South Sudan COVID 19 Preparedness and Response Plan 2020 - South Sudan Education Cluster (2020)

Strengthening Education Management Information Systems (EMIS) and Data for Increased Resilience to Crisis: country case study: Uganda - UNESCO Digital Library - Sparkes, James (UNESCO, 2021)

The Race between Teacher Wages and the Budget - Spaull, Nic; Lilenstein, Adaiah; Carel, David (Research on Socioeconomic Policy (RESEP) Stellenbosch University, 2020)
Keywords: ⛔ No DOI found

An editorial on replication studies and scaling up efforts - Spector, J. Michael; Johnson, Tristan E.; Young, Patricia A. (Educational Technology Research and Development, 2015)
This editorial calls for the submission of replication studies, meta-analyses, and reports of large-scale impact studies to any section of ETR&D.

Speedtest Global Index – Internet Speed around the world - Speedtest (Speedtest Global Index, 2021)
Find out which countries have the fastest internet speeds in the world. View global monthly comparisons of fixed and mobile internet speeds.

A Rapid Evidence Assessment of the effectiveness of educational interventions to support children and young people with vision impairment - Spence, A (2020)

Quality in Qualitative Evaluation: A framework for assessing research evidence - Spencer, Liz; Ritchie, Jane; Lewis, Jane; Dillon, Lucy (GOV.UK, 2003)
Guidance on maintaining the quality of qualitative evaluation for use in Government research

Daughters of the Nile: Egyptian women changing their world - Spencer, S.I. (Cambridge Scholars Publishing, 2016)

What Works in Girls' Education: Evidence for the World's Best Investment - Sperling, G. B.; Winthrop, Rebecca; Kwauk, Christina (Brookings Institution Press; JSTOR, 2016)
Hard-headed evidence on why the returns from investing in girls are so high that no nation or family can afford not to educate their girls. Gene Sperling, author of the seminal 2004 report published by the Council on Foreign Relations, and Rebecca Winthrop, director of the Center for Universal Education, have written this definitive book on the importance of girls' education. As Malala Yousafzai expresses in her foreword, the idea that any child could be denied an education due to poverty, custom, the law, or terrorist threats is just wrong and unimaginable. More than 1,000 studies have provided evidence that high-quality girls' education around the world leads to wide-ranging returns: Better outcomes in economic areas of growth and incomes Reduced rates of infant and maternal mortality Reduced rates of child marriage Reduced rates of the incidence of HIV/AIDS and malaria Increased agricultural productivity Increased resilience to natural disasters Women's empowerment What Works in Girls' Education is a compelling work for both concerned global citizens, and any academic, expert, nongovernmental organization (NGO) staff member, policymaker, or journalist seeking to dive into the evidence and policies on girls' education.
Keywords: ___working_potential_duplicate

What Works in Girls' Education: Evidence for the World's Best Investment - Sperling, Gene B; Winthrop, Rebecca (Brookings, 2016)
Keywords: ___working_potential_duplicate; ⛔ No DOI found

What Works in Girls' Education: Evidence for the World's Best Investment - Sperling, Gene B; Winthrop, Rebecca (2016)
Keywords: ___working_potential_duplicate

What Works in Girls' Education: Evidence for the World's Best Investment - Sperling, Gene B; Winthrop, Rebecca (Brookings, 2016)
Keywords: ___working_potential_duplicate; ⛔ No DOI found

What Works in Girls' Education: Evidence for the World's Best Investment - Sperling, Gene B; Winthrop, Rebecca (2016)
Keywords: ___working_potential_duplicate

Early Years Preschool Program Impact Evaluation 2018, Midline Survey - Spier, Elizabeth (World Bank, Development Data Group, 2019)

Human-AI Collaboration to Identify Literature for Evidence Synthesis - Spillias, Scott; Tuohy, Paris; Andreotta, Matthew; Annand-Jones, Ruby; Boschetti, Fabio; Cvitanovic, Christopher; Duggan, Joe; Fulton, Elizabeth; Karcher, Denis; Paris, Cecile (2023)
Systematic approaches to evidence synthesis can improve the rigour, transparency, and replicability of a traditional literature review. However, these systematic approaches are time and resource intensive. We evaluate the ability of OpenAI’s ChatGPT to undertake two initial stages of evidence syntheses (searching peer-reviewed literature and screening for relevance) and develop a novel collaborative framework to leverage the best of both human and AI intelligence. Using a scoping review of community-based sheries management as a case study, we nd that with substantial prompting, the AI can provide critical insight into the construction and content of a search string. Thereafter, we evaluate ve strategies for synthesising AI output to screen articles based on prede ned inclusion criteria. We nd low omission rates (< 1%) of relevant literature by the AI are achievable, which is comparable to that of human screeners. These ndings show that generalised AI tools can assist reviewers with evidence synthesis to accelerate the implementation and improve the reliability of a review.
Keywords: _Added-ailr-2024

Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme - Spiro, Jane (Higher Education Research and Development, 2011)
In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective. (Contains 1 table.)
Keywords: Asia; ERIC, Current Index to Journals in Education (CIJE); Education Majors; Europe; Foreign Countries; Foreign Students; Higher Education; Interaction; Latin America; Masters Degrees; Middle East; Multicultural Education; Personal Narratives; Private Sector; Southeast Asia; Student Teachers; Teacher Education Programs; United Kingdom; Virtual Classrooms; __:import:01; __:match:final; __:matched; __:study_id:2097655; __finaldtb

Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme - Spiro, Jane (Higher Education Research and Development, 2011)
In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective. (Contains 1 table.)
Keywords: Asia; ERIC, Current Index to Journals in Education (CIJE); Education Majors; Europe; Foreign Countries; Foreign Students; Higher Education; Interaction; Latin America; Masters Degrees; Middle East; Multicultural Education; Personal Narratives; Private Sector; Southeast Asia; Student Teachers; Teacher Education Programs; United Kingdom; Virtual Classrooms; __:import:01; __:match:final; __:matched; __:study_id:2097655; __finaldtb

Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme - Spiro, Jane (Higher Education Research & Development, 2011)
In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective.
Keywords: home student experience; intercultural competences; international competences; savoir être; task design for internationalization; teacher development; teacher reflection

Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme - Spiro, Jane (Higher Education Research & Development, 2011)
In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective.
Keywords: home student experience; intercultural competences; international competences; savoir être; task design for internationalization; teacher development; teacher reflection

The erasures of racism in education and international development: re-reading the ‘global learning crisis’ - Sriprakash, Arathi; Tikly, Leon; Walker, Sharon (Compare: A Journal of Comparative and International Education, 2019)
(2019). The erasures of racism in education and international development: re-reading the ‘global learning crisis’. Compare: A Journal of Comparative and International Education. Ahead of Print.
Keywords: ⛔ No DOI found

SSAMS - SSAMS (2021)

EdTech innovations in Tanzania: Investigating student and teacher perceptions - Stanfield, Dr James; Calder, Geoff; Mlowe, Oscar; Kaemdin, Muzafar (Human Development Innovation Fund (HDIF), 2018)
Keywords: ⛔ No DOI found

Over 6 lakh slum dwellers in Dhaka: minister - Star Online Report (The Daily Star, 2019)
Local Government Division minister Tazul Islam informs the parliament that around 6.46 lakh people are now living in around 3,394 slums in Dhaka.

Kenya basic education COVID-19 emergency response plan - State Department of Early Learning and Basic Education (Republic of Kenya Ministry of Education, 2020)

Kenya Basic Education COVID-19 Emergency Response Plan - State Department of Early Learning and Basic Education, Kenya (2020)

Sierra Leone 2015 population and housing census: Thematic report on poverty and durables - Statistics Sierra Leone (Statistics Sierra Leone, 2017)

Sierra Leone Demographic and Health Survey 2008 - Statistics Sierra Leone (Ministry of Health and Sanitation, 2009)

Sierra Leone Demographic and Health Survey 2019 - Statistics Sierra Leone (The DHS Program, 2020)
ICF

Sierra Leone Multiple Indicator Cluster Survey 2017 - Statistics Sierra Leone (Statistics Sierra Leone, 2018)

Sierra Leone Multiple Indicator Cluster Survey 2017, survey findings report - Statistics Sierra Leone (Statistics Sierra Leone, 2017)

Motivating students to offer their best: evidence based effective course design - Stearns, Susan A. (College Teaching, 2013)
Sometimes we question whether students are incapable or capable and/or willing or unwilling in regards to their academics. This study determined where students lie in regards to these concepts and showed one example of motivating students to do their best via course design, in this particular case by the use of a writing process model.
Keywords: course design; effective teaching; higher education; process writing; student motivation

What Is Data Governance and Why Does It Matter? - Stedman, Craig (Data Management, 2023)
Learn what data governance is, why it's important, its benefits, who's responsible for it, data governance best practices and more in this in-depth guide.

Primary Education Finance for Equity and Quality - Steer, Liesbet; Rabbani, Fazle; Parker, Adam (Brookings, 2014)

ICT4D, gender divides, and development: The case of Ghana - Steeves, H. Leslie; Kwami, Janet D. (Development Communication in Directed Social Change: A Reappraisal of Theories and Approaches. Singapore: Asian Media Information and Communication Centre (AMIC), 2012)
Keywords: Equity of Access; ⛔ No DOI found

Interrogating Gender Divides in Technology for Education and Development: the Case of the One Laptop per Child Project in Ghana - Steeves, Leslie; Kwami, Janet (Studies in Comparative International Development, 2017)
The One Laptop per Child (OLPC) project aims to make low-cost computers accessible to the “world’s poorest children,” presuming that the gadgets will support their empowerment via education. The project’s success globally, however, has been mixed at best, with many countries terminating their purchases due to cost, inadequate infrastructure, and negative side effects. In October 2010, Ghana suspended the country’s 3-year participation. This study examines the complex history and failure of OLPC Ghana in two pilot schools, one urban and one rural, with particular attention to gender bias. The analysis draws on interviews with government personnel, students, and teachers in the pilot classes. Despite lacking electric power in the rural community, UNDP’s Millennium Villages Project played a strong support role, making OLPC somewhat more effective with less of a gender divide in the rural school than in the urban school in Accra. Both pilot schools faced severe sustainability challenges raising decade-old questions about modernity and technological determinism. Further, in both schools, particularly the urban school, a digital divide by gender was evident.
Keywords: C: Ghana

Teachers and Teacher Education Policies - Steiner-Khamsi, Gita (Education and International Development: An Introduction, 2015)
'Honorable Mention' 2016 PROSE Award - Education PracticeEducation is fundamental to every aspect of development and there is widespread support across the world for policies that affirm that all children, regardless of their circumstances, have a right to quality schooling. Yet despite concerted efforts from national governments, multilateral organisations and NGOs over many decades we are still far from achieving education for all. In addition, while education can enhance human development, it is also associated with persistent inequalities. Education and International Development provides a comprehensive introduction to the field, giving an overview of the history, influential theories, important concepts and areas of achievement, and presenting a critical reflection on emerging trends in policy, practice and research. With chapters that review key challenges and inspiring initiatives in countries around the globe - focusing on critical issues such as language, conflict and teachers - this book serves both as a companion to graduate studies in international education and a concise reference book for practitioners and educators in the field.
Keywords: Education / Comparative; Education / Multicultural Education

Mobile Distance & Hybrid Education Solutions - Steinmetz, Marisa Giulia Kyra Solveigh Carolin (World Bank Group, 2020)

On systems thinking and the systems approach - “Stell” Kefalas, Asterios G. (World Futures, 2011)

Accelerating STEM capacity: A complex adaptive system perspective - Stephens, Rick; Richey, Michael (Journal of Engineering Education, 2011)

Learning from evidence in a complex world - Sterman, John D. (American journal of public health, 2006)

Cultivating a personal learning network that leads to professional change - Stewart, Benjamin L. (Northcentral University, 2015)
Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about teaching and learning and the practicalities teachers face in the classroom. The purpose of this qualitative multiple case study was to describe how ideas, materials, and social interactions form a PLN through online, informal pedagogical dialogues among English language educators as it relates to professional learning. The five participants of this study were selected from a total of 10 based on their willingness to complete an informed consent form, complete an initial online survey, interact with other professionals publically online, and participate in a final interview. The online survey contained demographic information about each case and included both open and closed items; a content analysis was done on public interactions that tool place online; and a final in-depth interview used open questions to inquire about how respective PLNs changed over time. All data was coded, categorized, and placed into themes based on the ideational, material, and social aspects of each PLN. The findings show that professional knowledge, skills sets, and overall dispositions emerge in unique ways based on how ideas, technologies, and personal contacts interrelate with each other over time, and that an individual’s PLN provides unanticipated benefits when sharing publicly online.
Keywords: 0444:Foreign language education; 0449:Educational leadership; 0710:Educational technology; Actor-network theory; Complexity; Content analysis; Education; Educational leadership; Educational technology; English; Foreign Language; Learning; Personal learning network; Polls & surveys; Teacher education; __:import:01; __:match:final; __:matched; __:study_id:2096277; __finaldtb

