Learning to teach online: a systematic review of the literature on K-12 teacher preparation for teaching online - Moore-Adams, Brianne L; Jones, W Monty; Cohen, Jonathan (Distance Education, 2016)
There is a growing need for qualified online instructors to teach the expanding population of online K-12 students. To meet this need, teachers must be provided learning opportunities to acquire the specific types of knowledge and skills necessary to teach online. In this systematic review of the literature, we utilize the TPACK framework to aggregate the types of knowledge and skills required to teach online and examine both the extent to which these elements are addressed in existing programs and are based on empirical research. Findings suggest that the types of knowledge and skills based on empirical research originate from few studies and that most programs address only a small subset of knowledge and skills, varying greatly without uniformity in content or learning experiences.
Keywords: Online learning; online teaching; teacher preparation; virtual learning

Social Entrepreneurship and Disruptive Innovation: Evaluating the use of Rumie’s Free Educational Software in Seven Developing Economies - Moon, Chris; Kavanagh, Allison; Jeffrey, Jackie; Gebbels, Joseph; Korsgaard, Karen (2016)
Keywords: ⛔ No DOI found

Can new modes of digital learning help resolve the teacher crisis in sub-Saharan Africa? - Moon, Bob; Villet, Charmaine (Journal of Learning for Development, 2017)
Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying picture of significant under-achievement across the region. This paper argues that the teacher education and training structures of the last century will never be able to meet urgent contemporary needs. Given population growth, especially among the young, large-scale expansion of the teaching force and the associated teacher education systems will be the norm through to the middle years of the century and beyond. In this context the paper argues for a significant policy shift to expand quality teacher education and professional support at scale through a more school-based and digitally supported network model of provision. Examples of current digital programmes within the region are considered as well as the new technologies that are emerging with relevance to teacher education. The paper suggests a three-phase process through which national governments might move in making the necessary changes in policy and practice.
Keywords: Africa; Computer Uses in Education; ERIC, Current Index to Journals in Education (CIJE); Educational Change; Educational Policy; Electronic Learning; Faculty Development; Foreign Countries; Higher Education; Inservice Teacher Education; Online Courses; Postsecondary Education; Preservice Teacher Education; Resource Units; Teacher Shortage; ⛔ No DOI found

Designing Open and Distance Learning for Teacher Education in Sub-Saharan Africa: A toolkit for educators and planners - Moon, Bob; Leach, Jenny; Stevens, Mary-Priscilla (World Bank, 2005)

Creating new forms of teacher education: Open Educational Resources (OERs) and the Teacher Education in Sub-Saharan Africa (TESSA) programme - Moon, Bob (Teacher education through open and distance learning, 2010)
Keywords: ⛔ No DOI found

School‐based teacher development in Sub‐Saharan Africa: building a new research agenda - Moon, Bob (The Curriculum Journal, 2007)

Teacher Education and the Challenge of Development: A global analysis - Moon, Bob (Routledge, 2013)

Modelling and supporting ICT implementation in secondary schools - Mooij, Ton; Smeets, Ed (Computers & Education, 2001)

WhatsApp: Creating a virtual teacher community for supporting and monitoring after a professional development programme - Moodley, Maglin (South African Journal of Education, 2019)

Moodle - Open-source learning platform | Moodle.org - Moodle (2021)

High Court stops Malawi's 21-day coronavirus lockdown - Montsho, Molaole (2020)
The Lilongwe High Court in Malawi has granted Human Rights Defenders Coalition (HDRC) an order blocking the government from effecting a 21-day lockdown meant to curb the spread of Covid-19.

The Journal Coverage of Web of Science and Scopus: A Comparative Analysis - Mongeon, Philippe; Paul-Hus, Adèle (Scientometrics, 2016)
Bibliometric methods are used in multiple fields for a variety of purposes, namely for research evaluation. Most bibliometric analyses have in common their data sources: Thomson Reuters' Web of Science (WoS) and Elsevier's Scopus. The objective of this research is to describe the journal coverage of those two databases and to assess whether some field, publishing country and language are over or underrepresented. To do this we compared the coverage of active scholarly journals in WoS (13,605 journals) and Scopus (20,346 journals) with Ulrich's extensive periodical directory (63,013 journals). Results indicate that the use of either WoS or Scopus for research evaluation may introduce biases that favor Natural Sciences and Engineering as well as Biomedical Research to the detriment of Social Sciences and Arts and Humanities. Similarly, English-language journals are overrepresented to the detriment of other languages. While both databases share these biases, their coverage differs substantially. As a consequence, the results of bibliometric analyses may vary depending on the database used. These results imply that in the context of comparative research evaluation, WoS and Scopus should be used with caution, especially when comparing different fields, institutions, countries or languages. The bibliometric community should continue its efforts to develop methods and indicators that include scientific output that are not covered in WoS or Scopus, such as field-specific and national citation indexes.
Keywords: Bibliometrics; Citation indexes; Research evaluation; Scopus; Web of Science

How Sierra Leone is betting on data to fight the impact of climate change on schools - Momoh, A; Atherton, Paul (Global Partnership for Education, 2022)
Data can significantly improve decision-making and allow for prioritizing interventions to benefit the most vulnerable populations. That’s why the ministry of Education in Sierra Leone is working with Fab Inc. to develop a web-based data tool that helps estimate and prioritize where new schools are really needed.

