Misperceived social norms: female labor force participation in Saudi Arabia - Bursztyn, Leonardo; Gonzalez, Alessandra L; Yanagizawa-Drott, David (2018)
Through the custom of guardianship, husbands typically have the ﬁnal word on their wives’ labor supply decisions in Saudi Arabia, a country with very low female labor force participation (FLFP). We provide incentivized evidence (both from an experimental sample in Riyadh and from a national sample) that the vast majority of young married men in Saudi Arabia privately support FLFP outside of home from a normative perspective, while they substantially underestimate the level of support for FLFP by other similar men – even men from their same social setting, such as their neighbors. We then show that randomly correcting these beliefs about others increases married men’s willingness to let their wives join the labor force (as measured by their costly sign-up for a job-matching service for their wives). Finally, we ﬁnd that this decision maps onto real outcomes: four months after the main intervention, the wives of men in our original sample whose beliefs about acceptability of FLFP were corrected are more likely to have applied and interviewed for a job outside of home. Together, our evidence indicates a potentially important source of labor market frictions, where job search is underprovided due to misperceived social norms.

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.

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

Linguistic imperialism and language decolonisation in Africa through documentation and preservation - Agyekum, Kofi (African linguistics on the prairie, 2018)
This paper addresses the politics of language use in African nations and societies. It highlights the role of power and economics in the choice of language. It discusses linguistic imperialism and language shift, and how they lead to language endangerment. The paper also discusses linguistic decolonization whereby societies resist linguistic domination and endangerment and embark on language maintenance. It touches on the methods employed in language decolonisation, namely language revitalisation, resistance, maintenance, documentation and preservation. Attention will be on lexicology, terminology and the role of radio and TV. We argue that as a society tries to redeem itself from linguistic imperialism through decolonisation, certain stronger politico-economic factors push it back into linguistic imperialism. We will find out that some of the indigenous people themselves kick against language decolonisation. The paper hinges on the theoretical base of language endangerment. Examples are taken from African and Ghanaian languages with emphasis on Akan.

Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization - Piper, Benjamin; Sitabkhan, Yasmin; Mejia, Jessica; Betts, Kellie (RTI Press, 2018)
This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.

Better Than Most: Teacher Beliefs about Effort and Ability in Uganda - Sabarwal, Shwetlena; Kacker, Kanishka; Habyarimana, James (World Bank, 2018)
Do teachers have accurate beliefs about their effort and ability? This paper explores this through a survey experiment in public-private partnership schools in Uganda, wherein teacher self-beliefs are contrasted with their beliefs about other teachers in the same school. The study finds that, on average, teachers tend to rate ability, effort, and job satisfaction more positively for themselves than for other teachers. This tendency is called high relative self-regard. The study finds no systematic evidence of high relative self-regard around perceptions of student engagement quality and available support structures. More experienced teachers are less likely to exhibit high relative self-regard, while teachers showing low effort are more likely to exhibit it. This is analogous to the Dunning-Kruger effect in psychology, except respondents rate themselves as better than most (not better than average) and variation is explored over effort (not cognitive ability). High relative self-regard is less pronounced in owner-managed public-private partnership schools, suggesting that when principle-agent problems are less severe, schools find ways to correct for inaccurate teacher self-beliefs. These results provide suggestive evidence of cognitive biases that help teachers rationalize suboptimal effort in the classroom. This in turn points to the importance of providing objective feedback to teachers about their effort and performance as one potential way to improve their performance. Teacher self-beliefs are important areas of intervention because they are likely to affect how teachers optimize their effort and training investments. Self-beliefs are also likely to affect how teachers respond to changes in incentive and accountability regimes.
Keywords: Absenteeism; Accountability; Education; Incentives; Public-Private Partnerships; Self-Belief; Self-Regard; Subjective Assessment; Teacher Effectiveness; Teaching Effort

Gender Responsive Communication for Development: Guidance, Tools and Resources - UNICEF ROSA (2018)

Boosting Prosperity, Improving Equity in North and North Eastern Kenya - World Bank (2018)

Bias in Online Classes: Evidence from a Field Experiment - Baker, Rachel; Dee, Thomas S.; Brent, Evans; John, June (Stanford Center for Education Policy Analysis, 2018)
The anonymity of online discussion forums does not deter instructors from exhibiting bias in favor of white males.

Understanding the EdTech Product Landscape - Singh, Ashmeet (Medium, 2018)
EdTech is expanding. Today you can find an app to learn almost anything. This is causing EdTech landscape to evolve & diversify.

The achievement gap phenomenon: a practical application of modeling & simulation - Johnson, John J.; Padilla, Jose; Diallo, Saikou Y. (Society for Computer Simulation International, 2018)
The academic achievement gap is a persistent phenomenon in U.S. education system despite a long history of efforts and billions of dollars spent to correct it. Literature abounds with theories about why the gap exist, such as: student self-perception, parent involvement, teacher quality, and others. Model based approaches have been used to understand various aspects of the phenomenon. However, no models were identified that consider a comprehensive set of theories, and is specifically designed to investigate potential policies and strategies for reducing the gap. We build such a model using a methodology that includes: a) Modeling and Simulation-System Development Framework (MS-SDF); b) Systems Modeling Language (SysML); and c) a Systems Dynamics approach. Preliminary findings indicate that concepts from prevailing theories about the achievement gap can be accurately represented in a single system dynamics model. We also identify key stakeholders, functions, and variables affecting the achievement gap.
Keywords: M&S system development framework (MS-SDF); achievement gap; modeling and simulation; system dynamics; systems modeling language (SysML)

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…

Developing Adaptive E-Learning Environment Using Cognitive and Noncognitive Parameters: - Siddique, Ansar; Durrani, Qaiser S.; Naqvi, Husnain A. (Journal of Educational Computing Research, 2018)
The falling learning outcome is one of the major challenges faced by most of the educational systems. Adaptive educational systems (AESs) are viewed as catalyst...

Impact of Internet Access on Student Learning in Peruvian Schools - Kho, Kevin; Lakdawala, Leah; Nakasone, Eduardo (Working Papers, 2018)
We investigate the impacts of school-based internet access on pupil achievement in Peru, using a large panel of 5,903 public primary schools that gained internet connections during 2007-2014. We employ an event study approach and a trend break analysis that exploit variation in the timing of internet roll-out up to 5 years after installation. We find that internet access has a moderate, positive short-run impact on school-average standardized math scores, but importantly that this effect grows over time. We provide evidence that schools require time to adapt to internet access by hiring teachers with computer training and that this process is not immediate. These dynamics highlight the need for complementary investments to fully exploit new technological inputs and underscores the importance of using an extended evaluation window to allow the effects of school-based internet on learning to materialize.
Keywords: Education; ICT; Internet; Schooling

Pocket Book on Bangladesh Education Statistics 2017 - BANBEIS (Bangladesh Bureau of Education Information and Statistics, 2018)

Mathematical modelling in teacher education: dealing with institutional constraints - Barquero, Berta; Bosch, Marianna; Romo, Avenilde (ZDM: The International Journal on Mathematics Education, 2018)
Considering the general problem of integrating mathematical modelling into current educational systems, this paper focuses on the "ecological dimension" of this problem--the institutional constraints that hinder the development of mathematical modelling as a normalised teaching activity--and the inevitable step of the professional development of teachers. Within the framework of the Anthropological Theory of the Didactic, this step is approached using the "study and research paths for teacher education" (SRP-TE), an inquiry-based process combining practical and theoretical questioning of school mathematical activities. We present a research study focusing on the design and analysis of an online and distance-learning course for in-service mathematics teachers based on the SRP-TE methodology. This course starts from the initial question of how to analyse, adapt and integrate a learning process related to mathematical modelling and how to sustain its long-term development. Our analysis is based on a case study consisting in four successive editions of a course for Latin American in-service mathematics teachers held at the Centre for Applied Research in Advanced Science and Technology in Mexico. The starting point is a modelling activity about forecasting the number of Facebook users, which includes functional modelling and regression. The results show how the course represents a valuable instrument to help teachers progress in the critical issue of identifying institutional constraints--most of them beyond the scope of action of teachers and students and not approached by previous research--hindering the integration of mathematical modelling in current secondary schools.
Keywords: Anthropological theory of the didactic; Barriers; Case Studies; Distance Education; ERIC, Current Index to Journals in Education (CIJE); Ecological Factors; Ecology; Foreign Countries; Functions; Inservice Teacher Education; Institutional constraints; Instructional Design; Mathematical Models; Mathematical modelling; Mathematics Teachers; Mexico; Online Courses; Prediction; Regression (Statistics); Social Media; Study and research path; Teacher education; __:import:01; __:match:final; __:matched; __:study_id:2095891; __finaldtb

The Influence of Interactive Learning Materials on Self-Regulated Learning and Learning Satisfaction of Primary School Teachers in Mongolia - Li, Shengru; Yamaguchi, Shinobu; Takada, Jun-ichi (Sustainability, 2018)
The purpose of this study was to investigate the effects of interactive learning materials on learners’ self-regulated learning processes and learning satisfaction. A two-group experimental design was employed for 285 primary school teachers involved in teacher training. Teachers in the experimental group utilised interactive learning materials along with training videos and guidelines for their self-development at the school level. Teachers in the control group conducted self-development only with training videos and guidelines. The result was analysed using self-regulated learning theory explaining how one’s self-regulation processes affect learning satisfaction. Five self-regulation processes were identified in this study: internal motivation, motivation for better assessment, planning and organizing skills, critical and positive thinking skills, and effort regulation. The analysis was conducted in two steps. First, t-test analysis was used to identify the significant differences between the experimental group and the control group. The analysis revealed: (1) teachers conducting self-development with interactive learning materials were highly motivated to achieve better teacher assessment, (2) teachers with interactive learning materials had higher learning satisfaction. Second, the study further investigated the effect of interactive materials on the relationship between self-regulation processes and learning satisfaction, using moderation analysis. The results showed that interactive materials significantly affect the relationship between motivation for better assessment and learning satisfaction, as well as the relationship between internal motivation and learning satisfaction. These results were complemented by qualitative analysis including interviews and focus group discussions with teachers.
Keywords: ICT in education; country-specific developments; in-service teacher training; interactive learning environments; self-regulated learning

Investigating effects of using digital video in teacher training in Cambodia - Lok, Leandra; Schellings, Gonny; Brouwer, Niels; Brok, Perry Den (Journal of Technology and Teacher Education, 2018)
While research has shown that video can be an effective tool in the professional learning of teachers in industrialized countries, it is unknown whether this is also true for other countries with distinctive cultural, political, and historical contexts, such as Cambodia. This paper presents results from a study which examined the effectiveness of using video to introduce student-centered teaching to teachers in Cambodia. The training consisted of collaboratively watching and discussing videos of teaching practices. A 2x2 design was used, varying group conditions (team versus pair) and...
Keywords: ⛔ No DOI found

Investigating effects of using digital video in teacher training in Cambodia - Lok, Leandra; Schellings, Gonny; Brouwer, Niels; Den Brok, Perry (Journal of Technology and Teacher Education, 2018)
While research has shown that video can be an effective tool in the professional learning of teachers in industrialized countries, it is unknown whether this is also true for other countries with distinctive cultural, political, and historical contexts, such as Cambodia. This paper presents results from a study which examined the effectiveness of using video to introduce student-centered teaching to teachers in Cambodia. The training consisted of collaboratively watching and discussing videos of teaching practices. A 2x2 design was used, varying group conditions (team versus pair) and relevance of the material (model video versus action video). The findings indicated that although it was not possible to determine if there had been changes in teacher behavior, using video had led to an increase in teachers' perceived knowledge of student-centered teaching, especially for the team and the model video conditions.
Keywords: Active Learning; Behavior Change; Cambodia; Cultural Context; ERIC, Current Index to Journals in Education (CIJE); Education--Computer Applications; Faculty Development; Foreign Countries; Instructional Effectiveness; Knowledge Base for Teaching; Learning; Mixed Methods Research; Questionnaires; Student Centered Learning; Studies; Teacher Attitudes; Teacher Behavior; Teacher education; Teachers; Teaching; Teaching Methods; Training; Video; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2095890; __finaldtb; ⛔ No DOI found

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

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

The Kio Kit: a digital learning solution engineered in Africa for the world - ITU (ITU News, 2018)
To mark Mobile Learning Week 2018, ITU News caught up with Nivi Sharma, the Managing Director of BRCK (brck.com), whose mission is to connect Africa to the internet, through providing a WiFi infrastructure to allow anyone with a smartphone to have free and open access to the internet.