Cultivating a Personal Learning Network that Leads to Professional Change - Stewart, Benjamin L (2015)
Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about
Keywords: ⛔ No DOI found

Cultivating a Personal Learning Network that Leads to Professional Change - Stewart, Benjamin L (2015)
Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about
Keywords: ⛔ No DOI found

The evidence ecosystem in South Africa: growing resilience and institutionalisation of evidence use - Stewart, Ruth; Dayal, Harsha; Langer, Laurenz; van Rooyen, Carina (Palgrave Communications, 2019)
The evidence-informed approach to policy-making and implementation is, at its core, about better decisions for a better future. It is focused on the effective use of scarce resources, on avoiding harm and maximising good. It is grounded in principles of equity and equality, of accountability and transparency. Given these characteristics, for those of us who work in this field, there is arguably a moral, economic, social and political case for paying closer attention to evidence-informed decision-making ecosystems in the South. Evidence-based policy and implementation, or evidence-informed decision-making in line with the most recent thinking, is often framed from two inter-related but limited perspectives: first, it is viewed as an approach that has originated from ‘developed’ Northern countries, and second, it is conceptualised as a technical intervention. However, there has been a shift in how the approach is conceived, moving away from assumptions that it is an intervention implemented from outside, from the North, for the benefit of the South. As part of this shift, certain initiatives in Africa have gained greater momentum. It is in acknowledging that there are different ways to think (epistemic diversity) about Southern evidence-informed decision-making, that this work has arisen. It seizes on the opportunity to view evidence-informed decision-making in a new light, exploring the evidence ecosystems in the South as systems strongly influenced by, but not defined by, Northern stimuli, including, but not limited to, technical interventions. This work set out to describe the evidence ecosystem in South Africa. In doing so, it finds that the ecosystem is increasingly resilient despite some limitations. It has strong structural foundations, includes many diverse organisations, is supported by not inconsiderable investment, is enabled by growing and significant capacity, contains iterations and innovations, and last but not least, incorporates complexity that gives the ecosystem resilience. The work demonstrates, through its focus on South Africa’s evidence ecosystem, that the global movement has much to learn from the South.

From formative assessment to assessment FOR learning: a path to success in standards-based schools - Stiggins, Rick (The Phi Delta Kappan, 2005)
Keywords: ⚠️ Invalid DOI

The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research - Stockard, Jean; Wood, Timothy W.; Coughlin, Cristy; Rasplica Khoury, Caitlin (Review of Educational Research, 2018)
Quantitative mixed models were used to examine literature published from 1966 through 2016 on the effectiveness of Direct Instruction. Analyses were based on 328 studies involving 413 study designs and almost 4,000 effects. Results are reported for the total set and subareas regarding reading, math, language, spelling, and multiple or other academic subjects; ability measures; affective outcomes; teacher and parent views; and single-subject designs. All of the estimated effects were positive and all were statistically significant except results from metaregressions involving affective outcomes. Characteristics of the publications, methodology, and sample were not systematically related to effect estimates. Effects showed little decline during maintenance, and effects for academic subjects were greater when students had more exposure to the programs. Estimated effects were educationally significant, moderate to large when using the traditional psychological benchmarks, and similar in magnitude to effect sizes that reflect performance gaps between more and less advantaged students.

The effectiveness of a one-year online mentoring program for girls in STEM - Stoeger, Heidrun; Duan, Xiaoju; Schirner, Sigrun; Greindl, Teresa; Ziegler, Albert (Computers & Education, 2013)
Although the performance of girls in science, technology, engineering, and mathematics (STEM) is continually improving and is no longer below that of boys in most domains, girls' interests in STEM and participation rates are still too low. Online mentoring may help ameliorate this situation. To test this assumption, a one-year personal mentoring program for eleven to eighteen-year-old female college-preparatory students was evaluated. Mentee and mentor communicate with one another and with other program participants via email, online chat, and forums. To measure program effectiveness, we randomly assigned participants (N = 312) to either a treatment group (N = 208) or a waiting-list control group (N = 104). We collected questionnaire data at three points in time. In comparison to the waiting-list group, the treatment-group participants showed greater levels of desirable short-term and long-term developments. Our findings indicate various advantages for online mentoring for promoting girls' interests in STEM.
Keywords: Evaluation; Gender; Mentoring; Online learning; STEM

Investigating risks and opportunities for children in a digital world: A rapid review of the evidence on children's internet use and outcomes - Stoilova, M.; Livingstone, S.; Khazbak, R. (UNICEF, 2021)

Critical Digital Pedagogy: a Definition - Stommel, Jesse (Hybrid Pedagogy, 2014)
We are better users of technology when we are thinking critically about the nature and effects of that technology. What we must do is work to encourage students and ourselves to think critically about new tools (and, more importantly, the tools we already use).

Computer-Adaptive Testing for Students with Disabilities: A Review of the Literature - Stone, Elizabeth; Davey, Tim (ETS Research Report Series, 2011)
There has been an increased interest in developing computer-adaptive testing (CAT) and multistage assessments for K-12 accountability assessments. The move to adaptive testing has been met with some resistance by those in the field of special education who express concern about routing of students with divergent profiles (e.g., some students with math-based learning disabilities may have difficulty with basic computation but not high level problem solving) and poor performance on early test questions. This paper consists of a literature review focusing on adaptive testing issues for students with disabilities in the K-12 sector. While it is clear that there are issues that will present obstacles to administering accountability tests adaptively to students with disabilities, this synthesis of research and policy developments with respect to this topic will be useful both for development of research agendas and to inform states that are currently using or are considering moving to CAT.

A Professional Development Program for the Mother Tongue-Based Teacher: Addressing Teacher Perceptions and Attitudes Towards MTBMLE - Stone, Rebecca J Paulson (University of Massachusetts Amherst, 2012)

Conceptual Modeling: Topics, Themes, and Technology Trends - Storey, Veda C.; Lukyanenko, Roman; Castellanos, Arturo (ACM Computing Surveys, 2023)
Conceptual modeling is an important part of information systems development and use that involves identifying and representing relevant aspects of reality. Although the past decades have experienced continuous digitalization of services and products that impact business and society, conceptual modeling efforts are still required to support new technologies as they emerge. This paper surveys research on conceptual modeling over the past five decades and shows how its topics and trends continue to evolve to accommodate emerging technologies, while remaining grounded in basic constructs. We survey over 5,300 papers that address conceptual modeling topics from the 1970s to the present, which are collected from 35 multidisciplinary journals and conferences, and use them as the basis from which to analyze the progression of conceptual modeling. The important role that conceptual modeling should play in our evolving digital world is discussed, and future research directions proposed.
Keywords: _Added-ailr-2024

Understanding technology adoption: theory and future directions for informal learning - Straub, Evan T. (Review of Educational Research, 2009)
How and why individuals adopt innovations has motivated a great deal of research. This article examines individuals’ computing adoption processes through the lenses of three adoption theories: Rogers’s innovation diffusion theory, the Concerns-Based Adoption Model, the Technology Acceptance Model, and the United Theory of Acceptance and Use of Technology. Incorporating all three models, this article suggests technology adoption is a complex, inherently social, developmental process; individuals construct unique yet malleable perceptions of technology that influence their adoption decisions. Thus, successfully facilitating technology adoption must address cognitive, emotional, and contextual concerns. This article also focuses specific attention on adoption theory outside of a formal organization and the implications of adoption theory on informal environments.

What ‘learning loss’ really means - The Washington Post - Strauss, Valerie (the Washington Post, 2021)

How to Ensure Compliance With Policies and Procedures - Strickland, Dale (CurrentWare, 2020)
Once your AUP is written, you need to enforce it. Follow these tips to maximize the enforcement of your acceptable use policy.

Education Technology - Strigel, Carmen (2022)
Keywords: ⛔ No DOI found

Systems thinking for social change - Stroh, David Peter (Chelsea Green Publishing, 2015)

Systems thinking for social change: A practical guide to solving complex problems, avoiding unintended consequences, and achieving lasting results - Stroh, David Peter (Chelsea Green Publishing, 2015)

Defining 'leave no one behind' - Stuart, Elizabeth; Samman, Emma (Overseas Development Institute, 2017)

Designing learning opportunities for the hardest to reach - Game-based mathematics learning for out-of-school children in Sudan - Stubbé, Hester (2018)
Worldwide, 61 million children are not in school. Despite many campaigns and initiatives, this number has not decreased over the last 10 years. There is a growing recognition that especially the most marginalised children will not be reached by simply expanding the current education system. Innovative education technology, coupled with a context specific approach, could provide opportunities. This thesis describes a project that attempts to provide education for hard to reach children. To support children to learn, without additional instruction from teachers, it was decided to design and develop a mathematics game, targeting children in Sudan with no ready access to education (in remote areas, nomadic or Internally Displaced People). The overall question of this thesis is: How can children in remote villages in Sudan learn mathematics from playing a mathematics game without additional instruction from teachers? As there was no existing curriculum-based, Arabic mathematics game, a new game had to be designed. Following a research-based approach, a set of requirements for a mathematics game that could reach these children was identified. Then the mathematics game was designed, developed and evaluated. To study whether children in remote villages in Sudan can learn mathematics from playing the game autonomously, two pilots were carried out. Pilot I focused on the question whether out-of-school children in remote villages in Sudan can learn mathematics from playing the game at all. Following positive results, sustained learning was studied in pilot II; a longer pilot, including more children and more, diverse, learning objectives. The question whether children can learn can be answered with a wholehearted ’yes’. Children who played the game have learned as much as, and probably more than, children in the control groups (no education in the same period; informal education in the same period). The set of requirements that was identified and the careful game design have resulted in a mathematics game that is engaging and motivating for the target population, leading to significant learning results. Unintentionally, even the flexibility of the game-based learning approach was proven: children only played an average 2-3 days a week instead of the planned five days a week and still increased their test scores significantly. This shows that skipping a few days a week, or even a whole week once in a while, does not get in the way of learning. Finally, the influence of child-related and context factors on learning effect was studied. The distance to the nearest primary school, self-esteem and self-efficacy showed positive correlations with test results, with a medium effect. At the same time, self-esteem has increased during the pilot. For the Sudan game, this does not mean immediate changes are necessary. When taking the game to a school context, changes should be made. At the same time, the design process and the game components can and have been used to adapt the game. The mathematics game has been adapted for Lebanon and Jordan, with Syrian refugees in mind. In addition, a literacy game for Sudan and Jordan was designed and developed.

E-Learning Sudan, Formal Learning for Out-of-School Children - Stubbé, Hester; Badri, Aiman; Telford, Rebecca (2016)
E-Learning Sudan (ELS) is a custom-built computer/tablet game that provides alternative learning opportunities to Sudanese children who are excluded from education. Unique in ELS is that children can learn mathematics, in their own remote village, without a teacher. This research study assessed the effectiveness of ELS in two pilots through a pretest–posttest control group quasi-experimental design. In Pilot I, 67 children in three remote villages, aged used the game for a period of six weeks, five days a week, 45 minutes a day; the control group did not receive any education.. In Pilot II, 591 children in 19 remote villages, played the game for six months, for a maximum of five times a week, 45 minutes a day; the control group received informal education in out-of-school centers. The results of the analysis on the pretest–posttest data revealed that ELS increased mathematics knowledge acquisition in numeracy and adding significantly and maintained student motivation to learn. Analyses of control group data and EGMA (internationally validates Early Grade Mathematics Assessment) showed that the children in the experimental group learned more than children who received no education at all, informal or formal education. These findings suggest that the implementation of ELS can greatly benefit learning for out-of-school children like in Sudan.

Inclusive Education Where there are Few Resources - Stubbs, Sue (The Atlas Alliance, 2008)

Gender-inclusive HCI research and design: A conceptual review - Stumpf, Simone; Peters, Anicia; Bardzell, Shaowen; Burnett, Margaret; Busse, Daniela; Cauchard, Jessica; Churchill, Elizabeth (Foundations and Trends® in Human–Computer Interaction, 2020)
Gender-Inclusive HCI Research and Design: A Conceptual Review

Design Principles for Systematic Search Systems: A Holistic Synthesis of a Rigorous Multi-cycle Design Science Research Journey - Sturm, Benjamin; Sunyaev, Ali (Business & Information Systems Engineering, 2019)
Rigorous systematic literature searches are often described as complex, error-prone and time-consuming because of a prevailing lack of adequate technological assistance. Nonetheless, one of the first steps when conducting a rigorous literature review is finding an appropriate literature sample. The quality of this literature sample is an important factor for the overall quality of the literature review. This article investigates how to design innovative IT systems that effectively facilitate systematic literature searches. Applying the design science research paradigm, the research method consists of multiple design cycles of artifact development, evaluation, and refinement. In doing so, six design principles are derived that intend to increase the comprehensiveness, precision, and reproducibility of systematic literature searches. The results could be helpful for research and practice. The derived design knowledge builds a foundation for future research on systematic search systems and enables new methodological contributions. The results could also guide the development of innovative search systems and features that, eventually, increase the quality and efficiency of information accumulation in different contexts.
Keywords: Design principles; Design science research; Information retrieval; Literature review; Systematic literature searches; Systematic search systems; _Added-ailr-2024

Randomised controlled trials (RCTs) in education research – methodological debates, questions, challenges - Styles, Ben; Torgerson, Carole (Educational Research, 2018)

Head Teachers' Professional Management Needs and Concerns: Evidence from an Educational District in Ghana. - Suaka, Peter Lonyian; Kuranchie, Alfred (African Educational Research Journal, 2018)

Re-orienting Education Management Information Systems (EMIS) towards inclusive and equitable quality education and lifelong learning - Subosa, Miguel; West, Mark (UNESCO, 2018)

The Absent Voices of Development Economics - Subramanian, Arvind; Kapur, Devesh (Project Syndicate, 2021)
Development economics focuses on improving the well-being of billions of people in low-income countries, but the Global South is severely underrepresented in the field. A small number of rich-country institutions dominate, and their growing use of randomized controlled trials in research is entrenching the imbalance.

