Optimising worked example instruction: Different ways to increase germane cognitive load - Paas, Fred; van Gog, Tamara (Learning and Instruction, 2006)
Worked examples are an effective instructional means to teach complex problem-solving skills. It has been argued that worked examples decrease extraneous load, enabling more Working Memory (WM) resources to be directed to activities that facilitate learning and transfer performance. Hence, cognitive load research has started to shift its focus towards finding instructional techniques that impose a germane cognitive load by stimulating the allocation of WM resources to such activities. This special issue provides an overview of recent experimental research on ways to further optimise the design and delivery of worked examples in order to foster learning and transfer.

Home - P2PU

Is M-learning versus E-learning or are they supporting each other? - Ozuorcun, Nilcan Ciftci; Tabak, Feride (Procedia - Social and Behavioral Sciences, 2012)
The massive changes in society and development of technology have an important effect on education. These changes affect all areas of education and this education continues, and is everywhere, at all times, using new technology. Mobile devices bring big opportunities to learners, to learn at all times, with no boundaries for education. Before M-learning, E-learning gave many advantages for learners while they were living faraway from school. In this study we try to explain the basic definitions of M-learning and E-learning, and try to find answers for the questions “is M-learning derived from E-learning” and “if it is derived, does M-learning support E-learning, or is M-learning in opposition to E-learning?” Is M-learning supporting E-learning, or are they in opposition??
Keywords: E-learning; M-learning

A comparative study between tablet and laptop PCs: User satisfaction and preferences - Ozok, A Ant; Benson, Dana; Chakraborty, Joyram; Norcio, Anthony F (Intl. Journal of human–computer interaction, 2008)

Psychological Well-Being Levels of Teacher Candidates in the Distance Education Process - Özkul, Ramazan; Kirbaç, Metin; Kaya, Fatih (2021)
The expansion of the global communication network with the help of technological developments has undoubtedly shown its greatest impact in the field of education. As a matter of fact, the spread of communication networks between countries and individuals, in the field of education; it has created a global perception of education by accelerating the circulation of information resources, ideas and products. Especially with the COVID-19 epidemic, the transition to distance education has accelerated. In this context, it is considered important to investigate the behaviors and psychological states of students and to contribute to their good management of this process. The aim of this study is to examine the psychological well-being levels of teacher candidates in the distance education process. This research, which aims to examine the psychological well-being levels of teacher candidates in the distance education process, is a quantitative method with a causal comparison model. The study population of the research consists of Inönü University Faculty of Education students. The sample of the study consisted of 584 participants determined by the random stratified sampling method from the population. The data of the study were collected with the "Psychological Well-Being Scale". Obtained data, independent groups t-test, one-way ANOVA and descriptive statistics tests were performed. Research findings showed that participants had high levels of psychological well-being.
Keywords: Access to Computers; COVID-19; Correlation; Distance Education; Foreign Countries; Gender Differences; Handheld Devices; Internet; Mental Health; Pandemics; Physical Environment; Preferences; Preservice Teachers; Rural Urban Differences; Study Habits; Synchronous Communication; Telecommunications; Undergraduate Students; Well Being

An Investigation into Pre-Service Teachers' Self-Regulated Online Learning Perceptions - Özdemir, Atilla; Önal, Ahmet (International Journal of Contemporary Educational Research, 2021)
The sudden outbreak of COVID-19 pandemics has accelerated the process of technological transformation experienced by educational institutions. Traditional face-to-face education has been replaced by distance education as a precaution to minimize physical contact among the teachers and the students. As a result, self-regulatory skills have become a more significant factor for academic success in distance education. In line with this, the main aim of the study is to identify the level of self-regulated online learning perceptions of pre-service teachers in Turkish higher education context. Furthermore, the study also aims to reveal whether the pre-service teachers' self-regulated online learning perceptions differ according to several variables such as their gender, department, class, level of digital literacy and the time they daily spend online. A total of 353 pre-service teachers from various departments have participated in the study. The findings of the study indicate that pre-service teachers' perceptions of self-regulated online learning are at moderate level; thus, it can be argued that the level of their perceptions is far from satisfactory. Additionally, it has been observed that the pre-service teachers' self-regulated online learning perceptions differ according to their gender, level of digital literacy and time daily spent online. To be more precise, it has been noted that self-regulated online learning perceptions of female pre-service teachers are higher than those of male pre-service teachers. In a similar vein, it has been observed that the higher the level of digital literacy and the more time spent online, the higher the self-regulated online learning perceptions of pre-service teachers. The overall results of the study suggest that self-regulation skills of the pre-service teachers need to be emphasized and improved with the aim of contributing to the efficient implementation of distance education.
Keywords: COVID-19; Correlation; Distance Education; Electronic Learning; Foreign Countries; Gender Differences; Pandemics; Preservice Teachers; Self Management; Student Attitudes; Technological Literacy; Time Management; Undergraduate Students; ⛔ No DOI found

Pedagogical framework of m-learning - Ozdamli, Fezile (Procedia-Social and Behavioral Sciences, 2012)

What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania - Oza, Shardul; Cilliers, Jacobus (Research on Improving Systems of Education (RISE), 2021)
In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.

MOOCs for in-service teachers: the case of Uganda and lessons for Africa - Oyo, B.; Kalema, B.M.; Byabazaire, J. (Revista Española de Pedagogía, 2017)
In recent times, computers and internet have penetrated secondary schools in Africa but with greater attention to students’ computer literacy than teachers. At the same time, previous studies on digital literacy of teachers are unsustainable and mainly skewed on pre-service teachers than in-service teachers. These realities point to the need to investigate and implement effective and sustainable initiatives for improving digital literacy and online life-long learning for in-service teachers in Africa. This paper therefore presents a specialised MOOC platform known as TEP (Teachers’ E-learning Portal) for digital literacy and online life-long learning for in-service teachers in Uganda. TEP is built for environments with inadequate access to computers, internet and technical assistance. As such, TEP is accessible online or offline, managed by accredited local universities in collaboration with beneficiary secondary schools, and runs on existing resources in schools (technical personnel, computers and internet). Results from initial implementation of a computer literacy MOOC through TEP indicate that irrespective of age, when teachers are adequately supported internally by their schools and externally by a university, can improve their digital literacy and subsequently engage in online life-long learning. In addition, the results both in terms of high percentage of teacher participants’ completions (89%) and high volume of educational e-content generated, confirm TEP as an effective, attractive, and self-sustainable MOOC platform for in-service teachers’ in resource constraint environments. The paper finishes with an analysis of the relevance of TEP to Africa.
Keywords: _Source:Intuitive; _THEME: Education management; _THEME: Teacher Professional Development; __:import:03; __:match:final; __:matched; __:study_id:2426079; __finaldtb

MOOCs for in-service teachers: the case of Uganda and lessons for Africa - Oyo, B.; Kalema, B.M.; Byabazaire, J. (Revista Española de Pedagogía, 2017)
In recent times, computers and internet have penetrated secondary schools in Africa but with greater attention to students’ computer literacy than teachers. At the same time, previous studies on digital literacy of teachers are unsustainable and mainly skewed on pre-service teachers than in-service teachers. These realities point to the need to investigate and implement effective and sustainable initiatives for improving digital literacy and online life-long learning for in-service teachers in Africa. This paper therefore presents a specialised MOOC platform known as TEP (Teachers’ E-learning Portal) for digital literacy and online life-long learning for in-service teachers in Uganda. TEP is built for environments with inadequate access to computers, internet and technical assistance. As such, TEP is accessible online or offline, managed by accredited local universities in collaboration with beneficiary secondary schools, and runs on existing resources in schools (technical personnel, computers and internet). Results from initial implementation of a computer literacy MOOC through TEP indicate that irrespective of age, when teachers are adequately supported internally by their schools and externally by a university, can improve their digital literacy and subsequently engage in online life-long learning. In addition, the results both in terms of high percentage of teacher participants’ completions (89%) and high volume of educational e-content generated, confirm TEP as an effective, attractive, and self-sustainable MOOC platform for in-service teachers’ in resource constraint environments. The paper finishes with an analysis of the relevance of TEP to Africa.
Keywords: _Source:Intuitive; _THEME: Education management; _THEME: Teacher Professional Development; __:import:03; __:match:final; __:matched; __:study_id:2426079; __finaldtb

Innovative Research Methodologies: Participatory Ethnographic Evaluation Research (PEER). - Oyinloye, Bukola
This podcast is the third in a series commissioned by the Research Methodology in Education Special Interest Group to showcase the variety of methodologies and methods being undertaken by...

Applying the general systems theory to students'conflict management in Nigeria's tertiary institutions - Oyebade, S. A. (Lagos Journal of Educational Administration and Planning, 2001)
Keywords: ⛔ No DOI found

Girls’ Schooling is Good, Girls’ Schooling with Learning is Better - Oye, Mari; Pritchett, Lant; Sandefur, Justin (Learning Generation, 2016)

Kenya: extreme inequality in numbers - Oxfam (Oxfam International, 2020)

Effects of computer-assisted instruction on performance of senior high school biology students in Ghana - Owusu, K. A.; Monney, K. A.; Appiah, J. Y.; Wilmot, E. M. (Computers & Education, 2010)
This study investigated the comparative efficiency of computer-assisted instruction (CAI) and conventional teaching method in biology on senior high school students. A science class was selected in each of two randomly selected schools. The pretest-posttest non equivalent quasi experimental design was used. The students in the experimental group learned science concepts (cell cycle) through the CAI, whereas the students in the control group were taught the same concepts by the conventional approach. The conventional approach consisted of lecture, discussions and question and answer teaching methods. Mann–Whitney U tests were used to analyze students’ pretest and posttests scores. The results indicated that students that were instructed by the conventional approach performed better on the posttest than those instructed by the CAI. However, the performance of low achievers within the experimental group improved after they were instructed by the CAI. Even though the CAI group did not perform better than the conventional approach group, the students in the CAI group perceived CAI to be interesting when they were interviewed.
Keywords: Achievement; Cell cycle; Computer-assisted instruction; Conventional approach; ICT and senior high school

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

Commonalities and specificities of authentic leadership in Ghana and New Zealand - Owusu-Bempah, Justice; Addison, Ramzi; Fairweather, John (Educational Management Administration & Leadership, 2014)

Bilingual Learning Spaces: Lessons From Using WhatsApp Videos in a Ghanaian Rural Context - Owoo, Mama Adobea Nii (Making a Difference: Prioritizing Equity and Access in CSCL, 2017)
This poster is a preliminary inquiry into the usage of audiovisual material for bilingual language education on the mobile application, WhatsApp, in a Ghanaian rural community. Participatory Action Research framework was used. Content creators and rural teachers observe and study the potential of Mobile Computer-Supported Collaborative Learning (mCSCL) to re-conceptualize e-learning in rural spaces with online and offline discourses in Gã and English enabled by WhatsApp
Keywords: ⛔ No DOI found

A new methodological approach for evaluating the impact of educational intervention implementation on learning outcomes - Outhwaite, Laura A.; Gulliford, Anthea; Pitchford, Nicola J. (International Journal of Research & Method in Education, 2019)
Randomized control trials (RCTs) are commonly regarded as the ‘gold standard’ for evaluating educational interventions. While this experimental design is valuable in establishing causal relationships between the tested intervention and outcomes, reliance on statistical aggregation typically underplays the situated context in which interventions are implemented. Developing innovative, systematic methods for evaluating implementation and understanding its impact on outcomes is vital to moving educational evaluation research beyond questions of ‘what works’, towards better understanding the mechanisms underpinning an intervention’s effects. The current study presents a pragmatic, two-phased approach that combines qualitative data with quantitative analyses to examine the causal relationships between intervention implementation and outcomes. This new methodological approach is illustrated in the context of a maths app intervention recently evaluated in a RCT across 11 schools. In phase I, four implementation themes were identified; ‘teacher support’, ‘teacher supervision’, ‘implementation quality’, and ‘established routine’. In phase II, ‘established routine’ was found to predict 41% of the variance in children’s learning outcomes with the apps. This has significant implications for future scaling. Overall, this new methodological approach offers an innovative method for combining process and impact evaluations when seeking to gain a more nuanced understanding of what works in education and why.
Keywords: Implementation; _C:Greece GRC; _C:India IND; _C:Malawi MWI; _C:Netherlands NLD; _C:Pakistan PAK; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:scheme:1; education; evaluation; intervention; mixed-methods

Language counts when learning mathematics with interactive apps - Outhwaite, Laura A.; Gulliford, Anthea; Pitchford, Nicola J. (British Journal of Educational Technology, 2020)
When available in multiple languages, educational apps can deliver the same mathematics instruction in the child’s first language or different language of instruction. This pilot study examined the ...