Using Technology to Provide Higher Education for Refugees - Boškić, Natasha; Sork, Thomas J.; Irwin, Rita; Nashon, Samson; Nicol, Cynthia; Meyer, Karen; Hu, Sharon (Transnational Perspectives on Innovation in Teaching and Learning Technologies, 2018)
"Using Technology to Provide Higher Education for Refugees" published on 24 Mar 2018 by Brill | Sense.

Assessing social and emotional learning in Tanzania: an interview with Matthew Jukes - RTI International (Medium, 2018)
Social emotional learning is likely to be strongly influenced by culture, but global variation has yet to be captured because much of the…

Donor Organizations & the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1) - Haßler, Björn; Brugha, Meaghan; Muyoya, Chisenga; Mitchell, Joel; Hollow, David; Jackson, Alan (Jigsaw and Open Develoment & Education, 2018)
Donor Organizations & the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1)   Also available at https://digitalprinciples.org/resource/donor-organizations-the-principles-for-digital-development-a-landscape-assessment-and-gap-analysis/, https://digitalprinciples.org/wp-content/uploads/PDD2018_interactive.pdf
Keywords: _DOILIVE; _not_EdTechHub; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode

Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development - Haßler, Bjoern; Hennessy, Sara; Hofmann, Riikka (Journal of Learning for Development, 2018)
Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this concept paper we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our experiences of over 5 years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. “OER4Schools” integrates interactive pedagogy, Open Educational Resources (OER) and use of mobile devices (where available). The focus of this paper is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through use of OER. Our conclusions thereby offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for programme design and implementation, that should be taken on board by future initiatives.
Keywords: Open Educational Resources; Sustainable Development Goal 4; Teacher Professional Development; peer-facilitation; school-based active learning; sub-Saharan Africa

Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development - Haßler, Björn; Hennessy, Sara; Hofmann, Riikka (Journal of Learning for Development, 2018)
Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this concept paper we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our experiences of over 5 years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. “OER4Schools” integrates interactive pedagogy, Open Educational Resources (OER) and use of mobile devices (where available). The focus of this paper is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through use of OER. Our conclusions thereby offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for programme design and implementation, that should be taken on board by future initiatives.
Keywords: Active Learning; Africa; Author:Haßler; C:sub-Saharan Africa; Developing Nations; Educational Technology; Elementary Secondary Education; Faculty Development; Foreign Countries; Handheld Devices; Inservice Teacher Education; Low Income Groups; Motivation; Open Educational Resources; Peer Teaching; Resource Allocation; Rural Schools; Scaffolding (Teaching Technique); Scheduling; Shared Resources and Services; Sustainable Development; Sustainable Development Goal 4; Teacher Professional Development; Technology Uses in Education; Telecommunications; ___working_potential_duplicate; dode_eth-src-dode; dode_eth-trf2-dode; peer-facilitation; school-based active learning; sub-Saharan Africa; ⛔ No DOI found

EdTech for Learning in Emergencies and Displaced Settings: A rigorous review and narrative synthesis - Save the Children (Resource Centre, 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.

Synergies Between the Principles for Digital Development and Four Case Studies - Haßler, Björn; Broadbent, E.; Cunningham, A.; Chimombo, J.; Jamil, B. R.; Kauthria, R.; Lake, L.; Rose, P.; Sarfraz, S.; Szekely, M. (Research for Equitable Access and Learning (REAL) Centre, Faculty of Education, University of Cambridge, 2018)
This report was prepared by Bjöern Haßler for the Research for Equitable Access and Learning (REAL) Centre, University of Cambridge, UK, with support from the Global Education & Skills Forum (GESF) Alliance on Assessment and Impact for Learning. This Alliance was co-chaired by Pauline Rose (REAL Centre, University of Cambridge, United Kingdom) and Baela Raza Jamil (Idara-e-Taleem-o-Agahi, Pakistan) and included the following members: Emma Broadbent (The Varkey Foundation, United Kingdom), Andrew Cunningham (Aga Khan Foundation, Switzerland), Joseph Chimombo (Ministry of Education, Malawi), Rashmi Kauthria (Global Teacher Prize Finalist 2017, India), Lucy Lake (Camfed, United Kingdom), Shajia Sarfraz (Independent Researcher, Pakistan) and Miguel Szekely (Center for Education and Social Studies, Mexico).
Keywords: _DOILIVE; ___working_potential_duplicate; _not_EdTechHub; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode

Synergies Between the Principles for Digital Development and Four Case Studies - Haßler, Björn; Broadbent, E.; Cunningham, A.; Chimombo, J.; Jamil, B. R.; Kauthria, R.; Lake, L.; Rose, P.; Sarfraz, S.; Szekely, M. (Research for Equitable Access and Learning (REAL) Centre, Faculty of Education, University of Cambridge, 2018)
This report was prepared by Bjöern Haßler for the Research for Equitable Access and Learning (REAL) Centre, University of Cambridge, UK, with support from the Global Education & Skills Forum (GESF) Alliance on Assessment and Impact for Learning. This Alliance was co-chaired by Pauline Rose (REAL Centre, University of Cambridge, United Kingdom) and Baela Raza Jamil (Idara-e-Taleem-o-Agahi, Pakistan) and included the following members: Emma Broadbent (The Varkey Foundation, United Kingdom), Andrew Cunningham (Aga Khan Foundation, Switzerland), Joseph Chimombo (Ministry of Education, Malawi), Rashmi Kauthria (Global Teacher Prize Finalist 2017, India), Lucy Lake (Camfed, United Kingdom), Shajia Sarfraz (Independent Researcher, Pakistan) and Miguel Szekely (Center for Education and Social Studies, Mexico).
Keywords: _DOILIVE; ___working_potential_duplicate; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode

Synergies Between the Principles for Digital Development and Four Case Studies - Haßler, Björn; Broadbent, E.; Cunningham, A.; Chimombo, J.; Jamil, B. R.; Kauthria, R.; Lake, L.; Rose, P.; Sarfraz, S.; Szekely, M. (Research for Equitable Access and Learning (REAL) Centre, Faculty of Education, University of Cambridge, 2018)

Synergies Between the Principles for Digital Development and Four Case Studies - Haßler, Björn; Broadbent, E.; Cunningham, A.; Chimombo, J.; Jamil, B. R.; Kauthria, R.; Lake, L.; Rose, P.; Sarfraz, S.; Szekely, M. (Research for Equitable Access and Learning (REAL) Centre, Faculty of Education, University of Cambridge, 2018)
This report was prepared by Bjöern Haßler for the Research for Equitable Access and Learning (REAL) Centre, University of Cambridge, UK, with support from the Global Education & Skills Forum (GESF) Alliance on Assessment and Impact for Learning. This Alliance was co-chaired by Pauline Rose (REAL Centre, University of Cambridge, United Kingdom) and Baela Raza Jamil (Idara-e-Taleem-o-Agahi, Pakistan) and included the following members: Emma Broadbent (The Varkey Foundation, United Kingdom), Andrew Cunningham (Aga Khan Foundation, Switzerland), Joseph Chimombo (Ministry of Education, Malawi), Rashmi Kauthria (Global Teacher Prize Finalist 2017, India), Lucy Lake (Camfed, United Kingdom), Shajia Sarfraz (Independent Researcher, Pakistan) and Miguel Szekely (Center for Education and Social Studies, Mexico).
Keywords: _DOILIVE; ___working_potential_duplicate; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode

Global Public Goods: Example document for licensing and publishing documents - Haßler, Björn (2018)
This is an example document to illustrate licensing and publishing, including upload to Zenodo.
Keywords: _DOILIVE; _not_EdTechHub; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode; ⛔ No DOI found

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

What else can your payment card do? Multifunctionality of payment modes can reduce payment transparency - Gafeeva, Rufina; Hoelzl, Erik; Roschk, Holger (Marketing Letters, 2018)
Payment modes (e.g., cash vs. credit card) vary in the transparency of the outflow of money. Smartcards (multifunctional cards), which bundle payment with non-payment functions (e.g., loyalty programs, identification, and other information functions), have become an increasingly popular payment mode. This shift toward multifunctionality in payment modes is assumed to reduce payment transparency and consequently to decrease consumers’ recall accuracy of past expenditures. We employ a field study to examine recall accuracy for recent purchases with cash, a single-function card, and a multifunctional card. We find that recall accuracy is lower when using a single- or a multifunction card than cash. We also find that it is not the multifunctionality of the card that results in a higher recall error but the individual usage patterns: A higher usage frequency of the non-payment functions results in a higher recall error.
Keywords: Digital payment modes; Money; Multifunctionality; Payment distinctiveness; Recall error; Transparency

Resolving the “Cost-Effective but Unaffordable” Paradox: Estimating the Health Opportunity Costs of Nonmarginal Budget Impacts - Lomas, James; Claxton, Karl; Martin, Stephen; Soares, Marta (Value in Health, 2018)
Considering whether or not a proposed investment (an intervention, technology, or program of care) is affordable is really asking whether the benefits it offers are greater than its opportunity cost. To say that an investment is cost-effective but not affordable must mean that the (implicit or explicit) “threshold” used to judge cost-effectiveness does not reflect the scale and value of the opportunity costs. Existing empirical estimates of health opportunity costs are based on cross-sectional variation in expenditure and mortality outcomes by program budget categories (PBCs) and do not reflect the likely effect of nonmarginal budget impacts on health opportunity costs. The UK Department of Health regularly updates the needs-based target allocation of resources to local areas of the National Health Service (NHS), creating two subgroups of local areas (those under target allocation and those over). These data provide the opportunity to explore how the effects of changes in health care expenditure differ with available resources. We use 2008–2009 data to evaluate two econometric approaches to estimation and explore a range of criteria for accepting subgroup specific effects for differences in expenditure and outcome elasticities across the 23 PBCs. Our results indicate that health opportunity costs arising from an investment imposing net increases in expenditure are underestimated unless account is taken of likely nonmarginal effects. They also indicate the benefits (reduced health opportunity costs or increased value-based price of a technology) of being able to “smooth” these nonmarginal budget impacts by health care systems borrowing against future budgets or from manufacturers offering “mortgage” type arrangements.

ODK - Open Data Kit (ODK, 2018)
The ODK community produces free and open-source software for collecting, managing, and using data in resource-constrained environments.

ODK - Open Data Kit; Kit, Open Data (ODK, 2018)
The ODK community produces free and open-source software for collecting, managing, and using data in resource-constrained environments.

An overview of e-learning in China: History, challenges and opportunities - Wang, Yan; Liu, Xuan; Zhang, Zhenhong (Research in Comparative and International Education, 2018)
The Chinese government has attached great importance to the development of e-learning since its emergence in the 1990s. As a consequence of the implementation of a series of policies, China has made significant achievements in the e-learning arena with respect to infrastructure construction, production of resources, academic education, non-academic training, and education for disadvantaged groups. However, due to the constraints of China’s traditional culture, information literacy, and educational mechanisms, challenges have emerged in the implementation of e-learning that need urgently to be addressed. As e-learning in China continues to grow, major research areas such as students’ and teachers’ perspectives on developments in e-learning, teachers’ pedagogical capacity and ongoing professional development in e-learning settings, and the production of more convenient and useful e-learning resources, are likely to be topics of continuing research interest.
Keywords: Challenges; China; ICT in education; e-learning; professional development; successes

Using online peer assessment in an instructional technology and material design course through social media - Demir, Mehmet (Higher Education: The International Journal of Higher Education Research, 2018)
This study was designed to investigate the student teachers perceptions about and benefits and challenges of using Facebook as an online peer assessment tool for the student teachers' works. The study group included 24 student teachers in science education department of a state university located in the southeast region of Turkey. A case study approach of the qualitative method was employed in the research. Semi-structured interviews were conducted to collect the data. The interviews were audio recorded, and records of all the interviews were transcribed into full text in Turkish. Collected data were analyzed using an emergent coding approach. Codes, then, were categorized to constitute themes and subthemes. The findings indicated that the student teachers were able to give objective feedback on their peers' work and engaged more actively in class after participating in online peer assessment. Additionally, the students found it exciting and productive to use Facebook as a peer assessment tool in their learning.
Keywords: Case Studies; Case studies; Coding; College students; Computer Uses in Education; ERIC, Current Index to Journals in Education (CIJE); Education--Higher Education; Educational Technology; Educational technology; Feedback; Feedback (Response); Foreign Countries; Higher Education; Higher education; Instructional Technology and Material Design; Internet; Interviews; Learner Engagement; Learning; Mass media; Peer Evaluation; Peer assessment; Peers; Preservice Teachers; Qualitative Research; Qualitative research; Science education; Semi Structured Interviews; Social Media; Social classes; Social media; Social networks; Structured interviews; Student Attitudes; Student teachers; Students; Teachers; Technology; Turkey; __:import:01; __:match:final; __:matched; __:study_id:2097831; __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

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

Bangladesh - Quality Learning for All Program for Results : Environmental and social system assessment (English) - World Bank (2018)
Bangladesh - Quality Learning for All Program for Results : Environmental and social system assessment (English)

Teachers’ attitudes towards the utility of computers in education in Kenya - Buliva, Newton (African Educational Research Journal, 2018)

Nigeria’s disappointing investment in education - The Nation (Nigeria) (2018)
For as far as most Nigerians can remember, this country has been proudly referred to as the Giant of Africa. The appellation was earned by virtue of Nigeria’s intimidating size and population. However, the country is fast losing the respect, not only in Africa but across the globe. The factors responsible for this are not […]

The status of early childhood education in Pakistan: Inside stories - Khan, Afzal (Contemporary Issues in Early Childhood, 2018)
This article analyses the status of early childhood education in Pakistan. The education systems in place in Pakistan are mainly framed within a didactic approach to teaching and learning, which addresses certain areas of education but does not teach the child as a whole. Domains of children’s holistic development such as social, ethical, cultural, intellectual, emotional and physical well-being, and some other key academic skills, are not fully covered. In this kind of education, students are taught to follow rules without question and do as instructed, which corresponds to an autocratic view of learning. In the context of early childhood education in Pakistan, teachers occupy dominant roles, which positions them as the imparters and sources of knowledge and children as dependent and the receivers of knowledge, rather than considering them as potential, curious and powerful learners with unlimited capabilities. The literature indicates that this approach to teaching and learning does not privilege the holistic development and well-being of children. In contrast, many developed countries use research-based contemporary approaches to children’s education and development, giving children a more central role in their learning to ensure that every child has the opportunity to develop to their full potential. This kind of approach reminds teachers to view all children not as needy or deficient individuals.

