PK-12 educators’ requests for teaching during a pandemic - Jacques, Lorraine A; Shrubb, Richard G (EdMedia + Innovate Learning 2020, 2020)
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.
KerkoCite.ItemAlsoKnownAs: 2405685:86LDD3IX
Keywords: ⛔ No DOI found

2020 EdTech Ecosystem: Ghana and Cote D'ivoire - Jacobs Foundation (Jacobs Foundation and Chrysalis, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:83UDVRBX 2405685:LVJMBCWE

Face the facts: Internet Watch Foundation Annual Report 2020 - IWF (2020)
The latest data and statistics on what the Internet Watch Foundation (IWF) are doing globally to tackle child sexual abuse images and videos online.
KerkoCite.ItemAlsoKnownAs: 2339240:B9PGUWKJ 2405685:5HFR942H

Guidelines for industry on Child Online Protection - ITU (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AAZGWDQM 2405685:XMM48N2Q

Guidelines for parents and educators on Child Online Protection - ITU (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TJFAUIPT 2405685:TMFNVJVN

The Last-Mile Internet Connectivity Toolkit: Solutions to Connect the Unconnected in Developing Countries - ITU (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:HKULRF7U 2405685:DDY6AGSW

COVID-19 a global crisis for teaching and learning | Teachers Task Force for Education 2030 - ITTE (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:UVZXSWQB

After School Tutoring: Evidence from a Randomized Control Trial - Islam, Asad; Ruthbah, Ummul (Monash Business School, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6UF6IMYI 2339240:9E58WXYL 2405685:CDI2BBT7 2405685:WJ9E799P 2405685:ZWZGL8M9 2534379:Q8FJ88QY

Education technology in the COVID-19 response in Nigeria - Isisi, Akogun; Olojede, Omolola; Adedoyin, Adesina; Akogun, Oladele (EdTech Hub, 2020)
ZenodoArchiveID: 4706031 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706031 2339240:LNRXZMBD 2405685:RG93WYZD
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Baseline Situational Analysis on Open Distance Learning (ODL) in Southern African Development Community (SADC) Member States - Isaacs, Shafika; Mohee, Romeela (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VAR65TK9 2405685:7G4LE65V
Keywords: ⛔ No DOI found

Role of technology in science classrooms: an exploratory study of Pakistan - Iqbal, Zeeshan; Sami, Aisha (International Journal of Technology Enhanced Learning, 2020)
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.
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

EDUCATION-PAKISTAN: ALIF Spells Open Sesame For Pre-schoolers | Inter Press Service - Iqbal, Nadeem (Inter Press Service News Agency, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:JAXGACKE

Innovations for Poverty Action - IPA (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XBCLFVL6 2405685:5Z5LJ7DD

Internet World Stats - Usage and Population Statistics - Internet World Stats (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:KBW2E6FN

The State of Broadband: Tackling digital inequalities A decade for action - International Telecommunication Union; UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:AW6WMVMN 2534379:U8MIKVY2

How broadband, digitization and ICT regulation impact the global economy Global econometric modelling - International Telecommunication Union (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9DDP5SW6 2339240:M93SUBKT 2405685:46DEBCB8 2405685:QLWP8269
Keywords: ⛔ No DOI found

Rapid Evidence Summary on Mass Communication - International Rescue Committee (International Rescue Committee, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:GS8KJ8XH 2486141:EC2UZ329

Reopening schools: How to get education back on track after COVID-19 - International Institute for Educational Planning (IIEP-UNESCO, 2020)
It is a ‘back to school’ season like no other: countries are beginning to reopen their school gates following weeks of e
KerkoCite.ItemAlsoKnownAs: 2339240:BL5L57HW 2405685:C7YC3VT4

SDG7: Data and Projections - International Energy Agency (IEA, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:HSXM7FSQ 2405685:YMEW7GGP

Coronavirus (COVID-19) Resources | INEE - Inter-agency Network for Education in Emergencies (INEE). (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NH7Z3RSH 2405685:HHMLYB2R 4803016:PT2WIUFL

Rapid Evidence Summary on Mass Communication | - Inter-agency Network for Education in Emergencies (INEE). (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:4UN5C9R9 2405685:49VB9WVT 4803016:7IPJKW8J

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

Distance Learning during COVID-19 - Inter-Agency Network for Education in Emergencies (2020)
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...
KerkoCite.ItemAlsoKnownAs: 2339240:H4HXTLS5 2405685:M9VJIUJC

Acelera Brasil - Instituto Ayrton Senna (Instituto Ayrton Senna, 2020)
Solução educacional desenvolvida para garantir que alunos com atraso escolar tenham a chance de recuperar o aprendizado e desenvolver suas competências.
KerkoCite.ItemAlsoKnownAs: 2339240:67R8B78H 2405685:NXFDVUHQ

Developing a Shared Vision of Ethical AI in Education: An invitation to participate - Institute of Ethical AI in Education (The University of Buckingham, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:LPQ8V5KC

Interim Report: Towards a Shared Vision of Ethical AI in Education - Institute of Ethical AI in Education (University of Buckingham, 2020)
EdTechHub.ItemAlsoKnownAs: 2405685:LGKE7AG2

“Nudge Unit” - Institute for Government (Institute for Government, 2020)
The Behavioural Insights team, popularly known as the ‘Nudge Unit’, is playing a big role in helping the government formulate its response to coronavi
KerkoCite.ItemAlsoKnownAs: 2339240:WKGMIW59 2405685:YAQVRAQK

