A guide for planning and strategy development in the face of complexity - Hummelbrunner, Richard; Jones, Harry (Overseas Development Institute, 2013)

A guide for ensuring inclusion and equity in education - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2017)

A Guidance Note for Teacher Wellbeing in Emergency Settings - Inter-agency Network for Education in Emergencies (INEE, 2022)

A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis - Bozkurt, Aras; Jung, Insung; Xiao, Junhong; Vladimirschi, Viviane; Schuwer, Robert; Egorov, Gennady; Lambert, Sarah; Al-Freih, Maha; Pete, Judith; Don Olcott, Jr; Rodes, Virginia; Aranciaga, Ignacio; et al. (Asian Journal of Distance Education, 2020)
Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from a total of 31 countries across the world with a representation of 62.7% of the whole world population. In addition to the value of each case by country, the synthesis of this research suggests that the current practices can be defined as emergency remote education and this practice is different from planned practices such as distance education, online learning or other derivations. Above all, this study points out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational processes, the interruption of education signifies the importance of openness in education and highlights issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive dependency on online solutions.
Keywords: COVID-19; Coronavirus Pandemic; Covid-19.; Emergency remote education; distance education; dode_eth-src-dode; dode_eth-trf2-dode; emergency remote education; online learning; ⛔ No DOI found

A Global Mapping of Delivery Approaches - Mansoor, Zahra; Qarout, Dana; Anderson, Kate; Carano, Celeste; Dvorakova, Veronika; Williams, Martin J (2021)
The past 25 years has seen numerous governments worldwide adopting new institutional forms, such as delivery units and reform labs, to try to improve service delivery. We conduct a systematic global search and mapping of these delivery approaches. We identify 152 instances of delivery approach (DA) adoption from 80 diﬀerent countries, ranging from the center of government down to provincial and local levels, with an accelerating trend of adoption since 2010. The majority of these include education as a focus sector. The main ﬁnding that emerges from our analysis is that there is no single model that characterizes the design of such approaches or the purposes for which they are adopted. However, we do identify a number of patterns, including that DAs in lower-income countries are more likely to focus mainly on output-type goals (as opposed to outcomes), use external consultants, and utilize accountability- and incentive-driven mechanisms relatively more heavily than their counterparts in middle- and high-income countries. While our ﬁndings are purely descriptive and cannot be used to infer whether DAs are eﬀective, they give an indication to policymakers about the menu of potential options available to them in designing DAs. This global mapping can also provide useful context for existing and future country-level case studies that investigate the eﬀectiveness of DAs and seek to explore which designs might be more eﬀective in diﬀerent contexts and for diﬀerent purposes.
Keywords: ⛔ No DOI found

A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2 - Law, N.; Woo, David; Wong, Gary (UNESCO, 2018)
The objective of the Digital Literacy Global Framework (DLGF) project is to develop a methodology that can serve as the foundation for Sustainable Development Goal (SDG) thematic Indicator 4.4.2: “Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills”. To achieve this objective, we have built on the European Commission’s Digital Competence Framework for Citizens (DigComp 2.0) as the initial framework and conducted four empirical studies to develop the proposed framework.

A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2 - UNESCO (2018)

A gender digital divide? Women learning English through ICTs in Bangladesh - Tyers, A (2012)
Keywords: ⛔ No DOI found

A framework to guide an education response to the COVID-19 pandemic of 2020 - Reimers, Fernando M.; Schleicher, Andreas (OECD, 2020)

A Framework to Democratise the Design of Educational Games on Social Issues during Game Jams - Myers, Christina (The Open University, 2021)
Game Jams are events organised to create computer games, usually taking place during weekends. These events have become a popular way to enable participants to experience processes and practices of game development as well as to offer multidisciplinary learning opportunities, accessed through the variety of skills involved in game design. However, these events tend to be attended predominantly by male game developers and present barriers to participation for more diverse groups. This thesis investigates how to support diverse group participation in Game Jams, including people from different ethnicities, genders, ages, sexual orientations and who do not have any prior experience of designing games; and explores Game Jam participation as an opportunity to discuss social issues. To this end, a framework to democratise the design of educational games on social issues in Game Jams is proposed. The framework consists of a process with structured resources and activities to enhance learning by supporting egalitarian participation and agency. It offers collaborative learning opportunities for groups to engage with a social issue, relying on storytelling and on the exchange of perspectives and experiences. It also provides support and access to research-based principles to design games for education, and egalitarian opportunities to acquire game development skills, considered relevant opportunities given the wide-spread use of games and increasing interest in games as engaging tools for online education. The development of the framework is grounded in Critical Pedagogy, an educational approach providing principles and processes to democratise learning initiatives based on egalitarian participation and agency. Following a Design-Based Research methodology, the framework is developed through a case study on creating educational games on everyday sexism. A set of formative design studies are undertaken to co-design resources and activities that enable participants to elaborate solutions to the social issue and create educational games themselves. An evaluative study is then presented with the realisation of two Game Jams to assess and validate the proposed framework. The theoretical contributions of this work validate two new applications of Critical Pedagogy. The first one is to apply Critical Pedagogy to shape Game Jams to enhance learning through the active involvement of participants as equal learners and agents of social change. The second one applies Critical Pedagogy to democratise knowledge of design principles to create educational games on social issues. Lastly, access to a co-created tool for raising awareness of everyday sexism and insights on how to enable broad audiences to acquire games development skills are some of the practical contributions of this thesis.

A Framework for Monitoring and Evaluating Children’s Participation — a Preparatory Draft for Piloting - Lansdown, Gerison (Save the Children, 2011)
Keywords: CitedIn:eCubed; eCubed

A framework for evaluating appropriateness of educational technology use in global development programs - CITE (Comprehensive Initiative on Technology Education) (Comprehensive Initiative on Technology Education (CITE), Massachusetts Institute of Technology (MIT), 2018)

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

A Framework for Evaluating Appropriateness of Educational Technology use in Global Development Programs - The Massachusetts Institute of Technology; The Indian Institute of Management (2016)

A Framework for Creating Short Forms of Internationally Used Direct Assessments - Seiden, Jonathan (GPRL/IPA Methods & Measurement meeting, Northwestern University, Evanston, IL., 2021)

