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

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

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

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

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

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

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

Teacher Performance-Based Incentives and Learning Inequality - Filmer, Deon; Habyarimana, James; Sabarwal, Shwetlena (Rise Programme, 2020)
This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a “discouragement effect” (once incentives were withdrawn, student performance did not fall below prebaseline levels). Rather, impacts on learning were sustained beyond the intervention period. However, these incentives may have exacerbated learning inequality within and across schools. Increases in learning were concentrated among initially better-performing schools and students. At the same time, learning outcomes may have decreased for schools and students that were lower performing at baseline. Finally, the study finds that incentivizing students without simultaneously incentivizing teachers did not produce observable learning gains.
KerkoCite.ItemAlsoKnownAs: 2405685:KH5WR8A6 2561267:PWZSY59G
Keywords: _B:important; _G:important; _G:reviewed; _Tanzania; _final_bib; _important

Teacher professional development and coaching in low-income countries: An evidence-informed conversation - Haßler, Björn; Moss, Caitlin (EdTech Hub, 2020)
This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This first paper offers a broad overview.
previousshortDOI: 10/ghgngg previousshortDOI: 10/ghgngg previousDOI: 10.5281/zenodo.3631746 previousshortDOI: 10/ghgngg EdTechHub.Copy: 2129771:EHFUXJQC EdTechHub.ThisIsNot: 2339240:94ZP3EK4 shortDOI: 10/ghgngg KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631746 10.53832/edtechhub.0011 10/ghgngg 2129771:EHFUXJQC 2129771:YHNWVMB3 2339240:94ZP3EK4 2339240:FIDI5TC2 2405685:39DIRNE9 2405685:HH3QKBIF 2405685:I3BV48CX 2405685:ITL9PIC3 2405685:K8BSWYFM 2405685:KF9F48ID 2405685:N68MMAPR 2405685:P5Y5GMFN 2405685:SC5NHA65 2486141:TAY7LNB6
Keywords: E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _yl:m; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Teacher 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.
ZenodoArchiveID: 3631748 previousshortDOI: 10/ghgngh previousshortDOI: 10/ghgngh previousDOI: 10.5281/zenodo.3631748 previousshortDOI: 10/ghgngh EdTechHub.Copy: 2129771:UEUAKMXJ EdTechHub.ThisIsNot: 2339240:94ZP3EK4 shortDOI: 10/ghgngh KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631748 10.53832/edtechhub.0012 10/ghgngh 2129771:UEUAKMXJ 2339240:94ZP3EK4 2339240:E62J77SP 2339240:MM2SDXUM 2339240:S4UAH7Q3 2405685:3AV6MSKJ 2405685:DQWJLRN5 2405685:H9W2X3KM
Keywords: C:Low-income countries; E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v1; _yl:n; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

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
Keywords: E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _yl:o; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

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

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

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

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

Teachers’ digital literacy and digital activity as digital divide components among basic schools in Ghana - Quaicoe, James Sunney; Pata, Kai (Education and Information Technologies, 2020)
This survey-based study explores the nature of Digital Divide among Ghana’s basic (primary and junior high) schools from the perspective of Teachers’ Digital Literacy and their usage of digital technologies in school. The ICT-enhanced Teacher Standards for Africa (ICTeTSA) Framework comprising digital attitude, knowledge, skills and application components was used for measuring the perceived Teacher Digital Literacy, while, the European Union’s rubrics for measuring ICT frequency in schools was adopted for estimating the extent of teachers’ digital technology usage/activities. The study covered six districts in Ghana with 233 teachers (n = 233) sampled from 45 schools. Based perceptions of the Teacher Digital Literacy two significantly different Digital Divide clusters were found among schools that diverged based on the teachers’ digital application component of Teacher Digital Literacy. While, most schools teachers claimed an above average level of Teacher Digital Literacy; however, more than 50% of the schools are digitally proactive. Suggesting that teachers appear not to be actually using ICT tools and digital resources for professional practice. The cluster of schools differentiated by the extent of digital activities (TDA) were performed weekly. The study reveals several critical issues of teachers’ digital empowerment for technology in Ghana’s basic schools, of which school-based management (SBM) governance be adapted to address them.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10158-8 2339240:KAE2M2W5 2405685:BRSMLLYH

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

Teachers’ Perceptions of Adopting Information and Communication Technologies in Teaching and Learning at Rural Secondary Schools in Eastern Cape, South Africa - Chisango, Grasia; Newlin Marongwe; Mtsi, Nomxolisi; Matyedi, Thembisile E (Africa Education Review, 2020)
There is an increasing global call to adopt information and communication technologies (ICTs) in teaching and learning. ICTs have become so essential that the South African government has introduced the e-education policy. ICTs are powerful enabling tools that play a significant role in the teaching and learning process. This article reports on a study that sought to explore teachers’ perceptions of adopting ICTs in teaching and learning at some secondary schools in Eastern Cape, South Africa. The purposive sampling technique was used to identify three secondary schools and five study participants from each school. Data was collected through face-to-face interviews and focus group discussions. A thematic approach was adopted to analyse and present the collected data. The study found that the teachers had a positive attitude towards the adoption of technologies and were ready to integrate ICTs in teaching and learning but they lacked the requisite ICT skills. The article concludes that ICT is an important vehicle in education, and further recommends the training of both teachers and learners in ICT usage.
Place: Pretoria Publisher: Taylor & Francis Ltd. KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2018.1491317 2405685:EYHVBTGI 2534378:IYJXRTKJ
Keywords: Communication technology; Communications technology; Curriculum development; Education policy; Education–Higher Education; Information technology; Learning; Pedagogy; Perceptions; Positive thought; Rural communities; Secondary schools; South Africa; Teachers; Teaching; curriculum interpretation; intervention strategies; pedagogy; professional development; support

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

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

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

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

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

Teaching literacy to youth in Dadaab - Rich, Sam (eLimu, 2020)
According to what statistics you use, Dadaab refugee camp is the fifth or sixth biggest city in Kenya. In the middle of 2017, its population was 250,000 and Norwegian Refugee Council (an international humanitarian organisation that focuses on displaced people) was running…
Library Catalog: e-limu.org KerkoCite.ItemAlsoKnownAs: 2339240:BML382C2 2405685:CCU7TETF

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

Technical and Vocational Education and Training in Sub-Saharan Africa A Systematic Review of the Research Landscape - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany, 2020)
EdTechHub.Source: 2129771:ZEDIHF57 doi:10.5281/zenodo.3572897 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3572897 2129771:6T8PJSXH 2129771:ZEDIHF57 2249382:MJH3TPY8 2317526:3VEFAZHH 2317526:D2LPMDJM 2317526:K5A3S7E5 2317526:XAXNF68P 2339240:RBJPBT76 2339240:UPENDI6T 2405685:FR3BLS9E 2405685:VK4LFJNF
Keywords: Reviewed; _not_EdTechHub; _yl:a; _zenodoOTHER; dode_eth-src-dode; dode_eth-trf2-dode

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

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

Technology-Supported Personalised Learning: A Rapid Evidence Review - Major, Louis; Francis, Gill A. (EdTech Hub, 2020)
This publication is one part of a series of rapid evidence reviews that has been produced by the EdTech Hub. The purpose of the rapid evidence reviews is to provide education decision-makers with accessible evidence-based summaries of good practice in specific areas of EdTech. They are focused on topics which are particularly relevant in the context of widespread global challenges to formal schooling as a result of COVID-19. All the rapid evidence reviews are available at edtechhub.org.
ZenodoArchiveID: 4556925 PreviousDOI: 10.5281/zenodo.3948175 PreviousDOI: 10.5281/zenodo.4477170 PreviousShortDOI: 10/gg7sp2 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3948175 10.5281/zenodo.3948174 10.5281/zenodo.3948175 10.5281/zenodo.4477170 10.5281/zenodo.4556925 2339240:6NYL4Q6K 2339240:782897NS 2339240:CQIWZXYK 2339240:FFVXKB6Y 2339240:FH2WAXTQ 2339240:KAWEDEAZ 2339240:L9THHN3N 2339240:P8B4HPZC 2339240:QLA593HB 2339240:T58E6LDA 2339240:T8L6PTRX 2339240:VZBB4HAF 2405685:839AFBBS 2405685:89H7NAA7 2405685:A2II5ZV7 2405685:A49KTEL6 2405685:AT6JS3QN 2405685:CJR7PMKJ 2405685:DEXS2WA8 2405685:FFSBB3JJ 2405685:NQSPAG3I 2405685:RVZFVD7G 2405685:U95XV67E 2405685:WJRBJQBN 2534378:8FA5G2KF
Keywords: F: Evidence review; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v3; _zenodo:submitted; _zenodoETH

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

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

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

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

Tertiary students’ engagement with professional learning networks and emerging technologies in learning: The case of a coastal University in West Africa. - Wiafe, Bernard; Takramah, Florence; Bless, Gloria; Akaadom, Bernard (International Multidisciplinary Research Journal, 2020)
The main aim of this study was to investigate students' views on their engagement with professional learning networks and emerging technologies for students' use and how these impact their studies. A sample of 150 students from the University of Cape Coast, Ghana was used for study. Respondents were selected from second year to final year students pursuing undergraduate degree programmes from three different departments of the university. The research instrument used was a carefully constructed questionnaire. Undergraduate students generally exhibited positive attitude towards the use of professional learning networks and emerging technologies across the five attitudinal subscales they were measured on. As a result, from the findings, it is recommended that the use of professional learning networks and emerging technologies should be taken advantage of at all levels in a university curriculum.
KerkoCite.ItemAlsoKnownAs: 2339240:4QSDFI6K 2405685:B9M4VWKK
Keywords: ⛔ No DOI found

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

Textbook - National Council of Educational Research and Training (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:YH6ILVRW 2405685:JUTWVE3Q

Texting Parents about Early Child Development: Behavioral Changes and Unintended Social Effects - Barrera, Oscar; Macours, Karen; Premand, Patrick; Vakis, Renos (The World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9492 2339240:R5IIXYTZ 2405685:JYCH7N3U

The coronavirus effect on Pakistan’s digital divide - Zahra-Malik, Mehreen (BBC Worklife, 2020)
Coronavirus has rammed home the extent of Pakistan’s digital divide. Could it lead to a useful debate about the future of technology in education?
KerkoCite.ItemAlsoKnownAs: 2405685:7HDINFBI
Keywords: ___working_potential_duplicate

