Policy Brief: Education during COVID-19 and beyond - UNSDG (2020)
The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion l

Private education and compliance with the Abidjan Principles: A study of Malawi, Mozambique, Tanzania and Nigeria - Unterhalter, Elaine; Robinson, Lynsey; Luis, Jose; Canelhas, Benito; Coysh, Joanne (ActionAid, 2020)

Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (United Nations Educational, Scientific and Cultural Organisation, 2020)
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education ACT TWO (OF THREE): FULL REPORT - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (EdTech Hub, UNESCO, UniTwin, 2020)

Report homepage https://edtechhub.org/education-for-the-most-marginalised-post-covid-19/ - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (2020)
Keywords: ⛔ No DOI found

EdTech in Liberia: A Rapid Scan - Upadhyay, Arjun; Taddese, Abeba (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. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is based primarily on desk research, with quality assurance provided by a country expert.
Keywords: C:Liberia; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH

EdTech in Senegal: A Rapid Scan - Upadhyay, Arjun; Taddese, Abeba (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. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is based primarily on desk research, with quality assurance provided by a country expert.
Keywords: C:Senegal; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; pu

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

Delivering Distance Learning in Emergencies: a review of evidence and best practice - USAID (USAID, 2020)

ICT4E How-To Note Final_Feb20.pdf - USAID (2020)

Language of Instruction Country Profile: South Africa - USAID (2020)
Keywords: ⛔ No DOI found

USAID digital strategy - USAID (USAID, 2020)

USAID Digital Strategy - USAID (2020)

USAID Partnership for Education - USAID (Global Reading Network, 2020)
The USAID Ghana Partnership for Education: Learning activity developed a phonics-based reading program that will provide evidence-based tools and strategies for improving reading performance in 100 districts in Ghana, reaching approximately 1.1 million primary students. This brochure provides an overview of Learning’s approach, which includes teacher professional development models, methods for scaling up, a model for primary mathematics, a rigorous monitoring and support system and a learning-by-doing approach to capacity development. The brochure also highlights strong results from a prototype of the program conducted in the Dagbani language.

Are Our Children Learning? The Status of Remote-learning among School-going Children in Kenya during the Covid-19 Crisis - Usawa Agenda (Usawa Agenda, 2020)

Ustad Mobile – Access and share education content offline - Ustad (Ustad Mobile, 2020)

Covid-19 disrupts education in rural Bangladesh - Uttom, Stephan; Rozario, Rock (UCA News, 2020)
Pupils and teachers lament lack of access to online classes due to poverty

Are Our Children Learning? The Status of Remote-learning among School-going Children in Kenya during the Covid-19 Crisis - Uwezo (Usawa Agenda, 2020)

Efficiency and effectiveness in choosing and using an EMIS - van Wyk, Chris; Crouch, Luis (UNESCO, 2020)

Efficiency and effectiveness in choosing and using an EMIS - van Wyk, Chris; Crouch, Luis (UNESCO, 2020)

Building back better: Education systems for resilience, equity and quality in the age of Covid-19 - Vu, B.T.; Savonitto, I.S. (World Bank, 2020)

Save Our Education: Protect every child’s right to learn in the COVID-19 response and recovery - Wagner, Emma; Warren, Hollie (Save The Children, 2020)
Keywords: ___working_potential_duplicate

Cost Analysis Guidance for USAID-Funded Education Activities - Walls, Elena; Tulloch, Caitlin; Harris-Van Keuren, Christine (United States Agency for International Development, 2020)

Cost Measurement Guidance Note for Donor-Funded Education Programming - Walls, Elena; Tulloch, Caitlin; Holla, Alaka (United States Agency for International Development, prepared for Building Evidence in Education (BE2), 2020)

Misallocation in the Public Sector? Cross-Country Evidence from Two Million Primary Schools, - Walter, Torsten Figueiredo (STICERD - Economic Organisation and Public Policy Discussion Papers Series, 2020)

Can't Wait To Learn - War Child Holland (Warchild English, 2020)
War Child empowers children and young people in conflict areas by providing psychosocial support, stimulating education and protecting children from the effects of war.

