Toward systematic review automation: a practical guide to using machine learning tools in research synthesis - Marshall, Iain J.; Wallace, Byron C. (Systematic Reviews, 2019)
Technologies and methods to speed up the production of systematic reviews by reducing the manual labour involved have recently emerged. Automation has been proposed or used to expedite most steps of the systematic review process, including search, screening, and data extraction. However, how these technologies work in practice and when (and when not) to use them is often not clear to practitioners. In this practical guide, we provide an overview of current machine learning methods that have been proposed to expedite evidence synthesis. We also offer guidance on which of these are ready for use, their strengths and weaknesses, and how a systematic review team might go about using them in practice.
Keywords: Evidence synthesis; Machine learning; Natural language processing; _Added-ailr-2024

“Being on the wrong side of the digital divide”: seeking technological interventions for education in Northeast Nigeria - Martens, Marianne; Hajibayova, Lala; Campana, Kathleen; Rinnert, Gretchen Caldwell; Caniglia, Joanne; Bakori, Isa Garba; Kamiyama, Tsukuru; Mohammed, Liman Audu; Mupinga, Davison M.; Oh, Olivia Jeonghwa (Aslib Journal of Information Management, 2020)
Purpose This paper aims to report the initial findings of a project aiming to re-establish basic education in conflict-ravaged states in Northeastern Nigeria and to improve education providers' ability to plan and deliver basic educational services. The authors present a preliminary analysis of Nigerian teachers' access to information communication technology (ICT), their technology skills, as well associated national ICT policies. Design/methodology/approach This case study uses results from two co-designed tools, administered using KoboToolbox to Education Managers in the first instance, and teachers in the second. The data from the tools form the basis for analysis. Findings In the first instance, educational managers reported a lack of access to technology, the internet and to training and professional development. In the second instance, teachers reported issues present in the classroom environment, including poor infrastructure, a lack of resources and over-crowded classrooms. Very few teachers had access to computers or to the internet. Research limitations/implications The 33 educational managers represent a small sample size and may not be fully representative of the region covered. The ICT Capacity Audit tool listed Excel in two different areas – basic Excel skills and using Excel for data analysis – which could have caused confusion for participants. The data collection should be repeated, expanded and compared for consistency. For the team, changes to the proposed (SENSE) box content meant that we were not able to deliver low-tech tools, such as Boogie Boards, or high-tech tools, such as tablets, to schools. Originality/value Despite seemingly insurmountable challenges, the research team identified low-tech tools as a feasible resource in the classroom. Existing tools, such as teachers' smartphones and use of the WhatsApp application, can be used for sharing educational resources and providing teacher training. This paper argues that Nigeria needs up-to-date national ICT policies to guide in-country efforts to develop implementation of information technology initiatives for education.

Google Scholar, Microsoft Academic, Scopus, Dimensions, Web of Science, and OpenCitations’ COCI: a multidisciplinary comparison of coverage via citations - Martín-Martín, Alberto; Thelwall, Mike; Orduna-Malea, Enrique; Delgado López-Cózar, Emilio (Scientometrics, 2021)
New sources of citation data have recently become available, such as Microsoft Academic, Dimensions, and the OpenCitations Index of CrossRef open DOI-to-DOI citations (COCI). Although these have been compared to the Web of Science Core Collection (WoS), Scopus, or Google Scholar, there is no systematic evidence of their differences across subject categories. In response, this paper investigates 3,073,351 citations found by these six data sources to 2,515 English-language highly-cited documents published in 2006 from 252 subject categories, expanding and updating the largest previous study. Google Scholar found 88% of all citations, many of which were not found by the other sources, and nearly all citations found by the remaining sources (89–94%). A similar pattern held within most subject categories. Microsoft Academic is the second largest overall (60% of all citations), including 82% of Scopus citations and 86% of WoS citations. In most categories, Microsoft Academic found more citations than Scopus and WoS (182 and 223 subject categories, respectively), but had coverage gaps in some areas, such as Physics and some Humanities categories. After Scopus, Dimensions is fourth largest (54% of all citations), including 84% of Scopus citations and 88% of WoS citations. It found more citations than Scopus in 36 categories, more than WoS in 185, and displays some coverage gaps, especially in the Humanities. Following WoS, COCI is the smallest, with 28% of all citations. Google Scholar is still the most comprehensive source. In many subject categories Microsoft Academic and Dimensions are good alternatives to Scopus and WoS in terms of coverage.
Keywords: Computer Science - Digital Libraries

DigEuLit: Concepts and Tools for Digital Literacy Development - Martin, Allan; Grudziecki, Jan (Innovation in Teaching and Learning in Information and Computer Sciences, 2006)
In the e-permeated society, a society also increasingly unpredictable and uncertain, “digital literacy” becomes not only a key factor in enabling participation in education, as well as employment and other aspects of social life, but also a means of gaining some understanding of the world. The DigEuLit project, funded by the EC eLearning Initiative, has a task of defining digital literacy and developing a framework and tools for digital literacy development in European educational settings. We have observed converging literacies which have gained new relevance in digital environments, and proposed a definition of digital literacy which focuses on the processes of using digital tools to support the achievement of goals in the individual’s life-situation. A suite of online tools is being developed to enable digital literacy progress to be tracked by teachers and learners, and evolution of these tools will continue beyond the life of the project.

Here and now mobile learning: An experimental study on the use of mobile technology - Martin, Florence; Ertzberger, Jeffrey (Computers & Education, 2013)

A systematic review of research on online teaching and learning from 2009 to 2018 - Martin, Florence; Sun, Ting; Westine, Carl D (Computers and Education, 2020)
Systematic reviews were conducted in the nineties and early 2000's on online learning research. However, there is no review examining the broader aspect of research themes in online learning in the last decade. This systematic review addresses this gap by examining 619 research articles on online learning published in twelve journals in the last decade. These studies were examined for publication trends and patterns, research themes, research methods, and research settings and compared with the research themes from the previous decades. While there has been a slight decrease in the number of studies on online learning in 2015 and 2016, it has then continued to increase in 2017 and 2018. The majority of the studies were quantitative in nature and were examined in higher education. Online learning research was categorized into twelve themes and a framework across learner, course and instructor, and organizational levels was developed. Online learner characteristics and online engagement were examined in a high number of studies and were consistent with three of the prior systematic reviews. However, there is still a need for more research on organization level topics such as leadership, policy, and management and access, culture, equity, inclusion, and ethics and also on online instructor characteristics.
Keywords: Distance education; Online Learning Research; Research Themes; Systematic Review; online teaching and learning

CIRCL Primer: Design-Based Implementation Research. In CIRCL Primer Series. - Martin, W; Fishman, Barry; Cheng, Britte; Penuel, William (2019)

“Matching Person & Technology (MPT) Model” for Technology Selection as Well as Determination of Usability and Benefit from Use - Martinez, A. P.; Scherer, M. J. (Living in the State of Stuck, 2018)
Technologies have become smarter, smaller, more portable or wearable, and more adaptable. This has led to more choice and, in many cases, complexity in decision-making about selecting the best device and features for a given user. A good match of person and technology requires attention to (a) aspects of and resources in the environments in which the technology will be used, (b) the needs, expectations and preferences of the user, and (c) the functions and features of the technology and service delivery process. If the match is not a quality one from the standpoint of the end user, and the user experience (UX) is not satisfactory, then the technology may go unused, or may not be used optimally. There is a need for an improved person-AT matching and outcomes assessment process because studies and reports show in general that there is a high level of dissatisfaction and nonuse or discard of technology by consumers. Psychologists are uniquely qualified to partner with technology developers in implementing an assessment process that inquires into the potential technology user's predisposition to use a particular technology by addressing, subjective view of current capabilities, view of achievements as well as needs in key life domains of activities and participation, and ratings of fundamental personal factors such as mood status, support from others, engagement in therapy activities and desire to use technology. Utilization of the MPT model and accompanying assessment process has been proven to result in enhanced technology use and goal achievement. Research increasingly highlights the fact that consumers are less likely to use recommended devices when their needs are neither fully addressed nor understood during the technology selection process. A user's perspective of their needs and preferences may be obtained by having them identify and prioritize their desired outcomes and then rate progress in achieving them. This approach was used in developing the Matching Person and Technology measures and has also been used in developing Such a person-centered approach allows outcomes to be measured in reference to changes in a person's satisfaction in achieving desired goals, not merely their functional ability to achieve them. An idiographic evaluation is used (i.e., the person is the unit of analysis and serves as his or her own control), not a normative one (i.e., the person is compared to his or her peers). An idiographic evaluation best captures a consumer-directed and social model perspective of outcomes assessment. Many studies have examined the psychometric qualities and usefulness of the Matching Person and Technology measures. Below is the most recent data on one MPT measure, the Assistive Technology Device Predisposition Assessment (ATD PA), from a study done in the country Greece (Koumpouros et al. 2017; n=115).  Excellent interrater reliability (ICC=0.981, ranging from 0.973-0.987)  Adequate internal consistency (Cronbach's alpha =0.701, ranging from 0.605-0.701)  Adequate-Excellent construct validity for items in the Adaptablility subscale (r=0.537 to 0.783)  Excellent construct validity for items in the Fit to Use subscale (r= 0.691 to 0.801)  Adequate-Excellent construct validity for items in the Socializing (r= 0.498 to 0.767)  Low correlation coefficients between each subscale, indicating subscales measure unique constructs Improvements in person-centered assistive technology services and outcomes assessment are needed, given reports of a high level of dissatisfaction and nonuse of technology by consumers. It is important to ensure an evidence-based, client-centered assessment for determining the match of individuals with the most appropriate technologies for their use. Achieving a desired outcome begins at the point of technology consideration and then progresses to product selection. ABSTRACT Cognitive impairment often results in a range of functional and lifestyle changes for many individuals. This article discusses the development and evolution of a multidisciplinary model of cognitive rehabilitation outpatient practice that integrates technology to improve patient outcomes. The described interdisciplinary treatment approach highlights the need for collaboration by treating providers; focuses on the individual being an active participant in treatment; and discusses the value that assistive technology can bring to cognitive rehabilitation work as it relates to patient success, functional improvement, and implementation of appropriate and patient specific technological strategies.

"Shall I feed my daughter, or educate her?": barriers to girls' education in Pakistan - Martínez, Elin; Human Rights Watch (Human Rights Watch, 2018)
"This report concludes that many girls simply have no access to education, including because of a shortage of government schools - especially for girls. Nearly 22.5 million of Pakistan's children - in a country with a population of just over 200 million - are out of school, the majority of them girls. Thirty-two percent of primary school age girls are out of school in Pakistan, compared with 21 percent of boys. By ninth grade, only 13 percent of girls are still in school."--Publisher website
Keywords: Education; Girls; Pakistan; Schools; Sex discrimination in education; Social conditions; auto_merged

Analysis of motor performance in individuals with cerebral palsy using a non-immersive virtual reality task – a pilot study - Martins, Fabiana Paula Almeida; Massetti, Thaís; Crocetta, Tania Brusque; Lopes, Priscila Bianchi; da Silva, Amanda Abreu; Figueiredo, Eliketylen Fernandes; de Abreu, Luiz Carlos; da Silva, Talita Dias; Monteiro, Carlos Bandeira de Mello (Neuropsychiatric Disease and Treatment, 2019)
Purpose To evaluate the performance improvement of individuals with hemiparesis cerebral palsy (CP) using a virtual task. Participants and methods Twenty individuals were selected and distributed into two groups. The experimental group (CP group) comprised ten individuals with a medical diagnosis of CP, and ten individuals with typical development (sex- and age-matched) composed the control group (TD group). Both groups followed the same intervention protocol, which included a virtual coincident timing task: the participants performed upper limb movements in front of a computer’s webcam and interacted with the task with the aim of virtually intercepting spheres that fell in four rows following the rhythm of a pre-selected song during an 8-minute period. To verify the influence on a real task, pre- and posttests were performed in a similar task, but with physical contact (using the spacebar on the keyboard of a computer). To analyze the data, we evaluated the variable, constant, and absolute errors during the task and in the pre- and posttests. Results The results showed that there was an improvement in performance between the pre- and posttests; that is, after practicing the task in an environment without physical contact, there was a performance improvement in posttests in the real task, but only for the CP group. Moreover, there were significant differences in precision and accuracy between the two groups, with worse performance in the CP group. Conclusion Individuals with CP presented better performance in the real task after practice in a virtual reality task, albeit with worse performance compared with individuals with TD. This is an interesting result that supports the possible use of virtual tasks for the rehabilitation of individuals with CP.