The coronavirus effect on Pakistan’s digital divide - Zahra-Malik, Mehreen; BBC (BBC Worklife, 2020)
Coronavirus has rammed home the extent of Pakistan’s digital divide. Could it lead to a useful debate about the future of technology in education?
KerkoCite.ItemAlsoKnownAs: 2339240:LHILQG6R 2405685:AFEPARIW
Keywords: ___working_potential_duplicate

The Covid-19 epidemic: teachers’ responses to school closure in developing countries - Khlaif, Zuheir N.; Salha, Soheil; Affouneh, Saida; Rashed, Hadi; ElKimishy, Lotfia Ali (Technology, Pedagogy and Education, 2020)
There is little research which explores middle school teachers’ response to school closures in developing countries in times of crisis. This article presents a case study of Afghanistan, Libya and Palestine as developing countries which have suffered from violence for many years prior to the Covid-19 crisis. It focuses on how teachers in middle school responded to school closure to fight the spread of Covid-19. Twenty-two teachers from these countries participated in the study. Semi-structured interviews and three diverse focus group sessions were used to collect data and evidence. The study found that teachers developed their skills to use emerging technologies and design suitable digital content. Moreover, they built strong relationships with the local community to assume their responsibility in emergency remote learning (ERL) by establishing community centres for students from poor families. Assessing and engaging students were crucial issues in ERL which need more research in different contexts.
Publisher: Routledge _eprint: https://doi.org/10.1080/1475939X.2020.1851752 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2020.1851752 2339240:BPQNGHX3 2405685:UTBMTFLW
Keywords: Covid-19; Emergency remote learning; developing countries; online learning; school closure

The COVID-19 pandemic has changed education forever. This is how - Li, Cathy; Lalani, Farah (World Economic Forum, 2020)
Library Catalog: www.weforum.org KerkoCite.ItemAlsoKnownAs: 2405685:EU7VTJWV

The COVID-19 Pandemic: Shocks to Education and Policy Responses - Rogers, Halsey; Sabarwal, Shwetlena; Avitabile, Ciro; Lee, Jessica; Miyamoto, Koji; Nellemann, Soren; Venegas Marin, Sergio (World Bank, 2020)
shortDOI: 10/ghgngm KerkoCite.ItemAlsoKnownAs: 10.1596/33696 10/ghgngm 2339240:4REJAPR4 2339240:RFLVCS9J 2405685:848G5JN6 2405685:PYLHH8Q5

The COVID-19 Pandemic: Shocks to Education and Policy Responses - World Bank (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1596/33696 2339240:2FBETBVE 2405685:GZIL634U

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 Digital Divide - Dijk, Jan van (John Wiley & Sons, 2020)
Contrary to optimistic visions of a free internet for all, the problem of the ‘digital divide’ – the disparity between those with access to internet technology and those without – has persisted for close to twenty-five years.In this textbook, Jan van Dijk considers the state of digital inequality and what we can do to tackle it. Through an accessible framework based on empirical research, he explores the motivations and challenges of seeking access and the development of requisite digital skills. He addresses key questions such as: Does digital inequality reduce or reinforce existing, traditional inequalities? Does it create new, previously unknown social inequalities? While digital inequality affects all aspects of society and the problem is here to stay, Van Dijk outlines policies we can put in place to mitigate it.The Digital Divide is required reading for students and scholars of media, communication, sociology, and related disciplines, as well as for policymakers.
Google-Books-ID: 6DvKDwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:VU5PVIZD 2405685:DJ4FT9ND
Keywords: Social Science / Popular Culture; Social Science / Sociology / General

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

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

The Education System in Jordan - Ministry of Education, Jordan (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:9V5ILBCT

The Effect of Computer-Assisted Learning on Students’ Long-Term Development - Bianchi, Nicola; Lu, Yi; Song, Hong (Social Science Research Network, 2020)
In this paper, we examine the effect of computer-assisted learning on students’ long-term development. We explore the implementation of the “largest ed-tech intervention in the world to date,” which connected China’s best teachers to more than 100 million rural students through satellite internet. We find evidence that exposure to the program improved students’ academic achievement, labor performance, and computer usage. We observe these effects up to ten years after program implementation. These findings indicate that education technology can have long-lasting positive effects on a variety of outcomes and can be effective in reducing the rural–urban education gap.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3309169 2339240:ZHPK63EW 2405685:9H5R8VY2
Keywords: China; computer-assisted education; education policy; education quality; education technology

The effect of Covid-19 on education in Africa and its implications for the use of technology - eLearning Africa; EdTech Hub (EdTech Hub, 2020)
ZenodoArchiveID: 4749652 previousDOI: 10.5281/zenodo.4018774 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4749652 2339240:B796SJQD 2339240:DI5RWJ4S 2405685:6MJNV8GC 2405685:TFLZLVTW
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

The Gender Digital Divide Primer - USAID (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9UXIMZC8 2405685:DNT2MGDX

The Global Girlhood Report 2020: How COVID-19 is putting progress in peril - Szabo, Gabrielle; Edwards, Jess (Save The Children, 2020)
zotzenLib.CopiedFrom: 2339240:IAJRKWHS KerkoCite.ItemAlsoKnownAs: 2339240:IAJRKWHS 2405685:3WY5JKH3 2405685:GI2SM8DU
Keywords: ___working_potential_duplicate

The Great Debate: Why Rwanda may be the Best Country to Launch and Scale Your Tech Startup! - Antoun, Nadine (Medium, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:J8KD84EM 2405685:QM7AM53H

The ICT Landscape in Northern Kenya: Challenges & Opportunities - Mugendi, Jacob; Valbuena, Gustavo (Engineering For Change, 2020)
EDITORIAL TEAM: Carolina Rojas, E4C Expert Fellow; Mariela Machado, E4C Program Manager; Grace Burleson, E4C Research Manager DISCLAIMER: Any views and/or opinions expressed in this post by individual authors or contributors are their personal views and/or opinions and do not necessarily reflect the views and/or opinions of Huawei Technologies or iGov Africa. Click here to view the full report. The northern region of Kenya, which is arid and semi-arid in nature, forms...
KerkoCite.ItemAlsoKnownAs: 2339240:D688FAVN 2405685:6CD2PYZC

The impact of computer assisted learning on rural Taiwanese children: evidence from a randomized experiment - Ma, Yue; Abbey, Cody; Hu, Derek; Hung, Weiting; Zhang, Xinwu; Chang, Chiayuan; Wu, Chyi-In; Rozelle, Scott (Stanford University, 2020)
The effectiveness of educational technology (EdTech) in improving the outcomes of poor, marginalized students has primarily been documented by studies conducted in developing countries; however, relevant research involving randomized studies in developed country contexts is relatively scarce. The objective of the current study is to examine whether an in-school computer assisted learning (CAL) intervention can improve the math performance (the primary outcome) and academic attitudes (secondary outcomes) of rural students in Taiwan, including a marginalized subgroup of rural students called Xinzhumin. We also seek to identify which factors are associated with the effectiveness of the intervention. In order to achieve this, we conducted a randomized control trial involving 1,840 sixth-grade students at 95 schools in four relatively poor counties and municipalities of Taiwan during the spring semester of 2019. According to the ITT analysis, the O-CAL intervention had no significant ITT impacts on the primary outcome of student math performance as well as on most secondary outcomes of the overall treatment group (who on average used the software for only about one quarter of the protocol’s minimum required time of 30 minutes per week, indicating that compliance was low). However, the LATE analysis revealed significant improvements in the math performance of the 30% most active students in the treatment group (who used the software for about two thirds of the minimum required time). Effect sizes of active users overall (0.16 SD-0.22 SD) increased in accordance with increases in usage and were larger for active Xinzhumin users specifically (0.21 SD-0.35 SD). A wide range of student-level and (in particular) teacher-level characteristics were associated with the low compliance to the intervention, which are findings that may help inform educational policymakers and administrators of the potential challenges of introducing school-based interventions that depend heavily on teacher adoption and integration.
KerkoCite.ItemAlsoKnownAs: 2339240:T5H8LVEW 2405685:KKFYX9TA

The impact of COVID-19 on education in Pakistan - Malik, Rabea (Cambridge University Press & Assessment, 2020)
This blog was written by Rabea Malik, Assistant Professor at the School of Education, Lahore University of Management Sciences (LUMS) and Research Fellow at the Institute of Development and Economic Alternatives (IDEAS) in Pakistan. This blog is part of a series from the REAL Centre reflecting on the impacts of the current COVID-19 pandemic on research work on international education and development.
KerkoCite.ItemAlsoKnownAs: 2339240:LEMR2YGI 2405685:NX4IMX9M

THE IMPACT OF COVID-19 ON LEARNING - THE PERSPECTIVE OF THE GHANAIAN STUDENT - Owusu-Fordjour, C.; Koomson, C. K.; Hanson, D. (European Journal of Education Studies, 2020)
This study aimed at accessing the impact of Covid-19 on Ghana’s teaching and learning. The study employed a Descriptive survey design in which 11 items Likert-scale type of questionnaires was administered to 214 respondents mainly students in the second cycle and tertiary institutions of Ghana. The study employed simple random sampling technique in selecting the respondents for the study. The study revealed some challenges students encounter in the close down of schools due to the outbreak of the pandemic Covid-19: Students are unable to study effectively from the house thus, making the online system of learning very ineffective. Again, parents are incapable of assisting their wards on how to access online learning platform, neither can they entirely supervise the learning of their children at home without any complications. It came to light that the pandemic really has had a negative impact on their learning as many of them are not used to effectively learn by themselves. The e-learning platforms rolled out also poses challenge to majority of the students because of the limited access to internet and lack of the technical knowhow of these technological devices by most Ghanaian students. The study therefore recommends that students should be introduced to e-learning platforms to supplement classroom teaching and learning. Article visualizations:
Number: 0 KerkoCite.ItemAlsoKnownAs: 10.46827/ejes.v0i0.3000 2405685:EQNYAN9P
Keywords: emotions; highlife music; lyrics; popular music; structure; ⚠️ Invalid DOI

The Impact of COVID-19 on Opportunities for Adolescent Girls and the Role of Girls' Groups - Briggs, Hannah; Haberland, Nicole; Desai, Sapna; De Hoop, Thomas; Ngo, Thoai (Evidence Consortium on Women's Groups, 2020)
COVID-19 has disrupted lives, networks, and institutions across social, economic, and health dimensions around the globe. We examine how the pandemic has affected adolescent girls and young women in particular, and explore how group-based programs for girls in low-and middle-income countries have been affected by and are responding to the pandemic. The COVID-19 pandemic has affected adolescent girls and young women across multiple outcomes, including education, livelihoods, sexual and reproductive health, sexual- and gender-based violence, the burden of unpaid care, and early and forced marriage. These heightened barriers to economic and social opportunities and the resulting loss of human capital have the potential to derail progress towards gender equality unless recognized and addressed. Girls’ groups may offer potential pathways of resilience for girls during system shocks like the COVID-19 pandemic, though more evidence is needed on their effects and how they function when social connectivity and mobility are heavily restricted, limiting program implementation.
KerkoCite.ItemAlsoKnownAs: 10.13140/RG.2.2.19023.92325 2405685:EXW36QGI 2534379:WBF4RJXT