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

The Role of Language in the Teaching and Learning of Early Grade Mathematics: An 11-year Account of Research in Kenya, Malawi and South Africa - Essien, Anthony (African Journal of Research in Mathematics, Science and Technology Education, 2018)
The purpose of this study was to provide a systematic review of research that has been carried out between 2006 and 2016 on the role of language in early grade (Grades 1–4) mathematics teaching and learning in three countries—Kenya, Malawi and South Africa. These countries were selected because they have similar characteristics: teaching and learning occur in a multilingual context; their language in education policies are similar; transition from mother tongue to English happens during the early grades; and most of the learners learn mathematics in English—a language which for most is not their first/home language. Research outputs between 2006 and 2016 from the three countries were sourced from peer-reviewed mathematics and general education journals, monitoring and evaluation reports, and book chapters. Findings from the study revealed that there is a lack of longitudinal studies that investigate the impact of language on the teaching and learning of mathematics and that there are few studies on how teachers are and should be trained to teach mathematics in the early grades. The study also found that the implementation of the language in education policies in the three different focus countries is fraught with difficulties owing to a number of factors, amongst them the fact that the indigenous languages are not yet fully developed as academic languages. Finally, existing literature highlights the importance of the use of code switching and the provision of materials in the home language(s) of early graders. Recommendations regarding policy/curriculum, teacher education and pedagogic practices are made.

Eyes in the room trump eyes on the screen: effects of a responsive co-viewer on toddlers’ responses to and learning from video chat - Myers, Lauren; Crawford, Emily; Murphy, Claire; Aka-Ezoua, Edoukou; Felix, Christopher (Journal of Children and Media, 2018)
Scaffolding may be important for children to overcome puzzling aspects of video chat. We examined whether live co-viewer behavior (responsive or unresponsive), video chat partner’s eye gaze (aligned or misaligned), and object similarity (similar or dissimilar) impacted 24- to 30-month-old children’s responsiveness to (and short-term learning from) video chat. Co-viewer behavior was the primary factor influencing children’s responsiveness and learning; the on-screen Partner’s eye gaze was only influential in the presence of a responsive co-viewer; and object similarity did not impact the outcomes measured. Co-viewing provides essential support for children to respond to and learn from video chat interactions because it demonstrates the relevance and usefulness of the on-screen information. Findings suggest that children depend primarily on their live social partners to make sense of their media experiences.

Home- and center-based learning opportunities for preschoolers in low- and middle-income countries - McCoy, Dana; Salhi, Carmel; Yoshikawa, Hirokazu; Black, Maureen; Britto, Pia; Fink, Günther (Children and Youth Services Review, 2018)
Recent international development efforts have emphasized the importance of supporting early childhood development, yet little is known about the availability of early learning opportunities in low- and middle-income countries (LMICs). The present study uses nationally representative data from >163,000 three- and four-year-olds living in 63 countries to estimate the availability of in- and out-of-home early learning opportunities in LMICs. Results suggest that 71.9% of preschool-aged children experience high levels of at-home stimulation (e.g., reading, counting, drawing), 33.6% attend center-based early childhood care and education (ECCE) programming, 29.1% experience both, and 22.9% experience neither. Large geographical and socioeconomic disparities in learning opportunities were found both across and within countries, particularly for ECCE.

Teaching approaches and strategies that work; Keeping children engaged and achieving in mathematics - New Zealand Government (2018)
Keywords: C:New Zealand

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)

General Assembly Designates 7 April International Day of Reflection on 1994 Genocide against Tutsi in Rwanda, Amending Title of Annual Observance | Meetings Coverage and Press Releases - United Nations General Assembly (United Nations: Media Coverage and Press Releases, 2018)

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

A second chance to dream: initiating ODeL in secondary school re-entry programs for young adult secondary school dropouts the case of Mumias District, Western Kenya - Musita, Richard; Ogange, Betty O.; Lugendo, Dorine (Distance Education, 2018)
The Kenyan education system has very limited re-entry options for learners who drop out before attaining secondary school certificate. It is very difficult to access training and or secure a job that requires at least secondary school education. This study examined the prospects of initiating Open and Distance e-Learning(ODeL) in re-entry programmes into high school for out of school Young Adult Secondary School Dropouts (Y.A.S.S.D). The study focused on the enablers and challenges of initiating ODeL in the secondary school re-entry programmes. An alternative flexible and sustainable community based ODeL model that potentially can address re-entry for the Y.A.S.S.D is proposed. A qualitative phenomenological design was used; focus group discussion and interviews were conducted from a purposeful sample of participants. The study revealed that the potential of ODeL in addressing re-entry into secondary school for Y.A.S.S.D great. Majority of the participants were aware of the existing secondary school re-entry options, however, ODeL appeared new. Despite there being challenges in introducing the ODeL mode of study in secondary school re-entry programmes, it is viable and requires further exploration. The enablers of this mode of study are largely in place to the extent appreciated by participants in the study.
Keywords: Re-entry; dropouts; open distance e-learning

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

What have we learned after ten years of systematic reviews in international development? - Waddington, Hugh; Masset, Edoardo; Jimenez, Emmanuel (Journal of Development Effectiveness, 2018)
The paper discusses the role of systematic evidence in helping make better decisions to reach global development targets. Coming at the end of the ﬁrst decade of serious funding and support for systematic evidence generation in development economics and development studies, the paper presents opportunities and challenges for the continued development of systematic review methodologies. It concludes by introducing the papers collected in the issue, which make and demonstrate the case for theory-based approaches to evidence synthesis.
Keywords: Reviewed

A quasi-experiment examining the impact of educational cartoons on Tanzanian children - Borzekowski, Dina L. G. (Journal of Applied Developmental Psychology, 2018)
Educational media can positively impact young children; however, few studies have been conducted in developing countries. Researchers investigated the impact of an animated educational series, where participants were randomized to see Akili and Me versus other popular programs. In interviews with children, researchers assessed measures before and after four weeks of exposure. From Morogoro, Tanzania, 568 children (mean age - 4.8years) participated. Controlling for the child's sex, age, and baseline skills in the assessed follow up outcome, exposure to Akili and Me significantly improved drawing skills, shape knowledge, number recognition, counting, and English skills. Young and vulnerable children can benefit from a locally-produced educational program. Media interventions should be encouraged as they effectively and efficiently alter school readiness.
Keywords: Educational media; Literacy; Numeracy; School readiness; Television

Towards an inclusive digital literacy framework for digital India - Nedungadi, Prema P.; Menon, Rajani; Gutjahr, Georg; Erickson, Lynnea; Raman, Raghu (Education + Training, 2018)
Purpose The purpose of this paper is to illustrate an Inclusive Digital Literacy Framework for vulnerable populations in rural areas under the Digital India program. Key challenges include addressing multiple literacies such as health literacy, financial literacy and eSafety for low-literate learners in low-resource settings with low internet bandwidth, lack of ICT facilities and intermittent electricity. Design/methodology/approach This research implemented an educational model based on the proposed framework to train over 1,000 indigenous people using an integrated curriculum for digital literacies at remote settlements. The model uses mobile technology adapted for remote areas, context enabled curriculum, along with flexible learning schedules. Findings The education model exemplifies a viable strategy to overcome persistent challenges by taking tablet-based digital literacies directly to communities. It engages different actors such as existing civil societies, schools and government organizations to provide digital literacy and awareness thereby improving both digital and life skills. It demonstrates the potential value of a comprehensive Digital Literacy framework as a powerful lever for Digital Inclusion. Practical Implications Policy makers can use this transformational model to extend the reach and effectiveness of Digital Inclusion through the last mile enhancing existing training and service centers that offer the traditional model of Digital Literacy Education. Originality/value This innovative mobile learning model based on the proposed Digital Framework for Inclusion instilled motivation, interest and confidence while providing effective digital training and conducting exams directly in the tribal settlements for low-literate learners in remote settings. Through incorporating multiple literacies, this model serves to empower learners, enhance potential, improve well-being and reduce the risk of exploitation.
Keywords: Digital competence; Digital divide; Digital inclusion; Digital learning; Indigenous people; Information and communication technologies (ICT)

Social media use by undergraduate students of education in Nigeria: a survey - Wickramanayake, Lalith; Muhammad Jika, Saidu (The Electronic Library, 2018)
Purpose This paper aims to investigate teacher students’ perceptions, intentions, experiences, attitudes, opinions and barriers concerning social media use and impact of social media on their learning process. Design/methodology/approach A stratified sampling technique was applied to draw the sample, and 242 teacher students were selected as a sample from three higher educational institutions in Gombe State, Nigeria. A questionnaire survey method was used to collect the data. Data analysis was by means of simple and inferential statistics. Findings The students widely used mobile phones to access social media, and social media was extremely popular for education, entertainment and communication among them. Educational and informational communities were also preferred by students to other social media communities. The study further revealed that effective social media usage among students enhanced their different types of skills including learning. Unstable electricity connections, security and privacy issues, internet costs and unreliable internet connections were recorded as some barriers concerning students’ social media use. Originality/value The outcome of this study will be a unique contribution because the pertinent literature provides little evidence or research highlights concerning teacher students’ social media use. Even more, the results of the present study may be a useful resource for university administrators, education policymakers and innovative teachers in universities – especially in developing countries and particularly Nigeria – when considering integration of modern techniques and technologies with university teaching and learning.
Keywords: Internet-based learning; Media-based teaching; Nigeria; Social media; Teaching students; User studies

Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program - Habibi, Akhmad; Mukinin, Amirul; Riyanto, Yatim; Prasohjo, Lantip Diat; Sulistiyo, Urip; Sofwan, Muhammad; Saudagar, Ferdiaz (Turkish Online Journal of Distance Education, 2018)
This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.
Keywords: Case Studies; College Students; Computer Mediated Communication; Critical Thinking; Data Analysis; ERIC, Current Index to Journals in Education (CIJE); Educational Benefits; Focus Groups; Foreign Countries; Group Discussion; Higher Education; Independent Study; Indonesia; Interpersonal Communication; Learner Engagement; Learning Motivation; Practicums; Preservice Teacher Education; Qualitative Research; Social Networks; Student Teacher Attitudes; Teacher Education Programs; __:import:01; __:match:final; __:matched; __:study_id:2097353; __finaldtb

Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program - Habibi, Akhmad; Mukinin, Amirul; Riyanto, Yatim; Prasohjo, Lantip Diat; Sulistiyo, Urip; Sofwan, Muhammad; Saudagar, Ferdiaz (Turkish Online Journal of Distance Education, 2018)
This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.
Keywords: Case Studies; College Students; Computer Mediated Communication; Critical Thinking; Data Analysis; ERIC, Current Index to Journals in Education (CIJE); Educational Benefits; Focus Groups; Foreign Countries; Group Discussion; Higher Education; Independent Study; Indonesia; Interpersonal Communication; Learner Engagement; Learning Motivation; Practicums; Preservice Teacher Education; Qualitative Research; Social Networks; Student Teacher Attitudes; Teacher Education Programs; __:import:01; __:match:final; __:matched; __:study_id:2097353; __finaldtb

