TY - RPRT TI - Technology use in teacher preparation and professional development in low- and middle-income countries: 2023 GEM Report – Evidence review AU - Hennessy, S. AU - D’Angelo, S. AU - Koomar, S. AU - Kreimeia, A. AU - Adam, T. AU - Cao, L. AU - Haßler, B. AB - An output of the EdTech Hub, https://edtechhub.org CN - 0104 DA - 2022/08/03/ PY - 2022 LA - en M3 - Evidence review * PB - EdTech Hub UR - https://docs.edtechhub.org/lib/8SKNCIXH KW - _r:AddedByZotZen ER - TY - BOOK TI - Learning from international experiences with interactive whiteboards: The role of professional development in integrating the technology AU - Hennessy, S. AU - London, L. T2 - OECD Education Working Papers No. 89. CY - Paris DA - 2013/// PY - 2013 PB - OECD Publishing UR - http://tinyurl.com/OECDIWBS ER - TY - RPRT TI - Literature Review in Science Education and the Role of ICT: Promise, Problems and Future Directions AU - Osborne, J. AU - Hennessy, S. CY - Bristol DA - 2003/// PY - 2003 PB - Nesta FutureLab SN - 6 ST - Literature Review in Science Education and the Role of ICT: Promise, Problems and Future Directions UR - http://www.nestafuturelab.org/research/reviews/se01.htm Y2 - 0025/01/06/00:00:00 ER - TY - JOUR TI - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development AU - Haßler, B AU - Hennessy, S AU - Hofmann, R T2 - Journal for Learning for Development DA - 2018/// PY - 2018 VL - 5 IS - 1 SP - 55 EP - 78 KW - ⛔ No DOI found ER - TY - JOUR TI - Trialling open educational resources for technology-supported teacher professional development in rural Zimbabwe AU - Walker, H. AU - Hennessy, S. AU - Pimmer, C. T2 - Research Papers in Education AB - This study reports on the adaptation and outcomes of a teacher professional development (TPD) programme in a rural Zimbabwean secondary school. The programme incorporated Open Educational Resources (OER), specifically OER4school materials, that were provided via tablet computers for teachers and students. A mixed-methods case study was employed to explore teachers’ perceptions, knowledge, experiences of interactive learning and teaching in relation to this TPD, as well as their perceptions and experiences of the role and value of using technology to support student learning. Video data from structured lesson observations were triangulated with teacher post-lesson interviews and thematically coded. The interviews indicated that all teachers demonstrated a change in mindset and a clear understanding of interactive teaching methods. However, the structured observations revealed that only half of the teachers were using these interactive methods. Teachers also emphasised the value of OER and tablet technologies in improving lesson planning and making classroom learning more authentic. The use of technology, as both a TPD medium and as a classroom tool, showed potential to enhance the quality of TPD and teacher quality. Yet more specific teacher development to support the interactive use of technology within the classroom would be beneficial. DA - 2022/// PY - 2022 DO - 10.1080/02671522.2022.2034925 ER - TY - JOUR TI - Supporting practitioner-led inquiry into classroom dialogue with a research-informed professional learning resource: A design-based approach AU - Hennessy, S AU - Kershner, R AU - Calcagni, E AU - Ahmed, F T2 - Review of Education DA - 2021/// PY - 2021 DO - http://dx.doi.org/10.1002/rev3.3269 VL - 9 IS - 3 KW - ⛔ No DOI found KW - ❓ Multiple DOI ER - TY - RPRT TI - A short guide on the use of technology in learning: Perspectives and toolkit for discussion AU - Haßler, Björn AU - Major, L AU - Warwick, P AU - Watson, S AU - Hennessy, S AU - Nichol, B AB - Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development DA - 2016/06/24/ PY - 2016 DP - Zenodo PB - University of Cambridge ST - A short guide on the use of technology in learning UR - https://zenodo.org/record/2626660#.Xil1Rmj7TQA Y2 - 2020/01/23/10:28:34 KW - _not_EdTechHub KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - RPRT TI - Perspectives on technology, resources and learning: Productive classroom practices, effective teacher professional development AU - Haßler, Björn AU - Major, L. AU - Warwick, P. AU - Watson, S. AU - Hennessy, S. AU - Nicholl, B. DA - 2016/// PY - 2016 DP - Zotero SP - 60 LA - en PB - University of Cambridge UR - https://www.educ.cam.ac.uk/people/staff/watson/Hassler%20et%20al%202016%20-%20Perspectives%20on%20Technology,%20Resources%20and%20Learning%20(Full).pdf KW - dode_eth-src-dode KW - dode_eth-trf2-dode KW - ⛔ No DOI found ER - TY - JOUR TI - School-based professional development in a developing context: Lessons learnt from a case study in Zambia AU - Haßler, Björn AU - Hennessy, S. AU - Cross,, A. T2 - Professional Development in Education AB - This paper reports on the development and outcomes of the second phase of OER4Schools, a school-based professional development programme supporting interactive forms of subject teaching in conjunction with Open Educational Resources (OER) and technology in Zambian primary schools. We worked with partners to identify the needs of school-based continuing professional development adapted to the local context; the programme was based on participatory, collaborative and inquiry-based pedagogies for both classroom learning and teacher development. We worked over a one-year period with four experienced teachers in two basic (primary) schools serving disadvantaged communities. Data were collected from observations, interviews, surveys, lesson planning/review meetings and team workshops. All participants integrated OER and technology into mathematics and science lessons and developed more interactive practices, including collaborative learning. Professional dialogue, quality conversations, reflective practice, cultural sensitivity, peer learning and cooperation were pivotal mechanisms through which teachers shifted their focus from teaching (and teacher exposition) to student learning. Seeing students as capable individuals, teachers raised their expectations and developed insight into interactive practices such as group work, providing meaningful opportunities for student collaboration and active learning by all. DA - 2014/// PY - 2014 DO - 10.1080/19415257.2014.938355 DP - Taylor and Francis+NEJM VL - 41 IS - 5 SP - 806 EP - 825 J2 - PDIE SN - 1941-5257 ST - School-based professional development in a developing context UR - https://doi.org/10.1080/19415257.2014.938355 KW - Author:Haßler KW - Open Educational Resources KW - Zambia KW - digital technology KW - dode_eth-src-dode KW - dode_eth-trf2-dode KW - interactive pedagogy KW - reflective practice KW - school-based professional development KW - sub-Saharan Africa ER - TY - CHAP TI - Use ICT to provide access to content, professional development and professional learning communities (Recommendation 7) AU - Lawrie, J. AU - Hennessy, S. AU - Haßler, Björn AU - Phalachandra T2 - Where it's needed most: quality professional development for all teachers A2 - Burns, M. A2 - Lawrie, J. CY - New York, NY DA - 2015/// PY - 2015 SP - 131 EP - 143 PB - Inter-Agency Network for Education in Emergencies (INEE) UR - https://inee.org/resources/where-its-needed-most-quality-professional-development-all-teachers KW - C:Fragile contexts KW - docs.opendeved.net ER - TY - RPRT TI - Developing use of ICT to enhance teaching and learning in East African schools: a review of the literature AU - Hennessy, S. AU - Onguko, B. AU - Ang'ondi, E.K. AU - Harrison, D. AU - Namalefe, S. AU - Naseem, A. AU - Wamakote, L. CY - Cambridge, UK and Dar es Salaam, TZ DA - 2010/// PY - 2010 SP - 121 PB - Faculty of Education, University of Cambridge and Aga Khan University Institute for Educational Development - Eastern Africa. SN - 1 ST - Developing use of ICT to enhance teaching and learning in East African schools: a review of the literature UR - http://www.educ.cam.ac.uk/centres/archive/cce/publications/CCE_Report1_LitRevJune0210.pdf AN - 4316 ER - TY - RPRT TI - An investigation of appropriate new technologies to support interactive teaching in Zambian schools (ANTSIT). A joint report from Aptivate and the Centre for Commonwealth Education (University of Cambridge). Final Report to DfID. AU - Haßler, Björn AU - Hennessy, S. AU - Lord, T. AU - Cross, A. AU - Jackson, A. AU - Simpson, M. CY - Cambridge DA - 2011/// PY - 2011 PB - Aptivate and University of Cambridge ST - An investigation of appropriate new technologies to support interactive teaching in Zambian schools (ANTSIT) UR - http://www.educ.cam.ac.uk/centres/archive/cce/initiatives/projects/antsit/DfIDANTSITReport_FINAL_2Mb-2.pdf KW - Author:Haßler KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER -