EdTech Horizon Scan: Blockchain technology in education - Beoku-Betts, Iman; Kaye, Tom (EdTech Hub, 2022)
EdTech Hub horizon scans are publications designed to provoke thinking on a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This EdTech Horizon Scan examines the use of blockchain technology in education. Beginning with an overview of blockchain technology, the scan explains what blockchain technology is and how it works. The next section focuses on how blockchain technology can be used in education. In particular, it looks at the benefits of using blockchain technology for micro-credentialing and ownership of learning credentials, the transfer of credits and smart contracts, storing student credentials, identity verification and intellectual property protection. Section 4 gives a summary of the use of blockchain technology, noting the different challenges that may be associated with adopting blockchain technology into education systems. Section 5, gives real examples of the use of blockchain technology in education and different education institutions. Key words: blockchain; cryptography; data; decentralised database; digitalisation; education; micro-credentialing; smart contracting; student credentials; verification An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

EdTech for Ugandan girls: Affordances of different technologies for girls' secondary education during the Covid-19 pandemic - Damani, Kalifa; Daltry, Rebecca; Jordan, Katy; Hills, Libby; Evans, Laura (Development Policy Review, 2022)
Motivation This article discusses the use of educational technology (EdTech) in girls' education at PEAS (Promoting Education in African Schools) schools in rural Uganda during the Covid-19-related school closures. Purpose This article addresses a research gap surrounding the potential use of EdTech to support girls' education, focusing on the barriers to girls' EdTech use and how technology might be used to enhance girls' education in disadvantaged rural areas—specifically their academic learning and their social and emotional learning. Methods and approach A sequential, explanatory mixed-methods case-study approach was used. Quantitative exploration of a dataset of 483 Ugandan students, from 28 PEAS schools, was first conducted, followed by interviews with PEAS staff to elucidate the reasons and context behind the findings. Findings Findings show that female students are less likely than male students to have access to their caregivers' phones for learning. The form of EdTech that appeared to be most beneficial for girls' academic learning was radio; girls also had significantly more interest in tuning into radio broadcasts than boys did. Also, poorer boys were more likely to be influenced by SMS messages than wealthier boys. Apart from gender-based differences, students with more highly educated parents found SMS messages more helpful, and phone calls from teachers appeared to help boost younger students' self-confidence. Policy implications The findings suggest that policy-makers need to: carefully consider provision of education through multiple modes of EdTech in order to ensure that it reaches all students; ensure that caregivers are involved in the strategies developed for girls' education; make EdTech interventions interactive; and consider language in EdTech interventions. Given the gender differences which emerged, the findings are of relevance both to supporting the continuation of educational provision during periods of school closure, and also in terms of finding additional ways to support girls' education alongside formal schooling.
Keywords: Covid-19; EdTech; education; gender; rural Uganda

EdTech-for-Learning-in-Emergencies-and-Displaced-Settings-A-Rigorous-Review-and-Narrative-Synthesis.pdf - Stannard, L; Tauson, M
The report established a clear research question and research strategy, and included a search of both academic and grey literature, reviewing a large body of sources and databases, but ultimately researchers decided to collect roughly 500 documents. After a second and third review for relevance and quality, 135 documents were included in the study. A narrative synthesis was then conducted to synthesize and analyse findings.
Keywords: GENERAL - to be categorised; Google Scholar/ forced displacement edtech

EdTech for Learning in Emergencies and Displaced Settings: A rigorous review and narrative synthesis - Save the Children (Resource Centre, 2018)
Globally, according to UNESCO (2017), 264 million children of primary and secondary school age are out school. UNESCO also estimates that worldwide roughly 100 million young people are fully illiterate. While data on attendance, enrolment, and literacy can be difficult to gather in fragile and conflict-affected settings, estimates suggest that children in these settings are roughly three times more likely to be out of school than children living in stable, but low-income countries.

EdTech for Learning in Emergencies and Displaced Settings: A rigorous review and narrative synthesis - Tauson, Michaelle; Stannard, Luke (Save The Children, 2018)
Globally, according to UNESCO (2017), 264 million children of primary and secondary school age are out school. UNESCO also estimates that worldwide roughly 100 million young people are fully illiterate. While data on attendance, enrolment, and literacy can be difficult to gather in fragile and conflict-affected settings, estimates suggest that children in these settings are roughly three times more likely to be out of school than children living in stable, but low-income countries.
Keywords: IMPORT_FROM_DFID_RITE; Important; Read; _THEME: Teacher Professional Development; ___working_potential_duplicate; auto_merged

EdTech for learners with disabilities: urgent need to focus on access, engagement and learning outcomes - Singal, Nidhi; Lynch, Paul; Kaye, Tom; Francis, Gill (EdTech Hub, 2021)
The current approaches to providing high quality learning experiences to learners with disabilities in low and middle-income (LMICs) countries requires radical rethinking. To date, significant numbers of learners with disabilities are not enjoying the benefits of barrier-free and meaningful engagement with the school curriculum in order to reach their potential. Appropriately matched technology to learner needs – in terms of…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

EdTech for Learners with Disabilities in Primary School Settings in LMICS: A Systematic Literature Review - Lynch, Paul; Singhal, Nidhi; Francis, Gill A. (EdTech Hub, 2021)
This systematic literature review was guided by the overarching aim of establishing the categories of EdTech that may be appropriate to support the learning of children with disabilities aged 4–12 years in low-and middle-income countries. A critical review of the published literature was deemed essential as the field of disability and EdTech (mirroring larger trends in disability and educational research) has remained dominated by anecdotal commentaries and strong personal assertions, but substantiated by little evidence. In framing the review we drew on a dual model of access which provides a helpful lens into how EdTech can support a learner’s development trajectory across different interventions (e.g. learning to read Braille or sign language), targeted educational outcomes, inclusive practices and suitable accommodations in different educational settings. This approach is underpinned by a human rights agenda, as articulated in the UN Convention for the Rights of Persons with Disabilities (CRPD) and the Sustainable Development Goals (SDGs) which demand fair and equal access to education for all children and young people. They are also concerned, though, that an individual child/young person should have agency, self-determination and independence. Article 2 of the CRPD unambiguously recognizes that reasonable accommodation is vital in enabling persons with disabilities to enjoy and exercise their rights on an equal basis with others.
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodoETH

EdTech Evidence From Covid-19 Response: A thematic review of primary research from Bangladesh, Ghana, Kenya, Pakistan and Sierra Leone - Nicolai, Susan; Jefferies, Kate; Stepanek Lockhart, Ashley (EdTech Hub, 2023)
To better understand the use of EdTech interventions as part of response to the Covid-19 pandemic, EdTech Hub commissioned ten small-scale research studies in five low- and middle-income countries: Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone. This paper includes insight into research methodologies across these studies, with particularly interesting findings on how EdTech effectiveness is being measured. A semi-structured thematic analysis further provides insights in relation to four main user groups of learners, girls, teachers, and parents and caregivers and points to a series of cross-cutting factors that are important for EdTech interventions in low-resource settings. An overarching takeaway centres on the fact that having technology in place is a small part of EdTech effectiveness, with wider teaching and learning ecosystems accompanying EdTech deserving more attention. Overall, the studies reveal a symbiotic relationship between people and technology, reinforcing that EdTech works best when users are involved across design, iteration, awareness building, and engagement. Keywords: EdTech, Covid-19, digital, education, learning, remote An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

EdTech evidence for Covid-19 response: Rapid evidence reviews of EdTech use in low-income and crisis contexts - Jordan, Katy; Mitchell, Joel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _DOILIVE; _r:AddedByZotZen; _zenodo:submitted

EdTech East Africa (Edtech Meetup, 2017)

Edtech disruption logic and policy work: the case of an Israeli edtech unit - Ramiel, Hemy (Learning, Media and Technology, 2021)

EdTech Decision-Making in Higher Education. - Hollands, Fiona M.; Escueta, Maya (Online Submission, 2017)
Keywords: ⛔ No DOI found

EdTech companies in Sub-Saharan Africa - EdTech Hub (Airtable, 2020)
Explore the "EdTech companies in Sub-Saharan Africa (see https://tabsoft.co/338AGht for visuals)" view on Airtable.

EdTech call for ideas: What have we learned from the applications? (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. On 21st April, we launched a call for ideas for EdTech in responses to coronavirus and the lockdown of schools around the world.  Three weeks later, we’ve taken a slice of the first 100 responses and analysed the data. Combining this with conversations our team is having every day with technologists and…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

EdTech and the COVID-19 response: A case study of Kenya - Ngware, Moses; Ochieng, Vollan (EdTech Hub, 2020)
Keywords: Kenya; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Edtech and marginalization: scaling for learning equity - Castillo, N. M.; Wagner, D; Alrawashde, G; Moog, C (UNESCO GEM Background paper, 2023)

EdTech and girls education in low- and middle-income countries: which intervention types have the greatest impact on learning outcomes for girls? - Jordan, Katy; Myers, Christina (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls? - Jordan, Katy; Myers, Christina (2022)
Gender-based inequality in access to education is an issue of global concern. The use of educational technology is often cited as a potential way to help close educational gaps and promote girls’ education. However, the existing evidence base in relation to girls’ learning outcomes when using educational technology in low-income countries is limited. The evidence base was recently boosted by a study in which findings from classic educational development studies were revisited and disaggregated by gender [7]. In this paper, we present a secondary analysis of this dataset, focusing specifically on the educational technology-focused interventions, and sourcing additional data. The analysis comprises 35 interventions, reported across 15 publications, published between 2003 and 2019.We discuss the relative efficacy of different types of educational technology interventions by comparing effect sizes of learning outcomes for girls. The findings suggest that interventions which focus on distributing hardware alone have mixed - and sometimes negative - effects on learning outcomes for girls. The impact of software-focused interventions is more positive, particularly personalised learning applications. Furthermore, we consider characteristics of the studies included in the analysis, and identify gaps in the literature which will help shape research in this field in the future.

EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls? - Jordan, Katy; Myers, Christina (Association for Computing Machinery, 2022)
Gender-based inequality in access to education is an issue of global concern. The use of educational technology is often cited as a potential way to help close educational gaps and promote girls' education. However, the existing evidence base in relation to girls' learning outcomes when using educational technology in low-income countries is limited. The evidence base was recently boosted by a study in which findings from classic educational development studies were revisited and disaggregated by gender. In this paper, we present a secondary analysis of this dataset, focusing specifically on the educational technology-focused interventions, and sourcing additional data. The analysis comprises 35 interventions, reported across 15 publications, published between 2003 and 2019. We discuss the relative efficacy of different types of educational technology interventions by comparing effect sizes of learning outcomes for girls. The findings suggest that interventions which focus on distributing hardware alone have mixed - and sometimes negative - effects on learning outcomes for girls. The impact of software-focused interventions is more positive, particularly personalised learning applications. Furthermore, we consider characteristics of the studies included in the analysis, and identify gaps in the literature which will help shape research in this field in the future.
Keywords: educational technology; equity; gender; girls education; international development; low- and middle-income countries

EdTech and Equity: Position Paper - Zubairi, Asma; Jefferies, Kate; Kreimeia, Adam, Kreimeia, (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

EdTech and Emergency Remote Learning: A Systematic Review - Crompton, Helen; Burke, Diane; Jordan, Katy; Wilson, Sam; Nicolai, Susan; Myers, Christina (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

EdTech and Covid-19: the story so far - Gould, Briony (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

EdTech and COVID-19 response [Save Our Future] - Haßler, Björn; Nicolai, Susan; McBurnie, Chris; Jordan, Katy; Wilson, Sam; Kreimeia, Adam (#SaveOurFuture, 2020)
This document is background paper 3 for the #SaveOurFuture campaign. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. This document is also available as an EdTech Hub report, see https://docs.edtechhub.org/lib/IA9PL99D
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _cover:v2; _r:CopiedFromEvLib; _yl:j; _yl:k; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

EdTech and COVID-19 response [EdTech Hub Report] - Haßler, Björn; Nicolai; McBurnie, Chris; Jordan, Katy; Wilson, Sam; Kreimeia, Adam (EdTech Hub, 2020)
This document is background paper 3 for the #SaveOurFuture campaign as an EdTech Hub report. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. The evidence library entry for the background paper in original format is https://docs.edtechhub.org/lib/SXDQAPB6.
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _cover:v2; _yl:j; _yl:k; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

EdTech and COVID-19 response - Haßler, Björn; Nicolai, Susan; McBurnie, Chris; Jordan, Katy; Wilson, Sam; Kreimeia, Adam (The EdTech Hub, 2020)
This document is background paper 3 for the #SaveOurFuture campaign as an EdTech Hub report. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. The evidence library entry for the background paper in original format is https://docs.edtechhub.org/lib/SXDQAPB6.
Keywords: _DOILIVE; _EdTechHub_Output; _cover:other:ok; _cover:v2; _yl:j; _yl:k; _zenodo:submitted; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode; ⛔ No DOI found

EdTech and Covid-19: lessons from around the world - Pellini, Arnaldo (EdTech Hub, 2021)
Arnaldo Pellini, Susan Nicolai, Moizza Binat Sarwar, Sam Wilson, Akanksha Bapna, Chris McBurnie, Adedoyin Adesina, Oladele Akogun, Ernest Ngabo, Hind Al-Hindawi, Ni Wayan Suriastini, Vollan Ochieng, Moses Ngware, Asma Rabi , Abdul Musawir, Clement Sefa-Nyarko, Edem Agbe , Rabia Tabassum, Amna Zaidi, Jeroen Groenewegen, Harish Doraiswamy, Sudhansu Sharma, Liangdi Xu In this blog we summarise four takeaways from a reflection…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

EdTech and Covid-19: Insights from our Sandbox Portfolio. In Collaboration with Sandbox Partner Organisations - Rahman, Asad; Plaut, Daniel; Salami, Taiye; Carter, Alice (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

EdTech and Covid-19: 10 things to know - Nicolai, Susan; Wilson, Samuel; Jefferies, Kate (EdTech Hub, 2020)
Keywords: _EdTechHub_Output; _GS:not_indexed; _cover:v3; _r:CopiedFromEvLib; _zenodoETH

EdTech and Covid-19: 10 things to know - Nicolai, Susan; Wilson, Samuel; Jefferies, Kate (EdTech Hub, 2020)
Keywords: _EdTechHub_Output; _GS:not_indexed; _cover:v3; _r:CopiedFromEvLib; _zenodoETH

EdTech and Covid-19: 10 Things to Know - Nicolai, Susan; Wilson, Samuel; Jefferies, Kate (EdTech Hub, 2021)
EDTECH AND COVID-19 10 THINGS TO KNOW Covid-19 has reshaped our world. In education, mass school closures have accelerated the global use of education technologies. Yet the benefits do not reach everyone. Since the start of the pandemic, EdTech Hub and its partners have been researching and applying evidence on what works in technology for education in different contexts. Here…
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

Edraak - Queen Rania Foundation (Edraak, 2020)
Edraak, is a massive open online course (MOOC) platform, that is an initiative of the Queen Rania Foundation (QRF).

Edo State Universal Basic Education Board – Education for all! - EdoBEST (2020)

Edify | Liberia - Edify (Edify, 2020)
Edify began operations in 2013. We have impacted 74,248 students with a Christ-centered education.

ED540960.pdf

Ed-Tech Within Limits: Anticipating educational technology in times of environmental crisis - Selwyn, Neil (E-Learning and Digital Media, 2021)
Despite climate heating and rising ecological instability, environmental issues feature rarely in discussions of educational technology. Most commentators presume the continued unfettered use of digital education resources bolstered by occasional claims that emerging technologies might support the ?greening? of school and university provision. In contrast to such business-as-usual complacency, this article anticipates ongoing environmental degradation of the planet as radically upending the continued expansion of digital technologies in education. On the one hand, depletion of natural resources and energy curtailments might put paid to established ?abundant? forms of digital technology use. On the other hand, more frequent climate-related disasters might necessitate emergency forms of education for displaced and unsettled populations. As such, the article argues for a new paradigm of educational technology that is both wholly sustainable and targeted towards displaced and disadvantaged populations. The article considers a number of ways that such an ?Ed-Tech Within Limits? might be pursued ? outlining fundamental shifts in thinking necessary to reorient educational technology along environmentally concerned lines.

Ed tech, long overhyped, missed its moment amid COVID-19. What now? - Cheney, Catherine (Devex, 2021)
Devex speaks with the experts about how low-cost education technology might ensure more equitable access to remote learning during the pandemic and in any future disruptions to schooling.

ECT 300 Educational Technology: What are some of the limitations of using live radio broadcasts in teaching? - Nasib, Tim (somi, 2017)
CHAPTER 6  EDUCATIONAL BROADCASTING 6a v).Analyze some of the limitations of using live radio broadcasts in teaching. 6.7 Limitations of live radio broadcasts. As mentioned earlier in this unit eve…

ECONTENT - econtent.edu.mn

Economic role of education in agriculture: evidence from rural Vietnam - Ninh, Le Khuong (Journal of Economics and Development, 2020)
Purpose This paper investigates the impact of education on output of rice farming households in Vietnam. Design/methodology/approach Given the literature review, this paper specifies three empirical models (i.e. linear constant coefficient model, partially nonlinear model and linear varied coefficient model) with variables that well describe the mechanism through which education affects output. The data were collected from 901 rice farming households randomly selected out of ten provinces and city in the Mekong River Delta (MRD) of Vietnam. The models are estimated using ordinary least squares (OLS) and Robinson's (1988) double residual estimators. Findings Estimates of the empirical models show that seed, fertilizer, labor and farm size have significant impacts on output of rice farming households while pesticide and herbicide do not. Education is also found to have a positive effect on output of rice farming households because it helps them better manage farms of larger size via combining various inputs in a more desirable way. Originality/value This paper confirms the positive impact of education on agricultural output, which implies that policies aiming to provide better education to rural people will greatly enhance their income as well as trigger long-term economic and agricultural growth.
Keywords: Agriculture; Education; Household; Input; Output; Rice; Rural; Schooling; Vietnam

Ecological systems theory. - Bronfenbrenner, Urie (Jessica Kingsley Publishers, 1992)

Ecological Systems Theory - Ettekal, Andrea; Mahoney, Joseph (2017)
Ecological systems theory explains how human development is influenced by different types of environmental systems. Researchers, policy makers, and practitioners are interested in the opportunities and risks associated with how youth spend their discretionary time outside the regular school day. One of the primary settings in which youth spend their out-of-school hours is in organized activities, which include extracurricular activities, after-school programs, and activities at community-based organizations. Much research on out-of-school activities has utilized ecological systems theory to understand how activities foster positive, healthy development of youth from different backgrounds.

Ecological Systems, Complexity, and Student Achievement: Towards an Alternative Model of Accountability in Education - Johnson, Eileen S. (School Leadership Review, 2008)
Keywords: ⛔ No DOI found

Ecological models of human development - Bronfenbrenner, Urie (Readings on the development of children, 1994)
Keywords: ⛔ No DOI found

Ebola Emergency: Restoring Education, Creating Safe Schools and Preventing a Long-term Crisis - Global Business Coalition for Education (2014)

Ebola, Education And Innovation In Sierra Leone - Berry, Chris (DFID bloggers, 2015)
Keywords: ___working_potential_duplicate

Ebola data and statistics - World Health Organization (WHO, 2016)

Ebola: beyond the health emergency - Plan International (Plan International, 2015)

Eastern and Southern Africa Region Working Paper – Structured Pedagogy: For Real-Time Equitable Improvements in Learning Outcomes - Chakera, Shiraz; Haffner, Deborah; Harrop, Elizabeth (UNICEF, 2020)

East Asia/Southeast Asia: Mongolia - CIA Factsheet (2020)

Early Years Toolkit
An accessible summary of educational research for early years teaching

Early Years Preschool Program Impact Evaluation 2018, Midline Survey - Spier, Elizabeth (World Bank, Development Data Group, 2019)

Early reading: Igniting education for all - Gove, A.; Cvelich, P. (RTI, 2011)

Early Literacy and Multilingual Education in South Asia - UNICEF (2019)

Early Grade Reading Study II (EGRS II) - USAID (2019)
The activity team works in partnership with the Department of Basic Education to evaluate the efficacy and cost-effectiveness of interventions focused on improving the performance of grade 1 and 2 learners in the subject English First Additional Language.

Early Grade Reading Evaluation in Ghana: Unprecedented Results and Policy Impacts - Social Impact (2020)

Early Grade Reading and Mathematics Project (RAMP) - USAID (2017)
The main goal of RAMP is to support the efforts of USAID Jordan and the MOE in instituting reading and mathematics teaching and learning methodologies, policy and practices within schools, communities and government entities that focus on improving learning outcomes for reading in Arabic and math in grades K‐3 for all public schools in Jordan.

Early effects of the COVID-19 lockdown on children in rural Bangladesh - Makino, Momoe; Shonchoy, Abu S; Wahhaj, Zaki (2021)
Using data collected through a telephone-based survey in rural Bangladesh during the height of the pandemic, we present evidence on the eﬀects of COVID-19-led lockdown and school closures on children, focusing on three child-related outcomes: time use of children during the school closure, plans regarding children’s schooling continuation, and the incidence of child marriages. Our analysis reveals heterogeneity in the eﬀects of lockdown and school closure in terms of the child’s gender and the type of shocks. We ﬁnd a decrease in children’s study time and an increase in time spent on household chores during the school closure, and these changes were signiﬁcantly larger for girls than for boys. Within the household, respiratory illness lowered expectations that a child would return to school and increased the probability of marriage-related discussions for girls. Our ﬁndings oﬀer a cautionary tale regarding the potential longterm eﬀects of pandemic for girls in developing countries.
Keywords: ⛔ No DOI found

Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS) correct theta scores for the kindergarten through eighth grade data collections errata - Chapman, Chris (National Center for Education Statistics, 2010)
Find information about and locate all publications and data products on education information from the National Center for Education Statistics--NCES--. In most cases you may also browse the content of publications or download data files.