Impact du COVID-19: Sur les conditions de vie des ménages enquête à haute fréquence par téléphone auprès des ménages (EHTM) - instat: Madagascar (Ministère de l'Économie et des Finances, 2020)
EdTechHub.ItemAlsoKnownAs: 2405685:2BXG8MNT

RECOVR Ghana: Tracking the Effects of the COVID-19 Pandemic. Innovations for Poverty Action. - Innovations for Poverty Action (Poverty Action, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:YRW2WNJF 2405685:PNGSGGIP

Promising Practices for Equitable Remote Learning. Emerging lessons from COVID-19 education responses in 127 countries - Innocenti, UNICEF Office of Research- (UNICEF-IRC, 2020)
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
KerkoCite.ItemAlsoKnownAs: 2339240:IAWWZH62 2405685:4X5SBU6U

Age appropriate design: a code of practice for online services - Information Commissioner's Office (ICO, 2020)
Publisher: ICO KerkoCite.ItemAlsoKnownAs: 2339240:7C7U937X 2405685:JQFB2MWY

Baseline Evaluation Report - IMC Worldwide; International Rescue Committee (IRC) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VW7X6QVP 2405685:BA9FG9NP

Child-directed Tablet-based Learning: Project Launch, Monitoring, and Improvement Toolkit - Imagine Worldwide (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:MJ592UKH

Child-directed Tablet-based Learning: Project Preparation Toolkit - Imagine Worldwide (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:T7BK22I4

Child-directed Tablet-based Learning: Toolkits for project design, preparation, and implementation - Imagine Worldwide (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PNMXVDQ2 2405685:A4NNJNSJ 2405685:GBIY52AG

Building the pipeline for entrepreneurs who are 'wired to progress' - Ilm Ideas 2, Cambridge Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:47MMJZEQ 2405685:7K6DCJGN 2405685:WW2J2K62

Digital transformation of everyday life – how COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? - Iivari, Netta; Sharma, Sumita; Ventä-Olkkonen, Leena (International Journal of Information Management, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijinfomgt.2020.102183 2339240:862JJKVQ 2405685:DA28K3HJ

Reopening schools: How to get education back on track after COVID-19 - IIEP UNESCO; Planning, International Institute for Educational (IIEP-UNESCO, 2020)
It is a ‘back to school’ season like no other: countries are beginning to reopen their school gates following weeks of e
KerkoCite.ItemAlsoKnownAs: 2405685:5SA26P7G

At least 77 million rural inhabitants in Latin America and the Caribbean have no access to high-quality internet services - IICA (IICA.INT, 2020)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:R32EM3RN 2405685:CQKCWYN9

Impact of COVID-19 on child labour in South Asia - Idris, Iffat (University of Birmingham, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CJ4HLYNA 2405685:BEQQ6H6S

Safe Back to School: A Practitioner’s Guide - IASC Global Education Cluster; Child Protection Global Protection Cluster (INEE, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TT35QG9N 2405685:CAWF597M

Remote eye-tracking for cognitive telerehabilitation and interactive school tasks in times of COVID-19 - Iannizzotto, Giancarlo; Nucita, Andrea; Fabio, Rosa Angela; Caprì, Tindara; Bello, Lucia Lo (Information (Switzerland), 2020)
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.
KerkoCite.ItemAlsoKnownAs: 10.3390/info11060296 2405685:8EIPHM8H
Keywords: COVID-19; Remote interactive education; Telerehabilitation; Video conferencing; Video-based eye-gaze tracking

Education Policy Brief Latin America and the Caribbean #2: Four Key Elements to Make Hybrid Education a Reality | Publications - IADB (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LNU6BJMX 2405685:HZVZWDEK

How can digital formative assessment help monitor student learning during and after the COVID-19 era? - Huong, Le Thu; Au, Yee Ki (UNESCO IIEP Learning Portal, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SS2P6WHV 2405685:WLXNK8I2

Dot Mini - Access anything. Anywhere. - HundrED (2020)
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.
Section: innovation KerkoCite.ItemAlsoKnownAs: 2339240:KT5V2JBC 2405685:HP7DVFAT

Kiwix - HundrED (2020)
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.
Section: innovation KerkoCite.ItemAlsoKnownAs: 2339240:9M8AI7WC 2405685:U5PW66IU

Guidance Note 1: Inclusive Digital Learning - Humanity and Inclusion (INEE, 2020)
EdTechHub.ItemAlsoKnownAs: 2405685:DZ2RH5VK
Keywords: ___working_potential_duplicate

Guidance note 1, inclusive digital learning - Humanity and Inclusion (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:GDU3CF3D 2405685:VTPHEH8I
Keywords: ___working_potential_duplicate

Global Humanitarian Overview 2020 - Humanitarian InSight (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:D73AFUL9 2405685:ELFTXJUU 4803016:7W4WSYYK

Youth Transitions: Creating Pathways to Success - Hughes, Deirdre; Smith, Graeme (Education Development Trust, 2020)
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.
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

Handbook on Facilitating Flexible Learning During Educational Disruption - Huang, Ronghuai; Tlili, Ahmed; Yang, Junfeng; Wang, Huanhuan; Zhang, Mahua; Gao, Bojun; Lu, Hang; Chang, Ting-Wen; Cheng, Qian; Yin, Xiayu; Cheng, Wei (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AM7ZF732 2405685:IWVWTPAJ