Dearth of research in Bangladeshi universities - Momin, S (2020)

Scaling online education: Increasing access to higher education. - Moloney, Jacqueline F.; Oakley, Burks (Journal of Asynchronous Learning Networks, 2010)
Keywords: ⛔ No DOI found

Could coronavirus lockdowns help close Latin America's digital divide? - Moloney, Anastasia (Reuters, 2020)
As Colombia enters its eighth week of coronavirus lockdown, street vendor Luis Duarte worries that his teenage daughter might not finish her school year now that her classes have moved online.
Keywords: Americas; CORONAVIRUS; Central America; Children; Civil Liberties; Civil Rights; Coronavirus; Education; Enterprise Reporting; Features; Fundamental Rights; General News; Government; HEALTH; Health; Human Rights; Internet; LATAM; Medicine; Peru; Politics; Social Issues; Society; South America; TECH; TRFN; Technology (TRBC level 1); US; United Nations; World Wide Web; Youth Issues

Dhaka slums: where Covid is curiously quiet - Mollah, Shaheen; Islam, Zyma (The Daily Star, 2020)

El engagement en la educación virtual: experiencias durante la pandemia COVID-19 - Molina, Odiel Estrada; Cancell, Dieter Reynaldo Fuentes; Hernández, Alién García (Texto Livre: Linguagem e Tecnologia, 2021)
Keywords: ⛔ No DOI found

Evidence-Based Teaching: Effective Teaching Practices in Primary School Classrooms - Molina, Ezequiel; Pushparatnam, Adelle; Rimm-Kaufman, Sara; Wong, Keri Ka-Yee (World Bank, Washington, DC, 2018)

Digital Pakistan Policy - MoITT (Ministry of IT & Telecom, 2018)

Digital Pakistan Policy - MoITT (Ministry of IT & Telecom, 2018)

Teacher Learning Circles: A Locally Owned Complement to Coaching - Mohr, Emet; Morency Notario, Paige (2016)

Resource Pack to Support Remote Learning : Formative Assessment - Mohn, Giti; Rafique, Giti; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank, 2021)
Resource Pack to Support Remote Learning : Formative Assessment (English)

Resource Pack to Support Remote Learning : Digital - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Digital (English)

Resource Pack to Support Remote Learning : Introduction - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Introduction (English)

Resource Pack to Support Remote Learning : Mobile - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Mobile (English)

Resource Pack to Support Remote Learning : Print - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Print (English)

Resource Pack to Support Remote Learning : Television - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Television (English)

Urdu version of Sesame Street from April - Mohiuddin, Saeed (The News International, 2009)
Pakistani children would be able to watch the Urdu version of Sesame Street – the most-watched children’s television show in the world – five days a week on both PTV 1 and PTV 2...

Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement - Moher, David; Shamseer, Larissa; Clarke, Mike; Ghersi, Davina; Liberati, Alessandro; Petticrew, Mark; Shekelle, Paul; Stewart, Lesley A.; PRISMA-P Group (Systematic Reviews, 2015)
Systematic reviews should build on a protocol that describes the rationale, hypothesis, and planned methods of the review; few reviews report whether a protocol exists. Detailed, well-described protocols can facilitate the understanding and appraisal of the review methods, as well as the detection of modifications to methods and selective reporting in completed reviews. We describe the development of a reporting guideline, the Preferred Reporting Items for Systematic reviews and Meta-Analyses for Protocols 2015 (PRISMA-P 2015). PRISMA-P consists of a 17-item checklist intended to facilitate the preparation and reporting of a robust protocol for the systematic review. Funders and those commissioning reviews might consider mandating the use of the checklist to facilitate the submission of relevant protocol information in funding applications. Similarly, peer reviewers and editors can use the guidance to gauge the completeness and transparency of a systematic review protocol submitted for publication in a journal or other medium.
Keywords: Checklist Item; Knowledge Translation; Reporting Guideline; Systematic Review; Systematic Review Protocol; ___working_potential_duplicate

Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement - Moher, David; Liberati, Alessandro; Tetzlaff, Jennifer; Altman, Douglas G. (BMJ, 2009)
David Moher and colleagues introduce PRISMA, an update of the QUOROM guidelines for reporting systematic reviews and meta-analyses
Keywords: ___working_potential_duplicate

Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement - Moher, David; Liberati, Alessandro; Tetzlaff, Jennifer; Altman, Douglas G (British Medical Journal, 2009)
Keywords: ___working_potential_duplicate

Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement - Moher, David; Liberati, Alessandro; Tetzlaff, Jennifer; Altman, Douglas G (British Medical Journal, 2009)
Keywords: ___working_potential_duplicate

Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement - Moher, David; Liberati, Alessandro; Tetzlaff, Jennifer; Altman, Douglas G (British Medical Journal, 2009)
Keywords: ___working_potential_duplicate

Preferred reporting items for systematic review and meta-analysis protocols (prisma-p) 2015 statement - Moher, D.; Shamseer, L.; Clarke, M.; Ghersi, D.; Liberati, A.; Petticrew, M.; Shekelle, P.; Stewart, L. (Systematic Reviews, 2015)
Keywords: ___working_potential_duplicate; auto_merged; ❓ Multiple DOI

Preferred reporting items for systematic review and meta-analysis protocols (prisma-p) 2015 statement - Moher, D.; Shamseer, L.; Clarke, M.; Ghersi, D.; Liberati, A.; Petticrew, M.; Shekelle, P.; Stewart, L. (Systematic Reviews, 2015)
Keywords: ___working_potential_duplicate; ❓ Multiple DOI

PRISMA: Preferred Reporting Items for Systematic Reviews and Meta-Analyses - Moher, D; Liberati, A; Altman, DG (PLoS Med, 2009)
PRISMA is an evidence-based minimum set of items for reporting in systematic reviews and meta-analyses. PRISMA focuses on the reporting of reviews evaluating randomized trials, but can also be used as a basis for reporting systematic reviews of other types of research, particularly evaluations of interventions.
Keywords: THEME: Education management; ⚠️ Invalid DOI