A framework for an ICT-based development program for science teachers in state universities and colleges in region VI - Magallanes, Amel Lavezores; Lavezores, Amel (Universal Journal of Educational Research, 2014)
Curriculum reform is central to the aspirations of many developing countries as they strive to deliver a quality education to their citizens. In State Universities and Colleges in Region VI, with its remarkable achievement of a high literacy rate in a few decades, the next step is bringing its resources to bear on providing a quality education so that Filipino science professors and students may take their places in the global labor force. This study concerns the integration of information and communications technologies (ICT) into the science curriculum of Higher Education Institutions in State Universities and Colleges in the Philippines particularly in Region VI, and the training and development requirements of science professors in this regard. A mixed methodology was employed to obtain qualitative data from 11 policy makers as represented by the Vice President of Academic Affairs of the SUC's in region VI, and quantitative data from a questionnaire for which 139 replies were received from SUC's science professors in Region VI.The findings of this study confirmed those citations in the literature that inefficient management planning and inadequate resources influence the integration of ICT in the science curriculum. Furthermore, the qualitative and quantitative findings confirmed that teachers' access to training is affected by time constraints, ineffective ICT course material, unavailability of ICT infrastructures and facilities, and high cost of ICT trainings. The policy makers interviewed in this study perceived the teachers as having a positive attitude toward ICT integration in the science curriculum, quantitative data from the teachers pointed to a high interest in ICT integration, and their willingness to pursue further professional development in the effective use of ICT in the science curriculum. Furthermore, age factor exhibited a significant difference in ICT skills, utilization and individual barriers of science teachers in SUC's Region VI. The length of service also showed a very significant difference as to the ICT skills, utilization attitudes, and individual barriers of the teacher respondents. However, as to their gender and highest educational attainment, home location and school location, there was no such factor implicating a non-significant difference in the attitudes, skills, utilization and perceived barriers.
Keywords: Barriers; College Faculty; College Science; Computer Literacy; Computer Uses in Education; ERIC, Current Index to Journals in Education (CIJE); Foreign Countries; Higher Education; Information Technology; Mixed Methods Research; Philippines; Postsecondary Education; Science Teachers; State Colleges; State Universities; Teacher Attitudes; Technology Integration; Training

A Foot in the Door: Exploring the Role of Student Teaching Assignments in Teachers’ Initial Job Placements - Krieg, John M.; Theobald, Roddy; Goldhaber, Dan (Educational Evaluation and Policy Analysis, 2016)
We use data from Washington State to examine two stages of the teacher pipeline: the placement of prospective teachers into student teaching assignments and the hiring of prospective teachers into their first teaching positions. We find that prospective teachers are likely to complete their student teaching near their college and hometowns but that prospective teachers’ student teaching positions are much more predictive of their first teaching positions than their hometowns. This suggests that student teaching assignments may contribute to the “draw of home” in new teacher hiring. We also find that more qualified prospective teachers tend to student teach in more advantaged districts, suggesting that patterns in student teaching assignments may contribute to the inequitable distribution of teacher quality.
Keywords: econometric analysis; economics of education; higher education; program evaluation

A five-part education response to the COVID-19 pandemic - Haßler, Björn; Khalayleh, Abdullah; McBurnie, Chris (EdTech Hub, 2020)
In March 2020, many countries began to close schools to slow the spread of coronavirus. Education leaders have subsequently launched rapid response programmes, implemented measures to support system recovery and explored long-term reforms. This paper proposes a five-part approach to guide education leaders through this process.
Keywords: COV:COVID and reopening of schools; F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _yl:i; _zenodo:submitted; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

A Dynamic Systems Theory approach to second language acquisition - De Bot, Kees; Lowie, Wander; Verspoor, Marjolijn (Bilingualism: Language and Cognition, 2007)

A district level study on the deployment, allocation and utilisation of teachers between and within Malawi's primary schools: an accountability and political settlements approach - Zubairi, Asma (REAL Centre, Faculty of Education, University of Cambridge, 2020)

A digital platform for supervised self-directed learning in emergencies: the case of the Syrian crisis - Almasri, Nada; Tahat, Luay; Skaf, Sawsan; Masri, Aman Al (Technology, Pedagogy and Education, 2019)
The well-known Syrian crisis has made it very challenging for thousands of Syrian children to have access to education. In this article, the authors propose a framework for designing a digital education platform to allow children inside Syria as well as in the refugee camps in bordering countries to have access to education. The authors start by looking at the efforts performed in the field of education in conflict-affected regions, and they extract from them the lessons learned and recommendations. They provide four main characteristics of war impacting children’s education: (1) insecurity, (2) instability, (3) lack of resources, and (4) lack of adult supervision. They then use these four characteristics, along with the extracted recommendations, as the grounds for drafting three design considerations for the implementation of a digital education platform. The three design considerations are: supervised self-directed learning method, context-aware education and children-oriented design. Finally, the authors use these design considerations to provide design recommendations for the four main elements of a digital education platform: hardware, software, curriculum and supporting services. They conclude by discussing the validity of the digital platform, its implementation feasibility, and challenges facing the implementation.
Keywords: Google Scholar/ "refugee education" ICT; RER theme_pedagogies and modalities

A different approach to scaling up educational technology initiatives - Trucano, Michael (World Bank Blogs, 2013)
the way most projects 'scale up' just might yield inequitable results Much is made of the necessity to 'scale up' in international development circles. Here at the World Bank, a quick search on our web site reveals publications and conferences with titles like Scaling Up Knowledge Sharing for Development, Global ...

A different approach to scaling up educational technology initiatives - Trucano, Michael (World Bank Blogs, 2013)
the way most projects 'scale up' just might yield inequitable results Much is made of the necessity to 'scale up' in international development circles. Here at the World Bank, a quick search on our web site reveals publications and conferences with titles like Scaling Up Knowledge Sharing for Development, Global ...

A dialogic design-based research partnership approach: developing close-to-practice educational technology theory in Kenya (Forthcomming) - Major, Louis; Daltry, Rebecca; Rahman, Asad; Plaut, Daniel; Otieno, Mary; Otieno, Kevin (Global Perspectives on Teaching with Technology: Theories, Case Studies and Integration Strategies, 2023)
Design-based research (DBR) has promise for investigating educational technology in low- and middle-income contexts. However, DBR is implemented infrequently in such settings, highlighting a need for guidance on implementation. This chapter critically reflects on innovative DBR involving Kenyan teachers and research partners over two years. This focused on the iterative evaluation of a ‘digital personalised learning’ tool to improve its integration into classroom practice. This DBR promoted teacher-researcher engagement through adopting a dialogue-informed 'intermediate theory building' framework, bridging the theory-practice gap. Additionally, it enhanced inclusivity by broadening the concept of partnership through an ‘integrated’ approach. Lessons learned and practical implications are highlighted. Outcomes establish a novel foundation for applying DBR to enhance educational technology for marginalised learners.

