TY - BLOG TI - Introducing the EdTech Hub’s programme for research in low-income countries – The EdTech Hub AU - Hennessy, Sara T2 - EdTech Hub DA - 2019/10/16/ PY - 2019 LA - en-GB UR - https://edtechhub.org/2019/10/16/introducing-the-edtech-hubs-programme-for-research-in-low-income-countries/ Y2 - 2019/10/16/00:00:00 KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - Advancing evidence-based decision making in LMICs: Focus of EdTech Hub’s work AU - Hennessy, Sara T2 - EdTech Hub AB - This blog sets out the Hub’s aims and approaches to identifying appropriate and effective uses of EdTech that can potentially raise learning outcomes in low- and middle-income countries (LMICs). Research shows that EdTech offers immense potential, but sustainable and positive change at scale has largely proved elusive in practice – particularly for marginalised learners where we focus our work.  To… DA - 2021/05/07/T12:52:18+00:00 PY - 2021 LA - en-US ST - Advancing evidence-based decision making in LMICs UR - https://edtechhub.org/2021/05/07/advancing-evidence-based-decision-making-in-lmics-focus-of-edtech-hubs-work/ Y2 - 2021/05/10/17:18:50 KW - _EdTechHub_Output ER - TY - RPRT TI - Teacher Attitudes Survey AU - Koomar, Saalim AU - Hennessy, Sara AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/03/31/ PY - 2022 LA - en M3 - Internal Papers PB - EdTech Hub UR - https://docs.edtechhub.org/lib/G2M69ZP4 KW - _r:AddedByZotZen ER - TY - RPRT TI - Position paper: Using EdTech to support teacher education and professional development in low- and middle-income countries (internal working paper). AU - Hennessy, Sara AU - Koomar, Saalim AU - Kreimeia, Adam DA - 2020/// PY - 2020 PB - EdTech Hub KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _dont_post_PDF ER - TY - RPRT TI - School Infrastructure Survey AU - Adam, Taskeen AU - Koomar, Saalim AU - Hennessy, Sara AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/03/31/ PY - 2022 LA - en M3 - Internal Papers PB - EdTech Hub UR - https://docs.edtechhub.org/lib/VIFG4IFF KW - _r:AddedByZotZen ER - TY - RPRT TI - Tanzanian Teachers’ Experiences of Teaching With Technology: Recommendations for policy and practice AU - Hennessy, Sara AU - Koomar, Saalim AU - Kreimeia, Adam AB - This policy brief reports on a teacher survey in Tanzania (July–November 2021) that EdTech Hub commissioned HakiElimu to conduct in order to inform the government’s ongoing national school-based TCPD reform. The survey items were taken from a landmark global survey of 20,000+ teachers’ reflections, experiences, and challenges concerning EdTech access and use, teaching and learning, and professional development over the preceding year, reported by a team from T4 Education and EdTech Hub. Keywords: Educational technology; learning outcomes; teacher needs; teacher professional development; teacher voice; technology access An output of the EdTech Hub, https://edtechhub.org CN - 0125 DA - 2022/// PY - 2022 LA - en M3 - Policy Brief PB - EdTech Hub UR - https://docs.edtechhub.org/lib/VNE3Q93U KW - _r:AddedByZotZen ER - TY - RPRT TI - Exploring the Relationship Between Teachers’ Use of Technology During the Covid-19 Pandemic in India and Their Perspectives on Students’ Motivation to Learn AU - Tailor, Kavita AU - Hennessy, Sara AU - Jordan, Katy AB - During the Covid-19 pandemic, a wealth of research emerged to quantify student learning and the accessibility of technology for learners. However, existing evidence highlights that access to technology did not equate to learning, yet few studies have investigated the underlying reasons behind this. As a correlating factor of learning achievement, this report investigates student motivation to learn, as perceived by teachers, and how this may have been influenced by their use of remote technologies during the pandemic. It elucidates the perspectives of teachers working remotely during the pandemic by presenting a secondary data analysis using the world’s largest teacher survey post-Covid-19 (the T4 teacher survey). It complements these findings with qualitative data gathered from eight teachers and education practitioners in India via an online focus group. Results from this study imply that teachers’ pedagogy was more important for student learning motivation than their use of technology and confirmed that more frequent interaction between teachers and students or parents can increase teacher perceptions of student learning motivation. Findings also suggest that student learning motivation may have significantly depended on the continued development of academic and socio-emotional skills. These findings have practical implications for improving remote learning and blended learning environments and for addressing the salient issue of rote learning in India. Keywords: student motivation, technology, learning loss, Covid-19, digital pedagogy, self-determination theory An output of the EdTech Hub, https://edtechhub.org CN - 0144 DA - 2023/// PY - 2023 LA - en M3 - Working Paper PB - EdTech Hub SN - 53 UR - https://docs.edtechhub.org/lib/D7VXZW6I KW - _r:AddedByZotZen ER - TY - RPRT TI - Uzoefu wa Walimu katika kufundisha kwa kutumia teknolojia nchini Tanzania Mapendekezo Juu ya Sera na Utekelezaji AU - Hennessy, Sara AU - Koomar, Saalim AU - Kreimeia, Adam AB - This is a Swahili version of the policy brief Teachers’ Experiences of Teaching With Technology in Tanzania: Recommendations for policy and practice published in October 2022. Muhtasari huu wa masuala ya kisera unatoa ripoti ya utafiti wa walimu nchini Tanzania (Julai-Novemba 2021) ambao EdTech Hub iliagiza HakiElimu kuufanya ili kuchangia taarifa itakayosaidia mchakato endelevu wa serikali kuleta mageuzi ya MEWAKA katika ngazi za shule na vituo vya walimu. Dodoso zilichukuliwa kutoka katika uchunguzi wa kihistoria wa kimataifa uliohusisha takriban walimu 