Effectiveness of an iPad Intervention to Support Development of Maths Skills in Foundation Year Children - Outhwaite, Laura (2017)

Prospective evaluation of GPE’s country-level support to education - Outhred, Rachel; Turner, Fergal (2020)

EdTech in the time of COVID-19: We need more than evidence to harness the potential of EdTech to deliver on its promise | The Education and Development Forum - Outhred, Rachel; Lipcan, Alina (UKFIET, 2020)

GDP per capita in England - Our World in Data (Our World in Data, 2022)
Adjusted for inflation and measured in British Pounds in 2013 prices

Optimising learning, education and publishing in Africa: the language factor; a review and analysis of theory and practice in mother-tongue and bilingual education in sub-Saharan Africa - Ouane, Adama; Glanz, Christine (2011)

Collaboration to Realise Kenya’s National Learning Goals through EdTech - Otieno, Jennifer; Omuthe, Ronald; Ampofo, Rudolph (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

The Use of Technology to Promote Equity and Inclusion in Education in North and Northeast Kenya - Otieno, Jennifer; Kaye, Tom; Mbugua, Wanjiku (EdTech Hub, 2023)
Kenya has been lauded as having one of the most progressive and effective education systems in Africa. Significant investments in education funding, innovative technology-enabled approaches to improve teaching and learning, and committed leadership make Kenya an example for neighbours and others across the world. However, at a sub-national level, significant variances in education access and quality arise. While many improvements have been made to participation, quality, equity, and inclusion in education in Kenya, there are persistent disparities in access and outcomes for rural learners, girls, learners with disabilities, and other vulnerable populations. The North and Northeastern (N/NE) counties of Kenya are where some of the greatest disparities exist. Our research examines the context of N/NE Kenya to understand why these disparities exist, and how technology can play a role in increasing equity and inclusion in education in the region. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Building effective COVID-19 education response plans: Insights from Africa and Asia - Otieno, Jenn Cotter; Kimenyi, Eric; Kaye, Tom (EdTech Hub, 2020)
by Jenn Cotter Otieno, Eric Kimenyi and Tom Kaye As countries around the world rapidly respond to the educational challenges posed by the COVID-19 pandemic many countries have begun to leverage technology to provide educational continuity. We at the EdTech Hub are working with many countries to help them design interventions to support learning during this crisis. The first question…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

EdTech in Kenya: A Rapid Scan - Otieno, J.; Taddese, A. (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private-sector partnerships, and the digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Kenya. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.
Keywords: C:Kenya; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH

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

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

Education District Profile, 2018 (Unpublished) - Othman, Othman S. (Ministry of Education and Vocational Training, 2019)

GIS data of schools in Zanzibar (Unpublished) - Othman, Othman S. (EMIS Department MoEVT Zanzibar, 2020)

Number of Computers by District 2018 (Unpublished) - Othman, Othman S. (EMIS Department MoEVT Zanzibar, 2020)

School data Zanzibar, per district and grade (Unpublished) - Othman, Othman S. (EMIS Department MoEVT Zanzibar, 2020)

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

Gender-responsive education in emergency in Nigeria: Safeguarding Girls' Presents and Futures - Ossai, Edem D, (Brookings Institution, 2021)
This policy brief highlights ways that a gender-responsive perspective can be fully incorporated into planning, policy design, and implementation models for education in emergencies (EiE) in Nigeria, so that governments and education stakeholders can ensure that girls, like boys, can continue learning in times of crisis.

Prospective teachers' teaching experience: teacher learning through the use of video - Osmanoglu, Aslihan (Educational Research, 2015)
Background: Future teachers need to observe, interpret and analyse teaching during the initial teacher education period. The use of videoed teaching and learning in teacher education promotes reflection, and analysing videos of teaching is helpful in learning effective classroom practices that prospective teachers mostly do not have the chance to observe during fieldwork experiences. The analysis of videos of teaching can be seen as a way to enhance the development of prospective teachers' professional vision, which, in turn, improves instruction. Purpose: The purpose of this study was to examine prospective teachers' reflections on video examples depicting their own teaching experiences. It aimed to create a professional development environment to facilitate the prospective teachers' reflection on their own videos and those of their peers to improve their professional vision. Sample: This study was conducted with over 200 (in 31 groups) third-year prospective mathematics teachers in a university in Western Turkey. The student teachers, receiving training to teach first- to fourth-grade elementary school pupils, were taking a teaching methods course. Design and methods: In the first week of the semester, the student teachers, working in groups, were assigned mathematics topics to teach the elementary school pupils. During the semester, each group prepared by trying out their activities in front of other student teachers in other groups. At the end of the semester, one student teacher from each group presented a short lesson related to their mathematical topic to the elementary school pupils. This lesson was videotaped, then later it was watched and discussed by the student teachers. Of the student teachers who undertook the teaching in the videos, 22 volunteers agreed to be interviewed. All groups of student teachers provided written reflections on their experience. Selected videos of the class discussions about the videos of teaching were also used for triangulation. The data were analysed to identify the issues the prospective teachers reflected upon. A content analysis technique was employed. Results: The data indicated that the prospective teachers were able to reflect on several issues related to effective teaching, connect their theoretical knowledge to their practice and consider issues related to pupil learning and difficulties. Conclusion: The findings suggested that the use of video, together with discussions between the student teachers, had the potential to create promising learning opportunities for prospective teachers.
Keywords: Case Method (Teaching Technique); Case Studies; Case-based pedagogy; Content Analysis; Data Analysis; Discussion (Teaching Technique); EDUCATION of student teachers; EFFECTIVE teaching; ELEMENTARY school teachers; ERIC, Current Index to Journals in Education (CIJE); Educational Benefits; Electronic Learning; Elementary Education; Elementary School Teachers; Foreign Countries; Higher Education; Knowledge Base for Teaching; Learning Activities; Mathematics Teachers; Methods Courses; Microteaching; Outcomes of Education; PROFESSIONAL education; Postsecondary Education; Preservice Teacher Education; Preservice Teachers; Reflective Teaching; Student Teacher Attitudes; Student Teachers; TEACHER education; TEACHING methods; TRAINING of student teachers; Teacher Effectiveness; Teaching Experience; Theory Practice Relationship; Turkey; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2096187; __finaldtb; class discussions; prospective teacher education; reflection; video case study

Fiscal Decentralization in Ghana: Progress and Challenges - Osei, Edna (Institute for Fiscal Studies Ghana, 2017)

Assessment of the effectiveness of ICT on Teacher Trainees in Colleges of education. A Case of St. Monica's College of Education - Osei Frimpong, Kojo; Asare, Samuel; Caroline, Owusu-Mintah (Asian Journal of Computer Science and Information Technology, 2019)
The use of ICT in teacher training colleges has relatively improve teaching and learning. The effective use of various ICT tools such the computer, smart phones and PDAs has brought innovative ideas in teacher trainees. This study aimed at finding out the factors influencing the use of ICT tools in enhancing teaching and learning process in the various teacher training institutions in Ghana. A survey was used in order to investigate the study. It was revealed from the findings of the study that students and tutors in the various colleges of education have now accepted the use of ICT in teaching and learning process. However some students still see ICT as difficult due to various factors such as inadequate computers in the various colleges for practical tution and poor access to the internet for learning.
Keywords: ⛔ No DOI found

Nature and dynamics of inequalities in Ghana - Osei-Assibey, Eric (Development, 2014)

Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students - Osborne, Jonathan; Simon, Shirley; Christodoulou, Andri; Howell-Richardson, Christina; Richardson, Katherine (Journal of Research in Science Teaching, 2013)
This article reports the outcomes of a project in which teachers' sought to develop their ability to use instructional practices associated with argumentation in the teaching of science—in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to the teaching of science as a common instructional practice within the school. To achieve this goal, two lead teachers in each school worked to improve the use of argumentation as an instructional practice by embedding activities in the school science curriculum and to develop their colleague's expertise across the curriculum for 11- to 16-year-old students. This research sought to identify: (a) whether such an approach using minimal support and professional development could lead to measurable difference in student outcomes, and (b) what changes in teachers' practice were achieved (reported elsewhere). To assess the effects on student learning and engagement, data were collected of students' conceptual understanding, reasoning, and attitudes toward science from both the experimental schools and a comparison sample using a set of standard instruments. Results show that few significant changes were found in students compared to the comparison sample. In this article, we report the findings and discuss what we argue are salient implications for teacher professional development and teacher learning. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:315–347, 2013
Keywords: argumentation; dialogic teaching; epistemic learning; student engagement; teacher professional development

Literature Review in Science Education and the Role of ICT: Promise, Problems and Future Directions - Osborne, J.; Hennessy, S. (Nesta FutureLab, 2003)

Les Langues Africaines a L'ere Numerique: Defis Et Opportunites de L'informatisation Des Langues Autochtones - Osborn, Don (IDRC, 2011)

Pakistan EdTech Landscape: Using Technology as a Force Multiplier to address the Educational Emergency - Osama, Athar; Imran, Zia; Jamshan, Walia (2015)

What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? Systematic review - Orr, David; Westbrook, Jo; Pryor, John; Durrani, Naureen; Sebba, Judy; Adu-Yeboah, Christine (EPPI-Centre, Social Science Research Unit, Institute of Education, 2013)
Keywords: C:Low- and middle-income countries

Mobile-based solutions can strengthen human capital gains disrupted by COVID-19 in developing countries - Orozco, Victor (2021)
Education technology is leveraging smartphones to reverse the pandemic-induced learning crisis.