A diachronic overview of mobile learning: A shift toward student-centred pedagogies - Crompton, Helen (Increasing access mobile learning, 2014)

A design based research framework for implementing a transnational mobile and blended learning solution - Palalas, Agnieszka; Berezin, Nicole; Gunawardena, Charlotte; Kramer, Gretchen (International Journal of Mobile and Blended Learning (IJMBL), 2015)
The article proposes a modified Design-Based Research (DBR) framework which accommodates the various socio-cultural factors that emerged in the longitudinal PA-HELP research study at Central University College (CUC) in Ghana, Africa. A transnational team of stakeholders from Ghana, Canada, and the USA collaborated on the development, implementation, and subsequent modification of the DBR framework. The recommended framework is a result of lessons learned during this project in Ghana and as such, it is shaped by the need to be responsive to the local cultural and contextual contingencies. The article offers practical recommendations on the implementation of a mobile learning project in a cross-cultural setting, and provides a discussion of the salient cultural factors and the corresponding culturally-sensitive adaptations needed in the design research process. The Cross-Culture Design-Based Research (CC-DBR) framework is proposed to inform future transcultural m-learning studies.

A Design Approach to Mathematics Teacher Educator Development in East Africa - Golding, Jennie; Batiibwe, Marjorie Sarah K. (Journal of Research and Advances in Mathematics Education, 2021)
Mathematical functioning in sub-Saharan Africa remains persistently weak in global terms. This limits the flourishing of young people and communities in the region. Moreover, affordable, effective ways to address the issue are not well established. This paper analyses outcomes from a blended learning 'Mathematical Thinking and IT' course, iteratively adapted for East African primary mathematics teacher educators. The course adopted theoretical approaches derived from the mathematics, teacher and technology education literatures. It aimed to address the problem of low mathematical functioning by equipping participants for their own work, and also for supporting local collaborative teacher development workshops. The reported study asked, 'What are the affordances and constraints of the adapted course and the available technology for mathematics teacher educator development in this context?' A variety of qualitative tools were used to track the course's impact on the ten mathematics teacher educator participants over six months, as they attempted to transfer course learning to their home professional context. The analysis adopted an ethnographic lens. Outcomes suggested participants with a broad mathematical and pedagogical capacity for change, including critical levels of reflection, made significant progress in their technological, mathematical and mathematics pedagogical expertise. However, teacher educators without such a threshold capacity appeared not able to re-envision practice. Free subject-specific software was appreciated by all participants, but not yet reliably accessible in these teacher educators' institutional contexts. The reported study evidences the potential for affordable, sustainable, development of many mathematics teacher educators in this context, but further research is needed. Similar courses should take account of local technological and education constraints.
Keywords: Blended Learning; Distance Education; Elementary School Mathematics; Foreign Countries; Mathematics Teachers; Pedagogical Content Knowledge; Professional Development; Program Effectiveness; Teacher Collaboration; Teacher Educators; Technological Literacy; Technology Integration

A definition of systems thinking: A systems approach - Arnold, Ross D.; Wade, Jon P. (Procedia computer science, 2015)
Keywords: _C:Australia AUS; _C:Austria AUT; _C:Canada CAN; _C:Germany DEU; _C:Greece GRC; _C:Norway NOR; __C:scheme:1

A Data Protection Framework for Learning Analytics - Cormack, Andrew Nicholas (Journal of Learning Analytics, 2016)
Most studies on the use of digital student data adopt an ethical framework derived from human-subject research, based on the informed consent of the experimental subject. However, consent gives universities little guidance on using learning analytics as a routine part of educational provision: which purposes are legitimate and which analyses involve an unacceptable risk of harm. Obtaining consent when students join a course will not give them meaningful control over their personal data three or more years later. Relying on consent may exclude those most likely to benefit from early intervention. This paper proposes a new framework based on the approach used in data protection law. Separating the processes of analysis (pattern-finding) and intervention (pattern-matching) gives students and staff continuing protection from inadvertent harm during data analysis. Students have a fully informed choice whether or not to accept individual interventions. Organizations obtain clear guidance: how to conduct analysis, which analyses should not proceed, and when and how interventions should be offered. The framework provides formal support for practices already being adopted and helps with several open questions in learning analytics, including its application to small groups and alumni, automated processing, and privacy-sensitive data.

A Data Guide to Sir Michael Barber’s “The Good News from Pakistan” - Das, Jishnu (World Bank Blogs, 2013)
Shanta’s blog reported on Sir Michael Barber’s approach to implementing service delivery or “Deliverology”. Sir Michael was back at the World Bank on June 6th to present “The Good News from Pakistan”, where he outlined the impressive changes in Punjab, Pakistan as a result of his leadership in delivering deliverology. ...

A COVID-19 panacea in digital technologies? Challenges for democracy and higher education: - Burns, Ryan (Dialogues in Human Geography, 2020)
Universities have transitioned to online education in order to slow the spread of COVID-19. This transition mobilizes the technological utopian imaginary that d...

A COVID-19 intervention: Using digital escape rooms to provide professional development to alternative certification educators - Gómez, Miguel (Journal of Technology and Teacher Education, 2020)
Teachers, support staff, schools, and school districts have faced a multitude of challenges in adapting their known and familiar practices to the new realities and restrictions that have been put in place due to the outbreak of COVID-19. These challenges are daunting and difficult for many in our education system. Fortunately, a numerous amount of our educators are resilient, creative, and determined to overcome these new challenges. Using their prior experiences and wis- dom, these educators can adapt and change to our new edu- cational environment. However, one group of educators have faced these challenges without the benefit of educational ex- periences. Alternative certification teachers, in just their first year of teaching, with no prior educational experience, have been thrust into this new post COVID-19 landscape. Using a digital escape room as a model, the author provided these inexperienced educators with professional development in problem-based learning designed to help these teachers navi- gate this new educational landscape.
Keywords: Alternative Teacher Certification; Beginning Teachers; Communicable Diseases; Disease Control; Educational Technology; Elementary Secondary Education; Faculty Development; Problem Based Learning; Problem Solving; Puzzles; Technology Uses in Education; ⛔ No DOI found

A Country-Level Research Review: EdTech in Tanzania - Jordan, Katy; Proctor, Jamie; Koomar, Saalim; Bapna, Akanksha (Zenodo, 2021)
This document presents a review of the research landscape in Tanzania in relation to EdTech research focused on learners, teachers, or systems at the level of school-based education, excluding higher education (HE). The review draws upon the research literature, policy documents, grey literature, and interviews with key stakeholders in order to present an overview of the research landscape in Tanzania. There is a substantial body of relevant EdTech research which has been undertaken in Tanzania in the past decade. Eighty research articles were identified for inclusion in the review. This document provides an overview of trends in this literature and key actors and projects, and provides a specific focus upon existing research which relates to EdTech Hub’s ‘high-potential evidence gaps’ (HPEG) framework. In combination with political economy analysis, three areas for future research which would be practical and likely to have high impact are identified and described.
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodoETH

A concise introduction to mixed methods research - Creswell, John W. (SAGE Publications, 2014)

A conceptual systems dynamics model of research and development activities in South Africa - Grobbelaar, S. S.; Buys, Andre J. (The South African Journal of Industrial Engineering, 2005)

A Conceptual Model for Measuring and Supporting Self-Regulated Learning using Educational Data Mining on Learning Management Systems - Araka, Eric; Maina, Elizaphan; Gitonga, Rhoda; Oboko, Robert (2019 IST-Africa Week Conference (IST-Africa), 2019)
Self-Regulated Learning (SRL) is a field in educational psychology that as attracted tremendous research studies from various communities including ICTs. Recent studies and meta-analysis have greatly contributed to the domain knowledge that the use SRL strategies boost academic performance for learners. Despite these developments in SRL, our understanding on the tools and instruments to measure SRL in online learning environments is limited as the use of traditional tools developed for face-to-face classroom settings are still used to measure SRL on e-learning systems. Additionally, most of these studies focus on SRL on Massive Open Online Course (MOOC) environments and only analyse SRL strategies with limited attention to the scaffolds or interventions employed to stimulate growth of SRL skills in learners. The modern Learning Management Systems (LMS) such as Moodle allow storage of datasets on student activities. Consequently, it is possible to use Educational Data Mining (EDM) to extract learner patterns which can be used to support SRL and explore how SRL strategies change over time and inform the instructor. In view of this, the research examines the current SRL measurement and promotion tools for e-learning environments and proposes a conceptual model grounded on EDM for implementation as a solution to measuring and promoting SRL strategies for learners within LMS.
Keywords: Data mining; Electronic learning; Instruments; Interventions; Learning Management systems; Learning management systems; Measurement and Promotion; Online learning; Process control; Scaffolds; Self-Regulated Learning; Software agents; Tools; e-learning

A conceptual framework of virtual interactive teacher training through open and distance learning for the remote areas english teachers of bangladesh - Parvin, Irene (Turkish Online Journal of Distance Education, 2017)
Since we are living in the information age and the importance of the need for communication among people of different cultures is increasing day by day in the globalizing world, people need to learn the languages of different cultures, particularly English, which is the common language of this global communication. This need for learning English requires trained qualified teachers of English. A scan of those who are teaching English in schools of Bangladesh reveals that most of them are very limited in both English skills and teaching methodologies for English. This situation is exacerbated when one moves into the rural areas. Most of the teachers are staying far away from the teachers’ training colleges and also for different constraint like administrative, financial, time constraint and were also unable to receive any training due to family problems. So Distance Education has a great demand to them. ICT is an effective media of distance education. For many years, universities with a significant commitment to distance and open education institutions have been at the forefront of adopting new technologies to increase access to education and training opportunities. Information and Communications Technology (ICT) is an umbrella term that includes all technologies for the manipulation and communication of information. Bangladesh Open University (BOU) is till now belonging to the second generation of distance education model but due to the enhancement of technology in Bangladesh, BOU can proceed further. The main purpose of this study is to identify a suitable technology for developing a virtual interactive teachers’ training program for the disadvantaged English teachers of Bangladesh. Respondents were selected through random sampling and data were analyzed using both descriptive statistics and quantitative themes. From the opinion of the secondary English teachers their access and acceptability on ICT was identified and also a need analysis was done. It is hoped that the result of this study will encourage the policy makers to implement new ODL approaches for the training of disadvantaged rural English teachers.

A computational literature review of the technology acceptance model - Mortenson, Michael J.; Vidgen, Richard (International Journal of Information Management, 2016)
A literature review is a central part of any research project, allowing the existing research to be mapped and new research questions to be posited. However, due to the limitations of human data processing, the literature review can suffer from an inability to handle large volumes of research articles. The computational literature review (CLR) is proposed here as a complementary part of a wider literature review process. The CLR automates some of the analysis of research articles with analyses of impact (citations), structure (co-authorship networks) and content (topic modeling of abstracts). A contribution of the paper is to demonstrate how the content of abstracts can be analyzed automatically to provide a set of research topics within a literature corpus. The CLR software can be used to support three use cases: (1) analysis of the literature for a research area, (2) analysis and ranking of journals, and (3) analysis and ranking of individual scholars and research teams. The working of the CLR software is illustrated through application to the technology acceptance model (TAM) using a set of 3,386 articles. The CLR is an open source offering, developed in the statistical programming language R, and made freely available to researchers to use and develop further.
Keywords: Citation analysis; Co-authorship analysis; Computational literature review; Journal ranking; Lda; Literature review; Social network analysis; Technology acceptance model; Topic models

A computational literature review of the field of System Dynamics from 1974 to 2017 - Kunc, Martin; Mortenson, Michael J.; Vidgen, Richard (Journal of Simulation, 2018)
System Dynamics celebrated its 60th anniversary in 2017. While there have been numerous special issues in diverse journals that bring together work by System Dynamics scholars who share similar research interests, there have been no systematic reviews of scholarly activity across the broad field. This paper presents a computational literature review of the field from 1974 to 2017. A CLR automates the analysis of research articles with analysis of content (topic modelling of abstracts) to identify emergent themes in the literature. We performed a broad review of the field by initially searching using the term “System Dynamics” with more than 8000 articles. However, the results obtained were not satisfactory so we decided to restrict our sample to less than 800 articles from recognised journals and proceedings. After evaluation of the results obtained from topic modelling, we decided to use 51 topics covering most of the articles in our sample. A list of 51 topics provides enough granularity to identify relevant patterns of activity within the community of System Dynamics scholars. For each of these 51 topics, we present a commentary on the key insights obtained.
Keywords: System Dynamics; computational literature review; healthcare; methodology; supply chain

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)

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

A comprehensive analysis of personalized learning components - Shemshack, Atikah; Kinshuk; Spector, Jonathan (Journal of Computers in Education, 2021)
Personalized learning is a learning approach that aims to personalize the learning experience according to the unique needs, goals, and skills of individuals which can be achieved by using current instructional technology that provides unique learning experiences in different learning environments. Technology is the main component that will enable and enrich personalized learning experience; however, even though technology is available to personalize the learning experience, there is still a lack of unified agreement on what components need to be considered for a dynamic personalized learning approach that is to be able to provide a unique and effective learning experience to each learner. To address this need, this study aims to analyze and synthesize different personalized learning approaches that consider different learning components, so that we have an evolving agreement on personalized learning models and approaches. The findings of this research identified the following main components: learner profiles and attitudes, previous knowledge and beliefs, personalized adaptive learning paths, and flexible self-paced learning environments that are generated by learning analytics. These prominent characteristics imply that a personalized learning environment (PLE) would need to be dynamic to maintain a current record of learner interests and attitudes, past experiences and performance, and activities and interactions likely to match a particular learner and learning goal.