Disrupted classes, undisrupted learning during COVID-19 outbreak in China: Application of open educational practices and resources - Huang, Ronghuai; Tlili, Ahmed; Chang, Ting Wen; Zhang, Xiangling; Nascimbeni, Fabio; Burgos, Daniel (Smart Learning Environments, 2020)
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.
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)

Comparing Computer-Assisted and Teacher-Implemented Visual Matching Instruction for Children with ASD and/or Other DD - Hu, Xiaoyi; Lee, Gabrielle T.; Tsai, Yu-Ting; Yang, Yang; Cai, Su (Journal of Autism and Developmental Disorders, 2020)
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.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10803-019-03978-2 2339240:8ADGXQEL 2405685:EMBV8RTX

Maslow's Hierarchy of Needs Explained - Hopper, Elizabeth (ThoughtCo, 2020)
Maslow's hierarchy of needs theory puts forward that people are motivated by five basic categories of needs.
Section: ThoughtCo KerkoCite.ItemAlsoKnownAs: 2339240:TCAFPM4Z 2405685:2226Y3Z9

Global EdTech market to reach $404B by 2025 - 16.3% CAGR. - HolonIQ (HolonIQ, 2020)
Section: K12 KerkoCite.ItemAlsoKnownAs: 2339240:3E7YSFAR 2405685:IQMVRCQ6

HolonIQ LATAM EdTech 100 - HolonIQ (HolonIQ, 2020)
Section: EdTech KerkoCite.ItemAlsoKnownAs: 2339240:XVMFMLEI 2405685:ZBINITFN

Coronavirus has highlighted the UK's digital divide - Holmes, H.; Burgess, G. (Cambridge Centre for Housing & Planning Research, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CTY9BP66 2405685:8X42PQR2

How much does your remote learning intervention cost? - Holla, Alaka; Pan, Yilin (2020)
This posts discusses a tool for measuring the costs of remote learning interventions.
KerkoCite.ItemAlsoKnownAs: 2339240:LSVUMJ9E 2405685:RVRHZVVT

The difference between emergency remote teaching and online learning - Hodges, Charles; Moore, Stephanie; Lockee, Barbara; Trust, Torrey; Bond, Mark (EDUCAUSE Review, 2020)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:7GZLYX3A 2405685:HS6NBI73

The Difference Between Emergency Remote Teaching and Online Learning | EDUCAUSE - Hodges, Charles; Moore, Stephanie; Lockee, Barb; Trust, Torrey; Bond, Aaron (2020)
Publication Title: EDUCAUSE Review KerkoCite.ItemAlsoKnownAs: 2405685:7FE2C6Q7 2405685:VD6ZSLC9
Keywords: ___working_potential_duplicate

What kind of educator does the world need today? Reimagining teacher education in post-pandemic Canada - Hill, Cher; Rosehart, Paula; St. Helene, Janice; Sadhra, Sarine (Journal of Education for Teaching, 2020)
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?.
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

HEC Recognised National Research Journals of Social Sciences - Higher Education Council (Higher Education Council, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:HTZGFVYA 2405685:6S5P68YW

Cochrane Handbook for Systematic Reviews of Interventions - Higgins, JPT; Thomas, J; Chandler, J; Cumpston, M; Li, T; Paige, M. J; Welch, V. A (Cochrane, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2ZJMLSGD 2405685:H9AFXBCY

Position paper: Using EdTech to support teacher education and professional development in low- and middle-income countries (internal working paper). - Hennessy, Sara; Koomar, Saalim; Kreimeia, Adam (EdTech Hub, 2020)
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

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

Problem Analysis. A Global Public Good produced by the EdTech Hub (https://EdTechhub.org, #EdTechHub). - Hennessy, Sara; Jordan, Katy; Haßler, Björn; Hollow, David; Brugha, Meaghan; Jamieson Eberhardt, Molly; Sabates, Ricardo (EdTech Hub, 2020)
An output by the EdTech Hub - #EdTechHub, https://edtechhub.org
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

Hub Heroes, our newest project. - Hello World (Hello World, 2020)
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.
Section: Behind the Scenes KerkoCite.ItemAlsoKnownAs: 2339240:U2NZW46V 2405685:5TCKX67Z

The potential and prerequisites of effective tablet integration in rural Kenya - Heinrich, Carolyn J.; Darling-Aduana, Jennifer; Martin, Caroline (British Journal of Educational Technology, 2020)
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.
_eprint: https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12870 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12870 2339240:UC5WF5M2 2405685:BE8XWFCU

Problems and proposals summary: Advice, Money, Results - Hedger, Edward; Schick, Allen; Manning, Nick (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Q9HZ2QJQ 2405685:AJYDHHXC 4656463:BA6GWKQ9

Advice, Money, Results - Hedger, Edward; Manning, Nick; Schick, Allen (NYU Wagner, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6DPSXZPA 2405685:UDS636PJ 4656463:YY6I7ZS6

Beyond Doctrine: Refocusing PFM for Vital Public Objectives - Hedger, Edward; Manning, Nick; Schick, Allen (PFM, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ZKIA8PZE 2405685:6HQJLUEC 4656463:K2RLBS5X 4656463:KFXIT8ZC

Hear her voice: COVID-19 stories: Girls' lives under lockdown - Hear Her Voice (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SALFM9KK 2405685:NDHDTUTC