Improving Enrollment and Learning Through Videos and Mobiles: Experimental Evidence from Northern Nigeria by Victor Orozco-Olvera, Ericka G. Rascon-Ramirez :: SSRN - Orozco-Olvera, Victor; Rascon-Ramirez, Ericka G. (2022)

Is the Movies and Mobiles intervention a smart investment? - Orozco-Olvera, Victor; Rascón-Ramírez, Ericka G. (2022)

Perspectives on underutilisation of ICT in education in Tanzania, Uganda and Kenya - Oroma, J. O.; Kiden, S.; Maghendha, M. W.; Ntiyani, S. (2013 IST-Africa Conference, 2013)
Developing countries in Africa have experienced considerably high growth in education that is witnessed by high enrolments at all levels, and brought forth several critical challenges like limited learning space, insufficient learning materials, and inadequate human capacity, forcing governments to build more schools and encourage the private sector to invest in education at all levels because education is pivotal to growth in other sectors. To overcome these challenges and improve the quality of education, these governments enacted several policies that integrate information and communication technologies in the curriculums at all levels of education and encouraged institutions to embrace these technologies because they enhance the teaching and learning processes. However, in reality, the adoption, ICT integration and implementation of these policies is inadequate and hindered by numerous factors. This study therefore focuses on exploring and comparing these factors leading to the underuse of ICT in education in these three countries.
Keywords: Africa; Computers; East Africa; Educational institutions; Government; ICT; ICT integration; ICT underutilisation; Internet; Kenya; Libraries; Materials; Tanzania; Uganda; Uganda and Kenya; challenges; computer aided instruction; context; countries; developing; developing countries; e-learning. Tanzania; education; education quality; educational institutions; excuses; human capacity; information and communication technologies; learning materials; learning process; learning space; private sector; teaching; teaching process; utilisation; ⛔ No DOI found

Guidelines for reporting trial protocols and completed trials modified due to the COVID-19 pandemic and other extenuating circumstances: The CONSERVE 2021 Statement - Orkin, Aaron M.; Gill, Peter J.; Ghersi, Davina; Campbell, Lisa; Sugarman, Jeremy; Emsley, Richard; Steg, Philippe Gabriel; Weijer, Charles; Simes, John; Rombey, Tanja; Williams, Hywel C.; Wittes, Janet; et al. (JAMA, 2021)
Extenuating circumstances can trigger unplanned changes to randomized trials and introduce methodological, ethical, feasibility, and analytical challenges that can potentially compromise the validity of findings. Numerous randomized trials have required changes in response to the COVID-19 pandemic, but guidance for reporting such modifications is incomplete.As a joint extension for the CONSORT and SPIRIT reporting guidelines, CONSERVE (CONSORT and SPIRIT Extension for RCTs Revised in Extenuating Circumstances) aims to improve reporting of trial protocols and completed trials that undergo important modifications in response to extenuating circumstances.A panel of 37 international trial investigators, patient representatives, methodologists and statisticians, ethicists, funders, regulators, and journal editors convened to develop the guideline. The panel developed CONSERVE following an accelerated, iterative process between June 2020 and February 2021 involving (1) a rapid literature review of multiple databases (OVID Medline, OVID EMBASE, and EBSCO CINAHL) and gray literature sources from 2003 to March 2021; (2) consensus-based panelist meetings using a modified Delphi process and surveys; and (3) a global survey of trial stakeholders.The rapid review yielded 41 673 citations, of which 38 titles were relevant, including emerging guidance from regulatory and funding agencies for managing the effects of the COVID-19 pandemic on trials. However, no generalizable guidance for all circumstances in which trials and trial protocols might face unanticipated modifications were identified. The CONSERVE panel used these findings to develop a consensus reporting guidelines following 4 rounds of meetings and surveys. Responses were received from 198 professionals from 34 countries, of whom 90% (n = 178) indicated that they understood the concept definitions and 85.4% (n = 169) indicated that they understood and could use the implementation tool. Feedback from survey respondents was used to finalize the guideline and confirm that the guideline’s core concepts were applicable and had utility for the trial community. CONSERVE incorporates an implementation tool and checklists tailored to trial reports and trial protocols for which extenuating circumstances have resulted in important modifications to the intended study procedures. The checklists include 4 sections capturing extenuating circumstances, important modifications, responsible parties, and interim data analyses.CONSERVE offers an extension to CONSORT and SPIRIT that could improve the transparency, quality, and completeness of reporting important modifications to trials in extenuating circumstances such as COVID-19.

Taleemabad - Orenda Project

Taleemabad - Orenda Project (2020)

Taleemabad - Orenda Project (2020)

Orbit Reader 20 - Braille Display, Book Reader and Note-taker. Includes an SD Card, Charger and a USB cable - Orbit Research (Orbit Research, 2016)
The Orbit Reader 20 is the world’s most affordable Refreshable Braille Display.  It is a unique 3-in-1 device and serves as a self-contained book reader, a note-taker and as a braille display by connecting to a computer or smartphone via USB or Bluetooth.

Orange Education Portal - Orange Sierra Leone (2020)

Opportunity Education - Opportunity Education Foundation (2020)

Conceptualizing teacher professional learning - Opfer, V. Darleen; Pedder, David (Review of Educational Research, 2011)
Keywords: Important; Read

Schools and continuing professional development (CPD) in England – State of the Nation research project: survey report - Opfer, D.; Pedder, D.; Lavicza, Z. (TDA, 2008)

OpenEMIS - OpenEMIS (OpenEMIS, 2020)

OpenEMIS – Better data. Better education - OpenEMIS (2022)

OpenEMIS_Data_Security_Practices_en.pdf - OpenEMIS (2019)

OpenAlex: The open catalog to the global research system - OpenAlex
Keywords: _Added-ailr-2024

OUT policy on Open Educational Resources (OER) - Open University of Tanzania (OUT) (OUT, 2016)

Open School BC Home Page - Open School BC (2020)

Ghana Reads - Open Learning Exchange Ghana (2017)

OLE Ghana - Open Learning Exchange Ghana (2017)

Ghana Reads - Open Learning Exchange

Open Learning Exchange - Open Learning Exchange (2020)

Open Learning Exchange: Moving from education to learning - Open Learning Exchange

Our Platform | Open Learning Exchange - Open Learning Exchange

Open Data Commons: legal tools for open data - Open Knowledge Foundation

Open Data Punjab - Open Data Punjab (2022)

ODK - Open Data Kit; Kit, Open Data (ODK, 2018)
The ODK community produces free and open-source software for collecting, managing, and using data in resource-constrained environments.

ODK - Open Data Kit (ODK, 2018)
The ODK community produces free and open-source software for collecting, managing, and using data in resource-constrained environments.

Open Data Handbook - Open Data Handbook (2022)

Teachers' Attitude and Competence in the Use of Assistive Technologies in Special Needs Schools - Onivehu, Adams Ogirima; Ohawuiro, Onyiyeche Emilia; Oyeniran, Bunmi Juliana (Acta Didactica Napocensia, 2017)
This study examined teachers' attitude and competence in the use of assistive technologies in special needs schools. The descriptive survey method was employed for the study among 100 teachers who were drawn using purposive sampling technique from special needs schools in Osun State, Nigeria. Six research questions were generated while four hypotheses were tested at 0.05 level of significance. A researcher-constructed questionnaire tagged "Teachers' Attitude and Competence in the Use of Assistive Technology Questionnaire" ("TACUATQ") was used for data collection. The instrument was administered on 20 selected teachers outside the sample location through test-retest method; it yielded a reliability coefficient of 0.85 through Pearson Product Moment Correlation statistics. Data were analysed with percentage, mean and rank order, t-test and ANOVA statistical tools. The findings revealed that teachers have a positive attitude towards the use of assistive technologies. However, teachers were not competent in the use of assistive technologies. Gender and teaching experience did not influence teachers' attitude and competence in the use of assistive technologies. It was recommended among other things that teachers should be trained and re-trained on the use of assistive technology for students with speech disorders, visual impairments, hearing impairments, physical impairments and emotional and behavioural disorders.
Keywords: Assistive Technology; Elementary Secondary Education; Foreign Countries; Gender Differences; Questionnaires; Special Needs Students; Special Schools; Teacher Attitudes; Teacher Competencies; Teacher Surveys; Teaching Experience

"For us it was a learning experience": design, development and implementation of blended learning - Onguko, Brown; Jepchumba, Lucy; Gaceri, Petronilla (European Journal of Training and Development, 2013)
Purpose - The purpose of this paper is to share reflections of the three authors on the process of instructional design and implementation of blended learning for teachers' professional development (PD) in rural western Kenya. It proposes reforms in provision of teachers' professional development to enable professional development providers to access specialized skills in instructional design (ID) and blended learning. Design/methodology/approach - The paper resulted from a design-based research including 12 entry and 12 exit interviews, observations of three face-to-face meetings of blended learning sessions and ten classroom observations of teachers implementing new teaching approaches learned through blended learning. Findings - The paper provides insights into the authors' experiences in this research. They shared the following reflections: engagement in ID empowered them and they are confident that they can engage in systematic instructional design on a larger scale; they gained technical knowledge and skills in authoring content in HTML on eXe open source platform; uploading the content and processing audio and video content was equally enthralling to them. Research limitations/implications - Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to consider incorporating the design-based research, instructional design and blended learning approaches used in this study while conducting related research in their dissimilar contexts. Practical implications - The paper includes implications for the design, development and implementation of teachers' professional development for challenging contexts as a contribution towards achievement of both Millennium Development Goals (MDGs) and Education for All (EFA). Originality/value - This paper fulfils an identified need to study provision of professional development for teachers who lack opportunities for professional development.
Keywords: 5220:Information technology management; 8306:Schools and educational services; 9177:Africa; Appropriate technology; Audio recordings; Business And Economics--Management; Instructional design; Kenya; Personal development; Professional development; Research; Rural schools; Teaching; Technological change; Training; __:import:01; __:match:final; __:matched; __:study_id:2096396; ___working_potential_duplicate; __finaldtb

JiFUNzeni: a blended learning approach for sustainable teachers' professional development - Onguko, Brown Bully (Electronic Journal of e-Learning, 2014)
JiFUNzeni blended learning approach is a sustainable approach to provision of professional development (PD) for those in challenging educational contexts. JiFUNzeni approach emphasizes training regional experts to create blended learning content, working with appropriate technology while building content repositories. JiFUNzeni approach was fieldtested though a design-based research intervention conducted in rural western Kenya. The field test included design, development and implementation of a blended learning course for teachers’ professional development utilizing appropriate technologies including tablets powered by solar energy, open educational resources and open source software. One year after the intervention, follow-up interviews were conducted with eight of the ten teachers and two professional development tutors (PDTs) who participated in the research. The findings from the follow-up interviews shared in this paper revealed that: teachers still used cooperative learning and activity-based learning strategies in their teaching. The PDTs on the other hand designed, developed and implemented one other jiFUNzeni blended learning course for twelve teachers in one school in Korogocho slum in Nairobi city. Implementation by PDTs of jiFUNzeni approach confirmed that they had learned through a sustainable way of delivering professional development in challenging educational contexts. The PDTs utilized the instructional design approaches learned through their participation in the research in designing blended learning content, while they also innovated new ways of developing self-study content as an important creative addition to what they had previously learned. Two teenage children participated in digital content development by advising the PDTs on some appropriate ways of applying technology thus, attesting to the fact that digital natives are important reciprocal supporters to digital immigrants and vice versa.
Keywords: Blended Learning; Computer Software; Computers; Cooperative Learning; Cooperative learning; Course Content; Design; Disadvantaged Environment; Distance learning; Education--Computer Applications; Educational Technology; Elementary School Teachers; Faculty Development; Foreign Countries; Handheld Devices; Instructional Design; Internet; Interviews; Kenya; Learning Activities; Multimedia Materials; Open Source Technology; Program Development; Qualitative Research; Rural Areas; Self Evaluation (Individuals); Sustainability; Teacher Attitudes; Teaching Methods; Training; __:import:01; __:match:final; __:matched; __:study_id:2096405; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

Context and Appropriate Technology: The Unavoidable Partnership - Onguko, Brown (2012)
Keywords: ⛔ No DOI found

Context and Appropriate Technology: The Unavoidable Partnership - Onguko, Brown (2012)
Teachers in rural parts of Kenya lack opportunities for professional development (PD). In addition, the teachers have no access to eLearning opportunities like their colleagues in urban parts. Among the factors that do not favor Kenyan rural teachers’ access to PD through eLearning include: lack of access to relevant technologies and lack of electricity. This paper shares research findings on provision of teachers’ PD through a blended learning approach, utilizing appropriate technologies in a rural school in western Kenya. Ten teachers and two Professional Development Teachers (PDTs) participated in this research. In the study, teachers’ needs assessment was done, to inform the instructional design on the topic: How to teach a large class of mixed ability students. The PD was implemented by engaging teachers in a variety of activities including: pairs of teachers collaboratively using a tablet to access self-study content; teachers studying through multimedia content; teachers planning and delivering lessons using activity-based learning and cooperative learning approaches; and PDTs and teachers participating in fortnightly face-to-face meetings. The findings of the study suggest that teaching practices of rural educators can be improved working with local experts to create locally-relevant content for needs-based PD, implemented in a blended learning approach while providing technology stewardship. Teachers accessed and studied through offline content; planned for and implemented cooperative learning and activity-based learning in lessons, using locally available materials; engaged in reflective conversations on successes and challenges; and spontaneously engaged in very lively professional dialogues. While teachers appreciated that it took long to prepare for active learning lessons, it was less strenuous to implement the lessons, because the students took responsibility for their own learning.
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2096499; __finaldtb; ⛔ No DOI found