Maryville begins issuing student-owned digital diplomas - Maryville University (2019)

Children’s remote learning experiences in Italy during the COVID-19 pandemic - Mascheroni, Giovanna; Saeed, Marium; Valenza, Marco; Cino, Davide; Dreesen, Thomas; Zaffaroni, Lorenzo Giuseppe; Kardefelt-Winther, Daniel (2021)
Keywords: ⛔ No DOI found

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

An Investigation on Learning Performance among Disabled People Using Educational Multimedia Software: A Case Study for Deaf People - Masitry, Ananthi Krishnasami; Majid, Mazlina Abdul; Toh, M Zulfahmi; Herawan, Tutut (2013)
The increasing number of people with hearing-impaired in Malaysia attracts to produce a variety of technologies, which can assist the deaf people in carrying out their tasks in everyday life as normal people. New technology can help to decrease the difficulty that hearing-impaired people faces in daily life to use the information services like normal people. Thus, this paper focuses on: i) developing a new multimedia courseware for pre-school students with hearing problem, and ii) comparing the deaf student’s learning performance before and after using the courseware. Four modules were developed for e-MSL courseware consist of alphabets, numbers, words and quizzes with colorful text, animation, sounds, video and pictures using Malaysian Sign Language (MSL). Sekolah Rendah Pendidikan Khas (SRPK) Indera Mahkota II, Kuantan has been chosen as the case study for data collection and for investigating the student learning performance on the courseware. The survey results show that 100% of the respondents have agreed that using e-MSL courseware managed to reduce the student learning time more than 80%. The result has indicated that students have shown better learning performance using e-MSL compared to traditional learning.

School Culture and School Performance: An Explorative Study into the Organizational Culture of Secondary Schools and Their Effects - Maslowski, Ralf (2001)
Thesis (doctoral)--University of Twente, 2001.
Keywords: ⛔ No DOI found

Complexity theory and the philosophy of education - Mason, Mark (Wiley-Blackwell, 2008)

Devising New Models for School Improvement in Developing Nations: Sierra Leone, a case study - Mason, Miriam Theresa (Durham University, 2019)

À propos de notre recherche de ressources pédagogiques numériques en français - Masrour, Vahid (EdTech Hub, 2020)
Photo credit: SIL Cameroon Lire en anglais Durant le mois d’octobre, EdTech Hub et Learning Equality ont lancé un appel afin de trouver des ressources pédagogiques en français, dans le but de les rendre plus accessibles aux apprenants francophones qui ne disposent pas de connexion à internet. Ce post, préparé par Vahid Masrour, Curriculum Operations Specialist pour Learning Equality, présente…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Reflections on finding French digital education resources - Masrour, Vahid (EdTech Hub, 2020)
Photo credit: SIL Cameroon Read in French In October, EdTech Hub and Learning Equality put out a call to find French educational resources with the aim of making these resources more accessible to Francophone learners not connected to the internet. This post by Vahid Masrour, Learning Equality’s Curriculum Operations Specialist, highlights observations and recommendations from this process. He shares further…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

School and District Data - Massachusetts Department of Elementary and Secondary Education - Massachusetts Department of Elementary and Secondary Education

Hanga Ahazaza 'Create the Future' in Rwanda - Mastercard Foundation (Mastercard Foundation)
Hanga Ahazaza is a five-year Mastercard Foundation initiative focused on increasing employment opportunities for young people in the tourism and hospitality sector in Rwanda.

The Centre for Innovative Teaching and Learning Approach - Mastercard Foundation (2019)

Twelve African EdTech Companies Named as First Fellows at Centre for Innovative Teaching and Learning in ICT - Mastercard Foundation (2020)

Twelve African EdTech Companies Named as First Fellows at Centre for Innovative Teaching and Learning in ICT - Mastercard Foundation (Mastercard Foundation, 2020)

An exploration of the potential role of digital technologies for promoting learning in foreign language classrooms: Lessons for a pandemic - Masterson, Mary (International Journal of Emerging Technologies in Learning (iJET), 2020)
This research study focuses on long-term digital technologies assisted cross-cultural communication as an instructional model. Secondary school foreign language learners of German and English collaborated online with the same age-cohort peers to acquire new cultural knowledge, as well as develop digi-tal technologies skills. Findings revealed that digital technologies facilitated personalised student-led learning through an inquiry-based approach. Results further indicated that the learners had rich opportunities to share their stories and to think critically about themselves and others. Indeed, pupils enriched their understanding of their partner’s culture as well as developing an en-hanced understanding of the influence of culture on behaviour and thinking. The students learned to use digital technologies by creating digital profiles, posting their comments, asking questions, exchanging cultural information, and gaining linguistic and cultural experience of a native speaker in a virtual space. This paper shows that with the purposeful integration of digital tech-nologies in foreign language classrooms opportunities for richer student learning experiences can be promoted.
Keywords: c ulture; digital technologies; online collaborative learning

Mathshop - Mathshop

Making Kolibri an All-Around Inclusive EdTech - Matic, Radina (Medium, 2018)
Interactive Components, Documentation and Beyond

Kenyan school system is trying sign language for all children - Mativu (2017)

The international encyclopedia of communication research methods - Matthes, Jörg; Davis, Christine; Potter, Robert (Wiley, 2017)

Assemblage Theory: Coping with Complexity in Technology Enhanced Language Learning - Matthews, Blair (Research-publishing, 2019)
Language classrooms are complex systems, but theory often simplifies these processes making researching effectiveness difficult. Assemblage theory -- a theory of complexity in the social sciences -- allows us to examine complexity in the language classroom. In this paper, I present an account of the language classroom that captures the complexity, subjectivity, and temporality of technology enhanced language learning. [For the complete proceedings, see ED600837.]
Keywords: Computer Assisted Instruction; Influence of Technology; Learning Motivation; Learning Processes; Learning Theories; Second Language Learning; Social Systems; Systems Approach; Teaching Methods

Education for children with disabilities - improving access and quality - Mattingly, Jacqui; McInerney, Laura (Department for International Development)

Field-Based Models of Primary Teacher Training: Case Studies of Student Support Systems from Sub-Saharan Africa - Mattson, Elizabeth (Department for International Development, 2006)
Keywords: C:sub-Saharan Africa; ⛔ No DOI found

Evolution in the Digital Age : Implementation of 5E and NGSS in the Virtual Biology Classroom - Maulucci, Marcy E; Guffey, Sarah K (2020)

Genetic Identity in Mauritius - Maurer, Sylvie (Antrocom, 2010)
Mauritius is a small island of 1,865 square kilometres. This is equivalent to a third of the surface of Savoy. It is situated in the Indian Ocean at 20° south of the equator, on the east of Madagascar. Mauritius is a land without any evidence of human habitation until the seventeenth century. As a result, Mauritius has no indigenous population in the traditional sense, according to the definition from the United Nations: Indigenous peoples have been defined by U.N. as those having a historical continuity with pre-invasion and pre-colonial societies that developed on their own territories, consider themselves distinct from the other sectors of society prevailing in those territories, or parts of them. They form at present non-dominant sectors of society and are determined to preserve, develop and transmit to future generations their ancestral territories, and their ethnic identity as the basis of their continued existence as peoples, in accordance with their own cultural patterns, social institution and legal systems (http://esaconf.un.org/WB/default.asp? action=9&boardid=30&read=1826&fid=309).
Keywords: ⛔ No DOI found

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

موضوع، أكبر موقع عربي بالعالم - Mawdoo3 (موضوع, 2020)
موضوع، أكبر موقع عربي بالعالم

Policy Entrepreneurship for Poverty Reduction - Maxwell, Simon; Court, Julius (PRACTICAL ACTION PUBLISHING, 2006)

Use of low cost wireless communication technology for education in rural Kenya | Proceedings of the 4th ACM Workshop on Networked Systems for Developing Regions - Mayeku, B.; Kilwake, J.; Bertarelli, F (2010)

Using Behavioral Insights to Increase Parental Engagement: The Parents and Children Together (PACT) Intervention - Mayer, Susan; Kalil, Ariel; Oreopoulos, Philip; Gallegos, Sebastian (National Bureau of Economic Research, 2015)
Parent engagement with their children plays an important role in children’s eventual economic success and numerous studies have documented large gaps in parent engagement between low- and higher-income families. While we know remarkably little about what motivates parents to engage in their children’s development, recent research suggests that ignoring or discounting the future may inhibit parental investment, while certain behavioral tools may help offset this tendency. This paper reports results from a randomized field experiment designed to increase the time that parents of children in subsidized preschool programs spend reading to their children using an electronic reading application that audio and video records parents as they read. The treatment included three behavioral tools (text reminders, goal-setting, and social rewards) as well as information about the importance of reading to children. The treatment increased usage of the reading application by one standard deviation after the six-week intervention. Our evidence suggests that the large effect size is not accounted for by the information component of the intervention and that the treatment impact was much greater for parents who are more present-oriented than for parents who are less present-oriented.

Supporting Teachers Moving Online, using a MOOC, During the COVID-19 Pandemic - Mays, Tony John; Ogange, Betty; Naidu, Som; Perris, Kirk (2021)

The effects of continuing professional development (CPD) through SPRINT on teacher classroom practices and student learning outcomes - Mazala, Chileya Mbasilu (2011)
This study looked at the effects of Continuing Professional Development (CPD) through School Programmes for In -Service for the Term (SPRINT) on teacher classroom practices and student learning outcomes. The purpose of the study was to find out if SPRINT had any effect on teacher classroom practice and student learning outcomes. The target population was all Ndola high schools. The sample consisted of 196 respondents that is, five head teachers, five deputy heads, fifteen heads of department, five School In- Service Providers (SIP), five Zone INSET Providers (ZIP) and twelve teachers from each of the five schools and one Resource Centre Coordinator. The sample also included one hundred grade twelve pupils, twenty randomly picked from each of the five schools Purposive sampling was used to select the schools, head teachers, heads of department, INSET providers and the subject coordinator. Teachers and pupils were selected using simple random sampling. Questionnaires, observations, interviews, Focus Group Discussions and documentary evidence were the research instruments used to gather information. A review of relevant literature and its implication for CPD was undertaken to provide interrogation framework for this study. Guskey's five levels of evaluation were used to structure the framework Data were analyzed by identifying and categorizing significant themes relevant to research objectives. The data were presented in form of tables, percentages,graphs and charts. Qualitative data from interviews were coded and emerging themes grouped into categories The themes and categories of initial data were compared with those of subsequent interviews. Categories were then regrouped to get the most significant categories and themes.The findings from this study indicated that teachers at all career stages expressed the desire to take part in Continuing Professional Development through SPRINT.Research findings also showed that SPRINT activities did impact on teacher classroom practice basing on the twelve observable skills recommended by The Ministry of Education. The findings from this study further revealed that SPRINT had an impact on student learning outcomes as shown by the average scores of students whose teachers took part in CPD and those whose teachers did not.Average scores for the latter were lower than the former category of students.The findings further revealed that although there was evidence of the effect of CPD through SPRINT on teacher classroom practices and student learning outcomes, this programme was hindered by weak organisational support.The results of the study showed that teachers were not enthusiastic about continuing with the CPD programme as it lacked adequate funding and support from both local administrators and the Ministry of Education. Teachers were not involved in identifying training needs and as such did not feel they were the owners of CPD Teachers also felt that this kind of CPD did not help in career progression as the credit system was not effective. At organizational level, this study found that policies and guidelines on how to organize and manage CPD were lacking.CPD leaders also did not have adequate training to prepare them for their roles. Because of this lack of training, CPD leaders could not carry out assessment of the effects of CPD through SPRINT on teacher classroom practices and student learning outcomes.On the basis of these findings, it is recommended that teachers should be in charge of their own CPD and be involved in needs assessment .Secondly, CPD leaders should be properly trained for their role and they should have clear job specifications. In addition, adequate funding for the programme should be made available by both the Government and the School Administration. The Ministry of Education also needs to formulate national policies and guidelines on management and evaluation of SPRINT .A standardized accreditation system which would enable teachers to experience career progression through SPRINT should also be put in place. Lastly, CPD through SPRINT should be made research based with teachers having access to INTERNET and good library facilities.