Reimagining Human Connections : Technology and Innovation in Education at the World Bank - Hawkins, Robert; Trucano, Michael; Cobo, Cristóbal; Twinomugisha, Alex; Ciarrusta, Iñaki Sánchez (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:UWVBF4AK 2405685:VDXHYAP8
Keywords: ⛔ No DOI found

Moroccan Students Can Freely Access TelmidTICE Remote Learning Platform - Hatim, Yahia (Morocco World News, 2020)
Moroccan students can access the TelmidTICE remote learning platform without necessarily having an internet subscription.
KerkoCite.ItemAlsoKnownAs: 2339240:KJD9A246 2405685:K37Q9DM2

The local politics of resource distribution - Hassan, Mai (The Oxford Handbook of Kenyan Politics, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QB8LSB25 2405685:3IF99AEE

Save our future - Haßler, Björn; Sagun, Rose (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4749380 2405685:QLTPHU6B
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodoODE

EdTech and COVID-19 response [EdTech Hub Report] - Haßler, Björn; Nicolai; McBurnie, Chris; Jordan, Katy; Wilson, Sam; Kreimeia, Adam (EdTech Hub, 2020)
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.
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

EdTech and COVID-19 response - Haßler, Björn; Nicolai, Susan; McBurnie, Chris; Jordan, Katy; Wilson, Sam; Kreimeia, Adam (The EdTech Hub, 2020)
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.
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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

EdTech and COVID-19 response [Save Our Future] - Haßler, Björn; Nicolai, Susan; McBurnie, Chris; Jordan, Katy; Wilson, Sam; Kreimeia, Adam (Education Commission, 2020)
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
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

Teacher professional development and coaching in low-income countries: An evidence-informed conversation - Haßler, Björn; Moss, Caitlin (EdTech Hub, 2020)
This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This first paper offers a broad overview.
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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

A scoping review of technology in education in LMICs - descriptive statistics and sample search results [internal document] - Haßler, Björn; McIntyre, Nora; Mitchell, Joel; Martin, Kevin; Nourie, Kristi; Damani, Kalifa; Kristi Nourie; Kalifa Damani (EdTech Hub, 2020)
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Keywords: LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _yl:v; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Characteristics of effective teacher education in low- and middle-income countries: an overview (HDR10A) - Haßler, Björn; McBurnie, Chris; Allier-Gagneur, Zoe; Damani, Kalifa (EdTech Hub, 2020)
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: <this> 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

Who has what? Assessing who has access to what devices in the education response to the COVID-19 pandemic - Haßler, Björn; Khalayleh, Abdullah; McBurnie, Chris; Adam, Taskeen; Allier-Gagneur, Zoé (Open Development & Education, 2020)
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

A five-part education response to the COVID-19 pandemic - Haßler, Björn; Khalayleh, Abdullah; McBurnie, Chris (EdTech Hub, 2020)
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.
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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

The OER4Schools professional development programme: Outcomes of a sustained trial in sub-Saharan Africa - Haßler, Björn; Hennessy, Sara; Hoffmann, R; Makonga, Abel (Frontiers in Education, 2020)
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.
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

Appendix 2. Methodology for the Interviews and Structured Community Review - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
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.
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

Chapter 02. Research Design - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
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.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843344 2129771:RJW8K8UD 2405685:668NNBDZ
Keywords: Author:Haßler; AuthorFirst:Haßler; Björn-CV-OECS; _yl:a2

Technical and Vocational Education and Training in Sub-Saharan Africa A Systematic Review of the Research Landscape - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany, 2020)
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Keywords: Reviewed; _not_EdTechHub; _yl:a; _zenodoOTHER; dode_eth-src-dode; dode_eth-trf2-dode

Research on the response to COVID19 - Haßler, Björn; Fitzpatrick, Rachael (2020)
Presentation given at BE2, 2020-10-06.
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

Teacher professional development in sub-Saharan Africa: Equity and scale [preprint] - Haßler, Björn; Bennett, Gemma; Damani, Kalifa (2020)
This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.
EdTechHub.Source: 2129771:WMYNLNVK KerkoCite.ItemAlsoKnownAs: 2129771:GIJXZ5UC 2129771:WMYNLNVK 2129771:ZQ6YQRSI 2405685:TI6VMAWR 2405685:TRRZUHFS 2486141:HFLTMIZV
Keywords: C:sub-Saharan Africa; _yl:t; dode_eth-src-dode; dode_eth-trf2-dode

Keyword inventory with country statistics - Haßler, Björn; Adam, Taskeen; Allier-Gagneur, Zoe; Khalayley, Abdullah; McBurnie, Chris; McIntyre, Nora (EdTech Hub, 2020)
Keyword inventory with country statistics (Updated July 2020)
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Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _yl:s; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Continue or reboot? Overarching options for education responses to COVID-19 in low- and middle-income countries - Haßler, Björn (2020)
Björn Haßler, https://opendeved.net/2020/04/15/continue-or-reboot/, 2020-04-15, DOI: 10.5281/zenodo.3753513
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

Principles for Digital Development in Education - amendments, tenets, questions - Haßler, Björn (2020)
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. ...
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4516583 2129771:PDXPLXA5 2405685:KTBEJXS7 2486141:2QQKXZ5U
Keywords: _DOILIVE; _zenodoODE; dode_eth-src-dode

Teacher professional development and coaching in low-income countries: Overarching considerations for the use of technology - Haßler, Björn (EdTech Hub, 2020)
This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This second paper offers a wider perspective with some overarching considerations.
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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

