPtorHH0M3uuuiV-SZBe_pH6b81Y/edit}, author = {The EdTech Hub}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z9NRHELL 2405685:ID5A529H}, } @techreport{taddese_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Ghana}: {A} {Rapid} {Scan}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {{EdTech} in {Ghana}}, url = {https://docs.edtechhub.org/lib/4TKSDH2I}, abstract = {EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Ghana. This report is based primarily on desk research, with quality assurance provided by a country expert.}, language = {en}, number = {2}, institution = {EdTech Hub}, author = {Taddese, A.}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0030}, note = {previousshortDOI: 10/ghgk65 previousDOI: 10.5281/zenodo.3830951 shortDOI: 10/ghgk65 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3830951 10.5281/zenodo.3830951 10.53832/edtechhub.0030 10/ghgk65 2339240:2AU72ZG2 2339240:3DWURGVT 2339240:KMTF4A22 2339240:L86PMYJ2 2339240:PRSHWWK5 2405685:4TKSDH2I 2405685:97JHVZU9 2405685:GUJ3TBS3 2405685:NA8X7J9C 2405685:S3EKNHHG 2405685:XGAFJNAD 4656463:PU6FSTAF}, keywords = {Access, C:Ghana, Distance learning, EdTech, LP: English, Online learning, Remote learning, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v1, \_zenodoETH}, } @techreport{bhardwaj_edtech_2020, address = {Jakarta}, title = {{EdTech} in {Indonesia}: {Ready} for {Take}-off?}, url = {https://documents1.worldbank.org/curated/en/535881589465343528/pdf/EdTech-in-Indonesia-Ready-for-Take-off.pdf}, urldate = {2021-05-24}, institution = {World Bank Group}, author = {Bhardwaj, Riaz and Yarrow, Noah and Calì, Massimiliano}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4B3EHJHR 2405685:LZVIGAX3}, } @techreport{khalayleh_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Jordan}: {A} {Rapid} {Scan}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {{EdTech} in {Jordan}}, url = {https://docs.edtechhub.org/lib/XCMYPX8N}, abstract = {EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, in Jordan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.}, language = {en}, number = {6}, institution = {EdTech Hub}, author = {Khalayleh, A. and Taddese, A.}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0031}, note = {ZenodoArchiveID: 5652134 previousshortDOI: 10/ghgk66 previousDOI: 10.5281/zenodo.3911128 EdTechHub.Source: 2405685:XCMYPX8N EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgk66 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3911128 10.5281/zenodo.3911128 10.53832/edtechhub.0031 10/ghgk66 2129771:2T8DG8CP 2129771:8L3DWY74 2339240:C6U7EP9U 2339240:DN2PWAGF 2405685:LY4IVJEZ 2405685:NB8YWJYP 2405685:XCMYPX8N}, keywords = {C:Jordan, F: Country scan, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-dode, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{otieno_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Kenya}: {A} {Rapid} {Scan}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib/CQ5E3ESF}, abstract = {EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private-sector partnerships, and the digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Kenya. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.}, language = {en}, number = {7}, institution = {EdTech Hub}, author = {Otieno, J. and Taddese, A.}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0032}, note = {previousshortDOI: 10/ghgk67 previousDOI: 10.5281/zenodo.3909977 shortDOI: 10/ghgk67 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3909977 10.5281/zenodo.3909977 10.53832/edtechhub.0032 10/ghgk67 2339240:APCX6FZF 2339240:GCTJ3BGT 2339240:L7QHYF3W 2339240:T4YIDZJ7 2339240:TAJM927Q 2405685:7JQHE3IU 2405685:C4PSATWV 2405685:CQ5E3ESF 2405685:DKEN8UKZ 2405685:X257CWNC 2405685:ZPITMJJ3}, keywords = {C:Kenya, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH}, } @techreport{upadhyay_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Liberia}: {A} {Rapid} {Scan}}, url = {https://docs.edtechhub.org/lib/2HM2SBVM}, abstract = {EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is based primarily on desk research, with quality assurance provided by a country expert.}, language = {English}, number = {1}, institution = {EdTech Hub}, author = {Upadhyay, Arjun and Taddese, Abeba}, year = {2020}, doi = {10.53832/edtechhub.0033}, note = {ZenodoArchiveID: 5652130 previousZenodoArchiveID: 3830953 previousshortDOI: 10/ghgk68 previousDOI: 10.5281/zenodo.3830953 shortDOI: 10/ghgk68 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3830953 10.53832/edtechhub.0033 10/ghgk68 2339240:XCBTX2XL 2405685:2HM2SBVM 2405685:FU7Z8QM7}, keywords = {C:Liberia, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH}, } @techreport{dele-ajayi_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Nigeria}: {A} {Rapid} {Scan}}, url = {https://docs.edtechhub.org/lib/ED7RBJHG}, number = {8}, institution = {EdTech Hub}, author = {Dele-Ajayi, Opeyemi and Taddese, Abeba}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0034}, note = {previousshortDOI: 10/ghgk69 previousDOI: 10.5281/zenodo.3911651 shortDOI: 10/ghgk69 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3911651 10.53832/edtechhub.0034 10/ghgk69 2339240:4SKXJ887 2405685:ED7RBJHG 2405685:VSMMBMQE}, keywords = {C:Nigeria, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH}, } @techreport{baloch_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Pakistan}: {A} {Rapid} {Scan}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {{EdTech} in {Pakistan}}, url = {https://docs.edtechhub.org/lib/FIQDEKCI}, abstract = {EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, Pakistan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.}, language = {en}, number = {10}, institution = {EdTech Hub}, author = {Baloch, Imdad and Taddese, Abeba}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0035}, note = {ZenodoArchiveID: 5652137 previousDOI: 10.5281/zenodo.3911655 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3911655 10.5281/zenodo.3911655 10.53832/edtechhub.0035 2339240:6WTP2GZS 2339240:WU54X4PB 2405685:89ZSBKU4 2405685:FIQDEKCI 2405685:S4IE8XC8 2405685:V88HMUZ2}, keywords = {C:Pakistan, F: Country scan, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH}, } @techreport{kimenyi_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Rwanda}: {A} {Rapid} {Scan}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {{EdTech} in {Rwanda}}, url = {https://docs.edtechhub.org/lib/TYBTWI8K}, abstract = {EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, in Rwanda. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert}, language = {en}, number = {11}, institution = {EdTech Hub}, author = {Kimenyi, Eric and Chuang, Rachel and Taddese, Abeba}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0036}, note = {ZenodoArchiveID: 5652133 previousshortDOI: 10/ghgk7b previousDOI: 10.5281/zenodo.3910001 shortDOI: 10/ghgk7b KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3910001 10.53832/edtechhub.0036 10/ghgk7b 2339240:4B5GHNVX 2339240:6JUV7UTX 2339240:AHC7BX8D 2405685:5M49KR46 2405685:R6VF76MR 2405685:TYBTWI8K 2405685:XACNVSXA 2405685:ZV2XDVCB 4656463:A4BUGJYC}, keywords = {C:Rwanda, F: Country scan, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH}, } @techreport{upadhyay_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Senegal}: {A} {Rapid} {Scan}}, url = {https://docs.edtechhub.org/lib/5P5HVP47}, abstract = {EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is based primarily on desk research, with quality assurance provided by a country expert.}, language = {English}, number = {9}, institution = {EdTech Hub}, author = {Upadhyay, Arjun and Taddese, Abeba}, year = {2020}, doi = {10.53832/edtechhub.0037}, note = {ZenodoArchiveID: 5652140 previousZenodoArchiveID: 3936687 previousshortDOI: 10/ghgnd2 previousDOI: 10.5281/zenodo.3936687 shortDOI: 10/ghgnd2 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3936687 10.53832/edtechhub.0037 10/ghgnd2 2339240:EHTSKIBR 2339240:YQHNWNMB 2405685:5P5HVP47 2405685:BBP57X2K 2405685:SKFMQF3F 2405685:XI5PXVB3}, keywords = {C:Senegal, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, pu}, } @techreport{mullan_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Sierra} {Leone}: {A} {Rapid} {Scan}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {{EdTech} in {Sierra} {Leone}}, url = {https://docs.edtechhub.org/lib/C5MWWQI2}, abstract = {EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, in Sierra Leone. This report is based primarily on desk research, with quality assurance provided by a country expert.}, language = {en}, number = {3}, institution = {EdTech Hub}, author = {Mullan, Joel and Taddese, Abeba}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0038}, note = {previousshortDOI: 10/ghgnd3 previousDOI: 10.5281/zenodo.3903213 shortDOI: 10/ghgnd3 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3903213 10.5281/zenodo.3903213 10.53832/edtechhub.0038 10/ghgnd3 2339240:4GMNADXW 2339240:NJVI79X2 2339240:VJKBU72Y 2405685:C5MWWQI2 2405685:D25NXEFY 2405685:NNCCIL5M 2405685:RHJ9EDQH 4656463:K7AIYRDP}, keywords = {C:Sierra Leone, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH}, } @techreport{groeneveld_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Tanzania}: {A} {Rapid} {Scan}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {{EdTech} in {Tanzania}}, url = {https://docs.edtechhub.org/lib/FCPCJFJ4}, abstract = {EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private-sector partnerships, and the digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, Tanzania. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.}, language = {en}, number = {5}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Taddese, Abeba}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0039}, note = {ZenodoArchiveID: 5652136 previousshortDOI: 10/ghgnd4 previousDOI: 10.5281/zenodo.3911643 shortDOI: 10/ghgnd4 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3911643 10.5281/zenodo.3911643 10.53832/edtechhub.0039 10/ghgnd4 2339240:2TKLQMKH 2339240:34IT889J 2339240:3UYWE57M 2339240:KMUFUI9L 2339240:MAIH68ES 2405685:4LWXXRCJ 2405685:5E4ZNE5G 2405685:F529QI2E 2405685:FCPCJFJ4 2405685:K76239FV 2405685:PW7BBS8G 2405685:UN3KMN7M 4656463:N2EMSCU6}, keywords = {C:Tanzania, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH}, } @misc{outhred_edtech_2020, title = {{EdTech} in the time of {COVID}-19: {We} need more than evidence to harness the potential of {EdTech} to deliver on its promise {\textbar} {The} {Education} and {Development} {Forum}}, shorttitle = {{EdTech} in the time of {COVID}-19}, url = {https://www.ukfiet.org/2020/edtech-in-the-time-of-covid-19-we-need-more-than-evidence-to-harness-the-potential-of-edtech-to-deliver-on-its-promise/}, language = {en-GB}, urldate = {2020-08-03}, journal = {UKFIET}, author = {Outhred, Rachel and Lipcan, Alina}, month = apr, year = {2020}, note = {Library Catalog: www.ukfiet.org KerkoCite.ItemAlsoKnownAs: 2339240:G8SDCU4Z 2405685:643JH9FQ}, } @techreport{dzinotyiweyi_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Zimbabwe}: {A} {Rapid} {Scan}}, url = {https://docs.edtechhub.org/lib/G4UUX5P3}, number = {4}, institution = {EdTech Hub}, author = {Dzinotyiweyi, Monica and Taddese, Abeba}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0040}, note = {ZenodoArchiveID: 5652131 previousshortDOI: 10/ghgnd5 previousDOI: 10.5281/zenodo.3903838 shortDOI: 10/ghgnd5 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3903838 10.53832/edtechhub.0040 10/ghgnd5 2339240:L6LPKDJD 2405685:G4UUX5P3}, keywords = {C:Zimbabwe, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH}, } @techreport{chuang_edtech_2020, type = {Helpdesk {Response}}, title = {{EdTech} {Initiatives} {Focused} on {Classrooms} and {Teachers}: {A} {Curated} {List} for {Rwanda}}, url = {https://docs.edtechhub.org/lib/WGYWI78R}, abstract = {This document was produced in response to a request from the FCDO Rwanda team for a curated list of EdTech initiatives related to the following focus areas: 1. Classroom software 2. Teacher education 3. School administration.}, number = {28}, institution = {EdTech Hub}, author = {Chuang, Rachel and Koomar, Saalim}, year = {2020}, doi = {10.5281/zenodo.4762316}, note = {ZenodoArchiveID: 4762316 previousDOI: 10.5281/zenodo.4050155 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4762316 10.5281/zenodo.3990369 10.5281/zenodo.4050155 10.5281/zenodo.4762316 10/ghgk62 2339240:86AAWUD3 2339240:BMRM6MNQ 2339240:RYU57YK3 2405685:BMDY65UF 2405685:CHX3W9RE 2405685:WGYWI78R}, keywords = {F: Helpdesk response, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_zenodo:submitted, \_zenodoETH, \_zenodoETH:submitted}, } @techreport{plaut_edtech_2020, type = {Insight {Report}}, title = {{EdTech} {Innovation} for {COVID}-19: {Insights} from our global call for ideas}, url = {https://docs.edtechhub.org/lib/S7JARBXV}, institution = {EdTech Hub}, author = {Plaut, Daniel and Carter, Alice and Dixon, Miranda and Salami, Taiye}, year = {2020}, doi = {10.5281/zenodo.4768571}, note = {ZenodoArchiveID: 4768571 previousDOI: 10.5281/zenodo.4277895 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4277895 10.5281/zenodo.4768571 2339240:5M4KPPAH 2339240:MQLLLDAJ 2405685:S7JARBXV 2405685:T2HBLDU6 2405685:TE7A3D6X}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_zenodo:submitted, \_zenodoETH}, } @misc{edtech_hub_edtech_2020, title = {{EdTech} {Interventions} {Database}}, url = {https://edtechhub.org/database}, author = {EdTech Hub}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3P7HKD8E 2405685:38GA4ZAF}, } @techreport{rahman_edtech_2020, type = {Working {Paper}}, title = {{EdTech} {Interventions} for {Deaf} {Learners} in {Pakistan}: {Sprint} 1 {Review}}, url = {https://docs.edtechhub.org/lib/CYESNSWU}, institution = {EdTech Hub}, author = {Rahman, Asad and Siddiqui, Maira and Shaikh, Sarah and Geary, Richard and Awasen, Aaron and Plaut, Daniel}, year = {2020}, doi = {10.53832/edtechhub.0130}, note = {ZenodoArchiveID: 5652083 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652083 10.53832/edtechhub.0130 2339240:HBZUCV8U 2405685:CYESNSWU}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf}, } @misc{nicolai_edtechs_2020, title = {{EdTech}’s three promising approaches to \#{SaveOurFuture}}, url = {https://edtechhub.org/2020/10/29/edtech-three-promising-approaches-to-saveourfuture/}, abstract = {By Susan Nicolai and Björn Haßler Covid-19 has led to the biggest upheaval to daily life that many of us have ever seen, including for education. Even before schools shut in early March, there was a recognised global learning crisis and some 260 million not in school. The pandemic has further interrupted education for 90\% of children around the world,…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, author = {Nicolai, Susan and Haßler, Björn}, month = oct, year = {2020}, doi = {10.5281/zenodo.4707486}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707486 2129771:HQIS6BEE 2405685:G5RWH5HE 2405685:PIYPR6M6}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{nicolai_edtechs_2020, title = {{EdTech}’s three promising approaches to \#{SaveOurFuture}}, url = {https://edtechhub.org/2020/10/29/edtech-three-promising-approaches-to-saveourfuture/}, urldate = {2022-09-29}, author = {Nicolai, Susan and Hassler, Bjorn}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:USBN7MB2 2405685:FG5JBG9Z 4656463:5T538I9L}, } @misc{edtech_tulna_edtech_2020, title = {{EdTech} {Tulna} {Standards}}, url = {https://edtechtulna.org/standards/}, abstract = {The EdTech Tulna standards define a set of expectations for the design of EdTech products}, language = {en-US}, urldate = {2021-07-22}, author = {EdTech Tulna}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:578BVEVC 2405685:TZ2LIWKC}, } @misc{kenya_institute_of_curriculum_development_edu_2020, title = {Edu {TV} {Channel} 2020}, url = {https://kicd.ac.ke/our-services/educational-media/kicd-edu-channel-line-up/}, urldate = {2020-07-01}, author = {Kenya Institute of Curriculum Development}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YHVC78I8}, } @book{reimers_educating_2020, address = {Singapore}, series = {{SpringerBriefs} in {Education}}, title = {Educating {Students} to {Improve} the {World}}, isbn = {9789811538865 9789811538872}, url = {http://link.springer.com/10.1007/978-981-15-3887-2}, language = {en}, urldate = {2020-08-28}, publisher = {Springer Singapore}, author = {Reimers, Fernando M.}, year = {2020}, doi = {10.1007/978-981-15-3887-2}, note = {shortDOI: 10/ghgnd6 KerkoCite.ItemAlsoKnownAs: 10/ghgnd6 2405685:EIJXQKZ4}, } @misc{jazz_foundation_education_2020, title = {Education}, url = {http://www.jazzfoundation.com.pk/our-program/education/}, abstract = {Committed towards a more educated nation}, urldate = {2020-07-21}, author = {{Jazz Foundation}}, month = jul, year = {2020}, note = {Library Catalog: www.jazzfoundation.com.pk KerkoCite.ItemAlsoKnownAs: 2339240:DPXV8FUI 2405685:88JEN9RT 2405685:PTQH72J9}, } @misc{unicef_education_2020, title = {Education}, url = {https://www.unicef.org/pakistan/education}, abstract = {Providing quality education to all}, language = {en}, urldate = {2021-02-09}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QVPMBLYF 2405685:8E5BWWUM}, } @misc{unicef_data_education_2020, title = {Education and {COVID}-19}, url = {https://data.unicef.org/topic/education/covid-19/}, abstract = {More than 1 billion children are at risk of falling behind due to school closures aimed at containing the spread of COVID-19. To keep the world’s children learning, countries have been implementing remote education programmes. Yet many of the world’s children – particularly those in poorer households – do not have internet access, personal computers, TVs or even radio at home, amplifying the effects of existing learning inequalities. Students lacking access to the technologies needed for home-based learning have limited means to continue their education. As a result, many face the risk of never returning to school, undoing years of progress made in education around the world. With school closures across 188 countries (as of April 2020), many of them are exploring alternative ways to provide continuous education using technologies such as Internet, TV, and radio. However, access to these technologies is limited in many low- and middle-income countries, especially among poor households. While more than 90 per cent of the countries adopted digital and/or broadcast remote learning policies, only 60 per cent did so for pre-primary education. [†] Policy measures taken by the governments to ensure learning continuity through broadcast or digital media allowed for potentially reaching 69 per cent of schoolchildren (at maximum) in pre-primary to secondary education globally.[†] 31 per cent of schoolchildren worldwide (463 million) cannot be reached by the broadcast- and Internet-based remote learning policies either due to the lack of necessary technological assets at home, or because they were not targeted by the adopted policies. [†] Online platforms were the most used means by the governments to deliver education while schools remain closed, with 83 per cent of countries using this method. However, this allowed for potentially reaching only about a quarter of schoolchildren worldwide. [†] Television had the potential to reach the most…}, language = {en-US}, urldate = {2022-05-04}, author = {{UNICEF Data}}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EVYW84KS 2405685:4KM2QI2H}, } @techreport{ahmed_education_2020, address = {Dhaka, Bangladesh}, title = {Education and {Covid}-19 response: bringing schools and learning back on track}, url = {https://www.campebd.org/page/Generic/0/6/18}, institution = {Education Watch/Campaign for Popular Education (CAMPE)}, author = {Ahmed, Manzoor and Rahaman, Mostafizur and Hossain, Syed Shahadat and Ahmed, Ghiasuddin}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G9RHE7L5 2405685:7U3LNXWS}, } @article{fennell_education_2020, title = {Education and {Disability} in the {Global} {South}: {New} {Perspectives} from {Africa} and {Asia}}, volume = {21}, issn = {1945-2829}, shorttitle = {Education and {Disability} in the {Global} {South}}, url = {https://doi.org/10.1080/19452829.2020.1827518}, doi = {10.1080/19452829.2020.1827518}, number = {4}, urldate = {2020-12-10}, journal = {Journal of Human Development and Capabilities}, author = {Fennell, Shailaja}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19452829.2020.1827518 2339240:P8HDH8RQ 2405685:JXEIT6NT}, pages = {399--401}, } @misc{karmuqabla_education_2020, title = {Education and distance learning gaming platform}, shorttitle = {{KarMuqabla}}, url = {https://www.karmuqabla.com/}, abstract = {Helping student education by letting them test themselves against hundreds of thousands of their peers through our innovative syllabus-based gaming software}, language = {en-US}, urldate = {2020-07-21}, author = {{KarMuqabla}}, month = jul, year = {2020}, note = {Library Catalog: www.karmuqabla.com KerkoCite.ItemAlsoKnownAs: 2339240:EYX9VTCY 2405685:46ANPHZ6 2405685:GFIPVTTN}, } @misc{karmuqabla_education_2020, title = {Education and distance learning gaming platform}, shorttitle = {{KarMuqabla}}, url = {https://www.karmuqabla.com/}, abstract = {Helping student education by letting them test themselves against hundreds of thousands of their peers through our innovative syllabus-based gaming software}, language = {en-US}, urldate = {2020-07-21}, author = {{KarMuqabla}}, month = jul, year = {2020}, note = {Library Catalog: www.karmuqabla.com KerkoCite.ItemAlsoKnownAs: 2339240:EYX9VTCY 2405685:46ANPHZ6 2405685:GFIPVTTN}, } @article{daniel_education_2020, title = {Education and the {COVID}-19 pandemic}, volume = {49}, issn = {0033-1538, 1573-9090}, url = {https://link.springer.com/10.1007/s11125-020-09464-3}, doi = {10.1007/s11125-020-09464-3}, abstract = {The COVID-19 pandemic is a huge challenge to education systems. This Viewpoint offers guidance to teachers, institutional heads, and officials on addressing the crisis. What preparations should institutions make in the short time available and how do they address students’ needs by level and field of study? Reassuring students and parents is a vital element of institutional response. In ramping up capacity to teach remotely, schools and colleges should take advantage of asynchronous learning, which works best in digital formats. As well as the normal classroom subjects, teaching should include varied assignments and work that puts COVID-19 in a global and historical context. When constructing curricula, designing student assessment first helps teachers to focus. Finally, this Viewpoint suggests flexible ways to repair the damage to students’ learning trajectories once the pandemic is over and gives a list of resources.}, language = {en}, number = {1-2}, urldate = {2021-08-05}, journal = {PROSPECTS}, author = {Daniel, Sir John}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-020-09464-3 10/ghvnth 2339240:NPJUBXW8 2405685:ZF3A2VIK}, pages = {91--96}, } @misc{pakistan_alliance_for_girls_education_education_2020, title = {Education budget of {Pakistan}}, url = {https://page.org.pk/education-budget-of-pakistan/}, abstract = {Budget provide an apprehension into the Government’s policy priorities. Education receives a remarkable fragment of Federal and Provincial budgets every year.}, language = {en-US}, urldate = {2021-11-09}, author = {{Pakistan Alliance for Girls Education}}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ASUNRHWE 2405685:RD9K77B7}, } @misc{unicef_education_2020, title = {Education cannot wait}, url = {https://www.unicef.org/pakistan/stories/education-cannot-wait}, abstract = {Learning continues for students in KP despite the pandemic}, language = {en}, urldate = {2022-04-29}, author = {{UNICEF}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:67L8WJ8A 2405685:PXJW4RJZ}, } @techreport{ministry_of_general_education_zambia_education_2020, title = {Education {Contingency} {Plan} for {Novel} {Coronavirus} ({COVID}-19)}, url = {https://www.moge.gov.zm/download/development_plans/MoGE-Novel-Coronavirus-COVID-19-response-and-recovery-plan-2020-Final.pdf}, urldate = {2020-06-09}, author = {Ministry of General Education (Zambia)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:324MYZ5P 2405685:GR2URAXT}, } @techreport{zacharia_education_2020, address = {Washington D.C.}, title = {Education continuity during the {Coronavirus} crisis: {Pakistan} - {TeleSchool} and {Taleem} {Ghar} ({Educational} {TV} at {Home})}, url = {https://documents1.worldbank.org/curated/en/421821600058352361/pdf/Pakistan-TeleSchool-and-Taleem-Ghar-Educational-TV-at-Home.pdf}, institution = {World Bank}, author = {Zacharia, Sharon}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AS57JHK3 2405685:SAM2934R}, } @techreport{lamba_education_2020, title = {Education continuity during the {Coronavirus} crisis: {Sierra} {Leone} and {Liberia} {Rising} {Academy} {Network} on air}, url = {https://oecdedutoday.com/wp-content/uploads/2020/05/Sierra-Leone-Liberia-Rising-Academy-Network.pdf}, urldate = {2021-10-11}, institution = {Rising Academy Network}, author = {Lamba, Keya and Reimers, Fernando}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YUCXSRDK 2405685:U7GMEU2U}, } @misc{federal_ministry_of_education_nigeria_education_2020, title = {Education {Coordinated} {COVID}-19 {Response} {Strategy}}, url = {https://education.gov.ng/education-coordinated-covid-19-response-strategy/}, language = {en-US}, urldate = {2020-07-07}, author = {Federal Ministry of Education (Nigeria)}, year = {2020}, note = {Library Catalog: education.gov.ng EdTechHub.ItemAlsoKnownAs: 2405685:PV3S5LIY}, } @misc{noauthor_education_2020, title = {Education during the {COVID}-19 crisis: {Opportunities} and constraints of using {EdTech} in low-income countries}, shorttitle = {Education during the {COVID}-19 crisis}, url = {https://edtechhub.org/coronavirus/edtech-low-income-countries/}, abstract = {During this time of crisis, education will not be business-as-usual, and EdTech alone cannot close the learning gap. It will be dedicated teachers and resilient educators who will ensure learning doesn’t stop — but they could be helped by the right EdTech tools.}, language = {en-US}, urldate = {2020-11-25}, journal = {EdTech Hub}, year = {2020}, doi = {10.5281/zenodo.4707786}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707786 2405685:8JSCGYMM 2405685:P3KEJIPR}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{david_education_2020, title = {Education during the {COVID}-19 crisis: opportunities and constraints of using {EdTech} in low-income countries}, shorttitle = {Education during the {COVID}-19 crisis}, url = {https://www.bsg.ox.ac.uk/sites/default/files/2020-04/Education-during-covid-19-crisis.pdf}, abstract = {Key points: Technology can help mitigate the effects of the educational crisis and closures of schools, but ed-tech is not a silver bullet and governments need to have realistic expectations about what it can achieve The digital divide means that internet and mobile network access varies greatly in middle- and low-income countries Governments can provide immediate support by informing teachers about simple grassroots platforms where they can share their own ed-tech solutions Educational TV and radio broadcasts in combination with SMS are effective communication channels between educators and students when the internet connectivity is poor or not available It will be important for education authorities to begin planning how in 12-months’ time they will diagnose and treat the learning gaps that have emerged during the crisis.}, language = {eng}, urldate = {2020-04-17}, institution = {Zenodo}, author = {David, Raluca and Pellini, Arnaldo and Jordan, Katy and Philips, Toby}, month = apr, year = {2020}, doi = {10.5281/zenodo.3750976}, note = {shortDOI: 10/ghgnd7 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3750976 10/ghgnd7 2339240:3CKN9C4K 2339240:5AHKKQF6 2405685:92ZVGWNU 2405685:CT8JMZEU}, keywords = {COV:COVID and reopening of schools, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:other:ok, \_zenodoETH, covid-19, crisis education, distance education, education, education policy, educational technology, emergency education, pandemic education, school closures, schools}, } @misc{pellini_education_2020, type = {{UKFIET}: {The} education and development forum}, title = {Education during the {COVID}-19 crisis: {Opportunities} and constraints of using {EdTech} in low-income countries}, shorttitle = {Education during the {COVID}-19 crisis}, url = {https://www.ukfiet.org/2020/education-during-the-covid-19-crisis-opportunities-and-constraints-of-using-edtech-in-low-income-countries/}, language = {en-GB}, urldate = {2020-06-03}, author = {Pellini, Arnaldo and David, Raluca and Katy, Jordan and Phillips, Toby}, year = {2020}, note = {Library Catalog: www.ukfiet.org EdTechHub.ItemAlsoKnownAs: 2405685:HJLBXYCD}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{vandenbosch_education_2020, title = {Education during the pandemic: {VVOB} continues capacity development of education partners from a safe distance}, shorttitle = {Education during the pandemic}, url = {https://www.teachingattherightlevel.org/education-pandemic-vvob/}, abstract = {VVOB Zambia team member Richard Bwale continues to work from home. Photo: VVOB This blogpost is part of a series – over the next few months, the TaRL blog hopes to showcase what various organisations are doing to continue to support education systems and ensure that learning continues while schools across the world are closed […]}, language = {en-ZA}, urldate = {2020-05-20}, journal = {Teaching at the Right Level}, author = {Vandenbosch, Tom and Katelin, Raw}, month = apr, year = {2020}, note = {Library Catalog: www.teachingattherightlevel.org KerkoCite.ItemAlsoKnownAs: 2405685:7VD4EWIX}, } @techreport{chebib_education_2020, address = {London}, title = {Education for all in the time of {COVID}-19: how {EdTech} can be part of the solution}, url = {https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2020/09/EdTech-Final-WEB.pdf}, urldate = {2021-05-10}, institution = {GSMA}, author = {Chebib, Kinda}, collaborator = {Sharma, Akanksha and Ajadi, Sam}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RNC6E62B 2534378:D86AH99M}, } @techreport{gsma_education_2020, title = {Education for all in the time of {COVID}-19: how education can be part of the solution}, url = {https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2020/09/EdTech-Final-WEB.pdf}, urldate = {2021-10-03}, author = {{GSMA}}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y8UC8D5F 2405685:GTFVIDAJ}, } @techreport{unwin_education_2020, title = {Education for the most marginalised post-{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://edtechhub.org/education-for-the-most-marginalised-post-covid-19/}, language = {en}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U63GPTMY 2405685:BAMFTKM9}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @techreport{unwin_education_2020, title = {Education for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, shorttitle = {Education for the most marginalised post‑{COVID}-19}, url = {https://edtechhub.org/education-for-the-most-marginalised-post-covid-19/}, abstract = {Education for the most marginalised post‑COVID-19 Guidance for governments on the use of digital technologies in education Join us December 18 for the report launch! Click here to register. The UNESCO Chair in ICT for Development, with support from the EdTech Hub, developed this report and associated Guidance Notes in 2020 building on a series of regional and sectoral consultations…}, language = {en-US}, urldate = {2021-02-03}, institution = {EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IK5SDRGN 2339240:JTDGHA3K 2405685:D22ZXDPG 2405685:UNZYXGC6}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {118}, } @techreport{unwin_education_2020, title = {Education for the most marginalised post-{COVID}-19: {Guidance} for governments on the use of digital technologies in education – {Act} one}, url = {https://docs.edtechhub.org/lib/VFERK5JK}, number = {ACT ONE (OF THREE): EXECUTIVE SUMMARY}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684287}, note = {ZenodoArchiveID: 4684287 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684287 2339240:EXUHD2R4 2405685:VFERK5JK}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_education_2020, title = {Education for the most marginalised post-{COVID}-19: {Guidance} for governments on the use of digital technologies in education {ACT} {TWO} ({OF} {THREE}): {FULL} {REPORT}}, url = {https://edtechhub.org/wp-content/uploads/2020/09/Education-for-the-most-marginalised-Report-Act-2-v8.pdf}, institution = {EdTech Hub, UNESCO, UniTwin}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DT5Q8T2B 2405685:JDSSXW7Q}, } @techreport{unwin_education_2020, title = {Education for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education {ACT} {TWO} ({OF} {THREE}): {FULL} {REPORT}}, url = {https://docs.edtechhub.org/lib/UF3XJXGS}, language = {en}, institution = {EdTech Hub, UNESCO, UniTwin}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684361}, note = {ZenodoArchiveID: 4684361 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684361 2339240:SL23268I 2339240:VTWI3GZJ 2405685:UF3XJXGS 2405685:UXHEIEWM 2405685:ZA9RWW28}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, pages = {118}, } @techreport{unwin_education_2020, title = {Education for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education — home page}, url = {https://docs.edtechhub.org/lib/AX8D5YK2}, language = {en}, number = {2}, institution = {EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684355}, note = {ZenodoArchiveID: 4684355 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684355 2339240:29LWMJ9W 2339240:FE9TLJQM 2405685:AX8D5YK2}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @misc{unesco_education_2020, title = {Education: {From} disruption to recovery}, shorttitle = {Education}, url = {https://en.unesco.org/covid19/educationresponse}, abstract = {A record number of children and youth are not attending school because of closures mandated by governments in an attempt to slow the spread of COVID-19.}, language = {en}, urldate = {2020-08-03}, journal = {UNESCO}, author = {UNESCO}, month = mar, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:4V4S68C2 2339240:D73PGJ2S 2339240:IFLGAKPY 2339240:LJI969V8 2339240:LPZ8IFR3 2339240:NVX8JT95 2339240:XM794Y6N 2339240:ZPPHRZLV 2405685:7D8S87FK 2405685:88X7NTNG 2405685:AM4LIP3K 2405685:DCY79GK8 2405685:HMY9IGAW 2405685:JBQH4NSZ 2405685:NJUUYNJJ 2405685:WBIE66RX}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{unicef_education_2020, title = {Education: {Giving} {Every} {Child} the {Right} to {Education}}, url = {https://www.unicef.org/pakistan/education}, abstract = {Providing quality education to all}, language = {en}, urldate = {2020-06-10}, author = {{UNICEF}}, year = {2020}, note = {Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2339240:DJFL3HFF 2405685:SHX8AVV4}, } @article{evans_education_2020, title = {Education in {Africa}: {What} {Are} {We} {Learning}?}, url = {https://www.cgdev.org/sites/default/files/education-africa-what-are-we-learning.pdf}, abstract = {Countries across Africa continue to face major challenges in education. In this review, we examine 145 recent empirical studies (from 2014 onward) on how to increase access to and improve the quality of education across the continent, specifically examining how these studies update previous research findings. We find that 64 percent of the studies evaluate government implemented programs, 36 percent include detailed cost analysis, and 35 percent evaluate multiple treatment arms. We identify several areas where new studies provide rigorous evidence on topics that do not figure prominently in earlier evidence syntheses. New evidence shows promising impacts of structured pedagogy interventions (which typically provide a variety of inputs, such as lesson plans and training for teachers together with new materials for students) and of mother tongue instruction interventions, as well as from a range of teacher programs, including both remunerative (pay-for-performance of various designs) and non-remunerative (coaching and certain types of training) programs. School feeding delivers gains in both access and learning. New studies also show long-term positive impacts of eliminating school fees for primary school and positive impacts of eliminating fees in secondary school. Education technology interventions have decidedly mixed impacts, as do school grant programs and programs providing individual learning inputs (e.g., uniforms or textbooks).}, language = {en}, author = {Evans, David and Acosta, Amina Mendez}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I9QLRLND 2405685:BUVF2SY4}, keywords = {⛔ No DOI found}, pages = {101}, } @misc{global_partnership_for_education_education_2020, title = {Education in {Madagascar}}, url = {https://www.globalpartnership.org/where-we-work/madagascar}, abstract = {See education data for Madagascar and learn about GPE programs, grants, results and progress.}, language = {en}, urldate = {2020-06-30}, author = {{Global Partnership for Education}}, year = {2020}, note = {Library Catalog: www.globalpartnership.org KerkoCite.ItemAlsoKnownAs: 2405685:R6YB53TI 2405685:ZZXJ6FCV}, } @article{hall_education_2020, title = {Education in precarious times: {A} comparative study across six countries to identify design priorities for mobile learning in a pandemic}, url = {https://www.emerald.com/insight/2398-5348.htm%0A}, doi = {10.1108/ILS-04-2020-0089}, abstract = {Purpose: This paper is based on the emergency changes we have had to make in the European DEIMP Project (2017-2020), “Designing and Evaluating Innovative Mobile Pedagogies” (DEIMP). DEIMP is undertaken by a transnational consortium comprising partner institutions and schools from the UK (coordinating), Australia, Belgium, Cyprus, Ireland and The Netherlands. As well as the enforced changes to the project, there have been major adjustments in how education is being provided in each of our countries, across all sectors: primary, secondary and tertiary. The purpose of this paper is to provide pragmatic guidelines that will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future. Design/methodology/approach: The authors outline 21 design principles underpinning innovative mobile learning, which will be of pragmatic use to all using mobile learning in the COVID-19 pandemic. These principles have emerged in the context of the three-year European DEIMP Project (2017-2020). The authors also examine major educational changes that have recently been imposed upon teachers and educational researchers, and key aspects of the current emergency response in education internationally, and resultant implications for educational technology and mobile learning. Findings: A living record highlighting what is currently happening in the educational systems of the DEIMP project’s respective partner countries. The paper outlines design concerns and issues, which will need to be addressed as the authors endeavour to bridge both the digital divide and digital use divide in remote education. Furthermore, the paper illustrates 21 pragmatic design principles underpinning innovative mobile pedagogies. Originality/value: A comparative study of the effects of the pandemic across six countries, including The UK, Australia, Belgium, Cyprus, Ireland and The Netherlands. The authors outline 21 design principles for mobile learning, which is hoped will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future.}, journal = {Information and Learning Science}, author = {Hall, Tony and Connolly, Cornelia and Ó Grádaigh, Seán and Burden, Kevin and Kearney, Matthew and Schuck, Sandy and Bottema, Jeroen and Cazemier, Gerton and Hustinx, Wouter and Evens, Marie and Koenraad, Ton and Makridou, Eria and Kosmas, Panagiotis}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0089 2405685:XEWUJWT9}, keywords = {COVID-19, Comparative, Education, Learning, Mobile, Remote, Study}, pages = {1--10}, } @misc{global_partnership_for_education_education_2020, title = {Education in {Tanzania}}, url = {https://www.globalpartnership.org/where-we-work/tanzania}, author = {Global Partnership for Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KJIAJ4F2 2405685:N4Z4I5X6}, } @misc{global_partnership_for_education_education_2020, title = {Education in {Yemen}}, url = {https://www.globalpartnership.org/where-we-work/yemen}, abstract = {See education data for Yemen and learn about GPE programs, grants, results and progress.}, language = {en}, urldate = {2020-06-01}, author = {{Global Partnership for Education}}, year = {2020}, note = {Library Catalog: www.globalpartnership.org KerkoCite.ItemAlsoKnownAs: 2339240:26KW8YWN 2405685:FBLWX9MK 4803016:BZ2NFKYX}, } @misc{directorate_of_science_technology_and_innovation_education_2020, title = {Education {Innovation} {Challenge} {Data} {Dashboard}}, url = {https://www.eic.hcdincubator.dsti.gov.sl/}, urldate = {2020-12-17}, author = {Directorate of Science, Technology {and} Innovation}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LCWW38H4 2405685:AIPAAXUL}, } @techreport{dsti_education_2020, title = {Education {Innovation} {Challenge} - {Reflection} \& {Learning} {Summit} {Report}}, url = {https://www.dsti.gov.sl/wp-content/uploads/2020/12/THE-HUMAN-CAPITAL-DEVELOPMENT-INDEX-EDUCATION-INNOVATION-CHALLENGE-REFLECTION-AND-LEARNING-SUMMIT-final1.pdf}, author = {DSTI}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M28U3MQY 2405685:YNNFWZLA}, } @misc{unesco_institute_for_statistics_education_2020, title = {Education {\textbar} {Liberia}}, url = {http://data.uis.unesco.org/Index.aspx?queryid=156}, urldate = {2020-06-26}, author = {UNESCO Institute for Statistics}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:V5J8TBAB}, } @techreport{unicef_education_2020, title = {Education {Management} {Information} {Systems} ({EMIS}) that {Track} {Individual} {Student} {Data} in {Mongolia}}, url = {https://www.unicef.org/eap/reports/education-management-information-systems-emis-track-individual-student-data-mongolia}, abstract = {Key recommendations provided in this report are to inform the further development of EMIS strategy and policy in Mongolia}, language = {en}, urldate = {2020-08-31}, institution = {UNICEF East Asia and the Pacific Regional Office}, author = {UNICEF}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9WM3CXKH 2405685:2FVLVHUS}, } @misc{noauthor_education_2020, title = {Education {Ministry} creates special online study platform for {SHS} students}, url = {https://www.ghanaweb.com/GhanaHomePage/NewsArchive/Education-Ministry-creates-special-online-study-platform-for-SHS-students-908740}, abstract = {The Ministry for Education has launched a special online study platform for Senior High School students. Ever since Covid-19 halted school activities the Education Ministry together with the Ghana Education Service has stepped up efforts to help...}, language = {en}, urldate = {2020-08-03}, month = mar, year = {2020}, note = {Library Catalog: www.ghanaweb.com KerkoCite.ItemAlsoKnownAs: 2405685:BM7HEL24}, } @article{iqbal_education-pakistan_2020, title = {{EDUCATION}-{PAKISTAN}: {ALIF} {Spells} {Open} {Sesame} {For} {Pre}-schoolers {\textbar} {Inter} {Press} {Service}}, url = {http://www.ipsnews.net/2000/04/education-pakistan-alif-spells-open-sesame-for-pre-schoolers/}, language = {EN}, urldate = {2020-08-11}, journal = {Inter Press Service News Agency}, author = {Iqbal, Nadeem}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JAXGACKE}, } @misc{iadb_education_2020, title = {Education {Policy} {Brief} {Latin} {America} and the {Caribbean} \#2: {Four} {Key} {Elements} to {Make} {Hybrid} {Education} a {Reality} {\textbar} {Publications}}, url = {https://publications.iadb.org/publications/english/document/Education-Policy-Brief-Latin-America-and-the-Caribbean-2-Four-Key-Elements-to-Make-Hybrid-Education-a-Reality.pdf}, urldate = {2021-12-21}, author = {{IADB}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LNU6BJMX 2405685:HZVZWDEK}, } @techreport{dfid_education_2020, title = {Education {Programme} {For} {Results} ({EP4R}) {Annual} {Review} 2020}, urldate = {2020-01-30}, institution = {Department for International Development (DFID)}, author = {DFID}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WZ8LAWC2 2405685:B5QJSBLA}, } @article{the_citizen_education_2020, title = {Education {PS} dismissal draws mixed reactions}, url = {https://www.thecitizen.co.tz/tanzania/news/-education-ps-dismissal-draws-mixed-reactions-2717554}, abstract = {Education stakeholders were yesterday shocked over the drastic steps taken against former deputy permanent secretary (PS) in the ministry of Education, Dr Ave Maria Semakafu, after announcing...}, language = {en}, urldate = {2021-01-20}, journal = {The Citizen}, author = {{The Citizen}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T5JI6JBW 2405685:72YESR3V}, } @techreport{zacharia_education_2020, address = {Washington, D.C.}, title = {Education {Radio} {Knowledge} {Pack} : {With} a {Focus} on {Low}-{Resource} {Settings}}, url = {https://documents1.worldbank.org/curated/en/099005204142223657/pdf/P17425206e03360ab0a4a108c17b2cf29a0.pdf}, language = {en}, urldate = {2023-03-24}, institution = {World Bank Group}, author = {Zacharia, Sharon}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:D4Z6M8GB}, } @techreport{zacharia_education_2020, address = {Washington, D.C.}, title = {Education {Radio} {Knowledge} {Pack} : {With} a {Focus} on {Low}-{Resource} {Settings}}, url = {https://documents1.worldbank.org/curated/en/099005204142223657/pdf/P17425206e03360ab0a4a108c17b2cf29a0.pdf}, language = {en}, urldate = {2023-03-24}, institution = {World Bank Group}, author = {Zacharia, Sharon}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:D4Z6M8GB}, } @techreport{zacharia_education_2020, address = {Washington, D.C.}, title = {Education {Radio} {Knowledge} {Pack} : {With} a {Focus} on {Low}-{Resource} {Settings}}, url = {https://documents1.worldbank.org/curated/en/099005204142223657/pdf/P17425206e03360ab0a4a108c17b2cf29a0.pdf}, language = {en}, urldate = {2023-03-24}, institution = {World Bank Group}, author = {Zacharia, Sharon}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:D4Z6M8GB}, } @techreport{zacharia_education_2020, type = {Text/{HTML}}, title = {Education {Radio} {Knowledge} {Pack} : {With} a {Focus} on {Low}-{Resource} {Settings}}, shorttitle = {Education {Radio} {Knowledge} {Pack}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099005204142223657/P17425206e03360ab0a4a108c17b2cf29a0}, abstract = {Education Radio Knowledge Pack : With a Focus on Low-Resource Settings (English)}, language = {en}, urldate = {2023-05-29}, author = {Zacharia, Sharon}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MDDQJN2T 2405685:9G6BFSC9}, } @techreport{zacharia_education_2020, type = {Text/{HTML}}, title = {Education {Radio} {Knowledge} {Pack}: {With} a {Focus} on {Low}-{Resource} {Settings}}, shorttitle = {Education {Radio} {Knowledge} {Pack}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099005204142223657/P17425206e03360ab0a4a108c17b2cf29a0}, abstract = {Education Radio Knowledge Pack : With a Focus on Low-Resource Settings (English)}, language = {en}, urldate = {2023-05-29}, author = {Zacharia, Sharon}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MDDQJN2T 2405685:9G6BFSC9}, } @misc{ministry_of_education_ghana_education_2020, title = {{EDUCATION} {REFORM} - {Ministry} of {Education} {Ghana}}, url = {https://moe.gov.gh/index.php/education-reform/}, abstract = {The Ghana Education Reform Agenda The Government of Ghana initiated some key education reforms to transform teaching and learning and improve educational outcomes under the Education Strategic Plan (ESP 2018-2030) which was approved by cabinet in November 2018. These reforms are expected to contribute to the goals of the ESP and the Sustainable Development Goals}, language = {en-US}, urldate = {2024-03-27}, author = {{Ministry of Education Ghana}}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:B3P79X4E}, } @article{borsari_education_2020, title = {Education {Reform} through a {Systems} {Approach} for {Sustainable} {Development}}, url = {http://link-springer-com-443.webvpn.fjmu.edu.cn/referenceworkentry/10.1007/978-3-319-69902-8_4-1}, doi = {10.1007/978-3-319-69902-8_4-1}, abstract = {Change/s in education; Study program; Systemic approach Educational reform The process of changing public education in order to empower all learners, and to adapt it to the changes occurring in...}, language = {en}, urldate = {2021-01-06}, journal = {Quality Education}, author = {Borsari, Bruno and Mora, Cristhian}, year = {2020}, note = {Publisher: Springer, Cham KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-69902-8\_4-1 2339240:3HYUJCHY 2405685:86EMS57I}, pages = {1--10}, } @techreport{republic_of_sierra_leone_education_2020, title = {Education {Sector} {Analysis}. {Assessing} the enabling environment for gender equality}, institution = {UNICEF, IIEP - UNESCO}, author = {Republic of Sierra Leone}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X5MR76ZW 2405685:29U93GQF}, } @techreport{ministry_of_basic_and_secondary_education_the_gambia_education_2020, title = {Education {Sector} {Coronavirus} ({COVID}-19) {Response} {Plan}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/gambia_education_sector_covid-19_strategy.pdf}, urldate = {2020-06-09}, author = {Ministry of Basic {and} Secondary Education (The Gambia)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PD58EICE 2405685:XXB3XQBU}, } @techreport{government_of_nigeria_education_2020, title = {Education {Sector} {COVID}-19 {Contingency} {Plan}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/nigeria-education-sector-covid-19-contingency-plan.pdf}, urldate = {2020-06-09}, author = {Government of Nigeria}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PPD5DFDT 2405685:IW38WHBC}, } @techreport{ministry_of_education_education_2020, address = {Dhaka}, title = {Education sector plan ({ESP}) for {Bangladesh} {Fiscal} years 2020/21-2024/25}, url = {https://planipolis.iiep.unesco.org/en/2020/education-sector-plan-esp-bangladesh-fiscal-years-202021-202425-7052}, institution = {Ministry of Education}, author = {Ministry of Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WE7ZPX8W 2405685:WRBA628Y}, } @techreport{moe_education_2020, title = {Education sector plan ({ESP}) for {Bangladesh}: {Fiscal} years 2020/21-2024/25}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-12-Bangladesh-ESP.pdf}, urldate = {2021-05-04}, institution = {Ministry of Education}, author = {MoE}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QEU82LB4 2405685:6AMSJQTC}, } @techreport{moe_education_2020, title = {Education {Sector} {Plan} ({ESP}) for {Bangladesh} {Fiscal} {Years} 2020/21-2024/25}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-12-Bangladesh-ESP.pdf}, urldate = {2022-01-16}, author = {{MoE}}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XHUT23N9 2405685:MWK38D4Z}, } @misc{sengeh_education_2020, title = {Education service transformation in {Sierra} {Leone}: {Where} policy meets the people}, url = {https://www.globalpartnership.org/blog/education-service-transformation-sierra-leone-where-policy-meets-people}, author = {Sengeh, David}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y5AL4GBH 2405685:CL5T3HVF}, } @misc{sengeh_education_2020, title = {Education service transformation in {Sierra} {Leone}: {Where} policy meets the people {\textbar} {Blog} {\textbar} {Global} {Partnership} for {Education}}, shorttitle = {Education service transformation in {Sierra} {Leone}}, url = {https://www.globalpartnership.org/blog/education-service-transformation-sierra-leone-where-policy-meets-people}, abstract = {As GPE prepares to launch a new five-year strategic plan responding to partner countries’ demands for transformative change, GPE Board Member and Minister of Basic and Senior Secondary Education David Moinina Sengeh shares learnings from his first year of office on what transforming education means to the people of Sierra Leone.}, language = {en}, urldate = {2020-12-16}, author = {Sengeh, David Moinina}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DE8NBSA7 2405685:TJT9ZI8V}, } @misc{world_bank_education_2020, title = {Education {Statistics} {\textbar} {Education} {Expenditures}}, url = {https://datatopics.worldbank.org/education/wDashboard/dqexpenditures}, urldate = {2020-12-21}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q727WSWG 2405685:692ABNRY}, } @article{frick_education_2020, title = {Education {Systems} and {Technology} in 1990, 2020, and {Beyond}}, volume = {64}, issn = {8756-3894}, url = {https://doi.org/10.1007/s11528-020-00527-y}, doi = {10.1007/s11528-020-00527-y}, abstract = {In "Restructuring Education Through Technology," I incorporated systems thinking to identify seven types of relationships in educational systems: teacher-student, student-content, student-context, teacher-content, teacher-context, content-context, and education system-environment relationships (Frick 1991). I now revisit these education system relations and discuss potential futures of education. The World Wide Web did not exist when I wrote the original treatise, nor did wireless smartphones and tablets, Google's search engine, YouTube, Facebook, or Wikipedia. However, one important education system relationship should not change: the affective bonding between teachers and their students. [For "Restructuring Education through Technology. Fastback 326," see ED350995.]}, language = {en}, number = {5}, urldate = {2020-12-22}, journal = {TechTrends: Linking Research and Practice to Improve Learning}, author = {Frick, Theodore W.}, month = sep, year = {2020}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-020-00527-y 2339240:MQ8SJ32H 2339240:Q2BXLM26 2405685:CG82PQAY 2405685:MKLTBY7Q}, keywords = {Educational Practices, Educational Technology, Educational Trends, Futures (of Society), Systems Approach, Teacher Student Relationship}, pages = {693--703}, } @techreport{world_bank_education_2020, type = {Brief}, title = {Education {Systems}’ {Response} to {COVID19}}, url = {http://pubdocs.worldbank.org/en/270911586813434245/COVID19-Education-Sector-Brief-April-10-FINAL.pdf}, urldate = {2020-07-31}, institution = {The World Bank}, author = {World Bank}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D5MZ4SCZ 2405685:SJNFDE4P}, } @techreport{isisi_education_2020, type = {Case {Study}}, title = {Education technology in the {COVID}-19 response in {Nigeria}}, language = {en}, institution = {EdTech Hub}, author = {Isisi, Akogun and Olojede, Omolola and Adedoyin, Adesina and Akogun, Oladele}, month = nov, year = {2020}, doi = {10.5281/zenodo.4706031}, note = {ZenodoArchiveID: 4706031 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706031 2339240:LNRXZMBD 2405685:RG93WYZD}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @techreport{tabassum_education_2020, type = {Case {Study}}, title = {Education technology in the {COVID}-19 response in {Pakistan}}, url = {https://www.researchgate.net/publication/348002515_Education_technology_in_the_COVID-19_response_in_Pakistan}, language = {en}, institution = {EdTech Hub}, author = {Tabassum, Rabia and Hadi, Murium and Qaisrani, Ayesha and Shah, Qasim}, month = nov, year = {2020}, doi = {10.5281/zenodo.4705912}, note = {ZenodoArchiveID: 4705912 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705912 2339240:26FUGGA3 2339240:X339ME8R 2405685:EHKCNED4 2405685:NIVS5RZF 2405685:TWMVIX77}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v2, \_zenodo:submitted, \_zenodoETH, ⛔ No DOI found}, } @techreport{global_coalition_to_prevent_education_from_attack_education_2020, title = {Education {Under} {Attack} 2020}, url = {https://protectingeducation.org/publication/education-under-attack-2020/}, institution = {GCPEA}, author = {Global Coalition to Prevent Education from Attack}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ASHLGUJH 2405685:5BAE3KIL}, } @techreport{moghli_education_2020, address = {Beirut}, title = {Education under {Covid}-19 lockdown: {Reflections} from teachers, students \& parents}, url = {https://lebanesestudies.com/education-under-covid-19-lockdown-reflections-from-teachers-students-parents/}, language = {en}, author = {Moghli, Mai Abu and Shuayb, Maha}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:72A4MY3C 2405685:JNDEFESX 2405685:M3WCABWI}, pages = {1--29}, } @techreport{mackintosh_education_2020, title = {Education {Workforce} {Costed} {Options} {Paper}}, url = {https://educationcommission.org/wp-content/uploads/2020/12/5-EW-Costed-Options-Paper.pdf}, institution = {Education Workforce Initiative}, author = {Mackintosh, Alasdair and Ramirez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MFY7NTHI 2405685:WDD9BHP5}, keywords = {⛔ No DOI found}, } @techreport{mackintosh_education_2020, type = {Research and {Policy} {Paper}}, title = {Education {Workforce} {Management} in {Sierra} {Leone}}, language = {en}, institution = {Education Commission}, author = {Mackintosh, Alasdair and Ramirez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:28FQ3DS8 2405685:QEWLRFDX}, pages = {32}, } @techreport{mackintosh_education_2020, title = {Education {Workforce} {Recruitment} and {Matching} in {Sierra} {Leone}}, url = {https://educationcommission.org/wp-content/uploads/2020/12/4-EW-Recruitment-and-Matching-Paper.pdf}, institution = {Education Workforce Initiative}, author = {Mackintosh, Alasdair and Ramirez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2JR2FXVK 2339240:8YVNU64V 2405685:KZBP674C 2405685:Q8T7NH3C 4556019:S8AD6237}, keywords = {\_yl:b, ⛔ No DOI found}, } @techreport{mackintosh_education_2020, address = {New York, NY}, type = {Research and {Policy} {Paper}}, title = {Education {Workforce} {Spatial} {Analysis} in {Sierra} {Leone}}, url = {https://educationcommission.org/wp-content/uploads/2020/12/2-EW-Spatial-Analysis-Paper.pdf}, language = {en}, institution = {Education Commission}, author = {Mackintosh, Alasdair and Ramirez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XF3I7T7Y 2339240:Q42KZNBD 2339240:V7GZZAMR 2405685:2HRVB9KF 2405685:4AGUYJZJ 2405685:B5LNLGZL 2405685:FS263PV6 4042040:ZQNXW7RV 4556019:S386467K}, keywords = {\_yl:a, ⛔ No DOI found}, pages = {31}, } @techreport{mackintosh_education_2020, type = {Research and {Policy} {Paper}}, title = {Education {Workforce} {Supply} and {Needs} in {Sierra} {Leone}}, url = {https://educationcommission.org/wp-content/uploads/2020/12/3-EW-Supply-and-Needs-Paper.pdf}, language = {en}, institution = {the Education Commission; Fab Inc.}, author = {Mackintosh, Alasdair and Ramirez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2KB28MDX 2339240:LYKK26AE 2405685:52ZGRDGR 2405685:8MIWRFD2 2405685:QMGGDQ4G}, keywords = {⛔ No DOI found}, pages = {41}, } @techreport{blasko_educational_2020, title = {Educational inequalities in {Europe} and physical school closures during {Covid}-19}, url = {https://ec.europa.eu/jrc/en/research/crosscutting-activities/fairness.}, author = {Blaskó, Zsuzsa and Schnepf, Sylke V}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3MPSDT4N}, pages = {1--5}, } @techreport{rodriguez-segura_educational_2020, type = {Working {Paper}}, title = {Educational {Technology} in {Developing} {Countries}: {A} {Systematic} {Review}}, url = {https://curry.virginia.edu/sites/default/files/uploads/epw/72_Edtech_in_Developing_Countries.pdf}, number = {72}, urldate = {2020-08-10}, institution = {University of Virginia}, author = {Rodriguez-Segura, Daniel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3NFUQ2N5 2339240:7X8NJI23 2339240:AAP9R7UD 2339240:TY3PYSTX 2405685:5IRBQ464 2405685:5J25FLQT 2405685:RQ4ND4UQ 2405685:RVLBVG3I 2405685:YLEQ3IT6}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {1--75}, } @unpublished{rodriguez-segura_educational_2020, type = {{EdPolicyWorks} working paper}, title = {Educational {Technology} in {Developing} {Countries}: {A} {Systematic} {Review}}, shorttitle = {Educational technology in developing countries}, author = {Rodriguez-Segura, Daniel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QBIAAP8T 2405685:N327X4KZ 2405685:V6JIZBHW}, keywords = {C:Low- and middle-income countries, \_\_\_working\_potential\_duplicate}, } @misc{ministry_of_education_singapore_educational_2020, title = {Educational {Technology} {Plan} 2020-2030}, url = {http://www.moe.gov.sg/education-in-sg/educational-technology-journey/edtech-plan}, abstract = {Gain insights on the strategic focus of our Educational Technology (EdTech) Plan.}, language = {en}, urldate = {2022-12-09}, author = {Ministry of Education Singapore}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TQTZTXE6 2405685:89NRG6ZI}, } @incollection{kaye_educational_2020, edition = {1}, title = {Educational {Technology} to {Improve} {Capacity} – {Integrating} {Adaptive} {Education} {Programmes} in {Public} {School} in {Kenya}}, isbn = {978-0-429-34485-5}, url = {https://www.taylorfrancis.com/books/9781000330823/chapters/10.4324/9780429344855-9}, language = {en}, urldate = {2021-04-08}, booktitle = {Trust, {Accountability} and {Capacity} in {Education} {System} {Reform}}, publisher = {Routledge}, author = {Kaye, Tom}, editor = {Ehren, Melanie and Baxter, Jacqueline}, collaborator = {Ehren, Melanie and Baxter, Jacqueline}, year = {2020}, doi = {10.4324/9780429344855-9}, note = {KerkoCite.ItemAlsoKnownAs: 10.4324/9780429344855-9 2339240:RNZEPJMP 2405685:E3KY9MK5 2405685:TUJB4RK6}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {182--200}, } @techreport{watson_educational_2020, type = {Rapid {Evidence} {Review}}, title = {Educational {Television}: {A} {Rapid} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Educational {Television}}, url = {https://docs.edtechhub.org/lib/BVXSZ7G4}, abstract = {This Rapid Evidence Review (RER) gives an overview of the recent literature concerning how the use of educational television might support children’s learning in low- and middle-income countries (LMICs). In this review, educational television is defined as television designed with research-based knowledge of how children use and understand television that systematically incorporates academic or social curricula into its content. In low-income contexts, educational television material could be delivered through videos played in schools that are supported by corresponding teacher guidance (e.g. the Mexican school-based T elesecundaria programme), or broadcast on public channels (e.g. the Tanzanian animation, Ubongo Kids). As such, certain educational television projects are capable of functioning even in circumstances where access to formal schooling facilities is restricted. This review therefore provides information that is particularly valuable in the context of the COVID-19 pandemic.}, language = {en}, number = {5}, institution = {EdTech Hub}, author = {Watson, Joe and McIntyre, Nora}, month = jun, year = {2020}, doi = {10.5281/zenodo.4556935}, note = {ZenodoArchiveID: 4556935 PreviousDOI: 10.5281/zenodo.4476991 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3956366 10.5281/zenodo.3956366 10.5281/zenodo.4476991 10.5281/zenodo.4556935 2259720:BFY7A76P 2339240:3WZUWHB3 2339240:CVI8639W 2339240:G8MSWBJC 2339240:IF3IMDSW 2339240:NUYRVP8T 2339240:UXMEFECL 2405685:BVXSZ7G4 2405685:BZFLWXG6 2405685:DPRU64AB 2405685:FMULV6ZI 2405685:TJ95P4G4 2405685:UJF6X47J 2405685:UVB294JN 2405685:Y3XDX8FW 4803016:WC4XVPPN}, keywords = {L:English UXZJW5DR, P:Evidence review VCMFM9ZD, TAG:E:Primary education QIVZD2B2, TAG:E:Secondary education JS5BG2RE, TAG:F:Access W8TZWAGE, TAG:P:Girls ED5GMBNU, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_L:English UXZJW5DR, \_MELA\_seen, \_P:Evidence review VCMFM9ZD, \_T:E:Primary education QIVZD2B2, \_T:E:Secondary education JS5BG2RE, \_T:F:Access W8TZWAGE, \_T:P:Girls ED5GMBNU, \_\_\_working\_potential\_duplicate, \_cover:v3, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH}, } @misc{world_bank_educational_2020, title = {Educational television during {COVID}-19: {How} to start and what to consider}, shorttitle = {Educational television during {COVID}-19}, url = {https://blogs.worldbank.org/education/educational-television-during-covid-19-how-start-and-what-consider}, abstract = {Five key insights on starting, using and sustaining education television for remote learning, corroborated by more than 40 current examples from countries.}, language = {en}, urldate = {2020-06-02}, author = {World Bank}, year = {2020}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:Q3R544P2}, } @article{sintema_effect_2020, title = {Effect of {COVID}-19 on the performance of grade 12 students: {Implications} for {STEM} education}, volume = {16}, doi = {10.29333/EJMSTE/7893}, abstract = {With all learning institutions pre-maturely closed on 20 March 2020 and all citizens advised to self-isolate in a bid to control the spread of COVID-19, it was hypothesized that COVID-19 would negatively impact on the performance of students in the 2020 Grade 12 national examinations vis-a-vis mathematics, science and design and technology subjects. An observed steady increase in the number of COVID-19 confirmed cases and the low levels of technology use in secondary schools in Zambia due to limited technology resources signifies a very difficult period in a young country which has just rolled out a nation-wide implementation of STEM education, This study collected data from three teachers at a public secondary school in Chipata District of Eastern Province in the Republic of Zambia. The Head of Department for Mathematics, the Head of Natural Sciences Department and one science teacher were interviewed. Semi-structured interviews via mobile phone were used to collect views of what these specialists thought would be the COVID-19 effects on the general performance of students in their subject areas. Results of this study revealed that there is likely to be a drop in the pass percentage of secondary school students in this year's national examinations if the COVID-19 epidemic is not contained in the shortest possible time considering that the school academic calendar was abruptly disturbed by the early untimely closure of all schools in the country.}, number = {7}, journal = {Eurasia Journal of Mathematics, Science and Technology Education}, author = {Sintema, Edgar John}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.29333/EJMSTE/7893 2405685:K39RXN35}, keywords = {COVID-19, Mathematics education, STEM subjects, Zambia}, pages = {1--6}, } @article{kathula_effect_2020, title = {Effect of {Covid}-19 {Pandemic} on the {Education} {System} in {Kenya}}, volume = {3}, copyright = {Copyright (c) 2020 Journal of Education}, url = {https://stratfordjournals.org/journals/index.php/journal-of-education/article/view/640}, abstract = {Education is an integral part of human society, its importance in life cannot be ignored as lack of education gives birth to numerous social problems like poor health, internal conflict, poor living standards and many more, education helps people to find a better solution to their problems. Education lets people realize the true value of contribution and help become the backbone of the society. Innovation and creativity can only occur when people are skilled enough to know how to operate with different technologies. Since the first case of the novel coronavirus (COVID-19) was announced in Kenya, many aspects of society and the education sector have been dramatically affected. On March 15th 2020, the Kenyan government closed all learning institutions countrywide to contain the spread of the virus. As the numbers of those infected by coronavirus rose to over 8,000, the ministry of education announced on July 7th that, the 2020 school calendar year will be considered lost due to COVID-19 restrictions. The purpose of this study was therefore to determine the effect of Covid-19 pandemic on the education systems in Kenya. The study was anchored on Classical Liberal Theory of Equal Opportunities. Mixed method design which involved a combination of both quantitative and qualitative approaches was adopted. In?quantitative the study used a survey research design, specifically the study adopted a cross-sectional survey research design. Cross-sectional survey design involves collecting data from a large group of people of different stages of growth at one point in time. The target population for this study included teachers, students and parents. The sample size for the study comprised of 100 teachers, 25 parents and 100 students who were purposively selected across the country. This study used both questionnaire and interview guide to collect primary data. The questionnaires were served to teachers and students online using Google forms while interview guide was administered to the parents using online Google forms as well. The quantitative data collected was analyzed using SPSS. Quantitative analysis involved the use of descriptive analysis, while qualitative data was analyzed using content analysis. The results were presented on tables. The findings revealed that Covid-19 had seriously affected learning among students in Kenya. The study found that the effects of Covid-19 were so severe that some teachers and parents lost their jobs or source of livelihoods. Most of the students were not able to access online learning due to lack of electricity, lack of learning materials and some were forced to relocate to the country side. The study hence concluded that as a result of the challenges presented by the coronavirus and the likely impact of future pandemics the government’s ability to ensure continuation of learning will depend on the ability to swiftly harness available technology, provide adequate infrastructure and mobilize stakeholders to prepare alternative learning programmes. The study concludes that as a result of the emergence of Covid-19 pandemic, teaching and learning activities in all learning institutions in Kenya just like other parts of the world have severely been disrupted. The worst hit learners are the primary and secondary school candidates who should sit for their national examinations at the end of 2020. Based on the conclusion the study recommended that there is need for the government through the ministry of education together with all the stakeholders in education sector in Kenya to navigate through challenges presented by Covid-19 to ensure continued access to provision of quality, equitable and inclusive education during and after the pandemic. Effective implementation of the proposed interventions by education managers and stakeholders will ensure uninterrupted learning in educational institutions in future. This study in addition recommends that it is important to ensure that the Ministry of Education, parents and teachers support vulnerable students to ensure they are not exploited and that no learning loss occurs even as schools delay re-full opening until January 2021 despite grades 4, class 8 and form 4s being back in schools already. Keywords: Covid-19, Pandemic, Education system, Students, teachers, Parents, Kenya.}, language = {en}, number = {6}, urldate = {2021-05-24}, journal = {Journal of Education}, author = {Kathula, Domeniter Naomi}, month = nov, year = {2020}, note = {Number: 6 KerkoCite.ItemAlsoKnownAs: 2405685:S7D2M5SJ 2534379:Q7UFMEVW}, keywords = {Covid-19, Education system, Kenya, Pandemic, Parents, Students, teachers, ⛔ No DOI found}, pages = {31--52}, } @techreport{koomar_effective_2020, type = {Helpdesk {Response}}, title = {Effective {Teacher} {Education} in {Low}-{Connectivity} {Settings}: {A} {Curated} {Resource} {List}}, copyright = {Creative Commomns Attribution 4.0}, url = {https://docs.edtechhub.org/lib/UQSMRFBF}, abstract = {This list curates resources — both tools and initiatives — that can be adapted to support teacher education in low-connectivity settings, a prevailing challenge in Madagascar. Each example identifies the challenges; necessary prerequisites; pros and cons and; costs and impact assessment data where possible.}, language = {EN}, number = {21}, institution = {EdTech Hub}, author = {Koomar, Saalim and Allier-Gagneur, Zoé and McBurnie, Chris}, month = jun, year = {2020}, doi = {10.5281/zenodo.5652141}, note = {ZenodoArchiveID: 5652141 previousDOI: 10.5281/zenodo.4762283 previousDOI: 10.5281/zenodo.4762283 2405685:UQSMRFBF previousDOI: 10.5281/zenodo.3407498 EdTechHub.Source: DOI: DOI:10.5281/zenodo.4762283 2405685:UQSMRFBF EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgnd8 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3407498 10.5281/zenodo.5652141 10/ghgnd8 2129771:U3XSZB5F 2339240:CRCGCNE9 2405685:UQSMRFBF}, keywords = {C:Madagascar, E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, W:Low connectivity and/or electricity, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_zenodo:submitted, \_zenodoETH, \_zenodoETH:submitted, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{upadhyay_effective_2020, address = {Cambridge, UK}, type = {Helpdesk {Response}}, title = {Effective {Use} of {EdTech} for {Remedial} {Learning} {Programmes}: {Considerations} for {Mongolia}}, url = {https://docs.edtechhub.org/lib/IJGQTHH9}, abstract = {This document was produced in response to a request from the World Bank Mongolia team to: 1. Outline the evidence of effective practices on remedial education generally. 2. Explore appropriate uses of EdTech to support remedial education. 3. Summarise the implications of these findings for Mongolia.}, language = {English}, number = {27}, institution = {EdTech Hub}, author = {Upadhyay, Arjun and Shoobridge, James and Moss Coflan, Caitlin}, month = jul, year = {2020}, doi = {10.5281/zenodo.5651111}, note = {previousDOI: 10.5281/zenodo.3958080 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3958080 10.5281/zenodo.5651111 2339240:3DJBGPQM 2339240:AWK2HEZ5 2405685:IJGQTHH9 2405685:UMZVQ4TV 2405685:ZEDSYPGH}, keywords = {F: Helpdesk response, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_zenodo:submitted}, } @article{allela_effectiveness_2020, title = {Effectiveness of {Multimodal} {Microlearning} for {In}-{Service} {Teacher} {Training}}, volume = {7}, issn = {2311-1550}, url = {https://eric.ed.gov/?id=EJ1280612}, doi = {10.56059/jl4d.v7i3.387}, abstract = {To meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project.}, language = {en}, number = {3}, urldate = {2022-08-22}, journal = {Journal of Learning for Development}, author = {Allela, Melisa Achoko and Ogange, Betty Obura and Junaid, Muhammad Ibn and Charles, Prince Brainard}, year = {2020}, note = {Publisher: Commonwealth of Learning KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v7i3.387 2339240:98GSBC3X 2405685:Z794TZUM}, keywords = {Barriers, Communities of Practice, Electronic Learning, Foreign Countries, Inservice Teacher Education, Integrated Learning Systems, Internet, Multimedia Materials, Portfolios (Background Materials), Professional Continuing Education, Professional Development, Program Effectiveness, Secondary School Teachers, Social Media, Synchronous Communication, Teacher Collaboration, Teacher Competencies, Workshops}, } @techreport{van_wyk_efficiency_2020, address = {Paris}, title = {Efficiency and effectiveness in choosing and using an {EMIS}}, url = {http://tcg.uis.unesco.org/wp-content/uploads/sites/5/2020/09/EMIS-Buyers-Guide-EN-fin-WEB.pdf}, language = {en}, institution = {UNESCO}, author = {van Wyk, Chris and Crouch, Luis}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LQ8M2Y2F 2339240:ZHZWR78I 2405685:CPJK33KK 2405685:IG7E4BFK 4656463:YSPX2D76}, } @techreport{van_wyk_efficiency_2020, address = {Paris}, title = {Efficiency and effectiveness in choosing and using an {EMIS}}, url = {http://tcg.uis.unesco.org/wp-content/uploads/sites/5/2020/09/EMIS-Buyers-Guide-EN-fin-WEB.pdf}, language = {en}, institution = {UNESCO}, author = {van Wyk, Chris and Crouch, Luis}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZHZWR78I 2405685:CPJK33KK}, } @misc{rwanda_polytechnic_elearning-_2020, title = {Elearning- {Rwanda} {Polytechnic}}, url = {https://elearning.rp.ac.rw/}, urldate = {2020-09-30}, author = {Rwanda Polytechnic}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4PPBR9V3 2405685:4LP8M7TA}, } @unpublished{anamuah-mensah_emergency_2020, title = {Emergency remote-oriented learning and assessment in teacher education ({EROLA})}, author = {Anamuah-Mensah, Jophus and Ananga, Eric and Noble-Rogers, Bea and Awuku, Samuel and Fletcher, Jonathan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:68ISFSFJ 2405685:PTDSRFEH}, } @article{bozkurt_emergency_2020, title = {Emergency remote teaching in a time of global crisis due to {CoronaVirus} pandemic}, volume = {15}, url = {http://www.asianjde.org}, doi = {10.5281/zenodo.3778083}, abstract = {At the end of the day, the lesson learnt was so simple... With online and offline connections, the world is a global village (McLuhan, 1962) and a butterfly flapping its wings in Asia can cause a hurricane all around the world (Lorenz, 1972). Currently, it seems that the global education system is in the middle of this hurricane. These times, where we are all witnessing developments warily, are certainly interesting and strange, but the hope is that lessons will have been learned once things hopefully return to normal. Though there were early warnings to be prepared (White, Ramirez, Smith, \& Plonowski, 2010) and already ongoing interruptions to education (Briggs, 2018; GCPEA, 2018), this is the first crisis to occur on the global scale in the digital knowledge age, and there will be socio-cultural, economic, and political consequences in the wake of this crisis. In other words, the educational landscape will feel the rush of air from the butterfly’s flapping wings to the full extent.}, number = {1}, journal = {Asian Journal of Distance Education}, author = {Bozkurt, A and Sharma, R C}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3778083 2405685:IDTPIWRX}, keywords = {\& Sharma, 15(1), A., Bozkurt, R. C. (2020). Emergency remote teaching in a time, i-vi. https://doi.org/10.5281/zenodo.3778083}, pages = {2020--2020}, } @misc{ministry_of_basic_and_senior_secondary_education_sierra_leone_emis_2020, title = {{EMIS} {\textbar} {Education} {Management} {Information} {System}}, url = {https://mbsse.gov.sl/emis/}, language = {en-US}, author = {Ministry of Basic {and} Senior Secondary Education (Sierra Leone)}, year = {2020}, note = {Library Catalog: mbsse.gov.sl EdTechHub.ItemAlsoKnownAs: 2405685:WDHKTX4J}, } @misc{kardefelt-winther_encryption_2020, title = {Encryption, {Privacy} and {Children}’s {Right} to {Protection} from {Harm}}, url = {https://www.unicef-irc.org/publications/pdf/Encryption_privacy_and_children%E2%80%99s_right_to_protection_from_harm.pdf}, urldate = {2022-06-15}, publisher = {UNICEF Office of Research - Innocenti}, author = {Kardefelt-Winther, Daniel and Day, Emma and Berman and Witting, Sabine K. and Bose, Anjan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GKML7FZI 2405685:AHDNP3MN}, } @misc{eneza_education_eneza_2020, title = {Eneza {Education} website}, url = {https://enezaeducation.com/}, abstract = {Eneza Education is an ed-tech company that provides curriculum aligned revision material in all subjects for primary and secondary learners on any device. Our virtual tutor provides access to curriculum-aligned ... Read More}, language = {en-GB}, urldate = {2020-03-31}, journal = {Eneza Education}, author = {Eneza Education}, year = {2020}, note = {Library Catalog: enezaeducation.com KerkoCite.ItemAlsoKnownAs: 2339240:2QPSLBJJ 2339240:RD26XAND 2405685:F7NUAKLP 2405685:G3VV5CDE 2405685:TVH3H85F 2405685:ZLDW66I8 ZLDW66I8}, } @misc{rahman_engaging_2020, title = {Engaging with equity: insights from our first sandbox meetup}, shorttitle = {Engaging with equity}, url = {https://edtechhub.org/2020/11/23/engaging-with-equity-insights-from-our-first-sandbox-meetup/}, abstract = {Talented, committed innovators are working with EdTech all over the world to make sure children continue learning amidst the school closures caused by Covid-19.  At the EdTech Hub, we are lucky to work with six such initiatives in Sandboxes. From experimenting with telephone helplines in Afghanistan to testing Whatsapp in refugee camps in Lebanon, to working with an advocacy campaign…}, language = {en-US}, urldate = {2021-02-10}, journal = {EdTech Hub}, author = {Rahman, Asad}, month = nov, year = {2020}, doi = {10.5281/zenodo.4707465}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707465 2339240:Z6JFQX9W 2405685:JHAMLTST 2405685:QUU7IUSY}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @article{lee_enhancing_2020, title = {Enhancing early numeracy skills with a tablet-based math game intervention: a study in {Tanzania}}, volume = {68}, issn = {1556-6501}, shorttitle = {Enhancing early numeracy skills with a tablet-based math game intervention}, url = {https://doi.org/10.1007/s11423-020-09808-y}, doi = {10.1007/s11423-020-09808-y}, abstract = {The study presents results of a tablet-based math game intervention to enhance early numeracy skills of children in Tanzania. Standard level 1 children (n = 122), attending a rural primary school, were randomly allocated to either intervention or control group. The intervention group participated in a daily intervention session for 46 days. Children’s performances in number identification, quantity discrimination, addition, subtraction, and missing number tasks were measured before and after the intervention with randomly selected children from both groups (treatment = 30, control = 31). Score gains in the intervention group were substantially greater than those in the control group. In particular, statistically significant effects of the intervention were identified in quantity discrimination, addition, and subtraction tasks. Item-level analyses using Item Response Theory showed that addition and subtraction items involving regrouping and most missing number items were too difficult even after the intervention. The study also identified which games were played the most or least during the sessions from play-log data and analyzed associations between children’s test performances and gameplays.}, language = {en}, urldate = {2020-11-18}, journal = {Educational Technology Research and Development}, author = {Lee, Hye Kyung and Choi, Ahram}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-020-09808-y 2339240:XJE4Z4AB 2405685:4HCX9ZIQ}, pages = {3567--3585}, } @misc{mineducyt_enlaces_2020, title = {Enlaces con la educación}, url = {https://enlaces.mined.gob.sv/index.php}, urldate = {2021-12-20}, author = {{MINEDUCYT}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TR5IFIM5 2405685:R9TXA9VB}, } @article{ndume_enriching_2020, title = {Enriching performance of mathematics in secondary schools using mobile learning}, volume = {16}, abstract = {To date, there has been limited understanding of how mobile learning could positively motivate teaching and learning in secondary education in Tanzania. More precisely, such an understanding could contribute significantly towards rescuing the poor performance in Mathematics that has been a typical feature characterizing the subject in Tanzania over the years. This paper reports on a study that aimed at exploring the methodology that could be adopted in Mobile Learning in order to improve performance in Mathematics in secondary schools in Tanzania. A cohort research design which involved students and teachers sampled from 10 private and public secondary schools in Ilala Municipality in Dar es Salaam region, was conducted over a period of four months. Questionnaires and documentary review were used as the instruments of data collection. Data were analyzed using the Statistical Package for Social Sciences (SPSS) software. Results showed that the majority of participants accept the concept of using Mobile learning in education. The results also indicate that the use of technology had no adverse impact on the culture. Moreover, preliminary results on the mobile learning model showed that students’ understanding of Mathematics considerably improved.}, language = {en}, number = {2}, journal = {International Journal of Education and Development using Information and Communication Technology (IJEDICT)}, author = {Ndume, Vitalis A and Songoro, Marietha and Kisanga, Dalton H}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2NFAS9NU 2405685:XNEI7RKG}, keywords = {⛔ No DOI found}, pages = {223--241}, } @misc{epathshala_epathshala_2020, title = {{ePathshala} {\textbar} {Learning} {On} {The} {Go}}, url = {https://epathshala.nic.in/index.php?ln=en}, urldate = {2020-09-29}, author = {ePathshala}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:55H8UIBN 2405685:VKSIPS8X}, } @misc{noauthor_equip_2020, title = {equip {Tanzania}}, url = {https://www.equip-t.org}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:89I7QNAE 2405685:ZAV7B4ST}, } @techreport{ruddle_equip-tanzania_2020, title = {{EQUIP}-{Tanzania} impact evaluation}, language = {en}, institution = {Oxford Policy Management}, author = {Ruddle, Nicola and Rawle, Georgina}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3DXCE65T 2405685:E6MXPUT8}, keywords = {⛔ No DOI found}, } @techreport{ruddle_equip-tanzania_2020, title = {{EQUIP}-{Tanzania} {Impact} {Evaluation}: {Endline} qualitative evaluation report}, language = {en}, institution = {Oxford Policy Management}, author = {Ruddle, Nicola and Jagmag, Mehjabeen and Casey, Kelly and Medardi, Deogardius and Sutoris, Peter}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WPKRDKSH 2405685:E4DI9VVW}, pages = {140}, } @misc{mundy_equity-focused_2020, title = {Equity-{Focused} {Approaches} to {Learning} {Loss} during {COVID}-19}, url = {https://www.cgdev.org/blog/equity-focused-approaches-learning-loss-during-covid-19}, abstract = {Even in the best-resourced and highest-performing education systems, most COVID responses in education will end up by privileging better-off children. In developing countries, where far fewer children have access to secondary education, and where learning opportunities are heavily defined by quality education in the early years, COVID presents an especially stark equity challenge.}, language = {EN}, author = {Mundy, Karen and Hares, Susannah}, year = {2020}, note = {Library Catalog: www.cgdev.org KerkoCite.ItemAlsoKnownAs: 2339240:ADUFI2B5 2339240:LP3AE2HY 2339240:PMKBKUFC 2405685:6XDWQ7A4 2405685:72SGDFR3 2405685:INAZVHPJ 2405685:RR6F4GN6}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{wang_error_2020, title = {Error rates of human reviewers during abstract screening in systematic reviews}, volume = {15}, issn = {1932-6203}, url = {https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0227742}, doi = {10.1371/journal.pone.0227742}, abstract = {Background Automated approaches to improve the efficiency of systematic reviews are greatly needed. When testing any of these approaches, the criterion standard of comparison (gold standard) is usually human reviewers. Yet, human reviewers make errors in inclusion and exclusion of references. Objectives To determine citation false inclusion and false exclusion rates during abstract screening by pairs of independent reviewers. These rates can help in designing, testing and implementing automated approaches. Methods We identified all systematic reviews conducted between 2010 and 2017 by an evidence-based practice center in the United States. Eligible reviews had to follow standard systematic review procedures with dual independent screening of abstracts and full texts, in which citation inclusion by one reviewer prompted automatic inclusion through the next level of screening. Disagreements between reviewers during full text screening were reconciled via consensus or arbitration by a third reviewer. A false inclusion or exclusion was defined as a decision made by a single reviewer that was inconsistent with the final included list of studies. Results We analyzed a total of 139,467 citations that underwent 329,332 inclusion and exclusion decisions from 86 unique reviewers. The final systematic reviews included 5.48\% of the potential references identified through bibliographic database search (95\% confidence interval (CI): 2.38\% to 8.58\%). After abstract screening, the total error rate (false inclusion and false exclusion) was 10.76\% (95\% CI: 7.43\% to 14.09\%). Conclusions This study suggests important false inclusion and exclusion rates by human reviewers. When deciding the validity of a future automated study selection algorithm, it is important to keep in mind that the gold standard is not perfect and that achieving error rates similar to humans may be adequate and can save resources and time.}, language = {en}, number = {1}, urldate = {2024-01-18}, journal = {PLOS ONE}, author = {Wang, Zhen and Nayfeh, Tarek and Tetzlaff, Jennifer and O’Blenis, Peter and Murad, Mohammad Hassan}, month = jan, year = {2020}, note = {Publisher: Public Library of Science KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0227742 2405685:VUCXTFY8 2486141:3E2S7D8J 2486141:VT9P82V4}, keywords = {Automation, Cardiovascular medicine, Citation analysis, Database searching, Health screening, Mental health and psychiatry, Primary care, Systematic reviews}, pages = {e0227742}, } @techreport{bertoni_escasez_2020, title = {Escasez de docentes en {Latinoamérica}: ¿{Cómo} se puede medir y que políticas están implementando los países para resolverlo?}, shorttitle = {Escasez de docentes en {Latinoamérica}}, url = {https://publications.iadb.org/es/escasez-de-docentes-en-latinoamerica-como-se-puede-medir-y-que-politicas-estan-implementando-los}, urldate = {2021-03-16}, institution = {Inter-American Development Bank}, author = {Bertoni, Eleonora and Elacqua, Gregory and Marotta, Luana and Martínez, Matias and Méndez, Carolina and Montalva, Veronica and Olsen, Anne Sofie and Santos, Humberto and Soares, Sammara}, month = mar, year = {2020}, doi = {10.18235/0002224}, note = {KerkoCite.ItemAlsoKnownAs: 10.18235/0002224 2405685:HA9QB4D8}, } @incollection{suri_ethical_2020, address = {Wiesbaden}, title = {Ethical {Considerations} of {Conducting} {Systematic} {Reviews} in {Educational} {Research}}, isbn = {978-3-658-27602-7}, url = {https://doi.org/10.1007/978-3-658-27602-7_3}, abstract = {Ethical considerations of conducting systematic reviews in educational research are not typically discussed explicitly. However, systematic reviews are frequently read and cited in documents that influence educational policy and practice. Hence, ethical issues associated with what and how systematic reviews are produced and used have serious implications. It becomes imperative for systematic reviewers to reflexively engage with a variety of ethical issues associated with potential conflicts of interest and issues of voice and representation. This chapter discusses how systematic reviewers can draw upon the philosophical traditions of consequentialism, deontology or virtue ethics to situate their ethical decision-making.}, language = {en}, urldate = {2021-06-08}, booktitle = {Systematic {Reviews} in {Educational} {Research}: {Methodology}, {Perspectives} and {Application}}, publisher = {Springer Fachmedien}, author = {Suri, Harsh}, editor = {Zawacki-Richter, Olaf and Kerres, Michael and Bedenlier, Svenja and Bond, Melissa and Buntins, Katja}, year = {2020}, doi = {10.1007/978-3-658-27602-7_3}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7\_3 2339240:DDKKD44X 2405685:BJ7HJNYK 2405685:JETVW5EF 2405685:UE5QR8M6}, pages = {41--54}, } @misc{common_good_ethics_2020, title = {Ethics {Kit} {\textbar} {Methods} \& tools for ethics in the design process}, url = {https://ethicskit.org/index.html}, urldate = {2021-07-22}, author = {Common Good and Co-Op Digital and Hyper Island and Open Data Institute and PLOT}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XG7GYLB3 2405685:IBMLUJ27}, } @misc{wuilbercq_ethiopia_2020, title = {Ethiopia {Begins} {Reopening} {Schools} to {Fight} {Rising} {Rates} of {Child} {Marriage} and {Labor}}, url = {https://www.globalcitizen.org/en/content/ethiopia-schools-covid-19-child-marriage-labor/}, abstract = {Ethiopia is working to identify children who have been forced into early marriage or child labor during the pandemic.}, language = {en}, urldate = {2021-03-29}, journal = {Global Citizen}, author = {Wuilbercq, Emeline}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CXAN3BGZ 2405685:APSFCUBT}, } @article{ahmed_abdullah_evaluating_2020, title = {Evaluating {Pre}-{Service} {Teaching} {Practice} for {Online} and {Distance} {Education} {Students} in {Pakistan}: {Evaluation} of {Teaching} {Practice}}, volume = {21}, issn = {1492-3831}, shorttitle = {Evaluating {Pre}-{Service} {Teaching} {Practice} for {Online} and {Distance} {Education} {Students} in {Pakistan}}, doi = {10.19173/irrodl.v21i2.4606}, abstract = {In addition to conventional modes, teacher education programs in Pakistan are also offered through online and distance education. Teaching practice is a significant component of pre-service teacher education programs. Assessing the quality of teaching practice for pre-service student teachers is important, as these modules train the prospective teachers for their professional teaching careers. Virtual University of Pakistan (VU), an online university, offers pre-service teacher education programs. This research is an investigation into the learning opportunities and practices of VU student teachers in their teaching practice modules. Students enrolled in different teacher education programs served as the population of this study. Those in the fall 2018 semester who were enrolled in teaching practice modules were selected as a sample. Data sources included lesson plans prepared, lessons delivered, administrative and co-curricular duties performed by the students, as well as evaluation reports by supervisors, cooperating teachers, and school principals. There were improvements in the student teachers’ lesson plan formation and their overall learning. Data obtained through personal visits by VU faculty was used to verify and assess actual classroom teaching. Lack of regular attendance and punctuality by student teachers was observed as a result. Internal review of the VU system as it relates to the teaching practice modules was conducted to address any shortcomings in the course(s), its procedures, and its controls. Recommendations for improving the system, such as grading the modules, peer-assessment, and orientation workshops for student teachers are provided, as well as suggestions for developments in the teaching practice modules themselves.}, language = {eng}, number = {2}, journal = {International review of research in open and distance learning}, author = {Ahmed Abdullah, Nauman and Sultana Mirza, Munawar}, collaborator = {Henderson, Serena and McGreal, Rory and Kennepohl, Dietmar and Blomgren, Constance}, year = {2020}, note = {Publisher: Athabasca University Press AU Press KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v21i2.4606 2339240:6D6GUQFG 2405685:GTJHJZRJ}, pages = {81--97}, } @techreport{bulat_evaluating_2020, address = {ShareEd}, title = {Evaluating the {Use} of {Radios} to {Promote} {Learning} in {Liberia} {During} {COVID}-19}, url = {https://shared.rti.org/content/evaluating-use-radios-promote-learning-liberia-during-covid-19#_ftn1}, urldate = {2021-10-11}, institution = {RTI International}, author = {Bulat, Dr. Jennae}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RJ6SVFBP 2405685:XX2VV4AV}, } @techreport{moran_evaluation_2020, title = {Evaluation of the {Sida}-supported {Education} {Program} for {Results} ({EPforR}) 2014–2021, {Tanzania}}, url = {https://cdn.sida.se/publications/files/sida62337en-evaluation-of-the-sida-supported-education-program-for-results-epforr-20142021-tanzania.pdf}, institution = {Sida}, author = {Moran, Greg and Connal, Criana and Kirama, Stephen and Leung, Yvonne}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2EUL79EI 2405685:B2PJZSBY}, } @techreport{fcdo_every_2020, title = {Every girl goes to school, stays safe, and learns: {Five} years of global action}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/986027/FCDO-Girls-Education-Action-Plan.pdf}, language = {en}, author = {FCDO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SEHUS9XR 2405685:FAX6KDZJ}, pages = {24}, } @techreport{hallgarten_evidence_2020, title = {Evidence on efforts to mitigate the negative educational impact of past disease outbreaks}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15202}, abstract = {This rapid review focusses on efforts to mitigate the educational impact of previous disease outbreaks, concentrating on school-age learners. It follows two companion papers that reviewed broader secondary effects and attempts to mitigate them (Rohwerder, 2020; Kelly, 2020). It aims to inform the education sector’s responses to the COVID-19 crisis, although there are important differences between previous disease outbreaks and the COVID-19 situation. For instance, unlike Ebola, transmission of COVID-19 is asymptomatic, and the outbreak is global. This review finds a limited range of quantitative evidence on the educational impact of disease outbreaks, and minimal evidence on mitigation measures or their impact. Although several ‘lessons learned’ documents include guidelines and recommendations (and now complemented by many education-focused COVID-responsive blogs), this review finds that these are rarely based on evidence of impact of particular interventions, or on evidence of the impact of different approaches to action, co-ordinations, funding or prioritisation. The review found four particular evidence gaps: First, how distance learning materials can support learners who do not have access to family members with the skills or time to help them. Second, a gap in the use of screen or internet-enabled technologies to support alternative education. Third (and related), a gap in remote teacher training and development during school closures. Finally, the review analysed gender and equity issues but did not find any literature that explored disability. The education in emergencies literature has an emerging evidence base across all four themes within refugee education contexts, but has not yet learnt from or applied this evidence to disease outbreak situations.