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.

A comparative study of blended learning versus traditional teaching in middle school science - Pixel (International Conference The Future Of Education, 2015)
Keywords: Education / Philosophy, Theory & Social Aspects

A comparative study between tablet and laptop PCs: User satisfaction and preferences - Ozok, A Ant; Benson, Dana; Chakraborty, Joyram; Norcio, Anthony F (Intl. Journal of human–computer interaction, 2008)

A comparative analysis of e-learning policy formulation in the European Union and the United States: discursive convergence and divergence - Roumell Erichsen, Elizabeth; Salajan, Florin D. (Comparative Education Review, 2014)

A cognitive assessment tool designed for data collection in the field in low-and middle-income countries - Ford, Cassie B.; Kim, Ha Yeon; Brown, Lindsay; Aber, J. Lawrence; Sheridan, Margaret A. (Research in Comparative and International Education, 2019)
The Rapid Assessment of Cognitive and Emotional Regulation (RACER) is a tablet-based assessment tool for children that measures executive function (EF) skills. Instructions that are brief and visually presented; game-like tasks are designed to easily engage children regardless of literacy level and variable test administration settings. RACER measures inhibitory control and working memory. This study presents the theoretical rationale and empirical evidence for tablet-based assessments of EF, the process of administering the RACER assessments. The current sample consists of students in Lebanon (N=1900) and Niger (N=850). The results indicate that individual differences in EF can be assessed by the RACER tablet tasks. Specifically, we demonstrate that EF scores are associated in expected ways with age and that tasks function similarly to what has been observed in high-income countries. The feasibility and utility for researchers, practitioners, and clinicians, of this cognitive assessment tool is discussed.

A Cautionary Tale of Tutoring Hard-to-Reach Students in Kenya - Schueler, Beth E.; Rodriguez-Segura, Daniel (EdWorkingPaper, 2021)
Covid-19-induced school closures generated great interest in tutoring as a strategy to make up for lost learning time. Tutoring is backed by a rigorous body of research, but it is unclear whether it can be delivered effectively remotely. We study the effect of teacher-student phone call interventions in Kenya when schools were closed. Schools (n=105) were randomly assigned for their 3rd, 5th and 6th graders (n=8,319) to receive one of two versions of a 7-week weekly mathfocused intervention—5-minute accountability checks or 15-minute mini-tutoring sessions—or to the control group. Although calls increased student perceptions that teachers cared, accountability checks had no effect on math performance up to four months after the intervention and tutoring decreased math achievement among students who returned to their schools after reopening. This was, in part, because the relatively low-achieving students most likely to benefit from calls were least likely to return and take in-person assessments. Tutoring substituted away from more productive uses of time, at least among returning students. Neither intervention affected enrollment. Tutoring remains a valuable tool but to avoid unintended consequences, careful attention should be paid to aligning tutoring interventions with best practices and targeting interventions to those who will benefit most.

A case study of using an online community of practice for teachers' professional development at a secondary school in China - Wang, Qiyun; Lu, Zhiping (Learning, Media and Technology, 2012)
In this case study, an online community was designed at a secondary school in China for the teachers to prepare their lessons collectively, reflect on their teaching practices, collect comments from peers, and share resources. A survey was administered to the teachers to investigate their perceptions on the online community for their professional development. Two hundred and eighty-three teachers responded to the survey and eight teachers were further interviewed by email. The result showed that most teachers liked using the online community as they could gain subject knowledge and could obtain support from peers, share experiences and get feedback, and exchange resources. Also, online entries confirmed that transformational changes in teaching pedagogy and students' learning activities occurred along the time. However, certain teachers did not participate in the online community frequently. This paper describes the context of the case study, design dimensions of the online community, teachers' positive perceptions on using the online community, and transformational changes. Also, strategies for promoting effective use of the online community are discussed and follow-up studies to address the challenges involved in this study are proposed. [PUBLICATION ABSTRACT]
Keywords: Case Studies; China; Communities of Practice; Distance Education; ERIC, Current Index to Journals in Education (CIJE); Education--Teaching Methods And Curriculum; Educational Practices; Electronic Learning; Electronic Mail; Foreign Countries; Interviews; Learning; Lesson Plans; Mail Surveys; Online instruction; Participant Satisfaction; Pedagogy; Polls & surveys; Professional Development; Professional development; Secondary Education; Secondary School Teachers; Secondary school teachers; Teacher Surveys; Teaching Methods; Technology Uses in Education; Transformative Learning; __:import:01; __:match:final; __:matched; __:study_id:2096477; __finaldtb; community of practice; lesson planning; professional development; reflection; technology

A case study of the One Laptop per Child Project in Rwanda: Exploring the socio-cultural dimensions of delivery and implementation. - Girgis, R. (University of Cambridge, Cambridge, UK., 2015)

A case study of students’ and teachers’ perceptions in a Finnish high school during the COVID pandemic - Niemi, Hannele Marjatta; Kousa, Päivi (International Journal of Technology in Education and Science, 2020)
This study describes one local upper secondary school in Finland during the COVID-19 pandemic. All teaching was changed to distant for around two months. The study describes students’ and teachers’ perceptions during that time. Participants responded to the survey four times and freely described their experiences five times. The number of participants varied from 56 to 72 students and 9 to 15 teachers at different times. The data were analyzed by descriptive statistics, cluster analysis, and qualitative content analysis. The main findings indicate that distance teaching was implemented very successfully. However, open comments and cluster analysis revealed many challenges. Students complained of heavy workloads and fatigue. Some students lost motivation. These difficulties did not disappear over time. The main challenges for teachers included non-authentic interaction and a lack of the spontaneity that in-person teaching provides. Teachers quickly learned to use technological platforms, but interaction through it was not of as high quality. Teachers were also worried about students’ progress. Teachers did not recognize students’ heavy workload and motivation problems in the way that students described them. The study provides several recommendations for future remote teaching.

A case study of innovations that address constraints on the effectiveness of early-grade reading achievement - Comings, John P. (PROSPECTS, 2020)
The United States Agency for International Development, World Vision, and the Australian government established All Children Reading: A Grand Challenge for Development (ACR GCD) to address problems that prevent children from gaining foundational reading skills. ACR GCD mobilizes the private sector, academia, and nongovernmental organizations in problem-solving dialogues that support the development, testing, and promotion of new solutions to these problems. It also advances EdTech innovation and research to improve reading outcomes for marginalized children in low-resource contexts to effectively build bridges over system constraints in ways that lower the risk of pilot-testing and eventual large-scale replication. This case study describes some of ACR GCD’s funded innovations and its nontraditional approach to employing grant competitions (in which innovators propose solutions to broadly described problems) and prizes (in which innovators develop solutions to specifically identified problems). For innovations that have been evaluated, this article summarizes the findings on their impact on learning.

