Link It, Open It, Use It: Changing How Education Data Are Used to Generate Ideas - Rossiter, Jack (Center for Global Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:YXBCLR9K 2405685:5M7N4NGE 4656463:5SQLXUEG

Liquid Telecom Kenya (Liquid telecom, 2020)
Liquid Telecom in Kenya is a full-service data communications carrier offering a host of services including IP, broadband transport, infrastructure services and co-location services.
Library Catalog: www.liquidtelecom.com KerkoCite.ItemAlsoKnownAs: 2405685:P2386RRU

Literacy rate, adult total (% of people ages 15 and above) - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:W6SX6H6F

Live virtual sessions with toddlers and preschoolers amid COVID-19: Implications for early childhood teacher education - Szente, Judit (Journal of Technology and Teacher Education, 2020)
This paper shares reflections on over 50 live Zoom instructional lessons with toddlers and preschoolers amid the first three weeks of school closures due to COVID-19 in the State of Florida. Reflections resulted in three themes such as 1) Implementing digital sessions with young children; 2) Establishing and maintaining home-based child engagement through technology; and 3) Ensuring family involvement/engagement through technology. Implications and recommendations are provided for early childhood teacher education programs and in-service professional development opportunities to ensure that teachers are better prepared for teaching and learning in an online environment.
KerkoCite.ItemAlsoKnownAs: 2405685:QBMYTTSJ
Keywords: Access to Computers; Communicable Diseases; Disease Control; Distance Education; Early Childhood Teachers; Educational Technology; Faculty Development; Family Involvement; Online Courses; Preschool Children; Preservice Teacher Education; Technological Literacy; Toddlers; ⛔ No DOI found

Local Content for African Libraries (Worldreader, 2020)
The LOCAL project aims to bring local books to libraries and ensure that children can learn in their mother-tongue language.
Library Catalog: www.worldreader.org KerkoCite.ItemAlsoKnownAs: 2405685:JJ4I5HYN

Loon (Loon, 2020)
Loon is a network of stratospheric balloons designed to bring Internet connectivity to rural and remote communities worldwide.
Library Catalog: loon.com KerkoCite.ItemAlsoKnownAs: 2405685:TM8DBWQC

Loss of brick-and-mortar schooling: How elementary educators respond - Anderson, Emma; Hira, Avneet (Information and Learning Science, 2020)
Purpose: This paper aims to understand how elementary school educators who teach subjects that traditionally require hands-on work in schools are rising to the challenge of losing brick-and-mortar facilities in the wake of the Coronavirus disease 2019 (COVID-19) crisis. Design/methodology/approach: The authors interviewed six elementary school educators and developed iterative grounded codes from the interviews to understand how the teachers are rising to the challenge of teaching online, what supports they need, and how they are viewing their roles and student learning in the present landscape. Findings: In response to losing brick-and-mortar schools, teachers are rising to the challenge by creating creative assignments and communicating with students and parents via multiple platforms. They are learning to use technology to create meaningful, socially distant learning experiences and, in the process, blurring their own boundaries between work and life. They exercise compassion for their students while providing the best education they can in these circumstances. Practical implications: This work provides administrators, educators, policymakers and technology developers insight into the challenges teachers are facing. Originality/value: In addition to the timeliness of this study in light of the COVID 19 crisis, the focus on elementary school students, who often need support from parents or guardians to use Web technologies, and subjects traditionally requiring face-to-face interactions and hands-on work contribute to the originality of the study.
KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0085 2405685:Y348J52F
Keywords: COVID-19; Compassionate teachers; Educational technology; Elementary school; Hands-on learning; Pandemic; Social distance learning

M-learning como herramienta para el aprendizaje de una lengua minoritaria: resultados preliminares de una experiencia innovadora: pp67-71 - Rodríguez, Roberto Avello; Antón, Tamara Fernández (2020)
M-learning como herramienta para el aprendizaje de una lengua minoritaria: resultados preliminares de una experiencia innovadora
KerkoCite.ItemAlsoKnownAs: 2405685:NS29CWZ8 4042040:IQ3KDUCF

Magoha Releases Final School Calendar - Otieno, Imran (Kenyans.co.ke, 2020)
Education CS Professor George Magoha announced the school calendar with all students expected to resume learning on January 4, 2021.
KerkoCite.ItemAlsoKnownAs: 2339240:VCWQYWC6 2405685:5WXBMFXN

Maintaining learning continuity during school closure: Community Health Volunteer support for marginalised girls in Kenya - Amenya, Donvan; Fitzpatrick, Rachael; Page, Ella; Naylor, Ruth; Jones, Charlotte; McAleavy, Tony (Education Development Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:9GTVFSEH 2534379:PDMPBGRU

Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures - Kerwin, Jason T.; Thornton, Rebecca L. (The Review of Economics and Statistics, 2020)
This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64SDs and writing scores by 0.45SDs. A reduced-cost version instead yields statistically-insignificant reading gains and some large negative effects (-0.33SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.
Publisher: MIT Press shortDOI: 10/gg7spz KerkoCite.ItemAlsoKnownAs: 10.1162/rest_a_00911 10/gg7spz 2339240:VK3937E2 2405685:9UT2Q56S 2405685:EXQV8YBV 2447227:VDYKWJTR
Keywords: NULP; ___working_potential_duplicate

Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures - Kerwin, Jason; Thornton, Rebecca (Jason Kerwin, 2020)
Library Catalog: jasonkerwin.com Section: Uncategorized KerkoCite.ItemAlsoKnownAs: 2405685:KZR3PLWL 2447227:9NJPZT93
Keywords: C:Uganda; NULP; ___working_potential_duplicate

Making Vision 2041 a Reality: Perspective Plan of Bangladesh 2021-2041 - General Economics Division, Bangladesh Planning Commission, Ministry of Planning, Government of the People’s Republic of Bangladesh (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Z8H6NIQ8 2405685:KJM92W3X

Making Vision 2041 a Reality: Perspective plan of Bangladesh 2021-2041 - Ministry of Planning (Ministry of Planning,Government of the People’s Republic of Bangladesh, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PCSGGS87 2405685:T9BWKY5Z

Malawi – Fifth Integrated Household Survey 2019-2020 - National Statistical Office (World Bank Microdata Library, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WQNKCSRI 2405685:KWDWZ5RP

Malawi ICT and Digitalization Policy Roadmap 2022-2026 (Draft) - The Presidential Delivery Unit Digitalization Labs (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M7X7ND37 2405685:VAIVNKWI

Malawi Vision 2063 Document - National Planning Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M39XQECB 2405685:IYB8C7VR

Malaysia – Empowering teachers to deliver blended learning after school reopening - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:IQZZ395P

Managing Education Systems During COVID-19: An Open Letter to A Minister of Education - Mundy, Karen; Hares, Susannah (Center For Global Development, 2020)
The job of an education minister is now to “make sense of the mess”—to turn a series of interrelated challenges into a series of organized and prioritized problems and then into a strategy for action.
Library Catalog: www.cgdev.org KerkoCite.ItemAlsoKnownAs: 2339240:6YSRN7RQ 2405685:RFENY758 RFENY758

Mapping gender equality in STEM from school to work | UNICEF Office of Global Insight & Policy - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JKMZMSVG 2405685:6TBMCNPN

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

Mauritania Fact Sheet - UNHCR (UNHCR, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ICIFFS2I 2405685:LTRG5KDJ

Mavis Education | Home - Mavis Education (Mavis Education, 2020)
Mavis Talking Books™ & Mavis Education Model™ Provide quality basic education to millions of children and adult learners in Africa Everyone Learning. Everywhere a Classroom™ Mavis Talking Books™The simplest, most exciting, engaging and interactive educational technology for improving performance in:Basic Education (formal and informal)Language learning (domestic and foreign)The Mavis Talking Book™ has two components which […]
Library Catalog: maviseducation.com EdTechHub.ItemAlsoKnownAs: 2405685:3ALTGRM6

mCourser (2020)
Try our Learning Management System for free. mCourser supports online schools, free courses, real-time evaluation, private classes and more...
KerkoCite.ItemAlsoKnownAs: 2339240:S2U7CGP6 2405685:C56IM6XG

Meeting the challenges posed by per diem in development projects in southern countries: a scoping review - Samb, Oumar Mallé; Essombe, Christiane; Ridde, Valery (Globalization and Health, 2020)
This study presents the results of a review whose goal is to generate knowledge on the possible levers of action concerning per diem practices in southern countries in order to propose reforms to the existing schemes.
KerkoCite.ItemAlsoKnownAs: 10.1186/s12992-020-00571-6 2339240:MCNG2S7E 2405685:FRYC6H9R 4656463:P6QZDCEC
Keywords: Per diem; Policy dialogue; Reform; West Africa

Mental health and learning: BRAC’s response in Bangladesh during Covid-19 - Ahmad, J; Mariam, E; Sadaf, B; Sarwar, S; Siddique, S; Zaman, S (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NT98ND5A 2405685:S58SFAFK

Mentorship Community of Practice - FHI360 (2020)
The Rwanda Mentorship Community of Practice (MCOP) initiative, funded by the U.S. Agency for International Development, aims to strengthen the quality of basic education and to support teacher professional development across Rwanda. The overall objective of MCOP is to improve pedagogical and subject knowledge, particularly for early-grade reading, through the effective use of technologies in in-service professional development.
KerkoCite.ItemAlsoKnownAs: 2339240:4VDFAJSL 2405685:6S2NXAUD

Messaging Apps, SMS, and Social Media: A Rapid Evidence Review - Jordan, Katy; Mitchell, Joel (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of existing research on the use of mobile phone-based messaging (including SMS, and messaging through apps such as WhatsApp) to support education in low- and middle-income countries (LMICs). This topic was chosen as the focus for a RER in response to the Covid-19 pandemic and school closures, as this form of technology has been adopted as part of some countries’ methods of providing continuing education during closures and disruption. As such, the overall purpose of this document is to summarise the existing research literature around messaging, so that the existing evidence can be used to inform ongoing responses to the pandemic. The findings are intended to be of use to educational decision makers, including donors and those in government and NGOs, to inform responses to the current pandemic.
ZenodoArchiveID: 4556938 PreviousDOI: 10.5281/zenodo.4058181 PreviousDOI: 10.5281/zenodo.4477015 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4058181 10.5281/ZENODO.4556938 10.5281/zenodo.4477015 10.5281/zenodo.4556938 2339240:8QFLYEYK 2339240:ATYZFQ8R 2339240:CUBEJEWS 2339240:LCAUL9ZC 2339240:NISQD6JT 2339240:T2Z992XW 2339240:XMQV9Y56 2339240:YGQCMSDP 2405685:2GE8ESCR 2405685:4G8DT7ZB 2405685:4JM6QWPH 2405685:5NMCR3LL 2405685:EQVI8NMV 2405685:IU849P3E 2405685:MMTHETFR 2405685:PY3CXCH9 2405685:QSD5LYSF 2405685:XHBPFYVC 2405685:Z7P9NRWJ
Keywords: Covid-19; LMICs; SMS; Social media; TPD; WhatsApp; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; educational technology; mobile learning; refugee education; teacher professional development; text message; ⛔ No DOI found

Methodological Guidance Paper: The Art and Science of Quality Systematic Reviews - Alexander, Patricia A. (Review of Educational Research, 2020)
The purpose of this article is to overview various challenges that prospective authors of quality systematic reviews should be prepared to address. These challenges pertain to all phases of the review process: from posing a critical question worthy of pursuit and executing a search procedure that is appropriately framed and transparently recorded, to discerning patterns and trends within the resulting data that speak directly to the critical question framing the review. For each of these challenges, suggestions are offered as to how authors might respond so as to enhance the quality of the review process and increase the value of findings for educational research, practice, and policymaking.
KerkoCite.ItemAlsoKnownAs: 10.3102/0034654319854352 10/ggwsgp 2405685:3RWPAK66 2405685:CIMTNSA3 2405685:GC76C27N 2534378:I28YADAU
Keywords: ___working_potential_duplicate; critical questions; literature search; systematic review

Mezzanine (Vodacom Ghana, 2020)
Library Catalog: www.vodacom.com.gh KerkoCite.ItemAlsoKnownAs: 2405685:THRAXJRK

Microsoft (2020)
Microsoft, en tant qu’acteur de la transformation numérique en France, aide les individus et les entreprises du monde entier à exploiter pleinement leur potentiel.
Library Catalog: www.microsoft.com KerkoCite.ItemAlsoKnownAs: 2405685:N7I2LYAA

Microsoft Airband - Carroon, Lydia (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:P2AWXQUB 2405685:MWBX9PLV

Mindspark website - Mindspark (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JSIQGGR5 2405685:6FVXAKXR 6FVXAKXR

Minister for Education, US Ambassador launch Ghana Learning Radio Reading Program - Ghana Ministry of Education (Ghana Ministry of Education, 2020)
The Minister for Education, Dr. Matthew Opoku Prempeh, together with the U.S. Ambassador to Ghana Stephanie S. Sullivan has launched the Ghana Learning Radio reading program. The radio program, which was developed in response to the closure of basic schools across the country due to the COVID-19 global pandemic, aims to engage parents, guardians/ caregivers, […]
KerkoCite.ItemAlsoKnownAs: 2339240:KLVIMWR4 2405685:4QKCHTC8

Ministers to promote zero-rated access to online content - Mashininga, Kudzai (University World News, 2020)
African information and communications technology ministers have agreed to promote the zero rating of access to educational content to support univers...
KerkoCite.ItemAlsoKnownAs: 2339240:EQJA2TG4 2405685:YXTGH2F7

Ministry Initiates Supplementary Radio Programmes - Ministry of Education, Heritage & Arts (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:L77JT96K 2405685:9KNX3EA5

Ministry of Communications and Digital Economy | Home - Ministry of Communications and Digital Economy (Nigeria) (2020)
Ministry of Communications and Digital Economy, MCT, MOC, FMOC, FMCDE, FMOCDE, MCDE, MOCDE, Federal Ministry of Communications and Digital Economy
Library Catalog: www.commtech.gov.ng EdTechHub.ItemAlsoKnownAs: 2405685:YT9YM6T3

Ministry of ICT Postal & Courier Services | Home - Ministry of ICT, Postal and Courier Services (Zimbabwe) (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:R5F8CX6A

Ministry of Information and Communications | Home - Ministry of Information and Communications (Sierra Leone) (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:MV5RWXEF

Ministry of Information, Publicity and Broadcasting Services | Home - Ministry of Information, Publicity and Broadcasting Services (Zimbabwe) (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:V3SUPSUJ

Misallocation in the Public Sector? Cross-Country Evidence from Two Million Primary Schools, - Walter, Torsten Figueiredo (Suntory and Toyota International Centres for Economics and Related Disciplines, LSE, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:JUWWHYBF

MIT Solve (2020)
Library Catalog: solve.mit.edu KerkoCite.ItemAlsoKnownAs: 2405685:A972JCYU

Mitigating COVID-19 impacts and getting education systems up and running again: Lessons from Sierra Leone - Davis, Edward; Berry, Chris (Global Partnership for Education, 2020)
Reflexions on some of the lessons from the Sierra Leone Ebola education response that could be relevant for countries facing shutdowns of their education systems due to the COVID-19 pandemic.
KerkoCite.ItemAlsoKnownAs: 2339240:NIUY9YWK 2405685:CVJKIQ8D

Mitigating the effects of the COVID-19 pandemic on food and nutrition of schoolchildren - WFP; FAO; UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Z38UDETM 2405685:7S7HZKYB

Mobile cellular subscriptions (per 100 people) - South Asia | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:JCFQ2UI9 2486141:DJV6GAKB

Mobile cellular subscriptions (per 100 people) - Sub-Saharan Africa | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:QPD4TJ5K 2486141:Y9NDX4WX

Mobile cellular subscriptions (per 100 people) - Tanzania | Data - World Bank Development Indicators (World Bank Development Indicators website, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6GSKZLF8 2405685:J4UDY73A

Mobile Classroom | Home - Mobile Classroom (2020)
Mobile classroom application is bridging the gap between students and learning by giving them the opportunity to take classes online from anywhere in Nigeria...
Library Catalog: www.mobileclassroom.com.ng EdTechHub.ItemAlsoKnownAs: 2405685:M5VAHKWM

Mobile Distance & Hybrid Education Solutions - Steinmetz, Marisa Giulia Kyra Solveigh Carolin (World Bank Group, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:87G5SZHC 2405685:L5HM7Q3W

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

Mobile learning and pedagogical opportunities: A configurative systematic review of PreK-12 research using the SAMR framework - Crompton, Helen; Burke, Diane (Computers and Education, 2020)
Scholars postulate that mobile devices can be used to transform learning. However, there is a paucity of evidence to determine if mobile learning is redefining learning or if these devices are being used to replicate past teaching practices. To fill this gap in scholarly understanding, this systematic review was conducted to examine studies from 2014 to 2019 involving mobile devices in PK-12 (2–18 years) learning. Technology use was coded using the Substitution, Augmentation, Modification, and Redefinition (SAMR) framework. This framework was empirically extended and presented in this study. The data revealed unique findings, including the concerning discovery that while mobile technologies can and were used to transform learning in 54% of the studies, 46% of the time devices were used to replicate activities that can be conducted without technology. This has larger implications on school integration of mobile devices and whether these devices are being used to redefine learning to provide the most benefit to PK-12 students.
Publisher: Elsevier Ltd KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.103945 2405685:3U7PETF4
Keywords: Mlearning; Mobile learning; SAMR; Systematic review; Technology integration

Mobile Minute: Global Classrooms Rely on Education Apps As Remote Learning Accelerates - Sydow, Lexi (App Annie, 2020)
Library Catalog: www.appannie.com KerkoCite.ItemAlsoKnownAs: 2339240:H445R5CL 2405685:B8X54Z7D

Mobile phone technologies in coping with the challenges and opportunities of CPEC by the youth of rural mountainous areas of Gilgit-Baltistan, Pakistan - Rahim, Sabit; Qutoshi, Sadruddin Bahadur; Sahar, Gul; Jabeen, Gul; Ali, Imran (Mobile Information Systems, 2020)
The study aims to explore the access of mobile phone, emerging technologies, and use of the mobile phone by the youth of Gilgit-Baltistan (GB), Pakistan, for learning and safety and security purposes. Structured questionnaires were used to collect the data. The descriptive statistics was employed to test the research model. Among the 300 distributed sample size, 272 participants responded back including 133 male and 139 female students of Karakoram International University (KIU) from eight districts of GB as research participants for data collection. Only 1 male and 6 females responded that they do not have their own mobile phone, comprising of 90.6% response rate. The results show that 97% of students of rural mountainous areas own a mobile phone. The study contributes valuable findings about the access and positive use of mobile phones for learning and safety and security purposes. The result also shows that the youth of GB have enough skills of mobile phone technologies to cope with the future challenges of China Pakistan Economic Corridor (CPEC) by taking advantages of China Pakistan Information Corridor (CPIC is a fiber optics cable laid down from the China border to Islamabad Pakistan for the purpose of providing the fast internet facility including 5G). This is the baseline survey and future study will be based on this survey.
KerkoCite.ItemAlsoKnownAs: 10.1155/2020/5816803 2405685:S26GG6U4
Keywords: ___working_potential_duplicate

Mobile Phone Technologies in Coping with the Challenges and Opportunities of CPEC by the Youth of Rural Mountainous Areas of Gilgit-Baltistan, Pakistan - Rahim, Sabit; Qutoshi, Sadruddin Bahadur; Sahar, Gul; Jabeen, Gul; Ali, Imran (Mobile Information Systems, 2020)
The study aims to explore the access of mobile phone, emerging technologies, and use of the mobile phone by the youth of Gilgit-Baltistan (GB), Pakistan, for learning and safety and security purposes. Structured questionnaires were used to collect the data. The descriptive statistics was employed to test the research model. Among the 300 distributed sample size, 272 participants responded back including 133 male and 139 female students of Karakoram International University (KIU) from eight districts of GB as research participants for data collection. Only 1 male and 6 females responded that they do not have their own mobile phone, comprising of 90.6% response rate. The results show that 97% of students of rural mountainous areas own a mobile phone. The study contributes valuable findings about the access and positive use of mobile phones for learning and safety and security purposes. The result also shows that the youth of GB have enough skills of mobile phone technologies to cope with the future challenges of China Pakistan Economic Corridor (CPEC) by taking advantages of China Pakistan Information Corridor (CPIC is a fiber optics cable laid down from the China border to Islamabad Pakistan for the purpose of providing the fast internet facility including 5G). This is the baseline survey and future study will be based on this survey.
Publisher: Hindawi KerkoCite.ItemAlsoKnownAs: 10.1155/2020/5816803 2339240:T7Y9UQTC 2405685:46LFGCZC
Keywords: ___working_potential_duplicate

Mobile School Report Card (mSRC, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:XAKE2D76

Modelling the learning process #1: What is a pedagogical production function—and how does it help us understand student learning? - Belafi, Carmen (RISE Programme, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JHUWT24H 2405685:7CJZQMXU

Mongolia - Improving Primary Education Outcomes for the Most Vulnerable Children in Rural Mongolia (English) - World Bank (World Bank, 2020)
Mongolia - Improving Primary Education Outcomes for the Most Vulnerable Children in Rural Mongolia (English)
KerkoCite.ItemAlsoKnownAs: 2339240:R8LDPUDM 2405685:UILRYS9L

Mongolia leads in organizing TV classes for children - Munkhzul, A (Montsame (Mongolia), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:BIQ9P6M5 2405685:SYZ4XSBI 4803016:64QPZ5AD

Mongolia Poverty Update 2018 - World Bank (National Statistics Office of Mongolia, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FT92LP7S 2405685:F2LL23ZG

Monitoring and evaluating radio in education - McBurnie, Chris (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707898 2129771:E77BS5IR 2405685:PLW5MPU5
Keywords: _EdTechHub_Output; dode_eth-src-eth; dode_eth-trf2-dode

Monitoring Distance Education: A Brief to Support Decision-Making in Bangladesh and Other Low- and Lower-Middle-Income Countries - Kaye, Tom; Groeneveld, Caspar; Bashir, Amreen (EdTech Hub, 2020)
This brief outlines a model for monitoring and evaluating distance learning based on a desktop review of interventions during the Covid-19 school closures and other previous school shutdowns. It then examines how this might be applied in the Bangladeshi context.
ZenodoArchiveID: 5652092 previousDOI: 10.5281/zenodo.4140104 previousZenodoArchiveID: 4140104 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4140104 10.5281/zenodo.4140104 10.5281/zenodo.4140104; 10.5281/zenodo.5652092 2339240:2K6FG2CF 2339240:2XJTN3MP 2339240:3TNWACL9 2339240:942WVA7N 2339240:DN7NQV5Y 2339240:LKQW3A8S 2339240:MDTPARWA 2339240:U3838PXA 2339240:XIE9NJ3S 2405685:BA3K6CK8 2405685:BLRKEEAU 2405685:CCZW4ARW 2405685:DAFBBJ3F 2405685:DP9HJGLT 2405685:HRT8E6US 2405685:RVIEHPP5 2405685:XUVA9827 2405685:Z6UIK8CZ 2405685:ZITF5IDK 2534379:FDZIF5DH
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _zenodo:submitted; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

Monitoring Distance Learning During School Closures - UNICEF ROSA (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TQAQTYQA 2405685:55T4NQNW

Monitoring Learning Continuity During School Closures - UNICEF (UNICEF Regional Office for South Asia (ROSA), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:T2ISXZE7 2405685:78RWG8WV

Monitoring Radio Programming in times of COVID-19: Preliminary findings from parent interviews and discussions - Thomas, Harris; Lebah, Bingo (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VHEK5YRF 2405685:RJ6T5693

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

Mother tongue and literature teaching in smart cities: How technology is reshaping the frontiers of education - Cardoso, Luis (European Journal of Literature, Language and Linguistics Studies, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:NFXRJ3R9 4042040:GE4Q3AIM
Keywords: ⛔ No DOI found

Motivation and social cognitive theory - Schunk, Dale H.; DiBenedetto, Maria K. (Contemporary Educational Psychology, 2020)
This article discusses motivation from the perspective of Bandura’s social cognitive theory. Motivation refers to processes that instigate and sustain goal-directed activities. Motivational processes are personal/internal influences that lead to outcomes such as choice, effort, persistence, achievement, and environmental regulation. Motivation has been a prominent feature of social cognitive theory from the early modeling research to the current conception involving agency. The conceptual framework of reciprocal interactions is discussed, after which research is summarized on behavioral, environmental, and personal influences on motivation. Key internal motivational processes are goals and self-evaluations of progress, self-efficacy, social comparisons, values, outcome expectations, attributions, and self-regulation. Critical issues confronting the theory include diversity and culture, methodology, and long-term effects of interventions. The article concludes with additional recommendations for future research on contexts, conceptual clarity, and technology.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.cedpsych.2019.101832 2339240:E7GLDC2X 2405685:A6NCUBQS
Keywords: Motivation; Self-efficacy in education; Social cognitive theory

Moving beyond the predictable failure of Ed-Tech initiatives - Sancho-Gil, Juana M.; Rivera-Vargas, Pablo; Miño-Puigcercós, Raquel (Learning, Media and Technology, 2020)
The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives.
Publisher: Routledge _eprint: https://doi.org/10.1080/17439884.2019.1666873 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1666873 2339240:GCR3V5QP 2405685:86I72796 4656463:48WL9B8V 4656463:M4NW5YGX
Keywords: Educational change; digital technology corporations; educational challenges; educational policies; school improvement

Moving high-stakes exams online: Five points to consider - Luna-Bazaldua, Diego; LIBERMAN, JULIA; LEVIN, VICTORIA (World Bank Blogs, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TX23DWVR 2405685:MYE3HI6U

Moving online : Creating effective tasks for analysis of teaching evidence - Schwartz, Jonathan; Mahiko, Joy (EdMedia + Innovate Learning 2020 Online, 2020)
The use of examples of teaching videos becomes more prevalent in teacher education. Despite good teaching examples, a video cannot truly replace the real-life classroom experience. This paper presents the findings of a qualitative case study conducted in two teacher education courses during Spring 2020 semester. Due to the COVID-19 pandemic, field experiences were replaced by assignments administered online where teacher candidates watched and analyzed videos of expert teachers, and also analyzed their own videotaped teaching lessons. Results showed that teacher candidates became better at analyzing the teaching videos and appreciated the diversity of teaching examples. However, they also reported that they did not enjoy substituting real life experiences with online teaching videos.
KerkoCite.ItemAlsoKnownAs: 2405685:B5JLRT4F
Keywords: ⛔ No DOI found

MozPulse wave 1 Results Report - World Bank (World Bank, 2020)
EdTechHub.ItemAlsoKnownAs: 2405685:CPL7A39Q

Multi-Sectoral Rapid Needs Assessment: COVID19 - Jordan - UNHCR; UNICEF; WFP (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:U34LB7JG 2405685:BWEZPV5L

National COVID-19 Preparedness and Response Plan - Republic of Malawi (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9ISTURV3 2405685:46BPCHFP

National Education Response and Resilience Plan for COVID-19 - Ministry of Education and Federal Training (Pakistan) (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:ZQTKQQ97

National education sector investment plan - UNICEF (Government of Malawi, 2020)
Ministry of Education
KerkoCite.ItemAlsoKnownAs: 2339240:89TGACYY 2405685:MNE7VZEZ

National education sector investment plan 2020-2030 - Malawi Ministry of Education (Government of Malawi, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6CF6ZTGI 2405685:UTJ8A7W5

National Framework for Teachers Continuous Professional Development - Ministry of Education, Science and Technology (United Republic of Tanzania, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PX8LX2HD 2405685:HWT67YS2 2405685:MUSAVHQ9

National Household Survey on Access and Usage of ICT Services in Malawi 2019 - National Statistical Office (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:8XN2BTBI

National Incubation Center (2020)
The National Incubation Center is Pakistan’s largest technology incubation center; the first purpose built creative space in Pakistan buzzing with innovators, mentors, change-makers and passionate leaders. It’s a living example of a successful public-private partnership between the Ministry of IT & Telecom, Ignite – National Technology Fund, Jazz and Teamup. The National Incubation Center in Islamabad is led by two unicorn founders with around decades of combined experience in setting up organizations from scratch and bringing digital revolution in Pakistan.
Library Catalog: nicpakistan.pk KerkoCite.ItemAlsoKnownAs: 2339240:EZQG5869 2405685:M96PH7IX 2405685:PLK2HPSE

National learning platforms and tools - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TJM3APGX 2405685:5MQYCCFC

National Policy on Teacher Management - Teaching Service Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QRKTWTKL 2339240:SMJ7WD8H 2405685:HE9FKMPG 2405685:K33VF78D

National Universities Commission | Open Distance & e-Learning - National Universities Commision (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:L2JPYP3U

Nepal “Ask me anything” Session: Responses to audience questions - Kaye, Tom; Groeneveld, Caspar; Moss, Caitlin; Haßler, Björn (EdTech Hub, 2020)
On Thursday, 30 April 2020, EdTech Hub participated in an 'Ask me anything' session for policymakers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the Covid-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office, and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the Covid-19 pandemic, presented by the World Bank EduTech team and EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.
previousshortDOI: 10/gg8hqq previousshortDOI: 10/gg8hqq previousDOI: 10.5281/zenodo.3804380 previousshortDOI: 10/gg8hqq EdTechHub.Source: 2405685:UXQG7GRG EdTechHub.Source: <this> shortDOI: 10/gg8hqq KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3804380 10.53832/edtechhub.0014 10/gg8hqq 2129771:X82WTVD8 2339240:4X8SH6RY 2339240:MB7JNNNV 2339240:PGI4RZNE 2405685:59LAMBXS 2405685:88UWQMW9 2405685:BG5DGC4G 2405685:GQDN2E5P 2405685:SYLGY9MM 2405685:UXQG7GRG
Keywords: C:Nepal; F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH; docs.opendeved.net; dode_eth-src-dode; dode_eth-trf2-dode

New Brief: Monitoring Distance Learning During the Covid-19 Pandemic - Bashir, Amreen; Groeneveld, Caspar; Kaye, Tom (EdTech Hub, 2020)
In the initial rush to respond to school closures, countries focused on rolling out distance education. Policy-makers now realise that effective distance education requires robust data generated via high-quality monitoring. This blog highlights the findings of a brief synthesising effective practices in monitoring distance education. Since March 2020, the Covid-19 pandemic has impacted 36 million learners in Bangladesh. Schools closed…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708238 2405685:73G8TGWV
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

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

Nigeria | Country Profile - World Bank (2020)
The World Bank is helping to fight poverty and improve living standards for the people of Nigeria with more than 130 IBRD loans and IDA credits since 1958.
Library Catalog: www.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:JPXUUHZH

Nigeria | Education - UNICEF Nigeria (2020)
See how UNICEF in Nigeria supports children so they can attend school and learn.
Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2405685:U4DAQPU4

Nigeria Government Calls for Reopening of Schools After 6-month COVID Lockdown | Voice of America - English - Ettang, Ifiok (Voice of America, 2020)
Nigeria reopened schools Oct. 12, six months after they were closed to curtail the spread of the coronavirus. However, not all parents believe students should be returning to the classroom. Gloria Kwashi runs the Zambiri Outreach and Childcare Center in Jos, a school that provides free education and food for more than 400 children, including orphans and victims of insurgent violence. She says the pandemic brought her students' learning to a complete halt. "All the months that we left, nobody came to school and nobody learned anything, so it was already that bad," she said.
Section: Africa, COVID-19 Pandemic KerkoCite.ItemAlsoKnownAs: 2339240:CFZ4DSR7 2405685:X3MMDCW5

Nigeria | The World Factbook - Central Intelligence Agency (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:IKLLIDHR

Nigeria | World Poverty Map - World Data Lab (2020)
Explore poverty data by age, gender, and region for every country in the world until 2030
Library Catalog: www.worldpoverty.io KerkoCite.ItemAlsoKnownAs: 2405685:2625SKYU

Nigerian Communications Commission | Home - NCC (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:QY3BG457

Nine takeaways from our reviews of COVID-19 education responses - Chuang, Rachel; Kaye, Tom; Koomar, Saalim; McBurnie, Chris; Moss Coflan, Caitlin (EdTech Hub, 2020)
Regular readers will know about our Helpdesk, the on-demand support service we provide for FCDO advisers and World Bank staff to help them make evidence-informed decisions. Since the onset of coronavirus, the Helpdesk team has responded to requests from 15 countries across Africa, Asia, and the Middle…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707876 2405685:28EHRZSK
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

NITDA | e-Learning Facilities - NITDA (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:5EPQAVFL

No time to lose: An urgent call for access to quality education for Rohingya Children in Cox's Bazar - Katende, Stephen; Gerhardt, Laurence; Skinner, Marcus (International Rescue Committee, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M6NCUIHG 2405685:TER3PKT7

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

Number of Computers by District 2018 (Unpublished) - Othman, Othman S. (EMIS Department MoEVT Zanzibar, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CXDZH729 2405685:73RNJ3SS

O Efeito da COVID-19 na Educação em África e Suas Implicações para a Utilização da Tecnologia Um Inquérito sobre a Experiência e as Opiniões de Educadores e Especialistas em Tecnologia - eLearning Africa; EdTech Hub (2020)
ZenodoArchiveID: 4749656 previousDOI: 10.5281/zenodo.4018774 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4749656 2405685:XSK5P8VC
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH; ⚠️ Invalid DOI

O'Genius Priority Ltd (O'Genius Priority, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JKTZCX5Q 2405685:578RECJL

OECD Digital Economy Outlook 2020 - OECD (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2SVTCF5V 2405685:YEBSH72B

OECS to implement school connectivity initiative towards digital education vision - UNICEF (2020)
Organisation of Eastern Caribbean states to partner with UNICEF-ITU global initiative Giga to enhance connectivity of schools and develop digital public goods
KerkoCite.ItemAlsoKnownAs: 2339240:UB7AYYWJ 2405685:5DZSMP9J

One Billion (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3B5NCJ2L 2405685:RYYH3UQH

onebillion: COVID-19 UPDATE: How we can keep children learning - onebillion (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JEYRECE4 2405685:LKVB55XR

Onecourse – one app for reading and numeracy - Onebillion (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:D22UZRYK 2405685:2QMRIDCA

onetab - onebillion (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:63XVIAX4 2405685:II2Z2MLN

Online and ICT Facilitated Violence Against Women and Girls during COVID-19 - UN Women (2020)
Series: UN Women Ending Violence Against Women (EVAW) COVID-19 Briefs Volume: 4 KerkoCite.ItemAlsoKnownAs: 10.18356/b3f5cc80-en 2339240:Z2WC7C8X 2405685:XTFJJSKE

Online initial teacher education: a systematic review of the literature - Dyment, Janet E; Downing, Jillian Jane (Asia-Pacific Journal of Teacher Education, 2020)
This paper presents a systematic review of the literature on online initial teacher education. This review is timely given the growing numbers of online students studying teacher education in Australia and beyond. The paper begins with a presentation of the search protocol including search terms, databases, and inclusion/exclusion criteria that resulted in 492 refereed articles being included in the review. Analysis of title and abstract of these articles allowed insight into a variety of factors and trends, including journal of publication, year of publication, research approach, and key focal areas. Two well-established research focal areas emerged: technological pedagogical innovations and student experiences of studying teacher education online. Two emerging research focal areas were teacher educator experiences of teaching online and online teacher education in traditionally experiential specialisations, such as drama and outdoor education. When all the articles are considered holistically, a fragmented and siloed research approach is revealed, evidenced by a large number of journals publishing articles on multiple focal areas, leading to considerable repetition among the evidences presented across the articles. As such, this paper highlights the need for a more coherent and organised approach to research in online teacher education and its dissemination to all stakeholders.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/1359866X.2019.1631254 2405685:PQW9NJSC
Keywords: Online; blended; initial teacher education; pre-service; systematic review; teacher education

Online learning and emergency remote teaching: opportunities and challenges in emergency situations - Ferri, Fernando; Grifoni, Patrizia; Guzzo, Tiziana (Societies, 2020)
KerkoCite.ItemAlsoKnownAs: 10.3390/soc10040086 2339240:637UZCID 2405685:MPIBM9Y9

Online learning in higher education during COVID-19 pandemic: A case of ghana - AGORMEDAH, Edmond Kwesi; HENAKU, Eugene ADU; AYİTE, Desire Mawuko Komla and ANSAH, Enoch APORİ (Journal of Educational Technology and Online Learning, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:EB372T82
Keywords: ⛔ No DOI found

Online teaching and learning in higher education during the coronavirus pandemic: students’ perspective - Coman, Claudiu; Țîru, Laurențiu Gabriel; Meseșan-Schmitz, Luiza; Stanciu, Carmen; Bularca, Maria Cristina (Sustainability, 2020)
The research focuses on identifying the way in which Romanian universities managed to provide knowledge during the Coronavirus pandemic, when, in a very short time, universities had to adapt the educational process for exclusively online teaching and learning. In this regard, we analyzed students’ perception regarding online learning, their capacity to assimilate information, and the use of E-learning platforms. An online survey based on a semi-structured questionnaire was conducted. Data was collected from 762 students from two of the largest Romanian universities. The results of the research revealed that higher education institutions in Romania were not prepared for exclusively online learning. Thus, the advantages of online learning identiﬁed in other studies seem to diminish in value, while disadvantages become more prominent. The hierarchy of problems that arise in online learning changes in the context of the crisis caused by the pandemic. Technical issues are the most important, followed by teachers’ lack of technical skills and their teaching style improperly adapted to the online environment. However, the last place was assigned by students to the lack of interaction with teachers or poor communication with them. Based on these ﬁndings, research implications for universities and researchers are discussed.
KerkoCite.ItemAlsoKnownAs: 10.3390/su122410367 10/gjx2tc 2339240:J5IZQCNQ 2405685:5FV7SCKV

Online teaching-learning in higher education during lockdown period of COVID-19 pandemic - Mishra, Lokanath; Gupta, Tushar; Shree, Abha (International Journal of Educational Research Open, 2020)
The whole educational system from elementary to tertiary level has been collapsed during the lockdown period of the novel coronavirus disease 2019 (COVID-19) not only in India but across the globe. This study is a portrayal of online teaching-learning modes adopted by the Mizoram University for the teaching-learning process and subsequent semester examinations. It looks forward to an intellectually enriched opportunity for further future academic decision-making during any adversity. The intended purpose of this paper seeks to address the required essentialities of online teaching-learning in education amid the COVID-19 pandemic and how can existing resources of educational institutions effectively transform formal education into online education with the help of virtual classes and other pivotal online tools in this continually shifting educational landscape. The paper employs both quantitative and qualitative approach to study the perceptions of teachers and students on online teaching-learning modes and also highlighted the implementation process of online teaching-learning modes. The value of this paper is to draw a holistic picture of ongoing online teaching-learning activities during the lockdown period including establishing the linkage between change management process and online teaching-learning process in education system amid the COVID-19 outbreak so as to overcome the persisting academic disturbance and consequently ensure the resumption of educational activities and discourses as a normal course of procedure in the education system.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedro.2020.100012 2339240:DBZ4WDCG 2405685:HD29E6QQ
Keywords: COVID-19; Lockdown period; Online education; Online teaching-learning modes; Outbreak; Pandemic; Perception

Online Teaching of Rural Multi-Grade Classes in the Context of COVID-19: Proposing a Holistic Approach - Feizi, Farokh; Bakhtiarvand, Morteza (Randwick International of Education and Linguistics Science Journal, 2020)
KerkoCite.ItemAlsoKnownAs: 10.47175/rielsj.v1i3.134 2405685:ZT856EJP

Online university teaching during and after the Covid-19 Crisis: Refocusing teacher presence and learning activity - Rapanta, Chrysi; Botturi, Luca; Goodyear, Peter; Guàrdia, Lourdes; Koole, Marguerite (Postdigital Science and Education, 2020)
The Covid-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online. Online teaching and learning imply a certain pedagogical content knowledge (PCK), mainly related to designing and organising for better learning experiences and creating distinctive learning environments, with the help of digital technologies. With this article, we provide some expert insights into this online-learning-related PCK, with the goal of helping non-expert university teachers (i.e. those who have little experience with online learning) to navigate in these challenging times. Our findings point at the design of learning activities with certain characteristics, the combination of three types of presence (social, cognitive and facilitatory) and the need for adapting assessment to the new learning requirements. We end with a reflection on how responding to a crisis (as best we can) may precipitate enhanced teaching and learning practices in the postdigital era.
KerkoCite.ItemAlsoKnownAs: 10.1007/s42438-020-00155-y 2405685:E3Q5247V
Keywords: Covid-19; Emergency situation; Higher education; Instructional design; Online teaching; Pedagogical content knowledge

Open Education Resources in Africa: A Curated Resource List - Koomar, Saalim; Jull, Stephen (Zenodo, 2020)
This curated list defines open educational resources, offers background on open source licensing, and provides a review of OER relevant to the context of Ghana in response to an EdTech Hub helpdesk request. This document does not intend to set out a comprehensive list of OER used by teachers, students, parents or other stakeholders; rather, this document will identify exemplars of OER provided they are relevant to the Ghanaian context and focus on: reaching marginalised learners through offline or online content; reaching marginalised learners through mass media; using OER for teacher education; further useful resources and methods of implementing OER.
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3906041 10.5281/zenodo.3906041 2339240:35NW4SYR 2405685:VD8J4NCU

Open educational practices of MOOC designers: embodiment and epistemic location - Adam, Taskeen (Distance Education, 2020)
This article reports the lack of epistemic diversity in producers of massive open online courses (MOOCs) through examining whose knowledges and what knowledges are forefronted in MOOCs. Through analysis of 27 semi-structured interviews, the study explored the relationship between South African MOOC designers and their open educational practices (OEP), questioning in what ways MOOC designers enact openness in their design, based on their own reasoning of what openness means. The study illustrates that MOOC designers create MOOCs that strongly link to who they are, what they value, and how they understand the world, highlighting the crucial need to have epistemically diverse MOOC designers from different cultures, value systems, and epistemologies, that critically reflect on their positionalities and subjectivities. From this, the study asserts a new way of looking at OEP where MOOC designers go beyond implementing OEP, to being someone who is open. I termed this the embodiment of openness.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757405 shortDOI: 10/ghd7n3 KerkoCite.ItemAlsoKnownAs: 10/ghd7n3 2405685:H9NKFIJF
Keywords: MOOC designer; OEP; critical consciousness; dode_eth-src-dode; dode_eth-trf2-dode; embodiment; epistemic location; positionality

Open educational resources - EdTech Hub (EdTech Hub, 2020)
As part of our COVID-19 response, the EdTech Hub is collecting and facilitating access to open educational resources (OER). Open educational resources are teaching, learning and research materials that are made freely available for anyone to access and re-use. These documents are currently stored on Google Drive (no sign-in required). We will add additional distribution […]
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707762 2405685:8HVQCGY9 2405685:XFLWPJ5R
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Open Educational Resources in Africa: A Curated Resource List - Koomar, Saalim; Jull, Stephen (EdTech Hub, 2020)
This curated list defines Open Rducational Resources (OER), offers background on open-source licensing, and provides a review of OER that can be used in the sub-Saharan African context.
ZenodoArchiveID: 5652135 previousDOI: 10.5281/zenodo.3906041 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3906041 10.5281/zenodo.5652135 2339240:546TH9C9 2339240:E5AXYSMF 2339240:RKVKV84H 2405685:4ER9WB55 2405685:7JSP4PFC 2405685:DMSLLEQV 2405685:HZ5X5A4W 2405685:V44Z75Z3 2405685:VVB3BRE5
Keywords: C: Ghana; F: Helpdesk response; H: Open resources; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v3; _zenodo:submitted; _zenodoETH

Open Learning Exchange - Open Learning Exchange (2020)
Library Catalog: www.ole.org KerkoCite.ItemAlsoKnownAs: 2405685:JF264N4L

Open School BC Home Page - Open School BC (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FB7UPPB9 2405685:SYAV3ETQ SYAV3ETQ

OpenEMIS - OpenEMIS (OpenEMIS, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SDRM4HY9 2405685:PR8GHPEC

Opening Up Better Schools Toolkit - UNICEF (Humanitarian UNICEF, 2020)
The “Risk Assessment Tool for Schools Reopening” and the “Opening Up Better Schools Toolkit” are tools designed to help with the thinking and actions needed to build back better schools. The two tools draw on existing guidance from UNICEF and other UN Agencies, and include a compilation of checklists and technical guides that decision-makers, practitioners and development organizations can use to help assess the readiness for a safe reopening of school and define and/or support a comprehensive approach to school reopening.
KerkoCite.ItemAlsoKnownAs: 2339240:HUXJVSP5 2405685:7I6CDKDD

Opportunities and challenges in using online learning to maintain continuity of instruction in K-12 schools in emergencies - Schwartz, H; Ahmed, F; Leschitz, J T; Uzicain, A; Uscher-Pines, L (2020)
Distance learning provides a way to continue instruction in emergencies and can support social distancing. As we have seen with the COVID-19 pandemic, prolonged school closures can occur with little warning. Lessons learned from prior prolonged school closures can inform much-needed planning for future ones. In the 2017 hurricane season, more than 1,000 schools in the United States experienced closures lasting 10 or more days. Yet, despite the rapid expansion of online instruction, little is known about schools’ use of it in public health and other emergencies. METHODS: In 2017-2018, we conducted 13 focus groups and 11 interviews with school practitioners to identify promising practices, barriers, and facilitators for distance learning in emergencies. RESULTS: We found few examples of use of distance learning during emergency school closures in 2017. While there are significant barriers to offering distance learning in an emergency, schools that already offer online learning prior to an emergency are best equipped to continue instruction during closures for some types of emergencies. CONCLUSIONS: Additional efforts could enhance preparedness for distance learning in K–12 schools in the framework of all-hazards preparedness.
KerkoCite.ItemAlsoKnownAs: 2405685:IZCKM5AZ
Keywords: Blended Learning; Disasters; Distance Learning; Hurricanes; Influenza

Opportunity Education - Opportunity Education Foundation (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DYSII6N2 2405685:MYJMZAPQ

Orange Education Portal - Orange Sierra Leone (2020)
Library Catalog: www.orange.sl KerkoCite.ItemAlsoKnownAs: 2405685:YV3WDQAQ

Orientation and Mobility Practices within the Expanded Core Curriculum with Effective Parental Involvement of Visually Impaired Learners in Pakistan - Malik, Shazia; Manaf, Umi Kalthom Abdul (Bulletin of Education and Research, 2020)
The aim of this study was to observe Orientation and Mobility (O&M) with effective parental involvement within the Expanded Core Curriculum (ECC) for visually impaired learners (VILs) to make them independent in their environment in Pakistan. O&M practices have become significant as these are essential in independence and one of the main components of the ECC for VILs. This research explores O&M practices within the ECC from the perspectives of the teachers by using a qualitative approach and semi-structured interviews of O&M teachers were conducted from two public secondary level institutes of VILs Lahore, Pakistan. This paper endeavors to answer the question: What are the O&M practices within ECC that needed for VILs to enhance their independence in classroom settings? The findings of the study indicate that VILs need to use the knowledge of O&M practices to get their independence in their environment. Therefore, it is appropriate for O&M teachers to add the skills of mobility techniques under the subsection of O&M practices within the guidelines of ECC. The VILs seemed to benefit from immediate instructions from their O&M teachers. However, the VILs still need more help in O&M practices with effective parental involvement under the guidance of ECC. So, in the context of the study, it is the urgent need of VIL to align their O&M practices with mentioned instructions in ECC.
Publisher: Institute of Education and Research KerkoCite.ItemAlsoKnownAs: 2339240:RWT3HDYS 2405685:MNUBAR88
Keywords: Assistive Technology; Core Curriculum; Foreign Countries; Orientation; Parent Participation; Secondary School Students; Skill Development; Visual Impairments; Visually Impaired Mobility; ⛔ No DOI found

Our Journey of Remoulding Data Collection - From Paper to KoboToolbox to Avni - Kale, Smita (2020)
Smita Kale, Monitoring and Evaluation Manager at Shelter Associates, shares about their journey of moving from Paper based data collection to digital systems, first using KoboToolbox and then to Avni.
KerkoCite.ItemAlsoKnownAs: 2405685:K8MU3H94 2486141:LNJNWFR6

Our new partnerships with eKitabu, Rising Academies, and Learning Equality (EdTech Hub, 2020)
We are thrilled to announce our new partnerships with three amazing organizations – eKitabu, Rising Academies, and Learning Equality. We’ll be working alongside them in the months ahead to advance equitable educational solutions for the most marginalized learners. We’re excited to offer the Hub as a platform for amplifying their work – making new connections and fostering collaboration across thinkers…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707882 2405685:4DSHAABL 2405685:UXH56ELI
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Our Work - Siyavula (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ZW9VCC9E 2405685:VIRNTJP9

Out of 47.6 million Kenyans, 35.7 million are under the age of 35 - Ndungu, Tonny (Citizen Digital, 2020)
Kenya is a country of the youth according to the 2019 Census results which shows that 75% of the 47.6 million population is under the age of 35.
Library Catalog: citizentv.co.ke Section: news KerkoCite.ItemAlsoKnownAs: 2405685:73QJMNDY

Overview of emerging country-level response to providing continuity under COVID-19 What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? - McAleavy, Tony; Joynes, Chris; Gibbs, Emma; Sims, Kate (EdTech Hub, 2020)
Summary of report Scope of study This report provides a rapid summary of country-level responses to the management of school closures in 2020, with a focus on the needs of disadvantaged students and the role of technology. We consider low-income, middle-income and high-income countries. • We take a broad view of …
ZenodoArchiveID: 4707782 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707782 2405685:G647DH86 Library Catalog: edtechhub.org
Keywords: _DOILIVE; _EdTechHub_Output; _zenodo:submitted; _zenodoETH