Standards for Competence Based Digital Course Materials - Kenya Institute of Curriculum Development (2018)

Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsApp: findings from rural India - Nedungadi, Prema; Mulki, Karunya; Raman, Raghu (Education and Information Technologies, 2018)
Reduction of teacher and student absenteeism, together with consistent teacher support and training, are critical factors in improving the quality of education in rural India. As part of an ongoing project involving schools and educational centers in rural areas spread across 21 Indian states, this study investigated how implementation of two simple, accessible technologies could not only reduce absenteeism but also increase teachers' effectiveness and improve student performance. In addition to students and teachers, key stakeholders included educational coordinators who provided support and monitoring regarding use of WhatsApp and two additional apps designed specifically to support simple educational improvements. In our study we coded and analyzed nine months of messages (n = 8968), both photographs and texts, posted by 26 participants. The number of text messages related to attendance was strongly positively correlated with frequency of interactions between coordinators and teachers. Our approach resulted in increased teacher and student attendance, as well as improvements in lessons and other planned educational activities. This model functions well in rural settings where there is poor internet connectivity and lack of supporting infrastructure. Remote schools can easily adopt this tablet-based model to reduce teacher absenteeism, improve teaching techniques, improve educational resources, and increase student performance.
Keywords: Absenteeism; Academic Achievement; Attendance; Attendance Patterns; Computer Oriented Programs; Computers--Information Science And Information Theory; ERIC, Current Index to Journals in Education (CIJE); Educational Opportunities; Educational Quality; Educational technology; Foreign Countries; ICT; India; Monitoring; Quality of education; Rural Areas; Rural areas; Rural education; School education; Software; Students; Teacher Effectiveness; Teacher absence; Teacher monitoring; Teachers; Tele-education; WhatsApp; __:import:01; __:match:final; __:matched; __:study_id:2097863; __finaldtb

Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsApp: findings from rural India - Nedungadi, Prema; Mulki, Karunya; Raman, Raghu (Education and Information Technologies, 2018)
Reduction of teacher and student absenteeism, together with consistent teacher support and training, are critical factors in improving the quality of education in rural India. As part of an ongoing project involving schools and educational centers in rural areas spread across 21 Indian states, this study investigated how implementation of two simple, accessible technologies could not only reduce absenteeism but also increase teachers' effectiveness and improve student performance. In addition to students and teachers, key stakeholders included educational coordinators who provided support and monitoring regarding use of WhatsApp and two additional apps designed specifically to support simple educational improvements. In our study we coded and analyzed nine months of messages (n = 8968), both photographs and texts, posted by 26 participants. The number of text messages related to attendance was strongly positively correlated with frequency of interactions between coordinators and teachers. Our approach resulted in increased teacher and student attendance, as well as improvements in lessons and other planned educational activities. This model functions well in rural settings where there is poor internet connectivity and lack of supporting infrastructure. Remote schools can easily adopt this tablet-based model to reduce teacher absenteeism, improve teaching techniques, improve educational resources, and increase student performance.
Keywords: Absenteeism; Academic Achievement; Attendance; Attendance Patterns; Computer Oriented Programs; Computers--Information Science And Information Theory; ERIC, Current Index to Journals in Education (CIJE); Educational Opportunities; Educational Quality; Educational technology; Foreign Countries; ICT; India; Monitoring; Quality of education; Rural Areas; Rural areas; Rural education; School education; Software; Students; Teacher Effectiveness; Teacher absence; Teacher monitoring; Teachers; Tele-education; WhatsApp; __:import:01; __:match:final; __:matched; __:study_id:2097863; __finaldtb

FTTX to be distributed by three companies: Ogero head (The Daily Star Lebanon, 2018)

Kenya National Examination Council (2018)

Making Ghanaian Girls Great (Varkey Foundation, 2018)
The MGCubed Project uses solar-powered and satellite-enabled distance learning infrastructure to deliver interactive learning sessions to students, teachers, communities and government officials.

Train for Tomorrow, Ghana (Varkey Foundation, 2018)
Funded by Dubai Cares, Train for Tomorrow (T4T) is a US$ 2 million remote teacher training project in Ghana’s Eastern Region .

Mobile Learning Lab Evaluation & Analysis - 60 Million Girls (60 million girls, 2018)

Operational research on the use of mobile school report card (mSRC) as a management tool - Abdulai, Abdul-Gafaru; Nunyonameh, Collins; Salifu, Adam (Ghana Education Service/UNICEF, 2018)

Effect of Mastery Learning Approach on Senior School Students' Academic Performance and Retention in Circle Geometry. - Adeniji, Saidat Morenike; Ameen, Saka Khadijat; Dambatta, B. U.; Orilonise, Razak (International Journal of Instruction, 2018)

Equity and Quality in an Education Public-Private Partnership: A study of the World Bank-supported PPP in Punjab, Pakistan - Afridi, Momina (Oxfam, 2018)

Classification of HEC Recognized Journals - Ahmad, Aftab (2018)

Developing a situational judment test for adminission into initial teacher education in Oman: An exploratory study - Al Hashmi, WaleedTalib Abdullah (University of York, 2018)

Revealing Stereotypes: Evidence from Immigrants in Schools - Alesina, Alberto; Carlena, Michaela; La Ferrara, Eliana; Pinotti, Paolo (2018)
If individuals become aware of their stereotypes, do they change their behavior? We study this question in the context of teachers' bias in grading im...

E-learning critical success factors: Comparing perspectives from academic staff and students - Alhabeeb, Abdullah; Rowley, Jennifer (Computers & Education, 2018)
This article advances knowledge on the factors that lead to successful e-learning in universities, through a comparative study of the perspectives of academic staﬀ and students. In particular, it contributes to the limited knowledge bases on the eﬀectiveness of e-learning in Saudi Arabia, and on the diﬀerences in perspectives of diﬀerent groups of stakeholders in e-learning. Based on previous research, a questionnaire was designed and distributed to convenience samples of academic staﬀ and students at King Saud University, Saudi Arabia. Respondents were invited to express their opinion regarding the importance of a number of factors to the success of e-learning. Principal Component Analysis was conducted on each dataset, in turn, to assess the loading of items onto factors, and the variance explained. The most important ﬁnding from this study is that the perspectives of students and academic staﬀ diﬀer, with there being nine factors for academic staﬀ and seven for students. Categories that are common to both groups are: student characteristics, instructor characteristics, ease of access, and support and training. The order for academics is: student characteristics, ease of access, instructor characteristics, and support and training; and, the order for students is: instructor characteristics, student characteristics, support and training, and ease of access.

All Children Reading Announces eKitabu and SIL LEAD as Winners of Book Boost: Access for All Challenge - All Children Reading (2018)

Skills-Building Programs to Reduce Child Marriage in Bangladesh: A Randomized Controlled Trial - Amin, S; Saha, J; Ahmed, J (Journal of Adolescent Health Volume 63, Issue 3, September 2018, Pages 293-300, 2018)

Nearly one-in-five teens can’t always finish their homework because of the digital divide - Anderson, Monica; Perrin, Andrew (Pew Research Center, 2018)
Some teens in America are more likely to face digital hurdles when trying to complete their homework.

Annual Status of Education Report (rural) 2018 - ASER Centre (Assessment Survey Evaluation Research (India), 2018)

Annual Development Plan 2019/20 - Azad Government of the State of Jammu & Kashmir (2018)

Design Research in Education: A Practical Guide for Early Career Researchers - Bakker, Arthur (Routledge, 2018)
Design Research in Education is a practical guide containing all the information required to begin a design research project. Providing an accessible background to the methodological approaches used in design research as well as addressing all the potential issues that early career researchers will encounter, the book uniquely helps the early career researcher to gain a full overview of design research and the practical skills needed to get their project off the ground. Based on extensive experience, the book also contains multiple examples of design research from both undergraduate and postgraduate students, to demonstrate possible projects to the reader. With easy to follow chapters and accessible question and response sections, Design Research in Education contains practical advice on a wide range of topics related to design research projects including: The theory of design research, what it entails, and when it is suitable The formulation of research questions How to structure a research project The quality of research and the methodological issues of validity and reliability How to write up your research The supervision of design research. Through its theoretical grounding and practical advice, Design Research in Education is the ideal introduction into the field of design based research and is essential reading for bachelor's, master's and PhD students new to the field, as well as to supervisors overseeing projects that use design research.

The Economic Lives of Young Women in the Time of Ebola: Lessons from an Empowerment Program - Bandiera, Oriana; Buehren, Niklas; Goldstein, Markus; Rasul, Imran; Smurra, Andrea (World Bank, 2018)
We evaluate an intervention to raise young women’s economic empowerment in Sierra Leone, where women frequently experience sexual violence and face multiple economic disadvantages. The intervention provides them with a protective space (a club) where they can …nd support, receive information on health/reproductive issues and vocational training. Unexpectedly, the post-baseline period coincided with the 2014 Ebola outbreak. Our analysis leverages quasi-random across-village variation in the severity of Ebola-related disruption, and random assignment of villages to the intervention to document the impact of the Ebola outbreak on the economic lives of 4 700 women tracked over the crisis, and any ameliorating role played by the intervention. In highly disrupted control villages, the crisis leads younger girls to spend signi…cantly more time with men, out-of-wedlock pregnancies rise, and as a result, they experience a persistent 16pp drop in school enrolment post-crisis. These adverse e¤ects are almost entirely reversed in treated villages because the intervention enables young girls to allocate time away from men, preventing out-of-wedlock pregnancies and enabling them to re-enrol in school post-crisis. In treated villages, the unavailability of young women leads some older girls to use transactional sex as a coping strategy. The intervention causes them to increase contraceptive use so this does not translate into higher fertility. Our analysis pinpoints the mechanisms through which the severity of the aggregate shock impacts the economic lives of young women, and shows how interventions in times of crisis can interlink outcomes across younger and older cohorts. JEL Classi…cation: I25, J13, J24.
Keywords: ___working_potential_duplicate

Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in Sierra Leone - Barnett, Sarah; van Dijk, Jetske; Swaray, Abdulai; Amara, Tamba; Young, Patricia (BMJ, 2018)
Sarah Barnett and colleagues describe how an educational project was rapidly adapted into a radio education programme after the 2014 Ebola epidemic in Sierra Leone

Integrating analyses in mixed methods research - Bazeley, Patricia (SAGE Publications Ltd., 2018)
Integrating Analyses for Mixed Methods Research goes beyond mixed methods research design and data collection, providing a pragmatic discussion of the challenges of effectively integrating data to facilitate a more comprehensive and rigorous level of analysis. Showcasing a range of strategies for integrating different sources and forms of data as well as different approaches in analysis, readers learn to plan, conduct, and disseminate complex analyses with confidence. Key techniques include: . Building an integrative framework . Analyzing sequential, complementary and comparative data . Identifying patterns and contrasts in linked data . Categorizing, counting, and blending mixed data . Managing dissonance and divergence . Transforming analysis into warranted assertions With clear steps that can be tailored to any project, this book is perfect for students and researchers undertaking their own mixed methods research.
Keywords: Methodology; Mixed methods research; Research; Social sciences

Indonesia got schooled: 15 years of rising enrolment and flat learning profiles - Beatty, Amanda; Berkhout, Emilie; Bima, Luhur; Coen, Thomas; Pradhan, Menno; Suryadarma, Daniel (Research on Improving Systems of Education, 2018)

Data analysis methods for qualitative research: managing the challenges of coding, interrater reliability, and thematic analysis. - Belotto, Michael J. (The Qualitative Report, 2018)
Keywords: ___working_potential_duplicate

Teacher Policies, Incentives, and Labor Markets in Chile, Colombia, and Perú: Implications for Equality - Bertoni, Eleonora; Elacqua, Gregory; Jaimovich, Analía; Rodríguez, Julio; Santos, Humberto (Inter-American Development Bank, 2018)

Preparation and support for teachers in public schools: Reflections on the first year of teaching - Bowsher, A.; Sparks, D.; Hoyer, K.M. (2018)
Keywords: ⛔ No DOI found

The University Research System in Pakistan - British Council (2018)
With the support of the Higher Education Commission of Pakistan and the British Council, Knowledge Platform conducted in 2018 a seminal research project titled The University Research System

Toward data-driven education systems: Insights into using information to measure results and manage change - Brookings (Brookings Institution, 2018)

Applying the information search process model to analyze aspects in the design of serious games for children with hearing impairment - Cano, Sandra; Alghazzawi, Daniyal M.; Arteaga, Jaime Muñoz; Fardoun, Habib M.; Collazos, César A.; Amador, Viviana Bustos (Universal Access in the Information Society, 2018)
Deaf children traditionally face greater challenges and encounter difficulties particular to their abilities. The Information Search Process model (ISP) is oriented in the context of the present work as a process of searching for information about children with a hearing impairment in the area of literacy, applying the different stages of the ISP model to identify different aspects of hearing impairment. A case study was carried out at the USAER school in Aguascalientes, Mexico, a school that enables children with hearing impairments to be included in regular secondary schooling. The children here are aged 12–15 years and have literacy problems. Eight children from 7 to 11 years of age were also evaluated in the Institute for Deaf and Blind Children in Cali, Colombia. The ISP model can be deemed to have been useful for identifying the relevant needs to support both teachers and deaf children. A need was identified, to construct a game that integrates the activities undertaken following the FitzGerald keys and in turn allow them to assess learning through different activities that help increase the semantic repertoire.