Teachers' professional development in a challenging educational context -- a study of actual practice in rural western Kenya - Onguko, Brown (University of Calgary, 2012)
This research adopted a design research approach, utilizing a mixture of methods including narratives, ethnographic observations, qualitative interviews and documentation of design artifacts. It was implemented in a challenging context in Western Kenya. The first research question for this study was: How might professional development (PD), offered through a blended learning approach and delivered by appropriate technologies, inform potential change to teaching practice in a challenging context in Kenya? Research question two sought to understand the implications of the professional development implemented in this study for teachers and professional development teachers (PDTs). Question three sought to understand the sustainability and scalability of the professional development approach The theoretical framework informing this research is based on activity theory- a needs-driven and goal directed process through tool mediation, and entails division of labor and isolation of partial tasks in a community of relationships (Vygotsky, 1978; Leont’ev, 1978; Engestrom, 1987; 1999; 2000; 2008). Key features of activity theory are active engagement and social interaction, which enabled teachers to collaboratively work with each other, studying through appropriate technologies to inform their teaching practices. Based on a review of literature, interviews with teachers and observation of teachers during face-to-face meetings in professional development and in their classroom practice, this study suggests that teachers in a challenging context can inform potential change to their teaching as a result of participation in locally developed content, delivered through blended learning on appropriate technologies. This study observes that through self-directed study on tablets, and occasional face-to-face interaction, teachers can transform into a community of learners that support each other in planning for their lessons. Content development involving local experts is critical to such interventions in challenging contexts, while drawing from global web content, harnessing open educational resources and being sensitive to local culture. Reflective conversations, professional dialogues and technology stewardship were all critical in informing teachers’ practice.
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2457443; __finaldtb; ⛔ No DOI found

South Africa: Schools to stay closed amid surge in coronavirus cases - Ongmu, Kalden (WION, 2021)
The reopening of South African schools for the new academic year has been postponed by two weeks in the wake of rising new covid-19 variant cases. “All stakeholders were united in supporting a delay in the opening of schools. Given the pressure experienced by the health system in the past weeks due to covid-19, the council of education, ministers in conjunction with NCCC and cabinet has taken a decision to delay the reopening of both public and private schools by two weeks, Deputy Minister of Basic Education, Reginah Mhaule said.

Pakistan: Federal Cabinet approves Draft Personal Data Protection Bill - OneTrust DataGuidance (DataGuidance, 2022)
OneTrust DataGuidance confirmed, on 28 February 2022, with Saeed Hasan Khan, Partner at S.U. Khan Associates Corporate & Legal Consultants, that the Federal Cabinet of Pakistan approved, on 16 February 2022, the draft of the Personal Data Protection Bill 2021. In particular, Mr Khan stated "The draft Bill will be considered and debated by the legislature and will then be adopted. Thereafter the law will be promulgated on receiving ascent of the President of Pakistan." You can read the draft Personal Data Protection Bill here.

onebillion: COVID-19 UPDATE: How we can keep children learning - onebillion (2020)

onebillion: one app that delivers reading, writing and numeracy - Onebillion

onebillion: one app that delivers reading, writing and numeracy - onebillion

onebillion: onecourse – one app for reading and numeracy - onebillion

Onecourse – one app for reading and numeracy - Onebillion (2020)

onetab - onebillion (2020)

One laptop per child in Rwanda - One Laptop per Child. (2011)

Performance expectancy, effort expectancy, and facilitating conditions as factors influencing smart phones use for mobile learning by postgraduate students of the University of Ibadan, Nigeria - Onaolapo, Sodiq; Oyewole, Olawale (Interdisciplinary Journal of e-Skills and Lifelong Learning, 2018)

Principals' Instructional Leadership Styles and their effect on Tutors on ICT integration in teaching Science - Omwenga, Ezekiel (2016)
The study was carried out to determine the influence of the Principals' leadership style and its effect on the tutors' ICT integration in teaching in Nyanza Region Kenya. One research question and research hypothesis guided the study. The population comprised of 30 Principals and 160 Tutors. A questionnaire and an interview schedule were used to collect data from the Principals and Tutors. Cronbach alpha reliability computation was done to determine the overall reliability of the instrument. Cronbach alpha coefficient of 0.9 and higher was considered reliable. Pearson correlation coefficient, mean and standard deviation were used to analyze data collected and the hypothesis was tested at 0.01 alpha levels. The results from the data analysis indicated there was a direct linear relationship between principal's instructional leadership styles and the teachers' integration of ICT in teaching of science. Based on the findings of the study, it was recommended that the Government of Kenya should develop policies to guide the instructional leaders, KICD, TSC, MOEST and KESI to develop guidelines for Tutors in ICT integration during the teaching of Science.

5 features of a monitoring, evaluation and learning system geared towards equity in education - Omoeva, Carina (2018)
Wow do we operationalize equity in education, in the context of education development programming? This blog post from FHI 360’s R&E Search For Evidence blog presents five features necessary for a monitoring, evaluation and learning system to be geared towards equity in education.

Mainstreaming Equity in Education - Omoeva, Carina (FHI 360 Education Policy and Data Center / Education Equity Research Initiative, 2017)

Scaling Access and Impact: Realizing the Power of EdTech - Omidyar Network (Omidyar Network, 2019)

Challenges facing principals in Integrating Information Communication Technology (ICT) for efficient management in secondary schools In Nyamira County, Kenya - Ombui, Silas Chester (2013)
This study examines the challenges faced by Kenyan secondary school principals in the use of ICT in enhancing school management. The study investigated computer literacy levels of secondary school principals, challenges faced by principals in integrating ICT for management and acquiring computer hardware and software, extent in which ICT is being used in management and the recommendations which can enhance the principals use ICT for management. The target groups of schools under the study were schools situated in a rural district where we have weak infrastructure and limited facilities in terms of transportation and other means of communication. The study was conducted in 30 secondary schools in Nyamira District in Kenya selected purposefully using availability of electricity as the criteria for selection. Data collection methods included closed and open ended questionnaires for the principals and observation. The data collected was analyzed by tabulating the responses from the 30 respondents and processed manually using frequency counts and percentages. The study findings showed that ICT as a management tool was not used effectively to address management issues. The study also revealed that ICT was being used for clerical issues and to a limited extent on little management issues particularly the processing of examinations. The major challenges facing the principals was lack of funds to acquire computer hardware and software, lack of exposure on the capabilities of ICT to ease management work, and lack of adequate training in ICT for the principals. The findings of the study suggest that for successful implementation of ICT for management in Kenyan secondary schools, strategies that include the financing of ICT infrastructure by the government and other stakeholders, capacity building and the formulation of an ICT policy is required to address the issue of management in secondary schools. Equally adaptation of strategies used elsewhere in the world could be employed.

Students Awareness and Utilization of Educational Broadcasts to Learn in Ogbomoso, Oyo State Nigeria - Olumorin, Charles Olubode; Aderoju, Musiliu Adekola; Onojah, Amos Ochayi (Turkish Online Journal of Distance Education, 2018)
Radio and Television are broadcast media meant to disseminate audio and video signal, messages, information or programs to wide range of audience. Radio and television are already playing a role in educating the populace non-formally through various educational channels and programs, but there is significant potential to capitalize on their ability to enhance development and learning curriculum content among secondary school students. This study: 1) Find out the awareness of educational radio and television programs by secondary school students in Ogbomoso 2) Investigate secondary school students access to educational radio and television programs in Ogbomoso and 3) Investigate problems militating against students' use of educational radio and television programs for learning. Questionnaire was used as instrument to elicit responses from 100 secondary school students on their awareness-on and access to seven educational radio and television programs. The findings revealed that the students were not aware of the educational radio and television programs even though they have access to it. The study recommends that teachers in secondary schools should include educational broadcasts as forms of stimulus variation that they could apply to their classes and educational programs producers on both radio and television should create enough awareness about the programs to enable students follow the programs at appropriate time.
Keywords: Access to Education; Audiovisual Instruction; Barriers; Distance Education; Educational Radio; Educational Television; Familiarity; Foreign Countries; Questionnaires; Secondary School Students; Student Surveys

Scaling education innovations for impact in low-and-middle-income countries during COVID - Olsen, Brad (Brookings Institution, 2021)
In 2020, the Center for Universal Education (CUE) at the Brookings Institution joined the Global Partnership for Education’s (GPE) Knowledge and Innovation Exchange (KIX), a joint partnership between the Global Partnership for Education and the International Development Research Centre (IDRC), to facilitate a cross-national, multiteam, design-based research and professional support initiative called Research on Scaling the Impact of Innovations in Education (ROSIE). The intention of ROSIE is to bring together researchers and practitioners to study the process of scaling education initiatives. This first annual brief reflects on scaling insights from different scaling teams across many low- and middle-income countries to jointly learn and share best practices related to scaling in education. Effective scaling is not just about designing and delivering promising innovations for use but also embedding them in thoughtful, mutifaceted ways to ensure that they grow, deepen, and have lasting impact. This brief discusses how several teams went about this work during the difficult last year.

Students’ and teachers’ attitudes and views on employing the use of iPads in science lessons - Oliviera, Jose (University of Cambridge, 2014)

Technological determinism in educational technology research: some alternative ways of thinking about the relationship between learning and technology - Oliver, M. (Journal of Computer Assisted Learning, 2011)
This paper argues that research on the educational uses of technology frequently overemphasizes the influence of technology. Research in the field is considered a form of critical perspective, and assumptions about technology are questioned. Technological determinism is introduced, and different positions on this concept are identified. These are used to discuss the ways in which work within the field might be described as technologically deterministic. Four theoretical perspectives (activity theory, communities of practice, actor–network theory, and the social construction of technology) are then briefly characterized, demonstrating that alternative positions are viable, and positioning each in relation to the earlier discussion of technological determinism. The paper concludes by arguing that research, building on such alternative conceptions of technology, is important in developing our understanding of the relationship between technology and learning, as well as identifying potential methodological implications.
Keywords: affordance; educational technology; science and technology studies; technological determinism

Financial sustainability of digital learning environments - Oliveira, AndreCorreade; Rui, YangTingting; Upadhyay, Arjun (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

E-Pustakalaya | Home - OLE Nepal (2020)

http://www.oleghana.org/index.php - OLE Ghana

Open Learning Exchange | Moving from education to learning - OLE

Understanding of consumer behaviour as a prerequisite for environmental protection - Ölander, Folke; Thøgersen, John (Journal of Consumer Policy, 1995)

The effect of internet services on child education outcomes: evidence from poa! Internet in Kenya - Okyere, Charles Yaw (Journal of Development Effectiveness, 2022)
In 2016-2018 poa! Internet, a private internet service provider, distributed free internet services across schools in Nairobi, Kenya. Using inverse probability weighting (IPW) method, the study finds that the intervention significantly increases students’ internet use and training, receipt of information on educational content, and participation in information and communication technologies (ICTs) education programmes. However, the study does not find evidence that internet services increase school attendance. The results suggest that facilitating access to internet services in schools can significantly increase child computer and internet skills and training in developing countries, even if those investments have limited gains on school attendance.
Keywords: Internet services; Kenya; education; gender; quasi-experimental design

The successful education sector development in Tanzania – comment on gender balance and inclusive education - Okkolin, Mari-Anne; Lehtomäki, Elina; Bhalalusesa, Eustella (Gender and Education, 2010)
In this paper we discuss to what extent the international and national equality goals regarding gender balance and inclusive education have been reached in the education sector development in Tanzania. According to recent reports, the development trend has been generally positive, and the country is close to achieving its primary education targets. More detailed reviews suggest, however, that current monitoring and evaluation mechanisms are too narrow to catch the critical factors regarding equality, particularly in secondary education. Our comment concerns the achievements and challenges, and emphasises the significance of a multidimensional set of information including in‐depth qualitative research on connections between socio‐cultural factors and education.
Keywords: Tanzania; disability; education; educational outcomes; gender; inclusive education

The Power of Mobile to Accelerate Digital Transformation in Pakistan - Okeleke, Kenechi (GSMA, 2019)
Keywords: ___working_potential_duplicate; auto_merged

