语言活力复兴: 云南丽江四所小学纳西语教育现状调查研究 [Language Revitalization: Language Revitalization: A Study on Naxi Language Education in Four Primary Schools in Lijiang] - Li, Hongyao (Yunnan Normal University, 2016)

基于 iPad 的民汉双语电子教材开发与应用研究 [Research on the development and application of bilingual electronic textbooks based on iPad] - Liu, Junling; Zhang, Yawei (中小学电教 [Primary and Middle School Educational Technology], 2015)
Keywords: ⛔ No DOI found

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

Zero to eight: children’s media use in America - Rideout, Victoria (Common Sense Media, 2011)

Zero-rating educational content on the Internet - Trucano, Michael (World Bank Blogs, 2016)
Keywords: ___working_potential_duplicate

Zanzibar ICT Policy (Revolutionary Government of Zanzibar Ministry of Infrastructure and Communications, 2013)

Zanzibar Education Development Plan II 2017/2018-2021/2022 (Ministry of Education and Vocational Training, 2017)

Youth and skills: putting education to work, EFA global monitoring report, 2012 - UNESCO (2012)

Youth and skills: Putting education to work - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2012)

You use! I use! We use! Questioning the Orthodoxy of One-to-One Computing in Primary Schools - Larkin, Kevin (Journal of Research on Technology in Education, 2011)
The current orthodoxy regarding computer use in schools appears to be that one-to-one (1:1) computing, wherein each child owns or has sole access to a computing device, is the most efficacious way to achieve a range of desirable educational outcomes, including individualised learning, collaborative environments, or constructivist pedagogies. This article challenges this notion, suggesting instead that 1:2 computing is an appropriate means of achieving such aims in primary school. It further suggests that 1:2 computing is preferable to 1:1 computing to achieve a balance between productivity, student engagement, social activity, and individualised learning. This article draws on data collected during the 2009 school year from four Year 7 classrooms (11- to 13-year-old students) with varied patterns of access to netbook computers. The researcher collected detailed information from two pieces of software installed in each computer and analysed the data through an Activity Theory conceptual and methodological lens. Recommendations from this research will assist school leaders in making informed decisions regarding 1:1 and 1:2 computing.

"You give a little of yourself": family support for children's use of an IVR literacy system - Madaio, Michael A.; Kamath, Vikram; Yarzebinski, Evelyn; Zasacky, Shelby; Tanoh, Fabrice; Hannon-Cropp, Joelle; Cassell, Justine; Jasinska, Kaja; Ogan, Amy (Association for Computing Machinery, 2019)
Low levels of childhood literacy in global contexts may be mitigated by educational technologies, however, these technologies often rely on parents of sufficient literacy to effectively support their children. Given low levels of adult literacy in many low-resource contexts, we investigate the nature of low-literate adult support for children's use of a literacy technology designed to foster early literacy precursors. We deployed an interactive voice response (IVR) system with 38 families in a rural village in Côte d'Ivoire using the IVR for 5 weeks in their homes. Using call log data and grounded theory analyses of IVR observations and interviews, we find evidence that families leverage complex support networks where family members support children's use of the IVR in different ways, via a collective network of intermediaries. These results suggest opportunities to scaffold low-literate family supporters for educational technologies.
Keywords: HCI4D; IVR; ed tech; literacy; tech intermediaries

XPRIZE and UNESCO - XPRIZE (XPRIZE, 2018)
Four years ago, when we first decided to conduct the field test for the Global learning XPRIZE in Tanzania, we were looking for a partner willing to take a chance on something audacious.

wwwlitbaskets.io, an IT artifact supporting exploratory literature searches for Information Systems research - Boell, SK; Wang, B (2019)
Keywords: _Added-ailr-2024; ⛔ No DOI found

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

WRAHA: We Refugees Also Have Ambitions! - research design for an unsuccessful eCubed application - Haßler, Björn (Open Development & Education, 2018)
Keywords: dode_eth-src-dode; dode_eth-trf2-dode

Worst practice in ICT use in education - Trucano, Michael (World Bank Blogs, 2010)
In business and in international development circles, much is made about the potential for 'learning from best practice'. Considerations of the use of educational technologies offer no exception to this impulse. That said, 'best practice' in the education sector is often a rather elusive concept (at best! some informed observers would say it ...
Keywords: auto_merged

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

Worldreader - Reports and Research About Mobile Reading - Worldreader (Worldreader, 2017)
We conduct research on our mobile reading programs and publish the results. Download our reports and research about mobile reading in the developing world.

Worldreader - Data on Mobile Reading in Africa and Asia - UNESCO (Worldreader, 2014)
See pie charts, graphs, and more from UNESCO's report on Worldreader's users. Study conducted in partnership with Nokia.

World Report on Disability - WHO (2011)

World Report on Disability - WHO (2011)

World report on disability - World Health Organization (World Health Organization, 2011)

World Report 2018 - Human Rights Watch (2017)
World Report 2018 summarizes key human rights issues in more than 90 countries and territories worldwide, drawing on events from late 2016 through November 2017.

World Migration Report 2010: The future of migration—Building capacities for change - International Organization for Migration (International Organization for Migration, 2010)

World Librarians: A Peer-to-Peer Commons for Closing the Global Digital Divide - Schweik, Charlie; Smith, Jeremy; Meyer, Carl (Journal of Librarianship and Scholarly Communication, 2018)
The Journal of Librarianship and Scholarly Communication seeks to share useful innovations, both in thought and in practice, with the aim of encouraging scholarly exchange and the subsequent benefits that are borne of scrutiny, experimentation and debate. As modes of scholarly communication, the technologies and economics of publishing and the roles of libraries evolve, it is our hope that the work shared in the journal will inform practices that strengthen librarianship and that increase access to the "common Stock of Knowledge."JLSC is particularly interested in the intersection of librarianship and publishing and the resulting role of libraries in both content dissemination and content creation. Related areas of interest include new methods for the dissemination of information and information exchange; the theory and practice of the organization, use and curation of information; and issues related to the review, credentialing, reputation and impact of scholarly work.
Keywords: ⚠️ Invalid DOI

World Development Report 2018: Learning to realize education’s promise - World Bank (World Development Report, 2018)
World Development Report 2018: LEARNING to Realize Education’s Promise
Keywords: C:Low- and middle-income countries

World Development Report 2017: Governance and the Law - World Bank (World Bank, 2017)
World Development Report 2017: Governance and the Law

World Development Report 2016: Digital Dividends - World Bank (2016)
Information related to the World Development Report 2016: Digital Dividends

World Development Report 2016: Digital dividends - World Bank (World Bank, 2016)
Keywords: AWP2; AWP2-actual

World Data on Education: Bhutan - UNESCO (2011)

World Class: How to build a 21st-century school system, Strong Performers and Successful Reformers in Education - Schleicher, Andreas (OECD Publishing, 2018)

Working with the Grain: Integrating Governance And Growth In Development Strategies - Levy, Brian (Oxford University Press, 2014)

Working with the Grain and Swimming against the Tide - Booth, David (Public Management Review, 2012)
Research into the governance of public goods provision in Africa suggests that, on their own, bottom–up pressures from voters and service users are only a weak factor in improving performance. It confirms the importance of working with politicians and service providers as well as clients. However, getting ‘uptake’ of these findings into the practice of development agencies is difficult. In the dissemination of previous studies, certain propositions about the power of information and community monitoring have been heavily over-sold because they satisfy practitioners' hunger for simple, upbeat messages. Incentives, ideologies and vested interests inhibit the adoption of more complex findings.
Keywords: Africa; community monitoring; governance; public services; research uptake

Working with immigrant children and their families: An application of Bronfenbrenner's ecological systems theory - Paat, Yok-Fong (Journal of Human Behavior in the Social Environment, 2013)

Working toward more engaged and successful accounting students: a balanced scorecard approach - Fredin, Amy; Fuchsteiner, Peter; Portz, Kris (American Journal of Business Education (AJBE), 2015)
Prior research indicates that student engagement is the key to student success, as measured by college grades, degree completion, and graduate school enrollment.  We propose a set of goals and objectives for accounting students, in particular, to help them become engaged not only in the educational process, but also in the accounting profession.  Utilizing a balanced scorecard framework, we categorize these goals into three main perspectives: Learning and Growth, Student Professional Development, and Employer/Graduate School.  The proposed goals are related to each other, suggesting that accounting students recognize the wide reach of their experiences.  If students are able to see that their successful completion of coursework can lead to successful interactions with business professionals (i.e. potential employers), they will be more likely to work hard in their endeavors – in other words, they will be more engaged in the broader educational experience.  If they are more engaged in their educational experiences, they will be more likely to succeed.

Working for my dreams - a Tanzanian OLPC experience - Duveskog, M.; Sedano, C. I.; Sutinen, E. (2010 IST-Africa, 2010)
Students at Tumaini University in Tanzania won a prestigious OLPC project where Ukombozi primary school in Tanzania was given 100 XO laptops for the children at the school. After teachers and students had undertaken basic training in using the laptops the workshop “Working for my Dreams” was organized at the school. The XO laptop, specially designed for young learners in developing countries showed a number of short comings including the poor functionality of the mouse, difficulties in installing additional applications and the limited storage space, which raised several questions around the technology and its usefulness. Much time was spent on figuring out solutions on how to use the XO laptops for basic things such as showing recorded videos in the browser which would have been minor tasks on any other commercially available platform. The outcome of the workshop was however a success and XO was eventually able to perform according to our needs for the workshop. We will evaluate the XO platform based on the context of Ukombozi primary school and on the tasks required of the XO laptop for the success of the workshop. The technical challenges encountered during the workshop and our solutions in overcoming the challenges will be discussed.
Keywords: Conferences; Context; Educational institutions; Human immunodeficiency virus; Materials; OLPC; OLPC project; Portable computers; Tanzania; Tumaini University; Ukombozi primary school; XO; XO laptops; application installation; computer based training; context; developing countries; dreams; educational institutions; laptop computers; mouse; mouse controllers (computers); storage space; training; working for my dreams; workshop; ⛔ No DOI found

‘Without Education You Can Never Become President’: Teenage Pregnancy and Pseudo-empowerment in Post-Ebola Sierra Leone - Menzel, Anne (Journal of Intervention and Statebuilding, 2019)
This article analyses the emergence of ‘teenage pregnancy’ as a new policy focus in post-Ebola Sierra Leone and explores how Sierra Leoneans interpret the problem of ‘teenage pregnancy’. I argue that the new policy focus is not indicative of changing or new problems. Rather, ‘teenage pregnancy’ has created opportunities for donors and the Government of Sierra Leone to continue cooperation in gender politics. At the same time, Sierra Leoneans are clearly concerned about ‘teenage pregnancy’, and many agree with sensitization campaigns that responsibilize young women and girls while downplaying structural factors that render them vulnerable to arrangements involving transactional sex.
Keywords: Sierra Leone; aid and development; gender politics; neoliberalism; sexual violence; teenage pregnancy

Willingness and ability of LCPS to pay Ilm: A for products and services - AOE Research; Qazilbash, Zulfiqar (2019)

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

Will Technology Transform Education for the Better? - J-PAL Evidence Review (Abdul Latif Jameel Poverty Action Lab, 2019)

Will technology replace teachers? No, but ... - Trucano, Michael (World Bank Blogs, 2015)
In the future, will a machine replace me and smash other machines on my behalf? I've worked on, advised and evaluated educational technology projects in dozens of countries over the past fifteen years, mainly in middle and low income countries. As anyone who works intimately with information and communication technologies (ICTs) on ...

