About us - TESSA (2020)

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

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

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

TelOne | Home - TelOne (2020)

Welcome to TeleTaleem - TeleTaleem (2020)

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

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

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

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

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

Teacher Deployment Protocol - Teaching Service Commission (2021)

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

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

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

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

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

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

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

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

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

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

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

Peer Facilitator Manual - Tanzania Institute of Education (2022)

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

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

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

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

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

Exploring the Relationship Between Teachers’ Use of Technology During the Covid-19 Pandemic in India and Their Perspectives on Students’ Motivation to Learn - Tailor, Kavita; Hennessy, Sara; Jordan, Katy (EdTech Hub, 2023)
During the Covid-19 pandemic, a wealth of research emerged to quantify student learning and the accessibility of technology for learners. However, existing evidence highlights that access to technology did not equate to learning, yet few studies have investigated the underlying reasons behind this. As a correlating factor of learning achievement, this report investigates student motivation to learn, as perceived by teachers, and how this may have been influenced by their use of remote technologies during the pandemic. It elucidates the perspectives of teachers working remotely during the pandemic by presenting a secondary data analysis using the world’s largest teacher survey post-Covid-19 (the T4 teacher survey). It complements these findings with qualitative data gathered from eight teachers and education practitioners in India via an online focus group. Results from this study imply that teachers’ pedagogy was more important for student learning motivation than their use of technology and confirmed that more frequent interaction between teachers and students or parents can increase teacher perceptions of student learning motivation. Findings also suggest that student learning motivation may have significantly depended on the continued development of academic and socio-emotional skills. These findings have practical implications for improving remote learning and blended learning environments and for addressing the salient issue of rote learning in India. Keywords: student motivation, technology, learning loss, Covid-19, digital pedagogy, self-determination theory An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

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

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

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

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

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

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

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

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

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

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

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

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

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

Syafunda Digital Library - Syafunda (Syafunda, 2021)

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

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

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

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

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

Sunbird - Sunbird (2021)

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

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

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

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

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

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

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

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

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

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

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

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

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

SSAMS - SSAMS (2021)

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

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

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

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

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

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

Key factors in Knowledge Sharing Behavior in Virtual Communities of Practice: A Systematic Review - Soto, ROBERTO Hernández; Ortega, MÓNICA Gutiérrez; Avi, BARTOLOMÉ Rubia (Education in the Knowledge Society (EKS), 2021)
Virtual Communities of Practice (VCOP) are environments widely recognized as knowledge management instruments, and their sociocultural contrib ...

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

Here are 5 blockchain use cases in the education sector - SotaTek (2021)

Using digital technologies to re-imagine cash transfers during the Covid-19 crisis - Soon-Shiong, Nika; Qhotsokoane, Tebello; Phillips, Toby (Digital Pathways at Oxford, 2020)

Early Grade Reading Evaluation in Ghana: Unprecedented Results and Policy Impacts - Social Impact (2020)

President Bio Commissions Newly Constructed Dr Kadie Sesay Girls Secondary School In Port Loko - SN Radio (2020)
#sierraleone #presidentbio #fatimabio #sierraleoneparliament #sierranetworkproduction #sierranetwork #sierranetworkwanpotshow President Bio Commissions Newly Constructed Dr Kadie Sesay Girls Secondary School In Port Loko. Latest News Website: http://www.blog.snradio.net FaceBook: http://www.facebook.com/SierraNetwork... Youtube: http://www.youtube.com/Salone2Bad Twitter: http://twitter.com/sierra_n_salone Radio: http://SNRadio.net Radio TuneIn App: http://tun.in/sfgyD SoundCould 1: http://www.soundcloud.com/sierra-network SoundCould 2: https://soundcloud.com/sierra-network-sl SoundCould 3: https://soundcloud.com/sierra-network... Contact Us: info@snradio.net Sierra Network For All That Matters Sierra Leone

Consequences of school closure on access to education: lessons from the 2013–2016 Ebola pandemic - Smith, William C. (International Review of Education, 2021)
The COVID-19 pandemic has seen an unprecedented shutdown of society. Among the various safety measures taken, much attention has been given to school closure as a non-pharmaceutical mitigation tool to curb the spread of the disease through ensuring “social” (physical) distancing. Nearly 1.725 billion children in over 95% of countries worldwide have been affected by school closures implemented in April 2020 as the virus continued to spread. In the field of education, policymakers’ attention has been directed at keeping students on board through remote learning and addressing the immediate needs of schools upon reopening. The study presented in this article focuses on who remains absent after schools resume. Using publicly available survey data from the USAID Demographic Health Surveys Program and the UNICEF Multiple Indicator Cluster Survey from before and after the 2013–2016 Ebola pandemic in Guinea and Sierra Leone in West Africa, the author examined changes in school enrolment and dropout patterns, with targeted consideration given to traditionally marginalised groups. At the time, schools closed for between seven to nine months in the two countries; this length and intensity makes this Ebola pandemic the only health crisis in the recent past to come close to the pandemic-related school closures experienced in 2020. The author’s findings suggest that post-Ebola, youth in the poorest households saw the largest increase in school dropout. Exceeding expected pre-Ebola dropout rates, an additional 17,400 of the poorest secondary-age youth were out of school. This evidence is important for minimising the likely post-COVID-19 expansion in inequality. The author’s findings point to the need for sustainable planning that looks beyond the reopening of educational institutions to include comprehensive financial support packages for groups most likely to be affected.

Reviews and Reviewing: Approaches to Research Synthesis. An Annual Review of Information Science and Technology (ARIST) paper - Smith, Linda C. (Journal of the Association for Information Science and Technology, 2023)
Abstract Reviews have long been recognized as among the most important forms of scientific communication. The rapid growth of the primary literature has further increased the need for reviews to distill and interpret the literature. This review on Reviews and Reviewing: Approaches to Research Synthesis encompasses the evolution of the review literature, taxonomy of review literature, uses and users of reviews, the process of preparing reviews, assessment of review quality and impact, the impact of information technology on the preparation of reviews, and research opportunities for information science related to reviews and reviewing. In addition to providing a synthesis of prior research, this review seeks to identify gaps in the published research and to suggest possible future research directions.
Keywords: _Added-ailr-2024

Reasons behind dropping out of slum children from non-formal school in Dhaka - Smita, Marzia Khatan; Rabbi, Md Fajlay; Mohammad, Shoeab (Jurnal Iqra' : Kajian Ilmu Pendidikan, 2020)
In South Asia, numerous slum children were deprived of education upon several socio-economic grounds, and many children still dropout of non-formal schools despite receiving free non-formal education. This study aims to explore the reasons for dropping out of non-formal schools and the socio-demographic situation of slum children in Dhaka City. Fifty non-formal dropout slum children were selected conveniently as participants employing a mixed research design. A semi-structured schedule of questionnaire and interview was used as instruments for collecting data. Both qualitative and quantitative data were collected simultaneously to explore the slum children's dropout situation. Twelve reasons of their dropout have been reported. In addition to explaining the reasons for their dropping out, two frameworks were presented in detail. Most slum non-formal students dropped out of their schools for the pulling out factors and reasons related to household. Recommendations for reducing slum children's school dropout and persuasive strategies for future work in this field have been addressed. Keywords: Non-formal School, Dropout, Slum Children, Non-formal Education.
Keywords: Dropout; Non-formal Education; Non-formal School; Slum Children

Hacking Tangerine for Covid-19: more than just data collection - Slade, Timothy (2020)

Learning without Schools? Education, Relief, and Government Partnerships during COVID-19 - Skoll Foundation (2020)
Join to hear about how two large school systems, in Pakistan and West Africa, are partnering with governments and NGOs to educate children at home without internet access. This is a case study on how local leaders, including a Skoll Awardee, see the challenge of education, relief, and partnerships during COVID-19. Panel: - Susannah Hares, Center for Global Development - Mushtaq Chhapra, TCF Co-Founder - Riaz Kamlani, TCF EVP - Paul Skidmore, Rising Academy Network Moderator: Shashi Buluswar, UC Berkeley, Institute for Transformative Technologies

Our Work - Siyavula (2020)

Valuation of incentives to recruit and retain teachers in rural schools: Evidence from a choice experiment in Cambodia and Laos - Sisouphanthong, Viriyasack; Suruga, Terukazu; Kyophilavong, Phouphet (Cogent Education, 2020)
To provide an appropriate incentive for teaching profession, the important questions are “how much should we pay?” and “which factors influence potential teachers’ decision the most?” This research evaluates the factors that discourage and encourage potential teachers to join the profession in Cambodia and Laos by applying a discrete choice experiment to analysis teacher trainees’ preferences for school location, classroom condition, non-teaching professions, and indirect monetary incentives. The result highlights reasons and a possibility of potential teachers to leave the educational system.
Keywords: Cambodia; Laos; discrete choice experiment; incentives; teacher recruitment