Mother tongue as default language of instruction in lower primary science classes: Tension between policy prescription and practice in Nigeria - Okebukola, Peter Akinsola; Owolabi, Olatunde; Okebukola, Foluso Olutoyin (Journal of Research in Science Teaching, 2013)
The forecast for the first quarter of this century is that the issue of teaching science in the language to which the learner is most familiar will receive more attention in our quest to win more students for science. Over two-thirds of countries in Africa, Asia, and Europe have developed policies on the use of the mother tongue for teaching science in the lower levels of their education system. In spite of this policy thrust, the educational system of many of these countries has not responded fully to the demands of such a policy. Because studies which mapped the dynamics of communication in science classrooms taught using the mother tongue are scant, we remain in the dark as to how best to structure such classrooms. The study was conducted in 12 primary schools and it involved 36 teachers in urban and rural locations of Lagos State, Nigeria. Quantitative and qualitative data were collected from primary science classrooms where the mother tongue is expected to be used as a medium of instruction. Mismatch between policy and practice was found especially in urban science classrooms. Among other things, it was found that on the average, science lessons delivered in primary 1 in rural settings, were found to be 93.6% in the mother tongue (L1). In primary 2 this fell to 91.1% and in primary 3–84.6%. In contrast, in the urban schools, mother tongue content was found to be 61.8% in primary 1, 49.2% in primary 2 and 26.6% in primary 3. The geo-spatial communication between and among pupils in urban and rural science classes also showed interesting findings, that is, English served as a mediating language. The implications of the findings for future policy considerations and future research to inform policy are drawn. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 50:62–81, 2013
Keywords: class dynamics; mother tongue; science teaching

GraphoGame – a catalyst for multi-level promotion of literacy in diverse contexts - Ojanen, Emma; Ronimus, Miia; Ahonen, Timo; Chansa-Kabali, Tamara; February, Pamela; Jere-Folotiya, Jacqueline; Kauppinen, Karri-Pekka; Ketonen, Ritva; Ngorosho, Damaris; Pitkänen, Mikko; Puhakka, Suzanne; Sampa, Francis; et al. (Frontiers in Psychology, 2015)
GraphoGame (GG) is originally a technology-based intervention method for supporting children with reading difficulties. It is now known that children who face problems in reading acquisition have difficulties in learning to differentiate and manipulate speech sounds and consequently, in connecting these sounds to corresponding letters. GG was developed to provide intensive training in matching speech sounds and larger units of speech to their written counterparts. GG has been shown to benefit children with reading difficulties and the game is now available for all Finnish school children for literacy support. Presently millions of children in Africa fail to learn to read despite years of primary school education. As many African languages have transparent writing systems similar in structure to Finnish, it was hypothesized that GG-based training of letter-sound correspondences could also be effective in supporting children’s learning in African countries. In this article we will describe how GG has been developed from a Finnish dyslexia prevention game to an intervention method that can be used not only to improve children’s reading performance but also to raise teachers’ and parents’ awareness of the development of reading skill and effective reading instruction methods. We will also provide an overview of the GG activities in Zambia, Kenya, Tanzania, and Namibia, and the potential to promote education for all with a combination of scientific research and mobile learning.

Mobile solution for better reading instruction in rural Africa - Ojanen, Emma; Jere-Folotiya, Jacqueline; Yalukanda, Christopher; Sampa, Francis; Nshimbi, Chomba; Katongo, Maggie; Choopa, Mapenzi; Lyytinen, Heikki (2015 IST-Africa Conference, 2015)
GraphoGame Teacher Training Service is a mobile-based solution for providing teachers with scientifically validated pedagogical training in literacy instruction. In many African countries teachers currently have insufficient knowledge to teach literacy in local languages and learning materials are scarce, especially for children with learning difficulties. As part of the GraphoWorld network, CAPOLSA/University of Zambia is developing new mobile-based method for providing in-service training for teachers in literacy instruction and assisting children with learning difficulties. GraphoGame Teacher Training Service was piloted in October 2014 in rural Zambia. An orientative workshop was given to 24 teachers who learned about literacy instruction methodology and then organized a GraphoGame intervention to randomly selected 2nd grade children either at home or in a school environment. Parents of the children in the home intervention group were also encouraged to play GraphoGame. GraphoGame learning analytics shows that both the children and their parents improved their word reading skills. Children who played GraphoGame performed better than their non-playing classmates in the EGRA letter-sound knowledge test at the end of the intervention. Teachers, parents and children were all motivated to use ICT-based literacy learning tools and their literacy skills levels show high demand for support services for literacy instruction.
Keywords: Africa; African country teachers; CAPOLSA/University of Zambia; Conferences; EGRA letter-sound knowledge test; Electronic learning; Games; GraphoGame; GraphoGame learning analytics; GraphoGame teacher training service; GraphoWorld network; ICT-based literacy learning tools; Mobile handsets; Training; Zambia; computer games; educational institutions; home environment; home intervention group; in-service teacher training; information science education; learning materials; literacy; literacy instruction; literacy skills levels; local languages; mobile learning; mobile-based method; orientative workshop; professional aspects; reading instruction; rural Africa; rural Zambia; rural areas; school environment; scientifically validated pedagogical training; teacher training; word reading skills

The Use of Information and Communication Technology (ICT) for Knowledge Management in the Second Cycle Educational Institutions in Ghana - Ohemeng, Patrick; Twum, Edward; Nii, Isadore (International Journal of Computer Applications, 2015)
Given its capabilities to widen access, improve the quality and reduce the cost of developing, accessing and maintaining information, Information and Communication Technology (ICT) offers increased possibilities for managing knowledge. This paper thus investigates the level of utilization of ICT in the knowledge management processes in the Ghanaian educational system. Being a descriptive study, a randomly selected sample of second cycle educational institutions was surveyed through questionnaire. Using descriptive data analysis, the study found a low level of Information and Communication Technologies usage in knowledge management processes in the second cycle educational system. Knowledge management practices were found to be inefficient due to, among other things, absence of strategic policies and nonutilization of ICT. The findings indicate that the Secondary Schools are not deriving the efficiency returns of the computers they have acquired due to the absence of a deliberate and effective strategy for knowledge management. Also students, teachers and administrators in the second cycle schools are not benefitting from the information revolution for knowledge management. It was recommended that capacity building in knowledge management and improvement of Internet speed should be given priority attention by educational authorities.

FTTx Deployment - OGERO (2020)

Computerizing Primary Schools in Rural Kenya: Outstanding Challenges and Possible Solutions - Ogembo, Javier Gordon; Ngugi, Benjamin; Pelowski, Matthew (The Electronic Journal of Information Systems in Developing Countries, 2012)
This paper investigates the outstanding challenges facing primary schools’ computerization in rural Kenya. Computerization of schools is often envisaged as a ‘magic’, or at least a particularly efficient, solution to many of the problems that developing countries face in improving primary school education. However, while a great deal of consideration is given to the technical issues surrounding computer implementation, government policy makers, administrators, aid organizations and individuals participating in school computerization programs often have not carefully considered the contextual questions surrounding this endeavour. Specifically: 1.) what problems do rural schools actually want to solve with computerization; 2.) is computerization the most important priority for rural schools; 3.) are schools ready, in terms of infrastructure, for a computer in the classroom; or 4.) might there be better avenues for implementing access to the benefits of the digital age? These questions and the issue of school computerization are considered via results from a survey of thirty-seven rural Kenyan primary public schools. Results indicate that, while all schools had low ICT status making them primary targets for computerization, only eleven percent had at least one ICT compliant teacher, of which all were considered to require further training. In addition we found inadequate infrastructural preparedness – lack of access to electricity, internet; no classroom computer space, few desks, secure walls and protective roofing – posing severe challenges to the outstanding conception of computerization. We consider these results and make recommendations for better adapting programs for computer introduction, and also suggest the use of new innovative devices, such as cell phones, which might already have overcome many of the technical challenges found.
Keywords: ICT; cell phone; classrooms; computerization; primary schools; techno-literacy

Voluntary and involuntary minorities: A cultural-ecological theory of school performance with some implications for education - Ogbu, John U.; Simons, Herbert D. (Anthropology & Education Quarterly, 1998)

Origins of Human Competence: A Cultural-Ecological Perspective - Ogbu, John U. (Child Development, 1981)
In this essay it is argued that child rearing in the family and similar micro settings in the early years of life and subsequent adolescent socialization are geared toward the development of instrumental competencies required for adult economic, political, and social roles. These cultural imperatives vary from 1 cultural group to another as do the required competencies. In the United States they are different for the white middle class and for minority groups like urban ghetto blacks. It follows that the conventional research approach which used white middle-class child-rearing practices and children's competencies as standards is not useful in understanding minority groups' child rearing and competencies. Rather, for cross-cultural research, a cultural-ecological model is proposed which is not ethnocentric and studies competence in the context of the cultural imperatives in a given population. Cross-cultural or intergroup comparison is appropriate if based on data from such contextual studies.

The logical chain: continuing professional development in effective schools - Ofsted (2006)

Inflation and price indices - Office for National Statistics - Office for National Statistics (2022)

Children and parents: media use and attitudes report 2019 - Ofcom (2019)
Keywords: ⛔ No DOI found

OER4Schools | Home - OER4Schools (2015)

Creative Commons — Attribution-NonCommercial 3.0 Unported — CC BY-NC 3.0 - OER World Map

OER World Map - OER World Map

OER Commons - OER Commons (OER Commons)

OER Courseware, Research and Policies | OER Africa - OER Africa

Are the new millennium learners making the grade? Technology use and educational performance in PISA 2006 - OECD (OECD, 2010)
OECD's dissemination platform for all published content - books, serials and statistics

Bridging the digital gender divide: include, upskill, innovate - OECD (2018)

Children in the digital environment: Revised typology of risks - OECD (OECD, 2021)
The digital environment has become an integral part of children’s everyday lives and interactions. The benefits can be tremendous, but there also risks. In 2011, the OECD adopted a Typology of Risks in an effort to broadly categorise those risks. Since then the digital environment has changed significantly, as risks have evolved in nature and new ones have emerged. This report informs the OECD’s broader work on children in the digital environment by examining these trends and presenting an updated Typology of Risks. The Typology provides a high-level overview of the risk landscape, and outlines four risk categories and their manifestations. The Typology also identifies and analyses risks that cut across these four risk categories, and that can therefore have wide-ranging effects on children’s lives.

Creating effective teaching and learning environments: first results from TALIS - OECD (OECD, 2009)
Keywords: C:OECD countries

Creditor Reporting System (CRS) - OECD (Organisation for Economic Cooperation and Development (OECD), 2020)
Keywords: ___working_potential_duplicate

Creditor Reporting System (CRS) - OECD (2021)
Keywords: ___working_potential_duplicate

Data-driven innovation for growth and well-being - OECD
Data and research on e-commerce including measuring the information economy, internet economy outlook, open internet, openness, key ICT indicators, digital economy policy papers., Greater access and use of data creates a wide array of policy issues, such as privacy and consumer protection, open data access, skills and employment, and measurement to name a few. The OECD is undertaking extensive analysis on the role of data in promoting innovation, growth and well-being.

Data Governance, Privacy and Digital Security - OECD
Data and research on e-commerce including measuring the information economy, internet economy outlook, open internet, openness, key ICT indicators, digital economy policy papers., The global and interconnected digital environment offers a wide range of social and economic benefits and generates enormous potential by fostering innovation, productivity and new sources of growth. Data governance, privacy and digital security are key issues at the heart of OECD work on trust in the digital economy.

