Using SMS mobile technology to assess the mastery of subject content knowledge of science and mathematics teachers of secondary schools in Tanzania - Mtebe, Joel S.; Kondoro, Aron; Kissaka, Mussa M.; Kibga, Elia (International Journal of Educational and Pedagogical Sciences, 2015)
Using SMS Mobile Technology to Assess the Mastery of Subject Content Knowledge of Science and Mathematics Teachers of Secondary Schools in Tanzania
Keywords: ⛔ No DOI found

Mining students’ data to analyse usage patterns in eLearning systems of secondary schools in Tanzania - Mtebe, Joel S; Kondoro, Aron W (Journal of Learning for Development, 2019)
The adoption and use of various eLearning systems to enhance the quality of education in secondary schools in Tanzania is becoming common. However, there is little evidence to suggest that students actually use them. Existing studies tend to focus on investigating students’ attitude towards using these systems through surveys. Nonetheless, data from surveys is normally subject to the possibility of distortion, low reliability, and rarely indicate the causal effects. This study adopted WEKA and KEEL as data mining tools to analyze students’ usage patterns and trends using 68,827 individual records from the log file of the Halostudy system implemented in secondary schools in Tanzania. The study found that the system usage is moderate and in decline. There is also variability in the usage of multimedia elements with biology having the highest number while mathematics has the lowest. Students from Dar es Salaam, Mwanza, and Arusha, in that order, had the highest system usage with the lowest being from the peripheral regions. The possible challenges limiting system usage are discussed. These findings show that data mining tools can be used to indicate usage patterns of systems implemented in sub-Saharan Africa and to help educators to find ways of maximising systems usage.
Keywords: ⛔ No DOI found

Developing multimedia enhanced content to upgrade subject content knowledge of secondary school teachers in Tanzania - Mtebe, Joel S; Kibga, Elia Y; Mwambela, Alfred A; Kissaka, Mussa M (Journal of Learning for Development, 2015)
The failure rates and lack of interest amongst students in science and mathematics in secondary schools in Tanzania is a serious problem. The Ministry of Education and Vocational Training (MoEVT) implemented a project to enhance and upgrade the pedagogical knowledge and subject content knowledge of teachers in selected difficult topics in science and mathematics in secondary education. This article reports on the process involved in the development of multimedia enhanced content that involved teachers, facilitators, and technical staff. The developed content was evaluated for its satisfaction using a sample of 72 experts that included teachers and instructors after using the content for 10 days. Generally, respondents were satisfied with the quality of the developed multimedia enhanced content. However, accuracy had a minimum percentage of users’ satisfaction with 37%. This shows that the majority of the content had spelling and grammatical errors that were supposed to have been corrected before producing the final product. Although this is ongoing work, we believe that the lessons learned from our efforts can be useful to similar organizations planning to develop multimedia enhanced content for educational purposes.
Keywords: ⛔ No DOI found

Conducting value for money analysis in digitising education systems in Tanzania (inception report) - Mtebe, Joel (PO-RALG, 2020)

Mtabe – Just Ask Too. - Mtabe

Mtabe – Q&A SMS eLearning Platform - Mtabe

Using mobile phones in teaching and learning in secondary schools in Tanzania - Msuya, Ombeni (International Journal of Education and Research, 2015)
This paper discusses some of the findings from a recent cross-sectional survey that examined how secondary schools’ teachers use their mobile phones in teaching and learning. The participants were drawn from Mwanga and Chamwino districts in Kilimanjaro and Dodoma regions respectively in Tanzania. A large area of the study location enjoys are liable mobile phones’ coverage network, many mobile phones’ service providers and reliable wireless internet. This study involved 100 teachers from public and private secondary schools obtained using purposive sampling.These teachers were only those who owned smart phones.The study used likerty-type questionnaires and semi-structured interview to collect data for understanding the contribution of teachers’ mobile phones in teaching and learning process in secondary schools. The 90(90%) questionnaires were filled and returned,while 10 (10%) questionnaires were not returned. The study found that most of the teachers had little knowledge on the use of mobile phones as a tool for ICT pedagogical uses. It was also revealed that the teachers were competent in the basic uses of mobile phones,but were not able to create upload, download and share academic resources through their smart phones;while others were not aware of the capacity of their mobile phones. It was revealed that mobile phones were relevant in teaching and learning in secondary schools. Moreover, majority of the secondary school teachers were not using their smart phones for educational purposes;instead,they used them for other non-educational activities. It was furthermore revealed that teachers were very bitter for allowing their students to carry mobile phones in the classroom.
Keywords: ⛔ No DOI found

Developing and piloting interactive physics experiments for secondary schools in Tanzania - Msoka, Vidate C; Mtebe, Joel S; Kissaka, Mussa M; Kalinga, Ellen C (Journal of Learning for Development, 2015)
Students in secondary schools in Tanzania have been facing difficulties in conducting laboratory experiments. This has been due to the acute shortage of laboratory facilities and poor teaching methodologies. Consequently, students perceive science subjects as unattractive, difficult and irrelevant to understanding the world around them. An interactive physics experiment was developed and piloted in two schools with 157 students to investigate whether interactive experiments can be used as an alternative to physical experiments. Results show that students found the interactive experiment was easier and more efficient, and, therefore, can be used as an alternative to physical experiments.
Keywords: ⛔ No DOI found

Results on implementing personal learning environments in Tanzanian secondary schools - Mselle, L. J.; Kondo, T. S. (8th International Conference for Internet Technology and Secured Transactions (ICITST-2013), 2013)
In this paper we describe how an Offline Personal Learning Environment (OPLE) for learning mathematics was implemented in Tanzanian secondary schools. Students and teachers' perceptions were captured and discussed. The viability of delivering mathematics classes through offline digital content was tested. Results show that OPLE can be used to improve teaching and learning in Tanzanian secondary schools.
Keywords: Context; Education; Educational institutions; Green products; ICT; Offline Digital Content; Offline Personal Learning Environment; Technology

The Relevancy of Bronfenbrenner’s Ecological Systems Theory in Early Childhood Education - Msangi, Bilhuda (JOURNAL OF ISSUES AND PRACTICE IN EDUCATION, 2012)
Keywords: ⛔ No DOI found

2011 Rwanda TeacherMate Report - Mruz, Kari (2011)
Keywords: ⛔ No DOI found

Toward next-generation performance budgeting: lessons from the experiences of seven reforming countries - Moynihan, Donald; Beazley, Ivor (2016)
Toward next-generation performance budgeting : lessons from the experiences of seven reforming countries (English)

Movva - Movva

Technology-enabled interventions for psychosocial support and social and emotional learning in education in emergencies - Moustafa, Nariman; Mtungwa, Nothando (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Algorithmic design in EdTech: Investigating adaptivity for learners and teachers in a digital personalised learning tool in Kenya - Moustafa, Nariman; Daltry, Rebecca; Major, Louis; Sun, Chen (EdTechHub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

EGates Knowledge Pack - Moustafa, Nariman (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

USAID/Madagascar impact evaluation of the Mahay Mamaky Teny (MMT) project - Moussa, Wael; Cao, Yvonne; Louge, Nathalie (United States Agency for International development, 2018)

How the world’s most improved school systems keep getting better - Mourshed, Mona; Barber, Michael; Chijioke, Chinezi (McKinsey & Company, 2010)

WhatsApp supported language teacher development: A case study in the Zataari refugee camp - Motteram, Gary; Dawson, Susan; Al-Masri, Nazmi (Education and Information Technologies, 2020)

Transforming teacher education and learning - Mott MacDonald (2020)

15 EdTech research papers that we share all the time - Moss, Caitlin (EdTech Hub, 2020)
We hope you saw our recent blog post responding to questions we often get about interesting large-scale EdTech initiatives. Another question we are often asked is: “What EdTech research should I know about?”  As Sara’s blog post explains, one of the Hub’s core spheres of work is research, so we ourselves are very interested in […]
Keywords: F:Blog post; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