Development and evaluation of Ning social network for teaching training online surveillance - Mohd Nawi, Mohd Aliff; Jamsari, Ezad Azraai; Sulaiman, Adibah; Hamzah, Mohd Isa (Turkish Online Journal of Distance Education, 2013)
Supervision of teaching practice is an important aspect of training teachers in improving their teaching skills. Barriers such as distance and time factor are the constraints faced by the lecturers at the National University of Malaysia to communicate with the teacher trainees under their supervision. Therefore, this study aims to develop and evaluate a social-networking site Ning's platform for the supervision of lecturers to teach on-line training. This study used the case design where a total of nine teacher trainees involved in this study. It found that overall, acceptance of the use of the social-networking site Ning mean score at the highest level of 3.91. In addition, all student teachers have positive attitudes towards the use of the social-networking site Ning social-networking site and agree a suitable approach to the supervision of one of the online teaching practices. While the "blog" is the most active facility used by student teachers in which they do self-reflection. In conclusion, the social-networking site Ning has the potential to assist lecturers to carry out supervision on-line teaching practice. (Contains 5 figures and 1 table.)
Keywords: Courseware; ERIC, Current Index to Journals in Education (CIJE); Foreign Countries; Higher Education; Interviews; Malaysia; Observation; Online Courses; Social Networks; Student Teachers; Supervisory Methods; Teacher Education Programs; Teacher Supervision; Teaching Methods; Trainees; Web 2.0 Technologies; __:import:01; __:match:final; __:matched; __:study_id:2098097; __finaldtb; ⛔ No DOI found

What COVID-19 reveals about educational inequality in Ghana - Mohammed, W.F. (2020)

Attitudes of special education teachers towards using technology in inclusive classrooms: a mixed-methods study - Mohamed, Ahmed Hassan Hemdan (Journal of Research in Special Educational Needs, 2018)
The purpose of this mixed-methods study was to explore special education teachers’ attitudes towards using technology in inclusive classrooms in Oman. The sample consisted of 428 special education teachers working in Omani public schools (250 teachers of students with learning disabilities (LD), 90 teachers of students with intellectual disability and 88 teachers of students with hearing impairment). Participants responded to the attitudes towards computers questionnaire. For the qualitative section of this study, three semi-structured group interviews were conducted with a group of special education teachers: 15 teachers of students with hearing impairment, 15 teachers of students with intellectual disabilities and 15 teachers of students with LD). Also, the teachers responded to a survey of educational technology which encompassed seven questions about computer technology. Results of the study indicated that the special education teachers’ attitudes towards using computers were generally positive. The most notable positive attitudes were in the following subscales: special education considerations, staff development considerations, computers use in society, and computers and quality of instruction issues. The analysis of variance results showed that experience and type of disability did not have a significant effect on teachers’ attitudes towards technology.
Keywords: Attitudes; hard of hearing; inclusive education; intellectual disability; learning disabilities; technology

Using Tactile Letters As An Assitive Techology in Teaching Alphabet For Dyslexi Children: A Case Study - Mohamad, Mariam; Tan, Abdullah; Sabrina, Jessica (eLearning & Software for Education, 2017)
Keywords: ⛔ No DOI found

OER may be free, but you still need to invest to use them: Part I - Mogos, Ariam; Gacicio, Esther; Gaible, Edmond (2021)
Calls for access and equity underpin the OER (Open Educational Resources) movement, but it’s yet to be seen if the potential impact of OER will materialize in education - something COVID-19 may help change.

Education under Covid-19 lockdown: Reflections from teachers, students & parents - Moghli, Mai Abu; Shuayb, Maha (2020)

Pakistan National Education Response and Resilience Plan (K-12) for COVID-19 - MoFEPT (Ministry of Federal Education and Professional Training, 2020)

Pakistan National Education Response and Resilience Plan (K-12) for COVID-19 - MoFEPT (Ministry of Federal Education and Professional Training, 2020)

Feasibility study exploring e-learning initiatives at secondary schools in Tanzania mainland - MoEST (MoEST, 2017)

Education sector plan (ESP) for Bangladesh: Fiscal years 2020/21-2024/25 - MoE (Ministry of Education, 2020)

Education Sector Plan (ESP) for Bangladesh Fiscal Years 2020/21-2024/25 - MoE (2020)

Master plan for ICT in education in Bangladesh (2012-2021): Progress Review Report 2019 - MoE (2019)

Master Plan for Information and Communication Technology in Education (2012-2021) - MoE (2013)

National Education Policy 2010 - MoE (Ministry of Education Government of the People's Republic of Bangladesh, 2010)

Impact of non-financial reward strategies on teachers’ performance: A study of secondary schools in Nyamira County, Kenya - Mochengo, Sylvester Nyageo; Atambo, Wallace; Abuga, Mogwambo Vitalis (European Journal of Business and Management, 2016)
Keywords: ⛔ No DOI found

Mobile Classroom | Home - Mobile Classroom (2020)
Mobile classroom application is bridging the gap between students and learning by giving them the opportunity to take classes online from anywhere in Nigeria...