Teacher Learning Circles: Reading Theory in Practice Through Dialogue - Suda, Liz (2007)

Contexts of School and Pastoralist Family Communication in Rural Mongolia: An Ecological Model - Sukhbaatar, Batdulam (University of Szeged, 2020)

Effect of Computer-Based Blended Learning Strategy on Secondary School Chemistry Students Retention in Individualised and Collaborative Learning Settings in Minna, Nigeria - Suleiman, M.S.; Salaudeen, B.M.; Falode, O.C. (Bulgarian Journal of Science and Education Policy, 2017)
This study investigated effects of Computer-based blended learning strategy on Secondary School Chemistry students retention in individualised and collaborative learning settings in Minna, Niger State, Nigeria. The study adopted a quazi-experimental design and three research questions and three null hypotheses were formulated to guide the study. Multi-staged sampling procedure was used to select a total of 120 (71 female & 49 male) students from three co-educational schools within the study area. The selected students were randomly assigned to experimental group I (Computer based blended learning in individualised setting) experimental group II (Computer based blended learning in collaborative setting) and the control group (lecture method). A multiple-choice question items on Chemistry that was developed, validated by the Chemistry experts was pilot-tested and a reliability coefficient of 0.74 was obtained using test re-test method. The achievement test was administered as instrument for data collection to students as pre-test, post-test and retention test. The data obtained from the administration of research instruments were analysed using Analysis of Covariance (ANCOVA) statistics. The results indi-cated that Computer Based Blended learning strategy improved students retention in chemistry in collaborative learning settings better than in individualized learning setting and in lecture method. It was therefore recommended among others that students should be exposed to Computer based blended learning strategy in collaborative learning setting in order to aid their retention of chemistry concepts.
Keywords: ⛔ No DOI found

Will the '2014 Education and Training Policy' prepare Tanzanian children to face challenges of the 21st century?: HakiElimu position paper on the education and training policy 2014 - Suleiman, Sumra; Boniventura, Godfrey; Kalage, John; Mihayo, Robert; HakiElimu (Tanzania) (HakiElimu, 2015)

Effects of Classroom Physical Environment on the Academic Achievement Scores of Secondary School Students in Kohat Division, Pakistan - Suleman, Dr (International Journal of Learning and Development, 2014)
The purpose of the paper was to examine the effects of classroom physical environment on the academic achievement scores of secondary school students. All the students studying at secondary school level in Kohat Division,Pakistanconstituted the population of the study. The study was delimited to the students of class 09 of Govt. High School Khurram (Karak). Forty students from class 09 of the same school were selected as sample through simple random sampling technique. The study was experimental in nature and therefore “Pre-test-Post-test Equivalent Groups Design” was used. Statistical data was collected through pre-test and post-test technique. Statistical tools i.e., mean, standard deviation and differences of means were calculated for each group. Significance of the difference between the mean scores of the experimental and control groups was tested at 0.05 level of confidence by applying t-test. After analysis, it was concluded that classroom favorable environment has a significant positive effect on the academic achievement scores of secondary school students. The students of experimental group showed better performance as compared to the students of control group. Based on findings, it was recommended that classroom physical environment should be well-organized, equiped and facilitated.

Role of Educational Technology at Primary School Level In District Karak (Khyber Pukhtunkhwa) Pakistan - Suleman, Dr (International Journal of Academic Research in Business and Social Sciences, 2011)
The study was conducted to explore the role of educational technology at primary school level in District Karak (Khyber Pukhtunkhwa). The main objectives of the study were; to investigate the availability, usability and importance of educational technology; and to investigate whether primary school teachers are for the effective use of technologies for teaching learning process. The study was descriptive in nature. All the teachers and students at primary level in District Karak constituted the population of the study. Only three hundred and sixty six (366) primary school teachers; and two thousand and two students (2002) of primary schools (@ of 25% and 5% respectively) were selected randomly as sample of the study. The study was descriptive in nature. Two different questionnaires were prepared for teachers and students for the collection of data. After analysis of data, the researcher arrived at results that educational technology is very useful for the effective teaching learning process at primary level. It was found that educational televisions, radios, film strips, flip charts, VCRs, overhead projectors, multimedia projectors, educational softwares, computers, and internet facilities were not available in schools. Majority of the teachers were not using the available technology in their teaching learning process. It was also found that teachers were not trained for the effective utilization of educational technology.
Keywords: ⛔ No DOI found

Effectiveness of Educational Technology in Strengthening Student’s Achievement in English at Secondary School Level in Kohat Division (Pakistan) - Suleman, Qaiser; Hussain, Dr Ishtiaq (International Journal of Learning and Development, 2013)
It is a reality that educational technology plays a remarkable role in strengthening and facilitating instructional process. Educational technologies are useful and effective in maximizing educational attainment at each level. The purpose of the study was to explore the effectiveness of educational technology in strengthening students’ achievement in English at secondary school level. All the students at secondary school level in Kohat Division constituted the population of the study. The study was delimited to the students of Govt. High School Khurram (Karak). The study was further delimited to the students of 9th class. Forty students of 9th class were selected as sample. Sample students were divided into two groups i.e. control group and experimental group on the basis of pre-test. Each group was comprised of 20 students. The study was experimental in nature therefore pre-test and post-test research design was used as research instrument. Statistical tools i.e. the mean, standard deviation and differences of means were computed for each group. Significance of difference between the mean scores of both the experimental and control groups on the variable of pre-test and post test scores was tested at 0.05 levels by applying t-test. After statistical analysis of the data, the researchers arrived at the conclusions that educational technology plays a vital role in teaching of English at secondary level. Educational technologies were found to be more effective and successful in teaching of English. The students of experimental group showed unexpected and astonishing performance as compared to the students of control group. On the basis of the findings, it is strongly recommended that availability of educational technologies should be ensured and utilized at secondary school level. KEYWORDS: Effectiveness; Educational Technology; Students’ Achievement; English; Secondary Level

A Comparative Study of Online and Directly Selected Secondary School Teachers Regarding Teaching Proficiency and Classroom Management in Kohat Division, Pakistan - Suleman, Qaiser; Hussain, Ishtiaq (International Journal of Learning and Development, 2013)
Secondary school teachers occupy the most critical and crucial position in the entire education system (Suleman, et al, 2011a). The purpose of the study was to compare the performance of online and directly selected secondary school teachers regarding teaching proficiency and classroom Management. All the students at secondary school level in Kohat Division, Khyber Pakhtunkhwa (Pakistan) constituted the population of the study. Only 600 students studying at secondary school level in Kohat Division were selected as sample randomly. The study was delimited to only male students at secondary school level. The study was descriptive type and questionnaire was used as research instrument. Data was collected through personal visits. After the collection of data, it was organized, tabulated, analyzed and interpreted. The statistical tools i.e. means, standard deviation and differences of means were computed for each variable. Significance of difference between the mean values of the responses of students about online and directlly selected secondary school teachers were tested at 0.05 levels by applying t-test. After statisitcal analysis of the data, the researchers conclduded that the overall performance of the directly selected secondary school teachers was better and satisfactory. They were found to have the knowledge of teaching methods and the ability to control classroom disruptive behaviour. Conversely, the overall performance of the online selected secondary school teachers was poor and unsatisfactory. They have no knowledge of teaching methodologies and subject mastery. They were found unable to manage classroom disruptive behaviour and other related activities. Based on findings, it was strongly recommended that a special professional training programme should be arranged to the existing online selected SSTs in teaching methodologies and classroom management to equip them with the modern teaching methods and techniques of managing classroom behaviour so that they become able to perform their duties effectively.

Role of Educational Technology in Public and Private Institutes at Secondary School Level in District Karak (Khyber Pukhtunkhwa) Pakistan - Suleman, Qaiser; Hussain, Ishtiaq; Akhtar, Zaitoon (International Journal of Learning and Development, 2012)
Educational technology plays a fundamental role in enhancing teaching learning process. It has facilitated instructional process and made it more productive, dynamic and effective. Therefore the study was conducted to explore the role of educational technology in public and private institutes in district Karak (Khyber Pukhtunkhwa) Pakistan in comparative perspectives. The main objectives of the study were: to compare the availability of educational technology in public and private institutions at secondary level; to compare the usability of educational technology in public and private institutions at secondary level and to know the usefulness of educational technology in public and private institutions at secondary level. All the heads, teachers and students in public and private secondary schools in district Karak constituted the population of the study. In order to ensure adequate sample, 60 heads, 180 teachers and 600 students serving and studying in public and private sectors at secondary school level in District Karak were selected randomly. The study was delimited to the selected male public and private secondary schools. The study was also delimited to those technologies which are commonly used. The study was descriptive in nature therefore, the researchers decided to develop questionnaire for the collection of data. A single questionnaire was developed for the whole sample. Pilot testing was conducted to know the weakness, misconceptions and ambiguities of the questions. After conduction of pilot testing, the questionnaire was revised and then its final version was prepared in the light of valuable suggestions of the heads, teachers and students. The researchers personally visited to the respective sample and distributed the questionnaires among the heads, teachers and students in public and private secondary schools. In this way data was collected. After the collection of data, the data was organized, tabulated and analyzed. The researchers decided to apply chi-square for the statistical treatment of the data. Therefore, chi square was applied to compare the responses of the sample. After analysis of the data, it was concluded that educational technologies are not available in both sectors. Some technologies are available in minor amount but these technologies are not used in both public and private sectors. Key Words:Educational Technology, Availability of Educational Technology, Usability of Educational Technology, Importance of Educational Technology

A Systematic Review of School-Based Social-Emotional Interventions for Refugee and War-Traumatized Youth - Sullivan, Amanda L; Simonson, Gregory R (Review of Educational Research, 2016)
Refugees often experience significant psychological distress, but many do not receive necessary services. Among children and youth, most mental health services are provided by schools, so schools are an important service provider for young refugees. We conducted a systemic literature review to synthesize and evaluate the existing research on school-based interventions to improve mental health or social-emotional functioning of students who are refugees, asylum seekers, or immigrants with war trauma. Three types of school-based interventions were identified: cognitive behavioral therapy, creative expression, and multitiered or multimodal models. The review identified several interventions with positive effects, as well as multiple interventions that had null or negative effects. We address the implications of this body of intervention research for practice and research.
Keywords: cognitive behavioral therapy; creative expression therapy; intervention; refugee; school

Getting off the “Gold Standard”: Randomized controlled trials and education research - Sullivan, Gail M (Journal of Graduate Medical Education, 2011)

An EMIS for Palestine – the Education Management Information System in the West Bank and Gaza Strip - Sultana, Ronald G. (Mediterranean Journal of Educational Studies, 2003)
Keywords: ⚠️ Invalid DOI; ⛔ No DOI found

A tale of two communication tools: Discussion-forum and mobile instant-messaging apps in collaborative learning - Sun, Zhong; Lin, Chin-Hsi; Wu, Minhua; Zhou, Jianshe; Luo, Liming (British Journal of Educational Technology, 2017)
Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions.

A tale of two communication tools: Discussion-forum and mobile instant-messaging apps in collaborative learning - Sun, Zhong; Lin, Chin-Hsi; Wu, Minhua; Zhou, Jianshe; Luo, Liming (British Journal of Educational Technology, 2017)
Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions.