18 large-scale EdTech initiatives on our radar in 2020 - Moss, Caitlin (EdTech Hub, 2020)
During the EdTech Hub’s inception phase so far, one question we hear a lot is: “What interesting or notable EdTech initiatives are you seeing?” Another question usually follows: “Which ones are reaching scale?” This week we have joined the global education community in London for the Education World Forum and BETT meetings. This is a […]
Keywords: F:Blog post; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

Remote teaching during COVID-19: Implications from a national survey of language educators - Moser, Kelly; Wei, Tianlan; Brenner, Devon (System, 2021)

Regression to the mean: treatment effect without the intervention - Morton, Veronica; Torgerson, David J. (Journal of Evaluation in Clinical Practice, 2005)

A computational literature review of the technology acceptance model - Mortenson, Michael J.; Vidgen, Richard (International Journal of Information Management, 2016)
A literature review is a central part of any research project, allowing the existing research to be mapped and new research questions to be posited. However, due to the limitations of human data processing, the literature review can suffer from an inability to handle large volumes of research articles. The computational literature review (CLR) is proposed here as a complementary part of a wider literature review process. The CLR automates some of the analysis of research articles with analyses of impact (citations), structure (co-authorship networks) and content (topic modeling of abstracts). A contribution of the paper is to demonstrate how the content of abstracts can be analyzed automatically to provide a set of research topics within a literature corpus. The CLR software can be used to support three use cases: (1) analysis of the literature for a research area, (2) analysis and ranking of journals, and (3) analysis and ranking of individual scholars and research teams. The working of the CLR software is illustrated through application to the technology acceptance model (TAM) using a set of 3,386 articles. The CLR is an open source offering, developed in the statistical programming language R, and made freely available to researchers to use and develop further.
Keywords: Citation analysis; Co-authorship analysis; Computational literature review; Journal ranking; Lda; Literature review; Social network analysis; Technology acceptance model; Topic models

Approaches to qualitative-quantitative methodological triangulation - Morse, Janice M. (Nursing research, 1991)

Theoretical Saturation - Morse, Janice M. (The SAGE Encyclopedia of Social Science Research Methods, 2004)

Toolkit for Designing a Comprehensive Distance Learning Strategy - Morris, Emily; Tan, Yvette (USAID, 2021)

Radio Instruction to Strengthen Education (RISE) in Zanzibar. Learning gains assessment: more than child's play. - Morris, Emily; Philip, Miriam; Othman, Abrahman Faki; Mitchell, James; Quiones, Esteban J.; Leatxe, Denisse (Education Development Center, Inc. and Ministry of Education and Vocational Training, 2009)
Students at a RISE learning center, who now have access to an early childhood education. RADIO INSTRUCTION TO STRENGTHEN EDUCATION (RISE) IN ZANZIBAR LEARNING GAINS ASSESSMENT:…

A Roadmap for Measuring Distance Learning - Morris, Emily; Farrell, Anna; Venetis, Emma (USAID, 2021)

Delivering distance learning in emergencies: A review of evidence and best practice - Morris, Emily; Farrell, Anna; EnCompass LLC; MSI (USAID, 2020)

Expenditures and Revenue Management - Morrell, Lance (2017)

Open and distance learning for basic education in South Asia: its potential for hard-to-reach children and children in conflict and disaster areas. - Morpeth, Ros; Creed, Charlotte; Cullen, Jane; Page, Elspeth; Raynor, Janet (UNICEF, 2009)
Keywords: ___working_potential_duplicate

Open and distance learning for basic education in South Asia: its potential for hard-to-reach children and children in conflict and disaster areas. - Morpeth, R; Creed, C; Cullen, J; Page, E; Raynor, J (United Nations Children's Fund, 2009)
Keywords: ___working_potential_duplicate

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

How to do (or not to do)… gender analysis in health systems research - Morgan, Rosemary; George, Asha; Ssali, Sarah; Hawkins, Kate; Molyneux, Sassy; Theobald, Sally (Health Policy and Planning, 2016)
Gender-the socially constructed roles, behaviours, activities and attributes that a given society considers appropriate for males, females and other genders-affects how people live, work and relate to each other at all levels, including in relation to the health system. Health systems research (HSR) aims to inform more strategic, effective and equitable health systems interventions, programs and policies; and the inclusion of gender analysis into HSR is a core part of that endeavour. We outline what gender analysis is and how gender analysis can be incorporated into HSR content, process and outcomes Starting with HSR content, i.e. the substantive focus of HSR, we recommend exploring whether and how gender power relations affect females and males in health systems through the use of sex disaggregated data, gender frameworks and questions. Sex disaggregation flags female-male differences or similarities that warrant further analysis; and further analysis is guided by gender frameworks and questions to understand how gender power relations are constituted and negotiated in health systems. Critical aspects of understanding gender power relations include examining who has what (access to resources); who does what (the division of labour and everyday practices); how values are defined (social norms) and who decides (rules and decision-making). Secondly, we examine gender in HSR process by reflecting on how the research process itself is imbued with power relations. We focus on data collection and analysis by reviewing who participates as respondents; when data is collected and where; who is present; who collects data and who analyses data. Thirdly, we consider gender and HSR outcomes by considering who is empowered and disempowered as a result of HSR, including the extent to which HSR outcomes progressively transform gender power relations in health systems, or at least do not further exacerbate them.
Keywords: Female; Framework; Health Services Research; Humans; Male; Power (Psychology); Sex Factors; Sexism; Social Norms; _C:Bangladesh BGD; _C:Canada CAN; _C:Finland FIN; _C:Kenya KEN; _C:Malawi MWI; _C:Mozambique MOZ; _C:Nepal NPL; _C:South Africa ZAF; _C:Uganda UGA; _C:Yemen YEM; __C:scheme:1; gender; gender analysis; health systems; health systems research

Pedagogical strategies in medical education to the challenges of Covid-19: Scoping review - Moretti-Pires, RM; de Campos, DA; Tesser Junior, C; de Oliveira Junior, JB; de Oliveira Turatti, B; de Oliveira, DC (Revista Brasileira De Educação Médica, 2021)
Keywords: ⛔ No DOI found

Schools’ readiness for digital learning in the eyes of principals. An analysis from PISA 2018 and its implications for the COVID19 (Coronavirus) crisis response - Moreno, Juan Manuel; Gortazar, Lucas (World Bank Blogs - Education for Global Development, 2020)
An analysis from PISA 2018 and its implications for the COVID19 crisis response

Evaluation of the Sida-supported Education Program for Results (EPforR) 2014–2021, Tanzania - Moran, Greg; Connal, Criana; Kirama, Stephen; Leung, Yvonne (Sida, 2020)

Annual Primary School Census 2019 (Draft) - MoPME; Directorate of Primary Education (2020)

Annual Primary School Census 2019 - MoPME (Directorate of Primary Education, 2019)

Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic - Moorhouse, Benjamin Luke (Journal of Education for Teaching, 2020)
This report describes the adaptations made to one initial teacher education course at a Hong Kong university designed for face-to-face instruction that was required to be delivered exclusively online due to the suspension of face-to-face classes caused by the COVID-19 pandemic. It describes the adaptations the tutor made, and the challenges faced adapting to the new mode of delivery. It is hoped that others can learn from the author’s experience and be prepared for the suspension of face-to-face classes caused by the COVID-19 pandemic or other health emergencies.
Keywords: COVID-19 pandemic; Initial teacher education; adapting to online teaching; synchronous online teaching

Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic - Moorhouse, Benjamin (Journal of Education for Teaching, 2020)

Access to digital learning during COVID-19 closures: compounding educational inequality? - Moore, Rhiannon; Marshall, Lydia (2020)
This blog was origially published as a guest blog on the UKFIET forum The COVID-19 global pandemic has led to children across the world seeing their schools closed down – the latest UNESCO estimates suggest that over 87% of the world’s student population is currently unable to attend school or university. This is certainly true for children and young people in countries covered by the Young Lives study, with all schools in India, Ethiopia and Peru and schools in some parts of Vietnam, currently closed.