Universal Design for Learning Guidelines version 2.2. - CAST (2018)

Supporting home language reading through technology in rural South Africa - Castillo, Nathan M; Wagner, Daniel A (Journal Articles (Literacy.org), 2018)
This paper describes a short-term longitudinal study in South Africa, with children in grades 1-3, some of whom received a multimedia technology reading support program in one of three home languages and English (through exisiting computer labs in schools). Findings reveal a positive and significant impact on local language reading acquisition among children with multimedia support. The study shows that effective literacy support can help struggling rural learners make significant gains that will help them complete their schooling. The ability to accomplish a full cycle of primary school with fully developed reading skills has significant implications for life-long learning.
Keywords: ⛔ No DOI found

PDIA Toolkit: A DIY Approach to Solving Complex Problems - Centre for International Development (Harvard University, 2018)

The Internal and External Validity of the Regression Discontinuity Design: A Meta-Analysis of 15 Within-Study Comparisons - Chaplin, Duncan D.; Cook, Thomas D.; Zurovac, Jelena; Coopersmith, Jared S.; Finucane, Mariel M.; Vollmer, Lauren N.; Morris, Rebecca E. (Journal of Policy Analysis and Management, 2018)
Theory predicts that regression discontinuity (RD) provides valid causal inference at the cutoff score that determines treatment assignment. One purpose of this paper is to test RD's internal validity across 15 studies. Each of them assesses the correspondence between causal estimates from an RD study and a randomized control trial (RCT) when the estimates are made at the same cutoff point where they should not differ asymptotically. However, statistical error, imperfect design implementation, and a plethora of different possible analysis options, mean that they might nonetheless differ. We test whether they do, assuming that the bias potential is greater with RDs than RCTs. A second purpose of this paper is to investigate the external validity of RD by exploring how the size of the bias estimates varies across the 15 studies, for they differ in their settings, interventions, analyses, and implementation details. Both Bayesian and frequentist meta-analysis methods show that the RD bias is below 0.01 standard deviations on average, indicating RD's high internal validity. When the study-specific estimates are shrunken to capitalize on the information the other studies provide, all the RD causal estimates fall within 0.07 standard deviations of their RCT counterparts, now indicating high external validity. With unshrunken estimates, the mean RD bias is still essentially zero, but the distribution of RD bias estimates is less tight, especially with smaller samples and when parametric RD analyses are used.

Access and use of internet in teaching and learning at two selected teachers’ colleges in Tanzania - Chirwa, Mussa (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2018)
Recently, the application of Information and Communication Technologies (ICTs) is inevitable especially in improving education system. It is on the basis of this reality that this paper investigated access and use of Internet in teaching and learning in teachers’ colleges (TCs), basing on two selected colleges in Tanzania. The results indicate that the majority (83.2%) of respondents used the Internet for academic purposes, 61.3% used it for searching news and 50% for communication, slightly more than a half (52%) of the respondents were using Internet for games and entertainments while only (43%) used it for social network. However, the frequency of using internet for academic purposes is not convincing as only 12.5% of the respondents used it daily. There is also limited access to internet and ICT facilities in these teachers’ colleges in Tanzania. It is therefore, concluded that the parent ministry in co-operation with college principals should improve Internet access and use in TCs by ensuring that there is good access to ICT facilities that offers internet services, tutors are well trained on ICTs basics and information literacy, and that the ratio of tutors and student-teachers to computers and other ICTs available in their colleges is improved.
Keywords: ⛔ No DOI found

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)

'Staggering' trade in fake degrees revealed - Clifton, Helen; Chapman, Matthew; Cox, Simon (2018)

Assessing the Impacts of Literacy Learning Games for Syrian Refugee Children: An executive overview of Antura and the Letters and Feed the Monster Impact Evaluations - Comings, J (Resource Centre, 2018)
Keywords: RER theme_pedagogies and modalities

Evaluation of the Global Partnership for Education (GPE) – Literacy and Numeracy Education Support (LANES) program in Tanzania (2014–2018) - Connal, Criana; Strath, Annelie; Dihenga, Khalid (Global Partnership for Education (GPE), 2018)

Policy Paper on Punjab Provincial Finance Commission (PFC) Award - CPDI (2018)

Worldwide inequality and poverty in cognitive results: Cross-sectional evidence and time-based trends - Crouch, Luis; Gustafsson, Martin (University of Oxford, 2018)

A Meta-analysis of the Peer Evaluation Effects on Learning Achievements in Blended Learning Environment - Cui, Papan; Zheng, Lanqin (International Conference on Blended Learning, 2018)

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.

Toward data-driven education systems: Insights into using information to measure results and manage change - Custer, Samantha; King, Elizabeth; Atinc, Tamar Manuelyan; Read, Lindsay; Sethi, Tanya (Brookings Institute, 2018)

Inequality as higher education goes online - Czerniewicz, Laura (Springer, 2018)

For children with disabilities in Nigeria, educational opportunities remain scant - Dark, Shayera (Devex, 2018)

Wrapping of a Social Innovation MOOC - Deacon, Andrew; Jaffer, Tasneem; Jawitz, Jeff; Small, Janet; Walji, Sukaina (Academic Conferences and publishing limited, 2018)
Keywords: ⛔ No DOI found

How is E-Learning helping to combat Southeast Asia teacher shortage? - Debroy, Ananya (2018)

Kreyòl, pedagogy, and technology for opening up quality education in Haiti: Changes in teachers' metalinguistic attitudes as first steps in a paradigm shift - DeGraff, Michel; Stump, Glenda S. (Language, 2018)

Khyber Pakhtunkhwa Education Sector Programme (KESP) 2 - DevelopmentAid (DevelopmentAid, 2018)
Innovative membership organization offering services to the international sector. Instant access to high quality CV’s, procurement notices shortlist and awards information.

DFID Digital Strategy - DFID (2018)

DFID Education Policy: Get Children Learning - DFID (2018)
Keywords: ___working_potential_duplicate

DFID Education policy: get children learning - DFID (2018)

Girls Education Challenge: Thematic Review (Education Technology) - DFID (DFID, 2018)

Leh Wi Learn - Sierra Leone Secondary Education Improvement Programme - DFID (2018)

The discourse on ICT teacher professional development needs: The case of a South African teachers’ union - Dlamini, Reuben; Mbatha, Khanyisile (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2018)
The prevalence and adoption of Information and Communication Technology (ICT) tools in education has often been guided by utopian perspectives without proper research to understand the schooling context and teachers’ ICT development needs. This paper reports on the findings from a study of in-service teachers who are members of a teachers’ union in South Africa. These teachers were surveyed using a questionnaire based on Second Information Technology in Education Study (SITES), which is an analytic framework that includes teacher characteristics, pedagogical practices and ICT use, school factors and system, and other external factors. This exploratory study was conducted within the framework of a teachers’ union to understand members’ preparedness to integrate ICT tools in their teaching practices. Findings indicate the need for in-service professional development activities in the use of ICT for teaching, in teaching in multicultural environments, and in classroom management. Equally important is the role of school management and administration in the adoption and integration of ICT tools in education. In addition, the research provided clear evidence that despite the huge investments into ICT infrastructure by government, inequalities in ICT competencies among teachers remain. The most important conclusion is that the investments being made are politically motivated and that teachers are being side-lined in the decision-making processes and preference given to political visions.
Keywords: ⛔ No DOI found

Global Teacher Status Index 2018 - Dolton, Peter; Marcenaro, Oscar; De Vries, Robert; She, Po-Wen (Varkey Foundation, 2018)

Community Involvement and Teacher Attendance in Basic Schools: The Case of East Mamprusi District in Ghana - Donkor, Anthony Kudjo; Waek, Biliman Izal (International Journal of Education and Practice, 2018)

The effect of instructional material design process to mathematics teacher candidates' TPACK - Durusoy, Okan; Karamete, Aysen (European Journal of Education Studies, 2018)
It is inevitable to receive technology support for teacher training activities in this new era in which technology is at large in our lives. Sufficiency in terms of TPACK (Technology, Pedagogy and Content Knowledge) is among the basic conditions for being qualified teachers. For this reason, activities for teacher candidates' TPACK development should be involved in teacher training activities. TPACK expresses a combined knowledge, so complex activities should be consulted to increase this accumulation of knowledge. In this direction, the process of designing instructional materials allows learning by design and can address all of this integrated knowledge. In this study, in math education department of a state university in Turkey, a research was conducted with 19 teacher candidates studying in the third grade. Teacher candidates have been assigned tasks for designing materials they can use in their lessons. Before starting the tasks, all the teacher candidates filled out the TPACK scale (Schmidt et al., 2009) and pre-test data were generated. Among the task steps that were carried out, the prospective teachers shared the developmental stages of the material with their friends and enriched the materials in the direction of their comments. To gain more time, presentations and interpretations are conducted through a closed Facebook group. At the end of material development process which was carried out by sticking to learning by design principles, the TPACK scale was re-applied to all the teachers and the post test data of the study was obtained. Statistical analysis using the Wilcoxon signed rank test showed that there was a significant difference between the two tests and that all the teacher candidates increased their total scores. As a result of the study, it was found that the process of material development carried out by learning by design framework leads to a positive change in TPACK of teacher candidates.
Keywords: ERIC, Resources in Education (RIE); Foreign Countries; Higher Education; Instructional Design; Instructional Materials; Material Development; Mathematics Education; Mathematics Teachers; Pedagogical Content Knowledge; Postsecondary Education; Preservice Teachers; Scores; Technological Literacy; Turkey; __:import:01; __:match:final; __:matched; __:study_id:2096821; __finaldtb; _not_EdTechHub

Pakistan is home to the most frenetic education reforms in the world - Economist (The Economist, 2018)
Reformers are trying to make up for generations of neglect

Collaborative learning - Education Endowment Foundation (2018)
Toolkit Strand: Collaborative learning, Moderate impact for very low cost, based on extensive evidence.

Feedback - Education Endowment Foundation (2018)

Tanzania: A political-economy analysis - Eriksen, Stein Sundstøl (Norwegian Institute of International Affairs, 2018)

What is blockchain? - Euromoney Learning (2018)

Revamping Higher Education Research in Pakistan - Faize, Fayyaz Ahmad; Khan, Adnan Sarwar; Kalim, Inayat (Policy Perspectives, 2018)
The world economy has shifted from export of natural resources to Knowledge-Based Economy (KBE) at present. The addition of hi-tech knowledge to finished products has provided impetus to many crippling economies. The role of higher education is very vital in realising this KBE. This is evident from the role that the US and European universities have assumed as business incubators and income generators through intensive industry-university liaison. However, the higher education institutes in Pakistan are still teaching-focussed. The need is to revamp higher education institutions by identifying the impediments in higher education research and exploring ways and means for improving it. The data for this study was collected from 655 faculty members selected from six universities through an open-ended questionnaire. For increasing reliability in the findings, a short semi-structured interview was conducted with 20 research experts. The questionnaire data was quantitatively analysed using percentages while the interviews were thematically analysed for drawing conclusions.