20,000+ , kuhusu uzoefu na changamoto zao katika ufikiaji na matumizi ya EdTech, ufundishaji na ujifunzaji, na maendeleo ya kitaaluma katika mwaka 2021, iliyoripotiwa na timu kutoka T4 Education na EdTech Hub. Maneno muhimu: teknolojia ya elimu; matokeo ya kujifunza; mahitaji ya mwalimu; mafunzo endelevu ya taaluma ya ualimu; sauti ya mwalimu / Kauli ya mwalimu; ufikiaji wa teknolojia An output of the EdTech Hub, https://edtechhub.org CN - 0147 DA - 2023/// PY - 2023 LA - Swahili M3 - Muhtasari Wa Sera / Policy Brief PB - EdTech Hub UR - https://docs.edtechhub.org/lib/ECXPS38I KW - _r:AddedByZotZen ER - TY - RPRT TI - Problem Analysis and Focus of EdTech Hub’s Work: Technology in Education in Low- and Middle-Income Countries AU - Hennessy, Sara AU - Jordan, Katy AU - Wagner, Daniel A. AU - EdTech Hub Team DA - 2021/// PY - 2021 M3 - Working Paper PB - The EdTech Hub SN - 7 ST - Problem Analysis and Focus of EdTech Hub’s Work UR - https://docs.edtechhub.org/lib/PBXBB7LF KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Congo, Democratic Republic COD KW - _C:El Salvador SLV KW - _C:Gambia GMB KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Ireland IRL KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Pakistan PAK KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Zambia ZMB KW - _C:eSwatini SWZ KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - __C:scheme:1 KW - ___working_potential_duplicate KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Problem Analysis and Focus of EdTech Hub’s Work: Technology in Education in Low- and Middle-Income Countries AU - Hennessy, Sara AU - Jordan, Katy AU - Wagner, Daniel A. AU - EdTech Hub Team DA - 2021/// PY - 2021 M3 - Working Paper PB - The EdTech Hub SN - 7 ST - Problem Analysis and Focus of EdTech Hub’s Work UR - https://docs.edtechhub.org/lib/PBXBB7LF KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Congo, Democratic Republic COD KW - _C:El Salvador SLV KW - _C:Gambia GMB KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Ireland IRL KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Pakistan PAK KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Zambia ZMB KW - _C:eSwatini SWZ KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - __C:scheme:1 KW - ___working_potential_duplicate KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER - TY - JOUR TI - Reflections on technology, teaching, learning, and professional development: Findings from a teacher survey in Tanzania AU - Koomar, Saalim AU - Hennessy, Sara AU - Zubairi, Asma AU - Kindoli, Robert AU - Kreimeia, Adam T2 - African Educational Research Journal AB - This paper presents findings from a survey of 774 government school teachers across Tanzania over the period 2020-2021. The aims were to capture teachers' recent experiences concerning (1) access and use of technology; (2) any student learning losses observed, and teachers' recommendations to address lost learning; and (3) experiences and needs concerning teacher professional development (TPD). Key findings were (1) forty percent of teachers reported that their school lacked access to any form of technological device, with almost half stating they never used digital technologies for teaching and learning purposes. (2) Almost half of the teachers perceived that girls' learning suffered more than boys, and more than 60% of teachers believed learners from the financially poorest households suffered the greatest learning losses. (3) Teachers in Tanzania engaged in very little TPD and wanted increased support. The key differences across teacher groups were further examined by demographic factors, with notable differences apparent between urban and rural teachers, teachers with different levels of experience and different qualification levels. Recommendations are presented to stakeholders across the education ecosystem, including policymakers, school leaders, TPD designers, teachers, and researchers. The findings inform a national technology-mediated TPD programme in Tanzania. DA - 2022/// PY - 2022 DO - 10.30918/AERJ.104.22.048 DP - ERIC VL - 10 IS - 4 SP - 342 EP - 368 LA - en SN - 2354-2160 ST - Reflections on Technology, Teaching, Learning, and Professional Development UR - https://eric.ed.gov/?id=EJ1373064 Y2 - 2023/10/12/18:52:35 KW - Access to Computers KW - Elementary School Teachers KW - Faculty Development KW - Foreign Countries KW - Gender Differences KW - Learning Processes KW - Pedagogical Content Knowledge KW - Poverty KW - Public School Teachers KW - Rural Urban Differences KW - Secondary School Teachers KW - Social Differences KW - Teacher Attitudes KW - Teacher Characteristics KW - Teacher Qualifications KW - Teacher Surveys KW - Teaching Experience KW - Teaching Methods KW - Technological Literacy KW - Technology Integration KW - Technology Uses in Education KW - _r:AddedByZotZen ER - TY - BOOK TI - Bridging between research and practice: Supporting professional development through collaborative studies of classroom teaching with technology AU - Hennessy, Sara AB - This book presents a fresh approach to bridging the perceived gap between academic and classroom cultures. It describes a unique form of research partnership whereby Cambridge University academics and school teachers together grappled with and reformulated theory – through in-depth case studies analysing practice using interactive whiteboards in five subject areas. The inquiry exploited the collaborators’ complementary professional knowledge bases. Teachers’ voices are particularly audible in co-authored case study chapters. Outcomes included deeper insights into concepts of sociocultural learning theory and classroom dialogue, more analytical mindsets, sustained new practices and ways of working collegially. The book reflects upon the power of lesson video review and details how the co-inquirers