Teacher professional development and coaching in low-income countries: Practical considerations for the use of technology. - Haßler, Björn (EdTech Hub, 2020)
This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This third paper offers a range of practical considerations.
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
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Bunga Rampai Pendidikan Anak Usia Dini - Hasbi, Muhammad; Merysa; Abidin, Zaenal; Oktavianingsih, Eka; Zatalini, Rinia; Mabrur, Hidayatul; Sobiatin, Eka; Rahayu, Dita; Adhitya, Yusuf; Somantri, Cecep; Nurhasanah, Nia (2020)
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.
KerkoCite.ItemAlsoKnownAs: 2405685:CBH3ZX24

Preservice and Inservice Professional Development During the COVID-19 Pandemic - Hartshorne, Richard; Baumgartner, Emily; Kaplan-rakowski, Regina; Mouza, Chrystalla; Ferdig, Richard (Journal of Technology and Teacher Education, 2020)
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.
KerkoCite.ItemAlsoKnownAs: 2405685:CDDAGUYD
Keywords: ⛔ No DOI found

Lessons Learned about Remote Learning from Liberia’s Ebola Crisis - Hartenberger-Toby, Lisa (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PFSHLTH7 2405685:V64VBUXT

Software tools to support title and abstract screening for systematic reviews in healthcare: an evaluation - Harrison, Hannah; Griffin, Simon J.; Kuhn, Isla; Usher-Smith, Juliet A. (BMC Medical Research Methodology, 2020)
Systematic reviews are vital to the pursuit of evidence-based medicine within healthcare. Screening titles and abstracts (T&Ab) for inclusion in a systematic review is an intensive, and often collaborative, step. The use of appropriate tools is therefore important. In this study, we identified and evaluated the usability of software tools that support T&Ab screening for systematic reviews within healthcare research.
KerkoCite.ItemAlsoKnownAs: 10.1186/s12874-020-0897-3 2405685:DXHLMQY6 2486141:WH85XWT8 2486141:Z5HN3IS3
Keywords: Feature analysis; Screening; Software tools; Systematic reviews; Title and abstract; _Added-ailr-2024

Jot-A-Dot Pocket Brailler - Harpo (HARPO, 2020)
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
KerkoCite.ItemAlsoKnownAs: 2339240:W2R6VZZM 2405685:HPGTS756

Gender, power and progress: How norms change - Harper, Caroline; Marcus, Rachel; George, Rachel; D'Angelo, Sophia; Samman, Emma (Align Platform, 2020)
This report is about gender norms – the implicit informal rules about appropriate behaviour for people of different genders – that most people accept and follow. It is about the ways in which gender equality, women’s and girls’ rights and the norms that shape the ability to claim those rights, have progressed over time. It examines how gender norms have changed in the 25 years since the UN’s Beijing Platform for Action on women’s rights was set out in 1995, and their role in progress and setbacks to achieving these rights.
KerkoCite.ItemAlsoKnownAs: 2339240:YDVGSX2F 2405685:B4R3KPXD

CGD - COVID education policy tracking - Hares, Susannah; Crawfurd, Lee (Google Docs, 2020)
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)...
Library Catalog: docs.google.com KerkoCite.ItemAlsoKnownAs: 2339240:NCH33XSB 2405685:PC49BJ36

The economic impacts of learning losses - Hanushek, Eric A; Woessmann, Ludger (OECD, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DXRUZTPT 2405685:QERCBESG

The economic impacts of learning losses - Hanushek, Eric A.; Woessmann, Ludger (OECD, 2020)
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.
KerkoCite.ItemAlsoKnownAs: 10.1787/21908d74-en 2339240:U5DAW3LY 2405685:TMKKRWIJ

Beyond sex and gender analysis: an intersectional view of the COVID-19 pandemic outbreak and response - Hankivsky, Olena; Kapilashrami, Anuj (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:J9PZ8T42 2405685:GBDYQGPC

Flipped Classroom in Teacher Education: A Scoping Review - Han, Han; Røkenes, Fredrik Mørk (Frontiers in Education, 2020)
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.
KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2020.601593 2339240:W8E46PU5 2405685:RI5RBXB3

Jordan Response Plan for the Syria Crisis 2020-2022 - Hamarneh, Maisa (UNHCR, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:E5MW5S7K
Keywords: ⛔ No DOI found

Overview of emerging country-level response to providing educational continuity under COVID-19 - Hallgarten, Joe; Gorgen, Kristine; Sims, Kate (Education Development Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:5NZNS3QV 2405685:KV39KIGX 2405685:NVJN7R29 2405685:YD8GYZDT
Keywords: ⛔ No DOI found

What can be learnt from China’s recent experiences with Covid-19 and school closures that can inform other countries’ education technology-enabled responses? - Hallgarten, Joe; Fitzpatrick, Rachael (Education Development Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:FY4BHGH3

Evidence on efforts to mitigate the negative educational impact of past disease outbreaks - Hallgarten, Joe (2020)
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.
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

Education in precarious times: A comparative study across six countries to identify design priorities for mobile learning in a pandemic - Hall, Tony; Connolly, Cornelia; Ó Grádaigh, Seán; Burden, Kevin; Kearney, Matthew; Schuck, Sandy; Bottema, Jeroen; Cazemier, Gerton; Hustinx, Wouter; Evens, Marie; Koenraad, Ton; Makridou, Eria; et al. (Information and Learning Science, 2020)
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.
KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0089 2405685:XEWUJWT9
Keywords: COVID-19; Comparative; Education; Learning; Mobile; Remote; Study