Wikipedia:WikiProject Wiki Loves Women/Ghana - Wikipedia (Wikipedia, 2017)

Wikipedia:Text of Creative Commons Attribution-ShareAlike 3.0 Unported License - Wikipedia (Wikipedia, 2019)

Wiki Sign Dict: A Development of an Online Sharing Dictionary for Hearing Impaired. - Iam-Khong, N; Suksakulchai, S (Journal of Engineering and Applied Sciences, 2011)
Keywords: ⚠️ Invalid DOI

Why we started R4D’s evaluation & adaptive learning practice - Arkedis, Jean (Results for Development, 2019)
R4D's Evaluation & Adaptive Learning practice lead, shares a new explainer video, which offers a framework for how we design, test and evaluate for impact.

Why wait 100 Years? Bridging the gap in global education - Winthrop, Rebecca; McGiveney, Eileen (The Brookings Institution, 2015)
Keywords: ⛔ No DOI found

Why the Lean Start-Up Changes Everything - Blank, Steve (2013)

Why people use and don’t use technologies: Introduction to the special issue on assistive technologies for cognition/cognitive support technologies - Scherer, Marcia J.; Federici, Stefano (NeuroRehabilitation, 2015)
This special issue focuses on assistive technologies for cognition/cognitive support technologies as well as the ways in which individuals are assessed and trained in their use. We provide eleven diverse articles that give information on products, why they are used and not used, and best professional practices in service provision. Our goal is to highlight a broad topic that has received limited research investigation and offer an insight into how different countries and programs are promoting access to and use of assistive technologies for cognition/cognitive support technologies
Keywords: Assistive technology devices; Matching Person and Technology Model; abandonment; assistive technology services; brain injury; cognitive support technologies; nonuse

Why is School-based Management (SBM) in Cambodia? - Bo, Chankoulika (2019)

Why is flipped learning so popular in schools? - Promethean Blog (ResourcED: Promethean Blog, 2016)
With flipped learning, students can save any questions for the classroom, ensuring that help and support is available exactly when it's needed.

Why He Won’t Send His Daughter to School—Barriers to Girls’ Education in Northwest Pakistan: A Qualitative Delphi Study of Pashtun Men - Jamal, Aamir (SAGE Open, 2016)
Resistance to girls’ education in Pakistan has long been an intractable problem; the lowest enrolment figures are in Pashtun areas. This study focused on Pashtu...

Why do we care about evidence synthesis? An introduction to the special issue on systematic reviews - White, Howard; Waddington, Hugh (Journal of Development Effectiveness, 2012)
Systematic reviews are currently in high demand in international development. At least 100 new reviews are ongoing or already completed on a range of topics across the board in international development, many of which were commissioned by policy-making agencies. These new reviews need to be based on answerable questions, using methods of analysis and reporting which are appropriate for social and economic development programmes and relevant to users. This introductory paper lays out why we believe systematic reviews should be an important component of evidence-informed development policy and practice. It concludes by introducing the papers collected in this issue, which aim to demonstrate how reviews can be made to live up to the promises generated around them.
Keywords: -FullBiblioUHMLgen; -GeneralCitations; 3ie; CLL:en; Reviewed; impact evaluation; publicImportV1; systematic reviews

Who’s teaching math to our most needy students? A descriptive study - Rosas, Clarissa; Campbell, Lisa (Teacher Education and Special Education, 2010)
The No Child Left Behind Act (NCLB) mandates that every classroom be staffed with a “highly qualified teacher.” Research supports that teachers’ content knowledge affects student achievement. However, the special education population continues to be taught by teachers who do not have the content area background they teach. In addition, accountability reports indicate that the special education population did not meet the adequate yearly progress in reading and mathematics as required under NCLB. The purpose of this study is to determine the mathematical background, beliefs, and perceptions of future intervention specialists. Results of this study indicate a disconnect between the participants’ beliefs and perceptions of their ability to provide math instruction and their limited mathematical background as measured by mathematical courses completed at the undergraduate level and by the Ohio Achievement Test—Practice Eighth Grade Mathematics.
Keywords: math; special education; standardized tests; teacher’s perception

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.

White Space, the next internet disruption: 10 things to know - Gilpin, Lyndsey (TechRepublic, 2014)

Where it's needed the most: Quality professional development for all teachers - Burns, M.; Lawrie, J. (Inter-Agency Network for Education in Emergencies, 2015)

Where is the “theory” within the field of educational technology research? - Hew, Khe Foon; Lan, Min; Tang, Ying; Jia, Chengyuan; Lo, Chung Kwan (British Journal of Educational Technology, 2019)
Critics often characterise the study of educational technology as under-theorised. To test this assertion and to determine the extent of this criticism, the present paper reports an in-depth analysis of the 503 most recent empirical articles published in three selected education-technology-related journals (Computers & Education; Learning, Media and Technology; and British Journal of Educational Technology). These journals were selected because they publish studies related to all education settings rather than focusing on only a certain segment such as higher education; they have broad geographical catchment; and they were the most highly ranked journals in terms of their 2017 journal citation impact factor. The present paper examines how explicitly existing theory was identified in previous research, how theories were applied and how often these theories were advanced in education technology research. In the majority of cases, explicit engagement with theory was absent. Many studies either were wholly bereft of theories or made vague use of theory. Where theory was explicit, the articles were more likely to use theory to conceptualise the research, to inform the data collection or analysis process and to discuss the results. Very few articles reported findings that help us to learn something new about a particular theory (ie, little evidence of theory advancement).

‘When Will You Start Teaching the REAL Curriculum?’ - Karim, Azmina; Hussain, Faheem (Springer International Publishing, 2019)
This paper explores key problems faced by different humanitarian agencies in educating Rohingya refugees from Myanmar seeking asylum in Bangladesh. The first half this research provides an overview of the challenges faced by different refugee communities globally in the Education sector, followed by the relevant ICT interventions. Then, based on our interviews and focus group discussions with Rohingya refugees, we highlight the roadblocks faced by them while accessing education services in their camps. Absence of coherent curriculum, challenges with language, lack of qualified teachers, and non-acceptance of ICTs as primary education tools for children are identified as some of the key challenges faced by Rohingyas. Based on our research, we recommend that enabling policies and an inclusive hybrid knowledge network, emboldened by pre and in-service teacher training, inclusive religious education, standardized curriculum, and tangible employment opportunities can pave the path for a better and an educated future for the persecuted Rohingyas.
Keywords: Google Scholar/ "refugee education" ICT; RER theme_durable solutions

When does ICT support education in South Africa? The importance of teachers' capabilities and the relevance of language - Gudmundsdottir, G. B. (Information Technology for Development, 2010)
The aim of this paper is to highlight some of the challenges of information and communication technology (ICT) integration in a South African classroom setting. The main focus is on the concept of a digital divide, and how cultural complexity with special emphasis on language can affect the divide in schools that already have material access to ICT. The study is based on fieldwork in seventh-grade classes in four primary schools in Cape Town, South Africa. The learners answered a questionnaire regarding their ICT use and skills, and interviews were conducted with learners, teachers, and principals. In conclusion, it is argued that the challenges of language in South African schools can exacerbate or maintain the digital divide among learners who are already disadvantaged due to a range of social inequalities. For learners to fully master the use of ICT in today's global knowledge society, it needs to be put in a local context, which includes use in a familiar language. Moreover, it is suggested that greater opportunities for teacher training are needed in order to enhance culturally sensitive and appropriate ICT integration based on local needs and capacity.
Keywords: ICT integration; digital divide; disadvantaged learners; language of teaching and learning; teacher training

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

When cost-effective interventions are unaffordable: Integrating cost-effectiveness and budget impact in priority setting for global health programs - Bilinski, Alyssa; Neumann, Peter; Cohen, Joshua; Thorat, Teja; McDaniel, Katherine; Salomon, Joshua A. (PLOS Medicine, 2017)

WhatsApp utilisation at an initial teacher preparation programme at a university of technology in South Africa - Mabaso, Nkosinomusa; Meda, Lawrence (International Institute of Social and Economic Sciences, 2019)
All universities in South Africa are encouraged to use a Learning Management System such as Blackboard to facilitate blended learning. Despite, the availability of Blackboard at one university of technology in the country, some lecturers and students prefer utilising WhatsApp for teaching and learning. The purpose of this study is to investigate students and lecturers’ perspectives about learning and teaching using WhatsApp at a university in South Africa. The study was done using a qualitative case study within an intepretivist paradigm. It was guided by Garrison, Anderson and Archer’s Community of Inquiry as a theoretical framework. Sixteen students and two lecturers who heavily use WhatsApp were purposively selected to participate in semi-structured interviews and focus group discussions. The study found that lecturers use WhatsApp not only for communication purposes, but to foster collaborative learning among students. Although students noted some limitations which they experience when using WhatsApp, they preferred the social media to blackboard. The study concludes that although WhatsApp is response to students’ needs, it does not adequately prepare students to graduate with digital literacy skills expected by the Department of Education in the country.
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425972; __finaldtb