}, language = {en}, urldate = {2020-04-01}, author = {Hallgarten, Joe}, month = mar, year = {2020}, note = {Accepted: 2020-04-01T14:55:07Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2339240:54VJG5YB 2339240:9LFJZWFF 2339240:D86M9WTW 2339240:DQJN5Z7Q 2339240:YU74L6ZK 2339240:ZZC55C4H 2405685:57M3QBH2 2405685:BJRSCCQ8 2405685:EDTEH9RL 2405685:FU8LEB5T 2405685:MBUHKD25 2405685:Q79TF53F 2405685:Z2ZFFDCL}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {19}, } @article{maulucci_evolution_2020, title = {Evolution in the {Digital} {Age} : {Implementation} of {5E} and {NGSS} in the {Virtual} {Biology} {Classroom}}, volume = {24}, number = {3}, author = {Maulucci, Marcy E and Guffey, Sarah K}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PA6YJGL5}, pages = {45--52}, } @techreport{duflo_experimental_2020, address = {Cambridge, MA}, title = {Experimental {Evidence} on {Alternative} {Policies} to {Increase} {Learning} at {Scale}}, url = {http://www.nber.org/papers/w27298.pdf}, language = {en}, number = {w27298}, urldate = {2023-10-09}, institution = {National Bureau of Economic Research}, author = {Duflo, Annie and Kiessel, Jessica and Lucas, Adrienne}, month = jun, year = {2020}, doi = {10.3386/w27298}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w27298 2405685:3SSITSBR}, pages = {w27298}, } @techreport{mcburnie_expert_2020, type = {Helpdesk {Response}}, title = {Expert {Consultation}: {Radio}-{Based} {Education} in the {Philippines}}, url = {https://docs.edtechhub.org/lib/YRC7UKWE}, abstract = {These slides present an overview of educational radio programming with a particular focus on quality assurance and content design.}, number = {26}, institution = {EdTech Hub}, author = {McBurnie, Chris}, month = jul, year = {2020}, doi = {10.5281/zenodo.3469739}, note = {ZenodoArchiveID: 3469739 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3469739 2129771:IGCN5KBD 2339240:4DKQGFTT 2405685:25G275PG 2405685:L5TMC4NJ 2405685:YRC7UKWE}, keywords = {C:Philippines, F: Helpdesk response, H:Radio, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:v2, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @article{fessehatsion_exploring_2020, title = {Exploring {Teachers}’ {Retention} and {Attrition} in {Middle} and {Secondary} {Schools} in {Eritrea}: {Perspectives} of {Currently} {Serving} {Teachers}.}, volume = {7}, doi = {10.46328/ijres.1532}, number = {1}, journal = {International Journal of Research in Education and Science}, author = {Fessehatsion, Petros Woldu and Peng, Pai}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.46328/ijres.1532 2339240:LW47MWEI 2405685:8R8GNGA9}, pages = {227}, } @article{almaiah_exploring_2020, title = {Exploring the critical challenges and factors influencing the e-learning system usage during {COVID}-19 pandemic}, volume = {25}, issn = {1360-2357, 1573-7608}, url = {https://link.springer.com/10.1007/s10639-020-10219-y}, doi = {10.1007/s10639-020-10219-y}, abstract = {The provision and usage of online and e-learning system is becoming the main challenge for many universities during COVID-19 pandemic. E-learning system such as Blackboard has several fantastic features that would be valuable for use during this COVID-19 pandemic. However, the successful usage of e-learning system relies on understanding the adoption factors as well as the main challenges that face the current e-learning systems. There is lack of agreement about the critical challenges and factors that shape the successful usage of e-learning system during COVID-19 pandemic; hence, a clear gap has been identified in the knowledge on the critical challenges and factors of e-learning usage during this pandemic. Therefore, this study aims to explore the critical challenges that face the current e-learning systems and investigate the main factors that support the usage of e-learning system during COVID-19 pandemic. This study employed the interview method using thematic analysis through NVivo software. The interview was conducted with 30 students and 31 experts in e-learning systems at six universities from Jordan and Saudi Arabia. The findings of this study offer useful suggestions for policy-makers, designers, developers and researchers, which will enable them to get better acquainted with the key aspects of the e-learning system usage successfully during COVID-19 pandemic.}, language = {en}, number = {6}, urldate = {2021-08-05}, journal = {Education and Information Technologies}, author = {Almaiah, Mohammed Amin and Al-Khasawneh, Ahmad and Althunibat, Ahmad}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10219-y 10/ffq3 2339240:Z2CR6JQB 2405685:TRLJHG7B}, pages = {5261--5280}, } @techreport{duflo_external_2020, address = {Cambridge, MA}, title = {External {Validity}: {Four} {Models} of {Improving} {Student} {Achievement}}, shorttitle = {External {Validity}}, url = {http://www.nber.org/papers/w27298.pdf}, abstract = {Randomized controlled trials in lower-income countries have demonstrated ways to increase learning, in specific settings. This study uses a large-scale, nationwide RCT in Ghana to show the external validity of four school-based interventions inspired by other RCTs. Even though the government implemented the programs within existing systems, student learning increased across all four models, more so for female than male students, and many gains persisted one year after the program ended. Three of the four interventions had a similar cost effectiveness. The intervention that directly targeted classroom teachers increased the likelihood that teachers were engaged with students.}, language = {en}, number = {w27298}, urldate = {2020-08-28}, institution = {National Bureau of Economic Research}, author = {Duflo, Annie and Kiessel, Jessica and Lucas, Adrienne}, month = jun, year = {2020}, doi = {10.3386/w27298}, note = {shortDOI: 10/ghgnd9 KerkoCite.ItemAlsoKnownAs: 10.3386/w27298 10/ghgnd9 2405685:YXBSPAQ7}, keywords = {C:Ghana}, pages = {w27298}, } @misc{iwf_face_2020, title = {Face the facts: {Internet} {Watch} {Foundation} {Annual} {Report} 2020}, url = {https://www.iwf.org.uk/about-us/who-we-are/annual-report-2020/}, abstract = {The latest data and statistics on what the Internet Watch Foundation (IWF) are doing globally to tackle child sexual abuse images and videos online.}, language = {en-gb}, urldate = {2022-04-25}, author = {{IWF}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B9PGUWKJ 2405685:5HFR942H}, } @misc{un_joint_programme_on_girls_education_jpge_fact_2020, title = {Fact {Sheet}: {UN} {Joint} {Programme} on {Girls} {Education} ({JPGE})}, url = {https://malawi.un.org/sites/default/files/2020-05/Fact%20Sheet%20-%20JPGE%20updated%2030%20December%202019.pdf}, urldate = {2022-01-03}, publisher = {UNDP, UNFPA, and UNICEF}, author = {{UN Joint Programme on Girls Education (JPGE)}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IVKJ8F9X 2405685:9H7TFIZX}, } @misc{terry_factors_2020, title = {Factors {That} {Affect} {Grade} {Nine} {Students} in {Rawalpindi}, {Pakistan}}, url = {https://eric.ed.gov/?id=ED603620}, abstract = {In an attempt to investigate concerns expressed by high school counselors, the researchers developed a quantitative Likert-scale questionnaire to assess the relationships among school experiences and video gaming and texting. Questions about video gaming and texting appeared with other questions about social relations, extra-curricular activities, and leisure-time activities. Two schools in Rawalpindi, Pakistan, were the focus for data collection and analysis. Complete data sets were obtained for 205 grade 9 students (95 males and 110 females), based on anonymized school records and questionnaire responses. The researchers determined Spearman rho correlations with calculations of two-tailed probability of error. Non-educational video gaming correlated with school experiences and relationships with parents and peers. Recreational texting also correlated with school experiences and relationships with parents and peers. Other interesting correlations involved other non-academic activities, peer relationships, school experiences, and self-concept. This report includes the 35 correlations assessed as moderate, fair, or good in strength, separated by gender and collated into 11 tables. The researchers recommend that school professionals advise parents and students of the potentially harmful effects of excessively playing video games and texting.}, language = {en}, urldate = {2020-12-01}, author = {Terry, Marion and Malik, Amjad and Chohan, Bushra}, year = {2020}, note = {ISSN: EISSN- Publication Title: Online Submission KerkoCite.ItemAlsoKnownAs: 2339240:YJZAA2FL 2405685:C9ETASW6}, keywords = {Academic Achievement, Adolescents, Correlation, Extracurricular Activities, Foreign Countries, Gender Differences, Grade 9, Handheld Devices, High School Students, Leisure Time, Parent Child Relationship, Peer Relationship, Self Concept, Student Behavior, Telecommunications, Video Games}, } @article{shukia_fee-free_2020, title = {Fee-free basic education policy implementation in {Tanzania}: {A} ‘phenomenon’ worth rethinking}, volume = {27}, copyright = {Copyright (c)}, issn = {0856-6739}, shorttitle = {Fee-free {Basic} {Education} {Policy} {Implementation} in {Tanzania}}, url = {https://www.ajol.info/index.php/huria/article/view/204346}, abstract = {This paper is based on a study that employed qualitative research methods to examine the implementation of the fee-free basic education policy in Tanzania. The study reveals that, the policy is misapprehended, and causing confusion and dissonance among key implementers including heads of schools and parents, and it is threatening the quality delivery of education. However, there is no doubt that the implementation of the fee-free education policy has significantly promoted access to basic education for children from various socio-economic backgrounds. Thus, this paper argues that the implementation of the fee-free basic education policy, albeit commendable, it is not a panacea to achieving equitable access and quality education delivery for all. Hence, the policy and its implementation is a ‘phenomenon’ worth rethinking for Tanzania to realise equitable and quality universal basic education.}, language = {en}, number = {1}, urldate = {2022-11-13}, journal = {Huria: Journal of the Open University of Tanzania}, author = {Shukia, Richard}, year = {2020}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 2339240:6RMCK4LX 2405685:PNIU3NYC 4656463:7B2HMMKG}, keywords = {Fee-free education policy, basic education, policy implementation and Tanzania, ⛔ No DOI found}, } @techreport{a2i_final_2020, title = {Final {Report} on: {Assessment} of {Distance} {Learning} {Initiative} of the {Government} of {Bangladesh} during {COVID}-19 {Pandemic}}, author = {a2i}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q6R8864R 2405685:3K8CG3MF}, } @misc{noauthor_findfrench_2020, title = {\#{FindFrench}: a collaborative search for educational resources in {French}}, shorttitle = {\#{FindFrench}}, url = {https://edtechhub.org/2020/10/06/findfrench-a-collaborative-search-for-educational-resources-in-french/}, abstract = {And we need your help! Learning Equality’s Curriculum Operations Specialist, Vahid Masrour, shares more. If you’re teaching or learning during Covid-19 school closures, you’ve probably encountered many solutions proposed for virtual learning environments relying on digital resources. All over the world, people are turning to digital resources — textbooks, lesson plans, videos, tutorials, learning applications, and libraries — to keep…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = oct, year = {2020}, doi = {10.5281/zenodo.4707893}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707893 2405685:YMNW6GG3 2405685:YWNXT2VZ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{sarwar_five_2020, title = {Five lessons learnt from {Bangladesh}'s experience responding to {COVID}-19}, url = {https://edtechhub.org/2020/07/15/five-lessons-learnt-from-bangladeshs-experience-responding-to-covid-19s/}, abstract = {by Md. Afzal Hossain Sarwar (a2i), Iqbal Hossain (UNICEF Bangladesh) and Tom Kaye (EdTech Hub) In recent months, the EdTech Hub has produced a range of documents to support and guide countries as they develop and implement plans to help students keep learning during school closures. Some of the work we have produced includes: a guide to a five-part response…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, author = {Sarwar, Mohammad Afzal Hossain, and Hossain, Iqbal and Kaye, Tom}, month = jul, year = {2020}, doi = {10.5281/zenodo.4707858}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707856 10.5281/zenodo.4707858 2339240:3JLSUFML 2339240:PISQI3AG 2405685:7G3XE8J6 2405685:HXB42AHC 2405685:PH8ICW77 2405685:RDMBW97E}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_\_\_working\_potential\_duplicate, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{noauthor_five_2020, title = {Five things to think about for out-of-school learning during the coronavirus ({COVID}-19) outbreak}, url = {https://edtechhub.org/2020/03/24/five-things-out-of-school-learning-during-the-coronavirus-outbreak/}, abstract = {This is part of our coronavirus (COVID-19) and EdTech series. Today, over a billion learners are affected by closures due to coronavirus (COVID-19). In these unprecedented times we’re committed to playing our role in supporting countries to provide continued education for all learners.  Over the coming weeks and months, we’ll be sharing insights and resources about how educational technology (EdTech)…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = mar, year = {2020}, doi = {10.5281/zenodo.4707798}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707798 2405685:GGVB5UAV}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{flexisaf_flexisaf_2020, title = {{FlexiSAF} {\textbar} {Home}}, url = {https://flexisaf.com/}, language = {en-US}, urldate = {2020-07-07}, author = {FlexiSAF}, year = {2020}, note = {Library Catalog: flexisaf.com EdTechHub.ItemAlsoKnownAs: 2405685:WY6X4G89}, } @article{han_flipped_2020, title = {Flipped {Classroom} in {Teacher} {Education}: {A} {Scoping} {Review}}, volume = {5}, issn = {2504-284X}, shorttitle = {Flipped {Classroom} in {Teacher} {Education}}, url = {https://www.frontiersin.org/articles/10.3389/feduc.2020.601593}, doi = {10.3389/feduc.2020.601593}, abstract = {Although flipped classroom (FC) has been popular in education since the 2000s, there is a lack of reviews on how the teaching approach has been applied and what has been gained in the field of teacher education. Most reviews focus either on implementation and learning outcomes with students in higher education and disciplines other than education or on the latter approaches with primary and secondary school pupils. This article presents a scoping literature review of 33 studies published between 2014 until 2019 on flipped classroom (FC) in teacher education. Our analysis points out that studies were mainly conducted in the United States, with an increased implementation in European and Asian countries, and with adoption primarily in the disciplines pedagogy, science, and language arts. Moreover, a majority of studies employed mixed methods with surveys being the most commonly used instrument to collect data. Two main foci were identified across the reviewed studies: student perceptions and academic performance. The analysis of the former revealed six outcomes (1. Attitude, motivation, and emotion; 2. Content delivery; 3. Learning environment; 4. Learning experience; 5. Instructor and student presence; 6. Engagement). Based on our synthesis, we discuss current trends and future development in the research field, FC's pedagogical value added in teacher education, and potential knowledge gaps in the research literature.}, urldate = {2022-10-10}, journal = {Frontiers in Education}, author = {Han, Han and Røkenes, Fredrik Mørk}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2020.601593 2339240:W8E46PU5 2405685:RI5RBXB3}, } @misc{national_forum_on_education_statistics_forum_2020, title = {Forum {Guide} to {Data} {Governance}}, url = {https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=NFES2020083}, abstract = {The Forum Guide to Data Governance highlights the multiple ways that data governance programs can benefit education agencies. It addresses the management, collection, use, and communication of education data; the development of effective and clearly defined data systems and policies to handle the complexity and necessary protection of data; and the continuous monitoring and decisionmaking needed in a regularly shifting data landscape. The Guide also features 12 case studies from state and local education agencies that have implemented effective data governance programs.}, language = {English}, publisher = {National Center for Education Statistics}, author = {National Forum on Education Statistics}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HGBDFCQW 2405685:U9J3F56J}, } @techreport{ministry_of_education_and_sports_uganda_framework_2020, title = {Framework for {Provision} of {Continued} {Learning} {During} the {COVID}-19 {Lockdown} in {Uganda}}, url = {http://www.education.go.ug/wp-content/uploads/2020/04/Final-version-of-the-framework-17.4.20.pdf}, urldate = {2020-06-09}, author = {Ministry of Education {and} Sports (Uganda)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5GZHSRZN 2405685:RK5DHDES}, } @techreport{unesco_framework_2020, title = {Framework for reopening schools}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373348/PDF/373348eng.pdf.multi}, urldate = {2020-06-10}, author = {{UNESCO} and {UNICEF} and {World Bank} and {World Food Programme}}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R9NRZIAS 2339240:VEDNHWMY 2405685:N3F6B5MP 2405685:TSBLQE9B}, } @misc{noauthor_francophone_2020, title = {Francophone countries and {COVID}-19 {EdTech} response}, url = {https://edtechhub.org/2020/04/29/francophone-countries-and-covid-19-edtech-response/}, abstract = {This is part of our coronavirus (COVID-19) and EdTech series. One thing about coronavirus is clear — it does not respect borders. The COVID-19 pandemic has resulted in school closures across the world. With about 300 million French speakers worldwide, here we consider some initial lessons from francophone education systems, their EdTech response, and the importance of cooperation of countries…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = apr, year = {2020}, doi = {10.5281/zenodo.4707818}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707818 2405685:HSFC8I7U 2405685:Z97WAI9K}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{sabaq_foundation_free_2020, title = {Free {Videos} \& {Tests}, {Grades} {K}-12, {Pakistan}}, url = {https://sabaq.pk}, abstract = {Sabaq Foundation provides more than 14000 FREE video lectures and tests for grades K-12 Pakistani students. It was founded in 2012 as a non-profit Trust.}, language = {EN}, urldate = {2020-07-20}, author = {{Sabaq Foundation}}, month = jul, year = {2020}, note = {Library Catalog: sabaq.pk KerkoCite.ItemAlsoKnownAs: 2339240:QBFG8DVL 2405685:93GZL6WR 2405685:JKYZSYNN}, } @misc{freedom_house_freedom_2020, title = {Freedom on the net, 2020: {Pakistan}}, url = {https://freedomhouse.org/country/pakistan/freedom-net/2020}, author = {Freedom House}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GWU75H3S 2405685:2A4TR49Z}, } @article{alcott_assessment_2020, title = {From {Assessment} to {Action}: {Lessons} from the {Development} of {Theories} of {Change} with the {People}'s {Action} for {Learning} {Network}}, volume = {7}, issn = {2325-663X}, shorttitle = {From {Assessment} to {Action}}, url = {https://eric.ed.gov/?id=EJ1249199}, abstract = {In recent years, much attention has been given to extremely poor levels of learning outcomes in low-and lower-middle income countries. Citizen-led assessments have played a vital role in highlighting this "learning crisis." Having developed these citizen-led assessments, members of the People's Action for Learning (PAL) Network are now increasingly devising and implementing actions aimed at tackling the learning crisis in different country contexts. This article documents the process we undertook of developing theories of change with PAL Network members across 10 countries to inform their shift from assessment of children's learning to action aimed at raising learning outcomes. The article highlights, in particular, the importance for theories of change to take account of context in identifying appropriate actions. Based on their country circumstances, the actions identified by PAL Network members vary, for example, from using assessment data to influence national government reform, to more localized activities associated with "teaching at the right level." For appropriate actions to tackle the learning crisis to be identified and successfully implemented, an important lesson from the PAL Network experience is the need to enable South-to-South learning and adaptation. As such, the article highlights a pressing need for flexible and iterative theories of change that reflect contextual realities.}, language = {en}, number = {1}, urldate = {2020-12-01}, journal = {Global Education Review}, author = {Alcott, Benjamin and Rose, Pauline and Sabates, Ricardo and Ellison, Christine}, year = {2020}, note = {Publisher: Mercy College New York KerkoCite.ItemAlsoKnownAs: 2339240:ZRWHRI86 2405685:GZEXQEF6}, keywords = {Agency Cooperation, Change Strategies, Citizen Participation, Cultural Differences, Educational Assessment, Educational Change, Foreign Countries, Government Role, Low Income Groups, Middle Class, Networks, Parent Role, School Role, Socioeconomic Influences, Theories, ⛔ No DOI found}, pages = {6--19}, } @misc{wilichowski_coping_2020, title = {From coping to improving and accelerating: {Supporting} teachers in the pandemic and beyond}, shorttitle = {From coping to improving and accelerating}, url = {https://blogs.worldbank.org/education/coping-improving-and-accelerating-supporting-teachers-pandemic-and-beyond}, abstract = {Countries now have an opportunity to build back better and must consider how best to help teachers not only cope through the crisis, but also become better equipped with the skills to succeed in the wake of it.}, language = {en}, urldate = {2020-06-09}, author = {Wilichowski, Tracy and Cobo, Cristobal}, year = {2020}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:B8IZDFQY 2405685:WF23ZI96}, } @misc{watt_ebola_2020, type = {text/html}, title = {From {Ebola} to coronavirus: education must not be forgotten in a health crisis}, copyright = {Copyright ©2020 Theirworld.}, shorttitle = {From {Ebola} to coronavirus}, url = {https://theirworld.org/news/ebola-to-coronavirus-education-vital-in-health-crisis}, abstract = {The challenge faced during the 2014 epidemic in West Africa of ensuring that children don’t fall between the cracks now confronts the whole world.}, language = {en}, urldate = {2020-08-18}, journal = {Theirworld}, author = {Watt, Ewan}, month = apr, year = {2020}, note = {Archive Location: http://theirworld.org/ Publisher: Theirworld KerkoCite.ItemAlsoKnownAs: 2339240:4RNLCX5K 2405685:FH22UFSX}, } @techreport{alliance_for_affordable_internet_luxury_2020, title = {From luxury to lifeline: {Reducing} the cost of mobile devices to reach universal internet access.}, url = {https://a4ai.org/wp-content/uploads/2020/08/Alliance-for-Affordable-Internet_Device-Pricing_PUBLIC.pdf}, urldate = {2020-09-23}, institution = {Web Foundation}, author = {Alliance for Affordable Internet}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VM6UDM3C 2405685:2CZW5CKH 2405685:Q447FXM3}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{noauthor_helpdesk_2020, title = {From the {Helpdesk}: {Observations} and guidance on educational response planning during the {COVID}-19 crisis}, shorttitle = {From the {Helpdesk}}, url = {https://edtechhub.org/2020/05/20/from-the-helpdesk-observations-and-guidance-on-educational-response-planning-during-the-covid-19-crisis/}, abstract = {Written by Rachel Chuang, Tom Kaye, Caitlin Moss Coflan \& Arjun Upadhyay (EdTech Hub Helpdesk Management Team) Amid one of the biggest global disruptions to schooling in living memory, countries are quickly developing distance education responses for students. The EdTech Hub’s Helpdesk is providing evidence-informed responses to requests for support from governments and their partners as they face this challenge. …}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = may, year = {2020}, doi = {10.5281/zenodo.4707838}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707838 2405685:84ZQF884}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{ogero_fttx_2020, title = {{FTTx} {Deployment}}, url = {https://www.ogero.gov.lb/dep.php?id=4}, urldate = {2020-09-30}, author = {OGERO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RGSD7UV8 2405685:46ANSAXN}, } @misc{google_future_2020, title = {Future {Press} {Release}}, url = {https://designsprintkit.withgoogle.com/methodology/phase2-define/future-press-release}, urldate = {2021-07-22}, journal = {Design Sprints with Google}, author = {{Google}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UR6N3MU9 2405685:WY7I3VD2}, } @article{joshi_gender_2020, title = {Gender and the digital divide across urban slums of {New} {Delhi}, {India}: cross-sectional study}, volume = {22}, url = {https://www.jmir.org/2020/6/e14714}, doi = {10.2196/14714}, number = {6}, urldate = {2021-10-25}, journal = {Journal of Medical Internet Research}, author = {Joshi, Ashish and Malhotra, Bhavya and Amadi, Chioma and Loomba, Menka and Misra, Archa and Sharma, Shruti and Arora, Arushi and Amatya, Jaya}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.2196/14714 2339240:A7GB5YPH 2405685:NVSJDCC9}, pages = {e14714}, } @techreport{evans_gender_2020, address = {Washington D.C.}, title = {Gender gaps in education: {The} long view}, url = {https://www.cgdev.org/sites/default/files/gender-gaps-education-long-view-revised-march-2020.pdf}, abstract = {Many countries remain far from achieving gender equality in the classroom. Using data from 126 countries between 1960 and 2010, we document four facts. First, women are more educated today than fifty years ago in every country in the world. Second, they remain less educated than men in the vast majority of countries. Third, in many countries with low levels of education for both men and women in 1960, gender gaps widened as more boys went to school, then narrowed as girls enrolled; thus, gender gaps got worse before they got better. Fourth, gender gaps rarely persist in countries where boys are attaining high levels of education. Most countries with large, current gender gaps have low levels of male educational attainment. Many also perform poorly on other measures of development such as life expectancy and GDP per capita. Improving girls’ education is an important goal in its own right, but closing gender gaps in education will not be sufficient to close critical gaps in adult life outcomes.}, language = {en}, institution = {Centre for Global Development}, author = {Evans, David and Akmal, Maryam and Jakiela, Pamela}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BQ8UTLGC 2405685:JWT48RW7}, pages = {56}, } @article{stumpf_gender-inclusive_2020, title = {Gender-inclusive {HCI} research and design: {A} conceptual review}, volume = {13}, issn = {1551-3955, 1551-3963}, shorttitle = {Gender-{Inclusive} {HCI} {Research} and {Design}}, url = {https://www.nowpublishers.com/article/Details/HCI-056}, doi = {10.1561/1100000056}, abstract = {Gender-Inclusive HCI Research and Design: A Conceptual Review}, language = {English}, number = {1}, urldate = {2021-04-29}, journal = {Foundations and Trends® in Human–Computer Interaction}, author = {Stumpf, Simone and Peters, Anicia and Bardzell, Shaowen and Burnett, Margaret and Busse, Daniela and Cauchard, Jessica and Churchill, Elizabeth}, year = {2020}, note = {Publisher: Now Publishers, Inc. KerkoCite.ItemAlsoKnownAs: 10.1561/1100000056 2339240:2TSP92PG 2405685:QH4WY97J}, pages = {1--69}, } @misc{align_gender_2020, title = {Gender, power and progress: {How} norms change}, shorttitle = {Gender, power and progress}, url = {https://www.alignplatform.org/gender-power-progress}, abstract = {This report is about gender norms – the implicit informal rules about appropriate behaviour for people of different genders – that most people accept and follow. It is about the ways in which gender equality, women’s and girls’ rights and the norms that shape the ability to claim those rights, have progressed over time. It examines how gender norms have changed in the 25 years since the UN’s Beijing Platform for Action on women’s rights was set out in 1995, and their role in progress and setbacks to achieving these rights.}, language = {en}, urldate = {2022-04-20}, journal = {Align Platform}, author = {{ALiGN}}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XGN4B2W7 2405685:WK4NYWAQ}, } @misc{harper_gender_2020, title = {Gender, power and progress: {How} norms change}, shorttitle = {Gender, power and progress}, url = {https://www.alignplatform.org/gender-power-progress}, abstract = {This report is about gender norms – the implicit informal rules about appropriate behaviour for people of different genders – that most people accept and follow. It is about the ways in which gender equality, women’s and girls’ rights and the norms that shape the ability to claim those rights, have progressed over time. It examines how gender norms have changed in the 25 years since the UN’s Beijing Platform for Action on women’s rights was set out in 1995, and their role in progress and setbacks to achieving these rights.}, language = {en}, urldate = {2022-03-29}, journal = {Align Platform}, author = {Harper, Caroline and Marcus, Rachel and George, Rachel and D'Angelo, Sophia and Samman, Emma}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YDVGSX2F 2405685:B4R3KPXD}, } @article{akmal_gendered_2020, title = {Gendered {Impacts} of {COVID}-19 {School} {Closures}: {Insights} from {Frontline} {Organizations}}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/gendered-impacts-covid-19-school-closures-insights-frontline-organizations.pdf}, abstract = {COVID-19 school closures pose significant operational and financial risks to frontline organizations delivering vital education services, including non-governmental organizations, school operators, and other service providers. In this survey, we ask these organizations about the challenges they are facing in light of COVID-19 closures, particularly for girls. The responses shed light on how COVID-19 is affecting education service operations—and what providers are doing in response. We uncover three major findings. First, 69 percent of the respondents believe that girls are at a greater risk than boys from COVID-19 school closures, with more than half of those respondents citing girls’ exposure to gender-based violence as a major concern. Second, close to half (42 percent) of the respondents report that their organization is experiencing budget cuts, with 73 percent of those respondents citing a drop in funding from private and philanthropic donors. Third, despite the financial and operational disruptions due to school closures and lockdowns, 89 percent of the respondents report planning and delivering additional vital interventions during the pandemic. It is crucial, now more than ever, that donors and policymakers support and engage with frontline organizations delivering vital services for girls and their communities.}, language = {en}, author = {Akmal, Maryam}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KI8D3WZN 2405685:KHMCGX6G 2405685:VMCU7KCE}, keywords = {⛔ No DOI found}, pages = {23}, } @techreport{evans_getting_2020, type = {Text/{HTML}}, title = {Getting {Education} {Right} : {State} and {Municipal} {Success} in {Reform} for {Universal} {Literacy} in {Brazil}}, shorttitle = {Getting {Education} {Right}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/444581593599662264/Getting-Education-Right-State-and-Municipal-Success-in-Reform-for-Universal-Literacy-in-Brazil}, abstract = {Getting Education Right : State and Municipal Success in Reform for Universal Literacy in Brazil (English)}, language = {en}, urldate = {2022-05-31}, author = {Evans, David K. and Loureiro, Andre}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5LIIM8SG 2405685:JJ2EQYR6 4656463:L9C7VA6G}, } @misc{demographic_dividend_ghana_2020, title = {Ghana}, url = {https://demographicdividend.org/country_highlights/ghana/}, urldate = {2020-06-23}, author = {Demographic Dividend}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:32AEHJ8S}, } @techreport{world_bank_ghana_2020, title = {Ghana {Accountability} for {Learning} {Outcomes} {Project}}, url = {https://documents1.worldbank.org/curated/en/415871570586470453/pdf/Ghana-Ghana-Accountability-for-Learning-Outcomes-Project.pdf}, language = {English}, author = {World Bank}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J9CPJX3K 2405685:7BK25D4P}, } @techreport{global_partnership_for_education_ghana_2020, title = {Ghana {COVID}-19 {Accelerated} {Funding} {Application} {Form}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-04-COVID-accelerated-funding-Ghana%20Updated%20Proposal%20May%205%202020%20final.pdf}, author = {Global Partnership for Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X4EJC59Z 2405685:7DBZ64LJ}, } @misc{ghana_education_service_ghana_2020, title = {Ghana {Learning} {TV} {May} {Timetable} from {KG} to {SHS}}, url = {https://ges.gov.gh/2020/05/05/ghana-learning-tv-may-timetable-from-kg-to-shs/}, language = {en-US}, urldate = {2020-09-15}, author = {{Ghana Education Service}}, month = may, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:BI9B8E5B}, } @misc{darkwa_ghana_2020, title = {Ghana: {Mobile} {Phone} and {Digital} {Devices} in the {Classroom} - {Learning} {Tool} or {Distraction}}, shorttitle = {Ghana}, url = {https://allafrica.com/stories/202003030201.html}, abstract = {Globally, mobile technology use has increased over the years and the use of it has become an integral part in the average persons' communicative lifestyle. According to Parsons, mobile subscriptions exceed 6 billion subscriptions globally. Similarly, Ipsos and Verizon found out that adopting mobile phones with smart technologies has increased fast which also coincided with a more utilization of their Internet capabilities. People today are more connected than ever.}, language = {en}, urldate = {2020-06-23}, author = {Darkwa, O.K.}, year = {2020}, note = {Library Catalog: allafrica.com Section: News KerkoCite.ItemAlsoKnownAs: 2405685:YJSNC4HL}, } @techreport{agbe_ghanas_2020, type = {Case {Study}}, title = {Ghana’s education response during the {COVID}-19 crisis: {EdTech} to the rescue?}, shorttitle = {Ghana’s education response during the {COVID}-19 crisis}, url = {https://docs.edtechhub.org/lib/QJ783WH5/download/UGCYK4G5/Agbe_Sefa-Nyarko_2020_Ghana_s%20education%20response%20during%20the%20COVID-19%20crisis.pdf}, language = {en}, institution = {EdTech Hub}, author = {Agbe, Edem and Sefa-Nyarko, Clement}, month = nov, year = {2020}, doi = {10.5281/zenodo.4706036}, note = {ZenodoArchiveID: 4706036 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706036 2339240:CB8D4LUQ 2339240:METE88UD 2339240:MK55NVDC 2339240:Z3EF9Q75 2405685:3XIBJD8G 2405685:3Y33YNL3 2405685:8JZVGC6W 2405685:HBXKVKMA 2405685:QJ783WH5}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_zenodo:submitted, \_zenodoETH}, pages = {17}, } @misc{quetta_voice_ghost_2020, title = {Ghost schools can be traced through {RTMS} in {Balochistan}}, url = {https://www.quettavoice.com/2020/02/08/ghost-schools-can-be-traced-through-rtms-in-balochistan/}, abstract = {The real time monitoring system (RTMS) proved to be an effective system in tracing of closed/ghost schools across Balochistan. The system was established}, urldate = {2022-09-29}, journal = {Quetta Voice Breaking News, English News, Technology, Health}, author = {{Quetta Voice}}, month = feb, year = {2020}, note = {Section: Education KerkoCite.ItemAlsoKnownAs: 2339240:B6DKYGLD 2405685:ZGASEXZM 4656463:E23MB9SH}, } @misc{unicef_giga_2020, title = {{GIGA}}, url = {https://www.unicef.org/innovation/giga}, abstract = {Connecting Every School to the Internet}, language = {en}, urldate = {2020-09-23}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IPUR3NJK 2405685:D3FZ8VLM}, } @misc{ferguson_giga_2020, title = {Giga {Initiative} {Aims} to {Connect} the {World}'s {Schools} to the {Internet}}, url = {https://www.unicefusa.org/stories/giga-initiative-aims-connect-worlds-schools-internet/37582}, abstract = {As COVID-19 deepens the digital divide, it's time to ensure that every student has access to information, opportunity \& choice.}, language = {en}, urldate = {2020-09-08}, journal = {UNICEF USA}, author = {Ferguson, Sarah}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JW6H78JU 2405685:X27S3DE9}, } @techreport{rafaeli_girl-focused_2020, address = {Brighton, UK}, type = {{K4D} {Helpdesk} {Report}}, title = {Girl-focused life skills interventions at a distance}, language = {en}, number = {806}, institution = {Institute of Development Studies}, author = {Rafaeli, Tal}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M7CX7E4R 2405685:HQGB6ICQ}, } @techreport{malala_fund_girls_2020, title = {Girls education and {Covid}-19 in {Nigeria}}, url = {https://assets.ctfassets.net/0oan5gk9rgbh/4SoYwXYgLMiIWPqvdikb0W/4d2ebc3b8289b2beaae33867d79af698/Nigeria_Report_22.pdf}, urldate = {2021-04-29}, institution = {Malala Fund}, author = {Malala Fund}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5CC3NV8D 2339240:TBE7GTSU 2405685:C5KMZW6E 2405685:SSJU4RC4}, } @techreport{malala_fund_girls_2020, title = {Girls' education and {COVID}-19 in {Pakistan}}, url = {https://malala.org/newsroom/archive/girls-education-and-covid-19-in-pakistan}, abstract = {In Girls’ education and COVID-19 in Pakistan, Malala Fund and our Education Champions highlight the impact of school closures on students in all four provinces with an emphasis on girls’ experiences.}, urldate = {2020-12-08}, institution = {Malala Fund}, author = {Malala Fund}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DG6S3PKT 2339240:K7LBRSIU 2405685:53NXWVMN 2405685:AYKYWR8J}, } @techreport{malala_fund_girls_2020, title = {Girls' education and {Covid}-19: {What} past shocks can teach us about mitigating the impact of pandemics}, url = {https://downloads.ctfassets.net/0oan5gk9rgbh/6TMYLYAcUpjhQpXLDgmdIa/3e1c12d8d827985ef2b4e815a3a6da1f/COVID19_GirlsEducation_corrected_071420.pdf}, urldate = {2021-04-29}, institution = {Malala Fund}, author = {{Malala Fund}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B5WCBUTR 2339240:K9YNLWDM 2405685:DGZ4BYNX 2405685:HUFCXEYU}, } @techreport{webb_girls_2020, type = {Rapid {Evidence} {Review}}, title = {Girls’ {Education} and {EdTech}: {A} {Rapid} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Girls' {Education}}, url = {https://docs.edtechhub.org/lib/CZBRW85R}, abstract = {This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of technology in supporting girls’ education in low and middle-income countries (LMICs). The RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread global shutdown of schools. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations to the continuation of schooling caused by COVID-19. Established approaches to maintaining continuity of education for the most marginalised have particular salience during this period because of the significant increase in the number of students at risk of disruption. Research consistently shows that while education across the board is negatively affected by crisis situations, the schooling of girls is disproportionately impacted. The RER aims neither to advocate nor discourage the use of technology in girls’ education in response to the present COVID-19 pandemic, but rather to provide an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential role of technology in delivering education for girls.}, language = {en}, number = {2}, institution = {EdTech Hub}, author = {Webb, Daniel and Barringer, Katie and Torrance, Rebecca and Mitchell, Joel}, year = {2020}, doi = {10.5281/zenodo.4737460}, note = {ZenodoArchiveID: 4737460 previousDOI: 10.5281/zenodo.4556939 PreviousDOI: 10.5281/zenodo.3958002 PreviousDOI: 10.5281/zenodo.4477168 PreviousShortDOI: 10/ghgnfc Publisher: Zenodo Version Number: 1 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3958002 10.5281/zenodo.3958002 10.5281/zenodo.4477168 10.5281/zenodo.4556939 10.5281/zenodo.4737460 2259720:36F6CWBU 2339240:23GW5XQ8 2339240:6YJ555Q6 2339240:9CAC5BI5 2339240:ABKFKG4Q 2339240:FC5RCEYW 2339240:GCYWZ39Q 2339240:GZYWFIHI 2339240:L326GM9E 2339240:MQ8QSK5B 2339240:PB295ID7 2339240:Q8QJYXRQ 2339240:TIVTGHAA 2339240:TYYDMDPR 2339240:VFBZXUEM 2339240:VFBZXUEM; 2339240:WVUDHTHF 2405685:4XTHDWDA 2405685:6PE7ANUL 2405685:78VECZYK 2405685:ALEXQL2P 2405685:BLT5KKXG 2405685:C4JLZV3D 2405685:CZBRW85R 2405685:E4TFYPYP 2405685:IV7MEXRW 2405685:NMXFFTIB 2405685:PKS7U5LC 2405685:RTIHY6H8 2405685:SA26Q7UG 2405685:V7VESTKX 2405685:WR37F768 2405685:YHERHZKV 2405685:YNMUHK9S 2534378:5794CXFP 2534378:5GTJL9K7}, keywords = {L:English UXZJW5DR, L:Gender and education, LP: English, P:Evidence review VCMFM9ZD, TAG:E:Primary education QIVZD2B2, TAG:E:Secondary education JS5BG2RE, TAG:F:Access W8TZWAGE, TAG:P:Girls ED5GMBNU, \_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_L:English UXZJW5DR, \_MELA\_seen, \_P:Evidence review VCMFM9ZD, \_T:E:Primary education QIVZD2B2, \_T:E:Secondary education JS5BG2RE, \_T:F:Access W8TZWAGE, \_T:P:Girls ED5GMBNU, \_\_\_working\_potential\_duplicate, \_cover:v3, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, \_zenodoETH:submitted, ⛔ No DOI found}, } @misc{othman_gis_2020, title = {{GIS} data of schools in {Zanzibar} ({Unpublished})}, publisher = {EMIS Department MoEVT Zanzibar}, author = {Othman, Othman S.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RB88SJ7J 2405685:565IY627}, } @misc{noauthor_global_2020, title = {Global e-{Schools} and {Communities} {Initiative} ({GESCI}) / {African} {Digital} {Schools} {Initiative} ({ADSI})}, url = {https://gesci.org}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y6G6PJAW 2405685:9U2K2PDV}, } @misc{holoniq_global_2020, title = {Global {EdTech} market to reach \${404B} by 2025 - 16.3\% {CAGR}.}, url = {https://www.holoniq.com/notes/global-education-technology-market-to-reach-404b-by-2025/}, language = {en-US}, urldate = {2021-05-04}, journal = {HolonIQ}, author = {HolonIQ}, month = aug, year = {2020}, note = {Section: K12 KerkoCite.ItemAlsoKnownAs: 2339240:3E7YSFAR 2405685:IQMVRCQ6}, } @misc{unesco_global_2020, title = {Global {Education} {Coalition} facilitates free internet access for distance education in several countries}, url = {https://en.unesco.org/news/global-education-coalition-facilitates-free-internet-access-distance-education-several}, language = {en}, urldate = {2020-06-08}, author = {UNESCO}, month = may, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:D8N5ZP96}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{unesco_global_2020, title = {Global {Education} {Coalition} members pledge to support emergency response in {Beirut}}, url = {https://en.unesco.org/news/global-education-coalition-members-pledge-support-emergency-response-beirut}, language = {en}, urldate = {2020-09-24}, author = {UNESCO}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P9SSASIC 2405685:SC5NRNY7}, } @techreport{gem_global_2020, title = {Global education monitoring report 2020: gender report, {A} new generation: 25 years of efforts for gender equality in education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000374514}, urldate = {2021-01-28}, institution = {UNESCO Digital Library}, author = {GEM}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T9FQGUVH 2405685:9IQGIS9H}, } @techreport{unesco_global_2020, address = {Paris}, title = {Global education monitoring report, 2020: {Inclusion} and education: all means all}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373718}, urldate = {2020-09-01}, institution = {UNESCO}, author = {{UNESCO}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CHMAUW76 2405685:WZKDEGGG 2534378:5ZB7EYDJ}, } @techreport{unesco_global_2020, address = {Paris}, title = {Global education monitoring report, 2020: {Inclusion} and education: all means all}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373718}, urldate = {2020-09-01}, institution = {UNESCO}, author = {{UNESCO}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CHMAUW76 2405685:WZKDEGGG 2534378:5ZB7EYDJ}, } @techreport{unesco_global_2020, address = {Paris}, title = {Global {Education} {Monitoring} {Report} 2020: {Inclusion} and {Education} - {All} {Means} {All}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373718}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:42XI45XX 2405685:UGIHX9QY}, } @techreport{global_education_monitoring_report_global_2020, title = {Global education monitoring report, 2020: {Inclusion} and education: all means all - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373718}, urldate = {2020-08-06}, institution = {UNESCO}, author = {Global Education Monitoring Report}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M685R5MY 2405685:49QZEUVL}, } @misc{humanitarian_insight_global_2020, title = {Global {Humanitarian} {Overview} 2020}, url = {https://hum-insight.info/}, urldate = {2020-05-29}, author = {{Humanitarian InSight}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D73AFUL9 2405685:ELFTXJUU 4803016:7W4WSYYK}, } @misc{global_partnership_for_education_global_2020, title = {Global {Partnership} for {Education} provides \$68 million in grants for education response to {COVID}-19 (coronavirus)}, url = {https://www.globalpartnership.org/news/global-partnership-education-provides68-million-grants-education-response-covid-19}, author = {Global Partnership for Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LEZDGE4T 2405685:CYHEM8QR}, } @misc{unesco_institute_for_statistics_global_2020, title = {Global {Proficiency} {Framework} for {Reading}: {Grades} 1 to 9}, url = {https://gaml.uis.unesco.org/wp-content/uploads/sites/2/2021/03/Global-Proficiency-Framework-Reading.pdf}, author = {UNESCO Institute for Statistics}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F4UNEXRY 2405685:MBZW7YSR}, } @misc{united_nations_statistics_division_goal_2020, title = {Goal 4: {Ensure} inclusive and equitable quality education and promote lifelong learning opportunities for all}, url = {https://unstats.un.org/sdgs/report/2017/goal-04/}, author = {United Nations Statistics Division}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AATK6EK7 2405685:I2KYB66J}, } @misc{cdn_gobierno_2020, title = {Gobierno habilita herramienta “{Inteligencia} {Quisqueya}” para estudiantes que se preparan para pruebas nacionales}, url = {https://cdn.com.do/destacados/gobierno-habilita-herramienta-inteligencia-quisqueya-para-estudiantes-que-se-preparan-para-pruebas-nacionales/}, abstract = {Estableció también que los jóvenes y adultos que lo deseen, podrán cursar a través de la Escuela Radiofónica Santa María estudios básicos y medios.}, language = {es}, urldate = {2022-06-07}, journal = {CDN - El Canal de Noticias de los Dominicanos}, author = {CDN, Redacción}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WWCB6JPA 2405685:3QZU3HMW}, } @techreport{women_deliver_going_2020, title = {Going {Online} for {Sexual} and {Reproductive} {Health}}, url = {https://womendeliver.org/wp-content/uploads/2020/08/Going-Online-for-Sexual-and-Reproductive-Health.pdf}, urldate = {2020-09-23}, author = {Women Deliver and Girl Effect}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:ED49M4TS}, } @misc{unicef_good_2020, title = {Good governance of children’s data}, url = {https://www.unicef.org/globalinsight/good-governance-childrens-data}, abstract = {Developing a manifesto to protect children’s data security and privacy}, language = {en}, urldate = {2021-02-01}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KM2LMAZW 2405685:BTKMJNHX}, } @misc{reilly_good_2020, title = {Good teaching is inclusive for all, so why focus on marginalised adolescent girls?}, url = {https://www.ukfiet.org/2020/good-teaching-is-inclusive-for-all-so-why-focus-on-marginalised-adolescent-girls/}, abstract = {This blog was written by Anita Reilly, Girls’ Education Challenge. It was published on the Girls’ Education Challenge website on 15 December 2020. The Foreign, Commonwealth and Development Office’s Education Policy makes good teaching a top priority, recognising that teaching quality is the most important factor affecting learning in school. It is difficult to quantify […]}, language = {en-GB}, urldate = {2021-06-11}, journal = {The Education and Development Forum (UKFIET)}, author = {Reilly, Anita}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9AFXG8PP 2405685:FZHNY5BE}, } @techreport{barrett_governance_2020, title = {Governance of student data}, url = {https://www.unicef.org/globalinsight/reports/governance-student-data}, language = {en}, institution = {UNICEF}, author = {Barrett, Lindsey}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ECCMIU3S 2339240:FE4N2WXW 2405685:WTEUYXE2 2405685:ZNQ632HM}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {11}, } @article{zbc_news_government_2020, title = {Government launches school radio lessons programme}, url = {https://www.zbcnews.co.zw/min-primary-secondary-education-launches-school-radio-programme/}, language = {en-GB}, urldate = {2020-06-27}, author = {{ZBC News}}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:PLFSGGCX}, } @misc{noauthor_government_2020, title = {Government of {Pakistan}. {Ministry} of {Federal} {Education} and {Professional} {Training}}, url = {http://mofept.gov.pk/ProjectDetail/MzkyNDc2MjMtY2VjYy00ZDA4LTk5OTUtNzUyNDI3ZWMzN2Rm}, urldate = {2020-07-20}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NCXMQDF7 2405685:HBV64VUM 2405685:LIABD93C}, } @misc{noauthor_government_2020, title = {Government of {Pakistan}. {Ministry} of {Information} {Technology} \& {Telecommunication}, {Government} of {Pakistan}}, url = {https://moitt.gov.pk/}, urldate = {2020-07-20}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XA9SXH4G 2405685:DYCXFUX2 2405685:HJURPTKF}, } @techreport{freiermuth_government_2020, address = {Cambridge, UK; Washington D.C.}, title = {Government of {Sierra} {Leone} {Education} {Data} {Hub}: {A} {User} {Research} {Report}}, copyright = {Creative Commons Attribution 4.0}, shorttitle = {Government of {Sierra} {Leone} {Education} {Data} {Hub}}, url = {https://docs.edtechhub.org/lib/8CB5PTUQ}, abstract = {Report on the Government of Sierra Leone Education Data Hub}, institution = {EdTech Hub}, author = {Freiermuth, Sophie and Bedoui, Claire and Middleton, Emily and Taddese, Abeba}, month = jul, year = {2020}, doi = {10.53832/edtechhub.0027}, note = {previousDOI: 10.5281/zenodo.3960140 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3960140 10.53832/edtechhub.0027 2339240:6E8ZDLYB 2339240:Z28GJH3E 2405685:6TJ92NFH 2405685:6XEEQHVU 2405685:8CB5PTUQ 2405685:EERE25UX 2405685:FQKKVE4W 2405685:K4DEZSCM 2405685:L4ULUSCB 2405685:NTMUHEW9 2405685:S4VEIC5W 2405685:W7SY73AT}, keywords = {C:Sierra Leone, ES:Educational data, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH}, } @misc{noauthor_government_2020, title = {Government of {Sindh}. {Information} {Technology} {Department} {Government} of {Sindh}}, url = {https://istd.sindh.gov.pk/about}, urldate = {2020-07-20}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NT37NYE9 2405685:3PNJTNDV 2405685:HQU5JXI6}, } @misc{noauthor_government_2020, title = {Government of the {Punjab}. {Punjab} {Information} {Technology} {Board}}, url = {https://www.pitb.gov.pk/}, urldate = {2020-07-20}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RDXT6JQV 2405685:5XT75C6S 2405685:MCKAA3KB}, } @misc{noauthor_government_2020, title = {Government of the {Punjab}. {School} {Education} {Department}}, url = {https://schools.punjab.gov.pk/}, urldate = {2020-07-20}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RG28NXR6 2405685:3NFDHY6C 2405685:VKFCDUE6}, } @techreport{ministry_of_education_science_and_technology_gpe_2020, type = {Accelerated {Grant} {Application}}, title = {{GPE} {Covid}-19 {Education} {Response} {Support} {Programme} ({CESP})}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020%2009%20COVID-19%20AFF%20Request%20Tanazania%20Mainland%20-%20Verified.pdf}, language = {EN}, urldate = {2020-11-23}, institution = {The United Republic of Tanzania}, author = {{Ministry of Education, Science and Technology}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BPCM4852 2405685:WJ86MK5X}, } @techreport{global_partnership_for_education_grant_2020, title = {Grant request to finance {Rwanda} {COVID}-19 education response from {COVID}-19 accelerated funding window under the {GPE} fund}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-05-11- Rwanda-COVID-19-Application_0.pdf}, author = {Global Partnership for Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LFVAFBW8 2405685:YT65AH7X}, } @techreport{gsma_gsma_2020, title = {{GSMA} {Connected} {Women}: the mobile gender gap report 2020}, url = {https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2020/05/GSMA-The-Mobile-Gender-Gap-Report-2020.pdf}, urldate = {2021-10-03}, author = {{GSMA}}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NGGE4P82 2405685:RKH6CQ96}, } @misc{gsma_gsma_2020, title = {{GSMA} {Mobile} {Connectivity} {Index}}, url = {https://www.mobileconnectivityindex.com/}, abstract = {The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions}, urldate = {2020-07-31}, journal = {GSMA Mobile Connectivity Index}, author = {GSMA}, year = {2020}, note = {Library Catalog: www.mobileconnectivityindex.com KerkoCite.ItemAlsoKnownAs: 2339240:QCSFDGJW 2405685:K2NX5DRH}, } @inproceedings{shin_guessing_2020, address = {New York, NY, USA}, series = {{CHI} {EA} '20}, title = {Guessing or solving? {Exploring} the use of motion features from educational game logs}, isbn = {978-1-4503-6819-3}, shorttitle = {Guessing or {Solving}?}, url = {https://doi.org/10.1145/3334480.3383005}, doi = {10.1145/3334480.3383005}, abstract = {A learner's guessing behavior while playing educational games can be a key indicator of her disengagement that impacts learning negatively. To distinguish a learner's guessing behavior from solution behavior, we present an explorative study of using motion features, which represent a learner's finger movements on a tablet screen. Our data was collected from the Missing Number game of KitKit School, a tablet-based math game designed for children from pre-K to grade 2 in elementary school. A total of 5,040 problem solving logs, which were collected from 168 students, were analyzed. A two-sample t-test showed a significant difference between guessing and solution behavior for four groups of motion features that indicate distance, curvedness, complexity, and pause (p{\textless}0.001). Additionally, our empirical results showed the possibility of using motion features in automatic detection of guessing behavior. Our best model yielded an accuracy of 0.778 and AUC value of 0.851 by using the random forest classifier.}, urldate = {2021-01-05}, booktitle = {Extended {Abstracts} of the 2020 {CHI} {Conference} on {Human} {Factors} in {Computing} {Systems}}, publisher = {Association for Computing Machinery}, author = {Shin, Hyunjin and Kim, Bugeun and Gweon, Gahgene}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3334480.3383005 2339240:9GZ5Q6U8 2405685:723DJXQU}, keywords = {educational game, guessing behavior, learning analytics, motion features, touch log}, pages = {1--8}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 1 {In} the local context — using digital technologies to develop local content {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/WWC3MTHS}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684307}, note = {ZenodoArchiveID: 4684307 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684307 2339240:WETE6Y2I 2405685:WWC3MTHS}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @misc{humanity_and_inclusion_guidance_2020, title = {Guidance {Note} 1: {Inclusive} {Digital} {Learning}}, url = {https://inee.org/resources/guidance-note-1-inclusive-digital-learning}, urldate = {2020-06-08}, journal = {INEE}, author = {Humanity {and} Inclusion}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:DZ2RH5VK}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{humanity_and_inclusion_guidance_2020, title = {Guidance note 1, inclusive digital learning}, url = {https://inee.org/system/files/resources/IE%20Series%20of%20BRIEFS%20to%20support%20COVID%2019%20%20%23%201%20Inclusive%20Digital%20Learning%20ENGLISH.pdf}, urldate = {2020-08-06}, author = {Humanity {and} Inclusion}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GDU3CF3D 2405685:VTPHEH8I}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{mcgeown_guidance_2020, title = {Guidance note 1: {Inclusive} {Digital} {Learning}}, url = {https://inee.org/system/files/resources/IE%20Series%20of%20BRIEFS%20to%20support%20COVID%2019%20%20%23%201%20Inclusive%20Digital%20Learning%20ENGLISH.pdf}, urldate = {2020-06-01}, institution = {Humanity and Inclusion}, collaborator = {McGeown, Julia and Boisseau, Sandra and Bohan-Jacquot, Sandrine}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:I44RINL4}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 10 {Prioritising} effective and appropriate teacher training {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/7E62A3FM}, language = {en}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.5652081}, note = {ZenodoArchiveID: 5652081 previousDOI: 10.5281/zenodo.4706041 previousZenodoArchiveID: 4706041 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684335 10.5281/zenodo.4706041 10.5281/zenodo.5652081 2339240:FX4YE46B 2339240:GHL6MEA3 2339240:LB4BCD79 2405685:7E62A3FM 2405685:JBRS94SA 2405685:UKL5P7WM 2534378:35MTF3B9}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:other:ok, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH}, pages = {8}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 11 {Using} digital technologies effectively in support of learning and training for employment {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/G8GC8P3G}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684337}, note = {ZenodoArchiveID: 4684337 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684337 2339240:G35WT8JB 2405685:G8GC8P3G}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 12 {Ensuring} rigorous monitoring and evaluation of initiatives using digital technologies in education for the most marginalised {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/DXSF5ZX6}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684341}, note = {ZenodoArchiveID: 4684341 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684341 2339240:ZKX9NWUD 2405685:DXSF5ZX6}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 13 {Ensuring} that children are safe when using digital technologies for learning {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/JI5QK62G}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684343}, note = {ZenodoArchiveID: 4684343 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684343 2339240:F7A5DUAY 2405685:JI5QK62G}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 14 {Partnerships} with the private sector and civil society {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/UW2H22R7}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684345}, note = {ZenodoArchiveID: 4684345 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684345 2339240:ZD696VRL 2405685:UW2H22R7}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 2 {Sharing} {Open} {Educational} {Resources} ({OER}) with {Creative} {Commons} ({CC}) open licenses {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/AFN6CFAX}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684309}, note = {ZenodoArchiveID: 4684309 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684309 2339240:25SFNRMI 2405685:AFN6CFAX}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{mcgeown_guidance_2020, title = {Guidance {Note} 2: {Teacher} {Resources}}, url = {https://inee.org/system/files/resources/IE%20Series%20of%20BRIEFS%20to%20support%20COVID%2019%20%20%23%202%20Teachers%20External%20ENGLISH.pdf}, urldate = {2020-06-01}, institution = {Humanity and Inclusion}, author = {McGeown, Julia and Boisseau, Sandra and Bohan-Jacquot, Sandrine}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LEYPBIJF}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 3 {Digital} technologies and girls’ education {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/QSPCTJDI}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684315}, note = {ZenodoArchiveID: 4684315 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684315 2339240:4SBZJHY4 2405685:QSPCTJDI}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 4 {Inclusion} and accessible learning for people with disabilities {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/56QA2K9Y}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684317}, note = {ZenodoArchiveID: 4684317 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684317 2339240:LKN74WQK 2405685:56QA2K9Y}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 5 {Supporting} the effective use of digital technologies for learning by refugees and displaced persons {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/XUE9KMII}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684319}, note = {ZenodoArchiveID: 4684319 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684319 2339240:L97RQZU7 2405685:XUE9KMII}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 6 {Digital} technologies and education in {Small} {Island} {Developing} {States} ({SIDS}) {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/MGNGURSV}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684323}, note = {ZenodoArchiveID: 4684323 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684323 2339240:UJ59J7KR 2405685:MGNGURSV}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 7 {Ensuring} resilient connectivity {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/3KMQRBG7}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684325}, note = {ZenodoArchiveID: 4684325 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684325 2339240:KRAUGIY3 2405685:3KMQRBG7}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 8 {Resilient} and sustainable energy solutions {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/57FXZ5EA}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684327}, note = {ZenodoArchiveID: 4684327 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684327 2339240:J6VCPUDV 2405685:57FXZ5EA}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 9 {Involving} marginalised young people in the design of their own education {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/NN3UCNCQ}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684331}, note = {ZenodoArchiveID: 4684331 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684331 2339240:NKWXU7PD 2405685:NN3UCNCQ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} {Annex} 4 {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/39NC6LPG}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684351}, note = {ZenodoArchiveID: 4684351 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684351 2339240:A5EM5HJ4 2405685:39NC6LPG}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} {Introduction} {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/HB9A9YJE}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684349}, note = {ZenodoArchiveID: 4684349 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684349 2339240:NWU5LWKN 2405685:HB9A9YJE}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{bazaldua_guidance_2020, title = {Guidance note on using learning assessment in the process of school reopening}, url = {https://documents1.worldbank.org/curated/en/856951606239586214/pdf/Guidance-Note-on-Using-Learning-Assessment-in-the-Process-of-School-Reopening.pdf}, urldate = {2021-10-08}, institution = {World Bank}, author = {Bazaldua, Diego Luna and Levin, Victoria and Liberman, Julia}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FIF7BCJ9 2405685:K86PC7QW}, } @misc{world_bank_guidance_2020, title = {Guidance {Note}: {Remote} {Learning} and {CVID}-19}, url = {http://documents.worldbank.org/curated/en/531681585957264427/pdf/Guidance-Note-on-Remote-Learning-and-COVID-19.pdf}, urldate = {2020-06-01}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IZ5FEQXY}, } @techreport{unicef_guidance_2020, title = {Guidance on {Distance} {Learning} {Modalities} to {Reach} {All} {Children} and {Youth} {During} {School} {Closures}}, url = {https://www.unicef.org/rosa/reports/guidance-distance-learning-modalities-reach-all-children-and-youth-during-school-closures}, institution = {UNICEF Regional Office for South Asia}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DVMCTGTU 2405685:59MN3PS2}, } @misc{unicef_regional_office_for_south_asia_guidance_2020, title = {Guidance on {Distance} {Learning} {Modalities} to {Reach} {All} {Children} and {Youth} {During} {School} {Closures}}, url = {https://www.unicef.org/rosa/reports/guidance-distance-learning-modalities-reach-all-children-and-youth-during-school-closures}, author = {UNICEF Regional Office for South Asia}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:29QHBJD5 2405685:4TXJ8GQB}, } @misc{unicef_regional_office_for_south_asia_guidance_2020, title = {Guidance on {Distance} {Learning} {Modalities} to {Reach} {All} {Children} and {Youth} {During} {School} {Closures}}, url = {https://www.unicef.org/rosa/reports/guidance-distance-learning-modalities-reach-all-children-and-youth-during-school-closures}, author = {UNICEF Regional Office for South Asia}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:29QHBJD5 2405685:4TXJ8GQB}, } @techreport{ministry_of_basic_and_senior_secondary_educations_emergency_education_guide_2020, title = {Guide to {Policy} {Development}}, url = {https://mbsse.gov.sl/wp-content/uploads/2020/08/MBSSE-Guide-to-Policy-Development.pdf}, urldate = {2020-09-21}, author = {Ministry of Basic {and} Senior Secondary Education’s Emergency Education and Education Partnership Group}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ENBY4G4D 2405685:5C4E4MUA}, } @techreport{itu_guidelines_2020, title = {Guidelines for industry on {Child} {Online} {Protection}}, url = {https://www.itu-cop-guidelines.com/industry}, author = {{ITU}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AAZGWDQM 2405685:XMM48N2Q}, } @techreport{itu_guidelines_2020, title = {Guidelines for parents and educators on {Child} {Online} {Protection}}, url = {https://www.itu-cop-guidelines.com/parentsandeducators}, author = {{ITU}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TJFAUIPT 2405685:TMFNVJVN}, } @misc{slade_hacking_2020, title = {Hacking {Tangerine} for {Covid}-19: more than just data collection}, url = {https://shared.rti.org/content/hacking-tangerine-covid-19-more-just-data-collection}, urldate = {2022-07-01}, author = {Slade, Timothy}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JBKIQHF5 2486141:5DNFKXTP}, } @techreport{huang_handbook_2020, title = {Handbook on {Facilitating} {Flexible} {Learning} {During} {Educational} {Disruption}}, url = {https://iite.unesco.org/wp-content/uploads/2020/03/Handbook-on-Facilitating-Flexible-Learning-in-COVID-19-Outbreak-SLIBNU_V2.0_20200324.pdf}, language = {EN}, urldate = {2020-04-26}, author = {Huang, Ronghuai and Tlili, Ahmed and Yang, Junfeng and Wang, Huanhuan and Zhang, Mahua and Gao, Bojun and Lu, Hang and Chang, Ting-Wen and Cheng, Qian and Yin, Xiayu and Cheng, Wei}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AM7ZF732 2405685:IWVWTPAJ}, } @misc{unesco_iite_handbook_2020, title = {Handbook on {Facilitating} {Flexible} {Learning} {During} {Educational} {Disruption}}, url = {https://iite.unesco.org/news/handbook-on-facilitating-flexible-learning-during-educational-disruption/}, abstract = {As COVID-19 continues spreading in many countries of the world, how to keep learning in disruption has become a major challenge to the global education community. As stated by UNESCO... Read more Handbook on Facilitating Flexible Learning During Educational Disruption}, language = {en-GB}, urldate = {2021-08-13}, journal = {UNESCO IITE}, author = {UNESCO IITE}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7MSD482J 2405685:V5AQ7DIR}, } @misc{hear_her_voice_hear_2020, title = {Hear her voice: {COVID}-19 stories: {Girls}' lives under lockdown}, url = {https://voices.girleffect.org/}, author = {Hear Her Voice}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SALFM9KK 2405685:NDHDTUTC}, } @techreport{higher_education_council_hec_2020, title = {{HEC} {Recognised} {National} {Research} {Journals} of {Social} {Sciences}}, url = {https://www.hec.gov.pk/english/services/faculty/journals/Documents/Social%20Sciences/Most%20Updated_List%20of%20Social%20Sciences%20Journals%20updated%20%20July%2007,%202020.pdf}, institution = {Higher Education Council}, author = {Higher Education Council}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HTZGFVYA 2405685:6S5P68YW}, } @misc{noauthor_help_2020, title = {Help us improve education through technology: {Sign} up for user research}, shorttitle = {Help us improve education through technology}, url = {https://edtechhub.org/2020/05/01/sign-up-for-user-research/}, abstract = {This is part of our coronavirus (COVID-19) and EdTech series. This week we kicked off our project to make our website more useful during the coronavirus (COVID-19) pandemic. This is part of the EdTech Hub’s strategy to respond to the pandemic, by providing rapid, actionable information and advice to government decision-makers. We want to help decision-makers navigate the opportunities and challenges of…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = may, year = {2020}, doi = {10.5281/zenodo.4707822}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707822 2405685:FHYYQFSX}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{noauthor_helping_2020, title = {Helping you find and compare {EdTech} tools}, url = {https://edtechhub.org/2020/06/09/helping-you-find-and-compare-edtech-tools/}, abstract = {We’re excited to publish the first version of a tool to help you find and compare EdTech tools.  The EdTech Hub’s mission is to increase the use of evidence to inform decision-making about education technology. Right now, our focus is on helping you think about whether and how EdTech can help you respond to the challenges of the school closures…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = jun, year = {2020}, doi = {10.5281/zenodo.4707844}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707844 2405685:M5H8WQNZ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{global_education_monitoring_report_hereducationourfuture_2020, title = {\#{HerEducationOurFuture}: keeping girls in the picture during and after the {COVID}-19 crisis;the latest facts on gender equality in education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000372963}, author = {Global Education Monitoring Report}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F5Q5ZSMJ 2405685:6UQH3SFW}, } @article{montsho_high_2020, title = {High {Court} stops {Malawi}'s 21-day coronavirus lockdown}, url = {https://www.iol.co.za/news/africa/high-court-stops-malawis-21-day-coronavirus-lockdown-46851304}, abstract = {The Lilongwe High Court in Malawi has granted Human Rights Defenders Coalition (HDRC) an order blocking the government from effecting a 21-day lockdown meant to curb the spread of Covid-19.}, language = {en}, urldate = {2020-04-19}, author = {Montsho, Molaole}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IKJMHAAW}, } @article{mwale_higher_2020, title = {Higher education and programme delivery in the context of {COVID}-19 and institutional closures: student responses to the adoption of e-{Learning} at a public university in {Zambia}}, shorttitle = {Higher education and programme delivery in the context of {COVID}-19 and institutional closures}, journal = {Ndimande-HlongwaN. RamrathanL. MkhizeN. SmitJ. A.(Eds.), Technology-based Teaching and Learning in Higher Education during the Time of COVID-19}, author = {Mwale, Nelly and Chita, Joseph}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3UPL6GJE}, keywords = {⛔ No DOI found}, pages = {9--33}, } @misc{holoniq_holoniq_2020, title = {{HolonIQ} {LATAM} {EdTech} 100}, url = {https://www.holoniq.com/notes/latam-edtech-100/}, language = {en-US}, urldate = {2022-06-06}, journal = {HolonIQ}, author = {HolonIQ}, month = jun, year = {2020}, note = {Section: EdTech KerkoCite.ItemAlsoKnownAs: 2339240:XVMFMLEI 2405685:ZBINITFN}, } @techreport{evans_how_2020, title = {How big are effect sizes in international education studies?}, url = {https://www.cgdev.org/publication/how-big-are-effect-sizes-international-education-studies}, abstract = {In recent years, a growing literature has measured the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But interpretation of those effect sizes as large or small tends to rely on benchmarks developed by a psychologist in the United States in the 1960s. In this paper, we demonstrate the distribution of standardized effect sizes on learning and access from hundreds of studies from low- and middle-income countries.}, language = {en}, urldate = {2021-02-18}, institution = {Center for Global Development}, author = {Evans, David and Yuan, Fei}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XIF4HX7N 2405685:E288WQPR}, } @misc{chowdhury_how_2020, title = {How {BRAC} is supporting {Bangladesh} to continue education in a pandemic}, url = {http://blog.brac.net/how-bangladesh-is-continuing-education-in-a-pandemic/}, author = {Chowdhury, Zaian and Islam, Rubab and Saltmarsh, Sarah-Jane}, year = {2020}, note = {Library Catalog: blog.brac.net Section: Learning KerkoCite.ItemAlsoKnownAs: 2339240:62DZHUDL 2339240:YPXY5VS5 2405685:8CMZMYMX 2405685:JGHI5FAV}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{itu_how_2020, title = {How broadband, digitization and {ICT} regulation impact the global economy {Global} econometric modelling}, language = {en}, author = {ITU}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9DDP5SW6 2405685:46DEBCB8}, keywords = {⛔ No DOI found}, pages = {60}, } @misc{huong_how_2020, title = {How can digital formative assessment help monitor student learning during and after the {COVID}-19 era?}, shorttitle = {How can digital formative assessment help monitor student learning during and after the {COVID}-19 era?}, url = {http://learningportal.iiep.unesco.org/en/blog/how-can-digital-formative-assessment-help-monitor-student-learning-during-and-after-the-covid}, language = {en}, urldate = {2021-10-08}, journal = {UNESCO IIEP Learning Portal}, author = {Huong, Le Thu and Au, Yee Ki}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SS2P6WHV 2405685:WLXNK8I2}, } @misc{noauthor_how_2020, title = {How can governments, schools and teachers support education continuity and good pedagogy under coronavirus ({Covid}-19)?}, url = {https://edtechhub.org/2020/05/07/how-can-governments-schools-and-teachers-support-education-continuity-and-good-pedagogy-under-covid-19/}, abstract = {This is part of our coronavirus (COVID-19) and EdTech series. Written by Anna Riggall (Head of Research) and Tony McAleavy (Research Director), Education Development Trust As the horror of Covid-19 became apparent, governments around the world closed schools in their attempts to control the spread of the virus. According to UNESCO, schools are closed in 191 countries, impacting 90\% of the world’s…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = may, year = {2020}, doi = {10.5281/zenodo.4707824}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707824 2405685:6L94W7UK 2405685:H9V63A7B}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{bangay_how_2020, title = {How can {Sierra} {Leone}’s education response after {Ebola} help with the {COVID}-19 response?}, url = {https://www.ukfiet.org/2020/how-can-sierra-leones-education-response-after-ebola-help-with-the-covid-19-response/}, abstract = {This blog is written by Colin Bangay, Senior Education Adviser, Department for International Development (DFID). It aims to look at some practical and sensible lessons from the education response in Sierra Leone during the Ebola outbreak, to help others as they face closures of education systems. This blog was originally published on the Global Partnership […]}, language = {en-GB}, urldate = {2020-12-04}, journal = {The Education and Development Forum (UKFIET)}, author = {Bangay, Colin}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D5Q8A77B 2405685:PK7UUFGK}, } @misc{azevedo_how_2020, title = {How could {COVID}-19 hinder progress with {Learning} {Poverty}? {Some} initial simulations}, url = {https://blogs.worldbank.org/education/how-could-covid-19-hinder-progress-learning-poverty-some-initial-simulations}, author = {Azevedo, João Pedro}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XT5MHPVI 2405685:A6EIFHFE}, } @misc{world_bank_how_2020, type = {Text/{HTML}}, title = {How countries are using edtech (including online learning, radio, television, texting) to support access to remote learning during the {COVID}-19 pandemic}, url = {https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remote-learning-during-the-covid-19-pandemic}, abstract = {Examples of how countries are using edtech to support remote learning under COVID-19}, language = {en}, urldate = {2020-09-23}, journal = {World Bank}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:32HB6XZZ 2339240:4BZJ4AIG 2339240:EX5BNITY 2339240:PBQ9WI2Z 2339240:WR9PK27B 2405685:57383Q46 2405685:773AJIR4 2405685:8HY8ZHY3 2405685:BAGXUAR8 2405685:RGLRHG75}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{the_economist_how_2020, title = {How covid-19 is interrupting children’s education}, issn = {0013-0613}, url = {https://www.economist.com/international/2020/03/19/how-covid-19-is-interrupting-childrens-education}, abstract = {Almost a billion children have seen their schools close}, urldate = {2020-03-30}, journal = {The Economist}, author = {The Economist}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XDKMUTEZ 2405685:9WE5ZGTX}, } @article{asare_how_2020, title = {How equitable are {South}-{North} partnerships in education research? {Evidence} from sub-{Saharan} {Africa}}, volume = {0}, issn = {0305-7925}, shorttitle = {How equitable are {South}-{North} partnerships in education research?}, url = {https://doi.org/10.1080/03057925.2020.1811638}, doi = {10.1080/03057925.2020.1811638}, abstract = {This article explores equity with respect to South-North partnerships in the context of education research involving scholars based in sub-Saharan Africa. Drawing on large-scale bibliometric analysis of over 1,000 publications published in English between 2010 and 2018, it finds that participation in such partnerships favours a relatively small number of countries in sub-Saharan Africa. These collaborations appear to be reproducing gender imbalances in authorship. Complemented by interviews with 31 researchers based in the region, it further identifies examples of asymmetrical relationships alongside more positive partnerships and practices. Scholars based in sub-Saharan Africa were more likely to view partnerships initiated by researchers based in the region as equitable.}, number = {0}, urldate = {2020-11-27}, journal = {Compare: A Journal of Comparative and International Education}, author = {Asare, Samuel and Mitchell, Rafael and Rose, Pauline}, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03057925.2020.1811638 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2020.1811638 2339240:IDPL76GX 2405685:C54NGNMP}, keywords = {Education, South-North research partnerships, sub-Saharan Africa, sustainable development goals}, pages = {1--20}, } @misc{noauthor_how_2020, title = {How {India} responded: distance learning in the time of {COVID}-19}, shorttitle = {How {India} responded}, url = {https://edtechhub.org/2020/06/25/how-india-responded-distance-learning-in-the-time-of-covid-19/}, abstract = {As schools began to close earlier in the year, at the EdTech Hub we started to look at how governments pivoted to distance learning, with a number of country case studies exploring this shift. While the full case studies will be released soon, this blog gives an overview of the first of these into India’s response. The onset of COVID-19…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = jun, year = {2020}, doi = {10.5281/zenodo.4707852}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707852 2405685:54S5XRX6 2405685:6JFEC4RJ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{mishra_how_2020, title = {How involved are parents in their children’s learning? {MICS6} data reveal critical insights}, shorttitle = {How involved are parents in their children’s learning?}, url = {https://blogs.unicef.org/evidence-for-action/parental-involvement-childrens-learning/}, abstract = {It is widely understood that parents play a pivotal role in a child’s education – research suggests that parental involvement in a child’s education boosts well-being and confidence and is important for academic progression. With school closures due to the global COVID-19 pandemic affecting an estimated 1.58 billion children in more than 180 countries, the importance of parental involvement in education has suddenly and dramatically increased. Internationally comparable data on parental involvement and its impact on children’s education is extremely limited. To address this critical gap, round 6 of the UNICEF supported Multiple Indicator Cluster Surveys (MICS6) includes a new…}, language = {en-US}, urldate = {2020-07-31}, journal = {Evidence for Action}, author = {Mishra, Sakshi and Brossard, Matt and Reuge, Nicolas and Mizunoya, Suguru}, month = apr, year = {2020}, note = {Library Catalog: blogs.unicef.org KerkoCite.ItemAlsoKnownAs: 2339240:9VF6WCWQ 2405685:DQGRBQI7}, } @misc{mishra_how_2020, title = {How involved are parents in their children’s learning? {MICS6} data reveal critical insights}, shorttitle = {How involved are parents in their children’s learning?}, url = {https://blogs.unicef.org/evidence-for-action/parental-involvement-childrens-learning/}, abstract = {It is widely understood that parents play a pivotal role in a child’s education – research suggests that parental involvement in a child’s education boosts well-being and confidence and is important for academic progression. With school closures due to the global COVID-19 pandemic affecting an estimated 1.58 billion children in more than 180 countries, the importance of parental involvement in education has suddenly and dramatically increased. Internationally comparable data on parental involvement and its impact on children’s education is extremely limited. To address this critical gap, round 6 of the UNICEF supported Multiple Indicator Cluster Surveys (MICS6) includes a new…}, language = {en-US}, urldate = {2022-08-26}, journal = {Evidence for Action}, author = {Mishra, Sakshi and Brossard, Matt and Reuge, Nicolas and Mizunoya, Suguru}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W9H53RAZ 2405685:Y7ZEVBQI}, } @misc{unicef_how_2020, title = {How many children and young people have internet access at home}, url = {https://www.unicef.org/media/88381/file/How-many-children-and-young-people-have-internet-access-at-home-2020.pdf}, urldate = {2021-06-07}, author = {UNICEF and ITU}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T2EURV3P 2405685:E3JV6NQZ}, } @techreport{unicef_how_2020, address = {New York, NY}, title = {How many children and young people have internet access at home? {Estimating} digital connectivity during the {COVID}-19 pandemic}, url = {https://www.unicef.org/media/88381/file/How-many-children-and-young-people-have-internet-access-at-home-2020.pdf}, institution = {United Nations Children's Fund}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DW3BG6V7 2405685:3U4LSRU5}, } @misc{wood_how_2020, title = {How many women work in {STEM}?}, url = {https://www.weforum.org/agenda/2020/02/stem-gender-inequality-researchers-bias/}, abstract = {Women in STEM are underrepresented, paid less than men, have fewer publishing opportunities and progress less in their careers.}, language = {en}, urldate = {2021-12-13}, journal = {World Economic Forum}, author = {Wood, Johnny}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PKLNKNTV 2405685:CTEECTKM}, } @misc{trucano_how_2020, title = {How ministries of education work with mobile operators, telecom providers, {ISPs} and others to increase access to digital resources during {COVID19}-driven school closures ({Coronavirus})}, url = {https://blogs.worldbank.org/education/how-ministries-education-work-mobile-operators-telecom-providers-isps-and-others-increase}, abstract = {How can we – quickly – help students (and teachers) get online, and stay online?}, language = {en}, urldate = {2020-04-20}, journal = {World Bank Blogs - Education for Global Development}, author = {Trucano, Michael}, month = apr, year = {2020}, note = {Library Catalog: blogs.worldbank.org EdTechHub.ItemAlsoKnownAs: 2405685:EHWLB8RX}, } @article{vivalt_how_2020, title = {How much can we generalize from impact evaluations?}, volume = {18}, issn = {1542-4766}, url = {https://doi.org/10.1093/jeea/jvaa019}, doi = {10.1093/jeea/jvaa019}, abstract = {Impact evaluations can help to inform policy decisions, but they are rooted in particular contexts and to what extent they generalize is an open question. I exploit a new data set of impact evaluation results and find a large amount of effect heterogeneity. Effect sizes vary systematically with study characteristics, with government-implemented programs having smaller effect sizes than academic or non-governmental organization-implemented programs, even controlling for sample size. I show that treatment effect heterogeneity can be appreciably reduced by taking study characteristics into account.}, number = {6}, urldate = {2022-06-06}, journal = {Journal of the European Economic Association}, author = {Vivalt, Eva}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/jeea/jvaa019 2339240:J3MPP6XB 2405685:YYF627JV 4656463:DTMZCLPN}, pages = {3045--3089}, } @misc{holla_how_2020, title = {How much does your remote learning intervention cost?}, url = {https://blogs.worldbank.org/impactevaluations/how-much-does-your-remote-learning-intervention-cost}, abstract = {This posts discusses a tool for measuring the costs of remote learning interventions.}, language = {en}, urldate = {2022-04-01}, author = {Holla, Alaka and Pan, Yilin}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LSVUMJ9E 2405685:RVRHZVVT}, } @misc{kaffenberger_how_2020, title = {How much learning may be lost in the long-run from {COVID}-19 and how can mitigation strategies help?}, url = {https://www.brookings.edu/blog/education-plus-development/2020/06/15/how-much-learning-may-be-lost-in-the-long-run-from-covid-19-and-how-can-mitigation-strategies-help/}, abstract = {How much learning may be lost in the long-run from COVID-19 and how can mitigation strategies help?}, language = {en-US}, urldate = {2020-07-31}, journal = {Brookings}, author = {Kaffenberger, Michelle}, month = jun, year = {2020}, note = {Library Catalog: www.brookings.edu KerkoCite.ItemAlsoKnownAs: 2339240:DEVEKDJN 2405685:DXA82W42}, } @misc{jepkemei_how_2020, title = {How school closures during {COVID}-19 further marginalize vulnerable children in {Kenya}}, url = {https://www.brookings.edu/blog/education-plus-development/2020/05/06/how-school-closures-during-covid-19-further-marginalize-vulnerable-children-in-kenya/}, abstract = {School closures in Kenya have devastating consequences for marginalized learners.}, language = {en-US}, urldate = {2021-03-29}, journal = {Brookings}, author = {Jepkemei, Damaris Seleina Parsitau {and} Evelyn}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BJT5G6NK 2405685:Y5TYRMPX}, } @unpublished{burgess_how_2020, title = {How should we help the {Covid19} cohorts make up the learning loss from lockdown?}, url = {https://www.dropbox.com/s/myqi9oao7v33gkp/how%20to%20catchup%2020200607%20FULL.pdf?dl=0}, language = {en}, author = {Burgess, Simon}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5Q3GQ2B5 2405685:99JYRAWP}, } @misc{noauthor_how_2020, title = {How the {Government} of {Sierra} {Leone} is improving its {Education} {Data} {Hub}}, url = {https://edtechhub.org/2020/09/08/how-the-government-of-sierra-leone-is-improving-its-education-data-hub/}, abstract = {Sierra Leone’s Education Data Hub is designed to make school-level data more useful in decision making. Nine months into its launch, MBSSE and DSTI were keen to understand who was using the Data Hub, the kinds of decisions it informed, and where improvements were needed to ensure that non-technical users, including policymakers, teachers, parents, and students could access and use…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = sep, year = {2020}, doi = {10.5281/zenodo.4707888}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707888 2405685:E2KWWHCK 2405685:LND4UENT}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{edtech_hub_how_2020, title = {How the {Government} of {Sierra} {Leone} is improving its {Education} {Data} {Hub}}, url = {https://edtechhub.org/2020/09/08/how-the-government-of-sierra-leone-is-improving-its-education-data-hub/}, abstract = {Sierra Leone’s Education Data Hub, is designed to make school-level data more useful in decision making. Nine months into its launch, MBSSE and DSTI were keen to understand who was using the Data Hub, the kinds of decisions it informed, and where improvements were needed to ensure that non-technical users, including policymakers, teachers, parents, and […]}, language = {en-GB}, urldate = {2020-09-17}, journal = {EdTech Hub}, author = {{EdTech Hub}}, month = sep, year = {2020}, doi = {10.5281/zenodo.4707884}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707884 2339240:6XDHWICN 2405685:7FQR6GZK 2405685:Y22H6PQD}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{strickland_how_2020, title = {How to {Ensure} {Compliance} {With} {Policies} and {Procedures}}, url = {https://www.currentware.com/blog/5-ways-to-enforce-your-acceptable-use-policy/}, abstract = {Once your AUP is written, you need to enforce it. Follow these tips to maximize the enforcement of your acceptable use policy.}, language = {en-US}, urldate = {2023-04-03}, journal = {CurrentWare}, author = {Strickland, Dale}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HFZUYR6Q 2405685:X6XUSMV7}, } @techreport{angrist_how_2020, address = {Washington, DC}, type = {Working {Paper}}, title = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}? {A} {Comparison} of 150 {Interventions} {Using} the {New} {Learning}-{Adjusted} {Years} of {Schooling} {Metric}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}?}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9450}, abstract = {Many low- and middle-income countries lag far behind high-income countries in educational access and student learning. Limited resources mean that policymakers must make tough choices about which investments to make to improve education. Although hundreds of education interventions have been rigorously evaluated, making comparisons between the results is challenging. Some studies report changes in years of schooling; others report changes in learning. Standard deviations, the metric typically used to report learning gains, measure gains relative to a local distribution of test scores. This metric makes it hard to judge if the gain is worth the cost in absolute terms. This paper proposes using learning-adjusted years of schooling (LAYS)—which combines access and quality and compares gains to an absolute, cross-country standard—as a new metric for reporting gains from education interventions. The paper applies LAYS to compare the effectiveness (and cost-effectiveness, where cost is available) of interventions from 150 impact evaluations across 46 countries. The results show that some of the most cost-effective programs deliver the equivalent of three additional years of high-quality schooling (that is, schooling at quality comparable to the highest-performing education systems) for just \$100 per child—compared with zero years for other classes of interventions.}, language = {en}, number = {9450}, institution = {The World Bank}, author = {Angrist, Noam and Evans, David K. and Filmer, Deon and Glennerster, Rachel and Rogers, F. Halsey and Sabarwal, Shwetlena}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2129771:TUR7B4UV 2339240:3LCE9HV8 2339240:438DD95Z 2339240:98FSI5XH 2339240:PRN4F3XJ 2339240:S527VEKP 2339240:SNZZPXZE 2339240:TSZ5USU5 2405685:2W6J6E78 2405685:52GAJX48 2405685:59W7LV77 2405685:67PNDWSU 2405685:E7BQQ8AY 2405685:PJMJJZIG 2405685:W96R4GKX 2405685:X53U5NLR 2405685:XF4XK3C6 2534378:RYREI3A2 2534379:2C73YQ47}, keywords = {Cost-Benefit Analysis, Education Outcomes, Government Policy, Impact Evaluation, Learning Loss, Learning-Adjusted Years of Schooling, Public Expenditure, Years of Schooling, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {48}, } @article{angrist_how_2020, series = {Policy {Research} {Working} {Papers}}, title = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}? {A} {Comparison} of 150 {Interventions} using the {New} {Learning}-{Adjusted} {Years} of {Schooling} {Metric}}, shorttitle = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}?}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9450}, doi = {10.1596/1813-9450-9450}, language = {en}, urldate = {2022-04-07}, journal = {World Bank}, author = {Angrist, Noam and Evans, David K. and Filmer, Deon and Glennerster, Rachel and Rogers, F. Halsey and Sabarwal, Shwetlena}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2339240:FCGVKGYD 2405685:UZH2P3ET 4656463:BUSJHPWA}, } @book{angrist_how_2020, series = {Policy {Research} {Working} {Papers}}, title = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}? {A} {Comparison} of 150 {Interventions} using the {New} {Learning}-{Adjusted} {Years} of {Schooling} {Metric}}, shorttitle = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}?}, url = {https://elibrary.worldbank.org/doi/abs/10.1596/1813-9450-9450}, urldate = {2023-09-21}, publisher = {The World Bank}, author = {Angrist, Noam and Evans, David K. and Filmer, Deon and Glennerster, Rachel and Rogers, F. Halsey and Sabarwal, Shwetlena}, month = oct, year = {2020}, doi = {10.1596/1813-9450-9450}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2339240:FUVY78BN 2405685:MFJLAVX6}, keywords = {COST-BENEFIT ANALYSIS, EDUCATION OUTCOMES, GOVERNMENT POLICY, IMPACT EVALUATION, LEARNING LOSS, PUBLIC EXPENDITURE, SCHOOLING, YEARS OF SCHOOLING}, } @article{angrist_how_2020, series = {Policy {Research} {Working} {Papers}}, title = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}? {A} {Comparison} of 150 {Interventions} using the {New} {Learning}-{Adjusted} {Years} of {Schooling} {Metric}}, shorttitle = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}?}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9450}, doi = {10.1596/1813-9450-9450}, language = {en}, urldate = {2022-04-07}, journal = {World Bank}, author = {Angrist, Noam and Evans, David K. and Filmer, Deon and Glennerster, Rachel and Rogers, F. Halsey and Sabarwal, Shwetlena}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2339240:FCGVKGYD 2405685:UZH2P3ET 4656463:BUSJHPWA}, } @misc{noauthor_how_2020, title = {How to re-imagine learning in the wake of {Covid}-19}, url = {https://edtechhub.org/2020/09/01/how-to-re-imagine-learning-in-the-wake-of-covid-19/}, abstract = {Last week the EdTech Hub, \#NextGenEdu, and Education Development Trust convened experts, policymakers, and implementers to discuss their visions for a reimagined approach to learning in the wake of coronavirus.  The invited speakers were: Mohibul Hasan Chowdhury, Deputy Minister of Education, Bangladesh Ministry of Education Jim Ackers, Regional Education Advisor, UNICEF South Asia Regional Office Sonam Wangchuk, Founder, Students’ Educational…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = sep, year = {2020}, doi = {10.5281/zenodo.4707880}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707880 2405685:KDWC5B3N}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{hello_world_hub_2020, title = {Hub {Heroes}, our newest project.}, url = {https://www.projecthelloworld.org/hub-heroes-our-newest-project/}, abstract = {Hello World has a new programme, Hub Heroes. This programme will exponentially increase literacy and numeracy for children at our hubs AND empower mothers in our Hub communities to take advantage of the technology and connectivity at the Hello Hub.