Increasing children's knowledge of pattern detection and skip counting using a tablet-based math activity - Ha, Cheyeon; Hou, Xinying; Nguyen, Anh Huy; Uchidiuno, Judith Odili (ICLS 2020 Proceedings, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8WRM2HKL 2405685:UZA78MBC
Keywords: ⛔ No DOI found

A revised PIRLS 2011 to 2016 trend for South Africa and the importance of analysing the underlying microdata - Gustafsson, Martin (Stellenbosch University, Department of Economics, 2020)
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.
Publication Title: Working Papers KerkoCite.ItemAlsoKnownAs: 2339240:M897T2X3 2405685:CJKTEYJ9 4656463:USBN9LDL
Keywords: PIRLS; South Africa; international testing systems; reading

Digital transformation in the time of COVID-19: The case of MENA - Guermazi, Boutheina (2020)
In the MENA region, the demand for broadband services and data has increased significantly during the pandemic.
KerkoCite.ItemAlsoKnownAs: 2339240:4GN3MIUQ 2405685:TMSK223G

“We Always Make It Work”: Teachers’ agency in the time of crisis - Gudmundsdottir, Greta Björk; Hathoway, Dawn; Hathaway, Dawn M (Journal of Technology and Teacher Education, 2020)
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.
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

Connected Women: The Mobile Gender Gap Report - GSMA (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:HSWBYY55 2405685:5LYAKGS7 2405685:IYH24VKQ

Education for all in the time of COVID-19: how education can be part of the solution - GSMA (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Y8UC8D5F 2405685:GTFVIDAJ

GSMA Connected Women: the mobile gender gap report 2020 - GSMA (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NGGE4P82 2405685:RKH6CQ96

GSMA Mobile Connectivity Index - GSMA (GSMA Mobile Connectivity Index, 2020)
The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions
Library Catalog: www.mobileconnectivityindex.com KerkoCite.ItemAlsoKnownAs: 2339240:QCSFDGJW 2405685:K2NX5DRH

Mobile internet connectivity 2020: sub-Saharan Africa factsheet - GSMA (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2WXC4BIE 2405685:2A2MBEPM

Pakistan: progressing towards a fully fledged digital economy - GSMA (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3J92Y492 2405685:MARF7FEW

Reform Policy to Boost Kenya’s Mobile Connectivity Says GSMA - GSMA (2020)
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 […]
KerkoCite.ItemAlsoKnownAs: 2405685:2MCWFLYY

EdTech in Tanzania: A Rapid Scan - Groeneveld, Caspar; Taddese, Abeba (EdTech Hub, 2020)
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.
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

Deploying an e-Learning Environment in Zanzibar: A Short Guide - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
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.
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

Deploying an e-learning Environment in Zanzibar: Digital Content Curation - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
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.
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

Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
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.
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

Implementing a virtual learning environment in a resource-constrained setting: five key reflections - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
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…
PreviousDOI: 10.5281/zenodo.4707995 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708006 2405685:K899A8PP 2405685:WZPDTZHA
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Understanding access to education in Nigeria - GRID3 (GRID3, 2020)
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.
KerkoCite.ItemAlsoKnownAs: 2405685:XZMLYQM9 4042040:HUM63HGW

Social distancing meet social media: Digital tools for connecting students, teachers, and citizens in an emergency - Greenhow, Christine; Chapman, Amy (Information and Learning Science, 2020)
Purpose: In a public health crisis where social distancing, or physical distancing while in public spaces, is the new normal, social media offer respite from being alone. Recent statistics show spikes in social media usage worldwide during the Covid-19 pandemic. More than just easing loneliness, such freely available digital tools offer affordances for education in an emergency. Design/methodology/approach: This paper summarizes insights from literature reviews of over a decade of research and recent case studies on the benefits of teaching with social media in K-12 education. Findings: The authors highlight three affordances of social media for fostering active learning, community building and civic participation and describe how social media can be used in conjunction with conventional learning management systems. Furthermore, the authors argue that the unprecedented health crisis that is faced today requires the participation of responsible citizens of all ages; K-12 public education is on the front lines of preparing informed and active citizens and the integration of social media as part of remote education plans can help. Practical implications: The paper includes instructional guidelines for K-12 teachers and instructional designers in various settings who seek to integrate social media as part of their strategy for teaching students at a distance and facilitating their civic participation. Originality/value: This paper fulfills an identified need for evidence-based and pragmatic approaches to K-12 online teaching and learning using technologies already widely in use (i.e. social media).
KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0134 2405685:6G6Y4E84
Keywords: Active learning; COVID-19 pandemic; Civic participation; Community building; Distance education; K-12 education; Social media

Sierra Leone Education Attendance Monitoring System (SLEAMS) Final Technical Report - Graham, Hannah; Kawa, Muniru; Lee, Philip; Malyon, Stephanie; Hayward, Harry; Conteh, Sheriff; Chandia, Gloria (Charlie Goldsmiths Associates, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M68LGCE7 2405685:FTT9TD2Y

Bangladesh Education Sector Analysis - GPE (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PU356S5T 2405685:C7TES4HM

Proposal for GPE Accelerated Funding for COVID-19 Response: Malawi - GPE (Global Partnership for Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2ZSCUCA8 2405685:JW8RHUVL