Integrating computer-assisted learning into a regular curriculum: evidence from a randomised experiment in rural schools in Shaanxi - Mo, Di; Zhang, Linxiu; Luo, Renfu; Qu, Qinghe; Huang, Weiming; Wang, Jiafu; Qiao, Yajie; Boswell, Matthew; Rozelle, Scott (Journal of Development Effectiveness, 2014)

Can One-to-One Computing Narrow the Digital Divide and the Educational Gap in China? The Case of Beijing Migrant Schools - Mo, Di; Swinnen, Johan; Zhang, Linxiu; Yi, Hongmei; Qu, Qinghe; Boswell, Matthew; Rozelle, Scott (World Development, 2013)
One Laptop Per Child (OLPC) is a high profile initiative to narrow the inequality of access to ICT and improve educational performance. However, there is little empirical evidence on its impacts. In order to assess the effectiveness of OLPC, we conducted a randomized experiment of OLPC with Chinese characteristics involving 300 third-grade students in Beijing migrant schools. Our results show that the program improved student computer skills by 0.33 standard deviations and math scores by 0.17 standard deviations. The program also increased student time spent using educational software and decreased student time spent watching TV. Student self-esteem also improved.
Keywords: Asia; Beijing migrant school; China; One Laptop Per Child; RCT; computer skills; math test scores

Computer technology in education: evidence from a pooled study of computer assisted learning programs among rural students in China - Mo, Di; Huang, Weiming; Shi, Yaojiang; Zhang, Linxiu; Boswell, Matthew; Rozelle, Scott (China Economic Review, 2015)
There is a great degree of heterogeneity among the studies that investigate whether computer technologies improve education and how students beneﬁt from them – if at all. The overall goal of this study is to assess the effectiveness of computing technologies to raise educational performance and non-cognitive outcomes and identify what program components are most effective in doing so. To achieve this aim we pool the data sets of ﬁve separate studies about computer technology programs that include observations of 16,856 students from 171 primary schools across three provinces in China. We ﬁnd that overall computing technologies have positive and signiﬁcant impacts on student academic achievement in both math and in Chinese. The programs are found to be more effective if they are implemented out-of-school, avoiding what appear to be substitution effects when programs are run during school. The programs also have heterogeneous effects by gender. Speciﬁcally, boys gain more than girls in Chinese. We did not ﬁnd heterogeneous effects by student initial achievement levels. We also found that the programs that help students learn math—but not Chinese—have positive impacts on student self-efﬁcacy.

Institutions, implementation, and program effectiveness: evidence from a randomized evaluation of computer-assisted learning in rural China - Mo, Di; Bai, Yu; Shi, Yaojiang; Abbey, Cody; Zhang, Linxiu; Rozelle, Scott; Loyalka, Prashant (Journal of Development Economics, 2020)
There is limited evidence on the degree to which differences in implementation among institutions matter for program effectiveness. To examine this question, we conducted an experiment in rural China in which public schools were randomly assigned to one of three treatments: a computer-assisted learning program (CAL) implemented by a government agency, the same program implemented by an NGO, and a pure control. Results show that compared to the pure control condition and unlike the NGO program, the government program did not improve student achievement. Analyzing impacts along the causal chain, we find that government officials were more likely to substitute CAL for regular instruction (contrary to protocol) and less likely to directly monitor program progress. Correlational analyses suggest that these differences in program implementation were responsible for the lack of impacts.

Literacy Promotion through Mobile Phones - Miyazawa, Ichiro (UNESCO, 2009)

Technological Federalism : A Building Block to Constitutionalise the Digital Sphere - Mittal, Anushka (2021)
Keywords: ⛔ No DOI found

Literature search protocol for the African Education Research Database - Mitchell; Rose (Zenodo, 2018)
This methodological note provides an overview of the ‘Mapping education research in sub-Saharan Africa’ project. It presents the protocols for the literature search, data extraction, and development of the African Education Research Database.
Keywords: Reviewed; _not_EdTechHub; _zenodoOTHER; education research; sub-Saharan Africa

Cost-Effective EdTech Paper 1: A position piece on how the sector can make progress - Mitchell, Joel; D'Rozario, Jonny (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Cost-Effective EdTech Paper 2: Good practice - Mitchell, Joel; D'Rozario, Jonny (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

"Let's not leave this problem": exploring inclusive education in rural South Africa - Mitchell, Claudia; De Lange, Naydene; Thuy, Nguyen-Thi Xuan (Prospects: Quarterly Review of Comparative Education, 2008)
Inclusive education represents a new agenda for educational reform that spans a wide range of socio-political, cultural, ethical, personal and interpersonal dimensions. Working towards educational inclusion demands commitments, responsibilities and initiatives on the part of all parties to take into consideration the meanings and purpose of education and social justice, to engage and take collective actions in their struggle to combat the diverse forms of educational and social exclusion. This paper presents an educational initiative to implement inclusive education in rural KwaZulu-Natal, an area of South Africa that is most seriously affected by the pandemic of HIV and AIDS. Through the implementation of participatory video-making projects in two schools, the authors seek to empower the voices and actions of teachers in an effort to cope with the problems of poverty and marginalization facing many children. The outcomes of this type of participatory work with teachers have implications for the policy-making process, which in turn, could change the ways educational policy research is structured and implemented.
Keywords: Access to Education; Acquired Immunodeficiency Syndrome (AIDS); Developing Nations; Disabilities; ERIC, Current Index to Journals in Education (CIJE); Education; Education reform; Educational Change; Educational Policy; Foreign Countries; Human immunodeficiency virus--HIV; Inclusive Schools; Mainstreaming; Multicultural education; Policymakers; Poverty; Researchers; Rural Areas; Rural areas; Social Attitudes; Social Bias; Social Isolation; Social Justice; Social activism; South Africa; Special Needs Students; Teacher Attitudes; __:import:01; __:match:final; __:matched; __:study_id:2098725; __finaldtb

Why COVID-19 is an EdTech opportunity for Latin America - Mitchell (World Economic Forum, 2020)
The region's digital divide is hindering efforts to deliver remote learning during the pandemic. Here's how governments and start-ups can make a difference.