negotiated “intermediate theory” – bridging educational theory and specific settings – framed in mutually accessible language and embodied in interactive multimedia resources for teacher development. These include video clips, analytic commentary from multiple perspectives, lesson materials, plus optional prompts for reflection and critique – not models of “best practice”. The resources make pedagogy explicit and vividly illustrate the book’s ideas, offering theory-informed yet practical tools designed with and for practitioners. Hennessy and colleagues have tested a model of ongoing, teacher-led development and innovation, professional dialogue and classroom trialing stimulated by discussing selected multimedia resources. The book will interest academic and teacher researchers, initial teacher educators, professional development leaders, mentors, plus practitioners interested in using interactive whiteboards and dialogic teaching. It explores widening approaches to collegial development to reach educators working in other contexts (with and without technology). This could involve intermediate theory building or shortcutting by sharing and adapting the outcomes – springboarding teachers’ further critique and professional learning. “I cannot recommend this book too highly … it weaves a complex developmental story with a range of facets. It emphasises clearly the rigour of the research that was conducted, while demonstrating the complexity of the inter-relationships, practices and issues for both teachers and researchers in developing practical and theoretical knowledge. Its graphic insights through text and associated media provide exemplars for teachers and those who work with teachers as a rich resource. It shows us all what can be achieved and the means of achieving it.” Prof. Barbara Jaworski, University of Loughborough DA - 2014/// PY - 2014 SP - XXXII, 366 PB - Sense Publishers SN - 978-94-6209-434-5 UR - https://www.springer.com/gp/book/9789462094345 ER - TY - RPRT TI - Research publication strategy and proposed publications AU - Haßler, Björn AU - McIntyre, Nora AU - Hollow, David AU - Jordan, Katy AU - Hennessy, Sara AU - Brugha, Meaghan AU - Mitchell, Joel DA - 2019/12/18/ PY - 2019 M3 - Working Paper PB - EdTech Hub SN - 4 UR - http://docs.edtechhub.org/lib/NM6CPLE9 KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _yl:n KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Turning to technology: A global survey of teachers' responses to the Covid-19 pandemic AU - Pota, Vikas AU - Hennessy, Sara AU - Koomar, Saalim AU - Kreimeia, Adam AU - Zubairi, Asma AU - Aerts, Carla AU - Gault, Claire AB - A global survey of teachers’ responses to the Covid-19 pandemic DA - 2021/// PY - 2021 LA - en M3 - T4 Insights Report PB - T4 Education & EdTech Hub UR - https://t4.education/turning-to-technology/ ER - 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 - Problem Analysis. A Global Public Good produced by the EdTech Hub (https://EdTechhub.org, #EdTechHub). AU - Hennessy, Sara AU - Jordan, Katy AU - Haßler, Björn AU - Hollow, David AU - Brugha, Meaghan AU - Jamieson Eberhardt, Molly AU - Sabates, Ricardo AB - An output by the EdTech Hub - #EdTechHub, https://edtechhub.org DA - 2020/01/31/ PY - 2020 LA - en M3 - Working Paper PB - EdTech Hub SN - 5 ST - Technology in education in low-income countries UR - https://doi.org/10.5281/zenodo.3352007 KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode 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 - BLOG TI - MEWAKA in Tanzania: Emerging findings on tech-supported teacher professional development AU - Koomar, Saalim AU - Massam, Winston AU - Anthony, Gervace AU - Mrope, Winifrida AU - Adam, Taskeen AU - Hennessy, Sara AU - Mtenzi, Fredrick AU - Proctor, Jamie AU - Komba, Aneth AU - Mwakabungu, Fika AU - Barretto, Johnpaul AU - Barretto, Saalim Koomar, Winston Massam, Gervace Anthony, Winifrida Mrope, Taskeen Adam, Sara Hennessy, Fredrick Mtenzi, Jamie Proctor, Aneth Komba, Fika Mwakabungu and Johnpaul T2 - EdTech Hub AB - MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teachers’ Continuous Professional Development (TCPD)) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The programme is decentralised, with teacher learning based in schools and focused on semi-structured Communities of Learning (CoLs). CoLs are spaces where teachers can gather weekly to discuss and reflect on issues most relevant to their schools as well as learn and improve their pedagogical skills. Peer facilitators help teachers to collaboratively solve problems, learn new approaches to improve their practice, and generally create a culture of reflection and school improvement. DA - 2023/03/03/T15:31:18+00:00 PY - 2023 LA - en-US ST - MEWAKA in Tanzania UR - https://edtechhub.org/2023/03/03/mewaka-in-tanzania-emerging-findings-on-tech-supported-teacher-professional-development/ Y2 - 2023/10/17/13:36:22 ER - TY - RPRT TI - Systemic Mixed-Methods Research — A conceptual framework for EdTech research along the IDIA scale AU - Haßler, Björn AU - Hennessy, Sara AU - Hollow, David AU - Simpson, Lea AU - Carter, Alice AU - Damani, Kalifa AU - Francis, Gill AU - Jordan, Katy AU - McIntyre, Nora AU - Mitchell, Joel DA - 2019/01/09/ PY - 2019 LA - en M3 - Working Paper PB - EdTech Hub SN - 1 UR - https://docs.edtechhub.org/lib/RUSE8WYV KW - LP: English KW - R:Mixed methods KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _dont_post_PDF KW - _yl:f KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Design-Based Implementation Research Baseline Data Collection: Technical report AU - Koomar, Saalim AU - Adam, Taskeen AU - Massam, Winston Edward AU - Anthony, Gervace AU - Mrope, Winifrida Jacob AU - Mtenzi, Fredrick AU - Mwakabungu, Fika AU - Komba, Aneth AU - Hennessy, Sara AU - Barretto, Johnpaul AB - This research