What we are learning | What we are reading: Digital Personalised Learning – How can technology be used to maximise the effectiveness of personalised learning and teaching at the level of the student? - Mazari, Haani (EdTech Hub, 2022)
Significant financial resources are being invested in a wide range of DPL programmes, but there is no clear evidence on whether they are more effective as a complement or substitute to other learning content and how they might be used in low- and middle-income countries.

What we are learning | What we are reading: Digital Personalised Learning – How can technology be used to maximise the effectiveness of personalised learning and teaching at the level of the student? - Mazari, Haani (EdTech Hub, 2022)
Significant financial resources are being invested in a wide range of DPL programmes, but there is no clear evidence on whether they are more effective as a complement or substitute to other learning content and how they might be used in low- and middle-income countries.

Learning continuity in response to climate emergencies: Preliminary insights on supporting learning continuity following the 2022 Pakistan floods - Mazari, Haani; Baloch, Imdad; Thinley, Sangay; Kaye, Tom; Perry, Freya (EdTech Hub, 2022)
This resource is based on preliminary insights from EdTech Hub’s emerging study of Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders to identify feasible ways of using EdTech in response to Pakistan’s 2022 floods. The design adopted for this resource balances generating primary insights from flood-affected parents and teachers quickly and complementing these with insights from the existing evidence base on education in emergencies globally and nationally. EdTech Hub’s study of learning continuity in response to climate emergencies is ongoing. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Learning continuity in response to climate emergencies: Pakistan's 2022 floods - Mazari, Haani; Baloch, Imdad; Thinley, Sangay; Radford, Kate; Kaye, Tom; Perry, Freya (EdTech Hub, 2023)
Building on EdTech Hub's preliminary insights, this extended resource explores Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders in identifying scalable and feasible ways of using EdTech in response to Pakistan’s 2022 floods and improving learning responses in future climate emergencies. We identified these approaches by interviewing flood-affected parents and teachers, government education officers, development partners, local NGOs, and international experts in education in emergencies. We find that during the different phases of response to the emergency, communities’ needs and infrastructural realities keep changing. However, existing responses to support learning have not been able to address these needs at scale. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Learning continuity in response to Pakistan’s 2022 floods: Policy brief - Mazari, Haani; Baloch, Imdad; Thinley, Sangay; Radford, Kate; Perry, Freya; Kaye, Tom (EdTech Hub)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

EdTech Horizon Scan: Rapid scan of online safety in education - Mazari, Haani; Kaye, Tom (EdTech Hub, 2022)
This EdTech Horizon Scan examines the issue of online safety in digital education — why it should be prioritised, how it is currently being approached, and its potential to become central to education design in low- and middle-income countries. Given that the internet has no borders, there is much to be done to address online safety in all parts of the world — high-income and low- and middle-income countries alike. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Session 5: How can I use EdTech to ensure that students are provided with quality educational content at the right level? - Mazari, Haani; Kaye, Tom (2022)
The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Keep Kenya Learning: Helping Caregivers Support Learning at Home Sprint 1. - Mbatha, FaithMbithe; Crook, Rebecca; Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org Our research indicates that guidance and resources are necessary but insufficient in equipping caregivers to support their children’s learning. In Sprint 1, caregiver confidence and community emerged as important enablers of home learning. In our interviews, caregivers communicated how they felt limited by their lack of or outdated education. Global interventions indicate that reinforcing a sense of community for caregivers and enabling them to learn from modelling by trusted messengers are pathways to building greater engagement. Caregivers in both rural and urban communities expressed a willingness to engage with SMS (short message service) and online educational resources. However, it is clear that resource design must be: Accessible and understandable Credible and trusted Relevant and actionable.
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted

Health and health-related indicators in slum, rural, and urban communities: a comparative analysis - Mberu, Blessing U.; Haregu, Tilahun Nigatu; Kyobutungi, Catherine; Ezeh, Alex C. (Global Health Action, 2016)

Inputs, Incentives, and Complementarities in Education: Experimental Evidence from Tanzania - Mbiti, Isaac; Muralidharan, Karthik; Romero, Mauricio; Schipper, Youdi; Manda, Constantine; Rajani, Rakesh (National Bureau of Economic Research, 2018)
We present results from a large-scale randomized experiment across 350 schools in Tanzania that studied the impact of providing schools with (a) unconditional grants, (b) teacher incentives based on student performance, and (c) both of the above. After two years, we find (a) no impact on student test scores from providing school grants, (b) some evidence of positive effects from teacher incentives, and (c) significant positive effects from providing both programs. Most importantly, we find strong evidence of complementarities between the two programs, with the effect of joint provision being significantly greater than the sum of the individual effects. Our results suggest that combining spending on school inputs (which is the default policy) with improved teacher incentives could substantially increase the cost-effectiveness of public spending on education.

An Evaluation of the Implementation of Information Technology in Secondary Schools in Kenya - Mbogo, Gracemary; Anne, Onunga; Kirathi, Miriam (Mediterranean Journal of Social Sciences, 2014)
Education is the best legacy a nation can give to her citizens especially the youth. This is because the development of any nation depends on the quality of education of such a nation. While ICT continues to advance in western Asia countries, African countries still experience a lag in its implementation and continues to widen the digital and knowledge divides. In a recent study by Kiptalam et .al (2010), observed that access to ICT facilities is against the ratio of 1:15 students in developed countries. This study was carried out to investigate the extent to which Information Technology has been implemented in secondary schools in Kenya. 30 teachers were sampled out from various counties. A questionnaire was administered to the sample. Descriptive statistics were used to analyze the data. The fidings indicated that most teachers appreciated the need to implement ICT in schools to enhance their effectiveness during the instructional processes. However, most of the teachers had limited ICT skills and rarely used ICT during their teaching. DOI: 10.5901/mjss.2014.v5n5p215

Leadership Roles in Managing Education in Crises: The Case of Kenya During Covid-19 Pandemic - Mbogo, Rosemary Wahu (2020)
Covid-19, a disease caused by a novel coronavirus (SARS-CoV-2) was first reported in Wuhan, China, in December 2019 and in Kenya in March 2020. In Kenya, the Covid-19 pandemic has brought to light some unknown talents among the stakeholders at different levels. The economic sector has had manufacturing potential for goods, and from mass media reports, this has been demonstrated through production of Personal Protective Equipment (PPEs), ventilators and innovations in technology in the creation of apps such as the Linda App for contact tracing and Gumzo, a video conferencing app. Similarly, the education sector has also demonstrated potential for adaptation in some situations. For example, after all institutions of learning were closed to prevent the spread of coronavirus in March 2020, many universities have continued learning through Online, Distance and E-learning (ODEL) platforms, and some have even conducted virtual graduations. Others like Kenyatta University have reported innovations such as development of ventilators and modified testing swabs for Covid-19. This is admirable despite numerous limitations of internet accessibilities and other shortcomings. This remarkable achievement has been possible due to semi-autonomy in the university education sector, where Senates are given the right and power, by the Education Act, to make autonomous decisions for their universities which are regulated and monitored using the standards and regulations set by the Commission of University Education (CUE). However, other levels of the education sector do not have this autonomy and have had to depend on the ministry of education for guidance. On 8th July 2020, the ministry of education announced the result of a consultative meeting with stakeholders, to postpone the reopening of schools to January 2021. This was due to the rising cases of corona virus infections in May and June, steeping the infection curve, expected to reach the peak by November and to have flattened by January 2021 (Magoha, 2020). However, what surprised many was the additional and unforeseen announcement that all basic education students (apart from standard 8 and form 4 examination candidates whose details were not clarified) will repeat their current class levels in 2021. The pronouncement caused anxiety and has attracted mixed reactions from various stakeholders. The purpose of this paper is therefore to explain the leadership decisions made by the ministry of education analyze their impact on basic education and propose possible ways for educational leaders and administrators, community leaders and volunteers to facilitate home-based education during the Covid-19 pandemic. This should be done with a goal for progression and promotion of students to the next class level when the 2020 syllabus is eventually covered. The study method utilized desktop literature research where interactions with educational leaders, scholars and practitioners were used to investigate threats and opportunities in managing education during crises.  Article visualizations

2018 Annual Schools Census Report And Statistical Abstract - MBSSE (Ministry of Basic and Senior Secondary Education, 2018)

Education Data Dictionary - MBSSE

Education authority to launch free online school library - Mbwiga, Gladys (The Citizen, 2019)

Best practice in pedagogy for remote teaching - McAleavy, Tony; Gorgen, Kristine (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

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

Technology-supported professional development for teachers: lessons from developing countries - McAleavy, Tony; Hall-Chen, Alex; Horrocks, Sarah; Riggall, Anna (Education Development Trust, 2018)
This report captures what might be learnt from a selection of the world’s most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers.
Keywords: Africa; Bangladesh; Blended Learning; C:Low- and middle-income countries; Developing Nations; ERIC, Resources in Education (RIE); Educational Technology; Elementary Education; Elementary School Teachers; Faculty Development; Foreign Countries; Handheld Devices; India; Inservice Teacher Education; Kenya; Large Group Instruction; Nigeria; Online Courses; Pakistan; Policymakers; Practitioners; Refugees; Shared Resources and Services; Social Media; Teaching Methods; Technology Integration; Technology Uses in Education; Telecommunications; ___working_potential_duplicate; ⛔ No DOI found

Technology-supported professional development for teachers: Lessons from developing countries - McAleavy, Tony; Hall-Chen, Alex; Horrocks, Sarah; Riggall, Anna (Education Development Trust, 2018)
This report captures what might be learnt from a selection of the world's most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers. This report explores the literature surrounding technology for professional learning, identifying six promising case studies: (1) UNESCO projects in Pakistan and Nigeria -- using mobile phones to deliver pedagogical content to early-grade and primary school teachers; (2) English in Action, Bangladesh using mobile phones and SD cards to deliver content to teachers; (3) Teacher Education in Sub-Saharan Africa (TESSA) -- OER [Open Educational Resources] to support interactive teaching practice; (4) Teacher Education through School-based Support in India (TESS-India) -- OER to support the adoption of more engaging pedagogies; (5) Teachers for Teachers, Kenya -- using mobile technology to strengthen teacher development in Kakuma Refugee Camp; and (6) National Tablets Programme, Kenya -- improving the coaching provided to teachers. Through these case studies we have made a series of reflections on the impact technology can have on teacher professional development, particularly in low- and low-middle income contexts: (1) Promising technology is not enough, we must not forget the human factor; (2) Mobile technologies have high potential to improve the reach, scalability and flexibility of teacher professional development; (3) OER constitute a promising format for professional development resources; (4) High-impact, sustainable technology-enabled solutions depend on local partnership and a sense of local ownership; and (5) The design and delivery of effective technology-enabled professional learning depends on high-quality impact data and careful piloting solutions. Our report explores each of these case studies and reflections in greater detail, drawing lessons for policymakers, practitioners and other organisations who seek to provide technology-related professional development opportunities for teachers.
Keywords: Blended Learning; Developing Nations; Educational Technology; Elementary School Teachers; Faculty Development; Foreign Countries; Handheld Devices; Inservice Teacher Education; Large Group Instruction; Online Courses; Refugees; Shared Resources and Services; Social Media; Teaching Methods; Technology Integration; Technology Uses in Education; Telecommunications