Delivering Quality Education and Health Care to All: Preparing Regions for Demographic Change - OECD (OECD Rural Studies, 2021)

How we measure social and emotional skills - OECD - OECD (OECD Study on Social and Emotional Skills, 2019)

Innovating education and educating for innovation: the power of digital technologies and skills - OECD (Educational Research and Innovation, 2016)
OECD Innovation Strategy calls upon all sectors in the economy and society to innovate in order to foster productivity, growth and well-being. Education systems are critically important for innovation through the development of skills that nurture new ideas and technologies. However, whereas digital technologies are profoundly changing the way we work, communicate and enjoy ourselves, the world of education and learning is not yet going through the same technology-driven innovation process as other sectors. This report served as the background report to the second Global Education Industry Summit which was held on 26-27 September 2016. It€discusses the available evidence on innovation in education, the impact of digital technologies on teaching and learning, the role of digital skills and the role of educational industries in the process of innovation. The report argues for smarter policies, involving all stakeholders, for innovation in education
Keywords: Educational innovations

Lessons for Education from COVID-19 A Policy Maker’s Handbook for More Resilient Systems - OECD (OECD Publishing, 2020)
The COVID-19 pandemic has shaken long-accepted beliefs about education, showing that learning can occur anywhere, at any time, and that education systems are not too heavy to move. When surveyed in May 2020, only around one-fifth of OECD education systems aimed to reinstate the status quo. Policy makers must therefore maintain the momentum of collective emergency action to drive education into a new and better normal. This Handbook provides practical guidance to support them to do just that. It presents the current state-of-play in over 40 education systems, and efforts to improve pedagogical practices in the midst of the pandemic. It proposes three key lessons and related policy pointers for the current academic term and beyond. Drawing on concrete examples of COVID-19 policy responses from primary to tertiary, as well as impactful pre-crisis policies, it addresses the policy areas of flexible learning, educator skills, and student equity. The Handbook has been prepared with evidence from the Education Policy Outlook series – the OECD’s analytical observatory of education policy. As such, it benefits from a decade of policy analysis, outcomes from the Education Policy Reform Dialogues 2020, and the development of an actionable Framework for Responsiveness and Resilience in education.

OECD Digital Economy Outlook 2020 - OECD (2020)

PISA 2021 ICT Framework - OECD (2020)
Keywords: ⛔ No DOI found

Pisa for Development: Capacity needs analysis: Tanzania - OECD (OECD; World Bank, 2015)

Programme for International Student Assessment (PISA): Results from Pisa 2018 - OECD (2019)

Strengthening online learning when schools are closed: The role of families and teachers in supporting students during the COVID-19 crisis - OECD (2020)

Students, Computers and Learning: Making the Connection - OECD (OECD Publishing, 2015)
Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.

Systems Approaches to Public Sector Challenges: Working with Change - OECD (OECD, 2017)

Teachers matter: attracting, developing and retaining effective teachers - OECD (Education and training policy, 2005)

Teachers’ use of new technologies in Latin America - OECD (Making the Most of Technology for Learning and Training in Latin America, 2020)

Teaching Strategies for Instructional Quality: Insights from the TALIS-PISA Link Data - OECD (2016)

The funding of school education: Main findings and policy pointers - OECD (The Funding of School Education: Connecting Resources and Learning, 2017)
This study on school funding policies was conducted for a number of reasons:

The impact of COVID-19 on student equity and inclusion: Supporting vulnerable students during school closures and school re-openings - OECD (2020)

The new millennium learners: Emerging issues from the first expert meeting - OECD (Organisation for Economic Cooperation and Development (OECD), 2007)

The Path to Becoming a Data-Driven Public Sector - OECD (2019)

Universal child benefits: Policy issues and options - ODI & UNICEF (Overseas Development Institute/ United Nations Children's Fund, 2020)

Learning English Language by Radio in Primary Schools in Kenya - Odera, Florence Y
Radio is one of the most affordable educational technologies available for the use in education and development in developing countries. This article explores the use of school radio broadcast to assist teachers and pupils to learn and improve English language both written and spoken in Kenyan primary schools. English language occupies a central place in formal education in Kenya. It is one of the compulsory subjects in both primary (aged six to 13 years) and secondary education (aged 14 to 18 years). It is also a medium of instruction in upper primary from standard four to university education in Kenya. However, teaching and learning English remains one of the most difficult and taxing assignment to primary schoolteachers, because when children join class one they go to the classroom with pre-set language skills. They have developed skills in their vernacular which is the language of instruction in most of rural schools or Kiswahili in urban schools. Sometimes, they mix vernacular, Kiswahili and English and come up with another language called “Sheng”. This makes it very difficult for them to learn English language. Research from developed and developing countries indicates that the use of school radio programmes assist pupils and teachers to learn foreign language like English faster and help them to improve pronunciation of difficult words. School radio broadcast was introduced in Kenya in 1961. One of the reasons was to help improve the standard of spoken and written English language and set the standard for the spoken English in the country. Radio was chosen, because it is affordable and simple to maintain. Despite of the existence of the program in Kenya for many years, there has been an out cry over falling standard in English language evidenced by poor performance in national examinations. The purpose of this study was to find out if teachers in primary schools use broadcasts to schools radio programmes to assist them in teaching and learning the language. The study was based on a descriptive survey. The area of study was Kisumu district and saturated sampling technique was used to select a sample of participants. Data were collected by use of questionnaire for pupils and teachers, while semi-structured interview was used to collect information from head teachers. The main findings indicated that most teachers were not listening to the school radio broadcasts. Very few of them used radio lessons citing various problems, such as lack of resources, broadcast time tables and teachers guide notes, negative attitudes and large number of pupils in the class. Those, who listened to English radio lessons, valued them very much and noted how it has helped to improve the pupils spoken English and performance in Kenya certificate of primary education examination. In view of the findings, the paper recommends that head teachers should provide teachers with radio sets and support materials, encourage and assist them to use English radio lessons.
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Learning English Language by Radio in Primary Schools in Kenya - Odera, Florence (2011)
Learning English Language by Radio in Primary Schools in Kenya By Florence Y. Odera (PhD) P.O.Box 2303, Kisumu, Kenya Introduction and background information One of the
Keywords: ___working_potential_duplicate

Teachers’ Perception About Integration of ICT Tools in Kiswahili Language Pedagogy in Homabay County, Kenya - Ochieng, BENSON ONYANGO; Miima, FLORENCE ABUYEKA (International Journal of Arts and Commerce, 2019)

Investigating Turkish pre-service teachers' perceptions of blogs: implications for the FATIH project - Ocak, Mehmet Akif; Gökçearslan, Sahin; Solmaz, Ebru (Contemporary Educational Technology, 2014)
This study aimed to investigate pre-service teachers' perceptions on the use of blogs regarding ICT integration in the FATIH project in Turkey. Participants were 174 pre-service teachers continuing their education. Data collection tool was a questionnaire which measured pre-service teachers' perceptions of the blogs. Questionnaire embodied some sub-categories of blog use such as learning, motivation, active participation, writing skills, group work, and critical thinking. Findings revealed that using blogs in classes affected learning and teaching process. The obtained results also showed that the blogs contributed to the recuperation of writing and critical thinking skills. These results indicated that students found social contributions of the blogs such as sharing information and interacting with peers. Based on the findings of study, appropriate conclusions and implications were addressed within the context of the FATIH project.
Keywords: Critical Thinking; Diaries; ERIC, Current Index to Journals in Education (CIJE); Educational Technology; Electronic Publishing; Factor Analysis; Foreign Countries; Group Activities; Higher Education; Online Surveys; Postsecondary Education; Preservice Teachers; Questionnaires; Student Attitudes; Student Motivation; Student Participation; Technology Integration; Technology Uses in Education; Turkey; Web Sites; Writing Skills; __:import:01; __:match:final; __:matched; __:study_id:2098538; __finaldtb

Use of Information communication technology in teaching and learning processes in secondary schools in Rachuonyo South District, Homa-Bay County, Kenya - Obonyo, Samson O. (University of Nairobi, 2013)
The purpose of this study was to investigate the use of Information Communication Technology (ICT) in teaching and Learning in Rachuonyo South District secondary schools. The focus was on three main subject matters: on ICT use and competence, on teacher and student and on ICT infrastructure and teaching practices. The study is closely connected to the national educational policy, which has aimed strongly at supporting the implementation of ICT in pedagogical practices at all institutional levels. Six research questions were formulated to guide the researcher investigate the phenomena. A descriptive survey design was used to collect data from the field through the use of questionnaire and an observation schedule. The result indicated that ICT has not been successfully integrated in teaching and learning in schools. In general, students are capable and motivated users of computers. Some students have the skills to use new kinds of applications and their ICT skills are wider although not necessarily adequate. Teachers’ skills are more heterogeneous. The large majority of teachers have sufficient skills for everyday and routine working practices, but many of them still have difficulties in finding a meaningful integration of ICT into teaching and learning. Most teachers reported that the use of ICT in learning and teaching was slow in the past years and proposed upgrading of students computer labs and accelerating internet connectivity in the schools. Further, teachers’ good ICT competence helps them to adopt new pedagogical practices and integrate ICT in a meaningful way. The results also showed that students are capable and motivated users of new technology and their ICT skills are wide, although not necessarily adequate; the working habit might be ineffective and wrong. Some students have a special kind of ICT related adaptive expertise, which develops in a beneficial interaction between students and teachers, and individual interest and activity. The most common goal to student use of ICT is challenged by the internet, digital communication and the need to filter information. Since students’ ICT skills can be translated to increased creativity, which include innovation and productive workforce, to develop capacity to ICT which support the country’s knowledge base. The findings further indicated that ICT integration realized some challenges such as availability of sufficient number of ICT tools, lack of motivation and support and lack of technical support. The challenges are either teacher-level (Microlevel), school level (Meso-level) or system level (Macro-level). These barriers have hindered successful implementation of ICT into teaching and learning processes. The study also recommended that teachers should be given sufficient training on how to use ICT tools to enhance teaching and learning in schools. The study also recommended that students should be equipped with ICT skills such as Microsoft software applications such as word, excel and access. Finally, further research on the perception of teachers and students towards the use of ICT in enhancing teaching and learning and relevant strategies for using ICT to improve teaching and learning practices should be conducted.

Localizing OER in Afghanistan: Developing a Multilingual Digital Library for Afghan Teachers - Oates, Lauryn; Hashimi, Jamshid (Open Praxis, 2016)
The Darakht-e Danesh (‘knowledge tree’) Online Library is the first open educational resource (OER) initiative in Afghanistan, established to enhance teacher subject-area knowledge, access and use of learning materials, and to foster more diverse teaching methodologies in order to improve learning outcomes in Afghan classrooms. This paper describes our experience developing this local language digital library, buildings its responsiveness to our audience of users as we progressed, customizing both the interface and the resources for Afghanistan’s education environment. We innovated methods to devise relevant local content, localized usability, developed different access models to reach different populations of users, integrated impact measurement, and opted to openly license material in the library’s collection. By making digital educational content open from the first introduction of digital repositories of learning objects in Afghan languages, we have an opportunity to establish the principle of openness and to promote open practices in teacher professional development in Afghanistan. The paper aims to share lessons on how OER can be customized for multilingual, resource-scarce contexts drawing from our experience to date in Afghanistan, and seeking to contribute to the literature on localization and multilingual OER.
Keywords: Afghanistan; OER; language; localization; open access; teacher education; teacher professional development; teaching and learning materials

An Evaluation of ELLN Digital: Technology-Supported Teacher Professional Development on Early Language, Literacy, and Numeracy for K-3 Teachers - Oakley, Grace; King, Ronnel; Scarparolo, Gemma (Digital Learning for Development, 2018)
Keywords: ⛔ No DOI found

Action research and the transfer of reflective approaches to in-service education and training (INSET) for unqualified and underqualified primary teachers in Namibia - O’Sullivan, Margo C. (Teaching and Teacher Education, 2002)
The literature on training approaches for both pre-service and in-service teacher training has been dominated since the 1980s by reﬂective approaches. This has undoubtedly inﬂuenced the relatively recent introduction of reﬂective approaches in developing countries. This article explores efforts, within an action research study of a 3-year (1995–1997) In-service Education and Training (INSET) programme, to implement reﬂective approaches in the training of unqualiﬁed and underqualiﬁed primary teachers in Namibia. The study raises ‘transfer’ questions concerning the appropriateness of reﬂective approaches, as conceptualised in western contexts, for these teachers. It led to the adaptation of these approaches and ultimately the development of an approach termed the ‘structured reﬂection’ approach, which was within the professional capability of the teachers to implement at the time of the study. Action research was used to develop this approach. r 2002 Elsevier Science Ltd. All rights reserved.