The impact of COVID-19 on student equity and inclusion: Supporting vulnerable students during school closures and school re-openings - OECD (2020)
Series: OECD Policy Responses to Coronavirus (COVID-19) KerkoCite.ItemAlsoKnownAs: 10.1787/d593b5c8-en 2339240:HJ77WBL2 2405685:QPTQEPUC

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

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

The Learning Passport: Curriculum Framework (Maths, Science, Literacy) - Cambridge Assessment (Cambridge Assessment, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:5LQ3SB6L 2405685:XZU6VIBY

The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets. - Di Pietro, Giorgio; Biagi, Federico; Dinis Mota Da Costa, Patricia; Karpinski, Zbigniew; Mazza, Jacapo (European Commission, 2020)
In order to reduce the spread of COVID-19, most countries around the world have decided to temporarily close educational institutions. However, learning has not stopped but is now fully taking place online as schools and universities provide remote schooling. Using existing literature and evidence from recent international data (Eurostat, PISA, ICILS, PIRLS, TALIS), this report attempts to gain a better understanding of how the COVID-19 crisis may affect students’ learning. It looks at the different direct and indirect ways through which the virus and the measures adopted to contain it may impact children’s achievement. ‘Conservative’ estimates for a few selected EU countries consistently indicate that, on average, students will suffer a learning loss. It is also suggested that COVID-19 will not affect students equally, will influence negatively both cognitive and non-cognitive skills acquisition, and may have important long-term consequences in addition to the short-term ones.
KerkoCite.ItemAlsoKnownAs: 2405685:LU67HXXC 2534379:4KKZAUC8

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

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

The National Treasury and Planning (@KeTreasury) - The National Treasury and Planning (Twitter, 2020)
Library Catalog: twitter.com KerkoCite.ItemAlsoKnownAs: 2405685:X4JIFPPY

The "new normal" in education - Pacheco, Jose Augusto (PROSPECTS, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-020-09521-x 2339240:G9YV4MWK 2405685:VULUEXJE

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

The political economy of the primary education system in Tanzania - Quak, Evert-jan (K4D Helpdesk Report, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DAKVCZMC 2405685:SYVKPWX9
Keywords: ⛔ No DOI found

The politics of education in post-colonies: Kreyòl in Haiti as a case study of language as technology for power and liberation - DeGraff, Michel (Journal of Postcolonial linguistics, 2020)
In this contribution, I would like to share some key aspects of my theoretical and applied linguistic agenda in Haiti. This agenda promotes a social vision where linguistics is coupled with digital technology in Haitian Creole (“Kreyòl”) in order to improve research and education toward sustainable development and equal opportunity for all. This agenda also aims at a model for other communities in the Global South where linguistic discrimination has disenfranchised large segments of the population most in need of socio-economic progress. This article will highlight the MIT-Haiti Initiative, whose initial objectives were for improving Science, Technology, Engineering & Mathematics (STEM) education in high schools and universities in Haiti. In collaboration with a broad range of academic institutions in Haiti and beyond, this Initiative has been exploring the strategic use of digital tools in Kreyòl to improve Haitian students’ active learning of STEM, across social classes and beyond any linguistic barrier. More recently, the Initiative has expanded its scope to cover all disciplines at all levels via crowdsourcing, co-creating, curating and sharing of educational materials in Kreyòl. The ultimate goal is to make high-quality education accessible to the greatest numbers of students throughout Haiti, while strengthening the foundations of Haiti’s linguistic and cultural identity and while promoting respect of the human rights of all Haitians. I will consider two important implications of the MIT-Haiti Initiative: for linguistics and for policies related to education writ large, including education that can truly benefit all in Haiti, especially those who speak Kreyòl only (i.e., the vast majority of Haitians). Firstly, Kreyòl is comparable to so called “international” languages, such as English, French, Spanish, Arabic, Chinese, etc., in terms of its development, structures and expressive capacity. Indeed, the success of this Initiative to date doubles as proof of concept that Kreyòl is a full-fledged language with unlimited capacity to express any level of complex thought as in STEM. Secondly, Kreyòl is an essential tool for the education, socio-economic progress and human rights of Haitians, especially in these communities that have long been impoverished through exclusion and injustice. These processes of impoverishment, which started four centuries ago when Haiti was a French colony (then the “richest” colony in the Americas), have been unrelentless throughout Haiti’s history. Language and education are two main vectors for the entrenchment of these processes of exclusion and impoverishment in Haiti. In my view, it is through the innovative, strategic and systematic use of Kreyòl, in conjunction with interactive pedagogy and modern technology, that Haitian students can optimally develop their capacity for acquiring and building additional knowledge in STEM, in the Humanities and Social Sciences, and in second languages such as French, English, Spanish, etc. More generally, it is through Kreyòl as language of instruction and as the language of discourse in every social context that all Haitians can realize their full potential toward joyful and dignified citizenship—and leave behind the trauma of linguistic apartheid that has characterized the history of Haiti since its creation in 1804.
KerkoCite.ItemAlsoKnownAs: 2405685:VYNHU6CF 4042040:L2RFRXWU
Keywords: ⛔ No DOI found

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

The potential of Accelerated Learning Programmes (ALPs) for conflict-ridden countries and regions: Lessons learned from an experience in Iraq - Bilagher, Moritz; Kaushik, Amit (International Review of Education, 2020)
Accelerated learning programmes (ALPs) provide a fast-track second-chance opportunity to complete formal education, enabling disadvantaged children and youth to catch up with their peers. In 2005, after a preliminary pilot phase, the Government of Iraq, in partnership with the United Nations Children’s Fund (UNICEF) implemented an ALP initially in 10 of Iraq’s 18 governorates with the intention of providing an estimated 50,000 out-of-school, often traumatised and disenfranchised children aged 12–18 years with an opportunity to complete the six-year primary cycle in three years. This experience generated some insights which may still be of practical use today in other conflict-ridden countries and regions. In order to highlight how the lessons learned just over 10 years ago are relevant to similar situations elsewhere today, this article discusses the findings of an independent evaluation of the programme in 2008. The available evaluation data imply that this ALP addressed a significant need and was appreciated by the target group, with 75 % of learners stating that they liked the ALP very much. Around 90 % of ALP graduates continued either in secondary education, or studying in other programmes, joined an apprenticeship scheme or found employment. Both survey and interview data suggest that this ALP did more than create educational opportunities for young persons; it also helped young people obtain a confident perspective for their own future. Consequently, this made them less vulnerable to participation in subversive activities (such as, for example, being recruited into militias). This is a lesson not just relevant to Iraq at the time, but to a wide range of unstable contexts across the world.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11159-020-09826-1 2339240:LHN26KRG 2405685:KZYFLI7F
Keywords: Accelerated Learning Programmes (ALPs); Iraq; Sustainable Development Goal (SDG) 4; access to education; education in (post-)conflict environments; education in emergencies

The potential of research for professional development in isolated settings during the COVID-19 crisis and beyond - Trikoilis, Dionysios; Papanastasiou, Elena (Journal of Technology and Teacher Education, 2020)
The global COVID-19 pandemic has created the urgent need for quality online instruction throughout all levels of educa- tion. However, this pandemic has found teachers physically isolated within their homes, and unprepared for the challeng- ing tasks of teaching online. Many of the challenges faced by teachers due to this isolation, are similar to those faced by teachers in remote areas around the world. One such issue, is the lack of access to traditional professional development op- portunities, which is frequently the only type of professional development offered to teachers in many countries. Thus, many teachers lack guidance on how to resolve many online teaching challenges during this period. Therefore, this study examines the potential of utilizing educational research for assisting teachers through this trying period of COVID-19
KerkoCite.ItemAlsoKnownAs: 2405685:PD2DN9DB
Keywords: Access to Education; Communicable Diseases; Disease Control; Educational Research; Educational Technology; Faculty Development; Foreign Countries; Online Courses; Professional Isolation; Rural Areas; Technology Uses in Education; ⛔ No DOI found

The potential of using technology to support personalised learning in low- and middle-income countries - Major, Louis; Francis, Gill (EdTech Hub, 2020)
With schools around the world closed to prevent the spread of COVID-19, we have been undertaking a series of ‘rapid evidence reviews’ to help education decision-makers respond effectively. These reviews aim to provide evidence-based summaries on specific areas of EdTech. In this post, we look at the role of technology in supporting personalised…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707874 2405685:DNNA97P4
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

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

The Race between Teacher Wages and the Budget - Spaull, Nic; Lilenstein, Adaiah; Carel, David (Research on Socioeconomic Policy (RESEP) Stellenbosch University, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VXU7ZM9N 2405685:8799HNXM 4656463:XQTA5NKP
Keywords: ⛔ No DOI found

The relationship between educational television and mathematics capability in Tanzania - Watson, Joseph (University of Cambridge, 2020)
Previous studies have frequently demonstrated that educational television viewing can have a positive effect on learning in low-income country contexts when shows are delivered in controlled settings. However, the consequence of day-to-day viewing in such contexts has scarcely been considered. Additionally, no recent published research has provided any information on the costs of educational television. The lack of research in these areas is striking. Examining educational television viewing in monitored settings provides limited information on the influence of routine television consumption. Further, the broad reach of numerous educational television programmes should provide low per-viewer costs and, resultantly, strong cost-effectiveness findings. This PhD study therefore examined (1) the association between educational television exposure and mathematics capability and (2) the cost effectiveness of educational television interventions. To achieve this, research was carried out that centred on Ubongo Kids – a popular Tanzanian-produced show delivering mathematics-focused content. Quantitative investigation into the association between educational television exposure and mathematics capability used nationally representative data, collected by Uwezo Tanzania. A household fixed-effects model showed that exposure to educational television was significantly associated with mathematics capability among children aged 7-16, when controlling for age, sex, school enrolment and Kiswahili attainment. Findings from this model were used in cost-effectiveness calculations, alongside cost data and an estimate of the number of Ubongo Kids viewers. Results compared favourably against those for other interventions, with calculations regarding Ubongo Kids’ ongoing activities suggesting it to have been more cost effective than any other intervention previously investigated using the same cost-effectiveness approach. These findings indicate that in low-income contexts: educational television programmes can aid learning; and, that directing a greater proportion of available educational resources towards educational television interventions may benefit educational outcomes.
KerkoCite.ItemAlsoKnownAs: 10.17863/CAM.54714 10/ghgngw 2405685:5MXCYRXI 2405685:C74MQIKM
Keywords: ___working_potential_duplicate