study aims to investigate the effectiveness, cost-effectiveness, and sustainability of a tech-supported, decentralised, and school-based teacher continuous professional development (TCPD) model, to improve learning outcomes in rural Tanzanian primary schools. The research will test and iteratively improve the national TCPD model and roll-out (including the semi-structured Communities of Learning), as outlined in the Tanzanian National TCPD Implementation Plan (2021). We seek to understand the model’s effectiveness and the role that technology can play. The research team includes researchers from EdTech Hub, Aga Khan University, and the Tanzania Institute of Education. The study employs a Design-Based Implementation Research (DBIR) approach in the first phase and an experimental study in the second phase. Keywords: teacher professional development; EdTech; design-based implementation research; Tanzania; Community of Learning; school-based An output of the EdTech Hub, https://edtechhub.org CN - 0141 DA - 2022/06/27/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/KMQCABXM KW - _r:AddedByZotZen ER - TY - RPRT TI - Technology and Teacher Professional Development in Tanzania: Research instruments pack AU - Koomar, Saalim AU - Massam, Winston AU - Jacob, Winnie AU - Gervace, Anthony AU - Adam, Taskeen AU - Hennessy, Sara AU - Chachage, Kristeen AU - Malibiche, Mustafa AU - Mutura, Emmanuel AU - Mtenzi, Fredrick AU - Mwakabungu, Fika AB - This pack contains links to research instruments developed by EdTech Hub, Aga Khan University, and Tanzania Institute of Education for a study investigating the impact of a national teacher professional development programme on primary-level learning outcomes. The tools have been developed iteratively, with substantive piloting having taken place, both in workshop settings and in schools. They draw on good practice examples, such as the World Bank’s TEACH tool for classroom observation and other research projects the team have worked on. We are making these tools available to other researchers and practitioners and hope that they will prove useful. They are provided in editable format so that others can modify them as they see fit. CN - 0148 DA - 2023/03/02/ PY - 2023 LA - en M3 - Research Instruments and Tools PB - EdTech Hub UR - https://docs.edtechhub.org/lib/GXM765F3 KW - _r:AddedByZotZen ER - TY - RPRT TI - Teknolojia na maendeleo ya taaluma ya walimu nchini Tanzania: Zana za utafiti AU - Koomar, Saalim AU - Massam, Winston AU - Jacob, Winnie AU - Gervace, Anthony AU - Adam, Taskeen AU - Hennessy, Sara AU - Chacage, Kristeen AU - Malibiche, Mustafa AU - Mutura, Emmanuel AU - Mtenzi, Fredrick AU - Mwakabungu, Fika AB - Kifurushi hiki kina zana za utafiti zilizotengenezwa na EdTech Hub, Aga Khan University, na Taasisi ya Elimu Tanzania kwa ajili ya utafiti unaochunguza athari za programu ya maendeleo ya kitaaluma ya walimu kwenye matokeo ya masomo ya ngazi ya msingi. Zana zimetengenezwa na kufanyiwa majaribio makubwa katika warsha, pamoja na shuleni. Zana hizi zimetengenezwa kwa kuzingatia mifano mizuri kama vile zana ya Benki ya Dunia ya TEACH ya uchunguzi wa darasani, pamoja na miradi mingine ya utafiti ambayo timu imefanyia kazi. Tunaweka zana hizi zipatikane kwa watafiti wengine na watendaji tukitumai kuwa zitakuwa za manufaa. Zana hizi zinapatikana kwa umbizo linaloweza kuhaririwa ili wengine waweze kuhariri inavyofaa kwao. CN - 0149 DA - 2023/03/06/ PY - 2023 LA - Swahili M3 - Research Instruments and Tools / Zana za utafiti PB - EdTech Hub UR - https://docs.edtechhub.org/lib/6V4DBZR8 KW - _r:AddedByZotZen ER - TY - RPRT TI - Literature Reviews of Educational Technology Research in Low- and Middle-Income Countries: An audit of the field AU - Haßler, Björn AU - Adam, Taskeen AU - Brugha, Meaghan AU - Damani, Kalifa AU - Allier-Gagneur, Zoe AU - Hennessy, Sara AU - Hollow, David AU - Jordan, Katy AU - Martin, Kevin AU - Murphy, Mary AU - Walker, Hannah CN - 0015 DA - 2019/12/18/ PY - 2019 M3 - Working Paper PB - EdTech Hub SN - 2 UR - http://docs.edtechhub.org/lib/NM6CPLE9 KW - LP: English KW - R:Literature review, systematic review KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _yl:g KW - _zenodoETH:submitted KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode KW - educational technology, EdTech, low-income countries, literature review ER - TY - RPRT TI - Keyword inventory (version 1) AU - Haßler, Björn AU - Adam, Taskeen AU - Brugha, Meaghan AU - Damani, Kalifa AU - Allier-Gagneur, Zoe AU - Hennessy, Sara AU - Hollow, David AU - Jordan, Katy AU - Martin, Kevin AU - Murphy, Mary AU - Walker, Hannah AB - The document contains the keyword inventory used for automated searching. This file is now superseeded by DOI: 10.5281/zenodo.3908363, see https://docs.edtechhub.org/lib/55A44ZRB. CN - 0016 DA - 2019/10/31/ PY - 2019 M3 - Working Paper - Research Instrument PB - EdTech Hub SN - 08-1 UR - https://docs.edtechhub.org/lib/LSEETV6K KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _yl:p KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Country list with HDI, iHDI, MPI and Gini (version 1) AU - Haßler, Björn AU - Adam, Taskeen AU - Brugha, Meaghan AU - Damani, Kalifa AU - Allier-Gagneur, Zoe AU - Hennessy, Sara AU - Hollow, David AU - Jordan, Katy AU - Martin, Kevin AU - Murphy, Mary AU - Walker, Hannah AB - This is pdf of a country list with HDI, iHDI, MPI and Gini. This file is now superseeded by DOI: 10.5281/zenodo.3908363, see https://docs.edtechhub.org/lib/55A44ZRB (which will also be available as a data file). CN - 0017 DA - 2019/01/09/ PY - 2019 M3 - Research instrument PB - EdTech Hub SN - 08-2 UR - https://docs.edtechhub.org/lib/3BG5X7VG KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _yl:q KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Methodology for literature reviews AU - Haßler, Björn AU - Adam, Taskeen AU - Allier-Gagneur, Zoe AU - Blower, Thomas AU - Brugha, Meaghan AU - Damani, Kalifa AU - Hennessy, Sara AU - Martin, Kevin AU - Megha-Bongnkar, Ghislaine AU - Murphy, Mary AU - Walker, Hannah AU - Walker, Hannah AB - An output of the EdTEch Hub CN - 0002 DA - 2021/02/01/ PY - 2021 DP - DOI.org (Crossref) LA - en M3 - Working Paper PB - EdTech Hub SN - 10 UR - https://docs.edtechhub.org/lib/2CKWI7RR KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _yl:k KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - SLIDE TI - Reimagining Teacher Professional Development for Scalable, Sustainable and Equitable Outcomes - Using EdTech Research Evidence T2 - Asian Development Bank 9th International Skills Forum: Reimagining Education and Skills Development for a New Normal A2 - Hennessy, Sara A2 - Koomar, Saalim CY - Virtual DA - 2021/08/27/ PY - 2021 LA - en M3 - Conference Panel Presentation UR - https://events.development.asia/materials/20210827/reimagining-teacher-professional-development-scalable-sustainable-and-equitable Y2 - 2022/01/05/12:15:08 ER - TY - RPRT TI - MEWAKA National Teacher Development Reform in Tanzania: Design-Based Implementation Research: Cycle 1 Findings AU - Koomar, Saalim AU - Massam, Winston AU - Chachage, Kristeen AU - Anthony, G. AU - Mrope, Winifrida Jacob AU - Malibiche, Mustafa AU - Mutura, Emmanuel AU - Adam, Taskeen AU - Hennessy, Sara AU - Mtenzi, Fred AU - Komba, Aneth AU - Mwakabungu, Fika AU - Paskali, Jonathan Hegwa AU - Nkya, H. AB - MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teacher Continuous Professional Development [TCPD]) is a landmark, school-based teacher professional development programme being implemented nationally by the Government of Tanzania, with the ultimate aim of raising learning outcomes in schools. EdTech Hub, Aga Khan University, and the Tanzania Institute of Education (TIE) are conducting research to iteratively enhance the MEWAKA implementation at primary school level and to understand the role that technology can play in scaling TCPD. This report presents the findings and recommendations from the first cycle of design-based implementation research (DBIR) conducted in rural schools in the Lindi region. Following a pilot peer facilitator workshop, data was collected through observation and self-reporting methods between September and December 2022. The aims were to capture stakeholders' perspectives at all levels of the education system and to see how schools are implementing the programme on the ground. The emerging findings and recommendations are being used to inform the redesign and further implementation of this TCPD model, and were used to identify key areas to test and investigate in the second cycle of the DBIR in 2023. Keywords: teacher professional development; design-based implementation research; Tanzania; primary education An output of the EdTech Hub, https://edtechhub.org CN - 0167 DA - 2024/// PY - 2024 LA - en M3 - Technical report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/XHJC3W67 KW - _r:AddedByZotZen ER - TY - RPRT TI - TCPD in Tanzania: Design-Based Implementation Research Cycle 1 Recommendations Policy Brief AU - Koomar, Saalim AU - Massam, Winston AU - Chachage, Kristeen AU - Anthony, Gervace AU - Mrope, Winifrida Jacob AU - Malibiche, Mustafa AU - Mutura, Emmanuel AU - Adam, Taskeen AU - Hennessy, Sara AU - Mtenzi, Frederick AU - Komba, Aneth AU - Mwakabungu, Fika AU - Paskali, Jonathan Hegwa AU - Nkya, Henry AB - MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teachers’ Continuous Professional Development (TCPD)) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The current and ongoing research project, The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania, using Design-Based Implementation Research (DBIR), closely aligned with the Tanzania National TCPD implementation plan (TIE, 2021), evaluates the initial implementation of MEWAKA at school level. This policy brief presents a summary of the key findings and recommendations from the first cycle of the DBIR carried out between September and December 2022. Keywords: TCPD; teacher professional development; design-based implementation research; primary education; tanzania; communities of learning An output of the EdTech Hub, https://edtechhub.org CN - 0166 DA - 2023/05/19/ PY - 2023 LA - en M3 - Policy Brief PB - EdTech Hub UR - https://docs.edtechhub.org/lib/HUR5C9QN KW - _r:AddedByZotZen ER - TY - RPRT TI - TCPD in Tanzania: Design-Based Implementation Research Cycle 2 Recommendations Policy Brief AU - Koomar, Saalim AU - Chachage, Kristeen AU - Swai, Calvin AU - Massam, Winston AU - Anthony, Gervace AU - Mrope, Winifrida Jacob AU - Malibiche, Mustafa AU - Mutura, Emmanuel AU - Adam, Taskeen AU - Hennessy, Sara AU - Mtenzi, Frederick AU - Komba, Aneth AU - Mwakabungu, Fika AU - Paskali, Jonathan Hegwa AU - Nkya, Henry AB - An output of the EdTech Hub, https://edtechhub.org/ CN - edtechhub.1013 DA - 2024/04/19/T05:00:00.000Z PY - 2024 LA - en M3 - Other PB - EdTech Hub UR - https://docs.edtechhub.org/lib/72SNIVDF KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - JOUR TI - Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year AU - Hennessy, Sara AU - Haßler, Björn AU - Hofmann, R. T2 - Research Papers in Education AB - Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers' thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving. DA - 2016/08/07/ PY - 2016 DO - 10.1080/02671522.2015.1073343 DP - Google Scholar VL - 31 IS - 4 SP - 399 EP - 427 LA - en SN - 0267-1522 UR - https://www.repository.cam.ac.uk/bitstream/handle/1810/261133/Hennessy_et_al-2015-Research_Papers_in_Education-AM.pdf?sequence=1 KW - C:sub-Saharan Africa KW - CAREER development KW - EDUCATION -- Study & teaching KW - GRADUATE education KW - PROFESSIONAL education KW - TEACHER training