Effect of COVID-19 on the performance of grade 12 students: Implications for STEM education - Sintema, Edgar John (Eurasia Journal of Mathematics, Science and Technology Education, 2020)
With all learning institutions pre-maturely closed on 20 March 2020 and all citizens advised to self-isolate in a bid to control the spread of COVID-19, it was hypothesized that COVID-19 would negatively impact on the performance of students in the 2020 Grade 12 national examinations vis-a-vis mathematics, science and design and technology subjects. An observed steady increase in the number of COVID-19 confirmed cases and the low levels of technology use in secondary schools in Zambia due to limited technology resources signifies a very difficult period in a young country which has just rolled out a nation-wide implementation of STEM education, This study collected data from three teachers at a public secondary school in Chipata District of Eastern Province in the Republic of Zambia. The Head of Department for Mathematics, the Head of Natural Sciences Department and one science teacher were interviewed. Semi-structured interviews via mobile phone were used to collect views of what these specialists thought would be the COVID-19 effects on the general performance of students in their subject areas. Results of this study revealed that there is likely to be a drop in the pass percentage of secondary school students in this year's national examinations if the COVID-19 epidemic is not contained in the shortest possible time considering that the school academic calendar was abruptly disturbed by the early untimely closure of all schools in the country.
Keywords: COVID-19; Mathematics education; STEM subjects; Zambia

Rapid Review of Assistive Technologies for Persons with Disability in India - Singh, Suneeta; Tomar, Manika; Mahendra, Vaishali S (Amaltas Consulting Private Ltd, 2020)
The purpose of this study is to support a better understanding of the evidence on assistive technology and support an effective response

Impact of Covid-19 on the education of children with disabilities in Malawi: reshaping parental engagement for the future - Singal, Nidhi; Mbukwa-Ngwira, Jenipher; Taneja-Johansson, Shruti; Lynch, Paul; Chatha, Gertrude; Umar, Eric (International Journal of Inclusive Education, 2021)
Covid-19 has led to unparalleled school closures and bought about extraordinary and unique challenges to ensuring continuity of learning for children across countries. This paper focuses on the educational experiences of children with disabilities in Malawi. Using a telephone survey, 99 parents/carers were interviewed about the impact of school closure on them and their child with disabilities. Parents reported as being overwhelmingly dissatisfied with the educational experiences of their child with disabilities, with a significant number reporting that they had no contact with the school or the teachers during closures. Children with disabilities were reported as spending very little time on formal learning activities. Nonetheless, parents were confident that their child with disabilities would return to school once these re-opened, as parents noted the loss of structure for their child’s day and increased loneliness arising from lack of contact with their friends. As schools reopen, the mental health of children with disabilities, alongside their learning, will need to be a priority. Finally, parents highlighted the need for more active involvement in their child’s schooling, so that they are able to support them better when they are at home.
Keywords: Covid-19; Malawi; disability; education; parent; telephone survey

EdTech for learners with disabilities: urgent need to focus on access, engagement and learning outcomes - Singal, Nidhi; Lynch, Paul; Kaye, Tom; Francis, Gill (EdTech Hub, 2021)
The current approaches to providing high quality learning experiences to learners with disabilities in low and middle-income (LMICs) countries requires radical rethinking. To date, significant numbers of learners with disabilities are not enjoying the benefits of barrier-free and meaningful engagement with the school curriculum in order to reach their potential. Appropriately matched technology to learner needs – in terms of…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Background paper for the Inclusion and Education: Role of non-government organisations as providers of and advocates for inclusive education - Singal, N (Global Education Monitoring Report, 2020)

Introducing Smart Teaching and Learning (INSTAL) - Sindh Education Foundation, Government of Sindh (2020)
SEF|Sindh Education Foundation government of Sindh Sindh Education Foundation (SEF), was established under the Sindh Education Foundation Act, 1992 as a semi-autonomous organization committed to educating and empowering children and communities towards social change by ensuring access to educational facilities and quality education. towards social change by ensuring access to educational facilities and quality education access to educational facilities and quality education.

Schools Data – Sindh Education Foundation - Sindh Education Foundation (2022)
SEF|Sindh Education Foundation government of Sindh Sindh Education Foundation (SEF), was established under the Sindh Education Foundation Act, 1992 as a semi-autonomous organization committed to educating and empowering children and communities towards social change by ensuring access to educational facilities and quality education. towards social change by ensuring access to educational facilities and quality education access to educational facilities and quality education.

Identifying the characteristics of effective teacher professional development: a critical review - Sims, Sam; Fletcher-Wood, Harry (School Effectiveness and School Improvement, 2020)
Keywords: De-prioritise; ___working_potential_duplicate; ⚠️ Invalid DOI

Experimental education research: rethinking why, how and when to use random assignment - Sims, Sam; Anders, Jake; Inglis, Matthew; Lortie-Forgues, Hugues; Styles, Ben; Weidmann, Ben (UCL Centre for Education Policy and Equalising Opportunities, 2023)
Over the last twenty years, education researchers have increasingly conducted randomised experiments with the goal of informing the decisions of educators and policymakers. Such experiments have generally employed broad, consequential, standardised outcome measures in the hope that this would allow decisionmakers to compare effectiveness of different approaches. However, a combination of small effect sizes, wide confidence intervals, and treatment effect heterogeneity means that researchers have largely failed to achieve this goal. We argue that quasi-experimental methods and multi-site trials will often be superior for informing educators' decisions on the grounds that they can achieve greater precision and better address heterogeneity. Experimental research remains valuable in applied education research. However, it should primarily be used to test theoretical models, which can in turn inform educators' mental models, rather than attempting to directly inform decision making. Since comparable effect size estimates are not of interest when testing educational theory, researchers can and should improve the power of theory-informing experiments by using more closely aligned (i.e., valid) outcome measures. We argue that this approach would reduce wasteful research spending and make the research that does go ahead more statistically informative, thus improving the return on investment in educational research.
Keywords: education; experiments; policy; randomized controlled trials; research

Eight Reasons Why EdTech Doesn’t Scale: How sandboxes are designed to counter the issue - Simpson, Lea; Carter, Alice; Rahman, Asad; Plaut, Daniel (EdTech Hub, 2021)
The EdTech Hub’s sandbox approach offers implementers and decision makers a clear way to implement and scale only the most effective EdTech interventions. In this position paper we share our view on why EdTech isn’t scaling and how we see the sandboxes approach addressing them. Keywords: innovation; implementation; sandboxes; EdTech; scale; experimentation An output of the EdTech Hub, https://edtechhub.org
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Hello and Welcome to the Sandbox - Simpson, Lea; Carter, Alice; Rahman, Asad (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _EdTechHub_Output; _r:AddedByZotZen

Sandboxes: our approach to systemic experimentation - Simpson, Lea (EdTech Hub, 2020)
What’s a sandbox you ask? First in the series, this blog explains what you need to know about the Hub’s approach to experimentation and innovation.
Keywords: F:Sandbox; LP: English; _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH

Bringing Digital Learning to Rural Schools: A Rapid Evaluation of Lyra in Africa - Simmons, Hannah (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Sustainable Solutions to Rural Girls’ Education: A Rapid Evaluation of Lyra in Africa’s Green Hostels - Simmons, Hannah (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Sustainable Solutions to Rural Girls’ Education: A Rapid Evaluation of Lyra in Tanzania - Simmons, Hannah (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

SIEF Mega Costing Model for Nudge or Information Interventions Using SMS or Recorded Messages - SIEF (Strategic Impact Evaluation Fund, 2020)

Deaf Reach: End of Sandbox Showcase - Siddiqui, Maira; Shaikh, Saira; Rahman, Asad (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Understanding the first and second digital divides in rural Bangladesh: internet access, online skills, and usage - Siddiquee, Muhammad Shahadat Hossain; Islam, Md. Saiful (Digitization Series, 2020)