The Development of Effective Strategies to Teach Reading among Unqualified Primary Teachers in a Developing Country Context - O'Sullivan, Margo (International Journal of Early Years Education, 2003)
The teaching of reading in primary classrooms in developing countries, particularly, the teaching of English reading to second-language pupils, receives very little attention in the literature. One notable study that highlighted the low standard of reading in developing countries claimed that the teaching of reading in these countries is in crisis (Williams, 1993). This can be attributed to teachers’ reliance on a rote memory approach to teaching reading. There is, however, very little research available on efforts that attempt to address this problem. This article emerged from a research study of an in-service programme in Namibia and it begins to address this gap. The programme, for mainly unqualiﬁed primary teachers, sought to develop teachers’ capacity to teach reading more effectively. It explored the usefulness of various Western strategies to teach reading, bearing the transfer issue in mind. The study highlighted the usefulness of an instructional structured reading lesson and explored the issue of prescription inherent in it. It also found that structured and bottom-up strategies were more effective than top-down strategies. However, the main lesson to be learned is that an eclectic approach to teaching reading, using strategies adapted to the realities within which teachers work, is useful in developing country contexts.

Using text mining for study identification in systematic reviews: a systematic review of current approaches - O’Mara-Eves, Alison; Thomas, James; McNaught, John; Miwa, Makoto; Ananiadou, Sophia (Systematic Reviews, 2015)
The large and growing number of published studies, and their increasing rate of publication, makes the task of identifying relevant studies in an unbiased way for inclusion in systematic reviews both complex and time consuming. Text mining has been offered as a potential solution: through automating some of the screening process, reviewer time can be saved. The evidence base around the use of text mining for screening has not yet been pulled together systematically; this systematic review fills that research gap. Focusing mainly on non-technical issues, the review aims to increase awareness of the potential of these technologies and promote further collaborative research between the computer science and systematic review communities.
Keywords: Automation; Review efficiency; Screening; Study selection; Text mining

O'Genius Panda - O'Genius Panda

Sierra Leone: Transforming the Country through Innovation - O'Connor, Shane; Zurutuza, Naroa (UNICEF, 2019)

Supporting teachers in taking up productive talk moves: The long road to professional learning at scale - O’Connor, Catherine; Michaels, Sarah (International Journal of Educational Research, 2019)
In this paper we describe our early, qualitative work on “teacher talk moves” such as revoicing, situated within the urban classrooms of highly skilled teachers, including their role in the work of managing multiple constraints while maintaining productive inclusivity. We then describe our attempts to discern the impact of these talk tools on student achievement in multiple classrooms, using both post-hoc controls and in vivo studies. We move on to the challenges present in disseminating this work in professional development settings; our approach includes framing talk tools as rational responses to actual classroom challenges. Finally we describe current efforts to disseminate cyber-enabled PD in science education K-12, including a central focus on academically productive talk.

Quantitizing Affective Data as Project Evaluation on the Use of a Mathematics Mobile Game and Intelligent Tutoring System - Nygren, Eeva; Blignaut, Seugnet; Leendertz, Verona; Sutinen, Erkki (Informatics in Education, 2019)
Technology-enhanced learning generally focuses on the cognitive rather than the affective domain of learning. This multi-method evaluation of the INBECOM project (Integrating Behaviourism and Constructivism in Mathematics) was conducted from the point of view of affective learning levels of Krathwohl et al. (1964). The research questions of the study were: (i) to explore the affective learning experiences of the three groups of participants (researchers, teachers and students) during the use of a mobile game UFractions and an intelligent tutoring system ActiveMath to enhance the learning of fractions in mathematics; and (ii) to determine the significance of the relationships among the affective learning experiences of the three groups of participants (researchers, teachers and students) in the INBECOM project. This research followed a sequential, equal status, multi-mode research design and methodology where the qualitative data were derived from the interviews with researchers, teachers and students, as well as from learning diaries, feelings blogs, and observations (311 documents) across three contexts (South Africa, Finland, and Mozambique). The qualitative data was quantitized (Saldaña, 2009), i.e. analysed deductively in an objective and quantifiable way as instances on an ExcelT spreadsheet for statistical analyses. All the data was explored from the affective perspective by labelling the feelings participants experienced according to the affective levels of the Krathwohl et al. (1964) framework. The researchers concluded that: (i) the research participants not only received information, but actively participated in the learning process; responded to what they learned; associated value to their acquired knowledge; organised their values; elaborated on their learning; built abstract knowledge; and adopted a belief system and a personal worldview; and (ii) affirmation of affective learning at all five levels was recognised among the three groups of participants. The study raised a number of issues which could be addressed in future, like how affective levels of learning are intertwined with cognitive levels of learning while learning mathematics in a technology-enhanced learning environment; and how pedagogical models which take into account both cognitive and affective aspects of learning support deep learning.

The influence of infrastructure, training, content and communication on the success of NEPAD’S pilot e-Schools in Kenya - Nyagowa, Hesbon O; Ocholla, Dennis N; Mutula, Stephen M (Information Development, 2014)
This study was conducted to evaluate the contribution of four of the seven e-School dimensions to the success of the pilot phase of the New Partnership for Africa’s Development (NEPAD) e-School project in Kenya. The study employed survey research methodology. All six of the NEPAD e-Schools in Kenya were included and the teachers and students in those schools formed the study population. Of the 5,186 students and teachers, a representative sample of 1,508 was selected using probabilistic techniques. Data was collected using observations and a survey questionnaire. It was established that all six of the e-Schools had installed the basic computing facilities required for integrating information and communication technologies (ICT) in teaching and learning; all the e-Schools were observed to have the Very Small Aperture Terminal (VSAT) for Internet access in computer laboratories where a variable number of computers were installed. The ICT infrastructure provided modest communication capabilities. But while teachers received technical (ICT) training, they did not receive training on pedagogies for ICT integration in teaching and learning. We conducted hypothesis testing and confirmed that the four dimensions of E-School Success Model, investigated in the current study, positively contribute towards the success of the e-School. We therefore concluded that ICT infrastructure quality, content and communication quality, training effectiveness and use make considerable contributions to the success of the pilot phase of the NEPAD e-School project in Kenya. We recommend that stakeholders should continue investing in the NEPAD e-School project. Further studies on the impact of the other three dimensions of the e-Schools are recommended.
Keywords: Kenya; New Partnership for Africa’s Development; e-schools

Assessment of public primary school teachers preparedness in the implementation of digital literacy programme in public primary schools in Imenti north sub-county, Kenya - Nyaga, Felistas (University of Nairobi, 2018)
The purpose of this study was to investigate the preparedness of public primary school teachers in the implementation of digital literacy programme in Imenti North Sub County Kenya. The study was guided by the following objectives; to establish infrastructural availability for the public primary school teachers’ usage in teaching and learning in implementation of digital literacy programme in public primary schools in Imenti North Sub County, to examine how public primary school teachers’ competence influence implementation of digital literacy program in public primary schools in Imenti North Sub County, The study sought to determine how public primary school teacher perception influence implementation of digital literacy program in public primary schools in Imenti North Sub County. The study also sought to establish how digital literacy content availability for the public primary school teachers influence implementation of digital literacy programme in public primary schools in Imenti North Sub County. The study adopted descriptive research design. The study was grounded on technology diffusion theory to explain the relationship between the independent and dependent variables. The study had a target population of 596 respondents who comprised 59 head teachers and 537 teachers. The respondents were selected using proportionate random sampling technique where by a sample size of 137 was used. Primary data was obtained using self-administered questionnaires that were made up of both open ended and closed ended questions, also unstructured interview was administered face-to-face or over the phone. The reliability of the study was measured using test retest method. The Data was analyzed using Statistical Package for Social Sciences and the data was presented in frequency tables, percentages and regression analysis. The study concluded that preparedness of public primary school teachers in the implementation of digital literacy programme was highly influenced by teacher competence followed by infrastructural preparedness and then by Teacher perception while digital literacy content had the least effect on implementation of digital literacy programme in public primary schools in Imenti North Sub County. The study concluded that infrastructural preparedness influences implementation of digital literacy program in public primary schools in Imenti North Sub County significantly. Even though the schools have electricity their computer lab have not been fully equipped. The implementation of digital literacy program has been delayed by inadequate internet connections coupled with inadequate digital literacy program devices for teaching and learning in the schools. Also, there being inadequate tablets for the learners and laptops for the teachers have negatively affected the implementation of digital literacy program in public primary schools. The study recommends that teachers and instructors need to be trained in basic ICT skills and ICT-based teaching methods to feel comfortable about using the materials. The study recommends that the governments should ensure that all the public primary schools are connected to wireless internet services; that primary schools should be assisted by both national and county government need to ensure that the schools have a complete computer lab that is fully equipped with enough laptops for the teachers and tablets for the learners. The study further recommends that head teachers and parents need to set up administrative committees to manage ICT facilities as proven to be very effective in ensuring the sustainability of initiatives.

Financing Education in Nigeria: Opportunities for Action - Nwoko, Chinedum (2015)

Evaluation of the extent school access programme assisted teachers to acquire ICT skills - Nwajiuba, Chinyere Augusta; Okoro, Kingsley O.; Edikpa, Edith (Asian Journal of Information Technology, 2019)
Evaluation of the Extent School Access Programme Assisted Teachers to Acquire ICT Skills
Keywords: _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Education management; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2426072; __finaldtb

Wiki Sign Dict: A Development of an Online Sharing Dictionary for Hearing Impaired. - Nuttaya, Iam-Khong; Surachai, Suksakulchai

Using Evidence: How Research Can Inform Public Services - Nutley, Sandra M.; Isabel, Walter; Davies, Huw T. O. (Policy Press, 2007)
This book provides a timely and novel contribution to understanding and enhancing evidence use. It builds on and complements the popular and best-selling What Works?: Evidence-based policy and practice in public services (Davies, Nutley and Smith, Policy Press, 2000), by drawing together current knowledge about how research gets used and how this can be encouraged and improved. In particular, the authors explore various multidiscipliary frameworks for understanding the research use agenda; consider how research use and the impact of research can be assessed; summarise the empirical evidence from the education, health care, social care and criminal justice fields about how research is used and how this can be improved and draw out practical issues that need to be addressed if research is to have greater impact on public services. Using evidence is important reading for university and government researchers, research funding bodies, public service managers and professionals, and students of public policy and management. It will also prove an invaluable guide for anyone involved in the implementation of evidence-based policy and practice.
Keywords: Political Science / Public Affairs & Administration; Political Science / Public Policy / General; Social Science / Sociology / General

CEPAL - SECRETARIA TECNICA DEL ELAC (*) - Núñez, Georgina; Jordán, Valeria; Rojas, Fernando (2020)
Keywords: ⛔ No DOI found

Radio in Education in the Face of COVID-19 - Núñez, Felix (Institute for the Future of Education, 2021)
The pandemic came to reaffirm radio as a flexible, massive, low-cost, and long-range communication medium for education.

Improving Accessibility on Flickr - Nuh, Yerusha (Flickr Blog, 2016)
We’re excited to detail a number of new accessibility features enabled on Flickr. Read more here.