WhatsApp utilisation at an initial teacher preparation programme at a university of technology in South Africa - Mabaso, Nkosinomusa; Meda, Lawrence (International Institute of Social and Economic Sciences, 2019)
All universities in South Africa are encouraged to use a Learning Management System such as Blackboard to facilitate blended learning. Despite, the availability of Blackboard at one university of technology in the country, some lecturers and students prefer utilising WhatsApp for teaching and learning. The purpose of this study is to investigate students and lecturers’ perspectives about learning and teaching using WhatsApp at a university in South Africa. The study was done using a qualitative case study within an intepretivist paradigm. It was guided by Garrison, Anderson and Archer’s Community of Inquiry as a theoretical framework. Sixteen students and two lecturers who heavily use WhatsApp were purposively selected to participate in semi-structured interviews and focus group discussions. The study found that lecturers use WhatsApp not only for communication purposes, but to foster collaborative learning among students. Although students noted some limitations which they experience when using WhatsApp, they preferred the social media to blackboard. The study concludes that although WhatsApp is response to students’ needs, it does not adequately prepare students to graduate with digital literacy skills expected by the Department of Education in the country.
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425972; __finaldtb

WhatsApp utilisation at an initial teacher preparation programme at a university of technology in South Africa - Mabaso, Nkosinomusa; Meda, Lawrence (Proceedings of the 7th Teaching & Education Conference, London, 2019)
Table of Content - Article Detail - Proceedings of the 7th Teaching & Education Conference, London
Keywords: ⛔ No DOI found

WhatsApp utilisation at an initial teacher preparation programme at a university of technology in South Africa - Mabaso, Nkosinomusa; Meda, Lawrence (Proceedings of the 7th Teaching & Education Conference, London, 2019)
Table of Content - Article Detail - Proceedings of the 7th Teaching & Education Conference, London
Keywords: ⛔ No DOI found

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

What works to improve teacher attendance in developing countries? A systematic review - Guerrero, Gabriela; Leon, Juan; Zapata, Mayli; Sugimaru, Claudia; Cueto, Santiago (EPPI: Centre, Social Science Research Unit, Institute of Education, University of London., 2012)
Previous studies have found national averages of teacher absenteeism in developing countries that range from 3 percent to 27 percent. However, within countries absenteeism is larger in poorer, more isolated schools, contributing to unequal educational opportunities. The purpose of this paper is to report on a systematic review of research on the effectiveness of interventions aimed at increasing teacher attendance in developing countries, as measured by the rate of teacher attendance. Whenever data are available we also estimate the impact of these programmes on student achievement.
Keywords: potential solutions; ⛔ No DOI found

What works? The case of inclusive education | Unesco IIEP Learning Portal - Singal, Nidhi (2018)
The Sustainable Development Goals with their commitment to ensuring all young people will have access to good quality primary and lower secondary education by 2030 have spearheaded an increased focus on children with disabilities. The SDGs explicit mention of persons with disabilities, across education and other goals have resulted in intense discussions on how to make these commitments a reality.

What works now? : evidence-informed policy and practice - Boaz, Annette; Davies, Huw; Fraser, Alec; Nutley, Sandra (Policy Press, 2019)
Building substantially on the earlier, landmark text, What Works? (Policy Press, 2000), this book brings together key thinkers and researchers to provide a contemporary review of the aspirations and realities of evidence-informed policy and practice. The text is clearly structured and provides sector-by-sector analysis of evidence use in policy-making and service delivery. It considers some cross-cutting themes, including a section of international commentaries, and concludes by looking at lessons from the past and prospects for the future.

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

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

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

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

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

What works best in education: The politics of collaborative expertise - Hattie, John (British Columbia Teachers' Federation, 2015)

What we’re learning about how organisations select ICT tools - Walker, Tim (Making All Voices Count, 2016)
Engine room is working on a framework to help organisations select the appropriate information and technology tools (ICT) for their governance projects.

What’s most broken? A tool to assist data-driven iterative improvement of an intelligent tutoring system - Goswami, Mononito; Mian, Shiven; Mostow, Jack (2019)

What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews - Evans, David K; Popova, Anna (Policy Research Working Paper, 2015)
In the past two years alone, at least six systematic reviews or meta-analyses have examined the interventions that improve learning outcomes in low- and middle-income countries. However, these reviews have sometimes reached starkly different conclusions: reviews, in turn, recommend information technology, interventions that provide information about school quality, or even basic infrastructure (such as desks) to achieve the greatest improvements in student learning. This paper demonstrates that these divergent conclusions are largely driven by differences in the samples of research incorporated by each review. The top recommendations in a given review are often driven by the results of evaluations not included in other reviews. Of 227 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Variance in classification also plays a role. Across the reviews, the three classes of programs that are recommended with some consistency (albeit under different names) are pedagogical interventions (including computer-assisted learning) that tailor teaching to student skills; repeated teacher training interventions, often linked to another pedagogical intervention; and improving accountability through contracts or performance incentives, at least in certain contexts. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories.
Keywords: *Topic:Curriculum and resources; _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Education management; _THEME: Learning assessments; _THEME: Teacher Professional Development; ___working_potential_duplicate; _proposed-for: Scoping review; ❓ Multiple DOI

What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews - Evans, David K.; Popova, Anna (The World Bank Research Observer, 2016)
Keywords: C:Low- and middle-income countries; ___working_potential_duplicate

What Really Works to Improve Learning in Developing Countries?: An Analysis of Divergent Findings in Systematic Reviews - Evans, David K.; Popova, Anna (World Bank Research Observer, 2016)
Over the course of just two years, at least six reviews have examined interventions that seek to improve learning outcomes in developing countries. Although the reviews ostensibly have the same objective, they reach sometimes starkly different conclusions. The first objective of this paper is to identify why reviews diverge in their conclusions and how future reviews can be more effective. The second objective is to identify areas of overlap in the recommendations of existing reviews of what works to improve learning. This paper demonstrates that divergence in the recommendations of learning reviews is largely driven by differences in the samples of research incorporated in each review. Of 229 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Across the reviews, two classes of programs are recommended with some consistency. Pedagogical interventions that tailor teaching to student learning levels—either teacher-led or facilitated by adaptive learning software—are effective at improving student test scores, as are individualized, repeated teacher training interventions often associated with a specific task or tool. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories.
Keywords: Education; Human Capital; Impact Evaluation; Student Learning

What public media reveals about MOOCs: A systematic analysis of news reports - Kovanović, Vitomir; Joksimović, Srećko; Gašević, Dragan; Siemens, George; Hatala, Marek (British Journal of Educational Technology, 2015)
One of the striking differences between massive open online courses (MOOCs) and previous innovations in the education technology field is the unprecedented interest and involvement of the general public. As MOOCs address pressing problems in higher education and the broader educational practice, awareness of the general public debate around MOOCs is essential. Understanding the public discourse around MOOCs can provide insights into important social and public problems, thus enabling the MOOC research community to better focus their research endeavors. While there have been some reports looking at the state of the MOOC-related research, the analysis of the public debate surrounding MOOCs is still largely missing. In this paper, we present the results of a study that looked at the content of the public discourse related to MOOCs. We identified the most important themes and topics in MOOC-related mainstream news reports. Our results indicate that coverage of MOOCs in public media is rapidly decreasing: by the middle of 2014, it decreased by almost 50% from the highest activity during 2013. In addition, the focus of those discussions is also changing. While the majority of discussions during 2012 and 2013 were focused on MOOC providers, the announcements of their partnerships, and million dollar investments, the current focus of MOOC discourse seems to be moving toward more productive topics focused on the overall position of MOOCs in the global educational landscape. Among different topics that this study discovered, government-related issues and the use of data and analytics are some of the topics that seem to be growing in popularity during the first half of 2014.
Keywords: Reviewed

What professional development makes the most difference to teachers? - Walter, Catherine; Briggs, Jessica (University of Oxford Department of Education, 2012)

What Matters Most for Education Management Information Systems: A Framework Paper - Abdul-Hamid, Husein (SABER Working Paper Series, 2014)
Keywords: Academic Assessments; Access to Data; Access to Education; Access to Information; Adult Education; Annual School Census; Application Programming; Assessment Framework; Average Teacher Salaries; Basic Education; Basic Education Statistics; Best Practice; Business Intelligence; Care Providers; Class Sizes; Classroom; Classroom Learning; Classrooms; Client Countries; Communication Technology; Communications Technologies; Communications Technology; Completion Rates; Continuing Education; Curriculum; Data Analysis; Data Collection; Data Coverage; Data Gathering; Data Providers; Data Sharing; Data Sources; Data Systems; Data Warehouse; Decision Makers; Decision Making; Decision-Making; Demand for Education; Domain; Domains; Early Childhood; Early Childhood Development; Early Childhood Education; Educated Population; Education Budget; Education Data; Education Development; Education Institutions; Education Management; Education Management Systems; Education Outcomes; Education Planning; Education Policies; Education Policy; Education Providers; Education Services; Education Statistics; Education Strategy; Education System; Education Systems; Education Targets; Education Teachers; Education for All; Educational Development; Educational Expenditures; Educational Inputs; Educational Outcomes; Educational Planning; Educational Processes; Educational Quality; Educational Sciences; Educators; Enabling Environment; Enrollment Data; Enrollment Levels; Enrollment Rates; Enrollment Statistics; Equitable Education; Expert Opinion; Female Teachers; Financial Performance; Formal Education; Functionalities; Functionality; Gender Equality; Gender Equity; Gender Parity; Gender Parity Index; Girls; Global Education; Gross Enrollment; Gross Enrollment Ratio; High Quality Education; Human Resources; Improvement of Education; Information Gaps; Information System; Information Systems; Information Technology; Innovation

What makes a good classroom? New UIS data on school conditions - UNESCO (UNESCO, 2019)
New data from the UNESCO Institute for Statistics (UIS) reveal serious disparities in the schooling conditions facing children and teachers – from access to electricity, clean drinking water and single sex-toilets to Internet access and computers. Classroom conditions are key in providing a quality education for all. For children who struggle to enrol in school, for example due to poverty or discrimination on the grounds of gender or disability, poor school conditions can further undermine their chances of a quality education. What are the new data looking at?

What is the Matthew Effect on Khan Academy in India? - ICTworks (2016)

What is blockchain? - Euromoney Learning (2018)

What is approach motivation? - Harmon-Jones, Eddie; Harmon-Jones, Cindy; Price, Tom F. (Emotion Review, 2013)
We discuss some research that has examined approach motivational urges and how this research clarifies the definition of approach motivation. Our research and that of others have raised doubts about the commonly accepted definition of approach motivation, which views it as a positive affective state triggered by positive stimuli. We review evidence that suggests: (a) that approach motivation is occasionally evoked by negative stimuli; (b) that approach motivation may be experienced as a negative state; and (c) that stimuli are unnecessary to evoke approach motivation.
Keywords: anger; approach motivation; emotion; startle eyeblink

What is an ecological approach and how can it assist in understanding ICT take-up? - Hammond, Michael (British Journal of Educational Technology, 2019)
This paper argues that ecological frameworks offer a powerful way of explaining the take-up of information and communication technology (ICT) in schools. Past research has focused on teachers and their willingness and readiness to use ICT but this has not satisfactorily explained the use (or non-use) of ICT. Gaps in this research can be addressed by an ecological approach which shifts attention from the teacher to the context in which ICT is expected to be used. Such an approach, following Bronfenbrenner and others, looks at the relationship of individuals to the system in which they act, a relationship which is seen as interdependent. An ecological perspective explains how take-up of ICT is influenced by the degree to which different levels of a system, eg, micro, meso, exo and macro levels, are aligned. It is recommended that researchers and policy makers should pay greater attention to context when advocating the use of ICT.

What is Agile Methodology: A primer on moving fast. How high-functioning teams build software - Kaiser, C. (AngelList, 2019)

What Is Agile Methodology: A Primer on Moving Fast - Edell, Patrick (AngelList Blog, 2019)
Everything you need to know about agile methodologies and its many frameworks.

What influences teachers to change their practice - Webster, Alison; McNeish, Di; Scott, Sara; Maynard, Linda; Haywood (National Centre for Social Research for Centre for Understanding Behaviour Change, 2012)

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

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

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

What Do We Mean by Blended Learning? - Hrastinski, Stefan (TechTrends, 2019)
The term blended learning is used frequently, but there is ambiguity about what is meant. What do we mean by blended learning? What, how and why are we blending? In this paper different definitions, models and conceptualizations of blended learning and their implications are discussed. Inclusive definitions and models, and diverse conceptualizations, mean that essentially all types of education that include some aspect of face-to-face learning and online learning is described as blended learning in the literature. Blended learning has become an umbrella term. Blended learning is also used to describe other blends, such as combining different instructional methods, pedagogical approaches and technologies, although these blends are not aligned with influential blended learning definitions. Since blended learning has many meanings, it is important that researchers and practitioners carefully explain what blended learning means to them. It is also suggested that alternative, more descriptive terms, could be used as a complement or replacement to blended learning.

What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of SACMEQ 2007 - Venkat, Hamsa; Spaull, Nic (International Journal of Educational Development, 2015)
There is consensus in the international mathematics teacher education literature that teachers should, at the most basic level, have mastery of the content knowledge they are required to teach. In this paper we test this assumption empirically by analyzing the South African SACMEQ 2007 mathematics teacher test data which tested 401 grade 6 mathematics teachers from a nationally representative sample of primary schools. With items matched to curriculum grade bands, ﬁndings indicate that 79% of grade 6 mathematics teachers showed content knowledge levels below the grade 6/7 band, and that the few teachers with higher-level content knowledge are highly inequitably distributed.

What Do Teachers Know and Do? Does It Matter? Evidence from Primary Schools in Africa - Bold, Tessa; Filmer, Deon; Martin, Gayle; Molina, Ezequiel; Rockmore, Christophe; Stacy, Brian; Svensson, Jakob; Wane, Waly (Policy Research Working Paper, 2017)
School enrollment has universally increased over the past 25 years in low-income countries. However, enrolling in school does not guarantee that children learn. A large share of children in low-income countries learn little, and they complete their primary education lacking even basic reading, writing, and arithmetic skills—the so-called "learning crisis." This paper uses data from nationally representative surveys from seven Sub-Saharan African countries, representing close to 40 percent of the region's total population, to investigate possible answers to this policy failure by quantifying teacher effort, knowledge, and skills. Averaging across countries, the paper finds that students receive two hours and fifty minutes of teaching per day—or just over half the scheduled time. In addition, large shares of teachers do not master the curricula of the students they are teaching; basic pedagogical knowledge is low; and the use of good teaching practices is rare. Exploiting within-student, within-teacher variation, the analysis finds significant and large positive effects of teacher content and pedagogical knowledge on student achievement. These findings point to an urgent need for improvements in education service delivery in Sub-Saharan Africa. They also provide a lens through which the growing experimental and quasi-experimental literature on education in low-income countries can be interpreted and understood, and point to important gaps in knowledge, with implications for future research and policy design.
Keywords: Education; Education Policy; Learning Crisis; Public Service Delivery; Teacher Absenteeism; Teacher Effectiveness; Teacher Performance

What do Tanzanian parents want from primary schools—and what can be done about it? - Solomon, Samuel; Zeitlin, Andrew (Research on Improving Systems of Education (RISE), 2019)

What digital skills do adults need to succeed in the workplace now and in the next 10 years? - Kispeter, Erika (Warwick Institute for Employment Research University of Warwick, 2018)

What curriculum? Which methods? A cluster randomized controlled trial of social and financial education in Rwanda - Shephard, Daniel D.; Kaneza, Yves V.; Moclair, Paul (Children and youth services review, 2017)

What can we learn from EMIS diagnostics? | Blog | Global Partnership for Education - Irving, Margaret; Percier, Marc-Antoine (2019)
Millions of dollars are invested in strengthening education management information systems, but many countries still struggle with data-related issues. How can countries make their systems more effective? An EMIS diagnostic is the first step.

What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? Systematic review - Orr, David; Westbrook, Jo; Pryor, John; Durrani, Naureen; Sebba, Judy; Adu-Yeboah, Christine (EPPI-Centre, Social Science Research Unit, Institute of Education, 2013)
Keywords: C:Low- and middle-income countries

What are the impacts and cost effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? Protocol - Pryor, John; Westbrook, Jo; Adu-Yeboah, Christine; Orr, David; Durrani, Naureen (EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, 2012)

What are the 21st-century skills every student needs - Soffel, Jenny (2016)
Keywords: ⛔ No DOI found

Welcome to RISA - Rwanda Information Society Authority (2019)

Web Content Accessibility Guidelines (WCAG) 2.1 - Kirkpatrick, Andrew; O Connor, Joshue; Campbell, Alastair; Cooper, Michael (W3C, 2018)

Ways in Which Community Involvement May Influence Girls’ Education in Senegal - Ndiaye, Babou (2015)

Voices From Urban Classrooms: Teachers’ Perceptions on Instructing Diverse Students and Using Culturally Responsive Teaching - Bonner, Patricia J.; Warren, Susan R.; Jiang, Ying H. (Education and Urban Society, 2018)
This study explored the perceptions of 430 P-12 urban teachers regarding the instruction of diverse students and their own ability to effectively implement culturally responsive teaching (CRT). Employing qualitative methodology, four open-ended sentence stems were used to capture teachers’ thoughts, beliefs, and experiences. Results reveal teachers’ strong commitment to CRT, an understanding of behaviors which constitute CRT, a strong sense of efficacy in teaching diverse students, and anticipation of positive outcomes through proactively addressing diverse students’ needs. This research provides valuable information for school districts and schools of education as they develop culturally responsive teachers for today’s diverse classrooms.
Keywords: multicultural education; social justice; students; teachers; urban education

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

Vision for SLR tooling infrastructure: Prioritizing value-added requirements - Al-Zubidy, Ahmed; Carver, Jeffrey C.; Hale, David P.; Hassler, Edgar E. (Information and Software Technology, 2017)
Context Even with the increasing use of Systematic Literature Reviews (SLR) in software engineering (SE), there are still a number of barriers faced by SLR authors. These barriers increase the cost of conducting SLRs. Objective For many of these barriers, appropriate tool support could reduce their impact. In this paper, we use interactions with the SLR community in SE to identify and prioritize a set of requirements for SLR tooling infrastructure. Method This paper analyzes and combines the results from three studies on SLR process barriers and SLR tool requirements to produce a prioritized list of functional requirements for SLR tool support. Using this list of requirements, we perform a feature analysis of the current SLR support tools to identify requirements that are supported as well as identify the need for additional tooling infrastructure. Results The analysis resulted in a list 112 detailed requirements (consolidated into a set of composite requirements) that SE community desires in SLR support tools. The requirements span all the phases of the SLR process. The results show that, while recent tools cover more of the requirements, there are a number of high-priority requirements that are not yet fully covered by any of the existing tools. Conclusion The existing set of SLR tools do not cover all the requirements posed by the community. The list of requirements in this paper is useful for tool developers and researchers wishing to provide support to the SLR community with SE.
Keywords: Empirical software engineering; Systematic literature review; Tooling infrastructure; _Added-ailr-2024

Visible learning for teachers: Maximizing impact on learning - Hattie, John (Routledge, 2012)

Virtual learning communities: Success factors and challenges - Wegener, R.; Leimeister, Jan Marco (International Journal of Technology Enhanced Learning, 2012)
Despite their didactical potential many Virtual Learning Communities VLCs fail in enhancing learning outcomes. Therefore, we synthesise factors most critical for establishing a successful VLC. Applying a structured literature review, we searched for studies dealing with VLCs in the well known databases Business Source Premier, Science Direct and ERIC. We identified, classified and synthesised 64 relevant papers. Results indicate that critical success factors include a strong instructor that acts in different facilitation roles, face-to-face meetings that help establishing social ties and well structured small-group assignments that scaffold the learning process. Main challenges are a lack of common goals, feelings of inhibition and technical problems. Based on the review, we offer concrete advice for instructors building up VLCs. We suggest that future research should focus on the design of methods and tools for instructors to facilitate the learning process in a less resource demanding way.