Fee-free basic education policy implementation in Tanzania: A ‘phenomenon’ worth rethinking - Shukia, Richard (Huria: Journal of the Open University of Tanzania, 2020)
This paper is based on a study that employed qualitative research methods to examine the implementation of the fee-free basic education policy in Tanzania. The study reveals that, the policy is misapprehended, and causing confusion and dissonance among key implementers including heads of schools and parents, and it is threatening the quality delivery of education. However, there is no doubt that the implementation of the fee-free education policy has significantly promoted access to basic education for children from various socio-economic backgrounds. Thus, this paper argues that the implementation of the fee-free basic education policy, albeit commendable, it is not a panacea to achieving equitable access and quality education delivery for all. Hence, the policy and its implementation is a ‘phenomenon’ worth rethinking for Tanzania to realise equitable and quality universal basic education.
Keywords: Fee-free education policy; basic education; policy implementation and Tanzania; ⛔ No DOI found

Emergency Response in Educational Policies during COVID-19 in Nepal: A Critical Review. - Shrestha, Sagun; Gnawali, Laxman (IAFOR Journal of Education, 2021)

The use of technology to continue learning in Palestine disrupted with COVID-19 - Shraim, Khitam; Crompton, Helen (Asian Journal of Distance Education, 2020)
This qualitative study examined how decision-makers and teachers have responded to offer education for all Palestinian students at the immediate onset of the COVID-19 outbreak and how technology is being used to continue education online. Semi-structured interviews were conducted with 20 participants from parents, teachers and decision-makers in Palestine. Interview transcripts were coded using a grounded theory design with a constant comparative method. The findings show that participants identified that technologies such as mobile devices, social media and cloud computing would be useful for design and delivery of educational materials as well as raising safety awareness, and communication during the COVID-19 pandemic in Palestine. The findings also identify various challenges including the widening of the education's digital divide and an increasingly negative attitude towards online education. The data also indicate that the first wave of the COVID-19 experience could be the roadmap for wave two and for the transition to sustainable online learning as a supplement to the traditional learning methods and not as a replacement. This research further demonstrates that teachers who are early adopters have a significant role in influencing both students and other teachers to adopt the transformation to online learning. In addition, the national and international initiatives with a multi-stakeholder partnership could provide sustained, long-term, real solutions for online learning.
Keywords: Online learning, technology, COVID-19, pandemic, emergency remote teaching; covid-19; emergency remote teaching; online learning; pandemic; technology; ⛔ No DOI found

Education in Emergencies, Mental Wellbeing and E-Learning - Shohel, M. Mahruf C.; Mahmud, Arif; Urmee, Munira Azhar; Anwar, Muhammad Naveed; Rahman, Mohammad Mojibur; Acharya, Dev Raj; Ashrafuzzaman, Md; Shohel, M. Mahruf C.; Mahmud, Arif; Urmee, Munira Azhar; Anwar, Muhammad Naveed; Rahman, Mohammad Mojibur; et al. (IntechOpen, 2021)
The world has been going through an unprecedented situation due to the world-wide health crisis created by the COVID-19 pandemic. It affected all sectors across the globe, including education. This chapter highlights the importance of education in emergencies and how a situation like the COVID-19 pandemic creates challenges alongside opportunities to learn for personal and professional development as well as to ensure mental wellbeing of individuals through e-learning. The chapter explores literature to draw on different perspectives regarding the issues related to effectiveness in handling education and learning in an emergency in addition to preparedness for post and future emergencies. However, it focuses mainly on the role of the education sector in supporting individuals, especially learners and educators during and after emergencies. It also reflects on educational professionals’ work with students during this pandemic i.e. how educational professionals report on their adaptation journey and how the pandemic impacted the ability to serve and engage learners. From the professionals’ best practices to assist students in being successful through online education or hybrid teaching and learning formats, many opportunities arose to shape and reform education for a better future and transform the process of lifelong learning. This chapter outlines strategies, in general, for the education sector, and in particular, institutions and individuals to be better prepared for future emergencies through the opportunities e-learning offers.

Guessing or solving? Exploring the use of motion features from educational game logs - Shin, Hyunjin; Kim, Bugeun; Gweon, Gahgene (Association for Computing Machinery, 2020)
A learner's guessing behavior while playing educational games can be a key indicator of her disengagement that impacts learning negatively. To distinguish a learner's guessing behavior from solution behavior, we present an explorative study of using motion features, which represent a learner's finger movements on a tablet screen. Our data was collected from the Missing Number game of KitKit School, a tablet-based math game designed for children from pre-K to grade 2 in elementary school. A total of 5,040 problem solving logs, which were collected from 168 students, were analyzed. A two-sample t-test showed a significant difference between guessing and solution behavior for four groups of motion features that indicate distance, curvedness, complexity, and pause (p<0.001). Additionally, our empirical results showed the possibility of using motion features in automatic detection of guessing behavior. Our best model yielded an accuracy of 0.778 and AUC value of 0.851 by using the random forest classifier.
Keywords: educational game; guessing behavior; learning analytics; motion features; touch log

Significance of Radio and Television Learning Programmes on the Academic Achievement of Learners during COVID-19 Lockdown in Maiduguri, Borno State, Nigeria - Shettima, Y; Makinta, A W; Tomsu, S M (International Journal of Innovative Information Systems & Technology Research, 2020)
This study examines the significance of Radio and Television learning programmes on the academic achievement of learners during the COVID-19 lockdown in Maiduguri, Borno State, Nigeria. There are three research questions and one null hypothesis formulated for the study. Using Krejcie and Morgan (1970) statistical table, a population of 217 respondents were drawn from a sample size 500 as the sample for the study. The research questions were answered using percentages and the null hypothesis was tested using Chi-Square (X2) at 5% level of significance. The findings of research questions one show that, Radio and Television Learning programmes have significant impact on the academic achievement of learners (X2=16.43; P>0.05). Similarly, analysis of research question two shows that, learners have interest in listening or viewing on the Radio and Television learning programmes (X2=23.41; P>0.05). Furthermore, findings of research question three indicated that Radio and Television learning programmes were up to educational standard which are easily understood by the learners (X2=38.16; P>0.05). In conclusion, Radio and Television learning programmes have impacted positively on the academic achievement of learners in nursery, primary and secondary schools. These educational learning programmes may help in mitigating idleness and non-study of learners during the COVID-19 lockdown in the country.
Keywords: ⛔ No DOI found

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

Transcultural adaptation and psychometric properties of the International Development and Early Learning Assessment (IDELA) in Brazilian pre-school children - Shavitt, Ilana; Ayres de Araujo Scatollin, Monica; Suzart Ungaretti Rossi, Adriana; Pacífico Mercadante, Mariana; Gamez, Luciano; Resegue, Rosa Miranda; Pisani, Lauren; do Rosário, Maria Conceição (International Journal of Educational Research Open, 2022)
Early childhood is a sensitive period for development, and it is important to use psychometrically sound instruments to assess the child's developmental abilities. The International Development and Early Learning Assessment (IDELA) represents an innovative, feasible and low-cost assessment tool for preschool children that evaluates motor development, pre-numeracy, pre-literacy, and socioemotional development. These areas of development represent “key” skills for early development and school readiness. The objectives of this study were to translate the IDELA to Brazilian Portuguese, to conduct its cultural adaptation to the Brazilian population, to analyze its content validity, to assess its inter-rater reliability, to analyze the internal consistency of its sub-domains and to investigate associations between the child's IDELA scores and sociodemographic characteristics of the family. This was a descriptive, cross-sectional study, in which a sample of 565 preschool children were assessed with the IDELA in the city of Embu das Artes, São Paulo. Results indicated that the IDELA was successfully translated and culturally adapted to the Brazilian population, presenting adequate content validity, good internal consistency of its sub-domains and very high inter-rater reliability. Among the evaluated children, the girls' mean scores were higher than the boys' mean scores; 5-year-old children had higher scores than 4-year-old children; a positive correlation was observed between maternal education and the children's mean scores in the total IDELA, the pre-mathematics and the socioemotional subdomains. In conclusion, the Brazilian version of the IDELA proved to be feasible, adequate and reliable to assess early childhood development and school readiness of preschool age children in Brazil. Future studies could use the IDELA to provide relevant data about the children's development and school readiness in other Brazilian regions that will be useful in the planning of public health and education policies to improve children's integral development and their academic achievement.
Keywords: Assessment; Cultural adaptation; Early childhood development; Inter-rater reliability; Preschool age children; Translation

The Role Played by Parents in the Abrupt Transition to Online Education During the Covid-19 Pandemic - Sharmacharya, Ratan (2021)
Keywords: ⛔ No DOI found

Education through ICT Initiatives during the pandemic in India - Sharma, Anchal (Center for Sustainable Development, Columbia University, 2021)

How can real-time performance data lead to better education outcomes? - Sharma, Aarushi; Gustafsson-Wright, Emily; Osbourne, Sarah (Brookings, 2021)

E-Learning in Bangladesh: A Study of Teachers’ Behavioral Orientation and Affective Alignment in the Post-New Normal - Shamim Miah, A.S.M; Rasel Kabir, Md; Sultana, Sarmin (Contemporary Research in Education and English Language Teaching, 2020)
This study explores the teachers’ behavioral and affective orientation to e-learning that is in practice at all the levels of education in Bangladesh i.e. primary school, secondary school, higher secondary school, college, and university. By investigating the reasons for such disarray, it proposes solutions to overcome them. It acquired its data through online surveys followed by quantitative analysis through descriptive inferential analogies of the logarithmically represented findings. The result of the study documents that teachers’ preparation, technological know-how and adaptation to the e-learning platforms, their methods of teaching, measurement of outcomes, and mapping of curricula suggest that e-learning in Bangladesh is vitiated due to the diffusion in the teaching staff demographics and diluted apprehension of the e-learning. The paper’s primary findings show that Bangladesh’s progress from Education 1.0 to Education 3.0 is more affective and behavioral than cognitive in the implementation; wherein, the very concept of e-learning is diluted or spun around the idea of education via some usage of technology only, more specifically web conference applications which is indicative of Education 2.0 practices. There is no distinction made that separates online learning from e-learning, e-learning from distance and distance from blended learning, etc. in the current environment.