Putting girls’ education first in Kenya | Blog | Global Partnership for Education - GPE (2020)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:8VTDHUWJ 2405685:FJVZRG7R

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

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 - Government of the Republic of South Africa (Government of the Republic of South Africa, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NLMT2N9A 2405685:IE99ZAU9 4656463:TSUSCIKF

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

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

Pre-Primary, Primary, Secondary, Adult and Non-Formal Education Statistics 2020 - Government of Tanzania, PO-RALG (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RBNKN8L7 2405685:96IJHXRC

President's Office - Regional Administration and Local Government Fee Free Basic Education - Capitation Grants Disbursed to Secondary Schools 2019/2020 - Government of Tanzania (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FUHFWG2Q 2405685:A573Z6PA 4656463:28772ES7

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

School Education and Literacy Department - Government of Sindh (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FRCT272N 2405685:6LH3I6DG 2405685:J4NIEBTA

Towards Integration of EMIS in Rwanda - Government of Rwanda (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AXY7UV8N 2405685:TPKDXBD7 4656463:5Y7LNDYF

Pakistan Social & Living Standards Measurement Survey 2018–19 - Government of Pakistan. Pakistan Bureau of Statistics, Government of Pakistan; Ministry of Planning Development & Special Initiatives (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:BD7K9LQT
Keywords: auto_merged

New Guidelines for the INGOs to work with NDMA / PDMAs in COVID 19 Crises - Government of Pakistan. Ministry of Interior and Narcotics Control (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LWMCXDGV 2405685:E2VZM5TG 2405685:QWW494F3

Pakistan National Education Response and Resilience Plan (K-12) for COVID-19 - Government of Pakistan (Government of Pakistan (MoFEPT), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:7CFRWWI5 2405685:V97Q5URV

Pakistan Social & Living Standards Measurement Survey (2018-19) - Government of Pakistan (Pakistan Bureau of Statistics, 2020)
EdTechHub.ItemAlsoKnownAs: 2405685:N87HBJZQ

Pakistan Social & Living Standards Measurement Survey (PSLM) 2018-19 National /Provincial (Social Report) - Government of Pakistan (Government of Pakistan, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:P766PQMH 2405685:N25LPVRM

Report on First Biannual Monitoring on the Implementation of National Finance Commission Award - Government of Pakistan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ANWF9DJP 2405685:VYT93HPK 4656463:2HHZI3V2

Education Sector COVID-19 Contingency Plan - Government of Nigeria (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PPD5DFDT 2405685:IW38WHBC

The Social Cash Transfer Programme (SCTP) - Government of Malawi; UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:4N4VCSLX 2405685:FU7VWMA2

Compendium of Social Protection Research in Bangladesh - Government of Bangladesh (The General Economics Division (GED), Bangladesh Planning Commission, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:L7AXVDVM 2405685:CJY2YG6P 4803016:G647E99W

COVID-19 Response and Recovery Plan - Government of Bangladesh (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LEYGY974 2405685:6W2B7V7U

Balochistan Education Sector Plan: 2020-2025 - Government of Balochistan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:947UDH9X 2405685:SRM9NI8K

Overview of emerging country-level response to providing educational continuity under COVID-19: Best practice in pedagogy for remote teaching - Gould, Briony (EdTech Hub, 2020)
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…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707768 2405685:37SUUB79 2405685:GWN8BWPM 2405685:K5NP3ZNE 2405685:L2HPYEFI
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

What are countries doing that already use remote learning extensively? What can we learn from them? - Gould, Briony (EdTech Hub, 2020)
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…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707772 2405685:34IM2QJE 2405685:Y2TV9NH8
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

What can be learnt from China’s recent experiences with Covid-19 and school closures that can inform other countries’ education technology-enabled responses? - Gould, Briony (EdTech Hub, 2020)
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…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707776 2405685:GXS53XYJ 2405685:NAH5BIE5
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

An international review of plans for school reopening - Gorgen, Kristine; McAleavy, Tony (Education Development Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:MWNVG7LR
Keywords: auto_merged

An international review of plans for school reopening - Gorgen, Kristine; McAleavy, Tony (Education Development Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:MWNVG7LR

Future Press Release - Google (Design Sprints with Google, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:UR6N3MU9 2405685:WY7I3VD2

Will COVID-19 help to clarify ICT integration into education in Malawi? - Gondwe, Foster (The Education and Development Forum (UKFIET), 2020)
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 […]
KerkoCite.ItemAlsoKnownAs: 2339240:J8AT3YEK 2405685:JKDJKT9J

A COVID-19 intervention: Using digital escape rooms to provide professional development to alternative certification educators - Gómez, Miguel (Journal of Technology and Teacher Education, 2020)
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.
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

A review of Empirical Research on School Leadership in the Global South - Global School Leaders (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:R5CJNHL6
Keywords: C:Low- and middle-income countries

Application and program document for COVID-19 accelerated funding for Kenya - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AGYR5NT4 2405685:L3FWL7A2

Cover Note for COVID-19 Accelerated Funding Request - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6J3QVH7N 2405685:76CTU2H2

Cover note for COVID-19 accelerated funding request - Global Partnership for Education (Global Partnership for Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SC59K4ZJ 2405685:WBAZV7WY

Education in Madagascar - Global Partnership for Education (2020)
See education data for Madagascar and learn about GPE programs, grants, results and progress.
Library Catalog: www.globalpartnership.org KerkoCite.ItemAlsoKnownAs: 2405685:R6YB53TI 2405685:ZZXJ6FCV