Views on Internal and External Validity in Empirical Software Engineering - Siegmund, Janet; Siegmund, Norbert; Apel, Sven (2015 IEEE/ACM 37th IEEE International Conference on Software Engineering, 2015)
Empirical methods have grown common in software engineering, but there is no consensus on how to apply them properly. Is practical relevance key? Do internally valid studies have any value? Should we replicate more to address the tradeoff between internal and external validity? We asked the community how empirical research should take place in software engineering, with a focus on the tradeoff between internal and external validity and replication, complemented with a literature review about the status of empirical research in software engineering. We found that the opinions differ considerably, and that there is no consensus in the community when to focus on internal or external validity and how to conduct and review replications.
Keywords: Bibliographies; Computer languages; Context; Guidelines; History; Software engineering; Standards

Viewpoints to ICT practices and hindrances from in Tanzanian secondary schools and teacher training colleges: Focus on classroom teachers - Muhoza, O. U.; Tedre, M.; Aghaee, N.; Hansson, H. (2014 International Conference on Teaching and Learning in Computing and Engineering, 2014)
On the policy level, Tanzania has strongly committed to Information and Communication Technology (ICT) supported education on all levels of education. National policy documents give ICT a high priority in development of the country's educational system. Curricula have been revamped to accommodate for increased role of ICT in the society and education. Also educational institutions have explicated high expectations of ICT in the process of "massification of education." Several research studies, however, have showed little change in the classrooms. Surveys and case studies have showed that on the way from policy documents to strategy level and implementation level, something gets missing. The lack of ICT in education is clear in primary and secondary school, which is unsurprising, given that majority of schools also lack electricity and basic facilities, including proper classrooms, tables, and books. This study sets out to investigate, using thematic interviews of secondary school teachers in Tanzania, what processes and support structures do teachers consider to be lacking in terms of ICT supported education. Informants from teacher training colleges were also involved in order to bring out viewpoints from teacher training. The results confirmed a large number of earlier results, divided to six categories: school policy, implementation and administration on the school level, access to ICT, leadership and management, school culture, and teacher training. A number of new factors were also pinpointed: teachers' lack of awareness of government policies and documentation on several levels, lack of pedagogical readiness for e-learning and blended learning, and cultural concerns. Concerning what should come first, there was a chicken-and-egg-problem: it makes little sense to invest in rapidly aging ICT infrastructure and facilities if there is no human capacity to make use of those investments, and it makes little sense to invest in human capacity if there is no technological infrastructure to put quickly aging technical know-how into immediate use.
Keywords: Classroom Activities; Computers; Culture; Educational Technology; Educational institutions; Government; ICT management; ICT supported education; Information and Communication Technology (ICT); Internet; Interviews; Tanzania; Tanzanian secondary schools; Teacher education; Teachers' expectations; Teachers' experiences; Training; blended learning; classroom teachers; computer aided instruction; cultural concerns; e-learning; educational courses; educational curricula; educational institutions; educational system development; government policies; information and communication technology; information technology; national policy documents; pedagogical readiness; teacher training; teacher training colleges

Viewing mobile learning from a pedagogical perspective. - Kearney, Matthew; Schuck, Sandra; Burden, Kevin; Aubusson, Peter (Research in Learning Technology, 2012)

Videogame to support the teaching of reading to deaf children using gamification - Ramos-Ramirez, Rancés; Mauricio, David (Revista Ibérica de Sistemas e Tecnologias de Informação, 2019)
Keywords: ⛔ No DOI found

VfM Guidance: The 4th E Equity External Version - DFID (Department for International Development, 2019)

VASYR 2017: Vulnerability Assessment of Syrian Refugees in Lebanon - Lebanon - UNHCR; UNICEF; WFP (ReliefWeb, 2017)
English Assessment on Lebanon about Coordination, Education and more; published on 15 Dec 2017 by UNHCR, UNICEF and 2 other organizations

Variables affecting teachers' attitudes towards inclusive education in Bangladesh - Ahmmed, Masud; Sharma, Umesh; Deppeler, Joanne (Journal of Research in Special Educational Needs, 2012)
Inclusive education is a worldwide reform strategy intended to include students with different abilities in mainstream regular schools. Evidence from previous research shows that success in implementing effective inclusive teaching practices in the school is contingent on teachers' positive attitudes towards inclusive education. This study was conducted in the context of primary education in Bangladesh aiming to examine variables influencing teachers' attitudes towards inclusion of students with disabilities in regular classrooms. Data for the study was collected from 738 teachers working in 293 government primary schools in Bangladesh. The results indicated that perceived school support for inclusive teaching practices and a range of demographic variables including previous success in teaching students with disabilities and contact with a student with a disability were associated with more positive attitudes of the teachers towards the inclusive education. The results are discussed with possible implications for educators, policy-makers and international organisations working on the implementation of inclusive education. © 2012 The Authors. Journal of Research in Special Educational Needs

Value for money and international development: Deconstructing myths to promote a more constructive discussion - Jackson, Penny (OECD Development Co-operation Directorate, 2012)

Value chain, stakeholders analysis and technology: A holistic and integrated approach for determining the cumulative added value of education - Khudair, Saud Abdullah Ben; Abdalla, Abdalla Khidir (International Journal of Educational Administration and Policy Studies, 2016)
Keywords: ⚠️ Invalid DOI

Uwezo participating countries - Uwezo Learning Assessment - Overview - Twaweza East Africa (2015)

Uwezo data - Household data - Twaweza (2015)

Uwezo: Annual Plan 2014 - Uwezo (Twaweza, 2014)

Using Wiki in teacher education: Impact on knowledge management processes and student satisfaction - ScienceDirect - Biasutti, Michele; El-Deghaidy, Heba (Computers & Education, 2012)

Using video to support in-service teacher professional development: the state of the field, limitations and possibilities - Major, L; Watson, Steven (Technology Pedagogy and Education, 2017)
Keywords: C: International; ⛔ No DOI found

Using video for professional development: the role of the discussion facilitator - Coles, Alf (Journal of Mathematics Teacher Education, 2013)
Past research into the use of video for professional development has failed to problematise or theorise sufﬁciently the role of the discussion facilitator. It has been reported consistently that it can be hard or take time to establish norms for discussion of video but little has been said about reasons why, or the role of the discussion facilitator. As a starting point in this area, I suggest ﬁves aspects or decision points in the role of the facilitator. Two aspects are taken from the literature and the others are drawn from empirical data, collected as part of an enactivist study into the use of video in one secondary school. At the school, teachers commented on ﬁnding video watching in a group more useful than lesson observation, with no evidence of this taking time to develop. I offer speculations, based on enactivist category theory, as to why the use of video in this school is effective. Having presented key aspects of the role of the facilitator of video use, a further look at the detail of the data from discussions serves to highlight some of the complexities involved in just one of the categories (and, by implication, the others). I conclude that the role of the facilitator cannot be separated from a consideration of the historical context in which discussion takes place.

Using Unified Theory of Acceptance and Use of Technology Model to Predict Students' Behavioral Intention to Adopt and Use E-Counseling in Ghana - Kolog, Emmanuel Awuni; Sutinen, Erkki; Vanhalakka-Ruoho, Marjatta; Suhonen, Jarkko; Anohah, Ebenezer (International Journal of Modern Education and Computer Science, 2015)
The urge to progressively motivate e-counseling in schools is somewhat dependent on students' behavioral intention towards the use of counseling technologies. This paper presents an empirical approach of using Unified Theory of Acceptance and Use of Technology model to ascertain students' behavioral intention to adopt and use e-counseling in Ghana. Questionnaires were used to collect data from two hundred and fifty (N=250) randomly selected students from Ghana. Cronbach alpha (α) was first employed to validate and ascertain the reliability of the data. Subsequently, Multiple Linear Regression (MLR) was performed in analysing the data. After that, a follow-up interview was conducted to explore the variance in our findings from the collected data through the questionnaires. In the end, the reliability of the test items contained in the questionnaire yielded strongly at 87.6 %. Also, whereas the outcome of the research suggests Performance Expectancy (PE) (B = .511 , p= .000) and Social Influence (SI) (B = .165 p = .001) as the influencing constructs (factors) towards students' behavioral intention to adopt and use e-counseling, Facilitation Condition (FC) (B= .014, p= .723) and Effort Expectancy (EE) (B= .086 p= .080) had no significant effect on the behavioral intention of students to adopt and use e-counseling in Ghana.
Keywords: Counseling; E-Counseling; ICT; Unified Theory of Acceptance; Use of Technology (UTAUT)

Using the confidence interval confidently - Hazra, Avijit (Journal of Thoracic Disease, 2017)
Biomedical research is seldom done with entire populations but rather with samples drawn from a population. Although we work with samples, our goal is to describe and draw inferences regarding the underlying population. It is possible to use a sample statistic and estimates of error in the sample to get a fair idea of the population parameter, not as a single value, but as a range of values. This range is the confidence interval (CI) which is estimated on the basis of a desired confidence level. Calculation of the CI of a sample statistic takes the general form: CI = Point estimate ± Margin of error, where the margin of error is given by the product of a critical value (z) derived from the standard normal curve and the standard error of point estimate. Calculation of the standard error varies depending on whether the sample statistic of interest is a mean, proportion, odds ratio (OR), and so on. The factors affecting the width of the CI include the desired confidence level, the sample size and the variability in the sample. Although the 95% CI is most often used in biomedical research, a CI can be calculated for any level of confidence. A 99% CI will be wider than 95% CI for the same sample. Conflict between clinical importance and statistical significance is an important issue in biomedical research. Clinical importance is best inferred by looking at the effect size, that is how much is the actual change or difference. However, statistical significance in terms of P only suggests whether there is any difference in probability terms. Use of the CI supplements the P value by providing an estimate of actual clinical effect. Of late, clinical trials are being designed specifically as superiority, non-inferiority or equivalence studies. The conclusions from these alternative trial designs are based on CI values rather than the P value from intergroup comparison.

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

Using text mining for study identification in systematic reviews: a systematic review of current approaches - O’Mara-Eves, Alison; Thomas, James; McNaught, John; Miwa, Makoto; Ananiadou, Sophia (Systematic Reviews, 2015)
The large and growing number of published studies, and their increasing rate of publication, makes the task of identifying relevant studies in an unbiased way for inclusion in systematic reviews both complex and time consuming. Text mining has been offered as a potential solution: through automating some of the screening process, reviewer time can be saved. The evidence base around the use of text mining for screening has not yet been pulled together systematically; this systematic review fills that research gap. Focusing mainly on non-technical issues, the review aims to increase awareness of the potential of these technologies and promote further collaborative research between the computer science and systematic review communities.
Keywords: Automation; Review efficiency; Screening; Study selection; Text mining

Using Technology to Shift Education Paradigms in Low-Resource Environments - Calhoun, Elizabeth; Calhoun, Nathaniel (Stability: International Journal of Security and Development, 2014)
Article: Using Technology to Shift Education Paradigms in Low-Resource Environments

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.