A tale of two communication tools: discussion-forum and mobile instant-messaging apps in collaborative learning - Sun, Zhong; Lin, Chin-Hsi; Wu, Minhua; Zhou, Jianshe; Luo, Liming (British Journal of Educational Technology, 2018)
Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions.
Keywords: Applications programs; China; Collaborative learning; Collaborative virtual environments; Communication; Computer Mediated Communication; Computer Software; Computer assisted instruction--CAI; Content Analysis; Content analysis; Cooperative Learning; ERIC, Current Index to Journals in Education (CIJE); Education--Teaching Methods And Curriculum; Educational technology; Foreign Countries; Handheld Devices; Higher Education; Learning; Network Analysis; Network analysis; Preferences; Preservice Teachers; Social Networks; Social factors; Student Attitudes; Student Surveys; Synchronous Communication; Telecommunications; Tools; Undergraduate Students; __:import:01; __:match:final; __:matched; __:study_id:2096807; __finaldtb

A tale of two communication tools: discussion-forum and mobile instant-messaging apps in collaborative learning - Sun, Zhong; Lin, Chin-Hsi; Wu, Minhua; Zhou, Jianshe; Luo, Liming (British Journal of Educational Technology, 2018)
Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions.
Keywords: Applications programs; China; Collaborative learning; Collaborative virtual environments; Communication; Computer Mediated Communication; Computer Software; Computer assisted instruction--CAI; Content Analysis; Content analysis; Cooperative Learning; ERIC, Current Index to Journals in Education (CIJE); Education--Teaching Methods And Curriculum; Educational technology; Foreign Countries; Handheld Devices; Higher Education; Learning; Network Analysis; Network analysis; Preferences; Preservice Teachers; Social Networks; Social factors; Student Attitudes; Student Surveys; Synchronous Communication; Telecommunications; Tools; Undergraduate Students; __:import:01; __:match:final; __:matched; __:study_id:2096807; __finaldtb

Sunbird - Sunbird (2021)

Use of Twitter Technology in Educational Learning - Sunday, Ajibo Anthony (The Turkish Online Journal of Educational Technology, 2021)
This paper explores the use of Twitter technology in educational learning and teaching in education system. The objectives of this study emphasizes on the contributions of Twitter to personal and educational learning experience, and its adoption for professional development in 21st century. Twitter technology was invented as a media outlet in 2006, to provide a unique kind of communication that allows only 140 numbers of characters. It is a technology that permits users to send and receive information on website, from mobile or computer-enabled internet. A Twitter requires a valid email address to sign up for an account and equally set up private profiles in line with the system command. Users share pictures, videos among other educational materials of what is happening in the world. Twitter is a social media platform that has drawn the attention of its users, especially the students and educators around the world. Secondary sources of data collection were adopted in the paper review. In spite of the short comings of Twitter technology, major findings revealed that the use of Twitter technology is becoming a common usage among students and professional development of educators across the world. Recommendations include the need for sustained campaign of the use of Twitter technology in institutions of learning across the world, especially in the developing countries, and the pedagogical adoption of Twitter for professional development of the future of education, as opposed to traditional method of teaching.
Keywords: ⛔ No DOI found

Insights on ESL Student Teachers Reflecting Collaboratively Online Shubashini Suppiah Institute of Teacher Education Gaya Campus - Suppiah, Shubashini; Lee, S; Swanto, K; Lajium, S (2019)
The concept of a collaborative based reflective practice approach is grounded within the theoretical argument that critical reflection can be fostered through the presence of the "knowledgeable other" (Vygotsky, 1978). The present study was a pilot initiative in utilizing EDMODO (a closed educational learning management system) as a platform to explore reflection in a communal approach within a group of pre-service ESL teachers and their teacher educator mentor during a teaching practice placement in the context of the TESL (Teaching English as a Second Language) degree programme in an institute of teacher education (ITE) in Malaysia. The aims of the study are: (1) to examine the nature of the online reflection posts; and (2) to explore the nature of interactions that occurred online and the extent it supported collaborative reflection practices. The study employed a qualitative case study design in which five pre-service teachers (n=5) and their teacher educator mentor used EDMODO to post their reflections and carry out discussions for four weeks (n=4). The sources of data were the online reflection posts, the threaded discussion posts and a semi-structured group interview. Despite initial ambiguities and constraints, the EDMODO learning site as a platform for reflective practice showed positive results in that it allowed collaboration and dialogue to take place. Nevertheless, the facilitation of the reflection process requires further inquiry. The findings of the study suggest the need to establish a more systematic and structured approach when fostering critical reflection practices in a communal setting.

Insights on ESL student teachers reflecting collaboratively online - Suppiah, Shubashini; Wah, Lee Kean, (PhD); Swanto, Suyansah, (PhD); Lajium, Denis Andrew, (PhD) (The English Teacher, 2019)
The concept of a collaborative based reflective practice approach is grounded within the theoretical argument that critical reflection can be fostered through the presence of the "knowledgeable other" (Vygotsky, 1978). The present study was a pilot initiative in utilizing EDMODO (a closed educational learning management system) as a platform to explore reflection in a communal approach within a group of pre-service ESL teachers and their teacher educator mentor during a teaching practice placement in the context of the TESL (Teaching English as a Second Language) degree programme in an institute of teacher education (ITE) in Malaysia. The aims of the study are: (1) to examine the nature of the online reflection posts; and (2) to explore the nature of interactions that occurred online and the extent it supported collaborative reflection practices. The study employed a qualitative case study design in which five pre-service teachers (n=5) and their teacher educator mentor used EDMODO to post their reflections and carry out discussions for four weeks (n=4). The sources of data were the online reflection posts, the threaded discussion posts and a semi-structured group interview. Despite initial ambiguities and constraints, the EDMODO learning site as a platform for reflective practice showed positive results in that it allowed collaboration and dialogue to take place. Nevertheless, the facilitation of the reflection process requires further inquiry. The findings of the study suggest the need to establish a more systematic and structured approach when fostering critical reflection practices in a communal setting.
Keywords: Collaboration; Distance learning; English as a second language--ESL; Linguistics; Malaysia; Problem solving; Professional development; Reflective practice; Researchers; Social research; Student teachers; Teacher education; Teaching; Web 2.0; __:import:01; __:match:final; __:matched; __:study_id:2095770; __finaldtb; ⛔ No DOI found

Importance of e-learning in higher education: a study - Suresh Babu, G.; Sridevi, K. (International Journal of Research Culture Society, 2018)
This study investigates the importance of using e-learning in teaching in higher education. In the institutions of higher education, the issue of utilizing modern information and communication technologies ICT) for teaching and learning is very important. This study gives a scholarly background to the study by reviewing some contributions made by various researchers and the institutions on the concept of e-learning, particularly its usage in teaching and learning in higher educational institutions. It looks at the scope, importance, the role elearning plays in higher educational institutions and the advantages and disadvantages of its adoption and implementation in higher education.
Keywords: ⛔ No DOI found

White paper Online proctoring. Questions and answers about remote proctoring. | SURF.nl - SURF (SURF, 2020)
Online proctoring (or invigilation) offers opportunities for international and flexible education.

Ethical Considerations of Conducting Systematic Reviews in Educational Research - Suri, Harsh (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
Ethical considerations of conducting systematic reviews in educational research are not typically discussed explicitly. However, systematic reviews are frequently read and cited in documents that influence educational policy and practice. Hence, ethical issues associated with what and how systematic reviews are produced and used have serious implications. It becomes imperative for systematic reviewers to reflexively engage with a variety of ethical issues associated with potential conflicts of interest and issues of voice and representation. This chapter discusses how systematic reviewers can draw upon the philosophical traditions of consequentialism, deontology or virtue ethics to situate their ethical decision-making.

COVID-19 and the education response in Indonesia: exploring the learning crisis - Suriastini, Wayan; Setyo, Pujiastuti; Herawati, Fita; Naryanta; Moddilani, Ganiko; Pellini, Arnaldo (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Assessment of policies to improve teacher quality and reduce teacher absenteeism - Suryahadi, Asep; Sambodho, Prio (Working paper, 2013)

Using instructional video to improve awareness of scientific approach in science classroom - Susantini, Endang; Faizah, Ulfi; Yonata, Bertha; Kurniasari, Ika; Suryanti (Asia-Pacific Forum on Science Learning and Teaching, 2018)
Instructional videos have been developed to engage pre-service teachers to learn how to teach scientific approach in science classroom. This study aimed to improve preservice teachers' awareness of scientific approach in science classroom through instructional video along with their responses. Thirty two pre-service science teachers from Universitas Negeri Surabaya, Surabaya, Indonesia, participated in this study and observed two different instructional videos using video-analysis worksheet supplemented by the supervisor. In response to the instructional video, results showed that pre-service teachers noticed well about application of scientific approach in inquiry-based teaching and cooperative learning models. Pre-service teachers also showed positive views about the instructional videos and became a reflection for their own future teaching actions and practices. Supplementation of the video-analysis worksheet during the implementation and peer-discussion among preservice teachers can be used to improve pre-service teachers' awareness as well as to provide clear exemplary about how to integrate scientific approach at each phase of inquiry-based teaching and cooperative learning models. This study implies that the present instructional videos and followed-up video-analysis task are adequate to facilitate pre-service teachers to understand what to do in actual classroom in terms of applying scientific approach as envisioned by Indonesia curriculum reform.
Keywords: Active Learning; Biology; Chemistry; Classrooms; Cooperative Learning; Cooperative learning; Curricula; ERIC, Current Index to Journals in Education (CIJE); Educational technology; Foreign Countries; Higher Education; Hypotheses; Indonesia; Inquiry; Inquiry method; Instructional Material Evaluation; Mathematics; Models; Pedagogy; Preservice Teacher Education; Preservice Teachers; Professional development; Science Instruction; Science Teachers; Science education; Sciences: Comprehensive Works; Scientific Methodology; Student Attitudes; Students; Teacher education; Teaching Methods; Teaching methods; Video Technology; Video recordings; __:import:01; __:match:final; __:matched; __:study_id:2097317; __finaldtb; ⚠️ Invalid DOI; ⛔ No DOI found

Supporting Headteachers in a Developing Country - Swaffield, Sue (Life in Schools and Classrooms, 2017)

Using Mobile Phone Texting to Support the Capacity of School Leaders in Ghana to Practise Leadership for Learning - Swaffield, Sue; Jull, Stephen; Ampah-Mensah, Alfred (Procedia - Social and Behavioral Sciences, 2013)
Several years into a collaborative professional development programme to build the Leadership for Learning capacity of Basic school headteachers throughout Ghana, the challenge is to sustain commitment, deepen understanding and share learning among the school leaders. Employing ubiquitous mobile phone technology, weekly text messages have been sent to the programme's 175 initial participants. During the year of the pilot project different forms of messages have been tried, and feedback from recipients suggests their value. The paper reports experience and findings from the pilot, and considers plans for scaling-up to reach all 18,000 Basic schools across the country.
Keywords: Ghana; Leadership for Learning; SMS; headteachers; mobile phone; professional development; school leaders; text messages

The Effects of Incentive Initiatives on Teacher Retention in Tanzania: A Case of the Rukwa Region - Swai, Anna Every (University of Massachusetts Amherst, 2013)

Tanzania: ICT in education: situational analysis - Swarts, Patti; Wachira, Esther Mwiyeria (Global e-Schools and Communities Initiative, 2010)

Story Guide: Building bridges using narrative techniques – Story-telling aid - Swiss Agency for Development and Cooperation [SDC] (SDC, 2007)

Digital training for increasing English teachers’ professionalism at junior high school - Syafryadin, Syafryadin; Wardhana, Dian Eka Chandra; Febriani, R.Bunga (Journal of Education and Learning (EduLearn), 2021)
This research aimed to know the problems and the implementation of the training as the solution and evaluation of digital training that can increase the English teachers’ professionalism at SMP Negeri 13 Bengkulu, Indonesia. This study used a descriptive qualitative method with the number of trainees were 10 English teachers. The procedures of collecting data were observation, documentation and interview. Then, the data analysis were done by comparing the result of the interview from the English teachers at SMP Negeri 13 Bengkulu, Indonesia before they joined and after joining digital training provided by the researchers and finally concluded. The first research finding is the English teachers had problems in terms of knowledge, difficult to apply the application or technology, and never joining training. The second finding is the implementation of digital training had many benefits namely increased the English teachers’ professionalism, experienced and innovated their knowledge and skills toward the use of digital learning, it brought a good quality for learning outcomes and it helped to be better in an advanced educational institution, particularly at SMP Negeri 13 Bengkulu, Indonesia. The last finding is that after implementation, the English teachers still got problems in using the application and need more training. The implication of this study is digital training can be an advanced way in educational development which needs good participation from the trainers, trainees and educational institution.

Syafunda Digital Library - Syafunda (Syafunda, 2021)

Mobile Minute: Global Classrooms Rely on Education Apps As Remote Learning Accelerates - Sydow, Lexi (App Annie, 2020)

The benefits of school mapping - Sylla, K; Tournier, B (2013)

Symantec Global Internet Security Threat Report: Trends for 2009 - Symantec (2010)

Death of mixed methods? Or the rebirth of research as a craft - Symonds, Jennifer E.; Gorard, Stephen (Evaluation & Research in Education, 2010)
The classification by many scholars of numerical research processes as quantitative and other research techniques as qualitative has prompted the construction of a third category, that of ‘mixed methods’, to describe studies that use elements from both processes. Such labels might be helpful in structuring our understanding of phenomena. But they can also inhibit our activities when they serve as inaccurate or limiting descriptors. Based on the observation that mixed methods are fast becoming a common research approach in the social sciences, this paper questions whether the assumptions that are used and perpetuated by mixed methods are valid. The paper calls for a critical change in how we perceive research, in order to better describe actual research processes. A ‘core’ design typology of the mechanisms underlying research structures and processes is posited to encourage creative thinking around alternatives to the three purported paradigms of quantitative, qualitative and mixed methods. This ‘return to basics’ seeks to encourage new and innovative research designs to emerge, and suggests a rebirth of research from the ashes of mixed methods.
Keywords: mixed methods; paradigm; qualitative; quantitative; research methods; research philosophy

Enhancing peer interaction: an aspect of a high-quality learning environment in Finnish early childhood special education - Syrjämäki, Marja; Sajaniemi, Nina; Suhonen, Eira; Alijoki, Alisa; Nislin, Mari (European Journal of Special Needs Education, 2017)

The Global Girlhood Report 2020: How COVID-19 is putting progress in peril - Szabo, Gabrielle; Edwards, Jess (Save The Children, 2020)
Keywords: ___working_potential_duplicate

A Systematic Scoping Review of the Choice Architecture Movement: Toward Understanding When and Why Nudges Work - Szaszi, Barnabas; Palinkas, Anna; Palfi, Bence; Szollosi, Aba; Aczel, Balazs (Journal of Behavioral Decision Making, 2018)
In this paper, we provide a domain-general scoping review of the nudge movement by reviewing 422 choice architecture interventions in 156 empirical studies. We report the distribution of the studies across countries, years, domains, subdomains of applicability, intervention types, and the moderators associated with each intervention category to review the current state of the nudge movement. Furthermore, we highlight certain characteristics of the studies and experimental and reporting practices that can hinder the accumulation of evidence in the field. Specifically, we found that 74% of the studies were mainly motivated to assess the effectiveness of the interventions in one specific setting, while only 24% of the studies focused on the exploration of moderators or underlying processes. We also observed that only 7% of the studies applied power analysis, 2% used guidelines aiming to improve the quality of reporting, no study in our database was preregistered, and the used intervention nomenclatures were non-exhaustive and often have overlapping categories. Building on our current observations and proposed solutions from other fields, we provide directly applicable recommendations for future research to support the evidence accumulation on why and when nudges work. Copyright © 2017 John Wiley & Sons, Ltd.
Keywords: behavioral interventions; choice architecture; nudge; public policy; review

Live virtual sessions with toddlers and preschoolers amid COVID-19: Implications for early childhood teacher education - Szente, Judit (Journal of Technology and Teacher Education, 2020)
This paper shares reflections on over 50 live Zoom instructional lessons with toddlers and preschoolers amid the first three weeks of school closures due to COVID-19 in the State of Florida. Reflections resulted in three themes such as 1) Implementing digital sessions with young children; 2) Establishing and maintaining home-based child engagement through technology; and 3) Ensuring family involvement/engagement through technology. Implications and recommendations are provided for early childhood teacher education programs and in-service professional development opportunities to ensure that teachers are better prepared for teaching and learning in an online environment.
Keywords: Access to Computers; Communicable Diseases; Disease Control; Distance Education; Early Childhood Teachers; Educational Technology; Faculty Development; Family Involvement; Online Courses; Preschool Children; Preservice Teacher Education; Technological Literacy; Toddlers; ⛔ No DOI found

Towards a disability inclusive education - Sæbønes, Ann-Marit; Bieler, Rosangela Berman; Baboo, Nafisa; Banham, Louise; Singal, Nidhi; Howgego, Catherine; McClain-Nhlapo, Charlotte Vuyiswa; Riis-Hansen, Trine Cecilie; Dansie, Grant Angus (2015)
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Towards a Disability Inclusive Education - Sæbønes, Ann-Marit; Bieler, Rosangela Berman; Baboo, Nafisa; Banham, Louise; Singal, Nidhi; Howgego, Catherine; McClain-Nhlapo, Charlotte Vuyiswa; Riis-Hansen, Trine Cecilie; Dansie, Grant Angus (Oslo Summit on Education for Development, 2015)
Keywords: ___working_potential_duplicate

Annual Survey of Progress and Achievement - T-TEL (2019)

Midline survey: Transforming teacher education and learning - T-TEL (2017)

Transforming Teaching, Education & Learning Directors' Report 2022 - 2023 - T-TEL (Transforming Teacher Education and Learning, 2023)
T-TEL's 3rd Annual General Meeting (AGM) Report

OER Guidance for Colleges - T-TEL Professional Development Programme (Ministry of Education (Ghana), 2016)

Open Educational Resources: Guidance for College of Education - T-TEL Professional Development Programme (Ministry of Education (Ghana), 2016)

T-TEL's Terms, Messages and Communications Guide - T-TEL Professional Development Programme (Ministry of Education (Ghana), 2016)

Theme 5: Teaching and Learning Materials (Professional Development Guide For Student Teachers) - T-TEL Professional Development Programme (Ministry of Education (Ghana), 2016)

T4 Insights Report: World's largest teacher post-Covid-19 - T4 (2021)

Effective Assessment and Progress Monitoring in an Online Environment: A Study in Six Countries - T4 Education; EdTech Hub (EdTech Hub, 2022)
The study was undertaken in six countries – Bangladesh, India, Nigeria, Pakistan, Philippines, and South Africa. The data collection involved focus group discussions with two held in each country..

Education technology in the COVID-19 response in Pakistan - Tabassum, Rabia; Hadi, Murium; Qaisrani, Ayesha; Shah, Qasim (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v2; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

EdTech in Ghana: A Rapid Scan - Taddese, A. (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Ghana. This report is based primarily on desk research, with quality assurance provided by a country expert.
Keywords: Access; C:Ghana; Distance learning; EdTech; LP: English; Online learning; Remote learning; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v1; _zenodoETH

A rapid scan of the EdTech landscape in 11 countries - Taddese, Abeba (EdTech Hub, 2020)
By Abeba Taddese We have just produced rapid scans of the EdTech landscape in 11 countries: Ghana, Jordan, Kenya, Liberia, Nigeria, Pakistan, Rwanda, Senegal, Sierra Leone, Tanzania, and Zimbabwe. The scans are based primarily on desk research and offer a glimpse into the countries’ EdTech ecosystems. They examine enabling factors for EdTech from a holistic systems perspective but are by…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Supporting Refugee Distance Education: A Review of the Literature - Taftaf, Randa; Williams, Christy (American Journal of Distance Education, 2020)
The sudden influx of refugees into countries around the world has caused a complicated, multi-faceted, international refugee crisis. Refugees, whether in camps or urban areas, face a myriad of problems and obstacles, yet one of the most critical issues young refugees face is the lack of educational opportunities and/or resources. United Nations International Children’s Emergency Fund warns that this lack of education could potentially create a “lost generation” which may lead to serious implications, not only for these young refugees but also to surrounding, nearby societies. This paper seeks to understand if and how Information and Communication Technology (ICTs) have been reported in the literature as being used in different contexts to connect young refugees with high quality educational opportunities, and whether the urban or camp contexts impact these opportunities. The results of this review of the literature indicate that a number of different ICTs have successfully been used in a variety of different educational settings and for a variety of purposes. Additionally, where a refugee lives could impact the accessibility and nature of the ICT tools available to provide an education.
Keywords: Google Scholar/ "refugee education" ICT; RER theme_pedagogies and modalities

Consultants needed for UNESCO ACCRA's review of ICT in Education Policy in Ghana - Tahi (EdTech Hub, 2021)
ICT Transforming Education in Africa: Review of ICT in Education Policy in Ghana  TERMS OF REFERENCE (TOR) FOR INDIVIDUAL CONSULTANTS 1. Background/Context  UNESCO Korean Funds-In-Trust ICT Transforming Education in Africa is a project developed under  the UNESCO-Korea Funds-in-Trust framework to support a selected number of Sub-Saharan  African countries to test scalable and effective models of using information and  communication technologies…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Sierra Leone series: the Pikin-to-Pikin Movement and its focus on child protection, education, nutrition and health. - Tahi (EdTech Hub, 2021)
Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector.   In week one, we connected with Abdulai Swaray and Bai Kamara from the Pikin-to-Pikin Movement.…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Ict Integration in Teacher Education: Pakistan "Attitude of Prospective Teachers Towards Ict" - Tahira, Syeda Samina; Saadi, Azhar Mumtaz (Iated-Int Assoc Technology Education & Development, 2013)
The integration of information and communication technologies can help to strengthen teachers and students, but the success of any initiatives to integrate technology in an educational program depends strongly upon the support and attitudes of people involved such as students or teachers. This study aimed to investigate the use of computers in teacher education institutes of Punjab, Pakistan. It measured the attitude of prospective teachers towards the use of ICT and identified barriers faced by prospective teachers in use of ICT. Loyd Gressard Computer Attitude Scale (Loyd and Gressard, 1984, 1985) was administered among 250 M. Ed level prospective teachers from 5-public sector universities of Punjab, Pakistan. This instrument captured the prospective teacher's attitude in four dimensions of ICT. These dimensions were computer anxiety, confidence with computers, liking computers and attitude toward the usefulness of computers. Moreover some open ended questions were also included to identify the barriers faced by prospective teachers in the use of ICT. The overall attitude of the prospective teachers towards the use of ICT was measured by applying simple descriptive statistical technique such as mean score. Further, comparison of attitude of male and female prospective teachers was made by applying inferential statistical technique such as t-test. All prospective teachers showed highly positive attitude towards ICT. Moreover female prospective teachers were found to be more anxious than male. Male prospective teachers were found more confident in using computers. Prospective teachers pointed out a lot of barriers faced by them in the use of ICT.
Keywords: Information Communication Technology; Teacher Education; attitude; barriers in the use of ICT; computer anxiety; computer attitudes; confidence with computers; liking computers; usefulness of computers; validation

Evaluating the impact of technology-supported personalised learning interventions on the mathematics achievements of elementary students in India - Tailor, Kavita (2022)
Technology-supported personalised learning (TSPL) refers to the use of technology to personalise a learner’s experience by adjusting the pace and relevance of content based on the learner’s age, capability and prior knowledge (FitzGerald et al., 2018). Although technology has been epitomised in creating personalised and effective learning experiences for students, there are perennial debates on its role in enhancing quality, productivity and learning (Payal Arora, 2019; Zierer, 2019). This review explores the effectiveness of TSPL on the mathematics achievements of elementary students in India. This review argues that while evidence on using TSPL at scale to benefit all learners remains mixed and inconclusive, with continued iterative research, TSPL holds promise in serving learners’ needs irrespective of achievement level or socio-economic background. In doing so, this review outlines an agenda for future research to improve the efficiency, reach, and effectiveness of TSPL. This involves gaining a deeper understanding of whether TSPL works best as either a supplement or substitute in classrooms and the impacts of doing so in different quality schools. Mechanisms around how TSPL interventions can operate via low-tech mechanisms to better serve low-income communities and to advantage students of all learning abilities are also explored.
Keywords: India; education technology; elementary school; mathematics; personalised learning

Exploring the Relationship Between Teachers’ Use of Technology During the Covid-19 Pandemic in India and Their Perspectives on Students’ Motivation to Learn - Tailor, Kavita; Hennessy, Sara; Jordan, Katy (EdTech Hub, 2023)
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
Keywords: _r:AddedByZotZen

Teacher Training Program through Distance Education in Bangladesh Open University: The Challenges of Using ICT - Talukder, M (St. Theresa Journal of Humanities and Social Sciences, 2015)
Bangladesh Open University is the only public university in the country that imparts education in an open and distance mode. Since the establishment of this university in 1992, it has been providing teacher education and training throughout Bangladesh. Teaching is one of the most challenging professions today in Bangladesh where knowledge is expanding rapidly and modern technologies are attracting teachers to learn how to use these technologies in their teaching. Hence, the demand of teacher training is increasing day by day. Since teacher training program is an important issue in Bangladesh, it could be done through distance education using Information and Communication Technology (ICT). The present study attempts to find out the challenges of using ICT in teacher training program and provides a possible solution to it. A mixed-method approach was adopted by using a questionnaire, observation and semi-structured interviews with the faculty members of BOU. The findings show that, when teacher training program integrates ICT, it encounters a challenging operational environment – curriculum, skilled people, and infrastructures of the university, limitation of time and cost of the program.
Keywords: ⛔ No DOI found

Blended Learning for Learner Empowerment: Voices from the Middle East - Tamim, Rana M. (Journal of Research on Technology in Education, 2018)