}, language = {en}, urldate = {2022-06-26}, journal = {Hello World}, author = {Hello World}, month = jan, year = {2020}, note = {Section: Behind the Scenes KerkoCite.ItemAlsoKnownAs: 2339240:U2NZW46V 2405685:5TCKX67Z}, } @techreport{andrabi_human_2020, title = {Human {Capital} {Accumulation} and {Disasters}: {Evidence} from the {Pakistan} {Earthquake} of 2005}, shorttitle = {Human {Capital} {Accumulation} and {Disasters}}, url = {https://riseprogramme.org/publications/human-capital-accumulation-and-disasters-evidence-pakistan-earthquake-2005}, abstract = {We trace the effects of a devastating earthquake that occurred in Northern Pakistan in 2005. Using a new dataset from a survey conducted four years after the earthquake, we first show that the distance of the household from the fault line was not correlated with pre-existing household characteristics, while it was strongly predictive of earthquake-related damage and mortality. Through emergency relief aid, households living close to the fault line reported receiving substantial cash compensation that amounted to as much as 150 percent of their annual household consumption expenditure. Four years after the earthquake, there were no differences in public infrastructure, household or adult outcomes between areas close to and far from the fault line. However, children in their critical first thousand days at the time of the earthquake accumulated large height deficits, with the youngest the most affected. Children aged 3 through 15 at the time of the earthquake did not suffer growth shortfalls, but scored significantly worse on academic tests if they lived close to the fault line. Finally, children whose mothers completed primary education were fully protected against the emergence of a test score gap. We estimate that if these deficits continue to adult life, the affected children could stand to lose 15 percent of their lifetime earnings. Even when disasters are heavily compensated, human capital accumulation can be critically interrupted, with greater losses for already disadvantaged populations}, language = {en}, institution = {UKAID, Australian Aid, Gates Foundation, and Oxford Policy Management}, author = {Andrabi, Tahir and Daniels, Benjamin and Das, Jishnu}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6UX6ZLW9 2339240:BSXBSGKH 2339240:KYXD4HM8 2405685:DAMJ5L34 2405685:X2T7I3MD 2405685:XLZI3FQ3}, } @misc{world_bank_human_2020, title = {Human {Capital} {Index}}, url = {https://datacatalog.worldbank.org/dataset/human-capital-index}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:67H7ELJ3 2405685:2DSQB34Y}, } @book{united_nations_development_programme_human_2020, series = {Human {Development} {Report}}, title = {Human {Development} {Report} 2020: {The} {Next} {Frontier} - {Human} {Development} and the {Anthropocene}}, isbn = {978-92-1-005516-1}, shorttitle = {Human {Development} {Report} 2020}, url = {https://www.un-ilibrary.org/content/books/9789210055161}, language = {en}, urldate = {2021-07-08}, publisher = {United Nations}, author = {{United Nations Development Programme}}, month = dec, year = {2020}, doi = {10.18356/9789210055161}, note = {KerkoCite.ItemAlsoKnownAs: 10.18356/9789210055161 2339240:3N8EHHNR 2405685:7CEEGQAQ}, keywords = {\_\_\_working\_potential\_duplicate}, } @book{united_nations_development_programme_human_2020, series = {Human {Development} {Report}}, title = {Human {Development} {Report} 2020: {The} {Next} {Frontier} - {Human} {Development} and the {Anthropocene}. {Bangladesh}.}, isbn = {978-92-1-005516-1}, shorttitle = {Human {Development} {Report} 2020}, url = {https://www.un-ilibrary.org/content/books/9789210055161}, language = {en}, urldate = {2021-04-23}, publisher = {United Nations}, author = {{United Nations Development Programme}}, month = dec, year = {2020}, doi = {10.18356/9789210055161}, note = {KerkoCite.ItemAlsoKnownAs: 10.18356/9789210055161 2339240:ZBYSBI9Y 2405685:225TWATP}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{undp_human_2020, title = {Human {Development} {Reports}}, url = {http://hdr.undp.org/en/countries/profiles/KEN}, urldate = {2020-07-01}, author = {UNDP}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7TS3DJI9}, } @misc{united_nations_development_programme_human_2020, title = {Human {Development} {Reports}}, url = {http://hdr.undp.org/en/indicators/137506}, urldate = {2021-05-07}, author = {United Nations Development Programme}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AD2VSI2P 2405685:KA8YNP9D}, } @article{adarkwah_im_2020, title = {“{I}’m not against online teaching, but what about us?”: {ICT} in {Ghana} post {Covid}-19}, volume = {26}, issn = {1573-7608}, shorttitle = {“{I}’m not against online teaching, but what about us?}, url = {https://doi.org/10.1007/s10639-020-10331-z}, doi = {10.1007/s10639-020-10331-z}, abstract = {Globally, Information and Communication Technology (ICT) is regarded as a dependable vehicle for facilitating educational reform and development, a platform for communication, and as a means to achieve the Sustainable Development Goal Four (SDG 4). Since the enactment of the No Child Left Behind Act (NCLB) and declaration of the SDG 4, many countries have opted to embrace the lifelong education for all by integrating ICT in teaching and learning at all school levels. The Ghanaian Government’s initiative to ensure “education anytime anywhere for everyone” by revolutionizing teaching and learning through ICT has faced a lot of challenges and criticisms. The main mission of the Ghana ICT for Accelerated Development (ICT4AD) in 2003 was to transform Ghana into an information and technology-driven high-income economy through education, but this goal is yet to be realized. In the wake of the COVID-19 which has forced many countries and educational sectors to adopt online learning, there is a need to discuss the effectiveness of online learning and barriers to online learning in the developing contexts, and how to successfully integrate ICT in schools for online learning, especially rural schools where students’ educational careers are in jeopardy because they benefit less from online learning. The paper identifies critical factors that affect online learning, recommends post COVID-19 strategies to promote e-learning for policymakers in education and the government, and concludes with a conceptual model for emergency transition to e-learning.}, language = {en}, urldate = {2021-01-14}, journal = {Education and Information Technologies}, author = {Adarkwah, Michael Agyemang}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10331-z 2339240:9RBTK9P8 2339240:BM2YW6VU 2339240:KFUF9I2X 2405685:6LC3X3CD}, pages = {1665--1685}, } @misc{g3ict_ict_2020, title = {{ICT} for {All}: {Digital} {Inclusion} {Portal} development}, url = {https://buyict4all.org/}, urldate = {2020-06-08}, journal = {Buys ICT 4 All}, author = {G3ict}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:VHIZ736Z}, } @techreport{unicef_ict_2020, title = {{ICT} for {Learning} {Process} and {Tools} – {Volume} {II} {\textbar} {UNICEF} {Eastern} and {Southern} {Africa}}, url = {https://www.unicef.org/esa/reports/ict-learning-process-and-tools-volume-ii}, urldate = {2022-12-29}, author = {{UNICEF} and {Aga Khan Foundation and Innovation Unit}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9Y4W7F8B}, } @article{rana_ict_2020, title = {{ICT} integration in teaching and learning activities in higher education: a case study of {Nepal}'s teacher education}, volume = {8}, url = {https://files.eric.ed.gov/fulltext/EJ1239982.pdf}, doi = {10.17220/mojet.2020.01.003}, abstract = {This article reports an examination of information and communication technology (ICT) integration in teaching and learning activities in higher education in Nepal. ICT education policy by the government of Nepal emphasises the need to develop teachers' ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. The case study reported the lack of clear strategy to implement the ICT education policy and to fund for the ICT infrastructure and professional development of university staff to integrate ICT in teacher education. In this case, the Faculty of Education in the university, where there is no funding from the government and university for the ICT in education project, received funding from an international organisation to install ICT infrastructure and provide ICT training for teachers and other staff. It is argued that, to realise the policy in practice, more sustainable mechanisms need to be developed to provide ICT facilities for teachers and to train them how to use ICT in teaching activities.}, language = {English}, number = {1}, journal = {Malaysian Online Journal of Educational Technology}, author = {Rana, Kesh and Rana, Karna}, year = {2020}, note = {Publisher: University of Malaya Faculty of Education, Kuala Lumpur 50603 Malaysia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396845922?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.17220/mojet.2020.01.003 2405685:7QTWPNA2 2534378:2HFCURH3 2534378:7EF9ZFLB 2534378:9RI575FJ}, keywords = {ERIC, Current Index to Journals in Education (CIJE), Educational Policy, Foreign Countries, Higher Education, Information Technology, Nepal, Postsecondary Education, Preservice Teacher Education, Program Implementation, Sustainability, Technology Integration, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095751, \_\_finaldtb}, pages = {36--47}, } @techreport{usaid_ict4e_2020, title = {{ICT4E} {How}-{To} {Note} {Final}\_Feb20.pdf}, url = {https://www.edu-links.org/sites/default/files/media/file/USAID%20ICT4E%20How-To%20Note%20Final_Feb20.pdf}, urldate = {2020-12-10}, author = {{USAID}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PXBX9L8Z 2405685:XEZW582W}, } @misc{noauthor_idara-e-taleem-o-aagahi_2020, title = {Idara-e-{Taleem}-o-{Aagahi}}, url = {http://itacec.org/}, urldate = {2020-07-20}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7UALNTHU 2405685:I57SKVU9 2405685:ZFDHZ3C9}, } @techreport{filmer_identifying_2020, title = {Identifying {Effective} {Teachers}: {Lessons} from {Four} {Classroom} {Observation} {Tools}}, shorttitle = {Identifying {Effective} {Teachers}}, url = {https://riseprogramme.org/publications/identifying-effective-teachers-lessons-four-classroom-observation-tools}, abstract = {Four different classroom observation instruments—from the Service Delivery Indicators, the Stallings Observation System, the Classroom Assessment Scoring System, and the Teach classroom observation instrument—were implemented in about 100 schools across four regions of Tanzania. The research design is such that various combinations of tools were administered to various combinations of teachers, so these data can be used to explore the commonalities and differences in the behaviors and practices captured by each tool, the internal properties of the tools (for example, how stable they are across enumerators, or how various indicators relate to one another), and how variables collected by the various tools compare to each other. Analysis shows that inter-rater reliability can be low, especially for some of the subjective ratings; principal components analysis suggests that lower-level constructs do not map neatly to predetermined higher-level ones and suggest that the data have only a few dimensions. Measures collected during teacher observations are associated with student test scores, but patterns differ for teachers with lower versus higher subject content knowledge.}, language = {en}, urldate = {2020-09-15}, institution = {Research on Improving Systems of Education (RISE)}, author = {Filmer, Deon and Molina, Ezequiel and Wane, Waly}, month = aug, year = {2020}, doi = {10.35489/BSG-RISEWP_2020/045}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISEWP\_2020/045 2405685:DSRXVH6M 2561267:ZFIFPNTP}, keywords = {\_B:important, \_G:important, \_G:reviewed, \_Tanzania, \_final\_bib, \_important}, } @article{sims_identifying_2020, title = {Identifying the characteristics of effective teacher professional development: a critical review}, volume = {32}, doi = {10.1080/09243453.2020.1772841}, language = {en}, number = {2}, journal = {School Effectiveness and School Improvement}, author = {Sims, Sam and Fletcher-Wood, Harry}, year = {2020}, note = {shortDOI: 10/ggx3rh KerkoCite.ItemAlsoKnownAs: 10.1080/09243453.2020.1772841 10/ggx3rh 2339240:683SAV2H 2339240:TS2ZKNQM 2405685:2BSDHIUH 2405685:JACJHJ5B 2405685:SELJQ32Y 2405685:VNCBV2AS 2534378:N5BNKDUA}, keywords = {De-prioritise, \_\_\_working\_potential\_duplicate, ⚠️ Invalid DOI}, pages = {22}, } @misc{noauthor_ilma_2020, title = {{ILMA}}, url = {http://ilma.sabaq.edu.pk/}, abstract = {Innovate.Collaborate.Educate.}, urldate = {2020-07-21}, month = jul, year = {2020}, note = {Library Catalog: www.ilmassociation.com KerkoCite.ItemAlsoKnownAs: 2339240:P3A8KJWK 2405685:6QDKUYG4 2405685:SWPNEHHL}, } @techreport{elearning_africa_impact_2020, title = {Impact de la pandémie de {COVID}-19 sur l’éducation en {Afrique} et incidence sur le recours aux technologies: {Sondage} sur l’expérience et les opinions des éducateurs et spécialistes de technologies}, copyright = {Creative Commons Attribution 4.0 International}, language = {French}, author = {{eLearning Africa} and {EdTech Hub}}, month = sep, year = {2020}, doi = {10.5281/zenodo.4749654}, note = {ZenodoArchiveID: 4749654 previousDOI: 10.5281/zenodo.4018774 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4749654 2405685:39XPD5EM 2405685:QZ2FJC4E}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH, ⚠️ Invalid DOI}, } @techreport{instat_madagascar_impact_2020, type = {Principaux résultats de l'enquête réalisée auprès des ménages}, title = {Impact du {COVID}-19: {Sur} les conditions de vie des ménages enquête à haute fréquence par téléphone auprès des ménages ({EHTM})}, url = {https://www.instat.mg/wp-content/uploads/INSTAT_COVID_13-07-2020.pdf}, language = {EN}, number = {Vague 01}, urldate = {2020-09-11}, institution = {Ministère de l'Économie et des Finances}, author = {{instat: Madagascar}}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:2BXG8MNT}, pages = {38}, } @techreport{ardington_impact_2020, title = {Impact {Evaluation} of {Funda} {Wande} {Coaching} {Intervention} {Midline} {Findings}: {Midline} {I}}, url = {https://fundawande.org/img/cms/news/Impact%20Evaluation%20of%20Funda%20Wande%20Coaching%20Intervention%20Midline%20Findings.pdf}, urldate = {2022-08-23}, institution = {SALDRU}, author = {Ardington, Cally and Meiring, Tiaan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IZWYX8R8 2405685:IZ8ZW2PK}, } @techreport{idris_impact_2020, address = {Birmingham}, title = {Impact of {COVID}-19 on child labour in {South} {Asia}}, url = {https://opendocs.ids.ac.uk/opendocs/bitstream/handle/20.500.12413/15448/819_Impact_of_COVID-19_on_Child_Labour_in_South%20Asia.pdf?sequence=1&isAllowed=y}, institution = {University of Birmingham}, author = {Idris, Iffat}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CJ4HLYNA 2405685:BEQQ6H6S}, } @article{aborode_impact_2020, title = {Impact of {COVID}-19 on {Education} in {Sub}-{Saharan} {Africa}}, volume = {2890}, url = {https://www.preprints.org/manuscript/202007.0027/v1}, doi = {10.20944/preprints202007.0027.v1}, abstract = {The eruption of the COVID-19 pandemic has affected every sphere of life and may forever change how we have always lived and conducted our businesses, and no one can resist the wind of change that is blowing. Of all the sectors of governance, the educational sector, particularly at the tertiary level, appears to have been most greatly affected and therefore requires a more pragmatic approach to resolution. As of 29th June, Sub-Sahara Africa has reported 382,190 cases of COVID-19. In rejoinder to the virus epidemic, several Sub Sahara African governments implement the resolution to slam learning institutions to enclose the infection. Consequently, advanced schooling institutions obliged to reorganize their loom, becoming more digitally become forward, and changing to online platforms}, number = {October}, journal = {Preprints}, author = {Aborode, A and Anifowoshe, O and Ifeoluwapo T, Ayodele and Rebecca A, Iretiayo and Oluwafemi O., David}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.20944/preprints202007.0027.v1 2405685:Z5AGTX7N}, keywords = {Africa, COVID-19, Deadly disease, Education, Governments, Resolution, Sub- Sahara}, pages = {1--29}, } @article{emon_impact_2020, title = {Impact of {COVID}-19 on the institutional education system and its associated students in {Bangladesh}}, volume = {11}, issn = {2581-6268}, url = {https://www.journalajess.com/index.php/AJESS/article/view/30288}, doi = {10.9734/ajess/2020/v11i230288}, language = {en-US}, number = {2}, urldate = {2021-10-25}, journal = {Asian Journal of Education and Social Studies}, author = {Emon, Efta Khairul Haque and Alif, Ashrafur Rahman and Islam, M. Shahanul}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.9734/ajess/2020/v11i230288 2339240:X4UBFSR8 2405685:P48U5KA8}, keywords = {Bangladesh, COVID-19, Coronavirus, education, impact, poverty.}, pages = {34--46}, } @misc{jelimo_impact_2020, title = {Impact of {Covid}-19 on the right to education {In} {Kenya}}, url = {https://www.right-to-education.org/blog/impact-covid-19-right-education-kenya}, abstract = {On March 15, 2020, the Kenyan government abruptly closed all schools and colleges nationwide in response to COVID-19, disrupting nearly17 million learners countrywide. The closure of institutions not only affected learners and teachers but it also brought forth numerous economic and social issues, including interrupted and loss of learning, education exclusion, homelessness, nutrition and economic crisis, childcare challenges and increase in teenage pregnancy cases, financial cost implication to households, and sexual exploitation among others.}, language = {en}, urldate = {2021-07-08}, journal = {Right to Education Initiative}, author = {Jelimo, Catherine}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ECQGDC2K 2405685:Y863GBYM}, } @article{kapasia_impact_2020, title = {Impact of lockdown on learning status of undergraduate and postgraduate students during {COVID}-19 pandemic in {West} {Bengal}, {India}}, volume = {116}, issn = {0190-7409}, url = {http://www.sciencedirect.com/science/article/pii/S0190740920310604}, doi = {10.1016/j.childyouth.2020.105194}, abstract = {To assess the impact of lockdown amidst COVID-19 on undergraduate and postgraduate learners of various colleges and universities of West Bengal. An online survey was conducted from 1 May to 8 May 2020 to collect the information. A structural questionnaire link using ‘Google form’ was sent to students’ through WhatsApp and E-mail. A total of 232 students provided complete information regarding the survey. The simple percentage distribution was used to assess the learning status of the study participants. During the lockdown period, around 70\% of learners were involved in e-learning. Most of the learners were used android mobile for attending e-learning. Students have been facing various problems related to depression anxiety, poor internet connectivity, and unfavorable study environment at home. Students from remote areas and marginalized sections mainly face enormous challenges for the study during this pandemic. This study suggests targeted interventions to create a positive space for study among students from the vulnerable section of society. Strategies are urgently needed to build a resilient education system in the state that will ensure to develop the skill for employability and the productivity of the young minds.}, language = {en}, urldate = {2020-08-12}, journal = {Children and Youth Services Review}, author = {Kapasia, Nanigopal and Paul, Pintu and Roy, Avijit and Saha, Jay and Zaveri, Ankita and Mallick, Rahul and Barman, Bikash and Das, Prabir and Chouhan, Pradip}, month = sep, year = {2020}, note = {shortDOI: 10/ghd7r9 KerkoCite.ItemAlsoKnownAs: 10/ghd7r9 2405685:Q7MA9TN9}, keywords = {COVID-19, E-learning, Lockdown, Undergraduate and postgraduate learners, West Bengal}, pages = {105194}, } @article{jena_impact_2020, title = {Impact of pandemic {COVID}-19 on education in {India}}, volume = {12}, doi = {https://doi.org/10.24941/ijcr.39209.07.2020}, abstract = {The impact of pandemic COVID-19 is observed in every sector around the world. The education sectors of India as well as world are badly affected by this. It has enforced the world wide lock down creating very bad effect on the students’ life. Around 32 crore learners stopped to move schools/colleges and all educational activities halted in India. The outbreak of COVID-19 has taught us that change is inevitable. It has worked as a catalyst for the educational institutions to grow and opt for platforms with technologies, which have not been used before. The education sector has been fighting to survive the crises with a different approach and digitising the challenges to wash away the threat of the pandemic. This paper highlights some measures taken by Govt. of India to provide seamless education in the country. Both the positive and negative impacts of COVID-19 on education are discussed and some fruitful suggestions are also pointed to carry out educational activities during the pandemic situation.}, language = {en}, number = {7}, urldate = {2022-06-08}, journal = {International Journal of Current Research (IJCR)}, author = {Jena, Pravat Kumar}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.24941/ijcr.39209.07.2020 2339240:I4N7M2UM 2405685:8CAGU4TB}, keywords = {COVID-19, Education, Govt. of India, impact, ⚠️ Invalid DOI}, pages = {2582--12586}, } @article{kafes_impact_2020, title = {Impact of {Podcasting} on {Pronunciation} {Skills} of {Pre}-{Service} {EFL} {Teachers}}, volume = {21}, issn = {1302-6488}, url = {https://eric.ed.gov/?id=EJ1261341}, abstract = {This explorative qualitative study investigates EFL freshmen's perception of the impact of creating pronunciation podcasts on their pronunciation skills. The study was conducted with the participation of 80 freshmen, enrolled in a Teaching English as a Foreign Language teacher education program at a Turkish state university. Data were collected through semi-structured interviews, investigator notes, records of dashboard activities, analytics and performance tracking records of the LMS, and podcasts created by the participants as well as the recordings of the peer feedbacks on the discussion board. Analysis of the data was done through content analysis technique, presenting the thematized findings through analytical generalizations. Results have shown that the participants have positive views of creating pronunciation podcasts and that podcasting freed them to a great extent from the spatio-temporal limitations of the classroom, allowing them to study and practice pronunciation at their own convenience. The findings are discussed with reference to pronunciation, recommendations for EFL freshmen are made, and implications are offered.}, language = {en}, number = {3}, urldate = {2022-09-23}, journal = {Turkish Online Journal of Distance Education}, author = {Kafes, Huseyin and Caner, Mustafa}, month = jul, year = {2020}, note = {Publisher: Anadolu University KerkoCite.ItemAlsoKnownAs: 2405685:G4SSNAY6}, keywords = {Audio Equipment, College Freshmen, Content Analysis, English (Second Language), Feedback (Response), Foreign Countries, Generalization, Independent Study, Language Teachers, Management Systems, Positive Attitudes, Preservice Teachers, Pronunciation, Pronunciation Instruction, Second Language Instruction, Second Language Learning, Student Attitudes, Teacher Education Programs, Teaching Methods, ⛔ No DOI found}, } @article{naik_impact_2020, title = {Impact of use of technology on student learning outcomes: {Evidence} from a large-scale experiment in {India}}, volume = {127}, issn = {0305-750X}, shorttitle = {Impact of use of technology on student learning outcomes}, url = {http://www.sciencedirect.com/science/article/pii/S0305750X19303857}, doi = {10.1016/j.worlddev.2019.104736}, abstract = {One of the Sustainable Development Goals (SDG-4) adopted by the United Nations focuses on ensuring inclusive and equitable quality education for all. Most research on impact of technology on learning outcomes depends on designs that require low student-to-computer ratio and extensive retraining of teachers. These requirements make the designs difficult to implement on a large scale and hence are limited in terms of inclusivity and ability to ‘provide equitable opportunity for all’. Our paper is the first to evaluate an intervention design that is aimed at dealing with these concerns. We conduct a large-scale randomised field experiment in 1823 rural government schools in India that uses technology-aided teaching to replace one-third of traditional classroom teaching. Even with high student-to-computer ratios and minimal teacher training, we observe a positive impact on student learning outcomes. The study thus presents a low cost, resource-light design, which can be implemented in a developing country on a large scale to address the problem of poor learning outcomes, thereby making the intervention inclusive and equitable in line with the spirit of SDG-4.}, language = {en}, urldate = {2020-01-29}, journal = {World Development}, author = {Naik, Gopal and Chitre, Chetan and Bhalla, Manaswini and Rajan, Jothsna}, month = mar, year = {2020}, note = {shortDOI: 10/ggjpcz KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2019.104736 10/ggjpcz 2339240:3NJT52QX 2339240:GS4FDFA5 2405685:DKG7WIV7}, keywords = {Field experiment, India, Quality of learning, SDG-4, School education, Technology-aided-teaching}, } @techreport{world_bank_implementing_2020, type = {Text/{HTML}}, title = {Implementing a {Results}-{Based} {Financing} {Mechanism} for {Subnational} {Governments} to {Improve} {Education} {Outcomes} : {An} {Implementation} {Guide} {Inspired} by the {Case} of {Ceara}, {Brazil}}, shorttitle = {Implementing a {Results}-{Based} {Financing} {Mechanism} for {Subnational} {Governments} to {Improve} {Education} {Outcomes}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/561471606111232725/Implementing-a-Results-Based-Financing-Mechanism-for-Subnational-Governments-to-Improve-Education-Outcomes-An-Implementation-Guide-Inspired-by-the-Case-of-Ceara-Brazil}, abstract = {Implementing a Results-Based Financing Mechanism for Subnational Governments to Improve Education Outcomes : An Implementation Guide Inspired by the Case of Ceara, Brazil (English)}, language = {en}, urldate = {2022-05-31}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6L449459 2405685:I3B7KICU}, } @misc{groeneveld_implementing_2020, title = {Implementing a virtual learning environment in a resource-constrained setting: five key reflections}, shorttitle = {Implementing a virtual learning environment in a resource-constrained setting}, url = {https://edtechhub.org/2020/12/15/implementing-a-virtual-learning-environment-in-a-resource-constrained-setting-five-key-reflections/}, abstract = {Implementing a virtual learning environment is a challenge in any situation. But how do you implement one in a country with few resources, lacking technological infrastructure, and no experience with virtual learning? In response to Covid-19, Zanzibar is planning to implement a virtual learning environment (VLE) to complement its print-, radio-, and TV-based distance education programmes. In Zanzibar, an autonomous…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Kaye, Tom}, month = dec, year = {2020}, doi = {10.5281/zenodo.4708006}, note = {PreviousDOI: 10.5281/zenodo.4707995 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708006 2405685:K899A8PP 2405685:WZPDTZHA}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{muralidharan_improving_2020, type = {{RISE} {Working} {Paper} {Series}.}, title = {Improving {Public} {Sector} {Management} at {Scale}? {Experimental} {Evidence} on {School} {Governance} in {India}}, shorttitle = {Improving {Public} {Sector} {Management} at {Scale}?}, url = {https://riseprogramme.org/publications/improving-public-sector-management-scale-experimental-evidence-school-governance-india}, abstract = {We present results from a large-scale experimental evaluation of an ambitious attempt to improve management quality in Indian schools (implemented in 1,774 randomly-selected schools). The intervention featured several global “best practices” including comprehensive assessments, detailed school ratings, and customized school improvement plans. It did not, however, change accountability or incentives. We find that the assessments were near-universally completed, and that the ratings were informative, but the intervention had no impact on either school functioning or student outcomes. Yet, the program was perceived to be successful and scaled up to cover over 600,000 schools nationally. We find using a matched-pair design that the scaled-up program continued to be ineffective at improving student learning in the state we study. We also conduct detailed qualitative interviews with frontline officials and find that the main impact of the program on the ground was to increase required reporting and paperwork. Our results illustrate how ostensibly well-designed programs, that appear effective based on administrative measures of compliance, may be ineffective in practice.}, language = {en}, number = {20/056.}, urldate = {2021-05-05}, institution = {Research on Improving Systems of Education (RISE)}, author = {Muralidharan, Karthik and Singh, Abhijeet}, month = nov, year = {2020}, doi = {10.35489/BSG-RISE-WP_2020/056}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP\_2020/056 2339240:4STG83CB 2405685:IADCST5Q}, } @misc{asad_improving_2020, title = {Improving teacher accountability in {Pakistan}’s rural schools}, url = {https://www.theigc.org/blog/improving-teacher-accountability-in-pakistans-rural-schools/}, abstract = {Pakistan has extremely low learning levels and poor education service delivery is a driving factor. The Khyber Pakhtunkhwa (KP) government has expressed a strong desire for evidence on how to design evaluation and oversight systems for the education sector, with the goal of improving learning. Accordingly, we conducted an International Growth Centre (IGC) supported study …}, language = {en-GB}, urldate = {2020-08-13}, journal = {International Growth Centre}, author = {Asad, Saher and Habib, Masooma and Karachiwalla, Naureen and Kosec, Katrina and Leaver, Claire and Ur Rehman, Attique}, month = feb, year = {2020}, note = {Section: Uncategorized EdTechHub.ItemAlsoKnownAs: 2405685:VS9VPJJG}, } @article{asare_improving_2020, title = {Improving the {Mouse} {Skills} of {Basic} {School} {Learners} {Using} the {Optical} {Mouse} and {Self} {Instructional} {Software}. {A} {Case} of a {Ghanaian} {Basic} {School}}, volume = {4}, url = {https://www.researchgate.net/profile/Samuel-Asare-12/publication/341877832_Improving_the_Mouse_Skills_of_Basic_School_Learners_Using_the_Optical_Mouse_and_Self_Instructional_Software_A_Case_of_a_Ghanaian_Basic_School/links/5ed7984f45851529452a7c6e/Improving-the-Mouse-Skills-of-Basic-School-Learners-Using-the-Optical-Mouse-and-Self-Instructional-Software-A-Case-of-a-Ghanaian-Basic-School.pdf}, abstract = {The study came about as a result of poor performance showed by Bosofour R{\textbackslash}C primary 6 learners' during practical sessions. The general objective of the study is to examine the causes of learner's poor mouse skills and provide an immediate solution to it. The research was conducted at Bosofour R{\textbackslash}C primary school from the month of December, 2019 to June, 2020. The study was critically analyzed, though ICT is a core subject offered by all learners' in the school, but due to time constraint, nature of the research and inadequate financial support, all the classes could not be covered but few were sampled to represent the whole school. The study adopted a random sampling technique for its appropriateness in reaching out to a large representative sample and generalization of the findings. The target population included five hundred and twenty (520) learners, comprising of two hundred and forty-eight (248) boys and two hundred and seventy-two (272) girls. Random sampling techniques was used to select twenty (20) learners'. Test, interview and observation were the main instruments used for data collection. The main design for the study was action research. The collected data was analyzed with the help of frequency distribution table, using pre-test and post-test as a method of obtaining data. The challenges of the study include; insufficient time for practical activity lessons, abstract methods of teaching, inadequate teaching{\textbackslash} learning resources and teachers' pedagogical knowledge about the course. The results of the study showed that learners' mouse skills may be improved by the use of optical mouse, self-instructional software and giving students enough time during practical sessions. It is therefore recommended that, Ghana Education Service should equip all Basic schools across the country with several types of educational software's, in addition in-service training on ICT should be provided for all teachers, and finally, much time should be allotted for ICT practical activity lessons.}, number = {5}, journal = {Innovation The European Journal of Social Science Research}, author = {Asare, Samuel and Leticia, Agyemang}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4TTCYUBI 2405685:WYPK6H3X}, keywords = {⛔ No DOI found}, pages = {2454--6186}, } @misc{broadband_commission_moments_2020, title = {In moments of crisis, {Broadband} {Commissioners} come together to offer immediate support to communities worldwide}, url = {http://bbnewsletter.itu.int/covid19/}, urldate = {2020-06-04}, author = {Broadband Commission}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:8UAYJE3V}, } @misc{world_bank_incidence_2020, title = {Incidence of {HIV}, all (per 1,000 uninfected population) - {Sierra} {Leone} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SH.HIV.INCD.TL.P3?end=2020&locations=SL&start=1990}, urldate = {2022-01-10}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RSRU6YLV 2405685:RFVHGC9Z 4556019:CI8YJ5UC}, } @techreport{unesco_inclusion_2020, address = {Paris, France}, title = {Inclusion and education: all means all}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373718}, urldate = {2020-09-01}, institution = {UNESCO}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CHMAUW76 2405685:EX9FXZIX}, } @article{thompson_inclusive_2020, title = {Inclusive considerations for optimal online learning in times of disasters and crises}, volume = {121}, doi = {10.1108/ILS-04-2020-0083}, abstract = {Purpose: Special submission format guidelines indicate to insert placeholder and upload full abstract. Design/methodology/approach: Special submission format guidelines indicate to insert placeholder and upload full abstract. Findings: Special submission format guidelines indicate to insert placeholder and upload full abstract. Research limitations/implications: Special submission format guidelines indicate to insert placeholder and upload full abstract. Practical implications: Special submission format guidelines indicate to insert placeholder and upload full abstract. Social implications: Special submission format guidelines indicate to insert placeholder and upload full abstract. Originality/value: Special submission format guidelines indicate to insert placeholder and upload full abstract.}, number = {7}, journal = {Information and Learning Science}, author = {Thompson, Kim M and Copeland, Clayton}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0083 2405685:348CQHBQ}, keywords = {Course design, Diversity, Equity, Evidence-based practice, Inclusion, Inclusive pedagogy, Learning environment, Universal design for learning, pedagogy}, pages = {481--486}, } @misc{world_bank_inclusive_2020, title = {Inclusive {Education} {Initiative}: {Transforming} {Education} for {Children} with {Disabilities}}, url = {https://www.worldbank.org/en/topic/socialsustainability/brief/inclusive-education-initiative-transforming-education-for-children-with-disabilities}, language = {en-GB}, urldate = {2020-12-12}, journal = {Google Docs}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GUNXMV3L 2405685:M7LQS8IF}, } @inproceedings{ha_increasing_2020, title = {Increasing children's knowledge of pattern detection and skip counting using a tablet-based math activity}, booktitle = {{ICLS} 2020 {Proceedings}}, author = {Ha, Cheyeon and Hou, Xinying and Nguyen, Anh Huy and Uchidiuno, Judith Odili}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8WRM2HKL 2405685:UZA78MBC}, keywords = {⛔ No DOI found}, } @techreport{project_literacy_increasing_2020, title = {Increasing {Parent} {Engagement} in {Children}'s {Literacy}: {A} {Needs} {Assessment} to {Inform} the {Design} of {Parent} {Engagement} {Efforts}}, url = {https://www.educationinnovations.org/post/a-new-guide-for-increasing}, author = {{Project Literacy} and {Results for Development} and {Center for Education Innovations}}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W6TSA5IH 2405685:C3CBXREK}, } @techreport{field_independent_2020, title = {Independent {Reporting} {Mechanism} ({IRM}): {Sierra} {Leone} {Design} {Report} 2019–2021}, url = {https://www.opengovpartnership.org/documents/sierra-leone-design-report-2019-2021/}, institution = {Open Government Partnership}, author = {Field, Tracey-Lynn}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8XF8TYGA 2405685:YMJMKLLJ}, } @techreport{doraiswamy_indias_2020, address = {Dehli, London}, title = {India’s distance learning response to the {COVID}-19 crisis}, institution = {Central Square Foundation, EdTech Hub}, author = {Doraiswamy, Harish and Gupta, Gouri and Kamath, Dhruv and Sharma, Sudhanshu}, month = sep, year = {2020}, doi = {10.5281/zenodo.4705451}, note = {ZenodoArchiveID: 4705451 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705451 2339240:CMSHWXFV 2339240:QDQHFQXB 2405685:2HFSJ78U 2405685:YEQSJBYT}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @article{kundu_indian_2020, title = {Indian educators' awareness and attitude towards assistive technology}, volume = {14}, doi = {10.1108/JET-04-2020-0015}, abstract = {Objective: This study investigated the awareness and attitude of Indian mainstream secondary school teachers on assistive technologies (AT) and its implementation level in inclusive setting. Methodology: The study followed descriptive survey method within ex-post-facto research design taking 150 teachers including 15 headmasters from 15 secondary schools as samples following stratified random sampling technique. Questionnaires and interviews (according to set interview protocol) were the main research tools used during survey. Collected data were analyzed descriptively and inferentially to reach a conclusion. Findings: Findings revealed that Indian mainstream secondary school teachers’ awareness of AT was very poor yet their attitude towards it was highly positive. Except having a good attitude, everywhere- the teachers’ knowledge, professional support, or infrastructural support- the inadequacy was obvious. Indian schools were running with a poor resource pool of assistive products along with poor implementation. Hence special need students of these schools were not getting the necessary supports from schools as they deserve which has been hampering the overall inclusive atmosphere of the country. Statistical analysis revealed that male teachers showed slightly higher awareness level regarding AT than their female counterparts but in respect of attitude they were found overpowered by the females. Teachers of urban schools also exhibited slightly better awareness and attitude towards AT than the teachers of rural schools. Lack of suitable policies, adequate awareness and financial limitations were evolved as major barriers in the implementation of AT in these schools.}, journal = {Journal of Enabling Technologies}, author = {{Kundu} and Bej, Tripti}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/JET-04-2020-0015 2339240:4L9AFNDX 2405685:3SG4D2ZC}, } @misc{world_bank_individuals_2020, title = {Individuals using the {Internet} (\% of population)}, url = {https://data.worldbank.org/indicator/IT.NET.USER.ZS?locations=UY}, urldate = {2022-08-09}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z82G958L 2405685:M4U76X5Y}, } @misc{world_bank_individuals_2020, title = {Individuals using the {Internet} (\% of population) {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/IT.NET.USER.ZS}, urldate = {2022-06-06}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FY5J3X7V 2405685:JHUYLCSJ}, } @misc{world_bank_individuals_2020, title = {Individuals using the {Internet} (\% of population) - {South} {Asia} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/IT.NET.USER.ZS?locations=8S}, urldate = {2022-06-03}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DKKG4SV7 2486141:KI5BM73N}, } @misc{world_bank_individuals_2020, title = {Individuals using the {Internet} (\% of population) - {Sub}-{Saharan} {Africa} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/IT.NET.USER.ZS?locations=ZG}, urldate = {2022-06-03}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9MJG8PL5 2486141:SKUJJ8WM}, } @misc{bachas_informality_2020, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {Informality, {Consumption} {Taxes} and {Redistribution}}, url = {https://papers.ssrn.com/abstract=3637730}, doi = {10.2139/ssrn.3637730}, abstract = {Can taxes on consumption redistribute in developing countries? Contrary to consensus, we show that taxing consumption is progressive once we account for informal consumption. Using household expenditure surveys in 32 countries we proxy for informal consumption using the type of store where purchases occur. We find that the budget share spent in informal stores steeply declines with income, so that the effective tax rate of a broad consumption tax rises with income. Our findings imply that the widespread policy of exempting food from taxation cannot be justified on equity grounds in low-income-countries.Institutional subscribers to the NBER working paper series, and residents of developing countries may download this paper without additional charge at www.nber.org.}, language = {en}, urldate = {2022-10-13}, author = {Bachas, Pierre and Gadenne, Lucie and Jensen, Anders}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3637730 2339240:ANXIUGLU 2405685:KN5G2NGN 4656463:8HGZVI42}, keywords = {Anders Jensen, Consumption Taxes and Redistribution, Informality, Lucie Gadenne, Pierre Bachas, SSRN}, } @misc{edtech_core_team_innovation_2020, title = {Innovation {Ecosystem} {Knowledge} {Pack}}, url = {https://pubdocs.worldbank.org/en/466031598013786493/World-Bank-EdTech-Innovation-Ecosystems-Knowledge-Pack-July17.pdf}, urldate = {2022-12-29}, publisher = {World Bank}, author = {{EdTech Core Team} and Applebaum, Hallie Rocklin}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XQZHPSRK}, } @misc{fhi360_innovation_2020, title = {Innovation for {Education}, the {Mentoring} {Community} of {Practice} ({MCOP})}, url = {https://www.fhi360.org/projects/innovation-education-mentoring-community-practice-mcop}, abstract = {The rapid expansion of basic education in Rwanda has strained the delivery of quality education while increasing the demand for effective teachers. The shift to instruction in English has also resulted in an urgent need to improve the English-language proficiency of teachers. The Government of Rwanda is addressing these needs by providing English and pedagogical support to basic education teachers through a school-based mentoring initiative, called the Innovation for Education, the Mentoring Community of Practice (MCOP) project.}, urldate = {2020-08-17}, author = {FHI360}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FGIBZMQP 2405685:G6SFW4L8}, } @misc{cepeda_innovation_2020, title = {Innovation {Fund} {Graduate}: {OS} {City}}, url = {https://www.unicef.org/innovation/fundgraduate/OSCity}, author = {Cepeda, Jesús}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ADXJ746T 2405685:XR7QK32D}, } @article{ipa_innovations_2020, title = {Innovations for {Poverty} {Action}}, url = {https://www.poverty-action.org/sites/default/files/presentation/IPA-Ghana-RECOVR-Survey-Webinar-July-2-2020-Presentation.pdf}, language = {en}, author = {{IPA}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XBCLFVL6 2405685:5Z5LJ7DD}, pages = {32}, } @techreport{education_workforce_initiative_innovative_2020, title = {Innovative {Education} {Workforce} {Analysis} for {More} {Equitable} {Education}: {Sierra} {Leone}}, url = {https://educationcommission.org/wp-content/uploads/2020/10/2020-EC-Country-Report-Sierra-Leone.pdf}, urldate = {2020-12-16}, institution = {Education Commission}, author = {Education Workforce Initiative}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XCXZB356 2405685:67AH3BDQ}, } @misc{noauthor_instant_2020, title = {Instant {Network} {Schools}}, url = {https://www.vodafone.com/about/vodafone-foundation/focus-areas/instant-network-schools}, language = {en-GB}, urldate = {2020-06-29}, journal = {Vodafone}, year = {2020}, note = {Library Catalog: www.vodafone.com KerkoCite.ItemAlsoKnownAs: 2405685:7IGB96BF}, } @article{mo_institutions_2020, title = {Institutions, implementation, and program effectiveness: evidence from a randomized evaluation of computer-assisted learning in rural {China}}, volume = {146}, shorttitle = {Institutions, implementation, and program effectiveness}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0304387820300626}, doi = {10.1016/j.jdeveco.2020.102487}, abstract = {There is limited evidence on the degree to which differences in implementation among institutions matter for program effectiveness. To examine this question, we conducted an experiment in rural China in which public schools were randomly assigned to one of three treatments: a computer-assisted learning program (CAL) implemented by a government agency, the same program implemented by an NGO, and a pure control. Results show that compared to the pure control condition and unlike the NGO program, the government program did not improve student achievement. Analyzing impacts along the causal chain, we find that government officials were more likely to substitute CAL for regular instruction (contrary to protocol) and less likely to directly monitor program progress. Correlational analyses suggest that these differences in program implementation were responsible for the lack of impacts.}, language = {en}, number = {102487}, urldate = {2020-08-20}, journal = {Journal of Development Economics}, author = {Mo, Di and Bai, Yu and Shi, Yaojiang and Abbey, Cody and Zhang, Linxiu and Rozelle, Scott and Loyalka, Prashant}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2020.102487 2339240:DGJ5AP6N 2405685:E6237AQC}, } @article{mamun_instructional_2020, title = {Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments}, volume = {144}, doi = {10.1016/j.compedu.2019.103695}, journal = {Computers \& Education}, author = {Mamun, Md Abdullah A I and Lawrie, Gwendolyn and Wright, Tony}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2019.103695 2405685:9A7GZE7G}, } @article{khan_integrating_2020, title = {Integrating {ICT} in {English} {Language} {Teaching} in {Bangladesh}: {Teachers}’ {Perceptions} and {Challenges}}, volume = {12}, issn = {09752935}, shorttitle = {Integrating {ICT} in {English} {Language} {Teaching} in {Bangladesh}}, url = {http://rupkatha.com/rioc1s23n1/}, doi = {10.21659/rupkatha.v12n5.rioc1s23n1}, abstract = {The integration of Information and Communication Technology (ICT) in Education especially, in English Language Teaching (ELT) in secondary schools of Bangladesh has been existing for a decade now. However, the status of actual implementation is quite different from the adoption and initiatives taken to integrate ICT in ELT. Therefore, the study aims to investigate the secondary level English language teachers’ attitude towards integration of ICT in Communicative Language Teaching (CLT) and the factors inhibiting the use of it. Further, the paper attempts to examine the challenges faced by the secondary level English teachers of Bangladesh in using ICT in language teaching effectively. In an attempt to examine the attitude of teachers in using ICT in ELT, a quantitative research is designed with a close ended questionnaire to collect the data from a sample of 100 secondary English language teachers of various schools of Bangladesh. The data of the responses is quantified and is analyzed by SPSS 20 program. The obtained data from the questionnaire is examined in order to investigate the perceptions of the secondary level English language teachers towards ICT integrated language teaching and the challenges of the implementation of ICT in ELT. In conclusion, the outcome of the research would provide significant information about the attitude of the teachers towards ICT integration in ELT and the challenges faced by them and hence, the study would help the policy makers and the teachers to enhance the effectiveness of using ICT in ELT.}, language = {en}, number = {5}, urldate = {2021-05-07}, journal = {Rupkatha Journal on Interdisciplinary Studies in Humanities}, author = {Khan, Nafis Mahmud and Kuddus, Khushboo and Kuddus, Khushboo and {School of Humanities (English), KIIT Deemed to be University, Bhubaneswar, Odisha, India.}}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.21659/rupkatha.v12n5.rioc1s23n1 10/gj37jk 2339240:C45NVN5G 2405685:7JJTNDXM}, } @techreport{institute_of_ethical_ai_in_education_interim_2020, title = {Interim {Report}: {Towards} a {Shared} {Vision} of {Ethical} {AI} in {Education}}, url = {https://www.buckingham.ac.uk/wp-content/uploads/2020/02/The-Institute-for-Ethical-AI-in-Educations-Interim-Report-Towards-a-Shared-Vision-of-Ethical-AI-in-Education.pdf}, institution = {University of Buckingham}, author = {{Institute of Ethical AI in Education}}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:LGKE7AG2}, } @misc{unesco_institute_for_statistics_international_2020, title = {International {Standard} {Classification} of {Education} ({ISCED})}, url = {http://uis.unesco.org/en/topic/international-standard-classification-education-isced}, abstract = {The world's education systems vary widely in terms of structure and curricular content. Consequently, it can be difficult to compare national education systems with those of other countries or to benchmark progress towards national and international goals. ...}, language = {eng}, urldate = {2020-06-25}, author = {UNESCO Institute for Statistics}, year = {2020}, note = {Last Modified: 2017-09-14 Library Catalog: uis.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:JUZ9FU6T}, } @misc{noauthor_internet_2020, title = {Internet connectivity in {Lebanon} impacted following blast}, url = {https://netblocks.org/reports/internet-connectivity-in-lebanon-impacted-following-blast-YAE2RvB3}, abstract = {Network data from the NetBlocks internet observatory confirm that internet connectivity in Lebanon has significantly fallen following reports of an explosion on Tuesday 4 August 2020, with the outage ongoing ...}, language = {en-US}, urldate = {2021-03-03}, journal = {NetBlocks}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ICIBWXZZ 2405685:FMC2WLXC}, } @misc{internet_world_stats_internet_2020, title = {Internet {World} {Stats} - {Usage} and {Population} {Statistics}}, url = {https://www.internetworldstats.com/}, urldate = {2020-09-14}, author = {Internet World Stats}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KBW2E6FN}, } @article{lokot_intersectionality_2020, title = {Intersectionality as a lens to the {COVID}-19 pandemic: implications for sexual and reproductive health in development and humanitarian contexts}, issn = {2641-0397}, shorttitle = {Intersectionality as a lens to the {COVID}-19 pandemic}, url = {https://www.tandfonline.com/doi/full/10.1080/26410397.2020.1764748}, doi = {10.1080/26410397.2020.1764748}, language = {en}, urldate = {2020-06-03}, journal = {Sexual and Reproductive Health Matters}, author = {Lokot, Michelle and Avakyan, Yeva}, month = may, year = {2020}, note = {shortDOI: 10/ggv23f KerkoCite.ItemAlsoKnownAs: 10/ggv23f 2405685:VMGH2PUG}, pages = {1--5}, } @article{ryan_intrinsic_2020, title = {Intrinsic and extrinsic motivation from a self-determination theory perspective: {Definitions}, theory, practices, and future directions}, volume = {61}, doi = {10.1016/j.cedpsych.2020.101860}, journal = {Contemporary Educational Psychology}, author = {Ryan, Richard M. and Deci, Edward L.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.cedpsych.2020.101860 2339240:H7GQ3NBI 2405685:HGBR3JY8}, pages = {101860}, } @misc{sindh_education_foundation_government_of_sindh_introducing_2020, title = {Introducing {Smart} {Teaching} and {Learning} ({INSTAL})}, url = {https://www.sef.org.pk/introducing-smart-teaching-and-learninginstal/}, abstract = {SEF{\textbar}Sindh Education Foundation government of Sindh Sindh Education Foundation (SEF), was established under the Sindh Education Foundation Act, 1992 as a semi-autonomous organization committed to educating and empowering children and communities towards social change by ensuring access to educational facilities and quality education. towards social change by ensuring access to educational facilities and quality education access to educational facilities and quality education.}, language = {en-US}, urldate = {2020-07-20}, author = {{Sindh Education Foundation, Government of Sindh}}, month = jul, year = {2020}, note = {Library Catalog: www.sef.org.pk KerkoCite.ItemAlsoKnownAs: 2339240:NLBY5CB6 2405685:I7TZL8R7 2405685:LJS3SGQM}, } @misc{dzinotyiweyi_introducing_2020, title = {Introducing the {EdTech} {Hub} {Specialist} {Network}}, url = {https://edtechhub.org/2020/11/26/introducing-the-edtech-hub-specialist-network/}, abstract = {What is the Specialist Network? We’re an international group of experts with substantial practical experience in developing and implementing education and EdTech programmes around the world. The Specialist Network allows the EdTech Hub to draw on a wide range of context-specific and subject-specific experience and expertise. We have a particular focus on supporting the Hub’s Helpdesk, providing additional capacity to…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Dzinotyiweyi, Monica and Mullan, Joel}, month = nov, year = {2020}, doi = {10.5281/zenodo.4708248}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708248 2405685:CK8F2SMX}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{noauthor_invest2innovate_2020, title = {invest2innovate}, url = {https://invest2innovate.com/incubate/}, language = {en-US}, urldate = {2020-07-21}, month = jul, year = {2020}, note = {Library Catalog: invest2innovate.com KerkoCite.ItemAlsoKnownAs: 2339240:7LEYDWIS 2405685:G8V7DHI7 2405685:Z5AAYWS4}, } @misc{world_bank_investing_2020, title = {Investing in the {Early} {Years} {During} {COVID}-19}, url = {http://elibrary.worldbank.org/doi/book/10.1596/33647}, language = {en}, urldate = {2020-06-02}, publisher = {World Bank}, author = {{World Bank}}, month = apr, year = {2020}, doi = {10.1596/33647}, note = {shortDOI: 10/ghgnfj KerkoCite.ItemAlsoKnownAs: 10/ghgnfj 2405685:EVLP58NV}, } @misc{cordeiro_is_2020, title = {Is 2020 a lost academic year? {The} impact of {COVID}-19 on education in eastern {Africa}: a case study of {Kenya}}, shorttitle = {Is 2020 a lost academic year?}, url = {https://www.humanium.org/en/is-2020-a-lost-academic-year-the-impact-of-covid-19-on-education-in-eastern-africa-a-case-study-of-kenya/}, abstract = {Despite national efforts and strict measures designed to curb the spread of the virus, the country continues to suffer from the knock-on effects of the pandemic.}, language = {en-GB}, urldate = {2021-10-03}, journal = {Humanium}, author = {Cordeiro, Vanessa Cezarita}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UWXR4FT2 2405685:IAQMB7MN}, } @article{bertoni_is_2020, title = {Is {School} {Funding} {Unequal} in {Latin} {America}?: {A} {Cross}-country {Analysis}}, shorttitle = {Is {School} {Funding} {Unequal} in {Latin} {America}?}, url = {https://publications.iadb.org/en/school-funding-unequal-latin-america-cross-country-analysis}, doi = {10.18235/0002854}, abstract = {Public spending on education has increased significantly in Latin America over the last decades. However, less is known whether increased spending has been translated into a more equitable distribution of resources within countries in the region. This study addresses this gap by measuring the inequality in per-pupil spending between regions with different levels of socioeconomic status (SES) within five Latin American countries: Brazil, Chile, Colombia, Ecuador, and Peru. Results show that Brazil, a federal country, has the widest socioeconomic funding gap due to large inequalities in local revenues between high and low SES regions. However, the country's funding gap has narrowed over time. School funding in Colombia has become more regressive over time, but its gap is half the size of the one in Brazil. The distribution of school funding in Peru has changed over time from being regressive-benefiting the richest regions-to being progressive-benefiting the poorest regions. Education spending in Chile and in Ecuador are, on the other hand, consistently progressive. However, while the progressiveness of funding in Ecuador is driven by transfers targeted at disadvantaged rural areas, the funding formulas in Chile addresses socioeconomic inequalities beyond the rural-urban gap.}, language = {English}, urldate = {2023-06-12}, author = {Bertoni, Eleonora and Elacqua, Gregory and Marotta, Luana and Martínez, Matias and Santos, Humberto and Soares, Sammara}, month = nov, year = {2020}, note = {Publisher: Inter-American Development Bank KerkoCite.ItemAlsoKnownAs: 10.18235/0002854 2339240:9JLTQPEY 2405685:IBBYHF76 4656463:V76SUDGT}, } @misc{donnelly_is_2020, title = {Is the {COVID}-19 slide in education real?}, url = {https://blogs.worldbank.org/education/covid-19-slide-education-real}, abstract = {Emerging pieces of evidence of an actual COVID-19 learning loss and of its likely implications for the future of the generation currently in school show that it is essential to mitigate the long-term effects of the pandemic as much as possible.}, language = {en}, urldate = {2022-08-25}, journal = {World Bank Blogs}, author = {Donnelly, Robin and Patrinos, Harry A.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2NVGV5TV 2339240:8UU6ZPPE 2405685:XTUDMFSZ}, } @article{mcburnie_is_2020, title = {Is there {Learning} {Continuity} during the {COVID}-19 {Pandemic}? {A} {Synthesis} of the {Emerging} {Evidence}}, volume = {7}, url = {https://jl4d.org/index.php/ejl4d/article/view/461}, abstract = {Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As such, the education response to COVID-19 could widen existing inequalities.}, number = {3}, journal = {Journal of Learning for Development}, author = {McBurnie, Chris and Adam, Taskeen and Kaye, Tom}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WFEBLP79}, keywords = {dode\_eth-src-dode, dode\_eth-trf2-dode, ⛔ No DOI found}, pages = {485--493}, } @misc{mcburnie_is_2020, title = {Is there learning continuity during the {COVID}-19 pandemic? {Six} {Lessons}}, url = {https://opendeved.net/2020/07/12/is-there-learning-continuity/}, author = {McBurnie, Chris and Haßler, Björn}, month = jul, year = {2020}, doi = {10.5281/zenodo.3930934}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3930934 2129771:A4N8WK7U 2339240:U9PHB6X4 2405685:4QXBT6KW 2405685:LHJ3UUUE 2405685:MQVL7M9C}, keywords = {dode\_eth-src-dode, dode\_eth-trf2-dode}, } @techreport{ma_isolating_2020, address = {Cambridge, MA}, title = {Isolating the “{Tech}” from {EdTech}: {Experimental} {Evidence} on {Computer} {Assisted} {Learning} in {China}}, shorttitle = {Isolating the “{Tech}” from {EdTech}}, url = {http://www.nber.org/papers/w26953.pdf}, abstract = {EdTech which includes online education, computer assisted learning (CAL), and remote instruction was expanding rapidly even before the current full-scale substitution for in-person learning at all levels of education around the world because of the coronavirus pandemic. Studies of CAL interventions have consistently found large positive effects, bolstering arguments for the widespread use of EdTech. However CAL programs, often held after school, provide not only computer-based instruction, but often additional non-technology based inputs such as more time on learning and instructional support by facilitators. In this paper, we develop a theoretical model to carefully explore the possible channels by which CAL programs might affect academic outcomes among schoolchildren. We isolate and test the technology-based effects of CAL and additional parameters from the theoretical model, by designing a novel multi-treatment field experiment with more than four thousand schoolchildren in rural China. Although we find evidence of positive overall CAL program effects on academic outcomes, when we isolate the technology-based effect of CAL (over and above traditional pencil-and-paper learning) we generally find small to null effects. Our empirical results suggest that, at times, the “Tech” in EdTech may have relatively small effects on academic outcomes, which has important implications for the continued, rapid expansion of technologies such as CAL throughout the world.}, language = {en}, number = {w26953}, urldate = {2021-04-06}, institution = {National Bureau of Economic Research}, author = {Ma, Yue and Fairlie, Robert and Loyalka, Prashant and Rozelle, Scott}, month = apr, year = {2020}, doi = {10.3386/w26953}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w26953 2339240:TNXB4CGW 2405685:K9L5U52U}, pages = {w26953}, } @article{reuters_staff_ivory_2020, title = {Ivory {Coast} children head back to school after virus shutdown}, url = {https://www.reuters.com/article/us-health-coronavirus-ivorycoast-educati-idUSKBN2311FC}, abstract = {Thousands of children in face masks flocked back to school in Ivory Coast on Monday after the country became one of the first in West Africa to restart lessons after a two-month coronavirus shutdown.}, language = {en}, urldate = {2021-03-29}, journal = {Reuters}, author = {{Reuters Staff}}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EKB2MANC 2405685:EE3FSPZV}, keywords = {Africa, Aid Relief / Humanitarian Agencies, CORONAVIRUS, Children / Youth Issues, Coronavirus, EDUCATION, Education, Epidemics, HEALTH, Health / Medicine, Human Rights / Civil Rights, IVORYCOAST, Ivory Coast, Overseas Development Aid, Pictures, US, Video Available, West Africa, Western Europe}, } @techreport{hamarneh_jordan_2020, title = {Jordan {Response} {Plan} for the {Syria} {Crisis} 2020-2022}, language = {en}, institution = {UNHCR}, author = {Hamarneh, Maisa}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:E5MW5S7K}, keywords = {⛔ No DOI found}, } @techreport{al-hindawi_jordans_2020, type = {Case {Study}}, title = {Jordan’s {EdTech} response to {COVID}-19}, institution = {EdTech Hub}, author = {Al-Hindawi, Hind and Hashem, Lina}, month = nov, year = {2020}, doi = {10.5281/zenodo.4706057}, note = {ZenodoArchiveID: 4706057 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706057 2339240:7DDCIKY9 2339240:P8XVRD6S 2405685:BTX9XW3J 2405685:KNCXGVW3 2405685:XFBMF3QV}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @misc{harpo_jot--dot_2020, title = {Jot-{A}-{Dot} {Pocket} {Brailler}}, url = {https://int.harpo.com.pl/jot-a-dot/}, abstract = {The new way to Braille is to Jot a Dot – a portable brailling device for everyone! Why Jot-A-Dot? – Pocket-sized mechanical device – means brailling a note, on paper, anywhere!; Direct six key Braille entry – for fast \& accurate Braille; – Read your Braille as you write – simply turn Jot-A-Dot over; – Inbuilt … Read more}, language = {en}, urldate = {2022-06-26}, journal = {HARPO}, author = {Harpo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W2R6VZZM 2405685:HPGTS756}, } @techreport{tutunji_jusoors_2020, title = {Jusoor’s {WhatsApp}-{Assisted} {Learning} {Programme}: {Sprint} {Review} 1.}, url = {https://docs.edtechhub.org/lib/NBWSSFLK}, author = {Tutunji, Suha and Boujikian, Michèle and Carter, Alice and Atkinson, Grace}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G5RD3H5K 2405685:NBWSSFLK}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{el_zayat_k-12_2020, address = {Washington, D.C.}, title = {K-12 {Egyptian} {Knowledge} {Bank} {Study} {Portal} and {New} {Form} of {Assessment}}, url = {http://documents.worldbank.org/curated/en/191341599145436193/Egypt-K-12-Egyptian-Knowledge-Bank-Study-Portal-and-New-Form-of-Assessment}, institution = {World Bank Group}, author = {El Zayat, Nelly}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:38YYF6X4 2405685:4WL5PMDG}, } @misc{queen_rania_foundation_karim_2020, title = {Karim and {Jana}}, url = {https://karimandjana.com/site/}, urldate = {2020-06-30}, author = {Queen Rania Foundation}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CWY8BD2E}, } @techreport{ministry_of_education_rwanda_keeping_2020, title = {Keeping the {Doors} {Open} for {Learning}: {Response} {Plan} of {Ministry} of {Education} to the {COVID}-19 {Outbreak}}, url = {https://mineduc.gov.rw/fileadmin/Documents/Report/Education_Sector_COVID_Plan_Rwanda.pdf}, urldate = {2020-06-09}, author = {Ministry of Education (Rwanda)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DUZJ6SC7 2405685:BXUJTESS}, } @techreport{rwanda_ministry_of_education_keeping_2020, title = {Keeping the {Doors} {Open} for {Learning}: {Response} {Plan} of {Ministry} of {Education} to the {COVID}-19 {Outbreak}}, url = {https://mineduc.gov.rw/fileadmin/Documents/Report/Education_Sector_COVID_Plan _Rwanda.pdf}, author = {Rwanda Ministry of Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I8LIGBS7 2405685:XMEHJILZ}, } @misc{miks_keeping_2020, title = {Keeping the world's children learning through {COVID}-19}, url = {https://www.unicef.org/coronavirus/keeping-worlds-children-learning-through-covid-19}, journal = {Keeping the world's children learning through COVID-19}, author = {Miks, Jason and McIlwaine, John}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6SVCPPQF 2405685:PE2NGUCL}, } @misc{belajar_dari_rumah_kemendikbud_2020, title = {Kemendikbud {Terbitkan} {Pedoman} {Penyelenggaraan} {Belajar} dari {Rumah}}, url = {https://www.kemdikbud.go.id/main/blog/2020/05/kemendikbud-terbitkan-pedoman-penyelenggaraan-belajar-dari-rumah}, abstract = {Kementerian Pendidikan dan Kebudayaan (Kemendikbud) menerbitkan Surat Edaran Nomor 15 Tahun 2020 tentang Pedoman Penyelenggaraan Belajar Dari Rumah Dalam Masa Darurat Penyebaran Covid-19. Staf Ahli Menteri Pendidikan dan Kebudayaan Bidang Regulasi, Chatarina Muliana Girsang menyampaikan Surat Edaran Nomor 15 ini untuk memperkuat Surat Edaran Mendikbud Nomor 4 Tahun 2020 tentang Pelaksanaan Pendidikan Dalam Masa Darurat Coronavirus Disease (Covid-19).}, language = {en}, urldate = {2022-06-25}, journal = {Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi}, author = {Belajar dari Rumah}, month = may, year = {2020}, note = {Section: Siaran Pers KerkoCite.ItemAlsoKnownAs: 2339240:WMQGW2Q5 2405685:FD82HXYD}, } @misc{ministry_of_education_republic_of_kenya_kenya_2020, title = {Kenya {Basic} {Education} {COVID}-19 {Emergency} {Response} {Plan}}, url = {https://www.education.go.ke/images/Kenya_basic_Education_COVID-19_Emergency_Response_Plan-compressed.pdf}, urldate = {2021-04-14}, author = {Ministry of Education, Republic of Kenya}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MPFJDKIH 2405685:GIYEVTKA}, } @misc{ministry_of_education_republic_of_kenya_kenya_2020, title = {Kenya {Basic} {Education} {COVID}-19 {Emergency} {Response} {Plan}}, url = {https://www.education.go.ke/images/Kenya_basic_Education_COVID-19_Emergency_Response_Plan-compressed.pdf}, urldate = {2021-04-14}, author = {Ministry of Education, Republic of Kenya}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MPFJDKIH 2405685:GIYEVTKA}, } @misc{state_department_of_early_learning_and_basic_education_kenya_2020, title = {Kenya basic education {COVID}-19 emergency response plan}, url = {https://www.education.go.ke/images/Kenya_basic_Education_COVID-19_Emergency_Response_Plan-compressed.pdf}, urldate = {2021-10-07}, publisher = {Republic of Kenya Ministry of Education}, author = {{State Department of Early Learning and Basic Education}}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AKCUG3MF 2405685:YJ5FR8R9}, } @techreport{state_department_of_early_learning_and_basic_education_kenya_kenya_2020, title = {Kenya {Basic} {Education} {COVID}-19 {Emergency} {Response} {Plan}}, url = {https://www.education.go.ke/images/Kenya_basic_Education_COVID-19_Emergency_Response_Plan-compressed.pdf}, urldate = {2020-07-01}, author = {State Department of Early Learning {and} Basic Education, Kenya}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:REVZSN4B}, } @misc{oxfam_kenya_2020, title = {Kenya: extreme inequality in numbers}, shorttitle = {Kenya}, url = {https://www.oxfam.org/en/kenya-extreme-inequality-numbers}, language = {en}, urldate = {2020-07-01}, journal = {Oxfam International}, author = {Oxfam}, year = {2020}, note = {Library Catalog: www.oxfam.org KerkoCite.ItemAlsoKnownAs: 2405685:BLVRKMF2}, } @misc{global_partnership_for_education_kenya_2020, title = {{KENYA} {GPE} {COVID} 19 {Learning} {Continuity} in {Basic} {Education} {Project}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/COVID-19%20AFF%20Request%20Kenya%20updated.pdf}, author = {Global Partnership for Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AQPAEQP5 2405685:GR8UTH9R}, } @techreport{ministry_of_education_kenya_kenya_2020, title = {Kenya {GPE} {COVID}-19 {Learning} {Continuity} in {Basic} {Education}: {Stakeholder} {Engagement} {Plan}}, url = {https://www.education.go.ke/images/GPE_PRIEDE/Stakeholder_Engagement_Plan_SEP_KENYA_GPE_COVID_19_LEARNING_CONTINUITY_IN_BASIC_EDUCATION_PROJECT_P174059_Disclose.pdf}, urldate = {2020-07-01}, author = {Ministry of Education, Kenya}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RUEZ2X4Q}, } @misc{noauthor_kenya_2020, title = {Kenya {Institute} of {Curriculum} {Development}}, url = {https://kicd.ac.ke/}, urldate = {2020-07-01}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2IYJWGUZ}, } @misc{noauthor_kenya_2020, title = {Kenya {Institute} of {Special} {Education}}, url = {https://www.kise.ac.ke/}, urldate = {2020-07-01}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FH3RYNEC}, } @misc{world_bank_kenya_2020, title = {Kenya: {Off}-grid {Solar} {Access} {Project} for {Underserved} {Counties}}, shorttitle = {Kenya}, url = {https://projects.worldbank.org/en/projects-operations/project-detail/P160009}, abstract = {Kenya: Off-grid Solar Access Project for Underserved Counties}, language = {en}, urldate = {2020-07-01}, author = {World Bank}, year = {2020}, note = {Library Catalog: projects.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:5ERS64QR}, } @techreport{world_bank_kenya_2020, address = {Washington, DC}, title = {Kenya {Public} {Expenditure} {Review} 2020: {Options} for {Fiscal} {Consolidation} after the {COVID}-19 {Crisis}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {Kenya {Public} {Expenditure} {Review} 2020}, url = {https://openknowledge.worldbank.org/handle/10986/34052}, abstract = {The objective of this public expenditure review (PER) is to provide the government with options for fiscal consolidation and support macroeconomic stability in the medium-term. This PER addresses the broad topic of expenditure efficiency and examines options for expenditure rationalization to help return Kenya’s fiscal accounts to a prudent trajectory in the medium-term. The PER is being undertaken as a programmatic analytical product with two modules. The first module focuses on identifying options for expenditure rationalization and measures to strengthen within-year expenditure control for better expenditure management. The second module to be delivered in FY21 will focus on efficiency, effectiveness, and equity of spending within public services delivery sectors of education, health, and disaster risk financing. The report builds upon several other Bank-led reports that contribute to the discussion around improving public expenditure and strengthening expenditure controls in Kenya. It complements an ongoing governance for enabling service delivery and public investments in Kenya (GESDeK) project, which is at the forefront in supporting numerous reforms highlighted in this PER to improve efficiency in spending and strengthen expenditure controls. The report is organized as follows: chapter one contains the macro context, trends, and composition of spending, overall balance and debt. Chapter two contains the fiscal and debt sustainability analysis while chapter three presents options for expenditure rationalization in Kenya. Chapter four ties it all together with fiscal savings and policy recommendations.}, language = {English}, urldate = {2022-06-09}, institution = {World Bank}, author = {{World Bank}}, month = jun, year = {2020}, doi = {10.1596/34052}, note = {Accepted: 2020-07-08T21:09:38Z KerkoCite.ItemAlsoKnownAs: 10.1596/34052 2339240:6ZRFSFSD 2405685:7F9L42V9}, keywords = {Debt Sustainability, Expenditure Control System, Fiscal Sustainability, Fiscal Trends, Public Debt, Public Expenditure, Public Investment Management, Public Procurement, Public Wage Bill, Revenue}, } @misc{busara_key_2020, title = {Key {Insights} from {Behavioral} {Journey} {Mapping} of {Caregivers}}, url = {https://docs.google.com/presentation/d/1l6-co7N-eWifjKXmkhEmcpze7TdpCfLr7QSQ4w4D8vo/edit?usp=embed_facebook}, language = {en}, urldate = {2021-05-28}, author = {{Busara}}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FUP4ZI3Q 2405685:MZPI7CSU}, } @techreport{hasler_keyword_2020, type = {Working {Paper} - {Research} {Instrument}}, title = {Keyword inventory with country statistics}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/LSEETV6K/download/H7AMK69A/Bj%C3%B6rn%20Ha%C3%9Fler%20et%20al_2019_Keyword%20inventory.pdf}, abstract = {Keyword inventory with country statistics (Updated July 2020)}, language = {en}, number = {08-3}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Allier-Gagneur, Zoe and Khalayley, Abdullah and McBurnie, Chris and McIntyre, Nora}, month = jul, year = {2020}, doi = {10.5281/zenodo.3908363}, note = {EdTechHub.Copy: 2129771:ACGUWMNN EdTechHub.Copy: 2129771:ACGUWMNN KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3908363 2129771:ACGUWMNN 2339240:BFHYXP48 2405685:55A44ZRB}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_yl:s, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{khan_academy_khan_2020, title = {Khan {Academy}: {Free} {Online} {Courses}, {Lessons} \& {Practice}}, url = {https://www.khanacademy.org/}, abstract = {You can learn anything. Expert-created content and resources for every course and level. Always free.}, language = {en}, urldate = {2020-03-30}, journal = {Khan Academy}, author = {Khan Academy}, year = {2020}, note = {Library Catalog: www.khanacademy.org KerkoCite.ItemAlsoKnownAs: 2339240:KSMVBM3C 2405685:APNQYVP9 APNQYVP9}, } @misc{kicd_kicd_2020, title = {{KICD} on {Twitter}: "{Let}'s engage. {For} rich discussions on education matters. https://t.co/{qb1ooAc7ZF}" / {Twitter}}, shorttitle = {{KICD} on {Twitter}}, url = {https://twitter.com/kicdkenya/status/1239908378001969153}, language = {en-GB}, urldate = {2020-03-30}, author = {KICD}, year = {2020}, note = {Library Catalog: twitter.com KerkoCite.ItemAlsoKnownAs: 2339240:XYZKJPMD 2405685:LXJ9TXTW LXJ9TXTW}, } @misc{hundred_kiwix_2020, title = {Kiwix}, url = {https://hundred.org/en/innovations/kiwix#2579f4d9}, abstract = {Kiwix brings internet content to people without internet access. Wikipedia, MOOCs, books from the Gutenberg Library or even TED talks: these and a thousand more can be made available offline and accessed on smartphones, computers and hotspots, even where there is no connectivity. Kiwix is free to use and distribute, and has more than 3 million users in 200 countries and territories.}, urldate = {2022-06-25}, author = {HundrED}, year = {2020}, note = {Section: innovation KerkoCite.ItemAlsoKnownAs: 2339240:9M8AI7WC 2405685:U5PW66IU}, } @misc{centre_for_education_innovations_know_2020, title = {Know {Zone}}, url = {https://educationinnovations.org/program/know-zone}, urldate = {2020-03-30}, author = {Centre for Education Innovations}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9FGJK6X4 2405685:WKPMZUF2 WKPMZUF2}, } @misc{noauthor_knowledge_2020, title = {Knowledge {Platform}}, url = {https://www.knowledgeplatform.com/}, urldate = {2020-07-21}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ERIXNXI6 2405685:65VD4SAT 2405685:RDMSE5SF}, } @misc{learning_equality_kolibri_2020, title = {Kolibri}, url = {https://learningequality.org/kolibri/}, language = {en}, urldate = {2020-07-02}, author = {Learning equality}, year = {2020}, note = {Library Catalog: learningequality.org KerkoCite.ItemAlsoKnownAs: 2405685:F4AYTSCU}, } @misc{learning_equality_kolibri_2020, title = {Kolibri : {A} {Free}, {Open} {Source} {Education} for {All}}, shorttitle = {Kolibri}, url = {https://learningequality.org/kolibri/}, language = {en}, urldate = {2020-06-01}, journal = {Learning equality}, author = {Learning equality}, year = {2020}, note = {Library Catalog: learningequality.org KerkoCite.ItemAlsoKnownAs: 2405685:KDX549QC}, } @misc{kolibri_kolibri_2020, title = {Kolibri : {A} {Free}, {Open} {Source} {Education} for {All} {\textbar} {Learning} {Equality}}, url = {https://learningequality.org/kolibri/}, urldate = {2020-06-02}, author = {{Kolibri}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LVPZ49SD 2405685:GD6I3IXB 4803016:4AEYLZW3}, } @misc{learning_equality_kolibri_2020, title = {Kolibri {Content} {Library} {Catalog}}, url = {https://catalog.learningequality.org/#/public?keywords=teacher&page=1&query_id=7auctc}, urldate = {2020-07-02}, author = {Learning equality}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Y6QNKVLE}, } @misc{kytabu_company_ltd_kytabu_2020, title = {Kytabu – {African} {Schools} {Online}}, url = {https://kytabu.africa/}, urldate = {2020-07-01}, author = {Kytabu Company Ltd}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PKHN3M8P}, } @misc{world_bank_labor_2020, title = {Labor force participation rate, female (\% of female population ages 15+)}, url = {https://data.worldbank.org/indicator/SL.TLF.CACT.FE.ZS?locations=JO}, urldate = {2020-06-30}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7VVW5D64}, } @techreport{laboratoria_laboratoria_2020, title = {Laboratoria: {Reporte} de {Impacto} 2020.pdf}, url = {https://f.hubspotusercontent20.net/hubfs/2994420/Laboratoria_Reporte%20de%20Impacto_2020.pdf?hsCtaTracking=c8ac5b5d-c512-4d2d-b2ed-9584e8eb40e9%7Ccc881523-57ea-49a2-ad62-f014a5dc22a5}, urldate = {2022-01-19}, author = {{Laboratoria}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KFQW887T 2405685:K24JWGNP}, } @article{jalli_lack_2020, title = {Lack of internet access in {Southeast} {Asia} poses challenges for students to study online amid {COVID}-19 pandemic}, url = {http://theconversation.com/lack-of-internet-access-in-southeast-asia-poses-challenges-for-students-to-study-online-amid-covid-19-pandemic-133787}, abstract = {In Southeast Asia like in many other developing regions, a large segment of the population don't have access to the Internet and electronic devices.}, language = {en}, urldate = {2020-03-30}, journal = {The Conversation}, author = {Jalli, Nuurrianti}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XFH8JWUR 2405685:QX3R6SC8}, } @misc{tufts_university_lahore_2020, title = {Lahore {University} of {Management} {Sciences}, {Pakistan}}, url = {https://talloiresnetwork.tufts.edu/lahore-university-of-management-sciences-pakistan-2/}, abstract = {Social Innovation Lab The Social Innovation Lab (SIL) was founded by students and alumni of the Lahore University of Management Sciences to link driven and socially conscious LUMS students with social and economic problems throughout… Read More}, language = {en}, urldate = {2020-07-21}, journal = {The Talloires Network}, author = {{Tufts University}}, month = jul, year = {2020}, note = {Library Catalog: talloiresnetwork.tufts.edu KerkoCite.ItemAlsoKnownAs: 2339240:SXCI6V4T 2405685:4BX92YV8 2405685:RBR8S9ZD}, } @article{outhwaite_language_2020, title = {Language counts when learning mathematics with interactive apps}, volume = {51}, issn = {1467-8535}, url = {https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.12912}, doi = {10.1111/bjet.12912}, abstract = {When available in multiple languages, educational apps can deliver the same mathematics instruction in the child’s first language or different language of instruction. This pilot study examined the ...}, language = {en}, number = {6}, urldate = {2020-07-21}, journal = {British Journal of Educational Technology}, author = {Outhwaite, Laura A. and Gulliford, Anthea and Pitchford, Nicola J.}, month = feb, year = {2020}, note = {Publisher: John Wiley \& Sons, Ltd shortDOI: 10/ghgn5f KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12912 10/ghgn5f 2339240:3KW6NVWT 2339240:BNU3GCP4 2405685:2EQJSHFN 2405685:RDKAHWMQ}, pages = {2326--2339}, } @article{usaid_language_2020, title = {Language of {Instruction} {Country} {Profile}: {South} {Africa}}, url = {https://pdf.usaid.gov/pdf_docs/PA00X9JQ.pdf}, author = {USAID}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:THRGYED3 4042040:RBFB3PDX}, keywords = {⛔ No DOI found}, } @article{macintyre_language_2020, title = {Language teachers’ coping strategies during the {Covid}-19 conversion to online teaching: {Correlations} with stress, wellbeing and negative emotions}, volume = {94}, issn = {0346251X}, shorttitle = {Language teachers’ coping strategies during the {Covid}-19 conversion to online teaching}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0346251X20307120}, doi = {10.1016/j.system.2020.102352}, abstract = {Teaching often is listed as one of the most stressful professions and being a language teacher triggers its own unique challenges. Responses to the Covid-19 pandemic have created a long list of new stressors for teachers to deal with, including problems caused by the emergency conversion to online language teaching. This article examines the stress and coping responses of an international sample of over 600 language teachers who responded to an online survey in April 2020. The survey measured stressors and 14 coping strategies grouped into two types, approach and avoidant. Substantial levels of stress were reported by teachers. Correlations show that positive psychological outcomes (wellbeing, health, happiness, resilience, and growth during trauma) correlated positively with approach coping and negatively with avoidant coping. Avoidant coping, however, consistently correlated (rs between 0.42 and 0.54) only with the negative outcomes (stress, anxiety, anger, sadness, and loneliness). In addition, ANOVA showed that although approach coping was consistently used across stress groups, avoidant coping increased as stress increased suggesting that there may be a cost to using avoidant coping strategies. Stepwise regression analyses using the 14 specific coping strategies showed a complex pattern of coping. Suggestions for avoiding avoidance coping strategies are offered.}, language = {en}, urldate = {2021-08-05}, journal = {System}, author = {MacIntyre, Peter D. and Gregersen, Tammy and Mercer, Sarah}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.system.2020.102352 10/ghjhmj 2339240:V2S3FPTD 2405685:W6X4BQZR}, pages = {102352}, } @article{coughlan_laptops_2020, chapter = {Family \& Education}, title = {Laptops offered for online school lessons at home}, url = {https://www.bbc.com/news/education-52341596}, abstract = {Pupils studying at home will have online lessons and disadvantaged teenagers can borrow computers.}, language = {en-GB}, urldate = {2020-04-19}, journal = {BBC News}, author = {Coughlan, Sean}, month = apr, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:NF7UB2KV}, } @misc{africanews_late_2020, title = {Late resumption of schools in {Senegal} amid {COVID} safety concerns}, url = {https://www.africanews.com/2020/11/12/late-resumption-of-schools-in-senegal-amid-covid-safety-concerns/}, abstract = {In the Senegalese capital of Dakar, pupils, parents and teachers return to the Lycée Ousmane Sembène for the start of a new school year}, language = {en}, urldate = {2021-03-29}, journal = {Africanews}, author = {{AfricaNews}}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ILD7VXJU 2405685:M45CHDAM}, } @misc{world_bank_latin_2020, title = {{LATIN} {AMERICA} {AND} {THE} {CARIBBEAN} {Inclusion} and education: {ALL} {MEANS} {ALL}}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/Global%20Education%20Monitoring%20Report%202020%20-%20Latin%20America%20and%20the%20Caribbean%20-%20Inclusion%20and%20education%20-%20All%20means%20all.pdf}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5WIXQ64G 2405685:VH8YUZEG}, } @misc{global_digital_library_launching_2020, title = {Launching sign languages on the {Global} {Digital} {Library}}, url = {https://blog.digitallibrary.io/}, language = {en-US}, urldate = {2020-07-27}, journal = {Global Digital Library}, author = {{Global Digital Library}}, month = apr, year = {2020}, note = {Library Catalog: blog.digitallibrary.io KerkoCite.ItemAlsoKnownAs: 2405685:AV4L297X}, } @misc{global_digital_library_launching_2020, title = {Launching sign languages on the {Global} {Digital} {Library} – {Global} {Digital} {Library}}, url = {https://blog.digitallibrary.io/2020/04/09/launching-sign-languages-on-the-global-digital-library/}, language = {en-US}, urldate = {2020-11-09}, author = {{Global Digital Library}}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:76CZZQ3P}, } @article{mbogo_leadership_2020, title = {Leadership {Roles} in {Managing} {Education} in {Crises}: {The} {Case} of {Kenya} {During} {Covid}-19 {Pandemic}}, shorttitle = {{LEADERSHIP} {ROLES} {IN} {MANAGING} {EDUCATION} {IN} {CRISES}}, url = {https://core.ac.uk/reader/328006450}, doi = {10.46827/ejes.v7i9.3250}, abstract = {Covid-19, a disease caused by a novel coronavirus (SARS-CoV-2) was first reported in Wuhan, China, in December 2019 and in Kenya in March 2020. In Kenya, the Covid-19 pandemic has brought to light some unknown talents among the stakeholders at different levels. The economic sector has had manufacturing potential for goods, and from mass media reports, this has been demonstrated through production of Personal Protective Equipment (PPEs), ventilators and innovations in technology in the creation of apps such as the Linda App for contact tracing and Gumzo, a video conferencing app. Similarly, the education sector has also demonstrated potential for adaptation in some situations. For example, after all institutions of learning were closed to prevent the spread of coronavirus in March 2020, many universities have continued learning through Online, Distance and E-learning (ODEL) platforms, and some have even conducted virtual graduations. Others like Kenyatta University have reported innovations such as development of ventilators and modified testing swabs for Covid-19. This is admirable despite numerous limitations of internet accessibilities and other shortcomings. This remarkable achievement has been possible due to semi-autonomy in the university education sector, where Senates are given the right and power, by the Education Act, to make autonomous decisions for their universities which are regulated and monitored using the standards and regulations set by the Commission of University Education (CUE). However, other levels of the education sector do not have this autonomy and have had to depend on the ministry of education for guidance. On 8th July 2020, the ministry of education announced the result of a consultative meeting with stakeholders, to postpone the reopening of schools to January 2021. This was due to the rising cases of corona virus infections in May and June, steeping the infection curve, expected to reach the peak by November and to have flattened by January 2021 (Magoha, 2020). However, what surprised many was the additional and unforeseen announcement that all basic education students (apart from standard 8 and form 4 examination candidates whose details were not clarified) will repeat their current class levels in 2021. The pronouncement caused anxiety and has attracted mixed reactions from various stakeholders. The purpose of this paper is therefore to explain the leadership decisions made by the ministry of education analyze their impact on basic education and propose possible ways for educational leaders and administrators, community leaders and volunteers to facilitate home-based education during the Covid-19 pandemic. This should be done with a goal for progression and promotion of students to the next class level when the 2020 syllabus is eventually covered. The study method utilized desktop literature research where interactions with educational leaders, scholars and practitioners were used to investigate threats and opportunities in managing education during crises.  Article visualizations}, urldate = {2021-05-22}, author = {Mbogo, Rosemary Wahu}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.46827/ejes.v7i9.3250 2339240:ALRQA5KP 2405685:XI3FCQ8A}, } @article{filmer_learning-adjusted_2020, title = {Learning-adjusted years of schooling ({LAYS}): {Defining} a new macro measure of education}, issn = {0272-7757}, shorttitle = {Learning-adjusted years of schooling ({LAYS})}, url = {http://www.sciencedirect.com/science/article/pii/S0272775719300263}, doi = {10.1016/j.econedurev.2020.101971}, abstract = {The standard summary metric of education-based human capital used in macro analyses is a quantity-based one: The average number of years of schooling in a population. But as recent research shows, students in different countries who have completed the same number of years of school often have vastly different learning outcomes. We therefore propose a new summary measure, the Learning-Adjusted Years of Schooling (LAYS). This measure combines quantity and quality of schooling into a single easy-to-understand metric of progress, revealing considerably larger cross-country education gaps than the standard metric. We show that the comparisons produced by this measure are robust to different ways of adjusting for learning and that LAYS is consistent with other evidence, including other approaches to quality adjustment. Like other learning measures, LAYS reflects learning, and barriers to learning, both inside and outside of school; also, cross-country comparability of LAYS rests on assumptions related to learning trajectories and the validity, reliability, and comparability of test data. Acknowledging these limitations, we argue that LAYS nonetheless improves on the standard metric in key ways.}, language = {en}, urldate = {2020-03-31}, journal = {Economics of Education Review}, author = {Filmer, Deon and Rogers, Halsey and Angrist, Noam and Sabarwal, Shwetlena}, month = feb, year = {2020}, note = {shortDOI: 10/ggqkfm KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2020.101971 10/ggqkfm 2339240:SYL58Y22 2405685:9SKUVUJ9}, keywords = {Education, Human capital, Learning, Returns to education, Schooling, Test Scores, \_\_\_working\_potential\_duplicate}, pages = {101971}, } @techreport{education_development_center_learning_2020, title = {Learning at {Home} in {Times} of {Crisis} {Using} {Radio}}, url = {https://www.edc.org/sites/default/files/WB-IAI.pdf}, language = {EN}, author = {Education Development Center}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EWN34YG4 2405685:JR56L8PR}, } @misc{unesco_learning_2020, title = {Learning in the {COVID}-19 era}, url = {https://en.unesco.org/news/learning-covid-19-era}, language = {en}, urldate = {2020-07-31}, journal = {UNESCO}, author = {UNESCO}, month = jun, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:NPU5QD2E 2405685:IP764L4J}, } @article{alvi_learning_2020, title = {Learning in times of lockdown: how {Covid}-19 is affecting education and food security in {India}}, volume = {12}, issn = {1876-4525}, shorttitle = {Learning in times of lockdown}, url = {https://doi.org/10.1007/s12571-020-01065-4}, doi = {10.1007/s12571-020-01065-4}, abstract = {A vast majority of the relief and rehabilitation packages announced in the months following the nationwide lockdown in India have focused on economic rehabilitation. However, the education sector has remained absent from this effort, including in India’s central government’s 250 billion dollar stimulus package. In this paper, we discuss the implications of lockdown-induced school and rural child-care center closures on education and health outcomes for the urban and rural poor. We especially focus on food and nutritional security of children who depend on school feeding and supplementary nutrition programs. We argue that the impacts are likely to be much more severe for girls as well as for children from already disadvantaged ethnic and caste groups. We also discuss ways in which existing social security programs can be leveraged and strengthened to ameliorate these impacts.}, language = {en}, number = {4}, urldate = {2022-04-12}, journal = {Food Security}, author = {Alvi, Muzna and Gupta, Manavi}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s12571-020-01065-4 2339240:AJ4ZVUR6 2405685:I7TYUPIC}, pages = {793--796}, } @techreport{engzell_learning_2020, title = {Learning {Inequality} {During} the {Covid}-19 {Pandemic}}, url = {https://osf.io/preprints/socarxiv/ve4z7/}, abstract = {Suspension of face-to-face instruction in schools during the COVID-19 pandemic has led to concerns about consequences for student learning. So far, data to study this question have been limited. Here we evaluate the effect of school closures on primary school performance using exceptionally rich data from the Netherlands (n≈350,000). The Netherlands represents a best-case scenario with a relatively short lockdown (8 weeks) and a high degree of technological preparedness. We use the fact that national exams took place before and after lockdown, and compare progress during this period to the same period in the three previous years using a difference-in-differences design. Our results reveal a learning loss of about 3 percentile points or 0.08 standard deviations. These results remain robust when balancing on the estimated propensity of treatment and using maximum entropy weights, or with fixed-effects specifications that compare students within the same school and family. Losses are up to 55\% larger among students from less-educated homes. Investigating mechanisms, we find that most of the effect reflects the cumulative impact of knowledge learned rather than transitory influences on the day of testing. The average learning loss is equivalent to a fifth of a school year, nearly exactly the same period that schools remained closed. These results imply that students made little or no progress whilst learning from home, and suggest much larger losses in countries less prepared for remote learning.}, urldate = {2020-12-08}, institution = {SocArXiv}, author = {Engzell, Per and Frey, Arun and Verhagen, Mark D.}, month = oct, year = {2020}, doi = {10.31235/osf.io/ve4z7}, note = {KerkoCite.ItemAlsoKnownAs: 10.31235/osf.io/ve4z7 2339240:9UR55BWA 2405685:42C36LBW}, keywords = {Economics, Education, Educational Assessment, Evaluation, Public Affairs, Public Policy and Public Administration, Social Statistics, Social and Behavioral Sciences, Sociology, and Research}, } @book{geven_learning_2020, title = {Learning {Losses} in {Pakistan} {Due} to {COVID}-19 {School} {Closures}}, url = {http://hdl.handle.net/10986/34659}, language = {en}, urldate = {2021-02-08}, publisher = {World Bank, Washington, DC}, author = {Geven, Koen and Hasan, Amer}, month = oct, year = {2020}, doi = {10.1596/34659}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/34659 2339240:I42PDVQZ 2405685:SAS5H5FB}, } @techreport{azevedo_learning_2020, address = {Washington DC}, title = {Learning poverty in the time of {COVID}-19: a crisis within a crisis}, url = {https://openknowledge.worldbank.org/handle/10986/34850}, institution = {World Bank}, author = {Azevedo, Joao Pedro}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8P9NGICG 2405685:MB7WWDGU}, } @techreport{azevedo_learning_2020, address = {Washington D.C.}, title = {Learning {Poverty}: {Measures} and {Simulations}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/34654/Learning-Poverty-Measures-and-Simulations.pdf?sequence=1&isAllowed=y}, number = {Policy Research Working Paper 9446}, institution = {World Bank Group}, author = {Azevedo, João Pedro}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NEU568SV 2405685:KCVJ4N9Y}, } @misc{unesco_learning_2020, title = {Learning through radio and television in the time of {COVID}-19}, url = {https://en.unesco.org/news/learning-through-radio-and-television-time-covid-19}, language = {en}, urldate = {2021-10-25}, journal = {UNESCO}, author = {{UNESCO}}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TDMPEWCF 2405685:NRJGBJFJ}, } @misc{unesco_learning_2020, title = {Learning through radio and television in times of {COVID}-19}, url = {https://en.unesco.org/news/learning-through-radio-and-television-time-covid-19}, abstract = {With an estimated 91.3 percent or 1.57 billion students out of school worldwide, ministers of education are executing their plans for school during disruptions related to COVID-19. Under the banner of learning continuity, many countries have slowly begun to use existing platforms, tools, and technologies for some form of interim learning by distance.