Designing and implementing performance technology for teachers - Moore, Joi (Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 2004)
This paper synthesizes research findings from a performance analysis of teacher tasks and the implementation of performance technology. These findings are aligned with design and implementation theories to provide understanding of the complex factors and events that occur during the implementation process. The article describes the necessary elements and conditions for designing and implementing performance tools in school environments that will encourage usage, efficient performance, and positive attitudes. Two models provide a visual representation of causal relationships between the...

Does knowledge brokering improve the quality of rapid review proposals? A before and after study - Moore, Gabriel; Redman, Sally; D’Este, Catherine; Makkar, Steve; Turner, Tari (Systematic Reviews, 2017)
Rapid reviews are increasingly being used to help policy makers access research in short time frames. A clear articulation of the review’s purpose, questions, scope, methods and reporting format is thought to improve the quality and generalisability of review findings. The aim of the study is to explore the effectiveness of knowledge brokering in improving the perceived clarity of rapid review proposals from the perspective of potential reviewers.
Keywords: Commissioned rapid reviews; Evidence summaries; Knowledge brokering; Knowledge synthesis; Policy-relevant; Rapid reviews; Research utilisation; Review literature as topic

Does knowledge brokering improve the quality of rapid review proposals? A before and after study - Moore, Gabriel; Redman, Sally; D’Este, Catherine; Makkar, Steve; Turner, Tari (Systematic Reviews, 2017)
Rapid reviews are increasingly being used to help policy makers access research in short time frames. A clear articulation of the review’s purpose, questions, scope, methods and reporting format is thought to improve the quality and generalisability of review findings. The aim of the study is to explore the effectiveness of knowledge brokering in improving the perceived clarity of rapid review proposals from the perspective of potential reviewers.
Keywords: Commissioned rapid reviews; Evidence summaries; Knowledge brokering; Knowledge synthesis; Policy-relevant; Rapid reviews; Research utilisation; Review literature as topic

Learning to teach online: a systematic review of the literature on K-12 teacher preparation for teaching online - Moore-Adams, Brianne L; Jones, W Monty; Cohen, Jonathan (Distance Education, 2016)
There is a growing need for qualified online instructors to teach the expanding population of online K-12 students. To meet this need, teachers must be provided learning opportunities to acquire the specific types of knowledge and skills necessary to teach online. In this systematic review of the literature, we utilize the TPACK framework to aggregate the types of knowledge and skills required to teach online and examine both the extent to which these elements are addressed in existing programs and are based on empirical research. Findings suggest that the types of knowledge and skills based on empirical research originate from few studies and that most programs address only a small subset of knowledge and skills, varying greatly without uniformity in content or learning experiences.
Keywords: Online learning; online teaching; teacher preparation; virtual learning

Learning to teach online: A systematic review of the literature on K-12 teacher preparation for teaching online - Moore-Adams, Brianne L.; Jones, W. Monty; Cohen, Jonathan (Distance Education, 2016)
There is a growing need for qualified online instructors to teach the expanding population of online K-12 students. To meet this need, teachers must be provided learning opportunities to acquire th...
Keywords: ⛔ No DOI found

Social Entrepreneurship and Disruptive Innovation: Evaluating the use of Rumie’s Free Educational Software in Seven Developing Economies - Moon, Chris; Kavanagh, Allison; Jeffrey, Jackie; Gebbels, Joseph; Korsgaard, Karen (2016)
Keywords: ⛔ No DOI found

Can new modes of digital learning help resolve the teacher crisis in sub-Saharan Africa? - Moon, Bob; Villet, Charmaine (Journal of Learning for Development, 2017)
Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying picture of significant under-achievement across the region. This paper argues that the teacher education and training structures of the last century will never be able to meet urgent contemporary needs. Given population growth, especially among the young, large-scale expansion of the teaching force and the associated teacher education systems will be the norm through to the middle years of the century and beyond. In this context the paper argues for a significant policy shift to expand quality teacher education and professional support at scale through a more school-based and digitally supported network model of provision. Examples of current digital programmes within the region are considered as well as the new technologies that are emerging with relevance to teacher education. The paper suggests a three-phase process through which national governments might move in making the necessary changes in policy and practice.
Keywords: Africa; Computer Uses in Education; ERIC, Current Index to Journals in Education (CIJE); Educational Change; Educational Policy; Electronic Learning; Faculty Development; Foreign Countries; Higher Education; Inservice Teacher Education; Online Courses; Postsecondary Education; Preservice Teacher Education; Resource Units; Teacher Shortage; ⛔ No DOI found

Designing Open and Distance Learning for Teacher Education in Sub-Saharan Africa: A toolkit for educators and planners - Moon, Bob; Leach, Jenny; Stevens, Mary-Priscilla (World Bank, 2005)

Creating new forms of teacher education: Open Educational Resources (OERs) and the Teacher Education in Sub-Saharan Africa (TESSA) programme - Moon, Bob (Teacher education through open and distance learning, 2010)
Keywords: ⛔ No DOI found

School‐based teacher development in Sub‐Saharan Africa: building a new research agenda - Moon, Bob (The Curriculum Journal, 2007)

Teacher Education and the Challenge of Development: A global analysis - Moon, Bob (Routledge, 2013)

Modelling and supporting ICT implementation in secondary schools - Mooij, Ton; Smeets, Ed (Computers & Education, 2001)

WhatsApp: Creating a virtual teacher community for supporting and monitoring after a professional development programme - Moodley, Maglin (South African Journal of Education, 2019)

Moodle - Open-source learning platform | Moodle.org - Moodle (2021)

High Court stops Malawi's 21-day coronavirus lockdown - Montsho, Molaole (2020)
The Lilongwe High Court in Malawi has granted Human Rights Defenders Coalition (HDRC) an order blocking the government from effecting a 21-day lockdown meant to curb the spread of Covid-19.

GEC Guidance on Coordinated Anticipatory Action in Education - Monserez, Mackenzie; Hodgkin, Marian (Global Education Cluster, 2024)

The Journal Coverage of Web of Science and Scopus: A Comparative Analysis - Mongeon, Philippe; Paul-Hus, Adèle (Scientometrics, 2016)
Bibliometric methods are used in multiple fields for a variety of purposes, namely for research evaluation. Most bibliometric analyses have in common their data sources: Thomson Reuters' Web of Science (WoS) and Elsevier's Scopus. The objective of this research is to describe the journal coverage of those two databases and to assess whether some field, publishing country and language are over or underrepresented. To do this we compared the coverage of active scholarly journals in WoS (13,605 journals) and Scopus (20,346 journals) with Ulrich's extensive periodical directory (63,013 journals). Results indicate that the use of either WoS or Scopus for research evaluation may introduce biases that favor Natural Sciences and Engineering as well as Biomedical Research to the detriment of Social Sciences and Arts and Humanities. Similarly, English-language journals are overrepresented to the detriment of other languages. While both databases share these biases, their coverage differs substantially. As a consequence, the results of bibliometric analyses may vary depending on the database used. These results imply that in the context of comparative research evaluation, WoS and Scopus should be used with caution, especially when comparing different fields, institutions, countries or languages. The bibliometric community should continue its efforts to develop methods and indicators that include scientific output that are not covered in WoS or Scopus, such as field-specific and national citation indexes.
Keywords: Bibliometrics; Citation indexes; Research evaluation; Scopus; Web of Science

How Sierra Leone is betting on data to fight the impact of climate change on schools - Momoh, Adamah; Atherton, Paul (Global Partnership for Education, 2022)
Data can significantly improve decision-making and allow for prioritizing interventions to benefit the most vulnerable populations. That’s why the ministry of Education in Sierra Leone is working with Fab Inc. to develop a web-based data tool that helps estimate and prioritize where new schools are really needed.