A Case for a Systems Approach to EdTech - Bapna, Akanksha; Nicolai, Susan; Myers, Christina; Pellini, Arnaldo; Sharma, Namrata; Wilson, Sam (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted

A Cascade Teacher Training Model in Disaster Education: A Case of Turkey - Gökmenoğlu, Tuba; Sönmez, Elif Daşçı; Yavuz, İbrahim (2021)
Individuals' reluctance to take precautions before the disasters happen is one of the most critical concerns of the disaster management area. The disaster education given through schools is a critical process in addressing this problem. The purpose of this paper is to introduce the teacher training program model and the implementation practices of Turkey's School-Based Disaster Education Project. In Turkey, there are few studies regarding the planning, development, implementation, and evaluation stages of Disaster Risk Reduction education for teachers. The project has been carried out within the framework of the Ministry of National Education and Japan International Cooperation Agency. An at-scale cascade teacher professional development model was implemented. The model reached 135,375 teachers in 67 provinces by the 567 trainer teachers in a relatively short time with the cascade training system. This project has brought a significant nationwide disaster risk reduction training experience for Turkey with its economic and sustainable structure.

A Brief Review of Systems Theories and Their Managerial Applications - Mele, Cristina; Pels, Jacqueline; Polese, Francesco (Service Science, 2010)

A breakthrough for Josh: How use of an iPad facilitated reading improvement. - McClanahan, B., Williams, K., Kennedy, E., & Tate, S. (TechTrends, 2012)

A Better Way to Teach Children to Read? Evidence from a Randomized Controlled Trial - He, Fang; Linden, Leigh L; MacLeod, Margaret (2009)
Keywords: ⛔ No DOI found

A better Environment for Education in Sudan - Ashii, Hadeel Agab (2021)
In preparation for schools reopening, UNICEF is supporting the rehabilitation of classrooms and latrines in Sudan

A Beginner's Guide to Applied Educational Research using Thematic Analysis - Peel, Karen L. (Practical Assessment, Research & Evaluation, 2020)

A 35-hour a year CPD entitlement could stop 12,000 teachers quitting - Henshaw, Pete (SecEd, 2021)

A 10-step guide to monitoring and evaluating children’s participation - Lansdown, Gerison; O’Kane, Claire (A Toolkit for Monitoring and Evaluating Children’s Participation, 2014)
Booklet 4: A 10-step guide to monitoring and evaluating children’s participation looks at involving children, young people and adults in the process. It includes guidance on identifying objectives and progress indicators, systematically collecting data, documenting activities and analysing findings.
Keywords: CitedIn:eCubed; eCubed

9 avantages la technologie en classe & 18 façons de l’intégrer dans ses cours - Duquesnoy, Maxime (PortailEduc, 2018)
Le site Jen Reviews propose un article intéressant sur les apports et l’intégration de la technologie dans ses enseignements. L’article (en anglais) est disponible via le lien Cet artic…

9 Amazing Benefits of Technology in the Classroom (+18 Best Ways to Incorporate Technology) - Miller, Jen (Jen Reviews, 2018)

75 Digital Tools and Apps Teachers Can Use to Support Formative Assessment in the Classroom (Teach. Learn. Grow., 2019)
We’ve compiled an extensive list of 75 digital tools, apps, and platforms that can help teachers use formative assessment to elicit evidence of student learning. #education #teachers

7 Years Government Programme: National Strategy for Transformation (NST1) - Rwanda Ministry of Finance and Economic Planning (2017)

‘6Ps’ audit tool - Rahman, Asad; Carter, Alice (EdTech Hub, 2022)
EdTech interventions so often fail to take into consideration the broader system they work within. EdTech Hub has created this tool to assess interventions and identify any gaps in the thinking that might stop an intervention from working. Keywords: innovation; education system; 6Ps; tool An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

65 % of Nigerian schools lack electricity, says UN chief - Lawal, Iyabo (The Guardian (Nigeria), 2017)

6 out of 10 children and adolescents are not learning a minimum in reading and math - UNESCO Institute for Statistics (News, Sustainable Development Goals, 2017)
New data from the UNESCO Institute for Statistics show that 617 million children and adolescents worldwide are not achieving minimum proficiency levels in reading and mathematics. The figure signals “a learning crisis” according to the UIS, which could threaten progress towards the Sustainable Development Goals (SDGs)....

6 key insights into the data and information education leaders want most - Custer, Samantha; King, Elizabeth; Atinc, Tamar Manuelyan; Read, Lindsay; Sethi, Tanya (Brookings Institute, 2018)
Researchers summarize their new analysis of two unique global surveys that assess the use of data and evidence by education leaders in developing countries.

6 key insights into the data and information education leaders want most - Custer, Samantha; King, Elizabeth; Atinc, Tamar; Read, Lindsay; Sethi, Tanya (2018)

6 Data Policy Issues Experts Are Tracking Right Now - World Economic Forum (2021)

5 Ways EdTech Helps Students With Special Needs in the Classroom - Davis, Chris (ViewSonic Library, 2019)
EdTech helps students with special needs to engage with learning better than ever before. Find out how to implement EdTech as assistive technology.

5 things MENA countries can do to design better digital skills development programs - Blom, Andreas; Nusrat, Mariam; Goldin, Nicole (2020)
The COVID-19 pandemic has fueled the need for digital skills, therefore education and training need to become more affordable, relevant, context-vigilant and inclusive. There are five elements to consider when designing digital learning interventions.

5 Problems with the Draft India Data Accessibility & Use Policy, 2022 - Jain, Anushka (2022)

5 features of a monitoring, evaluation and learning system geared towards equity in education - Omoeva, Carina (2018)
Wow do we operationalize equity in education, in the context of education development programming? This blog post from FHI 360’s R&E Search For Evidence blog presents five features necessary for a monitoring, evaluation and learning system to be geared towards equity in education.

5 actions to help bring the most marginalized girls back to school after COVID-19 - Jenkins, Robert; Winthrop, Rebecca (The Brookings Institution, 2020)

4 challenges of adopting blockchain in education & potential solutions - SotaTek (2021)

$3 Million ADB Grant to Support Pakistan’s Flood Response - Asian Development Bank (Asian Development Bank, 2022)
ADB approved a $3 million grant to support the Government of Pakistan’s emergency relief efforts amid widespread floods across the country.