Comparative Analysis of Personal Data Protection Bill 2020 with Laws and Bills in the EU, UK, India, and Malaysia - Shahani, Shumaila Hussain (2020)
Overview of the Comparative Analysis  By Shumaila Hussain Shahani The draft Personal Data Protection Bill, 2020 was made available by the Ministry of Information Technology and Telecommunication (MoITT) on its website on April 9, 2020. This analysis compares the draft Personal Data Protection Bill 2020 to the General Data Protection Regulation (GDPR) (from which the …

How to integrate Value for Money assessments within the External Evaluations of the GEC - Shah, Valsa (Foreign, Commonwealth & Development Office, 2021)

ClassRoute: An English to Punjabi Educational Video Translation Pipeline for Supporting Punjabi Mother-Tongue Education - Shaghaghi, Navid; Ghosh, Smita; Kapoor, Raghav (2021 IEEE Global Humanitarian Technology Conference (GHTC), 2021)
Information Communication Technology (ICT) permeates almost every aspect of our daily lives and has become one of the most important priorities for formal and informal education. However, many people particularly those in least developed countries, are unable to reap the benefits due to lack of access to ICT but also due to lack of access to quality educational material. Additionally, in Punjab India, due to a shortage of resources and lack of infrastructure, the education system suffers from massive gaps including high student to teacher ratios, shortage of qualified teachers, and poor teacher training programs. This all has also been further exacerbated due to the COVID19 Pandemic as schools shut down globally and all teaching/learning activities moved online where possible or were canceled otherwise. In an effort to help relieve some of the burden on the Punjabi education system, and motivated by the proven efficiency of mother-tongue based education as well as the importance of visual-based learning, this paper introduces a pipeline for translating English educational videos into Punjabi equivalents which seeks to go beyond simple translation and in future iterations take into consideration the cultural needs of the learners in order to better connect them with the topics being taught. This pipeline is among a series of under construction pipelines aimed at translating English educational videos into other languages, dubbed as ClassRoute.
Keywords: Bridging the Digital Divide; Education; Education Technology (EdTech); Humanitarian Information Communications Technology (ICT); Language Translation; Natural Language Processing (NLP); Pandemics; Pipelines; Quality Education; Semantics; Tongue; Tools; Training

Educación en pausa - Seusan, Laura Andreea; Maradiegue, Rocío (2021)
Una generación de niños y niñas en América Latina y el Caribe está perdiendo la escolarización debido al COVID-19

Sisimpur | Sesame Workshop - Sesame Workshop (2020)

Contract Type and Teacher Absenteeism in Benin: The Role of Teacher’s Supplemental Income - Senou, Barthelemy Mahugnon (2021)
Absenteeism is a phenomenon that has been noted in professional circles with consequences on the income of the wage earner as well as the profits of the firm, consequences that led, according to statistics from 2005, to losses in public finance amounting to close to 70 billion francs for the Government of Benin. Despite such losses, very few studies in economics have focused on the subject in order to try and give an understanding of the real causes of absenteeism and its consequences. The objective of this study is to explore the relationship between the status of the teacher, supplemental income of the teacher, and the absenteeism of the teacher. Using data from PASEC-CONFEMEN 2005, that will be applied to a theoretical model that we are developing, and through the use of a Tobit empirical method, after having taken the endogeneity bias on the practice of supplemental income generating activities by the teacher into account, this study demonstrates that the practice of income generating activities by teachers positively influences their absenteeism, with contract teachers being more frequently absent than those who are on permanent and pensionable employment contracts. Through linking the level of prices in a locality with absenteeism behaviours, we make it clear that the reasons for absenteeism are mostly related to low purchasing power in the context of earning relatively meagre salaries. These results elicit a set of recommendations that essentially suggest that there should be an improvement in the salaries and working conditions of teachers.
Keywords: C:Benin; ⛔ No DOI found

Assistive technology for students with visual disability in schools for the blind in Delhi - Senjam, Suraj Singh; Foster, Allen; Bascaran, Covadonga; Vashist, Praveen; Gupta, Vivek (Disability and Rehabilitation: Assistive Technology, 2020)
Background: To understand the awareness and utilization of assistive technology in students at schools for the blind in Delhi.Methods: A cross sectional study was conducted among 250 students selected randomly from 10 blind schools in Delhi. Binocular distance presenting and pinhole vision acuity were assessed using Snellen “E” chart and a multiple pinhole occluder. Students were also interviewed using a questionnaire about 42 assistive devices to understand their awareness and use.Results: Male participants were 72.8%. Of the total, 27.6% students had best corrected visual acuity <6/18 to 1/60, and the rest had <1/60 vision. The awareness about tactile and sound-based technology was good among students: Braille books (98%), Braille slate and stylus (99.2%), handheld audio recorders (77.6%) and screen readers (77.2%). Good awareness was reported for abacus (88.8%), walking long canes (94.4%) and smart cane (89.6%), audible balls (96%), Braille chess (82.8%) and talking watch (98%). Among the students with <6/18 to 1/60 vision, the awareness of visual based technology ranged from 0.8% (typoscope) to 43.6% (video magnifiers). Braille technology was used for reading by 96.4% (books) and for writing by 96.8% (Braille slate and stylus) irrespective of visual status. Other devices were poorly used ranging from nil (typoscope) to 55% (screen readers). The use of math and science learning devices was poor (<20%). Walking canes were used by 59% of students whereas 87.2% students used audible ball for games.Conclusion: The results showed that majority of students used tactile based technology irrespective of visual status.Implications for rehabilitationStudents with visual disability need assistive technology for a wide range of activities including academic learning.Students in schools for the blind who have binocular best corrected vision acuity of 1/60 or better should be encouraged to use visual based assistive technology instead of tactile based.Students with binocular best corrected vision acuity less than1/60 should be encouraged to use other available tactile and sound-based assistive technologies as well as Braille books and Braille slate and stylus for their academic activities including maths and sciences.Teachers should be trained in the use of various assistive technologies for reading, writing, maths, sciences, sports, mobility and activities of daily living.
Keywords: Assistive technology; awareness; blind schools; utilization; visual disability

Reimagining Education for Continuous Learning and Teaching - Sengeh, Hon Minister David Moinina; Team, MBSSE Delivery; Team, Hon Minister David Moinina Sengeh and MBSSE Delivery (EdTech Hub, 2021)
EdTech Hub has partnered with the Ministry of Basic and Senior Secondary Education in Sierra Leone to increase the use of evidence in decisions around EdTech. Click to read more.

Transforming education service delivery in Sierra Leone: from evidence to action - Sengeh, David Moinina; May-Wilson, Hannah (Global Partnership for Education, 2020)
Sierra Leone’s education system has been plagued by events that have challenged the effective delivery of high-quality education for every child for nearly three decades. But thanks to a program launched in 2018, the government is achieving greater access, quality, and equity for children by removing financial barriers to school enrollment and improving teaching and learning outcomes.

Education service transformation in Sierra Leone: Where policy meets the people | Blog | Global Partnership for Education - Sengeh, David Moinina (2020)
As GPE prepares to launch a new five-year strategic plan responding to partner countries’ demands for transformative change, GPE Board Member and Minister of Basic and Senior Secondary Education David Moinina Sengeh shares learnings from his first year of office on what transforming education means to the people of Sierra Leone.