Gender responsive pedagogy: A toolkit for teachers and schools. 2nd ed. - FAWE (Forum for African Women Educationalists (FAWE)., 2018)

The learning circle experience: Findings from the P2PU participant survey - Fellows, Michelle (University of Washington Information School, 2018)

Baseline-Endline Report: Reaching the Unreached (RtU) through Open and Distance Learning (ODL) in Bangladesh, India and Pakistan - Ferreira, Frances; Cruz, Charisse; Smith, Kristina; Commonwealth of Learning (COL) (British Columbia) (Commonwealth of Learning, 2018)
This report documents the baseline-endline study by the GIRLS Inspire team's Reaching the Unreached project to examine the implications of skills training and education for women's and girls' empowerment and sustainable livelihoods in Bangladesh, India and Pakistan. It is based on data collected from quarterly reports mirrored against the project outcomes, meeting reports and surveys from March 2016 to March 2017. The quarterly and meeting reports documented the activities undertaken to provide training for unreached women and girls in the selected countries. While the actual training was offered exclusively to women and girls, the reports and surveys also captured the input of men and boys in terms of their participation in various community events and as staff members of the partner organisations.
Keywords: Access to Education; Bangladesh; Barriers; Child Abuse; Decision Making; Distance Education; Dropouts; Economic Factors; Educational Attainment; Elementary Secondary Education; Employer Attitudes; Employment; Empowerment; Females; Foreign Countries; Health; Income; India; Job Skills; Marriage; Occupational Aspiration; Pakistan; Postsecondary Education; Program Effectiveness; Skill Development; Sustainability; Training; Womens Education

Technology Based Deaf Education Initiative by FESF Pakistan Wins Prestigious WISE Awards - FESF. Family Educational Services Foundation (2018)
Keywords: auto_merged

A literature synthesis of personalised technology-enhanced learning: what works and why - FitzGerald, Elizabeth; Jones, Ann; Kucirkova, Natalia; Scanlon, Eileen (Research in Learning Technology, 2018)
Personalised learning, having seen both surges and declines in popularity over the past few decades, is once again enjoying a resurgence. Examples include digital resources tailored to a particular learner’s needs, or individual feedback on a student’s assessed work. In addition, personalised technology-enhanced learning (TEL) now seems to be attracting interest from philanthropists and venture capitalists indicating a new level of enthusiasm for the area and a potential growth industry. However, these industries may be driven by profit rather than pedagogy, and hence it is vital these new developments are informed by relevant, evidence-based research. For many people, personalised learning is an ambiguous and even loaded term that promises much but does not always deliver. This paper provides an in-depth and critical review and synthesis of how personalisation has been represented in the literature since 2000, with a particular focus on TEL. We examine the reasons why personalised learning can be beneficial and examine how TEL can contribute to this. We also unpack how personalisation can contribute to more effective learning. Lastly, we examine the limitations of personalised learning and discuss the potential impacts on wider stakeholders.

Ilm Ideas Education Innovation Programme - Phase II (Ilm-2) - Foreign, Commonwealth and Development Office (2018)

E-Waste Statistics: Guidelines on classification reporting and indicators - Forti, Vanessa; Balde, Kees; Kuehr, Ruediger (United Nations University, 2018)

A Scoping Study: Transforming Education Through Technology - Gaible, Edmond (The Health & Education Advice & Resource Team, 2018)
Keywords: ⛔ No DOI found

Transforming education through technology: Second-stage report - Gaible, Edmond (The Health & Education Advice & Resource Team (HEART), 2018)

Effects of video-based cooperative, competitive and individualized instructional strategies on the performance of senior secondary schools students in geometry - Gambari, Amosa Isiaka; Shittu, Ahmed Tajudeen; Daramola, Florence Olutunu; James, Moses (MOJES: Malaysian Online Journal of Educational Sciences, 2018)
Keywords: ⛔ No DOI found

DRC’s solar revolution - GAVI (2018)

Mid-term performance evaluation for the Tusome Pamoja (Let’s Read Together) activity in Tanzania - Gavin, Megan; Davis, Michelle; Komba, Immakulata; Pearson, Brenda; Laden, Jacob; Teli, Godfrey; Usika, Gerald (USAID, 2018)

Ghana Multiple Indicator Cluster Survery 2017/2018 - Ghana Statistical Survey & UNICEF (Multiple Indicator Cluster Surveys, 2018)
The Multiple Indicator Cluster Survey Six (MICS 6) was conducted in 2017/18 by Ghana Statistical Service in collaboration with the Ministry of Health, Ministry of Education, Ministry of Sanitation and Water Resources, Ministry of Gender, Children and Social Protection, Ghana Health Service and the Ghana Education Service as part of the Global MICS Programme. Technical support was provided by the United Nations Children’s Fund (UNICEF), with government funding and financial support of UNICEF, KOICA, UNDP, USAID and the World Bank through the Statistics for Results Facility – Catalytic Fund (SRF-CF). The Global MICS Programme was developed by UNICEF in the 1990s as an international multi-purpose household survey programme to support countries in collecting internationally comparable data on a wide range of indicators on the situation of children and women. MICS surveys measure key indicators that allow countries to generate data for use in policies, programmes, and national development plans, and to monitor progress towards the Sustainable Development Goals (SDGs) and other internationally agreed upon commitments.

Ghana to get a Digital Strategy Policy soon - GhanaWeb (2018)
Ghana has started the process of developing a new Digital Strategy Policy, that's according to the Ministry of Communications. Currently, the Ministry has a 2012 Broadband Policy and an outdated Telecoms policy.

Real girls, real lives, connected - Girl Effect; Vodafone Foundation (2018)

Thematic review: Educational technology - Girls Education Challenge (Department for International Development, 2018)

Student teacher ratio, primary school in Africa - Global Economy (2018)

Global Partnership for Education launches new public-private initiative to address the data challenge in global education - Global Partnership for Education (Global Partnership for Education, 2018)
In an effort to help developing countries strengthen their collection, management and utilization of education data, high-level representatives from the private sector, international organizations, developing country governments and other partners are coming together at the Global Partnership for Education (GPE) Financing Conference to launch a major new initiative called the Education Data Solutions Roundtable.

Redesigning local games to stimulate pupils’ interest in learning numeracy in Tanzania - Godfrey, Zitto; Mtebe, Joel (International Journal of Education and Development Using Information and Communication Technology, 2018)
The lack of interest and negative attitude in learning mathematics have been described as one of the causes for the continue poor performance of the subject in primary schools and beyond in Tanzania. Despite several government’s efforts to improve pass rate of mathematics, the use of digital games has not been well adopted. This study redesigned local games played by Tanzanian children all over the country into digital games for the aim of stimulating interest of pupils in learning numeracy skills. Three games: Ruka Kamba, Manati, and Kombolela were developed using eXtreme Programming practices and elements of game design for learning proposed by Plass et al. (2015). The developed games were piloted at Mlimani primary school with 111 pupils using direct observation and questionnaire, and 12 teachers using focus group interviews. The study found that the majority of children indicated that developed games are enjoyable, fun, and easy to play. Nonetheless, some few usability problems were identified during observation and are discussed. Similarly, teachers indicated that the developed games were pedagogical effective having content and skills necessary for improving numeracy skills both for self-learning and in the classroom. This study has demonstrated that local games can be redesigned into digital form and be used for stimulating interest of pupils in learning numeracy skills in developing countries.
Keywords: ⛔ No DOI found

Randomized Trial of Tablet Computers for Education and Learning in Children and Young People with Low Vision - Gothwal, Vijaya K.; Thomas, Rachel; Crossland, Michael; Bharani, Seelam; Sharma, Sujata; Unwin, Hilary; Xing, Wen; Khabra, Komel; Dahlmann-Noor, Annegret (Optometry and Vision Science, 2018)
SIGNIFICANCE Mobile devices such as tablet computers have become widely available as mainstream devices and are also used in some schools, but there is an absence of robust information regarding the efficacy of any optical/electronic low vision device or tablet computer in supporting education of young people with low vision. PURPOSE A randomized controlled trial (RCT) is needed to measure the impact of tablet computers on education, specifically on independent access to educational material, in children and young people with low vision. We conducted a pilot RCT to determine the feasibility of conducting a full-scale trial. METHODS This was a randomized multicenter pilot trial across two sites in the United Kingdom and one site in India. Forty children and young people aged 10 to 18 years with low vision (best-corrected visual acuity for distance between <20/60 [0.48 logMAR] and 20/400 [1.30 logMAR] in the better eye) in the United Kingdom (n = 20) and India (n = 20) were randomized to two parallel arms, with a 1:1 allocation ratio, to control (n = 20) or intervention (n = 20). Control group participants received standard low vision care. The intervention group received a tablet computer (iPad) with low vision applications and instruction in its use, including accessibility features. Four primary outcomes included (1) 6-month recruitment rate, (2) retention of participants for 3 months, (3) acceptance/usage of device, and (4) accessibility of device. RESULTS Nineteen participants (95%) enrolled within 6 months in the United Kingdom, and 20 participants (100%), in India. Retention at 3 months was 85% (n = 17) in the United Kingdom and 95% (n = 19) in India. More than one half of participants reported using a tablet computer at school at least once every day. The majority (90%) found it easily accessible. CONCLUSIONS This study demonstrated that it is feasible to recruit children and young people with low vision into an international multicenter RCT of electronic assistive technology. Regardless of geographical location, children and young people with low vision reported using tablet computers at least once a day at school and accessed them easily.

National ICT Policy 2018 - Government of Bangladesh (2018)

Education Sector Performance Report 2018 - Government of Ghana (2018)

Pakistan Education Statistics 2016-17 - Government of Pakistan (Government of Pakistan, 2018)
Keywords: ___working_potential_duplicate

Pakistan Education Statistics 2016-17.pdf - Government of Pakistan; Ministry of Federal Education and Professional Training; National Education Management Information System; Academy of Educational Planning and Management (2018)

Punjab IT Policy - Government of the Punjab (2018)
Keywords: ___working_potential_duplicate; auto_merged

Ghana education sector analysis. 2018 | Documents | Global Partnership for Education - GPE (2018)
Ghana’s Education Sector Analysis (ESA) 2018 provides an objective assessment of the state of education in the country. It has been produced to inform the finalization of the Education Sector Plan (ESP) 2018–2030 and to ensure a broad evidence base for future policymaking.

Digital transformation in Tanzania. The role of mobile technology and impact on development goals - GSMA (2018)

GSMA Mobile Connectivity Index - GSMA (GSMA Mobile Connectivity Index, 2018)
The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions

GSMA Mobile Connectivity Index | Sierra Leone - GSMA (2018)
The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions

¿Qué debe incluir la política pública del próximo presidente para integrar completamente a El Salvador a la economía digital? - GSMA (2018)

Need for optical intervention in children attending a school for the blind in Eritrea - Gyawali, R; Moodley, V R (Clinical and Experimental Optometry, 2018)
Purpose To identify the need for optical intervention including spectacles and low vision devices (LVDs) in children attending the only school for the blind in Eritrea. Methods A total of 92 children were examined using the World Health Organization Prevention of Blindness program form for the recording of children with blindness and vision impairment. Examination included distance and near visual acuity (VA), refraction, trial of LVDs and evaluation of anterior and posterior segments. All the children who showed at least one line improvement in distance or near VA with refractive correction and/or LVDs were provided with these devices. Results Six children had distance VA of ≥6/18 (no vision impairment, NVI) at presentation and were excluded from analysis. For the remaining 86 children, male to female ratio was 1.2:1.0 with a mean age of 11.8 ± 2.8 years (range: 6–17 years). At presentation, 47 (54.7 per cent) children were blind (VA <3/60) and 24 (27.9 per cent) were severely visually impaired (VA <6/60–3/60), which reduced to 42 (48.9 per cent) and seven (8.1 per cent) children after refraction, respectively. A further 5.8 per cent (five children) achieved NVI with refractive correction. Using distance LVDs, 26 (30.2 per cent) and 16 (18.6 per cent) children had NVI and moderate vision impairment (VA <6/18–6/60), respectively. In terms of near vision, eight (9.3 per cent) children had near VA better than 1.00 M at presentation, which improved to 11 (12.8 per cent) with refractive correction and 19 (22.1 per cent) with near LVDs. A total of 29 spectacles and 42 LVDs were provided. Conclusion A significant number of children at the school for the blind benefited from refractive correction and LVDs. With such optical intervention, many of these children could study at mainstream schools with print media. A system including comprehensive vision examinations before admission to the school, refractive services and low vision rehabilitation is required to ensure that children with adequate residual vision do not have to be limited to learning in Braille media.
Keywords: childhood vision impairment; low vision; low vision devices; schools for the blind