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

What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? - McAleavy, Tony; Joynes, Chris; Gibbs, Emma; Sims, Kate (Education Development Trust, 2020)
Keywords: COV:COVID and reopening of schools; LP: English; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

Learning Renewed: ten lessons from the pandemic - McAleavy, Tony; Riggall, Anna; Korin, Astrid (2021)
Keywords: ⛔ No DOI found

Expert Consultation: Radio-Based Education in the Philippines - McBurnie, Chris (EdTech Hub, 2020)
These slides present an overview of educational radio programming with a particular focus on quality assurance and content design.
Keywords: C:Philippines; F: Helpdesk response; H:Radio; LP: English; _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:v2; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Monitoring and evaluating radio in education - McBurnie, Chris (EdTech Hub, 2020)
Keywords: _EdTechHub_Output; dode_eth-src-eth; dode_eth-trf2-dode

Navigating the ‘Data Revolution’: A Case Study on the One Tablet Per School Programme in Sierra Leone - McBurnie, Chris (EdTech Hub, 2021)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

Navigating the ‘Data Revolution’: A Case Study on the One Tablet Per School Programme in Sierra Leone - McBurnie, Chris (EdTech Hub, 2021)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

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

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

The Use of Virtual Learning Environments and Learning Management Systems During the Covid-19 Pandemic - McBurnie, Chris (EdTech Hub, 2020)
This technical note aims to inform the use and development of virtual learning environments (VLE) in educational responses to the current health crisis. It considers the advantages and disadvantages of a number of existing VLEs and includes guidance on selecting an appropriate VLE.
Keywords: COV:COVID and reopening of schools; COVID-19; Distance learning; EdTech; F: Helpdesk response; H: Distance education; LP: English; Learning management system; Remote learning; Virtual learning environment; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Using Interactive Radio Instruction to Mitigate the Educational Impact of Covid-19: A curated resource list - McBurnie, Chris (EdTech Hub, 2020)
Interactive Radio Instruction (IRI) is a distance education tool that enables educators to use radio broadcasts to direct active learning in the home. This curated list of resources aims to inform and support the use of IRI to mitigate the educational impact of Covid-19.
Keywords: COV:COVID and reopening of schools; F: Helpdesk response; H:Radio; LP: English; _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:v1; _r:CopiedFromEvLib; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Zero-Rating Educational Content in Low- and Middle-Income Countries - McBurnie, Chris; Adam, Taskeen; Kaye, Thomas; Haßler, Björn (EdTech Hub, 2020)
Keywords: F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Is there Learning Continuity during the COVID-19 Pandemic? A Synthesis of the Emerging Evidence - McBurnie, Chris; Adam, Taskeen; Kaye, Tom (Journal of Learning for Development, 2020)
Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As such, the education response to COVID-19 could widen existing inequalities.
Keywords: dode_eth-src-dode; dode_eth-trf2-dode; ⛔ No DOI found

Characteristics of effective teacher education in low- and middle-income countries: an annotated bibliography (HDR10C) - McBurnie, Chris; Allier-Gagneur, Zoe; Haßler, Björn (EdTech Hub, 2020)
Keywords: E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Mapping the education data ecosystem in Sierra Leone - McBurnie, Chris; Beoku-Betts, Iman (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Advancing Data-Driven Decision-Making for School Improvement: Findings from the One Tablet Per School User Testing Programme in Sierra Leone - McBurnie, Chris; Beoku-Betts, Iman; Waistell, Daniel; Nallo, Michael (MBSSE, EdTech Hub, Leh Wi Lan, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

What Matters Most for Teacher Deployment? A case study of teacher preferences in Sierra Leone - McBurnie, Chris; Godwin, Katie; Beoku-Betts, Iman; Bernard-Jones, Lydia; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

When teachers are asked to deploy other teachers, we learn a lot about teacher preferences - McBurnie, Chris; Godwin, Katie; Bernard-Jones, Lydia (EdTechHub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

When teachers are asked to deploy other teachers, we learn a lot about teacher preferences - McBurnie, Chris; Godwin, Katie; Bernard-Jones, Lydia; Haßler, Björn (EdTech Hub, 2022)
In Sierra Leone, the availability of facilities such as electricity and water strongly influences the preferences of some teachers. Here, we found that several teachers wanted to relocate to areas where they could access better working conditions, more transportation options, and a wider range of things to do in their free time.

Report on research outcomes - McBurnie, Chris; Godwin, Katy; Vijil, Alejandra; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Is there learning continuity during the COVID-19 pandemic? Six Lessons - McBurnie, Chris; Haßler, Björn (2020)
Keywords: dode_eth-src-dode; dode_eth-trf2-dode

Sierra Leone series: Freetown Teachers College and its multimodal approach to teacher professional development - McBurnie, Chris; Moriba, Sambo; Brainard, Prince (EdTech Hub, 2021)
Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector.  In week two, we connected with Dr Samba Moriba and Prince Brainard from Freetown Teachers…
Keywords: _DOILIVE; _EdTechHub_Output; _r:AddedByZotZen; _zenodoETH; dode_eth-src-eth

Continuous professional development in Sierra Leone: Scoping Phase Overview - McBurnie, Chris; Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Sierra Leone Series: Plan International and the importance of community support for distance teacher professional development programmes - McBurnie, Chris; Saidu, Arthur; Rincon Casado, Eusebio; Shergill, Maggie (EdTech Hub, 2021)
Keywords: _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:analysis:nopdf; _r:AddedByZotZen

Sierra Leone Series: the Pikin-to-Pikin Movement and its focus on child protection, education, nutrition and health - McBurnie, Chris; Swaray, Abdulai; Kamara, Bai (EdTech Hub, 2021)
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen

Using technology to improve the equity of teacher allocation in Sierra Leone: the challenge and a way forward - McBurnie, Chris; Vijil, Alejandra; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Strengths-based blended personalized learning: an impact study using virtual comparison group - McCarthy, Elizabeth M.; Liu, Ying; Schauer, Karen L. (Journal of Research on Technology in Education, 2020)
This study describes a strengths-based blended personalized learning model, the implementation of the model over a 4-year period, and the results of an impact study focused on measuring its effectiveness. The model includes many commonly-used features of personalized learning, including (a) competency-based progressions, (b) flexible learning environments, (c) personal learning paths, (d) frequently updated student profiles, and (e) frequent informal and formal measurement. However, it differs from other personalized learning models by including a focus on strengths-based learning. Strengths-based learning identifies and builds upon students’ strengths, supporting their ability to make informed decisions when setting goals and choosing and implementing learning experiences. The longitudinal study took place in a diverse mid-size pre-K to Grade 8 school district in California. The findings suggest that the strengths-based blended personalized learning model is effective in supporting student learning in the academic areas of mathematics, reading, and language usage. Over the 3-year period in which the intervention was gradually implemented, and one year of full implementation, students significantly outpaced their matched student counterparts in all subject areas. The results of the current study further the growing literature in the field of personalized learning by contributing learnings and evidence related to a successful personalized learning model.
Keywords: Personalized learning; technology-enabled learning; virtual control group

An inclusive response to COVID-19: Education for children with disabilities - McClain-Nhlapo, Charlotte (An inclusive response to COVID-19: Education for children with disabilities, 2020)
This blog was written by Charlotte McClain-Nhlapo, Global Disability Advisor, World Bank and originally published on the Global Partnership for Education website on 11 May 2020. What if the ongoing COVID-19 pandemic served as an opportunity to re-think how emergency education planning can be inclusive of children with disabilities? Isn’t this global crisis presenting a […]

A breakthrough for Josh: How use of an iPad facilitated reading improvement. - McClanahan, B., Williams, K., Kennedy, E., & Tate, S. (TechTrends, 2012)

Predictors of early growth in academic achievement: the head-toes-knees-shoulders task - McClelland, Megan M.; Cameron, Claire E.; Duncan, Robert; Bowles, Ryan P.; Acock, Alan C.; Miao, Alicia; Pratt, Megan E. (Frontiers in Psychology, 2014)
Children's behavioral self-regulation and executive function (EF; including attentional or cognitive flexibility, working memory, and inhibitory control) are strong predictors of academic achievement. The present study examined the psychometric properties of a measure of behavioral self-regulation called the Head-Toes-Knees-Shoulders (HTKS) by assessing construct validity, including relations to EF measures, and predictive validity to academic achievement growth between prekindergarten and kindergarten. In the fall and spring of prekindergarten and kindergarten, 208 children (51% enrolled in Head Start) were assessed on the HTKS, measures of cognitive flexibility, working memory (WM), and inhibitory control, and measures of emergent literacy, mathematics, and vocabulary. For construct validity, the HTKS was significantly related to cognitive flexibility, working memory, and inhibitory control in prekindergarten and kindergarten. For predictive validity in prekindergarten, a random effects model indicated that the HTKS significantly predicted growth in mathematics, whereas a cognitive flexibility task significantly predicted growth in mathematics and vocabulary. In kindergarten, the HTKS was the only measure to significantly predict growth in all academic outcomes. An alternative conservative analytical approach, a fixed effects analysis (FEA) model, also indicated that growth in both the HTKS and measures of EF significantly predicted growth in mathematics over four time points between prekindergarten and kindergarten. Results demonstrate that the HTKS involves cognitive flexibility, working memory, and inhibitory control, and is substantively implicated in early achievement, with the strongest relations found for growth in achievement during kindergarten and associations with emergent mathematics.

Using eco-mapping to understand family strengths and resources - McCormick, K; Stricklin, S; Nowak, T; Rous, B (Young Exceptional Children, 2008)

Education and International Development: An Introduction - McCowan, Tristan; Unterhalter, Elaine (Bloomsbury Publishing, 2015)
'Honorable Mention' 2016 PROSE Award - Education PracticeEducation is fundamental to every aspect of development and there is widespread support across the world for policies that affirm that all children, regardless of their circumstances, have a right to quality schooling. Yet despite concerted efforts from national governments, multilateral organisations and NGOs over many decades we are still far from achieving education for all. In addition, while education can enhance human development, it is also associated with persistent inequalities. Education and International Development provides a comprehensive introduction to the field, giving an overview of the history, influential theories, important concepts and areas of achievement, and presenting a critical reflection on emerging trends in policy, practice and research. With chapters that review key challenges and inspiring initiatives in countries around the globe - focusing on critical issues such as language, conflict and teachers - this book serves both as a companion to graduate studies in international education and a concise reference book for practitioners and educators in the field.
Keywords: Education / Comparative; Education / Multicultural Education

Home- and center-based learning opportunities for preschoolers in low- and middle-income countries - McCoy, Dana; Salhi, Carmel; Yoshikawa, Hirokazu; Black, Maureen; Britto, Pia; Fink, Günther (Children and Youth Services Review, 2018)
Recent international development efforts have emphasized the importance of supporting early childhood development, yet little is known about the availability of early learning opportunities in low- and middle-income countries (LMICs). The present study uses nationally representative data from >163,000 three- and four-year-olds living in 63 countries to estimate the availability of in- and out-of-home early learning opportunities in LMICs. Results suggest that 71.9% of preschool-aged children experience high levels of at-home stimulation (e.g., reading, counting, drawing), 33.6% attend center-based early childhood care and education (ECCE) programming, 29.1% experience both, and 22.9% experience neither. Large geographical and socioeconomic disparities in learning opportunities were found both across and within countries, particularly for ECCE.