What Forty Years of Research Says About the Impact of Technology on Learning A Second-Order Meta-Analysis and Validation Study - Tamim, Rana; Bernard, Robert; Borokhovski, Eugene; Abrami, Philip; Schmid, Richard (Review of Educational Research, 2011)
This research study employs a second-order meta-analysis procedure to summarize 40 years of research activity addressing the question, does computer technology use affect student achievement in formal face-to-face classrooms as compared to classrooms that do not use technology? A study-level meta-analytic validation was also conducted for purposes of comparison. An extensive literature search and a systematic review process resulted in the inclusion of 25 meta-analyses with minimal overlap in primary literature, encompassing 1,055 primary studies. The random effects mean effect size of 0.35 was significantly different from zero. The distribution was heterogeneous under the fixed effects model. To validate the second-order meta-analysis, 574 individual independent effect sizes were extracted from 13 out of the 25 meta-analyses. The mean effect size was 0.33 under the random effects model, and the distribution was heterogeneous. Insights about the state of the field, implications for technology use, and prospects for future research are discussed.

eSkwela: ICT for alternative learning system - Tan, Maria Melizza (APEC ICT4D Expo, 2010)

Pre-primary teachers’ preparedness in integrating information and communication technology in teaching and learning in Tanzania - Tandika, Pambas Basil; Ndijuye, Laurent Gabriel (Information and learning science, 2019)
Purpose Integration and use of technology in teaching and learning in the education sector from pre-primary education (PPE) to the higher levels of education, is a policy issue. In developed countries, including Tanzania, information and communication technology (ICT), especially in PPE, is inadequately researched for laying evidence on its applicability in instruction and learning. Therefore, this paper aims to determine pre-primary teachers’ preparedness in integrating ICT in classroom instruction and challenges teachers face in integrating it for child’s meaningful learning. Design/methodology/approach Methods and instruments: a qualitative transcendental phenomenological approach was used in determining teachers’ preparedness in integrating ICT in PPE in Tanzania. It was further used to collect data that describe the teaching and learning through the integration of ICT in every session as their lived experience for pre-primary teachers. Its selection was appropriate as it allowed researchers to systematically analyse for description the commonalities and differences existing among the involved teachers in integrating ICT in teaching and learning as their lived experiences (Moerer-Urdahl and Creswell, 2004). To appropriately analyse teachers’ understanding and experiences regarding ICT and its integration in teaching and learning in pre-primary classes, semi-structured interviews and open-ended questionnaires were used for in-depth understanding of the study problem. Semi-structured interviews were used to collect data through open-ended questions where researchers took an average of 40 min per session with participants’ (teachers) using notebooks to take note of their thoughts, feelings and beliefs about ICT integration in PPE. Use of the semi-structured interview was based on the reality that it provides in-depth information pertaining to participants’ experiences and viewpoints of a particular topic (Turner, 2010). Once the interview session was complete, each teacher was given a questionnaire to fill in for triangulating their experiences. Description of participants: a total of 14 schools constituting 28 teachers were purposively sampled and engaged in this study. Analysis of participants’ demographic characteristics indicates that all of the involved teachers had certificate in teacher education that qualified them as primary school teachers. Meanwhile, 18 (66.7 per cent) of the pre-primary school teachers who were involved in this study were female with only 10 (33.3 per cent) had working experience at and above five years of teaching in early grade classes. Study participants (teachers) from Itilima and Meatu Districts were purposively involved in the study as their experiences in young children’s learning and contextual influences (educational and training policy of 2014, the ICT policy of 2007, and foreign studies) are potential in improving the quality of learning. Study area: the current study was conducted in two districts (Itilima and Meatu) all found in Simiyu region. The two districts were selected and considered appropriate by the study as they constituted the 17 most disadvantaged rural areas in Tanzania (Mosha et al., 2015). Authors describe the two districts as having poor educational outcomes mainly relatively low pass rates in the primary school leaving examination results. In Itilima, one ward out of 22 was studied in which its six schools [with a total of 12 teachers] among 87 schools in the district were involved. While in Meatu district, eight of 121 schools [with a total of 16 teachers] in one ward of 29 wards were studied. This implies that a total of 14 schools and 28 teachers were involved in this study. Data analysis: the data collected through the interviews and open-ended questionnaires were subjected to content analysis procedures (reading and re-reading notes and transcripts followed by a three-steps-coding process consisting of open, axial and selective coding procedures). The analysis process was informed by the Vagle’s (2014) six steps for phenomenological research data analysis procedure (holistic reading of the entire text, first line-by-line reading, follow up questions, second line-by-line reading, third line-by-line reading, and subsequent readings). Practically, the researchers read and re-read the texts and transcribed data from the language used during data collection that is Kiswahili, into the reporting language that is English. Following transcription, data were coded for developing categories of data through axial and elective coding processes. Findings The data analysis was conducted and results and its discussion are presented in three sub-sections: preparedness of teachers in using ICT in teaching and learning; teachers’ views about the integration of ICT in teaching and learning; and challenges faced by teachers in integrating ICT in teaching and learning. Teacher’s preparedness in the use of ICT in teaching: exploration of teachers’ preparedness in integrating ICT in teaching and learning was preceded by exploration of teachers’ understanding of ICT in teaching and learning. Analysis revealed that majority of teachers were aware about ICT in teaching and learning and they understood it as the implementation of curriculum at school level that involves use of ICT-based facilities such as television, mobile phones, computer and radio. Teacher elaborated that appropriate use of ICT-based facilities that would later develop children to potentially improve their understanding and practical application in daily life. Other teachers understood ICT in teaching and learning as use of printed materials [newspapers and magazines] in facilitating pupil’s learning of planned lessons. While other teachers were aware of what ICT means the second category of teachers as noted in their responses, had limited understanding, as to them, ICT in education meant use of printed materials. Difference in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as use of ICT facilities in developing children’s competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Their views are based on the development of children with competencies useful in facilitating further learning in the subject known as Teknolojia ya Habari na Mawasiliano. Following the question based on exploring teachers’ understanding of ICT in teaching and learning, researchers explored teachers’ preparedness in using ICT in teaching and learning. Table 1.0 illustrates teachers’ multiple responses regarding their preparation. Table I: teacher’s preparedness in using ICT in teaching and learning. S/N; preparedness; freq; and per cent. Enhancing child’s understanding on the use of ICT-based facilities-20, 71.4; using remedial sessions teaching ICT-12, 42.8; using ICT-based facilities for teaching other classes-8, 28.5. Table 1.0 illustrates that teachers are prepared to enable children use ICT to access information and more knowledge related to their school subjects and general life. They were of the view that ICT could serve well in areas where text and supplementary books are scares or torn-out by pupils because were poorly bound or due to poor quality of papers used. Therefore, availability of ICT facilities in schools would become important resource-materials for pupils, as well as teachers. For instance, a teacher said that; Availability of ICT facilities, such as computers in schools will help us in preparing notes or content for supplementing their learning. Different from the paper-based notes, computers will keep our notes properly compared to the papers that get easily displaced and hard to retrieve notes when lost (Interview, 20 April 2016). In addition to the use of ICT facilities in serving as resource material, their use in schools would aid pupils and teachers to use them beyond teaching and learning. Teachers narrated that children may find games and puzzles that all help in stimulating their thinking, hence interest in schooling and further learning. Teachers also said they are prepared to use even extra hours that are beyond school timetable to ensure children learn well to meet the uncovered periods once facilities are placed in school. Use of extra hours beyond the normal school timetable comm. Research limitations/implications The study was limited to the accessed and involved schools as some schools were found to have no specific teachers teaching a pre-primary class on reasons the responsible teacher for the class had retired. As a result, researchers spend extended time to travel and reach schools that were located far from one school to the other. Again, some teachers were reluctant in participation on reasons that researchers are evaluating their competency for reporting to the higher authorities. Practical implications Differences in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as the use of ICT facilities in developing pupils’ competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Effective integration of ICT for efficiency in instruction depends on the teacher’s preparedness especially competency in using the equipments and infrastructures especially electric power. Social implications Integration of Information and Communication Technology in teaching and learning in PPE is socially important in the view that all children regardless of their background (urban or rural, affluent or poor) benefits in learning through use of technology. The children’s access to education integrating ICT would ensure equal opportunities
Keywords: Information and communication technology; Learning and quality instruction; Pre-primary education; Preparedness; Teaching

Digital Literacies for International Teacher Education: a Ghanaian perspective - Taner, Lisa (The Open University, 2018)
Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.
Keywords: ___working_potential_duplicate

Digital literacies for international teacher education: a Ghanaian perspective - Taner, Lisa (The Open University, 2018)
Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.
Keywords: _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Education management; _THEME: Open systems; _THEME: School management; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2426091; ___working_potential_duplicate; __finaldtb

Digital literacies for international teacher education: a Ghanaian perspective - Taner, Lisa (The Open University, 2018)

Digital Literacies for International Teacher Education: a Ghanaian perspective - Taner, Lisa (The Open University, 2018)
Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.
Keywords: ___working_potential_duplicate

Digital literacies for international teacher education: a Ghanaian perspective - Taner, Lisa (The Open University, 2018)
Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.
Keywords: THEME: Curriculum and resources; THEME: Education management; THEME: Open systems; THEME: School management; THEME: Teacher Professional Development; _Source:Intuitive; ___working_potential_duplicate

Digital literacies for international teacher education: a Ghanaian perspective - Taner, Lisa (The Open University, 2018)
Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.
Keywords: THEME: Curriculum and resources; THEME: Education management; THEME: Open systems; THEME: School management; THEME: Teacher Professional Development; _Source:Intuitive; ___working_potential_duplicate

A qualitative inquiry of K-12 teachers experience with open educational practices - Tang, Hengtao (International Review of Research in Open and Distributed Learning, 2020)

Research on deep learning techniques in breaking text-based Captchas and designing image-based Captcha - Tang, Mengyun; Gao, Haichang; Zhang, Yang; Liu, Yi; Zhang, Ping; Wang, Ping (IEEE Transactions on Information Forensics and Security, 2018)
The ability of hackers to infiltrate computer systems using computer attack programs and bots led to the development of Captchas or Completely Automated Public Turing Tests to Tell Computers and Humans Apart. The text Captcha is the most popular Captcha scheme given its ease of construction and user friendliness. However, the next generation of hackers and programmers has decreased the expected security of these mechanisms, leaving websites open to attack. Text Captchas are still widely used, because it is believed that the attack speeds are slow, typically two to five seconds per image, and this is not seen as a critical threat. In this paper, we introduce a simple, generic, and fast attack on text Captchas that effectively challenges that supposition. With deep learning techniques, our attack demonstrates a high success rate in breaking the Roman-character-based text Captchas deployed by the top 50 most popular international websites and three Chinese Captchas that use a larger character set. These targeted schemes cover almost all existing resistance mechanisms, demonstrating that our attack techniques are also applicable to other existing Captchas. Does this work then spell the beginning of the end for text-based Captcha? We believe so. A novel image-based Captcha named Style Area Captcha (SACaptcha) is proposed in this paper, which is based on semantic information understanding, pixel-level segmentation, and deep learning techniques. Having demonstrated that text Captchas are no longer secure, we hope that our proposal shows promise in the development of image-based Captchas using deep learning techniques.
Keywords: CAPTCHAs; Captcha; Character recognition; Computer security; Image segmentation; Machine learning; Resistance; convolutional neural network; deep learning; image-based; security; text-based