Using technology to facilitate educational attainment: Reviewing the past and looking to the future - Kishore, Diwakar; Shah, Dhwani (Pathways for Prosperity Commission Background Paper Series, 2019)
Keywords: Potential Usefulness: H; ⛔ No DOI found

Using Technology to Deliver Educational Services to Children and Youth in Environments Affected by Crisis and/or Conflict - Carlson, Samuel (USAID, 2013)
Keywords: Screened; ___working_potential_duplicate; ⛔ No DOI found

Using technology to bring education to the most remote areas - Global Partnership for Education (2019)

Using technology to bring education to the most remote areas - GPE (2019)

Using technology to bring education to the most remote areas - GPE (2019)

Using technology for enhancing teaching and learning in Bangladesh: challenges and consequences - Mahruf, C.; Shohel, M.; Kirkwood, Adrian (Learning, Media and Technology, 2012)
Keywords: BANGLADESH; Bangladesh; COMPUTER assisted instruction; COMPUTERS in education; CONTINUING education; DEVELOPING countries; EDUCATIONAL technology; INFORMATION technology; PROFESSIONAL education; SECONDARY school teachers; TEACHER development; TEACHERS -- In-service training; _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Open systems; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2096535; __finaldtb; teachers’ professional development; teaching and learning; technology; technology-poor contexts; the

Using technology for enhancing teaching and learning in Bangladesh: challenges and consequences - Shohel, M. Mahruf C.; Kirkwood, Adrian (Learning, Media and Technology, 2012)
The increasing use of media and technologies for enhancing teaching and learning is an important current trend to overcome the challenges of schooling and teacher training in the changing world. Many countries in the Global South are trying to adopt technologies in their school and teacher training systems to achieve the UN Millennium Development Goals. Though some recent research shows impacts of using technologies for enhancing teaching and learning in technology-poor contexts, no research actually addresses the challenges and difficulties associated with using the technologies in those specific contexts. This article presents interview data derived from secondary schools teachers in Bangladesh, in a context beset with many difficulties associated with technology use. In a pilot project, Apple iPods were introduced in 2009 to explore the challenges and consequences of using technology in schools. The data reveal the implications for the teachers’ professional development when they used the iPod as a multimedia player to access educational resources made available to support teaching and learning. This article has also thrown some light on current debates about using technologies for enhancing teaching and learning in technology-poor contexts.
Keywords: Bangladesh; THEME: Curriculum and resources; THEME: Open systems; THEME: Teacher Professional Development; _Source:Intuitive; teachers’ professional development; teaching and learning; technology; technology-poor contexts; the

Using technology and mentorship to improve teacher pedagogy and educational opportunities in rural Nicaragua - Lindenberg, Anni; Henderson, Kathryn I.; Durán, Leah (Global Education Review, 2016)
This study used ethnographic methods to understand factors influencing the implementation of an educational intervention combining short math content videos with teacher trainings and mentorship in high-poverty primary schools in Nicaragua with implications for rural school reform. Educators in rural schools in Latin America face serious obstacles to improve classroom instruction and pedagogy, including lack of resources and overcrowding. Research suggests an over-reliance on input-output models in which inputs (e.g. teacher salaries, textbooks, technology, computer labs, numbers of classrooms, etc.) are expected to produce particular outputs (student retention, lowering drop-out rates, increasing graduation rates, etc.); however, studies show that regardless of the resources, much depends on effective use of resources for successful teaching and learning (O'Sullivan, 2006; L. S. Shulman, 1987). While input/output models provide insights into an educational systems economic efficiency, they do not offer insight into what actually transpires inside of a classroom (O'Sullivan, 2006). Much depends on effective training and use of these very resources. Though systemic issues in the Nicaraguan educational system produced numerous obstacles for the eleven participating 3rd and 6th grade teachers, the educational intervention model supported teachers' ability to be innovative and grow their practice in four ways: a) increased pedagogical knowledge; b) opportunities to collaborate and support one another as a community of teachers; c) flexibility in adaptation of the intervention model to their specific classroom context; and d) use of videos as supportive resources for content knowledge.
Keywords: Barriers; ERIC, Current Index to Journals in Education (CIJE); Early Childhood Education; Educational Change; Educational Opportunities; Elementary Education; Elementary School Students; Elementary School Teachers; Ethnography; Foreign Countries; Grade 3; Grade 6; Instructional Effectiveness; Instructional Innovation; Intermediate Grades; Intervention; Mathematics; Mathematics Instruction; Mentors; Middle Schools; Nicaragua; Observation; Pedagogical Content Knowledge; Poverty; Primary Education; Rural Areas; Semi Structured Interviews; Teacher Education; Teaching Methods; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2096190; __finaldtb; ⛔ No DOI found

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

Using Systems Thinking to Leverage Technology for School Improvement: Lessons Learned from Award-Winning Secondary Schools/Districts - Levin, Barbara B.; Schrum, Lynne (Journal of Research on Technology in Education, 2013)

Using secondary data in education research - Siddiqui, Nadia (Social Research Update, 2019)
Keywords: ⚠️ Invalid DOI

Using School Performance Data to Drive School and Education District Office Accountability and Improvement: The Case of Ghana - Prew, Martin; Quaigrain, Kenneth (Educational Management Administration & Leadership, 2010)
Distance-education delivery through interactive television (ITV) is an effective means of providing instruction to learners. There are many advantages, such as the ability to provide immediate feedback and personal participation. To be effective, however, ITV requires structured planning and development, making the use of instructional design principles imperative. The following recommendations are made for training teachers about ITV: (1) provide an overview of the technology and how it works; (2) provide hands-on guided practice; (3) incorporate effective elements of instruction; (4) conduct periodic follow-up inservice training; (5) train with teachers who volunteer; (6) establish the amount of time needed to prepare and teach ITV courses; (7) provide experiences with other faculty members; (8) incorporate strategies for adding visual components to audio courses; and (9) use strategies that encourage group cohesion and student motivation. Teachers must adapt instruction to meet the varied needs of students, as both teachers and students adjust to the demands of the medium. (SLD)
Keywords: Delivery Systems; Distance Education; Educational Planning; Educational Technology; Educational Television; Feedback; Graduate Study; Higher Education; Information Transfer; Instructional Design; Instructional Effectiveness; Interactive Television; Student Motivation; Teacher Attitudes; Teacher Education; Teaching Methods; Technological Advancement; Telecourses; Training; search_string_27b

Using Randomised Controlled Trials in Education - Connolly, Paul; Biggart, Andy; Miller, Sarah; O'Hare, Liam; Thurston, Allen (BERA/SAGE Research Methods in Education, 2017)

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

Using national Education Management Information Systems to make local service improvements: The case of Pakistan - Nayyar-Stone, Ritu (PREM Notes, 2014)

Using mobile phones to improve educational outcomes: An analysis of evidence from Asia - Valk, John-Harmen; Rashid, Ahmed T.; Elder, Laurent (The International Review of Research in Open and Distributed Learning, 2010)
Despite improvements in educational indicators, such as enrolment, significant challenges remain with regard to the delivery of quality education in developing countries, particularly in rural and remote regions. In the attempt to find viable solutions to these challenges, much hope has been placed in new information and communication technologies (ICTs), mobile phones being one example. This article reviews the evidence of the role of mobile phone-facilitated mLearning in contributing to improved educational outcomes in the developing countries of Asia by exploring the results of six mLearning pilot projects that took place in the Philippines, Mongolia, Thailand, India, and Bangladesh. In particular, this article examines the extent to which the use of mobile phones helped to improve educational outcomes in two specific ways: 1) in improving access to education, and 2) in promoting new learning. Analysis of the projects indicates that while there is important evidence of mobile phones facilitating increased access, much less evidence exists as to how mobiles promote new learning.
Keywords: distance learning; educational outcomes; information and communication technologies; mobile learning; mobile phones; new learning

Using mobile phones in teaching and learning in secondary schools in Tanzania - Msuya, Ombeni (International Journal of Education and Research, 2015)
This paper discusses some of the findings from a recent cross-sectional survey that examined how secondary schools’ teachers use their mobile phones in teaching and learning. The participants were drawn from Mwanga and Chamwino districts in Kilimanjaro and Dodoma regions respectively in Tanzania. A large area of the study location enjoys are liable mobile phones’ coverage network, many mobile phones’ service providers and reliable wireless internet. This study involved 100 teachers from public and private secondary schools obtained using purposive sampling.These teachers were only those who owned smart phones.The study used likerty-type questionnaires and semi-structured interview to collect data for understanding the contribution of teachers’ mobile phones in teaching and learning process in secondary schools. The 90(90%) questionnaires were filled and returned,while 10 (10%) questionnaires were not returned. The study found that most of the teachers had little knowledge on the use of mobile phones as a tool for ICT pedagogical uses. It was also revealed that the teachers were competent in the basic uses of mobile phones,but were not able to create upload, download and share academic resources through their smart phones;while others were not aware of the capacity of their mobile phones. It was revealed that mobile phones were relevant in teaching and learning in secondary schools. Moreover, majority of the secondary school teachers were not using their smart phones for educational purposes;instead,they used them for other non-educational activities. It was furthermore revealed that teachers were very bitter for allowing their students to carry mobile phones in the classroom.
Keywords: ⛔ No DOI found

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

Using mixed methods in monitoring and evaluation: experiences from international development - Bamberger, Michael; Rao, Vijayendra; Woolcock, Michael (SAGE handbook of mixed methods in social & behavioral research, 2010)

Using large-scale assessments of students' learning to inform education policy: insights from the Asia-Pacific region - Tobin, Mollie; Lietz, Petra; Nugroho, Dita; Vivekanandan, Ramya; Nyamkhuu, Tserennadmid (UNESCO, 2015)

Using large-scale assessments of students' learning to inform education policy: insights from the Asia-Pacific region - Tobin, Mollie; Lietz, Petra; Nugroho, Dita; Vivekanandan, Ramya; Nyamkhuu, Tserennadmid (UNESCO, 2015)

Using iPads to teach inquiry science to students with a moderate to severe intellectual disability: A pilot study - Miller, Bridget T; Krockover, Gerald H; Doughty, Teresa (Journal of Research in Science Teaching, 2013)

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

Using information communications technologies (ICT) to implement universal design for learning - Banes, David; Hayes, Anne; Kurz, Christopher; Kushalnagar, Raja (USAID, 2019)

Using Information Communication Technologies (ICT) to Implement Universal Design for Learning (UDL) - Banes, David; Hayes, Anne; Kurz, Christopher; Kulshalnagar, Raja (University Research Co., LLC, 2019)