The relationship between educational television and mathematics capability in Tanzania - Watson, Joseph; Hennessy, Sara; Vignoles, Anna (British Journal of Educational Technology, 2020)
Previous studies have frequently demonstrated that educational television viewing can have a positive effect on learning in low-income country contexts when shows are delivered in controlled settings. However, the consequence of day-to-day viewing in such contexts has scarcely been considered. Additionally, no recent published research has provided any information on the costs of educational television. The lack of research in these areas is striking. Examining educational television viewing in monitored settings provides limited information on the influence of routine television consumption. Further, the broad reach of numerous educational television programmes should provide low perviewer costs and, resultantly, strong cost-effectiveness findings. This PhD study therefore examined (1) the association between educational television exposure and mathematics capability and (2) the cost effectiveness of educational television interventions. To achieve this, research was carried out that centred on Ubongo Kids – a popular Tanzanian-produced show delivering mathematics-focused content.
KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13047 10.17863/cam.54714 2339240:6LGJJU8F 2339240:MVL3KA6H 2339240:U3SHRB68 2339240:XZDCXAZ7 2405685:8WKWEBZZ 2405685:A5XKUF3W 2405685:CHDUKI36 2405685:VJ8U5IDE 2405685:YENK6ASB
Keywords: Tanzania; ___working_potential_duplicate; cost effectiveness; educational television; mathematics; ⛔ No DOI found

The relationships of learning independence, family support, facilities and service of institutions through quality of learning students - Dalas, Nove; Hadiyanto; Muhaimin (Journal of critical reviews, 2020)
Education is a conscious endeavor and aims to develop human quality. Education has a very important role because, without education, the transformation process and the actualization of knowledge are difficult to manifest. One of the things that supports education in schools is the guidance and counseling service. Meanwhile, the problems in the school environment are the lack of learning quality of students in line with the maximization of learning independence, family support, and self-development services students of MTs Negeri Jambi. This research was correlational research conducted in six state Islamic junior high schools in 1 Jambi city, Indonesia. The samples of the study were 886 students taken by using a stratified sampling technique, and randomly for each class of each school. The instruments used were questionnaires with 100-item statements by Likert scale while data were analyzed by using a descriptive analysis, Pearson correlation test, and multiple linear regression tests. The results showed that the quality of learning, learning independence, family support, and self-development services had not been carried out maximally at six state Islamic junior high schools. Students who were less independent, got less family support and minimum in obtaining self-development services would also had less maximum learning quality. Simultaneously the independence of study, family support, and facilities and service of the institutions were associated very closely with the quality of students' learning, and in partial increments of each learning independence variable, family support, and service Self-development impacts on improving learning quality.
KerkoCite.ItemAlsoKnownAs: 10.31838/jcr.07.06.140 10/gmfk2t 2339240:Y3DY7UEN 2405685:CRTFS6ML

The relative eﬀectiveness of teachers and learning software: Evidence from a field experiment in El Salvador - Buchel, Konstantin; Jakob, Martina; Kuhnhanss, Christoph; Steﬀen, Daniel; Brunetti, Aymo (University of Bern, 2020)
This study provides novel evidence on the relative eﬀectiveness of computer-assisted learning (CAL) software and traditional teaching. Based on a randomized controlled trial in Salvadoran primary schools, we evaluate three interventions that aim to improve learning outcomes in mathematics: (i) teacher-led classes, (ii) CAL classes monitored by a technical supervisor, and (iii) CAL classes instructed by a teacher. As all three interventions involve the same amount of additional mathematics lessons, we can directly compare the productivity of the three teaching methods. CAL lessons lead to larger improvements in students’ mathematics skills than traditional teacher-centered classes. In addition, teachers add little to the eﬀectiveness of learning software. Overall, our results highlight the value of CAL approaches in an environment with poorly qualiﬁed teachers.
KerkoCite.ItemAlsoKnownAs: 2339240:QBLAB2G4 2339240:URIKLIDV 2405685:CTWU7VNK 2405685:F2XBIBS4
Keywords: Quality: H; Relevance: H; computer-assisted learning; primary education; productivity in education; teacher content knowledge; ⛔ No DOI found

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

The role of interactive radio instruction in the coronavirus (COVID-19) education response - McBurnie, Chris (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Every week that passes we see the number of classrooms closed due to COVID-19 increase. During these unprecedented times, the Hub’s mission — to increase the use of evidence-based decisions around EdTech — is more important than ever. We must make sure learning goes on. […]
Library Catalog: edtechhub.org KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707814 2405685:5ZVJ2YZ5
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

The Role of Interactive Radio Instruction in the COVID-19 Education Response - McBurnie, Chris (Open Development & Education, 2020)
Reading Time: 3 minutes At a time when the COVID-19 pandemic has forced over 1.5 billion students out of school, governments in resource-constrained countries have looked to interactive radio instruction (IRI) to ensure educational continuity. In the past week, we spoke with the Rising Academy Network to consider what an IRI programme could look like and why policymakers have […]
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707808 2405685:PBKNDCEU
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

The smart feature phone revolution in developing countries: Bringing the internet to the bottom of the pyramid - James, Jeffrey (The Information Society, 2020)
Until recently, the only way for the population of developing countries to access the Internet was through expensive smartphones, designed in and for developed countries. In the past few years, however, a major new innovation has emerged, the smart feature phone with Internet connectivity, which was specifically designed for those with low incomes in developing countries. This paper explains the development process for the smart feature phone, how this has influenced the nature and extent of adoption, and its use by lowincome groups, including their demonstrated preference for uses related to entertainment rather than more traditional “work-related” goals. The focus is on the case of India, where the JioPhone has already reached millions of people with low incomes.
KerkoCite.ItemAlsoKnownAs: 10.1080/01972243.2020.1761497 2129771:QT6NI25Q 2339240:3X8K6I3K 2405685:AJKCCYS4 2405685:TDKXCJSI

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

The social support networks stepping up in coronavirus-stricken China - You, Mi (openDemocracy, 2020)
Below the sweeping centralized measures, decentralized networks have provided relief to thousands.
Library Catalog: www.opendemocracy.net KerkoCite.ItemAlsoKnownAs: 2339240:RPQ9TGML 2405685:X6YHI3T3 X6YHI3T3

The Socio-Economic Implications of the COVID-19 Pandemic: Ideas for Policy Action - UNDP (UNDP Latin America and the Caribbean, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AE944BBK 2405685:KIBI9Y5X

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

The State of Ceara in Brazil is a Role Model for Reducing Learning Poverty - Loureiro, Andre; Cruz, Louisee; Lautharte, Ildo; Evans, David K. (World Bank, 2020)
This report presents the case of the state of Ceara in Brazil that overcame adverse socioeconomic conditions to substantially improve education outcomes with efficient use of resources. Despite having the 5th lowest GDP per capita among the 26 Brazilian states, the 9-million-inhabitant state of Ceara has experienced the largest increase in the national education quality index in both primary and lower secondary education since 2005, with 10 municipalities of Ceara being among the top 20 national ranking, including Sobral which has the highest score. The state of Ceara pioneered the use of results-based financing as part of a comprehensive education reform program that among other elements included strong support to its municipalities to achieve universal literacy by the end of grade 2. The reforms allowed the state to considerably improve learning levels of students in primary and lower secondary education with a high level of efficiency in the use of resources. The main aspects of the reforms are presented and discussed.
Accepted: 2020-07-22T15:15:05Z KerkoCite.ItemAlsoKnownAs: 10.1596/34156 2339240:AVNTZGZL 2405685:GTYUQIGH 4656463:KHGL8RB9
Keywords: Education Quality; Education Reform; Learning Poverty; Results-Based Financing; Secondary Education

The state of education in urban slums of Bangladesh - Khondoker, Zarine Anan (BRAC Institute of Governance and Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KQ6BMYBH 2405685:BWLXUGA2

The use of technology to continue learning in Palestine disrupted with COVID-19 - Shraim, Khitam; Crompton, Helen (Asian Journal of Distance Education, 2020)
This qualitative study examined how decision-makers and teachers have responded to offer education for all Palestinian students at the immediate onset of the COVID-19 outbreak and how technology is being used to continue education online. Semi-structured interviews were conducted with 20 participants from parents, teachers and decision-makers in Palestine. Interview transcripts were coded using a grounded theory design with a constant comparative method. The findings show that participants identified that technologies such as mobile devices, social media and cloud computing would be useful for design and delivery of educational materials as well as raising safety awareness, and communication during the COVID-19 pandemic in Palestine. The findings also identify various challenges including the widening of the education's digital divide and an increasingly negative attitude towards online education. The data also indicate that the first wave of the COVID-19 experience could be the roadmap for wave two and for the transition to sustainable online learning as a supplement to the traditional learning methods and not as a replacement. This research further demonstrates that teachers who are early adopters have a significant role in influencing both students and other teachers to adopt the transformation to online learning. In addition, the national and international initiatives with a multi-stakeholder partnership could provide sustained, long-term, real solutions for online learning.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4292589 2339240:9KLRL9AJ 2405685:5RN8D4UA 2405685:6HK5A9NC
Keywords: Online learning; technology; COVID-19; pandemic; emergency remote teaching; covid-19; emergency remote teaching; online learning; pandemic; technology; ⛔ No DOI found

The Use of Virtual Learning Environments and Learning Management Systems During the Covid-19 Pandemic - McBurnie, Chris (EdTech Hub, 2020)
This technical note aims to inform the use and development of virtual learning environments (VLE) in educational responses to the current health crisis. It considers the advantages and disadvantages of a number of existing VLEs and includes guidance on selecting an appropriate VLE.
ZenodoArchiveID: 5652169 previousZenodoArchiveID: 3805843 previousshortDOI: 10/gg7sqk previousDOI: 10.5281/zenodo.3805843 EdTechHub.Copy: 2129771:DQLDNQGU shortDOI: 10/gg7sqk KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3805843 10.5281/zenodo.3805843 10.53832/edtechhub.0023 10/gg7sqk 2129771:DQLDNQGU 2339240:IWW8CJZN 2339240:N5RG3WT2 2339240:QGMNZZER 2405685:53YEZE6A 2405685:933PQ5Q6 2405685:MHEB7LKZ 2405685:WBNK52L7
Keywords: COV:COVID and reopening of schools; COVID-19; Distance learning; EdTech; F: Helpdesk response; H: Distance education; LP: English; Learning management system; Remote learning; Virtual learning environment; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