The Teachers’ Portal as a tool for teachers’ professional development in Bangladesh: Facilitating nationwide networking and digital multimedia content for 40,000 schools - Hansson, H; Sultana, S; Sarwar, A; Ahmed, F; Uddin, R; Saha, P; Islam, G; Islam, M (International Journal of Education and Development using ICT, 2018)
The Teachers’ Portal (teachers.gov.bd) is an online platform for Bangladeshi teachers designed to store and retrieve digital educational contents of different subjects useful for classroom teaching and students’ learning. The portal also facilitates professional networking among teachers across the country. This study aims to find out the benefits of using this Portal and associated challenges from teachers’ perspective. Following a mixed methods research approach Teachers, head teachers, teacher educators from primary, secondary, madrasa and vocational educational institutions and specialists on teachers’ Portal (N=410) were interviewed and consulted for the study. Telephone interviews, online surveys, Key Informant Interviews (KII), Focused Group Discussions (FGD), Face-to-Face interviews, and large consultative workshops were used to collect data. The results suggest that teachers are motivated to use the Portal as its contents stimulate students’ creativity and encourage students’ active participation in classrooms learning. Besides, it empowers teachers in a number of ways. However, internet connectivity, slow Internet speed, power failure, technical issues, high cost of Internet and unavailability of equipment are found as major challenges. In short, the Teachers’ Portal is a key driver for changing Bangladeshi education and preparing the young generation with quality education.
Keywords: ⛔ No DOI found

Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development - Haßler, B; Hennessy, S; Hofmann, R (Journal for Learning for Development, 2018)
Keywords: ⛔ No DOI found

Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development - Haßler, B; Hennessy, S; Hofmann, R (Journal for Learning for Development, 2018)
Keywords: ⛔ No DOI found

Synergies between the principles for digital development and four case studies - Haßler, Bjoern (REAL Centre, Faculty of Education, University of Cambridge, 2018)
Keywords: ___working_potential_duplicate

Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development - Haßler, Björn; Hennessy, Sara; Hofmann, Riikka (2018)
Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation.
Keywords: AWP2; Active Learning; Africa; Author:Haßler; CitedIn:DFID_SRF; CitedIn:OER4S-TPE-Anon; CitedIn:OER4Schools-2012-HHH1-anon; CitedIn:PhD_Thesis; DIAL-RDO; Developing Nations; Educational Technology; Elementary Secondary Education; Faculty Development; Foreign Countries; Handheld Devices; IMPORT_FROM_DFID_RITE; InPrep; Inservice Teacher Education; Low Income Groups; Motivation; OER4Schools; Open Educational Resources; Peer Teaching; RPF-May-2016; Resource Allocation; Rural Schools; Scaffolding (Teaching Technique); Scheduling; Shared Resources and Services; Sustainable Development; Sustainable Development Goal 4; Teacher Professional Development; Technology Uses in Education; Telecommunications; ___working_potential_duplicate; missingHU; peer-facilitation; school-based active learning; sub-Saharan Africa; ⛔ No DOI found

Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development - Haßler, Björn; Hennessy, Sara; Hofmann, Riikka (2018)
Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation.
Keywords: AWP2; Active Learning; Africa; Author:Haßler; CitedIn:DFID_SRF; CitedIn:OER4S-TPE-Anon; CitedIn:OER4Schools-2012-HHH1-anon; CitedIn:PhD_Thesis; DIAL-RDO; Developing Nations; Educational Technology; Elementary Secondary Education; Faculty Development; Foreign Countries; Handheld Devices; IMPORT_FROM_DFID_RITE; InPrep; Inservice Teacher Education; Low Income Groups; Motivation; OER4Schools; Open Educational Resources; Peer Teaching; RPF-May-2016; Resource Allocation; Rural Schools; Scaffolding (Teaching Technique); Scheduling; Shared Resources and Services; Sustainable Development; Sustainable Development Goal 4; Teacher Professional Development; Technology Uses in Education; Telecommunications; ___working_potential_duplicate; missingHU; peer-facilitation; school-based active learning; sub-Saharan Africa; ⛔ No DOI found

Universal Design for Learning to Help All Children Read: Promoting Literacy for Learners with Disabilities - Hayes, Anne; Turnbull, Ann; Moran, Norma (USAID, 2018)

Linear systems theory - Hespanha, Joao P. (Princeton university press, 2018)

NRPU Approved Projects 2017-18 - Higher Education Council (2018)

Mixed methods appraisal tool (MMAT), version 2018 - Hong, Q.N.; Pluye, P.; Fabregues, S.; Bartlett, G.; Boardman, F.; Cargo, M.; Dagenais, P.; Gagnon, M-P.; Griffiths, F.; Nicolau, B.; O'Cathain, A.; Rousseau, M-C.; et al. (2018)

Mixed methods appraisal tool (MMAT), version 2018 user guide - Hong, Q.N.; Pluye, P.; Fabregues, S.; Bartlett, G.; Boardman, F.; Cargo, M.; Dagenais, P.; Gagnon, M-P.; Griffiths, F.; Nicolau, B.; O'Cathain, A.; Rousseau, M-C.; et al. (McGill University Department of Family Medicine, 2018)
Keywords: ___working_potential_duplicate

"Shall I feed my daughter, or Educate her?": Barriers to Girls' Education in Pakistan - HRW (Human Rights Watch, 2018)

Who benefits from public spending on higher education in South Asia and sub-Saharan Africa? - Ilie, Sonia; Rose, Pauline (Compare: A Journal of Comparative and International Education, 2018)
Most countries are far from achieving the new sustainable development target of equal access to higher education by 2030, with those in South Asia and sub-Saharan Africa furthest behind. This raises questions about the allocation of public resources across the education system to promote equity. We use data from Demographic and Health Surveys and UNESCO Institute for Statistics in 31 countries in these regions to assess who benefits from public spending on education. Our results reveal an overall pattern of pro-rich education spending, increasing with education level. We find that this pattern can be traced to an allocation of resources to higher education that is disproportionate to the subsector’s size: even when higher education spending overall represents a small proportion of total educational expenditure, per-capita expenditure is extremely high. Given that the richest predominantly gain access to higher education, the current spending patterns are likely to reinforce wealth-driven education inequalities.

Statement of Action: Accelerate Equitable and Quality Inclusive Education for Children and Youth with Disabilities. - Impact Initiative (2018)

Liberia Profile - International Telecommunications Union (2018)

Measuring the Information Society Report 2018 – Volume 2: Country Profile_Senegal - International Telecommunications Union (2018)

ICT Sector in Lebanon - 2018 Factbook - Investment Development Authority of Lebanon (2018)

ICT Country Profiles: Mongolia - ITU (Measuring the Information Society Report, 2018)

Vodafone Instant Schools platform leverages technology to boost high quality education in Ghana - ITU Digital Inclusion Division (2018)

The effectiveness of integrating interactive technology in reading comprehension: A case study of Jamaica's grade school - Iyare, Ngozi F.; James, Julia; Amonde, Tom M. (Journal of Information Technology Education: Research, 2018)
Aim/Purpose: There is growing number of countries embarking on large-scale, government-supported initiatives (e.g., Antigua & Barbuda, Australia, Brazil, India, Iran, Jamaica, Kazakhstan, Pakistan, Russia, Turkey, and the United Arab Emirates) to distribute tablet devices to students in the K-12 schooling sector. The review of the government-supported initiatives concluded that the majority of these initiatives have been driven not by educational frameworks or research-based evidence but by the tablet hype. The goal of this study is to provide research-based evidence by investigating if the learning experience for grade-three learners with interactive technology improves knowledge and skills in reading comprehension compared to learning in the traditional chalk and talk environment. Background: Prior studies provided limited evidence based mainly on data from developed countries about the influence of the use of interactive technology on reading comprehension at lower grade school level. Methodology: Employing a mixed-method case study research approach, this study aims to investigate the effects of integrating interactive technology in reading comprehension and examine the perspectives of students. This case study employed a sample of 30 public school third-grade students located in a relatively poor residential area in St Catherine, Jamaica as well as the two classroom teachers. Thirty students were divided into two groups -- an experimental group, which included 16 participants and a control group, which included 14 participants. The intervention program was carried out over a period of eight weeks. Contribution: This study has provided (a) additional data to show evidence for the effectiveness of interactive technology in reading comprehension and (b)research based evidence for the distribution of computer devices to students in the K-12 schooling sectors. Findings: We found empirical support for the positive effects of technology-based approaches for addressing reading comprehension and vocabulary skills. Our results were based on the pre-test and post-test assessments. Additional data was collected using a survey questionnaire which was given to the students before and after the intervention. The change from pretest to posttest was significantly different between the two groups as measured by the Mann Whitney U test. Recommendations for Practitioners: The empirical support for the effects of technology-based approaches for addressing reading comprehension and vocabulary skills identified in this study will assist teachers with strategies and programs that should improve students' motivation as well as their grades. Recommendation for Researchers: For future studies, we recommend focusing on a longer intervention period and using a larger sample size that would likely yield more definitive and generalizable results.
Keywords: Case Studies; Control Groups; Conventional Instruction; ERIC, Current Index to Journals in Education (CIJE); Elementary Education; Elementary School Students; Experimental Groups; Foreign Countries; Grade 3; Instructional Effectiveness; Jamaica; Mastery Learning; Outcomes of Education; Reading Comprehension; Reading Improvement; Reading Instruction; Teaching Methods; Technology Integration

Investigating the Relationship between Students' Digital Literacy and Their Attitude towards Using ICT - Jan, Salma (International Journal of Educational Technology, 2018)
This study aimed to explore the relationship between secondary school students' digital literacy and their attitude towards using information and communication technology in a private secondary school in Karachi, Pakistan. For this study, the data were collected through survey questionnaire using google forms. The total sample size for this study was 344 secondary school students having almost equal ratio of male and female. On bivariate correlation analysis, digital literacy was found to be associated with students' attitude towards using information and communication technology (ICT) and other ICT related demographics. Further analysis using multiple linear regression analysis showed that digital literacy (DL), use of the tablet and smartphone, prior training in the use of computer and frequency of computer use significantly affect students' attitude towards using ICT.
Keywords: Computer Literacy; Educational Technology; Foreign Countries; Handheld Devices; Incidence; Secondary School Students; Student Attitudes; Student Characteristics; Technological Literacy; Technology Uses in Education; Telecommunications; Training; ⛔ No DOI found

Investigating the relationship between students’ digital literacy and their attitude towards using ICT - Jan, Salma (International Journal of Educational Technology, 2018)
Keywords: ⛔ No DOI found

Development of digital diary for enhanced parental school involvement in Tanzania - Jeremiah, Sekione R.; Mtebe, Joel S. (The African Journal of Information Systems, 2018)
The study examined the use of digital diary as a tool for enhancing parental school involvement in Tanzania. The development of the digital diary followed eXtreme Programming agile method where 87 parents and 6 teachers from St. Florence school were involved. Parents and teachers were given six months to use the tool before testing for its effectiveness using data from 7 teachers and 156 parents through semi-structured interviews and questionnaires respectively. The study found that the majority of respondents (84.4% of parents and 96.7% of teachers) indicated that the digital diary was useful tool as enabled them to track children’s progress via their smartphones. Moreover, computer generated reports showed that messages to/from parents were delivered with approximately 90% success rate. This research argues for schools to adopt and use digital diaries for easy, engaging, and effective for better parental school involvement.
Keywords: ⛔ No DOI found

Mixing and Matching: Using Qualitative Methods to Improve Quantitative Impact Evaluations (IEs) and Systematic Reviews (SRs) of Development Outcomes - Jimenez, Emmanuel; Waddington, Hugh; Goel, Neeta; Prost, Audrey; Pullin, Andrew (CEDIL-Centre of Excellence for Development Impact and Learning, 2018)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; 3ie; publicImportV1

Mobile phone use in two secondary schools in Tanzania - Joyce-Gibbons, Andrew; Galloway, David; Mollel, Andrew; Mgoma, Sylvester; Pima, Madeleke; Deogratias, Enos (Education and Information Technologies, 2018)
Mobile phone technology in Tanzania has grown rapidly but there is insufficient data on its application in schools. This paper aims to show how students in the first and third year (F1 and F3) teachers in two rural secondary schools perceived its use. F1 and F3 students completed a questionnaire. Teachers and students in F1 and F3 discussed the uses and misuses of mobile phones in separate focus groups. Although they served similar areas the two schools differed in students’ use – and awareness of misuse – of mobile phones. Most students had access to a mobile phone, but were not permitted to bring them to school. Few teachers could see a positive use for the technology in the curriculum. There is an urgent need for pedagogical resources to support the introduction of mobile technology into classrooms but equally it is crucial that any such introduction is through a process of engagement with the concerns of students, teachers and the wider community with frank discussion about both the dangers and the potential benefits of using mobile phones in learning.