Bandarban Sandbox: Needs assessment and hypothesis development - Tanweer, Rabia; Nashtaran, Trishia; Plaut, Daniel; Rahman, Asad; Ahmed, Shakil; Chowdhury, Dilruba; Rabbi, BM Fazley; Hoque, Rashedul; Nahar, Nurun; Afroze, Sadia (EdTech Hub, 2022)
The Covid-19 pandemic has catalysed the need for technology-enhanced education globally. This is no different in Bangladesh, where the Education Section of the UNICEF Bangladesh Country Office is seeking a better understanding of the role and potential of EdTech to improve numeracy skills among the most marginalised learners, working closely with the government and EdTech Hub to identify how EdTech can best be harnessed to support learning in Bangladesh. This partnership uses the sandbox approach — which provides a space for partners to test and grow ideas in conditions of uncertainty — to test how EdTech modalities that aim to improve numeracy outcomes for Grade 6 learners (early secondary) in Bandarban, one of the most remote areas of Bangladesh, can be used most effectively by learners and educators. This report outlines the process and findings from the needs assessment and hypothesis development phase. These findings (as well as the data collection which informs them) are organised around five research questions developed by EdTech Hub in partnership with Agami Education Foundation, the implementing agency for the sandbox. The findings of the research were distributed in themes that outlined the availability and utilisation of technology and a valid level of knowledge and interest in teachers and students towards using technology for education. While some findings shed light on the technical aspects of the context, some human factors also played a role in resisting the acceptance of technology in education. Building on the learning from this needs assessment phase, Agami Education Foundation and EdTech Hub have agreed to test this implementation plan in the upcoming staggered deployment phase. Keywords: EdTech; sandbox; numeracy; Bandarban; Bangladesh; UNICEF An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Testing EdTech Interventions in Bandarban: Key Findings from the EdTech Hub Sandbox - Tanweer, Rabia; Plaut, Daniel; Datta, Rupa; Nashtaran, Trishia; Rahman, Asad; Ahmed, Shakil; Fazly, BMRabbi; Hoque, Rashedul; Moon, NurunNahar; Afroze, Sadia (EdTech Hub, 2023)
The Covid-19 pandemic has catalysed the need for technology-enhanced education globally. This is no different in Bangladesh, where the Education Section of the UNICEF Bangladesh Country Office is seeking a better understanding of the role and potential of EdTech to improve numeracy skills among the most marginalised learners. In efforts to do this, UNICEF Bangladesh partnered with EdTech Hub to in which EdTech interventions contribute the most to numeracy learning for marginalised learners in Bangladesh. This was explored through a sandbox in Bandarban, a remote region in South-Eastern Bangladesh. This report synthesises the evidence generated from this EdTech Hub sandbox. While further research is needed, its findings suggest that multimedia classrooms, which were found to be present and functioning in most schools in the region, are a promising intervention. Their effectiveness and implementation are worthwhile avenues for further research. Keywords: Bangladesh, Low connectivity/electricity, rural, marginalised learners, blended learning, tablets An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Building an Acceptable Use Policy - Tanweer, Rabia; Wyss, Natalie (EdTech Hub, 2023)
Acceptable use policies (AUPs) aim to define how digital and technological tools and services (both devices and ICT services) should be used in or by education systems and actors. These policies address the rights, privileges, responsibilities, and ramifications associated with the use of technology in education spaces and for educational purposes. In doing so, AUPs attempt to promote good practice and responsible, safe use of the internet and digital technologies. This brief uses global examples of AUP policies and guidance on the development of AUPs to outline best practices and key considerations for the development of AUPs. Keywords: EdTech usage; acceptable use policy; tablets; laptops; desktop computers; EdTech hardware; EdTech software. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Quarterly Communication Statistics January-March 2020 - Tanzania Communications Regulatory Authority (2020)

National Plan for Teachers’ Continuous Professional Development (4a) - Tanzania Institute of Education (Tanzania Institute of Education, 2021)

Peer Facilitator Manual - Tanzania Institute of Education (2022)

LGA Implementation Guide for Teacher Continuous Professional Development - Tanzania Institute of Education; Ministry of Education, Science & Technology; President’s Office — Regional and Local Governance (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Transforming teacher quality in the Global South: using capabilities and causality to re-examine teacher performance - Tao, Sharon (Palgrave Macmillan, 2016)
A common story of teachers from the Global South portrays them as deficient, unreliable and unprofessional. However, this book uses an innovative Capability Approach/Critical Realist lens to reveal the causal links between teachers' constrained capabilities and their 'criticised' behaviours and offer nuanced, creative strategies for improvements.
Keywords: Education / Comparative; Education / Educational Policy & Reform / General; Education / General; Education / Professional Development; Education / Teacher Training & Certification; Social Science / Anthropology / Cultural & Social; Social Science / Developing & Emerging Countries; Social Science / General; Social Science / Sociology / General

Using the Capability Approach to improve female teacher deployment to rural schools in Nigeria - Tao, Sharon (International Journal of Educational Development, 2014)
This study focuses on the socio-cultural and institutional factors that affect female teacher deployment in rural primary schools in Nigeria. In Kwara State, there are extreme imbalances in teacher distribution between rural and urban areas due to female teachers’ active avoidance and/or attrition from rural posts. Given these problems, this article discusses an innovative use of the Capability Approach that informed a rural teacher deployment policy that addressed a number of issues that were specifically identified through female teachers’ values and lived experiences. This research not only had the positive analytical and political effects of prioritising the knowledge, participation and empowerment of female teachers; but it also provided a more fine-grained and holistic understanding of issues hindering effective deployment and retention of female Nigerian teachers, which informed the development of comprehensive and relevant strategies to address these.

Sierra Leone research and knowledge systems: a rapid literature review - Tarawallie, Mamoud Idriss (INASP, 2015)

A Mobile Application to Improve Learning Performance of Dyslexic Children with Writing Difficulties - Tariq, Rabbia; Latif, Seemab (Journal of Educational Technology & Society, 2016)
A neurological learning disability, termed as Dyslexia, is characterized by difficulties in various aspects of writing skills making the individuals unable to develop age-appropriate and ability-appropriate functional skills. In Pakistan, lack of dyslexia awareness and remedial education training restrains the remediation of dyslexic children at early stages. There also exist noticeable affordance and accessibility issues concerning the remedial help and assistive technology adoption. In this research, we have developed a mobile learning application for android-powered devices that targets developmental progression and usability requirements of dyslexic children with writing difficulties. Our center of interest was to improve introductory writing skills of dyslexic children along with consistent evaluation of their learning performance to highlight the weak areas of learning process. To achieve this objective, we have designed a Writers Learning Algorithm (WLA) based on computational model of learning. We assessed the effectiveness and usability of the developed application in collaboration with dyslexic students as well as remedial teachers at selected dyslexia institutions in Pakistan. The preliminary assessment results concluded that application has justified its role in terms of representation, evaluation and optimization of writing proficiency of young dyslexic writers.
Keywords: ⛔ No DOI found

When disadvantages don’t add up: On gender, ethnicity and education - Tas, Emcet O.; Reimao, Maria (World Bank Blogs, 2014)
We often think that all women are in some way subjected to gender-based discrimination, and indeed, there is wealth of evidence to support this belief. The same can be said about ethnic minorities and other social groups—indigenous peoples, refugees, sexual minorities, the poor, immigrants, and people living with HIV/AIDS—who may ...

Sage handbook of mixed methods in social & behavioral research - Tashakkori, Abbas; Teddlie, Charles (SAGE Publications, 2010)
Keywords: Handbooks; Research Methodology; Social sciences; etc; manuals

Conceptual understanding of definite integral with GeoGebra - Tatar, Enver; Zengin, Yilmaz (Computers in the Schools, 2016)
This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.
Keywords: Computer Assisted Instruction; Computer Software; Computer assisted instruction--CAI; Computer-assisted instruction (CAI); ERIC, Current Index to Journals in Education (CIJE); Education--Computer Applications; Educational Technology; Foreign Countries; GeoGebra; Mathematics; Mathematics Education; Mathematics teachers; Mixed Methods Research; Program Effectiveness; Questionnaires; Secondary Education; Secondary School Mathematics; Student Attitudes; Teacher Education Programs; Turkey; Wilcoxon Matched Pairs Signed Ranks Test; __:import:01; __:match:final; __:study_id:2098412; __finaldtb; achievement; definite integral

Conceptual understanding of definite integral with GeoGebra - Tatar, Enver; Zengin, Yilmaz (Computers in the Schools, 2016)
This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.
Keywords: Computer Assisted Instruction; Computer Software; Computer assisted instruction--CAI; Computer-assisted instruction (CAI); ERIC, Current Index to Journals in Education (CIJE); Education--Computer Applications; Educational Technology; Foreign Countries; GeoGebra; Mathematics; Mathematics Education; Mathematics teachers; Mixed Methods Research; Program Effectiveness; Questionnaires; Secondary Education; Secondary School Mathematics; Student Attitudes; Teacher Education Programs; Turkey; Wilcoxon Matched Pairs Signed Ranks Test; __:import:01; __:match:final; __:study_id:2098412; __finaldtb; achievement; definite integral

Conceptual understanding of definite integral with GeoGebra - Tatar, Enver; Zengin, Yılmaz (Computers in the Schools, 2016)
This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.

Conceptual understanding of definite integral with GeoGebra - Tatar, Enver; Zengin, Yılmaz (Computers in the Schools, 2016)
This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.

Schools Are Looking for Evidence From Their Edtech. Are Companies Ready to Provide It? - EdSurge News - Tate, Emily (EdSurge, 2022)
Schools are awash in technology in a way never before seen, thanks to the mad dash toward digital that was prompted by the pandemic a little more than ...

Unlock Education for All: Focus on Children Furthest Behind - Taulo, Wongani Grace; Bergmann, Jessica; Dreesen, Thomas; Nugroho, Dita (Save Our Future, 2020)

EdTech for Learning in Emergencies and Displaced Settings: A rigorous review and narrative synthesis - Tauson, Michaelle; Stannard, Luke (Save The Children, 2018)
Globally, according to UNESCO (2017), 264 million children of primary and secondary school age are out school. UNESCO also estimates that worldwide roughly 100 million young people are fully illiterate. While data on attendance, enrolment, and literacy can be difficult to gather in fragile and conflict-affected settings, estimates suggest that children in these settings are roughly three times more likely to be out of school than children living in stable, but low-income countries.
Keywords: IMPORT_FROM_DFID_RITE; Important; Read; _THEME: Teacher Professional Development; ___working_potential_duplicate; auto_merged

Teachers' Attitudes Towards Gender Equality - Tavdgiridze, Lela; Khasaia, Ia; Sherozia, Nato; Turmanidze, Lela (13th International Conference on Education and New Learning Technologies, 2021)

A systematic review of personalized learning: comparison between E-Learning and learning by coursework program in Oman - Tawafak, Ragad; Romli, Awanis; Iqbal Malik, Sohail; Alnaseeri, Mohanaad; Alfarsi, Ghaliya (International Journal of Emerging Technologies in Learning (iJET), 2019)
There is a need for several applications and technologies in the higher education institutions in Oman to enhance the educational process. This systematical study investigates the simultaneous influence of technology implementation with e-learning and traditional coursework program instruction on the enhancement and development of assessment method for undergraduates in different programs. This paper aims to analyze the current articles that handle with the learning process and compare between the understanding and acceptance of E-Learning mechanism and traditional coursework method of teaching for improving assessment method and evaluation of academic performance. The method works on the benefits of increasing E-Learning process for educational skills as an assistance tool with faculty material and class discussion. In this study, surveys were distributed to two different universities and college in Oman to assess their satisfaction of learning model. The findings of this paper assisted the model that may help to improve both the teaching method and academic performance of student learning outcomes.

DIGITAL LEARNING INNOVATIONS FOR SYRIAN REFUGEES AND HOST COMMUNITIES EXTERNAL EVALUATION REPORT .pdf - Tawileh (2018)
This report presents the key findings of the Digital Learning Innovations project implemented by the International Education Association (IEA) to test the potential of technological and pedagogical innovations to improve the quality and accessibility of learning in and outside the classroom for Syrian refugee children and host communities in Lebanon and Jordan, with a primary focus on children ages 14 to 18. The project had two components, the first was implemented in Lebanon at 41 schools and led by IEA, and the second was implemented in Jordan at 14 UNICEF-affiliated Makani centres and led by Birzeit University.
Keywords: Google Scholar/ "refugee education" ICT; RER theme_pedagogies and modalities

Bridging research and policy: a UK perspective - Taylor, Matthew (Journal of International Development, 2005)

Estimating the impact of language of instruction in South African primary schools: A fixed effects approach - Taylor, Stephen; von Fintel, Marisa (Economics of Education Review, 2016)
For many children around the world, access to higher education and the labour market depends on becoming fluent in a second language. In South Africa, the majority of children do not speak English as their first language but are required to undertake their final school-leaving examinations in English. Most schools offer mother-tongue instruction in the first three grades of school and then transition to English as the language of instruction in the fourth grade. Some schools use English as the language of instruction from the first grade. In recent years a number of schools have changed their policy, thus creating within-school, cross-grade variation in the language of instruction received in the early grades. Using longitudinal data from the population of South African primary schools and a fixed-effects approach, we find that mother tongue instruction in the early grades significantly improves English acquisition, as measured in grades 4, 5 and 6.
Keywords: Education; Fixed effects; Language of learning and teaching; South Africa

Teach For Uganda - Teach For Uganda (Teach for uganda, 2022)
We are nurturing leaders who are committed to advancing equitable access to quality education in low-income communities in Uganda

Teacher Development Programme End of Programme Report - Teacher Development Programme (2019)

Distance Learning and Teacher Training Strategies - Teacher Task Force; UNESCO (International Task Force on Teachers for Education 2030, 2022)

The Teachers’ Research Exchange (T-REX): Connecting Teaching, Research and Practice in Initial Teacher Education - Teachers' Research Exchange (National Forum for the Enhancement of Teaching and Learning in Higher Education, 2021)

Implementation Models: Evidence and lessons from randomised evaluations - Teaching at the Right Level (Teaching at the Right Level, 2018)

Teaching at the Right Level: Evidence - Teaching at the Right Level (Teaching at the Right Level, 2020)
Rigorous evidence shows that, when effectively implemented, TaRL improves learning outcomes. Through a series of randomised evaluations, researchers...

A Comprehensive Situation Analysis of Teachers and the Teaching Profession in Sierra Leone: Final report presented to the Teaching Service Commission - Teaching Service Commission (Global Partnership for Education, 2018)

National Policy on Teacher Management - Teaching Service Commission (2020)

Sierra Leone Education Attendance Monitoring System - Teaching Service Commission (2020)

Teacher Deployment Protocol - Teaching Service Commission (2021)

Teacher Management Policy for Sierra Leone - Teaching Service Commission (2020)
Keywords: _C:Sierra Leone SLE

Technical Report on Teacher Deployment - Teaching Service Commission (2021)

Highlights from EdTech and Covid-19: Lessons learned, future plans - Team, EdTech Hub (EdTech Hub, 2021)
On March 2nd EdTech Hub brought together education leaders, including teachers, program managers and policymakers, to reflect on a year of EdTech and Covid-19, discuss the lessons learned so far and consider how we can prepare for the future.  Over 200 people joined from around the world for a lively and thought-provoking discussion. Speakers included:  Helen Grant MP, UK Prime…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

The design and testing of multimedia for teaching arithmetic to deaf learners - Techaraungrong, Piyaporn; Suksakulchai, Surachai; Kaewprapan, Wacheerapan; Murphy, Elizabeth (Education and Information Technologies, 2017)
The purpose of the study reported on in this paper was to design and test multimedia for deaf and hard of hearing (DHH) learners. The study focused on counting, addition and subtraction with grade one (age 7) DHH learners in Thailand. The multimedia created for the study was informed by design considerations for DHH learners of arithmetic and aimed to minimize cognitive load. Testing took place over a period of 16 weeks during which learners alternated between 2 and 3 week sessions of one hour per day with multimedia (numbers 1–10) versus 2–3 week sessions of one hour per day with the teacher (numbers 11–20). Results of the design included features such as non-essential use of text, reliance on non-symbolic objects, user control, and signals to relevant content. Results of testing showed that learning with multimedia resulted in higher scores than learning with the teacher (Z = 4.545, p = 0.000). Post-intervention interviews highlighted the role of motivation, ease of comprehension and independent learner control of the multimedia. The conclusion highlighted the need for multimedia design principles that reflect a more inclusionary focus on children with special needs such as those featured in this study.

Large-Scale Simulation Study of Active Learning models for Systematic Reviews - Teijema, Jelle Jasper; de Bruin, Jonathan; Bagheri, Ayoub; van de Schoot, Rens (2023)
The active learning methods for prioritising systematic reviews have undergone significant progress and innovation in recent years. This rapid development, however, has inadvertently highlighted the disparity between the rapid development of these methodologies and their rigorous evaluation, stemming from constraints in simulation size, lack of infrastructure, and the use of few datasets. We embark on a large-scale simulation study involving over 27 thousand simulations and over 156 million datapoints, designed to provide robust empirical evidence of active learning methodologies performance. We evaluate 13 combinations of different classification models and feature extraction techniques across high-quality datasets sourced from the SYNERGY dataset. We run a single simulation for each possible combination of selected classification model, feature extraction technique, dataset, and relevant document. The spectrum of performance varies considerably, from marginally better than random reading to near flawless results. Still, every single model-feature extraction combination outperforms random screening. Results are publicly available for analysis and replication. This study advocates for large-scale simulations as the gold standard for assessing active learning methods; it underscores the importance of comprehensive testing to reduce reporting bias and enhance result reliability. It also highlights the need for curating diverse datasets for systematic review literature.
Keywords: _Added-ailr-2024

Replay - Salle des Profs - Pr : Astou Mbène – Intégralité - Télé Futurs Medias (TFM) (2020)

ICT Facts & Opportunities in Jordan - Telecommunications Regulatory Commission (2018)

UNICEF and Telenor Group extend global partnership to reduce inequalities among children - Telenor (Telenor Group, 2019)
(FORNEBU, 31 January 2019) – UNICEF and Telenor Group today announced an agreement to extend their long-running global partnership for another three years – through 2021. Launched in 2014, the partnership delivers large-scale global projects which leverage Telenor’s digital platforms to reduce inequalities and enhance children and young people’s skills for the digital future.

Welcome to TeleTaleem - TeleTaleem (2020)

TelOne | Home - TelOne (2020)

Understanding Barriers to Girls’ Access and Use of EdTech in Kenya During Covid-19 - Tembey, Lara; Baier, Jasmin; Ogolla, Concilia; Mohan, Prithika (EdTech Hub and Busara Center for Behavioural Economics, 2021)
The Covid-19 pandemic resulted in the closure of approximately 90,000 schools across Kenya, causing over 18 million pre-primary, primary, and secondary school learners to be out of school throughout 2020. These lockdown measures of Covid-19 are expected to amplify gender inequalities in education and girls’ access to school, with girls likely to have experienced losses in learning during the pandemic to a greater extent than their male counterparts (⇡Malala Fund, 2020). To enable continued learning during this period, numerous education technology (EdTech) solutions and products have been developed to enable remote learning. This technology can be a powerful tool for girls. Studies have shown that girls engage more than boys when provided with the same level of access to technology, and receive more benefits beyond the realm of formal education such as an increase in access to economic opportunities and a greater ability to make informed decisions about their own health (⇡Webb et al., 2020). However, social inequalities, norms and technological constraints can disproportionately prevent girls from accessing and benefiting from EdTech (⇡Crompton et al., 2021). As such, EdTech interventions and products need to be designed and implemented prioritising gender considerations, otherwise they risk increasing the digital gender divide both in terms of access and use of digital technologies and the internet and the development of skills needed to use digital technologies (⇡Kuroda et al., 2019). Our qualitative and quantitative research looked at how access and usage of learning content and edutainment through smartphone and low-tech (such as radio, Interactive Voice Response, TV) EdTech solutions can be optimised to ensure inclusivity of girls, in particular, focusing on the caregiver as the gatekeeper for access to EdTech resources. In terms of access, our research found that caregivers are primarily concerned about financial resources, books and tutors, and often do not consider using EdTech to access educational resources when they are looking for support for their children. Further, our research showed that digital literacy, caregiver involvement, norms about technology for education, and intention are the most promising levers to improve access and use of educational material. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Close to Home: Evidence on the Impact of Community-Based Girl Groups - Temin, Miriam; Heck, Craig J. (Global Health: Science and Practice, 2020)
Purpose:Community-based programming to promote gender equity, often delivered through community-based girl groups (CBGGs, sometimes called “safe spaces”), is increasing. However, evidence is weak on how CBGGs are implemented and their effect on adolescent girls’ health and well-being. We conducted a comprehensive literature review to identify relevant CBGG programs. Methods:The review included programs with impact evaluations that used experimental or quasi-experimental design, data from 2 time points, control/comparison groups, and quantitative program effects and P values. Results:We analyzed evaluations of 30 programs (14 randomized controlled trials, 16 quasi-experimental). Although program designs varied, most programs targeted unmarried girls aged 13 to 18 years who were both in school and not in school, and who met weekly in groups of 15 to 25 girls. Nearly all programs used multisectoral approaches focusing on life skills and often economic and financial content, such as financial literacy and microsavings. Complementary activities with community members, boys, and health services were common. Across programs, evaluations reported statistically significant effects (P<.05) the majority (>50%) of times they measured outcomes related to gender and health attitudes and knowledge, education, psychosocial well-being, and economic and financial outcomes. Measures of outcomes related to girls’ health behaviors and health status had majority null findings. Conclusions:CBGG program evaluations found positive effects on girl-level outcomes that are independent of external factors, like gender norm attitudes, and suboptimal performance on health behavior and health status, which rely on other people and systems. This delivery model has promise for building girls’ assets. Complementary actions to engage girls’ social environments and structures are needed to change behaviors and health status.

Transparency in literature reviews: an assessment of reporting practices across review types and genres in top IS journals - Templier, Mathieu; Paré, Guy (European Journal of Information Systems, 2018)
The central role of information systems review articles has been recognised in a recent explosion of interest in editorials, research articles, and opinion papers investigating methods and approaches for conducting standalone reviews. In continuity with recent developments in this area, this descriptive review seeks to determine the extent to which various types of review articles published in our field are transparent, i.e., they report important methodological elements about their design. To fulfil this objective, we identified, classified, and coded 142 review articles from the Association for Information Systems (AIS) senior scholars’ basket of journals published between 2000 and 2014. Overall, our findings indicate inadequate reporting of the methods, procedures, and techniques used in a majority of reviews. Our assessment also reveals that theory development and narrative reviews, which are the most frequently published types of reviews in our field, generally were the least explicit with regard to the methods they used. Based on our observations, we recommend that authors of all forms of reviews better document design decisions so to increase trustworthiness, get meaningful results, and develop a cumulative body of knowledge in our discipline. The list of reporting items developed in this study can serve as a framework to assist prospective authors of reviews both within and outside our field.
Keywords: Literature reviews; assessment; reporting; transparency; trustworthiness

Factors That Affect Grade Nine Students in Rawalpindi, Pakistan - Terry, Marion; Malik, Amjad; Chohan, Bushra (2020)
In an attempt to investigate concerns expressed by high school counselors, the researchers developed a quantitative Likert-scale questionnaire to assess the relationships among school experiences and video gaming and texting. Questions about video gaming and texting appeared with other questions about social relations, extra-curricular activities, and leisure-time activities. Two schools in Rawalpindi, Pakistan, were the focus for data collection and analysis. Complete data sets were obtained for 205 grade 9 students (95 males and 110 females), based on anonymized school records and questionnaire responses. The researchers determined Spearman rho correlations with calculations of two-tailed probability of error. Non-educational video gaming correlated with school experiences and relationships with parents and peers. Recreational texting also correlated with school experiences and relationships with parents and peers. Other interesting correlations involved other non-academic activities, peer relationships, school experiences, and self-concept. This report includes the 35 correlations assessed as moderate, fair, or good in strength, separated by gender and collated into 11 tables. The researchers recommend that school professionals advise parents and students of the potentially harmful effects of excessively playing video games and texting.
Keywords: Academic Achievement; Adolescents; Correlation; Extracurricular Activities; Foreign Countries; Gender Differences; Grade 9; Handheld Devices; High School Students; Leisure Time; Parent Child Relationship; Peer Relationship; Self Concept; Student Behavior; Telecommunications; Video Games

About us - TESSA (2020)

Social inequalities, fundamental inequities, and recurring of the digital divide: Insights from India - Tewathia, Nidhi; Kamath, Anant; Ilavarasan, P. Vigneswara (Technology in Society, 2020)
The paper uses a large scale national quantitate dataset to provide a fresh perspective on linkages between the digital divide and social inequalities in India. Commencing from two classical social theoretical perspectives – the Marxian conflict perspective and the Weberian cultural perspective – as starting points, we employed MANCOVA analysis on data of more than forty thousand households. The Marxian perspective reveals how information and communication technologies (ICT) assets come to be owned, and how they are used with the help of specific digital skills by the working class to influence labour markets and intergenerationally transfer class advantage. The Weberian perspective focuses on how ownership and use of ICT assets define an elite lifestyle which excludes others. The analysis is deepened by employing network effects approach. Results from data analysis indicate that the less educated, lower-income group, and lower caste strata are further marginalised as they neither have ICT assets nor the skills to use them. Households whose primary source of income is organised business own and use their ICT assets more than those that depend on agricultural or non-agricultural wage labour. Also, the highest adult education in a household, caste, and the primary source of income of the household differentiate ICT ownership and use. Overall, ICT ownership and usage are significantly different for different socio-economic groups in India. This linkage demonstrates how inequalities are aggravated in the manner of a Matthew Effect. The paper suggests that ICTs may end up amplifying the social inequalities in India.
Keywords: Digital divide; Households; ICT; IHDS; Inequality

Accelerating early math learning with research-based personalized learning games: A cluster randomized controlled trial - Thai, Khanh-Phuong; Bang, Hee Jin; Li, Linlin (Journal of Research on Educational Effectiveness, 2022)

Right to read: Joint efforts to provide books to minority-language learners - Thaung, Nyi Nyi; Gracie, Kristen (Education for All blog, 2021)
During this world-upending pandemic, ethnolinguistic minority learners are falling further through the cracks. Even if they have access to the technology necessary for distance learning, they will likely not receive content in their own language. Here is what organizations like UNESCO are doing to make sure minority learners don’t fall further behind.

Taleem Ghar: Delivering Education In The Safety Of Homes - The Academia (2020)
Taleem Ghar: Delivering Education In The Safety Of Homes Asad Ullah Khan explain how Punjab government has acted to effects of COVID-19 in education
Keywords: auto_merged

Taleem Ghar: Delivering Education In The Safety Of Homes - The Academia (2020)
Taleem Ghar: Delivering Education In The Safety Of Homes Asad Ullah Khan explain how Punjab government has acted to effects of COVID-19 in education

Let’s Read - The Asia Foundation (2019)

Childhood Cost Calculator (C3): User Guide. A costing tool for education and early childhood development - The Brookings Institution (Center for Universal Education at The Brookings Institution, 2023)

Education PS dismissal draws mixed reactions - The Citizen (The Citizen, 2020)
Education stakeholders were yesterday shocked over the drastic steps taken against former deputy permanent secretary (PS) in the ministry of Education, Dr Ave Maria Semakafu, after announcing...