The voices of children and youth in Tanzania's COVID-19 response - Ngutuku, Elizabeth (Africa at LSE, 2020)
Rapid research into COVID-19's effects on young people reveals severe anxiety about the virus as it relates to economic livelihoods and the community.
KerkoCite.ItemAlsoKnownAs: 2339240:ULLR648B 2405685:ZH84J8YI

TheoryOn: A Design Framework and System for Unlocking Behavioral Knowledge Through Ontology Learning - Li, Jingjing; Larsen, Kai; Abbasi, Ahmed (MIS Quarterly, 2020)
The scholarly information-seeking process for behavioral research consists of three phases: searching, accessing, and processing of past research. Existing IT artifacts, such as Google Scholar, have in part addressed the searching and accessing phases, but fall short of facilitating the processing phase, creating a knowledge inaccessibility problem. We propose a behavioral ontology learning from text (BOLT) design framework that presents concrete prescriptions for developing systems capable of supporting researchers during their processing of behavioral knowledge. Based upon BOLT, we developed a search engine—TheoryOn—to allow researchers to directly search for constructs, construct relationships, antecedents, and consequents, and to easily integrate related theories. Our design framework and search engine were rigorously evaluated through a series of data mining experiments, a randomized user experiment, and an applicability check. The data mining experiment results lent credence to the design principles prescribed by BOLT. The randomized experiment compared TheoryOn with EBSCOhost and Google Scholar across four information retrieval tasks, illustrating TheoryOn’s ability to reduce false positives and false negatives during the information-seeking process. Furthermore, an in-depth applicability check with IS scholars offered qualitative support for the efficacy of an ontology-based search and the usefulness of TheoryOn during the processing phase of existing research. The evaluation results collectively underscore the significance of our proposed design artifacts for addressing the knowledge inaccessibility problem for behavioral research literature.
KerkoCite.ItemAlsoKnownAs: 10.25300/MISQ/2020/15323 2405685:XWGI45A5 2486141:3BYADXT6 2486141:MWMYWGI7
Keywords: _Added-ailr-2024

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

This organization is creating access to virtual classrooms for children in slums - Salaudeen, Aisha; Patrick, Anita (CNN, 2020)
Slum2school is providing access to online learning for underprivileged students in Lagos, Nigeria
KerkoCite.ItemAlsoKnownAs: 2339240:RK22IM6H 2405685:USLJUJBQ

Thoughts on “Education and digitisation in development cooperation” - Unwin, Tim (Tim Unwin's Blog, 2020)
Recently I was asked by the GFA Consulting Group to provide some short comments and reflections (just a few sentences) in response to four questions, the answers to which will be incorporated as pa…
KerkoCite.ItemAlsoKnownAs: 2339240:8X55XW5R 2405685:PW4I6AJR PW4I6AJR

Three Principles to Support Teacher Effectiveness During COVID-19 - Beteille, Tara; Ding, Elaine; Molina, Ezequiel; Pushparatnam, Adelle; Wilichowski, Tracy (World Bank, 2020)
shortDOI: 10/ghgng2 KerkoCite.ItemAlsoKnownAs: 10.1596/33775 10/ghgng2 2339240:4L2A2MJZ 2405685:EVVG746M 2405685:YUAST7F4
Keywords: ___working_potential_duplicate

Time to Teach: Teacher attendance and time on task in Eastern and Southern Africa - Karamperidou, Despina; Brossard, Mathieu; Peirolo, Silvia; Richardson, Dominic (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:2X5YIVVB 2405685:IASB3RWX 4556019:46I4AY4L

Tips for fostering students' self-regulated learning in asynchronous online learning environments - Ebner, Rachel J. (Faculty Focus | Higher Ed Teaching & Learning, 2020)
For students who lack self-regulated learning skills, asynchronous, online learning can be extremely challenging and overwhelming.
KerkoCite.ItemAlsoKnownAs: 2339240:JCZ9N6WT 2405685:3X5Z9RJL

Top 10 lessons learned from implementing remote learning through IVR in Malawi - Carrol, Dr. Bidemi (RTI International, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:L6GFWQZH 2405685:AJJ6R8BU

Toward learning at scale in developing countries: Lessons from the Global Learning XPRIZE Field Study - McReynolds, Andrew A.; Naderzad, Sheba P.; Goswami, Mononito; Mostow, Jack (Proceedings of the Seventh ACM Conference on Learning @ Scale, 2020)
Advances in education technology are enabling tremendous advances in learning at scale. However, they typically assume resources taken for granted in developed countries, including reliable electricity, high-bandwidth Internet access, fast WiFi, powerful computers, sophisticated sensors, and expert technical support to keep it all working. This paper examines these assumptions in the context of a massive test of learning at scale in a developing country. We examine each assumption, how it was broken, and some workarounds used in a 15-month-long independent controlled evaluation of pre- to posttest learning and social-emotional gains by over 2,000 children in 168 villages in Tanzania. We analyze those gains to characterize who gained how much, using test score data, social-emotional measures, and detailed logs from RoboTutor. We quantify the relative impact of pretest scores, literate aspirations, treatment, and usage on learning gains.
KerkoCite.ItemAlsoKnownAs: 10.1145/3386527.3405920 2339240:FMZ89DXQ 2405685:S5UUCPQH
Keywords: developing countries; global learning xprize; literacy; numeracy; social-emotional; tablet tutors; unesco.

Towards an equal future: Reimagining girls’ education through STEM - UNICEF; ITU (2020)
Marking the 25th anniversary of the Beijing Declaration and Platform for Action
KerkoCite.ItemAlsoKnownAs: 2339240:4YKUSYE6 2405685:6F6LIXUE

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

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

Transformative political leadership to promote 12 years of quality education for all girls - Rose, Pauline; Gordon, Rebecca; Marston, Lauren; Zubairi, Asma; Downing, Phoebe (REAL Centre, Faculty of Education, University of Cambridge, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:BB5MPD63 2405685:HLZ56W9C

Transforming education service delivery in Sierra Leone: from evidence to action - Sengeh, David Moinina; May-Wilson, Hannah (Global Partnership for Education, 2020)
Sierra Leone’s education system has been plagued by events that have challenged the effective delivery of high-quality education for every child for nearly three decades. But thanks to a program launched in 2018, the government is achieving greater access, quality, and equity for children by removing financial barriers to school enrollment and improving teaching and learning outcomes.
KerkoCite.ItemAlsoKnownAs: 2339240:BFQBRATB 2405685:PS758V8V

Transforming online teaching and learning: Towards learning design informed by information science and learning sciences - Fujita, Nobuko (Information and Learning Science, 2020)
Purpose: The purpose of this paper is to provide an overview of the practical work of learning designers with the aim of helping members of the information science (IS) and learning sciences (LS) communities understand how evidence-informed learning design of online teaching and online learning in higher education is relevant to their research agendas and how they can contribute to this growing field. Design/methodology/approach: Illustrating how current online education instructional designs largely ignore evidence from research, this paper argues that evidence from IS and LS can encourage more effective and nuanced learning designs for e-learning and online education delivery and suggest how interdisciplinary collaboration can advance shared understanding. Findings: Recent reviews of the learning design show that tools and techniques from the LS can support students in self-directed and self-regulated learning. IS studies complement these approaches by highlighting the role that information systems and computer–human interaction. In this paper, the expertise from IS and LS are considered as important evidence to improve learning design, particularly vis-à-vis digital divide concerns that students face during the COVID-19 pandemic. Originality/value: This paper outlines important ties between the learning design, LS and IS communities. The combined expertise is key to advancing the nuanced design of online education, which considers issues of social justice and equity, and critical digital pedagogy.
KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0124 2405685:3L25JPLI
Keywords: Higher education; Information science; Instructional design; Learning design; Learning sciences; Online learning; Online teaching; e-Learning

Transforming teacher education and learning - Mott MacDonald (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:UHRZC5H2

Transition to online education in schools during a SARS-CoV-2 Coronavirus (COVID-19) pandemic in Georgia - Basilaia, Giorgi; Kvavadze, David (Pedagogical Research, 2020)
The situation in general education in Georgia has changed in the spring semester of 2020, when the first case of coronavirus COVID-19 infection was detected rising to 211 local and more than 1,5 million infection cases worldwide by the Apr. 8. 2020. Georgia became one of 188 countries worldwide that has suspended the education process. The paper studies the capacities ofthe country and its population to continue the education process atthe schools in the online form of distance learning, study reviews the different available platforms and indicates the ones that were used by the support of the government, such as online portal, TV School and Microsoft teams for public schools and the alternatives like Zoom, Slack and Google Meet, EduPage platform that can be used for online education and live communication and gives examples of their usage. Authors made a case study, where the Google Meet platform was implemented for online education in a private school with 950 students, shows the usage statistics generated by the system for the first week of the online education process. Results confirm that the quick transition to the online form of education went successful and gained experience can be used in the future. The experience and studies can be useful for other countries that have not found the ways of transition yet. The lesson learned from the pandemic of 2020 will force a generation of new laws, regulations, platforms and solutions for future cases, when the countries, government and population will be more prepared than today.
KerkoCite.ItemAlsoKnownAs: 10.29333/pr/7937 2405685:ANG2XXWV

Trapped in low performance? Tracking the learning trajectory of disadvantaged girls and boys in the Complementary Basic Education programme in Ghana | Elsevier Enhanced Reader - McCulloch, Gretchen (2020)
Library Catalog: reader.elsevier.com shortDOI: 10/ghgng3 KerkoCite.ItemAlsoKnownAs: 10/ghgng3 2405685:LKYS74DD