KW - ZAMBIA KW - Zambia KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2099887 KW - ___working_potential_duplicate KW - __finaldtb KW - digital technology KW - docs.opendeved.net KW - dode_eth-src-dode KW - dode_eth-trf2-dode KW - interactive pedagogy KW - open educational resources KW - sub-Saharan Africa KW - teacher professional development ER - TY - JOUR TI - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development AU - Haßler, Björn AU - Hennessy, Sara AU - Hofmann, Riikka T2 - Journal of Learning for Development AB - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this concept paper we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our experiences of over 5 years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. “OER4Schools” integrates interactive pedagogy, Open Educational Resources (OER) and use of mobile devices (where available). The focus of this paper is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through use of OER. Our conclusions thereby offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for programme design and implementation, that should be taken on board by future initiatives. DA - 2018/03/17/ PY - 2018 DP - Google Scholar VL - 5 IS - 1 SP - 58 EP - 78 J2 - Journal of Learning for Development LA - en SN - 2311-1550 ST - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa UR - https://files.eric.ed.gov/fulltext/EJ1174461.pdf KW - Active Learning KW - Africa KW - Author:Haßler KW - C:sub-Saharan Africa KW - Developing Nations KW - Educational Technology KW - Elementary Secondary Education KW - Faculty Development KW - Foreign Countries KW - Handheld Devices KW - Inservice Teacher Education KW - Low Income Groups KW - Motivation KW - Open Educational Resources KW - Peer Teaching KW - Resource Allocation KW - Rural Schools KW - Scaffolding (Teaching Technique) KW - Scheduling KW - Shared Resources and Services KW - Sustainable Development KW - Sustainable Development Goal 4 KW - Teacher Professional Development KW - Technology Uses in Education KW - Telecommunications KW - ___working_potential_duplicate KW - dode_eth-src-dode KW - dode_eth-trf2-dode KW - peer-facilitation KW - school-based active learning KW - sub-Saharan Africa KW - ⛔ No DOI found ER - TY - JOUR TI - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development AU - Haßler, Björn AU - Hennessy, Sara AU - Hofmann, Riikka AB - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. DA - 2018/// PY - 2018 DP - Google Scholar VL - 5 IS - 1 J2 - Journal of Learning for Development ST - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa UR - https://jl4d.org/index.php/ejl4d/article/view/264 KW - AWP2 KW - Active Learning KW - Africa KW - Author:Haßler KW - CitedIn:DFID_SRF KW - CitedIn:OER4S-TPE-Anon KW - CitedIn:OER4Schools-2012-HHH1-anon KW - CitedIn:PhD_Thesis KW - DIAL-RDO KW - Developing Nations KW - Educational Technology KW - Elementary Secondary Education KW - Faculty Development KW - Foreign Countries KW - Handheld Devices KW - IMPORT_FROM_DFID_RITE KW - InPrep KW - Inservice Teacher Education KW - Low Income Groups KW - Motivation KW - OER4Schools KW - Open Educational Resources KW - Peer Teaching KW - RPF-May-2016 KW - Resource Allocation KW - Rural Schools KW - Scaffolding (Teaching Technique) KW - Scheduling KW - Shared Resources and Services KW - Sustainable Development KW - Sustainable Development Goal 4 KW - Teacher Professional Development KW - Technology Uses in Education KW - Telecommunications KW - ___working_potential_duplicate KW - missingHU KW - peer-facilitation KW - school-based active learning KW - sub-Saharan Africa KW - ⛔ No DOI found ER - TY - JOUR TI - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development AU - Haßler, Björn AU - Hennessy, Sara AU - Hofmann, Riikka AB - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. DA - 2018/// PY - 2018 DP - Google Scholar VL - 5 IS - 1 J2 - Journal of Learning for Development ST - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa UR - https://jl4d.org/index.php/ejl4d/article/view/264 KW - AWP2 KW - Active Learning KW - Africa KW - Author:Haßler KW - CitedIn:DFID_SRF KW - CitedIn:OER4S-TPE-Anon KW - CitedIn:OER4Schools-2012-HHH1-anon KW - CitedIn:PhD_Thesis KW - DIAL-RDO KW - Developing Nations KW - Educational Technology KW - Elementary Secondary Education KW - Faculty Development KW - Foreign Countries KW - Handheld Devices KW - IMPORT_FROM_DFID_RITE KW - InPrep KW - Inservice Teacher Education KW - Low Income Groups KW - Motivation KW - OER4Schools KW - Open Educational Resources KW - Peer Teaching KW - RPF-May-2016 KW - Resource Allocation KW - Rural Schools KW - Scaffolding (Teaching Technique) KW - Scheduling KW - Shared Resources and Services KW - Sustainable Development KW - Sustainable Development Goal 4 KW - Teacher Professional Development KW - Technology Uses in Education KW - Telecommunications KW - ___working_potential_duplicate KW - missingHU KW - peer-facilitation KW - school-based active learning KW - sub-Saharan Africa KW - ⛔ No DOI found ER - TY - JOUR TI - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development AU - Haßler, Bjoern AU - Hennessy, Sara AU - Hofmann, Riikka T2 - Journal of Learning for Development AB - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this concept paper we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our experiences of over 5 years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. “OER4Schools” integrates interactive pedagogy, Open Educational Resources (OER) and use of mobile devices (where available). The focus of this paper is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through use of OER. Our conclusions thereby offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for programme design and implementation, that should be taken on board by future initiatives. DA - 