}, language = {en}, urldate = {2021-11-02}, author = {{UNESCO}}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2HIQHMQZ 2405685:5QX8JYXP}, } @misc{watson_learning_2020, title = {Learning through television in low-income contexts: mitigating the impact of coronavirus ({COVID}-19)}, shorttitle = {Learning through television in low-income contexts}, url = {https://edtechhub.org/2020/03/31/learning-through-television-in-low-income-contexts-mitigating-the-impact-of-covid-19/}, abstract = {This is part of our coronavirus (COVID-19) and EdTech series. Written by Joe Watson, research assistant at the University of Cambridge One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) realisation that they must become their children’s teachers. This will be particularly difficult in low-income contexts where…}, language = {en-GB}, urldate = {2020-07-29}, journal = {EdTech Hub}, author = {Watson, Joe}, month = mar, year = {2020}, doi = {10.5281/zenodo.4707800}, note = {Library Catalog: edtechhub.org KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707800 2339240:ELSHST8I 2339240:NH74Q4D5 2339240:SEDLSMKA 2339240:SRTNHXEM 2339240:ZL8JVQGI 2405685:54S7693K 2405685:BGP7GCNU 2405685:DLE5F2DK 2405685:FF93KYQR 2405685:LA5D6QFR 2405685:PCDTZ7S3 2405685:PD7SX3IX 2405685:SS7E2HN4 2405685:VCLDWRIS 4803016:U4W8F4AZ BGP7GCNU SEDLSMKA}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_\_\_working\_potential\_duplicate, \_zenodoETH}, } @techreport{traxler_learning_2020, title = {Learning through the crisis: {Helping} decision-makers around the world use digital technology to combat the educational challenges produced by the current {COVID}-19 pandemic}, language = {en}, number = {1}, institution = {EdTech Hub}, author = {Traxler, John and Scott, Howard and Smith, Matt and Hayes, Sarah}, year = {2020}, doi = {10.5281/zenodo.4706076}, note = {ZenodoArchiveID: 4706076 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706076 2339240:XWBHC8ID 2405685:CD9IAPFX}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @misc{skoll_foundation_learning_2020, title = {Learning without {Schools}? {Education}, {Relief}, and {Government} {Partnerships} during {COVID}-19}, shorttitle = {Webinar}, url = {https://www.youtube.com/watch?v=skZuZ8sSLjI}, abstract = {Join to hear about how two large school systems, in Pakistan and West Africa, are partnering with governments and NGOs to educate children at home without internet access. This is a case study on how local leaders, including a Skoll Awardee, see the challenge of education, relief, and partnerships during COVID-19. Panel: - Susannah Hares, Center for Global Development - Mushtaq Chhapra, TCF Co-Founder - Riaz Kamlani, TCF EVP - Paul Skidmore, Rising Academy Network Moderator: Shashi Buluswar, UC Berkeley, Institute for Transformative Technologies}, language = {EN}, urldate = {2020-04-06}, author = {Skoll Foundation}, year = {2020}, note = {EdTechHub.Source: 2129771:X8MZMPUI KerkoCite.ItemAlsoKnownAs: 2129771:X8MZMPUI 2339240:7WIWVAEE 2405685:MIE53XIS}, } @misc{chopra_learningneverstops_2020, title = {\#{LearningNeverStops}(?): {A} teacher and refugee student’s reflections on {Covid}-19 school closures in {Lebanon} {\textbar} {INEE}}, url = {https://inee.org/blog/learningneverstops-teacher-and-refugee-students-reflections-covid-19-school-closures-lebanon}, urldate = {2020-09-16}, journal = {Inter-agency Network for Educatio in Emergencies}, author = {Chopra, Vidur and Talhouk, Joumana}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3WENPKKT 2405685:UBDIW8HL}, } @misc{noauthor_leaving_2020, title = {Leaving no one behind: technology and the education sector response to {COVID}-19 in {Rwanda}}, shorttitle = {Leaving no one behind}, url = {https://edtechhub.org/2020/07/10/leaving-no-one-behind-technology-and-the-education-sector-response-to-covid-19-in-rwanda/}, abstract = {By Ernest Ngabonzima, Roberte Isimbi, Marie Merci Mwali, Arnaldo Pellini  A swift policy response When COVID-19 reached Rwanda, the Ministry of Education (MINEDUC) was quick to shut schools and make use of technology to support and enable distance learning. This includes e-learning platforms and the use of private and public media channels. The first teaching radio programmes were introduced just…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = jul, year = {2020}, doi = {10.5281/zenodo.4707854}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707854 2405685:PBVEZH79}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{noauthor_lebanon_2020, title = {Lebanon {Telecoms}, {Mobile} and {Broadband} {Markets} 2020 - {Pricing} of {Telecom} {Services} {Has} {Been} {Raised} as an {Issue} in {Recent} {Years}}, url = {https://www.businesswire.com/news/home/20200508005337/en/Lebanon-Telecoms-Mobile-and-Broadband-Markets-2020---Pricing-of-Telecom-Services-Has-Been-Raised-as-an-Issue-in-Recent-Years-Now-Exasperated-by-the-COVID-19-Outbreak---ResearchAndMarkets.com}, abstract = {The}, language = {en}, urldate = {2020-09-30}, journal = {Business Wire}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:56DPGZ7E 2405685:5U87V72X}, } @article{noauthor_lebanon_2020, chapter = {Middle East}, title = {Lebanon: {Why} the country is in crisis}, shorttitle = {Lebanon}, url = {https://www.bbc.com/news/world-middle-east-53390108}, abstract = {What has caused such anger across Lebanon - and why it is not going away.}, language = {en-GB}, urldate = {2020-10-01}, journal = {BBC News}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PLG3SIYH 2405685:89PJLV5P}, } @book{boyd_legislating_2020, title = {Legislating gender and sexuality in {Africa}: {Human} rights, society, and the state}, isbn = {978-0-299-32740-8}, shorttitle = {Legislating {Gender} and {Sexuality} in {Africa}}, abstract = {In recent decades, a more formalized and forceful shift has emerged in the legislative realm when it comes to gender and sexual justice in Africa. This rigorous, timely volume brings together leading and rising scholars across disciplines to evaluate these ideological struggles and reconsider the modern history of human rights on the continent. Broad in geographic coverage and topical in scope, chapters investigate such subjects as marriage legislation in Mali, family violence experienced by West African refugees, sex education in Uganda, and statutes criminalizing homosexuality in Senegal. These case studies highlight the nuances and contradictions in the varied ways key actors make arguments for or against rights. They also explore how individual countries draft and implement laws that attempt to address the underlying problems. Legislating Gender and Sexuality in Africa details how legal efforts in the continent can often be moralizing enterprises, illuminating how these processes are closely tied to notions of ethics, personhood, and citizenship. The contributors provide new appraisals of recent events, with fresh arguments about the relationships between local and global fights for rights. This interdisciplinary approach will appeal to scholars in African studies, anthropology, history, and gender studies.}, language = {en}, publisher = {University of Wisconsin Pres}, author = {Boyd, Lydia and Burrill, Emily}, year = {2020}, note = {Google-Books-ID: Cp7eDwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:EYJ99ERE 2405685:448SI79U}, keywords = {History / Africa / General, Political Science / Human Rights, Social Science / Gender Studies}, } @techreport{leh_wi_lan_leh_2020, title = {Leh {Wi} {Lan}: 12th {Quarterly} {Report}}, url = {https://webcache.googleusercontent.com/search?q=cache:pvl0sZQvvpAJ:https://mbsse.gov.sl/wp-content/uploads/2020/07/Quarterly-Report-12-April-2020.pdf+&cd=1&hl=en&ct=clnk&gl=uk}, urldate = {2020-12-16}, author = {Leh Wi Lan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5RCQFTGZ 2405685:ID2XMAX7}, } @misc{ministry_of_basic_and_senior_secondary_education_sierra_leone_leh_2020, title = {Leh {Wi} {Lan}: {Improving} {The} {Quality} {Of} {Secondary} {Education} {In} {Sierra} {Leone}}, url = {http://www.education.gov.sl/LeWeLearn_Page/LeWeLearn_index.aspx}, urldate = {2020-06-25}, author = {Ministry of Basic {and} Senior Secondary Education (Sierra Leone)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Y7RFFB9I}, } @book{oecd_lessons_2020, title = {Lessons for {Education} from {COVID}-19 {A} {Policy} {Maker}’s {Handbook} for {More} {Resilient} {Systems}}, isbn = {978-92-64-78203-7}, shorttitle = {Lessons for {Education} from {COVID}-19 {A} {Policy} {Maker}’s {Handbook} for {More} {Resilient} {Systems}}, abstract = {The COVID-19 pandemic has shaken long-accepted beliefs about education, showing that learning can occur anywhere, at any time, and that education systems are not too heavy to move. When surveyed in May 2020, only around one-fifth of OECD education systems aimed to reinstate the status quo. Policy makers must therefore maintain the momentum of collective emergency action to drive education into a new and better normal. This Handbook provides practical guidance to support them to do just that. It presents the current state-of-play in over 40 education systems, and efforts to improve pedagogical practices in the midst of the pandemic. It proposes three key lessons and related policy pointers for the current academic term and beyond. Drawing on concrete examples of COVID-19 policy responses from primary to tertiary, as well as impactful pre-crisis policies, it addresses the policy areas of flexible learning, educator skills, and student equity. The Handbook has been prepared with evidence from the Education Policy Outlook series – the OECD’s analytical observatory of education policy. As such, it benefits from a decade of policy analysis, outcomes from the Education Policy Reform Dialogues 2020, and the development of an actionable Framework for Responsiveness and Resilience in education.}, language = {en}, publisher = {OECD Publishing}, author = {OECD}, month = dec, year = {2020}, note = {Google-Books-ID: lAkPEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:P9VP49QS 2405685:K76DA8BJ}, } @techreport{plaut_lessons_2020, type = {Internal papers}, title = {Lessons for effective {CPD} - {Synthesis} of a {Sandbox} {Learning} {Session}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Plaut, Daniel}, month = nov, year = {2020}, doi = {10.5281/zenodo.5123352}, note = {ZenodoArchiveID: 5123352 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5123352 2405685:JN3CGXFK}, keywords = {\_EdTechHub\_Output, \_r:AddedByZotZen}, } @misc{gess_lessons_2020, title = {Lessons from {Girls}’ {Education} {South} {Sudan} ({GESS})}, url = {https://girlseducationsouthsudan.org/wp-content/uploads/2020/05/How-To-CM-FINAL-1.pdf}, urldate = {2022-02-02}, author = {{GESS}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FEZBZJAV 2405685:HKWLWKCL}, } @misc{hartenberger-toby_lessons_2020, title = {Lessons {Learned} about {Remote} {Learning} from {Liberia}’s {Ebola} {Crisis}}, url = {https://www.edc.org/blog/lessons-learned-about-remote-learning-liberias-ebola-crisis}, urldate = {2020-05-08}, author = {Hartenberger-Toby, Lisa}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PFSHLTH7 2405685:V64VBUXT}, } @techreport{page_lessons_2020, address = {Brighton, UK}, title = {Lessons learned from the outcomes and delivery of girls’ clubs in educational programmes}, url = {https://opendocs.ids.ac.uk/opendocs/bitstream/handle/20.500.12413/15580/860_Lessons_learned_from_the_outcomes_and_delivery_of_girls_%20clubs_in_educational_programmes.pdf?sequence=1&isAllowed=y}, abstract = {This helpdesk provides a rapid review of the evidence on the outcomes and delivery of girls’ clubs in educational programmes. The review found some evidence of girls’ clubs specific programmes in school settings having positive impacts on educational and life skills outcomes. Girls clubs delivered as part of education programmes can have positive impacts on literacy, numeracy, enrolment and attendance. Although the evidence is limited.Clubs delivered in schools which combine the delivery of life skills training with sports also show promising impact on education. Evaluation of one of such programmes showed that participation had increased their determination to complete their education and girls were more able to express ambition. However, not all the evaluations of girls’ club found for this review showed positive outcomes – for example one evaluation found no impact on school enrolment or other empowerment outcomes.}, language = {en}, institution = {Institute of Development Studies}, author = {Page, Ella}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:I4NXTSY4 2534379:MB29IWDI}, keywords = {⛔ No DOI found}, pages = {14}, } @article{burgess_leveraging_2020, title = {Leveraging community partnerships to engage digitally foreign learners in response to {COVID}-19}, volume = {6}, issn = {2379-4690}, url = {https://scholarworks.uvm.edu/mgreview/vol6/iss2/10}, abstract = {This practitioner perspective discusses how creating and leveraging community partnerships in response to COVID-19 enhanced remote learning with science curriculum in an urban middle school with digitally foreign learners. The term digitally foreign learners was coined by the authors to contextualize the experiences of students with limited digital learning both at home and in school as a result of the digital divide. By developing a partnership with the nonprofit organization, I AM not the MEdia, Inc., along with parents and an external educator, the authors describe how a classroom blog site was created that enhanced remote learning engagement with students and families in a high poverty community. Strategies for addressing technology inequities and engaging digitally foreign learners through digital curriculum is provided.}, number = {2}, journal = {Middle Grades Review}, author = {Burgess, W Keith and Anderson, Jimmeka L}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T2AMHYLK 2405685:QHB7XQU2 2405685:V9PDIVXY}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {1--9}, } @techreport{unicef_rosa_leveraging_2020, type = {Internal publication}, title = {Leveraging {Education} {Technology} to {Reach} {Disadvantaged} {Children} and {Youth}}, author = {UNICEF (ROSA)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VMEGD46F 2405685:5HW23DBV}, } @misc{wolfe_libguides_2020, title = {{LibGuides}: {Accessibility} {Toolkit} for {Open} {Educational} {Resources} ({OER}): {OER} {Commons}-{ISKME}}, copyright = {Copyright City University of New York 2020}, shorttitle = {{LibGuides}}, url = {https://guides.cuny.edu/accessibility/OER_Commons_ISKME}, abstract = {Accessibility guide for creating OER}, language = {en}, urldate = {2020-09-01}, author = {Wolfe, Amy}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Q4JNJWBC}, } @misc{angrist_limiting_2020, title = {Limiting {Learning} {Loss} using {Phone}-based {Programming} during {Covid}-19 in {Botswana}}, url = {https://www.povertyactionlab.org/evaluation/limiting-learning-loss-using-phone-based-programming-during-covid-19-botswana}, abstract = {Working in Botswana, researchers rapidly evaluated a phone-based remote learning program aimed at keeping children engaged with math during the Covid-19 pandemic. Students who received weekly SMS messages and phone calls to review math exercises increased their math skills after twelve weeks, while students who received only SMS messages did not.}, language = {en}, urldate = {2022-06-25}, journal = {The Abdul Latif Jameel Poverty Action Lab (J-PAL)}, author = {Angrist, Noam and Bergman, Peter and Brewstar, Caton and Matsheng, Moitshepi}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ERXJR257 2405685:S6P3E5AS}, } @misc{rossiter_link_2020, title = {Link it, open it, use it: changing how education data are used to generate ideas}, url = {https://www.cgdev.org/publication/link-it-open-it-use-it-changing-how-education-data-are-used-generate-ideas}, language = {en}, publisher = {Center for Global Development}, author = {Rossiter, Jack}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TI93K3JQ 2405685:5C7QHDNJ 8836279:4T7GVVU4 8836279:9WYHNMFV 8836279:EZC3PBDB 8836279:HPLJT6V2 8836279:YLSJNHSD}, } @techreport{rossiter_link_2020, type = {Note}, title = {Link {It}, {Open} {It}, {Use} {It}: {Changing} {How} {Education} {Data} {Are} {Used} to {Generate} {Ideas}}, language = {en}, institution = {Center for Global Development}, author = {Rossiter, Jack}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YXBCLR9K 2405685:5M7N4NGE 4656463:5SQLXUEG}, pages = {17}, } @techreport{rossiter_link_2020, type = {Note}, title = {Link {It}, {Open} {It}, {Use} {It}: {Changing} {How} {Education} {Data} {Are} {Used} to {Generate} {Ideas}}, language = {en}, institution = {Center for Global Development}, author = {Rossiter, Jack}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YXBCLR9K 2405685:5M7N4NGE 4656463:5SQLXUEG}, pages = {17}, } @misc{noauthor_liquid_2020, title = {Liquid {Telecom} {Kenya}}, url = {https://www.liquidtelecom.com/local-offices/country/kenya}, abstract = {Liquid Telecom in Kenya is a full-service data communications carrier offering a host of services including IP, broadband transport, infrastructure services and co-location services.}, language = {en}, urldate = {2020-07-01}, journal = {Liquid telecom}, year = {2020}, note = {Library Catalog: www.liquidtelecom.com KerkoCite.ItemAlsoKnownAs: 2405685:P2386RRU}, } @misc{world_bank_literacy_2020, title = {Literacy rate, adult total (\% of people ages 15 and above)}, url = {https://data.worldbank.org/indicator/SE.ADT.LITR.ZS}, urldate = {2020-07-01}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:W6SX6H6F}, } @article{szente_live_2020, title = {Live virtual sessions with toddlers and preschoolers amid {COVID}-19: {Implications} for early childhood teacher education}, volume = {28}, abstract = {This paper shares reflections on over 50 live Zoom instructional lessons with toddlers and preschoolers amid the first three weeks of school closures due to COVID-19 in the State of Florida. Reflections resulted in three themes such as 1) Implementing digital sessions with young children; 2) Establishing and maintaining home-based child engagement through technology; and 3) Ensuring family involvement/engagement through technology. Implications and recommendations are provided for early childhood teacher education programs and in-service professional development opportunities to ensure that teachers are better prepared for teaching and learning in an online environment.}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Szente, Judit}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QBMYTTSJ}, keywords = {Access to Computers, Communicable Diseases, Disease Control, Distance Education, Early Childhood Teachers, Educational Technology, Faculty Development, Family Involvement, Online Courses, Preschool Children, Preservice Teacher Education, Technological Literacy, Toddlers, ⛔ No DOI found}, pages = {373--380}, } @misc{noauthor_local_2020, title = {Local {Content} for {African} {Libraries}}, url = {https://www.worldreader.org/our-solution/programs/library-reading/local/}, abstract = {The LOCAL project aims to bring local books to libraries and ensure that children can learn in their mother-tongue language.}, language = {en-US}, urldate = {2020-06-29}, journal = {Worldreader}, year = {2020}, note = {Library Catalog: www.worldreader.org KerkoCite.ItemAlsoKnownAs: 2405685:JJ4I5HYN}, } @misc{noauthor_loon_2020, title = {Loon}, url = {https://loon.com/}, abstract = {Loon is a network of stratospheric balloons designed to bring Internet connectivity to rural and remote communities worldwide.}, language = {en\_US}, urldate = {2020-07-01}, journal = {Loon}, year = {2020}, note = {Library Catalog: loon.com KerkoCite.ItemAlsoKnownAs: 2405685:TM8DBWQC}, } @article{anderson_loss_2020, title = {Loss of brick-and-mortar schooling: {How} elementary educators respond}, volume = {121}, doi = {10.1108/ILS-04-2020-0085}, abstract = {Purpose: This paper aims to understand how elementary school educators who teach subjects that traditionally require hands-on work in schools are rising to the challenge of losing brick-and-mortar facilities in the wake of the Coronavirus disease 2019 (COVID-19) crisis. Design/methodology/approach: The authors interviewed six elementary school educators and developed iterative grounded codes from the interviews to understand how the teachers are rising to the challenge of teaching online, what supports they need, and how they are viewing their roles and student learning in the present landscape. Findings: In response to losing brick-and-mortar schools, teachers are rising to the challenge by creating creative assignments and communicating with students and parents via multiple platforms. They are learning to use technology to create meaningful, socially distant learning experiences and, in the process, blurring their own boundaries between work and life. They exercise compassion for their students while providing the best education they can in these circumstances. Practical implications: This work provides administrators, educators, policymakers and technology developers insight into the challenges teachers are facing. Originality/value: In addition to the timeliness of this study in light of the COVID 19 crisis, the focus on elementary school students, who often need support from parents or guardians to use Web technologies, and subjects traditionally requiring face-to-face interactions and hands-on work contribute to the originality of the study.}, number = {5}, journal = {Information and Learning Science}, author = {Anderson, Emma and Hira, Avneet}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0085 2405685:Y348J52F}, keywords = {COVID-19, Compassionate teachers, Educational technology, Elementary school, Hands-on learning, Pandemic, Social distance learning}, pages = {411--418}, } @incollection{rodriguez_m-learning_2020, title = {M-learning como herramienta para el aprendizaje de una lengua minoritaria: resultados preliminares de una experiencia innovadora: pp67-71}, isbn = {978-84-13-19276-5}, abstract = {M-learning como herramienta para el aprendizaje de una lengua minoritaria: resultados preliminares de una experiencia innovadora}, author = {Rodríguez, Roberto Avello and Antón, Tamara Fernández}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:NS29CWZ8 4042040:IQ3KDUCF}, } @misc{otieno_magoha_2020, title = {Magoha {Releases} {Final} {School} {Calendar}}, url = {https://www.kenyans.co.ke/news/59183-magoha-releases-final-2021-school-calendar}, abstract = {Education CS Professor George Magoha announced the school calendar with all students expected to resume learning on January 4, 2021.}, language = {EN}, urldate = {2021-03-29}, journal = {Kenyans.co.ke}, author = {Otieno, Imran}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VCWQYWC6 2405685:5WXBMFXN}, } @techreport{amenya_maintaining_2020, title = {Maintaining learning continuity during school closure: {Community} {Health} {Volunteer} support for marginalised girls in {Kenya}}, url = {https://www.educationdevelopmenttrust.com/our-research-and-insights/research/maintaining-learning-continuity-during-school-clos}, urldate = {2021-05-21}, institution = {Education Development Trust}, author = {Amenya, Donvan and Fitzpatrick, Rachael and Page, Ella and Naylor, Ruth and Jones, Charlotte and McAleavy, Tony}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9GTVFSEH 2534379:PDMPBGRU}, } @article{kerwin_making_2020, title = {Making the {Grade}: {The} {Sensitivity} of {Education} {Program} {Effectiveness} to {Input} {Choices} and {Outcome} {Measures}}, issn = {0034-6535}, shorttitle = {Making the {Grade}}, url = {https://doi.org/10.1162/rest_a_00911}, doi = {10.1162/rest_a_00911}, abstract = {This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64SDs and writing scores by 0.45SDs. A reduced-cost version instead yields statistically-insignificant reading gains and some large negative effects (-0.33SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.}, urldate = {2020-07-21}, journal = {The Review of Economics and Statistics}, author = {Kerwin, Jason T. and Thornton, Rebecca L.}, month = mar, year = {2020}, note = {Publisher: MIT Press shortDOI: 10/gg7spz KerkoCite.ItemAlsoKnownAs: 10.1162/rest\_a\_00911 10/gg7spz 2339240:VK3937E2 2405685:9UT2Q56S 2405685:EXQV8YBV 2447227:VDYKWJTR}, keywords = {NULP, \_\_\_working\_potential\_duplicate}, pages = {1--45}, } @misc{kerwin_making_2020, title = {Making the {Grade}: {The} {Sensitivity} of {Education} {Program} {Effectiveness} to {Input} {Choices} and {Outcome} {Measures}}, shorttitle = {Making the {Grade}}, url = {https://jasonkerwin.com/nonparibus/2020/03/31/making-grade-sensitivity-education-program-effectiveness-input-choices-outcome-measures/}, language = {en-US}, urldate = {2020-07-21}, journal = {Jason Kerwin}, author = {Kerwin, Jason and Thornton, Rebecca}, month = mar, year = {2020}, note = {Library Catalog: jasonkerwin.com Section: Uncategorized KerkoCite.ItemAlsoKnownAs: 2405685:KZR3PLWL 2447227:9NJPZT93}, keywords = {C:Uganda, NULP, \_\_\_working\_potential\_duplicate}, } @techreport{general_economics_division_bangladesh_planning_commission_ministry_of_planning_government_of_the_peoples_republic_of_bangladesh_making_2020, title = {Making {Vision} 2041 a {Reality}: {Perspective} {Plan} of {Bangladesh} 2021-2041}, url = {http://oldweb.lged.gov.bd/UploadedDocument/UnitPublication/1/1049/vision%202021-2041.pdf}, urldate = {2021-06-07}, author = {General Economics Division, Bangladesh Planning Commission, Ministry of Planning, Government of the People’s Republic of Bangladesh}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z8H6NIQ8 2405685:KJM92W3X}, } @techreport{ministry_of_planning_making_2020, title = {Making {Vision} 2041 a {Reality}: {Perspective} plan of {Bangladesh} 2021-2041}, url = {http://oldweb.lged.gov.bd/UploadedDocument/UnitPublication/1/1049/vision%202021-2041.pdf}, urldate = {2021-04-23}, institution = {Ministry of Planning,Government of the People’s Republic of Bangladesh}, author = {Ministry of Planning}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PCSGGS87 2405685:T9BWKY5Z}, } @misc{national_statistical_office_malawi_2020, title = {Malawi - {Fifth} {Integrated} {Household} {Survey} 2019-2020}, url = {https://microdata.worldbank.org/index.php/catalog/3818/related-materials}, urldate = {2022-10-31}, author = {National Statistical Office}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WQNKCSRI 2405685:KWDWZ5RP}, } @misc{the_presidential_delivery_unit_malawi_2020, title = {Malawi {ICT} and {Digitalization} {Policy} {Roadmap} 2022-2026 ({Draft})}, url = {https://www.intgovforum.org/en/filedepot_download/258/21450}, urldate = {2022-12-10}, author = {The Presidential Delivery Unit}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M7X7ND37 2405685:VAIVNKWI}, } @misc{national_planning_commission_malawi_2020, title = {Malawi {Vision} 2063 {Document}}, url = {https://malawi.un.org/sites/default/files/2021-01/MW2063-%20Malawi%20Vision%202063%20Document.pdf}, urldate = {2022-12-09}, author = {National Planning Commission}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M39XQECB 2405685:IYB8C7VR}, } @techreport{unicef_malaysia_2020, type = {Education {COVID}-19 {Case} {Study}}, title = {Malaysia – {Empowering} teachers to deliver blended learning after school reopening}, url = {https://aa9276f9-f487-45a2-a3e7-8f4a61a0745d.usrfiles.com/ugd/aa9276_c1732d02c74a48348ae7df75262f4aad.pdf}, urldate = {2020-07-20}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IQZZ395P}, } @misc{mundy_managing_2020, title = {Managing {Education} {Systems} {During} {COVID}-19: {An} {Open} {Letter} to {A} {Minister} of {Education}}, shorttitle = {Managing {Education} {Systems} {During} {COVID}-19}, url = {https://www.cgdev.org/blog/managing-education-systems-during-covid-19-open-letter-minister-education}, abstract = {The job of an education minister is now to “make sense of the mess”—to turn a series of interrelated challenges into a series of organized and prioritized problems and then into a strategy for action.}, language = {en}, urldate = {2020-03-30}, journal = {Center For Global Development}, author = {Mundy, Karen and Hares, Susannah}, year = {2020}, note = {Library Catalog: www.cgdev.org KerkoCite.ItemAlsoKnownAs: 2339240:6YSRN7RQ 2405685:RFENY758 RFENY758}, } @misc{unicef_mapping_2020, title = {Mapping gender equality in {STEM} from school to work {\textbar} {UNICEF} {Office} of {Global} {Insight} \& {Policy}}, url = {https://www.unicef.org/globalinsight/stories/mapping-gender-equality-stem-school-work}, urldate = {2021-12-13}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JKMZMSVG 2405685:6TBMCNPN}, } @misc{hopper_maslows_2020, title = {Maslow's {Hierarchy} of {Needs} {Explained}}, url = {https://www.thoughtco.com/maslows-hierarchy-of-needs-4582571}, abstract = {Maslow's hierarchy of needs theory puts forward that people are motivated by five basic categories of needs.}, language = {en}, urldate = {2022-11-17}, journal = {ThoughtCo}, author = {Hopper, Elizabeth}, year = {2020}, note = {Section: ThoughtCo KerkoCite.ItemAlsoKnownAs: 2339240:TCAFPM4Z 2405685:2226Y3Z9}, } @techreport{unhcr_mauritania_2020, title = {Mauritania {Fact} {Sheet}}, url = {https://data2.unhcr.org/en/documents/download/77352}, institution = {UNHCR}, author = {UNHCR}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ICIFFS2I 2405685:LTRG5KDJ}, } @misc{mavis_education_mavis_2020, title = {Mavis {Education} {\textbar} {Home}}, url = {http://maviseducation.com/}, abstract = {Mavis Talking Books™ \& Mavis Education Model™ Provide quality basic education to millions of children and adult learners in Africa Everyone Learning. Everywhere a Classroom™ Mavis Talking Books™The simplest, most exciting, engaging and interactive educational technology for improving performance in:Basic Education (formal and informal)Language learning (domestic and foreign)The Mavis Talking Book™ has two components which […]}, language = {en-US}, urldate = {2020-07-07}, journal = {Mavis Education}, author = {Mavis Education}, year = {2020}, note = {Library Catalog: maviseducation.com EdTechHub.ItemAlsoKnownAs: 2405685:3ALTGRM6}, } @misc{noauthor_mcourser_2020, title = {{mCourser}}, url = {https://www.mcourserlb.com}, abstract = {Try our Learning Management System for free. mCourser supports online schools, free courses, real-time evaluation, private classes and more...}, language = {en}, urldate = {2020-09-30}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S2U7CGP6 2405685:C56IM6XG}, } @article{samb_meeting_2020, title = {Meeting the challenges posed by per diem in development projects in southern countries: a scoping review}, volume = {16}, issn = {1744-8603}, shorttitle = {Meeting the challenges posed by per diem in development projects in southern countries}, url = {https://doi.org/10.1186/s12992-020-00571-6}, doi = {10.1186/s12992-020-00571-6}, abstract = {This study presents the results of a review whose goal is to generate knowledge on the possible levers of action concerning per diem practices in southern countries in order to propose reforms to the existing schemes.}, number = {1}, urldate = {2022-11-18}, journal = {Globalization and Health}, author = {Samb, Oumar Mallé and Essombe, Christiane and Ridde, Valery}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s12992-020-00571-6 2339240:MCNG2S7E 2405685:FRYC6H9R 4656463:P6QZDCEC}, keywords = {Per diem, Policy dialogue, Reform, West Africa}, pages = {48}, } @misc{ahmad_mental_2020, title = {Mental health and learning: {BRAC}’s response in {Bangladesh} during {Covid}-19}, url = {https://earlychildhoodmatters.online/2020/mental-health-and-learning-bracs-response-in-bangladesh-during-covid-19/#heading_1}, author = {Ahmad, J and Mariam, E and Sadaf, B and Sarwar, S and Siddique, S and Zaman, S}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NT98ND5A 2405685:S58SFAFK}, } @misc{fhi360_mentorship_2020, title = {Mentorship {Community} of {Practice}}, url = {https://www.fhi360.org/projects/mentorship-community-practice}, abstract = {The Rwanda Mentorship Community of Practice (MCOP) initiative, funded by the U.S. Agency for International Development, aims to strengthen the quality of basic education and to support teacher professional development across Rwanda. The overall objective of MCOP is to improve pedagogical and subject knowledge, particularly for early-grade reading, through the effective use of technologies in in-service professional development.}, urldate = {2020-08-17}, author = {FHI360}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4VDFAJSL 2405685:6S2NXAUD}, } @techreport{jordan_messaging_2020, type = {Rapid {Evidence} {Review}}, title = {Messaging {Apps}, {SMS}, and {Social} {Media}: {A} {Rapid} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, url = {https://docs.edtechhub.org/lib/XHBPFYVC}, abstract = {This Rapid Evidence Review (RER) provides an overview of existing research on the use of mobile phone-based messaging (including SMS, and messaging through apps such as WhatsApp) to support education in low- and middle-income countries (LMICs). This topic was chosen as the focus for a RER in response to the Covid-19 pandemic and school closures, as this form of technology has been adopted as part of some countries’ methods of providing continuing education during closures and disruption. As such, the overall purpose of this document is to summarise the existing research literature around messaging, so that the existing evidence can be used to inform ongoing responses to the pandemic. The findings are intended to be of use to educational decision makers, including donors and those in government and NGOs, to inform responses to the current pandemic.}, language = {en}, number = {8}, urldate = {2020-12-02}, institution = {EdTech Hub}, author = {Jordan, Katy and Mitchell, Joel}, month = sep, year = {2020}, doi = {10.5281/zenodo.4556938}, note = {ZenodoArchiveID: 4556938 PreviousDOI: 10.5281/zenodo.4058181 PreviousDOI: 10.5281/zenodo.4477015 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4058181 10.5281/ZENODO.4556938 10.5281/zenodo.4477015 10.5281/zenodo.4556938 2339240:8QFLYEYK 2339240:ATYZFQ8R 2339240:CUBEJEWS 2339240:LCAUL9ZC 2339240:NISQD6JT 2339240:T2Z992XW 2339240:XMQV9Y56 2339240:YGQCMSDP 2405685:2GE8ESCR 2405685:4G8DT7ZB 2405685:4JM6QWPH 2405685:5NMCR3LL 2405685:EQVI8NMV 2405685:IU849P3E 2405685:MMTHETFR 2405685:PY3CXCH9 2405685:QSD5LYSF 2405685:XHBPFYVC 2405685:Z7P9NRWJ}, keywords = {Covid-19, LMICs, SMS, Social media, TPD, WhatsApp, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v3, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, educational technology, mobile learning, refugee education, teacher professional development, text message, ⛔ No DOI found}, } @article{alexander_methodological_2020, title = {Methodological {Guidance} {Paper}: {The} {Art} and {Science} of {Quality} {Systematic} {Reviews}}, volume = {90}, issn = {0034-6543}, shorttitle = {Methodological guidance paper}, url = {https://doi.org/10.3102/0034654319854352}, doi = {10.3102/0034654319854352}, abstract = {The purpose of this article is to overview various challenges that prospective authors of quality systematic reviews should be prepared to address. These challenges pertain to all phases of the review process: from posing a critical question worthy of pursuit and executing a search procedure that is appropriately framed and transparently recorded, to discerning patterns and trends within the resulting data that speak directly to the critical question framing the review. For each of these challenges, suggestions are offered as to how authors might respond so as to enhance the quality of the review process and increase the value of findings for educational research, practice, and policymaking.}, number = {1}, journal = {Review of Educational Research}, author = {Alexander, Patricia A.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0034654319854352 10/ggwsgp 2405685:3RWPAK66 2405685:CIMTNSA3 2405685:GC76C27N 2534378:I28YADAU}, keywords = {\_\_\_working\_potential\_duplicate, critical questions, literature search, systematic review}, pages = {6--23}, } @misc{noauthor_mezzanine_2020, title = {Mezzanine}, url = {https://www.vodacom.com.gh/solutions/iot/mezzanine/}, language = {en-US}, urldate = {2020-06-29}, journal = {Vodacom Ghana}, year = {2020}, note = {Library Catalog: www.vodacom.com.gh KerkoCite.ItemAlsoKnownAs: 2405685:THRAXJRK}, } @misc{noauthor_microsoft_2020, title = {Microsoft}, url = {https://www.microsoft.com/}, abstract = {Microsoft, en tant qu’acteur de la transformation numérique en France, aide les individus et les entreprises du monde entier à exploiter pleinement leur potentiel.}, language = {fr-fr}, urldate = {2020-07-01}, year = {2020}, note = {Library Catalog: www.microsoft.com KerkoCite.ItemAlsoKnownAs: 2405685:N7I2LYAA}, } @misc{carroon_microsoft_2020, title = {Microsoft {Airband}}, author = {Carroon, Lydia}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P2AWXQUB 2405685:MWBX9PLV}, } @misc{mindspark_mindspark_2020, title = {Mindspark website}, url = {https://www.mindspark.in/Mindspark/Login/en?mindspark%2Flogin%2Fen=}, urldate = {2020-03-31}, author = {Mindspark}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JSIQGGR5 2405685:6FVXAKXR 6FVXAKXR}, } @misc{ghana_ministry_of_education_minister_2020, title = {Minister for {Education}, {US} {Ambassador} launch {Ghana} {Learning} {Radio} {Reading} {Program}}, url = {https://moe.gov.gh/minister-for-education-us-ambassador-launch-ghana-learning-radio-reading-program/}, abstract = {The Minister for Education, Dr. Matthew Opoku Prempeh, together with the   U.S. Ambassador to Ghana Stephanie S. Sullivan has launched the Ghana Learning Radio reading program. The radio program, which was developed in response to the closure of basic schools across the country due to the COVID-19 global pandemic, aims to engage parents, guardians/ caregivers, […]}, language = {en-US}, urldate = {2021-10-11}, journal = {Ghana Ministry of Education}, author = {{Ghana Ministry of Education}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KLVIMWR4 2405685:4QKCHTC8}, } @misc{mashininga_ministers_2020, title = {Ministers to promote zero-rated access to online content}, url = {https://www.universityworldnews.com/post.php?story=20200512085259585}, abstract = {African information and communications technology ministers have agreed to promote the zero rating of access to educational content to support univers...}, urldate = {2020-12-08}, journal = {University World News}, author = {Mashininga, Kudzai}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EQJA2TG4 2405685:YXTGH2F7}, } @misc{ministry_of_education_heritage__arts_ministry_2020, title = {Ministry {Initiates} {Supplementary} {Radio} {Programmes}}, url = {http://www.education.gov.fj/2020/04/06/ministry-initiates-supplementary-radio-programmes/}, language = {en-AU}, urldate = {2022-06-25}, author = {{Ministry of Education, Heritage \& Arts}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L77JT96K 2405685:9KNX3EA5}, } @misc{ministry_of_communications_and_digital_economy_nigeria_ministry_2020, title = {Ministry of {Communications} and {Digital} {Economy} {\textbar} {Home}}, url = {https://www.commtech.gov.ng/}, abstract = {Ministry of Communications and Digital Economy, MCT, MOC, FMOC, FMCDE, FMOCDE, MCDE, MOCDE, Federal Ministry of Communications and Digital Economy}, language = {en-gb}, urldate = {2020-07-07}, author = {Ministry of Communications {and} Digital Economy (Nigeria)}, year = {2020}, note = {Library Catalog: www.commtech.gov.ng EdTechHub.ItemAlsoKnownAs: 2405685:YT9YM6T3}, } @misc{ministry_of_ict_postal_and_courier_services_zimbabwe_ministry_2020, title = {Ministry of {ICT} {Postal} \& {Courier} {Services} {\textbar} {Home}}, url = {http://www.ictministry.gov.zw/}, urldate = {2020-06-27}, author = {Ministry of ICT, Postal {and} Courier Services (Zimbabwe)}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:R5F8CX6A}, } @misc{ministry_of_information_and_communications_sierra_leone_ministry_2020, title = {Ministry of {Information} and {Communications} {\textbar} {Home}}, url = {https://mic.gov.sl/}, urldate = {2020-06-25}, author = {Ministry of Information {and} Communications (Sierra Leone)}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:MV5RWXEF}, } @misc{ministry_of_information_publicity_and_broadcasting_services_zimbabwe_ministry_2020, title = {Ministry of {Information}, {Publicity} and {Broadcasting} {Services} {\textbar} {Home}}, url = {http://www.zim.gov.zw/index.php/en/my-government/government-ministries/information,-publicity-and-broadcasting-services}, urldate = {2020-06-27}, author = {Ministry of Information, Publicity {and} Broadcasting Services (Zimbabwe)}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:V3SUPSUJ}, } @techreport{walter_misallocation_2020, title = {Misallocation in the {Public} {Sector}? {Cross}-{Country} {Evidence} from {Two} {Million} {Primary} {Schools},}, url = {https://ideas.repec.org/p/cep/stieop/70.html}, number = {70}, institution = {Suntory and Toyota International Centres for Economics and Related Disciplines, LSE}, author = {Walter, Torsten Figueiredo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JUWWHYBF}, } @misc{noauthor_mit_2020, title = {{MIT} {Solve}}, url = {https://solve.mit.edu/challenges/teachers-and-educators/solutions/3178}, language = {en}, urldate = {2020-06-29}, year = {2020}, note = {Library Catalog: solve.mit.edu KerkoCite.ItemAlsoKnownAs: 2405685:A972JCYU}, } @misc{davis_mitigating_2020, title = {Mitigating {COVID}-19 impacts and getting education systems up and running again: {Lessons} from {Sierra} {Leone}}, shorttitle = {Mitigating {COVID}-19 impacts and getting education systems up and running again}, url = {https://www.globalpartnership.org/blog/mitigating-covid-19-impacts-and-getting-education-systems-and-running-again-lessons-sierra}, abstract = {Reflexions on some of the lessons from the Sierra Leone Ebola education response that could be relevant for countries facing shutdowns of their education systems due to the COVID-19 pandemic.}, language = {en}, urldate = {2020-08-18}, journal = {Global Partnership for Education}, author = {Davis, Edward and Berry, Chris}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NIUY9YWK 2405685:CVJKIQ8D}, } @techreport{wfp_mitigating_2020, title = {Mitigating the effects of the {COVID}-19 pandemic on food and nutrition of schoolchildren}, url = {https://docs.wfp.org/api/documents/WFP-0000114175/download/?_ga=2.124268175.448268632.1588682993-1835378179.1587115625}, author = {WFP and FAO and UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z38UDETM 2405685:7S7HZKYB}, } @misc{world_bank_mobile_2020, title = {Mobile cellular subscriptions (per 100 people) - {South} {Asia} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/IT.CEL.SETS.P2?locations=8S&most_recent_value_desc=false}, urldate = {2022-06-02}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JCFQ2UI9 2486141:DJV6GAKB}, } @misc{world_bank_mobile_2020, title = {Mobile cellular subscriptions (per 100 people) - {Sub}-{Saharan} {Africa} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/IT.CEL.SETS.P2?locations=ZG}, urldate = {2022-06-03}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QPD4TJ5K 2486141:Y9NDX4WX}, } @misc{world_bank_development_indicators_mobile_2020, title = {Mobile cellular subscriptions (per 100 people) - {Tanzania} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/IT.CEL.SETS.P2?locations=TZ}, urldate = {2020-11-17}, journal = {World Bank Development Indicators website}, author = {{World Bank Development Indicators}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6GSKZLF8 2405685:J4UDY73A}, } @misc{mobile_classroom_mobile_2020, title = {Mobile {Classroom} {\textbar} {Home}}, url = {https://www.mobileclassroom.com.ng/}, abstract = {Mobile classroom application is bridging the gap between students and learning by giving them the opportunity to take classes online from anywhere in Nigeria...}, language = {en}, urldate = {2020-07-07}, author = {Mobile Classroom}, year = {2020}, note = {Library Catalog: www.mobileclassroom.com.ng EdTechHub.ItemAlsoKnownAs: 2405685:M5VAHKWM}, } @techreport{steinmetz_mobile_2020, address = {Washington, D.C.}, title = {Mobile {Distance} \& {Hybrid} {Education} {Solutions}}, url = {https://documents1.worldbank.org/curated/en/099005004142234286/pdf/P1742520b4f05a02609fe50bf0f92f57053.pdf}, urldate = {2022-06-25}, institution = {World Bank Group}, author = {Steinmetz, Marisa Giulia Kyra Solveigh Carolin}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:87G5SZHC 2405685:L5HM7Q3W}, } @misc{gsma_mobile_2020, title = {Mobile internet connectivity 2020: sub-{Saharan} {Africa} factsheet}, url = {https://www.gsma.com/r/wp-content/uploads/2020/09/Mobile-Internet-Connectivity-SSA-Fact-Sheet.pdf}, urldate = {2021-10-03}, author = {{GSMA}}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2WXC4BIE 2405685:2A2MBEPM}, } @article{crompton_mobile_2020, title = {Mobile learning and pedagogical opportunities: {A} configurative systematic review of {PreK}-12 research using the {SAMR} framework}, volume = {156}, url = {https://doi.org/10.1016/j.compedu.2020.103945}, doi = {10.1016/j.compedu.2020.103945}, abstract = {Scholars postulate that mobile devices can be used to transform learning. However, there is a paucity of evidence to determine if mobile learning is redefining learning or if these devices are being used to replicate past teaching practices. To fill this gap in scholarly understanding, this systematic review was conducted to examine studies from 2014 to 2019 involving mobile devices in PK-12 (2–18 years) learning. Technology use was coded using the Substitution, Augmentation, Modification, and Redefinition (SAMR) framework. This framework was empirically extended and presented in this study. The data revealed unique findings, including the concerning discovery that while mobile technologies can and were used to transform learning in 54\% of the studies, 46\% of the time devices were used to replicate activities that can be conducted without technology. This has larger implications on school integration of mobile devices and whether these devices are being used to redefine learning to provide the most benefit to PK-12 students.}, number = {June}, journal = {Computers and Education}, author = {Crompton, Helen and Burke, Diane}, year = {2020}, note = {Publisher: Elsevier Ltd KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.103945 2405685:3U7PETF4}, keywords = {Mlearning, Mobile learning, SAMR, Systematic review, Technology integration}, pages = {103945--103945}, } @misc{sydow_mobile_2020, title = {Mobile {Minute}: {Global} {Classrooms} {Rely} on {Education} {Apps} {As} {Remote} {Learning} {Accelerates}}, shorttitle = {Mobile {Minute}}, url = {https://www.appannie.com/en/insights/mobile-minute/education-apps-grow-remote-learning-coronavirus/}, language = {en}, journal = {App Annie}, author = {Sydow, Lexi}, year = {2020}, note = {Library Catalog: www.appannie.com KerkoCite.ItemAlsoKnownAs: 2339240:H445R5CL 2405685:B8X54Z7D}, } @article{rahim_mobile_2020, title = {Mobile phone technologies in coping with the challenges and opportunities of {CPEC} by the youth of rural mountainous areas of {Gilgit}-{Baltistan}, {Pakistan}}, doi = {10.1155/2020/5816803}, abstract = {The study aims to explore the access of mobile phone, emerging technologies, and use of the mobile phone by the youth of Gilgit-Baltistan (GB), Pakistan, for learning and safety and security purposes. Structured questionnaires were used to collect the data. The descriptive statistics was employed to test the research model. Among the 300 distributed sample size, 272 participants responded back including 133 male and 139 female students of Karakoram International University (KIU) from eight districts of GB as research participants for data collection. Only 1 male and 6 females responded that they do not have their own mobile phone, comprising of 90.6\% response rate. The results show that 97\% of students of rural mountainous areas own a mobile phone. The study contributes valuable findings about the access and positive use of mobile phones for learning and safety and security purposes. The result also shows that the youth of GB have enough skills of mobile phone technologies to cope with the future challenges of China Pakistan Economic Corridor (CPEC) by taking advantages of China Pakistan Information Corridor (CPIC is a fiber optics cable laid down from the China border to Islamabad Pakistan for the purpose of providing the fast internet facility including 5G). This is the baseline survey and future study will be based on this survey.}, journal = {Mobile Information Systems}, author = {Rahim, Sabit and Qutoshi, Sadruddin Bahadur and Sahar, Gul and Jabeen, Gul and Ali, Imran}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1155/2020/5816803 2405685:S26GG6U4}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {1--9}, } @article{rahim_mobile_2020, title = {Mobile {Phone} {Technologies} in {Coping} with the {Challenges} and {Opportunities} of {CPEC} by the {Youth} of {Rural} {Mountainous} {Areas} of {Gilgit}-{Baltistan}, {Pakistan}}, volume = {2020}, issn = {1574-017X}, url = {https://www.hindawi.com/journals/misy/2020/5816803/}, doi = {10.1155/2020/5816803}, abstract = {The study aims to explore the access of mobile phone, emerging technologies, and use of the mobile phone by the youth of Gilgit-Baltistan (GB), Pakistan, for learning and safety and security purposes. Structured questionnaires were used to collect the data. The descriptive statistics was employed to test the research model. Among the 300 distributed sample size, 272 participants responded back including 133 male and 139 female students of Karakoram International University (KIU) from eight districts of GB as research participants for data collection. Only 1 male and 6 females responded that they do not have their own mobile phone, comprising of 90.6\% response rate. The results show that 97\% of students of rural mountainous areas own a mobile phone. The study contributes valuable findings about the access and positive use of mobile phones for learning and safety and security purposes. The result also shows that the youth of GB have enough skills of mobile phone technologies to cope with the future challenges of China Pakistan Economic Corridor (CPEC) by taking advantages of China Pakistan Information Corridor (CPIC is a fiber optics cable laid down from the China border to Islamabad Pakistan for the purpose of providing the fast internet facility including 5G). This is the baseline survey and future study will be based on this survey.}, language = {en}, urldate = {2021-06-08}, journal = {Mobile Information Systems}, author = {Rahim, Sabit and Qutoshi, Sadruddin Bahadur and Sahar, Gul and Jabeen, Gul and Ali, Imran}, month = feb, year = {2020}, note = {Publisher: Hindawi KerkoCite.ItemAlsoKnownAs: 10.1155/2020/5816803 2339240:T7Y9UQTC 2405685:46LFGCZC}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {e5816803}, } @misc{noauthor_mobile_2020, title = {Mobile {School} {Report} {Card}}, url = {https://www.msrcghana.org/}, urldate = {2020-06-29}, journal = {mSRC}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XAKE2D76}, } @misc{belafi_modelling_2020, title = {Modelling the learning process \#1: {What} is a pedagogical production function—and how does it help us understand student learning?}, shorttitle = {Modelling the learning process \#1}, url = {https://riseprogramme.org/blog/modelling-the-learning-process-1}, language = {en}, urldate = {2022-08-25}, journal = {RISE Programme}, author = {Belafi, Carmen}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JHUWT24H 2405685:7CJZQMXU}, } @misc{world_bank_mongolia_2020, type = {Text/{HTML}}, title = {Mongolia - {Improving} {Primary} {Education} {Outcomes} for the {Most} {Vulnerable} {Children} in {Rural} {Mongolia} ({English})}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail}, abstract = {Mongolia - Improving Primary Education Outcomes for the Most Vulnerable Children in Rural Mongolia (English)}, language = {en}, urldate = {2020-08-31}, journal = {World Bank}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R8LDPUDM 2405685:UILRYS9L}, } @article{munkhzul_mongolia_2020, title = {Mongolia leads in organizing {TV} classes for children}, url = {https://montsame.mn/en/read/218635}, urldate = {2020-06-09}, journal = {Montsame (Mongolia)}, author = {Munkhzul, A}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BIQ9P6M5 2405685:SYZ4XSBI 4803016:64QPZ5AD}, } @techreport{world_bank_mongolia_2020, address = {Ulaanbaatar}, type = {Survey}, title = {Mongolia {Poverty} {Update} 2018}, url = {http://1212.mn/BookLibraryDownload.ashx?url=Poverty_report_2018_ENG.pdf&ln=En}, urldate = {2020-08-31}, institution = {National Statistics Office of Mongolia}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FT92LP7S 2405685:F2LL23ZG}, } @misc{mcburnie_monitoring_2020, title = {Monitoring and evaluating radio in education}, url = {https://docs.edtechhub.org/lib/PLW5MPU5}, journal = {EdTech Hub}, author = {McBurnie, Chris}, month = nov, year = {2020}, doi = {10.5281/zenodo.4707898}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707898 2129771:E77BS5IR 2405685:PLW5MPU5}, keywords = {\_EdTechHub\_Output, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{kaye_monitoring_2020, type = {Helpdesk {Response}}, title = {Monitoring {Distance} {Education}: {A} {Brief} to {Support} {Decision}-{Making} in {Bangladesh} and {Other} {Low}- and {Lower}-{Middle}-{Income} {Countries}}, copyright = {Creative Commomns Attribution 4.0}, shorttitle = {Monitoring {Distance} {Education}}, url = {https://docs.edtechhub.org/lib/XUVA9827}, abstract = {This brief outlines a model for monitoring and evaluating distance learning based on a desktop review of interventions during the Covid-19 school closures and other previous school shutdowns. It then examines how this might be applied in the Bangladeshi context.}, language = {en}, number = {30}, institution = {EdTech Hub}, author = {Kaye, Tom and Groeneveld, Caspar and Bashir, Amreen}, month = nov, year = {2020}, doi = {10.5281/zenodo.5652092}, note = {ZenodoArchiveID: 5652092 previousDOI: 10.5281/zenodo.4140104 previousZenodoArchiveID: 4140104 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4140104 10.5281/zenodo.4140104 10.5281/zenodo.4140104; 10.5281/zenodo.5652092 2339240:2K6FG2CF 2339240:2XJTN3MP 2339240:3TNWACL9 2339240:942WVA7N 2339240:DN7NQV5Y 2339240:LKQW3A8S 2339240:MDTPARWA 2339240:U3838PXA 2339240:XIE9NJ3S 2405685:BA3K6CK8 2405685:BLRKEEAU 2405685:CCZW4ARW 2405685:DAFBBJ3F 2405685:DP9HJGLT 2405685:HRT8E6US 2405685:RVIEHPP5 2405685:XUVA9827 2405685:Z6UIK8CZ 2405685:ZITF5IDK 2534379:FDZIF5DH}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @techreport{unicef_rosa_monitoring_2020, address = {Kathmandu, Nepal}, title = {Monitoring {Distance} {Learning} {During} {School} {Closures}}, url = {https://www.unicef.org/rosa/media/13661/file/Monitoring%20Distance%20Learning%20During%20School%20Closures.pdf}, urldate = {2021-10-01}, author = {UNICEF ROSA}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TQAQTYQA 2405685:55T4NQNW}, } @techreport{unicef_monitoring_2020, address = {Kathmandu, Nepal}, title = {Monitoring {Learning} {Continuity} {During} {School} {Closures}}, url = {https://www.unicef.org/rosa/documents/monitoring-distance-learning-during-school-closures}, institution = {UNICEF Regional Office for South Asia (ROSA)}, author = {UNICEF}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T2ISXZE7 2405685:78RWG8WV}, } @misc{thomas_monitoring_2020, title = {Monitoring {Radio} {Programming} in times of {COVID}-19: {Preliminary} findings from parent interviews and discussions}, url = {https://drive.google.com/file/d/1x_iae9FFO5FLWvW1yoyylCUwzEwXG4-F/view}, author = {Thomas, Harris and Lebah, Bingo}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VHEK5YRF 2405685:RJ6T5693}, } @misc{hatim_moroccan_2020, title = {Moroccan {Students} {Can} {Freely} {Access} {TelmidTICE} {Remote} {Learning} {Platform}}, url = {https://www.moroccoworldnews.com/2020/06/304457/moroccan-students-can-freely-access-telmidtice-remote-learning-platform/}, abstract = {Moroccan students can access the TelmidTICE remote learning platform without necessarily having an internet subscription.}, language = {en-US}, urldate = {2020-09-23}, journal = {Morocco World News}, author = {Hatim, Yahia}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KJD9A246 2405685:K37Q9DM2}, } @article{cardoso_mother_2020, title = {Mother tongue and literature teaching in smart cities: {How} technology is reshaping the frontiers of education}, volume = {3}, shorttitle = {Mother tongue and literature teaching in smart cities}, number = {1}, journal = {European Journal of Literature, Language and Linguistics Studies}, author = {Cardoso, Luis}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:NFXRJ3R9 4042040:GE4Q3AIM}, keywords = {⛔ No DOI found}, } @article{schunk_motivation_2020, title = {Motivation and social cognitive theory}, volume = {60}, issn = {0361-476X}, url = {https://www.sciencedirect.com/science/article/pii/S0361476X19304370}, doi = {10.1016/j.cedpsych.2019.101832}, abstract = {This article discusses motivation from the perspective of Bandura’s social cognitive theory. Motivation refers to processes that instigate and sustain goal-directed activities. Motivational processes are personal/internal influences that lead to outcomes such as choice, effort, persistence, achievement, and environmental regulation. Motivation has been a prominent feature of social cognitive theory from the early modeling research to the current conception involving agency. The conceptual framework of reciprocal interactions is discussed, after which research is summarized on behavioral, environmental, and personal influences on motivation. Key internal motivational processes are goals and self-evaluations of progress, self-efficacy, social comparisons, values, outcome expectations, attributions, and self-regulation. Critical issues confronting the theory include diversity and culture, methodology, and long-term effects of interventions. The article concludes with additional recommendations for future research on contexts, conceptual clarity, and technology.}, language = {en}, urldate = {2022-05-18}, journal = {Contemporary Educational Psychology}, author = {Schunk, Dale H. and DiBenedetto, Maria K.}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.cedpsych.2019.101832 2339240:E7GLDC2X 2405685:A6NCUBQS}, keywords = {Motivation, Self-efficacy in education, Social cognitive theory}, pages = {101832}, } @article{sancho-gil_moving_2020, title = {Moving beyond the predictable failure of {Ed}-{Tech} initiatives}, volume = {45}, issn = {1743-9884}, url = {https://doi.org/10.1080/17439884.2019.1666873}, doi = {10.1080/17439884.2019.1666873}, abstract = {The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives.}, number = {1}, urldate = {2022-12-21}, journal = {Learning, Media and Technology}, author = {Sancho-Gil, Juana M. and Rivera-Vargas, Pablo and Miño-Puigcercós, Raquel}, month = jan, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/17439884.2019.1666873 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1666873 2339240:GCR3V5QP 2405685:86I72796 4656463:48WL9B8V 4656463:M4NW5YGX}, keywords = {Educational change, digital technology corporations, educational challenges, educational policies, school improvement}, pages = {61--75}, } @misc{luna-bazaldua_moving_2020, title = {Moving high-stakes exams online: {Five} points to consider}, url = {https://blogs.worldbank.org/education/moving-high-stakes-exams-online-five-points-consider}, journal = {World Bank Blogs}, author = {Luna-Bazaldua, Diego and LIBERMAN, JULIA and LEVIN, VICTORIA}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TX23DWVR 2405685:MYE3HI6U}, } @inproceedings{schwartz_moving_2020, title = {Moving online : {Creating} effective tasks for analysis of teaching evidence}, abstract = {The use of examples of teaching videos becomes more prevalent in teacher education. Despite good teaching examples, a video cannot truly replace the real-life classroom experience. This paper presents the findings of a qualitative case study conducted in two teacher education courses during Spring 2020 semester. Due to the COVID-19 pandemic, field experiences were replaced by assignments administered online where teacher candidates watched and analyzed videos of expert teachers, and also analyzed their own videotaped teaching lessons. Results showed that teacher candidates became better at analyzing the teaching videos and appreciated the diversity of teaching examples. However, they also reported that they did not enjoy substituting real life experiences with online teaching videos.}, booktitle = {{EdMedia} + {Innovate} {Learning} 2020 {Online}}, author = {Schwartz, Jonathan and Mahiko, Joy}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:B5JLRT4F}, keywords = {⛔ No DOI found}, pages = {92--97}, } @techreport{world_bank_mozpulse_2020, title = {{MozPulse} wave 1 {Results} {Report}}, language = {EN}, urldate = {2020-07-08}, institution = {World Bank}, author = {{World Bank}}, month = may, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:CPL7A39Q}, pages = {13}, } @misc{unhcr_multi-sectoral_2020, title = {Multi-{Sectoral} {Rapid} {Needs} {Assessment}: {COVID19} - {Jordan}}, url = {https://www.unicef.org/jordan/media/2441/file/RAN.pdf}, urldate = {2021-06-24}, author = {UNHCR and UNICEF and WFP}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U34LB7JG 2405685:BWEZPV5L}, } @techreport{republic_of_malawi_national_2020, title = {National {COVID}-19 {Preparedness} and {Response} {Plan}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/national-covid-19-preparedness-and-response-plan_08-04-2020_final-version.pdf}, urldate = {2020-06-09}, author = {Republic of Malawi}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9ISTURV3 2405685:46BPCHFP}, } @techreport{ministry_of_education_and_federal_training_pakistan_national_2020, title = {National {Education} {Response} and {Resilience} {Plan} for {COVID}-19}, url = {http://mofept.gov.pk/SiteImage/Misc/files/0_%20NERRP%20COVID-19%20MoFEPT%204%20May%202020%20Ver%2001.pdf}, urldate = {2020-06-11}, author = {Ministry of Education {and} Federal Training (Pakistan)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZQTKQQ97}, } @misc{unicef_national_2020, title = {National education sector investment plan}, url = {https://www.unicef.org/malawi/reports/national-education-sector-investment-plan}, abstract = {Ministry of Education}, language = {en}, urldate = {2022-10-31}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:89TGACYY 2405685:MNE7VZEZ}, } @techreport{malawi_ministry_of_education_national_2020, title = {National education sector investment plan 2020-2030}, url = {https://www.unicef.org/malawi/media/4561/file/National%20education%20sector%20investment%20plan%20.pdf}, urldate = {2022-10-30}, author = {Malawi Ministry of Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6CF6ZTGI 2405685:UTJ8A7W5}, } @techreport{ministry_of_education_science_and_technology_national_2020, title = {National {Framework} for {Teachers} {Continuous} {Professional} {Development}}, url = {https://www.tie.go.tz/uploads/documents/sw/1670495875-National%20Framework%20for%20Teachers%20Professional%20Development%202020.pdf}, institution = {United Republic of Tanzania}, author = {{Ministry of Education, Science and Technology}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PX8LX2HD 2405685:HWT67YS2 2405685:MUSAVHQ9}, } @misc{noauthor_national_2020, title = {National {Incubation} {Center}}, url = {http://nicpakistan.pk/}, abstract = {The National Incubation Center is Pakistan’s largest technology incubation center; the first purpose built creative space in Pakistan buzzing with innovators, mentors, change-makers and passionate leaders. It’s a living example of a successful public-private partnership between the Ministry of IT \& Telecom, Ignite – National Technology Fund, Jazz and Teamup. The National Incubation Center in Islamabad is led by two unicorn founders with around decades of combined experience in setting up organizations from scratch and bringing digital revolution in Pakistan.}, language = {en-US}, urldate = {2020-07-21}, month = jul, year = {2020}, note = {Library Catalog: nicpakistan.pk KerkoCite.ItemAlsoKnownAs: 2339240:EZQG5869 2405685:M96PH7IX 2405685:PLK2HPSE}, } @misc{unesco_national_2020, title = {National learning platforms and tools}, url = {https://en.unesco.org/covid19/educationresponse/nationalresponses}, language = {en}, urldate = {2022-08-08}, journal = {UNESCO}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TJM3APGX 2405685:5MQYCCFC}, } @misc{teaching_service_commission_national_2020, title = {National {Policy} on {Teacher} {Management}}, url = {https://tsc.gov.sl/wp-content/uploads/2020/10/Teacher-Management-Policy-for-Sierra-Leone.pdf}, language = {en}, author = {Teaching Service Commission}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QRKTWTKL 2339240:SMJ7WD8H 2405685:HE9FKMPG 2405685:K33VF78D}, } @misc{national_universities_commision_national_2020, title = {National {Universities} {Commission} {\textbar} {Open} {Distance} \& e-{Learning}}, url = {https://www.nuc.edu.ng/project/open-and-distance-education/}, urldate = {2020-07-07}, author = {National Universities Commision}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:L2JPYP3U}, } @techreport{kaye_nepal_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Nepal “{Ask} me anything” {Session}: {Responses} to audience questions}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Nepal "{Ask} me anything" {Session}}, url = {https://docs.edtechhub.org/lib/UXQG7GRG}, abstract = {On Thursday, 30 April 2020, EdTech Hub participated in an 'Ask me anything' session for policymakers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the Covid-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office, and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the Covid-19 pandemic, presented by the World Bank EduTech team and EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.}, language = {en}, number = {13}, institution = {EdTech Hub}, author = {Kaye, Tom and Groeneveld, Caspar and Moss, Caitlin and Haßler, Björn}, month = may, year = {2020}, doi = {10.53832/edtechhub.0014}, note = {previousshortDOI: 10/gg8hqq previousshortDOI: 10/gg8hqq previousDOI: 10.5281/zenodo.3804380 previousshortDOI: 10/gg8hqq EdTechHub.Source: 2405685:UXQG7GRG EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/gg8hqq KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3804380 10.53832/edtechhub.0014 10/gg8hqq 2129771:X82WTVD8 2339240:4X8SH6RY 2339240:MB7JNNNV 2339240:PGI4RZNE 2405685:59LAMBXS 2405685:88UWQMW9 2405685:BG5DGC4G 2405685:GQDN2E5P 2405685:SYLGY9MM 2405685:UXQG7GRG}, keywords = {C:Nepal, F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH, docs.opendeved.net, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @misc{bashir_new_2020, title = {New {Brief}: {Monitoring} {Distance} {Learning} {During} the {Covid}-19 {Pandemic}}, shorttitle = {New {Brief}}, url = {https://edtechhub.org/2020/11/30/report-monitoring-distance-learning-during-the-covid-19-pandemic/}, abstract = {In the initial rush to respond to school closures, countries focused on rolling out distance education. Policy-makers now realise that effective distance education requires robust data generated via high-quality monitoring. This blog highlights the findings of a brief synthesising effective practices in monitoring distance education.  Since March 2020, the Covid-19 pandemic has impacted 36 million learners in Bangladesh. Schools closed…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Bashir, Amreen and Groeneveld, Caspar and Kaye, Tom}, month = nov, year = {2020}, doi = {10.5281/zenodo.4708238}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708238 2405685:73G8TGWV}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{government_of_pakistan_ministry_of_interior_and_narcotics_control_new_2020, title = {New {Guidelines} for the {INGOs} to work with {NDMA} / {PDMAs} in {COVID} 19 {Crises}}, url = {https://ingo.interior.gov.pk/}, urldate = {2020-07-20}, author = {{Government of Pakistan. Ministry of Interior and Narcotics Control}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LWMCXDGV 2405685:E2VZM5TG 2405685:QWW494F3}, } @misc{world_bank_nigeria_2020, title = {Nigeria {\textbar} {Country} {Profile}}, url = {https://www.worldbank.org/en/country/nigeria/overview}, abstract = {The World Bank is helping to fight poverty and improve living standards for the people of Nigeria with more than 130 IBRD loans and IDA credits since 1958.}, language = {en}, urldate = {2020-07-07}, author = {World Bank}, year = {2020}, note = {Library Catalog: www.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:JPXUUHZH}, } @misc{unicef_nigeria_nigeria_2020, title = {Nigeria {\textbar} {Education}}, url = {https://www.unicef.org/nigeria/education}, abstract = {See how UNICEF in Nigeria supports children so they can attend school and learn.}, language = {en}, urldate = {2020-07-07}, author = {UNICEF Nigeria}, year = {2020}, note = {Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2405685:U4DAQPU4}, } @misc{ettang_nigeria_2020, title = {Nigeria {Government} {Calls} for {Reopening} of {Schools} {After} 6-month {COVID} {Lockdown} {\textbar} {Voice} of {America} - {English}}, url = {https://www.voanews.com/africa/nigeria-government-calls-reopening-schools-after-6-month-covid-lockdown}, abstract = {Nigeria reopened schools Oct. 12, six months after they were closed to curtail the spread of the coronavirus. However, not all parents believe students should be returning to the classroom. Gloria Kwashi runs the Zambiri Outreach and Childcare Center in Jos, a school that provides free education and food for more than 400 children, including orphans and victims of insurgent violence. She says the pandemic brought her students' learning to a complete halt. "All the months that we left, nobody came to school and nobody learned anything, so it was already that bad," she said.}, language = {en}, urldate = {2021-02-08}, journal = {Voice of America}, author = {Ettang, Ifiok}, month = oct, year = {2020}, note = {Section: Africa, COVID-19 Pandemic KerkoCite.ItemAlsoKnownAs: 2339240:CFZ4DSR7 2405685:X3MMDCW5}, } @misc{central_intelligence_agency_nigeria_2020, title = {Nigeria {\textbar} {The} {World} {Factbook}}, url = {https://www.cia.gov/library/publications/the-world-factbook/geos/ni.html}, urldate = {2020-07-07}, author = {Central Intelligence Agency}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IKLLIDHR}, } @misc{world_data_lab_nigeria_2020, title = {Nigeria {\textbar} {World} {Poverty} {Map}}, url = {https://worldpoverty.io}, abstract = {Explore poverty data by age, gender, and region for every country in the world until 2030}, language = {en}, urldate = {2020-07-07}, author = {World Data Lab}, year = {2020}, note = {Library Catalog: www.worldpoverty.io KerkoCite.ItemAlsoKnownAs: 2405685:2625SKYU}, } @misc{ncc_nigerian_2020, title = {Nigerian {Communications} {Commission} {\textbar} {Home}}, url = {https://www.ncc.gov.ng/}, urldate = {2020-07-07}, author = {NCC}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:QY3BG457}, } @misc{chuang_nine_2020, title = {Nine takeaways from our reviews of {COVID}-19 education responses}, url = {https://edtechhub.org/2020/08/31/nine-takeaways-from-helpdesk-reviews-of-covid-19-education-responses/}, abstract = {Regular readers will know about our Helpdesk, the on-demand support service we provide for FCDO advisers and World Bank staff to help them make evidence-informed decisions. Since the onset of coronavirus, the Helpdesk team has responded to requests from 15 countries across Africa, Asia, and the Middle…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, author = {Chuang, Rachel and Kaye, Tom and Koomar, Saalim and McBurnie, Chris and Moss Coflan, Caitlin}, month = aug, year = {2020}, doi = {10.5281/zenodo.4707876}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707876 2405685:28EHRZSK}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{nitda_nitda_2020, title = {{NITDA} {\textbar} e-{Learning} {Facilities}}, url = {https://nitda.gov.ng/e-learning-facilities/}, urldate = {2020-07-07}, author = {NITDA}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5EPQAVFL}, } @techreport{katende_no_2020, address = {London}, title = {No time to lose: {An} urgent call for access to quality education for {Rohingya} {Children} in {Cox}'s {Bazar}}, url = {https://www.rescue.org/sites/default/files/document/5151/ircaccesstoeducationrohingyav4.pdf}, institution = {International Rescue Committee}, author = {Katende, Stephen and Gerhardt, Laurence and Skinner, Marcus}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M6NCUIHG 2405685:TER3PKT7}, } @misc{institute_for_government_nudge_2020, title = {“{Nudge} {Unit}”}, url = {https://www.instituteforgovernment.org.uk/article/explainer/nudge-unit}, abstract = {The Behavioural Insights team, popularly known as the ‘Nudge Unit’, is playing a big role in helping the government formulate its response to coronavi}, language = {en}, urldate = {2024-02-06}, journal = {Institute for Government}, author = {{Institute for Government}}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WKGMIW59 2405685:YAQVRAQK}, } @misc{othman_number_2020, title = {Number of {Computers} by {District} 2018 ({Unpublished})}, publisher = {EMIS Department MoEVT Zanzibar}, author = {Othman, Othman S.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CXDZH729 2405685:73RNJ3SS}, } @techreport{elearning_africa_o_2020, title = {O {Efeito} da {COVID}-19 na {Educação} em África e {Suas} {Implicações} para a {Utilização} da {Tecnologia} {Um} {Inquérito} sobre a {Experiência} e as {Opiniões} de {Educadores} e {Especialistas} em {Tecnologia}}, copyright = {Creative Commons Attribution 4.0 International}, language = {Portuguese}, author = {{eLearning Africa} and {EdTech Hub}}, month = sep, year = {2020}, doi = {10.5281/zenodo.4749656}, note = {ZenodoArchiveID: 4749656 previousDOI: 10.5281/zenodo.4018774 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4749656 2405685:XSK5P8VC}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH, ⚠️ Invalid DOI}, } @misc{noauthor_ogenius_2020, title = {O'{Genius} {Priority} {Ltd}}, url = {https://www.ogeniuspriority.com/}, urldate = {2020-08-17}, journal = {O'Genius Priority}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JKTZCX5Q 2405685:578RECJL}, } @misc{oecd_oecd_2020, title = {{OECD} {Digital} {Economy} {Outlook} 2020}, url = {https://www.oecd-ilibrary.org/sites/3b6a594d-en/index.html?itemId=/content/component/3b6a594d-en}, urldate = {2022-06-15}, author = {OECD}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2SVTCF5V 2405685:YEBSH72B}, } @misc{unicef_oecs_2020, title = {{OECS} to implement school connectivity initiative towards digital education vision}, url = {https://www.unicef.org/easterncaribbean/press-releases/oecs-implement-school-connectivity-initiative-towards-digital-education-vision}, abstract = {Organisation of Eastern Caribbean states to partner with UNICEF-ITU global initiative Giga to enhance connectivity of schools and develop digital public goods}, language = {en}, urldate = {2020-09-08}, author = {UNICEF}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UB7AYYWJ 2405685:5DZSMP9J}, } @misc{noauthor_one_2020, title = {One {Billion}}, url = {https://onebillion.org}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3B5NCJ2L 2405685:RYYH3UQH}, } @misc{onebillion_onebillion_2020, title = {onebillion: {COVID}-19 {UPDATE}: {How} we can keep children learning}, url = {https://onebillion.org/news/2020/03/30/covid-19-update-how-we-can-keep-children-learning/}, urldate = {2023-06-22}, author = {onebillion}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JEYRECE4 2405685:LKVB55XR}, } @misc{onebillion_onecourse_2020, title = {Onecourse – one app for reading and numeracy}, url = {https://onebillion.org/onecourse/app/}, urldate = {2020-03-30}, author = {Onebillion}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D22UZRYK 2405685:2QMRIDCA}, } @misc{onebillion_onetab_2020, title = {onetab}, url = {https://onebillion.org/onetab/}, urldate = {2021-07-23}, author = {onebillion}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:63XVIAX4 2405685:II2Z2MLN}, } @techreport{un_women_online_2020, type = {{UN} {Women} {Ending} {Violence} {Against} {Women} ({EVAW}) {COVID}-19 {Briefs}}, title = {Online and {ICT} {Facilitated} {Violence} {Against} {Women} and {Girls} during {COVID}-19}, url = {https://www.un-ilibrary.org/content/papers/27084191/4}, language = {en}, number = {4}, urldate = {2021-08-26}, author = {UN Women}, month = jun, year = {2020}, doi = {10.18356/b3f5cc80-en}, note = {Series: UN Women Ending Violence Against Women (EVAW) COVID-19 Briefs Volume: 4 KerkoCite.ItemAlsoKnownAs: 10.18356/b3f5cc80-en 2339240:Z2WC7C8X 2405685:XTFJJSKE}, } @article{dyment_online_2020, title = {Online initial teacher education: a systematic review of the literature}, volume = {48}, url = {https://doi.org/10.1080/1359866X.2019.1631254}, doi = {10.1080/1359866X.2019.1631254}, abstract = {This paper presents a systematic review of the literature on online initial teacher education. This review is timely given the growing numbers of online students studying teacher education in Australia and beyond. The paper begins with a presentation of the search protocol including search terms, databases, and inclusion/exclusion criteria that resulted in 492 refereed articles being included in the review. Analysis of title and abstract of these articles allowed insight into a variety of factors and trends, including journal of publication, year of publication, research approach, and key focal areas. Two well-established research focal areas emerged: technological pedagogical innovations and student experiences of studying teacher education online. Two emerging research focal areas were teacher educator experiences of teaching online and online teacher education in traditionally experiential specialisations, such as drama and outdoor education. When all the articles are considered holistically, a fragmented and siloed research approach is revealed, evidenced by a large number of journals publishing articles on multiple focal areas, leading to considerable repetition among the evidences presented across the articles. As such, this paper highlights the need for a more coherent and organised approach to research in online teacher education and its dissemination to all stakeholders.}, number = {3}, journal = {Asia-Pacific Journal of Teacher Education}, author = {Dyment, Janet E and Downing, Jillian Jane}, year = {2020}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/1359866X.2019.1631254 2405685:PQW9NJSC}, keywords = {Online, blended, initial teacher education, pre-service, systematic review, teacher education}, pages = {316--333}, } @article{ferri_online_2020, title = {Online learning and emergency remote teaching: opportunities and challenges in emergency situations}, volume = {10}, url = {https://www.mdpi.com/2075-4698/10/4/86}, doi = {10.3390/soc10040086}, number = {4}, urldate = {2021-10-25}, journal = {Societies}, author = {Ferri, Fernando and Grifoni, Patrizia and Guzzo, Tiziana}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/soc10040086 2339240:637UZCID 2405685:MPIBM9Y9}, pages = {86}, } @article{agormedah_online_2020, title = {Online learning in higher education during {COVID}-19 pandemic: {A} case of ghana}, volume = {3}, shorttitle = {Online learning in higher education during {COVID}-19 pandemic}, number = {3}, journal = {Journal of Educational Technology and Online Learning}, author = {AGORMEDAH, Edmond Kwesi and HENAKU, Eugene ADU and AYİTE, Desire Mawuko Komla and ANSAH, Enoch APORİ}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EB372T82}, keywords = {⛔ No DOI found}, pages = {183--210}, } @article{coman_online_2020, title = {Online teaching and learning in higher education during the coronavirus pandemic: students’ perspective}, volume = {12}, issn = {2071-1050}, shorttitle = {Online teaching and learning in higher education during the coronavirus pandemic}, url = {https://www.mdpi.com/2071-1050/12/24/10367}, doi = {10.3390/su122410367}, abstract = {The research focuses on identifying the way in which Romanian universities managed to provide knowledge during the Coronavirus pandemic, when, in a very short time, universities had to adapt the educational process for exclusively online teaching and learning. In this regard, we analyzed students’ perception regarding online learning, their capacity to assimilate information, and the use of E-learning platforms. An online survey based on a semi-structured questionnaire was conducted. Data was collected from 762 students from two of the largest Romanian universities. The results of the research revealed that higher education institutions in Romania were not prepared for exclusively online learning. Thus, the advantages of online learning identified in other studies seem to diminish in value, while disadvantages become more prominent. The hierarchy of problems that arise in online learning changes in the context of the crisis caused by the pandemic. Technical issues are the most important, followed by teachers’ lack of technical skills and their teaching style improperly adapted to the online environment. However, the last place was assigned by students to the lack of interaction with teachers or poor communication with them. Based on these findings, research implications for universities and researchers are discussed.}, language = {en}, number = {24}, urldate = {2021-08-05}, journal = {Sustainability}, author = {Coman, Claudiu and Țîru, Laurențiu Gabriel and Meseșan-Schmitz, Luiza and Stanciu, Carmen and Bularca, Maria Cristina}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/su122410367 10/gjx2tc 2339240:J5IZQCNQ 2405685:5FV7SCKV}, pages = {10367}, } @article{mishra_online_2020, title = {Online teaching-learning in higher education during lockdown period of {COVID}-19 pandemic}, volume = {1}, issn = {2666-3740}, url = {https://www.sciencedirect.com/science/article/pii/S2666374020300121}, doi = {10.1016/j.ijedro.2020.100012}, abstract = {The whole educational system from elementary to tertiary level has been collapsed during the lockdown period of the novel coronavirus disease 2019 (COVID-19) not only in India but across the globe. This study is a portrayal of online teaching-learning modes adopted by the Mizoram University for the teaching-learning process and subsequent semester examinations. It looks forward to an intellectually enriched opportunity for further future academic decision-making during any adversity. The intended purpose of this paper seeks to address the required essentialities of online teaching-learning in education amid the COVID-19 pandemic and how can existing resources of educational institutions effectively transform formal education into online education with the help of virtual classes and other pivotal online tools in this continually shifting educational landscape. The paper employs both quantitative and qualitative approach to study the perceptions of teachers and students on online teaching-learning modes and also highlighted the implementation process of online teaching-learning modes. The value of this paper is to draw a holistic picture of ongoing online teaching-learning activities during the lockdown period including establishing the linkage between change management process and online teaching-learning process in education system amid the COVID-19 outbreak so as to overcome the persisting academic disturbance and consequently ensure the resumption of educational activities and discourses as a normal course of procedure in the education system.}, language = {en}, urldate = {2021-11-09}, journal = {International Journal of Educational Research Open}, author = {Mishra, Lokanath and Gupta, Tushar and Shree, Abha}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedro.2020.100012 2339240:DBZ4WDCG 2405685:HD29E6QQ}, keywords = {COVID-19, Lockdown period, Online education, Online teaching-learning modes, Outbreak, Pandemic, Perception}, pages = {100012}, } @article{feizi_online_2020, title = {Online {Teaching} of {Rural} {Multi}-{Grade} {Classes} in the {Context} of {COVID}-19: {Proposing} a {Holistic} {Approach}}, volume = {1}, shorttitle = {Online {Teaching} of {Rural} {Multi}-{Grade} {Classes} in the {Context} of {COVID}-19}, doi = {10.47175/rielsj.v1i3.134}, number = {3}, journal = {Randwick International of Education and Linguistics Science Journal}, author = {Feizi, Farokh and Bakhtiarvand, Morteza}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.47175/rielsj.v1i3.134 2405685:ZT856EJP}, pages = {246--252}, } @article{rapanta_online_2020, title = {Online university teaching during and after the {Covid}-19 {Crisis}: {Refocusing} teacher presence and learning activity}, url = {https://doi.org/10.1007/s42438-020-00155-y}, doi = {10.1007/s42438-020-00155-y}, abstract = {The Covid-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online. Online teaching and learning imply a certain pedagogical content knowledge (PCK), mainly related to designing and organising for better learning experiences and creating distinctive learning environments, with the help of digital technologies. With this article, we provide some expert insights into this online-learning-related PCK, with the goal of helping non-expert university teachers (i.e. those who have little experience with online learning) to navigate in these challenging times. Our findings point at the design of learning activities with certain characteristics, the combination of three types of presence (social, cognitive and facilitatory) and the need for adapting assessment to the new learning requirements. We end with a reflection on how responding to a crisis (as best we can) may precipitate enhanced teaching and learning practices in the postdigital era.}, journal = {Postdigital Science and Education}, author = {Rapanta, Chrysi and Botturi, Luca and Goodyear, Peter and Guàrdia, Lourdes and Koole, Marguerite}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s42438-020-00155-y 2405685:E3Q5247V}, keywords = {Covid-19, Emergency situation, Higher education, Instructional design, Online teaching, Pedagogical content knowledge}, pages = {1--23}, } @techreport{koomar_open_2020, title = {Open {Education} {Resources} in {Africa}: {A} {Curated} {Resource} {List}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Open {Education} {Resources} in {Africa}}, url = {https://docs.edtechhub.org/lib/10.5281/zenodo.3906041}, abstract = {{\textless}strong{\textgreater}This curated list defines open educational resources, offers background on open source licensing, and provides a review of OER relevant to the context of Ghana in response to an EdTech Hub helpdesk request. This document does not intend to set out a comprehensive list of OER used by teachers, students, parents or other stakeholders; rather, this document will identify exemplars of OER provided they are relevant to the Ghanaian context and focus on: {\textless}/strong{\textgreater} {\textless}strong{\textgreater}reaching marginalised learners through offline or online content; {\textless}/strong{\textgreater} {\textless}strong{\textgreater}reaching marginalised learners through mass media;{\textless}/strong{\textgreater} {\textless}strong{\textgreater}using OER for teacher education; {\textless}/strong{\textgreater} {\textless}strong{\textgreater}further useful resources and methods of implementing OER.{\textless}/strong{\textgreater}}, urldate = {2021-01-28}, institution = {Zenodo}, author = {Koomar, Saalim and Jull, Stephen}, month = jun, year = {2020}, doi = {10.5281/zenodo.3906041}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3906041 10.5281/zenodo.3906041 2339240:35NW4SYR 2405685:VD8J4NCU}, } @article{adam_open_2020, title = {Open educational practices of {MOOC} designers: embodiment and epistemic location}, volume = {41}, issn = {0158-7919}, shorttitle = {Open educational practices of {MOOC} designers}, url = {https://doi.org/10.1080/01587919.2020.1757405}, doi = {10.1080/01587919.2020.1757405}, abstract = {This article reports the lack of epistemic diversity in producers of massive open online courses (MOOCs) through examining whose knowledges and what knowledges are forefronted in MOOCs. Through analysis of 27 semi-structured interviews, the study explored the relationship between South African MOOC designers and their open educational practices (OEP), questioning in what ways MOOC designers enact openness in their design, based on their own reasoning of what openness means. The study illustrates that MOOC designers create MOOCs that strongly link to who they are, what they value, and how they understand the world, highlighting the crucial need to have epistemically diverse MOOC designers from different cultures, value systems, and epistemologies, that critically reflect on their positionalities and subjectivities. From this, the study asserts a new way of looking at OEP where MOOC designers go beyond implementing OEP, to being someone who is open. I termed this the embodiment of openness.}, number = {2}, urldate = {2020-06-14}, journal = {Distance Education}, author = {Adam, Taskeen}, month = apr, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/01587919.2020.1757405 shortDOI: 10/ghd7n3 KerkoCite.ItemAlsoKnownAs: 10/ghd7n3 2405685:H9NKFIJF}, keywords = {MOOC designer, OEP, critical consciousness, dode\_eth-src-dode, dode\_eth-trf2-dode, embodiment, epistemic location, positionality}, pages = {171--185}, } @misc{edtech_hub_open_2020, title = {Open educational resources}, url = {https://edtechhub.org/coronavirus/oer/}, abstract = {As part of our COVID-19 response, the EdTech Hub is collecting and facilitating access to open educational resources (OER). Open educational resources are teaching, learning and research materials that are made freely available for anyone to access and re-use. These documents are currently stored on Google Drive (no sign-in required). We will add additional distribution […]}, language = {en-GB}, urldate = {2020-08-19}, journal = {EdTech Hub}, author = {{EdTech Hub}}, year = {2020}, doi = {10.5281/zenodo.4707762}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707762 2405685:8HVQCGY9 2405685:XFLWPJ5R}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{koomar_open_2020, address = {London, UK}, type = {Helpdesk {Response}}, title = {Open {Educational} {Resources} in {Africa}: {A} {Curated} {Resource} {List}}, shorttitle = {Open {Educational} {Resources} in {Africa}}, url = {https://docs.edtechhub.org/lib/10.5281/zenodo.3906041}, abstract = {This curated list defines Open Rducational Resources (OER), offers background on open-source licensing, and provides a review of OER that can be used in the sub-Saharan African context.}, language = {EN}, number = {20}, institution = {EdTech Hub}, author = {Koomar, Saalim and Jull, Stephen}, year = {2020}, doi = {10.5281/zenodo.5652135}, note = {ZenodoArchiveID: 5652135 previousDOI: 10.5281/zenodo.3906041 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3906041 10.5281/zenodo.5652135 2339240:546TH9C9 2339240:E5AXYSMF 2339240:RKVKV84H 2405685:4ER9WB55 2405685:7JSP4PFC 2405685:DMSLLEQV 2405685:HZ5X5A4W 2405685:V44Z75Z3 2405685:VVB3BRE5}, keywords = {C: Ghana, F: Helpdesk response, H: Open resources, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v3, \_zenodo:submitted, \_zenodoETH}, } @misc{open_learning_exchange_open_2020, title = {Open {Learning} {Exchange}}, url = {https://www.ole.org/}, language = {en-US}, urldate = {2020-06-30}, author = {{Open Learning Exchange}}, year = {2020}, note = {Library Catalog: www.ole.org KerkoCite.ItemAlsoKnownAs: 2405685:JF264N4L}, } @misc{open_school_bc_open_2020, title = {Open {School} {BC} {Home} {Page}}, url = {https://www.openschool.bc.ca/}, urldate = {2020-04-02}, author = {Open School BC}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FB7UPPB9 2405685:SYAV3ETQ SYAV3ETQ}, } @misc{openemis_openemis_2020, title = {{OpenEMIS}}, copyright = {Copyleft 2020 OpenEMIS. (GNU General Public License V3.0)}, journal = {OpenEMIS}, author = {OpenEMIS}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SDRM4HY9 2405685:PR8GHPEC}, } @misc{unicef_opening_2020, title = {Opening {Up} {Better} {Schools} {Toolkit}}, url = {https://www.corecommitments.unicef.org/kp/opening-up-better-schools-toolkit_16-september-2020.xlsx}, abstract = {The “Risk Assessment Tool for Schools Reopening” and the “Opening Up Better Schools Toolkit” are tools designed to help with the thinking and actions needed to build back better schools. The two tools draw on existing guidance from UNICEF and other UN Agencies, and include a compilation of checklists and technical guides that decision-makers, practitioners and development organizations can use to help assess the readiness for a safe reopening of school and define and/or support a comprehensive approach to school reopening.}, language = {en}, urldate = {2022-01-26}, journal = {Humanitarian UNICEF}, author = {{UNICEF}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HUXJVSP5 2405685:7I6CDKDD}, } @article{schwartz_opportunities_2020, title = {Opportunities and challenges in using online learning to maintain continuity of instruction in {K}-12 schools in emergencies}, url = {https://www.researchgate.net/publication/340915460}, abstract = {Distance learning provides a way to continue instruction in emergencies and can support social distancing. As we have seen with the COVID-19 pandemic, prolonged school closures can occur with little warning. Lessons learned from prior prolonged school closures can inform much-needed planning for future ones. In the 2017 hurricane season, more than 1,000 schools in the United States experienced closures lasting 10 or more days. Yet, despite the rapid expansion of online instruction, little is known about schools’ use of it in public health and other emergencies. METHODS: In 2017-2018, we conducted 13 focus groups and 11 interviews with school practitioners to identify promising practices, barriers, and facilitators for distance learning in emergencies. RESULTS: We found few examples of use of distance learning during emergency school closures in 2017. While there are significant barriers to offering distance learning in an emergency, schools that already offer online learning prior to an emergency are best equipped to continue instruction during closures for some types of emergencies. CONCLUSIONS: Additional efforts could enhance preparedness for distance learning in K–12 schools in the framework of all-hazards preparedness.}, number = {April}, author = {Schwartz, H and Ahmed, F and Leschitz, J T and Uzicain, A and Uscher-Pines, L}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IZCKM5AZ}, keywords = {Blended Learning, Disasters, Distance Learning, Hurricanes, Influenza}, pages = {1--22}, } @misc{opportunity_education_foundation_opportunity_2020, title = {Opportunity {Education}}, url = {https://www.opportunityeducation.org/tz}, author = {Opportunity Education Foundation}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DYSII6N2 2405685:MYJMZAPQ}, } @misc{orange_sierra_leone_orange_2020, title = {Orange {Education} {Portal}}, url = {/personal/1/101/orange-education-2986.html}, language = {en\_US}, urldate = {2020-06-25}, author = {Orange Sierra Leone}, year = {2020}, note = {Library Catalog: www.orange.sl KerkoCite.ItemAlsoKnownAs: 2405685:YV3WDQAQ}, } @article{malik_orientation_2020, title = {Orientation and {Mobility} {Practices} within the {Expanded} {Core} {Curriculum} with {Effective} {Parental} {Involvement} of {Visually} {Impaired} {Learners} in {Pakistan}}, volume = {42}, issn = {0555-7747}, url = {https://eric.ed.gov/?id=EJ1258053}, abstract = {The aim of this study was to observe Orientation and Mobility (O\&M) with effective parental involvement within the Expanded Core Curriculum (ECC) for visually impaired learners (VILs) to make them independent in their environment in Pakistan. O\&M practices have become significant as these are essential in independence and one of the main components of the ECC for VILs. This research explores O\&M practices within the ECC from the perspectives of the teachers by using a qualitative approach and semi-structured interviews of O\&M teachers were conducted from two public secondary level institutes of VILs Lahore, Pakistan. This paper endeavors to answer the question: What are the O\&M practices within ECC that needed for VILs to enhance their independence in classroom settings? The findings of the study indicate that VILs need to use the knowledge of O\&M practices to get their independence in their environment. Therefore, it is appropriate for O\&M teachers to add the skills of mobility techniques under the subsection of O\&M practices within the guidelines of ECC. The VILs seemed to benefit from immediate instructions from their O\&M teachers. However, the VILs still need more help in O\&M practices with effective parental involvement under the guidance of ECC. So, in the context of the study, it is the urgent need of VIL to align their O\&M practices with mentioned instructions in ECC.}, language = {en}, number = {1}, urldate = {2020-12-01}, journal = {Bulletin of Education and Research}, author = {Malik, Shazia and Manaf, Umi Kalthom Abdul}, month = apr, year = {2020}, note = {Publisher: Institute of Education and Research KerkoCite.ItemAlsoKnownAs: 2339240:RWT3HDYS 2405685:MNUBAR88}, keywords = {Assistive Technology, Core Curriculum, Foreign Countries, Orientation, Parent Participation, Secondary School Students, Skill Development, Visual Impairments, Visually Impaired Mobility, ⛔ No DOI found}, pages = {199--219}, } @misc{kale_our_2020, title = {Our {Journey} of {Remoulding} {Data} {Collection} - {From} {Paper} to {KoboToolbox} to {Avni}}, url = {https://avniproject.org/blog/shelter-journey-remoulding-data-collection-paper-kobotoolbox-avni/}, abstract = {Smita Kale, Monitoring and Evaluation Manager at Shelter Associates, shares about their journey of moving from Paper based data collection to digital systems, first using KoboToolbox and then to Avni.}, language = {en}, urldate = {2022-07-08}, author = {Kale, Smita}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:K8MU3H94 2486141:LNJNWFR6}, } @misc{noauthor_our_2020, title = {Our new partnerships with {eKitabu}, {Rising} {Academies}, and {Learning} {Equality}}, url = {https://edtechhub.org/2020/09/03/announcing-our-new-partnerships-with-ekitabu-rising-academies-and-learning-equality/}, abstract = {We are thrilled to announce our new partnerships with three amazing organizations – eKitabu, Rising Academies, and Learning Equality. We’ll be working alongside them in the months ahead to advance equitable educational solutions for the most marginalized learners. We’re excited to offer the Hub as a platform for amplifying their work – making new connections and fostering collaboration across thinkers…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = sep, year = {2020}, doi = {10.5281/zenodo.4707882}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707882 2405685:4DSHAABL 2405685:UXH56ELI}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{siyavula_our_2020, title = {Our {Work}}, url = {https://www.siyavulaeducation.com/work-oer.html}, urldate = {2020-08-18}, author = {Siyavula}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZW9VCC9E 2405685:VIRNTJP9}, } @misc{ndungu_out_2020, title = {Out of 47.6 million {Kenyans}, 35.7 million are under the age of 35}, url = {https://citizentv.co.ke/news/out-of-47-6-million-kenyans-35-7-million-are-under-the-age-of-35-323822/}, abstract = {Kenya is a country of the youth according to the 2019 Census results which shows that 75\% of the  47.6 million population is under the age of 35.