How Sierra Leone is betting on data to fight the impact of climate change on schools - Momoh, A; Atherton, Paul (Global Partnership for Education, 2022)
Data can significantly improve decision-making and allow for prioritizing interventions to benefit the most vulnerable populations. That’s why the ministry of Education in Sierra Leone is working with Fab Inc. to develop a web-based data tool that helps estimate and prioritize where new schools are really needed.

Dearth of research in Bangladeshi universities - Momin, S (2020)

Scaling online education: Increasing access to higher education. - Moloney, Jacqueline F.; Oakley, Burks (Journal of Asynchronous Learning Networks, 2010)
Keywords: ⛔ No DOI found

Could coronavirus lockdowns help close Latin America's digital divide? - Moloney, Anastasia (Reuters, 2020)
As Colombia enters its eighth week of coronavirus lockdown, street vendor Luis Duarte worries that his teenage daughter might not finish her school year now that her classes have moved online.
Keywords: Americas; CORONAVIRUS; Central America; Children; Civil Liberties; Civil Rights; Coronavirus; Education; Enterprise Reporting; Features; Fundamental Rights; General News; Government; HEALTH; Health; Human Rights; Internet; LATAM; Medicine; Peru; Politics; Social Issues; Society; South America; TECH; TRFN; Technology (TRBC level 1); US; United Nations; World Wide Web; Youth Issues

Dhaka slums: where Covid is curiously quiet - Mollah, Shaheen; Islam, Zyma (The Daily Star, 2020)

El engagement en la educación virtual: experiencias durante la pandemia COVID-19 - Molina, Odiel Estrada; Cancell, Dieter Reynaldo Fuentes; Hernández, Alién García (Texto Livre: Linguagem e Tecnologia, 2021)
Keywords: ⛔ No DOI found

Evidence-Based Teaching: Effective Teaching Practices in Primary School Classrooms - Molina, Ezequiel; Pushparatnam, Adelle; Rimm-Kaufman, Sara; Wong, Keri Ka-Yee (World Bank, Washington, DC, 2018)

AI Revolution in Education: What you need to know - Molina, E.; Cobo, C.; Pineda, J.; Rovner, H. (In Digital Innovations in Education, 2024)

Teacher dashboards in practice: usage and impact - Molenaar, Inge; Knoop-van Campen, Carolien (Springer International Publishing, 2017)
Even though the recent influx of tablets in primary education goes together with the vision that educational technologies will revolutionize education, empirical results supporting this claim are scarce. The adaptive educational technology in this research is used daily in primary classrooms and includes teacher dashboards. While students practice on the tablet, the technology displays real-time data of learner progress and performance in teacher dashboards. This study examines how teachers use the dashboards during lessons applying the Verberts’ learning analytic process model. Teacher dashboard consultations and resulting pedagogical actions were observed in mathematics lessons. In a following stimulated recall interview, a teacher was asked to elaborate on the knowledge he/she activated and his/her reasoning in interpreting the dashboard. The results indicate that teachers consult the dashboard on average 8,3 times per lesson, but great variation among teachers was found. Teachers activate existing knowledge about the class and students to interpret dashboard data. The pedagogical actions teachers take after dashboard consultation are mainly providing individual feedback and additional instruction. The results show that pedagogical actions preformed at teachers’ own initiative are mostly directed to low ability students, whereas actions after consulting the dashboard are more directed at middle and high ability students. These results indicate that extracted learning analytics, in the form of teacher dashboards are indeed influencing teachers’ pedagogical actions in daily classroom activities and may initiate behavior changes in teaching practices.

Digital Pakistan Policy - MoITT (Ministry of IT & Telecom, 2018)

Digital Pakistan Policy - MoITT (Ministry of IT & Telecom, 2018)

Teacher Learning Circles: A Locally Owned Complement to Coaching - Mohr, Emet; Morency Notario, Paige (2016)

Resource Pack to Support Remote Learning : Formative Assessment - Mohn, Giti; Rafique, Giti; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank, 2021)
Resource Pack to Support Remote Learning : Formative Assessment (English)

Resource Pack to Support Remote Learning : Digital - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Digital (English)

Resource Pack to Support Remote Learning : Introduction - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Introduction (English)

Resource Pack to Support Remote Learning : Mobile - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Mobile (English)

Resource Pack to Support Remote Learning : Print - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Print (English)

Resource Pack to Support Remote Learning : Television - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Television (English)

Urdu version of Sesame Street from April - Mohiuddin, Saeed (The News International, 2009)
Pakistani children would be able to watch the Urdu version of Sesame Street – the most-watched children’s television show in the world – five days a week on both PTV 1 and PTV 2...

Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement - Moher, David; Shamseer, Larissa; Clarke, Mike; Ghersi, Davina; Liberati, Alessandro; Petticrew, Mark; Shekelle, Paul; Stewart, Lesley A.; PRISMA-P Group (Systematic Reviews, 2015)
Systematic reviews should build on a protocol that describes the rationale, hypothesis, and planned methods of the review; few reviews report whether a protocol exists. Detailed, well-described protocols can facilitate the understanding and appraisal of the review methods, as well as the detection of modifications to methods and selective reporting in completed reviews. We describe the development of a reporting guideline, the Preferred Reporting Items for Systematic reviews and Meta-Analyses for Protocols 2015 (PRISMA-P 2015). PRISMA-P consists of a 17-item checklist intended to facilitate the preparation and reporting of a robust protocol for the systematic review. Funders and those commissioning reviews might consider mandating the use of the checklist to facilitate the submission of relevant protocol information in funding applications. Similarly, peer reviewers and editors can use the guidance to gauge the completeness and transparency of a systematic review protocol submitted for publication in a journal or other medium.
Keywords: Checklist Item; Knowledge Translation; Reporting Guideline; Systematic Review; Systematic Review Protocol; ___working_potential_duplicate

Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement - Moher, David; Liberati, Alessandro; Tetzlaff, Jennifer; Altman, Douglas G. (BMJ, 2009)
David Moher and colleagues introduce PRISMA, an update of the QUOROM guidelines for reporting systematic reviews and meta-analyses
Keywords: ___working_potential_duplicate

Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement - Moher, David; Liberati, Alessandro; Tetzlaff, Jennifer; Altman, Douglas G (British Medical Journal, 2009)
Keywords: ___working_potential_duplicate

Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement - Moher, David; Liberati, Alessandro; Tetzlaff, Jennifer; Altman, Douglas G (British Medical Journal, 2009)
Keywords: ___working_potential_duplicate

Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement - Moher, David; Liberati, Alessandro; Tetzlaff, Jennifer; Altman, Douglas G (British Medical Journal, 2009)
Keywords: ___working_potential_duplicate

Preferred reporting items for systematic review and meta-analysis protocols (prisma-p) 2015 statement - Moher, D.; Shamseer, L.; Clarke, M.; Ghersi, D.; Liberati, A.; Petticrew, M.; Shekelle, P.; Stewart, L. (Systematic Reviews, 2015)
Keywords: ___working_potential_duplicate; ❓ Multiple DOI

Preferred reporting items for systematic review and meta-analysis protocols (prisma-p) 2015 statement - Moher, D.; Shamseer, L.; Clarke, M.; Ghersi, D.; Liberati, A.; Petticrew, M.; Shekelle, P.; Stewart, L. (Systematic Reviews, 2015)
Keywords: ___working_potential_duplicate; auto_merged; ❓ Multiple DOI

PRISMA: Preferred Reporting Items for Systematic Reviews and Meta-Analyses - Moher, D; Liberati, A; Altman, DG (PLoS Med, 2009)
PRISMA is an evidence-based minimum set of items for reporting in systematic reviews and meta-analyses. PRISMA focuses on the reporting of reviews evaluating randomized trials, but can also be used as a basis for reporting systematic reviews of other types of research, particularly evaluations of interventions.
Keywords: THEME: Education management; ⚠️ Invalid DOI