EAGER Scenario Model – Sierra Leone - Cochran, Mikaela (The International Rescue Committee, 2022)

E-Waste Statistics: Guidelines on classification reporting and indicators - Forti, Vanessa; Balde, Kees; Kuehr, Ruediger (United Nations University, 2018)

E-waste and planned obsolescence - Selwyn, Neil (Critical Studies of EDUCATION & TECHNOLOGY, 2021)
Notes from Guardian report (15.04.20) by John Harris on e-waste and planned obsolescence ** There is a pressing need to talk about educational technology in terms of the disposal – rather than adop…

E-School Cambodia - e-School Cambodia

E-readiness of senior secondary school learners to online learning transition amid COVID-19 lockdown - Bhaumik, Rikisha; Priyadarshini, Anita (Asian Journal of Distance Education, 2020)
In the backdrop of recent COVID-19 lockdown, the school learners across the country have had the opportunity to experience online mode of learning. This study attempts to find out e-readiness of senior secondary school learners for transition to online learning along with their views on this mode of learning transaction. Quantitative descriptive survey method was used for the purpose of this study. A questionnaire comprising 20 Likert-type items covering four dimensions, viz. access, digital literacy and e-readiness, delivery of online learning, and online load, was administered on a 100-student sample from different schools of Delhi using non-probability sampling. Access to online learning and online load on learners were found to be high. The study also revealed that only 35.2% learners found online classes as effective as face-to-face classes. The delivery of online learning by teachers and digital skills of learners were found lacking. The geographical scope of the study is limited to National Capital Region of Delhi which has better smartphone penetration and internet access as compared to other states in India. The study concludes that online pedagogy and digital skills of teachers and learners need to be strengthened for a possible roadmap ahead. The study may provide useful insights into the challenges of online learning and areas for further improvement. Keywords:
Keywords: covid-19; digital access; e-readiness; online delivery; online learning

E-Pustakalaya | Home - OLE Nepal (2020)

e-modul: Gerbang Kurikulum - Gerbang Kurikulum (2021)

E-learning tools for public awareness programme education in disaster risk management: Case study of the city of Cape Town disaster risk management centre - Kabaka, Martha; Stoltenkamp, Juliet (Proceedings of the International Conference on e-Learning, ICEL, 2013)
Disaster occurrence around the world has in the past few decades increased at an alarming rate necessitating an urgent need for mitigation strategies. As a result, research has indicated the usefulness of Information Communication Technology (ICT) in disaster risk management. Furthermore, ICT generally plays a critical role in all aspects of disaster risk management such as: early warning prediction; informing and circulating information relating to disasters to communities especially those at risk as promptly as possible and providing communication structures immediately after a disaster occurrence. As part of its planning and precautionary measures in responding to disasters, the City of Cape Town Disaster Risk Management Centre (CoCTDRMC) implements public awareness programmes across the city. The most acclaimed is an annual awareness programme especially for high school learners selected from various schools across the city. The learner participants are expected to act as change agents in their communities. In 2012, learners from twelve different schools across the city benefited from this programme. They were expected to educate families, friends, schoolmates and communities generally on the topical issues surrounding disaster risk management. This study uses a case study approach. Since the target audience of the programme is the youth, there is need to shift towards utilising ICT. The aim of this paper is to look at how e-learning as an ICT tool can be integrated in the implementation of Public Awareness Education Programme (PAEP), so as to target broader audience and create an increased capacity building across the City of Cape Town (CoCT). The examination considers providing tools that are accessible, dependable, resilient and flexible among the residents so as to reach the grassroots levels where communities are mostly affected. The paper considers a combination of tools so as to support behavioural change. Some of the research findings are that, the 2012 programme was very beneficial and successful. Henceforth there is need to target a broader audience, and although the CoCTDRMC does make use of some relevant ICTs, there is need for additional and upgraded technological resources. Also pertinent is the fact that e-learning can play a major role in making sure that a broader audience is reached if applied effectively. The findings of the research are of relevance to the CoCTDRMC and other municipalities across South Africa. The Centre for Innovative Educational and Communication Technologies (CIECT) at the University of the Western Cape can also use these findings to develop and implement an e-learning course for both employees of CoCTDRMC and other interested community members. This will guide them on how e-learning can assist in fostering a successful implementation of PAEP across the city.
Keywords: Disaster; Disaster risk management; E-learning; Information communication technology; Public awareness education programme; ⛔ No DOI found

E-Learning System's Acceptance: A Comparative Study - Abu-Shanab, Emad (International Journal of Web-Based Learning and Teaching Technologies, 2014)
The major limitation for adopting e-learning systems is students and teachers perceptions of such applications. EduWave is a system implemented in Jordan, to be used by teachers, students and other stakeholders in public schools in the country. This study tried to contrast the perceptions of students and teachers and conclude to future agenda for improving the success chances of such systems. The research utilized results from two empirical studies, with 2 surveys applied to both teachers and students to probe their opinions regarding the obstacles facing EduWave utilization, the advantages and disadvantages of the system, the functionalities used, and the factors influencing the adoption. Results supported the original Technology Acceptance Model (TAM), with significant prediction of intentions to use EduWave through perceived usefulness and perceived ease of use for both teachers and students. Also, teachers and students results did not support the role of trust in the process. Conclusions and future work are stated at the end.
Keywords: Comparative Analysis; ERIC, Current Index to Journals in Education (CIJE); Electronic Learning; Foreign Countries; Jordan; Public Schools; Stakeholders; Student Attitudes; Surveys; Teacher Attitudes

E-Learning Sudan, Formal Learning for Out-of-School Children - Stubbé, Hester; Badri, Aiman; Telford, Rebecca (2016)
E-Learning Sudan (ELS) is a custom-built computer/tablet game that provides alternative learning opportunities to Sudanese children who are excluded from education. Unique in ELS is that children can learn mathematics, in their own remote village, without a teacher. This research study assessed the effectiveness of ELS in two pilots through a pretest–posttest control group quasi-experimental design. In Pilot I, 67 children in three remote villages, aged used the game for a period of six weeks, five days a week, 45 minutes a day; the control group did not receive any education.. In Pilot II, 591 children in 19 remote villages, played the game for six months, for a maximum of five times a week, 45 minutes a day; the control group received informal education in out-of-school centers. The results of the analysis on the pretest–posttest data revealed that ELS increased mathematics knowledge acquisition in numeracy and adding significantly and maintained student motivation to learn. Analyses of control group data and EGMA (internationally validates Early Grade Mathematics Assessment) showed that the children in the experimental group learned more than children who received no education at all, informal or formal education. These findings suggest that the implementation of ELS can greatly benefit learning for out-of-school children like in Sudan.

E-learning Strategy - UNICEF Sudan (2021)

e-Learning Platform - Rwanda Education Board (2019)

E-learning in secondary Schools in Kenya: A Case of the NEPAD E-schools - Ayere, Mildred; Odera, F; Agak, John (Educational Research and Reviews, 2010)
The New Partnership for Africa's Development (NEPAD) schools were set up as centres of excellence in Information and Communication Technology (ICT) integration, so that other schools could copy their model in e-learning. It was for this reason that they were provided with computers, e-materials, internet appliances and trained personnel. But to gauge their levels of success as e-learning centres there was need to compare them to other schools offering ICT education in Kenya. It was for this reason that this study compared the application of the e-learning in NEPAD and non-NEPAD schools in Kenya. Specifically, the study: Identified significant differences in levels of integration of ICT in curriculum subjects; surveyed the differences in use of e-materials in education research; examined availability of e-libraries; identified significant differences in academic performance of NEPAD and non-NEPAD schools attributed to e-learning. The study used a combination of an exploratory approach using descriptive survey and ex-post-facto design. It was carried out in six of the eight provinces in Kenya, where the NEPAD schools are located. It targeted 1600 form four students from 35 secondary schools involved in ICT education (NEPAD schools included). Saturated sampling was used for the six NEPAD schools while six non-NEPAD schools were selected through simple random sampling. The sample consisted of three officials from the ministry of education, twelve principals and twelve heads of ICT department (HODs), and 570 of the form four students. The main data collection instrument was the questionnaire; administered to the students, the principals, and the HODs. The interview schedule was administered to the ministry of education personnel while an observation checklist was used as a confirmatory tool. Analysis was done using both descriptive and inferential statistics. The study found that, there was a significant difference in the application of e-learning in NEPAD and non-NEPAD schools. Based on these findings, it was recommended that schools involved in ICT education should intensify teacher facilitation and support teacher roles that are required in e-learning Key words: E-Learning, ICT integration, ICT education, new partnership for Africa's development (NEPAD).
Keywords: ⛔ No DOI found

E-Learning in Secondary Schools - Christianity Social Services Commission

E-Learning in Bangladesh: A Study of Teachers’ Behavioral Orientation and Affective Alignment in the Post-New Normal - Shamim Miah, A.S.M; Rasel Kabir, Md; Sultana, Sarmin (Contemporary Research in Education and English Language Teaching, 2020)
This study explores the teachers’ behavioral and affective orientation to e-learning that is in practice at all the levels of education in Bangladesh i.e. primary school, secondary school, higher secondary school, college, and university. By investigating the reasons for such disarray, it proposes solutions to overcome them. It acquired its data through online surveys followed by quantitative analysis through descriptive inferential analogies of the logarithmically represented findings. The result of the study documents that teachers’ preparation, technological know-how and adaptation to the e-learning platforms, their methods of teaching, measurement of outcomes, and mapping of curricula suggest that e-learning in Bangladesh is vitiated due to the diffusion in the teaching staff demographics and diluted apprehension of the e-learning. The paper’s primary findings show that Bangladesh’s progress from Education 1.0 to Education 3.0 is more affective and behavioral than cognitive in the implementation; wherein, the very concept of e-learning is diluted or spun around the idea of education via some usage of technology only, more specifically web conference applications which is indicative of Education 2.0 practices. There is no distinction made that separates online learning from e-learning, e-learning from distance and distance from blended learning, etc. in the current environment.

E-learning critical success factors: Comparing perspectives from academic staff and students - Alhabeeb, Abdullah; Rowley, Jennifer (Computers & Education, 2018)
This article advances knowledge on the factors that lead to successful e-learning in universities, through a comparative study of the perspectives of academic staﬀ and students. In particular, it contributes to the limited knowledge bases on the eﬀectiveness of e-learning in Saudi Arabia, and on the diﬀerences in perspectives of diﬀerent groups of stakeholders in e-learning. Based on previous research, a questionnaire was designed and distributed to convenience samples of academic staﬀ and students at King Saud University, Saudi Arabia. Respondents were invited to express their opinion regarding the importance of a number of factors to the success of e-learning. Principal Component Analysis was conducted on each dataset, in turn, to assess the loading of items onto factors, and the variance explained. The most important ﬁnding from this study is that the perspectives of students and academic staﬀ diﬀer, with there being nine factors for academic staﬀ and seven for students. Categories that are common to both groups are: student characteristics, instructor characteristics, ease of access, and support and training. The order for academics is: student characteristics, ease of access, instructor characteristics, and support and training; and, the order for students is: instructor characteristics, student characteristics, support and training, and ease of access.