Using examination and learning assessment data to uncover foundational skill gaps in Sierra Leone’s secondary schools - Waistell, Daniel; De, Sourovi; Ofori Owusu, Diana; Allen, Reg; Sanni, Kayode; Dupigny, Albert (UKFIET Conference, 2019)
Keywords: ⛔ No DOI found

Using educational technology to develop early literacy skills in Sub-Saharan Africa - Abrami, Philip C.; Wade, C. Anne; Lysenko, Larysa; Marsh, Jonathon; Gioko, Anthony (Education and Information Technologies, 2016)
The research explores the impact of interactive, multimedia literacy software (ABRA) on the reading skills of early elementary students in Kenya. Twelve grade two English teachers and their students from six schools were randomly divided in half: an experimental group (N = 180) where ABRA was part of their English Language instruction and a control group (N = 174) where regular instruction was used. After the pre-test student data were collected, a three-day initial training and planning session were held for the experimental teachers on how to use ABRA to teach literacy. Every week each experimental class was bussed to a computer lab with full access to ABRA for one 90-min lesson. Teacher support included the alignment of ABRA lesson plans with the Kenyan English Language norms, weekly web conferences with the trainer, as well as technical and pedagogical help from staff at the lab site. After the 13-week intervention, significant and substantial gains in reading comprehension were found for ABRA students as measured by GRADE, a standardized test of literacy. In addition, ABRA students outperformed their peers in control classes on the core end-of-year subject exams including English, Mathematics, Science and Social Studies.
Keywords: Developing countries; Early literacy; Educational technology; Primary education

Using Educational Games for Sign Language Learning - A SignWriting Learning Game: Case Study - Bouzid, Yosra; Khenissi, Mohamed Ali; Essalmi, Fathi; Jemni, Mohamed (Journal of Educational Technology & Society, 2016)
ABSTRACT Apart from being used as a means of entertainment, computer games have been adopted for a long time as a valuable tool for learning. Computer games can offer many learning benefits to students since they can consume their attention and increase their motivation and engagement which can then lead to stimulate learning. However, most of the research to date on educational computer games, in particular learning versions of existing computer games, focused only on learner with typical development. Rather less is known about designing educational games for learners with special needs. The current research presents the results of a pilot study. The principal aim of this pilot study is to examine the interest of learners with hearing impairments in using an educational game for learning the sign language notation system SignWriting. The results found indicated that, overall, the application is useful, enjoyable and easy to use: the game can stimulate the students' interest in learning such notations.
Keywords: ⛔ No DOI found

Using Dual Systems theory to conceptualise challenges to routine when transforming pedagogy with digital technologies - Blundell, Christopher; Lee, Kar-Tin; Nykvist, Shaun (Teachers and Teaching, 2019)
(2019). Using Dual Systems theory to conceptualise challenges to routine when transforming pedagogy with digital technologies. Teachers and Teaching: Vol. 25, No. 8, pp. 937-954.
Keywords: Barriers; Case Studies; Classroom Techniques; Correlation; Educational Change; Information Technology; Learning Theories; Student Behavior; Systems Approach; Teacher Attitudes; Teacher Role; Teacher Student Relationship; Teaching Methods; Technology Integration; ⛔ No DOI found

Using design-based research to bring partnership between researchers and practitioners - Getenet, Seyum (Educational Research, 2019)
Background: A key aim of educational research is for findings to inform practice, thereby bringing about improvements in teaching and learning. However, the relationship between research and practice is complex, and there is often no clear link between changes in practice and research findings. One of the challenges for research and practice is breaking down barriers and finding effective and sustainable ways to translate research findings into practical solutions in the classroom.Purpose: This discursive paper focuses on describing the nature of the partnership working involved when a design-based research (DBR) approach was employed to bring researchers and practitioners together. The researchers and practitioners worked in collaboration to design a professional development (PD) programme, in order to solve classroom problems and enhance practitioners’ research engagement.Sources of evidence: This paper describes the author’s experience of using DBR to co-design a PD programme that was responsive to a particular context and practitioners’ needs. It illustrates and exemplifies the ways in which the researcher–practitioner collaboration itself sits at the heart of the design process and enabled solutions to be found. The paper also considers the epistemological positions of the practitioners and researchers in the different stages of DBR. The context for the description is a mixed-methods intervention study conducted in two colleges of teacher education, which documented the design and refinement of a PD programme to facilitate teachers’ effective use of technology to teach mathematics.Discussion and conclusions: The examples presented and discussed here suggest how a DBR process is able to facilitate fruitful collaborations between researchers and practitioners and increase engagement in research. By working with practitioners to design interventions such as PD programmes, DBR can provide a practical approach for improving practice and deepening the relationship between educational research and classroom practice.
Keywords: Design-based research; evidence-informed practice; practice; practitioners; professional development; teacher education

Using Causal Loop Diagramming to Explore the Drivers of the Sustained Functionality of Rural Water Services in Timor-Leste - Neely, Kate; Walters, Jeffrey P. (Sustainability, 2016)
It is recognized that international water sector development work has issues with a lack of sustained positive outcomes. A large driver of this outcome is how NGOs work with communities to implement and then manage water services. Many NGOs tend to focus their efforts on improving their reach and organisational growth by continually engaging in new projects. This behaviour is largely driven by short-term donor funding models that reward extended coverage, leaving little focus on sustained outcomes. Similarly, community-based management (CBM) schemes often impede sustained services as a result of the community’s limited capacity to operate and maintain the technology. To explore these complicated drivers on water service sustainability, we used causal loop diagramming to analyse the key aspect influencing the combined dynamics between NGOs, donors and CBM. We demonstrate this methodology through a study in Timor-Leste, where we gathered data necessary to develop and apply causal loop diagrams to analyse rural water supply program outcomes. The analysis of these diagrams allowed identification of leverage points used to suggest structural changes for sustained benefits of water services. These structural changes emphasize the importance of increased robustness and reliability of water technology and the associated impact this has on community satisfaction and, conjointly, on water service sustainability.
Keywords: NGOs; Timor-Leste; community management; donors; system dynamics modelling; water services

Using Bronfenbrenner’s ecological theory to understand community partnerships: A historical case study of one urban high school - Leonard, Jack (Urban Education, 2011)

Using Behavioral Insights to Increase Parental Engagement: The Parents and Children Together (PACT) Intervention - Mayer, Susan; Kalil, Ariel; Oreopoulos, Philip; Gallegos, Sebastian (National Bureau of Economic Research, 2015)
Parent engagement with their children plays an important role in children’s eventual economic success and numerous studies have documented large gaps in parent engagement between low- and higher-income families. While we know remarkably little about what motivates parents to engage in their children’s development, recent research suggests that ignoring or discounting the future may inhibit parental investment, while certain behavioral tools may help offset this tendency. This paper reports results from a randomized field experiment designed to increase the time that parents of children in subsidized preschool programs spend reading to their children using an electronic reading application that audio and video records parents as they read. The treatment included three behavioral tools (text reminders, goal-setting, and social rewards) as well as information about the importance of reading to children. The treatment increased usage of the reading application by one standard deviation after the six-week intervention. Our evidence suggests that the large effect size is not accounted for by the information component of the intervention and that the treatment impact was much greater for parents who are more present-oriented than for parents who are less present-oriented.

Use of Technology in Open and Distance Education: A Guideline for the Educational Institutions in Bangladesh - Islam, Saria; Mahmudul, A.S.M. (International Journal of Applied Information Systems, 2016)

Use of tablet technology in the classroom. - Goodwin, K. (NSW Department of Education and Communities, 2012)

Use of Tablet Computers to Improve Access to Education in a Remote Location - Ally, Mohamed; Balaji, V; Abdelbaki, Anwar; Cheng, Ricky (Journal of Learning for Development, 2017)
A research project was carried out in using mobile learning to increase access to education. This project is contributing to the achievement of Goal 4 of the Sustainable Development Goals (SDGs), which is to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. The mobile learning project involved the use of mobile technology to deliver learning materials to students to provide flexibility of access. Students used tablet computers to access electronic learning materials from the Aptus local server without having to connect to the Internet. The Aptus system is portable and was designed by the Commonwealth of Learning to allow learners to connect to digital learning platforms and access course materials without the need for Internet access. The project was implemented in a school in Pakistan. A total of 74 Grade 8, 9, and 10 students were involved in this project. The research revealed a positive impact on students and on learning as a result of their participation in the mobile learning project: students were better able to use the mobile technology for learning. Both students and parents also indicated that the project increased the students’ knowledge on the use of tablets for learning. Parents indicated that the mobile learning project increased their childrens’ interest in studying. Teachers also acknowledged that the students were taking more interest in classroom learning and concentrated on their tablets during study. Students were tested before and after they were supplied with content on their tablets. The post-test scores were significantly higher than the pre-test scores, indicating the use of the tablets for learning improved students’ performance.
Keywords: ⛔ No DOI found

Use of low cost wireless communication technology for education in rural Kenya | Proceedings of the 4th ACM Workshop on Networked Systems for Developing Regions - Mayeku, B.; Kilwake, J.; Bertarelli, F (2010)

Use of learning assessment data in education policy-making | IIEP-UNESCO - Raudonyte, Ieva (UNESCO IIEP, 2019)

Use of Information communication technology in teaching and learning processes in secondary schools in Rachuonyo South District, Homa-Bay County, Kenya - Obonyo, Samson O. (University of Nairobi, 2013)
The purpose of this study was to investigate the use of Information Communication Technology (ICT) in teaching and Learning in Rachuonyo South District secondary schools. The focus was on three main subject matters: on ICT use and competence, on teacher and student and on ICT infrastructure and teaching practices. The study is closely connected to the national educational policy, which has aimed strongly at supporting the implementation of ICT in pedagogical practices at all institutional levels. Six research questions were formulated to guide the researcher investigate the phenomena. A descriptive survey design was used to collect data from the field through the use of questionnaire and an observation schedule. The result indicated that ICT has not been successfully integrated in teaching and learning in schools. In general, students are capable and motivated users of computers. Some students have the skills to use new kinds of applications and their ICT skills are wider although not necessarily adequate. Teachers’ skills are more heterogeneous. The large majority of teachers have sufficient skills for everyday and routine working practices, but many of them still have difficulties in finding a meaningful integration of ICT into teaching and learning. Most teachers reported that the use of ICT in learning and teaching was slow in the past years and proposed upgrading of students computer labs and accelerating internet connectivity in the schools. Further, teachers’ good ICT competence helps them to adopt new pedagogical practices and integrate ICT in a meaningful way. The results also showed that students are capable and motivated users of new technology and their ICT skills are wide, although not necessarily adequate; the working habit might be ineffective and wrong. Some students have a special kind of ICT related adaptive expertise, which develops in a beneficial interaction between students and teachers, and individual interest and activity. The most common goal to student use of ICT is challenged by the internet, digital communication and the need to filter information. Since students’ ICT skills can be translated to increased creativity, which include innovation and productive workforce, to develop capacity to ICT which support the country’s knowledge base. The findings further indicated that ICT integration realized some challenges such as availability of sufficient number of ICT tools, lack of motivation and support and lack of technical support. The challenges are either teacher-level (Microlevel), school level (Meso-level) or system level (Macro-level). These barriers have hindered successful implementation of ICT into teaching and learning processes. The study also recommended that teachers should be given sufficient training on how to use ICT tools to enhance teaching and learning in schools. The study also recommended that students should be equipped with ICT skills such as Microsoft software applications such as word, excel and access. Finally, further research on the perception of teachers and students towards the use of ICT in enhancing teaching and learning and relevant strategies for using ICT to improve teaching and learning practices should be conducted.