Covid-19 Is History’s Biggest Translation Challenge - McCulloch, Gretchen (Wired, 2020)
Services like Google Translate support only 100 languages, give or take. What about the thousands of other languages—spoken by people just as vulnerable to this crisis?
Keywords: coronavirus; covid-19; language; translation; web

Trapped in low performance? Tracking the learning trajectory of disadvantaged girls and boys in the Complementary Basic Education programme in Ghana | Elsevier Enhanced Reader - McCulloch, Gretchen (2020)

Successes and challenges of implementing a teacher education project in rural Sierra Leone - Mcdermott, Peter; Allen, Nancy (International Journal of Educational Research, 2015)

Improving learning in primary schools of developing countries: A meta-analysis of randomized experiments - McEwan, Patrick J (Review of Educational Research, 2015)
I gathered 77 randomized experiments (with 111 treatment arms) that evaluated the effects of school-based interventions on learning in developing-country primar...
Keywords: _Source:Intuitive

Researching mobile learning-Interim report to Becta - McFarlane, A; Triggs, P; Yee, W (UK: Becta, 2008)

Guidance note 1: Inclusive Digital Learning (Humanity and Inclusion, 2020)

Guidance Note 2: Teacher Resources - McGeown, Julia; Boisseau, Sandra; Bohan-Jacquot, Sandrine (Humanity and Inclusion, 2020)

The current landscape and future of tablet-based cognitive assessments for children in low-resourced settings - McHenry, Megan S.; Mukherjee, Debarati; Bhavnani, Supriya; Kirolos, Amir; Piper, Joe D.; Crespo-Llado, Maria M.; Gladstone, Melissa J. (PLOS digital health, 2023)

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

A Literature Overview of Accountability and EdTech: Recommendations for Using Technology to Improve Accountability in Educational Systems from Ghana and Other LMICs. - McIntyre, Nora; Sabates, Ricardo; Eberhardt, Molly Jamieson (EdTech Hub, 2021)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

Literature Overview of Accountability and EdTech: Recommendations for Using Technology to Improve Accountability in Educational Systems from Ghana and Other LMICs - McIntyre, Nora; Sabates, Ricardo; Jamieson Eberhardt, Molly (EdTech Hub, 2021)

Educational design research - McKenney, Susan; Reeves, Thomas C. (Handbook of research on educational communications and technology, 2013)
Educational design research is a genre of research in which the iterative development of solutions to practical and complex educational problems provides the setting for scientific inquiry. The solutions can be educational products, processes, programs, or policies. Educational design research not only targets solving significant problems facing educational practitioners but at the same time seeks to discover new knowledge that can inform the work of others facing similar problems. Working systematically and simultaneously toward these dual goals is perhaps the most defining feature of educational design research. This chapter seeks to clarify the nature of educational design research by distinguishing it from other types of inquiry conducted in the field of educational communications and technology. Examples of design research conducted by different researchers working in the field of educational communications and technology are described. The chapter concludes with a discussion of several important issues facing educational design researchers as they pursue future work using this innovative research approach.

Chapter Twelve - Graph Databases: When Relationships are the Data - McKnight, William (Information Management: Strategies for Gaining a Competitive Advantage with Data, 2014)
Over in a corner of the NoSQL world, hidden among the key-value stores, the document stores Couchbase, MongoDB, and the column stores like Cassandra, lies the Graph Databases. Before relational databases, there were network databases, which are actually quite similar in concept to graph databases. SQL and the relational world came along and was clearly a better fit for the modern workload, which was largely oriented to working with numbers. Now, what matters has expanded and graph databases make a strong value proposition for their intended workload. That workload is highly connected data and includes navigating social networks, configurations, and recommendations. With the high interest in those applications, it’s workload that is poised to expand tremendously. The structure does not accept SQL. For example, Cypher is the language used with Neo4j. It contains the commands necessary to get nodes, traverse nodes, and return values. It’s simpler than SQL for traversing relationships to find values or the existence of values. Gremlin is another project for accessing graph databases. One very cool feature is to limit the “degrees” that are searched in a query. Neo Technology, a Swedish company, is the commercial sponsor of Neo4j, a leading graph database. ACID-compatible Neo4j can hold up to tens of billions of nodes, tens of billions of relationships and tens of billions of properties. Andreas Kollegger, Product Experience Designer at Neo4j, noted there were 1000 people participating in the community with thousands of databases deployed at customers of all sizes. Other graph databases include STIG from Tagged and AllegroGraph from Franz. Objectivity’s Infinite Graph is an object-oriented graph database.
Keywords: AllegroGraph; Franz; Infinite Graph; Neo Technology; Neo4J; Objectivity; STIG; Tagged; analytic databases; analytics; database management; graph databases

Building Quality in Summer Learning Programs: Approaches and Recommendations - McLaughlin, Brenda; Pitcock, Sarah (The Wallace Foundation, 2009)
Keywords: ⛔ No DOI found

Scaling Impact; Innovation for the Public Good - McLean, Robert; Gargani, John (2019)
Keywords: ⛔ No DOI found

‘Access to learning’ and ‘learning to access’: Analysing the distinctive role of specialist teachers of children and young people with vision impairments in facilitating curriculum access through an ecological systems theory - McLinden, Michael; Douglas, Graeme; Cobb, Rory; Hewett, Rachel; Ravenscroft, John (British Journal of Visual Impairment, 2016)
The move towards greater inclusive practice in recent years has resulted in significant changes in curriculum design, delivery and support for children and young people with vision impairments, including increasing placement in settings not designated for pupils with vision impairments. Within these settings, pupils will participate in most curriculum areas alongside their sighted peers with support provided by a range of practitioners including a specialist teacher of children and young people with vision impairments. This article is concerned with analysing the distinctive function and role of the specialist teacher across settings in helping to facilitate an appropriate balance of curriculum ‘access’. Drawing upon recent work in this area, a dual model of access is presented as a means of illustrating the specialist teacher’s role in (1) ensuring that the child’s environment is structured to promote learning throughout their education (‘access to learning’) and (2) supporting the child to learn distinctive skills in order to afford more independent learning (‘learning to access’). While it can be challenging for specialist teachers to find the balance between these two roles, its importance is highlighted in literature which associates independence skills with positive employment outcomes. An ecological systems theory is used as a lens through which to conceptualise and navigate the issues teachers negotiate in facilitating an appropriate curriculum balance. We illustrate the multi-faceted role of the specialist teacher in providing support ‘within’ and ‘between’ the different ‘systems’ within this theoretical framework with a particular focus on the professional ‘standards’ that are used in England and Scotland, respectively. The article is original in being the first to examine the role of the specialist teacher of children and young people with vision impairments through such an analysis. In providing a theoretical framework and related vocabulary illustrated with examples from practice, it therefore has significance for educators and researchers concerned with facilitating curriculum access across national contexts and educational settings in order to reduce future barriers to learning and participation.
Keywords: Curriculum access; ecological systems theory; specialist teacher; vision impairments

Supporting Children with Disabilities in Low- and Middle- Income Countries: Promoting Inclusive Practice within Community-Based Childcare Centres in Malawi through a Bioecological Systems Perspective - McLinden, Mike; Lynch, Paul; Soni, Anita; Artiles, Alfredo; Kholowa, Foster; Kamchedzera, Elizabeth; Mbukwa, Jenipher; Mankhwazi, Mika (International Journal of Early Childhood, 2018)
Given the narrow scope and conceptualisation of inclusion for young children with disabilities in research within low- and middle-income countries (LMICs) contexts, we draw on a bioecological systems perspective to propose the parameters for a broader unit of analysis. This perspective situates human development within a specific cultural context in which family, peers and schooling are regarded as key in responding to young children with disabilities in a given setting. We outline a new bioecological model to illustrate the proximal and distal factors that can influence inclusive early development for children with disabilities within LMICs. To illustrate the relevance of this model to early child development research, we consider its application, as a conceptual framework, with reference to a research study in Malawi. The study was designed to promote greater inclusive practice for young children with disabilities in Community-Based Childcare Centres (CBCCs) with a particular focus on the role of the CBCC volunteer ‘caregiver’ in rural Malawi. It has significance for educators, service providers and researchers concerned with facilitating inclusive early development across national boundaries and contexts.

Low-cost private schools: Evidence, approaches and emerging issues - Mcloughlin, Claire (University of Birmingham, 2013)

Education's Effects on Individual Life Chances and On Development: An Overview - McMahon, Walter W.; Oketch, Moses (British Journal of Educational Studies, 2013)
This paper estimates the effects of human capital skills largely created through education on life's chances over the life cycle. Qualifications as a measure of these skills affect earnings, and schooling affects private and social non-market benefits beyond earnings. Private non-market benefits include better own-health, child health, spousal health, infant mortality, longevity, fertility, household efficiency, asset management and happiness. Social benefits include increased democratisation, civil rights, political stability, reduced crime, lower prison, health and welfare costs, and new ideas. Individual benefits enhance community-wide development. New ‘narrow’ social rates of return using UK Labour Force earnings correct for institutional costs, longitudinal trends and ability. The paper's objective, however, is to estimate these earnings plus non-market outcomes comprehensively without overlaps and also relative to costs. Non-market outcomes are measured by averaging regression coefficients from published studies that meet scientific standards. New UK ‘narrow’ social rates of return average 12.1 per cent for short-cycle and 13.6 per cent for bachelor's programmes. Augmented with non-market effects on life chances, they are over twice that. Short degrees are found effective for regional development and have potential for developing countries.
Keywords: ___working_potential_duplicate; auto_merged; cost-benefit; education and development; externalities; financing criteria; life chances; non-market benefits; qualifications; rates of return; social benefits

Education's Effects on Individual Life Chances and On Development: An Overview - McMahon, Walter W.; Oketch, Moses (British Journal of Educational Studies, 2013)
This paper estimates the effects of human capital skills largely created through education on life's chances over the life cycle. Qualifications as a measure of these skills affect earnings, and schooling affects private and social non-market benefits beyond earnings. Private non-market benefits include better own-health, child health, spousal health, infant mortality, longevity, fertility, household efficiency, asset management and happiness. Social benefits include increased democratisation, civil rights, political stability, reduced crime, lower prison, health and welfare costs, and new ideas. Individual benefits enhance community-wide development. New ‘narrow’ social rates of return using UK Labour Force earnings correct for institutional costs, longitudinal trends and ability. The paper's objective, however, is to estimate these earnings plus non-market outcomes comprehensively without overlaps and also relative to costs. Non-market outcomes are measured by averaging regression coefficients from published studies that meet scientific standards. New UK ‘narrow’ social rates of return average 12.1 per cent for short-cycle and 13.6 per cent for bachelor's programmes. Augmented with non-market effects on life chances, they are over twice that. Short degrees are found effective for regional development and have potential for developing countries.
Keywords: ___working_potential_duplicate; cost-benefit; education and development; externalities; financing criteria; life chances; non-market benefits; qualifications; rates of return; social benefits

Handbook of Regression Modeling in People Analytics: With Examples in R and Python - McNulty, Keith (CRC Press, 2021)
Despite the recent rapid growth in machine learning and predictive analytics, many of the statistical questions that are faced by researchers and practitioners still involve explaining why something is happening. Regression analysis is the best ‘swiss army knife’ we have for answering these kinds of questions. This book is a learning resource on inferential statistics and regression analysis. It teaches how to do a wide range of statistical analyses in both R and in Python, ranging from simple hypothesis testing to advanced multivariate modelling. Although it is primarily focused on examples related to the analysis of people and talent, the methods easily transfer to any discipline. The book hits a ‘sweet spot’ where there is just enough mathematical theory to support a strong understanding of the methods, but with a step-by-step guide and easily reproducible examples and code, so that the methods can be put into practice immediately. This makes the book accessible to a wide readership, from public and private sector analysts and practitioners to students and researchers. Key Features:• 16 accompanying datasets across a wide range of contexts (e.g. academic, corporate, sports, marketing) • Clear step-by-step instructions on executing the analyses. • Clear guidance on how to interpret results. • Primary instruction in R but added sections for Python coders. • Discussion exercises and data exercises for each of the main chapters.• Final chapter of practice material and datasets ideal for class homework or project work.
Keywords: Business & Economics / Statistics; Mathematics / Probability & Statistics / General