Education service transformation in Sierra Leone: Where policy meets the people - Sengeh, David (2020)

Localización de la demanda insatisfecha de instituciones educativas. Una propuesta metodológica basada en sala de cuatro (4) años de nivel inicial en Argentina - Sendón, María Alejandra (2022)

“Virtual Nagging”: Comprehension-based external regulation and success support for online learners - Semingson, Peggy; Owens, Dana; Kerns, William (2020)
Recent research and literature champions the power of nudge emails to coax students to make positive choices for their learning (Cavanagh & Eastham, 2019). This roundtable session and paper n expands on this concept more broadly and provides a comprehensive overview on the literature of external regulation for helping online learners to stay organized, focused, motivated, and “on top of” readings and assignments within an online course. As literacy teacher educators, we encourage the use of comprehension-focused overviews to help students fully understand the scope of tasks at the course level and the module level. Due to the challenging nature of distance and the need to stay on track with the pace of distance learning, instructors need to be able to communicate and support students in a variety of ways using language-based virtual outreach. We deem this as “virtual nagging” due to our experiences with virtual communications outreach in an all online master’s level literacy teacher education program. We provide key
Keywords: Distance/Flexible Education; Instructional Design; ⛔ No DOI found

Digital degrowth: toward radically sustainable education technology - Selwyn, Neil (Learning, Media and Technology, 2023)
This paper outlines how ideas of ‘degrowth’ might be used to reimagine sustainable forms of education technology. In essence, degrowth calls for a proactive renewal of technology use around goals of voluntary simplicity and slowing-down, community-based coproduction and sharing, alongside conscious minimalization of resource consumption. The paper considers how core degrowth principles of conviviality, commoning, autonomy and care have been used to develop various forms of ‘radically sustainable computing’. The paper then suggests four ways in which degrowth principles might frame future thinking around education technology in terms of: (i) curtailing current manipulative forms of education technology, (ii) bolstering existing convivial forms of education technology; (iii) stimulating the development of new convivial education technologies; and (iv) developing digital technologies to achieve the eventual de-schooling of society. It is concluded that mobilisation of these ideas might support a much-needed reorientation of digital technology in education along low-impact, equitable lines.
Keywords: Degrowth; Illich; digital; education; sustainability

E-waste and planned obsolescence - Selwyn, Neil (Critical Studies of EDUCATION & TECHNOLOGY, 2021)
Notes from Guardian report (15.04.20) by John Harris on e-waste and planned obsolescence ** There is a pressing need to talk about educational technology in terms of the disposal – rather than adop…

Ed-Tech Within Limits: Anticipating educational technology in times of environmental crisis - Selwyn, Neil (E-Learning and Digital Media, 2021)
Despite climate heating and rising ecological instability, environmental issues feature rarely in discussions of educational technology. Most commentators presume the continued unfettered use of digital education resources bolstered by occasional claims that emerging technologies might support the ?greening? of school and university provision. In contrast to such business-as-usual complacency, this article anticipates ongoing environmental degradation of the planet as radically upending the continued expansion of digital technologies in education. On the one hand, depletion of natural resources and energy curtailments might put paid to established ?abundant? forms of digital technology use. On the other hand, more frequent climate-related disasters might necessitate emergency forms of education for displaced and unsettled populations. As such, the article argues for a new paradigm of educational technology that is both wholly sustainable and targeted towards displaced and disadvantaged populations. The article considers a number of ways that such an ?Ed-Tech Within Limits? might be pursued ? outlining fundamental shifts in thinking necessary to reorient educational technology along environmentally concerned lines.

Guidance Note on Education Data Mapping in Sub-Saharan Africa: Moving from theory to practice - Selwaness, Irene; Adam, Taskeen; Lawson, Laté; Heady, Lucy (EdTech Hub, 2022)
Keywords: _r:AddedByZotZen

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

Mother-tongue Instruction and Later Labor Market Outcomes: Evidence from a Natural Experiment in Ethiopia - Seid, Yared (Applied Economics, 2022)
This paper offers empirical evidence on the effect of mother-tongue instruction in primary school on students’ later labor market outcomes. Moreover, it explores whether the effect varies by the duration of exposure to mother-tongue instruction. Since Ethiopia has adopted mother-tongue instruction after the 1994 Ethiopian education reform, many students who have attended primary school after 1994 are exposed to mother tongue instruction, resulting in a variation in exposure to mother-tongue instruction by birth cohort. In Amhara state, Amharic is adopted as medium of instruction both before and after the education reform. This is in contrast to other states in Ethiopia that have changed the medium of instruction in primary school following the education reform. Among students who have been exposed to mother-tongue instruction following the education reform, however, the duration of their exposure to mother-tongue instruction varies depending on the state in which they have attended primary school. This is because states in Ethiopia mandate students to transition from mother-tongue to English instruction either in grade 5, 7, or 9. Exploiting these two plausibly exogenous sources of variations (across states and birth cohorts) and using data from the 2013 Ethiopian Labor Force Survey, we estimate difference-in-differences model. Estimates from our preferred specifications suggest that mother-tongue instruction in primary school improves later labor market outcomes, but the size of its effect decreases with the number of years an individual was exposed to mother-tongue instruction in primary school.

Edtech Should Be More Evidence-Driven - EdSurge News - Segura, Fabio; Sommer, Simon (EdSurge, 2022)
The $300 billion global edtech industry is full of promise – but its non-empirical approach has prevented true success

Forum Guide to Strategies for Education Data Collection and Reporting - SEDCR (2021)
Keywords: ⛔ No DOI found

Pupil Census 2021 - Scottish Government (2021)

Scottish Local Government Finance 'Green Book' 2022-23 - Scottish Government (2022)
Scottish Local Government Finance Settlement 2022-23: Funding Allocation Formula.

World librarians: A socio-technical system providing library search services to offline schools and libraries in Malawi - Schweik, Charles M.; Meyer, Carl; Chinkondenji, Pempho; Smith, Jeremy; Mchenga, Promise (World Development Perspectives, 2020)

Moving online : Creating effective tasks for analysis of teaching evidence - Schwartz, Jonathan; Mahiko, Joy (2020)
The use of examples of teaching videos becomes more prevalent in teacher education. Despite good teaching examples, a video cannot truly replace the real-life classroom experience. This paper presents the findings of a qualitative case study conducted in two teacher education courses during Spring 2020 semester. Due to the COVID-19 pandemic, field experiences were replaced by assignments administered online where teacher candidates watched and analyzed videos of expert teachers, and also analyzed their own videotaped teaching lessons. Results showed that teacher candidates became better at analyzing the teaching videos and appreciated the diversity of teaching examples. However, they also reported that they did not enjoy substituting real life experiences with online teaching videos.
Keywords: ⛔ No DOI found

Opportunities and challenges in using online learning to maintain continuity of instruction in K-12 schools in emergencies - Schwartz, H; Ahmed, F; Leschitz, J T; Uzicain, A; Uscher-Pines, L (2020)
Distance learning provides a way to continue instruction in emergencies and can support social distancing. As we have seen with the COVID-19 pandemic, prolonged school closures can occur with little warning. Lessons learned from prior prolonged school closures can inform much-needed planning for future ones. In the 2017 hurricane season, more than 1,000 schools in the United States experienced closures lasting 10 or more days. Yet, despite the rapid expansion of online instruction, little is known about schools’ use of it in public health and other emergencies. METHODS: In 2017-2018, we conducted 13 focus groups and 11 interviews with school practitioners to identify promising practices, barriers, and facilitators for distance learning in emergencies. RESULTS: We found few examples of use of distance learning during emergency school closures in 2017. While there are significant barriers to offering distance learning in an emergency, schools that already offer online learning prior to an emergency are best equipped to continue instruction during closures for some types of emergencies. CONCLUSIONS: Additional efforts could enhance preparedness for distance learning in K–12 schools in the framework of all-hazards preparedness.
Keywords: Blended Learning; Disasters; Distance Learning; Hurricanes; Influenza

Motivation and social cognitive theory - Schunk, Dale H.; DiBenedetto, Maria K. (Contemporary Educational Psychology, 2020)
This article discusses motivation from the perspective of Bandura’s social cognitive theory. Motivation refers to processes that instigate and sustain goal-directed activities. Motivational processes are personal/internal influences that lead to outcomes such as choice, effort, persistence, achievement, and environmental regulation. Motivation has been a prominent feature of social cognitive theory from the early modeling research to the current conception involving agency. The conceptual framework of reciprocal interactions is discussed, after which research is summarized on behavioral, environmental, and personal influences on motivation. Key internal motivational processes are goals and self-evaluations of progress, self-efficacy, social comparisons, values, outcome expectations, attributions, and self-regulation. Critical issues confronting the theory include diversity and culture, methodology, and long-term effects of interventions. The article concludes with additional recommendations for future research on contexts, conceptual clarity, and technology.
Keywords: Motivation; Self-efficacy in education; Social cognitive theory