Trends in educational research about e-learning: a systematic literature review (2009–2018) - Valverde-Berrocoso, Jesús; Garrido-Arroyo, María del Carmen; Burgos-Videla, Carmen; Morales-Cevallos, María Belén (Sustainability, 2020)
The concept of e-learning is a technology-mediated learning approach of great potential from the educational perspective and it has been one of the main research lines of Educational Technology in the last decades. The aim of the present systematic literature review (SLR) was to identify (a) the research topics; (b) the most relevant theories; (c) the most researched modalities; and (d) the research methodologies used. To this end, the PRISMA protocol was followed, and diﬀerent tools were used for the bibliographic management and text-mining. The literature selection was carried out in three ﬁrst-quartile journals indexed in JCR-SSCI specialized in Educational Technology. A total of 248 articles composed the ﬁnal sample. The analysis of the texts identiﬁed three main nodes: (a) online students; (b) online teachers; and (c) curriculum-interactive learning environments. It was revealed that MOOC was the most researched e-learning modality. The Community of Inquiry and the Technological Acceptance Model, were the most used theories in the analyzed studies. The most frequent methodology was case study. Finally, the conclusions regarding the objectives of our SRL are presented: Main themes and research sub-themes, most researched e-learning modality, most relevant theoretical frameworks on e-learning, and typologies of research methodologies.
KerkoCite.ItemAlsoKnownAs: 10.3390/su12125153 10/ghvnfd 2339240:CMZ8HVYI 2405685:EWKSK6YI

Trust, Accountability and Capacity in Education System Reform | Taylor & Francis Group - Ehren, Melanie; Baxter, Jacqueline (Taylor & Francis, 2020)
This global collection brings a new perspective to the field of comparative education by presenting trust, capacity and accountability as the three building
KerkoCite.ItemAlsoKnownAs: 2339240:M9ZRQLZM 2405685:X6A6WE6Y

TV-Based Learning in Bangladesh: Is it Reaching Students? - Biswas, Kumar; Asaduzzaman, T.M.; Evans, David; Fehrler, Sebastian; Ramachandran, Deepika; Sabarwal, Shwetlana (World Bank, 2020)
Is TV-based learning during COVID-19 school closures in Bangladesh reaching students? Most students (86 percent) within our sample of more than 2,000 Grade 9 stipend recipients are aware of government provided TV-based learning programs; yet only half of the students with access to these programs choose to access them. Also, very few students (21 percent) have access to government provided online learning programs, and among those that do, only about 2 percent choose to access them. There is a perceptible decline in the time students spend studying at home after school closures. This may be linked to the fact that 1 in 2 parents claim they are unable to help their children with new topics. Despite lower education, mothers are significantly more likely to be involved in the child’s education compared to fathers. Most students (90 percent) claim they have a supportive environment at home for studying. This is true for both boys and girls. Finally, nearly 65 percent of households in our sample report declines in income and 28 percent had to decrease the amount of food consumed within the household in the previous week.
KerkoCite.ItemAlsoKnownAs: 10.1596/34138 2339240:C5IHCNQD 2339240:IM47JZ2Z 2339240:M56ICKNT 2339240:SVXNVHB3 2405685:2NGQ3V9V 2405685:5SKQVXG9 2405685:F8Y2BXPY 2405685:HCD7DA27 2405685:XQXHTGSI 2534379:EBH9X23R
Keywords: Access to Education; Distance Learning; Education; Online Learning; School Closure; Secondary Education; ___working_potential_duplicate

TV-Based Learning in Bangladesh: Is it Reaching Students? - World Bank (World Bank Group, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:286IGBN6 2405685:GAPR3LZN
Keywords: ___working_potential_duplicate

TV-Based Learning in Bangladesh: Is it Reaching Students? - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CCPPQ9BH 2405685:KWVCWU5L
Keywords: ___working_potential_duplicate

TV Okey - Radio Television Malaysia (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WCI6MJUB 2405685:2G4GDTSI

TVET Country Profile- Cambodia - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XMKUIYI8 2405685:GNGTW52B

Twelve African EdTech Companies Named as First Fellows at Centre for Innovative Teaching and Learning in ICT - Mastercard Foundation (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SLZYNQIY 2405685:UD6PWA5V

Twelve African EdTech Companies Named as First Fellows at Centre for Innovative Teaching and Learning in ICT - Mastercard Foundation (Mastercard Foundation, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WG37SR3L 2405685:YJDZZF64

Type of intervention: Public-private partnership (led by the government) Website: http://subeb.edostate.gov.ng/home-school/ - Munoz-Najar, Alberto; Osa Oviawe, Joan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LVI7NZUK 2405685:3SMIXA38
Keywords: ⛔ No DOI found

Ubongo Kids - Ubongo (2020)
Library Catalog: ubongokids.com KerkoCite.ItemAlsoKnownAs: 2339240:44562VH7 2405685:VZ7JWBG6 VZ7JWBG6

UIS releases more timely country-level data for SDG 4 on education - UNESCO Institute for Statistics (2020)
The UNESCO Institute for Statistics (UIS) has just updated its global database with more recent country-level data to monitor progress towards the Sustainable Development Goal on education (SDG 4). UIS global education database While the global numbers and regional averages on key indicators such as out-of-school rates have not changed since the previous release in September 2019, we have added new country-level data to provide a more complete and timely picture of the education situation facing children, youth and adults around the world....
Last Modified: 2020-02-26 KerkoCite.ItemAlsoKnownAs: 2339240:8L8U8BDG 2405685:6MUKEWAK

UIS Statistics - UNESCO Institute of Statistics (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:GNEZCJVG 2339240:N53NEYVG 2405685:MENIPIL3 2405685:WFC6TIDA GNEZCJVG MENIPIL3

UN/DESA Policy Brief #89: Strengthening Data Governance for Effective Use of Open Data and Big Data Analytics for Combating COVID-19 - Yao, Keping; Park, Mi Kyoung (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8AXFETFH 2405685:YZ9NTR28

UN Flagship Report Disability. - United Nations (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:IETXYZZQ 2405685:R6QHFIUK

UN radio spreads Covid-19 information to remote areas - United Nations (United Nations, 2020)
In the Central African Republic, radio broadcasts are a useful means to share public information, especially to the most remote populations. UN Volunteers assigned with the MINUSCA’s radio are on the frontline to raise awareness aboutt the COVID-19 pandemic. These dedicated UN Volunteers share current up-dates on COVID-19 via radio programmes, while advocating for prevention and protection measures.
Library Catalog: www.un.org Publisher: United Nations KerkoCite.ItemAlsoKnownAs: 2405685:F68VUBZ7

Uncovering themes in personalized learning: using natural language processing to analyze school interviews - McHugh, David; Shaw, Sarah; Moore, Travis; Ye, Leafia; Romero-Masters, Philip; Halverson, Richard (Journal of Research on Technology in Education, 2020)
Using a natural language processing tool, this study examined participant discourse in personalized learning schools to better understand what personalized learning looks like in practice. Term frequency-inverse document frequency (tf-idf) was used to identify the significant words and potential emergent themes for 134 interview transcripts. This tool provided a way to swiftly explore the structure of the data, revealing distinctions in the vocabulary students and teachers use as well as a potentially meaningful set of themes. This method provided a valuable lens with which to validate or surface new areas for investigation. By applying this tool to interviews from personalized learning environments, we were able to identify ways educators and students talk differently about project-based learning environments, revealing that tools like tf-idf can be effectively used to quickly provide a preliminary look at large amount of interview data.
KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2020.1752337 2339240:ELFZFU66 2405685:486NE8PN

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

Understanding the first and second digital divides in rural Bangladesh: internet access, online skills, and usage - Siddiquee, Muhammad Shahadat Hossain; Islam, Md. Saiful (BRAC Institute of Governance and Development (BIGD), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:H7E4MIUY 2405685:82R7AZNN

Understanding the impact of OER courses in relation to student socioeconomic status and employment - Read, K; Tang, H; Dhamika, A; Bodily, B (International Journal of Open Educational Resources, 2020)
KerkoCite.ItemAlsoKnownAs: 10.18278/ijoer.3.1.5 2405685:QH8J7VBV

Understanding the implementation of personalized learning: a research synthesis - Zhang, Ling; Basham, James D.; Yang, Sohyun (Educational Research Review, 2020)
Personalized learning (PL) has been promoted as a major aim and reform eﬀort across the contemporary education system. In this article, we systematically identiﬁed and synthesized 71 empirical studies associated with the implementation of PL that were conducted between 2006 and 2019. This synthesis examined the current research eﬀorts on the PL implementation with a focus on the primary purposes, overall methodological characteristics, and associated student learning outcomes of the identiﬁed studies. Using the method of critical interpretive synthesis, we identiﬁed two overarching themes in relation to PL across various disciplines of study. The two themes included investigating (a) the role of varying technologies and (b) contextual factors that impacted the implementation of PL. However, few studies have examined the eﬀects of PL as a whole-school initiative on student educational outcomes. We ended by discussing the issues with the conceptualization and empirical evidence of PL and providing implications for the future advancement of the ﬁeld.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.edurev.2020.100339 2339240:KVFK4D3C 2405685:KENV8FYH

Understanding the professional learning and support needs of educators during the initial weeks of pandemic school closures through search terms and content use - Cavanaugh, Catherine; DeWeese, Abraham (Journal of Technology and Teacher Education, 2020)
Beginning in February and March of 2020, school closures impacted at least 90% of the world’s population of students, according to UNESCO estimates. As educators swiftly shifted to teaching online, they sought information to guide their initial planning and teaching in new environments with new tools. Analysis of educators’ search terms and their use of support content during this period indicates the needs felt by educators globally and informs content and professional development support for preservice educators. The authors compared the volume of searches, frequency of search terms, and patterns of content use during this period to the previous year by educators using an education support website. Re- sults show that site use multiplied six times in volume, use of video increased by 30 times, and among the search terms and content topics used during and prior to this period, focus nar- rowed to digital and distance learning. Implications of these findings are that professional development providers can meet educators’ needs with video and a focus on the specific teaching practices that educators are learning as they transi- tion to distance teaching at an entry level. Keyword
KerkoCite.ItemAlsoKnownAs: 2405685:Q4TPK4NA
Keywords: Communicable Diseases; Disease Control; Distance Education; Educational Needs; Educational Technology; Faculty Development; Online Courses; Online Searching; Teaching Methods; Technology Uses in Education; Video Technology; Web Sites; ⛔ No DOI found

Unequal access to remote schooling amid COVID-19 threatens to deepen global learning crisis - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:HYMM3U8S 2405685:CW6H4JR4

UNICEF Education COVID-19 Case Study - UNICEF Malaysia (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LJN3CIG8 2405685:MXS7DWIV

UNICEF ROSA Monitoring Learning Continuity during COVID-19 Guidance and Survey Question Bank - UNICEF Regional Office for South Asia (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WUE7ZUXU 2405685:W4E6WZMX

UNICEF scales up support to keep children learning, as COVID-19 forces schools to close - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:7R2QCCFC 2405685:A5P8SUV9