Teacher attendance and time on task in primary schools in Mozambique - Nugroho, Dita; Karamperidou, Despina (2021)

Time to Teach: Teacher Attendance and Time on Task in Primary Schools in Mozambique - Nugroho, Dita; Karamperidou, Despina (UNICEF, 2021)
Teacher attendance is one of the prerequisites on the path toward universal learning in developing countries. Over the past decades, however, studies from across the developing world have found national rates of teacher absenteeism that range from 3 to 27 per cent. Therefore, enhancing teachers' presence in the classroom and ensuring that class time is spent teaching, can contribute significantly to the productivity and inclusive prosperity of a country. This Time to Teach study collates and strengthens the evidence base on primary school teacher absenteeism in Mozambique. The study uses a mix of qualitative and quantitative research methods to provide critical insights into the factors that underpin the multiple forms of teacher absenteeism and time on task. It also examines how factors vary across countries, school types, gender of teacher and other teacher characteristics. Despite high levels of teacher absenteeism, the study shows that teachers are generally committed and that what is needed is education system strengthening. It is hoped that findings will inform workable solutions and policies that will ensure a motivated teaching force, increase opportunities for children to learn at school and, ultimately, improve their life and work opportunities.
Keywords: Barriers; C:Mozambique; Developing Nations; Educational Change; Educational Policy; Elementary School Teachers; Employee Absenteeism; Foreign Countries; Gender Differences; Influences; Institutional Characteristics; Rural Urban Differences; Sanctions; Teacher Attendance; Teacher Attitudes; Teacher Characteristics; Teacher Education; Teacher Persistence; Teaching Conditions; Time Management; ⛔ No DOI found

Cohort 3 Digital Skills Training Completion | Digital Malawi - Ntha Foundation (Ntha Foundation, 2022)
The evaluation and assessment process of the first phase of the Digital skills training is taking place at the Kwathu Innovation and Creative Centre hub this week.

A multilingual and multimodal approach to literacy teaching and learning in urban education: a collaborative inquiry project in an inner city elementary school - Ntelioglou, Burcu Yaman; Fannin, Jennifer; Montanera, Mike; Cummins, Jim (Frontiers in Psychology, 2014)
This paper presents findings from a collaborative inquiry project that explored teaching approaches that highlight the significance of multilingualism, multimodality, and multiliteracies in classrooms with high numbers of English language learners (ELLs). The research took place in an inner city elementary school with a large population of recently arrived and Canadian-born linguistically and culturally diverse students from Gambian, Indian, Mexican, Sri Lankan, Tibetan and Vietnamese backgrounds, as well as a recent wave of Roma students from Hungary. A high number of these students were from families with low-SES. The collaboration between two Grade 3 teachers and university-based researchers sought to create instructional approaches that would support students’ academic engagement and literacy learning. In this paper, we described one of the projects that took place in this class, exploring how a descriptive writing unit could be implemented in a way that connected with students’ lives and enabled them to use their home languages, through the creation of multiple texts, using creative writing, digital technologies, and drama pedagogy. This kind of multilingual and multimodal classroom practice changed the classroom dynamics and allowed the students access to identity positions of expertise, increasing their literacy investment, literacy engagement and learning.

Thematic Analysis: Striving to Meet the Trustworthiness Criteria - Nowell, Lorelli S.; Norris, Jill M.; White, Deborah E.; Moules, Nancy J. (International Journal of Qualitative Methods, 2017)
As qualitative research becomes increasingly recognized and valued, it is imperative that it is conducted in a rigorous and methodical manner to yield meaningful and useful results. To be accepted as trustworthy, qualitative researchers must demonstrate that data analysis has been conducted in a precise, consistent, and exhaustive manner through recording, systematizing, and disclosing the methods of analysis with enough detail to enable the reader to determine whether the process is credible. Although there are numerous examples of how to conduct qualitative research, few sophisticated tools are available to researchers for conducting a rigorous and relevant thematic analysis. The purpose of this article is to guide researchers using thematic analysis as a research method. We offer personal insights and practical examples, while exploring issues of rigor and trustworthiness. The process of conducting a thematic analysis is illustrated through the presentation of an auditable decision trail, guiding interpreting and representing textual data. We detail our step-by-step approach to exploring the effectiveness of strategic clinical networks in Alberta, Canada, in our mixed methods case study. This article contributes a purposeful approach to thematic analysis in order to systematize and increase the traceability and verification of the analysis.

eGranary as a digital resource in Uganda: Preliminary findings - Norton, Bonny; Early, Margaret; Tembe, Juliet (School of Information Technology, Murdoch University, 2010)
Keywords: ⛔ No DOI found

Launching the Development of an OER World Map: Phase II - North Rhine-Westphalian Library Service Centre (The William and Flora Hewlett Foundation)

Meta-Ethnography - Noblit, George W.; Hare, R. Dwight (1988)
Synthesizing Qualitative Studies

Prize Lecture: Michael Kremer, Prize in Economic Sciences 2019 - Nobel Prize (2019)

Meta-Analysis of Gender Equity and Social Inclusion in Primary Education for Teachers in Tanzania: An Assessment of Current Status and Future Directions - Nkya, Henry

Information Technology and Transcription of Reading Materials for the Visually Impaired Persons in Nigeria - Nkiko, Christopher; Atinmo, Morayo I; Michael-Onuoha, Happiness Chijioke; Ilogho, Julie E; Ifeakachuku, Osinulu; Adetomiwa, Basiru; Usman, Kazeem Omeiza (Journal of Education and Learning, 2018)
Studies have shown inadequate reading materials for the visually impaired in Nigeria. Information technology has greatly advanced the provision of information to the visually impaired in other industrialized climes. This study investigated the extent of application of information technology to the transcription of reading materials for the visually impaired in Nigeria. The study adopted survey research design of the ex-post facto to select 470 personnel as respondents. A questionnaire titled Information Technology Use Scale (α=0.74), and Interview Schedule (α=0.75), were used. Data were analyzed using descriptive statistics and Pearson Product Moment Correlation. The findings indicate that information technology in transcription was low and a significant positive relationship between application of information technology and transcription of information materials (r=0.62: p<0.05). The study recommended among others that Multi-National Corporations should be sensitized to extend their Corporate Social Responsibility (CSR) activities to help in procuring modern information technology devices and software to enhance transcription.

An approach for teaching of national languages and cultures through ICT in Cameroon - Nkenlifack, Marcellin; Demsong, Bethin; Teko, A.; Nangue, Raoul (International Journal of Advanced Computer Science and Applications, 2011)
This article describes the input of ICT to the modernization of teaching national languages and cultures in order to promote cultural diversity as well as dissemination of scientific knowledge through national languages. This will also reinforce the understanding capacities of the population. This project will serve as the guideline towards development of scientific knowledge and know-how. It presents numerous psychological, pedagogic, scientific and social advantages, among which there is a sensitization of our languages and cultures, the deployment of a platform in some schools, the training of teachers in using ICT in language teaching, the distribution selflearning aids, the development of a website for analysis and dissemination of cultural data, of conservation of linguistic and cultural heritage, and worthiness of pre-requisites and local predispositions towards the emergence and development of technology. It will contribute to make concrete the introduction of teaching national languages in the school curricula in Cameroon.

Identité numérique et éducation: enseignement des langues camerounaises grâce aux TIC - Nkenlifack, Marcellin; Demsong, Bethin; Nangue, Raoul (International Journal of Information Sciences for Decision Making, 2011)
Keywords: ⛔ No DOI found

The contribution of ICTs to the delivery of special educational needs in Ghana: practices and potent - Nkansah, Godfred Bonnah; Unwin, Tim (Information Technology for Development, 2010)

Slum dwellers' response to free primary education: a case study of Kibera slum, Nairobi - Njeru, Caroline N. (University of Nairobi, 2010)

Ururimi rwa Kinyarwanda mu burezi ibihe: umugani cyangwa ukuri? - Niyomugabo, Cyprien (Journal of Educational Research and Review, 2015)
Keywords: ⛔ No DOI found

Abigisha n'abiga mu Rwanda babonye ubumenyi bwo kuvuga haba muri Kinyarwanda n'Icyongereza nyuma ya 2008-2011 bikurikiranye na politiki-y'indimi-mu burezi - Niyibizi, Epimaque (Rwanda Journal of Education, 2015)
Keywords: ⛔ No DOI found

Local governance, decentralisation and corruption in Bangladesh and Nigeria - Nixon, Hamish A D; Menocal, Alina Rocha; Bhattacharya, Debapriya; Fuad, Syed Muhtasim; Hassan, Idayat; Iwuamadi, Kelechi C; Rezbana, Umme Shefa; Yusuf, Shamsudeen (2018)
Keywords: ⛔ No DOI found

Effect of financial and non-financial motivation on performance of teachers in private secondary schools in Sheema Disrict, Uganda - Niwamanya, J. (Uganda Technology and Management University, 2016)
This cross-sectional descriptive study assessed the relationship between motivation and performance of teachers in private secondary schools in Sheema District, Uganda. Specifically, the study examined the relationship between financial motivation and teachers’ performance in private secondary schools in Sheema District; and examined the relationship between non-financial motivation and teachers’ performance in private secondary schools in Sheema district. Data was collected using questionnaire, interview guide and documentary review methods. Purposive sampling was used to select 10 head teachers from 10 private secondary schools in Sheema District, and 212 teachers out of 383 teachers from ten schools in Sheema District. Findings indicated that there was significant positive relationship between financial motivation and teachers’ performance in private secondary school teachers ( r=0.692at 0.000 significant level) as well as nonfinancial motivation being significantly positively related to performance of private secondary school teachers in Sheema District (r=0.616 at 0.000 significant level). Financial motivation impacts on performance of teachers by 69.2% while non-financial motivation impacts by 61.6%. The value of r square when all variables were operating at the same time was 50.7%. This demonstrates that difference in teacher performance can be explained by the differences in non-financial and financial factors. Other factors that affect teacher performance would explain 49.3% of the difference in teacher performance. Therefore there is a need to use both financial and non-financial rewards, although the financial motivation has more impact.

Thai Lip-Reading CAI for Hearing Impairment Student - Nittaya, Warunee; Wetchasit, Kaskaew; Silanon, Kittasil (2018 Seventh ICT International Student Project Conference (ICT-ISPC), 2018)
This paper is proposed the lip-reading computer assisted instruction (CAI) for hearing impairment student. It consists of two units: the first unit is a part of the learning lesson. In this unit, the student can learns the various categories of vocabulary. The vocabularies come from the thing which use in day life, such as Fruit, Animal, vehicles and so on. It enables student to practice pronunciation by looking at a model speaker mouth movement. The second unit is the multiple choice game. The student has to see lip-reading video and choose the correct answer choice. Experiments are tested with ten hearing impairment primary school students. The result of before and after practicing with the CAI system are evaluated. The rate of correctly mouth shape recognition is grater after practicing with the system for improvement of pronunciation.

NITDA | e-Learning Facilities - NITDA (2020)

Community Participation in School Management in Developing Countries - Nishimura, Mikiko (Oxford Research Encyclopedia of Education, 2017)
Community participation in school management has great potentials for removing mistrust and distance between people and schools by nurturing transparency of information and a culture of mutual respect and by jointly pursuing improvement of school by sharing vision, process, and results. Individual and organizational behavioral changes are critical to increase the level of participation. In countries where the administrative structures are weak, the bottom-up approach to expanding educational opportunity and quality learning may be the only option.Nevertheless, when community participation is implemented with a top-down manner without wider consultation on its aims, processes, and expected results, the consequences are likely to be conflicts between actors, a strong sense of overwhelming obligation, fatigue, inertia, and disparity in the degree and results of community participation between communities. Political aspects of school management and socio-cultural difference among the population require caution, as they are likely to induce partial participation or nonparticipation of the community at large. Community participation in school management will result in a long-term impact only if it involves a wide range of actors who can discuss and practice the possibilities of revisiting the definition of community and the way it should be.

Mapping teacher distribution analysis with digitation technology implementation to improve education management in Bengkkulu City - Nirwana, Nirwana; Vatresia, Arie; Utama, F.P (Proceedings of the International Conferennce on Educational Sciences and Teacher Profession (ICETeP 208), 2019)
Keywords: ⛔ No DOI found

In Ghana, Free High School Brings Opportunity and Grumbling - Nir, S.M. (2019)

Pakistan Demographic and Health Survey 2017-18 - NIPS/Pakistan, National Institute of Population Studies-; ICF (2019)
Keywords: ⛔ No DOI found