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

A Knowledge Development Perspective on Literature Reviews: Validation of a New Typology in the IS Field - Schryen, Guido; Wagner, Gerit; Benlian, Alexander; Paré, Guy (Communications of the AIS, 2020)
Literature reviews (LRs) play an important role in the development of domain knowledge in all fields. Yet, we observe a lack of insights into the activities with which LRs actually develop knowledge. To address this important gap, we (1) derive knowledge building activities from the extant literature on LRs, (2) suggest a knowledge-based typology of LRs that complements existing typologies, and (3) apply the suggested typology in an empirical study that explores how LRs with different goals and methodologies have contributed to knowledge development. The analysis of 240 LRs published in 40 renowned IS journals between 2000 and 2014 allows us to draw a detailed picture of knowledge development achieved by one of the most important genres in the IS field. An overarching contribution of our work is to unify extant conceptualizations of LRs by clarifying and illustrating how LRs apply different methodologies in a range of knowledge building activities to achieve their goals with respect to theory.
Keywords: ⛔ No DOI found

Reducing distance through online international collaboration - Schreiber, Brooke R.; Jansz, Mihiri (ELT Journal, 2020)
Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by 'transactional distance', a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations.
Keywords: Asynchronous Communication; Computer Mediated Communication; DISTANCE education; Distance Education; ENGLISH as a foreign language; ENGLISH language education; ERIC, Current Index to Journals in Education (CIJE); Educational Benefits; Educational Cooperation; English (Second Language); Feedback (Response); Foreign Countries; Group Discussion; Higher Education; IN-service training of teachers; Inservice Teacher Education; International Cooperation; LEARNING; Language Variation; Masters Programs; New York (New York); Online Courses; Peer Groups; Postsecondary Education; Program Descriptions; Second Language Instruction; Second Language Learning; Sri Lanka; TEACHER education; Teacher Education Programs; Teaching Methods; __:import:01; __:match:final; __:matched; __:study_id:2099817; __finaldtb

Reducing distance through online international collaboration - Schreiber, Brooke R.; Jansz, Mihiri (ELT Journal, 2020)
Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by 'transactional distance', a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations.
Keywords: Asynchronous Communication; Computer Mediated Communication; DISTANCE education; Distance Education; ENGLISH as a foreign language; ENGLISH language education; ERIC, Current Index to Journals in Education (CIJE); Educational Benefits; Educational Cooperation; English (Second Language); Feedback (Response); Foreign Countries; Group Discussion; Higher Education; IN-service training of teachers; Inservice Teacher Education; International Cooperation; LEARNING; Language Variation; Masters Programs; New York (New York); Online Courses; Peer Groups; Postsecondary Education; Program Descriptions; Second Language Instruction; Second Language Learning; Sri Lanka; TEACHER education; Teacher Education Programs; Teaching Methods; __:import:01; __:match:final; __:matched; __:study_id:2099817; __finaldtb

Reducing distance through online international collaboration - Schreiber, Brooke R; Jansz, Mihiri (ELT Journal, 2020)
Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by ‘transactional distance’, a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations.

Reducing distance through online international collaboration - Schreiber, Brooke R; Jansz, Mihiri (ELT Journal, 2020)
Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by ‘transactional distance’, a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations.

Rensvandeschoot/software-overview-machine-learning-for-screening-text - schoot, Rens van de (2023)
The repository aims to create an overview and comparison of software used for systematically screening large amounts of textual data using machine learning.
Keywords: _Added-ailr-2024; active-learning; machine-learning; software-development; systematic-reviews

SchoolGate | Home - SchoolGate (2020)

Scaling Personalised Learning Technology in Malawi - Schmitt, Laurel (EdTech Hub, 2021)
Want to know more about the lessons we learnt from our sandbox with onebillion? Read our blog, Scaling personalized learning technology in Malawi.

RBF Interventions in Education : Do they Increase Inequality of Outcomes? : A Literature Review - Schipper, Youdi; Pradhan (World Bank, 2022)
RBF Interventions in Education : Do they Increase Inequality of Outcomes : A Literature Review (English)

Assistive Technologies and Other Supports for People with Brain Impairment. - Scherer, M. J. (Springer Publishing Co, 2021)

What's the difference between asynchronous and synchronous learning? - Scheiderer, Juliana (Ohio State Online, 2020)
How do online classes work? We tapped online learning experts to explain the pros and cons of synchronous vs. asynchronous learning.

Teacher professional development and curriculum: Enhancing teacher professionalism in Africa by Education International - Issuu - Sayed, Yusuf; Bulgrin, Eva (Education International Research, 2020)

Digitizing Curriculum Standards to Unlock the Potential of Open Educational Resources in a Global Context. - Savov, Ivan (UNHCR, Vodafone Foundation, Google.org, and UNESCO, 2021)

About IDELA - Save the Children, IDELA (IDELA, 2023)

COVID-19: Most marginalised children will bear the brunt of unprecedented school closures around the world - Save the Children (Save the Children International, 2020)
Governments and communities must act now to ensure that millions of vulnerable children do not lose out on their education as schools close their gates to try and contain the Coronavirus outbreak, warns Save the Children. More than 120 countries have already introduced nation-wide school and...

Nearly half a million children in Malawi unable to attend school due to Cyclone Freddy - Save the Children (2023)

Protect a generation: The impact of Covid19 on children’s lives - Save the Children (Save the Children, 2020)

Averting an Education Catastrophe for the World’s Children - Save Our Future (Save Our Future, 2020)
Education faces a triple threat: 90% of children in the world have had their education interrupted due to COVID-19. This...

Pathways towards quality primary education: improving completion and learning outcomes - Sarwar, Moizza Binat; Moreno, Diego Benitez; Homonchuk, Olha; Roche, Jose Manuel; Nicolai, Susan (Overseas Development Institute, 2021)

Reading Audrey Watters: A reflection on personalised learning via education technology through a decolonial lens - Sarwar, Moizza Binat (EdTech Hub, 2022)
At EdTech Hub, we’ve been reflecting on how coloniality is embedded in the work we do: from the colonial roots of the international development sector, to colonial practices embedded in research methods, to “core-to-periphery” design and deployment of EdTech interventions.

Towards a Resilient Education Recovery from Pakistan's Floods: Rapid Response Research - Sarwar, Moizza Binat (Malala Fund & Pakistan Coalition for Education, 2023)

Five lessons learnt from Bangladesh's experience responding to COVID-19 - Sarwar, , Mohammad Afzal Hossain; Hossain, Iqbal; Kaye, Tom (EdTech Hub, 2020)
by Md. Afzal Hossain Sarwar (a2i), Iqbal Hossain (UNICEF Bangladesh) and Tom Kaye (EdTech Hub) In recent months, the EdTech Hub has produced a range of documents to support and guide countries as they develop and implement plans to help students keep learning during school closures. Some of the work we have produced includes: a guide to a five-part response…
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Using community-based structures in education programming - Sarton, Emma; Thukral, Hetal (2021)
This Thematic Review summarises the learning around how community-based structures (CBSs) supported projects during COVID-19 school and community-based education closures. It examines the role of CBSs in supporting Girls’ Education Challenge projects to pivot successfully and identifies six characteristics of successful utilisation of CBSs. This Thematic Review is primarily aimed at projects, implementors and non-governmental organisations interested in working with CBSs to maximise project outcomes now and in the future. It is also useful for researchers and policy makers, supporting conversations about how to best work with communities and CBSs.

Text classification using deep learning techniques: a bibliometric analysis and future research directions - Sarin, Gaurav; Kumar, Pradeep; Mukund, M. (Benchmarking: An International Journal, 2023)
Keywords: Bibliometric analysis; Classification; Data mining; Deep learning; Text analytics; _Added-ailr-2024

Coronavirus: Edtech unicorn BYJU’S free offer sees 150% jump in new students - Sangwan, Sujata (2020)
The initiative to support students to learn from home during coronavirus outbreak receives overwhelming response from metros and non-metros, BYJU'S said.

Summary: Webinar on COVID-19 fallout on poverty and livelihoods in Bangladesh: results from SANEM’s nation-wide survey conducted in Nov-Dec 2020 - SANEM (SANEM, 2021)
The 10th episode of SANEM Shongzog on "COVID-19 Fallout on Poverty and Livelihoods in Bangladesh: Results from SANEM's Nationwide Survey (Nov-Dec 2020)" was held on 23 January 2021.