Development and evaluation of Ning social network for teaching training online surveillance - Mohd Nawi, Mohd Aliff; Jamsari, Ezad Azraai; Sulaiman, Adibah; Hamzah, Mohd Isa (Turkish Online Journal of Distance Education, 2013)
Supervision of teaching practice is an important aspect of training teachers in improving their teaching skills. Barriers such as distance and time factor are the constraints faced by the lecturers at the National University of Malaysia to communicate with the teacher trainees under their supervision. Therefore, this study aims to develop and evaluate a social-networking site Ning's platform for the supervision of lecturers to teach on-line training. This study used the case design where a total of nine teacher trainees involved in this study. It found that overall, acceptance of the use of the social-networking site Ning mean score at the highest level of 3.91. In addition, all student teachers have positive attitudes towards the use of the social-networking site Ning social-networking site and agree a suitable approach to the supervision of one of the online teaching practices. While the "blog" is the most active facility used by student teachers in which they do self-reflection. In conclusion, the social-networking site Ning has the potential to assist lecturers to carry out supervision on-line teaching practice. (Contains 5 figures and 1 table.)
Keywords: Courseware; ERIC, Current Index to Journals in Education (CIJE); Foreign Countries; Higher Education; Interviews; Malaysia; Observation; Online Courses; Social Networks; Student Teachers; Supervisory Methods; Teacher Education Programs; Teacher Supervision; Teaching Methods; Trainees; Web 2.0 Technologies; __:import:01; __:match:final; __:matched; __:study_id:2098097; __finaldtb; ⛔ No DOI found

What COVID-19 reveals about educational inequality in Ghana - Mohammed, W.F. (2020)

Using Tactile Letters As An Assistive Technology In Teaching Alphabet For Dyslexic Children: A Case Study - Mohamed, Mariam; Tan, Abdullah (13th International Scientific Conference "eLearning and Software for Education", 2017)
Dyslexia is a specific learning disability characterized by difficulties with accurate and/or fluent word recognition, poor spelling and poor decoding abilities. Dyslexic children are having language learning disorder and makes them difficult mastering the skill to read, spell and write. This research explores the design from tactile letters to mobile application that support alphabet recognition and early reading acquisition in children, particularly dyslexic children. The research design of this study is qualitative based on case study methodology. The approach of tactile letters and mobile application which could foster learning and help dyslexic children to improve some of their fundamental skills, such as recognizing alphabet and pronunciation. This study describes the design and evaluation of an assistive technology based in lieu of teaching alphabet for dyslexic children. The combination of tactile letters and mobile application may be the ground-breaking of stimulating and interactive experience for children that could encourage the learning process.

Attitudes of special education teachers towards using technology in inclusive classrooms: a mixed-methods study - Mohamed, Ahmed Hassan Hemdan (Journal of Research in Special Educational Needs, 2018)
The purpose of this mixed-methods study was to explore special education teachers’ attitudes towards using technology in inclusive classrooms in Oman. The sample consisted of 428 special education teachers working in Omani public schools (250 teachers of students with learning disabilities (LD), 90 teachers of students with intellectual disability and 88 teachers of students with hearing impairment). Participants responded to the attitudes towards computers questionnaire. For the qualitative section of this study, three semi-structured group interviews were conducted with a group of special education teachers: 15 teachers of students with hearing impairment, 15 teachers of students with intellectual disabilities and 15 teachers of students with LD). Also, the teachers responded to a survey of educational technology which encompassed seven questions about computer technology. Results of the study indicated that the special education teachers’ attitudes towards using computers were generally positive. The most notable positive attitudes were in the following subscales: special education considerations, staff development considerations, computers use in society, and computers and quality of instruction issues. The analysis of variance results showed that experience and type of disability did not have a significant effect on teachers’ attitudes towards technology.
Keywords: Attitudes; hard of hearing; inclusive education; intellectual disability; learning disabilities; technology

Using Tactile Letters As An Assitive Techology in Teaching Alphabet For Dyslexi Children: A Case Study - Mohamad, Mariam; Tan, Abdullah; Sabrina, Jessica (eLearning & Software for Education, 2017)
Keywords: ⛔ No DOI found

OER may be free, but you still need to invest to use them: Part I - Mogos, Ariam; Gacicio, Esther; Gaible, Edmond (2021)
Calls for access and equity underpin the OER (Open Educational Resources) movement, but it’s yet to be seen if the potential impact of OER will materialize in education - something COVID-19 may help change.

Education under Covid-19 lockdown: Reflections from teachers, students & parents - Moghli, Mai Abu; Shuayb, Maha (2020)

Pakistan National Education Response and Resilience Plan (K-12) for COVID-19 - MoFEPT (Ministry of Federal Education and Professional Training, 2020)

Pakistan National Education Response and Resilience Plan (K-12) for COVID-19 - MoFEPT (Ministry of Federal Education and Professional Training, 2020)

Feasibility study exploring e-learning initiatives at secondary schools in Tanzania mainland - MoEST (MoEST, 2017)

Education sector plan (ESP) for Bangladesh: Fiscal years 2020/21-2024/25 - MoE (Ministry of Education, 2020)

Education Sector Plan (ESP) for Bangladesh Fiscal Years 2020/21-2024/25 - MoE (2020)

Master plan for ICT in education in Bangladesh (2012-2021): Progress Review Report 2019 - MoE (2019)

Master Plan for Information and Communication Technology in Education (2012-2021) - MoE (2013)

National Education Policy 2010 - MoE (Ministry of Education Government of the People's Republic of Bangladesh, 2010)

Impact of non-financial reward strategies on teachers’ performance: A study of secondary schools in Nyamira County, Kenya - Mochengo, Sylvester Nyageo; Atambo, Wallace; Abuga, Mogwambo Vitalis (European Journal of Business and Management, 2016)
Keywords: ⛔ No DOI found

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...

Integrating computer-assisted learning into a regular curriculum: evidence from a randomised experiment in rural schools in Shaanxi - Mo, Di; Zhang, Linxiu; Luo, Renfu; Qu, Qinghe; Huang, Weiming; Wang, Jiafu; Qiao, Yajie; Boswell, Matthew; Rozelle, Scott (Journal of Development Effectiveness, 2014)

Can One-to-One Computing Narrow the Digital Divide and the Educational Gap in China? The Case of Beijing Migrant Schools - Mo, Di; Swinnen, Johan; Zhang, Linxiu; Yi, Hongmei; Qu, Qinghe; Boswell, Matthew; Rozelle, Scott (World Development, 2013)
One Laptop Per Child (OLPC) is a high profile initiative to narrow the inequality of access to ICT and improve educational performance. However, there is little empirical evidence on its impacts. In order to assess the effectiveness of OLPC, we conducted a randomized experiment of OLPC with Chinese characteristics involving 300 third-grade students in Beijing migrant schools. Our results show that the program improved student computer skills by 0.33 standard deviations and math scores by 0.17 standard deviations. The program also increased student time spent using educational software and decreased student time spent watching TV. Student self-esteem also improved.
Keywords: Asia; Beijing migrant school; China; One Laptop Per Child; RCT; computer skills; math test scores

Computer technology in education: evidence from a pooled study of computer assisted learning programs among rural students in China - Mo, Di; Huang, Weiming; Shi, Yaojiang; Zhang, Linxiu; Boswell, Matthew; Rozelle, Scott (China Economic Review, 2015)
There is a great degree of heterogeneity among the studies that investigate whether computer technologies improve education and how students beneﬁt from them – if at all. The overall goal of this study is to assess the effectiveness of computing technologies to raise educational performance and non-cognitive outcomes and identify what program components are most effective in doing so. To achieve this aim we pool the data sets of ﬁve separate studies about computer technology programs that include observations of 16,856 students from 171 primary schools across three provinces in China. We ﬁnd that overall computing technologies have positive and signiﬁcant impacts on student academic achievement in both math and in Chinese. The programs are found to be more effective if they are implemented out-of-school, avoiding what appear to be substitution effects when programs are run during school. The programs also have heterogeneous effects by gender. Speciﬁcally, boys gain more than girls in Chinese. We did not ﬁnd heterogeneous effects by student initial achievement levels. We also found that the programs that help students learn math—but not Chinese—have positive impacts on student self-efﬁcacy.

Institutions, implementation, and program effectiveness: evidence from a randomized evaluation of computer-assisted learning in rural China - Mo, Di; Bai, Yu; Shi, Yaojiang; Abbey, Cody; Zhang, Linxiu; Rozelle, Scott; Loyalka, Prashant (Journal of Development Economics, 2020)
There is limited evidence on the degree to which differences in implementation among institutions matter for program effectiveness. To examine this question, we conducted an experiment in rural China in which public schools were randomly assigned to one of three treatments: a computer-assisted learning program (CAL) implemented by a government agency, the same program implemented by an NGO, and a pure control. Results show that compared to the pure control condition and unlike the NGO program, the government program did not improve student achievement. Analyzing impacts along the causal chain, we find that government officials were more likely to substitute CAL for regular instruction (contrary to protocol) and less likely to directly monitor program progress. Correlational analyses suggest that these differences in program implementation were responsible for the lack of impacts.

Literacy Promotion through Mobile Phones - Miyazawa, Ichiro (UNESCO, 2009)

Technological Federalism : A Building Block to Constitutionalise the Digital Sphere - Mittal, Anushka (2021)
Keywords: ⛔ No DOI found

Literature search protocol for the African Education Research Database - Mitchell; Rose (Zenodo, 2018)
This methodological note provides an overview of the ‘Mapping education research in sub-Saharan Africa’ project. It presents the protocols for the literature search, data extraction, and development of the African Education Research Database.
Keywords: Reviewed; _not_EdTechHub; _zenodoOTHER; education research; sub-Saharan Africa

Teacher Professional Development in Africa: A Critical Synthesis of African Research Evidence - Mitchell, Rafael; Ayinselya, Roger A.; Barrett, Angeline M.; Cortez, Artemio; David, Opanga; Imaniriho, Dan; Nwako, Zibah; Reda, Nigusse Weldemariam; Singh, Marcina (Zenodo, 2024)
This study is an original synthesis of African research evidence on teacher professional development (TPD) provision in the sub-Saharan region. It provides a critical appraisal of the evidence base and identifies patterns in the actors and agendas involved in TPD initiatives; the modes and modalities of provision; and teachers’ experiences and outcomes. The study takes the form of a critical interpretive synthesis (CIS) and is informed by theoretical work on decolonising education (Ndlovu-Gatsheni 2013) and promoting Gender Equality and Social Inclusion (GESI). It draws primarily on publications by African-based researchers, where our research team is largely based. The findings point to the prevalence of one-size-fits-all provision can which often undermine, rather than strengthen, the situated professional knowledge and agency of teachers. Additionally, despite the emphasis given to inclusive education and gender-responsive pedagogy as a substantive focus of TPD initiatives, we find that dominant modalities of TPD provision continue to exclude historically marginalised groups, and largely reproduce existing social inequalities along the lines of gender, rurality, dis/ability and other dimensions. Alongside these negative findings, the study also finds fertile ground for more inclusive, generative and empowering TPD in the region.
Keywords: Educational sciences

Summary: EdTech for Learners With Cognitive and Learning Disabilities - A Rapid Evidence Review for the Southeast Asian Region - Mitchell, Joel; Thang, Sarah; Zhao, Annette; Hinks, Jessica; Rabi, Asma; Ullah, Noor; Zazai, Rozina; Emerusenge, Aime Parfait; Barnes, Katrina; D’Rozario, Jonny; Nimra, Afzal (EdTech Hub, 2024)
This document is a summary of a rapid evidence review on EdTech for Learners With Cognitive and Learning Disabilities produced by EdTech Hub as part of the ASEAN-UK Supporting the Advancement of Girls’ Education (SAGE) Programme. The purpose of the RERs is to provide education decision-makers with accessible, evidence-based summaries of good practice in specific areas of EdTech in the Southeast Asian region. They are focused on topics which are particularly relevant to marginalised learners, and how to improve their access to education with technology. All the RERs are available at https://edtechhub.org/. An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

EdTech for Learners With Cognitive and Learning Disabilities: A Rapid Evidence Review for the Southeast Asian Region - Mitchell, Joel; Thang, Sarah; Zhao, Annette; Hinks, Jessica; Rabi, Asma; Ullah, Noor; Zazai, Rozina; Emerusenge, Aime Parfait; Barnes, Katrina; D’Rozario, Jonny; Afzal, Nimra (EdTech Hub, 2024)
This publication is one part of a series of Rapid Evidence Reviews (RERs) that has been produced by EdTech Hub as part of the ASEAN-UK Supporting the Advancement of Girls’ Education (SAGE) Programme. The programme aims to enhance foundational learning opportunities for all by breaking down barriers that hinder the educational achievements of girls and marginalised learners. The purpose of the RERs is to provide education decision-makers with accessible, evidence-based summaries of good practice in specific areas of EdTech in the Southeast Asian region. They are focused on topics which are particularly relevant to marginalised learners, and how to improve their access to education with technology. All the RERs are available at https://edtechhub.org/. This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) for the education of learners with special educational needs and disabilities (SEND) in the Southeast Asian region, specifically those with cognitive and learning disabilities. It summarises how EdTech is currently being used with these learners, explores how effective these implementations are, and highlights the benefits and challenges of EdTech in this context. The following countries are included in the review’s scope: Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, the Philippines, Singapore, Thailand, Timor-Leste, and Vietnam. We discuss the nature of EdTech for learners living with cognitive and learning disabilities, the effectiveness of these initiatives, and barriers for accessing EdTech. The RER aims neither to advocate nor discourage the use of technology to support education for learners with coginitive and learning disabilities, but rather to provide an accessible summary of existing evidence on the topic so that educators, policymakers and donors might make informed decisions about the potential role of technology in delivering education for learners with SEND. Keywords: SEND; RER; cognitive disabilities; learning disabilities; EdTech; Southeast Asia An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence; ⛔ No INSPIRE recid found

Great buy or just low cost? Lessons on cost-effectiveness from messaging interventions in West Africa - Mitchell, Joel; Mukankusi, Aimée; D'Rozario, Jonny (EdTech Hub)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Low-cost educational messaging in West Africa: evidence on cost-effectiveness - Mitchell, Joel; Mukankusi, Aimée; D'Rozario, Jonny (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Summary: EdTech for Girls’ Education - A Rapid Evidence Review for the Southeast Asian Region - Mitchell, Joel; Hinks, Jessica; D'Rozario, Jonny; Thinley, Sangay (EdTech Hub, 2024)
This document is a summary of a Rapid Evidence Review on EdTech for Girls' Education produced by EdTech Hub as part of the ASEAN-UK Supporting the Advancement of Girls’ Education (SAGE) Programme. The purpose of the RERs is to provide education decision-makers with accessible, evidence-based summaries of good practice in specific areas of EdTech in the Southeast Asian region. They are focused on topics which are particularly relevant to marginalised learners, and how to improve their access to education with technology. All the RERs are available at https://edtechhub.org/. An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

EdTech for Girls' Education: A Rapid Evidence Review for the Southeast Asian Region - Mitchell, Joel; D'Rozario, Jonny; Thinley, Sangay; Mazari, Haani; Hinks, Jessica (EdTech Hub, 2025)
This publication is one part of a series of Rapid Evidence Reviews (RERs) that has been produced by EdTech Hub as part of the ASEAN-UK Supporting the Advancement of Girls’ Education (SAGE) Programme. The programme aims to enhance foundational learning opportunities for all by breaking down barriers that hinder the educational achievements of girls and marginalised learners. The purpose of the RERs is to provide education decision-makers with accessible, evidence-based summaries of good practice in specific areas of EdTech in the Southeast Asian region. They are focused on topics which are particularly relevant to marginalised learners, and how to improve their access to education with technology. All the RERs are available at https://edtechhub.org/. This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) by and for girls in Southeast Asia. The review summarises how EdTech is currently being used with girls in these contexts, explores how effective these implementations are, and highlights the benefits and challenges of using EdTech for girls' education. The review’s scope includes the following countries: Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, the Philippines, Singapore, Thailand, Timor-Leste, and Vietnam. The review’s scope includes the following countries: Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, the Philippines, Singapore, Thailand, Timor-Leste, and Vietnam. The RER aims neither to advocate nor discourage the use of technology to support education for girls, but rather to provide an accessible summary of existing evidence on the topic so that educators, policymakers and donors might make informed decisions about the potential role of technology in delivering education for girls. An output of the EdTech Hub, https://edtechhub.org/

Cost-Effective EdTech Paper 1: A position piece on how the sector can make progress - Mitchell, Joel; D'Rozario, Jonny (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Cost-Effective EdTech Paper 2: Good practice - Mitchell, Joel; D'Rozario, Jonny (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Cost-Effective EdTech Paper 3 - Mitchell, Joel; D'Rozario, Jonny (EdTech Hub)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _comingsoon; _r:AddedByZotZen

Education in Emergencies: A Rapid Evidence Review - Mitchell, Joel; Ashlee, Amy; Clericetti, Giulia; Gladwell, Jessica; Torrance, Rebecca (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodoETH

"Let's not leave this problem": exploring inclusive education in rural South Africa - Mitchell, Claudia; De Lange, Naydene; Thuy, Nguyen-Thi Xuan (Prospects: Quarterly Review of Comparative Education, 2008)
Inclusive education represents a new agenda for educational reform that spans a wide range of socio-political, cultural, ethical, personal and interpersonal dimensions. Working towards educational inclusion demands commitments, responsibilities and initiatives on the part of all parties to take into consideration the meanings and purpose of education and social justice, to engage and take collective actions in their struggle to combat the diverse forms of educational and social exclusion. This paper presents an educational initiative to implement inclusive education in rural KwaZulu-Natal, an area of South Africa that is most seriously affected by the pandemic of HIV and AIDS. Through the implementation of participatory video-making projects in two schools, the authors seek to empower the voices and actions of teachers in an effort to cope with the problems of poverty and marginalization facing many children. The outcomes of this type of participatory work with teachers have implications for the policy-making process, which in turn, could change the ways educational policy research is structured and implemented.
Keywords: Access to Education; Acquired Immunodeficiency Syndrome (AIDS); Developing Nations; Disabilities; ERIC, Current Index to Journals in Education (CIJE); Education; Education reform; Educational Change; Educational Policy; Foreign Countries; Human immunodeficiency virus--HIV; Inclusive Schools; Mainstreaming; Multicultural education; Policymakers; Poverty; Researchers; Rural Areas; Rural areas; Social Attitudes; Social Bias; Social Isolation; Social Justice; Social activism; South Africa; Special Needs Students; Teacher Attitudes; __:import:01; __:match:final; __:matched; __:study_id:2098725; __finaldtb

Why COVID-19 is an EdTech opportunity for Latin America - Mitchell (World Economic Forum, 2020)
The region's digital divide is hindering efforts to deliver remote learning during the pandemic. Here's how governments and start-ups can make a difference.

A Framework for Evaluating Appropriateness of Educational Technology Use in Global Development Programs - MIT; USAID (2018)
Keywords: Systems Framework

Frontier AI LLMs, assistants, agents, services - Mistral AI
The most powerful AI platform for enterprises. Customize, fine-tune, and deploy AI assistants, autonomous agents, and multimodal AI with open models.

MOOCs for Teacher Professional Development: Reflections and Suggested Actions - Misra, Pradeep Kumar (Open Praxis, 2018)
Teacher Professional Development (TPD) has become a major policy priority within education systems worldwide. But keeping teachers professionally up-to-date and providing them professional development opportunities on continuing basis is a big challenge. Massive Open Online Courses (MOOCs) can be a cost and resource effective means to complement the traditional methods of professional development of teachers. This optimism is based on the assumption that use of MOOCs will facilitate mass training of teachers as per their convenience and ease. The other assumption is that being MOOCs-based training, it will be easy to adapt it to different cultures and languages. Considering these assumptions, this concept paper which is based on reviews of different reports, documents and research papers - discusses the challenges of TPD, reflects upon promises of using MOOCs for TPD; details initiatives and experiences of using MOOCs for TPD; and suggests actions for promoting the use of MOOCs for TPD.

A PRACTICAL AND EFFECTIVE PROGRAMME TO BUILD FOUNDATIONAL READING SKILLS FOR PRIMARY GRADE STRUGGLING LEARNERS IN INDIA - Misquitta, Radhika; Ghosh, Aditi (2019)
Curriculum-based measurement (CBM) has emerged as a valid, reliable and economic measure to assess and monitor reading skills. Unfortunately, CBMs have not been developed for the Indian context. Further, CBMs can be cumbersome to administer manually, especially given the high teacher- student ratio in India. The challenge also then remains about what teachers actually do with the reading data. Most teachers in India are unable to interpret reading scores or use them to tailor an intervention plan. This paper describes the work Gateway has begun to develop a digital curriculum- based measurement tool that is contextually relevant. This paper outlines the procedures used to select passages, including equating passages using readability formulae, as well as field testing passages. The tool will support teachers with collecting data, interpreting the scores, and most importantly, developing an intervention plan to support struggling learners. It will also outline future directions for the project.

How involved are parents in their children’s learning? MICS6 data reveal critical insights - Mishra, Sakshi; Brossard, Matt; Reuge, Nicolas; Mizunoya, Suguru (Evidence for Action, 2020)
It is widely understood that parents play a pivotal role in a child’s education – research suggests that parental involvement in a child’s education boosts well-being and confidence and is important for academic progression. With school closures due to the global COVID-19 pandemic affecting an estimated 1.58 billion children in more than 180 countries, the importance of parental involvement in education has suddenly and dramatically increased. Internationally comparable data on parental involvement and its impact on children’s education is extremely limited. To address this critical gap, round 6 of the UNICEF supported Multiple Indicator Cluster Surveys (MICS6) includes a new…

How involved are parents in their children’s learning? MICS6 data reveal critical insights - Mishra, Sakshi; Brossard, Matt; Reuge, Nicolas; Mizunoya, Suguru (Evidence for Action, 2020)
It is widely understood that parents play a pivotal role in a child’s education – research suggests that parental involvement in a child’s education boosts well-being and confidence and is important for academic progression. With school closures due to the global COVID-19 pandemic affecting an estimated 1.58 billion children in more than 180 countries, the importance of parental involvement in education has suddenly and dramatically increased. Internationally comparable data on parental involvement and its impact on children’s education is extremely limited. To address this critical gap, round 6 of the UNICEF supported Multiple Indicator Cluster Surveys (MICS6) includes a new…

What’s Behind the Growing Number of Attacks in Southern Thailand? - Mishra, Rahul (2023)
Whoever ends up leading the country’s next government, they need to prioritize the implementation of the 2013 peace plan.
Keywords: ⛔ No INSPIRE recid found

Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade - Mishra, Punya (2019)

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.
Keywords: COVID-19; Lockdown period; Online education; Online teaching-learning modes; Outbreak; Pandemic; Perception

Equitable Access to Education for Children with Disabilities - Mishra, Anant (EdTechReview)
Assistive Technology (AT) broadly categorizes the physical tools that support children with disabilities. Assistive Technology devices range..

Implementing Low Cost Digital Libraries for Rural Communities by Re-functioning Obsolescent Television Sets: The Offline-pedia Project - Minniti, Sergio; Salazar, Joshua; Vega, Jorge (VIEW Journal of European Television History and Culture, 2019)

Implementation Strategy 2016/17-2020/21 for the National ICT Policy - Ministry of Works, Transport and Communication (2016)

National Information and Communications Technology policy - Ministry of Works, Transport and Communication (The United Republic of Tanzania, 2016)

National Information and Communications Technology Policy - Ministry of Works, Transport and Communication (The United Republic of Tanzania, 2016)

National information and communications technology policy 2016 - Ministry of Works, Transport and Communication (2016)

National Information and Communications Technology Policy 2016: Implementation Strategy 2016/17 - 2020/21 - Ministry of Works, Transport and Communication (Government of Tanzania, 2016)

National Information and Communication Technology Policy - Ministry of Works, Housing and Communications (Government of the Republic of Uganda, 2003)

Daring Progress: Telecommunications Public Policy 2014-2015 - Ministry Of Telecommunications (Lebanon) (2016)

Digital Mauritius 2030 Strategic Plan - Ministry of Technology, Communication & Innovation (Government of the Republic of Mauritius, 2018)

National Information & Communication Technology Policy 2023 - Ministry of Technology and Science (Government of the Republic of Zambia, 2023)

Mission and Vision - Ministry of Technical & Higher Education (Ministry of Technical & Higher Education Republic of Sierra Leone, Government of Sierra Leone, 2018)

Statement from the Minister - Ministry of Technical & Higher Education (Ministry of Technical & Higher Education, Government of Sierra Leone, 2018)

Centre of Education, Research, Innovation and Development - Ministry of Primary and Secondary Education (Zimbabwe) (2020)

Curriculum Development and Technical Services Department - Ministry of Primary and Secondary Education (Zimbabwe) (2020)

Education Sector Strategic Plan (2016-2020) - Ministry of Primary and Secondary Education (Zimbabwe) (2016)

ICT Policy for Primary and Secondary Education (2019 - 2023). - Ministry of Primary and Secondary Education (Zimbabwe) (2019)

Primary and Secondary Education Statistics Report - Ministry of Primary and Secondary Education (Zimbabwe) (2018)

COVID-19 Response and Recovery Plan - Ministry of Primary and Mass Education (Government of People's Republic of Bangladesh, 2020)

COVID-19 response and recovery plan: education sector - Ministry of Primary and Mass Education (Ministry of Education, Government of the People’s Republic of Bangladesh, 2020)

Liberia Information and Communications Technology (ICT) Policy 2019-2024 - Ministry of Posts and Telecommunications (Government of Liberia, 2019)

National ICT Policy & Strategy 2019-2024 - Ministry of Post, Telecommunications & Technology (Federal Republic of Somalia, 2019)

Cambodia Digital Government Policy 2022–2035 - Ministry of Post and Telecommunications, Royal Government of Cambodia (2022)

Pakistan 2025: One Nation – One Vision - Ministry of Planning, Development and Reform. Planning Commission (Government of Pakistan, 2014)
Keywords: ___working_potential_duplicate

Pakistan 2025: One Nation – One Vision - Ministry of Planning, Development and Reform. Planning Commission (Government of Pakistan, 2014)
Keywords: ___working_potential_duplicate; auto_merged

The Jordan Response Plan For the Syria Crisis 2017-2019 - Ministry of Planning and International Cooperation, Jordan (2016)

Timor-Leste Demographic and Health Survey 2016 - Ministry of Planning and Finance; Ministry of Health (República Democrática de Timor - Leste, 2018)

Sierra Leone Medium Term National Development Plan (Volume 1) - Ministry of Planning and Economic Development (Sierra Leone) (2019)

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)

Review of 10 Years of Implementing the Law on Gender Equality - Ministry of Labour – Invalids, and Social Affairs; United Nations Population Fund (Hong Duc Publishing House, 2020)

Digital Pakistan Policy - Ministry of IT & Telecom (Pakistan) (2018)

Digital Pakistan Policy - Ministry of IT & Telecom (Government of Pakistan, 2018)
Keywords: ___working_potential_duplicate; auto_merged

National ICT Policy 2007-11 - Ministry of Information Technology and Telecommunications (Government of the Republic of Mauritius, 2007)

Personal Data Protection Bill 2020 - Ministry of Information Technology and Telecommunication (2021)

Prevention of Electronic Crime Bill - Ministry of Information Technology (2016)

Ministry of Information, Publicity and Broadcasting Services | Home - Ministry of Information, Publicity and Broadcasting Services (Zimbabwe) (2020)

National Information, Communications and Technology (ICT) Policy - Ministry of Information, Communications and Technology, Kenya (2019)

National Information, Communications and Technology (ICT) Policy - Ministry of Information, Communications and Technology, Kenya (Government of Kenya, 2019)

Drafted National ICT Policy, 2023 - Ministry of Information, Communication and Information Technology (Government of Tanzania, 2023)

Report on Internet Resources in Viet Nam 2022 - Ministry of Information and Communications, Vietnam; Viet Nam Internet Network Information Center (2022)

Vietnam's vision and goals for a digital nation - Ministry of Information and Communications, Vietnam (2020)
Vietnam sets targets on digital technology development to enter the group of leading countries in the world in digital technology-related indexes.

National Information and Communications Technology Policy for Uganda - Ministry of Information and Communications Technology (Government of the Republic of Uganda, 2014)

Ministry of Information and Communications | Home - Ministry of Information and Communications (Sierra Leone) (2020)

National ICT Policy of Sierra Leone - Ministry of Information and Communications (Government of Sierra Leone, 2009)
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Zimbabwe National Policy for Information and Communications Technology (ICT) - Ministry of Information and Communication Technology, Postal and Courier Services (Government of Zimbabwe, 2016)

EduTech Roadmap - Ministry of Industry, Science, Technology and Innovation, Royal Government of Cambodia; National Council of Science Technology and Innovation (2022)

Cambodia’s Science Technology and Innovation Roadmap 2030 - Ministry of Industry, Science, Technology and Innovation, Royal Government of Cambodia (2021)

Ministry of ICT Postal & Courier Services | Home - Ministry of ICT, Postal and Courier Services (Zimbabwe) (2020)

National Policy for Information and Communications Technology - Ministry of ICT, Postal and Courier Services (Zimbabwe) (2016)

Education Contingency Plan for Novel Coronavirus (COVID-19) - Ministry of General Education (Zambia) (2020)

The General Education Strategic Plan, 2017-2022 - Ministry of General Education and Instruction (Republic of South Sudan, 2017)

Lessons learnt: Synthesis of literature on the effectiveness of investments in education - Ministry of Foreign Affairs of the Netherlands (2011)

The Revised National Development Strategy for South Sudan – 2021-2024 - Ministry of Finance and Planning (Republic of South Sudan, 2022)

Rwanda Vision 2020 - Ministry of Finance and Economic Planning (Republic of Rwanda, 2000)

MFDP Provides Clarity on Teachers’ Salaries Payment - Ministry of Finance and Development Planning (Liberia) (2019)
Monrovia, Liberia - The Ministry of Finance and Development Planning clarifies that the government has already paid the salaries of fifteen thousand (15,000) non-MCSS teachers for the month of August, and is now processing their September pay.

2020 Annual Report on the Petroleum Funds | Ministry of Finance | Ghana - Ministry of Finance (2021)

Benefit Incidence Analysis of the Education Sector in Sierra Leone - Ministry of Finance (Government of Sierra Leone, 2023)
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AEPAM Online Library - Ministry of Federal Education & Professional Training

Distance Learning in Pakistan Through Policy Intervention: National Distance Learning Framework. - Ministry of Federal Education & Professional Training

National Education Policy Framework - Ministry of Federal Education and Professional Training (Pakistan) (2018)

Pakistan National Education Response and Reslience Plan for COVID-19 - Ministry of Federal Education and Professional Training (Pakistan) (2020)

Pakistan National Education Response and Resilience Plan (K-12) for Covid-19 - Ministry of Federal Education and Professional Training Government of Pakistan (2020)

National Education Policy Framework 2018 - Ministry of Federal Education and Professional Training (Government of Pakistan, 2018)

Pakistan National Education Response Resilience Plan (K-12) for Covid-19 - Ministry of Federal Education and Professional Training (Government of Pakistan, 2020)
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Draft India Data Accessibility and Use Policy - Ministry of Electronics and Information Technology (2022)