}, language = {en-US}, urldate = {2020-07-01}, journal = {Citizen Digital}, author = {Ndungu, Tonny}, year = {2020}, note = {Library Catalog: citizentv.co.ke Section: news KerkoCite.ItemAlsoKnownAs: 2405685:73QJMNDY}, } @misc{mcaleavy_overview_2020, title = {Overview of emerging country-level response to providing continuity under {COVID}-19 {What} steps are being taken to reach the most disadvantaged students during the period of {Covid}-19 school closure?}, url = {https://edtechhub.org/overview-of-emerging-country-level-response-to-providing-continuity-under-covid-19-what-steps-are-being-taken-to-reach-the-most-disadvantaged-students-during-the-period-of-covid-19-school-closure/}, abstract = {Summary of report Scope of study This report provides a rapid summary of country-level responses to the management of school closures in 2020, with a focus on the needs of disadvantaged students and the role of technology. We consider low-income, middle-income and high-income countries. • We take a broad view of …}, language = {en-GB}, urldate = {2020-06-04}, journal = {EdTech Hub}, author = {McAleavy, Tony and Joynes, Chris and Gibbs, Emma and Sims, Kate}, year = {2020}, doi = {10.5281/zenodo.4707782}, note = {ZenodoArchiveID: 4707782 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707782 2405685:G647DH86 Library Catalog: edtechhub.org}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodo:submitted, \_zenodoETH}, } @techreport{hallgarten_overview_2020, title = {Overview of emerging country-level response to providing educational continuity under {COVID}-19}, url = {https://docs.edtechhub.org/lib/YD8GYZDT}, language = {en}, institution = {Education Development Trust}, author = {Hallgarten, Joe and Gorgen, Kristine and Sims, Kate}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5NZNS3QV 2405685:KV39KIGX 2405685:NVJN7R29 2405685:YD8GYZDT}, keywords = {⛔ No DOI found}, pages = {29}, } @misc{gould_overview_2020, title = {Overview of emerging country-level response to providing educational continuity under {COVID}-19: {Best} practice in pedagogy for remote teaching}, shorttitle = {Overview of emerging country-level response to providing educational continuity under {COVID}-19}, url = {https://edtechhub.org/overview-of-emerging-country-level-response-to-providing-educational-continuity-under-covid-19-best-practice-in-pedagogy-for-remote-teaching-2/}, abstract = {Overview of emerging country-level response to providing educational continuity under COVID-19: Best practice in pedagogy for remote teaching Full Report PDF Download Scope of Report This report provides a rapid evidence summary of what is known about best practice in teaching when school students are educated by distance learning. It considers both theoretical concepts and empirical evidence relating to the…}, language = {en-US}, urldate = {2020-11-25}, journal = {EdTech Hub}, author = {Gould, Briony}, year = {2020}, doi = {10.5281/zenodo.4707768}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707768 2405685:37SUUB79 2405685:GWN8BWPM 2405685:K5NP3ZNE 2405685:L2HPYEFI}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{naylor_overview_2020, title = {Overview of emerging country-level response to providing educational continuity under {COVID}-19: {What} are the lessons learned from supporting education for marginalised girls that could be relevant for {EdTech} responses to {COVID}-19 in lower- and middle-income countries?}, shorttitle = {Overview of emerging country-level response to providing educational continuity under {COVID}-19}, url = {https://docs.edtechhub.org/lib/SLJSKY8J}, language = {en}, institution = {EdTech Hub}, author = {Naylor, Ruth and Gorgen, Kristine}, month = may, year = {2020}, doi = {10.5281/zenodo.4706059}, note = {ZenodoArchiveID: 4706059 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706059 2339240:3HJRFVNR 2339240:3VR6UC7F 2339240:9U79NYYD 2339240:NCZSLKX5 2339240:UEWQXHSF 2339240:YFCV9UXA 2339240:YMYNESML 2405685:9NJI87R8 2405685:B54L7JGC 2405685:C6QUC3Z7 2405685:D9SU8CEK 2405685:LK4JMG78 2405685:PW66MNDR 2405685:SLJSKY8J 2405685:VSAZQYD7 2405685:Z3XYMJZN}, keywords = {COV:COVID and reopening of schools, L:Gender and education, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:other:ok, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, ⛔ No DOI found}, pages = {22}, } @techreport{joynes_overview_2020, title = {Overview of emerging country-level response to providing educational continuity under {COVID}-19: {What}’s working? {What} isn’t?}, url = {https://edtechhub.org/wp-content/uploads/2020/04/summary-emerging-country-level-responses.pdf}, language = {EN}, author = {Joynes, Chris and Gibbs, Emma and Sims, Kate}, month = apr, year = {2020}, doi = {10.5281/zenodo.4706062}, note = {ZenodoArchiveID: 4706062 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706062 2339240:IB8GIAAB 2339240:VEARRJJL 2339240:XRVLW2AX 2405685:BR48DF69 2405685:IPAT355N 2405685:SDTIZDHS}, keywords = {COV:COVID and reopening of schools, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH, ⛔ No DOI found}, } @misc{aga_khan_development_network_pakistan_2020, title = {Pakistan}, url = {https://www.akdn.org/where-we-work/south-asia/pakistan}, urldate = {2020-07-20}, author = {{Aga Khan Development Network}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FNWXJIMV 2405685:QZNM33ZM 2405685:VW62DLK6}, } @misc{noauthor_pakistan_2020, title = {Pakistan country scan\_0614}, url = {https://docs.google.com/document/u/2/d/1bmyusX5nV7svYeqrEUohEiOh6tHlF5cKyyQiyMiTo9c/edit?usp=sharing&pli=1&usp=embed_facebook}, abstract = {\{"zoteroitem":"2405685:FIQDEKCI","zoterobib":"","zenodo":"10.5281/zenodo.3911655","status":"","series":"","number":""\}}, language = {en-GB}, urldate = {2020-07-21}, journal = {Google Docs}, month = jul, year = {2020}, note = {Library Catalog: docs.google.com KerkoCite.ItemAlsoKnownAs: 2339240:5ND49CF8 2405685:8PSTLMFE 2405685:Q2U74JQV}, } @techreport{world_bank_pakistan_2020, title = {Pakistan {\textbar} {Data}}, url = {https://data.worldbank.org/country/pakistan}, urldate = {2021-02-13}, institution = {World Bank Group}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZU97WUV8 2405685:HTC8W36V}, } @techreport{lynch_pakistan_2020, type = {Helpdesk {Response}}, title = {Pakistan {Distance}-{Learning} {Topic} {Brief}: {Primary}-level {Deaf} {Children}}, shorttitle = {Pakistan {Distance}-{Learning} {Topic} {Brief}}, url = {https://docs.edtechhub.org/lib/LP4PGMNA}, abstract = {The Covid-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable during school closures. They are isolated at home and unable to access information as easily as when attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.}, language = {en}, number = {16}, institution = {EdTech Hub}, author = {Lynch, Paul and Kaye, Tom and Terlektsi, Emmanouela}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0043}, note = {ZenodoArchiveID: 5652129 previousZenodoArchiveID: 3891379 previousshortDOI: 10/ghgnfv previousDOI: 10.5281/zenodo.3891379 EdTechHub.Source: 2405685:LP4PGMNA shortDOI: 10/ghgnfv KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3891379 10.5281/zenodo.3891379 10.5281/zenodo.4348995 10.53832/edtechhub.0043 10/ghgnfv 2129771:3YH4WC8N 2129771:J35ZR45N 2339240:6VEXVUL7 2339240:CDU93LQU 2339240:CUSR6ZBJ 2339240:FS3CFIBL 2339240:N7RDGZGY 2339240:V229A7WT 2339240:Z4FHRC9L 2405685:4PAZ4ZQH 2405685:8WYASBE4 2405685:KL56SD42 2405685:LP4PGMNA 2405685:S2A2EQQC 2405685:WFMBLBBE 2405685:XIQ5CL9B 2405685:XJ42VUQG 2405685:YY4LI6EI}, keywords = {C:Pakistan, F: Helpdesk response, L:Special education needs and disabilities (SEND), LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v1, \_cover:v3, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{worldometer_pakistan_2020, title = {Pakistan {Map} ({Physical})}, url = {https://www.worldometers.info/maps/pakistan-map/}, abstract = {Physical Map of Pakistan. Map location, cities, capital, total area, full size map.}, language = {en}, urldate = {2021-02-08}, author = {Worldometer}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D6J9Y926 2405685:YSN6AF8K}, } @techreport{government_of_pakistan_pakistan_2020, title = {Pakistan {National} {Education} {Response} and {Resilience} {Plan} ({K}-12) for {COVID}-19}, url = {http://mofept.gov.pk/SiteImage/Misc/files/0_%20NERRP%20COVID-19%20MoFEPT%204%20May%202020%20Ver%2001.pdf}, institution = {Government of Pakistan (MoFEPT)}, author = {Government of Pakistan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7CFRWWI5 2405685:V97Q5URV}, } @techreport{ministry_of_federal_education_and_professional_training_government_of_pakistan_pakistan_2020, title = {Pakistan {National} {Education} {Response} and {Resilience} {Plan} ({K}-12) for {Covid}-19}, author = {{Ministry of Federal Education and Professional Training Government of Pakistan}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FMYLKR2F}, } @techreport{mofept_pakistan_2020, address = {Islamabad}, title = {Pakistan {National} {Education} {Response} and {Resilience} {Plan} ({K}-12) for {COVID}-19}, url = {http://mofept.gov.pk/SiteImage/Misc/files/0_%20NERRP%20COVID-19%20MoFEPT%204%20May%202020%20Ver%2001.pdf}, institution = {Ministry of Federal Education and Professional Training}, author = {MoFEPT}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K63QDJHM 2405685:3UQAWDYI}, } @techreport{mofept_pakistan_2020, address = {Islamabad}, title = {Pakistan {National} {Education} {Response} and {Resilience} {Plan} ({K}-12) for {COVID}-19}, url = {http://mofept.gov.pk/SiteImage/Misc/files/0_%20NERRP%20COVID-19%20MoFEPT%204%20May%202020%20Ver%2001.pdf}, institution = {Ministry of Federal Education and Professional Training}, author = {MoFEPT}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K63QDJHM 2405685:3UQAWDYI}, } @techreport{ministry_of_federal_education_and_professional_training_pakistan_pakistan_2020, title = {Pakistan {National} {Education} {Response} and {Reslience} {Plan} for {COVID}-19}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/pakistan_national_education_response_resilience_plan_covid-19.pdf}, urldate = {2020-06-09}, author = {Ministry of Federal Education {and} Professional Training (Pakistan)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6CB3A2XS 2405685:TK8CF5YV}, } @techreport{ministry_of_federal_education_and_professional_training_pakistan_2020, title = {Pakistan {National} {Education} {Response} {Resilience} {Plan} ({K}-12) for {Covid}-19}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/pakistan_national_education_response_resilience_plan_covid-19.pdf}, urldate = {2020-07-20}, institution = {Government of Pakistan}, author = {{Ministry of Federal Education and Professional Training}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GYU8A9SI}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @techreport{gsma_pakistan_2020, title = {Pakistan: progressing towards a fully fledged digital economy}, url = {https://www.gsma.com/asia-pacific/wp-content/uploads/2020/06/24253-Pakistan-report-updates-LR.pdf}, author = {GSMA}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3J92Y492 2405685:MARF7FEW}, } @misc{sabaq_pakistans_2020, title = {Pakistan’s {Award}-winning {Learning} {Apps} for {Kids}}, url = {https://sabaq.edu.pk/}, urldate = {2020-07-20}, author = {{SABAQ}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LRUVZ4EI 2405685:NSPUH7ND 2405685:QV9PX9DY}, } @techreport{government_of_pakistan_pakistan_2020, title = {Pakistan {Social} \& {Living} {Standards} {Measurement} {Survey} (2018-19)}, institution = {Pakistan Bureau of Statistics}, author = {Government of Pakistan}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:N87HBJZQ}, } @techreport{government_of_pakistan_pakistan_bureau_of_statistics_government_of_pakistan_pakistan_2020, address = {Islamabad, Pakistan}, title = {Pakistan {Social} \& {Living} {Standards} {Measurement} {Survey} 2018–19}, language = {en}, author = {{Government of Pakistan. Pakistan Bureau of Statistics, Government of Pakistan} and {Ministry of Planning Development \& Special Initiatives}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BD7K9LQT}, keywords = {auto\_merged}, pages = {40}, } @techreport{government_of_pakistan_pakistan_2020, title = {Pakistan {Social} \& {Living} {Standards} {Measurement} {Survey} ({PSLM}) 2018-19 {National} /{Provincial} ({Social} {Report})}, url = {https://www.pbs.gov.pk/sites/default/files//pslm/publications/pslm2018-19/pslm_report_2018-19_national_provincial.pdf}, institution = {Government of Pakistan}, author = {Government of Pakistan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P766PQMH 2405685:N25LPVRM}, } @techreport{baloch_pakistan_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Pakistan {Topic} {Brief}: {Providing} {Distance} {Learning} to {Hard}-to-reach {Children}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Pakistan {Topic} {Brief}}, url = {https://docs.edtechhub.org/lib/9TKV7H6E}, abstract = {This brief explores the use of EdTech to support distance learning in Pakistan. Specifically, it explores ways to provide distance education to children in remote rural areas and urban slums.}, language = {en}, number = {17}, institution = {EdTech Hub}, author = {Baloch, Imdad and Kaye, Tom and Koomar, Saalim and McBurnie, Chris}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0026}, note = {ZenodoArchiveID: 5652066 previousZenodoArchiveID: 3885606 previousshortDOI: 10/ghgnfw previousDOI: 10.5281/zenodo.3885606 EdTechHub.Copy: 2129771:VAP9K6BW EdTechHub.Copy: 2129771:VAP9K6BW shortDOI: 10/ghgnfw KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3885606 10.5281/zenodo.3885606 10.53832/edtechhub.0026 10/ghgnfw 2129771:IK97VLY8 2129771:MXTVUGAA 2129771:VAP9K6BW 2339240:2ZVLRPTQ 2339240:7PXTZ2FQ 2339240:ZE9V9N4R 2405685:8IJT433J 2405685:9TKV7H6E 2405685:BBLQFJKE 2405685:IDL75DHT 2405685:WMUEC2ZV 2405685:Z2VNN7ER}, keywords = {F: Helpdesk response, L:Out-of-school populations, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_cover:v1, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{brossard_parental_2020, type = {Innocenti {Research} {Brief}}, title = {Parental {Engagement} in {Children}’s {Learning}: {Insights} for remote learning response during {COVID}-19}, shorttitle = {Parental {Engagement} in {Children}’s {Learning}}, url = {https://www.unicef-irc.org/publications/1091-parental-engagement-in-childrens-learning.html}, abstract = {This research brief is one of a series that explores the impact of COVID-19 on education. It focuses on the potential parental role in learning and its association with foundational reading and numeracy skills. Fifty-three per cent of children in low}, language = {en}, urldate = {2020-11-04}, author = {Brossard, Mathieu and Cardoso, Manuel and Kamei, Akito and Mishra, Sakshi and Mizunoya, Suguru and Reuge, Nicolas}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4JNQ2YEI 2339240:8LJAYYGZ 2339240:GZ3YG9K5 2339240:LTIZ9PUB 2405685:94N2JRHU 2405685:AIRLRUKJ 2405685:E62QNLQK 2405685:KFF6NHJH 2405685:R4EHMGS6}, } @article{keya_parenting_2020, title = {Parenting and child’s (five years to eighteen years) digital game addiction: {A} qualitative study in {North}-{Western} part of {Bangladesh}}, volume = {2}, issn = {2451-9588}, shorttitle = {Parenting and child’s (five years to eighteen years) digital game addiction}, url = {https://www.sciencedirect.com/science/article/pii/S2451958820300312}, doi = {10.1016/j.chbr.2020.100031}, abstract = {Globally, addiction to digital game among the children and adolescents is a growing concern due to its increasing rate of users and adverse effects on their personal including health and social life. Reviewing the literatures shows a number of factors for child’s digital game addiction. Of the literatures, only a few plausibly shows some form of parenting be a cause for digital game addiction, but under what conditions of parenting influence child to be addicted to digital game is not adequately addressed. Aiming to address the gap, a qualitative study was conducted in North-western Bangladesh using Ethnographic Interview with children and Indepth Interview with parents. The data was analyzed manually following thematic framework. The result of the study shows troubled child-parent relationship and parental attitudes for making their child competitive in education, parental neglect, loneliness and anxiety of the child, and permissive parenting are attributed to digital game addiction. Its social basis is emanated from the family’s asymmetrical role in a market based society. Making a child competitive and capable for future market system is over prioritized, whereas providing emotional security is undermined. It also argued that in a capitalistic society, parents has turned tobe a less authoritative figure to deal children’s issue due to the father’s inability to address economic needs of the family adequately and mothers’ economic dependence to their male counter-part. In such a context, parents are compelled to minimize the gap by offering or allowing child to digital game and so gradually children become addicted to digital game. This argument supported the idea of Frankfurt school on how people attracted and depended on culture industry.}, language = {en}, urldate = {2022-10-26}, journal = {Computers in Human Behavior Reports}, author = {Keya, Farah Deba and Rahman, Md Mostafizur and Nur, M. Tareq and Pasa, Md Kamal}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.chbr.2020.100031 2339240:EMRM4CEY 2405685:FML9MHFG}, keywords = {Digital game addiction, Economic pressure, Emotional security, Parental neglect, Permissive parenting, Troubled child-parent relationship}, pages = {100031}, } @article{zaccoletti_parents_2020, title = {Parents’ perceptions of student academic motivation during the covid-19 lockdown: a cross-country comparison}, volume = {11}, issn = {1664-1078}, shorttitle = {Parents’ perceptions of student academic motivation during the covid-19 lockdown}, url = {https://www.frontiersin.org/articles/10.3389/fpsyg.2020.592670/full}, doi = {10.3389/fpsyg.2020.592670}, abstract = {The COVID-19 outbreak has ravaged all societal domains, including education. Home confinement, school closures, and distance learning impacted students, teachers, and parents’ lives worldwide. In this study, we aimed to examine the impact of COVID-19-related restrictions on Italian and Portuguese students’ academic motivation as well as investigate the possible buffering role of extracurricular activities. Following a retrospective pretest–posttest design, 567 parents ( n Italy = 173, n Portugal = 394) reported on their children’s academic motivation and participation in extracurricular activities (grades 1 to 9). We used a multi-group latent change score model to compare Italian and Portuguese students’: (1) pre-COVID mean motivation scores; (2) rate of change in motivation; (3) individual variation in the rate of change in motivation; and (4) dependence of the rate of change on initial motivation scores. Estimates of latent change score models showed a decrease in students’ motivation both in Italy and in Portugal, although more pronounced in Italian students. Results also indicated that the decrease in students’ participation in extracurricular activities was associated with changes in academic motivation (i.e., students with a lower decrease in participation in extracurricular activities had also a lower decrease in motivation). Furthermore, students’ age was significantly associated with changes in motivation (i.e., older students had lower decrease). No significant associations were found for students’ gender nor for parents’ education. This study provides an important contribution to the study of students’ academic motivation during home confinement, school closures, and distance learning as restrictive measures adopted to contain a worldwide health emergency. We contend that teachers need to adopt motivation-enhancing practices as means to prevent the decline in academic motivation during exceptional situations.}, urldate = {2023-03-18}, journal = {Frontiers in Psychology}, author = {Zaccoletti, Sonia and Camacho, Ana and Correia, Nadine and Aguiar, Cecília and Mason, Lucia and Alves, Rui A. and Daniel, João R.}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2020.592670 2339240:L5M5JUA5 2405685:FWQDPYDT}, pages = {592670}, } @misc{government_of_the_republic_of_south_africa_part_2020, title = {Part 2: {Frameworks} for {Conditional} {Grants} to {Provinces}: {Detailed} frameworks on {Schedule} 4, {Part} {A}; {Schedule} 5, {Part} {A}; {Schedule} 6, {Part} {A}; and {Schedule} 7, {Part} {A} grants to provinces}, url = {http://www.treasury.gov.za/documents/national%20budget/2020/Part%202%20-%20Provincial%20conditional%20grant%20frameworks.pdf}, urldate = {2022-05-31}, publisher = {Government of the Republic of South Africa}, author = {{Government of the Republic of South Africa}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NLMT2N9A 2405685:IE99ZAU9 4656463:TSUSCIKF}, } @article{zhang_personalized_2020, title = {Personalized learning and {ESSA}: what we know and where we go}, volume = {52}, shorttitle = {Personalized learning and {ESSA}}, doi = {10.1080/15391523.2020.1728448}, abstract = {The passage of the 2015, Every Student Succeeds Act (ESSA), affords states funding for many new options to address the needs of learners. One of the prominent options is personalized learning (PL). This study sought to determine how states positioned PL in their state plans. This study used a qualitative research design to analyze state ESSA plans for presence of and relation to PL. From this analysis, four themes emerged, (a) definitions of PL, (b) goals of PL for students, (c) supports for PL, and (d) partnership for PL. The findings from this study suggested that many states contain aspects of PL in their state plans; however, there is little consensus of how to best implement PL. This article reported on these findings as well as offered guidance to policymakers and state departments of education on how to operationalize and implement PL.}, number = {3}, journal = {Journal of Research on Technology in Education}, author = {Zhang, Ling and Yang, Sohyun and Carter, Richard, Jr}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2020.1728448 2339240:RT3EWGRL 2405685:IFNDN45W}, pages = {253--274}, } @misc{munoz-najar_peru_2020, title = {Peru: {Aprendo} en casa}, url = {https://oecdedutoday.com/wp-content/uploads/2020/09/Peru-Aprendo-en-Casa.pdf}, urldate = {2021-12-22}, author = {Munoz-Najar, Alberto}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:474WB6NJ 2405685:UUKZMAEV}, } @techreport{le_nestour_phone_2020, address = {Washington D.C.}, title = {Phone survey on the {Covid} crisis in {Senegal}}, url = {https://dataverse.harvard.edu/file.xhtml?persistentId=doi:10.7910/DVN/9XE95F/95RW9C&version=3.0}, institution = {Centre for Global Development}, author = {Le Nestour, Alexis and Mbaye, Samba and Moscoviz, Laura}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JI4BZP8Q 2405685:S2URQ3PU}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{le_nestour_phone_2020, title = {Phone survey on the {Covid} crisis in {Senegal}}, url = {https://dataverse.harvard.edu/file.xhtml?persistentId=doi:10.7910/DVN/9XE95F/95RW9C&version=3.0}, language = {EN}, institution = {Centre for Global Development}, author = {Le Nestour, Alexis and Moscoviz, Laura and Mbaye, Samba}, month = apr, year = {2020}, note = {EdTechHub.Source: 2405685:GWDNCCPA KerkoCite.ItemAlsoKnownAs: 2129771:EC2R6KUT 2339240:I9CR888I 2405685:GWDNCCPA 2405685:JTS8MHYR}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{oecd_pisa_2020, title = {{PISA} 2021 {ICT} {Framework}}, url = {https://www.oecd.org/pisa/sitedocument/PISA-2021-ICT-framework.pdf}, author = {OECD}, year = {2020}, note = {zotzenLib.CopiedFrom: 2339240:9V4N7QF4 KerkoCite.ItemAlsoKnownAs: 2339240:9V4N7QF4 2405685:5M3PZ5A9}, keywords = {⛔ No DOI found}, } @misc{basic_education_coalition_pivot_2020, title = {Pivot {Stories}: {BEC} {Members} {Continue} to {Meet} {New} {Learner} {Needs} during {COVID}-19}, shorttitle = {{NEW} {Pivot} {Stories}}, abstract = {The Basic Education Coalition (BEC) developed this document to highlight how international education programs are adapting to meet new learner needs that have emerged due to the COVID-19 crisis. This new, updated version of the document includes even more examples of adaptations from implementers.}, language = {en-US}, urldate = {2020-06-09}, journal = {Basic Education Coalition}, author = {{Basic Education Coalition}}, year = {2020}, note = {Library Catalog: www.basiced.org KerkoCite.ItemAlsoKnownAs: 2339240:ME2JCZPL 2405685:9Q82QQ6V 4803016:F598T32Q}, } @techreport{world_bank_pivoting_2020, title = {Pivoting to {Inclusion}: {Leveraging} {Lessons} from the {COVID}-19 {Crisis} for {Learners} with {Disabilities}}, url = {https://documents1.worldbank.org/curated/en/777641595915675088/pdf/Pivoting-to-Inclusion-Leveraging-Lessons-from-the-COVID-19-Crisis-for-Learners-with-Disabilities.pdf}, urldate = {2022-08-15}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C6YAF3WQ 2405685:YD558ZQH}, } @inproceedings{jacques_pk-12_2020, title = {{PK}-12 educators’ requests for teaching during a pandemic}, abstract = {In the spring of 2020, districts across America needed to quickly transition to distance learning in response to the COVID-19 pandemic. Many educators turned to social media for help addressing this change. This study examined posts from a public Facebook group whose purpose was to support teachers during this pandemic to learn what help educators were seeking for emergency distance learning. Findings indicated that most sought resources or activities to support student learning, followed by how to conduct distance education, followed by requests for technical support.}, booktitle = {{EdMedia} + {Innovate} {Learning} 2020}, author = {Jacques, Lorraine A and Shrubb, Richard G}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:86LDD3IX}, keywords = {⛔ No DOI found}, pages = {56--60}, } @techreport{carvalho_planning_2020, title = {Planning for {School} {Reopening} and {Recovery} {After} {COVID}-19}, url = {https://www.cgdev.org/sites/default/files/planning-school-reopening-and-recovery-after-covid-19.pdf}, language = {en}, institution = {Center for Global Development}, author = {Carvalho, Shelby and Rossiter, Jack and Angrist, Noam and Hares, Susannah and Silverman, Rachel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:M8UVBAGZ 2534379:B8KTQJNJ}, keywords = {⛔ No DOI found}, pages = {26}, } @techreport{carvalho_planning_2020, title = {Planning for {School} {Reopening} and {Recovery} {After} {COVID}-19: {An} {Evidence} {Kit} for {Policymakers}}, url = {https://www.cgdev.org/sites/default/files/planning-school-reopening-and-recovery-after-covid-19.pdf}, institution = {Center for Global Development}, author = {Carvalho, Shelby and Rossiter, Jack and Angrist, Noam and Hares, Susannah and Silverman, Rachel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CJTHTYJL 2405685:U3VEH3WA}, } @misc{pradhan_mantri_e-vidya_initiative_for_digital_education_pm_2020, title = {{PM} {E} {Vidya} {Program} {\textbar} {Online} [{Digital} {Learning}] for {Students} {\textbar} {Portal} {\textbar} {Courses} {List}, {Registration}}, url = {https://www.hindiyojana.in/pm-e-vidya/}, abstract = {[New] Complete details of Pradhan Mantri E Vidya Yojana. New Initiative for Digital learning in India. Details of Courses, Registration process.}, language = {en-US}, urldate = {2020-09-30}, journal = {Hindi Yojana}, author = {{Pradhan Mantri e-Vidya Initiative for Digital Education}}, year = {2020}, note = {Section: Central Govt KerkoCite.ItemAlsoKnownAs: 2339240:GRI4Z8RK 2405685:YJWCEUCF}, } @article{nations_policy_2020, title = {Policy brief: {Education} during {COVID}-19 and beyond}, url = {https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf}, author = {Nations, United}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IQQZWATH}, keywords = {⛔ No DOI found}, } @techreport{un_policy_2020, title = {Policy brief: {Education} during {COVID}-19 and beyond}, shorttitle = {{UNSDG} {\textbar} {Policy} {Brief}}, url = {https://unsdg.un.org/resources/policy-brief-education-during-covid-19-and-beyond}, abstract = {The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion l}, language = {en}, urldate = {2020-12-10}, institution = {United Nations}, author = {UN}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9PDCVQXN 2405685:L6KY3B3W}, } @techreport{united_nations_policy_2020, title = {Policy {Brief}: {Education} during {COVID}-19 and beyond}, url = {https://www.un.org/sites/un2.un.org/files/sg_policy_brief_covid-19_and_education_august_2020.pdf}, author = {United Nations}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QLGP3PSW 2405685:QLB4Z2N2}, } @techreport{unsdg_policy_2020, title = {Policy {Brief}: {Education} during {COVID}-19 and beyond}, shorttitle = {{UNSDG} {\textbar} {Policy} {Brief}}, url = {https://unsdg.un.org/resources/policy-brief-education-during-covid-19-and-beyond}, abstract = {The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion l}, language = {en}, urldate = {2021-03-31}, author = {UNSDG}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B3KS5PLN 2405685:RD2V94SQ}, } @techreport{un_policy_2020, type = {Policy {Brief}}, title = {Policy {Brief}: {The} {Impact} of {COVID}-19 on children}, url = {https://unsdg.un.org/sites/default/files/2020-04/160420_Covid_Children_Policy_Brief.pdf}, abstract = {Children are not the face of this pandemic. But they risk being among its biggest victims. While they have thankfully been largely spared from the direct health effects of COVID-19 at least to date – the crisis is having a profound effect on their wellbeing. All children, of all ages, and in all countries, are being affected, in particular by the socio-economic impacts and, in some cases, by mitigation measures that may inadvertently do more harm than good. This is a universal crisis and, for some children, the impact will be lifelong. Moreover, the harmful effects of this pandemic will not be distributed equally. They are expected to be most damaging for children in the poorest countries, and in the poorest neighbourhoods, and for those in already disadvantaged or vulnerable situations. This policy brief provides a deeper analysis of these effects. It identifies also a series of immediate and sustained actions for the attention of governments and policymakers.}, urldate = {2021-05-24}, institution = {UN}, author = {{UN}}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UPGIPYDS 2534379:GC692F5N}, } @misc{unicef_policy_2020, title = {Policy {Brief}: {The} {Impact} of {COVID}-19 on children}, shorttitle = {Policy {Brief}}, url = {https://www.unicef.org/malawi/reports/policy-brief-impact-covid-19-children}, abstract = {Effects of COVID-19}, language = {en}, urldate = {2022-10-31}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:362WDM8R 2405685:GJZBUMZ8}, } @techreport{damani_position_2020, title = {Position paper: {EdTech} for learners (internal working paper).}, institution = {EdTech Hub}, author = {Damani, Kalifa and Francis, Gill and McIntyre, Nora and Major, Louis and Hollow, David}, year = {2020}, doi = {10.5281/zenodo.5652078}, note = {ZenodoArchiveID: 5652078 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652078 2339240:FIEKAQG2 2339240:FZHSJ3WP 2405685:RAGXYQWJ}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_dont\_post\_PDF}, } @techreport{hennessy_position_2020, title = {Position paper: {Using} {EdTech} to support teacher education and professional development in low- and middle-income countries (internal working paper).}, institution = {EdTech Hub}, author = {Hennessy, Sara and Koomar, Saalim and Kreimeia, Adam}, year = {2020}, doi = {10.5281/zenodo.5652080}, note = {ZenodoArchiveID: 5652080 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652080 2339240:VJNSF4EV 2339240:Z6ZIBS2B 2405685:6E2K4GGE}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_dont\_post\_PDF}, } @book{european_commission_practical_2020, address = {LU}, title = {Practical guidance note 9: stopping school related gender based violence}, isbn = {978-92-76-25178-1}, shorttitle = {Practical guidance note 9}, url = {https://data.europa.eu/doi/10.2841/432102}, abstract = {This guidance note provides information and programming advice about how to stop school-related, gender-based violence (SRGBV).}, language = {eng}, urldate = {2022-02-01}, publisher = {Publications Office of the European Union}, author = {{European Commission}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GTRY8AQ9 2405685:S2BEWWXE}, } @article{angrist_practical_2020, title = {Practical {Lessons} for {Phone}-{Based} {Assessments} of {Learning}}, volume = {5}, issn = {2059-7908}, url = {https://www.cgdev.org/sites/default/files/practical-lessons-phone-based-assessments-learning-revised-jul2020.pdf}, doi = {10.1136/bmjgh-2020-003030}, abstract = {School closures affecting more than 1.5 billion children are designed to prevent the spread of current public health risks from the COVID-19 pandemic, but they simultaneously introduce education risks as well as new, longer run health risks, via lost education. While some studies measure student involvement in educational activities during the crisis through phone-based surveys, the literature on assessing learning by phone is almost nonexistent, despite the fact that learning loss has major implications for school dropout and rising inequality. In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary principles to guide researchers and service providers as they try phone-based learning assessments. We provide guidance to help teams (1) ensure that children are not put at risk, (2) test the reliability and validity of phone-based measures, (3) use simple instructions and practice items to ensure the assessment is focused on the target skill, not general language and test-taking skills, (4) adapt the items from oral assessments that will be most effective in phone-based assessments, (5) keep assessments brief while still gathering meaningful learning data, (6) learn from the speed and confidence of responses, (7) use effective strategies to encourage respondents to pick up the phone, and (8) build rapport with adult caregivers and youth respondents.}, language = {en}, number = {7}, journal = {BMJ Global Health}, author = {Angrist, Noam and Bergman, Peter and Evans, David K. and Hares, Susannah and Jukes, Matthew C. H. and Letsomo, Thato}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1136/bmjgh-2020-003030 2339240:I378X6JW 2339240:P25HFKJM 2405685:38EVAGB5 2405685:ESLUMEE3 2405685:NTW7ML7H 2405685:ZEYIMGM6}, keywords = {\_\_\_working\_potential\_duplicate, health economics, health services research, public health, ⛔ No DOI found}, pages = {16}, } @techreport{angrist_practical_2020, address = {Washington D.C.}, title = {Practical {Lessons} for {Phone}-{Based} {Assessments} of {Learning}}, language = {en}, institution = {Center for Global Development}, author = {Angrist, Noam and Bergman, Peter and Evans, David K. and Hares, Susannah and Jukes, Matthew C. H. and Letsomo, Thato}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SIUERIEE 2486141:CRGPJ2XK}, pages = {16}, } @techreport{government_of_tanzania_pre-primary_2020, title = {Pre-{Primary}, {Primary}, {Secondary}, {Adult} and {Non}-{Formal} {Education} {Statistics} 2020}, url = {https://www.tamisemi.go.tz/storage/app/media/uploaded-files/BEST%202020%20Regional%20Data_Final.pdf}, author = {Government of Tanzania, PO-RALG}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RBNKN8L7 2405685:96IJHXRC}, } @article{christensen_preparing_2020, title = {Preparing {K}-12 {Schools} for a {Pandemic} before {It} {Occurs}}, volume = {28}, issn = {1059-7069}, url = {https://www.learntechlib.org/primary/p/216257/}, abstract = {While almost all K-12 schools closed for the COVID-19 pandemic with little or no preparation, one school began to prepare 12 years ago for a time such as this. In 2006, the school leadership team began to consider what would happen to teaching and learning in the event of a large-scale pandemic causing the buildings to be closed. The school implemented a Distance Learning Day (DLD) in fall 2007 and continued it for one day each of five years. This paper describes the rationale, implementation, and outcomes of the endeavor, as well as its impact on students, teachers and parents. Implications for professional development are also included for those seeking to replicate this approach.}, language = {en}, number = {2}, urldate = {2021-06-08}, journal = {Journal of Technology and Teacher Education}, author = {Christensen, Rhonda and Alexander, Curby}, year = {2020}, note = {Publisher: Association for the Advancement of Computing in Education KerkoCite.ItemAlsoKnownAs: 2339240:5N58U7UC 2405685:HQ37QHA6 2405685:W4832TDB}, keywords = {COVID-19, Communicable Diseases, Distance Education, Educational Benefits, Electronic Learning, Elementary Secondary Education, Emergency Programs, Instructional Design, Pandemics, Parent Attitudes, Planning, Program Effectiveness, Program Implementation, School Closing, Student Attitudes, Teacher Attitudes, Teacher Education, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {261--272}, } @article{hartshorne_preservice_2020, title = {Preservice and {Inservice} {Professional} {Development} {During} the {COVID}-19 {Pandemic}}, volume = {28}, abstract = {The global COVID-19 pandemic has changed our lives in countless ways. This has included the move to emergency remote learning for PreK-12 and post-secondary education around the world. While school districts and post-secondary education institutions originally anticipated relatively brief closures, the impact of COVID-19 resulted in extensive periods of emergency remote teaching and learning. Many K-12 school districts and institutions of higher education had to teach online for almost all of the spring semester (2020); they have also added contingency plans for future remote instruction in the summer and for the 2020-2021 academic year. As we move beyond the survival phase of remote teaching and learning, it is critical now to transition to a thriving phase of remote teaching, learning, and teacher education.}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Hartshorne, Richard and Baumgartner, Emily and Kaplan-rakowski, Regina and Mouza, Chrystalla and Ferdig, Richard}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CDDAGUYD}, keywords = {⛔ No DOI found}, pages = {137--147}, } @article{yilmaz_preservice_2020, title = {Preservice teachers' perceptions about the use of blended learning in a science education methods course}, volume = {7}, url = {https://slejournal.springeropen.com/articles/10.1186/s40561-020-00126-7}, doi = {10.1186/s40561-020-00126-7}, abstract = {The purpose of this quantitative study was to determine the effectiveness of blended learning within the context of a science education methods course for early childhood elementary preservice teachers in Turkey. Elementary teachers historically fear science and avoid using it in their classes. This course was blended to allow the students to experience active science learning during face to face sessions. Student perceptions about their experiences in a blended methods course were collected using a previously validated survey. The data analysis of the post-test only survey research design demonstrated that students’ perceptions were positive towards the use of blended learning within their science education methods course. However, the analysis determined that students felt that certain technical aspects of the blended learning environment hindered their learning.}, language = {English}, number = {1}, journal = {Smart Learning Environments}, author = {Yılmaz, Özkan and Malone, Kathy L}, month = dec, year = {2020}, note = {Place: Heidelberg Publisher: Springer Nature B.V. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2414586316?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-020-00126-7 2405685:UQT53N6N 2534378:8UNKTUGE 2534378:QAQ7MRJ3}, keywords = {Blended learning, Data analysis, Education, Education--Teaching Methods And Curriculum, Elementary preservice teachers, Higher education, Learning, Learning environment, Science education, Science instruction, Science methods courses, Students, Teachers, Teaching methods, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095728, \_\_finaldtb}, } @article{yilmaz_preservice_2020, title = {Preservice teachers' perceptions about the use of blended learning in a science education methods course}, volume = {7}, doi = {10.1186/s40561-020-00126-7}, language = {English}, number = {1}, journal = {Smart Learning Environments}, author = {Yılmaz, Özkan and Malone, Kathy L.}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-020-00126-7 2339240:E5489YI6 2405685:EDKS7VMJ}, } @misc{sn_radio_president_2020, title = {President {Bio} {Commissions} {Newly} {Constructed} {Dr} {Kadie} {Sesay} {Girls} {Secondary} {School} {In} {Port} {Loko}}, url = {https://www.youtube.com/watch?v=yNtFkTL1jSQ&ab_channel=SNRadio}, abstract = {\#sierraleone \#presidentbio \#fatimabio \#sierraleoneparliament \#sierranetworkproduction \#sierranetwork \#sierranetworkwanpotshow President Bio Commissions Newly Constructed Dr Kadie Sesay Girls Secondary School In Port Loko. Latest News Website: http://www.blog.snradio.net FaceBook: http://www.facebook.com/SierraNetwork... Youtube: http://www.youtube.com/Salone2Bad Twitter: http://twitter.com/sierra\_n\_salone Radio: http://SNRadio.net Radio TuneIn App: http://tun.in/sfgyD SoundCould 1: http://www.soundcloud.com/sierra-network SoundCould 2: https://soundcloud.com/sierra-network-sl SoundCould 3: https://soundcloud.com/sierra-network... Contact Us: info@snradio.net Sierra Network For All That Matters Sierra Leone}, urldate = {2020-12-15}, author = {{SN Radio}}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PZEXZU6E}, } @misc{government_of_tanzania_presidents_2020, title = {President's {Office} - {Regional} {Administration} and {Local} {Government} {Fee} {Free} {Basic} {Education} - {Capitation} {Grants} {Disbursed} to {Secondary} {Schools} 2019/2020}, url = {https://www.tamisemi.go.tz/storage/app/media/uploaded-files/secondaryschools-capitation-grants-2019-2020.pdf}, urldate = {2022-06-01}, author = {{Government of Tanzania}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FUHFWG2Q 2405685:A573Z6PA 4656463:28772ES7}, } @techreport{unicef_primary_2020, address = {Ghana}, title = {Primary and {Secondary} {Impacts} of the {COVID}-19 {Pandemic} on {Children} and {Women} in {Ghana}}, url = {https://www.unicef.org/ghana/media/3461/file/Effects%20of%20COVID-19%20on%20Women%20and%20Children%20in%20Ghana.pdf}, language = {EN}, number = {1}, urldate = {2020-10-12}, institution = {UNICEF}, author = {{UNICEF}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MEUWN7A7 2405685:UBSIXSD3}, pages = {1--8}, } @techreport{hasler_principles_2020, title = {Principles for {Digital} {Development} in {Education} - amendments, tenets, questions}, url = {https://docs.opendeved.net/lib/PDXPLXA5}, abstract = {Principles for Digital Development in Education An adaptation of the Principles for Digital Development for use in education Björn Haßler, Open Development \& Education, 2019 About this document Recommended acknowledge- ment. Please acknowledge/cite this document as indicated. Haßler, B. ...}, language = {en}, urldate = {2020-12-11}, author = {Haßler, Björn}, year = {2020}, doi = {10.5281/zenodo.4516583}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4516583 2129771:PDXPLXA5 2405685:KTBEJXS7 2486141:2QQKXZ5U}, keywords = {\_DOILIVE, \_zenodoODE, dode\_eth-src-dode}, } @techreport{unicef_printed_2020, title = {Printed materials - {Google} {Drive}}, url = {https://drive.google.com/drive/folders/1K0hNSox-J-9pccPK8JYurvtObx1NVY-S}, urldate = {2020-06-08}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UP46B6GB}, } @techreport{unterhalter_private_2020, title = {Private education and compliance with the {Abidjan} {Principles}: {A} study of {Malawi}, {Mozambique}, {Tanzania} and {Nigeria}}, url = {https://actionaid.org/sites/default/files/publications/Private%20education%20and%20compliance%20online.pdf}, institution = {ActionAid}, author = {Unterhalter, Elaine and Robinson, Lynsey and Luis, Jose and Canelhas, Benito and Coysh, Joanne}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DTPLLZ6M 2405685:9NNITJSL}, } @techreport{hennessy_problem_2020, type = {Working {Paper}}, title = {Problem {Analysis}. {A} {Global} {Public} {Good} produced by the {EdTech} {Hub} (https://{EdTechhub}.org, \#{EdTechHub}).}, copyright = {Creative Commons Attribution 4.0}, shorttitle = {Technology in education in low-income countries}, url = {https://doi.org/10.5281/zenodo.3352007}, abstract = {An output by the EdTech Hub - \#EdTechHub, https://edtechhub.org}, language = {en}, number = {5}, institution = {EdTech Hub}, author = {Hennessy, Sara and Jordan, Katy and Haßler, Björn and Hollow, David and Brugha, Meaghan and Jamieson Eberhardt, Molly and Sabates, Ricardo}, month = jan, year = {2020}, doi = {10.5281/zenodo.3352007}, note = {EdTechHub.Copy: 2129771:9VXUZISD EdTechHub.Copy: 2129771:ADGISTZU EdTechHub.ThisIsNot: 2339240:2387P995 2339240:8RA9UD7W shortDOI: 10/ghgnfz KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3352007 10/ghgnfz 2129771:56GZ7UBP 2129771:9VXUZISD 2129771:ADGISTZU 2129771:GYTVIZJV 2129771:MBZLFNDM 2339240:2387P995 2339240:65KP6SVQ 2339240:6FUA4SDV 2339240:85SBE7SC 2339240:8RA9UD7W 2339240:IXIRDBKK 2339240:STPRNPV3 2405685:BBQI3VSA 2405685:CMRISZHV 2405685:F6UAIKKN 2405685:QJTH2UXC 2405685:R88UVQZ7 503888:7EH7BANW 503888:PI9FLM7C}, keywords = {LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{hedger_problems_2020, type = {{NYU}}, title = {Problems and proposals summary: {Advice}, {Money}, {Results}}, url = {https://wagner.nyu.edu/advice-money-results/problems-proposals-summary}, urldate = {2022-10-04}, author = {Hedger, Edward and Schick, Allen and Manning, Nick}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q9HZ2QJQ 2405685:AJYDHHXC 4656463:BA6GWKQ9}, } @misc{noauthor_profuturo_2020, title = {{ProFuturo}}, url = {https://profuturo.education/en}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TTHJPAAF 2405685:9A963DBQ}, } @techreport{global_partnership_for_education_programa_2020, title = {Programa de {Educação} em {Emergência} 2020-2021 financiado pela {Parceria} {Global} da {Educação}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-05-18-COVID-19%20AFF%20Request%20Mozambique.pdf}, author = {Global Partnership for Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PNVVS63J 2405685:WKLCL6TG}, } @misc{pmiu_programme_2020, title = {Programme {Monitoring} \& {Implementation} {Unit}}, url = {https://open.punjab.gov.pk/schools/}, urldate = {2020-12-21}, author = {PMIU}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:65XCV2TN 2405685:SFR256YQ}, } @techreport{dreesen_promising_2020, title = {Promising practices for equitable remote learning: {Emerging} lessons from {COVID}-19 education responses in 127 countries}, shorttitle = {Promising practices for equitable remote learning}, url = {https://www.unicef-irc.org/publications/pdf/IRB%202020-10.pdf}, language = {en}, institution = {UNICEF}, author = {Dreesen, Thomas and Akseer, Spogmai and Brossard, Matt and Dewan, Pragya and Giraldo, Juan-Pablo and Kamei, Akito and Mizunoya, Suguru and Ortiz, Javier Santiago}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9MHDW5NY 2339240:FJBQM3KU 2339240:GVM9MG8J 2339240:KXY5ZIUM 2339240:L64HD637 2339240:NNP5XW8Q 2339240:S9X82R99 2339240:UGNM6BJX 2339240:ZTPISV5S 2405685:4BDVYXZK 2405685:4YGQW7GT 2405685:9B3AYRVL 2405685:DE4UMT97 2405685:GIRLDY3C 2405685:MGEDRZ5M 2405685:P246GT26 2405685:PXHHCWS6 2405685:RIGJ57SP 2405685:UAUZXJ9H 2405685:V4TS384A 2405685:ZH65IS2I 2534378:7B4RE4XL 2534379:72F2RW7Y}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {10}, } @misc{innocenti_promising_2020, title = {Promising {Practices} for {Equitable} {Remote} {Learning}. {Emerging} lessons from {COVID}-19 education responses in 127 countries}, url = {https://www.unicef-irc.org/publications/1090-promising-practices-for-equitable-remote-learning-emerging-lessons-from-covid.html}, abstract = {The COVID-19 pandemic has had an unprecedented impact on societies, globally. To help contain the spread of the disease, schools around the world have closed, affecting 1.6 billion learners – approximately 91 per cent of the world’s enrolled stud}, language = {en}, urldate = {2022-06-06}, journal = {UNICEF-IRC}, author = {Innocenti, UNICEF Office of Research-}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IAWWZH62 2405685:4X5SBU6U}, } @techreport{barrera-osorio_promoting_2020, title = {Promoting {Parental} {Involvement} in {Schools}: {Evidence} {From} {Two} {Randomized} {Experiments}}, shorttitle = {Promoting {Parental} {Involvement} in {Schools}}, url = {https://www.nber.org/papers/w28040}, abstract = {Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals.}, language = {en}, number = {w28040}, urldate = {2021-05-28}, institution = {National Bureau of Economic Research}, author = {Barrera-Osorio, Felipe and Gertler, Paul and Nakajima, Nozomi and Patrinos, Harry}, month = nov, year = {2020}, doi = {10.3386/w28040}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w28040 2339240:VJIZKVA5 2405685:3DJ6GAZB}, } @article{yarimkaya_promoting_2020, title = {Promoting physical activity for children with autism spectrum disorders during {Coronavirus} outbreak: {Benefits}, strategies, and examples}, volume = {0}, url = {https://doi.org/10.1080/20473869.2020.1756115}, doi = {10.1080/20473869.2020.1756115}, abstract = {Described as a global outbreak (pandemic) by the World Health Organization, Coronavirus disease (COVID-19) raises great concern with more than 2 million infected patients worldwide. A series of measures are taken by governments worldwide to prevent the spread of the outbreak. As new cases increase, people are asked to stay at home. Active living areas such as sports centers, parks and schools are closed in most countries. In this process, staying at home for a long time makes it difficult for individuals with special needs such as Autism Spectrum Disorders (ASD) to stay physically active as well as typically developing individuals. The education process of children with ASD is disrupted, especially due to closed special education schools and rehabilitation centers. Online learning environments are often not suitable for children with ASD. It is predicted that excessive weight, obesity and sedentary life, which are high in children with ASD, may increase even more due to COVID-19. This article outlines the benefits of physical activity for children with ASD and provides strategies and examples of physical activity for children with ASD during the COVID-19 outbreak. The article is thought to be a guide for encouraging children with ASD in the home environment to physical activity.}, number = {0}, journal = {International Journal of Developmental Disabilities}, author = {Yarımkaya, Erkan and Esentürk, Oğuz Kaan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/20473869.2020.1756115 2405685:4SKEKBD6}, keywords = {COVID-19, children with ASD, physical activity, stay at home}, pages = {1--7}, } @techreport{global_partnership_for_education_proposal_2020, title = {Proposal for {GPE} {Accelerated} {Funding} for {COVID}-19 {Response} ({Malawi})}, url = {). Proposal for GPE Accelerated Funding for COVID-19 Response (Malawi). https://www.globalpartnership.org/sites/default/files/document/file/2020-05-CO VID-19%20AFF%20Request%20Malawi_0.pdf}, author = {Global Partnership for Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FJXR8BZE 2405685:64GPW6ZN}, } @techreport{gpe_proposal_2020, type = {Application}, title = {Proposal for {GPE} {Accelerated} {Funding} for {COVID}-19 {Response}: {Malawi}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-05-COVID-19%20AFF%20Request%20Malawi_0.pdf}, urldate = {2020-08-30}, institution = {Global Partnership for Education}, author = {GPE}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2ZSCUCA8 2405685:JW8RHUVL}, } @techreport{outhred_prospective_2020, title = {Prospective evaluation of {GPE}’s country-level support to education}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-02-gpe-country-level-prospective-evaluation-Year-2–Nigeria.pdf}, language = {en}, author = {Outhred, Rachel and Turner, Fergal}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QZX9EWFT}, } @article{mulenga_prospective_2020, title = {Prospective teachers' online learning mathematics activities in the age of {COVID}-19: {A} cluster analysis approach}, volume = {16}, doi = {10.29333/EJMSTE/8345}, abstract = {The learning situation in the Zambian education sector has changed in the age of COVID-19 when the first two cases of COVID-19 infection were detected in the country rising to 45 local and at least 1.8 million infections globally by 13th April, 2020. Zambia became one of the many countries globally that has prematurely closed all schools. This study examines prospective teachers' online learning mathematics activities in the age of COVID-19 pandemic. Cluster analysis results revealed that online learning mathematics activities have significant mean differences in clustering. Cluster 2 recorded the best performance, implying that students in this cluster exhibited excellent online learning skills for mathematics in technology-rich environments in which they will be forced to study and work in the future. The study reviews various available online platforms and indicates the one that will be opened by the government which is the Educational Channel on TV.}, number = {9}, journal = {Eurasia Journal of Mathematics, Science and Technology Education}, author = {Mulenga, Eddie M and Marbán, José M}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.29333/EJMSTE/8345 2405685:XS6UDPHU}, keywords = {COVID-19, Mathematics education, Online learning, Prospective teachers, Virtual teaching, Zambia}, pages = {1--9}, } @techreport{save_the_children_protect_2020, title = {Protect a generation: {The} impact of {Covid19} on children’s lives}, url = {https://resourcecentre.savethechildren.net/node/18218/pdf/vr59-01_protect_a_generation_report_en_0.pdf}, institution = {Save the Children}, author = {Save the Children}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EHFLZK6Q 2405685:QDUHFQZC}, } @techreport{butcher_public-private_2020, title = {Public-{Private} {Virtual}-{School} {Partnerships} and {Federal} {Flexibility} for {Schools} during {COVID}-19 {POLICY} {BRIEF}}, abstract = {The coronavirus has altered the daily lives of families around the world. In the United States, one of the most significant changes for millions of families is that most K-12 pupils have become homeschool or virtual-school students for the foreseeable future. As of March 25, state and local officials in every state have closed some or all brick-and-mortar K-12 schools for at least two weeks, affecting approximately 55 million students. 1 More announcements about extended closures may be coming: Kansas Governor Laura Kelly was the first to close schools in the state for the remainder of the school year. 2 Educators in Kansas are turning to online instruction, as are schools around the country, facing the choice of providing virtual courses or forgoing schoolwork entirely, perhaps until the fall. Making effective partnerships with existing online schools and virtual content providers will be critical for students in the coming weeks. Furthermore, policymakers should afford district and charter schools more flexibility with existing resources so that schools can direct taxpayer spending to areas of need. Finally, the US Department of Education has issued guidance that removes regulatory barriers to schools attempting to provide online course material. Schools and districts should not be allowed to cite rules and point to obstacles that prevent any attempts at offering virtual instruction. The pandemic offers an opportunity to see just how quickly, and how extensively , public and private educators can expand virtual instruction-which may change the way society considers all of education in the future.}, number = {7039939967}, author = {Butcher, Jonathan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YXMFHBYJ}, keywords = {internet, online education, schools, virtual schools}, } @misc{noauthor_publish_2020, title = {Publish, learn, improve}, url = {https://edtechhub.org/2020/05/11/publish-learn-improve/}, abstract = {This week we’ve designed and prototyped a tool to make our website more useful during the coronavirus (COVID-19) pandemic. We want to enable decision-makers to make informed choices about if, when and how to use EdTech during this crisis. We’re building something to help you find education responses by governments and EdTech tools that support these responses. Given the urgency…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = may, year = {2020}, doi = {10.5281/zenodo.4707831}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707831 2405685:K2X97KWP 2405685:Y8M4EAQR}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{foreign_commonwealth_and_development_office_punjab_2020, title = {Punjab {Education} {Support} {Programme} {II}}, url = {https://devtracker.fcdo.gov.uk/projects/GB-1-202697}, urldate = {2021-02-13}, author = {Foreign, Commonwealth {and} Development Office}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QFMWSHV4 2405685:FZVY4UK9}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @misc{gpe_putting_2020, title = {Putting girls’ education first in {Kenya} {\textbar} {Blog} {\textbar} {Global} {Partnership} for {Education}}, url = {https://www.globalpartnership.org/blog/putting-girls-education-first-kenya}, abstract = {With support from the Global Partnership for Education, the Government of Kenya is making strides in ensuring that all girls – including those living in the poorest and most remote areas of the country - have access to quality education.}, language = {en}, urldate = {2021-09-06}, author = {GPE}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8VTDHUWJ 2405685:FJVZRG7R}, } @techreport{alam_putting_2020, title = {Putting the ‘learning’ back in remote learning}, url = {https://www.unicef.org/globalinsight/sites/unicef.org.globalinsight/files/2020-06/UNICEF-Global-Insight-remote-learning-issue-brief-2020.pdf}, language = {en}, institution = {UNICEF}, author = {Alam, Andaleeb and Tiwari, Priyamvada}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YDUHXW2G 2405685:LHEMZBWW}, pages = {16}, } @misc{girls_education_challenge_quality_2020, title = {Quality {Teaching} {Framework}: {A} focus on marginalised girls}, url = {https://girlseducationchallenge.org/media/01xjmzkd/gec-qtf-december-2020.pdf}, urldate = {2022-01-03}, author = {{Girls' Education Challenge}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QF4GDTET 2405685:HB35YWRV}, } @misc{tanzania_communications_regulatory_authority_quarterly_2020, title = {Quarterly {Communication} {Statistics} {January}-{March} 2020}, url = {https://www.tcra.go.tz/statistic_document/8/march}, author = {Tanzania Communications Regulatory Authority}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NLKYN8IL 2405685:S3VMTZDL}, } @misc{ministry_of_education_jordan_queen_2020, title = {Queen {Rania} {Center} for {Education} and {Information} {Technology} {Center}}, url = {http://www.moe.gov.jo/ar/node/61}, urldate = {2020-06-30}, author = {Ministry of Education, Jordan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2DDPUBXB}, } @techreport{damani_radio_2020, type = {Rapid {Evidence} {Review}}, title = {Radio: {A} {Rapid} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Radio}, url = {https://docs.edtechhub.org/lib/YMWE6FR6}, abstract = {This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of radio in education in low- and middle-income countries (LMICs). The present RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread shutdown of schools. It, therefore, highlights transferable insights that may be applicable to educational responses resulting from the limitations caused by COVID-19. Established approaches to delivering distance education have renewed salience during this period because many students cannot access schooling in a school building due to social distancing requirements. As one of the longest-serving and most accessible types of educational technology (EdTech), and one that has had some success in education delivery in an LMIC context that was affected by an epidemic, it is particularly useful to focus on radio (Barnett et al., 2018; Hallgarten, 2020). Notably, the RER aims neither to advocate nor discourage the use of radio in education in response to the COVID-19 pandemic. Instead, it provides an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential of radio in education delivery.}, language = {en}, number = {4}, institution = {EdTech Hub}, author = {Damani, Kalifa and Mitchell, Joel}, month = jun, year = {2020}, doi = {10.5281/zenodo.4556932}, note = {ZenodoArchiveID: 4556932 PreviousDOI: 10.5281/zenodo.4477141 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3948149 10.5281/ZENODO.4556932 10.5281/zenodo.4477141 10.5281/zenodo.4556932 2259720:DSXFK6JB 2339240:4JRWSL6I 2339240:8YVF7D5N 2339240:EPCMUN8C 2339240:FKFII8IK 2339240:H8YNQIY9 2339240:IJJ6TY76 2339240:QBDJ6U43 2339240:YIAFCN9T 2405685:5GBRDVHP 2405685:65UPSCK3 2405685:67BFM4C5 2405685:6CG6479A 2405685:DM6JSS9K 2405685:P8NUYK3M 2405685:PZHGV2XR 2405685:QBYZW7N2 2405685:RBUXXHAD 2405685:VHGNZV9N 2405685:X8BFH2K5 2405685:YMWE6FR6}, keywords = {L:English UXZJW5DR, TAG:E:Primary education QIVZD2B2, TAG:E:Secondary education JS5BG2RE, TAG:F:Access W8TZWAGE, TAG:F:Educational data QWBAFGFR, TAG:F:Online and distance teaching and learning A32ARSFK, TAG:H:Audio and Radio QIAXGMEU, TAG:P:Teachers DAJFZBM8, TAG:W:Low connectivity and/or electricity KET3PKDI, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_L:English UXZJW5DR, \_MELA\_seen, \_T:E:Primary education QIVZD2B2, \_T:E:Secondary education JS5BG2RE, \_T:F:Access W8TZWAGE, \_T:F:Educational data QWBAFGFR, \_T:F:Online and distance teaching and learning A32ARSFK, \_T:H:Audio and Radio QIAXGMEU, \_T:P:Teachers DAJFZBM8, \_T:W:Low connectivity and/or electricity KET3PKDI, \_\_\_working\_potential\_duplicate, \_cover:v3, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH}, } @misc{minetti_radio_2020, title = {Radio {Education}: {Physical} {Distance} but {Social} {Solidarity} {\textbar} {INEE}}, url = {https://inee.org/blog/radio-education-physical-distance-social-solidarity}, urldate = {2021-12-31}, author = {Minetti, Elena}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XC6FCVP7 2405685:YPTRG3ST}, } @misc{kenya_institute_of_curriculum_development_radio_2020, title = {Radio {Timetable} 2020}, url = {https://kicd.ac.ke/our-services/educational-media/kicd-radio-timetable-2018/}, urldate = {2020-07-01}, author = {Kenya Institute of Curriculum Development}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JZ33S642}, } @misc{gallup_pakistan_rapid_2020, title = {Rapid {Assessment} of {Teleschool} {Initiative}}, url = {https://gallup.com.pk/wp/wp-content/uploads/2020/08/Report-on-Teleschool-Initiative-Gallup-Pakistan.pdf}, urldate = {2022-04-25}, author = {{Gallup Pakistan}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N78TQP48 2405685:7HLZX6H6}, } @misc{noauthor_rapid_2020, title = {Rapid‌ ‌{Evidence}‌ ‌{Review}:‌ ‌{Accelerated}‌ ‌{Learning}‌ ‌and‌ ‌{EdTech}‌}, shorttitle = {Rapid‌ ‌{Evidence}‌ ‌{Review}}, url = {https://edtechhub.org/rapid-evidence-review-accelerated-learning-and-edtech/}, abstract = {Rapid‌ ‌Evidence‌ ‌Review:‌ ‌Accelerated‌ ‌Learning‌ ‌and‌ ‌EdTech‌ Download report (PDF) Key Findings Accelerated learning programmes focus on speeding up learning. They commonly do so by focusing on cognitive development, social and emotional learning, interactive pedagogy and community support. These programmes further commonly use diagnostic needs assessment and flexible approaches to education, to help children to catch up on missed learning.…}, language = {en-US}, urldate = {2020-11-25}, journal = {EdTech Hub}, year = {2020}, doi = {10.5281/zenodo.4707794}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707794 2405685:QURIACXM 2405685:U53B2E7E}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{noauthor_rapid_2020, title = {Rapid {Evidence} {Review}: {Girls}' {Education} and {EdTech}}, shorttitle = {Rapid {Evidence} {Review}}, url = {https://edtechhub.org/rapid-evidence-review-girls-education-and-edtech/}, abstract = {Full PDF Download Key Findings Access to technology has shown to be often disproportionately more empowering for girls relative to boys, with wider benefits which expand beyond formal education. Most studies suggest there is a significant existing gender digital divide: cultural bias and gendered assumptions about girls’ competence and enjoyment of technology, and the benefits […]}, language = {en-GB}, urldate = {2020-07-30}, journal = {EdTech Hub}, year = {2020}, doi = {10.5281/zenodo.4707796}, note = {Library Catalog: edtechhub.org KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707796 2405685:WS22AEWL}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{inter-agency_network_for_education_in_emergencies_inee_rapid_2020, title = {Rapid {Evidence} {Summary} on {Mass} {Communication} {\textbar}}, url = {https://inee.org/resources/rapid-evidence-summary-mass-communication}, urldate = {2020-05-29}, author = {{Inter-agency Network for Education in Emergencies (INEE).}}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4UN5C9R9 2405685:49VB9WVT 4803016:7IPJKW8J}, } @techreport{international_rescue_committee_rapid_2020, title = {Rapid {Evidence} {Summary} on {Mass} {Communication}}, url = {https://inee.org/resources/rapid-evidence-summary-mass-communication}, language = {EN}, institution = {International Rescue Committee}, author = {International Rescue Committee}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GS8KJ8XH 2486141:EC2UZ329}, pages = {8}, } @misc{world_bank_rapid_2020, title = {Rapid {Response} {Guidance} {Note}: {Educational} {Television} \& {COVID}-19}, url = {http://documents1.worldbank.org/curated/en/659411587145759242/pdf/Rapid-Response-Guidance-Note-Educational-Television-COVID-19.pdf}, urldate = {2020-09-24}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JXJ6MNRA 2405685:8XIKABBH}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{world_bank_rapid_2020, title = {Rapid {Response} {Guidance} {Note}: {Educational} {Television} \& {COVID}-19}, url = {http://documents.worldbank.org/curated/en/659411587145759242/pdf/Rapid-Response-Guidance-Note-Educational-Television-COVID-19.pdf}, language = {EN}, urldate = {2020-04-20}, author = {World Bank}, month = apr, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:Q74KGQYK}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {4}, } @techreport{world_bank_rapid_2020, title = {Rapid {Response} {Guidance} {Note}: {Educational} {Television} \& {COVID}-19}, shorttitle = {Rapid {Response} {Guidance} {Note}}, language = {EN}, author = {World Bank and Bank, World}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:477QHZ4B 2405685:ISI9WS7Z}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {4}, } @techreport{singh_rapid_2020, title = {Rapid {Review} of {Assistive} {Technologies} for {Persons} with {Disability} in {India}}, url = {https://www.gov.uk/research-for-development-outputs/rapid-review-of-assistive-technologies-for-persons-with-disability-in-india}, abstract = {The purpose of this study is to support a better understanding of the evidence on assistive technology and support an effective response}, language = {en}, urldate = {2020-12-10}, institution = {Amaltas Consulting Private Ltd}, author = {Singh, Suneeta and Tomar, Manika and Mahendra, Vaishali S}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VYF37XAM 2405685:MZX67MYD}, } @misc{noauthor_recoded_2020, title = {Re:{Coded}}, shorttitle = {Re}, url = {https://www.re-coded.com}, language = {en-US}, urldate = {2020-05-29}, journal = {Re:Coded}, year = {2020}, note = {Library Catalog: www.re-coded.com KerkoCite.ItemAlsoKnownAs: 2339240:M2V5467Q 2405685:L873E2RX 4803016:LKQXJVKZ}, } @article{cram_reconsidering_2020, title = {({Re})considering the {Concept} of {Literature} {Review} {Reproducibility}}, volume = {21}, issn = {1536-9323}, url = {https://aisel.aisnet.org/jais/vol21/iss5/10}, doi = {10.17705/1jais.00630}, language = {en}, number = {5}, journal = {Journal of the Association for Information Systems}, author = {Cram, W. Alec and Templier, Mathieu and Pare, Guy}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00630 2405685:YPCXYU89 2486141:C5H84DGW 2486141:Q9XS5RFR}, pages = {1103--1114}, } @misc{aladin_reaching_2020, title = {Reaching {Children} \& {Students} in {Remote} {Locations}}, url = {https://hundred.org/en/innovations/reaching-children-students-in-remote-locations}, abstract = {During this educational shift from school to home, how are we addressing the needs of students in remote locations with little to no access to connectivity? From providing educational content through Whatsapp, Facebook messenger to accessing online content offline, these innovative ideas are helping children and families connect with teachers and lessons in other ways than online.}, urldate = {2020-06-01}, author = {Aladin, Katija}, month = apr, year = {2020}, note = {Library Catalog: hundred.org Section: innovation EdTechHub.ItemAlsoKnownAs: 2405685:D9XFGTPK}, } @misc{noauthor_read_2020, title = {Read {Foundation}}, url = {http://www.readfoundation.org/}, urldate = {2020-07-20}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QFG87N2P 2405685:P98GDGJE 2405685:VQFEPPPB}, } @article{zhu_reading_2020, title = {Reading and connecting: using social annotation in online classes}, volume = {121}, doi = {10.1108/ILS-04-2020-0117}, abstract = {Purpose: The COVID-19 pandemic has forced many instructors to rapidly shift to online/distance teaching. With a narrow preparation window, many instructors are at a loss of strategies that are both effective in responding to the crisis and compatible with their professional practices. One urgent need in classrooms at all levels is to support social reading of course materials. To fulfill this need, this paper aims to present a systematic literature review on using Web annotation in K-12 and higher education to provide practical and evidence-based recommendations for educators to incorporate social annotation in online teaching. Design/methodology/approach: This paper presents a systematic literature review of the use of Web annotation in formal education. The authors reviewed 39 articles that met the inclusion criteria and extracted the following information from each article: level of education, subject area, learning theory, learning activity design, Web annotation technology, research methods and learning outcomes. Studies were further analyzed and synthesized by the genre of learning activity design. Findings: The authors identified five types of social annotation activity design: processing domain-specific knowledge, supporting argumentation and inquiry, improving literacy skills, supporting instructor and peer assessment and connecting online learning spaces. In addition, the authors developed practical recommendations on setting pedagogical goals, selecting annotation tools, deciding instructor involvement and developing evaluation strategies. Originality/value: This study provides a timely response to online/distance teaching under the COVID-19 pandemic. It is a hope that these identified application areas, in combination with four practical recommendations, would provide pragmatic and evidence-based support for educators to engage learners in reading, learning and connecting.}, number = {5}, journal = {Information and Learning Science}, author = {Zhu, Xinran and Chen, Bodong and Avadhanam, Rukmini Manasa and Shui, Hong and Zhang, Raymond Zhuo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0117 2405685:I8BQBE46}, keywords = {Collaborative learning, Collaborative reading, Online learning, Social annotation, Social reading, Web annotation}, pages = {261--271}, } @misc{usaid_reading_2020, title = {Reading {Learning} {Material} {\textbar} {USAID}-funded {Pakistan} {Reading} {Project}}, url = {http://www.pakreading.org.pk/resources/publications/reading-learning-material}, urldate = {2020-07-21}, author = {{USAID}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6QRIY7HU 2405685:27ZC4L9G 2405685:AG6FD5TP}, } @book{beteille_ready_2020, title = {Ready to {Learn}: {Before} {School}, in {School}, and beyond {School} in {South} {Asia}}, isbn = {978-1-4648-1327-6}, shorttitle = {Ready to {Learn}}, url = {https://eric.ed.gov/?id=ED604408}, abstract = {Countries that have sustained rapid growth over decades have typically had a strong public commitment to expanding education as well as to improving learning outcomes. South Asian countries have made considerable progress in expanding access to primary and secondary schooling, with countries having achieved near-universal enrollment of the primary-school-age cohort (ages 6-11), except for Afghanistan and Pakistan. Secondary enrollment shows an upward trend as well. Beyond school, many more people have access to skill-improving opportunities and higher education today. Although governments have consistently pursued policies to expand access, a prominent feature of the region has been the role played by non-state actors, private nonprofit and for-profit entities, in expanding access at every level of education. Though learning levels remain low, countries in the region have shown a strong commitment to improving learning. All countries in South Asia have taken the first step, which is to assess learning outcomes regularly. Since 2010, there has been a rapid increase in the number of large-scale student learning assessments conducted in the region. But to use the findings of these assessments to improve schooling, countries must build their capacity to design assessments and analyze and use findings to inform policy.}, language = {en}, urldate = {2020-12-01}, publisher = {World Bank Publications}, author = {Béteille, Tara and Tognatta, Namrata and Riboud, Michelle and Nomura, Shinsaku and Ghorpade, Yashodhan}, year = {2020}, note = {ISSN: ISSN- Publication Title: World Bank KerkoCite.ItemAlsoKnownAs: 2339240:RW9HJMPG 2405685:T5TAZCDZ}, keywords = {21st Century Skills, Access to Education, Administrator Role, Barriers, Child Development, Child Health, Early Childhood Education, Educational Attainment, Educational Equity (Finance), Educational Finance, Educational Policy, Educational Quality, Elementary Secondary Education, Equal Education, Faculty Development, Foreign Countries, Gender Bias, Global Approach, Governance, Government Role, Higher Education, Inservice Teacher Education, Job Skills, Nutrition, Parenting Skills, Preschool Education, Preservice Teacher Education, Principals, Private Schools, Public Education, Public Policy, Readiness, Skill Development, Teacher Competencies, Teacher Qualifications, Teacher Salaries, Technology Integration, Technology Uses in Education}, } @misc{parentpowered_ready4k_2020, title = {{Ready4K}}, url = {https://ready4k.parentpowered.com/}, urldate = {2021-04-06}, author = {ParentPowered}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HGUC9MU7 2405685:V6PFRQLX}, } @misc{queen_rania_foundation_realization_2020, title = {Realization {School} learning}, url = {https://www.edraak.org/k12/}, abstract = {Edraak, is a massive open online course (MOOC) platform, that is an initiative of the Queen Rania Foundation (QRF).}, language = {en}, urldate = {2020-06-30}, journal = {Edraak}, author = {Queen Rania Foundation}, year = {2020}, note = {Library Catalog: www.edraak.org KerkoCite.ItemAlsoKnownAs: 2405685:6WWXGGJ2}, } @techreport{world_bank_realizing_2020, title = {Realizing the {Future} of {Learning} : {From} {Learning} {Poverty} to {Learning} for {Everyone}, {Everywhere}}, shorttitle = {Realizing the {Future} of {Learning}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/250981606928190510/Realizing-the-Future-of-Learning-From-Learning-Poverty-to-Learning-for-Everyone-Everywhere}, abstract = {Realizing the Future of Learning : From Learning Poverty to Learning for Everyone, Everywhere (English)}, language = {en}, urldate = {2021-06-03}, institution = {World Bank}, author = {World Bank}, year = {2020}, doi = {10/Realizing-the-Future-of-Learning-From-Learning-Poverty-to-Learning-for-Everyone-Everywhere}, note = {zotzenLib.CopiedFrom: 2339240:X24QH3PJ KerkoCite.ItemAlsoKnownAs: 10/Realizing-the-Future-of-Learning-From-Learning-Poverty-to-Learning-for-Everyone-Everywhere 2339240:X24QH3PJ 2405685:X7NW3DD4}, } @misc{noauthor_realizing_2020, title = {Realizing the promise: {How} can education technology improve learning for all?}, shorttitle = {Realizing the promise}, url = {https://www.brookings.edu/essay/realizing-the-promise-how-can-education-technology-improve-learning-for-all/}, abstract = {This research is intended as an evidence-based tool for ministries of education to adopt and more successfully invest in education technology.}, language = {en-US}, urldate = {2021-03-05}, journal = {Brookings}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JD6HHQM8 2405685:2KMRM4IE}, } @techreport{ganimian_realizing_2020, title = {Realizing the {Promise}: {How} can education technology improve learning for all?}, url = {https://www.brookings.edu/wp-content/uploads/2020/08/edtech_playbook_full_v2.pdf}, urldate = {2021-03-05}, institution = {Brookings Institute}, author = {Ganimian, Alejandro and Vegas, Emiliana and Hess, Frederick}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7X83Z4CV 2339240:DHMLUGWV 2405685:34UPDHPI 2405685:B2SCXFMG}, } @article{smita_reasons_2020, title = {Reasons behind dropping out of slum children from non-formal school in {Dhaka}}, volume = {5}, issn = {2548-7892}, url = {https://journal.iaimnumetrolampung.ac.id/index.php/ji/article/view/953}, doi = {10.25217/ji.v5i2.953}, abstract = {In South Asia, numerous slum children were deprived of education upon several socio-economic grounds, and many children still dropout of non-formal schools despite receiving free non-formal education. This study aims to explore the reasons for dropping out of non-formal schools and the socio-demographic situation of slum children in Dhaka City. Fifty non-formal dropout slum children were selected conveniently as participants employing a mixed research design. A semi-structured schedule of questionnaire and interview was used as instruments for collecting data. Both qualitative and quantitative data were collected simultaneously to explore the slum children's dropout situation. Twelve reasons of their dropout have been reported. In addition to explaining the reasons for their dropping out, two frameworks were presented in detail. Most slum non-formal students dropped out of their schools for the pulling out factors and reasons related to household. Recommendations for reducing slum children's school dropout and persuasive strategies for future work in this field have been addressed. Keywords: Non-formal School, Dropout, Slum Children, Non-formal Education.}, language = {en-US}, number = {2}, urldate = {2021-10-25}, journal = {Jurnal Iqra' : Kajian Ilmu Pendidikan}, author = {Smita, Marzia Khatan and Rabbi, Md Fajlay and Mohammad, Shoeab}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.25217/ji.v5i2.953 2339240:XPRH5W4W 2405685:SP77P4G9}, keywords = {Dropout, Non-formal Education, Non-formal School, Slum Children}, pages = {14--29}, } @article{van_de_kuilen_recontextualization_2020, title = {Recontextualization of learner-centred pedagogy in {Rwanda}: {A} comparative analysis of primary and secondary schools.}, volume = {0}, issn = {0305-7925}, shorttitle = {Recontextualization of learner-centred pedagogy in {Rwanda}}, url = {https://doi.org/10.1080/03057925.2020.1847044}, doi = {10.1080/03057925.2020.1847044}, abstract = {Learner-centred pedagogy (LCP) has become a global pedagogy and has been adopted in sub-Saharan African countries such as Rwanda, despite ample evidence of implementation failure. Most research has examined its implementation at either the primary or the secondary level. However, this qualitative study adopts a comparative approach and seeks to explore how Rwandan primary and secondary school teachers define, perceive and recontextualize LCP. The study is based on interviews and classroom observations of 12 effective primary and 12 effective secondary teachers working in eight well-performing schools; the analysis draws on Schweisfurth’s minimum standards for LCP. This Rwandan case reveals that the majority of primary and secondary teachers stimulated open and respectful classroom interactions. However, recontextualization of constructivism differed substantially between the two groups. Furthermore, the findings highlight the importance of more research into the dynamics between the various standards for LCP, and the interaction of these standards with contextual factors.}, number = {0}, urldate = {2022-05-24}, journal = {Compare: A Journal of Comparative and International Education}, author = {van de Kuilen, Hester and Altinyelken, Hulya Kosar and Voogt, Joke M. and Nzabalirwa, Wenceslas}, month = dec, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03057925.2020.1847044 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2020.1847044 2339240:FU5QBIW3 2405685:HCERUGDE}, keywords = {Learner-centred pedagogy, education reform, recontextualization, rwanda, teachers}, pages = {1--18}, } @techreport{nape_recovery_2020, title = {Recovery of {Learning} {Loss} {Created} {Due} to {COVID}-19 {Crisis}: {Analysis} of {Bangla} {Learning} {Outcomes} and {Identification} of {Content}}, url = {http://www.nape.gov.bd/sites/default/files/files/nape.portal.gov.bd/publications/3d2deccf_d55a_433f_beab_ecc9cf55d518/2020-11-02-12-46-c27db007beb2fe9f541d9a4208034d1c.pdf}, author = {NAPE and Room to Read}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6BFW7CPF 2405685:3WDEFT65}, } @misc{innovations_for_poverty_action_recovr_2020, title = {{RECOVR} {Ghana}: {Tracking} the {Effects} of the {COVID}-19 {Pandemic}. {Innovations} for {Poverty} {Action}.}, url = {https://www.poverty-action.org/recovr-study/recovr-ghana-tracking-effects-covid-19-pandemic}, urldate = {2020-05-12}, journal = {Poverty Action}, author = {{Innovations for Poverty Action}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YRW2WNJF 2405685:PNGSGGIP}, } @techreport{warren_recovr_2020, title = {{RECOVR} {Sierra} {Leone}: {Tracking} the {Effects} of the {COVID}-19 {Pandemic}}, url = {https://www.poverty-action.org/recovr-study/recovr-sierra-leone-tracking-effects-covid-19-pandemic}, urldate = {2020-12-16}, institution = {Innovations for Poverty Action}, author = {Warren, Shana and Parkerson, Doug and Collins, Elliott}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BU58QF73}, } @article{schreiber_reducing_2020, title = {Reducing distance through online international collaboration}, volume = {74}, issn = {0951-0893, 0951-0893}, url = {https://academicworks.cuny.edu/cgi/viewcontent.cgi?article=2236&context=bb_pubs}, doi = {10.1093/elt/ccz045}, abstract = {Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by 'transactional distance', a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations.}, language = {English}, number = {1}, journal = {ELT Journal}, author = {Schreiber, Brooke R. and Jansz, Mihiri}, month = jan, year = {2020}, note = {Publisher: Oxford University Press, Great Clarendon Street, Oxford, OX2 6DP, UK Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396850563?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1093/elt/ccz045 2339240:RG8CJKWL 2405685:3RSVXH8U 2534378:5SN3PVQJ 2534378:BNKTXCE8 2534378:JK2SK2F6}, keywords = {Asynchronous Communication, Computer Mediated Communication, DISTANCE education, Distance Education, ENGLISH as a foreign language, ENGLISH language education, ERIC, Current Index to Journals in Education (CIJE), Educational Benefits, Educational Cooperation, English (Second Language), Feedback (Response), Foreign Countries, Group Discussion, Higher Education, IN-service training of teachers, Inservice Teacher Education, International Cooperation, LEARNING, Language Variation, Masters Programs, New York (New York), Online Courses, Peer Groups, Postsecondary Education, Program Descriptions, Second Language Instruction, Second Language Learning, Sri Lanka, TEACHER education, Teacher Education Programs, Teaching Methods, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099817, \_\_finaldtb}, pages = {63--72}, } @article{schreiber_reducing_2020, title = {Reducing distance through online international collaboration}, volume = {74}, issn = {0951-0893, 0951-0893}, url = {https://academicworks.cuny.edu/cgi/viewcontent.cgi?article=2236&context=bb_pubs}, doi = {10.1093/elt/ccz045}, abstract = {Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by 'transactional distance', a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations.}, language = {English}, number = {1}, journal = {ELT Journal}, author = {Schreiber, Brooke R. and Jansz, Mihiri}, month = jan, year = {2020}, note = {Publisher: Oxford University Press, Great Clarendon Street, Oxford, OX2 6DP, UK Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396850563?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1093/elt/ccz045 2339240:RG8CJKWL 2405685:3RSVXH8U 2534378:5SN3PVQJ 2534378:BNKTXCE8 2534378:JK2SK2F6}, keywords = {Asynchronous Communication, Computer Mediated Communication, DISTANCE education, Distance Education, ENGLISH as a foreign language, ENGLISH language education, ERIC, Current Index to Journals in Education (CIJE), Educational Benefits, Educational Cooperation, English (Second Language), Feedback (Response), Foreign Countries, Group Discussion, Higher Education, IN-service training of teachers, Inservice Teacher Education, International Cooperation, LEARNING, Language Variation, Masters Programs, New York (New York), Online Courses, Peer Groups, Postsecondary Education, Program Descriptions, Second Language Instruction, Second Language Learning, Sri Lanka, TEACHER education, Teacher Education Programs, Teaching Methods, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099817, \_\_finaldtb}, pages = {63--72}, } @article{schreiber_reducing_2020, title = {Reducing distance through online international collaboration}, volume = {74}, issn = {0951-0893}, url = {https://doi.org/10.1093/elt/ccz045}, doi = {10.1093/elt/ccz045}, abstract = {Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by ‘transactional distance’, a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations.}, number = {1}, urldate = {2022-08-22}, journal = {ELT Journal}, author = {Schreiber, Brooke R and Jansz, Mihiri}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/elt/ccz045 2339240:4NE92SRV 2405685:MA4ZGQK4}, } @article{schreiber_reducing_2020, title = {Reducing distance through online international collaboration}, volume = {74}, issn = {0951-0893}, url = {https://doi.org/10.1093/elt/ccz045}, doi = {10.1093/elt/ccz045}, abstract = {Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by ‘transactional distance’, a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations.}, number = {1}, urldate = {2022-08-22}, journal = {ELT Journal}, author = {Schreiber, Brooke R and Jansz, Mihiri}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/elt/ccz045 2339240:4NE92SRV 2405685:MA4ZGQK4}, } @misc{masrour_reflections_2020, title = {Reflections on finding {French} digital education resources}, url = {https://edtechhub.org/2020/11/20/reflections-on-finding-french-digital-education-resources/}, abstract = {Photo credit: SIL Cameroon Read in French In October, EdTech Hub and Learning Equality put out a call to find French educational resources with the aim of making these resources more accessible to Francophone learners not connected to the internet. This post by Vahid Masrour, Learning Equality’s Curriculum Operations Specialist, highlights observations and recommendations from this process. He shares further…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Masrour, Vahid}, month = nov, year = {2020}, doi = {10.5281/zenodo.4708246}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708246 2405685:ZEC7MLXB}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{gsma_reform_2020, title = {Reform {Policy} to {Boost} {Kenya}’s {Mobile} {Connectivity} {Says} {GSMA}}, url = {https://www.gsma.com/newsroom/press-release/reform-policy-to-boost-kenyas-mobile-connectivity-says-gsma/}, abstract = {48 Per Cent of the Population of Kenya Remains Unconnected to Mobile Networks   Nairobi: Kenya is making excellent progress to achieve its target of universal broadband coverage by 2030 and there is an opportunity for the government to accelerate the country’s digital transformation with more supportive policies. This was the key finding of a […]}, language = {en-GB}, urldate = {2020-07-01}, author = {GSMA}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2MCWFLYY}, } @techreport{ashlee_refugee_2020, type = {Rapid {Evidence} {Review}}, title = {Refugee {Education}: {A} {Rapid} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Rapid {Evidence} {Review}}, url = {https://docs.edtechhub.org/lib/UUNEJ7FS}, abstract = {This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) for education of refugees in low- and middle-income countries (LMICs). The RER has been produced in response to the widespread global shutdown of schools resulting from the outbreak of Covid-19. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations caused by Covid-19. In the current global context, lessons learnt from the use of EdTech in refugee contexts — in which education is often significantly disrupted and education systems and responses are required to rapidly adapt — are salient.}, language = {en}, number = {3}, institution = {EdTech Hub}, author = {Ashlee, Amy and Clericetti, Giulia and Mitchell, Joel}, month = jun, year = {2020}, doi = {10.5281/zenodo.4557019}, note = {ZenodoArchiveID: 4557019 PreviousDOI: 10.5281/zenodo.4477154 PreviousShortDOI: 10/ghgnf2 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3901521 10.5281/zenodo.4557019 10/ghgnf2 2339240:3KCTC7UA 2339240:5B7T9LEG 2339240:K45TP2GI 2339240:NNZ9DD54 2339240:SIV6ZELZ 2339240:W3ALIEA9 2405685:397HVPFN 2405685:4M9GTG8I 2405685:5AWZGNCG 2405685:6EUNRYPS 2405685:E56IKGK2 2405685:E6DMTNLL 2405685:TXGBLY4U 2405685:UUNEJ7FS 2405685:W9JLL7JV}, keywords = {L:Refugees and migrants, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_P:Evidence review VCMFM9ZD, \_cover:v3, \_zenodo:submitted, \_zenodoETH}, } @techreport{lauren_unhcr_regional_2020, title = {Regional {Bureau} for {West} \& {Central} {Africa} {Education} {Newsletter}}, url = {https://data2.unhcr.org/en/documents/download/76898}, language = {en}, author = {{Lauren UNHCR}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R5QDHII8 2405685:JW4X8CRL}, keywords = {⛔ No DOI found}, pages = {6}, } @techreport{unicef_reimagine_2020, title = {Reimagine {Education} and {Skills} {Development} for {Children} and {Adolescents} in {Latin} {America} and the {Caribbean}}, url = {https://www.unicef.org/lac/media/30071/file/Reimagine-Education-in-Latin-America-and-the-Caribbean-Investment-case.pdf}, author = {{UNICEF}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AKESBNEA 2405685:XWV5S6XE}, } @techreport{unicef_reimagine_2020, title = {Reimagine {Education} – {Summary} {Case} for {Investment}}, url = {https://www.unicef.org/media/87296/file/Reimagine%20Education%20Summary%20Case%20for%20Investment-2020.pdf}, language = {en}, urldate = {2021-05-24}, author = {{UNICEF}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F2TZJVCY 2339240:PZUV47J2 2339240:XCF84QXK 2405685:ILKQWGXN 2405685:VRYJIY4N 2405685:XFYKJDMJ}, } @techreport{hawkins_reimagining_2020, title = {Reimagining {Human} {Connections} : {Technology} and {Innovation} in {Education} at the {World} {Bank}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/829491606860379513/reimagining-human-connections-technology-and-innovation-in-education-at-the-world-bank}, language = {en}, institution = {World Bank}, author = {Hawkins, Robert and Trucano, Michael and Cobo, Cristóbal and Twinomugisha, Alex and Ciarrusta, Iñaki Sánchez}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UWVBF4AK 2405685:VDXHYAP8}, keywords = {⛔ No DOI found}, } @techreport{world_bank_forthcoming_reimagining_2020, address = {Washington D.C.}, title = {Reimagining {Human} {Connections}: {Technology} and {Innovation} in {Education} at the {World} {Bank}}, institution = {World Bank}, author = {{World Bank (forthcoming)}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QH5Q3UGM 2534378:S7PJCJ5W}, } @misc{bullard_releasing_2020, title = {Releasing the potential of teachers in the {COVID} response in low-income countries}, url = {https://www.globalpartnership.org/blog/releasing-potential-teachers-covid-response-low-income-countries}, abstract = {How can teachers in low income countries be involved to support learning and student well-being during the COVID-19 crisis? Drawing lessons from past disease outbreaks and from current examples of the COVID-19 education response, we look at tools and practices to help teachers continue doing their work during the crisis.}, language = {en}, urldate = {2020-06-03}, journal = {Global Partnership for Education}, author = {Bullard, Katy and Sonnenberg, Krystyna}, year = {2020}, note = {Library Catalog: www.globalpartnership.org KerkoCite.ItemAlsoKnownAs: 2339240:GHTHVSQC 2405685:43SE8ETE 2405685:L3UPU6TB}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{lefstein_relocating_2020, title = {Relocating {Research} on {Teacher} {Learning}: {Toward} {Pedagogically} {Productive} {Talk}}, volume = {49}, issn = {0013-189X, 1935-102X}, shorttitle = {Relocating {Research} on {Teacher} {Learning}}, url = {http://journals.sagepub.com/doi/10.3102/0013189X20922998}, doi = {10.3102/0013189X20922998}, abstract = {Most research and practice in teacher in-service learning focuses on formal professional development activities. This article calls for paying greater attention to the informal conversations that are embedded in teachers’ day-to-day work and through which they learn from one another what it means to be a teacher and how to perform their duties. The authors build on theory and research in teacher on-the-job discourse and learning in order to (a) argue that, as a field, we need to pay more focused and systematic attention to teacher on-the-job discourse; (b) offer a coherent conceptual framework for “pedagogically productive” teacher talk; and (c) highlight key research directions and challenges in investigating this and related phenomena.}, language = {en}, number = {5}, urldate = {2023-05-19}, journal = {Educational Researcher}, author = {Lefstein, Adam and Vedder-Weiss, Dana and Segal, Aliza}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X20922998 2405685:YQ9ZBFKH}, pages = {360--368}, } @article{iannizzotto_remote_2020, title = {Remote eye-tracking for cognitive telerehabilitation and interactive school tasks in times of {COVID}-19}, volume = {11}, doi = {10.3390/info11060296}, abstract = {In the attempt to mitigate the effects of COVID-19 lockdown, most countries have recently authorized and promoted the adoption of e-learning and remote teaching technologies, often with the support of teleconferencing platforms. Unfortunately, not all students can benefit from the adoption of such a surrogate of their usual school. We were asked to devise a way to allow a community of children affected by the Rett genetic syndrome, and thus unable to communicate verbally, in writing or by gestures, to actively participate in remote rehabilitation and special education sessions by exploiting eye-gaze tracking. As not all subjects can access commercial eye-tracking devices, we investigated new ways to facilitate the access to eye gaze-based interaction for this specific case. The adopted communication platform is a videoconferencing software, so all we had at our disposal was a live video stream of the child. As a solution to the problem, we developed a software (named SWYG) that only runs at the "operator" side of the communication, at the side of the videoconferencing software, and does not require to install other software in the child's computer. The preliminary results obtained are very promising and the software is ready to be deployed on a larger base. While this paper is being written, several children are finally able to communicate with their caregivers from home, without relying on expensive and cumbersome devices.