3 examples of mother tongue education to improve learning | Blog | Global Partnership for Education - Global Partnership for Education (Education for All blog, 2019)
GPE supports mother tongue education as a key component of the foundation of learning. On International Mother Tongue Day we review how three partner countries—Eritrea, The Gambia and Uzbekistan—with help from GPE, are implementing mother tongue programs.

2Dsearch: Facilitating reproducible and valid searching in evidence synthesis - Russell-Rose, T; Shokraneh, F (BMJ Evidence-Based Medicine, 2019)
Keywords: ⛔ No DOI found

246 6 Accessibility and Utilization of ICTs Among Secondary School Teachers in Kenya - University, G. (2010)
This paper looks at levels of access and extent of use of Information and Communication Technologies (ICTs) among teachers in selected Kenyan secondary schools. For the past few years, an assortment of ICTs such as computers, lap tops, projectors, printers, e-blackboards and mobile phones have been available to teachers for use in integration of teaching and learning in schools. The paper attempts to establish how many teachers have access to the schools’ computers, their ICT literacy skills level and the level of ICT integration in subjects taught. The findings show that the use of ICT and its integration in the teaching and learning in secondary education is getting more widespread; and increasingly used among teachers as a means of communication and for information searching. Access rates for teachers have been observed to be much higher in educational institutions that have made effective ICT investments in education, translating into better utilization of ICT related technologies. Strategies have been suggested on how to utilize ICT to improve educational outcomes and recommendations given, on issues that touch on ICT access and infrastructure; human resources and training, policy environment, financing and ICT investment, curriculum development and locally relevant content.

21 Ways to 21st Century Skills: Why Students Need Them and Ideas for Practical Implementation - Kaufman, Kristina J. (Kappa Delta Pi Record, 2013)

2023 Cost-Effective Approaches to Improve Global Learning - What does recent evidence tell us are “Smart Buys” for improving learning in low- and middle-income countries? - Akyeampong, K; Andrabi, A; Banerjee, A; Banerji, R; Dynarski, S; Glennerster, R; Grantham-McGregor, S; Muralidharan, K; Piper, B; Ruto, S; Saavedra, J; Schmelkes, S; et al. (FCDO, the World Bank, UNICEF, and USAID, 2023)

2023 Cost-effective Approaches to Improve Global Learning - What does Recent Evidence Tell Us are “Smart Buys” for Improving Learning in Low- and Middle-income Countries? - Banerjee, Abhijit; Andrab, Tahir; Banerji, Rukmini; Dynarski, Susan; Glennerster, Rachel; Grantham-Mcgregor, Sally; Muralidharan, Karthik; Piper, Benjamin; Saavedra Chanduvi, Jaime; Yoshikawa, Hirokazu; Ruto, Sara; Schmelkes, Sylvia (World Bank Group, 2023)
2023 Cost-effective Approaches to Improve Global Learning - What does Recent Evidence Tell Us are “Smart Buys” for Improving Learning in Low- and Middle-income Countries? (English)

2022 Malawi Education Statistics Report (EMIS) - Malawi Ministry of Education (Government of Malawi, 2022)

2022 Global Education Outlook - HolonIQ (2022)
HolonIQ’s annual analysis of the global education market and expectations for 2022 and beyond.

2022 Data Breach Investigations Report - Verizon Data Breach Investigations Report (2022)
Reduce risks with insights from the 2022 Data Breach Investigations Report (DBIR) from Verizon. Read the official report today.

2022 Annual Review of Education Beyond Aid project - Foreign, Commonwealth & Development Office (2022)

2021 Annual School Census Final Report - Ministry of Basic and Senior Secondary Education, Sierra Leone (2022)

2021-2022 Budget Document Archives - Government of Balochistan (2021)

2020 GEM Report – Inclusion and education – All means all - UNESCO GEM (2020)

2020 Formula for sharing the DACF. 2020 - Parliament of Ghana (Government of the Republic of Ghana, 2020)

2020 EdTech Ecosystem: Ghana and Cote D'ivoire - Jacobs Foundation (Jacobs Foundation and Chrysalis, 2020)

2020 Annual Schools Census Report - Ministry of Basic and Senior Secondary Education (2021)

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

2019 State of Edtech Privacy Report - Kelly, G; Graham, J; Bronfman, J (2019)
Millions of educators use edtech apps and services in their classrooms daily, but findings suggest that many products don't do enough to protect kids' privacy. While the 2019 State of EdTech Privacy Report reveals incremental improvements in overall privacy practices since 2018, it also sheds light on key areas where the industry must improve, from targeted advertising to data sharing.

2019 Kenya Population and Housing Census Volume IV: Distribution of Population by Socio-Economic Characteristics - Kenya National Bureau of Statistics (Kenya National Bureau of Statistics, 2019)

2019 Civil Society Organization Sustainability Index - for Asia 6th Edition – December 2020 - USAID (United States Agency for International Development Bureau for Democracy, Conflict and Humanitarian Assistance Center of Excellence on Democracy, Human Rights and Governance, 2020)

2019 Annual Schools Census Report And Statistical Abstract - Ministry of Basic and Senior Secondary Education (Government of Sierra Leone, 2019)

2019 Annual Schools Census Report - Ministry of Basic and Senior Secondary Education; Education, Ministry of Basic and Senior Secondary (2019)

2019 Annual School Census Report - Ministry of Basic and Senior Secondary Education (Ministry of Basic and Senior Secondary Education, 2019)

2018 Population and Housing Census - National Statistics Office (Government of Malawi, 2019)

2018 Education Statistics - Rwanda Ministry of Education (2018)

2018 Civil Society Organization Sustainability Index - for Asia 5th Edition – December 2019 - USAID (2019)

2018 Annual Schools Census Report And Statistical Abstract - MBSSE (Ministry of Basic and Senior Secondary Education, 2018)

2017 ISTE Standards for Educators: From Teaching With Technology to Using Technology to Empower Learners - Trust, Torrey (2017)

2017 Global ICT Development Index - ITU (2017)

2011 Rwanda TeacherMate Report - Mruz, Kari (2011)
Keywords: ⛔ No DOI found

20 projets EdTech innovants à travers le monde - Trucano, Michael (Banque Mondiale Blogs, 2017)
Cette page en : English | Español | العربية J’étudie depuis deux décennies des aspects à l’intersection entre les secteurs de l’éducation et de la technologie dans les pays à revenu faible ou intermédiaire et émergents. C’est un travail fascinant : au cours des 20 dernières années, j’ai été consultant, évaluateur ou ...