The Long-Run Decline of Education Quality in the Developing World | Center for Global Development | Ideas to Action - Sandefur, Justin; Le Nestour, Alexis; Moscoviz, Laura (Center for Global Development, 2022)

Schooling for All: Feasible Strategies to Achieve Universal Education - Sandefur, Justin (Center for Global Development, 2022)
This report debates the case for specific public investments in education in low- and lower-middle-income countries, drawing on evidence of what has worked not just in small-scale experiments but historically and in large-scale national programs. Its messages are intended more for economic policymakers than educators, as they speak to what can be accomplished with fiscal instruments (money) and where trade-offs must be made. CGD does not take institutional positions.

Moving beyond the predictable failure of Ed-Tech initiatives - Sancho-Gil, Juana M.; Rivera-Vargas, Pablo; Miño-Puigcercós, Raquel (Learning, Media and Technology, 2020)
The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives.
Keywords: Educational change; digital technology corporations; educational challenges; educational policies; school improvement

How to Design EdTech Programmes That Lead to Gender-Transformative Change - Samuels, Fiona; Leon-Himmelstine, Carmen; Marcus, Rachel; Myers, Christina (EdTech Hub, 2022)
This paper outlines how EdTech programming can adopt a gender-transformative approach to improve gender equity in access and learning outcomes. It explains what the term ‘gender-transformative change’ means, and why it is needed. Some key dimensions of gender-transformative approaches in the specific context of EdTech initiatives are outlined, looking at how different approaches can enhance access to education and learning opportunities and improve outcomes, and challenge discriminatory gender norms and stereotypes. Based on a desk review of grey and published materials, this paper then presents and discusses insights from the approaches taken by four EdTech programmes. Keywords: EdTech; gender-transformative; country case studies; education; girls’ education An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

'Leave no one behind' - five years into Agenda 2030: Guidelines for turning the concept into action - Samman, Emma; Roche, Jose Manuael; Sarwar, Moizza Binat; Evans, Martin (Overseas Development Institute, 2021)

Meeting the challenges posed by per diem in development projects in southern countries: a scoping review - Samb, Oumar Mallé; Essombe, Christiane; Ridde, Valery (Globalization and Health, 2020)
This study presents the results of a review whose goal is to generate knowledge on the possible levers of action concerning per diem practices in southern countries in order to propose reforms to the existing schemes.
Keywords: Per diem; Policy dialogue; Reform; West Africa

SALCAB | Home - SALCAB (2020)

This organization is creating access to virtual classrooms for children in slums - Salaudeen, Aisha; Patrick, Anita (CNN, 2020)
Slum2school is providing access to online learning for underprivileged students in Lagos, Nigeria

COVID-19: impacto psicosocial en la escuela en Chile. Desigualdades y desafíos para Latinoamérica - Salas, Gonzalo; Santander, Priscilla; Precht, Andrea; Scholten, Hernán; Moretti, Renato; López-López, Wilson (Avances en Psicología Latinoamericana, 2020)
The Coronavirus-19 (covid-19) pandemic has exceeded five million cases worldwide, and its consequences have been devastating for health and society in general. As part of the health protocols that seek to mitigate the pandemic’s effects, school closures were implemented in most countries, where Chile was no exception. In the framework of this article, we seek to give an account of the psychosocial impact of this initiative on Chilean schools and to broaden the reflection to the rest of Latin America. In this sense, we analyze government decisions since the creation of the Aprendo en Línea [I Learn Online] program and propose a contextualization and a contrast with the measures adopted in other countries. We then explore the conditions of the exercise of the teaching activity, its consequences in the family context, and the impact on the relationship between families and schools. This allows us to visualize, once again, not only the structural inequality of the Chilean education system but also its maintenance and eventual deepening. The discussions and measures to be implemented in the current situation pose challenges that, beyond the context of Chile, can be extended to other Latin American countries.
Keywords: ⛔ No DOI found

COVID-19: impacto psicosocial en la escuela en Chile. Desigualdades y desafíos para Latinoamérica - Salas, Gonzalo; Santander, Priscilla; Precht, Andrea; Scholten, Hernán; Moretti, Renato; López-López, Wilson (Avances en Psicología Latinoamericana, 2020)
The Coronavirus-19 (covid-19) pandemic has exceeded five million cases worldwide, and its consequences have been devastating for health and society in general. As part of the health protocols that seek to mitigate the pandemic’s effects, school closures were implemented in most countries, where Chile was no exception. In the framework of this article, we seek to give an account of the psychosocial impact of this initiative on Chilean schools and to broaden the reflection to the rest of Latin America. In this sense, we analyze government decisions since the creation of the Aprendo en Línea [I Learn Online] program and propose a contextualization and a contrast with the measures adopted in other countries. We then explore the conditions of the exercise of the teaching activity, its consequences in the family context, and the impact on the relationship between families and schools. This allows us to visualize, once again, not only the structural inequality of the Chilean education system but also its maintenance and eventual deepening. The discussions and measures to be implemented in the current situation pose challenges that, beyond the context of Chile, can be extended to other Latin American countries.
Keywords: ⛔ No DOI found

COVID-19: impacto psicosocial en la escuela en Chile. Desigualdades y desafíos para Latinoamérica - Salas, Gonzalo; Santander, Priscilla; Precht Gandarillas, Andrea; Scholten, Hernán; Moretti, Renato; López-López, Wilson (Avances en Psicología Latinoamericana, 38(2), 1-17, 2020)
La pandemia de Coronavirus-19 (COVID-19) ha superado los cinco millones de casos en todo el mundo y sus consecuencias han sido devastadoras para la salud y la sociedad en general. Como parte de los protocolos sanitarios que buscan mitigar los efectos de la pandemia, se implementó el cierre de escuelas en la mayoría de los países; Chile no fue la excepción. En el marco de este artículo, se busca dar cuenta del impacto psicosocial de esta medida en las escuelas chilenas y ampliar la reflexión a Latinoamérica. En este sentido, se analizan fundamentalmente las decisiones gubernamentales a partir de la creación del programa Aprendo en Línea y se propone una contextualización y un contraste con las iniciativas adoptadas en otros países, para luego explorar las condiciones del ejercicio de la actividad docente y sus consecuencias en el contexto familiar, para terminar con el impacto en la relación entre las familias y las escuelas. Esto permite visualizar, una vez más, no solo la desigualdad estructural del sistema educativo chileno, sino también su mantenimiento y eventual profundización. Las discusiones y medidas por implementar a partir de la coyuntura actual plantean retos que, más allá del contexto particular de Chile, pueden hacerse extensivos a otros países de Latinoamérica.
Keywords: ⛔ No DOI found

COVID-19: impacto psicosocial en la escuela en Chile. Desigualdades y desafíos para Latinoamérica - Salas, Gonzalo; Santander, Priscilla; Precht Gandarillas, Andrea; Scholten, Hernán; Moretti, Renato; López-López, Wilson (Avances en Psicología Latinoamericana, 38(2), 1-17, 2020)
La pandemia de Coronavirus-19 (COVID-19) ha superado los cinco millones de casos en todo el mundo y sus consecuencias han sido devastadoras para la salud y la sociedad en general. Como parte de los protocolos sanitarios que buscan mitigar los efectos de la pandemia, se implementó el cierre de escuelas en la mayoría de los países; Chile no fue la excepción. En el marco de este artículo, se busca dar cuenta del impacto psicosocial de esta medida en las escuelas chilenas y ampliar la reflexión a Latinoamérica. En este sentido, se analizan fundamentalmente las decisiones gubernamentales a partir de la creación del programa Aprendo en Línea y se propone una contextualización y un contraste con las iniciativas adoptadas en otros países, para luego explorar las condiciones del ejercicio de la actividad docente y sus consecuencias en el contexto familiar, para terminar con el impacto en la relación entre las familias y las escuelas. Esto permite visualizar, una vez más, no solo la desigualdad estructural del sistema educativo chileno, sino también su mantenimiento y eventual profundización. Las discusiones y medidas por implementar a partir de la coyuntura actual plantean retos que, más allá del contexto particular de Chile, pueden hacerse extensivos a otros países de Latinoamérica.
Keywords: ⛔ No DOI found

Digitalization in teaching and education in Malawi - Saka, Tionge Weddington (2021)

Sierra Leone series: Plan International and the importance of community support for distance teacher professional development programmes - Saidu, Arthur; Casado, Eusebio Rincon; Shergill, Maggie; McBurnie, Chris (EdTech Hub, 2021)
Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector.  In week four, we met with Arthur Saidu, Eusebio Rincon Casado and Maggie Shergill from…
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH

Systematic Review using a Spiral approach with Machine Learning - Saeidmehr, Amirhossein; Steel, Piers; Samavati, Faramarz (2023)
With the accelerating growth of the academic corpus, doubling every nine years, machine learning is a promising avenue to make systematic review manageable. Though several notable advancements have already been made, the incorporation of machine learning is less than optimal, still relying on a sequential, staged process designed to accommodate a purely human approach, exemplified by PRISMA. Here, we test a spiral, alternating or oscillating approach, where full-text screening is done intermittently with title/abstract screening, which we examine in three datasets by simulation under 360 conditions comprised of different algorithmic classifiers, feature extractions, prioritization rules, data types, and information provided (e.g., title/abstract, full-text included). Overwhelmingly, the results favored a spiral processing approach with Logistic Regression, TF-IDF for vectorization, and Maximum Probability for prioritization. Results demonstrate up to a 90% improvement over traditional machine learning methodologies, especially for databases with fewer eligible articles. With these advancements, the screening component of most systematic reviews should remain functionally achievable for another one to two decades.
Keywords: _Added-ailr-2024

Interview with the Statistics, Research & Information Management Directorate on data governance practices within the Ghana Ministry of Education. - Sackey, Robert (2023)

Embracing EdTech: four critical questions answered through a rapid prototype programme on teachers’ professional development (TPD) - Sabbab, Salman; Shakil, Abdullah All; Alam, Faria (EdTech Hub, 2021)
Seventy-one teachers participating in the ‘Onneshon’ prototype were flooding the WhatsApp group with messages about the challenges and hiccups they were experiencing, either with watching the video content or with taking a quiz in the first two weeks. Problems were pouring in and so were solutions being innovated and offered through diverse channels. In the space of two weeks, the…
Keywords: _EdTechHub_Output

Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania - Sabates, Ricardo; Rose, Pauline; Alcott, Benjamin; Delprato, Marcos (Journal of Development Effectiveness, 2020)

Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania - Sabates, Ricardo; Rose, Pauline; Alcott, Benjamin; Delprato, Marcos (Journal of Development Effectiveness, 2021)
Cost-effectiveness studies rarely pay explicit attention to whether resources are used effectively to benefit the most marginalised. By linking a quasi-experimental design with detailed financial information, we analyse the cost-effectiveness of the Campaign for Female Education (CAMFED)’s programme in Tanzania. The programme provides targeted, multi-dimensional support to marginalised girls in government secondary schools in deprived rural areas. We find the cost-effectiveness of CAMFED’s programme to be similar to interventions designed for more advantaged populations who are easier (and less costly) to reach. There is further evidence of positive spill-over effects to boys in the schools supported by CAMFED.
Keywords: Cost effectiveness; Girls’ Education; Tanzania; equity

Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania - Sabates, Ricardo; Rose, Pauline; Alcott, Benjamin; Delprato, Marcos (Journal of Development Effectiveness, 2021)
Cost-effectiveness studies rarely pay explicit attention to whether resources are used effectively to benefit the most marginalised. By linking a quasi-experimental design with detailed financial information, we analyse the cost-effectiveness of the Campaign for Female Education (CAMFED)’s programme in Tanzania. The programme provides targeted, multi-dimensional support to marginalised girls in government secondary schools in deprived rural areas. We find the cost-effectiveness of CAMFED’s programme to be similar to interventions designed for more advantaged populations who are easier (and less costly) to reach. There is further evidence of positive spill-over effects to boys in the schools supported by CAMFED.
Keywords: Cost effectiveness; Girls’ Education; Tanzania; equity

Using educational transitions to estimate learning loss due to COVID-19 school closures: The case of Complementary Basic Education in Ghana - Sabates, Ricardo; Carter, Emma; Stern, Jonathan M.B. (International Journal of Educational Development, 2021)
• Estimate learning losses during grade transition for disadvantaged and previously out of school students in Ghana. • The estimated average learning loss is around 66 % of previous learning gains in foundational numeracy during this transition period. • Widening gaps in learning loss are found according to availability of home learning support, as well as home learning resources. • Learning at home and in communities has to be reimagined if gains are to be achieved and losses are to be mitigated in the post-COVID 19 era. Learning loss is expected for millions of children who have been out of school as a result of the current COVID-19 pandemic. Unfortunately, it is uncertain how much learning will be lost and how wide the gaps may be for disadvantaged children. This paper uses a unique longitudinal dataset to estimate learning loss during a three-month transition from Complementary Basic Education to government schools in Ghana. Our results show an average learning loss of 66 % of previous learning gains in foundational numeracy during this transition period. More importantly, we estimate widening gaps in learning loss according to lack of home learning support, as well as lack of home learning resources. Our results have implications for the provision of learning activities and support at home, not just during current school closures due to COVID-19, but also during transitions between academic years.
Keywords: BASIC education; CHILDREN with social disabilities; COVID-19 pandemic; COVID-19 school closure; EDUCATIONAL outcomes; Equity; Ghana; Learning; Literacy; Numeracy; SCHOOL closings

Free Videos & Tests, Grades K-12, Pakistan - Sabaq Foundation (2020)
Sabaq Foundation provides more than 14000 FREE video lectures and tests for grades K-12 Pakistani students. It was founded in 2012 as a non-profit Trust.

Pakistan’s Award-winning Learning Apps for Kids - SABAQ (2020)

Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions - Ryan, Richard M.; Deci, Edward L. (Contemporary Educational Psychology, 2020)

Elearning- Rwanda Polytechnic - Rwanda Polytechnic (2020)

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

Ruzivo Digital Learning | Home - Ruzivo Digital Learning (2020)

Leveraging mathematics software data to understand student learning and motivation during the COVID-19 pandemic - Rutherford, Teomara; Duck, Kerry; Rosenberg, Joshua M.; Patt, Raymond (Journal of Research on Technology in Education, 2022)

Digitalizing Laos: Improving Government Transparency, the Business Environment, and Human Capital - Runde, Daniel F; Bandura, Romina; Lee, Rachel (Center for Strategic and International Studies, 2022)

EdTech That Reaches Marginalised Learners: Relevant Examples for the Indonesian Context - Rui, Yang; Upadhyay, Arjun (EdTech Hub, 2022)
This curated list of resources presents a sample of education technology programmes that effectively reach marginalised learners, including children with SEND, girls, and children in frontier, outermost, and disadvantaged regions. This list provides short summaries of lessons in using EdTech such as radio, television, and mobile phones to reach marginalised learners, emphasising interventions and evidence relevant to the Indonesian context. Keywords: marginalised learners, Indonesia, radio, television, mobile phones, girls, no-tech options An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Social Emotional Learning and EdTech: Resources, Examples, and Effective Practices - Rui, Yang(Tingting) (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: F: Helpdesk response; _r:AddedByZotZen

Mapping National Digital Learning Platforms: Full Dataset - Rui, Tingting; Chuang, Rachel; Thinley, Sangay; AlSheikh Theeb, Thaer; Villavicencio, Xuzel; Hasiniavo, Rasolohery (EdTech Hub, 2023)
The dataset provided here as a link to a spreadsheet presents raw data from a global mapping exercise of 471 national digital platforms across 184 countries conducted by EdTech Hub as part of a Helpdesk request from UNICEF. The mapping exercise examined three key areas of availability, usability, and inclusivity of national digital learning platforms. Analysis from the dataset was used to generate a report on national digital learning platforms. The datasheet includes the authors’ organisation of the dataset under key indicators. Readers can use the datasheet to replicate or conduct their own analysis. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Mapping National Digital Learning Platforms - Rui, Tingting; Chuang, Rachel; Thinley, Sangay; AlSheikh Theeb, Thaer; Villavicencio, Xuzel; Hasiniavo. Rasolohery (EdTech Hub, 2023)
This report presents findings from a global mapping exercise of 471 national digital platforms across 184 countries that was conducted by EdTech Hub following a Helpdesk request from UNICEF. The mapping exercise focused on examining three key areas of availability, usability, and inclusivity of national digital learning platforms. The study found that 32% of identified national digital learning platforms no longer exist, have not been updated since 2020, or have links that do not work. Only 30% of platforms offer offline functionality. Eighty-five per cent of platforms were accessible on a basic smartphone. This report serves as a snapshot in time of national digital learning platforms around the world. Future mapping exercises and reports may be carried out to expand on this work. Keywords: platforms, digital, learning, mobile, mapping, offline An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen