TY - RPRT TI - Technology use in teacher preparation and professional development in low-and middle-income countries - UNESCO Digital Library AU - Hennessy, Sara AU - D'Angelo, Sophia AU - Koomar, Saalim AU - Kreimeia, Adam AU - Adam, Taskeen AU - Cao, Lydia AU - Haßler, Björn T2 - Global Education Monitoring Report 2023: Background paper DA - 2023/// PY - 2023 SP - 81 EP - pages LA - English PB - UNESCO SN - ED/GEMR/MRT/2023/P1/8 UR - https://unesdoc.unesco.org/ark:/48223/pf0000386082 Y2 - 2023/10/19/18:00:39 ER - TY - RPRT TI - Lessons on Scalability Implementing Digital Personalized Learning in Public Schools AU - D'Angelo, Sophia AU - Barón, Juan AU - Mazari, Haani AU - Morales, Daniel AU - Tabares, Santiago Ospina AU - Santos, Paola Polanco AU - Kaye, Tom DA - 2024/// PY - 2024 PB - World Bank ER - TY - JOUR TI - Technology use for teacher professional development in low- and middle-Income countries: A systematic review AU - Hennessy, Sara AU - D'Angelo, Sophia AU - McIntyre, Nora AU - Koomar, Saalim AU - Kreimeia, Adam AU - Cao, Lydia AU - Brugha, Meaghan AU - Zubairi, Asma T2 - Computers and Education Open AB - Pre-service education and in-service teacher professional development (collectively termed teacher professional development or TPD here) can play a pivotal role in raising teaching quality and, therefore, learning outcomes for children and young people in low- and middle-income countries (LMICs). However, TPD opportunities in LMICs are limited, unsustained, and often not informed by recent research evidence, and outcomes are mixed. Educational technologies offer potential to enhance formally provided programmes and informal peer-learning forms of TPD. We present the first systematic review of the literature pertaining to technology-mediated TPD for educators of school-aged learners in LMICs, aiming to characterise appropriate and effective uses of technology along with specific constraints operating in those contexts. An in-depth synthesis of 170 studies was undertaken, considering macro-, meso- and micro-level factors during TPD design and implementation in the 40 LMICs represented. Volume of publications increased dramatically over the review period (2008–2020), indicating that the field is rapidly developing. Results largely showed benefits for teachers, but evidence for sustainability, cost-effectiveness or tangible impacts on classroom practice and student outcomes was thin. Promising, locally-contextualised forms of technology-mediated TPD included virtual coaching, social messaging, blended learning, video-stimulated reflection, and use of subject-specific software/applications. We report on the variable effectiveness of programmes and limited attention to marginalised groups. To maximise effectiveness of technology-enhanced TPD, the role of facilitators or expert peers is paramount – yet often glossed over – and the interpersonal dimension of teacher learning must be maintained. Recommendations are made for researchers, policymakers, teachers and teacher educators. DA - 2022/// PY - 2022 DO - 10.1016/j.caeo.2022.100080 VL - 3 LA - en-GB SN - 2666-5573 UR - https://www.sciencedirect.com/science/article/pii/S2666557322000088 KW - Disability KW - ICT KW - Read KW - Referenced KW - Teacher education and training KW - Teacher professional development KW - What works evidence KW - _EdTechHub_Output KW - _MELA_knowledge_product KW - _MELA_seen KW - e-learning KW - low- and middle-income countries (LMICs) KW - pedagogy KW - peer learning KW - teacher training KW - technology KW - ⛔ No DOI found ER - TY - RPRT TI - Technology, Teacher Professional Development and Low- and Middle-Income Countries: Technical report on systematic mapping review AU - Hennessy, Sara AU - D'Angelo, Sophia AU - McIntyre, Nora AU - Koomar, Saalim AU - Kreimeia, Adam AU - Cao, Lydia AU - Brugha, Meaghan AU - Zubairi, Asma AB - An output of the EdTech Hub, https://edtechhub.org CN - 0047 DA - 2021/09/23/ PY - 2021 LA - en M3 - Technical Report PB - EdTech Hub ST - Technology, teacher professional development and low- and middle-income countries UR - https://docs.edtechhub.org/lib/VTQDT65R KW - ___working_potential_duplicate KW - _r:AddedByZotZen ER - TY - RPRT TI - Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: Recommendations for policy from a systematic review AU - D'Angelo, Sophia AU - Hennessy, Sara AU - Kreimeia, Adam AU - Koomar, Saalim AU - Cao, Lydia AU - McIntyre, Nora AU - Brugha, Meaghan AU - Zubairi, Asma AB - An output of the EdTech Hub, https://edtechhub.org CN - 0080 DA - 2022/01/18/ PY - 2022 LA - en M3 - Policy Brief PB - EdTech Hub UR - https://docs.edtechhub.org/lib/7S9CUP77 KW - Read KW - Teacher education and training KW - _r:AddedByZotZen ER - TY - SOUND TI - Synthesis of Reviews on Teacher Professional Development in Sub-Saharan Africa AU - Haßler, Björn AU - D’Angelo, Sophia AU - Walker, Hannah AU - Marsden, Melissa CY - Cambridge, UK DA - 2019/10/18/ PY - 2019 LA - en-GB PB - Open Development & Education UR - https://docs.opendeved.net/lib/SC8FTPC4 Y2 - 2019/09/09/10:18:50 KW - _yl:i KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - ELEC TI - Gender, power and progress: How norms change AU - Harper, Caroline AU - Marcus, Rachel AU - George, Rachel AU - D'Angelo, Sophia AU - Samman, Emma T2 - Align Platform AB - This report is about gender norms – the implicit informal rules about appropriate behaviour for people of different genders – that most people accept and follow. It is about the ways in which gender equality, women’s and girls’ rights and the norms that shape the ability to claim those rights, have progressed over time. It examines how gender norms have changed in the 25 years since the UN’s Beijing Platform for Action on women’s rights was set out in 1995, and their role in progress and setbacks to achieving these rights. DA - 2020/12/09/T12:11:48+0000 PY - 2020 LA - en ST - Gender, power and progress UR - https://www.alignplatform.org/gender-power-progress Y2 - 2022/03/29/09:46:50 ER - TY - JOUR TI - GENDER, POWER AND PROGRESS AU - Harper, Caroline AU - Marcus, Rachel AU - George, Rachel AU - D’Angelo, Sophia AU - Samman, Emma DP - Zotero SP - 168 LA - en KW - ⛔ No DOI found ER -