Special Educational Needs: A Rapid Evidence Review for the Southeast Asia region Cognitive and learning disabilities - Mitchel, Joel; Zhao, Annette; Thang, Sarah; Hinks, Jessica; Rabi, Asma; Ullah, Noor; Zazai, Rozina; Emerusenge, Aime Parfait; Barnes, Katrina; D’Rozario, Jonny (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: Coming soon; _r:AddedByMyEducationEvidence

Girls education in Southeast Asia: A Rapid Evidence Review for the Southeast Asian Region - Mitchel, Joel; Hinks, Jessica; D'Rozario, Jonny; Thinley, Sangay (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

A Framework for Evaluating Appropriateness of Educational Technology Use in Global Development Programs - MIT; USAID (2018)
Keywords: Systems Framework

MOOCs for Teacher Professional Development: Reflections and Suggested Actions - Misra, Pradeep Kumar (Open Praxis, 2018)
Teacher Professional Development (TPD) has become a major policy priority within education systems worldwide. But keeping teachers professionally up-to-date and providing them professional development opportunities on continuing basis is a big challenge. Massive Open Online Courses (MOOCs) can be a cost and resource effective means to complement the traditional methods of professional development of teachers. This optimism is based on the assumption that use of MOOCs will facilitate mass training of teachers as per their convenience and ease. The other assumption is that being MOOCs-based training, it will be easy to adapt it to different cultures and languages. Considering these assumptions, this concept paper which is based on reviews of different reports, documents and research papers - discusses the challenges of TPD, reflects upon promises of using MOOCs for TPD; details initiatives and experiences of using MOOCs for TPD; and suggests actions for promoting the use of MOOCs for TPD.

A PRACTICAL AND EFFECTIVE PROGRAMME TO BUILD FOUNDATIONAL READING SKILLS FOR PRIMARY GRADE STRUGGLING LEARNERS IN INDIA - Misquitta, Radhika; Ghosh, Aditi (2019)
Curriculum-based measurement (CBM) has emerged as a valid, reliable and economic measure to assess and monitor reading skills. Unfortunately, CBMs have not been developed for the Indian context. Further, CBMs can be cumbersome to administer manually, especially given the high teacher- student ratio in India. The challenge also then remains about what teachers actually do with the reading data. Most teachers in India are unable to interpret reading scores or use them to tailor an intervention plan. This paper describes the work Gateway has begun to develop a digital curriculum- based measurement tool that is contextually relevant. This paper outlines the procedures used to select passages, including equating passages using readability formulae, as well as field testing passages. The tool will support teachers with collecting data, interpreting the scores, and most importantly, developing an intervention plan to support struggling learners. It will also outline future directions for the project.

How involved are parents in their children’s learning? MICS6 data reveal critical insights - Mishra, Sakshi; Brossard, Matt; Reuge, Nicolas; Mizunoya, Suguru (Evidence for Action, 2020)
It is widely understood that parents play a pivotal role in a child’s education – research suggests that parental involvement in a child’s education boosts well-being and confidence and is important for academic progression. With school closures due to the global COVID-19 pandemic affecting an estimated 1.58 billion children in more than 180 countries, the importance of parental involvement in education has suddenly and dramatically increased. Internationally comparable data on parental involvement and its impact on children’s education is extremely limited. To address this critical gap, round 6 of the UNICEF supported Multiple Indicator Cluster Surveys (MICS6) includes a new…

How involved are parents in their children’s learning? MICS6 data reveal critical insights - Mishra, Sakshi; Brossard, Matt; Reuge, Nicolas; Mizunoya, Suguru (Evidence for Action, 2020)
It is widely understood that parents play a pivotal role in a child’s education – research suggests that parental involvement in a child’s education boosts well-being and confidence and is important for academic progression. With school closures due to the global COVID-19 pandemic affecting an estimated 1.58 billion children in more than 180 countries, the importance of parental involvement in education has suddenly and dramatically increased. Internationally comparable data on parental involvement and its impact on children’s education is extremely limited. To address this critical gap, round 6 of the UNICEF supported Multiple Indicator Cluster Surveys (MICS6) includes a new…

Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade - Mishra, Punya (2019)

Online teaching-learning in higher education during lockdown period of COVID-19 pandemic - Mishra, Lokanath; Gupta, Tushar; Shree, Abha (International Journal of Educational Research Open, 2020)
The whole educational system from elementary to tertiary level has been collapsed during the lockdown period of the novel coronavirus disease 2019 (COVID-19) not only in India but across the globe. This study is a portrayal of online teaching-learning modes adopted by the Mizoram University for the teaching-learning process and subsequent semester examinations. It looks forward to an intellectually enriched opportunity for further future academic decision-making during any adversity. The intended purpose of this paper seeks to address the required essentialities of online teaching-learning in education amid the COVID-19 pandemic and how can existing resources of educational institutions effectively transform formal education into online education with the help of virtual classes and other pivotal online tools in this continually shifting educational landscape. The paper employs both quantitative and qualitative approach to study the perceptions of teachers and students on online teaching-learning modes and also highlighted the implementation process of online teaching-learning modes. The value of this paper is to draw a holistic picture of ongoing online teaching-learning activities during the lockdown period including establishing the linkage between change management process and online teaching-learning process in education system amid the COVID-19 outbreak so as to overcome the persisting academic disturbance and consequently ensure the resumption of educational activities and discourses as a normal course of procedure in the education system.
Keywords: COVID-19; Lockdown period; Online education; Online teaching-learning modes; Outbreak; Pandemic; Perception