Education in Tanzania - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KJIAJ4F2 2405685:N4Z4I5X6

Education in Yemen - Global Partnership for Education (2020)
See education data for Yemen and learn about GPE programs, grants, results and progress.
Library Catalog: www.globalpartnership.org KerkoCite.ItemAlsoKnownAs: 2339240:26KW8YWN 2405685:FBLWX9MK 4803016:BZ2NFKYX

Ghana COVID-19 Accelerated Funding Application Form - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:X4EJC59Z 2405685:7DBZ64LJ

Global Partnership for Education provides $68 million in grants for education response to COVID-19 (coronavirus) - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LEZDGE4T 2405685:CYHEM8QR

Grant request to finance Rwanda COVID-19 education response from COVID-19 accelerated funding window under the GPE fund - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LFVAFBW8 2405685:YT65AH7X

KENYA GPE COVID 19 Learning Continuity in Basic Education Project - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AQPAEQP5 2405685:GR8UTH9R

Programa de Educação em Emergência 2020-2021 financiado pela Parceria Global da Educação - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PNVVS63J 2405685:WKLCL6TG

Proposal for GPE Accelerated Funding for COVID-19 Response (Malawi) - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FJXR8BZE 2405685:64GPW6ZN

Zambia COVID-19 Accelerated Funding Application Form - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:V3C72JI3 2405685:QZAE7YL8

Accelerated recovery: Improving outcomes with blended learning - Global Online Learning Alliance (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:2AF98WJ2

School re-openings and policies for resilient education, post covid-19 - Global Online Learning Alliance (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:YXLETYUF

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

Act now: reduce the impact of COVID-19 on the cost of achieving SDG 4 - UNESCO Digital Library - Global Education Monitoring Report Team (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8RIQDU72 2405685:JV6DRXNX

Global education monitoring report, 2020: Inclusion and education: all means all - UNESCO Digital Library - Global Education Monitoring Report (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M685R5MY 2405685:49QZEUVL

#HerEducationOurFuture: keeping girls in the picture during and after the COVID-19 crisis;the latest facts on gender equality in education - Global Education Monitoring Report (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:F5Q5ZSMJ 2405685:6UQH3SFW

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 - Global Education Evidence Advisory Panel (World Bank; FCDO; Building Evidence in Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:IL3G2LER 2405685:LX2STYUZ

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 - Global Education Evidence Advisory Panel (World Bank; FCDO; Building Evidence in Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:IQT7LI8P 2405685:9YMXHH74 2405685:CN86U6UQ

Launching sign languages on the Global Digital Library - Global Digital Library (Global Digital Library, 2020)
Library Catalog: blog.digitallibrary.io KerkoCite.ItemAlsoKnownAs: 2405685:AV4L297X

Launching sign languages on the Global Digital Library – Global Digital Library - Global Digital Library (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:76CZZQ3P

Education Under Attack 2020 - Global Coalition to Prevent Education from Attack (GCPEA, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ASHLGUJH 2405685:5BAE3KIL

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

Quality Teaching Framework: A focus on marginalised girls - Girls' Education Challenge (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QF4GDTET 2405685:HB35YWRV

Back to school in Democratic Republic of Congo after COVID-19 state of emergency ends - Ging, John Paul (Africanews, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:C3PIX8Z3 2405685:SS2RP5GY

Using Transparency To Create Accountability When School Buildings Are Closed and Tests Are Canceled - Gill, Brian P. (Education Next, 2020)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:ME43WAC2 2339240:YURXIPXY 2405685:2FD3WL6X 2405685:4X7QELUY 2405685:NYL6ZX2M 2534379:6V2M44BC

Reopening schools: When, where and how? - Giannini, Stefania; Jenkins, Robert; Saavedra, Jaime (World Bank Blogs, 2020)
Reopening schools: When, where and how?
KerkoCite.ItemAlsoKnownAs: 2339240:E7YU247I 2405685:9XL329TR

Covid-19 school closures around the world will hit girls hardest - Giannini, Stefania; Albrectsen, Anne-Birgitte (UNESCO, 2020)
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.
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:WGZJE7WH 2405685:JVK53ZBM WGZJE7WH

Build back better: Education must change after COVID-19 to meet the climate crisis - Giannini, Stefania (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:739QHSM9 2405685:RHV7HDYM

Distance Learning Denied - Giannini, Stefania (World Education Blog, 2020)
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…
Global Education Monitoring Report KerkoCite.ItemAlsoKnownAs: 2339240:5W4JTQJ5 2405685:TMWR4P99

Minister for Education, US Ambassador launch Ghana Learning Radio Reading Program - Ghana Ministry of Education (Ghana Ministry of Education, 2020)
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, […]
KerkoCite.ItemAlsoKnownAs: 2339240:KLVIMWR4 2405685:4QKCHTC8

COVID-19 Coordinated Education Response Plan for Ghana - Ghana Education Services (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:QG5XKF5H

Ghana Learning TV May Timetable from KG to SHS - Ghana Education Service (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:BI9B8E5B

Learning Losses in Pakistan Due to COVID-19 School Closures - Geven, Koen; Hasan, Amer (World Bank, Washington, DC, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1596/34659 2339240:I42PDVQZ 2405685:SAS5H5FB

Lessons from Girls’ Education South Sudan (GESS) - GESS (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FEZBZJAV 2405685:HKWLWKCL