2018/03/17/ PY - 2018 DO - 10.56059/jl4d.v5i1.264 DP - jl4d.org VL - 5 IS - 1 LA - en SN - 2311-1550 ST - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa UR - https://jl4d.org/index.php/ejl4d/article/view/264 Y2 - 2022/08/22/21:29:47 KW - Open Educational Resources KW - Sustainable Development Goal 4 KW - Teacher Professional Development KW - peer-facilitation KW - school-based active learning KW - sub-Saharan Africa ER - TY - JOUR TI - Trialling open educational resources for technology-supported teacher professional development in rural Zimbabwe AU - Walker, Hannah AU - Hennessy, Sara AU - Pimmer, Christoph T2 - Research Papers in Education DA - 2022/// PY - 2022 DO - 10.1080/02671522.2022.2034925 UR - https://doi.org/10.1080/02671522.2022.2034925 ER - TY - JOUR TI - Trialling open educational resources for technology-supported teacher professional development in rural Zimbabwe AU - Walker, Hannah AU - Hennessy, Sara AU - Pimmer, Christoph T2 - Research Papers in Education DA - 2022/// PY - 2022 DO - 10.1080/02671522.2022.2034925 UR - https://doi.org/10.1080/02671522.2022.2034925 ER - TY - JOUR TI - Challenges and opportunities for teacher professional development in interactive use of technology in African schools AU - Hennessy, Sara AU - Haßler, Bjoern AU - Hofmann, Riikka T2 - Technology, Pedagogy and Education AB - This article examines the supporting and constraining factors influencing professional learning about interactive teaching and mobile digital technology use in low-resourced basic schools in sub-Saharan Africa. It draws on a case study of iterative development and refinement of a school-based, peer-facilitated professional learning programme (‘OER4Schools’) that integrated use of mobile technologies, digital open educational resources and interactive pedagogy. The research and development involved teachers in three Zambian primary schools and culminated in an extensive multimedia resource. Using an ecological framework, factors emerging were characterised at three levels: teacher, school, and the wider community and policy context. They include school organisation and leadership, teacher motivation and perceptions of opportunities for professional learning and change, teacher views of pupil capabilities, availability of resources, teacher collaboration, and viewpoints of parents and policymakers. [ABSTRACT FROM PUBLISHER] DA - 2015/// PY - 2015 DO - 10.1080/1475939X.2015.1092466 DP - EBSCOhost VL - 24 IS - 5 SP - 1 EP - 28 J2 - Technology, Pedagogy & Education LA - en SN - 1475939X UR - https://www.researchgate.net/publication/303388174_Challenges_and_opportunities_for_teacher_professional_development_in_interactive_use_of_technology_in_African_schools KW - ADULTS KW - AFRICA KW - Article KW - CAREER development KW - Digital Technology KW - EDUCATION KW - EDUCATIONAL technology research KW - Interactive Pedagogy KW - Open Educational Resources KW - PRIMARY school teachers KW - Sub-Saharan Africa KW - Zambia KW - _THEME: Teacher Professional Development KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2099892 KW - __finaldtb KW - digital technology KW - interactive pedagogy KW - open educational resources KW - sub-Saharan Africa KW - teacher professional development ER - TY - JOUR TI - Tablet use in schools: a critical review of the evidence for learning outcomes AU - Haßler, Björn AU - Major, Louis AU - Hennessy, Sara T2 - Journal of Computer Assisted Learning DA - 2016/// PY - 2016 DO - 10.1111/jcal.12123 DP - Google Scholar VL - 32 IS - 2 SP - 139 EP - 156 ST - Tablet use in schools KW - Android KW - Author:Haßler KW - dode_eth-src-dode KW - dode_eth-trf2-dode KW - iPad KW - learning outcomes KW - school KW - systematic reviews KW - tablets ER - TY - JOUR TI - Teacher factors influencing classroom use of ICT in sub-Saharan Africa AU - Hennessy, Sara AU - Harrison, David AU - Wamakote, Leonard T2 - Itupale Online Journal of African Studies AB - This paper synthesises the research literature on teachers‟ use of Information and Communication Technology (ICT) in primary and secondary schools in sub-Saharan Africa, with a particular emphasis on improving the quality of subject teaching and learning. We focus on the internal factors of influence on teachers‟ use, or lack of use, of technology in the classroom. Our discussion attends to perceptions and beliefs about ICT and their motivating effects, technological literacy and confidence levels, pedagogical expertise related to technology use, and the role of teacher education. These factors are discussed in light of significant infrastructure and other external issues. We conclude by drawing out a number of pedagogical implications for initial teacher education and professional development to bring schooling within developing contexts into the 21 st century. DA - 2010/// PY - 2010 DP - Semantic Scholar VL - 2 SP - 39 EP - 54 UR - https://pdfs.semanticscholar.org/56ec/8d2248a546352fed0f520972b57034334a45.pdf KW - Schools, Secondary KW - Scientific literature KW - ⛔ No DOI found ER - TY - JOUR TI - The relationship between educational television and mathematics capability in Tanzania AU - Watson, Joseph AU - Hennessy, Sara AU - Vignoles, Anna T2 - British Journal of Educational Technology AB - Previous studies have frequently demonstrated that educational television viewing can have a positive effect on learning in low-income country contexts when shows are delivered in controlled settings. However, the consequence of day-to-day viewing in such contexts has scarcely been considered. Additionally, no recent published research has provided any information on the costs of educational television. The lack of research in these areas is striking. Examining educational television viewing in monitored settings provides limited information on the influence of routine television consumption. Further, the