International distance learning in special education: a program evaluation of a US-Ecuador collaboration - McPherson, Rebekah (University of North Texas, 2010)
The internationalization of distance learning in special education is at a pivotal point in expansion. Even with concerted efforts through traditional means to increase the supply of special educators, shortages persist; therefore, teacher preparation programs are turning to online education. This dissertation study was a formative program evaluation of a bilingual, two-course sequence within a web-based special education master’s program offered at the University of North Texas (UNT), in Denton, Texas, and at the Universidad Casa Grande (UCG) in Guayaquil, Ecuador. The research design was based on the unfolding model of program evaluation, and it included mixed-methods of data collection. The model focused attention on (1) scientific evidence, (2) cost-benefit differential, (3) underlying values, and, (4) unintended consequences. Data came from archived documents as well as six semi-structured interviews with stakeholders and survey data from 23 student participants. The findings for the general-orientation course, Special Education Programs and Practices, revealed mixed results concerning multicultural awareness on the part of student participants. However, it seemed to have influenced their lesson design and made a difference in other areas. Some multicultural awareness concepts frequented the discussion board. The specialized course, Assistive Technology, which had more frequent communication between UNT and UCG on the discussion board, suggested larger increases in students’ multicultural awareness. With respect to both courses, the stakeholders recommended that the structure be strengthened for non-bilingual instructors and students to be able to communicate more freely.
Keywords: 0529:Special education; 0530:Teacher education; 0710:Educational technology; Curriculum Design; Data Collection; Disabilities; Distance Education; Distance learning; ERIC, Resources in Education (RIE); Ecuador; Education; Educational Technology; Educational technology; Evidence; Foreign Countries; Graduate Students; Higher Education; International collaboration; Interviews; Masters Programs; Online instruction; Online learning; Program Evaluation; Program evaluation; Research Design; Special Education; Special education; Surveys; Teacher education; Texas; Unfolding model; United States; __:import:01; __:match:final; __:matched; __:study_id:2098174; __finaldtb

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

Taking Stock of the Global Partnership for Development (MDG 8) - MDG Gap Task Force (UN, 2015)

Experimental Evaluation of the Tools of the Mind Pre-K Curriculum. Fidelity of Implementation Technical Report. Working Paper. - Meador, Deanna; Nesbitt, Kimberly; Farran, Dale (Peabody Research Institute, 2015)
Keywords: ⛔ No DOI found

Thinking in systems: A primer - Meadows, Donella H. (Chelsea Green Publishing, 2008)
Keywords: _C:Austria AUT; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Czech Republic CZE; _C:Denmark DNK; _C:Egypt EGY; _C:France FRA; _C:Germany DEU; _C:Guatemala GTM; _C:Hungary HUN; _C:India IND; _C:Iraq IRQ; _C:Israel ISR; _C:Japan JPN; _C:Kuwait KWT; _C:Mexico MEX; _C:Netherlands NLD; _C:Poland POL; _C:Romania ROU; _C:South Africa ZAF; _C:State of Palestine PSE; _C:Sweden SWE; _C:United Kingdom GBR; _C:United States USA; __C:scheme:1

Groping in the dark: the first decade of global modelling - Meadows, Donella; Richardson, John; Bruckmann, Gerhart (John Wiley & Sons, 1982)

The effectiveness of online and blended learning: A meta-analysis of the empirical literature - Means, Barbara; Toyama, Yukie; Murphy, Robert; Bakia, Marianne (Teachers College Record, 2013)
Keywords: ⛔ No DOI found

Evaluation of Evidence-Based Practices in Online Learning: A Meta-analysis and Review of Online Learning Studies - Means, Barbara; Toyama, Yukie; Murphy, Robert; Bakia, Marianne; Jones, Karla (US Department of Education, 2010)

Two decades of SIMCE: an overview of the National Assessment System in Chile - Meckes, Lorena; Carrasco, Rafael (Assessment in Education: Principles, Policy & Practice, 2010)

Comprehensive Indicators of Preschool Education - MECSS (Ministry of Education, Culture, Sciences and Sports, 2019)

Text-free user interfaces for illiterate and semiliterate users - Medhi, Indrani; Sagar, Aman; Toyama, Kentaro (Information Technologies and International Development, 2007)
We describe work toward the goal of a user interface (UI) designed such that even novice, illiterate users require absolutely no intervention from anyone at all to use. Our text-free UI is based on many hours of ethnographic design conducted in collaboration with a community of illiterate domestic laborers in three Bangalore slums. An ethnographic design process was used to understand what kind of application subjects would be interested in, how they respond to computing technology, and how they react to specific UI elements. We built two applications using these principles, one for job search for domestic laborers and another for a generic map that could be used for navigating a city. The resulting designs are based on key lessons that we gained through the design process. This article describes the design process, the design principles, which evolved out of the process, the final application designs, and results from initial user testing. Our results confirm previous work that emphasizes the need for semiabstracted graphics and voice feedback, but we additionally find that some aspects of design for illiterate users that have been previously overlooked (such as a consistent help feature). Results also show that the text-free designs are strongly preferred over standard text-based interfaces by the communities which we address and that they are potentially able to bring even complex computer functions within the reach of users who are unable to read.

Sao Paulo Media Center - Media Center

Radio Market in Ghana - Media Ownership Monitor: Ghana (Media Ownership Monitor)
Radio is the most prevalent media in Ghana: a huge number of 481 FM broadcasting stations are authorized, out of which 354 stations...

Power, knowledge and the politics of gender in the Global South - Medie, Peace A.; Kang, Alice J. (European Journal of Politics and Gender, 2018)
Critical feminists have argued that research on women and gender is not sufficiently 'global' in its representation of scholars and perspectives. We draw on these works to argue that the scholarship on women, gender and politics does not sufficiently consider the effects of the global order in the Global South. We propose the adoption of a 'global lens' to address this gap. We further examine the representation of South-based scholars by analysing leading women, gender and politics journals, and find that they are severely under-represented as authors. We propose steps to address this underrepresentation and to decolonise the scholarship.
Keywords: GENDER; GLOBAL INEQUALITY; GLOBAL SOUTH; JOURNALS; POLITICAL; PUBLICATIONS; SCIENCE

Resources - mEducation Alliance (Mobiles for Education Alliance)
Landscape Reviews and Other Resources Landscape reviews and other resource materials have been compiled by various members of the mEducation Alliance or other stakeholders to give snapshots of a range of ICT4E projects and interventions. Crisis and Conflict Situations Covid-19 Read more ›

Resources - mEducation Alliance (Mobiles for Education Alliance)
Landscape Reviews and Other Resources Landscape reviews and other resource materials have been compiled by various members of the mEducation Alliance or other stakeholders to give snapshots of a range of ICT4E projects and interventions. Crisis and Conflict Situations Covid-19 Read more ›

Community Development through Open Learning and Distance Education - Mehmood, Tahir; Hussain Ch, Abid; Saeed, Amna (Bulletin of Education and Research, 2016)
The global need for community development is greater now in the early 21st century than ever before. According to UNESCO, half of the world's 195 countries will have to expand their stock of educationist significantly, some by tens of thousands, if the goal development targets are desired to achieve. Socioeconomic inequities, political instability, demographic changes and crises such as the HIV/AIDs epidemic have engendered huge shortfalls in teacher supply and low teacher quality in many developing countries. Education serves as back bone in development process. Open learning and distance education programs are serving as pivotal part of development process. It is now clear that "bricks and mortar" approaches to expanding teacher education may not be adequate if the current and projected shortfalls in teacher supply and low teacher quality are to be properly addressed. The study is designed to measure the perceptions of teaching learning community about community development with special reference to open and distance learning. It was descriptive study which targeted teachers, students, community members and experts. Data analysis was carried out by using statistical techniques served by SPSS. Findings reflected that audience perceives open and distance learning as change agent and as development tool. It is noticed that target audience has driven prominent performance by using facility of open and distance learning.
Keywords: Access to Education; Change Agents; Community Development; Developing Nations; Distance Education; Economic Development; Educational Change; Educational Quality; Foreign Countries; Gender Differences; Nongovernmental Organizations; Open Educational Resources; Social Differences; Specialists; Student Attitudes; Teacher Attitudes; Teacher Shortage; ⛔ No DOI found

Exploring EFL teachers’ professional identity development in a CALL teacher preparation program - Meihami, Hussein; Esfandiari, Rajab (The JALT CALL Journal, 2021)

The impact of the COVID-19 pandemic on education: international evidence from the Responses to Educational Disruption Survey (REDS) - Meinck, Sabine; Fraillon, Julian; Strietholf, Rolf (UNESCO; International Association for the Evaluation of Educational Achievement, 2022)

A Brief Review of Systems Theories and Their Managerial Applications - Mele, Cristina; Pels, Jacqueline; Polese, Francesco (Service Science, 2010)

Looking to the future: M-learning with the iPad - Melhuish, K. & Falloon, G. (Computers in New Zealand Schools: Learning, Leading, Technology, 2010)
Keywords: ⛔ No DOI found

Brazil Case Study - Mello, Ursula; Loureiro, Andre; Cruz, Louisee (World Bank, 2021)
The majority of the world’s children live in countries where local governments are responsible for the provision of basic education services. Although subnational governments manage their own education systems, they often rely on transfers from the central government for funding. The main purpose of this study is to assess how these fiscal transfers affect public funding for education and how they ultimately affect student schooling and learning outcomes. Through a careful analysis of how fiscal transfers have affected education systems in different contexts, the investigation develops a set of principles to support improvements in the design and implementation of transfer systems with a specific focus on the provision of education services. The study is centered on seven country case studies that aim to answer a set of common research questions using a similar approach. Country case studies were conducted in Brazil, Bulgaria, China, Colombia, Indonesia, Sudan, and Uganda. The analysis shows that fiscal transfer mechanisms can improve the adequacy of public education spending, reduce spending inequalities between regions, and improve spending efficiency. Moreover, the study highlights that carefully designed and implemented transfer systems can help raise overall education outcomes and reduce education inequality. This publication was funded by a grant from the Results in Education for All Children (REACH) trust fund at the World Bank. REACH is supported by the government of Germany through the Federal Ministry for Economic Cooperation and Development, the government of Norway through NORAD, and the government of the United States of America through the U.S. Agency for International Development.
Keywords: Education; Education Equity; Education Finance; Education Outcomes; Education Spending; Fiscal Decentralization; Fiscal Transfers; Public Expenditure

Investing in the crisis: Private participation in the education of Syrian refugees - Menashy, Francine; Zakharia, Zeena (Education International, 2017)

Private engagement in refugee education and the promise of digital humanitarianism - Menashy, Francine; Zakharia, Zeena (Oxford Review of Education, 2019)
This paper examines the prevalence of technological interventions in education in emergencies through a case study of private participation in Syrian refugee education in Jordan, Lebanon, and Turkey. This research is conceptually situated within critiques of ‘digital humanitarianism’, simultaneously interrogating the role of technology in humanitarian responses and the roles of private actors who promote this technology. Our study demonstrates that a pervasive optimism concerning education technology in emergencies accompanies a surge in private actor engagement in Syrian refugee education. Findings indicate that while access to technology in educational settings is important to the Syrian refugee populations, private actors’ disproportionate focus on technology is problematic, particularly when technological interventions are viewed as panaceas for refugee education; designed free from coordination; driven by profit motivations; and developed in a manner decontextualised from the learning context. This study attends to the necessity of countering the overwhelming optimism about technology as a panacea for refugee education, which fails to problematise the implications of interventions developed in the Global North for a distant ‘other’ in the Global South.
Keywords: GENERAL - to be categorised; Google Scholar/ "education technology" refugees

Strengthening Teacher Professional Development: Local and global communities of practice in Kakuma Refugee Camp - Mendenhall, Mary (Columbia University, 2017)
Keywords: C:Kenya / Rwanda