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

Overview of emerging country-level response to providing educational continuity under COVID-19: Best practice in pedagogy for remote teaching - Gould, Briony (EdTech Hub, 2020)
Overview of emerging country-level response to providing educational continuity under COVID-19: Best practice in pedagogy for remote teaching Full Report PDF Download Scope of Report This report provides a rapid evidence summary of what is known about best practice in teaching when school students are educated by distance learning. It considers both theoretical concepts and empirical evidence relating to the…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707768 2405685:37SUUB79 2405685:GWN8BWPM 2405685:K5NP3ZNE 2405685:L2HPYEFI
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Overview of emerging country-level response to providing educational continuity under COVID-19: What are the lessons learned from supporting education for marginalised girls that could be relevant for EdTech responses to COVID-19 in lower- and middle-income countries? - Naylor, Ruth; Gorgen, Kristine (EdTech Hub, 2020)
ZenodoArchiveID: 4706059 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706059 2339240:3HJRFVNR 2339240:3VR6UC7F 2339240:9U79NYYD 2339240:NCZSLKX5 2339240:UEWQXHSF 2339240:YFCV9UXA 2339240:YMYNESML 2405685:9NJI87R8 2405685:B54L7JGC 2405685:C6QUC3Z7 2405685:D9SU8CEK 2405685:LK4JMG78 2405685:PW66MNDR 2405685:SLJSKY8J 2405685:VSAZQYD7 2405685:Z3XYMJZN
Keywords: COV:COVID and reopening of schools; L:Gender and education; LP: English; _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; ___working_potential_duplicate; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

Overview of emerging country-level response to providing educational continuity under COVID-19: What’s working? What isn’t? - Joynes, Chris; Gibbs, Emma; Sims, Kate (2020)
ZenodoArchiveID: 4706062 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706062 2339240:IB8GIAAB 2339240:VEARRJJL 2339240:XRVLW2AX 2405685:BR48DF69 2405685:IPAT355N 2405685:SDTIZDHS
Keywords: COV:COVID and reopening of schools; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

Pakistan - Aga Khan Development Network (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FNWXJIMV 2405685:QZNM33ZM 2405685:VW62DLK6

Pakistan country scan_0614 (Google Docs, 2020)
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Library Catalog: docs.google.com KerkoCite.ItemAlsoKnownAs: 2339240:5ND49CF8 2405685:8PSTLMFE 2405685:Q2U74JQV

Pakistan | Data - World Bank (World Bank Group, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ZU97WUV8 2405685:HTC8W36V

Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children - Lynch, Paul; Kaye, Tom; Terlektsi, Emmanouela (EdTech Hub, 2020)
The Covid-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable during school closures. They are isolated at home and unable to access information as easily as when attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
ZenodoArchiveID: 5652129 previousZenodoArchiveID: 3891379 previousshortDOI: 10/ghgnfv previousDOI: 10.5281/zenodo.3891379 EdTechHub.Source: 2405685:LP4PGMNA shortDOI: 10/ghgnfv KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3891379 10.5281/zenodo.3891379 10.5281/zenodo.4348995 10.53832/edtechhub.0043 10/ghgnfv 2129771:3YH4WC8N 2129771:J35ZR45N 2339240:6VEXVUL7 2339240:CDU93LQU 2339240:CUSR6ZBJ 2339240:FS3CFIBL 2339240:N7RDGZGY 2339240:V229A7WT 2339240:Z4FHRC9L 2405685:4PAZ4ZQH 2405685:8WYASBE4 2405685:KL56SD42 2405685:LP4PGMNA 2405685:S2A2EQQC 2405685:WFMBLBBE 2405685:XIQ5CL9B 2405685:XJ42VUQG 2405685:YY4LI6EI
Keywords: C:Pakistan; F: Helpdesk response; L:Special education needs and disabilities (SEND); LP: English; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:v1; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Pakistan Map (Physical) - Worldometer (2020)
Physical Map of Pakistan. Map location, cities, capital, total area, full size map.
KerkoCite.ItemAlsoKnownAs: 2339240:D6J9Y926 2405685:YSN6AF8K

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

Pakistan National Education Response and Resilience Plan (K-12) for Covid-19 - Ministry of Federal Education and Professional Training Government of Pakistan (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:FMYLKR2F

Pakistan National Education Response and Resilience Plan (K-12) for COVID-19 - MoFEPT (Ministry of Federal Education and Professional Training, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:K63QDJHM 2405685:3UQAWDYI

Pakistan National Education Response and Reslience Plan for COVID-19 - Ministry of Federal Education and Professional Training (Pakistan) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6CB3A2XS 2405685:TK8CF5YV

Pakistan National Education Response Resilience Plan (K-12) for Covid-19 - Ministry of Federal Education and Professional Training (Government of Pakistan, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:GYU8A9SI
Keywords: ___working_potential_duplicate; auto_merged

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

Pakistan’s Award-winning Learning Apps for Kids - SABAQ (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LRUVZ4EI 2405685:NSPUH7ND 2405685:QV9PX9DY

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

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

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

Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children - Baloch, Imdad; Kaye, Tom; Koomar, Saalim; McBurnie, Chris (EdTech Hub, 2020)
This brief explores the use of EdTech to support distance learning in Pakistan. Specifically, it explores ways to provide distance education to children in remote rural areas and urban slums.
ZenodoArchiveID: 5652066 previousZenodoArchiveID: 3885606 previousshortDOI: 10/ghgnfw previousDOI: 10.5281/zenodo.3885606 EdTechHub.Copy: 2129771:VAP9K6BW EdTechHub.Copy: 2129771:VAP9K6BW shortDOI: 10/ghgnfw KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3885606 10.5281/zenodo.3885606 10.53832/edtechhub.0026 10/ghgnfw 2129771:IK97VLY8 2129771:MXTVUGAA 2129771:VAP9K6BW 2339240:2ZVLRPTQ 2339240:7PXTZ2FQ 2339240:ZE9V9N4R 2405685:8IJT433J 2405685:9TKV7H6E 2405685:BBLQFJKE 2405685:IDL75DHT 2405685:WMUEC2ZV 2405685:Z2VNN7ER
Keywords: F: Helpdesk response; L:Out-of-school populations; LP: English; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; _cover:v1; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Parental Engagement in Children’s Learning: Insights for remote learning response during COVID-19 - Brossard, Mathieu; Cardoso, Manuel; Kamei, Akito; Mishra, Sakshi; Mizunoya, Suguru; Reuge, Nicolas (2020)
This research brief is one of a series that explores the impact of COVID-19 on education. It focuses on the potential parental role in learning and its association with foundational reading and numeracy skills. Fifty-three per cent of children in low
KerkoCite.ItemAlsoKnownAs: 2339240:4JNQ2YEI 2339240:8LJAYYGZ 2339240:GZ3YG9K5 2339240:LTIZ9PUB 2405685:94N2JRHU 2405685:AIRLRUKJ 2405685:E62QNLQK 2405685:KFF6NHJH 2405685:R4EHMGS6

Parenting and child’s (five years to eighteen years) digital game addiction: A qualitative study in North-Western part of Bangladesh - Keya, Farah Deba; Rahman, Md Mostafizur; Nur, M. Tareq; Pasa, Md Kamal (Computers in Human Behavior Reports, 2020)
Globally, addiction to digital game among the children and adolescents is a growing concern due to its increasing rate of users and adverse effects on their personal including health and social life. Reviewing the literatures shows a number of factors for child’s digital game addiction. Of the literatures, only a few plausibly shows some form of parenting be a cause for digital game addiction, but under what conditions of parenting influence child to be addicted to digital game is not adequately addressed. Aiming to address the gap, a qualitative study was conducted in North-western Bangladesh using Ethnographic Interview with children and Indepth Interview with parents. The data was analyzed manually following thematic framework. The result of the study shows troubled child-parent relationship and parental attitudes for making their child competitive in education, parental neglect, loneliness and anxiety of the child, and permissive parenting are attributed to digital game addiction. Its social basis is emanated from the family’s asymmetrical role in a market based society. Making a child competitive and capable for future market system is over prioritized, whereas providing emotional security is undermined. It also argued that in a capitalistic society, parents has turned tobe a less authoritative figure to deal children’s issue due to the father’s inability to address economic needs of the family adequately and mothers’ economic dependence to their male counter-part. In such a context, parents are compelled to minimize the gap by offering or allowing child to digital game and so gradually children become addicted to digital game. This argument supported the idea of Frankfurt school on how people attracted and depended on culture industry.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.chbr.2020.100031 2339240:EMRM4CEY 2405685:FML9MHFG
Keywords: Digital game addiction; Economic pressure; Emotional security; Parental neglect; Permissive parenting; Troubled child-parent relationship

Parents’ perceptions of student academic motivation during the covid-19 lockdown: a cross-country comparison - Zaccoletti, Sonia; Camacho, Ana; Correia, Nadine; Aguiar, Cecília; Mason, Lucia; Alves, Rui A.; Daniel, João R. (Frontiers in Psychology, 2020)
The COVID-19 outbreak has ravaged all societal domains, including education. Home confinement, school closures, and distance learning impacted students, teachers, and parents’ lives worldwide. In this study, we aimed to examine the impact of COVID-19-related restrictions on Italian and Portuguese students’ academic motivation as well as investigate the possible buffering role of extracurricular activities. Following a retrospective pretest–posttest design, 567 parents ( n Italy = 173, n Portugal = 394) reported on their children’s academic motivation and participation in extracurricular activities (grades 1 to 9). We used a multi-group latent change score model to compare Italian and Portuguese students’: (1) pre-COVID mean motivation scores; (2) rate of change in motivation; (3) individual variation in the rate of change in motivation; and (4) dependence of the rate of change on initial motivation scores. Estimates of latent change score models showed a decrease in students’ motivation both in Italy and in Portugal, although more pronounced in Italian students. Results also indicated that the decrease in students’ participation in extracurricular activities was associated with changes in academic motivation (i.e., students with a lower decrease in participation in extracurricular activities had also a lower decrease in motivation). Furthermore, students’ age was significantly associated with changes in motivation (i.e., older students had lower decrease). No significant associations were found for students’ gender nor for parents’ education. This study provides an important contribution to the study of students’ academic motivation during home confinement, school closures, and distance learning as restrictive measures adopted to contain a worldwide health emergency. We contend that teachers need to adopt motivation-enhancing practices as means to prevent the decline in academic motivation during exceptional situations.
KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2020.592670 2339240:L5M5JUA5 2405685:FWQDPYDT

Part 2: Frameworks for Conditional Grants to Provinces: Detailed frameworks on Schedule 4, Part A; Schedule 5, Part A; Schedule 6, Part A; and Schedule 7, Part A grants to provinces - Government of the Republic of South Africa (Government of the Republic of South Africa, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NLMT2N9A 2405685:IE99ZAU9 4656463:TSUSCIKF