}, number = {6}, journal = {Information (Switzerland)}, author = {Iannizzotto, Giancarlo and Nucita, Andrea and Fabio, Rosa Angela and Caprì, Tindara and Bello, Lucia Lo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/info11060296 2405685:8EIPHM8H}, keywords = {COVID-19, Remote interactive education, Telerehabilitation, Video conferencing, Video-based eye-gaze tracking}, pages = {1--9}, } @techreport{world_bank_remote_2020, title = {Remote {Learning} and {COVID}-19: {The} use of educational technologies at scale across an education system as a result of massive school closings in response to the {COVID}-19 pandemic to enable distance education and online learning}, url = {http://documents.worldbank.org/curated/en/266811584657843186/pdf/Rapid-Response-Briefing-Note-Remote-Learning-and-COVID-19-Outbreak.pdf}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L6HVMI4G 2405685:VXLGEJ3J}, } @techreport{world_bank_remote_2020, title = {Remote {Learning}, {Distance} {Education} and {Online} {Learning} {During} the {COVID19} {Pandemic}: {A} {Resource} {List} by the {World} {Bank}'s {Edtech} {Team}}, shorttitle = {Remote {Learning}, {Distance} {Education} and {Online} {Learning} {During} the {COVID19} {Pandemic}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/33499}, language = {EN}, urldate = {2020-04-26}, institution = {World Bank}, author = {{World Bank}}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/33499 10/ghgnf3 2339240:SK6GRKJA 2339240:WFWFPIAH 2405685:6ZR5TDX6 2405685:7W8WYHMS 2405685:9JHG335P}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{education_endowment_foundation_remote_2020, address = {London, United Kingdom}, type = {Rapid {Evidence} {Review}}, title = {Remote {Learning}: {Rapid} {Evidence} {Assessment}}, url = {https://educationendowmentfoundation.org.uk/public/files/Remote_Learning_Rapid_Evidence_Assessment.pdf}, abstract = {This rapid evidence assessment aimed to investigate methods that schools could use to support remote learning during school closures caused by the 2020 coronavirus pandemic (Covid-19). The review sought to find the best evidence behind the wide array of approaches that schools might choose to use during the crisis. The review systematically searched for/through existing meta-analyses and systematic reviews to find the best evidence for a wide range of approaches. In addition to the direct teaching of pupils online by teachers, the review also found evidence for approaches that pupils can use independently, including with technology that adapts the content of tasks in order to provide additional challenge or support, educational games, and for approaches that support peer interaction. The review also examined blended learning approaches, which combine remote and classroom teaching. While these approaches may not be directly applicable during school closures, they were included in case there were useful lessons to be learned that were relevant to the current context of home learning. This report summarises the findings from 60 systematic reviews and meta-analyses answers under five key topic areas: - General remote teaching and learning - Blended learning - Computer-supported collaborative learning - Computer assisted instruction - Educational games Another crucial aspect of supporting pupil’s learning is parental engagement. Parental engagement approaches are beyond the scope of this review, but an existing EEF guidance report, Working with Parents to Support Children’s Learning (2019), and accompanying evidence review summarise the best available evidence for engaging parents in their children’s education. In each section, we have detailed the included reviews and listed Findings and implications drawn from the evidence. We have also highlighted case studies from projects funded by the Education Endowment Foundation in which similar approaches have been rigorously evaluated in English schools.}, number = {9}, urldate = {2020-07-15}, institution = {Education Endowment Foundation}, author = {{Education Endowment Foundation}}, month = apr, year = {2020}, doi = {10.5281/zenodo.4477023}, note = {ZenodoArchiveID: 4477023 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4477023 2259720:VZ7YJUFN 2339240:85V26WNW 2339240:HGMUANP7 2339240:JIW4TDS5 2339240:VJ8WRVRV 2405685:8ASGAE9Q 2405685:GPMMTF99 2405685:HCC97T3B 2405685:LW2NDPNQ 2405685:V3SZZR28}, keywords = {Methods, \_DOILIVE, \_EdTechHub\_Output, \_L:English UXZJW5DR, \_MELA\_seen, \_T:E:Primary education QIVZD2B2, \_T:E:Secondary education JS5BG2RE, \_T:F:Online and distance teaching and learning A32ARSFK, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{world_bank_remote_2020, address = {Washington, D.C.}, title = {Remote {Learning} {Response} to {COVID}-19 {Knowledge} {Pack} : {With} a {Focus} on {Least} {Developed} {Countries} ({LDCs}) and {Fragility}, {Conflict} and {Violence} ({FCV})}, shorttitle = {Remote {Learning} {Response} to {COVID}-19 {Knowledge} {Pack}}, url = {https://documents1.worldbank.org/curated/en/099005004142218338/pdf/P174252089b2af038086840ee1b24d8eea5.pdf}, abstract = {Remote Learning Response to COVID-19 Knowledge Pack : With a Focus on Least Developed Countries (LDCs) and Fragility, Conflict and Violence (FCV) (English)}, language = {en}, urldate = {2023-03-27}, institution = {World Bank Group}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:W9LPDPW2}, } @techreport{asanov_remote-learning_2020, title = {Remote-learning, {Time}-{Use}, and {Mental} {Health} of {Ecuadorian} {High}-{School} {Students} during the {COVID}-19 {Quarantine}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/328261589899308503/remote-learning-time-use-and-mental-health-of-ecuadorian-high-school-studentsduring-the-covid-19-quarantine}, language = {en}, institution = {World Bank}, author = {Asanov, Igor and Flores, Francisco and McKenzie, David and Mensmann, Mona and Schulte, Mathis}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SZ37A924 2339240:A6I3EF94 2405685:2X67SUBU}, } @article{asanov_remote-learning_2020, title = {Remote-learning, {Time}-{Use}, and {Mental} {Health} of {Ecuadorian} {High}-{School} {Studentsduring} the {COVID}-19 {Quarantine}}, volume = {9252}, url = {https://ssrn.com/abstract=3605886}, journal = {World Bank Policy Research Working Paper}, author = {Asanov, Igor and Flores, Francisco and McKenzie, David and Mensmann, Mona and Schulte, Mathis}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SN2UMVDP 2405685:LZ3GYSNW}, keywords = {⛔ No DOI found}, } @techreport{education_endowment_foundation_remote_2020, address = {London}, title = {Remote professional development: {Rapid} {Evidence} {Assessment}}, url = {https://educationendowmentfoundation.org.uk/public/files/Publications/Remote_PD_Evidence_Assessment.pdf}, urldate = {2021-10-11}, institution = {Education Endowment Foundation}, author = {{Education Endowment Foundation}}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9Z2E8WGM 2405685:PSHGMLJ5}, } @misc{iiep_unesco_reopening_2020, title = {Reopening schools: {How} to get education back on track after {COVID}-19}, shorttitle = {Reopening schools}, url = {http://www.iiep.unesco.org/en/reopening-schools-how-get-education-back-track-after-covid-19-13424}, abstract = {It is a ‘back to school’ season like no other: countries are beginning to reopen their school gates following weeks of e}, language = {en}, urldate = {2020-09-15}, journal = {IIEP-UNESCO}, author = {IIEP UNESCO and Planning, International Institute for Educational}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5SA26P7G}, } @misc{international_institute_for_educational_planning_reopening_2020, title = {Reopening schools: {How} to get education back on track after {COVID}-19}, shorttitle = {Reopening schools}, url = {http://www.iiep.unesco.org/en/reopening-schools-how-get-education-back-track-after-covid-19-13424}, abstract = {It is a ‘back to school’ season like no other: countries are beginning to reopen their school gates following weeks of e}, language = {en}, urldate = {2020-08-18}, journal = {IIEP-UNESCO}, author = {International Institute for Educational Planning}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BL5L57HW 2405685:C7YC3VT4}, } @misc{giannini_reopening_2020, title = {Reopening schools: {When}, where and how?}, shorttitle = {Reopening schools}, url = {https://blogs.worldbank.org/education/reopening-schools-when-where-and-how}, abstract = {Reopening schools: When, where and how?}, language = {en}, urldate = {2020-08-18}, journal = {World Bank Blogs}, author = {Giannini, Stefania and Jenkins, Robert and Saavedra, Jaime}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E7YU247I 2405685:9XL329TR}, } @misc{tele_futurs_medias_tfm_replay_2020, title = {Replay - {Salle} des {Profs} - {Pr} : {Astou} {Mbène} – {Intégralité}}, url = {https://www.youtube.com/watch?v=kBROufYq6DY&list=PLdGJr0E0g2bPWLRnJ7-NsTfJ3V7Bi4y0a}, urldate = {2020-06-22}, author = {Télé Futurs Medias (TFM)}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KCE7AG3S 2405685:EHWQ57GI}, } @article{unwin_report_2020, title = {Report homepage https://edtechhub.org/education-for-the-most-marginalised-post-covid-19/}, language = {en}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5BNC9GH2 2405685:FFCQB35X}, keywords = {⛔ No DOI found}, pages = {118}, } @misc{unwin_report_2020, title = {Report launch: {Education} for the most marginalised post-{Covid}-19}, shorttitle = {Report launch}, url = {https://edtechhub.org/2020/11/26/report-launch-education-for-the-most-marginalised-post-covid-19/}, abstract = {With the support of EdTech Hub, members of the UNESCO Chair in ICT4D have worked hard with colleagues across the world over the last six months to craft an innovative and practical report on how governments can learn from their experiences of Covid-19 to create resilient education systems that use digital technologies wisely, effectively and appropriately. We are all very…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Unwin, Tim}, month = nov, year = {2020}, doi = {10.5281/zenodo.4708252}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708252 2405685:AQD8NUW9}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{parliament_of_kenya_report_2020, title = {Report of the {Standing} {Committee} on {Finance} and {Budget} on the {Third} {Basis} for allocating among the counties the share of national revenue}, url = {https://s3-eu-west-1.amazonaws.com/s3.sourceafrica.net/documents/120047/Report-of-the-Standing-Committee-Finance-on-the.pdf}, urldate = {2022-04-07}, author = {{Parliament of Kenya}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UIDS46VR 2405685:HQLH7WZB 4656463:IHB44RJV}, } @techreport{government_of_pakistan_report_2020, title = {Report on {First} {Biannual} {Monitoring} on the {Implementation} of {National} {Finance} {Commission} {Award}}, url = {https://www.finance.gov.pk/7_nfc.html}, urldate = {2023-06-13}, author = {{Government of Pakistan}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ANWF9DJP 2405685:VYT93HPK 4656463:2HHZI3V2}, } @misc{elliott_report_2020, title = {Report: {The} {Impact} of {COVID}-19 {Across} {Africa}}, shorttitle = {Report}, url = {https://www.geopoll.com/blog/report-covid-19-coronavirus-africa/}, abstract = {New report on coronavirus in sub-Saharan Africa including data from Kenya, Ghana, South Africa, Nigeria. COVID-19 and food security, economic impact.}, language = {en-US}, urldate = {2020-09-17}, journal = {GeoPoll}, author = {Elliott, Roxana}, month = apr, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:BZWXWZEE}, } @techreport{unicef_republic_2020, title = {Republic of {Sierra} {Leone}: {Education} sector analysis: assessing the enabling environment for gender equality}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A6RXK3ZC 2405685:UG524M3N}, } @techreport{richmond_repurposing_2020, title = {Repurposing {Established} {Radio} and {Audio} {Series} to {Address} the {COVID}-19 {Educational} {Crises}}, url = {https://www.edc.org/sites/default/files/Repurposing-Established-Radio-Audio-Series.pdf}, language = {EN}, institution = {Education Development Center}, author = {Richmond, Simon}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KCF8ZXBF 2405685:HFI98LDE 2405685:YLLNE9VA}, pages = {9}, } @misc{hasler_research_2020, address = {UNESCO, Paris (virtual meeting)}, title = {Research on the response to {COVID19}}, url = {https://docs.edtechhub.org/lib/5VQMVDB9}, abstract = {Presentation given at BE2, 2020-10-06.}, author = {Haßler, Björn and Fitzpatrick, Rachael}, month = oct, year = {2020}, doi = {10.5281/zenodo.4067958}, note = {shortDOI: 10/ghgnf4 KerkoCite.ItemAlsoKnownAs: 10/ghgnf4 2129771:WPJL8SN3 2339240:7TXCEBE6 2405685:5VQMVDB9}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_yl:u, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{aahung_resources_2020, title = {Resources}, url = {https://www.aahung.org/resources}, urldate = {2020-07-21}, author = {{Aahung}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KZGUIIQP 2405685:BMM7X9D9 2405685:CX5WZVEV}, } @article{children_responding_2020, title = {Responding to emergencies}, url = {https://www.mercatus.org/system/files/butcher-virtual-schools-covid-19-mercatus-v1.pdf}, author = {Children, Save the}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Y6ENJJ9G}, keywords = {⛔ No DOI found}, } @misc{ali_responding_2020, title = {Responding to {Iraq}’s learning crisis}, url = {https://blogs.unicef.org/blog/responding-iraq-learning-crisis/}, abstract = {Amidst the devastation in Mosul's Old City, UNICEF supports the rehabilitation of primary education for a safe environment that’s conducive to learning.}, language = {en-US}, urldate = {2020-06-01}, journal = {UNICEF Connect}, author = {Ali, Laila}, month = feb, year = {2020}, note = {Library Catalog: blogs.unicef.org Section: Children in emergencies KerkoCite.ItemAlsoKnownAs: 2339240:BDGJFV3D 2405685:YE5NPCPV 4803016:K6GQ5HLF}, } @article{kalloo_responding_2020, title = {Responding to the {COVID}-19 pandemic in {Trinidad} and {Tobago}: {Challenges} and opportunities for teacher education}, volume = {00}, url = {https://doi.org/10.1080/02607476.2020.1800407}, doi = {10.1080/02607476.2020.1800407}, abstract = {Trinidad and Tobago responded decisively to the COVID 19 pandemic and was successful in containing community spread of the virus. By mid-march 2020, there was closure of key business and educational institutions. To minimise the loss of learning time, emergency remote learning became the modus-operandi, a response which challenged the most socially vulnerable students. At the University of the West Indies (UWI) the 500 participants enrolled in the Early Childhood, and Primary education programmes, and the in-service post-graduate diploma in Secondary education were struggling to adjust to online teaching, the existential anxiety of coping with a dangerous disease, and programme completion. The UWI instituted a COVID-19 policy that facilitated a structured response to programme completion and assessment across all faculties.The paper analysed the decisions taken by the UWI School of Education that supported its teachers through the practicum and pedagogy courses. Using a qualitative case study methodology, data were collected through observations, documents, and informal discussions with faculty. Thematic analyses allowed the emergence of three key constructs that facilitated effective learning during the crisis period : Community as an empathetic connection to stakeholders, Creativity as the ability for agile and imaginative responses, and Connectivity through technological readiness.}, number = {00}, journal = {Journal of Education for Teaching}, author = {Kalloo, Rowena Constance and Mitchell, Beular and Kamalodeen, Vimala Judy}, year = {2020}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1800407 2405685:3XSGDCJY}, keywords = {COVID-19, Teacher education, inequities, online education}, pages = {1--11}, } @techreport{world_bank_restructuring_2020, title = {Restructuring {Paper} on a {Proposed} {Project}: {Restructuring} of the {Education} {Quality} {Reform} {Project}}, url = {http://documents1.worldbank.org/curated/en/714741591562132647/pdf/Disclosable-Restructuring-Paper-Mongolia-Education-Quality-Reform-Project-P148110.pdf}, number = {RES33292}, urldate = {2020-07-31}, institution = {The World Bank}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XRFLIFAU 2405685:NAN9QD8A}, } @misc{unesco_results_2020, title = {Results of the {Curricular} {Analysis} of the {Fourth} {Regional} {Comparative} and {Explanatory} {Study} ({ERCE} 2019)}, url = {https://en.unesco.org/news/webinar-analisis-curricular}, language = {en}, urldate = {2022-04-19}, journal = {UNESCO}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9ZY9IYW4 2405685:SM5ARVIA}, } @misc{ubongo_results_2020, title = {Results - {Ubongo} {Learning}}, url = {https://www.ubongo.org/results/}, abstract = {Research shows that watching Ubongo's edutainment leads to significantly improved learning outcomes for kids and positive behavioural change for caregivers. We are committed to measuring the impact of our content to ensure we are preparing kids for success in school and life.}, author = {{Ubongo}}, year = {2020}, note = {Library Catalog: www.ubongo.org KerkoCite.ItemAlsoKnownAs: 2339240:9V36SNBP 2405685:WUIZRFE3 4803016:XQUJYE3J}, } @techreport{braun_rethinking_2020, title = {Rethinking education in the digital age}, url = {https://www.vditz.de/fileadmin/media/publications/pdf/EPRS_STU_2020_641528_EN.pdf}, language = {en}, urldate = {2020-06-02}, institution = {European Parliamentary Research Service}, author = {Braun, Anette and März, Anna and Mertens, Fabian and Nisser, Annerose}, month = jan, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:KJURVZMQ}, } @misc{unicef_review_2020, title = {Review of {Education} {Management} {Information} {Systems} ({EMIS}) that {Track} {Individual} {Student} {Data} - {Malaysia}}, url = {https://www.unicef.org/eap/media/6021/file/EMIS%20malaysia.pdf}, urldate = {2022-06-14}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8S5A8J5H 2405685:CEUVV8EY}, } @techreport{unicef_review_2020, title = {Review of {Education} {Management} {Information} {Systems} (emis) {That} {Track} {Individual} {Student} {Data} {Summary} {Report}}, url = {https://www.unicef.org/eap/media/6031/file/EMIS%20summary.pdf}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5TICYIXG 2405685:D26UH65S}, } @techreport{unicef_review_2020, title = {Review of {Education} {Management} {Systems} ({EMIS}) that {Track} {Individual} {Student} {Data}: {Mongolia}}, url = {https://www.unicef.org/eap/sites/unicef.org.eap/files/2020-07/Final%20unicef%20EAP%20EMIS%20Reports-Mongolia%20%28004%29%2003.07.20.pdf}, urldate = {2020-07-31}, institution = {UNICEF East Asia and the Pacific Regional Office}, author = {UNICEF}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L67EAVZ9 2405685:3F5CLJ2H}, } @article{kara_revisiting_2020, title = {Revisiting online learner engagement: exploring the role of learner characteristics in an emergency period}, volume = {54}, issn = {1539-1523}, shorttitle = {Revisiting online learner engagement}, url = {https://doi.org/10.1080/15391523.2021.1891997}, doi = {10.1080/15391523.2021.1891997}, abstract = {This study aims to investigate the influence of learners’ characteristics on their engagement during online education due to the COVID-19 pandemic. The investigated learner characteristics included digital literacy, self-directed learning, motivation for learning, and perceived stress. The data were collected from the undergraduate learners and the proposed moderated mediation model was tested. The findings showed that all learner characteristics are significant predictors of online learner engagement. Besides, self-directed learning and motivation significantly mediate the relationship between digital literacy and engagement while perceived stress significantly moderates the relationship of digital literacy with self-directed learning, but not with motivation for learning.}, number = {sup1}, urldate = {2022-09-21}, journal = {Journal of Research on Technology in Education}, author = {Kara, Mehmet}, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/15391523.2021.1891997 KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2021.1891997 2339240:UXFFHB4H 2405685:RHGR3FCW}, keywords = {COVID-19, Online learning, digital literacy, engagement, motivation, self-directed learning, stress}, pages = {S236--S252}, } @misc{noauthor_right_2020, title = {Right {To} {Education}: {Pakistan}}, url = {https://rtepakistan.org/about-rte-pakistan/}, abstract = {Right To Education Pakistan (RTE Pakistan) is an organization dedicated to making sure that the state provide free and compulsory education to all children in Pakistan.}, language = {en-US}, urldate = {2020-07-23}, month = jul, year = {2020}, note = {Library Catalog: rtepakistan.org KerkoCite.ItemAlsoKnownAs: 2339240:TCMLZT3M 2405685:H9NPVL3Q 2405685:IUGEAUXG}, } @misc{rising_academy_network_rising_2020, title = {Rising {Academies} - {Rising} {On} {Air}}, url = {http://www.risingacademies.com/on-air}, language = {EN}, urldate = {2020-04-08}, author = {Rising Academy Network}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KCT7W2GQ 2405685:F3L6UE82 KCT7W2GQ}, } @article{united_nations_roadmap_2020, title = {Roadmap for {Digital} {Cooperation}}, language = {en}, author = {{United Nations}}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7PZNPHQG 2405685:XASSZTVB}, pages = {39}, } @article{iqbal_role_2020, title = {Role of technology in science classrooms: an exploratory study of {Pakistan}}, volume = {12}, issn = {1753-5255}, shorttitle = {Role of technology in science classrooms}, doi = {10.1504/IJTEL.2020.106281}, abstract = {Knowledge of science has its own demanding place in the current competitive world. Students have shown lack of interest and sufficient knowledge about the science subjects including Physics, Chemistry, and Biology. Multimedia audio-visual aids play important role in enhancing the classroom learning. Even though, these multimedia audio-visual aids are not being fully utilised in Pakistani education system. This study was conducted to illustrate the importance of using multimedia audio-visual aids in the classrooms especially during teaching physics, chemistry and biology at secondary schools of Pakistan. The researchers employed purposive sampling technique for this study and the sample size was 240 students. Primary data was collected by using observation method and conducting interviews. Collected data were analysed by using both quantitative and qualitative data analyse methods and presented in a descriptive way. Findings revealed that using multimedia audio-visual aids in the classrooms is an effective strategy that makes students active, maintains a high level of interest in the lesson and encourages students to participate in the classrooms and thus leads towards better learning.}, language = {English}, number = {2}, journal = {International Journal of Technology Enhanced Learning}, author = {Iqbal, Zeeshan and Sami, Aisha}, year = {2020}, note = {Place: Geneva Publisher: Inderscience Enterprises Ltd WOS:000525177900001 KerkoCite.ItemAlsoKnownAs: 10.1504/IJTEL.2020.106281 2339240:XRQJE3NP 2405685:8LC4DI2T}, keywords = {Pakistan, audio-visual aids, education, secondary schools, technology}, pages = {115--126}, } @misc{mahzumi_roles_2020, title = {Roles and responsibilities government ({Unpublished})}, author = {Mahzumi, Abdellahi}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EMGYP7ZF 2405685:46R9MWR6}, } @techreport{adam_rolling_2020, type = {{EdTech} {Hub} {Helpdesk} {Request}}, title = {Rolling {Out} a {National} {Virtual} {Learning} {Environment}}, copyright = {Creative Commomns Attribution 4.0}, url = {https://docs.edtechhub.org/lib/KWJRW62J}, abstract = {A virtual learning environment (VLE) is a virtual space designed to support teaching and learning and can resemble anything from a curated content repository to a synchronous video-enabled learning space. This technical note aims to inform the design and implementation of a VLE at a national level for basic education.}, language = {en}, number = {22}, institution = {EdTech Hub}, author = {Adam, Taskeen and McBurnie, Chris and Haßler, Björn}, month = jul, year = {2020}, doi = {10.53832/edtechhub.0010}, note = {previousshortDOI: 10/ghgnf6 previousshortDOI: 10/ghgnf6 previousDOI: 10.5281/zenodo.3406132 previousshortDOI: 10/ghgnf6 EdTechHub.Source: 2405685:KWJRW62J EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgnf6 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3406132 10.5281/zenodo.3406132EdTechHub.ItemAlsoKnownAs: 10.53832/edtechhub.0010 10/ghgnf6 2129771:3H8JIJ9T 2129771:MG4TM5B3 2339240:CN8LY32H 2339240:EG4V9NYX 2339240:T37Q6QE6 2339240:W2B4DTPS 2405685:7EP4VHD7 2405685:B76WDWTE 2405685:KWJRW62J 2405685:QFMSIUXQ 2405685:Y4EVL7PR 2486141:TAPS8LVP}, keywords = {F: Helpdesk response, H:Online learning, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v1, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{noauthor_rumie_2020, title = {Rumie {Initiative}}, url = {https://rumie.org/impact/}, abstract = {Here at Rumie we are doggedly passionate about addressing the UN’s sustainable development goal of Quality Education. We are always excited to work with partners who share our vision of using affordable technology to deliver innovative, digital learning solutions to communities who need it ...}, language = {en-US}, urldate = {2020-06-01}, journal = {Rumie Initiative}, year = {2020}, note = {Library Catalog: rumie.org KerkoCite.ItemAlsoKnownAs: 2339240:BD8RSW4Q 2405685:XWCCGLNZ 4803016:KF6JMJ8A}, } @misc{microsoft_rural_2020, title = {Rural {Broadband} {Access} \& {Connectivity}}, url = {https://www.microsoft.com/en-us/corporate-responsibility/airband}, abstract = {See how Microsoft works to make rural broadband access a reality. Learn more about our partners and actions in delivering rural broadband connectivity.}, language = {en-us}, urldate = {2020-06-09}, journal = {Microsoft CSR}, author = {Microsoft}, year = {2020}, note = {Library Catalog: www.microsoft.com KerkoCite.ItemAlsoKnownAs: 2405685:B2C9UCII}, } @article{dube_rural_2020, title = {Rural online learning in the context of {COVID} 19 in {South} {Africa}: {Evoking} an inclusive education approach}, volume = {10}, shorttitle = {Rural online learning in the context of {COVID} 19 in {South} {Africa}}, doi = {10.17583/remie.2020.5607}, number = {2}, journal = {Multidisciplinary Journal of Educational Research}, author = {Dube, Bekithemba}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.17583/remie.2020.5607 2405685:3WDFJS6L 2405685:Q3ZJJZH3}, pages = {135--157}, } @misc{ruzivo_digital_learning_ruzivo_2020, title = {Ruzivo {Digital} {Learning} {\textbar} {Home}}, url = {https://www.ruzivodigitallearning.co.zw/}, urldate = {2020-06-27}, author = {Ruzivo Digital Learning}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:KV2YSXB4}, } @misc{demographic_dividend_rwanda_2020, title = {Rwanda}, url = {https://demographicdividend.org/country_highlights/rwanda/}, urldate = {2020-08-17}, author = {Demographic Dividend}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5GG2FQKI 2405685:XBV4W92Y}, } @misc{fhi360_rwanda_2020, title = {Rwanda {Education} {Commons} ({REC})}, url = {https://www.fhi360.org/projects/rwanda-education-commons-rec}, abstract = {The Rwanda Education Commons (REC) is expanding access to quality education by using information and communication technology (ICT) to supplement teaching and learning. By improving collaborative use of these tools among education stakeholders, the REC is building a professional learning community.}, urldate = {2020-08-17}, author = {FHI360}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CM36IMAB 2405685:I9DZXPN7}, } @techreport{iasc_global_education_cluster_safe_2020, title = {Safe {Back} to {School}: {A} {Practitioner}’s {Guide}}, url = {https://inee.org/resources/safe-back-school-practitioners-guide}, urldate = {2020-08-18}, institution = {INEE}, author = {IASC Global Education Cluster and Child Protection Global Protection Cluster}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TT35QG9N 2405685:CAWF597M}, } @misc{briggs_safe_2020, type = {text/html}, title = {Safe {Schools}: getting children back into education after disaster strikes}, copyright = {Copyright ©2020 Theirworld.}, shorttitle = {Safe {Schools}}, url = {https://theirworld.org/news/safe-schools-getting-children-back-into-education-after-natural-disaster}, abstract = {To mark Theirworld's Safe Schools report, we look at how countries can rebuild their education system after an earthquake, tsunami or other catastrophic event.}, language = {en}, urldate = {2020-08-18}, journal = {Theirworld}, author = {Briggs, Billy}, month = aug, year = {2020}, note = {Archive Location: http://theirworld.org/ Publisher: Theirworld KerkoCite.ItemAlsoKnownAs: 2339240:8AYC7RZN 2405685:W3FA2CUU}, } @techreport{unicef_safe_2020, title = {Safe to {Learn} during {COVID}-19: {Recommendations} to {Prevent} and {Respond} to {Violence} against {Children} in all {Learning} {Environments}}, url = {https://www.unicef.org/documents/safe-learn-during-covid-19-recommendations-prevent-and-respond-violence-against-children}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2YNZVF7Y 2405685:E6GU9VQV}, } @misc{salcab_salcab_2020, title = {{SALCAB} {\textbar} {Home}}, url = {https://www.salcab.sl/}, urldate = {2020-06-25}, author = {SALCAB}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:7LEIDSTB}, } @techreport{rahman_sandbox_2020, type = {Internal papers}, title = {Sandbox {Lean} {Cost} {Model}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rahman, , Asad}, month = nov, year = {2020}, doi = {10.5281/zenodo.5147557}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147557 2405685:C44MFZNK}, keywords = {\_r:AddedByZotZen}, } @techreport{rahman_sandbox_2020, type = {Internal papers}, title = {Sandbox {Meet}-up {Planning} {Template}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rahman, , Asad}, month = dec, year = {2020}, doi = {10.5281/zenodo.5147564}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147564 2405685:JXX8J5WJ}, keywords = {\_r:AddedByZotZen}, } @techreport{rahman_sandbox_2020, type = {Internal papers}, title = {Sandbox {Sprint} {Review} {Template}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rahman, , Asad}, month = nov, year = {2020}, doi = {10.5281/zenodo.5147553}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147553 2405685:9GMPGWCB}, keywords = {\_r:AddedByZotZen}, } @misc{kumasewera_sandboxes_2020, title = {Sandboxes: {My} experience participating in the sandbox alpha}, shorttitle = {Sandboxes}, url = {https://edtechhub.org/2020/01/31/sandboxes-my-experience-participating-in-the-sandbox-alpha/}, abstract = {This is the third in this series about our sandboxes. If you haven’t already, read about our approach to experimentation and how we tested our sandbox strategy out in Malawi.}, language = {en-GB}, urldate = {2020-02-27}, journal = {EdTech Hub}, author = {Kumasewera, Pilirani}, month = jan, year = {2020}, note = {Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 2405685:CE3XH7JY}, keywords = {F:Sandbox, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{simpson_sandboxes_2020, title = {Sandboxes: our approach to systemic experimentation}, shorttitle = {Sandboxes}, url = {https://edtechhub.org/2020/01/28/sandboxes-our-approach-to-systemic-experimentation/}, abstract = {What’s a sandbox you ask? First in the series, this blog explains what you need to know about the Hub’s approach to experimentation and innovation.}, language = {en-GB}, urldate = {2020-02-27}, journal = {EdTech Hub}, author = {Simpson, Lea}, month = jan, year = {2020}, note = {Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 2339240:N8IVIWTD 2339240:UM8QDJVD 2405685:EU5H44PP 2405685:T22QNFKK 2405685:XZLUI8BE}, keywords = {F:Sandbox, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_\_\_working\_potential\_duplicate, \_zenodoETH}, } @misc{carter_sandboxes_2020, title = {Sandboxes: {Testing} the strategy in {Malawi}}, shorttitle = {Sandboxes}, url = {https://edtechhub.org/2020/01/31/sandboxes-testing-the-strategy-in-malawi/}, abstract = {Written by Alice Carter This is the second in this series about our sandboxes. If you haven’t already, read about our approach to experimentation.  Across the Hub, we’re proponents of using our tools and approaches on our own thinking. For innovation, that meant testing the assumptions we were making about how and if the sandboxes …}, language = {en-GB}, urldate = {2020-02-27}, journal = {EdTech Hub}, author = {Carter, Alice}, month = jan, year = {2020}, note = {Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 2405685:785EE55K}, keywords = {C:Malawi, F:Sandbox, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{wagner_save_2020, title = {Save {Our} {Education}: {Protect} every child’s right to learn in the {COVID}-19 response and recovery}, url = {https://resourcecentre.savethechildren.net/node/17871/pdf/save_our_education_0.pdf}, institution = {Save The Children}, author = {Wagner, Emma and Warren, Hollie}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8X7L3VGQ 2405685:BFW6FWT3}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{warren_save_2020, address = {London, UK}, title = {Save {Our} {Education}: {Protect} every child’s right to learn in the {COVID}-19 response and recovery}, shorttitle = {Save {Our} {Education}}, url = {https://resourcecentre.savethechildren.net/node/17871/pdf/save-our-education-5th.pdf}, language = {en}, urldate = {2021-10-11}, institution = {Save the Children}, author = {Warren, Hollie and Wagner, Emma}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RBGZ94Y4 2405685:85S3XMRF}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {102}, } @misc{hasler_save_2020, title = {Save our future}, author = {Haßler, Björn and Sagun, Rose}, month = nov, year = {2020}, doi = {10.5281/zenodo.4749380}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4749380 2405685:QLTPHU6B}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodoODE}, } @techreport{vegas_school_2020, title = {School closures, government responses, and learning inequality around the world during {COVID}-19}, url = {https://www.brookings.edu/research/school-closures-government-responses-and-learning-inequality-around-the-world-during-covid-19/}, abstract = {According to UNESCO, as of April 14, 188 countries around the world have closed schools nationwide, affecting over 1.5 billion learners and representing more than 91 percent of total enrolled learn…}, language = {en-US}, urldate = {2020-04-20}, institution = {The Brookings Institution}, author = {Vegas, Emiliana}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4E8N52WB 2339240:GRZFVDEB 2339240:LPBXNIL9 2339240:SUE5SR68 2339240:UKWS4KRF 2405685:768BPM25 2405685:F7TBGVHA 2405685:J9Y8D8QE 2405685:K898Q7DQ 2405685:NUKWKYUQ 2405685:VM2SAEJ5 2405685:XI33VZU7 2534378:J7YKNUDW}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{othman_school_2020, title = {School data {Zanzibar}, per district and grade ({Unpublished})}, publisher = {EMIS Department MoEVT Zanzibar}, author = {Othman, Othman S.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9M3JLUFK 2405685:2ULSUIS3}, } @misc{government_of_sindh_school_2020, title = {School {Education} and {Literacy} {Department}}, url = {http://www.sindheducation.gov.pk/}, urldate = {2020-07-20}, author = {{Government of Sindh}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FRCT272N 2405685:6LH3I6DG 2405685:J4NIEBTA}, } @misc{world_bank_school_2020, title = {School enrollment, primary, female (\% gross) - {Liberia} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SE.PRM.ENRR.FE?view=chart&locations=LR}, urldate = {2021-09-03}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q5TFW4YS 2405685:KHJLDVBA}, } @misc{burns_school_2020, title = {School, interrupted: 4 options for distance education to continue teaching during {COVID}-19}, shorttitle = {School, interrupted}, url = {https://www.globalpartnership.org/blog/school-interrupted-4-options-distance-education-continue-teaching-during-covid-19}, abstract = {Take a look at the four most common distance technology for contractors, donors and educators who find themselves needing to explore distance-learning options, with a particular focus on sub-Saharan Africa.}, language = {en}, urldate = {2020-06-02}, journal = {Global Partnership for Education}, author = {Burns, Mary}, year = {2020}, note = {Library Catalog: www.globalpartnership.org KerkoCite.ItemAlsoKnownAs: 2405685:PSW9X5JE 2405685:XQH95TTX}, } @misc{unicef_school_2020, title = {School {Mapping}}, url = {https://www.unicef.org/innovation/school-mapping}, abstract = {To map every school in the world and show their connectivity}, language = {en}, urldate = {2020-03-31}, author = {UNICEF}, year = {2020}, note = {Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2339240:LPEATXUZ 2405685:AGWU6IT4 AGWU6IT4}, } @techreport{global_online_learning_alliance_school_2020, title = {School re-openings and policies for resilient education, post covid-19}, author = {Global Online Learning Alliance}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YXLETYUF}, } @techreport{angrist_schools_2020, type = {Working {Paper}}, title = {School’s {Out}: {Experimental} {Evidence} on {Limiting} {Learning} {Loss} {Using} “{Low}-{Tech}” in a {Pandemic}}, shorttitle = {School’s {Out}}, url = {https://www.nber.org/papers/w28205}, abstract = {Schools closed extensively during the COVID-19 pandemic and occur in other settings, such as teacher strikes and natural disasters. This paper provides some of the first experimental evidence on strategies to minimize learning loss when schools close. We run a randomized trial of low-technology interventions – SMS messages and phone calls – with parents to support their child. The combined treatment cost-effectively improves learning by 0.12 standard deviations. We develop remote assessment innovations, which show robust learning outcomes. Our findings have immediate policy relevance and long-run implications for the role of technology and parents as partial educational substitutes when schooling is disrupted.}, number = {28205}, urldate = {2022-01-11}, institution = {National Bureau of Economic Research}, author = {Angrist, Noam and Bergman, Peter and Matsheng, Moitshepi}, month = dec, year = {2020}, doi = {10.3386/w28205}, note = {Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w28205 2339240:IJXPSRFF 2339240:IRQDPEL7 2405685:8XJARTV7 2405685:LHBGNCNF 2405685:YHH4SI2X 2534379:I69U33PS}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{carvalho_schools_2020, title = {School’s {Out}: {Now} {What}?}, shorttitle = {School’s {Out}}, url = {https://www.cgdev.org/blog/schools-out-now-what}, abstract = {Using a newly assembled database, here’s what we found about the scale and timing of school closures, as well as how countries are adjusting to distance learning.}, language = {en}, urldate = {2022-01-11}, journal = {Center For Global Development}, author = {Carvalho, Shelby and Crawfurd, Lee}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FXEEPLJA 2339240:VDWHBLVR 2405685:5JW3JJGX 2405685:8QRSKNB3 2405685:QNGVPD7E 2534379:DSZ57YJ5}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{schoolgate_schoolgate_2020, title = {{SchoolGate} {\textbar} {Home}}, url = {https://schoolgate.ng/}, urldate = {2020-07-07}, author = {SchoolGate}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:MPKF37CS}, } @article{fairlie_schooling_2020, title = {Schooling and {Covid}-19: lessons from recent research on {EdTech}}, volume = {5}, shorttitle = {Schooling and {Covid}-19}, doi = {10.1038/s41539-020-00072-6}, number = {1}, journal = {npj Science of Learning}, author = {Fairlie, Robert and Loyalka, Prashant}, year = {2020}, note = {Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s41539-020-00072-6 2339240:GIZL5DCW 2405685:2NLL9Q46}, pages = {1--2}, } @misc{privacy_international_schools_2020, title = {Schools and {Covid}-19}, url = {http://privacyinternational.org/news-analysis/3709/schools-and-covid-19}, abstract = {An estimated 90\% of the world’s student population are affected by school closures in the Covid-19 pandemic. And, in the absence of physical space, education technology companies are stepping in to fill the gap.}, language = {en-GB}, urldate = {2020-12-10}, journal = {Privacy International}, author = {Privacy International}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6LNSLD2D 2405685:4GJ5GUKG}, } @misc{cdc_schools_2020, title = {Schools during the {COVID}-19 pandemic}, url = {https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/Schools-Decision-Tree.pdf}, urldate = {2020-06-09}, author = {CDC}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EL3Q4EWG 2405685:JF8USRX9}, } @misc{universal_access_development_fund_sierra_leone_schools_2020, title = {Schools {ICT} project}, url = {https://uadf.gov.sl/schools-ict-project/}, language = {en-US}, urldate = {2020-06-25}, author = {Universal Access Development Fund (Sierra Leone)}, year = {2020}, note = {Library Catalog: uadf.gov.sl EdTechHub.ItemAlsoKnownAs: 2405685:UXGCRKTI}, } @misc{moreno_schools_2020, title = {Schools’ readiness for digital learning in the eyes of principals. {An} analysis from {PISA} 2018 and its implications for the {COVID19} ({Coronavirus}) crisis response}, url = {https://blogs.worldbank.org/education/schools-readiness-digital-learning-eyes-principals-analysis-pisa-2018-and-its}, abstract = {An analysis from PISA 2018 and its implications for the COVID19 crisis response}, language = {en}, urldate = {2020-04-20}, journal = {World Bank Blogs - Education for Global Development}, author = {Moreno, Juan Manuel and Gortazar, Lucas}, month = apr, year = {2020}, note = {Library Catalog: blogs.worldbank.org EdTechHub.ItemAlsoKnownAs: 2405685:H5822577}, } @article{fackler_science_2020, title = {Science {Teacher} {Education} in the {Time} of {COVID}-19 : {A} {Document} {Analysis}}, volume = {24}, number = {3}, author = {Fackler, Ayca K and Sexton, Chelsea M}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UT4S46W2}, pages = {5--13}, } @misc{directorate_of_science_technology__innovation_sierra_leone_scientists_2020, title = {Scientists at {DSTI} go the extra mile to make it easier for children to get to school}, url = {https://www.dsti.gov.sl/scientists-at-dsti-go-the-extra-mile-to-make-it-easier-for-children-to-get-to-school/}, abstract = {Mike Fabrikant, a software developer from Washington D.C., is embedded within the data science team at the Directorate of Science, Technology, and Innovation (DSTI) to support systems delivery. His workRead More}, language = {en-US}, urldate = {2020-06-25}, author = {Directorate of Science, Technology \& Innovation (Sierra Leone)}, month = jan, year = {2020}, note = {Library Catalog: www.dsti.gov.sl KerkoCite.ItemAlsoKnownAs: 2405685:9K5VWY7C}, } @misc{uis_sdg_2020, title = {{SDG}: 4.1.4 – {Completion} rate (primary, lower secondary, upper secondary)}, url = {http://tcg.uis.unesco.org/4-1-4-completion-rate-primary-lower-secondary-upper-secondary/}, language = {en-US}, urldate = {2020-01-14}, journal = {Technical Cooperation Group on the Indicators for SDG 4}, author = {UIS}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4Z75KDRA 2405685:X8AB9A6A X8AB9A6A}, } @misc{international_energy_agency_sdg7_2020, title = {{SDG7}: {Data} and {Projections}}, shorttitle = {{SDG7}}, url = {https://www.iea.org/reports/sdg7-data-and-projections}, language = {en-GB}, urldate = {2021-05-24}, journal = {IEA}, author = {International Energy Agency}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HSXM7FSQ 2405685:YMEW7GGP}, } @article{farhana_secondary_2020, title = {Secondary {Education} {During} {Lockdown} {Situation} {Due} to {Covid}-19 {Pandemic} in {Bangladesh}: {Teachers}’ {Response} on {Online} {Classes}}, shorttitle = {Secondary {Education} {During} {Lockdown} {Situation} {Due} to {Covid}-19 {Pandemic} in {Bangladesh}}, url = {https://iiste.org/Journals/index.php/JEP/article/view/53383}, doi = {10.7176/jep/11-20-11}, abstract = {Online classes started in many secondary schools one month after the compulsory closure of all education institutions in Bangladesh. This study explores the current scenario as well as challenges of adaptation of online classes in secondary education in terms of teachers’ experience. The study followed sequential exploratory mixed-method approach. Five secondary teachers were interviewed and 54 secondary teachers from 17 districts in Bangladesh were surveyed over telephone, Google forms and by email. The quantitative data was analyzed with Microsoft Excel and the thematic analysis approach had been followed for the qualitative one. The findings revealed that a good number of teachers have started teaching online by using social media platforms despite of not having any training or experience. Very few respondent teachers were found to take online examination; instead they are trying to assess the students from the feedback of given home works and home assignments. Teachers are facing numerous challenges like deficit of digital equipment, lack of expertise, unfamiliarity with the LMS, proficiency in assessment technique etc. The paper concludes with few recommendations such as providing proper devices to the teachers and students to participate in online class; facilitate rigorous training to enhance technology-based skills and capacities of the teachers so as to get the expected outcome.}, language = {en}, urldate = {2021-05-19}, journal = {Journal of Education and Practice}, author = {Farhana, Z and Tanni, S and Shabnam, S and Chowdhury, S}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.7176/jep/11-20-11 10/gj37h6 2339240:L9JH4WCG 2405685:3E5UXJXJ}, } @article{mailizar_secondary_2020, title = {Secondary school mathematics teachers' views on e-learning implementation barriers during the {COVID}-19 pandemic: {The} case of {Indonesia}}, volume = {16}, doi = {10.29333/EJMSTE/8240}, abstract = {School closures in Indonesia during the COVID-19 pandemic have left 45.5 million school students and 3.1 million teachers dependent on online teaching and learning. Online teaching and learning are an unprecedented experience for most teachers and students; consequently, they have a limited experience with it. This paper examines the views of secondary school mathematics teachers on E-learning implementation barriers during the COVID-19 pandemic at four barrier levels, namely teacher, school, curriculum and student. Furthermore, it assesses the relationship between barrier levels with teachers' demographic background. Data was collected through an online questionnaire, involving 159 participants from lower and upper secondary schools in Indonesia. The findings of this study suggest that student level barrier had the highest impact on e-learning use. In addition, the student level barrier showed strong positive correlation with the school level barrier and curriculum level barrier. The study showed that teachers' backgrounds had no impact on the level of barriers. This study stimulates further discussion on the way to overcome e-learning barriers whilst simultaneously maximizing benefits of E-learning during this pandemic and beyond it by highlighting the importance of students' voices.}, number = {7}, journal = {Eurasia Journal of Mathematics, Science and Technology Education}, author = {{Mailizar} and Almanthari, Abdulsalam and Maulina, Suci and Bruce, Sandra}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.29333/EJMSTE/8240 2405685:5YW3B8IU}, keywords = {Barrier to e-Learning, E-Learning in mathematics education, E-learning during COVID-19, E-learning in Indonesia}, pages = {1--9}, } @misc{commonwealth_network_sectors_2020, title = {Sectors}, url = {https://www.commonwealthofnations.org/sectors/}, language = {en-US}, urldate = {2022-10-20}, journal = {Commonwealth of Nations}, author = {Commonwealth Network}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:78A99CPJ 2405685:G3PJPAXV}, } @article{bbc_news_pidgin_see_2020, title = {See states for {Nigeria} where schools no go resume on {January} 18}, url = {https://www.bbc.com/pidgin/tori-55701632}, abstract = {Some state governors, lawmakers no buy di idea of school resumption wey Ngeria government bin give go ahead to resume on January 18}, language = {pcm}, urldate = {2021-03-29}, journal = {BBC News Pidgin}, author = {{BBC News Pidgin}}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PXE3CNCE 2405685:U4I7NPED}, keywords = {Education, Nigeria}, } @article{carter_self-regulated_2020, title = {Self-regulated learning in online learning environments: strategies for remote learning}, volume = {121}, issn = {2398-5348}, shorttitle = {Self-regulated learning in online learning environments}, url = {https://doi.org/10.1108/ILS-04-2020-0114}, doi = {10.1108/ils-04-2020-0114}, abstract = {Purpose Many teachers and students in the USA and various parts of the world are migrating some aspects of education online out of necessity. The purpose of this paper is to identify and describe strategies of the self-regulated learning (SRL) framework for K-12 students learning in online environments to support remote learning with online and digital tools during the COVID-19 pandemic.Design/methodology/approach The SRL framework (Zimmerman, 2008) has been used consistently to support students in learning to work independently. This framework highlights three phases: planning, performing and evaluating. Previous research in K-12 online learning has yielded specific strategies that are useful. The paper identified and described the strategies to an audience seeking answers on how to meet the needs of students in online learning environment.Findings The main types of strategies that have emerged from previous studies include asking students to consider how they learn online, providing pacing support, monitoring engagement and supporting families.Originality/value Although the social crisis of COVID-19 is unique, prior research in online learning may be useful for supporting teacher practice and suggesting future research. Developing SRL skills of students will ensure the effectiveness of online learning that the field of education may ultimately focus on in the future.}, number = {5/6}, urldate = {2021-08-05}, journal = {Information and Learning Sciences}, author = {Carter, Jr Richard Allen and Rice, Mary and Yang, Sohyun and Jackson, Haidee A.}, month = jan, year = {2020}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/ils-04-2020-0114 10/gmfk2z 2339240:H82DHQ9Q 2405685:A79IHLVH}, pages = {321--329}, } @inproceedings{agarwal_semi-supervised_2020, title = {Semi-supervised learning to perceive children's affective states in a tablet tutor}, copyright = {Copyright (c) 2020 Association for the Advancement of Artificial Intelligence}, url = {https://ojs.aaai.org/index.php/AAAI/article/view/7057}, doi = {10.1609/aaai.v34i09.7057}, language = {en}, urldate = {2020-11-18}, booktitle = {Proceedings of the {AAAI} {Conference} on {Artificial} {Intelligence}}, author = {Agarwal, Mansi and Mostow, Jack}, year = {2020}, note = {Number: 09 KerkoCite.ItemAlsoKnownAs: 10.1609/aaai.v34i09.7057 2339240:3L6Z5HX7 2405685:HP5Q26MU}, pages = {13350--13357}, } @article{trust_should_2020, title = {Should teachers be trained in emergency remote teaching? {Lessons} learned from the {COVID}-19 pandemic}, volume = {28}, abstract = {In the midst of the COVID-19 outbreak, many educators across the country and around the world scrambled to shift their practice from in-person to remote teaching within a mat- ter of days. This global pandemic exposed a significant gap in teacher preparation and training for emergency remote teaching, including teaching with technology to ensure con- tinuity of learning for students at a distance. To learn more about educators’ experiences during this crisis, we designed and distributed an online survey that received 325 responses from K-12 educators between April 4 and May 10, 2020. In this article, we share initial insights from the survey and pro- vide recommendations for how to better prepare and support educators for teaching remotely in times of need. RATIONALE}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Trust, Torrey and Whalen, Jeromie}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MEIKQJP5}, keywords = {Barriers, Communicable Diseases, Disease Control, Distance Education, Educational Technology, Elementary School Teachers, Faculty Development, Online Courses, Secondary School Teachers, Teacher Attitudes, Teacher Competencies, Technological Literacy, ⛔ No DOI found}, pages = {189--199}, } @misc{noauthor_shuledirect_2020, title = {{ShuleDirect}}, url = {https://www.shuledirect.co.tz}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z4YBGRZJ 2405685:ITIKHZ2Y}, } @techreport{sief_sief_2020, type = {Costing {Model}}, title = {{SIEF} {Mega} {Costing} {Model} for {Nudge} or {Information} {Interventions} {Using} {SMS} or {Recorded} {Messages}}, url = {https://thedocs.worldbank.org/en/doc/391401601333318525-0090022020/render/SIEFMegacostingmodel092520.pdf}, urldate = {2022-01-04}, institution = {Strategic Impact Evaluation Fund}, author = {{SIEF}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:34TKXQJY 2405685:F52GCYZD}, } @techreport{lamba_sierra_2020, title = {Sierra {Leone} and {Liberia}: {Rising} {Academy} {Network} on air}, url = {https://oecdedutoday.com/wp-content/uploads/2020/05/Sierra-Leone-Liberia-Rising-Academy-Network.pdf}, urldate = {2020-06-09}, institution = {World Bank; OECD; Harvard Global Education Innovation Initiative; HundrED}, author = {Lamba, Keya and Reimers, Fernando}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BRFU9F86 2405685:93KUAPNF 2405685:9APBFG2P 2405685:CXIWGJLQ 2405685:STZ89LHX 2534378:UQINHJH2}, } @misc{lamba_sierra_2020, title = {Sierra {Leone} and {Liberia}: {Rising} {Academy} {Network} on air}, language = {en}, author = {Lamba, Keya and Reimers, Fernando}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XVKVLR6R 2405685:QV99MR4Q}, } @techreport{statistics_sierra_leone_sierra_2020, address = {Freetown, Sierra Leone and Rockville, Maryland, USA}, title = {Sierra {Leone} {Demographic} and {Health} {Survey} 2019}, abstract = {ICF}, language = {en}, number = {FR365}, institution = {The DHS Program}, author = {{Statistics Sierra Leone}}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J5MWI9UW 2405685:MEUW6R9C 2405685:MZXSNEV5}, pages = {647}, } @misc{unesco_sierra_2020, title = {Sierra {Leone} {\textbar} {Education} and {Literacy} {Statistics}}, url = {http://uis.unesco.org/en/country/sl}, abstract = {...}, language = {eng}, urldate = {2020-06-25}, author = {UNESCO}, year = {2020}, note = {Last Modified: 2017-04-12 Library Catalog: uis.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:Y6JYY6Q6}, } @misc{teaching_service_commission_sierra_2020, title = {Sierra {Leone} {Education} {Attendance} {Monitoring} {System}}, url = {https://sleams.org/}, urldate = {2020-12-17}, author = {Teaching Service Commission}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CLIEEVEU 2405685:XV88ZYD7}, } @techreport{graham_sierra_2020, title = {Sierra {Leone} {Education} {Attendance} {Monitoring} {System} ({SLEAMS}) {Final} {Technical} {Report}}, institution = {Charlie Goldsmiths Associates}, author = {Graham, Hannah and Kawa, Muniru and Lee, Philip and Malyon, Stephanie and Hayward, Harry and Conteh, Sheriff and Chandia, Gloria}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M68LGCE7 2405685:FTT9TD2Y}, } @techreport{kawa_sierra_2020, title = {Sierra {Leone} {Education} {Attendance} {Monitoring} {System} ({SLEAMS}) {Pilot} {Phase}: {Inception} {Report}}, institution = {Charlie Goldsmiths Associates}, author = {Kawa, Muniru and Graham, Hannah and Lee, Philip and Murray, Tobias and Malyon, Stephanie}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EPHMUJLL 2405685:F8XG7GDF}, } @techreport{world_bank_sierra_2020, type = {Project {Appraisal} {Document}}, title = {Sierra {Leone} {Free} {Education} {Project}}, url = {https://documents1.worldbank.org/curated/en/957041593741800590/pdf/Sierra-Leone-Free-Education-Project.pdf}, urldate = {2023-11-06}, author = {{World Bank}}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MSP6V8I2 2405685:REKP5PJD}, } @article{shettima_significance_2020, title = {Significance of {Radio} and {Television} {Learning} {Programmes} on the {Academic} {Achievement} of {Learners} during {COVID}-19 {Lockdown} in {Maiduguri}, {Borno} {State}, {Nigeria}}, volume = {8}, issn = {2467-8562}, url = {https://seahipaj.org/journals-ci/sept-2020/IJIISTR/full/IJIISTR-S-6-2020.pdf}, abstract = {This study examines the significance of Radio and Television learning programmes on the academic achievement of learners during the COVID-19 lockdown in Maiduguri, Borno State, Nigeria. There are three research questions and one null hypothesis formulated for the study. Using Krejcie and Morgan (1970) statistical table, a population of 217 respondents were drawn from a sample size 500 as the sample for the study. The research questions were answered using percentages and the null hypothesis was tested using Chi-Square (X2) at 5\% level of significance. The findings of research questions one show that, Radio and Television Learning programmes have significant impact on the academic achievement of learners (X2=16.43; P{\textgreater}0.05). Similarly, analysis of research question two shows that, learners have interest in listening or viewing on the Radio and Television learning programmes (X2=23.41; P{\textgreater}0.05). Furthermore, findings of research question three indicated that Radio and Television learning programmes were up to educational standard which are easily understood by the learners (X2=38.16; P{\textgreater}0.05). In conclusion, Radio and Television learning programmes have impacted positively on the academic achievement of learners in nursery, primary and secondary schools. These educational learning programmes may help in mitigating idleness and non-study of learners during the COVID-19 lockdown in the country.}, language = {en}, number = {3}, journal = {International Journal of Innovative Information Systems \& Technology Research}, author = {Shettima, Y and Makinta, A W and Tomsu, S M}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6KC9UHJS 2405685:H6DXAQZY}, keywords = {⛔ No DOI found}, pages = {54--60}, } @book{azevedo_simulating_2020, series = {Policy {Research} {Working} {Papers}}, title = {Simulating the {Potential} {Impacts} of {COVID}-19 {School} {Closures} on {Schooling} and {Learning} {Outcomes}: {A} {Set} of {Global} {Estimates}}, shorttitle = {Simulating the {Potential} {Impacts} of {COVID}-19 {School} {Closures} on {Schooling} and {Learning} {Outcomes}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9284}, language = {en}, urldate = {2020-08-12}, publisher = {The World Bank}, author = {Azevedo, João Pedro and Hasan, Amer and Goldemberg, Diana and Iqbal, Syedah Aroob and Geven, Koen}, month = jun, year = {2020}, doi = {10.1596/1813-9450-9284}, note = {shortDOI: 10/ghgnf8 KerkoCite.ItemAlsoKnownAs: 10/ghgnf8 2405685:5YLXQ8AN}, } @techreport{azevedo_simulating_2020, title = {Simulating the {Potential} {Impacts} of the {COVID}-19 {School} {Closures} on {Schooling} and {Learning} {Outcomes}: {A} set of {Global} {Estimates}}, shorttitle = {Simulating the {Potential} {Impacts} of the {COVID}-19 {School} {Closures} on {Schooling} and {Learning} {Outcomes}}, url = {https://www.worldbank.org/en/topic/education/publication/simulating-potential-impacts-of-covid-19-school-closures-learning-outcomes-a-set-of-global-estimates}, abstract = {Simulating the Potential Impacts of the COVID-19 School Closures and Learning Outcomes: A set of Global Estimates}, language = {en}, urldate = {2021-05-21}, institution = {World Bank}, author = {Azevedo, J.P and Hasan, A and Goldemberg, D and Iqbal, S.A and Geven, K}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KPN9W5QY 2534379:7MIIRQSV}, } @misc{sesame_workshop_sisimpur_2020, title = {Sisimpur {\textbar} {Sesame} {Workshop}}, url = {https://www.sesameworkshop.org/what-we-do/shows/sisimpur}, urldate = {2020-06-09}, author = {{Sesame Workshop}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KVF62JP5 2405685:VI6BNSHZ 4803016:IRMRT8SQ}, } @misc{unicef_situation_2020, title = {Situation of women and children in {Nigeria}}, url = {https://www.unicef.org/nigeria/situation-women-and-children-nigeria}, abstract = {Challenges faced by women and children in Nigeria}, language = {en}, urldate = {2020-07-07}, author = {UNICEF}, year = {2020}, note = {Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2405685:UQ5PZ7WE}, } @misc{unhcr_situation_2020, title = {Situation {Syria} {Regional} {Refugee} {Response}}, url = {https://data2.unhcr.org/en/situations/syria/location/36}, urldate = {2020-06-30}, author = {UNHCR}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EM8YXKEV}, } @techreport{world_education_incbantwana_siyakha_2020, address = {Zimbabwe}, title = {Siyakha {Girls} {Toolkit} and {Guide}: an economic empowerment resource for adolescent girls and young women}, url = {https://bantwana.org/resource/siyakha-girls-toolkit-and-guide/}, urldate = {2023-06-22}, author = {{World Education, Inc./Bantwana}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SW9Y9PUM 2405685:KXI6BPS9}, } @misc{lewin_smart_2020, title = {Smart buys, great sales and special offers: cost-effective approaches to improve global learning}, shorttitle = {Smart buys, great sales and special offers}, url = {https://www.ukfiet.org/2020/smart-buys-great-sales-and-special-offers-cost-effective-approaches-to-improve-global-learning/}, language = {en-GB}, urldate = {2021-05-28}, journal = {The Education and Development Forum (UKFIET)}, author = {Lewin, Keith and Learning {\textbar} 0 and Learning {\textbar} 0}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4GZPTGRL 2405685:7CGSPQI6}, } @misc{ndaruhutse_smart_2020, title = {Smart buys: system reform, local-level buy-in and reaching the most marginalised}, shorttitle = {Smart buys}, url = {https://www.ukfiet.org/2020/smart-buys-system-reform-local-level-buy-in-and-reaching-the-most-marginalised/}, abstract = {This blog was written by Susy Ndaruhutse, Chair of the Board of Trustees, UKFIET. Earlier this month, I listened with interest to representatives of the Global Education Evidence Advisory Panel (GEEAP) presenting a summary of the findings and recommendations from their latest report Cost-Effective Approaches to Improve Global Learning: What does recent evidence tell us […]}, language = {en-GB}, urldate = {2020-12-08}, journal = {The Education and Development Forum (UKFIET)}, author = {Ndaruhutse, Susy}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S3CPGUIH 2405685:BSJGIH79}, } @article{greenhow_social_2020, title = {Social distancing meet social media: {Digital} tools for connecting students, teachers, and citizens in an emergency}, volume = {121}, doi = {10.1108/ILS-04-2020-0134}, abstract = {Purpose: In a public health crisis where social distancing, or physical distancing while in public spaces, is the new normal, social media offer respite from being alone. Recent statistics show spikes in social media usage worldwide during the Covid-19 pandemic. More than just easing loneliness, such freely available digital tools offer affordances for education in an emergency. Design/methodology/approach: This paper summarizes insights from literature reviews of over a decade of research and recent case studies on the benefits of teaching with social media in K-12 education. Findings: The authors highlight three affordances of social media for fostering active learning, community building and civic participation and describe how social media can be used in conjunction with conventional learning management systems. Furthermore, the authors argue that the unprecedented health crisis that is faced today requires the participation of responsible citizens of all ages; K-12 public education is on the front lines of preparing informed and active citizens and the integration of social media as part of remote education plans can help. Practical implications: The paper includes instructional guidelines for K-12 teachers and instructional designers in various settings who seek to integrate social media as part of their strategy for teaching students at a distance and facilitating their civic participation. Originality/value: This paper fulfills an identified need for evidence-based and pragmatic approaches to K-12 online teaching and learning using technologies already widely in use (i.e. social media).}, number = {5}, journal = {Information and Learning Science}, author = {Greenhow, Christine and Chapman, Amy}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0134 2405685:6G6Y4E84}, keywords = {Active learning, COVID-19 pandemic, Civic participation, Community building, Distance education, K-12 education, Social media}, pages = {341--352}, } @article{tewathia_social_2020, title = {Social inequalities, fundamental inequities, and recurring of the digital divide: {Insights} from {India}}, volume = {61}, issn = {0160-791X}, shorttitle = {Social inequalities, fundamental inequities, and recurring of the digital divide}, url = {https://www.sciencedirect.com/science/article/pii/S0160791X19304567}, doi = {10.1016/j.techsoc.2020.101251}, abstract = {The paper uses a large scale national quantitate dataset to provide a fresh perspective on linkages between the digital divide and social inequalities in India. Commencing from two classical social theoretical perspectives – the Marxian conflict perspective and the Weberian cultural perspective – as starting points, we employed MANCOVA analysis on data of more than forty thousand households. The Marxian perspective reveals how information and communication technologies (ICT) assets come to be owned, and how they are used with the help of specific digital skills by the working class to influence labour markets and intergenerationally transfer class advantage. The Weberian perspective focuses on how ownership and use of ICT assets define an elite lifestyle which excludes others. The analysis is deepened by employing network effects approach. Results from data analysis indicate that the less educated, lower-income group, and lower caste strata are further marginalised as they neither have ICT assets nor the skills to use them. Households whose primary source of income is organised business own and use their ICT assets more than those that depend on agricultural or non-agricultural wage labour. Also, the highest adult education in a household, caste, and the primary source of income of the household differentiate ICT ownership and use. Overall, ICT ownership and usage are significantly different for different socio-economic groups in India. This linkage demonstrates how inequalities are aggravated in the manner of a Matthew Effect. The paper suggests that ICTs may end up amplifying the social inequalities in India.}, language = {en}, urldate = {2021-02-15}, journal = {Technology in Society}, author = {Tewathia, Nidhi and Kamath, Anant and Ilavarasan, P. Vigneswara}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.techsoc.2020.101251 2339240:8K2ESEF4 2405685:KKV53HCA}, keywords = {Digital divide, Households, ICT, IHDS, Inequality}, pages = {101251}, } @article{harrison_software_2020, title = {Software tools to support title and abstract screening for systematic reviews in healthcare: an evaluation}, volume = {20}, issn = {1471-2288}, shorttitle = {Software tools to support title and abstract screening for systematic reviews in healthcare}, url = {https://doi.org/10.1186/s12874-020-0897-3}, doi = {10.1186/s12874-020-0897-3}, abstract = {Systematic reviews are vital to the pursuit of evidence-based medicine within healthcare. Screening titles and abstracts (T\&Ab) for inclusion in a systematic review is an intensive, and often collaborative, step. The use of appropriate tools is therefore important. In this study, we identified and evaluated the usability of software tools that support T\&Ab screening for systematic reviews within healthcare research.}, language = {en}, number = {1}, urldate = {2024-01-18}, journal = {BMC Medical Research Methodology}, author = {Harrison, Hannah and Griffin, Simon J. and Kuhn, Isla and Usher-Smith, Juliet A.}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s12874-020-0897-3 2405685:DXHLMQY6 2486141:WH85XWT8 2486141:Z5HN3IS3}, keywords = {Feature analysis, Screening, Software tools, Systematic reviews, Title and abstract, \_Added-ailr-2024}, pages = {7}, } @misc{noauthor_solutions_2020, title = {Solutions {EdTech} face au {COVID}-19 dans les pays francophones}, url = {https://edtechhub.org/2020/04/29/solutions-edtech-face-au-covid-19-dans-les-pays-francophones/}, abstract = {This is part of our coronavirus (COVID-19) and EdTech series. Une chose est sûre avec le coronavirus – il n’a pas de frontière. Depuis son émergence, le coronavirus a causé la fermeture d’écoles dans le monde entier. Ce nouveau blog post s’intéresse aux près de 300 millions de francophones dans le monde et aux leçons que nous pouvons tirer de…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = apr, year = {2020}, doi = {10.5281/zenodo.4707820}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707820 2405685:SVXJAUKP}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{lwamba_solutions_2020, title = {Solutions {EdTech} face au {COVID}-19 dans les pays francophones}, url = {https://edtechhub.org/2020/04/29/solutions-edtech-face-au-covid-19-dans-les-pays-francophones/}, abstract = {This is part of our coronavirus (COVID-19) and EdTech series. Une chose est sûre avec le coronavirus – il n’a pas de frontière. Depuis son émergence, le coronavirus a causé la fermeture d’écoles dans le monde entier. Ce nouveau blog post s’intéresse aux près de 300 millions de francophones dans le monde et aux leçons […]}, language = {en-GB}, urldate = {2020-07-14}, journal = {EdTech Hub}, author = {Lwamba, Etienne}, month = apr, year = {2020}, doi = {10.5281/zenodo.4707816}, note = {Library Catalog: edtechhub.org KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707816 2405685:3V3HQS3W}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{new_classrooms_solving_2020, title = {Solving the {Iceberg} {Problem}: {Addressing} {Learning} {Loss} in {Middle} {School} {Math} through {Tailored} {Acceleration}}, url = {https://newclassrooms.org/solving-the-iceberg-problem}, language = {en-US}, urldate = {2022-08-26}, institution = {New Classrooms}, author = {New Classrooms}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U9PM6NW8 2405685:BA2KMH4V}, } @techreport{government_of_somalia_somalia_2020, title = {Somalia {Education} {Sector} {COVID}-19 {Response} {Plan}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/somalia-education-sector_covid-19_response-plan_final_2020-04-22.pdf}, urldate = {2020-06-09}, author = {Government of Somalia}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TENR663S 2405685:GWQA5D9F}, } @misc{education_development_center_edc_somalia_2020, title = {Somalia {Interactive} {Radio} {Instruction} {Program}}, url = {https://www.edc.org/somalia-interactive-radio-instruction-program}, abstract = {The Somali Interactive Radio Instruction Program (SIRIP) advances stabilization in Somalia by delivering education in a precarious situation and by giving children the capabilities they will need to actively participate in society.}, language = {en}, urldate = {2023-06-22}, author = {{Education Development Center (EDC)}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DHLUF4HU 2339240:JLI4JBIF 2405685:DEYIMTWC 2405685:GXF6PCDZ}, keywords = {⛔ No DOI found}, } @techreport{south_sudan_education_cluster_south_2020, title = {South {Sudan} {COVID} 19 {Preparedness} and {Response} {Plan} 2020}, url = {https://inee.org/system/files/resources/SSEC_COVID%2019%20Prep%20%20Response%20Strategy%20-%20April%202020.pdf}, urldate = {2020-06-09}, author = {South Sudan Education Cluster}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ED3495VC 2405685:6WWWVH6V}, } @misc{malawi_minister_of_education_statement_2020, title = {Statement by {Minister} of {Education}, {Hon}. {Agnes} {Nyalonje}, on {Re}-{Opening} of {Schools}, {Colleges}, {Universities} and {International} {Schools} on 27 {August}, 2020 in {Lilongwe} {\textbar} {United} {Nations} in {Malawi}}, url = {https://malawi.un.org/en/89077-statement-minister-education-hon-agnes-nyalonje-re-opening-schools-colleges-universities-and, https://malawi.un.org/en/89077-statement-minister-education-hon-agnes-nyalonje-re-opening-schools-colleges-universities-and}, abstract = {I have called for this press briefing to announce to the nation that Schools, Colleges, Universities and International Schools will re-open on 7th Sept 2020}, language = {en}, urldate = {2022-11-21}, author = {Malawi Minister of Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N4W98RSH 2405685:2YPQERK7}, } @techreport{ergul_staying_2020, title = {Staying {Tuned} {Radio} {Programming} for {Sustained} {Behaviour} {Change} and {Accountability} in {Cox}’s {Bazar}, {Bangladesh}}, url = {https://www.unicef.org/bangladesh/media/4421/file/Case%20Study%203_CXB%20C4D.pdf.pdf}, institution = {UNICEF}, author = {Ergül, H}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GJPSTJEE 2405685:DUQRTVUY}, } @techreport{angrist_stemming_2020, title = {Stemming learning loss during the pandemic: {A} rapid randomized trial of a low-tech intervention in {Botswana}}, shorttitle = {Stemming {Learning} {Loss} {During} the {Pandemic}}, url = {https://www.ssrn.com/abstract=3663098}, abstract = {The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially longterm consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at fourto six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for differential attrition. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system.}, language = {en}, urldate = {2021-11-18}, author = {Angrist, Noam and Bergman, Peter and Brewster, Caton and Matsheng, Moitshepi}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2WJEWLAA 2405685:VDBNW37T}, } @article{angrist_stemming_2020, title = {Stemming {Learning} {Loss} {During} the {Pandemic}: {A} {Rapid} {Randomized} {Trial} of a {Low}-{Tech} {Intervention} in {Botswana}}, issn = {1556-5068}, shorttitle = {Stemming {Learning} {Loss} {During} the {Pandemic}}, url = {https://www.ssrn.com/abstract=3663098}, doi = {10.2139/ssrn.3663098}, abstract = {The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system.}, language = {en}, urldate = {2020-08-12}, journal = {SSRN Electronic Journal}, author = {Angrist, Noam and Bergman, Peter and Brewster, Caton and Matsheng, Moitshepi}, year = {2020}, note = {shortDOI: 10/ghd7tq KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3663098 10/ghd7tq 2129771:37WVYGRH 2129771:3GGG8ENA 2129771:4XBSBHNZ 2129771:NQQA5HAW 2129771:ZAKRMJ4F 2339240:3KEMQZFY 2339240:8UQPKQ7W 2339240:A6GTDZPI 2339240:S9NW6UM3 2339240:TUIKVLFK 2339240:WELWFJX5 2405685:7YTYUC4P 2405685:CI9DR8FZ 2405685:FVE4BJUX 2405685:LH88EXET 2405685:RL286U4T 2405685:SE6BFJGL 2405685:XRR4DFUM}, keywords = {Education, Human Capital, Technology, \_COVID\_DEAA-List, \_\_C:filed:1, \_\_\_working\_potential\_duplicate}, } @article{nasson_stop_2020, title = {Stop thinking about tomorrow: {Even} in the era of {COVID}-19 {History} is teaching past and present reflections on teaching {History} during {COVID}-19}, shorttitle = {Stop thinking about tomorrow}, number = {24}, journal = {Yesterday and Today}, author = {Nasson, L.}, year = {2020}, note = {Publisher: The South African Society for History Teaching (SASHT) KerkoCite.ItemAlsoKnownAs: 2405685:EN39RVFT}, keywords = {⛔ No DOI found}, pages = {219--225}, } @techreport{dixon_storytelling_2020, type = {Internal papers}, title = {Storytelling {Planning} {Template}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Dixon, , Miranda and Patuck, , Lil}, month = jun, year = {2020}, doi = {10.5281/zenodo.5147549}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147549 2405685:ICTPGRA4}, keywords = {\_r:AddedByZotZen}, } @techreport{glennie_strategies_2020, title = {Strategies for supporting inclusive innovation: insights from {South}-{East} {Asia}}, shorttitle = {Strategies for supporting inclusive innovation}, url = {https://www.nesta.org.uk/report/supporting-inclusive-innovation-se-asia/}, abstract = {This report looks at how policymakers can support inclusive forms of innovation, drawing on insights from strategies and practices in South-East Asia.}, language = {en}, urldate = {2020-03-30}, author = {Glennie, Alex and Stanley, Isaac and Ollard, Juliet and Klingler-Vidra, Robyn}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5B68U762 2405685:H7ELG8HI}, } @techreport{oecd_strengthening_2020, title = {Strengthening online learning when schools are closed: {The} role of families and teachers in supporting students during the {COVID}-19 crisis}, url = {https://read.oecd-ilibrary.org/view/?ref=136_136615-o13x4bkowa&title=Strengthening-online-learning-when-schools-are-closed}, author = {{OECD}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DYKBSIJT 2405685:C489QCHG}, } @article{mccarthy_strengths-based_2020, title = {Strengths-based blended personalized learning: an impact study using virtual comparison group}, volume = {52}, issn = {1539-1523}, shorttitle = {Strengths-based blended personalized learning}, url = {https://doi.org/10.1080/15391523.2020.1716202}, doi = {10.1080/15391523.2020.1716202}, abstract = {This study describes a strengths-based blended personalized learning model, the implementation of the model over a 4-year period, and the results of an impact study focused on measuring its effectiveness. The model includes many commonly-used features of personalized learning, including (a) competency-based progressions, (b) flexible learning environments, (c) personal learning paths, (d) frequently updated student profiles, and (e) frequent informal and formal measurement. However, it differs from other personalized learning models by including a focus on strengths-based learning. Strengths-based learning identifies and builds upon students’ strengths, supporting their ability to make informed decisions when setting goals and choosing and implementing learning experiences. The longitudinal study took place in a diverse mid-size pre-K to Grade 8 school district in California. The findings suggest that the strengths-based blended personalized learning model is effective in supporting student learning in the academic areas of mathematics, reading, and language usage. Over the 3-year period in which the intervention was gradually implemented, and one year of full implementation, students significantly outpaced their matched student counterparts in all subject areas. The results of the current study further the growing literature in the field of personalized learning by contributing learnings and evidence related to a successful personalized learning model.}, number = {3}, urldate = {2021-11-09}, journal = {Journal of Research on Technology in Education}, author = {McCarthy, Elizabeth M. and Liu, Ying and Schauer, Karen L.}, month = jul, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/15391523.2020.1716202 KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2020.1716202 2339240:QJKQSWCL 2405685:VBWRRH7T}, keywords = {Personalized learning, technology-enabled learning, virtual control group}, pages = {353--370}, } @techreport{piper_structured_2020, title = {Structured {Pedagogy} {Literature} {Review}}, url = {https://scienceofteaching.s3.eu-west-3.amazonaws.com/index.html#/lessons/qRcSj0b2yqminRXJh7cSd_2tkJc-0blC}, author = {Piper, Ben and Dubeck, Margaret M.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RADU25XK 2405685:VJFUGPYI}, } @article{biswas_students_2020, title = {Students perception of mobile learning during {COVID}-19 in {Bangladesh}: university student perspective}, volume = {4}, issn = {2542-4874}, shorttitle = {Students perception of mobile learning during covid-19 in bangladesh}, url = {https://www.aquademia-journal.com/article/students-perception-of-mobile-learning-during-covid-19-in-bangladesh-university-student-perspective-8443}, doi = {10.29333/aquademia/8443}, abstract = {The aim of this study is to measures the student’s perception of using mobile for learning during COVID-19 in Bangladesh especially at the university student’s perspective. During the COVID-19 pandemic period, mobile learning may help the students to fulfill the study gap. Due to COVID-19 pandemic 213 countries, higher education has affected all over the world of June 2020. Although all of the developed countries considered mobile learning as an effective tool for education, it is not used properly in Bangladesh. This survey method conducted on 416 students from different university students in Bangladesh to understand the student’s perception of using mobile phones as a learning system. The findings of this study show that most of the students at the university level have a positive perception of m-learning. This study revealed that m-learning is very helpful to recover the study gap during this COVID-19 pandemic time and the findings of this study will help the education policymaker as well as the educational institutions to incorporate mobile learning technology for the whole system where social media may enhance the process of teaching and learning.}, language = {english}, number = {2}, urldate = {2021-10-25}, journal = {Aquademia}, author = {Biswas, Bikram and Roy, Sajib Kumar and Roy, Falguni}, month = jul, year = {2020}, note = {Publisher: Veritas Publications LTD KerkoCite.ItemAlsoKnownAs: 10.29333/aquademia/8443 2339240:KHZM9M89 2405685:RBZUY224}, pages = {ep20023}, } @article{combs_success_2020, title = {Success plan for the online learning experience: {Student} engagement, teacher accessibility, \& relationships}, volume = {6}, abstract = {Online teaching in the time of COVID-19 is a new and sometimes scary experience for even the most seasoned educator. It is certainly apparent that many students are struggling to make this instantaneous adjustment. Teachers have a duty to mitigate this stress as they continue to provide relevant instruction. Based on my experience, this can be achieved by fostering student engagement, staying highly assessible, and maintaining the relationships that were formed face-to-face in the conventional classroom.}, number = {2}, journal = {Middle Grades Review}, author = {Combs, Ruchelle}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4JKWXJN7}, keywords = {⛔ No DOI found}, pages = {1--5}, } @misc{world_bank_sudan_2020, title = {Sudan {\textbar} {Data}}, url = {https://data.worldbank.org/country/sudan?view=chart}, urldate = {2021-12-31}, journal = {The World Bank}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6GN62BYK 2405685:28RGTBVD}, } @techreport{chuang_summarised_2020, type = {Working {Paper}}, title = {Summarised {Findings} from the {EdTech} {Hub} {Helpdesk}}, url = {https://docs.edtechhub.org/lib/CWRFU9K9}, abstract = {As of December 2020, EdTech Hub’s Helpdesk has been active for nine months, responding to over 60 requests supporting decision-making on education technology. This document summarises our responses to six commonly asked questions across the topics of reaching marginalised learners, supporting teachers, and using EdTech to mitigate learning loss.}, institution = {EdTech Hub}, author = {Chuang, Rachel and Moss Coflan, Caitlin}, month = jan, year = {2020}, doi = {10.5281/zenodo.4768560}, doi = {10.5281/zenodo.4768560}, note = {previousDOI: ​10.5281/zenodo.4299931 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4299931 10.5281/zenodo.4768560 2339240:CYPLQHH4 2405685:C49UMTX2 2405685:CWRFU9K9}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:image, \_r:CopiedFromEvLib, \_zenodoETH, \_zenodoETH:submitted}, } @techreport{traxler_summary_2020, title = {{SUMMARY} {Learning} through the crisis: {Helping} decision-makers around the world use digital technology to combat the educational challenges produced by the current {COVID}-19 pandemic}, language = {en}, number = {1}, institution = {EdTech Hub}, author = {Traxler, John and Scott, Howard and Smith, Matt and Hayes, Sarah}, year = {2020}, doi = {10.5281/zenodo.4706074}, note = {ZenodoArchiveID: 4706074 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706074 2339240:8TCJQBLC 2405685:5DWI862Y 2405685:ZWLE9BLR}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @misc{unctad_summary_2020, title = {Summary of {Adoption} of {E}-{Commerce} {Legislation} {Worldwide}}, url = {https://unctad.org/en/Pages/DTL/STI_and_ICTs/ICT4D-Legislation/eCom-Global-Legislation.aspx}, urldate = {2020-08-06}, author = {UNCTAD}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KQ2TC86G 2405685:4PRYV8RM}, } @techreport{chama_cha_mapinduzi_summary_2020, title = {Summary of the {CCM} election manifesto 2020-2025}, language = {en}, institution = {Chama Cha Mapinduzi}, author = {{Chama Cha Mapinduzi}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:57RB5IHS 2405685:GNKMD77U}, pages = {14}, } @techreport{gpe_summative_2020, title = {Summative {Evaluation} of {GPE}’s {Country}-{Level} {Support} to {Education}: {Bangladesh}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-01-21-GPE-Bangladesh-CLE_0.pdf}, language = {en}, number = {Batch 5, Country 15 : Bangladesh}, institution = {Global Partnership for Education}, author = {GPE}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VBSUZLDH 2405685:EHB63PAS}, pages = {194}, } @misc{results_for_development_summative_2020, title = {Summative {Evaluation} of {GPE}'s {Country}-level {Support} to {Education}. {Bangladesh}}, url = {https://www.globalpartnership.org/content/summative-evaluation-gpes-country-level-support-education-bangladesh}, publisher = {Universalia}, author = {Results for Development}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2UZNK2DF 2405685:JCNQQAWC}, } @techreport{universalia_summative_2020, title = {Summative {Evaluation} of {GPE}’s {Country}-{Level} {Support} to {Education}: {Bangladesh}}, language = {en}, author = {{Universalia}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z5GUHIPP 2405685:BJ22GNWE 4656463:3BTPTHP9}, pages = {194}, } @misc{noauthor_supporting_2020, title = {Supporting innovation in the time of {COVID}: {What} we've done and what we'll do next}, shorttitle = {Supporting innovation in the time of {COVID}}, url = {https://edtechhub.org/2020/06/02/supporting-innovation-in-the-time-of-covid-what-weve-done-and-what-well-do-next/}, abstract = {When COVID-19 emerged as a clear and present danger, we in the Hub innovation team were forced to rethink our plans for 2020. We previously told you about our work and how it looks to support and scale innovation with real people in real life. Now we had to reassess what this would look like and how it could be…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = jun, year = {2020}, doi = {10.5281/zenodo.4707842}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707842 2405685:INIYKGVN}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @article{taftaf_supporting_2020, title = {Supporting {Refugee} {Distance} {Education}: {A} {Review} of the {Literature}}, volume = {34}, shorttitle = {Supporting {Refugee} {Distance} {Education}}, doi = {10.1080/08923647.2020.1691411}, abstract = {The sudden influx of refugees into countries around the world has caused a complicated, multi-faceted, international refugee crisis. Refugees, whether in camps or urban areas, face a myriad of problems and obstacles, yet one of the most critical issues young refugees face is the lack of educational opportunities and/or resources. United Nations International Children’s Emergency Fund warns that this lack of education could potentially create a “lost generation” which may lead to serious implications, not only for these young refugees but also to surrounding, nearby societies. This paper seeks to understand if and how Information and Communication Technology (ICTs) have been reported in the literature as being used in different contexts to connect young refugees with high quality educational opportunities, and whether the urban or camp contexts impact these opportunities. The results of this review of the literature indicate that a number of different ICTs have successfully been used in a variety of different educational settings and for a variety of purposes. Additionally, where a refugee lives could impact the accessibility and nature of the ICT tools available to provide an education.}, number = {1}, journal = {American Journal of Distance Education}, author = {Taftaf, Randa and Williams, Christy}, year = {2020}, note = {shortDOI: 10/ggtbqz KerkoCite.ItemAlsoKnownAs: 10.1080/08923647.2020.1691411 10/ggtbqz 2339240:657SIDHS 2405685:UNCYZZY6}, keywords = {Google Scholar/ "refugee education" ICT, RER theme\_pedagogies and modalities}, pages = {5--18}, } @misc{beteille_supporting_2020, title = {Supporting teachers during the {COVID}-19 (coronavirus) pandemic}, url = {https://blogs.worldbank.org/education/supporting-teachers-during-covid-19-coronavirus-pandemic}, abstract = {Supporting teachers during the COVID-19 (coronavirus) pandemic}, language = {en}, urldate = {2020-06-09}, author = {Beteille, Tara}, year = {2020}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:PEZZZHCF 2405685:LBXLM7JX}, } @article{roman_supporting_2020, title = {Supporting the mental health of teachers in {COVID}-19 through trauma-informed educational practices and adaptive formative assessment tools}, volume = {28}, abstract = {To address the emotional and mental health needs of teachers during the COVID-19 pandemic, existing instructional technology tools can be rapidly adapted to support trauma- informed educational practices. In this action research and practice brief, the instructional strategies and communication tools used to support the mental health needs of preservice teachers within an instructional technology course are de- tailed. Preliminary outcomes indicate that although preser- vice teachers are effective in using instructional technology tools to articulate the status of their health and well-being, not all preservice teachers chose to engage in course activi- ties, highlighting that the most vulnerable preservice educa- tors need additional support during COVID-19 teaching and learning. Implications for preservice and in-service educa- tion are discussed. Keywords}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Roman, Tiffany}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3XH37Y6D}, keywords = {At Risk Students, College Faculty, Communicable Diseases, Coping, Disease Control, Educational Technology, Formative Evaluation, Health Needs, Mental Health, Online Courses, Preservice Teachers, Stress Variables, Teaching Methods, Technology Uses in Education, Well Being, ⛔ No DOI found}, pages = {473--481}, } @misc{kenya_national_bureau_of_statistics_survey_2020, title = {Survey {Report} on {Socio} {Economic} {Impact} of {COVID}-19 on {Households}}, url = {https://www.knbs.or.ke/?wpdmpro=survey-report-on-socio-economic-impact-of-covid-19-on-households}, language = {en-US}, urldate = {2020-07-01}, author = {Kenya National Bureau of Statistics}, year = {2020}, note = {Library Catalog: www.knbs.or.ke KerkoCite.ItemAlsoKnownAs: 2405685:AKVS9VZQ}, } @misc{ericsson_sustainability_2020, title = {Sustainability \& {Corporate} {Responsibility} {Report}}, url = {https://www.ericsson.com/en/about-us/sustainability-and-corporate-responsibility/sustainability-report}, abstract = {Our Sustainability and Corporate Responsibility Report includes all the highlights of our sustainability performance.}, language = {en}, urldate = {2020-06-01}, journal = {Ericsson.com}, author = {{Ericsson}}, month = mar, year = {2020}, note = {Last Modified: 2020-04-15T06:29:31+00:00 Library Catalog: www.ericsson.com KerkoCite.ItemAlsoKnownAs: 2339240:SALDRCZ7 2405685:Y6NUR45J 4803016:IF4I7JN8}, } @article{carter_sustaining_2020, title = {Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in {Ghana}}, volume = {76}, issn = {07380593}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059319306066}, doi = {10.1016/j.ijedudev.2020.102195}, language = {en}, urldate = {2022-06-10}, journal = {International Journal of Educational Development}, author = {Carter, Emma and Sabates, Ricardo and Rose, Pauline and Akyeampong, Kwame}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2020.102195 2405685:33WA88FB 4042040:WYSMDT3V}, pages = {102--195}, } @techreport{atuhurra_system_2020, type = {Working {Paper}}, title = {System ({In}){Coherence}: {Quantifying} the {Alignment} of {Primary} {Education} {Curriculum} {Standards}, {Examinations}, and {Instruction} in {Two} {East} {African} {Countries}}, shorttitle = {System ({In}){Coherence}}, url = {https://riseprogramme.org/publications/system-incoherence-quantifying-alignment-primary-education-curriculum-standards}, language = {en}, number = {20/057}, urldate = {2022-04-07}, institution = {RISE}, author = {Atuhurra, Julius and Kaffenburger, Michelle}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9K2DMMY4 2405685:52BLIQSF 4656463:46HTEL8B}, } @book{williams_systems_2020, title = {Systems {Concepts} in {Action}}, isbn = {978-0-8047-7655-4}, url = {https://www.degruyter.com/document/doi/10.1515/9780804776554/html}, abstract = {Systems Concepts in Action: A Practitioner's Toolkit offers out a wide range of systems methods to help readers investigate, evaluate and intervene in complex messy situations.}, language = {en}, urldate = {2021-04-29}, publisher = {Stanford University Press}, author = {Williams, Bob and Hummelbrunner, Richard}, month = sep, year = {2020}, note = {Publication Title: Systems Concepts in Action zotzenLib.CopiedFrom: 2339240:GIGBJFCB KerkoCite.ItemAlsoKnownAs: 2339240:GIGBJFCB 2405685:XN4T8IA2}, } @techreport{crouch_systems_2020, title = {Systems {Implications} for {Core} {Instructional} {Support} {Lessons} from {Sobral} ({Brazil}), {Puebla} ({Mexico}), and {Kenya}}, url = {https://www.riseprogramme.org/publications/systems-implications-core-instructional-support-lessons-sobral-brazil-puebla-mexico}, abstract = {As this note was being written in April and May 2020, the Coronavirus pandemic was sweeping the world. Children were out of school. Researchers around the world are now estimating a severe learning gap due to loss of school attendance. While the first priority is getting children back to school safely, the discussion in this note regarding foundational learning is all the more relevant, as it is this kind of learning that is likely most affected. Key Points The case studies in this document highlight five tips that may be beneficial to other countries or situations: Focus on just a very few achievable indicators, foregrounding foundational learning, for a country emphasising learning. Use data to drive both initial “wake-up” and stock taking but also to support teaching as the process goes along. Emphasis on the teaching by the teachers who are already in place. Provide strong motivation through support that works. Use tight management so there is some degree of centralism and prescriptiveness as to pedagogy and other inputs, but after having iterated and adapted to context.}, language = {en}, urldate = {2020-08-06}, institution = {Research on Improving Systems of Education (RISE)}, author = {Crouch, Luis}, month = jul, year = {2020}, doi = {10.35489/BSG-RISE-RI_2020/020}, note = {shortDOI: 10/ghgngd KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI\_2020/020 10/ghgngd 2339240:GXB366Z9 2405685:ERFCVGR2}, } @techreport{levesque_karen_tablet-based_2020, title = {Tablet-based {Learning} for {Foundational} {Literacy} and {Math}: {An} 8-month {RCT} in {Malawi}}, shorttitle = {Tablet-based {Learning} for {Foundational} {Literacy} and {Math}}, url = {https://www.imagineworldwide.org/resource/tablet-based-learning-for-foundational-literacy-and-math-an-8-month-rct-in-malawi/}, abstract = {Our 8-month randomized controlled trial (RCT) in government primary schools in Malawi shows significant positive effects for learners in overall literacy and in key early math skills, with similarly positive results for both girls and boys.}, language = {en-US}, urldate = {2021-06-10}, author = {{Levesque, Karen} and {Bardack, Sarah} and {Chigeda, Antonie}}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2MD5BSLB 2405685:2MMJYNCA}, } @misc{alasuutari_tackling_2020, title = {Tackling inequity in education during and after {COVID}-19}, url = {https://www.ukfiet.org/2020/tackling-inequity-in-education-during-and-after-covid-19/}, language = {en-GB}, urldate = {2020-08-06}, journal = {UKFIET}, author = {Alasuutari, Hannah}, year = {2020}, note = {Library Catalog: www.ukfiet.org KerkoCite.ItemAlsoKnownAs: 2339240:35GX34HL 2405685:ZAD9IZXZ}, } @misc{government_of_the_punjab_taleem_2020, title = {Taleem {Ghar}}, url = {https://taleemghar.punjab.gov.pk/}, urldate = {2020-07-21}, author = {{Government of the Punjab}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LDT5HH25}, keywords = {auto\_merged}, } @misc{government_of_the_punjab_taleem_2020, title = {Taleem {Ghar}}, url = {https://taleemghar.punjab.gov.pk/}, urldate = {2020-06-11}, author = {Government of the Punjab}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UIR53SVS}, } @misc{the_academia_taleem_2020, title = {Taleem {Ghar}: {Delivering} {Education} {In} {The} {Safety} {Of} {Homes}}, shorttitle = {Taleem {Ghar}}, url = {https://academiamag.com/taleem-ghar-delivering-education-in-the-safety-of-homes/}, abstract = {Taleem Ghar: Delivering Education In The Safety Of Homes Asad Ullah Khan explain how Punjab government has acted to effects of COVID-19 in education}, language = {en-US}, urldate = {2020-07-21}, author = {{The Academia}}, month = may, year = {2020}, note = {Library Catalog: academiamag.com KerkoCite.ItemAlsoKnownAs: 2405685:IMXB578I}, keywords = {auto\_merged}, } @misc{the_academia_taleem_2020, title = {Taleem {Ghar}: {Delivering} {Education} {In} {The} {Safety} {Of} {Homes}}, shorttitle = {Taleem {Ghar}}, url = {https://academiamag.com/taleem-ghar-delivering-education-in-the-safety-of-homes/}, abstract = {Taleem Ghar: Delivering Education In The Safety Of Homes Asad Ullah Khan explain how Punjab government has acted to effects of COVID-19 in education}, language = {en-US}, urldate = {2020-07-21}, author = {{The Academia}}, month = may, year = {2020}, note = {Library Catalog: academiamag.com KerkoCite.ItemAlsoKnownAs: 2405685:IMXB578I}, } @misc{orenda_project_taleemabad_2020, title = {Taleemabad}, url = {http://www.orendaproject.org/}, urldate = {2020-07-21}, author = {{Orenda Project}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N4Z655E3 2405685:Y3FWMG3H 2405685:ZRSJ3NXE}, } @misc{orenda_project_taleemabad_2020, title = {Taleemabad}, url = {http://www.orendaproject.org/}, urldate = {2020-07-21}, author = {{Orenda Project}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N4Z655E3 2405685:Y3FWMG3H 2405685:ZRSJ3NXE}, } @techreport{leh_wi_lan_tangerine_2020, title = {Tangerine for {Principals}: {Pilot} {Report}}, author = {Leh Wi Lan}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FABJDBVM 2405685:GH5X7RUQ}, } @misc{demographic_dividend_tanzania_2020, title = {Tanzania}, url = {https://demographicdividend.org/country_highlights/tanzania}, author = {Demographic Dividend}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3JZQAWZ6 2405685:EUDMQ6I9}, } @techreport{world_bank_tanzania_2020, title = {Tanzania {Mainland} {Poverty} {Assessment}: {Executive} {Summary}}, url = {https://documents1.worldbank.org/curated/en/431111575939381087/pdf/Executive-Summary.pdf}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FTFHCNIT 2405685:87NIINHN}, } @misc{ministry_of_education_liberia_teach_2020, title = {Teach by {Radio} {\textbar} {Ministry} of {Education} ({Liberia})}, url = {https://moe-liberia.org/teach-by-radio/}, language = {en-US}, urldate = {2020-06-26}, author = {Ministry of Education (Liberia)}, year = {2020}, note = {Library Catalog: moe-liberia.org EdTechHub.ItemAlsoKnownAs: 2405685:9VWX4BDW}, } @techreport{perry_teacher_2020, type = {Rapid {Review}}, title = {Teacher {Education} {Modality} {Rapid} {Review}, {Modes}, {Affordances} and {Evidence} on {Remote} and {Blended} {Initial} and {Continuing} {Teacher} {Education}}, url = {https://www.stem.org.uk/sites/default/files/pages/downloads/Teacher%20Education%20Modality%20Rapid%20Review%20-%20UoB%20CUREE.pdf}, language = {en}, institution = {STEM Learning, University of Birmingham}, author = {Perry, Dr Thomas and Findon, Dr Madeleine and Braim, Dr Benjamin and Davison, Dr Ian and Whatmore, Dr Tracy and Cottle, Dan and Anbreen, Noshaba and Cordingley, Philippa and Crisp, Bart}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SHWIGDZU 2405685:FVDRXMPR}, } @techreport{teaching_service_commission_teacher_2020, title = {Teacher {Management} {Policy} for {Sierra} {Leone}}, url = {https://tsc.gov.sl/policies/}, author = {Teaching Service Commission}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ILC2GGZX 2129771:XQMFH5JU 2339240:5QZ2N3GQ 2339240:QSY3I4ZA 2405685:M6F97ARN 2405685:RFT2PNDX 4556019:49UIZ3SU}, keywords = {\_C:Sierra Leone SLE}, } @techreport{filmer_teacher_2020, address = {Oxford}, type = {{RISE} {Working} {Paper}}, title = {Teacher {Performance}-{Based} {Incentives} and {Learning} {Inequality}}, url = {https://riseprogramme.org/sites/default/files/2020-09/RISE_WP-047_Filmer_etal.pdf}, abstract = {This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a “discouragement effect” (once incentives were withdrawn, student performance did not fall below prebaseline levels). Rather, impacts on learning were sustained beyond the intervention period. However, these incentives may have exacerbated learning inequality within and across schools. Increases in learning were concentrated among initially better-performing schools and students. At the same time, learning outcomes may have decreased for schools and students that were lower performing at baseline. Finally, the study finds that incentivizing students without simultaneously incentivizing teachers did not produce observable learning gains.