UNICEF Yemen Country Office Humanitarian Situation Report (Reporting Period: 1 - 31 March 2020) [EN/AR] - Yemen - UNICEF (ReliefWeb, 2020)
Arabic Situation Report on Yemen about Contributions, Coordination, Children, IDPs, Epidemic, Flash Flood and more; published on 12 May 2020 by UNICEF
Library Catalog: reliefweb.int KerkoCite.ItemAlsoKnownAs: 2339240:9WVBZ6I8 2405685:XX8CEXCK 4803016:YA9YRQ3L

United Republic of Tanzania - UNESCO Institute for Statistics (UNESCO Institute for Statistics website, 2020)
...
Last Modified: 2017-04-12 KerkoCite.ItemAlsoKnownAs: 2339240:AJWSBLZT 2405685:RGQKA6LZ

Universal Access Development Fund | Home - Universal Access Development Fund (Sierra Leone) (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:FNIEIP9B

Universal child benefits: Policy issues and options - ODI & UNICEF (Overseas Development Institute/ United Nations Children's Fund, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2IESFPQB 2405685:WUGIBXUX

Universities to reopen in mid-June to final-year students - Kokutse, F. (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:7SFM7CXW

Unlock Education for All: Focus on Children Furthest Behind - Taulo, Wongani Grace; Bergmann, Jessica; Dreesen, Thomas; Nugroho, Dita (Save Our Future, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PH8HEKCC 2405685:3KBXL6BB

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

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

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

Unprecedented pandemic, unprecedented shift, and unprecedented opportunity - Yan, Zheng (Human Behavior and Emerging Technologies, 2020)
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/hbe2.192 KerkoCite.ItemAlsoKnownAs: 10.1002/hbe2.192 10/ghzhfb 2339240:TWC4WH69 2405685:WDB4PMH4

“Urban slum education”: a case study of children’s experience in Jakarta - Cho, InJung (Comparative International & Education Society (CIES), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JN7XPSE6 2405685:8ZA4AQCK

USAID digital strategy - USAID (USAID, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:U7QRB4MQ 2405685:349KATMC

USAID Digital Strategy - USAID (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DKV2HJGN 2405685:FPT5DR3H

USAID Partnership for Education - USAID (Global Reading Network, 2020)
The USAID Ghana Partnership for Education: Learning activity developed a phonics-based reading program that will provide evidence-based tools and strategies for improving reading performance in 100 districts in Ghana, reaching approximately 1.1 million primary students. This brochure provides an overview of Learning’s approach, which includes teacher professional development models, methods for scaling up, a model for primary mathematics, a rigorous monitoring and support system and a learning-by-doing approach to capacity development. The brochure also highlights strong results from a prototype of the program conducted in the Dagbani language.
Library Catalog: www.globalreadingnetwork.net KerkoCite.ItemAlsoKnownAs: 2405685:A65EQEW4

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

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

Using data to improve the quality of education - UNESCO IIEP (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8XS4GGUT 2405685:FJ44D2BT

Using digital technologies to re-imagine cash transfers during the Covid-19 crisis - Soon-Shiong, Nika; Qhotsokoane, Tebello; Phillips, Toby (University of Oxford, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XN8NAIVK 2405685:MCN3V6ZZ

Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List - Koomar, Saalim; Moss Coflan, Caitlin; Kaye, Tom (EdTech Hub, 2020)
This curated list of resources collates interventions that effectively deploy education technology in settings of fragility, conflict and violence (FCV). This list explores effective uses of EdTech in FCV settings, emphasising interventions and evidence relevant to the Yemeni context and distance learning during the Covid-19 crisis.
previousshortDOI: 10/ghgng4 previousDOI: 10.5281/zenodo.3885806 EdTechHub.Source: 2405685:CMS6HPI8 EdTechHub.Source: <this> shortDOI: 10/ghgng4 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3875138 10.5281/zenodo.3885806 10.53832/edtechhub.0042 10/ghgng4 2129771:FCNVWJUI 2129771:VJXKA7AN 2339240:FEGWVFS3 2339240:FJ5LQ7QK 2405685:79LULMUU 2405685:BTWBKYN7 2405685:CMS6HPI8 2405685:HLCYI98H 2405685:RV5RNCII
Keywords: C:Yemen; F: Helpdesk response; LP: English; W:Fragile and conflict affected contexts; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Using EdTech to Support Effective Data Monitoring: A Curated Resource List. - Koomar, Saalim; Blest, Harriet (EdTech Hub, 2020)
This list curates resources on the use of EdTech to support the effective monitoring of educational outcomes, such as learning, reporting, and attendance. Resources shared are both tools and initiatives that can be adapted to support effective educational monitoring.
ZenodoArchiveID: 4762325 previousDOI: 10.5281/zenodo.4762325 PREV_DOI_NOT_ETH: 10.5281/zenodo.4091396 shortDOI: 10/ghgng6 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3407517 10.5281/zenodo.4762325 10/ghgng6 2339240:C9LP4Y2Z 2339240:EKNZDSVU 2339240:GMJF38V5 2339240:MZKWF23D 2339240:QJX4VXGR 2405685:7I4HVAV2 2405685:884LRL46 2405685:ANHT4I3J 2405685:FS4CMYUB 2405685:RV39YP9Q 2405685:WCYEVIJU 4656463:K7HMFX7H
Keywords: C:Mozambique; ES:Educational data; ES:Monitoring and evaluation; F: Helpdesk response; L:Low-level foundational skills; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted

Using EdTech to Support Effective Data Monitoring: A Curated Resource List - Koomar, Salim; Blest, Harriet (2020)
[No description available.]
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4762325 2405685:CQ94LL64 2486141:W5PQKHB9

Using Education Technology to Support Students with Special Educational Needs and Disabilities in Low- and Middle-Income Countries - Coflan, Caitlin Moss; Kaye, Thomas (EdTech Hub, 2020)
This brief focuses on how policymakers can make decisions about EdTech to support learners with special educational needs and/or disabilities (SEND) while offering policymakers the rationale and tools to move towards an inclusive approach. It also includes a detailed annex with descriptions, costs, availability, and examples of accessible and assistive technologies.
ZenodoArchiveID: 3744581 previousshortDOI: 10/ghgng7 previousDOI: 10.5281/zenodo.3744581 EdTechHub.Source: 2405685:2WY8H4WW EdTechHub.Source: <this> shortDOI: 10/ghgng7 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3744581 10.5281/zenodo.3744581 10.53832/edtechhub.0021 10/ghgng7 2129771:QEIBUIQH 2339240:3NRFPYGI 2339240:TK94XQR9 2339240:XJRI6FW3 2339240:Y635S3D4 2339240:Z7XXM8CG 2339240:ZZ8ISXSK 2405685:2WY8H4WW 2405685:6FFSC2Z8 2405685:DI4SGTPH 2405685:FLHI5BHC 2405685:FVE6PDBB 2405685:GG9HHSDL 2405685:PXAIRTEK 2405685:RLBPSG29
Keywords: F: Helpdesk response; L:Special education needs and disabilities (SEND); LP: English; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:v1; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; dode_eth-src-dode

Using Interactive Radio Instruction to Mitigate the Educational Impact of Covid-19: A curated resource list - McBurnie, Chris (EdTech Hub, 2020)
Interactive Radio Instruction (IRI) is a distance education tool that enables educators to use radio broadcasts to direct active learning in the home. This curated list of resources aims to inform and support the use of IRI to mitigate the educational impact of Covid-19.
previousshortDOI: 10/ghgng5 previousDOI: 10.5281/zenodo.3762228 EdTechHub.Copy: 2129771:QQWNSYJR EdTechHub.Copy: 2129771:QQWNSYJR shortDOI: 10/ghgng5 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3762228 10.53832/edtechhub.0022 10/ghgng5 2129771:QQWNSYJR 2339240:45F2G56T 2405685:3MKIMX34 2405685:A3T2DQ4D 2405685:WB97BS9V
Keywords: COV:COVID and reopening of schools; F: Helpdesk response; H:Radio; LP: English; _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:v1; _r:CopiedFromEvLib; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Using Nudges to Prevent Student Dropouts in the Pandemic - Lichand, Guilherme; Christen, Julien (arXiv, 2020)
The impacts of COVID-19 reach far beyond the hundreds of lives lost to the disease; in particular, the pre-existing learning crisis is expected to be magnified during school shutdown. Despite efforts to put distance learning strategies in place, the threat of student dropouts, especially among adolescents, looms as a major concern. Are interventions to motivate adolescents to stay in school effective amidst the pandemic? Here we show that, in Brazil, nudges via text messages to high-school students, to motivate them to stay engaged with school activities, substantially reduced dropouts during school shutdown, and greatly increased their motivation to go back to school when classes resume. While such nudges had been shown to decrease dropouts during normal times, it is surprising that those impacts replicate in the absence of regular classes because their effects are typically mediated by teachers (whose effort in the classroom changes in response to the nudges). Results show that insights from the science of adolescent psychology can be leveraged to shift developmental trajectories at a critical juncture. They also qualify those insights: effects increase with exposure and gradually fade out once communication stops, providing novel evidence that motivational interventions work by redirecting adolescents' attention.
arXiv:2009.04767 [econ, q-fin] type: article KerkoCite.ItemAlsoKnownAs: 10.48550/arXiv.2009.04767 2339240:WX5STLI5 2405685:5NDB545S
Keywords: Economics - General Economics

Using Technology to Change Education: Blended Learning in the Science Classroom - Washington, LaToya (2020)
Publisher: EdArXiv KerkoCite.ItemAlsoKnownAs: 2405685:8QE4AJ4Q
Keywords: ⛔ No DOI found

Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA - Üzüm, Babürhan; Akayoglu, Sedat; Yazan, Bedrettin (ReCALL, 2020)
Since advances in computer-mediated communication (CMC) tools have made virtual exchanges readily available in educational practices, telecollaboration has been gaining traction as a means to provide practical experiences and cultural exposure to language learners and, more recently, teacher trainees. Drawing upon Byram’s (1997) model of intercultural communicative competence (ICC), this study examines 48 teacher trainees’ interculturality through a telecollaborative project between two teacher training classes from Turkey and the USA. This study relies on data generated by the participants throughout this telecollaborative project: weekly online discussion board posts within groups of six and post-project reflections. Although developing ICC is an arduous and prolonged task, the data analysis suggested that the participants’ experiences in this telecollaboration contributed to their emergent ICC through discussions on the topics of multicultural education and interactions with trainees from another educational context. Their intercultural learning is evidenced by their (1) awareness of heterogeneity in their own and interactants’ culture, (2) nascent critical cultural awareness, and (3) curiosity and willingness to learn more about the other culture. Thus, this study implies that telecollaboration offers an effective teacher training venue that affords teacher trainees with first-hand intercultural encounters to engage with otherness and prepare for their ethnolinguistically diverse classrooms.
Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 10.1017/S0958344019000235 2339240:7A7QGLJ4 2405685:FCNJQ9K7
Keywords: critical cultural awareness; intercultural communicative competence; teacher training; telecollaboration