Implementing Low Cost Digital Libraries for Rural Communities by Re-functioning Obsolescent Television Sets: The Offline-pedia Project - Minniti, Sergio; Salazar, Joshua; Vega, Jorge (VIEW Journal of European Television History and Culture, 2019)

Implementation Strategy 2016/17-2020/21 for the National ICT Policy - Ministry of Works, Transport and Communication (2016)

National Information and Communications Technology policy - Ministry of Works, Transport and Communication (The United Republic of Tanzania, 2016)

National Information and Communications Technology Policy - Ministry of Works, Transport and Communication (The United Republic of Tanzania, 2016)

National information and communications technology policy 2016 - Ministry of Works, Transport and Communication (2016)

Daring Progress: Telecommunications Public Policy 2014-2015 - Ministry Of Telecommunications (Lebanon) (2016)

Centre of Education, Research, Innovation and Development - Ministry of Primary and Secondary Education (Zimbabwe) (2020)

Curriculum Development and Technical Services Department - Ministry of Primary and Secondary Education (Zimbabwe) (2020)

Education Sector Strategic Plan (2016-2020) - Ministry of Primary and Secondary Education (Zimbabwe) (2016)

ICT Policy for Primary and Secondary Education (2019 - 2023). - Ministry of Primary and Secondary Education (Zimbabwe) (2019)

Primary and Secondary Education Statistics Report - Ministry of Primary and Secondary Education (Zimbabwe) (2018)

COVID-19 Response and Recovery Plan - Ministry of Primary and Mass Education (Government of People's Republic of Bangladesh, 2020)

COVID-19 response and recovery plan: education sector - Ministry of Primary and Mass Education (Ministry of Education, Government of the People’s Republic of Bangladesh, 2020)

Cambodia Digital Government Policy 2022-2035 - Ministry of Post and Telecommunications (2022)

Pakistan 2025: One Nation – One Vision - Ministry of Planning, Development and Reform. Planning Commission (Government of Pakistan, 2014)
Keywords: ___working_potential_duplicate; auto_merged

Pakistan 2025: One Nation – One Vision - Ministry of Planning, Development and Reform. Planning Commission (Government of Pakistan, 2014)
Keywords: ___working_potential_duplicate

The Jordan Response Plan For the Syria Crisis 2017-2019 - Ministry of Planning and International Cooperation, Jordan (2016)

Sierra Leone Medium Term National Development Plan (Volume 1) - Ministry of Planning and Economic Development (Sierra Leone) (2019)

Making Vision 2041 a Reality: Perspective plan of Bangladesh 2021-2041 - Ministry of Planning (Ministry of Planning,Government of the People’s Republic of Bangladesh, 2020)

Digital Pakistan Policy - Ministry of IT & Telecom (Pakistan) (2018)

Digital Pakistan Policy - Ministry of IT & Telecom (Government of Pakistan, 2018)
Keywords: ___working_potential_duplicate; auto_merged

Personal Data Protection Bill 2020 - Ministry of Information Technology and Telecommunication (2021)

Prevention of Electronic Crime Bill - Ministry of Information Technology (2016)

Ministry of Information, Publicity and Broadcasting Services | Home - Ministry of Information, Publicity and Broadcasting Services (Zimbabwe) (2020)

National Information, Communications and Technology (ICT) Policy - Ministry of Information, Communications and Technology, Kenya (2019)

Ministry of Information and Communications | Home - Ministry of Information and Communications (Sierra Leone) (2020)

National ICT Policy of Sierra Leone - Ministry of Information and Communications (Government of Sierra Leone, 2009)
Keywords: ⛔ No DOI found

EduTech Roadmap - Ministry of Industry, Science, Technology and Innovation; National Council of Science Technology and Innovation (2022)

Cambodia’s Science Technology and Innovation Roadmap 2030 - Ministry of Industry, Science, Technology and Innovation (2021)

Ministry of ICT Postal & Courier Services | Home - Ministry of ICT, Postal and Courier Services (Zimbabwe) (2020)

National Policy for Information and Communications Technology - Ministry of ICT, Postal and Courier Services (Zimbabwe) (2016)

Education Contingency Plan for Novel Coronavirus (COVID-19) - Ministry of General Education (Zambia) (2020)

Lessons learnt: Synthesis of literature on the effectiveness of investments in education - Ministry of Foreign Affairs of the Netherlands (2011)

Rwanda Vision 2020 - Ministry of Finance and Economic Planning (Republic of Rwanda, 2000)

MFDP Provides Clarity on Teachers’ Salaries Payment - Ministry of Finance and Development Planning (Liberia) (2019)
Monrovia, Liberia - The Ministry of Finance and Development Planning clarifies that the government has already paid the salaries of fifteen thousand (15,000) non-MCSS teachers for the month of August, and is now processing their September pay.