}, language = {English}, number = {20/047}, urldate = {2020-09-15}, institution = {Rise Programme}, author = {Filmer, Deon and Habyarimana, James and Sabarwal, Shwetlena}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KH5WR8A6 2561267:PWZSY59G}, keywords = {\_B:important, \_G:important, \_G:reviewed, \_Tanzania, \_final\_bib, \_important}, } @techreport{hasler_teacher_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Teacher professional development and coaching in low-income countries: {An} evidence-informed conversation}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/SC5NHA65}, abstract = {This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This first paper offers a broad overview.}, number = {1}, institution = {EdTech Hub}, author = {Haßler, Björn and Moss, Caitlin}, month = jan, year = {2020}, doi = {10.53832/edtechhub.0011}, note = {previousshortDOI: 10/ghgngg previousshortDOI: 10/ghgngg previousDOI: 10.5281/zenodo.3631746 previousshortDOI: 10/ghgngg EdTechHub.Copy: 2129771:EHFUXJQC EdTechHub.ThisIsNot: 2339240:94ZP3EK4 shortDOI: 10/ghgngg KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631746 10.53832/edtechhub.0011 10/ghgngg 2129771:EHFUXJQC 2129771:YHNWVMB3 2339240:94ZP3EK4 2339240:FIDI5TC2 2405685:39DIRNE9 2405685:HH3QKBIF 2405685:I3BV48CX 2405685:ITL9PIC3 2405685:K8BSWYFM 2405685:KF9F48ID 2405685:N68MMAPR 2405685:P5Y5GMFN 2405685:SC5NHA65 2486141:TAY7LNB6}, keywords = {E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_yl:m, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_teacher_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Teacher professional development and coaching in low-income countries: {Overarching} considerations for the use of technology}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/H9W2X3KM}, abstract = {This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This second paper offers a wider perspective with some overarching considerations.}, number = {2}, institution = {EdTech Hub}, author = {Haßler, Björn}, month = jan, year = {2020}, doi = {10.53832/edtechhub.0012}, note = {ZenodoArchiveID: 3631748 previousshortDOI: 10/ghgngh previousshortDOI: 10/ghgngh previousDOI: 10.5281/zenodo.3631748 previousshortDOI: 10/ghgngh EdTechHub.Copy: 2129771:UEUAKMXJ EdTechHub.ThisIsNot: 2339240:94ZP3EK4 shortDOI: 10/ghgngh KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631748 10.53832/edtechhub.0012 10/ghgngh 2129771:UEUAKMXJ 2339240:94ZP3EK4 2339240:E62J77SP 2339240:MM2SDXUM 2339240:S4UAH7Q3 2405685:3AV6MSKJ 2405685:DQWJLRN5 2405685:H9W2X3KM}, keywords = {C:Low-income countries, E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v1, \_yl:n, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_teacher_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Teacher professional development and coaching in low-income countries: {Practical} considerations for the use of technology.}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/VM6NXYF3}, abstract = {This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This third paper offers a range of practical considerations.}, number = {3}, institution = {EdTech Hub}, author = {Haßler, Björn}, month = jan, year = {2020}, doi = {10.53832/edtechhub.0013}, note = {previousshortDOI: 10/ghgngk previousshortDOI: 10/ghgngk previousDOI: 10.5281/zenodo.3631750 previousshortDOI: 10/ghgngk EdTechHub.Copy: 2129771:5EWDQDIA EdTechHub.ThisIsNot: 2339240:94ZP3EK4 shortDOI: 10/ghgngk KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631750 10.53832/edtechhub.0013 10/ghgngk 2129771:5EWDQDIA 2339240:4KQKED7R 2339240:94ZP3EK4 2405685:978RP7D4 2405685:VM6NXYF3}, keywords = {E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_yl:o, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{sayed_teacher_2020, title = {Teacher professional development and curriculum: {Enhancing} teacher professionalism in {Africa} by {Education} {International} - {Issuu}}, shorttitle = {Teacher professional development and curriculum}, url = {https://issuu.com/educationinternational/docs/2020_ei-osf_research_enhancingteachingprofessionaf}, language = {en}, urldate = {2022-11-01}, institution = {Education International Research}, author = {Sayed, Yusuf and Bulgrin, Eva}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E4BGMVNV 2405685:8ZAX7AE9}, } @techreport{hasler_teacher_2020, type = {Preprint}, title = {Teacher professional development in sub-{Saharan} {Africa}: {Equity} and scale [preprint]}, url = {https://docs.opendeved.net/lib/WMYNLNVK}, abstract = {This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.}, author = {Haßler, Björn and Bennett, Gemma and Damani, Kalifa}, year = {2020}, note = {EdTechHub.Source: 2129771:WMYNLNVK KerkoCite.ItemAlsoKnownAs: 2129771:GIJXZ5UC 2129771:WMYNLNVK 2129771:ZQ6YQRSI 2405685:TI6VMAWR 2405685:TRRZUHFS 2486141:HFLTMIZV}, keywords = {C:sub-Saharan Africa, \_yl:t, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @misc{aims_rwanda_teacher_2020, title = {Teacher {Training} {Programs}}, url = {https://aims.ac.rw/public-engagement/teacher-training-program/}, language = {en-US}, urldate = {2020-08-17}, author = {AIMS Rwanda}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HXFSQLYS 2405685:NGD3KA6Z}, } @misc{united_nations_population_fund_teachers_2020, title = {Teachers and mothers join forces to keep girls in school in {Malawi}}, url = {https://www.un.org/africarenewal/news/teachers-and-mothers-join-forces-keep-girls-school-malawi}, language = {en}, urldate = {2023-06-22}, journal = {Africa Renewal}, author = {{United Nations Population Fund}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MKIFTFHW 2405685:ACCDGUZ7}, } @article{quaicoe_teachers_2020, title = {Teachers’ digital literacy and digital activity as digital divide components among basic schools in {Ghana}}, volume = {25}, issn = {1573-7608}, url = {https://doi.org/10.1007/s10639-020-10158-8}, doi = {10.1007/s10639-020-10158-8}, abstract = {This survey-based study explores the nature of Digital Divide among Ghana’s basic (primary and junior high) schools from the perspective of Teachers’ Digital Literacy and their usage of digital technologies in school. The ICT-enhanced Teacher Standards for Africa (ICTeTSA) Framework comprising digital attitude, knowledge, skills and application components was used for measuring the perceived Teacher Digital Literacy, while, the European Union’s rubrics for measuring ICT frequency in schools was adopted for estimating the extent of teachers’ digital technology usage/activities. The study covered six districts in Ghana with 233 teachers (n = 233) sampled from 45 schools. Based perceptions of the Teacher Digital Literacy two significantly different Digital Divide clusters were found among schools that diverged based on the teachers’ digital application component of Teacher Digital Literacy. While, most schools teachers claimed an above average level of Teacher Digital Literacy; however, more than 50\% of the schools are digitally proactive. Suggesting that teachers appear not to be actually using ICT tools and digital resources for professional practice. The cluster of schools differentiated by the extent of digital activities (TDA) were performed weekly. The study reveals several critical issues of teachers’ digital empowerment for technology in Ghana’s basic schools, of which school-based management (SBM) governance be adapted to address them.}, language = {en}, number = {5}, urldate = {2021-01-22}, journal = {Education and Information Technologies}, author = {Quaicoe, James Sunney and Pata, Kai}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10158-8 2339240:KAE2M2W5 2405685:BRSMLLYH}, pages = {4077--4095}, } @techreport{rossignoli_teachers_2020, title = {Teachers {Learning} {Together}: {Large}-scale approaches to teacher communities of practice}, url = {https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/7c/7c40a2f7-4fa2-41d6-a21e-6f3635b1a72a.pdf}, urldate = {2020-05-25}, institution = {Education Development Trust}, author = {Rossignoli, Serena and Amenya, Donvan and Kamana, Dieudonne and Tiganescu, Andrea and Kudenko, Irina}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KJU6N64C 2405685:WFJZTGQZ}, keywords = {C:Kenya / Rwanda}, } @article{chisango_teachers_2020, title = {Teachers’ {Perceptions} of {Adopting} {Information} and {Communication} {Technologies} in {Teaching} and {Learning} at {Rural} {Secondary} {Schools} in {Eastern} {Cape}, {South} {Africa}}, volume = {17}, issn = {18146627}, url = {https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2400040529?accountid=9851}, doi = {10.1080/18146627.2018.1491317}, abstract = {There is an increasing global call to adopt information and communication technologies (ICTs) in teaching and learning. ICTs have become so essential that the South African government has introduced the e-education policy. ICTs are powerful enabling tools that play a significant role in the teaching and learning process. This article reports on a study that sought to explore teachers’ perceptions of adopting ICTs in teaching and learning at some secondary schools in Eastern Cape, South Africa. The purposive sampling technique was used to identify three secondary schools and five study participants from each school. Data was collected through face-to-face interviews and focus group discussions. A thematic approach was adopted to analyse and present the collected data. The study found that the teachers had a positive attitude towards the adoption of technologies and were ready to integrate ICTs in teaching and learning but they lacked the requisite ICT skills. The article concludes that ICT is an important vehicle in education, and further recommends the training of both teachers and learners in ICT usage.}, language = {English}, number = {2}, journal = {Africa Education Review}, author = {Chisango, Grasia and {Newlin Marongwe} and Mtsi, Nomxolisi and Matyedi, Thembisile E}, month = apr, year = {2020}, note = {Place: Pretoria Publisher: Taylor \& Francis Ltd. KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2018.1491317 2405685:EYHVBTGI 2534378:IYJXRTKJ}, keywords = {Communication technology, Communications technology, Curriculum development, Education policy, Education--Higher Education, Information technology, Learning, Pedagogy, Perceptions, Positive thought, Rural communities, Secondary schools, South Africa, Teachers, Teaching, curriculum interpretation, intervention strategies, pedagogy, professional development, support}, pages = {1--19}, } @misc{noauthor_teachers_2020, title = {Teachers {Service} {Commission}}, url = {https://www.tsc.go.ke/}, urldate = {2020-07-01}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:W5NH7MZX}, } @incollection{oecd_teachers_2020, series = {{OECD} {Skills} {Studies}}, title = {Teachers’ use of new technologies in {Latin} {America}}, isbn = {978-92-64-41414-3 978-92-64-40016-0 978-92-64-66449-4 978-92-64-86472-6}, url = {https://www.oecd-ilibrary.org/education/making-the-most-of-technology-for-learning-and-training-in-latin-america_ce2b1a62-en}, language = {en}, urldate = {2022-09-01}, booktitle = {Making the {Most} of {Technology} for {Learning} and {Training} in {Latin} {America}}, publisher = {OECD}, author = {{OECD}}, month = jun, year = {2020}, doi = {10.1787/ce2b1a62-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.1787/ce2b1a62-en 2339240:W35S4TJK 2405685:GRWZFAZ7}, } @misc{education_endowment_foundation_teaching_2020, title = {Teaching and {Learning} {Toolkit}}, url = {https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit}, abstract = {An accessible summary of the international evidence on teaching 5-16 year-olds}, language = {en}, urldate = {2020-08-04}, author = {{Education Endowment Foundation}}, year = {2020}, note = {Library Catalog: educationendowmentfoundation.org.uk KerkoCite.ItemAlsoKnownAs: 2339240:JFQH43A7 2405685:QBGJWSD6 2405685:YBHMG6AV}, keywords = {C:England}, } @misc{teaching_at_the_right_level_teaching_2020, title = {Teaching at the {Right} {Level}: {Evidence}}, url = {https://www.teachingattherightlevel.org/evidence/}, abstract = {Rigorous evidence shows that, when effectively implemented, TaRL improves learning outcomes. Through a series of randomised evaluations, researchers...}, language = {en-ZA}, urldate = {2020-07-31}, journal = {Teaching at the Right Level}, author = {Teaching at the Right Level}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NNYRTKAL 2405685:9A8QL94P}, } @techreport{global_education_monitoring_report_team_teaching_2020, title = {Teaching at the right level: from concern with exclusion to challenges of implementation}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373668}, urldate = {2022-08-26}, author = {Global Education Monitoring Report Team and Pratham Resource Centre (India)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WWQQ6KGY 2405685:QVPEH4RJ}, } @misc{rich_teaching_2020, title = {Teaching literacy to youth in {Dadaab}}, url = {https://e-limu.org/teaching-literacy-youth-dadaab/}, abstract = {According to what statistics you use, Dadaab refugee camp is the fifth or sixth biggest city in Kenya. In the middle of 2017, its population was 250,000 and Norwegian Refugee Council (an international humanitarian organisation that focuses on displaced people) was running…}, journal = {eLimu}, author = {Rich, Sam}, year = {2020}, note = {Library Catalog: e-limu.org KerkoCite.ItemAlsoKnownAs: 2339240:BML382C2 2405685:CCU7TETF}, } @techreport{colclough_teaching_2020, title = {Teaching with {Tech}: the role of education unions in shaping the future by {Education} {International}}, shorttitle = {Teaching with {Tech}}, url = {https://issuu.com/educationinternational/docs/2020_ei_research_teachingwithtech_eng}, abstract = {Teaching with Tech: the role of education unions in shaping the future Dr Christina J. Colclough September 2020 Report of a survey conducted by EI...}, language = {en}, urldate = {2022-06-29}, institution = {Education International}, author = {Colclough, Dr Christina J.}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QBSUD8XB 2405685:SXEWK3E6}, } @techreport{hasler_technical_2020, address = {Bonn, Germany}, title = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa} {A} {Systematic} {Review} of the {Research} {Landscape}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, language = {German}, urldate = {2018-12-08}, institution = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, note = {EdTechHub.Source: 2129771:ZEDIHF57 doi:10.5281/zenodo.3572897 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3572897 2129771:6T8PJSXH 2129771:ZEDIHF57 2249382:MJH3TPY8 2317526:3VEFAZHH 2317526:D2LPMDJM 2317526:K5A3S7E5 2317526:XAXNF68P 2339240:RBJPBT76 2339240:UPENDI6T 2405685:FR3BLS9E 2405685:VK4LFJNF}, keywords = {Reviewed, \_not\_EdTechHub, \_yl:a, \_zenodoOTHER, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @techreport{inter-agency_network_for_education_in_emergencies_inee_technical_2020, address = {New York, NY}, type = {Text}, title = {Technical {Note}: {Education} during the {COVID}-19 {Pandemic}.}, url = {https://inee.org/system/files/resources/INEE%20Technical%20Note%20on%20COVID-19%20EN%202020-04-23.pdf}, abstract = {We are thrilled to share a new INEE Technical Note on Education during the COVID-19 Pandemic.}, language = {en}, urldate = {2020-06-03}, author = {{Inter-agency Network for Education in Emergencies (INEE).}}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G7EH66SF 2405685:H32K3JQ5 4803016:LPDQQ8PI}, } @article{hennessy_technology_2020, title = {Technology in education in low-income countries: {Problem} analysis and focus of the {Hub}'s work}, shorttitle = {Technology in education in low-income countries}, url = {https://zenodo.org/record/3352007#.YGsY_RNKg1g}, doi = {10.5281/zenodo.3352007}, abstract = {An output by the EdTech Hub - \#EdTechHub, https://edtechhub.org}, urldate = {2021-04-05}, author = {Hennessy, Sara and Jordan, Katy and Hassler, Bjoern and Hollow, David and Brugha, Meghan and Jamieson Eberhardt, Molly and Sabates, Ricardo}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3352007 10/ghgnfz 2339240:EYQWGP5R 2405685:ZGFQHAS3}, } @techreport{major_technology-supported_2020, type = {Rapid {Evidence} {Review}}, title = {Technology-{Supported} {Personalised} {Learning}: {A} {Rapid} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Technology-supported personalised learning}, url = {https://docs.edtechhub.org/lib/A2II5ZV7}, abstract = {This publication is one part of a series of rapid evidence reviews that has been produced by the EdTech Hub. The purpose of the rapid evidence reviews is to provide education decision-makers with accessible evidence-based summaries of good practice in specific areas of EdTech. They are focused on topics which are particularly relevant in the context of widespread global challenges to formal schooling as a result of COVID-19. All the rapid evidence reviews are available at edtechhub.org.}, language = {en}, number = {1}, urldate = {2020-07-25}, institution = {EdTech Hub}, author = {Major, Louis and Francis, Gill A.}, month = jul, year = {2020}, doi = {10.5281/zenodo.4556925}, note = {ZenodoArchiveID: 4556925 PreviousDOI: 10.5281/zenodo.3948175 PreviousDOI: 10.5281/zenodo.4477170 PreviousShortDOI: 10/gg7sp2 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3948175 10.5281/zenodo.3948174 10.5281/zenodo.3948175 10.5281/zenodo.4477170 10.5281/zenodo.4556925 2339240:6NYL4Q6K 2339240:782897NS 2339240:CQIWZXYK 2339240:FFVXKB6Y 2339240:FH2WAXTQ 2339240:KAWEDEAZ 2339240:L9THHN3N 2339240:P8B4HPZC 2339240:QLA593HB 2339240:T58E6LDA 2339240:T8L6PTRX 2339240:VZBB4HAF 2405685:839AFBBS 2405685:89H7NAA7 2405685:A2II5ZV7 2405685:A49KTEL6 2405685:AT6JS3QN 2405685:CJR7PMKJ 2405685:DEXS2WA8 2405685:FFSBB3JJ 2405685:NQSPAG3I 2405685:RVZFVD7G 2405685:U95XV67E 2405685:WJRBJQBN 2534378:8FA5G2KF}, keywords = {F: Evidence review, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v3, \_zenodo:submitted, \_zenodoETH}, } @misc{noauthor_teleschool_2020, title = {Teleschool {Inauguration} 13-04-2020.jpg}, url = {http://mofept.gov.pk/SiteImage/Misc/images/Teleschool%20Inuguration%2013-04-2020.jpg}, urldate = {2020-07-21}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RAHP7XM5 2405685:FTPWV76K 2405685:J3DRSJ79}, } @techreport{zacharia_television_2020, address = {Washington, D.C.}, title = {Television {Education} {Knowledge} {Pack} : {With} a {Focus} on {Low}-{Resource} {Settings}}, shorttitle = {Television {Education} {Knowledge} {Pack}}, url = {https://documents1.worldbank.org/curated/en/099005104142233123/pdf/P17425205bf126006093970142d904b2c93.pdf}, abstract = {Television Education Knowledge Pack : With a Focus on Low-Resource Settings (English)}, language = {en}, urldate = {2023-03-24}, institution = {World Bank Group}, author = {Zacharia, Sharon and {EdTech Team}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:K9GN9MIC}, } @misc{telone_telone_2020, title = {{TelOne} {\textbar} {Home}}, url = {https://www.telone.co.zw/News/Details/telone-launches-digital-education-platform-}, urldate = {2020-06-27}, author = {TelOne}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:CBSKL2WY}, } @misc{blagrave_template_2020, title = {Template for costing remote learning encouragement}, url = {https://pubdocs.worldbank.org/en/693391601385021751/Template-for-costing-remote-learning-encouragement}, urldate = {2021-04-30}, author = {Blagrave, Holly Jean}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WVNZ95F5 2405685:NMXS89SP}, } @article{wiafe_tertiary_2020, title = {Tertiary students’ engagement with professional learning networks and emerging technologies in learning: {The} case of a coastal {University} in {West} {Africa}.}, volume = {6}, shorttitle = {Tertiary students’ engagement with professional learning networks and emerging technologies in learning}, abstract = {The main aim of this study was to investigate students' views on their engagement with professional learning networks and emerging technologies for students' use and how these impact their studies. A sample of 150 students from the University of Cape Coast, Ghana was used for study. Respondents were selected from second year to final year students pursuing undergraduate degree programmes from three different departments of the university. The research instrument used was a carefully constructed questionnaire. Undergraduate students generally exhibited positive attitude towards the use of professional learning networks and emerging technologies across the five attitudinal subscales they were measured on. As a result, from the findings, it is recommended that the use of professional learning networks and emerging technologies should be taken advantage of at all levels in a university curriculum.}, journal = {International Multidisciplinary Research Journal}, author = {Wiafe, Bernard and Takramah, Florence and Bless, Gloria and Akaadom, Bernard}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4QSDFI6K 2405685:B9M4VWKK}, keywords = {⛔ No DOI found}, pages = {31--38}, } @misc{the_open_university_tessa_2020, title = {{TESSA}}, url = {http://www.open.ac.uk/about/international-development/projects-and-programmes/tessa-teacher-education-sub-saharan-africa}, urldate = {2020-06-28}, author = {The Open University}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UI76E623}, } @misc{national_council_of_educational_research_and_training_textbook_2020, title = {Textbook}, url = {www.ncert.nic.in/NCERTS/textbook/textbook.htm}, author = {National Council of Educational Research {and} Training}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YH6ILVRW 2405685:JUTWVE3Q}, } @book{barrera_texting_2020, series = {Policy {Research} {Working} {Papers}}, title = {Texting {Parents} about {Early} {Child} {Development}: {Behavioral} {Changes} and {Unintended} {Social} {Effects}}, shorttitle = {Texting {Parents} about {Early} {Child} {Development}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9492}, language = {en}, urldate = {2021-05-17}, publisher = {The World Bank}, author = {Barrera, Oscar and Macours, Karen and Premand, Patrick and Vakis, Renos}, month = dec, year = {2020}, doi = {10.1596/1813-9450-9492}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9492 2339240:R5IIXYTZ 2405685:JYCH7N3U}, } @misc{zahra-malik_coronavirus_2020, title = {The coronavirus effect on {Pakistan}’s digital divide}, url = {https://www.bbc.com/worklife/article/20200713-the-coronavirus-effect-on-pakistans-digital-divide}, abstract = {Coronavirus has rammed home the extent of Pakistan’s digital divide. Could it lead to a useful debate about the future of technology in education?}, language = {en}, urldate = {2020-08-12}, journal = {BBC Worklife}, author = {Zahra-Malik, Mehreen}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7HDINFBI}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{zahra-malik_coronavirus_2020, title = {The coronavirus effect on {Pakistan}’s digital divide}, url = {https://www.bbc.com/worklife/article/20200713-the-coronavirus-effect-on-pakistans-digital-divide}, abstract = {Coronavirus has rammed home the extent of Pakistan’s digital divide. Could it lead to a useful debate about the future of technology in education?}, language = {en}, urldate = {2021-07-22}, journal = {BBC Worklife}, author = {Zahra-Malik, Mehreen and BBC}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LHILQG6R 2405685:AFEPARIW}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{khlaif_covid-19_2020, title = {The {Covid}-19 epidemic: teachers’ responses to school closure in developing countries}, volume = {0}, issn = {1475-939X}, shorttitle = {The {Covid}-19 epidemic}, url = {https://doi.org/10.1080/1475939X.2020.1851752}, doi = {10.1080/1475939X.2020.1851752}, abstract = {There is little research which explores middle school teachers’ response to school closures in developing countries in times of crisis. This article presents a case study of Afghanistan, Libya and Palestine as developing countries which have suffered from violence for many years prior to the Covid-19 crisis. It focuses on how teachers in middle school responded to school closure to fight the spread of Covid-19. Twenty-two teachers from these countries participated in the study. Semi-structured interviews and three diverse focus group sessions were used to collect data and evidence. The study found that teachers developed their skills to use emerging technologies and design suitable digital content. Moreover, they built strong relationships with the local community to assume their responsibility in emergency remote learning (ERL) by establishing community centres for students from poor families. Assessing and engaging students were crucial issues in ERL which need more research in different contexts.}, number = {0}, urldate = {2021-04-29}, journal = {Technology, Pedagogy and Education}, author = {Khlaif, Zuheir N. and Salha, Soheil and Affouneh, Saida and Rashed, Hadi and ElKimishy, Lotfia Ali}, month = dec, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/1475939X.2020.1851752 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2020.1851752 2339240:BPQNGHX3 2405685:UTBMTFLW}, keywords = {Covid-19, Emergency remote learning, developing countries, online learning, school closure}, pages = {1--15}, } @misc{li_covid-19_2020, title = {The {COVID}-19 pandemic has changed education forever. {This} is how}, url = {https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/}, language = {en}, journal = {World Economic Forum}, author = {Li, Cathy and Lalani, Farah}, year = {2020}, note = {Library Catalog: www.weforum.org KerkoCite.ItemAlsoKnownAs: 2405685:EU7VTJWV}, } @techreport{rogers_covid-19_2020, address = {Washington D.C.}, title = {The {COVID}-19 {Pandemic}: {Shocks} to {Education} and {Policy} {Responses}}, shorttitle = {The {COVID}-19 {Pandemic}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/33696}, language = {en}, urldate = {2020-08-03}, institution = {World Bank}, author = {Rogers, Halsey and Sabarwal, Shwetlena and Avitabile, Ciro and Lee, Jessica and Miyamoto, Koji and Nellemann, Soren and Venegas Marin, Sergio}, month = may, year = {2020}, doi = {10.1596/33696}, note = {shortDOI: 10/ghgngm KerkoCite.ItemAlsoKnownAs: 10.1596/33696 10/ghgngm 2339240:4REJAPR4 2339240:RFLVCS9J 2405685:848G5JN6 2405685:PYLHH8Q5}, } @book{world_bank_covid-19_2020, title = {The {COVID}-19 {Pandemic}: {Shocks} to {Education} and {Policy} {Responses}}, shorttitle = {The {COVID}-19 {Pandemic}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/33696}, language = {en}, urldate = {2020-07-31}, publisher = {World Bank}, author = {{World Bank}}, month = may, year = {2020}, doi = {10.1596/33696}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/33696 2339240:2FBETBVE 2405685:GZIL634U}, } @misc{hodges_difference_2020, title = {The difference between emergency remote teaching and online learning}, url = {https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning}, abstract = {Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster. Colleges and universities working to maintain instruction during the COVID-19 pandemic should understand those differences when evaluating this emergency remote teaching.}, journal = {EDUCAUSE Review}, author = {Hodges, Charles and Moore, Stephanie and Lockee, Barbara and Trust, Torrey and Bond, Mark}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7GZLYX3A 2405685:HS6NBI73}, } @book{dijk_digital_2020, title = {The {Digital} {Divide}}, isbn = {978-1-5095-3446-3}, abstract = {Contrary to optimistic visions of a free internet for all, the problem of the ‘digital divide’ – the disparity between those with access to internet technology and those without – has persisted for close to twenty-five years.In this textbook, Jan van Dijk considers the state of digital inequality and what we can do to tackle it. Through an accessible framework based on empirical research, he explores the motivations and challenges of seeking access and the development of requisite digital skills. He addresses key questions such as: Does digital inequality reduce or reinforce existing, traditional inequalities? Does it create new, previously unknown social inequalities? While digital inequality affects all aspects of society and the problem is here to stay, Van Dijk outlines policies we can put in place to mitigate it.The Digital Divide is required reading for students and scholars of media, communication, sociology, and related disciplines, as well as for policymakers.}, language = {en}, publisher = {John Wiley \& Sons}, author = {Dijk, Jan van}, month = jan, year = {2020}, note = {Google-Books-ID: 6DvKDwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:VU5PVIZD 2405685:DJ4FT9ND}, keywords = {Social Science / Popular Culture, Social Science / Sociology / General}, } @techreport{hanushek_economic_2020, title = {The economic impacts of learning losses}, url = {https://www.oecd.org/education/The-economic-impacts-of-coronavirus-covid-19-learning-losses.pdf}, language = {en}, institution = {OECD}, author = {Hanushek, Eric A and Woessmann, Ludger}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DXRUZTPT 2405685:QERCBESG}, } @techreport{hanushek_economic_2020, address = {Paris}, title = {The economic impacts of learning losses}, url = {https://www.oecd-ilibrary.org/education/the-economic-impacts-of-learning-losses_21908d74-en}, abstract = {The worldwide school closures in early 2020 led to losses in learning that will not easily be made up for even if schools quickly return to their prior performance levels. These losses will have lasting economic impacts both on the affected students and on each nation unless they are effectively remediated. While the precise learning losses are not yet known, existing research suggests that the students in grades 1-12 affected by the closures might expect some 3 percent lower income over their entire lifetimes. For nations, the lower long-term growth related to such losses might yield an average of 1.5 percent lower annual GDP for the remainder of the century. These economic losses would grow if schools are unable to re-start quickly. The economic losses will be more deeply felt by disadvantaged students. All indications are that students whose families are less able to support out-of-school learning will face larger learning losses than their more advantaged peers, which in turn will translate into deeper losses of lifetime earnings. The present value of the economic losses to nations reach huge proportions. Just returning schools to where they were in 2019 will not avoid such losses. Only making them better can. While a variety of approaches might be attempted, existing research indicates that close attention to the modified re-opening of schools offers strategies that could ameliorate the losses. Specifically, with the expected increase in video-based instruction, matching the skills of the teaching force to the new range of tasks and activities could quickly move schools to heightened performance. Additionally, because the prior disruptions are likely to increase the variations in learning levels within individual classrooms, pivoting to more individualised instruction could leave all students better off as schools resume. As schools move to re-establish their programmes even as the pandemic continues, it is natural to focus considerable attention on the mechanics and logistics of safe re-opening. But the long-term economic impacts also require serious attention, because the losses already suffered demand more than the best of currently considered re-opening approaches.}, language = {en}, urldate = {2022-08-25}, institution = {OECD}, author = {Hanushek, Eric A. and Woessmann, Ludger}, month = sep, year = {2020}, doi = {10.1787/21908d74-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.1787/21908d74-en 2339240:U5DAW3LY 2405685:TMKKRWIJ}, } @misc{noauthor_edtech_2020, title = {The {EdTech} {Hub}’s {Helpdesk} and {COVID}-19: {Demand}-driven advice}, shorttitle = {The {EdTech} {Hub}’s {Helpdesk} and {COVID}-19}, url = {https://edtechhub.org/2020/04/09/the-edtech-hubs-helpdesk-and-covid-19-demand-driven-advice/}, abstract = {This is part of our coronavirus (COVID-19) and EdTech series. With more than 1.5 billion children now affected by school closures, ministries of education and decision-makers around the world are urgently in need of fast, evidence-based, context-specific advice about out-of-school learning. Teachers, caregivers, parents and policymakers are tirelessly working to ensure that learning doesn’t stop. Faced with one of the…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = apr, year = {2020}, doi = {10.5281/zenodo.4707475}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707475 2405685:666VVKWG 2405685:AFE9INVN}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{ministry_of_education_jordan_education_2020, title = {The {Education} {System} in {Jordan}}, url = {http://www.moe.gov.jo/ar/node/15782}, urldate = {2020-06-30}, author = {Ministry of Education, Jordan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9V5ILBCT}, } @techreport{bianchi_effect_2020, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {The {Effect} of {Computer}-{Assisted} {Learning} on {Students}’ {Long}-{Term} {Development}}, url = {https://papers.ssrn.com/abstract=3309169}, abstract = {In this paper, we examine the effect of computer-assisted learning on students’ long-term development. We explore the implementation of the “largest ed-tech intervention in the world to date,” which connected China’s best teachers to more than 100 million rural students through satellite internet. We find evidence that exposure to the program improved students’ academic achievement, labor performance, and computer usage. We observe these effects up to ten years after program implementation. These findings indicate that education technology can have long-lasting positive effects on a variety of outcomes and can be effective in reducing the rural–urban education gap.}, language = {en}, number = {ID 3309169}, urldate = {2021-05-21}, institution = {Social Science Research Network}, author = {Bianchi, Nicola and Lu, Yi and Song, Hong}, month = nov, year = {2020}, doi = {10.2139/ssrn.3309169}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3309169 2339240:ZHPK63EW 2405685:9H5R8VY2}, keywords = {China, computer-assisted education, education policy, education quality, education technology}, } @techreport{elearning_africa_effect_2020, title = {The effect of {Covid}-19 on education in {Africa} and its implications for the use of technology}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://www.elearning-africa.com/ressources/pdfs/surveys/The_effect_of_Covid-19_on_Education_in_Africa.pdf}, institution = {EdTech Hub}, author = {{eLearning Africa} and {EdTech Hub}}, year = {2020}, doi = {10.5281/zenodo.4749652}, note = {ZenodoArchiveID: 4749652 previousDOI: 10.5281/zenodo.4018774 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4749652 2339240:B796SJQD 2339240:DI5RWJ4S 2405685:6MJNV8GC 2405685:TFLZLVTW}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @article{usaid_gender_2020, title = {The {Gender} {Digital} {Divide} {Primer}}, url = {https://www.usaid.gov/sites/default/files/documents/DAI-1089_GDD_Primer-web_rev1_9.6.21.pdf}, doi = {https://www.usaid.gov/sites/default/files/documents/DAI-1089_GDD_Primer-web_rev1_9.6.21.pdf}, language = {en}, author = {{USAID}}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9UXIMZC8 2405685:DNT2MGDX}, pages = {12}, } @techreport{szabo_global_2020, title = {The {Global} {Girlhood} {Report} 2020: {How} {COVID}-19 is putting progress in peril}, shorttitle = {The {Global} {Girlhood} {Report} 2020}, url = {https://resourcecentre.savethechildren.net/node/18201/pdf/global_girlhood_report_2020_africa_version_2.pdf}, language = {en}, urldate = {2020-12-02}, institution = {Save The Children}, author = {Szabo, Gabrielle and Edwards, Jess}, year = {2020}, note = {zotzenLib.CopiedFrom: 2339240:IAJRKWHS KerkoCite.ItemAlsoKnownAs: 2339240:IAJRKWHS 2405685:3WY5JKH3 2405685:GI2SM8DU}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{antoun_great_2020, title = {The {Great} {Debate}: {Why} {Rwanda} may be the {Best} {Country} to {Launch} and {Scale} {Your} {Tech} {Startup}!}, shorttitle = {The {Great} {Debate}}, url = {https://medium.com/the-gps/the-great-debate-why-rwanda-may-be-the-best-country-to-launch-and-scale-your-tech-startup-25439a41a4}, language = {en}, urldate = {2020-08-17}, journal = {Medium}, author = {Antoun, Nadine}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J8KD84EM 2405685:QM7AM53H}, } @misc{mugendi_ict_2020, title = {The {ICT} {Landscape} in {Northern} {Kenya}: {Challenges} \& {Opportunities}}, shorttitle = {The {ICT} {Landscape} in {Northern} {Kenya}}, url = {https://www.engineeringforchange.org/research/ict-landscape-northern-kenya-challenges-opportunities/}, abstract = {EDITORIAL TEAM: Carolina Rojas, E4C Expert Fellow; Mariela Machado, E4C Program Manager; Grace Burleson, E4C Research Manager DISCLAIMER: Any views and/or opinions expressed in this post by individual authors or contributors are their personal views and/or opinions and do not necessarily reflect the views and/or opinions of Huawei Technologies or iGov Africa. Click here to view the full report. The northern region of Kenya, which is arid and semi-arid in nature, forms...}, urldate = {2023-04-04}, journal = {Engineering For Change}, author = {Mugendi, Jacob and Valbuena, Gustavo}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D688FAVN 2405685:6CD2PYZC}, } @techreport{ma_impact_2020, address = {Rural Education Action Program (REAP)}, type = {Working {Paper}}, title = {The impact of computer assisted learning on rural {Taiwanese} children: evidence from a randomized experiment}, url = {https://fsi.stanford.edu/publication/impact-computer-assisted-learning-rural-taiwanese-children-evidence-randomized}, abstract = {The effectiveness of educational technology (EdTech) in improving the outcomes of poor, marginalized students has primarily been documented by studies conducted in developing countries; however, relevant research involving randomized studies in developed country contexts is relatively scarce. The objective of the current study is to examine whether an in-school computer assisted learning (CAL) intervention can improve the math performance (the primary outcome) and academic attitudes (secondary outcomes) of rural students in Taiwan, including a marginalized subgroup of rural students called Xinzhumin. We also seek to identify which factors are associated with the effectiveness of the intervention. In order to achieve this, we conducted a randomized control trial involving 1,840 sixth-grade students at 95 schools in four relatively poor counties and municipalities of Taiwan during the spring semester of 2019. According to the ITT analysis, the O-CAL intervention had no significant ITT impacts on the primary outcome of student math performance as well as on most secondary outcomes of the overall treatment group (who on average used the software for only about one quarter of the protocol’s minimum required time of 30 minutes per week, indicating that compliance was low). However, the LATE analysis revealed significant improvements in the math performance of the 30\% most active students in the treatment group (who used the software for about two thirds of the minimum required time). Effect sizes of active users overall (0.16 SD-0.22 SD) increased in accordance with increases in usage and were larger for active Xinzhumin users specifically (0.21 SD-0.35 SD). A wide range of student-level and (in particular) teacher-level characteristics were associated with the low compliance to the intervention, which are findings that may help inform educational policymakers and administrators of the potential challenges of introducing school-based interventions that depend heavily on teacher adoption and integration.}, institution = {Stanford University}, author = {Ma, Yue and Abbey, Cody and Hu, Derek and Hung, Weiting and Zhang, Xinwu and Chang, Chiayuan and Wu, Chyi-In and Rozelle, Scott}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T5H8LVEW 2405685:KKFYX9TA}, } @misc{malik_impact_2020, title = {The impact of {COVID}-19 on education in {Pakistan}}, url = {http://www.cambridge.org/partnership/research/challenges-and-opportunities-pakistan-education-systems-covid-19-response}, abstract = {This blog was written by Rabea Malik, Assistant Professor at the School of Education, Lahore University of Management Sciences (LUMS) and Research Fellow at the Institute of Development and Economic Alternatives (IDEAS) in Pakistan. This blog is part of a series from the REAL Centre reflecting on the impacts of the current COVID-19 pandemic on research work on international education and development.}, language = {en}, urldate = {2022-05-17}, journal = {Cambridge University Press \& Assessment}, author = {Malik, Rabea}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LEMR2YGI 2405685:NX4IMX9M}, } @article{owusu-fordjour_impact_2020, title = {{THE} {IMPACT} {OF} {COVID}-19 {ON} {LEARNING} - {THE} {PERSPECTIVE} {OF} {THE} {GHANAIAN} {STUDENT}}, volume = {0}, copyright = {Copyright (c) 2020 C. Owusu-Fordjour, C. K. Koomson, D. Hanson}, issn = {25011111}, url = {https://www.oapub.org/edu/index.php/ejes/article/view/3000}, doi = {10.46827/ejes.v0i0.3000}, abstract = {This study aimed at accessing the impact of Covid-19 on Ghana’s teaching and learning. The study employed a Descriptive survey design in which 11 items Likert-scale type of questionnaires was administered to 214 respondents mainly students in the second cycle and tertiary institutions of Ghana. The study employed simple random sampling technique in selecting the respondents for the study. The study revealed some challenges students encounter in the close down of schools due to the outbreak of the pandemic Covid-19: Students are unable to study effectively from the house thus, making the online system of learning very ineffective. Again, parents are incapable of assisting their wards on how to access online learning platform, neither can they entirely supervise the learning of their children at home without any complications. It came to light that the pandemic really has had a negative impact on their learning as many of them are not used to effectively learn by themselves. The e-learning platforms rolled out also poses challenge to majority of the students because of the limited access to internet and lack of the technical knowhow of these technological devices by most Ghanaian students. The study therefore recommends that students should be introduced to e-learning platforms to supplement classroom teaching and learning.  Article visualizations:}, language = {en}, number = {0}, urldate = {2020-08-12}, journal = {European Journal of Education Studies}, author = {Owusu-Fordjour, C. and Koomson, C. K. and Hanson, D.}, month = apr, year = {2020}, note = {Number: 0 KerkoCite.ItemAlsoKnownAs: 10.46827/ejes.v0i0.3000 2405685:EQNYAN9P}, keywords = {emotions, highlife music, lyrics, popular music, structure, ⚠️ Invalid DOI}, } @techreport{briggs_impact_2020, type = {Technical {Report}}, title = {The {Impact} of {COVID}-19 on {Opportunities} for {Adolescent} {Girls} and the {Role} of {Girls}' {Groups}}, url = {https://www.researchgate.net/publication/344204333_The_Impact_of_COVID-19_on_Opportunities_for_Adolescent_Girls_and_the_Role_of_Girls%27_Groups?channel=doi&linkId=5f5b6538299bf1d43cf9ad2d&showFulltext=true}, abstract = {COVID-19 has disrupted lives, networks, and institutions across social, economic, and health dimensions around the globe. We examine how the pandemic has affected adolescent girls and young women in particular, and explore how group-based programs for girls in low-and middle-income countries have been affected by and are responding to the pandemic. The COVID-19 pandemic has affected adolescent girls and young women across multiple outcomes, including education, livelihoods, sexual and reproductive health, sexual- and gender-based violence, the burden of unpaid care, and early and forced marriage. These heightened barriers to economic and social opportunities and the resulting loss of human capital have the potential to derail progress towards gender equality unless recognized and addressed. Girls’ groups may offer potential pathways of resilience for girls during system shocks like the COVID-19 pandemic, though more evidence is needed on their effects and how they function when social connectivity and mobility are heavily restricted, limiting program implementation.}, institution = {Evidence Consortium on Women's Groups}, author = {Briggs, Hannah and Haberland, Nicole and Desai, Sapna and De Hoop, Thomas and Ngo, Thoai}, month = jul, year = {2020}, doi = {10.13140/RG.2.2.19023.92325}, note = {KerkoCite.ItemAlsoKnownAs: 10.13140/RG.2.2.19023.92325 2405685:EXW36QGI 2534379:WBF4RJXT}, } @techreport{oecd_impact_2020, type = {{OECD} {Policy} {Responses} to {Coronavirus} ({COVID}-19)}, title = {The impact of {COVID}-19 on student equity and inclusion: {Supporting} vulnerable students during school closures and school re-openings}, shorttitle = {The impact of {COVID}-19 on student equity and inclusion}, url = {https://www.oecd-ilibrary.org/education/the-impact-of-covid-19-on-student-equity-and-inclusion-supporting-vulnerable-students-during-school-closures-and-school-re-openings_d593b5c8-en}, language = {en}, urldate = {2021-08-05}, author = {{OECD}}, month = nov, year = {2020}, doi = {10.1787/d593b5c8-en}, note = {Series: OECD Policy Responses to Coronavirus (COVID-19) KerkoCite.ItemAlsoKnownAs: 10.1787/d593b5c8-en 2339240:HJ77WBL2 2405685:QPTQEPUC}, } @techreport{al-samarrai_impact_2020, title = {The {Impact} of the {COVID}-19 {Pandemic} on {Education} {Financing}}, url = {http://documents.worldbank.org/curated/en/479041589318526060/pdf/The-Impact-of-the-COVID-19-Pandemic-on-Education-Financing.pdf}, urldate = {2020-06-09}, institution = {World Bank}, author = {Al-Samarrai, Samer}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:43H84UX8 2405685:RW6PYTEP}, } @techreport{itu_last-mile_2020, title = {The {Last}-{Mile} {Internet} {Connectivity} {Toolkit}: {Solutions} to {Connect} the {Unconnected} in {Developing} {Countries}}, url = {https://www.itu.int/en/ITU-D/Technology/Documents/RuralCommunications/20200120%20-%20ITU%20Last-Mile%20Internet%20Connectivity%20Toolkit%20-%20DraftContent.pdf}, urldate = {2020-09-17}, author = {ITU}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HKULRF7U 2405685:DDY6AGSW}, } @techreport{cambridge_assessment_learning_2020, address = {Cambridge, UK}, title = {The {Learning} {Passport}: {Curriculum} {Framework} ({Maths}, {Science}, {Literacy})}, url = {https://www.learningpassport.org/media/331/file/Curriculum%20Framework%20(Maths,%20Science,%20Literacy).pdf}, institution = {Cambridge Assessment}, author = {Cambridge Assessment}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5LQ3SB6L 2405685:XZU6VIBY}, } @techreport{di_pietro_likely_2020, address = {Luxembourg}, type = {{JRC} {Technical} {Report}}, title = {The likely impact of {COVID}-19 on education: {Reflections} based on the existing literature and recent international datasets.}, shorttitle = {The likely impact of {COVID}-19 on education}, url = {https://publications.jrc.ec.europa.eu/repository/handle/JRC121071}, abstract = {In order to reduce the spread of COVID-19, most countries around the world have decided to temporarily close educational institutions. However, learning has not stopped but is now fully taking place online as schools and universities provide remote schooling. Using existing literature and evidence from recent international data (Eurostat, PISA, ICILS, PIRLS, TALIS), this report attempts to gain a better understanding of how the COVID-19 crisis may affect students’ learning. It looks at the different direct and indirect ways through which the virus and the measures adopted to contain it may impact children’s achievement. ‘Conservative’ estimates for a few selected EU countries consistently indicate that, on average, students will suffer a learning loss. It is also suggested that COVID-19 will not affect students equally, will influence negatively both cognitive and non-cognitive skills acquisition, and may have important long-term consequences in addition to the short-term ones.}, language = {eng}, number = {JRC121071}, urldate = {2021-05-24}, institution = {European Commission}, author = {Di Pietro, Giorgio and Biagi, Federico and Dinis Mota Da Costa, Patricia and Karpinski, Zbigniew and Mazza, Jacapo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LU67HXXC 2534379:4KKZAUC8}, pages = {1--50}, } @incollection{hassan_local_2020, title = {The local politics of resource distribution}, url = {https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780198815693.001.0001/oxfordhb-9780198815693-e-35}, booktitle = {The {Oxford} {Handbook} of {Kenyan} {Politics}}, author = {Hassan, Mai}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QB8LSB25 2405685:3IF99AEE}, } @techreport{adam_maldives_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {The {Maldives} and {Sri} {Lanka}: {Question} \& {Answer} {Session}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/HE2Q6Z8Y}, abstract = {EdTech Hub participated in a question and answer session in May 2020 for policymakers in The Maldives and Sri Lanka. The session focused on the challenges and issues in designing effective distance education programmes during the Covid-19 pandemic. This document provides answers to a list of 13 questions received from stakeholders.}, language = {EN}, number = {18}, institution = {EdTech Hub}, author = {Adam, Taskeen and Kaye, Tom and Haßler, Björn}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0018}, note = {ZenodoArchiveID: 5652128 previousZenodoArchiveID: 3885817 previousshortDOI: 10/ghgngv previousshortDOI: 10/ghgngv previousDOI: 10.5281/zenodo.3885817 previousshortDOI: 10/ghgngv EdTechHub.Source: 2405685:HE2Q6Z8Y EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgngv KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3885817 10.53832/edtechhub.0018 10/ghgngv 2129771:YC82FCEP 2339240:TND87RAP 2405685:HE2Q6Z8Y 2405685:SRU74BP6}, keywords = {F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{the_national_treasury_and_planning_national_2020, title = {The {National} {Treasury} and {Planning} (@{KeTreasury})}, url = {https://twitter.com/ketreasury}, language = {en}, urldate = {2020-07-01}, journal = {Twitter}, author = {The National Treasury {and} Planning}, year = {2020}, note = {Library Catalog: twitter.com KerkoCite.ItemAlsoKnownAs: 2405685:X4JIFPPY}, } @article{pacheco_new_2020, title = {The "new normal" in education}, url = {https://link.springer.com/article/10.1007/s11125-020-09521-x#citeas}, doi = {10.1007/s11125-020-09521-x}, journal = {PROSPECTS}, author = {Pacheco, Jose Augusto}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-020-09521-x 2339240:G9YV4MWK 2405685:VULUEXJE}, } @article{hasler_oer4schools_2020, title = {The {OER4Schools} professional development programme: {Outcomes} of a sustained trial in sub-{Saharan} {Africa}}, volume = {5}, issn = {2504-284X}, shorttitle = {{OER4Schools} 2010-2014}, url = {https://www.frontiersin.org/articles/10.3389/feduc.2020.00146/full}, doi = {10.3389/feduc.2020.00146}, abstract = {Sustaining educational initiatives beyond short-term pilot projects is highly challenging in low-income countries. We describe the outcomes and implications of our iterative Design-Based Implementation Research conducted in Zambia. This focused on a unique, school-based, peer-facilitated professional learning programme for primary teachers: OER4Schools integrates interactive pedagogy, open digital educational resources and mobile learning. Teacher interviews carried out 18 months after a year-long intervention showed that the programme became self-sustaining; earlier participants reported further development of their interactive teaching strategies and awareness of pupil progress; recent joiners developed similarly. Roles of teachers and pupils changed and a new classroom culture emerged. The study identifies the key mechanisms involved in sustainability, including culturally sensitive and participatory development and implementation, semi-structured multimedia materials, and supportive organisational structures for sustained professional learning. Our findings are hence framed by sociocultural influences as well as the wider policy context.}, language = {English}, number = {146}, journal = {Frontiers in Education}, author = {Haßler, Björn and Hennessy, Sara and Hoffmann, R and Makonga, Abel}, year = {2020}, note = {HHH3A shortDOI: 10/ghgn5x KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2020.00146 10/ghgn5x 2129771:6KN48Q7A 2339240:A5GQ37WB 2339240:B8J5VSFY 2405685:BG6WTIJK 2405685:BNF58PFR 2405685:KLUBUEJY 2405685:V7S2E5AQ 2405685:VHZVRENG 2534378:M3FT5RN4}, keywords = {Author:Haßler, C: Zambia, Culturally responsive pedagogy (CRP), Design-based implementation research, Interactive Pedagogy, Learner-centred pedagogy, School leadership, Sustainable Development Goal (SDG) 4, Teacher Profesisonal Development, Zambia, \_\_\_working\_potential\_duplicate, \_yl:b, dode\_eth-src-dode, dode\_eth-trf2-dode, school improvement, sub-Saharan Africa}, } @article{quak_political_2020, title = {The political economy of the primary education system in {Tanzania}}, url = {https://assets.publishing.service.gov.uk/media/5e3c286740f0b6090b845d04/710_Political_Economy_Analysis_Primary_Education_System_Tanzania.pdf}, language = {en}, journal = {K4D Helpdesk Report}, author = {Quak, Evert-jan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DAKVCZMC 2405685:SYVKPWX9}, keywords = {⛔ No DOI found}, pages = {21}, } @article{degraff_politics_2020, title = {The politics of education in post-colonies: {Kreyòl} in {Haiti} as a case study of language as technology for power and liberation}, volume = {3}, shorttitle = {The politics of education in post-colonies}, abstract = {In this contribution, I would like to share some key aspects of my theoretical and applied linguistic agenda in Haiti. This agenda promotes a social vision where linguistics is coupled with digital technology in Haitian Creole (“Kreyòl”) in order to improve research and education toward sustainable development and equal opportunity for all. This agenda also aims at a model for other communities in the Global South where linguistic discrimination has disenfranchised large segments of the population most in need of socio-economic progress. This article will highlight the MIT-Haiti Initiative, whose initial objectives were for improving Science, Technology, Engineering \& Mathematics (STEM) education in high schools and universities in Haiti. In collaboration with a broad range of academic institutions in Haiti and beyond, this Initiative has been exploring the strategic use of digital tools in Kreyòl to improve Haitian students’ active learning of STEM, across social classes and beyond any linguistic barrier. More recently, the Initiative has expanded its scope to cover all disciplines at all levels via crowdsourcing, co-creating, curating and sharing of educational materials in Kreyòl. The ultimate goal is to make high-quality education accessible to the greatest numbers of students throughout Haiti, while strengthening the foundations of Haiti’s linguistic and cultural identity and while promoting respect of the human rights of all Haitians. I will consider two important implications of the MIT-Haiti Initiative: for linguistics and for policies related to education writ large, including education that can truly benefit all in Haiti, especially those who speak Kreyòl only (i.e., the vast majority of Haitians). Firstly, Kreyòl is comparable to so called “international” languages, such as English, French, Spanish, Arabic, Chinese, etc., in terms of its development, structures and expressive capacity. Indeed, the success of this Initiative to date doubles as proof of concept that Kreyòl is a full-fledged language with unlimited capacity to express any level of complex thought as in STEM. Secondly, Kreyòl is an essential tool for the education, socio-economic progress and human rights of Haitians, especially in these communities that have long been impoverished through exclusion and injustice. These processes of impoverishment, which started four centuries ago when Haiti was a French colony (then the “richest” colony in the Americas), have been unrelentless throughout Haiti’s history. Language and education are two main vectors for the entrenchment of these processes of exclusion and impoverishment in Haiti. In my view, it is through the innovative, strategic and systematic use of Kreyòl, in conjunction with interactive pedagogy and modern technology, that Haitian students can optimally develop their capacity for acquiring and building additional knowledge in STEM, in the Humanities and Social Sciences, and in second languages such as French, English, Spanish, etc. More generally, it is through Kreyòl as language of instruction and as the language of discourse in every social context that all Haitians can realize their full potential toward joyful and dignified citizenship—and leave behind the trauma of linguistic apartheid that has characterized the history of Haiti since its creation in 1804.}, journal = {Journal of Postcolonial linguistics}, author = {DeGraff, Michel}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:VYNHU6CF 4042040:L2RFRXWU}, keywords = {⛔ No DOI found}, pages = {89--125}, } @article{heinrich_potential_2020, title = {The potential and prerequisites of effective tablet integration in rural {Kenya}}, volume = {51}, copyright = {© 2019 British Educational Research Association}, issn = {1467-8535}, url = {https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12870}, doi = {10.1111/bjet.12870}, abstract = {This study investigates how pedagogical, cultural and institutional factors interact with technical knowledge in educational technology integration and how they relate to equitable and effective technology use in low-resource settings. In the context of a one-to-one tablet initiative in rural Kenya, we explore how these factors constrain or support access to technology, instructor capacity, student engagement and student learning, as well as their implications for reducing educational and digital divides. We employ a mixed methods, such as a quasi-experimental (prepost, nonequivalent control group) research design that draws on data from classroom observations, teacher interviews, student surveys and focus groups, and assessments of student academic performance to generate evidence on classroom practices and student learning in schools with access to tablets, while also highlighting core challenges to successful technology integration. Our findings contribute to the identification of prerequisites and supporting factors for successful educational technology integration, as well as policy levers and school-based strategies that are likely to increase equitable access to quality learning experiences in schools in low-resource contexts. Practitioner Notes What is already known about this topic A lack of funding, planning and infrastructure hinder information and communication technology (ICT) integration. Procurement of educational technology and infrastructure improvement efforts has reduced digital divides, but learning divides persist in implementation. Insufficient teacher technology expertise and professional development constrain teacher's effective use of educational technology in classrooms. What this paper adds We employ mixed methods—triangulating the student assessment data with data from student surveys and focus groups, teacher interviews and classroom observations—to identify how pedagogical, cultural and institutional factors interact with technical knowledge in ICT integration in ways that support or constrain student learning in low-resource contexts. We find that more attention is needed for cultural factors that interact with pedagogical and technical skills to ensure that the classroom instructors' attention is equitability distributed in ways that discourage in-class “tracking” and differential access to quality learning experiences, such as some teachers' disregard of “slow learners” in the classroom. In low-resource contexts, providing even basic levels of infrastructure (eg, a consistent power source) and access to general technical knowledge requires more creative and concerted efforts from school leadership and instructors, such as the offer of tutorials and reading clubs outside of the class to expand access and improve the use of devices. Implications for practice and/or policy We find that device sharing can have positive effects on peer-to-peer learning, which suggests that policymakers in Kenya should weigh the benefits of achieving one-to-one device access against the potential advantages of alternative investments, such as expanding professional development on the integration and use of currently available devices. Increasing opportunities for peer-to-peer learning and exchange (among teachers and students) and building shared capacities for ICT integration can help reduce technical issues and lost instructional time.}, language = {en}, number = {2}, urldate = {2021-05-22}, journal = {British Journal of Educational Technology}, author = {Heinrich, Carolyn J. and Darling-Aduana, Jennifer and Martin, Caroline}, year = {2020}, note = {\_eprint: https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12870 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12870 2339240:UC5WF5M2 2405685:BE8XWFCU}, pages = {498--514}, } @article{bilagher_potential_2020, title = {The potential of {Accelerated} {Learning} {Programmes} ({ALPs}) for conflict-ridden countries and regions: {Lessons} learned from an experience in {Iraq}}, volume = {66}, issn = {1573-0638}, shorttitle = {The potential of {Accelerated} {Learning} {Programmes} ({ALPs}) for conflict-ridden countries and regions}, url = {https://doi.org/10.1007/s11159-020-09826-1}, doi = {10.1007/s11159-020-09826-1}, abstract = {Accelerated learning programmes (ALPs) provide a fast-track second-chance opportunity to complete formal education, enabling disadvantaged children and youth to catch up with their peers. In 2005, after a preliminary pilot phase, the Government of Iraq, in partnership with the United Nations Children’s Fund (UNICEF) implemented an ALP initially in 10 of Iraq’s 18 governorates with the intention of providing an estimated 50,000 out-of-school, often traumatised and disenfranchised children aged 12–18 years with an opportunity to complete the six-year primary cycle in three years. This experience generated some insights which may still be of practical use today in other conflict-ridden countries and regions. In order to highlight how the lessons learned just over 10 years ago are relevant to similar situations elsewhere today, this article discusses the findings of an independent evaluation of the programme in 2008. The available evaluation data imply that this ALP addressed a significant need and was appreciated by the target group, with 75 \% of learners stating that they liked the ALP very much. Around 90 \% of ALP graduates continued either in secondary education, or studying in other programmes, joined an apprenticeship scheme or found employment. Both survey and interview data suggest that this ALP did more than create educational opportunities for young persons; it also helped young people obtain a confident perspective for their own future. Consequently, this made them less vulnerable to participation in subversive activities (such as, for example, being recruited into militias). This is a lesson not just relevant to Iraq at the time, but to a wide range of unstable contexts across the world.}, language = {en}, number = {1}, urldate = {2022-08-26}, journal = {International Review of Education}, author = {Bilagher, Moritz and Kaushik, Amit}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11159-020-09826-1 2339240:LHN26KRG 2405685:KZYFLI7F}, keywords = {Accelerated Learning Programmes (ALPs), Iraq, Sustainable Development Goal (SDG) 4, access to education, education in (post-)conflict environments, education in emergencies}, pages = {93--113}, } @article{trikoilis_potential_2020, title = {The potential of research for professional development in isolated settings during the {COVID}-19 crisis and beyond}, volume = {28}, abstract = {The global COVID-19 pandemic has created the urgent need for quality online instruction throughout all levels of educa- tion. However, this pandemic has found teachers physically isolated within their homes, and unprepared for the challeng- ing tasks of teaching online. Many of the challenges faced by teachers due to this isolation, are similar to those faced by teachers in remote areas around the world. One such issue, is the lack of access to traditional professional development op- portunities, which is frequently the only type of professional development offered to teachers in many countries. Thus, many teachers lack guidance on how to resolve many online teaching challenges during this period. Therefore, this study examines the potential of utilizing educational research for assisting teachers through this trying period of COVID-19}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Trikoilis, Dionysios and Papanastasiou, Elena}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PD2DN9DB}, keywords = {Access to Education, Communicable Diseases, Disease Control, Educational Research, Educational Technology, Faculty Development, Foreign Countries, Online Courses, Professional Isolation, Rural Areas, Technology Uses in Education, ⛔ No DOI found}, pages = {295--300}, } @misc{major_potential_2020, title = {The potential of using technology to support personalised learning in low- and middle-income countries}, url = {https://edtechhub.org/2020/08/18/the-potential-of-using-technology-to-support-personalised-learning-in-low-and-middle-income-countries/}, abstract = {With schools around the world closed to prevent the spread of COVID-19, we have been undertaking a series of ‘rapid evidence reviews’ to help education decision-makers respond effectively. These reviews aim to provide evidence-based summaries on specific areas of EdTech. In this post, we look at the role of technology in supporting personalised…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, author = {Major, Louis and Francis, Gill}, month = aug, year = {2020}, doi = {10.5281/zenodo.4707874}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707874 2405685:DNNA97P4}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{adam_privilege_2020, title = {The privilege of \#pivotonline: {A} {South} {African} perspective}, shorttitle = {The privilege of \#pivotonline}, url = {https://opendeved.net/2020/04/22/the-privilege-of-pivotonline/}, abstract = {Taskeen Adam, https://opendeved.net/2020/04/22/the-privilege-of-\#pivotonline/, 2020-04-22, 10.5281/zenodo.3760383 As the global number of COVID-19 cases increase, lockdowns continue across the world. Reports from UNESCO highlight that nationwide closures are impacting over 91\% of the world’s student population who can no longer attend school. With schools closed, there has been a mass shift to online education — from primary …}, language = {en-GB}, urldate = {2020-06-09}, journal = {Open Development \& Education}, author = {Adam, Taskeen}, month = apr, year = {2020}, note = {Library Catalog: opendeved.net Section: blog EdTechHub.Source: 2129771:YIULJYN8 KerkoCite.ItemAlsoKnownAs: 2129771:XBIPY9PU 2129771:YIULJYN8 2339240:AWXAQ2CJ 2405685:BE8K7HXB 2405685:D2RECET8}, keywords = {\_\_\_working\_potential\_duplicate, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @article{spaull_race_2020, title = {The {Race} between {Teacher} {Wages} and the {Budget}}, language = {en}, journal = {Research on Socioeconomic Policy (RESEP) Stellenbosch University}, author = {Spaull, Nic and Lilenstein, Adaiah and Carel, David}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VXU7ZM9N 2405685:8799HNXM 4656463:XQTA5NKP}, keywords = {⛔ No DOI found}, } @phdthesis{watson_relationship_2020, address = {Cambridge, UK}, type = {{PhD} in {Education}}, title = {The relationship between educational television and mathematics capability in {Tanzania}}, copyright = {Attribution 4.0 International}, url = {https://www.repository.cam.ac.uk/handle/1810/307624}, abstract = {Previous studies have frequently demonstrated that educational television viewing can have a positive effect on learning in low-income country contexts when shows are delivered in controlled settings. However, the consequence of day-to-day viewing in such contexts has scarcely been considered. Additionally, no recent published research has provided any information on the costs of educational television. The lack of research in these areas is striking. Examining educational television viewing in monitored settings provides limited information on the influence of routine television consumption. Further, the broad reach of numerous educational television programmes should provide low per-viewer costs and, resultantly, strong cost-effectiveness findings. This PhD study therefore examined (1) the association between educational television exposure and mathematics capability and (2) the cost effectiveness of educational television interventions. To achieve this, research was carried out that centred on Ubongo Kids – a popular Tanzanian-produced show delivering mathematics-focused content. Quantitative investigation into the association between educational television exposure and mathematics capability used nationally representative data, collected by Uwezo Tanzania. A household fixed-effects model showed that exposure to educational television was significantly associated with mathematics capability among children aged 7-16, when controlling for age, sex, school enrolment and Kiswahili attainment. Findings from this model were used in cost-effectiveness calculations, alongside cost data and an estimate of the number of Ubongo Kids viewers. Results compared favourably against those for other interventions, with calculations regarding Ubongo Kids’ ongoing activities suggesting it to have been more cost effective than any other intervention previously investigated using the same cost-effectiveness approach. These findings indicate that in low-income contexts: educational television programmes can aid learning; and, that directing a greater proportion of available educational resources towards educational television interventions may benefit educational outcomes.}, language = {en}, urldate = {2020-08-13}, school = {University of Cambridge}, author = {Watson, Joseph}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.17863/CAM.54714 10/ghgngw 2405685:5MXCYRXI 2405685:C74MQIKM}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{watson_relationship_2020, title = {The relationship between educational television and mathematics capability in {Tanzania}}, volume = {52}, issn = {1467-8535}, url = {https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1111/bjet.13047}, doi = {10.1111/bjet.13047}, abstract = {Previous studies have frequently demonstrated that educational television viewing can have a positive effect on learning in low-income country contexts when shows are delivered in controlled settings. However, the consequence of day-to-day viewing in such contexts has scarcely been considered. Additionally, no recent published research has provided any information on the costs of educational television. The lack of research in these areas is striking. Examining educational television viewing in monitored settings provides limited information on the influence of routine television consumption. Further, the broad reach of numerous educational television programmes should provide low perviewer costs and, resultantly, strong cost-effectiveness findings. This PhD study therefore examined (1) the association between educational television exposure and mathematics capability and (2) the cost effectiveness of educational television interventions. To achieve this, research was carried out that centred on Ubongo Kids – a popular Tanzanian-produced show delivering mathematics-focused content.}, language = {en}, number = {2}, journal = {British Journal of Educational Technology}, author = {Watson, Joseph and Hennessy, Sara and Vignoles, Anna}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13047 10.17863/cam.54714 2339240:6LGJJU8F 2339240:MVL3KA6H 2339240:U3SHRB68 2339240:XZDCXAZ7 2405685:8WKWEBZZ 2405685:A5XKUF3W 2405685:CHDUKI36 2405685:VJ8U5IDE 2405685:YENK6ASB}, keywords = {Tanzania, \_\_\_working\_potential\_duplicate, cost effectiveness, educational television, mathematics, ⛔ No DOI found}, } @article{dalas_relationships_2020, title = {The relationships of learning independence, family support, facilities and service of institutions through quality of learning students}, volume = {7}, issn = {23945125}, url = {http://www.jcreview.com/fulltext/197-1588228781.pdf?1588595122}, doi = {10.31838/jcr.07.06.140}, abstract = {Education is a conscious endeavor and aims to develop human quality. Education has a very important role because, without education, the transformation process and the actualization of knowledge are difficult to manifest. One of the things that supports education in schools is the guidance and counseling service. Meanwhile, the problems in the school environment are the lack of learning quality of students in line with the maximization of learning independence, family support, and self-development services students of MTs Negeri Jambi. This research was correlational research conducted in six state Islamic junior high schools in 1 Jambi city, Indonesia. The samples of the study were 886 students taken by using a stratified sampling technique, and randomly for each class of each school. The instruments used were questionnaires with 100-item statements by Likert scale while data were analyzed by using a descriptive analysis, Pearson correlation test, and multiple linear regression tests. The results showed that the quality of learning, learning independence, family support, and self-development services had not been carried out maximally at six state Islamic junior high schools. Students who were less independent, got less family support and minimum in obtaining self-development services would also had less maximum learning quality. Simultaneously the independence of study, family support, and facilities and service of the institutions were associated very closely with the quality of students' learning, and in partial increments of each learning independence variable, family support, and service Self-development impacts on improving learning quality.}, language = {en}, number = {6}, urldate = {2021-08-05}, journal = {Journal of critical reviews}, author = {Dalas, Nove and {Hadiyanto} and {Muhaimin}}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.31838/jcr.07.06.140 10/gmfk2t 2339240:Y3DY7UEN 2405685:CRTFS6ML}, pages = {815--821}, } @techreport{buchel_relative_2020, address = {Switzerland}, title = {The relative effectiveness of teachers and learning software: {Evidence} from a field experiment in {El} {Salvador}}, url = {https://ideas.repec.org/p/bss/wpaper/36.html}, abstract = {This study provides novel evidence on the relative effectiveness of computer-assisted learning (CAL) software and traditional teaching. Based on a randomized controlled trial in Salvadoran primary schools, we evaluate three interventions that aim to improve learning outcomes in mathematics: (i) teacher-led classes, (ii) CAL classes monitored by a technical supervisor, and (iii) CAL classes instructed by a teacher. As all three interventions involve the same amount of additional mathematics lessons, we can directly compare the productivity of the three teaching methods. CAL lessons lead to larger improvements in students’ mathematics skills than traditional teacher-centered classes. In addition, teachers add little to the effectiveness of learning software. Overall, our results highlight the value of CAL approaches in an environment with poorly qualified teachers.}, language = {en}, number = {36}, institution = {University of Bern}, author = {Buchel, Konstantin and Jakob, Martina and Kuhnhanss, Christoph and Steffen, Daniel and Brunetti, Aymo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QBLAB2G4 2339240:URIKLIDV 2405685:CTWU7VNK 2405685:F2XBIBS4}, keywords = {Quality: H, Relevance: H, computer-assisted learning, primary education, productivity in education, teacher content knowledge, ⛔ No DOI found}, pages = {43}, } @techreport{ahmed_role_2020, title = {The {Role} of {Evidence} in {Policymaking} in {Pakistan}: {Political} {Economy} {Analysis} {Report}}, institution = {Oxford Policy Management}, author = {Ahmed, K and Ahmed, V and Javed, S.A. and Jillani, A and Khan, A and Khaver, A.A and Nadeem, U and Pellani, A and Shah, Q and Shaxson, L and Suleri, A.Q and Zaidi, A and Zaidi, M}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4HQCSPQ6 2405685:T6TKT6E7}, } @misc{mcburnie_role_2020, title = {The role of interactive radio instruction in the coronavirus ({COVID}-19) education response}, url = {https://edtechhub.org/2020/04/23/the-role-of-interactive-radio-instruction-in-the-coronavirus-covid-19-education-response/}, abstract = {This is part of our coronavirus (COVID-19) and EdTech series. Every week that passes we see the number of classrooms closed due to COVID-19 increase. During these unprecedented times, the Hub’s mission — to increase the use of evidence-based decisions around EdTech — is more important than ever. We must make sure learning goes on. […]}, language = {en-GB}, urldate = {2020-07-20}, journal = {EdTech Hub}, author = {McBurnie, Chris}, month = apr, year = {2020}, doi = {10.5281/zenodo.4707814}, note = {Library Catalog: edtechhub.org KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707814 2405685:5ZVJ2YZ5}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{mcburnie_role_2020, title = {The {Role} of {Interactive} {Radio} {Instruction} in the {COVID}-19 {Education} {Response}}, url = {https://opendeved.net/2020/04/08/the-role-of-interactive-radio-instruction-in-the-covid-19-education-response/}, abstract = {Reading Time: 3 minutes At a time when the COVID-19 pandemic has forced over 1.5 billion students out of school, governments in resource-constrained countries have looked to interactive radio instruction (IRI) to ensure educational continuity. In the past week, we spoke with the Rising Academy Network to consider what an IRI programme could look like and why policymakers have […]}, language = {en-GB}, urldate = {2020-11-04}, journal = {Open Development \& Education}, author = {McBurnie, Chris}, month = apr, year = {2020}, doi = {10.5281/zenodo.4707808}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707808 2405685:PBKNDCEU}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @article{james_smart_2020, title = {The smart feature phone revolution in developing countries: {Bringing} the internet to the bottom of the pyramid}, volume = {36}, issn = {0197-2243, 1087-6537}, shorttitle = {The smart feature phone revolution in developing countries}, url = {https://www.tandfonline.com/doi/full/10.1080/01972243.2020.1761497}, doi = {10.1080/01972243.2020.1761497}, abstract = {Until recently, the only way for the population of developing countries to access the Internet was through expensive smartphones, designed in and for developed countries. In the past few years, however, a major new innovation has emerged, the smart feature phone with Internet connectivity, which was specifically designed for those with low incomes in developing countries. This paper explains the development process for the smart feature phone, how this has influenced the nature and extent of adoption, and its use by lowincome groups, including their demonstrated preference for uses related to entertainment rather than more traditional “work-related” goals. The focus is on the case of India, where the JioPhone has already reached millions of people with low incomes.}, language = {en}, number = {4}, urldate = {2022-08-13}, journal = {The Information Society}, author = {James, Jeffrey}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/01972243.2020.1761497 2129771:QT6NI25Q 2339240:3X8K6I3K 2405685:AJKCCYS4 2405685:TDKXCJSI}, pages = {226--235}, } @techreport{government_of_malawi_social_2020, title = {The {Social} {Cash} {Transfer} {Programme} ({SCTP})}, url = {https://www.unicef.org/malawi/reports/social-cash-transfer-programme-sctp}, urldate = {2023-06-22}, author = {{Government of Malawi} and {UNICEF}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4N4VCSLX 2405685:FU7VWMA2}, } @misc{you_social_2020, title = {The social support networks stepping up in coronavirus-stricken {China}}, url = {https://www.opendemocracy.net/en/oureconomy/social-support-networks-springing-coronavirus-stricken-china/}, abstract = {Below the sweeping centralized measures, decentralized networks have provided relief to thousands.}, language = {en}, urldate = {2020-03-30}, journal = {openDemocracy}, author = {You, Mi}, year = {2020}, note = {Library Catalog: www.opendemocracy.net KerkoCite.ItemAlsoKnownAs: 2339240:RPQ9TGML 2405685:X6YHI3T3 X6YHI3T3}, } @techreport{undp_socio-economic_2020, title = {The {Socio}-{Economic} {Implications} of the {COVID}-19 {Pandemic}: {Ideas} for {Policy} {Action}}, url = {https://www.sdg16hub.org/system/files/2021-02/undp-rblac-Socio-Economic-Implication-Volumen1-EN.pdf#page=167}, language = {en}, institution = {UNDP Latin America and the Caribbean}, author = {{UNDP}}, collaborator = {{López-Calva, Luis Felipe \& Marcela Meléndez}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AE944BBK 2405685:KIBI9Y5X}, pages = {291}, } @techreport{undp_socio-economic_2020, title = {The {Socio}-{Economic} {Implications} of the {COVID}-19 {Pandemic}: {Ideas} for {Policy} {Action}}, url = {https://www.sdg16hub.org/system/files/2021-02/undp-rblac-Socio-Economic-Implication-Volumen1-EN.pdf#page=167}, language = {en}, institution = {UNDP Latin America and the Caribbean}, author = {{UNDP}}, collaborator = {López-Calva, Luis Felipe and Meléndez, Marcela}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AE944BBK 2405685:KIBI9Y5X}, pages = {291}, } @techreport{international_telecommunication_union_state_2020, address = {Geneva}, title = {The {State} of {Broadband}: {Tackling} digital inequalities {A} decade for action}, url = {https://www.itu.int/dms_pub/itu-s/opb/pol/S-POL-BROADBAND.21-2020-PDF-E.pdf}, urldate = {2021-05-24}, author = {{International Telecommunication Union} and {UNESCO}}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AW6WMVMN 2534379:U8MIKVY2}, pages = {130}, } @techreport{loureiro_state_2020, address = {Washington, DC}, title = {The {State} of {Ceara} in {Brazil} is a {Role} {Model} for {Reducing} {Learning} {Poverty}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, url = {https://openknowledge.worldbank.org/handle/10986/34156}, abstract = {This report presents the case of the state of Ceara in Brazil that overcame adverse socioeconomic conditions to substantially improve education outcomes with efficient use of resources. Despite having the 5th lowest GDP per capita among the 26 Brazilian states, the 9-million-inhabitant state of Ceara has experienced the largest increase in the national education quality index in both primary and lower secondary education since 2005, with 10 municipalities of Ceara being among the top 20 national ranking, including Sobral which has the highest score. The state of Ceara pioneered the use of results-based financing as part of a comprehensive education reform program that among other elements included strong support to its municipalities to achieve universal literacy by the end of grade 2. The reforms allowed the state to considerably improve learning levels of students in primary and lower secondary education with a high level of efficiency in the use of resources. The main aspects of the reforms are presented and discussed.}, language = {English}, urldate = {2022-06-11}, institution = {World Bank}, author = {Loureiro, Andre and Cruz, Louisee and Lautharte, Ildo and Evans, David K.}, month = jun, year = {2020}, doi = {10.1596/34156}, note = {Accepted: 2020-07-22T15:15:05Z KerkoCite.ItemAlsoKnownAs: 10.1596/34156 2339240:AVNTZGZL 2405685:GTYUQIGH 4656463:KHGL8RB9}, keywords = {Education Quality, Education Reform, Learning Poverty, Results-Based Financing, Secondary Education}, } @misc{khondoker_state_2020, title = {The state of education in urban slums of {Bangladesh}}, url = {https://bigd.bracu.ac.bd/the-state-of-education-in-urban-slums-of-bangladesh/}, language = {en-US}, urldate = {2021-10-25}, journal = {BRAC Institute of Governance and Development}, author = {Khondoker, Zarine Anan}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KQ6BMYBH 2405685:BWLXUGA2}, } @article{shraim_use_2020, title = {The use of technology to continue learning in {Palestine} disrupted with {COVID}-19}, volume = {15}, url = {https://zenodo.org/record/4292589#.YIqV4ehKg1I}, doi = {10.5281/zenodo.4292589}, abstract = {This qualitative study examined how decision-makers and teachers have responded to offer education for all Palestinian students at the immediate onset of the COVID-19 outbreak and how technology is being used to continue education online. Semi-structured interviews were conducted with 20 participants from parents, teachers and decision-makers in Palestine. Interview transcripts were coded using a grounded theory design with a constant comparative method. The findings show that participants identified that technologies such as mobile devices, social media and cloud computing would be useful for design and delivery of educational materials as well as raising safety awareness, and communication during the COVID-19 pandemic in Palestine. The findings also identify various challenges including the widening of the education's digital divide and an increasingly negative attitude towards online education. The data also indicate that the first wave of the COVID-19 experience could be the roadmap for wave two and for the transition to sustainable online learning as a supplement to the traditional learning methods and not as a replacement. This research further demonstrates that teachers who are early adopters have a significant role in influencing both students and other teachers to adopt the transformation to online learning. In addition, the national and international initiatives with a multi-stakeholder partnership could provide sustained, long-term, real solutions for online learning.}, language = {eng}, number = {2}, urldate = {2021-04-29}, journal = {Asian Journal of Distance Education}, author = {Shraim, Khitam and Crompton, Helen}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4292589 2339240:9KLRL9AJ 2405685:5RN8D4UA 2405685:6HK5A9NC}, keywords = {Online learning, technology, COVID-19, pandemic, emergency remote teaching, covid-19, emergency remote teaching, online learning, pandemic, technology, ⛔ No DOI found}, pages = {1--20}, } @techreport{mcburnie_use_2020, type = {{EdTech} {Hub} {Helpdesk} {Request}}, title = {The {Use} of {Virtual} {Learning} {Environments} and {Learning} {Management} {Systems} {During} the {Covid}-19 {Pandemic}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, url = {https://docs.edtechhub.org/lib/53YEZE6A}, abstract = {This technical note aims to inform the use and development of virtual learning environments (VLE) in educational responses to the current health crisis. It considers the advantages and disadvantages of a number of existing VLEs and includes guidance on selecting an appropriate VLE.}, language = {EN}, number = {7}, institution = {EdTech Hub}, author = {McBurnie, Chris}, month = may, year = {2020}, doi = {10.53832/edtechhub.0023}, note = {ZenodoArchiveID: 5652169 previousZenodoArchiveID: 3805843 previousshortDOI: 10/gg7sqk previousDOI: 10.5281/zenodo.3805843 EdTechHub.Copy: 2129771:DQLDNQGU shortDOI: 10/gg7sqk KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3805843 10.5281/zenodo.3805843 10.53832/edtechhub.0023 10/gg7sqk 2129771:DQLDNQGU 2339240:IWW8CJZN 2339240:N5RG3WT2 2339240:QGMNZZER 2405685:53YEZE6A 2405685:933PQ5Q6 2405685:MHEB7LKZ 2405685:WBNK52L7}, keywords = {COV:COVID and reopening of schools, COVID-19, Distance learning, EdTech, F: Helpdesk response, H: Distance education, LP: English, Learning management system, Remote learning, Virtual learning environment, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{ngutuku_voices_2020, title = {The voices of children and youth in {Tanzania}'s {COVID}-19 response}, url = {https://blogs.lse.ac.uk/africaatlse/2020/10/15/voices-children-youth-tanzanias-covid19-response-education/}, abstract = {Rapid research into COVID-19's effects on young people reveals severe anxiety about the virus as it relates to economic livelihoods and the community.}, language = {"en-US"}, urldate = {2021-01-22}, journal = {Africa at LSE}, author = {Ngutuku, Elizabeth}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ULLR648B 2405685:ZH84J8YI}, } @article{li_theoryon_2020, title = {{TheoryOn}: {A} {Design} {Framework} and {System} for {Unlocking} {Behavioral} {Knowledge} {Through} {Ontology} {Learning}}, volume = {44}, issn = {02767783, 21629730}, shorttitle = {{TheoryOn}}, url = {https://misq.org/theoryon-a-design-framework-and-system-for-unlocking-behavioral-knowledge-through-ontology-learning.html}, doi = {10.25300/MISQ/2020/15323}, abstract = {The scholarly information-seeking process for behavioral research consists of three phases: searching, accessing, and processing of past research. Existing IT artifacts, such as Google Scholar, have in part addressed the searching and accessing phases, but fall short of facilitating the processing phase, creating a knowledge inaccessibility problem. We propose a behavioral ontology learning from text (BOLT) design framework that presents concrete prescriptions for developing systems capable of supporting researchers during their processing of behavioral knowledge. Based upon BOLT, we developed a search engine—TheoryOn—to allow researchers to directly search for constructs, construct relationships, antecedents, and consequents, and to easily integrate related theories. Our design framework and search engine were rigorously evaluated through a series of data mining experiments, a randomized user experiment, and an applicability check. The data mining experiment results lent credence to the design principles prescribed by BOLT. The randomized experiment compared TheoryOn with EBSCOhost and Google Scholar across four information retrieval tasks, illustrating TheoryOn’s ability to reduce false positives and false negatives during the information-seeking process. Furthermore, an in-depth applicability check with IS scholars offered qualitative support for the efficacy of an ontology-based search and the usefulness of TheoryOn during the processing phase of existing research. The evaluation results collectively underscore the significance of our proposed design artifacts for addressing the knowledge inaccessibility problem for behavioral research literature.}, language = {en}, number = {4}, urldate = {2024-01-18}, journal = {MIS Quarterly}, author = {Li, Jingjing and Larsen, Kai and Abbasi, Ahmed}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.25300/MISQ/2020/15323 2405685:XWGI45A5 2486141:3BYADXT6 2486141:MWMYWGI7}, keywords = {\_Added-ailr-2024}, pages = {1733--1772}, } @misc{noauthor_think_2020, title = {Think {Local}: {Support} for learning during coronavirus ({COVID}-19) could be found from within communities}, shorttitle = {Think {Local}}, url = {https://edtechhub.org/2020/04/16/think-local-support-for-learning-during-coronavirus-covid-19-could-be-found-from-within-communities/}, abstract = {This is part of our coronavirus (COVID-19) and EdTech series. While technology is a potentially powerful tool in low-resourced contexts, technology use is not always possible or appropriate, as previous Hub blogs have asserted. The following blog emphasises the particular role that communities can play in supporting continued learning opportunities for the billions of children whose education has been disrupted by…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = apr, year = {2020}, doi = {10.5281/zenodo.4707810}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707810 2405685:8C79QZUZ 2405685:HM8YRCFL 2405685:Q6J6TH8K}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @article{salaudeen_this_2020, title = {This organization is creating access to virtual classrooms for children in slums}, url = {https://www.cnn.com/2020/07/22/africa/slum2school-online-learning-nigeria/index.html}, abstract = {Slum2school is providing access to online learning for underprivileged students in Lagos, Nigeria}, urldate = {2021-10-25}, journal = {CNN}, author = {Salaudeen, Aisha and Patrick, Anita}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RK22IM6H 2405685:USLJUJBQ}, } @misc{unwin_thoughts_2020, title = {Thoughts on “{Education} and digitisation in development cooperation”}, url = {https://unwin.wordpress.com/2020/01/16/thoughts-on-education-and-digitisation-in-development-cooperation/}, abstract = {Recently I was asked by the GFA Consulting Group to provide some short comments and reflections (just a few sentences) in response to four questions, the answers to which will be incorporated as pa…}, language = {en}, urldate = {2020-01-23}, journal = {Tim Unwin's Blog}, author = {Unwin, Tim}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8X55XW5R 2405685:PW4I6AJR PW4I6AJR}, } @techreport{beteille_three_2020, title = {Three {Principles} to {Support} {Teacher} {Effectiveness} {During} {COVID}-19}, url = {http://elibrary.worldbank.org/doi/book/10.1596/33775}, language = {en}, urldate = {2020-06-03}, institution = {World Bank}, author = {Beteille, Tara and Ding, Elaine and Molina, Ezequiel and Pushparatnam, Adelle and Wilichowski, Tracy}, month = may, year = {2020}, doi = {10.1596/33775}, note = {shortDOI: 10/ghgng2 KerkoCite.ItemAlsoKnownAs: 10.1596/33775 10/ghgng2 2339240:4L2A2MJZ 2405685:EVVG746M 2405685:YUAST7F4}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{karamperidou_time_2020, title = {Time to {Teach}: {Teacher} attendance and time on task in {Eastern} and {Southern} {Africa}}, url = {https://www.unicef-irc.org/time-to-teach}, urldate = {2022-01-25}, author = {Karamperidou, Despina and Brossard, Mathieu and Peirolo, Silvia and Richardson, Dominic}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2X5YIVVB 2405685:IASB3RWX 4556019:46I4AY4L}, } @misc{ebner_tips_2020, title = {Tips for fostering students' self-regulated learning in asynchronous online learning environments}, url = {https://www.facultyfocus.com/articles/online-education/online-course-delivery-and-instruction/tips-for-fostering-students-self-regulated-learning-in-asynchronous-online-learning-environments/}, abstract = {For students who lack self-regulated learning skills, asynchronous, online learning can be extremely challenging and overwhelming.}, language = {en-US}, urldate = {2021-08-05}, journal = {Faculty Focus {\textbar} Higher Ed Teaching \& Learning}, author = {Ebner, Rachel J.}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JCZ9N6WT 2405685:3X5Z9RJL}, } @techreport{carrol_top_2020, address = {ShareEd}, title = {Top 10 lessons learned from implementing remote learning through {IVR} in {Malawi}}, url = {https://shared.rti.org/content/top-10-lessons-learned-implementing-remote-learning-through-ivr-malawi}, urldate = {2021-10-11}, institution = {RTI International}, author = {Carrol, Dr. Bidemi}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L6GFWQZH 2405685:AJJ6R8BU}, } @inproceedings{mcreynolds_toward_2020, address = {New York, NY, USA}, series = {L@{S} '20}, title = {Toward learning at scale in developing countries: {Lessons} from the {Global} {Learning} {XPRIZE} {Field} {Study}}, isbn = {978-1-4503-7951-9}, shorttitle = {Toward {Learning} at {Scale} in {Developing} {Countries}}, url = {https://doi.org/10.1145/3386527.3405920}, doi = {10.1145/3386527.3405920}, abstract = {Advances in education technology are enabling tremendous advances in learning at scale. However, they typically assume resources taken for granted in developed countries, including reliable electricity, high-bandwidth Internet access, fast WiFi, powerful computers, sophisticated sensors, and expert technical support to keep it all working. This paper examines these assumptions in the context of a massive test of learning at scale in a developing country. We examine each assumption, how it was broken, and some workarounds used in a 15-month-long independent controlled evaluation of pre- to posttest learning and social-emotional gains by over 2,000 children in 168 villages in Tanzania. We analyze those gains to characterize who gained how much, using test score data, social-emotional measures, and detailed logs from RoboTutor. We quantify the relative impact of pretest scores, literate aspirations, treatment, and usage on learning gains.}, urldate = {2020-11-18}, booktitle = {Proceedings of the {Seventh} {ACM} {Conference} on {Learning} @ {Scale}}, publisher = {Association for Computing Machinery}, author = {McReynolds, Andrew A. and Naderzad, Sheba P. and Goswami, Mononito and Mostow, Jack}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3386527.3405920 2339240:FMZ89DXQ 2405685:S5UUCPQH}, keywords = {developing countries, global learning xprize, literacy, numeracy, social-emotional, tablet tutors, unesco.}, pages = {175--183}, } @misc{unicef_towards_2020, title = {Towards an equal future: {Reimagining} girls’ education through {STEM}}, shorttitle = {Towards an equal future}, url = {https://www.unicef.org/reports/reimagining-girls-education-through-stem-2020}, abstract = {Marking the 25th anniversary of the Beijing Declaration and Platform for Action}, language = {en}, urldate = {2022-02-14}, author = {UNICEF and ITU}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4YKUSYE6 2405685:6F6LIXUE}, } @article{amanor-mfoafo_towards_2020, title = {Towards e-learning in basic schools during {Covid}-19: {Insights} from {Ghanaian} teachers}, volume = {5}, abstract = {In the wake of the current closure of schools in Ghana, basic schools have been tasked to deliver teaching and learning using e-learning. This study seeks to explore the readiness of teachers in Ghanaian basic schools to undertake e-learning. Using an online questionnaire, data was collected from 108 teachers in both private and public basic schools in Ghana. A factor analysis was conducted to identify the challenges that influenced the ability of basic school teachers to teach using e-learning. The study findings indicated that a majority of the teacher participants preferred face-to-face teaching as compared to online teaching. The study recommends that basic schools adopt a blended approach to teaching where teachers can combine both face-to-face methods with e-learning methods. The study contributes to discussions on the transition from conventional teaching methods to E-learning methods in educational institutions across Ghana.}, language = {en}, number = {2}, author = {Amanor-Mfoafo, Naa Kai and Edonu, Kwamina Kurefi and Akrofi, Olivia and Dowuona, Ebenezer Nortei}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7BV64SSU 2405685:ENWM8MDZ}, pages = {197--211}, } @misc{government_of_rwanda_towards_2020, title = {Towards {Integration} of {EMIS} in {Rwanda}}, url = {https://www.mineduc.gov.rw/fileadmin/user_upload/Mineduc/Publications/REPORTS/TOWARDS_INTEGRATION_OF_EMIS_IN_Rwanda.pdf}, urldate = {2022-04-07}, author = {{Government of Rwanda}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AXY7UV8N 2405685:TPKDXBD7 4656463:5Y7LNDYF}, } @techreport{rose_transformative_2020, title = {Transformative political leadership to promote 12 years of quality education for all girls}, url = {https://www.edu-links.org/sites/default/files/media/file/26-EN-REPORT-Political-leadership-LNGB-Feb-2020-SINGLE-PAGES.pdf}, institution = {REAL Centre, Faculty of Education, University of Cambridge}, author = {Rose, Pauline and Gordon, Rebecca and Marston, Lauren and Zubairi, Asma and Downing, Phoebe}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BB5MPD63 2405685:HLZ56W9C}, } @misc{sengeh_transforming_2020, title = {Transforming education service delivery in {Sierra} {Leone}: from evidence to action}, shorttitle = {Transforming education service delivery in {Sierra} {Leone}}, url = {https://www.globalpartnership.org/blog/transforming-education-service-delivery-sierra-leone-evidence-action}, abstract = {Sierra Leone’s education system has been plagued by events that have challenged the effective delivery of high-quality education for every child for nearly three decades. But thanks to a program launched in 2018, the government is achieving greater access, quality, and equity for children by removing financial barriers to school enrollment and improving teaching and learning outcomes.}, language = {en}, urldate = {2020-12-17}, journal = {Global Partnership for Education}, author = {Sengeh, David Moinina and May-Wilson, Hannah}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BFQBRATB 2405685:PS758V8V}, } @article{fujita_transforming_2020, title = {Transforming online teaching and learning: {Towards} learning design informed by information science and learning sciences}, volume = {121}, doi = {10.1108/ILS-04-2020-0124}, abstract = {Purpose: The purpose of this paper is to provide an overview of the practical work of learning designers with the aim of helping members of the information science (IS) and learning sciences (LS) communities understand how evidence-informed learning design of online teaching and online learning in higher education is relevant to their research agendas and how they can contribute to this growing field. Design/methodology/approach: Illustrating how current online education instructional designs largely ignore evidence from research, this paper argues that evidence from IS and LS can encourage more effective and nuanced learning designs for e-learning and online education delivery and suggest how interdisciplinary collaboration can advance shared understanding. Findings: Recent reviews of the learning design show that tools and techniques from the LS can support students in self-directed and self-regulated learning. IS studies complement these approaches by highlighting the role that information systems and computer–human interaction. In this paper, the expertise from IS and LS are considered as important evidence to improve learning design, particularly vis-à-vis digital divide concerns that students face during the COVID-19 pandemic. Originality/value: This paper outlines important ties between the learning design, LS and IS communities. The combined expertise is key to advancing the nuanced design of online education, which considers issues of social justice and equity, and critical digital pedagogy.}, number = {7}, journal = {Information and Learning Science}, author = {Fujita, Nobuko}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0124 2405685:3L25JPLI}, keywords = {Higher education, Information science, Instructional design, Learning design, Learning sciences, Online learning, Online teaching, e-Learning}, pages = {503--511}, } @misc{mott_macdonald_transforming_2020, title = {Transforming teacher education and learning}, url = {https://www.mottmac.com/en-US/article/13183/transforming-teacher-education-and-learning}, urldate = {2020-07-03}, author = {Mott MacDonald}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UHRZC5H2}, } @article{basilaia_transition_2020, title = {Transition to online education in schools during a {SARS}-{CoV}-2 {Coronavirus} ({COVID}-19) pandemic in {Georgia}}, volume = {5}, doi = {10.29333/pr/7937}, abstract = {The situation in general education in Georgia has changed in the spring semester of 2020, when the first case of coronavirus COVID-19 infection was detected rising to 211 local and more than 1,5 million infection cases worldwide by the Apr. 8. 2020. Georgia became one of 188 countries worldwide that has suspended the education process. The paper studies the capacities ofthe country and its population to continue the education process atthe schools in the online form of distance learning, study reviews the different available platforms and indicates the ones that were used by the support of the government, such as online portal, TV School and Microsoft teams for public schools and the alternatives like Zoom, Slack and Google Meet, EduPage platform that can be used for online education and live communication and gives examples of their usage. Authors made a case study, where the Google Meet platform was implemented for online education in a private school with 950 students, shows the usage statistics generated by the system for the first week of the online education process. Results confirm that the quick transition to the online form of education went successful and gained experience can be used in the future. The experience and studies can be useful for other countries that have not found the ways of transition yet. The lesson learned from the pandemic of 2020 will force a generation of new laws, regulations, platforms and solutions for future cases, when the countries, government and population will be more prepared than today.}, number = {4}, journal = {Pedagogical Research}, author = {Basilaia, Giorgi and Kvavadze, David}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.29333/pr/7937 2405685:ANG2XXWV}, pages = {1--9}, } @misc{mcculloch_trapped_2020, title = {Trapped in low performance? {Tracking} the learning trajectory of disadvantaged girls and boys in the {Complementary} {Basic} {Education} programme in {Ghana} {\textbar} {Elsevier} {Enhanced} {Reader}}, shorttitle = {Trapped in low performance?}, url = {https://reader.elsevier.com/reader/sd/pii/S0883035519327831?token=5FE8A30218AF74038A0BB3754461CE2EB7D04E79758399EF9402C944F20004ABF4AC9FBFC7A23CA1C950635959D925E2}, language = {en}, urldate = {2020-05-29}, author = {McCulloch, Gretchen}, month = may, year = {2020}, doi = {10.1016/j.ijer.2020.101541}, note = {Library Catalog: reader.elsevier.com shortDOI: 10/ghgng3 KerkoCite.ItemAlsoKnownAs: 10/ghgng3 2405685:LKYS74DD}, } @article{valverde-berrocoso_trends_2020, title = {Trends in educational research about e-learning: a systematic literature review (2009–2018)}, volume = {12}, issn = {2071-1050}, shorttitle = {Trends in educational research about e-learning}, url = {https://www.mdpi.com/2071-1050/12/12/5153}, doi = {10.3390/su12125153}, abstract = {The concept of e-learning is a technology-mediated learning approach of great potential from the educational perspective and it has been one of the main research lines of Educational Technology in the last decades. The aim of the present systematic literature review (SLR) was to identify (a) the research topics; (b) the most relevant theories; (c) the most researched modalities; and (d) the research methodologies used. To this end, the PRISMA protocol was followed, and different tools were used for the bibliographic management and text-mining. The literature selection was carried out in three first-quartile journals indexed in JCR-SSCI specialized in Educational Technology. A total of 248 articles composed the final sample. The analysis of the texts identified three main nodes: (a) online students; (b) online teachers; and (c) curriculum-interactive learning environments. It was revealed that MOOC was the most researched e-learning modality. The Community of Inquiry and the Technological Acceptance Model, were the most used theories in the analyzed studies. The most frequent methodology was case study. Finally, the conclusions regarding the objectives of our SRL are presented: Main themes and research sub-themes, most researched e-learning modality, most relevant theoretical frameworks on e-learning, and typologies of research methodologies.}, language = {en}, number = {12}, urldate = {2021-08-10}, journal = {Sustainability}, author = {Valverde-Berrocoso, Jesús and Garrido-Arroyo, María del Carmen and Burgos-Videla, Carmen and Morales-Cevallos, María Belén}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/su12125153 10/ghvnfd 2339240:CMZ8HVYI 2405685:EWKSK6YI}, pages = {5153}, } @misc{ehren_trust_2020, title = {Trust, {Accountability} and {Capacity} in {Education} {System} {Reform} {\textbar} {Taylor} \& {Francis} {Group}}, url = {https://www.taylorfrancis.com/https://www.taylorfrancis.com/books/edit/10.4324/9780429344855/trust-accountability-capacity-education-system-reform-melanie-ehren-jacqueline-baxter}, abstract = {This global collection brings a new perspective to the field of comparative education by presenting trust, capacity and accountability as the three building}, language = {en}, urldate = {2021-04-20}, journal = {Taylor \& Francis}, author = {Ehren, Melanie and Baxter, Jacqueline}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M9ZRQLZM 2405685:X6A6WE6Y}, } @techreport{biswas_tv-based_2020, address = {Washington, D.C.}, type = {Working {Paper}}, title = {{TV}-{Based} {Learning} in {Bangladesh}: {Is} it {Reaching} {Students}?}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {{TV}-{Based} {Learning} in {Bangladesh}}, url = {https://openknowledge.worldbank.org/handle/10986/34138}, abstract = {Is TV-based learning during COVID-19 school closures in Bangladesh reaching students? Most students (86 percent) within our sample of more than 2,000 Grade 9 stipend recipients are aware of government provided TV-based learning programs; yet only half of the students with access to these programs choose to access them. Also, very few students (21 percent) have access to government provided online learning programs, and among those that do, only about 2 percent choose to access them. There is a perceptible decline in the time students spend studying at home after school closures. This may be linked to the fact that 1 in 2 parents claim they are unable to help their children with new topics. Despite lower education, mothers are significantly more likely to be involved in the child’s education compared to fathers. Most students (90 percent) claim they have a supportive environment at home for studying. This is true for both boys and girls. Finally, nearly 65 percent of households in our sample report declines in income and 28 percent had to decrease the amount of food consumed within the household in the previous week.}, language = {English}, institution = {World Bank}, author = {Biswas, Kumar and Asaduzzaman, T.M. and Evans, David and Fehrler, Sebastian and Ramachandran, Deepika and Sabarwal, Shwetlana}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/34138 2339240:C5IHCNQD 2339240:IM47JZ2Z 2339240:M56ICKNT 2339240:SVXNVHB3 2405685:2NGQ3V9V 2405685:5SKQVXG9 2405685:F8Y2BXPY 2405685:HCD7DA27 2405685:XQXHTGSI 2534379:EBH9X23R}, keywords = {Access to Education, Distance Learning, Education, Online Learning, School Closure, Secondary Education, \_\_\_working\_potential\_duplicate}, } @techreport{world_bank_tv-based_2020, address = {Washington D.C.}, title = {{TV}-{Based} {Learning} in {Bangladesh}: {Is} it {Reaching} {Students}?}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/34138/TV-Based-Learning-in-Bangladesh-Is-it-Reaching-Students.pdf?sequence=4&isAllowed=y}, institution = {World Bank Group}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:286IGBN6 2405685:GAPR3LZN}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{world_bank_tv-based_2020, title = {{TV}-{Based} {Learning} in {Bangladesh}: {Is} it {Reaching} {Students}?}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/34138/TV-Based-Learning-in-Bangladesh-Is-it-Reaching-Students.pdf?sequence=4&isAllowed=y}, urldate = {2021-03-16}, author = {World Bank}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CCPPQ9BH 2405685:KWVCWU5L}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{radio_television_malaysia_tv_2020, title = {{TV} {Okey}}, url = {http://okey.rtm.gov.my/}, urldate = {2022-06-25}, author = {Radio Television Malaysia}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WCI6MJUB 2405685:2G4GDTSI}, } @misc{mastercard_foundation_twelve_2020, title = {Twelve {African} {EdTech} {Companies} {Named} as {First} {Fellows} at {Centre} for {Innovative} {Teaching} and {Learning} in {ICT}}, url = {https://mastercardfdn.org/twelve-african-edtech-companies-named-as-first-fellows-at-centre-for-innovative-teaching-and-learning-in-ict/}, language = {en}, urldate = {2020-08-17}, author = {Mastercard Foundation}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SLZYNQIY 2405685:UD6PWA5V}, } @misc{mastercard_foundation_twelve_2020, title = {Twelve {African} {EdTech} {Companies} {Named} as {First} {Fellows} at {Centre} for {Innovative} {Teaching} and {Learning} in {ICT}}, url = {https://mastercardfdn.org/twelve-african-edtech-companies-named-as-first-fellows-at-centre-for-innovative-teaching-and-learning-in-ict/}, language = {en}, urldate = {2020-08-26}, journal = {Mastercard Foundation}, author = {{Mastercard Foundation}}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WG37SR3L 2405685:YJDZZF64}, } @article{munoz-najar_type_2020, title = {Type of intervention: {Public}-private partnership (led by the government) {Website}: http://subeb.edostate.gov.ng/home-school/}, language = {en}, author = {Munoz-Najar, Alberto and Osa Oviawe, Joan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LVI7NZUK 2405685:3SMIXA38}, keywords = {⛔ No DOI found}, pages = {6}, } @misc{ubongo_ubongo_2020, title = {Ubongo {Kids}}, url = {https://ubongokids.com/}, language = {en-US}, urldate = {2020-03-30}, author = {Ubongo}, year = {2020}, note = {Library Catalog: ubongokids.com KerkoCite.ItemAlsoKnownAs: 2339240:44562VH7 2405685:VZ7JWBG6 VZ7JWBG6}, } @misc{unesco_institute_for_statistics_uis_2020, title = {{UIS} releases more timely country-level data for {SDG} 4 on education}, url = {http://uis.unesco.org/en/news/uis-releases-more-timely-country-level-data-sdg-4-education}, abstract = {The UNESCO Institute for Statistics (UIS) has just updated its global database with more recent country-level data to monitor progress towards the Sustainable Development Goal on education (SDG 4). UIS global education database While the global numbers and regional averages on key indicators such as out-of-school rates have not changed since the previous release in September 2019, we have added new country-level data to provide a more complete and timely picture of the education situation facing children, youth and adults around the world....}, language = {eng}, urldate = {2021-02-01}, author = {UNESCO Institute for Statistics}, month = feb, year = {2020}, note = {Last Modified: 2020-02-26 KerkoCite.ItemAlsoKnownAs: 2339240:8L8U8BDG 2405685:6MUKEWAK}, } @misc{unesco_institute_of_statistics_uis_2020, title = {{UIS} {Statistics}}, url = {http://data.uis.unesco.org/#}, urldate = {2020-03-30}, author = {UNESCO Institute of Statistics}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GNEZCJVG 2339240:N53NEYVG 2405685:MENIPIL3 2405685:WFC6TIDA GNEZCJVG MENIPIL3}, } @misc{yao_desa_2020, title = {{UN}/{DESA} {Policy} {Brief} \#89: {Strengthening} {Data} {Governance} for {Effective} {Use} of {Open} {Data} and {Big} {Data} {Analytics} for {Combating} {COVID}-19}, url = {https://www.un.org/development/desa/dpad/publication/un-desa-policy-brief-89-strengthening-data-governance-for-effective-use-of-open-data-and-big-data-analytics-for-combating-covid-19/}, urldate = {2022-06-30}, author = {Yao, Keping and Park, Mi Kyoung}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8AXFETFH 2405685:YZ9NTR28}, } @techreport{united_nations_flagship_2020, title = {{UN} {Flagship} {Report} {Disability}.}, url = {https://social.un.org/publications/UN-Flagship-Report-Disability-Final.pdf}, author = {United Nations}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IETXYZZQ 2405685:R6QHFIUK}, } @misc{united_nations_radio_2020, title = {{UN} radio spreads {Covid}-19 information to remote areas}, url = {https://www.un.org/en/un-coronavirus-communications-team/un-radio-broadcasts-spread-covid-19-information-remote-areas}, abstract = {In the Central African Republic, radio broadcasts are a useful means to share public information, especially to the most remote populations. UN Volunteers assigned with the MINUSCA’s radio are on the frontline to raise awareness aboutt the COVID-19 pandemic. These dedicated UN Volunteers share current up-dates on COVID-19 via radio programmes, while advocating for prevention and protection measures.}, language = {en}, urldate = {2020-06-02}, journal = {United Nations}, author = {United Nations}, year = {2020}, note = {Library Catalog: www.un.org Publisher: United Nations KerkoCite.ItemAlsoKnownAs: 2405685:F68VUBZ7}, } @article{mchugh_uncovering_2020, title = {Uncovering themes in personalized learning: using natural language processing to analyze school interviews}, volume = {52}, shorttitle = {Uncovering themes in personalized learning}, doi = {10.1080/15391523.2020.1752337}, abstract = {Using a natural language processing tool, this study examined participant discourse in personalized learning schools to better understand what personalized learning looks like in practice. Term frequency-inverse document frequency (tf-idf) was used to identify the significant words and potential emergent themes for 134 interview transcripts. This tool provided a way to swiftly explore the structure of the data, revealing distinctions in the vocabulary students and teachers use as well as a potentially meaningful set of themes. This method provided a valuable lens with which to validate or surface new areas for investigation. By applying this tool to interviews from personalized learning environments, we were able to identify ways educators and students talk differently about project-based learning environments, revealing that tools like tf-idf can be effectively used to quickly provide a preliminary look at large amount of interview data.}, number = {3}, journal = {Journal of Research on Technology in Education}, author = {McHugh, David and Shaw, Sarah and Moore, Travis and Ye, Leafia and Romero-Masters, Philip and Halverson, Richard}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2020.1752337 2339240:ELFZFU66 2405685:486NE8PN}, pages = {391--402}, } @misc{grid3_understanding_2020, title = {Understanding access to education in {Nigeria}}, url = {https://grid3.org/news/using-geospatialdata-to-understand-access-to-education-nigeria}, abstract = {To support Nigeria’s Universal Basic Educational Commission (UBEC) in improving access to education, GRID3 Nigeria used geospatial data to analyse the location of current schools to Nigeria's school-age population and recommend new school locations.}, language = {en-US}, urldate = {2022-10-28}, journal = {GRID3}, author = {{GRID3}}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XZMLYQM9 4042040:HUM63HGW}, } @techreport{siddiquee_understanding_2020, address = {Dhaka}, type = {Working {Paper}}, title = {Understanding the first and second digital divides in rural {Bangladesh}: internet access, online skills, and usage}, url = {https://bigd.bracu.ac.bd/wp-content/uploads/2021/03/Understanding-the-First-and-Second-Digital-Divides-in-Rural-Bangladesh_working-paper.pdf}, number = {59}, urldate = {2021-10-25}, institution = {BRAC Institute of Governance and Development (BIGD)}, author = {Siddiquee, Muhammad Shahadat Hossain and Islam, Md. Saiful}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H7E4MIUY 2405685:82R7AZNN}, } @article{read_understanding_2020, title = {Understanding the impact of {OER} courses in relation to student socioeconomic status and employment}, volume = {3}, url = {https://www.ijoer.org/understanding-the-impact-of-oer-courses-in-relation-to-student-socioeconomic-status-and-employment}, doi = {10.18278/ijoer.3.1.5}, number = {1}, journal = {International Journal of Open Educational Resources}, author = {Read, K and Tang, H and Dhamika, A and Bodily, B}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.18278/ijoer.3.1.5 2405685:QH8J7VBV}, } @article{zhang_understanding_2020, title = {Understanding the implementation of personalized learning: a research synthesis}, volume = {31}, issn = {1747938X}, shorttitle = {Understanding the implementation of personalized learning}, url = {https://linkinghub.elsevier.com/retrieve/pii/S1747938X19306487}, doi = {10.1016/j.edurev.2020.100339}, abstract = {Personalized learning (PL) has been promoted as a major aim and reform effort across the contemporary education system. In this article, we systematically identified and synthesized 71 empirical studies associated with the implementation of PL that were conducted between 2006 and 2019. This synthesis examined the current research efforts on the PL implementation with a focus on the primary purposes, overall methodological characteristics, and associated student learning outcomes of the identified studies. Using the method of critical interpretive synthesis, we identified two overarching themes in relation to PL across various disciplines of study. The two themes included investigating (a) the role of varying technologies and (b) contextual factors that impacted the implementation of PL. However, few studies have examined the effects of PL as a whole-school initiative on student educational outcomes. We ended by discussing the issues with the conceptualization and empirical evidence of PL and providing implications for the future advancement of the field.}, language = {en}, urldate = {2020-09-10}, journal = {Educational Research Review}, author = {Zhang, Ling and Basham, James D. and Yang, Sohyun}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.edurev.2020.100339 2339240:KVFK4D3C 2405685:KENV8FYH}, pages = {100339}, } @article{cavanaugh_understanding_2020, title = {Understanding the professional learning and support needs of educators during the initial weeks of pandemic school closures through search terms and content use}, volume = {28}, abstract = {Beginning in February and March of 2020, school closures impacted at least 90\% of the world’s population of students, according to UNESCO estimates. As educators swiftly shifted to teaching online, they sought information to guide their initial planning and teaching in new environments with new tools. Analysis of educators’ search terms and their use of support content during this period indicates the needs felt by educators globally and informs content and professional development support for preservice educators. The authors compared the volume of searches, frequency of search terms, and patterns of content use during this period to the previous year by educators using an education support website. Re- sults show that site use multiplied six times in volume, use of video increased by 30 times, and among the search terms and content topics used during and prior to this period, focus nar- rowed to digital and distance learning. Implications of these findings are that professional development providers can meet educators’ needs with video and a focus on the specific teaching practices that educators are learning as they transi- tion to distance teaching at an entry level. Keyword}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Cavanaugh, Catherine and DeWeese, Abraham}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Q4TPK4NA}, keywords = {Communicable Diseases, Disease Control, Distance Education, Educational Needs, Educational Technology, Faculty Development, Online Courses, Online Searching, Teaching Methods, Technology Uses in Education, Video Technology, Web Sites, ⛔ No DOI found}, pages = {233--238}, } @misc{unicef_unequal_2020, title = {Unequal access to remote schooling amid {COVID}-19 threatens to deepen global learning crisis}, url = {https://www.unicef.org/press-releases/unequal-access-remote-schooling-amid-covid-19-threatens-deepen-global-learning}, language = {en}, urldate = {2021-10-03}, author = {{UNICEF}}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HYMM3U8S 2405685:CW6H4JR4}, } @misc{unicef_malaysia_unicef_2020, title = {{UNICEF} {Education} {COVID}-19 {Case} {Study}}, url = {https://aa9276f9-f487-45a2-a3e7-8f4a61a0745d.usrfiles.com/ugd/aa9276_c1732d02c74a48348ae7df75262f4aad.pdf}, author = {{UNICEF Malaysia}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LJN3CIG8 2405685:MXS7DWIV}, } @misc{unicef_regional_office_for_south_asia_unicef_2020, title = {{UNICEF} {ROSA} {Monitoring} {Learning} {Continuity} during {COVID}-19 {Guidance} and {Survey} {Question} {Bank}}, url = {https://www.unicef.org/rosa/documents/monitoring-distance-learning-during-school-closures}, author = {UNICEF Regional Office for South Asia}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WUE7ZUXU 2405685:W4E6WZMX}, } @misc{unicef_unicef_2020, title = {{UNICEF} scales up support to keep children learning, as {COVID}-19 forces schools to close}, url = {https://www.unicef.org/bangladesh/en/press-releases/unicef-scales-support-keep-children-learning-covid-19-forces-schools-close}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7R2QCCFC 2405685:A5P8SUV9}, } @misc{unicef_unicef_2020, title = {{UNICEF} {Yemen} {Country} {Office} {Humanitarian} {Situation} {Report} ({Reporting} {Period}: 1 - 31 {March} 2020) [{EN}/{AR}] - {Yemen}}, shorttitle = {{UNICEF} {Yemen} {Country} {Office} {Humanitarian} {Situation} {Report} ({Reporting} {Period}}, url = {https://www.unicef.org/appeals/files/UNICEF_Yemen_Humanitarian_Situation_Report__1_31_March_2020.pdf}, abstract = {Arabic Situation Report on Yemen about Contributions, Coordination, Children, IDPs, Epidemic, Flash Flood and more; published on 12 May 2020 by UNICEF}, language = {en}, urldate = {2020-06-02}, journal = {ReliefWeb}, author = {{UNICEF}}, month = mar, year = {2020}, note = {Library Catalog: reliefweb.int KerkoCite.ItemAlsoKnownAs: 2339240:9WVBZ6I8 2405685:XX8CEXCK 4803016:YA9YRQ3L}, } @misc{unesco_institute_for_statistics_united_2020, title = {United {Republic} of {Tanzania}}, url = {http://uis.unesco.org/en/country/tz?theme=education-and-literacy}, abstract = {...}, language = {eng}, urldate = {2020-11-17}, journal = {UNESCO Institute for Statistics website}, author = {{UNESCO Institute for Statistics}}, year = {2020}, note = {Last Modified: 2017-04-12 KerkoCite.ItemAlsoKnownAs: 2339240:AJWSBLZT 2405685:RGQKA6LZ}, } @misc{universal_access_development_fund_sierra_leone_universal_2020, title = {Universal {Access} {Development} {Fund} {\textbar} {Home}}, url = {https://uadf.gov.sl/}, urldate = {2020-06-25}, author = {Universal Access Development Fund (Sierra Leone)}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:FNIEIP9B}, } @techreport{odi__unicef_universal_2020, address = {London, UK/ New York}, title = {Universal child benefits: {Policy} issues and options}, url = {https://www.unicef.org/sites/default/files/2020-07/UCB-ODI-UNICEF-Report-2020.pdf}, institution = {Overseas Development Institute/ United Nations Children's Fund}, author = {ODI \& UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2IESFPQB 2405685:WUGIBXUX}, } @misc{kokutse_universities_2020, title = {Universities to reopen in mid-{June} to final-year students}, url = {https://www.universityworldnews.com/post.php?story=2020060112235883}, urldate = {2020-06-23}, author = {Kokutse, F.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7SFM7CXW}, } @techreport{taulo_unlock_2020, title = {Unlock {Education} for {All}: {Focus} on {Children} {Furthest} {Behind}}, url = {https://saveourfuture.world/wp-content/uploads/2020/10/Unlock-Education-for-All-Focus-on-the-Furthest-Behind_SOF_BP5-1.pdf}, institution = {Save Our Future}, author = {Taulo, Wongani Grace and Bergmann, Jessica and Dreesen, Thomas and Nugroho, Dita}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PH8HEKCC 2405685:3KBXL6BB}, } @techreport{adam_taskeen_unlocking_2020, title = {Unlocking {Data} to {Tell} the {Story} of {Education} in {Africa}: {Webinar} {Summary} \& {Synthesis}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Unlocking {Data} to {Tell} the {Story} of {Education} in {Africa}}, url = {https://zenodo.org/record/4279156}, abstract = {[No description available.]}, language = {en}, urldate = {2022-06-02}, institution = {Zenodo}, author = {Adam, Taskeen and Agyapong, Samuel and Asare, Samuel and Heady, Lucy and Wacharia, Wairimu and Mjomba, Renaldah and Mugo, John and Mukiria, Faith and Munday, Gemma}, month = jan, year = {2020}, doi = {10.5281/ZENODO.4279156}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4279156 2405685:IX9GRQQ3 2486141:QVCFTMBD}, } @techreport{adam_unlocking_2020, title = {Unlocking data to tell the story of education in {Africa}: webinar summary \& synthesis}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Unlocking data to tell the story of education in africa}, url = {https://zenodo.org/record/4279156}, abstract = {[No description available.]}, language = {en}, urldate = {2022-05-10}, institution = {Zenodo}, author = {Adam, Taskeen and Agyapong, Samuel and Asare, Samuel and Heady, Lucy and Wairimu, Wacharia and Mjomba, Renaldah and Mugo, John and Mukiria, Faith and Munday, Gemma}, month = jan, year = {2020}, doi = {10.5281/ZENODO.4279156}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4279156 10.5281/zenodo.4279156 2129771:XYEJSVYW 2339240:EETQSD8S 2339240:HZTGKNN9 2405685:6KDDB8UA 2405685:MS5GH9KJ 2405685:S9MFQ8KB}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{adam_unlocking_2020, title = {Unlocking data to tell the story of education in {Africa}: webinar summary \& synthesis}, shorttitle = {Unlocking data to tell the story of education in africa}, url = {https://zenodo.org/record/4279156}, abstract = {[No description available.]}, language = {en}, urldate = {2022-05-10}, institution = {Zenodo}, author = {Adam, Taskeen and Agyapong, Samuel and Asare, Samuel and Heady, Lucy and Wairimu, Wacharia and Mjomba, Renaldah and Mugo, John and Mukiria, Faith and Munday, Gemma}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:59XYS4NB 2405685:2W6A2G3H}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @article{yan_unprecedented_2020, title = {Unprecedented pandemic, unprecedented shift, and unprecedented opportunity}, volume = {2}, issn = {2578-1863}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/hbe2.192}, doi = {10.1002/hbe2.192}, language = {en}, number = {2}, urldate = {2021-08-06}, journal = {Human Behavior and Emerging Technologies}, author = {Yan, Zheng}, year = {2020}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/hbe2.192 KerkoCite.ItemAlsoKnownAs: 10.1002/hbe2.192 10/ghzhfb 2339240:TWC4WH69 2405685:WDB4PMH4}, pages = {110--112}, } @misc{cho_urban_2020, title = {“{Urban} slum education”: a case study of children’s experience in {Jakarta}}, shorttitle = {“{Urban} slum education”}, url = {https://cies2020.org/portfolio/urban-slum-education-a-case-study-of-childrens-experience-in-jakarta/}, language = {en-US}, urldate = {2021-10-25}, publisher = {Comparative International \& Education Society (CIES)}, author = {Cho, InJung}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JN7XPSE6 2405685:8ZA4AQCK}, } @techreport{usaid_usaid_2020, title = {{USAID} digital strategy}, url = {https://www.usaid.gov/sites/default/files/documents/15396/COVID-19_and_Gender_Digital_Divide.pdf}, institution = {USAID}, author = {USAID}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U7QRB4MQ 2405685:349KATMC}, } @article{usaid_usaid_2020, title = {{USAID} {Digital} {Strategy}}, url = {https://www.usaid.gov/sites/default/files/documents/15396/COVID-19_and_Gender_Digital_Divide.pdf}, language = {en}, author = {{USAID}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DKV2HJGN 2405685:FPT5DR3H}, pages = {3}, } @misc{usaid_usaid_2020, title = {{USAID} {Partnership} for {Education}}, shorttitle = {{USAID} {Partnership} for {Education}}, url = {https://www.globalreadingnetwork.net/resources/usaid-partnership-education-learning}, abstract = {The USAID Ghana Partnership for Education: Learning activity developed a phonics-based reading program that will provide evidence-based tools and strategies for improving reading performance in 100 districts in Ghana, reaching approximately 1.1 million primary students. This brochure provides an overview of Learning’s approach, which includes teacher professional development models, methods for scaling up, a model for primary mathematics, a rigorous monitoring and support system and a learning-by-doing approach to capacity development. The brochure also highlights strong results from a prototype of the program conducted in the Dagbani language.}, language = {en}, urldate = {2020-06-29}, journal = {Global Reading Network}, author = {USAID}, year = {2020}, note = {Library Catalog: www.globalreadingnetwork.net KerkoCite.ItemAlsoKnownAs: 2405685:A65EQEW4}, } @misc{angel-urdinola_use_2020, title = {Use of adaptive computer assisted remediation programs to prevent student dropout in the context of {COVID}-19}, url = {https://blogs.worldbank.org/education/use-adaptive-computer-assisted-remediation-programs-prevent-student-dropout-context-covid}, language = {en}, urldate = {2020-07-31}, author = {Angel-Urdinola, Diego}, month = jun, year = {2020}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:J5Q46ESZ 2405685:5YD7R436}, } @techreport{allier-gagneur_using_2020, type = {Helpdesk {Response}}, title = {Using {Blended} {Learning} to {Support} {Marginalised} {Adolescent} {Girls}’ {Education}: {A} {Review} of the {Evidence}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/H3AI5F3C}, abstract = {This topic brief reviews evidence about the use of blended learning to support the education of marginalised adolescent girls in low- and middle- income countries.}, language = {English}, number = {25}, institution = {EdTech Hub}, author = {Allier-Gagneur, Zoé and Chuang, Rachel and McBurnie, Chris and Haßler, Björn}, month = jul, year = {2020}, doi = {10.53832/edtechhub.0009}, note = {ZenodoArchiveID: 4762319 previousDOI: 10.5281/zenodo.4762319 previousDOI: 10.5281/zenodo.4762319 previousDOI: 10.5281/zenodo.3952069 10.5281/zenodo.3952069 2405685:7PYD5JNV 2405685:H3AI5F3C 2339240:ENEKVCE3 2129771:FX6TFDPQ 2129771:9Q4PMCJN 2486141:TE93MW3V KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3952069 10.5281/zenodo.4762319 10.53832/edtechhub.0009 2339240:MU9RJZS3 2339240:WG969BFI 2405685:7PYD5JNV 2405685:A7IA7VZZ 2405685:H3AI5F3C 2405685:XMDKD3TS}, keywords = {F: Helpdesk response, H:Blended learning, L:Gender and education, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_zenodo:submitted, \_zenodoETH, \_zenodoETH:submitted, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{unesco_iiep_using_2020, type = {Issue {Brief}}, title = {Using data to improve the quality of education}, url = {https://learningportal.iiep.unesco.org/en/issue-briefs/monitor-learning/using-data-to-improve-the-quality-of-education}, number = {5}, urldate = {2021-05-05}, author = {UNESCO IIEP}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8XS4GGUT 2405685:FJ44D2BT}, } @techreport{soon-shiong_using_2020, address = {Oxford}, title = {Using digital technologies to re-imagine cash transfers during the {Covid}-19 crisis}, url = {https://www.bsg.ox.ac.uk/sites/default/files/2020-05/using_digital_technologies_to_re_imagine_cash_transfers_during_the_covid_19_crisis_0.pdf}, number = {Paper 2}, institution = {University of Oxford}, author = {Soon-Shiong, Nika and Qhotsokoane, Tebello and Phillips, Toby}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XN8NAIVK 2405685:MCN3V6ZZ}, } @techreport{koomar_using_2020, type = {{EdTech} {Hub} {Helpdesk} {Request}}, title = {Using {EdTech} in {Settings} of {Fragility}, {Conflict} and {Violence}: {A} {Curated} {Resource} {List}}, shorttitle = {Using {EdTech} in {Settings} of {Fragility}, {Conflict} and {Violence}}, url = {https://docs.edtechhub.org/lib/CMS6HPI8}, abstract = {This curated list of resources collates interventions that effectively deploy education technology in settings of fragility, conflict and violence (FCV). This list explores effective uses of EdTech in FCV settings, emphasising interventions and evidence relevant to the Yemeni context and distance learning during the Covid-19 crisis.}, language = {EN}, number = {11}, institution = {EdTech Hub}, author = {Koomar, Saalim and Moss Coflan, Caitlin and Kaye, Tom}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0042}, note = {previousshortDOI: 10/ghgng4 previousDOI: 10.5281/zenodo.3885806 EdTechHub.Source: 2405685:CMS6HPI8 EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgng4 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3875138 10.5281/zenodo.3885806 10.53832/edtechhub.0042 10/ghgng4 2129771:FCNVWJUI 2129771:VJXKA7AN 2339240:FEGWVFS3 2339240:FJ5LQ7QK 2405685:79LULMUU 2405685:BTWBKYN7 2405685:CMS6HPI8 2405685:HLCYI98H 2405685:RV5RNCII}, keywords = {C:Yemen, F: Helpdesk response, LP: English, W:Fragile and conflict affected contexts, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{koomar_using_2020, address = {Cambridge, UK}, type = {Helpdesk {Response}}, title = {Using {EdTech} to {Support} {Effective} {Data} {Monitoring}: {A} {Curated} {Resource} {List}.}, shorttitle = {Using edtech to support effective data monitoring}, url = {https://docs.edtechhub.org/lib/FS4CMYUB}, abstract = {This list curates resources on the use of EdTech to support the effective monitoring of educational outcomes, such as learning, reporting, and attendance. Resources shared are both tools and initiatives that can be adapted to support effective educational monitoring.}, language = {EN}, number = {23}, institution = {EdTech Hub}, author = {Koomar, Saalim and Blest, Harriet}, year = {2020}, doi = {10.5281/zenodo.4762325}, note = {ZenodoArchiveID: 4762325 previousDOI: 10.5281/zenodo.4762325 PREV\_DOI\_NOT\_ETH: 10.5281/zenodo.4091396 shortDOI: 10/ghgng6 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3407517 10.5281/zenodo.4762325 10/ghgng6 2339240:C9LP4Y2Z 2339240:EKNZDSVU 2339240:GMJF38V5 2339240:MZKWF23D 2339240:QJX4VXGR 2405685:7I4HVAV2 2405685:884LRL46 2405685:ANHT4I3J 2405685:FS4CMYUB 2405685:RV39YP9Q 2405685:WCYEVIJU 4656463:K7HMFX7H}, keywords = {C:Mozambique, ES:Educational data, ES:Monitoring and evaluation, F: Helpdesk response, L:Low-level foundational skills, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_zenodo:submitted, \_zenodoETH, \_zenodoETH:submitted}, } @techreport{koomar_using_2020, title = {Using {EdTech} to {Support} {Effective} {Data} {Monitoring}: {A} {Curated} {Resource} {List}.}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Using {EdTech} to {Support} {Effective} {Data} {Monitoring}}, url = {https://zenodo.org/record/4762325}, abstract = {[No description available.]}, language = {en}, urldate = {2022-05-27}, author = {Koomar, Salim and Blest, Harriet}, month = jul, year = {2020}, doi = {10.5281/ZENODO.4762325}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4762325 2405685:CQ94LL64 2486141:W5PQKHB9}, } @techreport{coflan_using_2020, address = {Washington, D.C., USA}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Using {Education} {Technology} to {Support} {Students} with {Special} {Educational} {Needs} and {Disabilities} in {Low}- and {Middle}-{Income} {Countries}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/2WY8H4WW}, abstract = {This brief focuses on how policymakers can make decisions about EdTech to support learners with special educational needs and/or disabilities (SEND) while offering policymakers the rationale and tools to move towards an inclusive approach. It also includes a detailed annex with descriptions, costs, availability, and examples of accessible and assistive technologies.}, number = {4}, institution = {EdTech Hub}, author = {Coflan, Caitlin Moss and Kaye, Thomas}, month = mar, year = {2020}, doi = {10.53832/edtechhub.0021}, note = {ZenodoArchiveID: 3744581 previousshortDOI: 10/ghgng7 previousDOI: 10.5281/zenodo.3744581 EdTechHub.Source: 2405685:2WY8H4WW EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgng7 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3744581 10.5281/zenodo.3744581 10.53832/edtechhub.0021 10/ghgng7 2129771:QEIBUIQH 2339240:3NRFPYGI 2339240:TK94XQR9 2339240:XJRI6FW3 2339240:Y635S3D4 2339240:Z7XXM8CG 2339240:ZZ8ISXSK 2405685:2WY8H4WW 2405685:6FFSC2Z8 2405685:DI4SGTPH 2405685:FLHI5BHC 2405685:FVE6PDBB 2405685:GG9HHSDL 2405685:PXAIRTEK 2405685:RLBPSG29}, keywords = {F: Helpdesk response, L:Special education needs and disabilities (SEND), LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v1, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-dode}, } @techreport{mcburnie_using_2020, type = {Helpdesk {Response}}, title = {Using {Interactive} {Radio} {Instruction} to {Mitigate} the {Educational} {Impact} of {Covid}-19: {A} curated resource list}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Using {Interactive} {Radio} {Instruction} to mitigate the educational impact of {COVID}-19}, url = {https://docs.edtechhub.org/lib/A3T2DQ4D}, abstract = {Interactive Radio Instruction (IRI) is a distance education tool that enables educators to use radio broadcasts to direct active learning in the home. This curated list of resources aims to inform and support the use of IRI to mitigate the educational impact of Covid-19.}, language = {EN}, number = {6}, institution = {EdTech Hub}, author = {McBurnie, Chris}, month = apr, year = {2020}, doi = {10.53832/edtechhub.0022}, note = {previousshortDOI: 10/ghgng5 previousDOI: 10.5281/zenodo.3762228 EdTechHub.Copy: 2129771:QQWNSYJR EdTechHub.Copy: 2129771:QQWNSYJR shortDOI: 10/ghgng5 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3762228 10.53832/edtechhub.0022 10/ghgng5 2129771:QQWNSYJR 2339240:45F2G56T 2405685:3MKIMX34 2405685:A3T2DQ4D 2405685:WB97BS9V}, keywords = {COV:COVID and reopening of schools, F: Helpdesk response, H:Radio, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:v1, \_r:CopiedFromEvLib, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{lichand_using_2020, title = {Using {Nudges} to {Prevent} {Student} {Dropouts} in the {Pandemic}}, url = {http://arxiv.org/abs/2009.04767}, abstract = {The impacts of COVID-19 reach far beyond the hundreds of lives lost to the disease; in particular, the pre-existing learning crisis is expected to be magnified during school shutdown. Despite efforts to put distance learning strategies in place, the threat of student dropouts, especially among adolescents, looms as a major concern. Are interventions to motivate adolescents to stay in school effective amidst the pandemic? Here we show that, in Brazil, nudges via text messages to high-school students, to motivate them to stay engaged with school activities, substantially reduced dropouts during school shutdown, and greatly increased their motivation to go back to school when classes resume. While such nudges had been shown to decrease dropouts during normal times, it is surprising that those impacts replicate in the absence of regular classes because their effects are typically mediated by teachers (whose effort in the classroom changes in response to the nudges). Results show that insights from the science of adolescent psychology can be leveraged to shift developmental trajectories at a critical juncture. They also qualify those insights: effects increase with exposure and gradually fade out once communication stops, providing novel evidence that motivational interventions work by redirecting adolescents' attention.}, number = {arXiv:2009.04767}, urldate = {2022-06-06}, institution = {arXiv}, author = {Lichand, Guilherme and Christen, Julien}, month = sep, year = {2020}, doi = {10.48550/arXiv.2009.04767}, note = {arXiv:2009.04767 [econ, q-fin] type: article KerkoCite.ItemAlsoKnownAs: 10.48550/arXiv.2009.04767 2339240:WX5STLI5 2405685:5NDB545S}, keywords = {Economics - General Economics}, } @article{washington_using_2020, title = {Using {Technology} to {Change} {Education}: {Blended} {Learning} in the {Science} {Classroom}}, shorttitle = {Using {Technology} to {Change} {Education}}, author = {Washington, LaToya}, year = {2020}, note = {Publisher: EdArXiv KerkoCite.ItemAlsoKnownAs: 2405685:8QE4AJ4Q}, keywords = {⛔ No DOI found}, } @article{uzum_using_2020, title = {Using telecollaboration to promote intercultural competence in teacher training classrooms in {Turkey} and the {USA}}, volume = {32}, issn = {0958-3440, 1474-0109}, url = {https://www.cambridge.org/core/journals/recall/article/abs/using-telecollaboration-to-promote-intercultural-competence-in-teacher-training-classrooms-in-turkey-and-the-usa/5E96C0CFB61012B9FE12A84F3DB6E62E}, doi = {10.1017/S0958344019000235}, abstract = {Since advances in computer-mediated communication (CMC) tools have made virtual exchanges readily available in educational practices, telecollaboration has been gaining traction as a means to provide practical experiences and cultural exposure to language learners and, more recently, teacher trainees. Drawing upon Byram’s (1997) model of intercultural communicative competence (ICC), this study examines 48 teacher trainees’ interculturality through a telecollaborative project between two teacher training classes from Turkey and the USA. This study relies on data generated by the participants throughout this telecollaborative project: weekly online discussion board posts within groups of six and post-project reflections. Although developing ICC is an arduous and prolonged task, the data analysis suggested that the participants’ experiences in this telecollaboration contributed to their emergent ICC through discussions on the topics of multicultural education and interactions with trainees from another educational context. Their intercultural learning is evidenced by their (1) awareness of heterogeneity in their own and interactants’ culture, (2) nascent critical cultural awareness, and (3) curiosity and willingness to learn more about the other culture. Thus, this study implies that telecollaboration offers an effective teacher training venue that affords teacher trainees with first-hand intercultural encounters to engage with otherness and prepare for their ethnolinguistically diverse classrooms.}, language = {en}, number = {2}, urldate = {2022-08-22}, journal = {ReCALL}, author = {Üzüm, Babürhan and Akayoglu, Sedat and Yazan, Bedrettin}, month = may, year = {2020}, note = {Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 10.1017/S0958344019000235 2339240:7A7QGLJ4 2405685:FCNJQ9K7}, keywords = {critical cultural awareness, intercultural communicative competence, teacher training, telecollaboration}, } @misc{gill_using_2020, title = {Using {Transparency} {To} {Create} {Accountability} {When} {School} {Buildings} {Are} {Closed} and {Tests} {Are} {Canceled}}, url = {https://www.educationnext.org/using-transparency-create-accountability-school-buildings-are-closed-tests-canceled-coronavirus-covid-19/}, abstract = {The districts and schools most likely to succeed in remote education will be those that provide a substantial amount of synchronous instruction and live student–teacher interaction.}, language = {en-US}, urldate = {2022-01-11}, journal = {Education Next}, author = {Gill, Brian P.}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ME43WAC2 2339240:YURXIPXY 2405685:2FD3WL6X 2405685:4X7QELUY 2405685:NYL6ZX2M 2534379:6V2M44BC}, } @misc{ustad_ustad_2020, title = {Ustad {Mobile} – {Access} and share education content offline}, url = {https://www.ustadmobile.com/lms/}, language = {en-US}, urldate = {2020-07-30}, journal = {Ustad Mobile}, author = {Ustad}, year = {2020}, note = {Library Catalog: www.ustadmobile.com KerkoCite.ItemAlsoKnownAs: 2339240:457KB3WL 2405685:JIYEGAAU}, } @misc{noauthor_uwezo_2020, title = {Uwezo (2020): {Are} {Our} {Children} {Learning}? {The} {Status} of {Remote}-learning among {School}-going {Children} in {Kenya} during the {Covid}-19 {Crisis}. {Nairobi}: {Usawa} {Agenda}. {\textbar} {HumanitarianResponse}}, url = {https://www.humanitarianresponse.info/es/operations/kenya/document/uwezo-2020-are-our-children-learning-status-remote-learning-among-school}, urldate = {2022-06-29}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PTVHQ2D5 2486141:BZQ2UXSY 2486141:CQY2YYJL}, } @article{sisouphanthong_valuation_2020, title = {Valuation of incentives to recruit and retain teachers in rural schools: {Evidence} from a choice experiment in {Cambodia} and {Laos}}, volume = {7}, issn = {null}, shorttitle = {Valuation of incentives to recruit and retain teachers in rural schools}, url = {https://doi.org/10.1080/2331186X.2020.1724243}, doi = {10.1080/2331186X.2020.1724243}, abstract = {To provide an appropriate incentive for teaching profession, the important questions are “how much should we pay?” and “which factors influence potential teachers’ decision the most?” This research evaluates the factors that discourage and encourage potential teachers to join the profession in Cambodia and Laos by applying a discrete choice experiment to analysis teacher trainees’ preferences for school location, classroom condition, non-teaching professions, and indirect monetary incentives. The result highlights reasons and a possibility of potential teachers to leave the educational system.}, number = {1}, urldate = {2022-08-22}, journal = {Cogent Education}, author = {Sisouphanthong, Viriyasack and Suruga, Terukazu and Kyophilavong, Phouphet}, editor = {Ehmke, Timo}, month = jan, year = {2020}, note = {Publisher: Cogent OA \_eprint: https://doi.org/10.1080/2331186X.2020.1724243 KerkoCite.ItemAlsoKnownAs: 10.1080/2331186X.2020.1724243 2339240:BDKIEGUU 2405685:XW8FT34K}, keywords = {Cambodia, Laos, discrete choice experiment, incentives, teacher recruitment}, } @techreport{edtech_hub_value_2020, title = {Value for {Money} {Policy} and {Procedure}}, author = {EdTech Hub}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DLHKFUVC 2405685:V6TUMYRQ}, } @misc{miller_virtual_2020, title = {Virtual learning under lockdown casts doubt on {Kenya} as the {Silicon} {Savannah}}, url = {https://blogs.lse.ac.uk/africaatlse/2020/08/19/virtual-learning-lockdown-casts-doubt-kenya-silicon-savannah-digital-education/}, abstract = {Kenya's response to the COVID-19 epidemic challenges its reputation as the Silicon Savannah when it comes to the switch to digital education.}, language = {"en-US"}, urldate = {2021-05-22}, journal = {Africa at LSE}, author = {Miller, Noah}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9VFUN955 2405685:224CS4Z3}, } @inproceedings{semingson_virtual_2020, title = {“{Virtual} {Nagging}”: {Comprehension}-based external regulation and success support for online learners}, abstract = {Recent research and literature champions the power of nudge emails to coax students to make positive choices for their learning (Cavanagh \& Eastham, 2019). This roundtable session and paper n expands on this concept more broadly and provides a comprehensive overview on the literature of external regulation for helping online learners to stay organized, focused, motivated, and “on top of” readings and assignments within an online course. As literacy teacher educators, we encourage the use of comprehension-focused overviews to help students fully understand the scope of tasks at the course level and the module level. Due to the challenging nature of distance and the need to stay on track with the pace of distance learning, instructors need to be able to communicate and support students in a variety of ways using language-based virtual outreach. We deem this as “virtual nagging” due to our experiences with virtual communications outreach in an all online master’s level literacy teacher education program. We provide key}, booktitle = {{SITE} 2020}, author = {Semingson, Peggy and Owens, Dana and Kerns, William}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DNTWWN8Q}, keywords = {Distance/Flexible Education, Instructional Design, ⛔ No DOI found}, pages = {2096--2100}, } @misc{better_purpose_virtual_2020, title = {Virtual {Roundtable} on {Structured} {Pedagogy}}, url = {https://custom.cvent.com/B6E596DEAC6A4A7FB1467497AE4FF54B/files/8c67c3ea94e84aaaaeaf2d1155f5524e.pdf}, author = {better purpose}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9FRXYLAQ 2405685:3P77F7IB}, } @techreport{rahman_virtual_2020, type = {Internal papers}, title = {Virtual {Sandbox} {Pack}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rahman, Asad and Carter, Alice}, month = nov, year = {2020}, doi = {10.5281/zenodo.5147542}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147542 2405685:RCGXK5RH}, keywords = {\_r:AddedByZotZen}, } @misc{evans_virtual_2020, title = {Virtual teacher coaching may not be the solution we hoped for}, url = {https://www.cgdev.org/blog/virtual-teacher-coaching-may-not-be-solution-we-hoped}, abstract = {How can we help teachers to upgrade their pedagogical skills? Teacher coaching is a promising and increasingly popular candidate. Teacher coaching means teachers receive feedback in their place of work on specific things they can do better, not some general theory of pedagogy that’s completely disconnected from their day-to-day practice.}, language = {en}, urldate = {2020-12-08}, journal = {Center For Global Development}, author = {Evans, David}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YKPDEQ24 2405685:N7TJTQLU}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{evans_virtual_2020, title = {Virtual {Teacher} {Coaching} {May} {Not} {Be} the {Solution} {We} {Hoped} {For}}, url = {https://www.cgdev.org/blog/virtual-teacher-coaching-may-not-be-solution-we-hoped}, abstract = {How can we help teachers to upgrade their pedagogical skills? Teacher coaching is a promising and increasingly popular candidate. Teacher coaching means teachers receive feedback in their place of work on specific things they can do better, not some general theory of pedagogy that’s completely disconnected from their day-to-day practice.}, language = {en}, urldate = {2020-09-29}, journal = {Center For Global Development}, author = {Evans, David}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HFLN22GT 2534378:M49VS4UK}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{noauthor_virtual_2020, title = {Virtual {University} of {Pakistan}}, url = {http://www.vu.edu.pk/AboutUs/AboutVU.aspx}, urldate = {2020-07-21}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HL82G8I7 2405685:EGH8HY8Y 2405685:YHV2GIUQ}, } @article{gudmundsdottir_we_2020, title = {“{We} {Always} {Make} {It} {Work}”: {Teachers}’ agency in the time of crisis}, volume = {28}, abstract = {As of mid-April 2020, 1.5 billion learners were affected by school closures across 191 countries due to the COVID-19 pandemic (UNESCO, 2020). During the weeks of school closures, teachers were expected to become online teach- ers overnight. As teacher educators, we were curious about teachers’ readiness for online practice. In the Teachers’ Read- iness Online (TRIO) survey (Gudmundsdottir \& Hathaway, 2020), distributed internationally, we collected perspectives from 1186 teachers about their experiences related to online teaching in the early weeks of COVID-19 school closures. In this paper, we present preliminary data from Norwegian and US teachers related to previous experiences with online teaching and elaborations on readiness. We examined data for evidence of pedagogical, ethical, attitudinal, and technical (PEAT) dimensions (Dicte, 2019) to determine how teachers’ agency was activated in the times of the COVID-19 pandem- ic. Findings highlight that despite teachers’ inexperience and unpreparedness for online teaching, they were moderately prepared to use various digital tools and willing to make on- line learning work for them and their students.}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Gudmundsdottir, Greta Björk and Hathoway, Dawn and Hathaway, Dawn M}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:535SZ7GG}, keywords = {Communicable Diseases, Computer Assisted Instruction, Crisis Management, Disease Control, Educational Technology, Elementary School Teachers, Foreign Countries, Online Courses, Professional Autonomy, Public Health, Readiness, Secondary School Teachers, Teacher Attitudes, Teacher Empowerment, Teaching Experience, Teaching Methods, ⛔ No DOI found}, pages = {239--250}, } @misc{teletaleem_welcome_2020, title = {Welcome to {TeleTaleem}}, url = {https://www.teletaleem.com/}, urldate = {2020-07-21}, author = {{TeleTaleem}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NZ7LZDGU 2405685:WNJLLCQR 2405685:X5FTB7CT}, } @misc{wfp_wfp_2020, title = {{WFP} and {Government} of {Bangladesh} deliver high-energy biscuits to school children affected by {COVID}-19 school closures}, url = {https://reliefweb.int/report/bangladesh/wfp-and-government-bangladesh-deliver-high-energy-biscuits-school-children}, abstract = {English News and Press Release on Bangladesh about Education, Food and Nutrition and Epidemic; published on 19 May 2020 by WFP}, language = {en}, urldate = {2020-08-18}, journal = {ReliefWeb}, author = {WFP}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HZUY9LBT 2405685:9Z9XFPC8}, } @misc{gould_what_2020, title = {What are countries doing that already use remote learning extensively? {What} can we learn from them?}, shorttitle = {What are countries doing that already use remote learning extensively?}, url = {https://edtechhub.org/what-are-countries-doing-that-already-use-remote-learning-extensively-what-can-we-learn-from-them/}, abstract = {What are countries doing that already use remote learning extensively? What can we learn from them? Full Report PDF Download Summary of report What’s on this page Summary of report Scope of study Key themes Scope of study This report provides a rapid evidence summary of the history, evolution, coverage, impact (successes and challenges) of remote learning in four countries…}, language = {en-US}, urldate = {2020-11-25}, journal = {EdTech Hub}, author = {Gould, Briony}, year = {2020}, doi = {10.5281/zenodo.4707772}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707772 2405685:34IM2QJE 2405685:Y2TV9NH8}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{ndaruhutse_what_2020, title = {What are countries doing that already use remote learning extensively? {What} can we learn from them?}, language = {en}, author = {Ndaruhutse, Susy and Gibbs, Emma and Fitzpatrick, Rachael}, month = may, year = {2020}, doi = {10.5281/zenodo.4706067}, note = {ZenodoArchiveID: 4706067 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706067 2339240:Y24AUHV8 2405685:I3AV65H3 2405685:WQ8HX957}, keywords = {H: Distance education, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH, ⛔ No DOI found}, pages = {37}, } @misc{gould_what_2020, title = {What can be learnt from {China}’s recent experiences with {Covid}-19 and school closures that can inform other countries’ education technology-enabled responses?}, url = {https://edtechhub.org/what-can-be-learnt-from-chinas-recent-experiences-with-covid-19-and-school-closures-that-can-inform-other-countries-education-technology-enabled-responses/}, abstract = {What can be learnt from China’s recent experiences with Covid-19 and school closures that can inform other countries’ education technology-enabled responses? Full Report PDF Download Summary of report What’s on this page Summary of report Scope of study Summary of findings China’s response to Covid-19 built on the distinctive foundations of its existing education political economy, in particular China appears…}, language = {en-US}, urldate = {2020-11-25}, journal = {EdTech Hub}, author = {Gould, Briony}, year = {2020}, doi = {10.5281/zenodo.4707776}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707776 2405685:GXS53XYJ 2405685:NAH5BIE5}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{hallgarten_what_2020, title = {What can be learnt from {China}’s recent experiences with {Covid}-19 and school closures that can inform other countries’ education technology-enabled responses?}, url = {https://docs.edtechhub.org/lib/FY4BHGH3}, urldate = {2020-11-25}, institution = {Education Development Trust}, author = {Hallgarten, Joe and Fitzpatrick, Rachael}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FY4BHGH3}, } @misc{mohammed_what_2020, title = {What {COVID}-19 reveals about educational inequality in {Ghana}}, url = {https://www.aljazeera.com/indepth/features/covid-19-reveals-educational-inequality-ghana-200407100729985.html}, urldate = {2020-06-23}, author = {Mohammed, W.F.}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:FFLSKVXF}, } @misc{battaile_what_2020, title = {What does {Tanzania}’s move to lower-middle income status mean?}, url = {https://blogs.worldbank.org/africacan/what-does-tanzanias-move-lower-middle-income-status-mean}, abstract = {On July 1, 2020, the World Bank announced that the Tanzanian economy had been upgraded from low to lower-middle income status. So, what does that mean? Below, we answer some of the most frequently asked questions about this global exercise and what it means for Tanzania.}, language = {en}, urldate = {2020-11-23}, journal = {World Bank Blogs}, author = {Battaile, William G.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7TC53AV8 2405685:5Q2EN93I}, } @techreport{mcaleavy_what_2020, title = {What does the research suggest is best practice in pedagogy for remote teaching?}, url = {https://docs.edtechhub.org/lib/89I7MWHD}, language = {en}, author = {McAleavy, Tony and Gorgen, Kristine}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:89I7MWHD 2405685:XHIZKSIA}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {26}, } @misc{woollaston_what_2020, title = {What has the {XPrize} done for us lately?}, url = {https://eandt.theiet.org/content/articles/2020/02/what-has-the-xprize-done-for-us-lately/}, abstract = {Twenty-three years. Seventy million dollars and counting. The XPrize began as a boy’s dream of journeying into space – now it is one of today’s most effective philanthropic endeavours and one with a bold mission: to make the seemingly impossible possible.}, language = {en-US}, urldate = {2021-01-22}, journal = {Engineering \& Technology}, author = {Woollaston, Victoria}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E2ENKVDX 2405685:JDAUZTS6}, } @misc{evans_what_2020, title = {What {Have} {We} {Learned} from {Recent} {Years} of {Education} {Research} in {Africa}?}, url = {https://www.cgdev.org/blog/what-have-we-learned-recent-years-education-research-africa}, abstract = {With a constant stream of new studies emerging on how to expand access or improve learning in education, it can be hard to keep track and make sense of it all. In our new paper we curate more than 140 evaluations of education interventions, from national policies to small pilots, in African countries that came out since 2014.}, language = {en}, urldate = {2020-09-08}, journal = {Center For Global Development}, author = {Evans, David and Acosta, Amina Mendez}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JR85ZQN3 2405685:IWLFNCUP}, } @techreport{unesco_what_2020, title = {What {Have} {We} {Learnt}? {Findings} from a survey of ministries of education on national responses to {COVID}-19}, shorttitle = {What {Have} {We} {Learnt}?}, url = {https://data.unicef.org/resources/national-education-responses-to-covid19/}, abstract = {At the height of nationwide lockdowns due to the COVID-19 pandemic, more than 1.5 billion children were affected by school closures, causing an unprecedented global learning crisis. Even prior to the pandemic, however, children’s learning was in crisis with half of 10-year-olds in middle- and low-income countries unable to understand a simple written sentence and more than a quarter billion children out of school. The pandemic has only sharpened these inequities, hitting schoolchildren in poorer countries particularly hard. National governments around the world have been quick to implement remote learning, new health protocols and reopening plans, but again these policies have varied widely based on each country’s wealth. According to this new report published by UNESCO (Headquarters and Institute for Statistics), UNICEF (Headquarters and Office of Research) and the World Bank, schoolchildren in low- and lower-middle-income countries have already lost nearly four months of schooling since the start of the pandemic, compared to an average of six weeks among high-income countries. Compiling data from surveys on national education responses to COVID-19 from 149 countries between July and October, the report also finds that schoolchildren in low- and lower-middle income countries were less likely to have access to remote learning or to be monitored on a day-to-day basis by teachers and were more likely to have delays in their schools reopening.}, language = {en-US}, urldate = {2021-05-24}, institution = {UNICEF}, author = {{UNESCO} and {UNICEF} and {World Bank}}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:63WITQ7L 2534379:U9VYJ5N7}, pages = {51}, } @misc{romadhoni_what_2020, title = {What is {Data} {Lifecycle} {Management}? {And} {What} phases would it pass through?}, url = {https://medium.com/jagoanhosting/what-is-data-lifecycle-management-and-what-phases-would-it-pass-through-94dbd207ff54}, urldate = {2022-06-14}, author = {Romadhoni, Firmansyah}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PRVJTTQ8 2405685:6VPAJ7AJ}, } @misc{twaweza_what_2020, title = {What is {Twaweza}?}, url = {https://www.twaweza.org/go/what-is-twaweza}, urldate = {2020-07-08}, author = {Twaweza}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CQSPERCD}, } @misc{morin_what_2020, title = {What {Is} {Universal} {Design} for {Learning} ({UDL})?}, url = {https://www.understood.org/en/learning-thinking-differences/treatments-approaches/educational-strategies/universal-design-for-learning-what-it-is-and-how-it-works}, abstract = {Universal Design for Learning (UDL) is a teaching approach to help all learners be successful. Learn how it benefits kids with learning and attention issues.}, language = {en}, urldate = {2020-08-15}, journal = {Understood}, author = {Morin, Amanda}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5RVK7RQA 2405685:L8J8Y26T}, } @article{hill_what_2020, title = {What kind of educator does the world need today? {Reimagining} teacher education in post-pandemic {Canada}}, volume = {00}, doi = {10.1080/02607476.2020.1797439}, abstract = {Our unique pre-service and in-service teacher education programmes at Simon Fraser University, in which experiential learning and professional mentorship are combined with academic course work, have undergone emergency modifications in order to enable our students to continue with their programmes while adhering to government restrictions due to COVID 19. As we respond to the emergent needs within university and school communities, social-emotional wellness, connection, ‘being apart together,’ engagement, and support for vulnerable students and those with exceptionalities, are currently the most important considerations. The pandemic has highlighted the need to dismantle racism and systemic inequities within our educational systems; to prioritise mental health and wellness in schools; to broaden and decolonise mainstream conceptions of teaching and learning as well as access to education; to build caring reciprocal relationships with the natural world; and to recognise teachers as researchers and community leaders. It is these issues that frame our vision of teacher education in the post-pandemic era. Inspired by the scholarship of Michelle Tanaka and Gregory Cajete, we ask ourselves and our students, what kind of educator does the world need today, and what kind of world are we going to leave for the children?.}, number = {00}, journal = {Journal of Education for Teaching}, author = {Hill, Cher and Rosehart, Paula and St. Helene, Janice and Sadhra, Sarine}, year = {2020}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1797439 2405685:XBARI5ZY}, keywords = {Pandemic pedagogies, anti-racism and equity, decolonising education, trauma-sensitive teaching, wholistic teaching and learning}, pages = {1--11}, } @misc{scheiderer_whats_2020, title = {What's the difference between asynchronous and synchronous learning?}, url = {https://online.osu.edu/resources/learn/whats-difference-between-asynchronous-and-synchronous-learning}, abstract = {How do online classes work? We tapped online learning experts to explain the pros and cons of synchronous vs. asynchronous learning.}, language = {en}, urldate = {2021-08-05}, journal = {Ohio State Online}, author = {Scheiderer, Juliana}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VVHDQKWA 2405685:6I4KIXF3}, } @techreport{mcaleavy_what_2020, title = {What steps are being taken to reach the most disadvantaged students during the period of {Covid}-19 school closure?}, url = {https://edtechhub.org/overview-of-emerging-country-level-response-to-providing-continuity-under-covid-19-what-steps-are-being-taken-to-reach-the-most-disadvantaged-students-during-the-period-of-covid-19-school-closure/}, language = {en}, institution = {Education Development Trust}, author = {McAleavy, Tony and Joynes, Chris and Gibbs, Emma and Sims, Kate}, month = may, year = {2020}, doi = {10.5281/zenodo.4705909}, note = {ZenodoArchiveID: 4705909 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705909 2339240:7ZRTPCRD 2339240:QN533HVR 2339240:SU542298 2405685:2HZ9V7IF 2405685:4CKXCNC2 2405685:9JB5M3HI 2405685:BAEUEWI9 2405685:CY5UL3B9 2405685:E3GHWHIZ 2405685:WXF7VILV}, keywords = {COV:COVID and reopening of schools, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:other:ok, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, ⛔ No DOI found}, pages = {31}, } @misc{curious_learning_what_2020, title = {What {We} {Do}}, url = {https://www.curiouslearning.org/what-we-do-2}, language = {en-US}, urldate = {2020-06-03}, journal = {Curious Learning}, author = {{Curious Learning}}, year = {2020}, note = {Library Catalog: www.curiouslearning.org KerkoCite.ItemAlsoKnownAs: 2339240:UGX3SC9A 2405685:ZE6R7MS9 4803016:MUTMGXEM}, } @misc{noauthor_what_2020, title = {What we have learnt from designing and implementing tablet-based learning across the world}, url = {https://edtechhub.org/2020/07/30/what-we-have-learnt-from-designing-and-implementing-tablet-based-learning-across-the-world/}, abstract = {Written by Susan Colby (Imagine Worldwide) and Nicola Pitchford (University of Nottingham) As COVID-19 has disrupted education worldwide, more organizations and governments are exploring using tablet-based learning models to provide children with flexible access to learning that can take place anywhere. When implemented well, tablet-based learning can empower learners to build skills and knowledge through the use of technology. Children…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = jul, year = {2020}, doi = {10.5281/zenodo.4707870}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707870 2405685:YJ2GWVMA}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{noauthor_what_2020, title = {What you can expect from the future {EdTech} {Hub} website}, url = {https://edtechhub.org/2020/07/27/what-you-can-expect-from-the-future-edtech-hub-website/}, abstract = {The EdTech Hub had just finished a seven-month planning phase when COVID-19 hit. A profound sense of urgency swept over us. We realized that the planning we had done for a gradual ramp-up was now feeling insufficient to fulfill our mission, given the new global reality of kids being away from school, and the potential for EdTech to help. Our…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = jul, year = {2020}, doi = {10.5281/zenodo.4707862}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707862 2405685:RRQSDQ99}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{surf_white_2020, title = {White paper {Online} proctoring. {Questions} and answers about remote proctoring. {\textbar} {SURF}.nl}, url = {https://www.surf.nl/en/white-paper-online-proctoring-questions-and-answers-about-remote-proctoring}, abstract = {Online proctoring (or invigilation) offers opportunities for international and flexible education.}, language = {en}, urldate = {2022-03-01}, journal = {SURF}, author = {{SURF}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VS3SPUUD 2405685:S74MUBA2}, } @misc{world_health_organization_who_2020, title = {{WHO} {Coronavirus} {Disease} ({COVID}-19) {Dashboard}}, url = {https://covid19.who.int}, abstract = {World Health Organization Coronavirus disease situation dashboard presents official daily counts of COVID-19 cases and deaths worldwide, while providing a hub to other resources. Interactive tools, including maps, epidemic curves and other charts and graphics, with downloadable data, allow users to track and explore the latest trends, numbers and statistics at global, regional and country levels.}, language = {en}, urldate = {2020-09-29}, author = {World Health Organization}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AK68MLWQ 2405685:6QNMRVFV}, } @misc{hasler_who_2020, title = {Who has what? {Assessing} who has access to what devices in the education response to the {COVID}-19 pandemic}, url = {https://opendeved.net/2020/05/11/who-has-what-assessing-who-has-access-to-what-devices/}, language = {en-GB}, urldate = {2020-06-01}, journal = {Open Development \& Education}, author = {Haßler, Björn and Khalayleh, Abdullah and McBurnie, Chris and Adam, Taskeen and Allier-Gagneur, Zoé}, month = may, year = {2020}, note = {Library Catalog: opendeved.net Section: blog EdTechHub.Source: 2129771:T6Q8K4IR KerkoCite.ItemAlsoKnownAs: 2129771:T6Q8K4IR 2339240:CFWFBGB5 2405685:JMDCGPBJ 2405685:LQY8MDMV}, keywords = {\_yl:x, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @misc{lindsey_why_2020, title = {Why {COVID}-19 has increased the urgency to reach women with mobile technology}, url = {https://www.gsma.com/mobilefordevelopment/blog/why-covid-19-has-increased-the-urgency-to-reach-women-with-mobile-technology/}, journal = {GSMA}, author = {Lindsey, D.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4MIJ7NMT 2405685:JS9VAPW4}, } @misc{mitchell_why_2020, title = {Why {COVID}-19 is an {EdTech} opportunity for {Latin} {America}}, url = {https://www.weforum.org/agenda/2020/09/what-covid-19-means-for-edtech-latin-america/}, abstract = {The region's digital divide is hindering efforts to deliver remote learning during the pandemic. Here's how governments and start-ups can make a difference.}, language = {en}, urldate = {2022-04-19}, journal = {World Economic Forum}, author = {Mitchell}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TXI22394 2405685:F3H5ND3U}, } @misc{noauthor_why_2020, title = {Why the {COVID} {Crisis} {Is} {Not} {EdTech}’s {Moment} in {Africa}}, url = {https://edtechhub.org/2020/05/19/why-the-covid-crisis-is-not-edtechs-moment-in-africa/}, abstract = {This blog was originally posted on the Center for Global Development blog with data used from the EdTech Hub’s database of interventions. Our database, which was initially limited to sub-Saharan Africa, now has a global scope. As the blog suggests, there is a need to increase the database’s representation of interventions in other regions. Please add your EdTech intervention to…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = may, year = {2020}, doi = {10.5281/zenodo.4707833}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707833 2405685:2AW76Y8P}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{crawfurd_why_2020, title = {Why the {COVID} {Crisis} {Is} {Not} {EdTech}’s {Moment} {In} {Africa} [repost]}, url = {https://opendeved.net/2020/05/20/why-the-covid-crisis-is-not-edtechs-moment-in-africa/}, abstract = {With schools closed for hundreds of million students around the world, many have hoped that “edtech” can help keep children learning via internet, apps, and mobiles. A new database published by the EdTech Hub shows that though use of edtech products serving African countries has doubled in the last month, the total number of users is still very low, and most were viewers of one TV show. That, coupled with the fact that most firms come from just a few countries, suggests that edtech in Africa is far from maturity.}, language = {en-GB}, urldate = {2020-07-14}, journal = {Open Development \& Education}, author = {CrawFurd, Lee}, month = may, year = {2020}, note = {Library Catalog: opendeved.net KerkoCite.ItemAlsoKnownAs: 2339240:HPBQVQHE 2405685:DKQNMNM9 2405685:YRLJ3A6U}, } @techreport{chandra_why_2020, type = {Working {Paper}}, title = {Why the {World} {Needs} a {Curriculum} {Alignment} {Hub}}, url = {https://docs.edtechhub.org/lib/2RMKAHXF}, institution = {Learning Equality}, author = {Chandra, Shivi}, month = nov, year = {2020}, doi = {10.53832/edtechhub.0046}, note = {ZenodoArchiveID: 5534235 previousDOI: 10.5281/zenodo.4314923 previousDOI: 10.5281/zenodo.4768580 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4314923 10.5281/zenodo.4768580 10.53832/edtechhub.0046 2339240:XFMP94YR 2405685:2RMKAHXF 2405685:TLNPJ4IA 2405685:ZNQYTUVV}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:image, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, \_zenodoETH:submitted}, } @misc{gondwe_will_2020, title = {Will {COVID}-19 help to clarify {ICT} integration into education in {Malawi}?}, url = {https://www.ukfiet.org/2020/will-covid-19-help-to-clarify-ict-integration-into-education-in-malawi/}, abstract = {This blog was written by Foster Gondwe, Lecturer at the School of Education, University of Malawi, and currently a PhD student at Hiroshima University, Japan.  Preamble To join global efforts in curbing the spread of COVID-19, the Ministry of Education, Science and Technology (MoEST) in Malawi closed all schools, colleges and universities from Monday, 23rd […]}, language = {en-GB}, urldate = {2022-11-07}, journal = {The Education and Development Forum (UKFIET)}, author = {Gondwe, Foster}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J8AT3YEK 2405685:JKDJKT9J}, } @misc{agarwal_largest_2020, title = {With the largest share of funding, test prep startups leading the {EdTech} charge in {India}}, url = {https://inc42.com/datalab/with-the-largest-share-of-funding-test-prep-startups-leading-the-edtech-charge-in-india/}, author = {Agarwal, Meha}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5WRSPLLH 2405685:FYD65D9P}, } @misc{un_women_women_2020, title = {Women in {Science}, {Technology}, {Engineering} and {Mathematics} ({STEM}) in the {Latin} {America} and the {Caribbean} {Region}}, url = {https://lac.unwomen.org//digiteca/publicaciones/2020/09/mujeres-en-ciencia-tecnologia-ingenieria-y-matematicas-en-america-latina-y-el-caribe}, abstract = {Women in Science, Technology, Engineering and Mathematics (STEM) in the Latin America and the Caribbean Region}, language = {en}, urldate = {2021-12-13}, journal = {UN Women {\textbar} Americas and the Caribbean}, author = {UN Women}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PRITE9MT 2405685:8JK9L2YK}, } @techreport{bourgault_womens_2020, address = {Washington D.C.}, title = {Women's access to cash transfers in light of {COVID}-19: {The} case of {Pakistan}}, url = {https://www.cgdev.org/sites/default/files/womens-access-cash-transfers-light-covid-19.pdf}, institution = {Center for Global Development}, author = {Bourgault, Shelby and O'Donnell, Megan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9SLGDAR6 2405685:XIAZWDYL}, } @techreport{kaffenberger_womens_2020, address = {Oxford}, title = {Women's {Education} {May} {Be} {Even} {Better} {Than} {We} {Thought}: {Estimating} the {Gains} from {Education} {When} {Schooling} {Ain}'t {Learning}}, url = {https://riseprogramme.org/sites/default/files/2020-09/RISE_WP-049_Kaffenberger_Pritchett.pdf}, institution = {University of Oxford}, author = {Kaffenberger, Michelle and Pritchett, Lant}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BRHFIQNK 2405685:6L4NU2QP}, } @article{bandiera_womens_2020, title = {Women's empowerment in action: {Evidence} from a randomized control trial in {Africa}}, volume = {12}, issn = {1945-7782}, shorttitle = {Women's {Empowerment} in {Action}}, url = {https://www.aeaweb.org/articles?id=10.1257/app.20170416}, doi = {10.1257/app.20170416}, abstract = {We evaluate a multifaceted policy intervention attempting to jump-start adolescent women's empowerment in Uganda by simultaneously providing them vocational training and information on sex, reproduction, and marriage. We find that four years postintervention, adolescent girls in treated communities are more likely to be self-employed. Teen pregnancy, early entry into marriage/cohabitation, and the share of girls reporting sex against their will fall sharply. The results highlight the potential of a multifaceted program that provides skills transfers as a viable and cost-effective policy intervention to improve the economic and social empowerment of adolescent girls over a four-year horizon.}, language = {en}, number = {1}, urldate = {2022-06-06}, journal = {American Economic Journal: Applied Economics}, author = {Bandiera, Oriana and Buehren, Niklas and Burgess, Robin and Goldstein, Markus and Gulesci, Selim and Rasul, Imran and Sulaiman, Munshi}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/app.20170416 2339240:BW3HX5HC 2405685:ZQIFS8C9 4656463:WCISNIER}, keywords = {Child Care, Children, Domestic Abuse, Fertility, Education and Economic Development, Marriage, Family Planning, Family Structure, Human Development, Income Distribution, Labor Productivity, Economic Development: Human Resources, Marital Dissolution, Migration, Non-labor Discrimination, Labor Demand, Human Capital, Occupational Choice, Skills, Youth, Economics of Gender}, pages = {210--259}, } @misc{noauthor_wondertree_2020, title = {{WonderTree}}, url = {https://wondertree.co/about/}, language = {en-US}, urldate = {2020-07-21}, month = jul, year = {2020}, note = {Library Catalog: wondertree.co KerkoCite.ItemAlsoKnownAs: 2339240:VAA5TRUM 2405685:A3Z82GP6 2405685:RQJE5YDE}, } @article{schweik_world_2020, title = {World librarians: {A} socio-technical system providing library search services to offline schools and libraries in {Malawi}}, volume = {20}, shorttitle = {World librarians}, doi = {10.1016/j.wdp.2020.100234}, journal = {World Development Perspectives}, author = {Schweik, Charles M. and Meyer, Carl and Chinkondenji, Pempho and Smith, Jeremy and Mchenga, Promise}, year = {2020}, note = {Publisher: Elsevier shortDOI: 10/ghgn56 KerkoCite.ItemAlsoKnownAs: 10/ghgn56 2405685:C2FTH5HS}, pages = {100234}, } @misc{noauthor_worldreader_2020, title = {Worldreader}, url = {http://www.worldreader.org/}, abstract = {With low-cost technology, culturally-relevant digital books, and a network of partners, we’re helping millions of people read more and read better.}, language = {en-US}, urldate = {2020-07-01}, year = {2020}, note = {Library Catalog: www.worldreader.org KerkoCite.ItemAlsoKnownAs: 2339240:VJC4YWVV 2405685:4LGUUN7F 2405685:RWWDH2UT}, } @misc{worldreader_worldreader_2020, title = {Worldreader {\textbar} {Sierra} {Leone}}, url = {https://www.worldreader.org/where-we-are/sierra-leone/}, abstract = {Worldreader brings digital reading to schools in Sierra Leone in partnership with the Klintworth Family Foundation.}, language = {en-US}, author = {Worldreader}, year = {2020}, note = {Library Catalog: www.worldreader.org EdTechHub.ItemAlsoKnownAs: 2405685:FHAMLZRG}, } @misc{cable_worldwide_2020, title = {Worldwide {Mobile} {Data} {Pricing} {League} {\textbar} {Cost} of {1GB} in 230 countries}, url = {https://www.cable.co.uk/mobiles/worldwide-data-pricing/}, abstract = {Analysis of over 6,300 mobile plans in 230 countries reveals the cost of mobile data in 230 countries.}, language = {en}, urldate = {2020-07-15}, journal = {Cable}, author = {Cable}, year = {2020}, note = {Library Catalog: www.cable.co.uk EdTechHub.ItemAlsoKnownAs: 2405685:EQ83VI56}, keywords = {auto\_merged}, } @misc{cable_worldwide_2020, title = {Worldwide {Mobile} {Data} {Pricing} {League} {\textbar} {Cost} of {1GB} in 230 countries}, url = {https://www.cable.co.uk/mobiles/worldwide-data-pricing/}, abstract = {Analysis of over 6,300 mobile plans in 230 countries reveals the cost of mobile data in 230 countries.}, language = {en}, urldate = {2020-07-15}, journal = {Cable}, author = {Cable}, year = {2020}, note = {Library Catalog: www.cable.co.uk EdTechHub.ItemAlsoKnownAs: 2405685:EQ83VI56}, } @techreport{allier-gagneur_your_2020, address = {Cambridge, UK; Washington D.C.}, type = {Helpdesk {Response}}, title = {Your {Questions} {Answered}: {Using} {Technology} to {Support} {Gender} {Equity}, {Social} {Inclusion} and {Out}-{Of}-{School} {Learning}}, url = {https://docs.edtechhub.org/lib/VX7UW757}, abstract = {EdTech Hub participated in a Girls’ Education Challenge webinar in May 2020, which welcomed stakeholders from countries including the UK, Kenya, Zimbabwe, and Nepal. The session focused on issues regarding gender and social inclusion during the Covid-19 crisis. This document provides answers to a list of 10 questions received from stakeholders.}, number = {14}, institution = {EdTech Hub}, author = {Allier-Gagneur, Zoé and Moss Coflan, Caitlin}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0025}, note = {previousshortDOI: 10/ghgng8 previousDOI: 10.5281/zenodo.3874247 EdTechHub.Source: 2405685:VX7UW757 EdTechHub.Source: {\textless}this{\textgreater} 2339240:KPL424XH shortDOI: 10/ghgng8 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3874247 10.5281/zenodo.3874247 10.53832/edtechhub.0025 10/ghgng8 2129771:LBII97HZ 2339240:2R8Z34D2 2339240:FT2TLP7Q 2339240:G93JLKST 2339240:J7DSQVEZ 2339240:QSKUJUNV 2339240:YK2KWXPL 2405685:2D6GK36K 2405685:48AAKD33 2405685:7VFMN2XM 2405685:G7ZB68PJ 2405685:I5WKHBZI 2405685:TP5CQYPQ 2405685:VX7UW757 2405685:YEVYTSJA 2405685:ZUDWQVKI}, keywords = {F: Helpdesk response, L:Gender and education, L:Out-of-school populations, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v1, \_r:CopiedFromEvLib, \_zenodoETH, dode\_eth-src-dode}, } @book{hughes_youth_2020, title = {Youth {Transitions}: {Creating} {Pathways} to {Success}}, isbn = {978-1-912610-04-4}, shorttitle = {Youth {Transitions}}, url = {https://eric.ed.gov/?id=ED607277}, abstract = {Around the world, young people face considerable challenges. Even before the disruption of the Covid-19 crisis, policymakers were seeking to respond to rapid technological advances, climate change and -- in some countries -- an ageing population and workforce. While children and young people worldwide generally have high aspirations and ambitions for their futures, evidence shows that they often face problematic and protracted transitions into work. In this context, new pathways from school to employment are needed. In this paper, we review extensive evidence to provide guidance on how children and young people can be best prepared to succeed in their school-to-work transitions, both now and in the future.}, language = {en}, urldate = {2020-12-01}, publisher = {Education Development Trust}, author = {Hughes, Deirdre and Smith, Graeme}, year = {2020}, note = {Publication Title: Education Development Trust KerkoCite.ItemAlsoKnownAs: 2339240:L5AZMEAV 2405685:KWZK6FAG}, keywords = {21st Century Skills, COVID-19, Career Development, Career Education, Economic Climate, Education Work Relationship, Educational Policy, Employers, Foreign Countries, Job Skills, Labor Market, Pandemics, Public Policy, Social Change, Technology Uses in Education, Vocational Education, Youth Employment}, } @techreport{global_partnership_for_education_zambia_2020, title = {Zambia {COVID}-19 {Accelerated} {Funding} {Application} {Form}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-04-CO VID-accelerated-funding-Zambia-Proposal-April-29-final%20.pdf}, author = {Global Partnership for Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V3C72JI3 2405685:QZAE7YL8}, } @misc{education_development_center_inc_zambia_2020, title = {Zambia {QUESTT} {IRI}}, url = {https://www.edc.org/zambia-questt-iri}, abstract = {As Zambia’s out-of-school orphan population soared to 800,000 in 2000, the United States Agency for International Development (USAID) supported the creation of the Taonga Market Interactive Radio Instruction (IRI) program to help the Zambian Ministry of Education provide those orphans and other vulnerable children with a quality education using IRI.}, language = {en}, urldate = {2023-06-22}, publisher = {Airbel Impact Lab}, author = {{Education Development Center, Inc.}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:53AKZDX7 2405685:R6B69K5W}, } @techreport{mcburnie_zero-rating_2020, type = {Helpdesk {Response}}, title = {Zero-{Rating} {Educational} {Content} in {Low}- and {Middle}-{Income} {Countries}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/F4PCMTZB}, language = {EN}, number = {8}, institution = {EdTech Hub}, author = {McBurnie, Chris and Adam, Taskeen and Kaye, Thomas and Haßler, Björn}, month = may, year = {2020}, doi = {10.53832/edtechhub.0004}, note = {ZenodoArchiveID: 3784940 previousshortDOI: 10/gg7sqj previousshortDOI: 10/gg7sqj previousDOI: 10.5281/zenodo.3784940 previousshortDOI: 10/gg7sqj EdTechHub.Copy: 2129771:4W3D35BT EdTechHub.Copy: 2129771:4W3D35BT shortDOI: 10/gg7sqj KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3784940 10.53832/edtechhub.0004 10/gg7sqj 2129771:4W3D35BT 2339240:7VJMDZGM 2339240:RSJNXIC6 2405685:DX5RMV6U 2405685:F4PCMTZB}, keywords = {F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @article{kadirire_zim_2020, chapter = {News}, title = {Zim tops {Cambridge} {International} exam entries}, url = {https://dailynews.co.zw/zim-tops-cambridge-international-exam-entries/}, abstract = {ZIMBABWE is delivering the highest number of Cambridge International examinations entries in sub-Saharan Africa and the 10th most entries each year globally, reflecting the growth of Cambridge International qualifications in the country.}, language = {en-GB}, urldate = {2020-06-27}, journal = {Daily News (Zimbabwe)}, author = {Kadirire, Helen}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:FAKP8C8J}, } @techreport{zimbabwe_education_cluster_zimbabwe_2020, title = {Zimbabwe {COVID}-19 {Preparedness} and {Response} {Strategy}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/zimbabwe_education_cluster_covid_strategy_12.05.2020_final.pdf}, urldate = {2020-06-09}, author = {Zimbabwe Education Cluster}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IR76DQJ5 2405685:DBW5AYVR 2405685:VXRVCNTY}, } @misc{zimbabwe_school_examinations_council_zimsec_2020, title = {{ZIMSEC} {\textbar} {Home}}, url = {https://www.zimsec.co.zw/}, language = {en-US}, urldate = {2020-06-27}, author = {Zimbabwe School Examinations Council}, year = {2020}, note = {Library Catalog: www.zimsec.co.zw EdTechHub.ItemAlsoKnownAs: 2405685:IWSVELST}, } @misc{queen_rania_foundation__2020, title = {أكاديمية الملكة رانيا لتدريب المعلمين}, url = {https://qrta.edu.jo/}, language = {en}, urldate = {2020-06-30}, author = {Queen Rania Foundation}, year = {2020}, note = {Library Catalog: qrta.edu.jo KerkoCite.ItemAlsoKnownAs: 2405685:33LKZ8PU}, } @misc{roya_news__2020, title = {الرزاز: "رياض الأطفال" ستكون متاحة لجميع الاطفال في الأردن العام المقبل}, shorttitle = {الرزاز}, url = {https://royanews.tv/news/202006?1578398972}, abstract = {الرزاز: "رياض الأطفال" ستكون متاحة لجميع الاطفال ....}, language = {en}, urldate = {2020-06-30}, journal = {رؤيا الأخباري}, author = {Roya News}, year = {2020}, note = {Library Catalog: royanews.tv KerkoCite.ItemAlsoKnownAs: 2405685:HU525652}, } @misc{__2020, title = {جو اكاديمي توجيهي {\textbar} دروس ودوسيات التوجيهي واسئلة وزارة}, url = {https://joacademy.com}, abstract = {منصة جو اكاديمي من اوائل رواد التعليم الالكتروني وحصص اون لاين ووتد التعليم في المملكة الاردنية الهاشمية بوابة للتواصل ما بين المعلم والطالب}, urldate = {2020-06-30}, journal = {جو اكاديمي توجيهي}, author = {توجيهي, جو اكاديمي}, year = {2020}, note = {Library Catalog: joacademy.com KerkoCite.ItemAlsoKnownAs: 2405685:PACYK386}, } @misc{ministry_of_education_jordan__2020, title = {منصة درسك للتعلم عن بعد}, url = {https://darsak.gov.jo/}, abstract = {منصة درسك للتعلم عن بعد}, language = {en}, urldate = {2020-06-30}, author = {{Ministry of Education, Jordan}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S3U7WSMY 2405685:C7JWXFS3 2405685:DMACDZKT}, } @misc{ministry_of_education_jordan__2020, title = {مهارات التعليم عن بعد}, url = {http://teachers.gov.jo/}, abstract = {مهارات التعليم عن بعد}, language = {en}, urldate = {2020-06-30}, author = {{Ministry of Education, Jordan}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C652QYKF 2405685:7KCHZZWX 2405685:RQYJKW5X}, } @misc{mawdoo3__2020, title = {موضوع، أكبر موقع عربي بالعالم}, url = {https://mawdoo3.com/الصفحة_الرئيسية}, abstract = {موضوع، أكبر موقع عربي بالعالم}, language = {en}, urldate = {2020-06-30}, journal = {موضوع}, author = {Mawdoo3}, year = {2020}, note = {Library Catalog: mawdoo3.com KerkoCite.ItemAlsoKnownAs: 2405685:7MSJZ6KF}, } @misc{ministry_of_digital_economy_and_entrepreneurship__2020, title = {وزارة الاقتصاد الرقمي والريادة}, url = {https://www.modee.gov.jo/}, urldate = {2020-06-30}, author = {Ministry of Digital Economy {and} Entrepreneurship}, year = {2020}, note = {Library Catalog: www.modee.gov.jo KerkoCite.ItemAlsoKnownAs: 2405685:VN33TDKN}, } @misc{eduhub_bangladesh__2020, title = {ঘরে বসেই শিক্ষা}, url = {https://www.eduhub.gov.bd/}, abstract = {ঘরে বসেই শিক্ষা}, language = {en}, urldate = {2020-08-18}, journal = {LearnFromHome}, author = {EduHub Bangladesh}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8GSQEBBW 2405685:5FBPQTZ8}, }