TY - BLOG TI - Additional Funding Available: Call for Research Proposals - EdTech responses to Covid-19 AU - Kreimeia, Adam T2 - EdTech Hub AB - We are excited to announce that there is now increased funding available for projects through our Call for Research Proposals: EdTech responses to Covid-19, which closes on Friday 27th November 2020.  As part of this window, additional funding, up to a total value of £50k, may be available to a small number of applications, particularly where they allow for comparison… DA - 2020/11/13/T14:38:36+00:00 PY - 2020 LA - en-US ST - Additional Funding Available UR - https://edtechhub.org/2020/11/13/additional-funding-available-call-for-research-proposals-edtech-responses-to-covid-19/ Y2 - 2021/04/21/20:31:21 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - EdTech and Equity: Position Paper AU - Zubairi, Asma AU - Jefferies, Kate AU - Kreimeia, Adam, Kreimeia, AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/07/27/ PY - 2021 LA - en M3 - FP-ETH Position paper PB - EdTech Hub 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 - 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 - 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 - BLOG TI - Introducing: A political economy framework for EdTech evidence uptake AU - Pellini, Arnaldo AU - Nicolai, Susan AU - Kreimeia, Adam AU - Wilson, Sam T2 - EdTech Hub AB - “Without context, words and actions have no meaning at all”  – Gregory Bateson Evidence only makes a difference if it is used. While the EdTech field suffers from significant gaps in knowledge, more research won’t mean much unless it can be used to inform policy and decision-making. And to do this, an understanding of the context and of how individuals… DA - 2021/03/09/T17:04:33+00:00 PY - 2021 LA - en-US ST - Introducing UR - https://edtechhub.org/2021/03/09/introducing-a-political-economy-framework-for-edtech-evidence-uptake/ Y2 - 2021/04/21/16:11:38 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - Country-Level Research Review: EdTech in Bangladesh AU - Zubairi, Asma AU - Kreimeia, Adam AU - Kaye, Tom AU - Ashlee, Amy AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/06/14/ PY - 2021 LA - en M3 - Country summaries and case studies (was: Country scan) PB - EdTech Hub UR - https://docs.edtechhub.org/lib/QUJHNPRD KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _r:AddedByZotZen KW - _zenodo:submitted ER - TY - RPRT TI - EdTech to Reach the Most Marginalised: A Call to Action AU - Zubairi, Asma AU - Kreimeia, Adam AU - Jefferies, Kate AU - Nicolai, Susan AB - An output of the EdTech Hub, https://edtechhub.org CN - 0045 DA - 2021/09/08/ PY - 2021 LA - en M3 - FP-ETH Position paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/W8DB96IE KW - _DOILIVE KW - ___working_potential_duplicate KW - _r:AddedByZotZen KW - _zenodo:submitted 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 - 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 - EdTech and COVID-19 response [Save Our Future] AU - Haßler, Björn AU - Nicolai, Susan AU - McBurnie, Chris AU - Jordan, Katy AU - Wilson, Sam AU - Kreimeia, Adam T2 - #SaveOurFuture AB - This document is background paper 3 for the #SaveOurFuture campaign. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. This document is also available as an EdTech Hub report, see https://docs.edtechhub.org/lib/IA9PL99D DA - 2020/10/22/ PY - 2020 M3 - Background paper PB - Education Commission SN - 3 UR - https://saveourfuture.world/wp-content/uploads/2020/10/EdTech-and-COVID-19-Response_SOF_BP3-1.pdf KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - _cover:other:ok KW - _cover:v2 KW - _r:CopiedFromEvLib KW - _yl:j KW - _yl:k KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - EdTech and COVID-19 response AU - Haßler, Björn AU - Nicolai, Susan AU - McBurnie, Chris AU - Jordan, Katy AU - Wilson, Sam AU - Kreimeia, Adam AB - This document is background paper 3 for the #SaveOurFuture campaign as an EdTech Hub report. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. The evidence library entry for the background paper in original format is https://docs.edtechhub.org/lib/SXDQAPB6. DA - 2020/// PY - 2020 DP - DOI.org (Datacite) LA - en PB - The EdTech Hub UR - https://docs.edtechhub.org/lib/IA9PL99D Y2 - 2020/12/02/06:33:57 KW - _DOILIVE KW - _EdTechHub_Output KW - _cover:other:ok KW - _cover:v2 KW - _yl:j KW - _yl:k KW - _zenodo:submitted KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode KW - ⛔ No DOI found 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 - EdTech and COVID-19 response [EdTech Hub Report] AU - Haßler, Björn AU - Nicolai AU - McBurnie, Chris AU - Jordan, Katy AU - Wilson, Sam AU - Kreimeia, Adam AB - This document is background paper 3 for the #SaveOurFuture campaign as an EdTech Hub report. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. The evidence library entry for the background paper in original format is https://docs.edtechhub.org/lib/SXDQAPB6. DA - 2020/10/23/ PY - 2020 DP - DOI.org (Datacite) M3 - Working Paper PB - EdTech Hub SN - 11 UR - https://docs.edtechhub.org/lib/IA9PL99D Y2 - 2021/05/12/08:53:44 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _cover:v2 KW - _yl:j KW - _yl:k 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 - RPRT TI - Country-level research review: Sierra Leone AU - Kallon Kelly, Christiana AU - Koomar, Saalim AU - Kreimeia, Adam AU - McBurnie, Chris AU - Mitchell, Joel AU - Myers, Christina DA - 2020///unpublished PY - 2020 KW - dode_eth-src-eth ER -