2020 Annual Report on the Petroleum Funds | Ministry of Finance | Ghana - Ministry of Finance (2021)

National Education Policy Framework - Ministry of Federal Education and Professional Training (Pakistan) (2018)

Pakistan National Education Response and Reslience Plan for COVID-19 - Ministry of Federal Education and Professional Training (Pakistan) (2020)

Pakistan National Education Response and Resilience Plan (K-12) for Covid-19 - Ministry of Federal Education and Professional Training Government of Pakistan (2020)

National Education Policy Framework 2018 - Ministry of Federal Education and Professional Training (Government of Pakistan, 2018)

Pakistan National Education Response Resilience Plan (K-12) for Covid-19 - Ministry of Federal Education and Professional Training (Government of Pakistan, 2020)
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Draft India Data Accessibility and Use Policy - Ministry of Electronics and Information Technology (2022)

Ghana 2018 National Education Assessment: Report of Findings - Ministry of Education; Ghana Education Service; National Education Assessment Unit (2018)

National Information and Communications Strategy for Education in Pakistan, 2004–2005 - Ministry of Education; Education Sector Reform Assistance (ESRA) Program (Government of Pakistan, 2010)

National Education Policy - Ministry of Education, Youth and Sports (Sierra Leone) (2010)

Policy Strategy on Information and Communication Technology (ICT) in Education - Ministry of Education, Youth and Sports (2018)

Cambodia Education Roadmap 2030 (Sustainable Development Goal [SDG] 4) - Ministry of Education, Youth and Sport (2019)

Cambodia Secondary Education Blueprint 2030 - Ministry of Education, Youth and Sport (2021)

Education Strategic Plan 2019-2023 - Ministry of Education, Youth and Sport (2019)

Gender Mainstreaming Strategic Plan in Education 2021-2025 - Ministry of Education, Youth and Sport (2021)

Multilingual Education Action Plan - Ministry of Education, Youth and Sport (2019)

Non-Formal Education Action Plan - Ministry of Education, Youth and Sport (2008)

Policy on Higher Education Vision 2030 - Ministry of Education, Youth and Sport (2014)

Policy on Inclusive Education 2018 - Ministry of Education, Youth and Sport (2018)

Public Education Statistics and Indicators 2021-2022 - Ministry of Education, Youth and Sport (2022)

Teacher Policy Action Plan - Ministry of Education, Youth and Sport (2023)

The Education, Youth and Sport Performance Report to Congress for the Academic Year 2021-2022 - Ministry of Education, Youth and Sport (2023)

Cyber wellness - Ministry of Education (Singapore) (2022)

Educational Technology Plan - Ministry of Education (Singapore) (2021)

Educational Technology Plan 2020-2030 - Ministry of Education Singapore (2020)
Gain insights on the strategic focus of our Educational Technology (EdTech) Plan.

Mwongozo Wa Kusimamia Utekelezaji Wa Mpango Wa Mafunzo Endelevu Kwa Walimu Kazinioutline - Ministry of Education, Science & Technology [MOEST] (2022)

Global initiative on out-of-school-children: Tanzania country report - Ministry of Education Science and Technology, UNESCO and UNICEF (UNICEF, 2018)

Education Sector Plan 2018-2020 - Ministry of Education, Science and Technology (Sierra Leone) (2018)

Proposal to the Global Partnership for Education for a contribution towards the implementation of the 2018-2020 Education Sector Plan - Ministry of Education, Science and Technology (Sierra Leone) (2018)

Education Sector Analysis - Ministry of Education, Science, and Technology (2019)

Education Sector Analysis - Ministry of Education, Science, and Technology (2019)

Education Sector Analysis - Ministry of Education, Science, and Technology (2019)

Education Sector Analysis - Ministry of Education, Science, and Technology (2019)

Education Sector Development Plan (2016/17 – 2020/21). Mainland Tanzania. - Ministry of Education, Science and Technology (2018)

Education sector development plan 2016/17 – 2020/21: Tanzania mainland - Ministry of Education, Science and Technology (The United Republic of Tanzania, 2018)

Education sector development plan 2016/17–2020/21: Tanzania mainland - Ministry of Education, Science and Technology (The United Republic of Tanzania, 2018)

Education sector performance report 2017/2018: Tanzania mainland - Ministry of Education, Science and Technology (United Republic of Tanzania, 2018)

Education Sector Plan, 2018-2020: Getting It Right – Service Delivery, Integrity and Learning in Sierra Leone - Ministry of Education, Science and Technology (Government of Sierra Leone, 2018)

GPE Covid-19 Education Response Support Programme (CESP) - Ministry of Education, Science and Technology (The United Republic of Tanzania, 2020)

Kenya Education Sector Support Programme 2005 - 2010 - Ministry of Education, Science and Technology (2005)

National Framework for Continuous Professional Development for Practicing Teachers - Ministry of Education, Science and Technology (United Republic of Tanzania, 2017)
Keywords: _B:important; _G:important; _G:reviewed; _Tanzania; _final_bib; _important

National Framework for Teachers Continuous Professional Development - Ministry of Education, Science and Technology (United Republic of Tanzania, 2020)

Proposal to the Global Partnership for Education for a contribution towards the implementation of the 2018-2020 Education Sector Plan - Ministry of Education, Science and Technology (Government of Sierra Leone; UNICEF, 2018)

School Level MEWAKA Implementation Guidelines - Ministry of Education, Science and Technology (2022)

Sierra Leone: Education Country Status Report: An analysis for further improving the quality, equity and efficiency of the education system in Sierra Leone - Ministry of Education, Science and Technology (Government of Sierra Leone, 2013)

TCPD Supervision Guidelines - Ministry of Education, Science and Technology (2022)
MWONGOZO WA KUSIMAMIA UTEKELEZAJI WA MPANGO WA MAFUNZO ENDELEVU KWA WALIMU KAZINI

Keeping the Doors Open for Learning: Response Plan of Ministry of Education to the COVID-19 Outbreak - Ministry of Education (Rwanda) (2020)

Basic education statistical booklet - Ministry of Education, Republic of Kenya (2019)

Kenya Basic Education COVID-19 Emergency Response Plan - Ministry of Education, Republic of Kenya (2020)

Kenya Basic Education COVID-19 Emergency Response Plan - Ministry of Education, Republic of Kenya (2020)