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

Ustad Mobile – Access and share education content offline - Ustad (Ustad Mobile, 2020)
Library Catalog: www.ustadmobile.com KerkoCite.ItemAlsoKnownAs: 2339240:457KB3WL 2405685:JIYEGAAU

Valuation of incentives to recruit and retain teachers in rural schools: Evidence from a choice experiment in Cambodia and Laos - Sisouphanthong, Viriyasack; Suruga, Terukazu; Kyophilavong, Phouphet (Cogent Education, 2020)
To provide an appropriate incentive for teaching profession, the important questions are “how much should we pay?” and “which factors influence potential teachers’ decision the most?” This research evaluates the factors that discourage and encourage potential teachers to join the profession in Cambodia and Laos by applying a discrete choice experiment to analysis teacher trainees’ preferences for school location, classroom condition, non-teaching professions, and indirect monetary incentives. The result highlights reasons and a possibility of potential teachers to leave the educational system.
Publisher: Cogent OA _eprint: https://doi.org/10.1080/2331186X.2020.1724243 KerkoCite.ItemAlsoKnownAs: 10.1080/2331186X.2020.1724243 2339240:BDKIEGUU 2405685:XW8FT34K
Keywords: Cambodia; Laos; discrete choice experiment; incentives; teacher recruitment

Value for Money Policy and Procedure - EdTech Hub (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DLHKFUVC 2405685:V6TUMYRQ

Virtual learning under lockdown casts doubt on Kenya as the Silicon Savannah - Miller, Noah (Africa at LSE, 2020)
Kenya's response to the COVID-19 epidemic challenges its reputation as the Silicon Savannah when it comes to the switch to digital education.
KerkoCite.ItemAlsoKnownAs: 2339240:9VFUN955 2405685:224CS4Z3

“Virtual Nagging”: Comprehension-based external regulation and success support for online learners - Semingson, Peggy; Owens, Dana; Kerns, William (SITE 2020, 2020)
Recent research and literature champions the power of nudge emails to coax students to make positive choices for their learning (Cavanagh & Eastham, 2019). This roundtable session and paper n expands on this concept more broadly and provides a comprehensive overview on the literature of external regulation for helping online learners to stay organized, focused, motivated, and “on top of” readings and assignments within an online course. As literacy teacher educators, we encourage the use of comprehension-focused overviews to help students fully understand the scope of tasks at the course level and the module level. Due to the challenging nature of distance and the need to stay on track with the pace of distance learning, instructors need to be able to communicate and support students in a variety of ways using language-based virtual outreach. We deem this as “virtual nagging” due to our experiences with virtual communications outreach in an all online master’s level literacy teacher education program. We provide key
KerkoCite.ItemAlsoKnownAs: 2405685:DNTWWN8Q
Keywords: Distance/Flexible Education; Instructional Design; ⛔ No DOI found

Virtual Roundtable on Structured Pedagogy - better purpose (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9FRXYLAQ 2405685:3P77F7IB

Virtual Sandbox Pack - Rahman, Asad; Carter, Alice (EdTech Hub, 2020)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147542 2405685:RCGXK5RH
Keywords: _r:AddedByZotZen

Virtual teacher coaching may not be the solution we hoped for - Evans, David (Center For Global Development, 2020)
How can we help teachers to upgrade their pedagogical skills? Teacher coaching is a promising and increasingly popular candidate. Teacher coaching means teachers receive feedback in their place of work on specific things they can do better, not some general theory of pedagogy that’s completely disconnected from their day-to-day practice.
KerkoCite.ItemAlsoKnownAs: 2339240:YKPDEQ24 2405685:N7TJTQLU
Keywords: ___working_potential_duplicate

Virtual Teacher Coaching May Not Be the Solution We Hoped For - Evans, David (Center For Global Development, 2020)
How can we help teachers to upgrade their pedagogical skills? Teacher coaching is a promising and increasingly popular candidate. Teacher coaching means teachers receive feedback in their place of work on specific things they can do better, not some general theory of pedagogy that’s completely disconnected from their day-to-day practice.
KerkoCite.ItemAlsoKnownAs: 2405685:HFLN22GT 2534378:M49VS4UK
Keywords: ___working_potential_duplicate

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

“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

Welcome to TeleTaleem - TeleTaleem (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NZ7LZDGU 2405685:WNJLLCQR 2405685:X5FTB7CT

WFP and Government of Bangladesh deliver high-energy biscuits to school children affected by COVID-19 school closures - WFP (ReliefWeb, 2020)
English News and Press Release on Bangladesh about Education, Food and Nutrition and Epidemic; published on 19 May 2020 by WFP
KerkoCite.ItemAlsoKnownAs: 2339240:HZUY9LBT 2405685:9Z9XFPC8

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 are countries doing that already use remote learning extensively? What can we learn from them? - Ndaruhutse, Susy; Gibbs, Emma; Fitzpatrick, Rachael (2020)
ZenodoArchiveID: 4706067 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706067 2339240:Y24AUHV8 2405685:I3AV65H3 2405685:WQ8HX957
Keywords: H: Distance education; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

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

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

What COVID-19 reveals about educational inequality in Ghana - Mohammed, W.F. (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:FFLSKVXF

What does Tanzania’s move to lower-middle income status mean? - Battaile, William G. (World Bank Blogs, 2020)
On July 1, 2020, the World Bank announced that the Tanzanian economy had been upgraded from low to lower-middle income status. So, what does that mean? Below, we answer some of the most frequently asked questions about this global exercise and what it means for Tanzania.
KerkoCite.ItemAlsoKnownAs: 2339240:7TC53AV8 2405685:5Q2EN93I

What does the research suggest is best practice in pedagogy for remote teaching? - McAleavy, Tony; Gorgen, Kristine (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:89I7MWHD 2405685:XHIZKSIA
Keywords: ___working_potential_duplicate; ⛔ No DOI found

What has the XPrize done for us lately? - Woollaston, Victoria (Engineering & Technology, 2020)
Twenty-three years. Seventy million dollars and counting. The XPrize began as a boy’s dream of journeying into space – now it is one of today’s most effective philanthropic endeavours and one with a bold mission: to make the seemingly impossible possible.
KerkoCite.ItemAlsoKnownAs: 2339240:E2ENKVDX 2405685:JDAUZTS6

What Have We Learned from Recent Years of Education Research in Africa? - Evans, David; Acosta, Amina Mendez (Center For Global Development, 2020)
With a constant stream of new studies emerging on how to expand access or improve learning in education, it can be hard to keep track and make sense of it all. In our new paper we curate more than 140 evaluations of education interventions, from national policies to small pilots, in African countries that came out since 2014.
KerkoCite.ItemAlsoKnownAs: 2339240:JR85ZQN3 2405685:IWLFNCUP

What Have We Learnt? Findings from a survey of ministries of education on national responses to COVID-19 - UNESCO; UNICEF; World Bank (UNICEF, 2020)
At the height of nationwide lockdowns due to the COVID-19 pandemic, more than 1.5 billion children were affected by school closures, causing an unprecedented global learning crisis. Even prior to the pandemic, however, children’s learning was in crisis with half of 10-year-olds in middle- and low-income countries unable to understand a simple written sentence and more than a quarter billion children out of school. The pandemic has only sharpened these inequities, hitting schoolchildren in poorer countries particularly hard. National governments around the world have been quick to implement remote learning, new health protocols and reopening plans, but again these policies have varied widely based on each country’s wealth. According to this new report published by UNESCO (Headquarters and Institute for Statistics), UNICEF (Headquarters and Office of Research) and the World Bank, schoolchildren in low- and lower-middle-income countries have already lost nearly four months of schooling since the start of the pandemic, compared to an average of six weeks among high-income countries. Compiling data from surveys on national education responses to COVID-19 from 149 countries between July and October, the report also finds that schoolchildren in low- and lower-middle income countries were less likely to have access to remote learning or to be monitored on a day-to-day basis by teachers and were more likely to have delays in their schools reopening.
KerkoCite.ItemAlsoKnownAs: 2405685:63WITQ7L 2534379:U9VYJ5N7

What is Data Lifecycle Management? And What phases would it pass through? - Romadhoni, Firmansyah (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PRVJTTQ8 2405685:6VPAJ7AJ

What is Twaweza? - Twaweza (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:CQSPERCD

What Is Universal Design for Learning (UDL)? - Morin, Amanda (Understood, 2020)
Universal Design for Learning (UDL) is a teaching approach to help all learners be successful. Learn how it benefits kids with learning and attention issues.
KerkoCite.ItemAlsoKnownAs: 2405685:5RVK7RQA 2405685:L8J8Y26T

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

What's the difference between asynchronous and synchronous learning? - Scheiderer, Juliana (Ohio State Online, 2020)
How do online classes work? We tapped online learning experts to explain the pros and cons of synchronous vs. asynchronous learning.
KerkoCite.ItemAlsoKnownAs: 2339240:VVHDQKWA 2405685:6I4KIXF3

What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? - McAleavy, Tony; Joynes, Chris; Gibbs, Emma; Sims, Kate (Education Development Trust, 2020)
ZenodoArchiveID: 4705909 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705909 2339240:7ZRTPCRD 2339240:QN533HVR 2339240:SU542298 2405685:2HZ9V7IF 2405685:4CKXCNC2 2405685:9JB5M3HI 2405685:BAEUEWI9 2405685:CY5UL3B9 2405685:E3GHWHIZ 2405685:WXF7VILV
Keywords: COV:COVID and reopening of schools; LP: English; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

What We Do - Curious Learning (Curious Learning, 2020)
Library Catalog: www.curiouslearning.org KerkoCite.ItemAlsoKnownAs: 2339240:UGX3SC9A 2405685:ZE6R7MS9 4803016:MUTMGXEM

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

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

White paper Online proctoring. Questions and answers about remote proctoring. | SURF.nl - SURF (SURF, 2020)
Online proctoring (or invigilation) offers opportunities for international and flexible education.
KerkoCite.ItemAlsoKnownAs: 2339240:VS3SPUUD 2405685:S74MUBA2