Personalized learning and ESSA: what we know and where we go - Zhang, Ling; Yang, Sohyun; Carter, Richard, Jr (Journal of Research on Technology in Education, 2020)
The passage of the 2015, Every Student Succeeds Act (ESSA), affords states funding for many new options to address the needs of learners. One of the prominent options is personalized learning (PL). This study sought to determine how states positioned PL in their state plans. This study used a qualitative research design to analyze state ESSA plans for presence of and relation to PL. From this analysis, four themes emerged, (a) definitions of PL, (b) goals of PL for students, (c) supports for PL, and (d) partnership for PL. The findings from this study suggested that many states contain aspects of PL in their state plans; however, there is little consensus of how to best implement PL. This article reported on these findings as well as offered guidance to policymakers and state departments of education on how to operationalize and implement PL.
KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2020.1728448 2339240:RT3EWGRL 2405685:IFNDN45W

Peru: Aprendo en casa - Munoz-Najar, Alberto (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:474WB6NJ 2405685:UUKZMAEV

Phone survey on the Covid crisis in Senegal - Le Nestour, Alexis; Mbaye, Samba; Moscoviz, Laura (Centre for Global Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JI4BZP8Q 2405685:S2URQ3PU
Keywords: ___working_potential_duplicate

Phone survey on the Covid crisis in Senegal - Le Nestour, Alexis; Moscoviz, Laura; Mbaye, Samba (Centre for Global Development, 2020)
EdTechHub.Source: 2405685:GWDNCCPA KerkoCite.ItemAlsoKnownAs: 2129771:EC2R6KUT 2339240:I9CR888I 2405685:GWDNCCPA 2405685:JTS8MHYR
Keywords: ___working_potential_duplicate

PISA 2021 ICT Framework - OECD (2020)
zotzenLib.CopiedFrom: 2339240:9V4N7QF4 KerkoCite.ItemAlsoKnownAs: 2339240:9V4N7QF4 2405685:5M3PZ5A9
Keywords: ⛔ No DOI found

Pivot Stories: BEC Members Continue to Meet New Learner Needs during COVID-19 - Basic Education Coalition (Basic Education Coalition, 2020)
The Basic Education Coalition (BEC) developed this document to highlight how international education programs are adapting to meet new learner needs that have emerged due to the COVID-19 crisis. This new, updated version of the document includes even more examples of adaptations from implementers.
Library Catalog: www.basiced.org KerkoCite.ItemAlsoKnownAs: 2339240:ME2JCZPL 2405685:9Q82QQ6V 4803016:F598T32Q

Pivoting to Inclusion: Leveraging Lessons from the COVID-19 Crisis for Learners with Disabilities - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:C6YAF3WQ 2405685:YD558ZQH

PK-12 educators’ requests for teaching during a pandemic - Jacques, Lorraine A; Shrubb, Richard G (EdMedia + Innovate Learning 2020, 2020)
In the spring of 2020, districts across America needed to quickly transition to distance learning in response to the COVID-19 pandemic. Many educators turned to social media for help addressing this change. This study examined posts from a public Facebook group whose purpose was to support teachers during this pandemic to learn what help educators were seeking for emergency distance learning. Findings indicated that most sought resources or activities to support student learning, followed by how to conduct distance education, followed by requests for technical support.
KerkoCite.ItemAlsoKnownAs: 2405685:86LDD3IX
Keywords: ⛔ No DOI found

Planning for School Reopening and Recovery After COVID-19 - Carvalho, Shelby; Rossiter, Jack; Angrist, Noam; Hares, Susannah; Silverman, Rachel (Center for Global Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:M8UVBAGZ 2534379:B8KTQJNJ
Keywords: ⛔ No DOI found

Planning for School Reopening and Recovery After COVID-19: An Evidence Kit for Policymakers - Carvalho, Shelby; Rossiter, Jack; Angrist, Noam; Hares, Susannah; Silverman, Rachel (Center for Global Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CJTHTYJL 2405685:U3VEH3WA

PM E Vidya Program | Online [Digital Learning] for Students | Portal | Courses List, Registration - Pradhan Mantri e-Vidya Initiative for Digital Education (Hindi Yojana, 2020)
[New] Complete details of Pradhan Mantri E Vidya Yojana. New Initiative for Digital learning in India. Details of Courses, Registration process.
Section: Central Govt KerkoCite.ItemAlsoKnownAs: 2339240:GRI4Z8RK 2405685:YJWCEUCF

Policy brief: Education during COVID-19 and beyond - Nations, United (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:IQQZWATH
Keywords: ⛔ No DOI found

Policy brief: Education during COVID-19 and beyond - UN (United Nations, 2020)
The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion l
KerkoCite.ItemAlsoKnownAs: 2339240:9PDCVQXN 2405685:L6KY3B3W

Policy Brief: Education during COVID-19 and beyond - United Nations (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QLGP3PSW 2405685:QLB4Z2N2

Policy Brief: Education during COVID-19 and beyond - UNSDG (2020)
The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion l
KerkoCite.ItemAlsoKnownAs: 2339240:B3KS5PLN 2405685:RD2V94SQ

Policy Brief: The Impact of COVID-19 on children - UN (UN, 2020)
Children are not the face of this pandemic. But they risk being among its biggest victims. While they have thankfully been largely spared from the direct health effects of COVID-19 at least to date – the crisis is having a profound effect on their wellbeing. All children, of all ages, and in all countries, are being affected, in particular by the socio-economic impacts and, in some cases, by mitigation measures that may inadvertently do more harm than good. This is a universal crisis and, for some children, the impact will be lifelong. Moreover, the harmful effects of this pandemic will not be distributed equally. They are expected to be most damaging for children in the poorest countries, and in the poorest neighbourhoods, and for those in already disadvantaged or vulnerable situations. This policy brief provides a deeper analysis of these effects. It identifies also a series of immediate and sustained actions for the attention of governments and policymakers.
KerkoCite.ItemAlsoKnownAs: 2405685:UPGIPYDS 2534379:GC692F5N

Policy Brief: The Impact of COVID-19 on children - UNICEF (2020)
Effects of COVID-19
KerkoCite.ItemAlsoKnownAs: 2339240:362WDM8R 2405685:GJZBUMZ8

Position paper: EdTech for learners (internal working paper). - Damani, Kalifa; Francis, Gill; McIntyre, Nora; Major, Louis; Hollow, David (EdTech Hub, 2020)
ZenodoArchiveID: 5652078 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652078 2339240:FIEKAQG2 2339240:FZHSJ3WP 2405685:RAGXYQWJ
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _dont_post_PDF

Position paper: Using EdTech to support teacher education and professional development in low- and middle-income countries (internal working paper). - Hennessy, Sara; Koomar, Saalim; Kreimeia, Adam (EdTech Hub, 2020)
ZenodoArchiveID: 5652080 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652080 2339240:VJNSF4EV 2339240:Z6ZIBS2B 2405685:6E2K4GGE
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _dont_post_PDF

Practical guidance note 9: stopping school related gender based violence - European Commission (Publications Office of the European Union, 2020)
This guidance note provides information and programming advice about how to stop school-related, gender-based violence (SRGBV).
KerkoCite.ItemAlsoKnownAs: 2339240:GTRY8AQ9 2405685:S2BEWWXE

Practical Lessons for Phone-Based Assessments of Learning - Angrist, Noam; Bergman, Peter; Evans, David K.; Hares, Susannah; Jukes, Matthew C. H.; Letsomo, Thato (BMJ Global Health, 2020)
School closures affecting more than 1.5 billion children are designed to prevent the spread of current public health risks from the COVID-19 pandemic, but they simultaneously introduce education risks as well as new, longer run health risks, via lost education. While some studies measure student involvement in educational activities during the crisis through phone-based surveys, the literature on assessing learning by phone is almost nonexistent, despite the fact that learning loss has major implications for school dropout and rising inequality. In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary principles to guide researchers and service providers as they try phone-based learning assessments. We provide guidance to help teams (1) ensure that children are not put at risk, (2) test the reliability and validity of phone-based measures, (3) use simple instructions and practice items to ensure the assessment is focused on the target skill, not general language and test-taking skills, (4) adapt the items from oral assessments that will be most effective in phone-based assessments, (5) keep assessments brief while still gathering meaningful learning data, (6) learn from the speed and confidence of responses, (7) use effective strategies to encourage respondents to pick up the phone, and (8) build rapport with adult caregivers and youth respondents.
KerkoCite.ItemAlsoKnownAs: 10.1136/bmjgh-2020-003030 2339240:I378X6JW 2339240:P25HFKJM 2405685:38EVAGB5 2405685:ESLUMEE3 2405685:NTW7ML7H 2405685:ZEYIMGM6
Keywords: ___working_potential_duplicate; health economics; health services research; public health; ⛔ No DOI found

Practical Lessons for Phone-Based Assessments of Learning - Angrist, Noam; Bergman, Peter; Evans, David K.; Hares, Susannah; Jukes, Matthew C. H.; Letsomo, Thato (Center for Global Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:SIUERIEE 2486141:CRGPJ2XK

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

Preparing K-12 Schools for a Pandemic before It Occurs - Christensen, Rhonda; Alexander, Curby (Journal of Technology and Teacher Education, 2020)
While almost all K-12 schools closed for the COVID-19 pandemic with little or no preparation, one school began to prepare 12 years ago for a time such as this. In 2006, the school leadership team began to consider what would happen to teaching and learning in the event of a large-scale pandemic causing the buildings to be closed. The school implemented a Distance Learning Day (DLD) in fall 2007 and continued it for one day each of five years. This paper describes the rationale, implementation, and outcomes of the endeavor, as well as its impact on students, teachers and parents. Implications for professional development are also included for those seeking to replicate this approach.
Publisher: Association for the Advancement of Computing in Education KerkoCite.ItemAlsoKnownAs: 2339240:5N58U7UC 2405685:HQ37QHA6 2405685:W4832TDB
Keywords: COVID-19; Communicable Diseases; Distance Education; Educational Benefits; Electronic Learning; Elementary Secondary Education; Emergency Programs; Instructional Design; Pandemics; Parent Attitudes; Planning; Program Effectiveness; Program Implementation; School Closing; Student Attitudes; Teacher Attitudes; Teacher Education; ___working_potential_duplicate; ⛔ No DOI found