Use of ICT by Biology Teachers in the Secondary Schools: Bangladesh Perspective - Farhana, Z; Chowdhury, S (Journal of Culture, Society and Development, 2019)
Information and communication technologies (ICT) have changed the pedagogy in education offering more student-centered learning incidents. The purpose of this study was to evaluate the use of ICT by the biology teachers in teaching-learning process of secondary schools in Bangladesh. A total of 50 biology teachers from several secondary schools of Bangladesh participated in the study. It was found that teachers have better access to computer than the average populace of Bangladesh. They have working knowledge on Microsoft Office Word, Excel, Power Point, and different web browsers. A good number of the teachers use computer for preparing their lectures, use internet for accessing educational materials, takes classes with multimedia with the support of ICT. However, about 17% to 25% were found to be not using these ICT means. Many teachers opined that they have less number of computers in the school to prepare for class work. They also assessed that hardware troubleshooting, software malfunction and unexpected power failure as challenges for using ICT. This paper recommends to provide continuous in-servicing training on ICT, interest free loan to teachers for purchasing laptop computer and to ensure technical support to overcome software and hardware problems in the schools.

Use of digital game based learning and gamification in secondary school science: The effect on student engagement, learning and gender difference - Khan, Amna; Ahmad, Farzana Hayat; Malik, Muhammad Muddassir (Education and Information Technologies, 2017)
This study aimed to identify the impact of a game based learning (GBL) application using computer technologies on student engagement in secondary school science classrooms. The literature reveals that conventional Science teaching techniques (teacher-centered lecture and teaching), which foster rote learning among students, are one of the major concerns in Pakistan Education system. This leads to student disengagement in science lessons eventually resulting in student absenteeism and dropouts from the schools. This study consisted of five stages: (1) examining the impact of Digital Game-Based Learning (DGBL) and gamification on engagement, learning and gender difference, and literature related to using DGBL models for instructional design; (2) planning learning activities and developing a GBL application based on a specific content in Science; (3) conducting an intervention with a sample of 72 participants of 8th grade (aged 12–15) in a low cost private school of Pakistan following quasi-experimental research framework; (4) observing behaviour and emotions of the participants during science lessons; (5) conducting pre and post tests to assess the learning outcomes of participants followed by focus groups discussion. Analysis from Friedman test, Mann-Whitney U test, and Wilcoxon Signed Rank test show that the GBL application has a positive influence on student engagement. However, GBL application was not equally effective for all students since girls outperformed boys in terms of engagement and learning outcomes. This study gives insights into the development of better educational games to promote student learning.

Use ICT to provide access to content, professional development and professional learning communities (Recommendation 7) - Lawrie, J.; Hennessy, S.; Haßler, Björn; Phalachandra (Where it's needed most: quality professional development for all teachers, 2015)
Keywords: C:Fragile contexts; docs.opendeved.net

USAID Tusome Pamoja annual report - Sinno-Lai, Felice (USAID, 2018)
Keywords: ⛔ No DOI found

USAID/Madagascar impact evaluation of the Mahay Mamaky Teny (MMT) project - Moussa, Wael; Cao, Yvonne; Louge, Nathalie (United States Agency for International development, 2018)

USAID/Kenya Primary Math and Reading (PRIMR) Initiative: Kisumu Information and Communication Technology (ICT) Intervention. Endline Report. - Piper, B.; Kwayumba, D. (Research Triangle Institute (RTI), 2014)

USAID Impact Evaluation of the Makhalidwe Athu Project (Zambia): Endline Report - USAID (2018)
Keywords: ⛔ No DOI found

USAID Advancing Nutrition Gender Equality Strategy (August 2019) - USAID (2017)

Usage level and Attitude of The Secondary Level Teachers' in Bangladesh Towards ICT at Personal and Professional Arena - Kashem, Abul; Haque, Ziaul (2014)
Integration of information and communications technologies (ICTs) in education sectors is one of the prime objectives of Bangladesh from the last decade. This study is conducted to assess the level of using ICT and acceptance of new technology by secondary level teachers in Bangladesh in their professional and personal arena. The study revealed that in Bangladesh most of the secondary level teachers use computer and internet for their personal purpose and use computers 35 times in a day. It revealed that secondary level teachers are interested to spend for ICT purpose. It also revealed that there is a difference in ICT usage between male and female teachers but no difference of the same among the different level of the teachers. It was found that there is no difference in case of perception about ICT between male and female teachers but perception among different level of teachers about ICT is different. Unavailability of high speed and wireless connections, lack of computer knowledge, high cost at start-up and unwillingness of aged teachers are found as hindrance for use of ICT in secondary level teaching arena. The success of information and communications technology (ICT) applications in teaching is profoundly dependent on the level of computer use by secondary level teachers. Majority of the Secondary level teacher were interested to accept the new technology for their professional capability enhancement and serve the nation. This questionnaire-based study assessed the level of computer and internet use by Secondary level teacher in Bangladesh is not satisfactory but perception of secondary level teacher for accepting new technology is positive both in their personal and professional arena.
Keywords: ⛔ No DOI found

Usage and Impact of ICT in Education Sector; A Study of Pakistan - Wasif, M. Nisar; Munir, Ehsan Ullah; Shad, Shafqat Ali (arXiv:1206.5132 [cs], 2012)
In many countries, information and communication technology (ICT) has a lucid impact on the development of educational curriculum. This is the era of Information Communication Technology, so to perk up educational planning it is indispensable to implement the ICT in Education sector. Student can perform well throughout the usage of ICT. ICT helps the students to augment their knowledge skills as well as to improve their learning skills. To know with reference to the usage and Impact of ICT in Education sector of Pakistan, we accumulate data from 429 respondents from 5 colleges and universities, we use convenient sampling to accumulate the data from district Rawalpindi of Pakistan. The consequences show that Availability and Usage of ICT improves the knowledge and learning skills of students. This indicates that existence of ICT is improving the educational efficiency as well as obliging for making policies regarding education sector.
Keywords: Computer Science - Other Computer Science; ⛔ No DOI found

US pulls Pakistan Sesame Street aid - BBC (2012)

US pulls funding from Pakistan's Sesame Street - Boone, Jon (The Guardian, 2012)
Keywords: Children's TV; Pakistan; Sesame Street; Television; US news; World news

Ururimi rwa Kinyarwanda mu burezi ibihe: umugani cyangwa ukuri? - Niyomugabo, Cyprien (Journal of Educational Research and Review, 2015)
Keywords: ⛔ No DOI found

Urban population - Pakistan | Data - World Bank (World Bank Group, 2019)

Upping the Ante: The Equilibrium Effects of Unconditional Grants to Private Schools - Andrabi, Tahir; Das, Jishnu; Khwaja, Asim I.; Ozyurt, Selcuk; Singh, Niharika (World Bank, 2018)
This paper tests for financial constraints as a market failure in education in a low-income country. In an experimental setup, unconditional cash grants are allocated to one private school or all private schools in a village. Enrollment increases in both treatments, accompanied by infrastructure investments. However, test scores and fees only increase in the setting of all private schools along with higher teacher wages. This differential impact follows from a canonical oligopoly model with capacity constraints and endogenous quality: greater financial saturation crowds-in quality investments. The findings of higher social surplus in the setting of all private schools, but greater private returns in the setting of one private school underscore the importance of leveraging market structure in designing educational subsidies.
Keywords: Education Markets; Financial Innovation; Private Education; Return to Capital; SMEs; Small and Medium Enterprises; Student Achievement; Unconditional Cash Transfers

Upgrading the ICT questionnaire items in PISA 2021 - Lorenceau, Adrien; Marec, Camille; Mostafa, Tarek (2019)
This paper explains the rationale for updating the OECD Programme for International Student Assessment (PISA) 2021 questionnaire on Information and Communication Technology (ICT) and shows how it covers policy topics of current relevance. After presenting key findings based on previous ICT-related PISA data, the paper provides a summary of the PISA 2021 ICT framework guiding the development of the questionnaire. The paper then describes the process followed by the OECD/PISA secretariat for the development of the PISA 2021 ICT questionnaire items. The paper concludes by drawing some lessons that would inform future development of this instrument.

Unstructured data in marketing - Balducci, B; Marinova, D (Journal of the Academy of Marketing Science, 2018)

Unlocking the potential of knowledge and technology for all - LaFleur, Marcelo; Iversen, Kenneth; Jensen, Lars (OECD Science, Technology and Innovation Outlook, 2016)

Unlocking Talent Through Technology Malawi - VSO (2019)

Unlocking Talent: Evaluation of a tablet-based Masamu intervention in a Malawian Primary School - Pitchford, Nicola (2014)

University of Melbourne to issue recipient-owned blockchain records - University of Melbourne (2017)

Universal Service Funds & connecting schools to the Internet around the world - Trucano, Michael (2015)

Universal Service and Access Funds: An Untapped Resource to Close the Gender Digital Divide - World Wide Web Foundation (2018)

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

Universal Design for Learning: Theory and Practice - Meyer, A; Rose, D; Gordon, D (Center for Applied Special Technology., 2016)

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

Universal and Digital Inclusion for All - International Telecommunications Union (2013)

United Republic of Tanzania - World Inequality Database on Education (WIDE); GEM report; WIDE (World Inequality Database on Education (WIDE), 2017)