20 innovative edtech projects from around the world - Trucano, Mike (World Bank Blogs, 2017)
Also available in: Español | Français what did I miss? For the past two decades, I've worked on issues at the intersection of the education and technology sectors in middle- and low-income countries and emerging markets around the world. It's been a fascinating job: Over the past 20 years, I've ...

18th Amendment - The Gazette of Pakistan (2010)

18 large-scale EdTech initiatives on our radar in 2020 - Moss, Caitlin (EdTech Hub, 2020)
During the EdTech Hub’s inception phase so far, one question we hear a lot is: “What interesting or notable EdTech initiatives are you seeing?” Another question usually follows: “Which ones are reaching scale?” This week we have joined the global education community in London for the Education World Forum and BETT meetings. This is a […]
Keywords: F:Blog post; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

17 EdTech Frameworks and Who Needs to Know Them - Bapna, Akanksha; Nicolai, Susan; Myers, Christina; Pellini, Arnaldo; Sharma, Namrata; Wilson, Sam; Wilson, Akanksha Bapna, Susan Nicolai, Christina Myers, Arnaldo Pellini, Namrata Sharma and Sam (EdTech Hub, 2021)
17 EdTech frameworks that provide a valuable bridge between theory and practice. EdTech resources for policy-makers, educational institutions, teachers and multi-stakeholders.

15 Ways to Support Young Children and their Families in the COVD-19 Response - World Bank (2020)

15 EdTech research papers that we share all the time - Moss, Caitlin (EdTech Hub, 2020)
We hope you saw our recent blog post responding to questions we often get about interesting large-scale EdTech initiatives. Another question we are often asked is: “What EdTech research should I know about?”  As Sara’s blog post explains, one of the Hub’s core spheres of work is research, so we ourselves are very interested in […]
Keywords: F:Blog post; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

11 raisons qui dont que les enseignants n'utilisent pas les nouvelle technologie en classe - Elouardani, Karim (Edupronet, 2016)
Au delà du degré d'intégration des nouvelles technologies en classe, il est intéressant d'identifier les freins à l'utilisation des TICE dans l'enseignement

100 Women: 'We can't teach girls of the future with books of the past' - Perasso, Valeria (BBC News, 2017)
Research suggests women are either written off or portrayed in stereotypes roles in primary school textbooks from all over the world.

10 things to know about how to influence policy with research - Tilley, Helen; Shaxson, Louise; Rea, Joanna; Ball, Louise; Young, John (Overseas Development Institute (ODI), 2017)
10 things you need to know if you want to use research to influence policy.

10 tendances des technologies appliquées à l’éducation dans les pays en développement - Trucano, Michael; Hawkins, Robert; Jimenez, Carla (World Bank Blogs, 2012)

10 principles to consider when introducing ICTs into remote, low-income educational environments - Trucano, Michael (World Bank Blogs, 2013)
there must be an I, a C, and a T here somewhere ... There are, broadly speaking, two strands of concurrent thinking that dominate discussions around the use of new technologies in education around the world. At one end of the continuum, talk is dominated by words like 'transformation'. The ...

10 principles to consider when introducing ICTs into remote, low-income educational environments - Trucano, Michael (2013)
there must be an I, a C, and a T here somewhere ... There are, broadly speaking, two strands of concurrent thinking that dominate discussions around the use of new technologies in education around the world. At one end of the continuum, talk is dominated by words like 'transformation'. The ...

10 Important Facts About Girls' Education in Somalia - Cline, Matthew (2018)

10 challenges of e-learning during COVID-19 & ways to solve them - Plitnichenko, Lisa (Jellyfish.tech, 2020)

1.3 billion learners are still affected by school or university closures, as educational institutions start reopening around the world, says UNESCO - UNESCO (2020)

1. Use of smartphones and social media is common across most emerging economies - Silver, Laura; Smith, Aaron; Johnson, Courtney; Jiang, JingJing; Anderson, Monica; Rainie, Lee (Pew Research Center, 2019)
Large majorities in the 11 emerging and developing countries surveyed either own or share a mobile phone, and in every country it is much more common to

1 - Introduction - Holtzblatt, Karen; Beyer, Hugh (Contextual Design (Second Edition), 2017)
User-centered design is a tried and true approach to product design. Start with an understanding of the user gathered via rich field interviews and build that understanding into your new product—then test and iterate the result with the user again. The first edition of this book introduced Contextual Design, a complete method to do just that. But over the last 10years, there's been a revolution in technology with smartphones and tablets providing constant, continuous connection with people, information sources, media, and the support structures of our lives wherever we happen to be. Our inquiry into the impact of these devices led to the development of the Cool Concepts, an articulation of what makes these devices loved. This new integration of technology into life requires new ways to understand and design, and therefore a revision of the Contextual Design method. This chapter motivates that redesign and discusses the principles driving the method: design for life, design in teams, and immersion in the life of the user.
Keywords: Business analysis; Contextual design; Contextual inquiry; Cool concepts; Design; Design for life; Design thinking; HCI; Human-machine interaction; Marketing; Mobile design; Product design; Requirements gathering; System design; UX; Usability; User experience; User research; User-centered design

1 Billion More Phones Than People In The World! - Turner, Ash (2020)

1-1 in Education: Current Practice, International Comparative Research Evidence and Policy Implications - Valiente, Oscar (OECD, 2010)

Classification | EM-DAT - EM-DAT (2009)

Sierra Leone Teaching Service Commission Act - Government of Sierra Leone (2011)

The Difference Between Emergency Remote Teaching and Online Learning | EDUCAUSE - Hodges, Charles; Moore, Stephanie; Lockee, Barb; Trust, Torrey; Bond, Aaron (2020)
Keywords: ___working_potential_duplicate

COVID-19 a global crisis for teaching and learning | Teachers Task Force for Education 2030 - ITTE (2020)

The Tertiary Education Commission Act - Kabbah, President Alhaji Ahmad Tejan (2001)

The National Council for Technical , Vocational and other Academic Awards Act - Kabbah, President Alhaji Ahmad Tejan (2001)

The Polytechnics Act - Kabbah, President Alhaji Ahmad Tejan (2001)

The Education Act, 2004 - Kabbah, President Alhaji Ahmad Tejan (2004)

The Universities Act - Kabbah, President Alhaji Ahmad Tejan (2005)

Handbook of Research on K-12 Online and Blended Learning (Second Edition) - Kennedy, Kathryn; Ferdig, Richard E (2018)

The Constitution of the Islamic Republic of Pakistan - National Assembly of Pakistan (2012)

The ICT Rights of Persons with Disability Act 2020 - National Assembly of Pakistan (2020)

School closures caused by Coronavirus (Covid-19) - UNESCO (2020)
Keywords: ___working_potential_duplicate; auto_merged