Preservice and Inservice Professional Development During the COVID-19 Pandemic - Hartshorne, Richard; Baumgartner, Emily; Kaplan-rakowski, Regina; Mouza, Chrystalla; Ferdig, Richard (Journal of Technology and Teacher Education, 2020)
The global COVID-19 pandemic has changed our lives in countless ways. This has included the move to emergency remote learning for PreK-12 and post-secondary education around the world. While school districts and post-secondary education institutions originally anticipated relatively brief closures, the impact of COVID-19 resulted in extensive periods of emergency remote teaching and learning. Many K-12 school districts and institutions of higher education had to teach online for almost all of the spring semester (2020); they have also added contingency plans for future remote instruction in the summer and for the 2020-2021 academic year. As we move beyond the survival phase of remote teaching and learning, it is critical now to transition to a thriving phase of remote teaching, learning, and teacher education.
KerkoCite.ItemAlsoKnownAs: 2405685:CDDAGUYD
Keywords: ⛔ No DOI found

Preservice teachers' perceptions about the use of blended learning in a science education methods course - Yılmaz, Özkan; Malone, Kathy L (Smart Learning Environments, 2020)
The purpose of this quantitative study was to determine the effectiveness of blended learning within the context of a science education methods course for early childhood elementary preservice teachers in Turkey. Elementary teachers historically fear science and avoid using it in their classes. This course was blended to allow the students to experience active science learning during face to face sessions. Student perceptions about their experiences in a blended methods course were collected using a previously validated survey. The data analysis of the post-test only survey research design demonstrated that students’ perceptions were positive towards the use of blended learning within their science education methods course. However, the analysis determined that students felt that certain technical aspects of the blended learning environment hindered their learning.
Place: Heidelberg Publisher: Springer Nature B.V. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2414586316?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-020-00126-7 2405685:UQT53N6N 2534378:8UNKTUGE 2534378:QAQ7MRJ3
Keywords: Blended learning; Data analysis; Education; Education–Teaching Methods And Curriculum; Elementary preservice teachers; Higher education; Learning; Learning environment; Science education; Science instruction; Science methods courses; Students; Teachers; Teaching methods; __:import:01; __:match:final; __:matched; __:study_id:2095728; __finaldtb

Preservice teachers' perceptions about the use of blended learning in a science education methods course - Yılmaz, Özkan; Malone, Kathy L. (Smart Learning Environments, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-020-00126-7 2339240:E5489YI6 2405685:EDKS7VMJ

President Bio Commissions Newly Constructed Dr Kadie Sesay Girls Secondary School In Port Loko - SN Radio (2020)
#sierraleone #presidentbio #fatimabio #sierraleoneparliament #sierranetworkproduction #sierranetwork #sierranetworkwanpotshow President Bio Commissions Newly Constructed Dr Kadie Sesay Girls Secondary School In Port Loko. Latest News Website: http://www.blog.snradio.net FaceBook: http://www.facebook.com/SierraNetwork... Youtube: http://www.youtube.com/Salone2Bad Twitter: http://twitter.com/sierra_n_salone Radio: http://SNRadio.net Radio TuneIn App: http://tun.in/sfgyD SoundCould 1: http://www.soundcloud.com/sierra-network SoundCould 2: https://soundcloud.com/sierra-network-sl SoundCould 3: https://soundcloud.com/sierra-network... Contact Us: info@snradio.net Sierra Network For All That Matters Sierra Leone
KerkoCite.ItemAlsoKnownAs: 2405685:PZEXZU6E

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

Primary and Secondary Impacts of the COVID-19 Pandemic on Children and Women in Ghana - UNICEF (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:MEUWN7A7 2405685:UBSIXSD3

Principles for Digital Development in Education - amendments, tenets, questions - Haßler, Björn (2020)
Principles for Digital Development in Education An adaptation of the Principles for Digital Development for use in education Björn Haßler, Open Development & Education, 2019 About this document Recommended acknowledge- ment. Please acknowledge/cite this document as indicated. Haßler, B. ...
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4516583 2129771:PDXPLXA5 2405685:KTBEJXS7 2486141:2QQKXZ5U
Keywords: _DOILIVE; _zenodoODE; dode_eth-src-dode

Printed materials - Google Drive - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:UP46B6GB

Private education and compliance with the Abidjan Principles: A study of Malawi, Mozambique, Tanzania and Nigeria - Unterhalter, Elaine; Robinson, Lynsey; Luis, Jose; Canelhas, Benito; Coysh, Joanne (ActionAid, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DTPLLZ6M 2405685:9NNITJSL

Problem Analysis. A Global Public Good produced by the EdTech Hub (https://EdTechhub.org, #EdTechHub). - Hennessy, Sara; Jordan, Katy; Haßler, Björn; Hollow, David; Brugha, Meaghan; Jamieson Eberhardt, Molly; Sabates, Ricardo (EdTech Hub, 2020)
An output by the EdTech Hub - #EdTechHub, https://edtechhub.org
EdTechHub.Copy: 2129771:9VXUZISD EdTechHub.Copy: 2129771:ADGISTZU EdTechHub.ThisIsNot: 2339240:2387P995 2339240:8RA9UD7W shortDOI: 10/ghgnfz KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3352007 10/ghgnfz 2129771:56GZ7UBP 2129771:9VXUZISD 2129771:ADGISTZU 2129771:GYTVIZJV 2129771:MBZLFNDM 2339240:2387P995 2339240:65KP6SVQ 2339240:6FUA4SDV 2339240:85SBE7SC 2339240:8RA9UD7W 2339240:IXIRDBKK 2339240:STPRNPV3 2405685:BBQI3VSA 2405685:CMRISZHV 2405685:F6UAIKKN 2405685:QJTH2UXC 2405685:R88UVQZ7 503888:7EH7BANW 503888:PI9FLM7C
Keywords: LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

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

ProFuturo (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TTHJPAAF 2405685:9A963DBQ

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

Programme Monitoring & Implementation Unit - PMIU (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:65XCV2TN 2405685:SFR256YQ

Promising practices for equitable remote learning: Emerging lessons from COVID-19 education responses in 127 countries - Dreesen, Thomas; Akseer, Spogmai; Brossard, Matt; Dewan, Pragya; Giraldo, Juan-Pablo; Kamei, Akito; Mizunoya, Suguru; Ortiz, Javier Santiago (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9MHDW5NY 2339240:FJBQM3KU 2339240:GVM9MG8J 2339240:KXY5ZIUM 2339240:L64HD637 2339240:NNP5XW8Q 2339240:S9X82R99 2339240:UGNM6BJX 2339240:ZTPISV5S 2405685:4BDVYXZK 2405685:4YGQW7GT 2405685:9B3AYRVL 2405685:DE4UMT97 2405685:GIRLDY3C 2405685:MGEDRZ5M 2405685:P246GT26 2405685:PXHHCWS6 2405685:RIGJ57SP 2405685:UAUZXJ9H 2405685:V4TS384A 2405685:ZH65IS2I 2534378:7B4RE4XL 2534379:72F2RW7Y
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Promising Practices for Equitable Remote Learning. Emerging lessons from COVID-19 education responses in 127 countries - Innocenti, UNICEF Office of Research- (UNICEF-IRC, 2020)
The COVID-19 pandemic has had an unprecedented impact on societies, globally. To help contain the spread of the disease, schools around the world have closed, affecting 1.6 billion learners – approximately 91 per cent of the world’s enrolled stud
KerkoCite.ItemAlsoKnownAs: 2339240:IAWWZH62 2405685:4X5SBU6U

Promoting Parental Involvement in Schools: Evidence From Two Randomized Experiments - Barrera-Osorio, Felipe; Gertler, Paul; Nakajima, Nozomi; Patrinos, Harry (National Bureau of Economic Research, 2020)
Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals.
KerkoCite.ItemAlsoKnownAs: 10.3386/w28040 2339240:VJIZKVA5 2405685:3DJ6GAZB

Promoting physical activity for children with autism spectrum disorders during Coronavirus outbreak: Benefits, strategies, and examples - Yarımkaya, Erkan; Esentürk, Oğuz Kaan (International Journal of Developmental Disabilities, 2020)
Described as a global outbreak (pandemic) by the World Health Organization, Coronavirus disease (COVID-19) raises great concern with more than 2 million infected patients worldwide. A series of measures are taken by governments worldwide to prevent the spread of the outbreak. As new cases increase, people are asked to stay at home. Active living areas such as sports centers, parks and schools are closed in most countries. In this process, staying at home for a long time makes it difficult for individuals with special needs such as Autism Spectrum Disorders (ASD) to stay physically active as well as typically developing individuals. The education process of children with ASD is disrupted, especially due to closed special education schools and rehabilitation centers. Online learning environments are often not suitable for children with ASD. It is predicted that excessive weight, obesity and sedentary life, which are high in children with ASD, may increase even more due to COVID-19. This article outlines the benefits of physical activity for children with ASD and provides strategies and examples of physical activity for children with ASD during the COVID-19 outbreak. The article is thought to be a guide for encouraging children with ASD in the home environment to physical activity.
KerkoCite.ItemAlsoKnownAs: 10.1080/20473869.2020.1756115 2405685:4SKEKBD6
Keywords: COVID-19; children with ASD; physical activity; stay at home

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

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

Prospective evaluation of GPE’s country-level support to education - Outhred, Rachel; Turner, Fergal (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:QZX9EWFT

Prospective teachers' online learning mathematics activities in the age of COVID-19: A cluster analysis approach - Mulenga, Eddie M; Marbán, José M (Eurasia Journal of Mathematics, Science and Technology Education, 2020)
The learning situation in the Zambian education sector has changed in the age of COVID-19 when the first two cases of COVID-19 infection were detected in the country rising to 45 local and at least 1.8 million infections globally by 13th April, 2020. Zambia became one of the many countries globally that has prematurely closed all schools. This study examines prospective teachers' online learning mathematics activities in the age of COVID-19 pandemic. Cluster analysis results revealed that online learning mathematics activities have significant mean differences in clustering. Cluster 2 recorded the best performance, implying that students in this cluster exhibited excellent online learning skills for mathematics in technology-rich environments in which they will be forced to study and work in the future. The study reviews various available online platforms and indicates the one that will be opened by the government which is the Educational Channel on TV.
KerkoCite.ItemAlsoKnownAs: 10.29333/EJMSTE/8345 2405685:XS6UDPHU
Keywords: COVID-19; Mathematics education; Online learning; Prospective teachers; Virtual teaching; Zambia