broad reach of numerous educational television programmes should provide low perviewer costs and, resultantly, strong cost-effectiveness findings. This PhD study therefore examined (1) the association between educational television exposure and mathematics capability and (2) the cost effectiveness of educational television interventions. To achieve this, research was carried out that centred on Ubongo Kids – a popular Tanzanian-produced show delivering mathematics-focused content. DA - 2020/// PY - 2020 DO - 10.1111/bjet.13047 DP - Zotero VL - 52 IS - 2 LA - en SN - 1467-8535 UR - https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1111/bjet.13047 KW - Tanzania KW - ___working_potential_duplicate KW - cost effectiveness KW - educational television KW - mathematics KW - ⛔ No DOI found ER - TY - JOUR TI - The OER4Schools professional development programme: Outcomes of a sustained trial in sub-Saharan Africa AU - Haßler, Björn AU - Hennessy, Sara AU - Hoffmann, R AU - Makonga, Abel T2 - Frontiers in Education AB - Sustaining educational initiatives beyond short-term pilot projects is highly challenging in low-income countries. We describe the outcomes and implications of our iterative Design-Based Implementation Research conducted in Zambia. This focused on a unique, school-based, peer-facilitated professional learning programme for primary teachers: OER4Schools integrates interactive pedagogy, open digital educational resources and mobile learning. Teacher interviews carried out 18 months after a year-long intervention showed that the programme became self-sustaining; earlier participants reported further development of their interactive teaching strategies and awareness of pupil progress; recent joiners developed similarly. Roles of teachers and pupils changed and a new classroom culture emerged. The study identifies the key mechanisms involved in sustainability, including culturally sensitive and participatory development and implementation, semi-structured multimedia materials, and supportive organisational structures for sustained professional learning. Our findings are hence framed by sociocultural influences as well as the wider policy context. DA - 2020/// PY - 2020 DO - 10.3389/feduc.2020.00146 VL - 5 IS - 146 J2 - Frontiers in Education LA - English SN - 2504-284X ST - OER4Schools 2010-2014 UR - https://www.frontiersin.org/articles/10.3389/feduc.2020.00146/full KW - Author:Haßler KW - C: Zambia KW - Culturally responsive pedagogy (CRP) KW - Design-based implementation research KW - Interactive Pedagogy KW - Learner-centred pedagogy KW - School leadership KW - Sustainable Development Goal (SDG) 4 KW - Teacher Profesisonal Development KW - Zambia KW - ___working_potential_duplicate KW - _yl:b KW - dode_eth-src-dode KW - dode_eth-trf2-dode KW - school improvement KW - sub-Saharan Africa ER - TY - CHAP TI - Recommendation 7: Use ICT to provide access to content, professional development and professional learning communities AU - Lawrie, J. AU - Hennessy, Sara AU - Haßler, Björn AU - Phalachandra AU - Lawrie, J. T2 - Where it's needed most: Quality professional development for all teachers CY - New York, NY DA - 2015/// PY - 2015 SP - 131 EP - 143 PB - Inter-agency network for education in emergencies UR - https://inee.org/resources/where-its-needed-most-quality-professional-development-all-teachers KW - C:Fragile contexts KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - JOUR TI - Developing dialogic classroom practices through supporting professional agency: Teachers’ experiences of using the T-SEDA practitioner-led inquiry approach AU - Calcagni, Elisa AU - Ahmed, Farah AU - Trigo-Clapés, Ana Laura AU - Kershner, Ruth AU - Hennessy, Sara T2 - Teaching and Teacher Education AB - Classroom dialogue is considered productive for learning but rarely observed, and practitioner professional development is needed. This study investigated how 67 teachers across educational phases in six countries contextualised the T-SEDA inquiry toolkit to conduct classroom inquiries and develop new practices. Surveys and inquiry reports yielded insights into how practitioner agency was further developed, with implications for sustainability. Change was evident in self-reported enhanced awareness and understanding of dialogue and use of dialogic strategies. Increases in students’ dialogic participation and plans for dissemination to colleagues were reported. DA - 2023/05/01/ PY - 2023 DO - 10.1016/j.tate.2023.104067 DP - ScienceDirect VL - 126 SP - 104067 J2 - Teaching and Teacher Education LA - en SN - 0742-051X ST - Developing dialogic classroom practices through supporting professional agency UR - https://www.sciencedirect.com/science/article/pii/S0742051X23000550 Y2 - 2023/05/19/19:22:30 KW - Classroom dialogue KW - Dialogic teaching KW - Professional development KW - Professional learning KW - Reflective inquiry KW - Teacher agency ER - TY - RPRT TI - OER4Schools: Participants Book AU - Hennessy, Sara AU - Haßler, Björn AU - Blair, Janet AU - Duggal, Nitu AU - Shin Leong, Wei AU - Makonga, Abel AU - Tembo, Agness DA - 2014/// PY - 2014 PB - The Centre for Commonwealth Education UR - http://oer.educ.cam.ac.uk/w/images/6/61/OER4Schools_Participants_book.pdf Y2 - 2020/08/04/18:42:39 KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - JOUR TI - Technology in education in low-income countries: Problem analysis and focus of the Hub's work AU - Hennessy, Sara AU - Jordan, Katy AU - Hassler, Bjoern AU - Hollow, David AU - Brugha, Meghan AU - Jamieson Eberhardt, Molly AU - Sabates, Ricardo AB - An output by the EdTech Hub - #EdTechHub, https://edtechhub.org DA - 2020/01/31/ PY - 2020 DO - 10.5281/zenodo.3352007 DP - Zenodo ST - Technology in education in low-income countries UR - https://zenodo.org/record/3352007#.YGsY_RNKg1g Y2 - 2021/04/05/14:07:27 ER -