E-learning combats Southeast Asia's teacher shortages - Watanabe, Sadachika (2017)

E-Learning as Part of Disaster Recovery Planning - Hanssen, Graeme M.; Rana, Tohid Ahmed (International Educational Technology (IETC) Conference (7th, Nicosia, Turkish Republic of Northern Cyprus, May 3-5, 2007, 2007)
The world has recently witnessed large natural disasters with the Asian tsunami, the Pakistan earthquake, etc, which has resulted in loss of life measured in hundreds of thousands. One or two years later surveys of reconstruction work have revealed less than 25% of schools have been re-established, implicating long term economic and social consequences. Disaster Recovery planning could include rapid deployment of E-learning systems adapted to disaster zones, even with an apparent lack of broadband telecommunications infrastructure. This paper proposes technically innovative solutions to the rapid re-starting of education in disaster-struck communities by introducing the concept of a mobile E-school. Planning for Disaster Recovery could include the solutions proposed herein, as it is also possible to imagine in this Globalization World that budgets of wealthier nations encompassing these concepts. (Contains 1 figure.)
Keywords: Computer Uses in Education; Distance Education; Educational Technology; Emergency Programs; Foreign Countries; Global Approach; Natural Disasters; Online Courses; Telecommunications; Virtual Classrooms

E-Learning as a Vehicle for the Development of Rural Girls in Ghana, West Africa - Roberts-Lewis, Kristie; Orok, Michael E. (Information Communication Technology (ICT) Integration to Educational Curricula: A New Direction for Africa, 2015)
Keywords: Equity through Access; ⛔ No DOI found

E-learning and Pakistan - An Era of Modern Education - University of Leeds
E-learning and Pakistan - An Era of Modern Education-conference_proceeding

E-counselling implementation: Students' life stories and counselling technologies in perspective - Kolog, Emmanuel Awuni; Sutinen, Erkki; Vanhalakka-Ruoho, Marjatta (International Journal of Education and Development using Information and Communication Technology, 2014)
Given the current global trend of mimicking real life situations into digital counselling games and its related digital counselling platforms, we decided to contextually understand from the Ghanaian senior high school students, their life challenges arising from their life stories. The study also explores the extent to which ICT is currently being used to provide counselling services to students. Questionnaires and interviews were used to collect data from selected students and a school counsellor. The selected students were made to write about their life stories subjectively. The content of the data was analyzed. After that, students' financial status was identified as the main challenge to their academic pursuit, though several other difficulties were revealed in the study. The study also showed that students had little knowledge about the use of ICT in counselling and only used email as the only digital tool for counselling delivery. The purpose of the study is to use the findings as a basis to develop a digital counselling game in our next study. Again, the study is intended to serve as a guide for researchers when designing a digital counselling platforms for senior high schools.
Keywords: Addictive behaviors; Behavior; Careers; Computers; Counseling; Design; Drug abuse; Education; Internet; Problems; Schools; Secondary schools; Society; Students; ⛔ No DOI found

Dynamics of Public Policy: Determinants of Policymaking and Implementation in Bangladesh - Aminuzzaman, S (Public Organization Review, 2013)
Socio-economic development achievements in Bangladesh have been characterized as a development paradox. The policymaking process in Bangladesh is seen as the outcome of incentives created by patronage politics as opposed to the compulsion for the government to play an effective developmental role. A number of factors strongly affect the public policy formulation and implementation process—factors such as the assistance and extent of pressure and persuasion from international development partners, and the capacity to mobilize and manage resources. The political commitment at the highest level is found to be the most critical determinant element of policy formulation and implementation in Bangladesh.

Dynamics in Management of Open Schooling: a case of Open School of Bangladesh Open University - Alam, Shafiul; Rahman, M (2010)
The Open School (OS) of Bangladesh Open University (BOU) runs three pre-University programs namely Junior School Certificate (JSC) for Grade 6-8, Secondary School Certificate (SSC) for Grade 9-10, and Higher Secondary Certificate (HSC) for grade 11-12 through open and distance learning (ODL) mode. Management of these programs is highly influenced by the government policy particularly at the time of political change in Bangladesh. Normally, formal school syllabus and curriculum are subject to change as per the wills of the current government although BOUOS has the autonomy to design its curriculum. This change affects total management of open school because BOU Open School also maintains the curriculum for its school programs which is at par to the formal curriculum. This discusses the dynamics of open school management at the time of educational policy change in Bangladesh.
Keywords: ⛔ No DOI found

Dynamics and indeterminism in developmental and social processes - Fogel, Alan; Lyra, Maria CDP; Valsiner, Jaan (Psychology Press, 1997)

Dynamic systems theory: a tool for understanding development and education - Van Geert, Paul; Steenbeek, Henderien (URL: https://www. gse. harvard. edu/usableknowledge/(дата обращения 15.01. 2015), 2015)
Keywords: ⛔ No DOI found

Dynamic Systems Modeling in Educational System Design & Policy - Groff, Jennifer Sterling (Journal of New Approaches in Educational Research, 2013)

Dual-mode teacher professional development: challenges and re-visioning future TPD in Indonesia - Widodo, Ari; Riandi (Teacher Development, 2013)
This paper presents the results of a two-year research project aimed at developing a teacher professional development (TPD) model in Indonesia. New government policies in this nation, its archipelagic nature, vast numbers of teachers and scarcity of support resources present a unique challenge to TPD. A needs assessment was conducted to identify teachers’ professional needs. Based on the results of this assessment, a dual-mode TPD that combines face-to-face sessions and online sessions was developed. Participation in face-to-face sessions was relatively high but the participation rate in online sessions was very low. Incentives, teachers’ autonomy as professional learners, ICT skills and infrastructure are important considerations when designing TPD in Indonesia. This study and an analysis of TPD policy allow us to suggest future directions for TPD in Indonesia
Keywords: CONTINUING education; EDUCATION & state; EDUCATION -- Forecasting; ERIC, Current Index to Journals in Education (CIJE); Education--Teaching Methods And Curriculum; Educational Change; Educational Strategies; Elementary Secondary Education; FORECASTING; Faculty Development; Foreign Countries; HIGHER education; Higher Education; INDONESIA; Indonesia; Information Skills; Instructional Design; Interviews; Models; Needs Assessment; Online instruction; PROFESSIONAL education; Pedagogical Content Knowledge; Postsecondary Education; Professional development; Public policy; Questionnaires; Science Teachers; TEACHER certification; TEACHER development; TEACHER education; Teacher Education; Teacher education; __:import:01; __:match:final; __:matched; __:study_id:2097039; ___working_potential_duplicate; __finaldtb; dual-mode professional development; online training; teacher certification; teacher education; teacher education futures; teacher professional development in Indonesia

DSTI | Home - Directorate of Science, Technology & Innovation (Sierra Leone) (2020)

DSTI Education Data Hub - DSTI (2020)

Drought situation in the Kenya ASAL areas now at crisis level - Kenya | ReliefWeb - ASAL Humanitarian Network (2022)
News and Press Release in English on Kenya about Agriculture, Climate Change and Environment, Drought and more; published on 5 Oct 2022 by ASAL Humanitarian Network

Dropout at primary and secondary level: a challenge to ensure rights to education for the Government of Bangladesh - Zaman, Md. Mostafa (Institute of Governance Studies (IGS), BRAC University, 2014)

DREAMS: Partnership To Reduce Hiv/Aids In Adolescent Girls And Young Women | Global Health | U.S. Agency for International Development - USAID

DRC’s solar revolution - GAVI (2018)

Draft Value Added Tax (Digital Marketplace Supply) Regulations, 2020 - Kenya Revenue Authority (2020)

DRAFT Technical Report: Impacts of a 2-year EdTech program on early primary learning in Malawi amid disruptions due to COVID-19 - Imagine Worldwide (2022)

Draft India Data Accessibility and Use Policy - Ministry of Electronics and Information Technology (2022)

Double-Shift Secondary Schools: Possibilities and Issues - Linden, Toby (2001)

Dot Mini - Access anything. Anywhere. - HundrED (2020)
Dot Mini is the first smart media device for the visually impaired. It combines innovative technology, software and design, for experiencing content like never before. Access books, magazines, audio, and even movies. Dot Incorporation strives to be a pioneer in accessible and affordable innovations for the vision impaired and the deafblind to lead independent, fulfilling lives.

Dos anos despues salvando a una generacion - International Bank for Reconstruction and Development; World Bank (2022)

Donor Organizations & the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1) - Haßler, Björn; Brugha, Meaghan; Muyoya, Chisenga; Mitchell, Joel; Hollow, David; Jackson, Alan (Jigsaw and Open Develoment & Education, 2018)
Donor Organizations & the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1)   Also available at https://digitalprinciples.org/resource/donor-organizations-the-principles-for-digital-development-a-landscape-assessment-and-gap-analysis/, https://digitalprinciples.org/wp-content/uploads/PDD2018_interactive.pdf
Keywords: _DOILIVE; _not_EdTechHub; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode

Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars - Maguire, Moira; Delahunt, Brid (All Ireland Journal of Higher Education, 2017)
Keywords: ⛔ No DOI found

Does technology improve reading outcomes? Comparing the effectiveness and cost-effectiveness of ICT interventions for early grade reading in Kenya - Piper, Benjamin; Zuilkowski, Stephanie Simmons; Kwayumba, Dunston; Strigel, Carmen (International Journal of Educational Development, 2016)
Education policymakers are investing in information and communications technology (ICT) without a research base on how ICT improves outcomes. There is limited research on the effects of different types of ICT investments on outcomes. The Kenya Primary Math and Reading (PRIMR) study implemented a randomized controlled trial comparing the effects and cost of three interventions – e-readers for students, tablets for teachers, and the base PRIMR program with tablets for instructional supervisors. The results show that the ICT investments do not improve literacy outcomes significantly more than the base non-ICT instructional program. Our findings show that cost considerations should be paramount in selecting ICT investments in the education sector.
Keywords: Education policy; International education; Kenya; Literacy; Reading; Technology; __:import:01; __:match:final; __:matched; __:study_id:2457283; ___working_potential_duplicate; __finaldtb

Does Teacher Training Actually Work? Evidence from a Large-Scale Randomized Evaluation of a National Teacher Training Program - Loyalka, Prashant; Popova, Anna; Li, Guirong; Shi, Zhaolei (American Economic Journal: Applied Economics, 2019)
Keywords: C:China

Does private schooling narrow wealth inequalities in learning outcomes? Evidence from East Africa - Alcott, Benjamin; Rose, Pauline (Oxford Review of Education, 2016)
In many low- and lower-middle-income countries, private schools are often considered to offer better quality of education than government schools. Yet, there is a lack of evidence to date on their role in reducing inequalities: namely, the extent to which private schooling improves learning among the most disadvantaged children. Our paper uses household survey data from Kenya, Tanzania, and Uganda to identify whether any observed impact of private schooling on core literacy and numeracy skills differs according to children’s household wealth. We demonstrate wealth gaps in access to private schooling, and use inferential models to account for observable differences between those who do and do not enrol in private schools. In Kenya and Uganda, we find that private schooling appears to improve the chances of children learning relative to their peers in government schools, but the chances of the poorest children learning in private schools remains low and is at best equivalent to the richest learning in government schools. In Tanzania, private schooling does not seem to improve poorer children’s learning, whereas it does for richer children. These findings raise a caution about the extent to which private provision can help narrow learning inequalities.
Keywords: CitedIn:OER4Schools-HHH3-B; CitedIn:PhD_Thesis; East Africa; Kenya; Learning outcomes; Tanzania; Uganda; education policy; inequality; private schooling

Does Math Achievement h'APP'en when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction? - Carr, Jennie M (Journal of Information Technology Education, 2012)
Keywords: ⛔ No DOI found

Does living in a community with more educated mothers enhance children's school attendance? Evidence from Sierra Leone - Kamanda, Mamusu; Madise, Nyovani; Schnepf, Sylke (International Journal of Educational Development, 2016)
In Sierra Leone girls are 23.4% less likely to attend secondary education than boys. This difference between sexes increases the gender gap in educational attainment since women's education is positively associated with children's educational wellbeing. This paper investigates the relationship between children's school attendance, their mothers’ level of education, as well as the overall level of women's education at the community level in Sierra Leone using multilevel statistical modelling techniques and the country's 2008 Demographic and Health Survey data. The findings suggest that, regardless of a child's own mother's education, an increase in the proportion of mothers with secondary or higher education in a community by 10% improves the probability of attending junior secondary school significantly by 8%; a 50% increase improves the likelihood of attending school by 45%. There was no significant relationship between the proportion of better educated mothers in a community and primary school attendance. However, relative to children whose mothers had no formal education, children whose mothers had attained primary, secondary or higher education were 7%, 14% and 22% more likely to attend primary school respectively. Future policies should seek to promote girls’ education at post-primary education and develop community based programmes to enable the diffusion and transmission of educational messages.
Keywords: Girls’ education; Mothers’ education; School attendance; Sierra Leone

Does learning in mother tongue matter? Evidence from a natural experiment in Ethiopia - Seid, Yared (Economics of Education Review, 2016)

Does it make a difference? Evaluating professional development - Guskey, Thomas R (Education Leadership, 2002)
Using five critical levels of evaluation, you can improve your school's professional development program. But be sure to start with the desired result—improved student outcomes.
Keywords: ___working_potential_duplicate; auto_merged; ⛔ No DOI found

Does Education Need a QALY and Is LAYS It? - Crawfurd, Lee; Hares, Susannah; Le Nestour, Alexis; Rossiter, Jack (Center For Global Development, 2019)

Does EdTech Substitute for Traditional Learning? Experimental Estimates of the Educational Production Function - Bettinger, Eric; Fairlie, Robert; Kapuza, Anastasia; Kardanova, Elena; Loyalka, Prashant; Zakharov, Andrey (National Bureau of Economic Research, 2020)
Experimental studies rarely consider the shape and nature of the education production function, which is useful for deriving optimal levels of input substitution in increasingly resource constrained environments. Because of the rapid expansion of EdTech as a substitute for traditional learning around the world and against the backdrop of full-scale temporary substitution due to the coronavirus pandemic, we explore the educational production function by using a large randomized controlled trial that varies dosage of computer-assisted learning (CAL) as a substitute for traditional learning. Results show production is concave in CAL. Moving from zero to a low level of CAL, the marginal rate of technical substitution (MRTS) of CAL for traditional learning is greater than one. Moving from a lower to a higher level of CAL, production remains on the same or a lower isoquant and the MRTS is equal to or less than one. The estimates are consistent with the general form of a Cobb-Douglas production function and imply that a blended approach of CAL and traditional learning is optimal. The findings have direct implications for the rapidly expanding use of educational technology worldwide and its continued substitution for traditional learning.

Does computer-assisted learning improve learning outcomes? Evidence from a randomized experiment in migrant schools in Beijing - Lai, Fang; Luo, Renfu; Zhang, Linxiu; Huang, Xinzhe; Rozelle, Scott (Economics of Education Review, 2015)
The education of the disadvantaged population has been a long-standing challenge to education systems in both developed and developing countries. Although computer-assisted learning (CAL) has been considered one alternative to improve learning outcomes in a cost-effective way, the empirical evidence of its impacts on improving learning outcomes is mixed. This paper uses a randomized field experiment to explore the effects of CAL on student academic and non-academic outcomes for students in migrant schools in Beijing. Our results show that a remedial CAL program held out of regular school hours improved the student standardized math scores by 0.15 standard deviations and most of the program effect took place within 2 months after the start of the program. Students with less-educated parents benefited more from the program. Moreover, CAL also significantly increased the students’ interest in learning.
Keywords: China; Computer-assisted learning; Development; Education; Migration; Random assignment; Test scores

Does community involvement affect teacher effort? Assessing learning impacts of Free Primary Education in Kenya - Atuhurra, Julius F. (International Journal of Educational Development, 2016)
While the impressive school participation impacts of Universal Primary Education policies in Sub-Saharan Africa are widely recognized, attempts to measure learning gains from schooling remain minimal. Utilizing a unique international test score dataset, we measure and explain grade six reading and math learning outcomes in Kenya. By comparing competences between public and private schools before and after the introduction of free primary education, we find large achievement declines and inequalities based on gender and socioeconomic status. The declines are associated with low teacher efforts and community disengagement. Policy studies on community involvement in schools will likely lead to improved learning.
Keywords: Community involvement; Educational policy; Learning achievement; Teacher effort

Does changing behavioral intentions engender behavior change? A meta-analysis of the experimental evidence - Webb, Thomas L.; Sheeran, Paschal (Psychological Bulletin, 2006)
Numerous theories in social and health psychology assume that intentions cause behaviors. However, most tests of the intention- behavior relation involve correlational studies that preclude causal inferences. In order to determine whether changes in behavioral intention engender behavior change, participants should be assigned randomly to a treatment that significantly increases the strength of respective intentions relative to a control condition, and differences in subsequent behavior should be compared. The present research obtained 47 experimental tests of intention-behavior relations that satisfied these criteria. Meta-analysis showed that a medium-to-large change in intention (d = 0.66) leads to a small-to-medium change in behavior (d = 0.36). The review also identified several conceptual factors, methodological features, and intervention characteristics that moderate intention-behavior consistency.
Keywords: Attitude; Cooperative Behavior; Female; Humans; Intention; Male; Social Behavior

Documentation of educational research in Pakistan, 1947-1995: an annotated bibliography - Shabab, M. H (Academy of Educational Planning and Management, 1995)

Document Detail (World Bank)
Remote-learning, Time-Use, and Mental Health of Ecuadorian High-School Studentsduring the COVID-19 Quarantine (English)

Do SMS Text Messaging and SMS Community Forums Improve Outcomes of Adult and Adolescent Literacy Programs? - Beltramo, Theresa; Levine, David (2012)
The most recent two decades in Senegal have been witness to a large shift of social communication norms, accessibility of information communication technologies (ICTs), and growth of ICT networks. Use of mobile phones in rural areas in Senegal is substantial– the penetration rate is 44.6% in 2008 (ITU, 2009). Increased cell phone usage is matched by expanding network coverage and the emergence of several competing operators.2Basic use of mobile phones in rural areas is widespread, but sending SMS and accessing the Internet by mobile phone is much less common (ITU, 2009). The possibility to expand SMS usage in rural communities throughout Senegal is large as text messaging remains the least expensive form of communication over distance. In addition, a significant portion of the rural Senegalese population migrates for work (on average each household reported 5 of their family members currently living and working outside Senegal).Senegalese out-migration flows are dominated by men ages 15-34 and thus this youthful population is of prime age for developing communication patterns which incorporate text messaging (UNDP Human Development Statistics, 2009)3. SMS text messaging can provide a low-cost solution to communicate with the diaspora. (see Appendix 3). However, the usage of mobile phones as a communications strategy can only be functional if all members of the community understand how to use, and have access to, a cell phone, as well as read and write messages. A very high share of women and teenage girls in rural Senegal lack both access to a mobile phone and the literacy skills needed to text message. In our study, only one in 8 female respondents owned a cell phone, less than half the rate for men. In addition, over 40% of the female respondents had no literacy or numeracy skills, again almost double the rate for men. Thus, the gender bias in literacy and numeracy skills and cell phone ownership must be addressed for equitable inclusive growth using ICT. We report on a pilot study in 20 communities of adding cell phone literacy and a free “SMS Community Forum” to an adult literacy and numeracy program. Overall results are promising, but the SMS Community Forum is not yet achieving all of its goals.
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Do School Electriﬁcation and Provision of Digital Media Deliver Educational Beneﬁts? First-year Evidence from 164 Tanzanian Secondary Schools - Seo, Hee Kwon (University of Chicago, 2017)

Do No Harm teaching case study: Cité Soleil. Reference for workshop participants - Robillard, Sabina Carlson (CDA Collaborative Learning Projects, 2015)
Keywords: ⛔ No DOI found

Do higher salaries yield better teachers and better student outcomes? - Cabrera, José María; Webbink, Dinand (Journal of Human Resources, 2019)
We study the effects of a policy aimed at attracting more experienced and better qualified teachers in primary schools in disadvantaged neighborhoods in Uruguay. Teachers in these schools could earn higher salaries, and more experienced teachers are given priority in choosing teaching positions. Eligibility for the program was based on a poverty index with a cutoff rule. Estimates from regression discontinuity models show that the policy successfully led to ‘hiring experience from other schools’, and also increased tenure. Overall, the effect on student outcomes was small. We rationalize this result by showing that the program may have increased experience in ways that are not strongly associated with improved student outcomes. Consistent with this, we do find achievement gains for students in schools that saw a reduction in the share of very inexperienced teachers. The results underscore that increases in teacher pay may only improve student outcomes if it increases those teacher characteristics that actually improve student outcomes.
Keywords: I2; J24; disadvantaged students; student performance; teacher experience; teacher salaries

Do High-Stakes Exams Promote Consistent Educational Standards? - Rossiter, Jack; Abreh, Might Kojo; Ali, Aisha; Sandefur, Justin (Working Papers, 2021)
Each year over two million secondary-school students across English-speaking West Africa sit coordinated exams, with the explicit goal of maintaining consistent educational standards across schools and over time. We find that scores across math items drawn from different exam years—when taken by an identical group of students on the same day—closely track fluctuations in Ghana’s national pass rates over time, absent any role for cheating or changes in real performance.