Expanding Teacher Support through Mobile Mentoring in Kakuma Refugee Camp: Benefits and Challenges - Mendenhall, Mary; Skinner, Makala; Collas, Sophia; French, Sarah (Current Issues in Comparative Education, 2018)
Governmental and non-governmental institutions alike have rallied around technology as a potential solution for addressing the dearth of quality educational opportunities and adequately trained teachers in many regions around the world (Burns, 2011; Carlson, 2013; Dahya, 2016). This is no less true in humanitarian and refugee contexts where technology is being used in myriad ways to connect teachers and learners with educational content and resources. A recent landscape review (Dahya, 2016) about the use of Information and Communication Technology (ICT) in these contexts stated that technology has the potential to support education for marginalized populations in crisis contexts, and that teacher training and student learning are the primary areas of focus for utilizing technology for education. In many settings, technology is used for the provision of lesson plans and curricula to deliver subject knowledge directly to students, to train or certify teachers, and to connect individuals and build community (Dryden-Peterson, Dahya, and Douhaibi, 2017; Power, 2012; Winthrop and Smith, 2012). Modes of delivery include computers, laptops, tablets, portable media players, e-readers, personal digital assistants, and mobile phones (Burns, 2011; Carlson, 2013; Winthrop and Smith, 2012; Dahya, 2016).
Keywords: Google Scholar/ "refugee education" ICT; RER theme_supporting educators; __:import:01; __:match:final; __:matched; __:study_id:2425895; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

COVID-19 and girls' education: What we know so far and what we expect - Mendez Acosta, Amina; Evans, David (Center For Global Development, 2020)
The potential impacts of the COVID-19 pandemic on girls’ education are numerous and diverse. It’s too early for us to predict with confidence the impact of the pandemic on dropouts and longer-term outcomes. But research from previous pandemics and initial findings in this one can give us clues.
Keywords: ___working_potential_duplicate

COVID-19 and Girls' Education: What We Know So Far and What We Expect - Mendez Acosta, Amina; Evans, David (Center for Global Development | Ideas to Action, 2020)
The potential impacts of the COVID-19 pandemic on girls’ education are numerous and diverse. It’s too early for us to predict with confidence the impact of the pandemic on dropouts and longer-term outcomes. But research from previous pandemics and initial findings in this one can give us clues.

Small-group problem-based learning as a complex adaptive system - Mennin, Stewart (Teaching and Teacher Education, 2007)
Small-group problem-based learning (PBL) is widely embraced as a method of study in health professions schools and at many different levels of education. Complexity science provides a different lens with which to view and understand the application of this method. It presents new concepts and vocabulary that may be unfamiliar to practitioners of small-group PBL and other educational methods. This article looks at small-group PBL from the perspective of complex adaptive systems (CAS). It begins with a brief review of the current understanding and practice of PBL. Next some of the characteristics of CAS are reviewed using examples from small-group PBL to illustrate how these characteristics are expressed in that context. The principles and the educational theory in which small-group PBL are embedded are related to CAS. Implications for health professions education are discussed.

DES JOURNAL 2012.pdf - Meno, Yeba Judith Sama Mouokuio (Journal of Continuing, Open and Distance Education, 2012)
Keywords: ⛔ No DOI found

Gender bias in attitude towards girls in the Use of computers in selected schools in central Africa - Meno, Yeba Judith Sama Mouokuio (Journal of Continuing, Open and Distance Education, 2012)
Keywords: Equity of Access; ⛔ No DOI found

Getting real about politics - Menocal, Alina Rocha (Overseas Development Institute, 2014)

"Getting real about politics: From thinking politically to working differently" - Menocal, Alina Rocha (Overseas Development Institute, 2014)

Thinking and working politically through applied political economy analysis: A guide for practitioners - Menocal, Alina Rocha; Cassidy, Marc; Swift, Sarah; Jacobstein, David; Rothblum, Corinne; Tservil, Ilona (USAID, 2018)

‘Without Education You Can Never Become President’: Teenage Pregnancy and Pseudo-empowerment in Post-Ebola Sierra Leone - Menzel, Anne (Journal of Intervention and Statebuilding, 2019)
This article analyses the emergence of ‘teenage pregnancy’ as a new policy focus in post-Ebola Sierra Leone and explores how Sierra Leoneans interpret the problem of ‘teenage pregnancy’. I argue that the new policy focus is not indicative of changing or new problems. Rather, ‘teenage pregnancy’ has created opportunities for donors and the Government of Sierra Leone to continue cooperation in gender politics. At the same time, Sierra Leoneans are clearly concerned about ‘teenage pregnancy’, and many agree with sensitization campaigns that responsibilize young women and girls while downplaying structural factors that render them vulnerable to arrangements involving transactional sex.
Keywords: Sierra Leone; aid and development; gender politics; neoliberalism; sexual violence; teenage pregnancy

Complexity and systems thinking - Merali, Yasmin; Allen, P. (2011)
Once the whole is divided, the parts need names. There are already enough names. One must know when to stop. Knowing when to stop averts trouble. Tao in the world is like a river flowing home to the sea. Lau Tsu, Tao Te Ching.

Supporting the education of marginalized girls in Kailali (STEM II) - Mercy Corps (2017)

Qualitative Research: A Guide to Design and Implementation - Merriam, Sharan B. (John Wiley & Sons, 2009)
Praise for the Third Edition of Qualitative Research: "Sharan B. Merriam synthesizes twenty years of developments in qualitative research with clarity and acumen." ?Michael Quinn Patton, author, Qualitative Research and Evaluation Methods "Here is a qualitative research methods book that reinforces the connection between professional experience and qualitative inquiry." ?Robert Stake, author, The Art of Case Study Research and Multiple Case Study Analysis "In this new edition, Sharan Merriam once again presents the world of qualitative research in language engaging and accessible?for new and experienced readers alike. If you can have only one book about qualitative research, this is it!" ?Patricia M. Reeves, associate professor, School of Social Work, University of Georgia "Mystified by qualitative research? You couldn't ask for a better guide than Sharan Merriam, who introduces you to the fundamental concepts of this research method, explains its complex forms, and then shows you exactly how to do a high-quality qualitative study." ?M. Carolyn Clark, coeditor, The International Journal of Qualitative Studies in Education
Keywords: Education / General

Transformative Paradigm: Mixed Methods and Social Justice - Mertens, Donna (Journal of Mixed Methods Research, 2007)
The intersection of mixed methods and social justice has implications for the role of the researcher and choices of specific paradigmatic perspectives. The transformative paradigm with its associated philosophical assumptions provides a framework for addressing inequality and injustice in society using culturally competent, mixed methods strategies. The recognition that realities are constructed and shaped by social, political, cultural, economic, and racial/ethnic values indicates that power and privilege are important determinants of which reality will be privileged in a research context. Methodological inferences based on the underlying assumptions of the transformative paradigm reveal the potential strength of combining qualitative and quantitative methods. A qualitative dimension is needed to gather community perspectives at each stage of the research process, while a quantitative dimension provides the opportunity to demonstrate outcomes that have credibility for community members and scholars. Transformative mixed methodologies provide a mechanism for addressing the complexities of research in culturally complex settings that can provide a basis for social change. … Read more

Livrable 4: Note de conseils sur la plateforme numérique - Messa, Angele; Koomar, Saalim; Mitchell, Joel (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Livrable 5: Guide pratique pour les enseignants: comment utiliser la plateforme numérique? - Messa, Angele; Rasolohery, Hasiniavo; Koomar, Saalim (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

SystemsThinking: New Directions in Theory, Practice and Application. Proceedings of the Seventeenth IFSR Conversation 2014. St. Magdalena, Linz, Austria International Federation for Systems Research Impressum - Metcalf, Gary; Chroust, Gerhard; Edson, Mary; Nguyen, Nam (2014)
SystemsThinking: New Directions in Theory, Practice and Application. Proceedings of the Seventeenth IFSR Conversation 2014. St. Magdalena, Linz, Austria

Digital Learning Innovations for Syrian Refugees and Host Communities in Lebanon - Metni, Eliane (2019)

Let’s Chat: Chatbot Nudging for Improved Course Performance - Meyer, Katharine; Page, Lindsay C.; Smith, Eric; Walsh, B. Tyler; Fifield, C. Lindsey; Evans, Michael
Despite documented benefits to college completion, more than a third of students who initially enroll in college do not ultimately earn a credential. Completing college requires students to navigate both institutional administrative tasks (e.g., registering for classes) and academic tasks within courses (e.g., completing homework). In postsecondary education, several promising interventions have shown that text-based outreach and communication can be a low-cost, easy to implement, and effective strategy for supporting administrative task navigation. In this paper, we report on two randomized controlled trials testing the effect of a text-based chatbot with artificial intelligence (AI) capability on students' academic task navigation in introductory courses (political science and economics). We find the academic chatbot significantly shifted students’ final grades, increasing the likelihood students received a course grade of B or higher by 5-6 percentage points and reduced the likelihood students dropped the course.

Universal Design for Learning: Theory and Practice - Meyer, A; Rose, D; Gordon, D (Center for Applied Special Technology., 2016)

PISA and the globalization of education governance: some puzzles and problems - Meyer, Heinz Dieter; Benavot, Aaron (PISA, Power, and Policy: The Emergence of Global Educational Governance, 2013)

How educational are 'educational' apps for young children? App store content analysis using the Four Pillars of Learning framework - Meyer, Marisa; Zosh, Jennifer M.; McLaren, Caroline; Robb, Michael; McCafferty, Harlan; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy; Radesky, Jenny (Journal of Children and Media, 2021)
Experts have expressed concerns about the lack of evidence demonstrating that children's "educational" applications (apps) have educational value. This study aimed to operationalize Hirsh-Pasek, Zosh, et al.'s (2015) Four Pillars of Learning into a reliable coding scheme (Pillar 1: Active Learning, Pillar 2: Engagement in the Learning Process, Pillar 3: Meaningful Learning, Pillar 4: Social Interaction), describe the educational quality of commercially-available apps, and examine differences in educational quality between free and paid apps. We analyzed 100 children's educational apps with the highest downloads from Google Play and Apple app stores, as well as 24 apps most frequently played by preschool-age children in a longitudinal cohort study. We developed a coding scheme in which each app earned a value of 0-3 for each Pillar, defining lower-quality apps as those scoring ≤ 4, summed across the Four Pillars. Overall scores were low across all Pillars. Free apps had significantly lower Pillar 2 (Engagement in Learning Process) scores (t-test, p < .0001) and overall scores (t-test, p < .0047) when compared to paid apps, due to the presence of distracting enhancements. These results highlight the need for improved design of educational apps guided by developmental science.
Keywords: Digital Media; Digital Play; Early Childhood; Educational Apps; Four Pillars of Learning; Mobile Devices

Awareness and use of a mobile phone as a potential pedagogical tool among secondary school teachers in Tanzania - Mfaume, Hamisi (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2019)
The government of Tanzania through its ICT Policy for Basic Education, has indicated a commitment to use of mobile phones among other ICTs, as a strategy to enhance the quality of education. It is from this fact that this study determined teachers’ awareness of the educational benefits of the device, their use and barriers towards their educational use. The study was qualitative in nature, using a sample of twenty one (21) teachers who were purposefully selected from three secondary schools. Data were sought through semi-structured interviews and were thematically analysed. The findings revealed that teachers are well informed of the benefits, but they hardly utilize it for educational purposes. Lack of knowledge and skills, a negative attitude, lack of awareness of the ICT policy, age and low motivation emerged as key barriers. In light of the findings, the study concluded that the government’s commitment to integrate the device in the promotion of quality education has not yet moved beyond policy statements. Thus, a concerted effort is needed to train teachers on pedagogical utilization of the device.
Keywords: Bali; Bangkok Thailand; Cellular telephones; Education; Educational technology; Japan; Learning; Pedagogy; Secondary school teachers; Students; Tanzania; Teaching; United Kingdom--UK; United States--US; __:import:01; __:match:final; __:matched; __:study_id:2096774; __finaldtb; ⛔ No DOI found

Harnessing the power of a mobile phone in the promotion of teacher ethics in Tanzania - Mfaume, Hamisi; Mgaya, Rose; Bilinga, Margareth (International Journal of Education and Development using ICT, 2019)
This study examined teachers’ perspectives on using a mobile phone in the promotion of teacher ethics in Tanzania. It was informed by the qualitative approach, using a sample of forty-eight (48) respondents who were drawn through purposive and convenient sampling techniques. Data were sought through Focus Group Discussions (FGDs) and were subjected to thematic data analysis. Findings indicated that a handful of respondents perceived a mobile phone as a viable tool in the promotion of teacher ethics. Moreover, ownership and accessibility, popularity and ease of use, internet coverage and connectivity, as well as the ubiquitous nature of the device were the reasons given for their perceptions. However, teachers’ lack of knowledge, attitude and beliefs, financial problems, limited network connection, and poor coordination and technical support were the anticipated challenges in using the device in the promotion of teacher ethics. Based on the noted potential of the device, the study recommends the need for Teachers’ Service Commission in Tanzania to adopt and use the device so as to ensure wider coverage of ethical information and combat unethical conduct amongst teachers.
Keywords: ⛔ No DOI found

Emerging fundamental issues of teacher education in Tanzania: a reflection of practices - Mgaiwa, Samson J (Educational Process: International Journal, 2018)
Quality of teachers is recognized as one of the critical dimensions for promoting student learning in schools. However, in Tanzania there are several emerging issues that affect teacher education and teachers, and as a result affect students’ learning. The existing corpus of literature indicates a death of studies on the systematic understanding of issues that affect teacher education in Tanzania, especially at a time when education across the world is encountering a number of challenges. Employing documentary review and interviews as data collection methods, this paper attempts to analyze the emerging issues affecting teacher education in Tanzania. Employing the Teacher Education Model for the 21st Century, the paper identified five major issues affecting teacher education namely; lack of specific policies for teacher education, lack of continuing professional development, lack of an autonomous teacher regulatory body, inadequate ICT and teacher education, and poor quality of candidates joining teacher education. Generally, the findings indicate that teacher education is not effectively planned in terms of policy imperatives to meet the contemporary professional demands for 21st century education in Tanzania, and beyond. Finally, conclusions and certain recommendations which take a futuristic perspective in preparing 21st century teachers are offered.
Keywords: 21st century; Education; Learning; Tanzania; Teacher education; __:import:01; __:match:final; __:matched; __:study_id:2095912; __finaldtb; students’ learning; teacher education; teachers

Perception and Usage Level of ICT of the Primary School Teachers in Bangladesh - Mia, Abdul Hannan; Haque, Ziaul (Bangladesh Journal of MIS, 2013)
Bangladesh has been investing in the integration of information and communication technology (ICT) in education from the last decade. The evolution of the Information and Communication Technology (ICT) and their integration in the education lead to specific changes both in personal and professional area of primary school teachers in Bangladesh. Bangladesh has realized the need for a high quality primary education system and seen huge government funding for schools over the last 7years. However, Bangladesh’s spending on ICT has attracted little research regarding the impact of ICT on primary school teachers. For this reason, this study aimed to discover perception and usage level of ICT of the primary school teachers in Bangladesh. The study found that teachers have deficiency in usage and training of ICT. Findings revealed that programs on ICT provided for the primary schools in Bangladesh were too basic and that further investment is required. Data analyzed by STATA indicate that perception of primary school teachers about the ICT is positive irrespective of demographic characteristics such as sex, level of profession, type of institution, marital status and age. The usage level of ICT is not satisfactory whether the teacher is married or single, senior or junior or headmaster, male or female and government or non government. Some initiative can be taken to improve the ICT use among primary school teachers such as training on ICT, setup of computer Lab in primary school, introducing a course on ICT in primary level, reducing the cost of Internet connection and ICT devices etc.
Keywords: ⛔ No DOI found

UNESCO’s Work in ICT in Education Policy - Miao, Fengchun (2018)

Guidelines for ICT in education policies and masterplans - Miao, Fengchun; Hinostroza, J. Enrique; Lee, Molly; Isaacs, Shafika; Orr, Dominic; Senne, Fabio; Martinez, Ana-Laura; Song, Ki-Sang; Uvarov, Alexander; Holmes, Wayne; Vergel de Dios, Benjamín (UNESCO Digital Library, 2022)

Guidelines for ICT in education policies and masterplans - Miao, Fengchun; Hinostroza, J. Enrique; Lee, Molly; Isaacs, Shafika; Orr, Dominic; Senne, Fabio; Martinez, Ana-Laura; Song, Ki-Sang; Uvarov, Alexander; Holmes, Wayne; Vergel de Dios, Benjamín (UNESCO Digital Library, 2022)

Supporting teachers with mobile technology: lessons drawn from UNESCO projects in Mexico, Nigeria, Senegal and Pakistan - Miao, Fengchun; West, Mark; Hyo-Jeong, So; Toh, Yancy (UNESCO, 2017)

Coming to terms: A discussion of John Ogbu’s cultural-ecological theory of minority academic achievement - Michael Foster, Kevin (Intercultural education, 2004)

Rural Broadband Access & Connectivity - Microsoft (Microsoft CSR, 2020)
See how Microsoft works to make rural broadband access a reality. Learn more about our partners and actions in delivering rural broadband connectivity.

Payment by results in nineteenth-century British education: A study in how priorities change - Midgley, Henry (Journal of Policy History, 2016)
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Teachers’ Learning Communities for Developing High Order Thinking Skills—A Case Study of a School Pedagogical Change - Miedijensky, Shirley; Sasson, Irit; Yehuda, Itamar (Interchange (Toronto. 1984), 2021)
This study deals with an elementary school that is undergoing a process of pedagogical change. The teachers understood that their weak point was excessive use of teaching based on memorization rather than developing high-order thinking (HOT) skills. The school therefore established teachers’ learning communities for peer learning and designing learning tasks that encourage the development of HOT skills. Quantitative and qualitative research tools were used in this study as a formative assessment. The data included learning tasks and interviews with teachers. The findings indicate an increase in the expression of critical thinking and the cognitive levels of application, analysis, and synthesis. The national test scores indicate an increase in students’ performance in most subjects. It appears that educators recognize the need for a transition from teaching that emphasize memorizing information to methods that develop students’ thinking skills and independent learning and initiated a successful pedagogical change.
Keywords: Case studies; Collaboration; Critical thinking; Education; Educational Philosophy; Educational Policy and Politics; Elementary schools; Formative assessment; High-order thinking; Learning; Memorization; Pedagogical change; Pedagogy; Peer learning; Qualitative research; Teachers; Teachers’ learning communities; Teaching; Teaching methods; Test scores; Thinking skills

Teachers’ Perception About Integration of ICT in Teaching and Learning of Kiswahili Language in Secondary Schools in Kenya. - Miima, Florence; Ondigi, Dr Samson; Mavisi, Rose (2013)
This article discusses the results of exploratory study of integration of ICT in teaching and learning of Kiswahili language in Kenyan secondary schools taking the case of Kakamega county in western part of Kenya. A survey design technique was adopted. Forty five teachers were selected to act as sample size for the study. Questionnaires and interview protocols were used to collect the data. The data collected was analyzed through descriptive statistical techniques. The results are summarized and presented through tables and graphs. The findings established that most Kiswahili teachers understand the benefit of integrating ICT in teaching and learning of Kiswahili language but they are not willing to adopt it due to various challenges. The paper examines how Kiswahili language teachers integrate ICT into everyday classroom practice, their perceptions, constrains, and their reservations. It also considers use of ICT along with the influences of established curriculum practice and policy upon Kiswahili language teacher’s willingness to develop new forms of activity and pedagogy. The case study provides some information on integration of ICT at all level of language teaching and learning in education.

Keeping the world's children learning through COVID-19 - Miks, Jason; McIlwaine, John (Keeping the world's children learning through COVID-19, 2020)

Blockchain security: What keeps your transaction data safe? - Miles, Curtis (2017)

Using iPads to teach inquiry science to students with a moderate to severe intellectual disability: A pilot study - Miller, Bridget T; Krockover, Gerald H; Doughty, Teresa (Journal of Research in Science Teaching, 2013)

9 Amazing Benefits of Technology in the Classroom (+18 Best Ways to Incorporate Technology) - Miller, Jen (Jen Reviews, 2018)

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

Potential benefits from sub-700 MHz spectrum in Pakistan - Miller, Tim; Jervis, Val; Burns, John; Wongsaroj, Sarongrat; Hogg, Tim (GSMA, 2015)

An experimental study of the performance of prospective teachers of flipped classroom and non-flipped classroom - Minaz, Maksal; Tabassum, Rabia; Idris, Muhammad (Pakistan Journal of Education, 2017)
Video-recording of lectures and creating of podcasts for playback on the computer and other portable devices which accommodate the new formats of self-developed learning are identified as flipped classroom. The study was focused on the objective to Investigate performance of prospective teachers of flipped classroom and non-flipped classroom with respect to flipped classroom strategy. Therefore, null hypotheses were formulated; there is no significant difference between the mean scores of flipped classroom and non-flipped classroom of prospective teachers before and after treatment; Pretest posttest equivalent group experimental research design was taken for the study. A paired random sampling technique was employed to select the sample on the basis of pretest scores from the subjects.. Experimental group was named flipped classroom and control group was named non-flipped classroom. Treatment of flipped classroom strategy provided to the flipped classroom and the non-flipped classroom was thought through lecture demonstration method. Posttest was administered to collect data from both groups without delay after treatment of six academic weeks. Results of the study illustrated that there was significant difference between the performance of flipped and non-flipped classrooms prospective teachers. It was recommended that flipped classroom may be an integral part of curriculum of professional development courses in Pakistan.
Keywords: Education; Educational technology; Learning; Pedagogy; Podcasts; Professional development; Teacher attitudes; __:import:01; __:match:final; __:matched; __:study_id:2096864; __finaldtb; ⛔ No DOI found

SWOT Analysis - Mind Tools Content Team (MindTools)

Mindspark website - Mindspark (2020)

"Aprendo en Línea" mantendrá acceso gratuito desde dispositivos móviles - mineduc (Ministerio de educación, 2021)
“Aprendo en Línea” cuenta con más de 80.000 recursos pedagógicos digitales para estudiantes, apoderados, docentes y directivos.

Se lanza Aprendo En Línea Docente para reforzar el aprendizaje remoto - mineduc

Enlaces con la educación - MINEDUCYT (2020)

Radio Education: Physical Distance but Social Solidarity | INEE - Minetti, Elena (2020)

SIMEN | - Ministère de l’Éducation National

Covid 19, le ministère de l'Education lance l'initiative "APPRENDRE À LA MAISON" | Ministère de l’Education nationale - Ministère de l’Education Nationale

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

Programme d’Amélioration de la Qualité, de l’Équité et de la Transparence – Transparence –Education / Formation (PAQUET – EF) - Ministère de l’Éducation Nationale, et al.

Plan sectoriel de l'éducation 2018 - 2022 - Ministère de l'Éducation Nationale, Madagascar (2017)
Plan sectoriel de l'éducation pour la période 2018 -2022 pour une éducation de qualité pour tous, garantie du développement durable, préparé par le ministère de l'Education nationale de Madagascar

Plano Estrategico de Educacao: 20ª Reunião Anual de Revisão, 2019 - Ministerio da Educacao e Desinvolvimento Humano (Republica de Mocambique, 2019)

Annual School Census Report - Ministry of Basic and Secondary Education (2019)

Annual School Census Report - Ministry of Basic and Secondary Education (2021)
Keywords: auto_merged

West African Senior School Certificate Examination: Sierra Leone Results Analysis - Ministry of Basic and Secondary Education (2022)

Education Sector Coronavirus (COVID-19) Response Plan - Ministry of Basic and Secondary Education (The Gambia) (2020)

2019 Annual School Census Report - Ministry of Basic and Senior Secondary Education (Ministry of Basic and Senior Secondary Education, 2019)

2019 Annual Schools Census Report And Statistical Abstract - Ministry of Basic and Senior Secondary Education (Government of Sierra Leone, 2019)

2020 Annual Schools Census Report - Ministry of Basic and Senior Secondary Education (2021)