Kenya National Education Sector Strategic Plan 2018 - 2022 - Ministry of Education, Republic of Kenya (2018)

Getting to Best Education Sector Plan 2017-2021 - Ministry of Education (Liberia) (2016)

Teach by Radio | Ministry of Education (Liberia) - Ministry of Education (Liberia) (2020)

Digital Learning Programme - Ministry of Education, Kenya (2016)

Home - Ministry of Education, Kenya (2016)

Kenya GPE COVID-19 Learning Continuity in Basic Education: Stakeholder Engagement Plan - Ministry of Education, Kenya (2020)

National Education Sector Strategic Plan - Ministry of Education, Kenya (2018)

National Education Sector Strategic Plan v2 - Ministry of Education, Kenya (2018)

National Information and Communication Technology Strategy for Education and Training - Ministry of Education, Kenya (2006)

Education Strategic Plan - Ministry of Education, Jordan (2018)

Queen Rania Center for Education and Information Technology Center - Ministry of Education, Jordan (2020)

Tawjihi Pass Rates - Ministry of Education, Jordan (2019)

The Education System in Jordan - Ministry of Education, Jordan (2020)

س للعام الدرا ي التقرير االحصائ - Ministry of Education, Jordan (2019)

منصة درسك للتعلم عن بعد - Ministry of Education, Jordan (2020)
منصة درسك للتعلم عن بعد

مهارات التعليم عن بعد - Ministry of Education, Jordan (2020)
مهارات التعليم عن بعد

Ministry Initiates Supplementary Radio Programmes - Ministry of Education, Heritage & Arts (2020)

Reform Secretariat at the Ministry of Education - Ministry of Education, Ghana, Reform Secretariat (2019)
A Reform Secretariat has been formed at the Ministry of Education to ensure that all the agencies and bodies directly...

COVID-19 Coordinated Education Response Plan for Ghana - Ministry of Education, Ghana (2020)

EDUCATION REFORM - Ministry of Education Ghana - Ministry of Education Ghana (2020)
The Ghana Education Reform Agenda The Government of Ghana initiated some key education reforms to transform teaching and learning and improve educational outcomes under the Education Strategic Plan (ESP 2018-2030) which was approved by cabinet in November 2018. These reforms are expected to contribute to the goals of the ESP and the Sustainable Development Goals

Education Sector Performance Report - Ministry of Education, Ghana (Ministry of Education (Ghana), 2015)

Education Strategic Plan 2003-2015 - Ministry of Education, Ghana (Government of Ghana, 2003)

Education Strategic Plan 2003–2015 - Ministry of Education, Ghana (2003)

Education Strategic Plan 2018–2030 - Ministry of Education, Ghana (Ministry of Education, Ghana, 2019)
Building on Ghana's achievements in expanding education, this plan puts Ghana on the road towards meeting the Sustainable Development Goals and represents a deliberate reorientation towards this aim, as it replaces the previous ESP 2010-2020.

Ghana’s Education Reforms in Spotlight - Ministry of Education Ghana (2023)

ICT in Education Policy - Ministry of Education, Ghana (2015)

ICT in Education Policy - Ghana - Ministry of Education, Ghana (Ministry of Education Ghana, 2015)

Ministry of Education Ghana - Education Strategic Plan 2018-2030 - Ministry of Education, Ghana (Ministry of Education, Ghana, 2019)
Building on Ghana's achievements in expanding education, the Education Strategic Plan sets out the vision and policies for realizing the ambition of transforming Ghana into a ‘learning nation'. It puts Ghana on the road towards meeting the Sustainable Development Goals and represents a deliberate reorientation towards this aim, as it replaces the previous ESP for 2010-2020. This plan not only sets the long-term vision but also how this will be operationalized in the medium term through the accompanying Education Sector Medium Term Development Plan 2018-2021.

ICT competency standards for teachers in Tanzania - Ministry of Education and Vocational Training; UNESCO Office Dar es Salaam (United Republic of Tanzania, 2015)

INSET Strategy and operational plan linked to the Teacher Development and Management Strategy (TDMS), 2008–2013 - Ministry of Education and Vocational Training (MoEVT) (Dar es Salaam: Ministry of Education and Vocational Training., 2008)

Education and Training Policy - Ministry of Education and Vocational Training (2009)

Education and Training Policy 2009 -Translated Draft - Ministry of Education and Vocational Training (United Republic of Tanzania, 2009)

Information and communication technology (ICT) policy for basic education - Ministry of Education and Vocational Training (2007)

Information & Communication Technology (ICT) policy for Basic Education - Ministry of Education and Vocational Training (United Republic of Tanzania, 2007)

Tanzania secondary education development plan 2010-2015 - Ministry of Education and Vocational Training (The United Republic of Tanzania Ministry of Education and Vocational Training, 2010)

Framework for Provision of Continued Learning During the COVID-19 Lockdown in Uganda - Ministry of Education and Sports (Uganda) (2020)

ICT Development Strategy for Education (Draft) - Ministry of Education and Sports (Laos) (2016)

Digital Learning Initiative - Ministry of Education and Higher Education (Lebanon); Center for Educational Research and Development (2020)

Distance Learning Initiative Interim findings: May 15, 2020 - Ministry of Education and Higher Education (Lebanon) (2020)

Reaching All Children with Education: RACE II (2017-2021) - Ministry of Education and Higher Education (Lebanon) (2016)

National Education Policy - Ministry of Education and Federal Training (Pakistan) (2009)

National Education Response and Resilience Plan for COVID-19 - Ministry of Education and Federal Training (Pakistan) (2020)