Do civil service performance incentives work: Evidence from Ghana and Zambia - Williams, Martin (International Growth Centre, 2020)

Do children benefit from internet access? Experimental evidence from Peru - Malamud, Ofer; Cueto, Santiago; Cristia, Julian; Beuermann, Diether W. (Journal of Development Economics, 2019)
This paper provides experimental evidence for the impact of home internet access on a broad range of child outcomes in Peru. We compare children who were randomly chosen to receive laptops with high-speed internet access to (i) those who did not receive laptops and (ii) those who only received laptops without internet. We find that providing free internet access led to improved computer and internet proficiency relative to those without laptops and improved internet proficiency compared to those with laptops only. However, there were no significant effects of internet access on math and reading achievement, cognitive skills, self-esteem, teacher perceptions, or school grades when compared to either group. We explore reasons for the absence of impacts on these key outcomes with survey questions, time-diaries, and computer logs.
Keywords: Academic achievement; Cognitive skills; Digital skills; Education; Experimental; Internet access; Technology

Do boys and girls use computers differently, and does it contribute to why boys do worse in school than girls? - Fairlie, Robert W. (The BE Journal of Economic Analysis & Policy, 2016)
Boys are doing worse in school than are girls, which has been dubbed “the Boy Crisis.” An analysis of the latest data on educational outcomes among boys and girls reveals extensive disparities in grades, reading and writing test scores, and other measurable educational outcomes, and these disparities exist across family resources and race. Focusing on disadvantaged schoolchildren, I then examine whether time investments made by boys and girls related to computer use contribute to the gender gap in academic achievement. Data from several sources indicate that boys are less likely to use computers for schoolwork and are more likely to use computers for playing games, but are less likely to use computers for social networking and email than are girls. Using data from a large field experiment randomly providing free personal computers to schoolchildren for home use, I also test whether these differential patterns of computer use displace homework time and ultimately translate into worse educational outcomes among boys. No evidence is found indicating that personal computers crowd out homework time and effort for disadvantaged boys relative to girls. Home computers also do not have negative effects on educational outcomes such as grades, test scores, courses completed, and tardies for disadvantaged boys relative to girls.

Do Behavioral Nudges Work Under Remote Learning? Evidence from Brazil During the Pandemic - Lichand, Guilherme; Christen, Julien; van Egeraat, Eppie (Social Science Research Network, 2022)
Behavioral nudges have been shown to increase student attendance and grades across a variety of settings. In low- and middle-income countries, these effects are often mediated by parents showing up in school to a greater extent, ultimately monitoring teachers more closely. As such, could nudges improve educational outcomes even under remote learning? In particular, could they prevent at least part of the dramatic learning losses in the context of COVID-19, which left billions of children around the world without in-person classes? We study this question using a cluster-randomized control trial with 18, 256 students across 87 high schools in the State of Goiás, Brazil. We find that motivational nudges sent through text messages to students or their caregivers under remote learning significantly increased standardized test scores relative to the control group, preventing 7.5% of learning losses in math and 24% in Portuguese. Additional experiments that varied the content of nudges at the student level illustrate the opportunities and challenges of using behavioral insights to motivate students in the context of remote learning.
Keywords: COVID-19; Learning Losses; Nudges; Remote Learning

Do animations in enhanced ebooks for children favour the reading comprehension process?: a pilot study - Dalla Longa, Nicol; Mich, Ornella (ACM, 2013)
Keywords: ⛔ No DOI found

dmetar - Companion R Package for the Guide Doing Meta-Analysis in R
Serves as the companion R package for the open-source guide Doing Meta Analysis in R. Aimed at beginners, the package contains complementary functions to facilitate performing meta-analysis using the meta, metafor, netmeta and gemtc packages.
Keywords: _Added-ailr-2024

DLA Piper Global Data Protection Laws of the World - World Map - DLA Piper (2022)

Division de la Radio – Télévision scolaire (DRTS) - Ministère de l’Education Nationale

Diverse definitions of engagement: Personalised learning analytics to support staff and students - Thoeming, Alix; Baird, Aaron; Weeks, Ruth; Liu, Danny; Flitcroft, Harriet; Bridgeman, Adam (ASCILITE Publications, 2022)
Although teachers design learning experiences, their pedagogical and pastoral connections to students and teaching are often unaccounted for in learning analytics approaches. What is needed for analytics to reconnect teachers and students at a unit and program level, and help unit and program coordinators support those students who need it most? We present the approaches and findings from a pilot initiative where a freely available learning analytics platform allowed unit coordinators to define their own contextually unique measures of engagement and allowed program coordinators to see across units. We discuss the forms of outreach afforded by the initiative, the support provided to coordinators, and the implications of learning analytics that are not one-size-fits-all on using data meaningfully to support human connection.
Keywords: relational pedagogy

DistillerSR | Systematic Review Software | Literature Review Software (DistillerSR)
DistillerSR is the leading systematic review software that automates every stage of your review to produce evidence-based research faster and more accurately.
Keywords: _Added-ailr-2024

Distanced and Disadvantaged: A Study on the Effects of COVID-19 on Education for Learners with Disabilities in Kenya, October 2020 - Angoye, James; Mbari-Kirika, Irene; Walker, Bruce; Kavua, Martin (inABLE.org, 2020)

Distance learning solutions - UNESCO (2020)

Distance learning: Reach & Effectiveness in South Asia - Panth, Brajesh; van Cappelle, Frank; Li, Zhigang; van Kalmthout, Ellen; Gochyyev, Perman; Hayashi, Ryotaro (2021)

Distance Learning: Promises, Problems, and Possibilities - Valentine, Doug (Online Journal of Distance Learning Administration, 2002)
Keywords: ⛔ No DOI found

Distance Learning Initiative Interim findings: May 15, 2020 - Ministry of Education and Higher Education (Lebanon) (2020)

Distance learning in the context of COVID-19: the case of Rwanda - Ngabonzima, Ernest; Isimbi, Roberte; Mwali, Marie Merci; Pellini, Arnaldo (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

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

Distance Learning for Teacher Training in Brazil - Bof, Alvana (International Review of Research in Open and Distance Learning, 2004)
Keywords: C:Brazil

Distance Learning during COVID-19 - Inter-Agency Network for Education in Emergencies (2020)
The third webinar of the INEE COVID-19 webinar series focused on providing distance learning in low-resource and low tech environments. The webinar highlighted the challenges currently facing EiE practitioners in the face of the school closures and restricted movement associated with COVID-19. EiE actors shared guidance and recommendations for continuing learning along with practical examples. More information about this webinar and INEE's COVID-19 response can be found on the INEE website: https://inee.org/collections/coronavi...

Distance Learning Denied - Giannini, Stefania (World Education Blog, 2020)
Over 500 million of the world’s children and youth not accessing distance learning alternatives By Stefania Giannini, UNESCO Assistant Director-General for Education Most countries around the world…

Distance Learning as a Tool for System Resilience - EducationLinks (2020)
Find related information on EducationLinks at https://www.edu-links.org/events/dist.... COVD19 has had an unprecedented impact on educational systems across the world and required school systems to pivot to remote learning in mass. This panel discussion webinar explored the lessons learned, opportunities and challenges presented by this shift, and identified ways that distance learning modalities can continue to contribute to making educational systems more flexible, adaptable and inclusive of students who may be poorly served by traditional models. Experts from EDC, EdTech Hub, WorldReader and USAID/Egypt shared their insights on how distance learning can strengthen educational outcomes for students across the sector. This event was part of the Global Education Learning Series, learn more about the series at https://www.edu-links.org/LearningSeries
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _zenodoETH

Distance Learning and Teacher Training Strategies - Teacher Task Force; UNESCO (International Task Force on Teachers for Education 2030, 2022)

Distance Learning A guide to playful distance learning – online and offline - Lego Foundation (2020)

Distance Learning - UNESCO

Distance education in Ethiopia - Nekatibeb, Teshome; Tilson, Thomas (D. W. Chapman & L. O. Mahlck (Eds.). Adapting technology for school improvement: a global perspective, 2004)

Disseminating the Evidence and Outputs Generated by Your Programme: Three options for setting up an evidence library - Haßler, Björn; Mansour, Hassan; Friese, Laila; Longley, Sophie (EdTech Hub, 2023)
This document is designed as a guide for building and implementing a content management system, specifically an evidence library, prioritising the needs of research programmes generating evidence for other researchers and policymakers and for public readership and global dissemination. The primary focus is on securely building a system to meet research discovery requirements, such as search engine optimisation, and visibility on Google Scholar. A robust content management system like an evidence library goes beyond simply meeting web standards. It is about enhancing the research discoverability of your work, gauging your impact and reach, increasing the accessibility of your evidence, and fostering a more collaborative environment. This comprehensive approach is vital for successfully sharing evidence with the public and the global community. The document is primarily aimed at project or communications leads. We assume no specific technical expertise. It seeks to help you decide how to deploy an evidence library and whether to draw on internal or external resources (such as web developers). We expect the document to also be useful for product owners and web developers; however, we expect that for such users, the document will cover a lot of familiar ground.
Keywords: _EdTechHub_Output; _comingsoon; _r:AddedByMyEducationEvidence

Disruptive Classroom Technologies - Magana, Sonny (2020)

Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India - Muralidharan, Karthik; Singh, Abhijeet; Ganimian, Alejandro J. (National Bureau of Economic Research, 2016)
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.

Disrupting education? Experimental evidence on technology-aided instruction in India - Muralidharan, Karthik; Singh, Abhijeet; Ganimian, Alejandro J. (American Economic Review, 2019)
We study the impact of a personalized technology-aided after-school instruction program in middle-school grades in urban India using a lottery that provided winners with free access to the program. Lottery winners scored 0.37 sigma higher in math and 0.23 sigma higher in Hindi over just a 4.5-month period. IV estimates suggest that attending the program for 90 days would increase math and Hindi test scores by 0.6 sigma and 0.39 sigma respectively. We find similar absolute test score gains for all students, but much greater relative gains for academically-weaker students. Our results suggest that well-designed, technology-aided instruction programs can sharply improve productivity in delivering education.
Keywords: Analysis of Education, Returns to Education, Education: Government Policy, Human Capital; Human Development; Income Distribution; Labor Productivity, Economic Development: Human Resources; Migration; Occupational Choice; Quality: H; Relevance: H; Skills; _THEME: Teacher Professional Development; ___working_potential_duplicate; ⛔ No DOI found

Disrupted classes, undisrupted learning during COVID-19 outbreak in China: Application of open educational practices and resources - Huang, Ronghuai; Tlili, Ahmed; Chang, Ting Wen; Zhang, Xiangling; Nascimbeni, Fabio; Burgos, Daniel (Smart Learning Environments, 2020)
With the coronavirus (COVID-19) outbreak in China, the Chinese government decided to ban any type of face-to-face teaching, disrupting classes and resulting in over 270 million students being unable to return to their universities/schools. Therefore, the Ministry of Education (MoE) launched an initiative titled ‘Ensuring learning undisrupted when classes are disrupted’ by reforming the entire educational system and including an online education component. However, this quick reform in this unexpected critical situation of widespread COVID-19 cases harbours several challenges, such as the lack of time and teacher/student isolation. This paper discusses the possibility of using open educational resources (OER) and open educational practices (OEP) as an effective educational solution to overcome these challenges. Particularly, this study presents a generic OEP framework built on existing open-practice definitions. It then presents, based on this framework and based on the challenges reported by several Chinese education specialists during two national online seminars, a set of guidelines for the effective use of OER and OEP for both teaching and learning. Finally, this study presents some recommendations for the better adoption of OER and OEP in the future. The findings of this study can help researchers and educators apply OER and OEP for better learning experiences and outcomes during the COVID-19 outbreak.
Keywords: Coronavirus (COVID-19); Distance education; Online education; Open education; Open educational practices (OEP); Open educational resources (OER)

Displaced and dismayed: how ICTs are helping refugees and migrants, and how we can do better - Bock, Joseph G.; Haque, Ziaul; McMahon, Kevin A. (Information Technology for Development, 2020)
Keywords: Google Scholar/ "education technology" refugees; RER theme_pedagogies and modalities

Dispelling the Myths: What the Research Says about Teacher Professional Learning - Hill, Heather C.; Papay, John P.; Schwartz, Nathaniel (2022)

Discrimination in education: the Tanzania case - Kisanga, Maria E; Katunzi, Naomi (UNESCO, 1997)

Discovering statistics using IBM SPSS statistics - Field, Andy P. (SAGE, 2018)
Keywords: Computer programs; Statistics as Topic; Software; Database Management Systems; Social Sciences; Handbooks, manuals, etc; Statistical methods; Statistics; Social sciences; methods; Data Interpretation, Statistical; SPSS (Computer file)

Discover Scholarcy Features - Try it now! (Scholarcy | The long-form article summariser)
Discover the innovative features of our cutting-edge tool designed to revolutionize the way students researcher study and summarize articles.

Disaster Management Preparedness in the Education Sector in Kenya – A Case of the COVID-19 Pandemic. - Ngari, Prof Fr Stephen Mbugua; Ndung’u, Stephen W. (Editon Consortium Journal of Educational Management and Leadership, 2020)
This study examined the disaster management preparedness in the education sector in Kenya, with a focus on the COVID-19 pandemic period. The study adopted destktop literature review for data collection. The collected data pertains e-learning in Kenya and in other countries during the time of  the novel coronavirus pandemic. Notably, the education sector, like in many other countries, seeks to actualise the Millennium Development Goals (MDGs) in line with the United Nations and the Education for All (EFA) movement lead by UNESCO (MacEwen, et al., 2011). Examples of these events are; accidents such as the one evident in Kakamega Primary School where the school closed for about two weeks (Daily Nation, 2020), attack by militia groups as was the case of Garissa University in 2015, intercommunity wars that lead to displacements, famine, and fires. These disasters and events, whenever they strike, have led to the closure of affected institutions of learning to pave the way for interventions. Garissa University is a leading example since it had to close for about nine months in 2015-2016 (BBC, 2016). In Kenya, disasters and other events disrupt the progress towards achieving MDGs and EFA time to time, and that was the inspiration for this study. The study concludes that disasters like nature patterns, militia groups, electricity faults, and those instigated by learners can derail learning in education and cause loss of lives. As such, online learning comes in handy to lessen such disasters. The possibility of such learning model has been tested and proved during COVID-19 pandemic and it has been successful in many institutions of higher learning and middle level colleges.
Keywords: COVID-19 Pandemic; Disaster Management; Education Sector; Preparedness

Disability Inclusive Education Toolkit | Education Links
This toolkit provides guidance and resources for integrating disability into the USAID Program Cycle.

Disability in and Around Urban Areas of Sierra Leone - Trani, Jean-Francois; Bah, Osman; Bailey, Nicki; Browne, Joyce; Groce, Nora; Kett, Maria (2017)

Disability, computer and school data in Zanzibar (Unpublished) - Othman, Othman S. (EMIS Department MoEVT Zanzibar, 2020)

DIKSHA - Platform for School Education – Apps on Google Play - DIKSHA (2020)
The DIKSHA platform offers teachers, students and parents engaging learning material relevant to the prescribed school curriculum. Teachers have access to aids like lesson plans, worksheets and activities, to create enjoyable classroom experiences. Students understand concepts, revise lessons and do practice exercises. Parents can follow classroom activities and clear doubts outside school hours. App highlights • Explore interactive material created by teachers and the best Indian content creators for teachers and students in India. By India, for India! • Scan QR codes from textbooks and find additional learning material associated with the topic • Store and share content offline, even without Internet connectivity • Find lessons and worksheets relevant to what is taught in the school classroom • Experience the app in English, Hindi, Tamil, Telugu, Marathi, Kannada, Assamese, Bengali, Gujarati, Urdu with additional Indian languages coming soon! • Supports multiple content formats like Video, PDF, HTML, ePub, H5P, Quizzes - and more formats coming soon! Advantages for teachers • Find interactive and engaging teaching material to make your class interesting • See and share best practices with other teachers to explain difficult concepts to students • Join courses to further your professional development and earn badges and certificates on completion • View your teaching history across your career as a school teacher • Receive official announcements from the state department • Conduct digital assessments to check your students’ understanding of a topic that you have taught Advantages for students and parents • Scan QR codes in your textbook for easy access to the associated lessons on the platform • Revise lessons that you learnt in class • Find additional material around topics that are difficult to understand • Practice solving problems and get immediate feedback on whether the answer is correct or not. Want to create content for DIKSHA? • Help teachers deliver concepts in an easy and engaging manner • Help students learn better in and outside class. • Get involved in providing students with high quality learning material, irrespective of where they study • If you wish to be a part of this movement, visit the VidyaDaan portal using vdn.diksha.gov.in This initiative is supported by the Ministry of Human Resources Development (MHRD) and led by the National Council Of Educational Research And Training (NCERT) in India.

DIKSHA - Government of India (DIKSHA - Government of India, 2021)
National Digital Infrastructure for Our Teachers, Our Heroes.

DIKSHA - National Portal of India (2020)

Digitizing taxation and premature formalization in developing countries - Roy, Pallavi; Khan, Mushtaq H. (Development and Change, 2021)
The digitization of taxation systems can assist inclusion. However, it can also inadvertently lead to adverse outcomes for the poor in developing countries where many firms in the informal sector have low capabilities. Moreover, larger formal sector firms are often politically networked and in a position to engage in extractive informal transactions that digitization alone cannot restrict. Thus, while digitization creates tools for the enforcement of formal regulations, formalization can be unequal. This contribution focuses on digitized taxation as an application of a more general problem with digitization as a tool for formalization, referring to evidence from the rollout of the Goods and Services Tax (GST) in India. Using the analysis of political settlements, the authors distinguish between types of rule violations in developing economies. Networked higher-capability firms engage in ‘informal’ transactions when they violate rules to extract rents. This is different from the informality of unregistered micro and small enterprises in the informal sector who often violate rules they cannot adhere to, and make informal payments to enforcers to continue operating. When digital technologies are used in these contexts, adverse outcomes for welfare and inclusion can follow from ‘premature formalization’. A more cautious and inclusive path to formalization is necessary to protect vulnerable groups.

Digitizing Curriculum Standards to Unlock the Potential of Open Educational Resources in a Global Context. - Savov, Ivan (UNHCR, Vodafone Foundation, Google.org, and UNESCO, 2021)

Digitally Nudged Learning: A Nudged Gamification Study Intervention - Byrne, Jason; Ito, Takehiko; Furuyabu, Mariko (International Journal of Emerging Technologies in Learning (iJET), 2022)
The research focused on two elements of technology enhanced learning: the digital nudge and gamified online learning. The objective was to digitally nudge students towards a gamified online learning tool, thereby improving quiz test performance through a fun motivating language learning game. A mixed methods approach: the primary quasi-experimental methodology was regression discontinuity design, with a follow up survey. The findings show that few students actively participated in the fun gamified activities, yet none-the-less there was a significant 5% treatment effect afforded by the digitally nudged call to action. The research demonstrates the effectiveness of nudging students to complete L2 learning activity. It also somewhat shows the potential of gamification for voluntary engagement amongst first-year students at a Japanese university. Keywords—Digital nudge, Online learning, Gamification, L2 teaching/learning strategies.

Digitalizing Laos: Improving Government Transparency, the Business Environment, and Human Capital - Runde, Daniel F; Bandura, Romina; Lee, Rachel (Center for Strategic and International Studies, 2022)

Digitalization in teaching and education in Malawi: Digitalization, the future of work and the teaching profession project - Saka, Tionge Weddington (2021)

Digitalization, education and skills development in the global South: An assessment of the debate with a focus on Sub-Saharan Africa - Langthaler, Margarita; Bazafkan, Homa (ÖFSE Briefing Paper, 2020)
The COVID-19 pandemic has intensified discussions about the digital revolution. Digitalization of ever-more sectors of society appears to be the only possible answer to the requirements of physical distancing. The education sector stands out as one example. Yet, the pandemic has also brought to light the pitfalls of accelerated digitalization in terms of rising inequality and exclusion. In development policy, digitalization has been commonly referred to as a major opportunity for economic development. Much lower used to be the attention paid to risks such as the digital divide. Human capabilities rank as one of the key preconditions to reap the benefits of digitalization. Digitalization of education and training systems appears to be the order of the day. Yet, there is lack of consistent strategies to do so without deepening existing patterns of inequality and exclusion, in particular in the Global South. This Briefing Paper will initially analyse the lessons of experience from the COVID-19 pandemic and its impact on the education and TVET (Technical and vocational education and training) sector. It will then reflect on the framing of the debates on digitalization in education. The academic discussion will be summarised from two perspectives, first with regard to the skills required for a digitalized economy and second analysing the impact of digitalization on education systems, mainly in Sub-Saharan Africa. The Paper will subsequently comment on current trends in digitalization policies for the education sector as well as in development cooperation. Conclusions will outline a few recommendations at the policy level.

Digitalisation Report - Federal Ministry for Digital and Economic Affairs (Austrian Federal Government, 2021)

‘Digital welfare state’: big tech allowed to target and surveil the poor, UN is warned - Pilkington, Ed (the Guardian, 2019)
UN’s rapporteur on extreme poverty says in devastating account big tech companies are being allowed to go unregulated in ‘human rights free-zones’

Digital UNICEF: Harnessing the power of technology and digital innovation for children - UNICEF (2021)
Harnessing the power of technology and digital innovation for children

Digital transformation of everyday life – how COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? - Iivari, Netta; Sharma, Sumita; Ventä-Olkkonen, Leena (International Journal of Information Management, 2020)

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

Digital transformation in Tanzania. The role of mobile technology and impact on development goals - GSMA (2018)

Digital training for increasing English teachers’ professionalism at junior high school - Syafryadin, Syafryadin; Wardhana, Dian Eka Chandra; Febriani, R.Bunga (Journal of Education and Learning (EduLearn), 2021)
This research aimed to know the problems and the implementation of the training as the solution and evaluation of digital training that can increase the English teachers’ professionalism at SMP Negeri 13 Bengkulu, Indonesia. This study used a descriptive qualitative method with the number of trainees were 10 English teachers. The procedures of collecting data were observation, documentation and interview. Then, the data analysis were done by comparing the result of the interview from the English teachers at SMP Negeri 13 Bengkulu, Indonesia before they joined and after joining digital training provided by the researchers and finally concluded. The first research finding is the English teachers had problems in terms of knowledge, difficult to apply the application or technology, and never joining training. The second finding is the implementation of digital training had many benefits namely increased the English teachers’ professionalism, experienced and innovated their knowledge and skills toward the use of digital learning, it brought a good quality for learning outcomes and it helped to be better in an advanced educational institution, particularly at SMP Negeri 13 Bengkulu, Indonesia. The last finding is that after implementation, the English teachers still got problems in using the application and need more training. The implication of this study is digital training can be an advanced way in educational development which needs good participation from the trainers, trainees and educational institution.