An overview of ICT for education of refugees and IDPs - Joynes, Chris; James, Zoe (2018)
This rapid review examined examples of ICT approaches to address the education needs of those living in IDP and refugee camps and lessons learned from these experiences. Although ICT is considered a good system to fulfil the education needs within refugee settings, many studies conclude that access to ICTs in schools or at home is not sufficient to improve learning outcomes. It is due to the role of a mentor or tutor figure is seen as key to productive learner engagement with technology, and the effectiveness of ICT-based education is reliant on appropriate teacher training to ensure successful up-take at the classroom level (Tauson & Stannard 2018: 47, 62; UNESCO 2018: 74; Carlson 2013: 30). Secondly, in terms of content, ICTs for education should provide content that is responsive or adaptable to the learners’ level, is implemented in line with the local curriculum and also is relevant to the learners’ context (Tauson & Stannard 2018: 36-38, 61). Despite this potential for ICTs, there remains a broad lack of evidence related to education in refugee settings (Burde et al. 2015; Tauson & Stannard 2018; World Bank 2016). In particular, more information is needed on pedagogic design, on the effective use of ICTs for learning, on the role of ICTs in ensuring continuity of and linkages between learning in formal and non-formal settings, on the role of ICTs in educational data-gathering, and on the cost-effectiveness of ICT-led interventions (Burde et al 2015; Tausin & Stannard 2018; Carlson 2013). In light of the availability of evidence, some of the studies cited here instead supplement their findings by drawing on observational studies, and on studies on effective ICT usage from learners in non-refugee contexts (Burde et al. 2015; Tauson & Stannard 2018).
Keywords: Google Scholar/ "education technology" refugees; RER theme_general; RER theme_pedagogies and modalities; ⛔ No DOI found

A systematic review of research on the flipped learning method in engineering education - Karabulut‐Ilgu, Aliye; Cherrez, Nadia Jaramillo; Jahren, Charles T. (British Journal of Educational Technology, 2018)
The purpose of this article is to describe the current state of knowledge and practice in the flipped learning approach in engineering education and to provide guidance for practitioners by critically appraising and summarizing existing research. This article is a qualitative synthesis of quantitative and qualitative research investigating the flipped learning approach in engineering education. Systematic review was adopted as the research methodology and article selection and screening process are described. Articles published between 2000 and May 2015 were reviewed, and 62 articles were included for a detailed analysis and synthesis. The results indicated that flipped learning gained popularity amongst engineering educators after 2012. The review revealed that research in engineering education focused on documenting the design and development process and sharing preliminary findings and student feedback. Future research examining different facets of a flipped learning implementation, framed around sound theoretical frameworks and evaluation methods, is still needed to establish the pedagogy of flipped learning in teaching engineering.
Keywords: Reviewed

Reward management strategies on employee performance in selected universities in Nakuru County, Kenya - Kathombe, Mary Wambui (Egerton University, 2018)
Rewards play an important role in increasing employee job satisfaction resulting in improving organizational performance. Motivated employees are the cornerstone of any successful organization. The main objective of this study was to establish the effects of reward management strategies on employee performance in selected universities in Nakuru County. The specific objectives were: to determine the effect of financial rewards on employee performance, to determine the effect of non-financial rewards on employee performance and to determine the combined effect of financial and non-financial rewards on employee performance. Descriptive survey design was adopted in conducting this study, as it was suitable for collecting information that described an existing phenomenon. The target population was 620 lecturers in two universities in Kenya namely Egerton and Kabarak Universities, which comprised a sample of 242 lecturers. The study primarily used a questionnaire to gather data from the respondents. Data from the questionnaire were systematically analyzed according to the research objectives and hypotheses. All hypotheses were tested using regression statistics and the results of the findings established that there is a strong positive association between combined effect of financial and non-financial rewards on employees‟ performance. According to the findings of this study, financial and non-financial rewards motivate employees to better performance. Thus, employee performance will be high in Kenyan universities that adopt an integrated effort on both financial and non-financial reward measurements. The study recommends the following: First, lecturers‟ promotion should be done regularly on merit. Secondly, Universities establish a competitive retirement benefit scheme to its employees. Third, Universities should engage their lecturers on regular training programs.

Teaching Practices in the 21st Century in Kenya: A Qualitative Approach - Kaume-Mwinzi, Regina K. (International Journal of Educational Excellence, 2018)
Education is an engine for the growth and progress of any society and it is responsible for building human capital which sets technological and economic growth. In the pre-technology education context, the teacher controlled the instructional process, the content was delivered to the entire class and the teacher emphasized factual knowledge. However, the current global demands in education require the use of approaches that are learner-centered and embracing integration of ICT. The purpose of this study is to establish the pedagogy used in Kenya for the 21st century learner. The case study design was used to collect qualitative data from three teachers who were purposively sampled from three education sub-sectors in Kenya: primary, secondary and university. The interview was guided by three research questions: Which teaching practices are used in Kenya? Which are the ‘best’ teaching practices in Kenya in the 21st century? What are the barriers for the ‘best’ teaching practices in Kenya? The findings were that the teaching methods currently in use were mainly teacher-centered although the respondents revealed that the ‘best’ teaching practices for the 21st century learner were student-centered. However, the barriers were large classes, lack of resources and facilities among other factors. The study recommends realignment of education policies to give priority to build pedagogical capabilities of teachers, provide digital tools and other resources. This would enable the 21st century learners’ opportunity to unleash their potential.

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

Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures - Kerwin, Jason; Thornton, Rebecca L. (SSRN Electronic Journal, 2018)
Keywords: _C:Australia AUS; _C:Chad TCD; _C:Ecuador ECU; _C:India IND; _C:Kenya KEN; _C:Mexico MEX; _C:Spain ESP; _C:Tanzania TZA; _C:Uganda UGA; _C:United States USA; __C:scheme:1

Learning through Video Games: A Case Study of Private Schools of Pakistan - Khalid, Tooba; Batool, Syeda Hina (Ieee, 2018)
This study investigated video game based academic and information literacy (IL) learning of teenagers of private schools of Lahore city. Lahore is one of the big city and knowledge hub of Pakistan. Previous literature highlighted the importance of video games in learning academic and IL skills; therefore, the present study aims to reveal this fact in local context. The presented study adopted qualitative research approach and utilized phenomenological research method to achieve its objectives. The data was collected through interviews. The study participants were teenagers (13 to 19 years) of elite economic class private schools who were frequent video game players. Based on the study findings, it can be concluded that playing video games has positive impact on teenagers' learning. The majority of the participants were of view that challenges of completing various stages of games and interacting with online competitors enhanced their social (communication) and information literacy (searching/locating and evaluating) skills. The results of the study are benefitted for the game developers, teachers, librarians and parents.
Keywords: Pakistan; academic learning; information literacy; learning; skills; video games

Pakistani Teachers' Professional Learning Experiences: Comparing Face-to-Face versus Online Learning - Khan, Asma (TEFLIN Journal, 2018)
This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting.
Keywords: Collaboration; College Faculty; Communities of Practice; Comparative Analysis; Computer assisted language learning; Computer mediated communication; Conventional Instruction; Cooperative Learning; Cooperative learning; Distance learning; ERIC, Current Index to Journals in Education (CIJE); Educational technology; Electronic Learning; English Teachers; English as a second language--ESL; English teachers; Faculty Development; Foreign Countries; Grounded Theory; Higher Education; Interaction; Learning Experience; Linguistics; Pakistan; Professional development; Teacher Attitudes; Teacher education; Teaching; Technology Uses in Education; Web Based Instruction; __:import:01; __:match:final; __:matched; __:study_id:2095920; ___working_potential_duplicate

Pakistani teachers' professional learning experiences: comparing face-to-face versus online learning - Khan, Asma (TEFLIN Journal, 2018)
This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting.
Keywords: Collaboration; College Faculty; Communities of Practice; Comparative Analysis; Computer assisted language learning; Computer mediated communication; Conventional Instruction; Cooperative Learning; Cooperative learning; Distance learning; ERIC, Current Index to Journals in Education (CIJE); Educational technology; Electronic Learning; English Teachers; English as a second language--ESL; English teachers; Faculty Development; Foreign Countries; Grounded Theory; Higher Education; Interaction; Learning Experience; Linguistics; Pakistan; Professional development; Teacher Attitudes; Teacher education; Teaching; Technology Uses in Education; Web Based Instruction; __:import:01; __:match:final; __:matched; __:study_id:2095920; ___working_potential_duplicate

Pakistani teachers' professional learning experiences: comparing face-to-face versus online learning - Khan, Asma (TEFLIN Journal, 2018)
This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting.
Keywords: Collaboration; College Faculty; Communities of Practice; Comparative Analysis; Computer assisted language learning; Computer mediated communication; Conventional Instruction; Cooperative Learning; Cooperative learning; Distance learning; ERIC, Current Index to Journals in Education (CIJE); Educational technology; Electronic Learning; English Teachers; English as a second language--ESL; English teachers; Faculty Development; Foreign Countries; Grounded Theory; Higher Education; Interaction; Learning Experience; Linguistics; Pakistan; Professional development; Teacher Attitudes; Teacher education; Teaching; Technology Uses in Education; Web Based Instruction; __:import:01; __:match:final; __:matched; __:study_id:2095920; ___working_potential_duplicate

Punjab, Pakistan: Using Open School Data to Improve Transparency and Accountability - Khan, Kashmali (2018)

Technophobia: Examining its hidden factors and defining it - Khasawneh, Odai Y. (Technology in Society, 2018)

OPM's approach to assessing Value for Money - King, Julian; OPM VfM Working Group (Oxford Policy Management, 2018)

Factors Affecting Adoption of E-Learning Technology in Kenya - Kingori, Rhoda Mbithe (United States International University - Africa, 2018)
Internet penetration in Africa has been accelerated, with Kenya at the fore front at over 89.5% penetration, this penetration has led to an increase in knowledge repository for Kenyans to choose from and as a result E-learning has steadily increased not only in tertiary institutions but in informal learning as well. Facebook and YouTube are some of the web based tools, – that are listed as having potential applications for teaching and learning. As a result, it is essential to understand the challenges faced in the adoption of e-learning technology. The overall purpose of this study was to investigate the factors affecting adoption of e-learning technology in Kenya with a focus on three key factors, self-efficacy, objective usability and system accessibility. This study used explanatory/hypothesis research design to investigate the factors which affect adoption of e-learning technology in Kenya. An explanatory research design was fit to the study because it will helped to ascertain not only the relationship between the different variables, but measure the effect and strength of each independent variable on the dependent variable which was the technology adoption. The target population was social media (Facebook) users in Kenya. According to Internet World Statistics there are over 6.2 million Facebook subscribers in Kenya as of June 2017. This study focused on 200 social media users in Nairobi who were interested in e-learning or have ever learned online. They were sampled by geographic cluster, simple random sampling technique with a focus on Nairobi. Online questionnaire was used by Google form and 93% responded. In the first objective of self-efficacy, the correlation result revealed positive correlation between perceived ease of use with self-efficacy (r=0.441, p<0.05) and perceived usefulness with self-efficacy(r=0.337, p<0.05). On the CFA, there was a strong model equation but on the SEM it was not. The path coefficient for the relationship between SE and adoption of e-learning was weak. In the second objective, the correlation result revealed positive correlation between perceived ease of use with objective usability (r=0.598, p<0.05) and perceived usefulness with SE (r=0.456, p<0.05). Based on SEM, the path coefficient for the relationship between objective usability and adoption of e-learning was significant. Without any latent/intervening variable, OU and PEOU was positive and significant at the 0.05 level (βeta=0.938, T-value =3.658, p<0.05). The positive relationship indicates that one unit increase in OU will result in 0.938 increases in PEOU. In the last objective of system accessibility, the correlation result revealed positive correlation between perceived ease of use with system accessibility (r=0.441, p<0.503) and perceived usefulness with system accessibility (r=0.514, p<0.05). The path coefficient for the relationship between system accessibility and adoption of e-learning was weak and not significant hence dropped from the model.The research established that Self-efficacy had little to no effect on adoption of e-learning technology in Kenya. Objective usability was the strongest factor affecting the adoption of e-learning technology while system accessibility had correlation but was not strong enough to impact the model and as such impact the adoption of e-learning technology in Kenya was weak. These findings provided some useful insights for governments, potential instructors or educators, e-learning platforms and policy makers. This recommends and highlights the need to shift from the metropolitan areas to the rural areas in order to get a holistic view of the e-learning environment in Kenya. This research shed light on objective usability as a strong factor on perceived ease of use and perceived usefulness and as such on the adoption of e-learning technology in Kenya. Based the responses received and the SEM analysis further research should focus on the two variables of system accessibility and self-efficacy involving a larger number of variables to examine, as well as larger numbers of respondents to support the factor analysis. Research should also focus on attitude and behavioral intention and their interaction with perceived eases of use and perceived usefulness. The research needs to now shift from the metropolitan areas to the rural areas in order to get a holistic view of the e-learning environment in Kenya.