Digital Tools for Real-Time Data Collection in Education - Gustafsson-Wright, Emily; Osborne, Sarah; Aggarwal,, Muskan (Brookings Institute, 2022)

Digital technology governance: developing countries’ priorities and concerns - Phillips, Toby; Kira, Beatriz; Tartakowsky, Andrea; Dolan, Jonathan; Natih, Putu (2020)

Digital Technology and the Futures of Education: Towards ‘Non-Stupid’ Optimism - Facer, Keri; Selwyn, Neil (2021)
Keywords: ⛔ No DOI found

Digital technologies in the COVID-19 responses in sub-Saharan Africa: policies, problems and promises - Bakibinga-Gaswaga, Elizabeth; Bakibinga, Stella; Bakibinga, David Baxter Mutekanga; Bakibinga, Pauline (The Pan African Medical Journal, 2020)
The gains made five years after the adoption of the 2030 Agenda for Sustainable Development will be lost if the threats presented by the COVID-19 pandemic are not countered in a timely manner. The threat is worse in sub Saharan Africa where poverty and poor health and limited access to services present challenges to even the most robust of health systems on the continent. In light of the requisite public-private collaboration and multi-sectoral approach, digital technologies offer opportunities to support the COVID-19 responses. This commentary reviews the policy environment and the challenges presented by digital illiteracy, poor infrastructure, the high cost of installing ICT infrastructure, the volatile political environment and limited electricity supply as well as the opportunities that digital technologies provide to ensure that people and communities are still able to access goods and services. It highlights how digital technologies are being used by the governments, parliaments, judiciaries, schools, health service providers, transport authorities and marketers to reach their targeted audiences. The commentary concludes with recommendations on possible interventions that emphasize the need to address infrastructural limitations, promote public private partnerships and tackle the digital divide in all its dimensions, including from a gender and rural/urban perspective.

Digital technologies in education - World Bank (2021)

Digital Study Hall: Lighthouse Case Study - Dover, Mark (Global Solution Networks, 2013)

Digital Study Hall Biannual report 2012 - DHS (Digital Study Hall, 2012)

Digital storytelling and reflection in higher education: a case of pre-service student teachers and their lecturers at a university of technology - Ivala, Eunice; Gachago, Daniela; Condy, Janet; Chigona, Agnes (Journal of Education and Training Studies, 2014)
Employers in South Africa are calling for students graduating from higher education institutions (HEIs) to exhibit the capacity for reflection. However, many tertiary institutions fall short in allowing opportunities for reflection. As a result, HEIs are grappling to find ways of fostering reflection amongst their students. This paper argues that digital storytelling if implemented properly is one of the ways which can be used to help HEIs in this accomplishment. It documents results of production of digital stories by 29 final-year pre-service student teachers at the Cape Peninsula University of Technology (CPUT), South Africa, as part of their assessment in their professional development course. The study was informed by structuration theory and levels of reflection and cognitive processing to help the researchers understand the potential of digital storytelling in enhancing reflection. Qualitative methods of collecting data were utilized. Focus group interviews were conducted with the students and their facilitators to elicit whether production of digital stories led to reflection. Findings showed that the production of digital stories promoted the three levels of reflection and thus deep learning and higher-order thinking skills.
Keywords: Case Studies; Cognitive Processes; College Faculty; ERIC, Current Index to Journals in Education (CIJE); Educational Technology; Focus Groups; Foreign Countries; Higher Education; Personal Narratives; Postsecondary Education; Preservice Teachers; Professional Development; Qualitative Research; Reflection; Skill Development; South Africa; Story Telling; Teaching Methods; Technology Uses in Education; Video Technology; __:import:02; __:match:final; __:matched; __:study_id:2096367; __finaldtb

Digital Skills in Latin American Teachers - Estrada, Ricardo (Development Bank of Latin America, 2020)
We are a development bank with 20 shareholder countries - in Latin America, the Caribbean, Spain and Portugal- as well as 13 private banks

Digital Skills Ecosystem and Gap Assessment in Malawi: Final Report - Ernst & Young (2021)

"Digital Senegal 2025" Strategy - International Telecommunications Union

Digital School Census in 10 Weeks? How it was done in Sierra Leone - Namit, Kariba; Mai, Thanh Thi (World Bank Blogs, 2019)
Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request.

Digital School Census in 10 Weeks? How it was done in Sierra Leone - Namit, Kariba; Mai, Thanh Thi (World Bank Blogs, 2019)
Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request.

Digital Revolutions in Public Finance - International Monetary Fund (2017)
Digitization promises to reshape fiscal policy by transforming how governments collect, process, share, and act on information. More and higher-quality information can improve not only policy design for tax and spending, but also systems for their management, including tax administration and compliance, delivery of public services, administration of social programs, public financial management, and more. Countries must chart their own paths to effectively balance the potential benefits against the risks and challenges, including institutional and capacity constraints, privacy concerns, and new avenues for fraud and evasion. Support for this book and the conference on which it is based was provided by the Bill and Melinda Gates Foundation “Click Download on the top right corner for your free copy..."

Digital Personalised Learning to Improve Numeracy Outcomes in Kenyan Primary School Classrooms - EdTech Hub (EdTech Hub, 2021)

Digital Personalised Learning to Improve Literacy and Numeracy Outcomes in Kenyan Classrooms - Daltry, Rebecca; Major, Louis; Sun, Chen; Otieno, Mary; Otieno, Kevin; Otieno, Rebecca Daltry, Louis Major, Chen Sun, Mary Otieno and Kevin (EdTech Hub, 2023)
This blog forms part of a wider research study on digital personalised learning to improve literacy and numeracy outcomes in Kenyan classrooms, and outlines emergent findings from a randomised controlled trial following the first two rounds of assessment (baseline and midline). The preliminary findings will be strengthened after further analyses and endline assessment.

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

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

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

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

Digital mismatch: Expectations and realities of digital competency amongst pre-service education students - Duncan-Howell, Jennifer (Australasian Journal of Educational Technology, 2012)
Pre-service education students entering university can be categorised broadly into two distinct groups, those who are coming directly from secondary school and those who are not. The second group can be quite diverse, ranging in age, academic and/or work experience. However, what both of these groups share is a digital expectation and they expect upon completion of their studies to be more digitally fluent than when they entered university, they expect to be taught via a range of digital technologies and they expect to use their digital skills throughout their personal and professional lives. These expectations have been either largely ignored or have failed to be understood by universities, resulting in a mismatch between student expectations and their experiences. However, the teaching staff within universities may be ill-prepared to meet these demands, either due to being non-users or exhibiting the same or lower levels of digital fluency as their students. The mismatch between student expectations and the reality is highlighted by an empirical case study involving undergraduate students enrolled in pre-service education degrees at an Australian university. The study will present clear evidence that students' digital expectancy should be considered when planning and improving learning environments.

Digital literacy, libraries, and public policy: Report of the Office for Information Technology Policy's Digital Literacy Task Force - American Library Association (American Library Association (ALA), 2013)

Digital literacy in Ugandan teacher education: Insights from a case study - Andema, Samuel; Kendrick, Maureen; Norton, Bonny (Reading & Writing-Journal of the Reading Association of South Africa, 2013)
Keywords: ⛔ No DOI found

Digital literacy for children: exploring definitions and frameworks - Nascimbeni, Fabio; Vosloo, Steven (UNICEF Office of Global Insight and Policy, 2019)

Digital literacy for children — 10 things to know - UNICEF (2019)
Digital literacy goes beyond technical know-how. It refers to the knowledge, skills and attitudes that allow children to be both safe and empowered in an increasingly digital world. This encompasses their play,  participation, socializing, searching and learning through digital technologies. What constitutes digital literacy will vary according to children’s age, local culture and context.   Children need to be digitally literate even when they are not online. Facial scanning and artificial intelligence-based profiling increasingly affect children’s lives. Children’s schooling, social welfare and future job opportunities may depend on how well they understand the digital world around them.   Digital literacy is a growing part of any approach to skills development. It features in UNICEF’s framework which seeks to prepare children and adolescents for school, work and life. In addition to digital literacy, other interconnected skills for UNICEF are: foundational skills (literacy and numeracy); transferable skills (also known as life skills, 21st-century skills or soft skills); and job-specific skills (technical and vocational skills).   Tools to develop and assess digital literacy are proliferating. A number of digital competence frameworks have been developed by both international agencies and companies. Frameworks are a necessary starting point as they define the boundaries of what constitutes digital literacy and inform curricula and assessments. Despite using a range of labels (e.g. digital literacy, skills, citizenship), they broadly converge around the idea of a set of competencies that include technical as well as transferable skills, such as communication and problem solving.   Yet most existing tools place little emphasis on children. Digital literacy definitions usually focus on citizens of all ages and not on children specifically. UNICEF believes there is a need to focus more on digital literacy for children, who have unique needs. In this area, there is a slow change from a risk and safety paradigm towards rights-based approaches that favour expression, play and development.   Few programmes operate at scale or have been evaluated for impact. One contributing factor is the lack of global consensus and standards that makes it difficult for governments and other stakeholders to design and implement comparative and cost-effective initiatives, especially within developing countries.   Similarly, UNICEF programmes would benefit from greater coordination. While UNICEF has delivered a range of digital literacy programmes at the request of governments, a survey of 40 initiatives carried out by 37 Country Offices shows they are not well coordinated with each other, and knowledge is not systematically generated or shared about efficacy and impact.   Implementing digital literacy is not easy. According to the Country Offices surveyed, key barriers to digital literacy programming are: lack of teachers’ and trainers’ capacity; lack of ICT infrastructure; low connectivity (especially for remote areas); and a lack of understanding from decision-makers. The Country Offices are asking for policy development support, digital literacy frameworks, curriculum guidelines and practical tools, such as training manuals and toolkits.   Some existing digital literacy frameworks or tools suit UNICEF well. These include the DigComp framework of the European Commission and the Digital Kids Asia-Pacific framework developed by the UNESCO Asia and Pacific Regional Office in Bangkok. If using existing digital literacy frameworks, UNICEF can add value by focusing on children.   Digital literacy programmes should be context-driven. Implementing digital literacy programmes effectively requires more than simply importing a good programme from elsewhere. Beyond choosing a framework, an integrated approach to digital literacy involves undertaking a preliminary diagnostic review of the local context, developing operationalization guidelines and conducting impact assessments.

Digital Literacy: Definition, Theoretical Framework, and Competencies - Osterman, Mark D (2012)
This paper offers an overview of existing definitions and theoretical frameworks for digital literacy. The researcher makes recommendations for an agreed upon definition and theoretical framework and discusses implications for a relationship between digital and visual literacy skills.
Keywords: ⛔ No DOI found

Digital Literacies for International Teacher Education: a Ghanaian perspective - Taner, Lisa (The Open University, 2018)
Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.
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