Save Our Education: Protect every child’s right to learn in the COVID-19 response and recovery - Warren, Hollie; Wagner, Emma (Save the Children, 2020)
Keywords: ___working_potential_duplicate

RECOVR Sierra Leone: Tracking the Effects of the COVID-19 Pandemic - Warren, Shana; Parkerson, Doug; Collins, Elliott (Innovations for Poverty Action, 2020)

Using Technology to Change Education: Blended Learning in the Science Classroom - Washington, LaToya (2020)
Keywords: ⛔ No DOI found

The relationship between educational television and mathematics capability in Tanzania - Watson, Joseph; Hennessy, Sara; Vignoles, Anna (British Journal of Educational Technology, 2020)
Previous studies have frequently demonstrated that educational television viewing can have a positive effect on learning in low-income country contexts when shows are delivered in controlled settings. However, the consequence of day-to-day viewing in such contexts has scarcely been considered. Additionally, no recent published research has provided any information on the costs of educational television. The lack of research in these areas is striking. Examining educational television viewing in monitored settings provides limited information on the influence of routine television consumption. Further, the broad reach of numerous educational television programmes should provide low perviewer costs and, resultantly, strong cost-effectiveness findings. This PhD study therefore examined (1) the association between educational television exposure and mathematics capability and (2) the cost effectiveness of educational television interventions. To achieve this, research was carried out that centred on Ubongo Kids – a popular Tanzanian-produced show delivering mathematics-focused content.
Keywords: Tanzania; ___working_potential_duplicate; cost effectiveness; educational television; mathematics; ⛔ No DOI found

Girls’ Education and EdTech: A Rapid Evidence Review - Webb, Daniel; Barringer, Katie; Torrance, Rebecca; Mitchell, Joel (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of technology in supporting girls’ education in low and middle-income countries (LMICs). The RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread global shutdown of schools. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations to the continuation of schooling caused by COVID-19. Established approaches to maintaining continuity of education for the most marginalised have particular salience during this period because of the significant increase in the number of students at risk of disruption. Research consistently shows that while education across the board is negatively affected by crisis situations, the schooling of girls is disproportionately impacted. The RER aims neither to advocate nor discourage the use of technology in girls’ education in response to the present COVID-19 pandemic, but rather to provide an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential role of technology in delivering education for girls.
Keywords: L:English UXZJW5DR; L:Gender and education; LP: English; P:Evidence review VCMFM9ZD; TAG:E:Primary education QIVZD2B2; TAG:E:Secondary education JS5BG2RE; TAG:F:Access W8TZWAGE; TAG:P:Girls ED5GMBNU; _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _L:English UXZJW5DR; _MELA_seen; _P:Evidence review VCMFM9ZD; _T:E:Primary education QIVZD2B2; _T:E:Secondary education JS5BG2RE; _T:F:Access W8TZWAGE; _T:P:Girls ED5GMBNU; ___working_potential_duplicate; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted; ⛔ No DOI found

Back to school with telepresence robot technology: A qualitative pilot study about how telepresence robots help school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during treatment - Weibel, Mette; Nielsen, Martin Kaj Fridh; Topperzer, Martha Krogh; Hammer, Nanna Maria; Møller, Sarah Wagn; Schmiegelow, Kjeld; Bækgaard Larsen, Hanne (Nursing Open, 2020)
Aim: To explore how an AV1 telepresence robot helps school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during cancer treatment. Design: Qualitative pilot study. Methods: Data were collected through semi-structured interviews with school-aged children and adolescents (N = 3, 12–14 years) diagnosed with cancer, their parents (N = 3), teachers (N = 2), classmates (12–14 years, N = 15, focus group interviews) and healthcare professionals (N = 4). Participant observation was performed in the child or adolescents' homes and in the classrooms during education participation via an AV1 telepresence robot. Results: Five themes emerged: expectations, sociality, learning, spatiality and technology. Participants experienced the robots as facilitating social interaction processes with classmates and inclusion in learning activities, reducing their sense of loneliness and lacking behind educationally. Nevertheless, multiple factors determine whether the robot is perceived as exclusive, including the technical functionality of the robot, spatiality in the classroom and mutual expectations of the parties involved.
Keywords: cancer; childhood illness; education; school nursing; technology

COVID-19: the gendered impacts of the outbreak - Wenham, Clare; Smith, Julia; Morgan, Rosemary (The Lancet, 2020)
Keywords: ___working_potential_duplicate

WFP and Government of Bangladesh deliver high-energy biscuits to school children affected by COVID-19 school closures - WFP (ReliefWeb, 2020)
English News and Press Release on Bangladesh about Education, Food and Nutrition and Epidemic; published on 19 May 2020 by WFP

Mitigating the effects of the COVID-19 pandemic on food and nutrition of schoolchildren - WFP; FAO; UNICEF (2020)

Considerations for school-related public health measures in the context of COVID-19 - WHO (2020)

From coping to improving and accelerating: Supporting teachers in the pandemic and beyond - Wilichowski, Tracy; Cobo, Cristobal (2020)
Countries now have an opportunity to build back better and must consider how best to help teachers not only cope through the crisis, but also become better equipped with the skills to succeed in the wake of it.

COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses| Part II: Developing Countries with Focus on Sub-Saharan Africa - Wodon, Quentin (Journal of Catholic Education, 2020)
Keywords: ⛔ No DOI found

Going Online for Sexual and Reproductive Health - Women Deliver; Girl Effect (2020)

How many women work in STEM? - Wood, Johnny (World Economic Forum, 2020)
Women in STEM are underrepresented, paid less than men, have fewer publishing opportunities and progress less in their careers.

What has the XPrize done for us lately? - Woollaston, Victoria (Engineering & Technology, 2020)
Twenty-three years. Seventy million dollars and counting. The XPrize began as a boy’s dream of journeying into space – now it is one of today’s most effective philanthropic endeavours and one with a bold mission: to make the seemingly impossible possible.

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

Access to electricity (% of population) - Kenya - World Bank (2020)

Bangladesh - COVID 19 School Sector Response Project (English) - World Bank (2020)

Children out of school, primary - Latin America & Caribbean | Data - World Bank (2020)

Cost-effective approaches to improve global learning: What does recent evidence tell us are “Smart Buys” for improving learning in Low and Middle Income Countries? - World Bank (2020)
Cost-Effective Approaches to Improve Global Learning : What Does Recent Evidence Tell Us Are “Smart Buys” for Improving Learning in Low and Middle Income Countries? (English)

Education Statistics | Education Expenditures - World Bank (2020)

Educational television during COVID-19: How to start and what to consider - World Bank (2020)
Five key insights on starting, using and sustaining education television for remote learning, corroborated by more than 40 current examples from countries.

Guidance Note: Remote Learning and CVID-19 - World Bank (2020)

How countries are using edtech (including online learning, radio, television, texting) to support access to remote learning during the COVID-19 pandemic - World Bank (World Bank, 2020)
Examples of how countries are using edtech to support remote learning under COVID-19
Keywords: ___working_potential_duplicate

Human Capital Index - World Bank (2020)

Implementing a Results-Based Financing Mechanism for Subnational Governments to Improve Education Outcomes : An Implementation Guide Inspired by the Case of Ceara, Brazil - World Bank (2020)
Implementing a Results-Based Financing Mechanism for Subnational Governments to Improve Education Outcomes : An Implementation Guide Inspired by the Case of Ceara, Brazil (English)

Incidence of HIV, all (per 1,000 uninfected population) - Sierra Leone | Data - World Bank (2020)

Inclusive Education Initiative: Transforming Education for Children with Disabilities - World Bank (Google Docs, 2020)

Individuals using the Internet (% of population) - World Bank (2020)

Individuals using the Internet (% of population) | Data - World Bank (2020)

Individuals using the Internet (% of population) - South Asia | Data - World Bank (2020)

Individuals using the Internet (% of population) - Sub-Saharan Africa | Data - World Bank (2020)

Investing in the Early Years During COVID-19 - World Bank (World Bank, 2020)

Kenya: Off-grid Solar Access Project for Underserved Counties - World Bank (2020)
Kenya: Off-grid Solar Access Project for Underserved Counties

Labor force participation rate, female (% of female population ages 15+) - World Bank (2020)

LATIN AMERICA AND THE CARIBBEAN Inclusion and education: ALL MEANS ALL - World Bank (2020)

Literacy rate, adult total (% of people ages 15 and above) - World Bank (2020)

Mobile cellular subscriptions (per 100 people) - South Asia | Data - World Bank (2020)

Mobile cellular subscriptions (per 100 people) - Sub-Saharan Africa | Data - World Bank (2020)

Mongolia - Improving Primary Education Outcomes for the Most Vulnerable Children in Rural Mongolia (English) - World Bank (World Bank, 2020)
Mongolia - Improving Primary Education Outcomes for the Most Vulnerable Children in Rural Mongolia (English)

Mongolia Poverty Update 2018 - World Bank (Main Report of "Household Socio-Economic Survey 2018", 2020)

Nigeria | Country Profile - World Bank (2020)
The World Bank is helping to fight poverty and improve living standards for the people of Nigeria with more than 130 IBRD loans and IDA credits since 1958.

Pakistan | Data - World Bank (World Bank Group, 2020)

Pivoting to Inclusion: Leveraging Lessons from the COVID-19 Crisis for Learners with Disabilities - World Bank (2020)

Rapid Response Guidance Note: Educational Television & COVID-19 - World Bank (2020)
Keywords: ___working_potential_duplicate

Realizing the Future of Learning : From Learning Poverty to Learning for Everyone, Everywhere - World Bank (World Bank, 2020)
Realizing the Future of Learning : From Learning Poverty to Learning for Everyone, Everywhere (English)

Remote Learning and COVID-19: The use of educational technologies at scale across an education system as a result of massive school closings in response to the COVID-19 pandemic to enable distance education and online learning - World Bank (2020)

Remote Learning Response to COVID-19 Knowledge Pack : With a Focus on Least Developed Countries (LDCs) and Fragility, Conflict and Violence (FCV) - World Bank (World Bank Group, 2020)
Remote Learning Response to COVID-19 Knowledge Pack : With a Focus on Least Developed Countries (LDCs) and Fragility, Conflict and Violence (FCV) (English)

Restructuring Paper on a Proposed Project: Restructuring of the Education Quality Reform Project - World Bank (The World Bank, 2020)

School enrollment, primary, female (% gross) - Liberia | Data - World Bank (2020)

Sudan | Data - World Bank (The World Bank, 2020)

Tanzania Mainland Poverty Assessment: Executive Summary - World Bank (2020)

TV-Based Learning in Bangladesh: Is it Reaching Students? - World Bank (World Bank Group, 2020)
Keywords: ___working_potential_duplicate

Mobile cellular subscriptions (per 100 people) - Tanzania | Data - World Bank Development Indicators (World Bank Development Indicators website, 2020)

Reimagining Human Connections: Technology and Innovation in Education at the World Bank - World Bank (forthcoming) (World Bank, 2020)

Cost-effective approaches to improve global learning: What does recent evidence tell us are “Smart Buys” for improving learning in Low and Middle Income Countries? - World Bank; Foreign, Commonwealth & Development Office; BE2 (2020)
Cost-Effective Approaches to Improve Global Learning : What Does Recent Evidence Tell Us Are “Smart Buys” for Improving Learning in Low and Middle Income Countries? (English)

Nigeria | World Poverty Map - World Data Lab (2020)
Explore poverty data by age, gender, and region for every country in the world until 2030

Siyakha Girls Toolkit and Guide: an economic empowerment resource for adolescent girls and young women - World Education, Inc./Bantwana (2020)

WHO Coronavirus Disease (COVID-19) Dashboard - World Health Organization (2020)
World Health Organization Coronavirus disease situation dashboard presents official daily counts of COVID-19 cases and deaths worldwide, while providing a hub to other resources. Interactive tools, including maps, epidemic curves and other charts and graphics, with downloadable data, allow users to track and explore the latest trends, numbers and statistics at global, regional and country levels.

Pakistan Map (Physical) - Worldometer (2020)
Physical Map of Pakistan. Map location, cities, capital, total area, full size map.

Worldreader | Sierra Leone - Worldreader (2020)
Worldreader brings digital reading to schools in Sierra Leone in partnership with the Klintworth Family Foundation.

Unprecedented pandemic, unprecedented shift, and unprecedented opportunity - Yan, Zheng (Human Behavior and Emerging Technologies, 2020)

UN/DESA Policy Brief #89: Strengthening Data Governance for Effective Use of Open Data and Big Data Analytics for Combating COVID-19 - Yao, Keping; Park, Mi Kyoung (2020)

Promoting physical activity for children with autism spectrum disorders during Coronavirus outbreak: Benefits, strategies, and examples - Yarımkaya, Erkan; Esentürk, Oğuz Kaan (International Journal of Developmental Disabilities, 2020)
Described as a global outbreak (pandemic) by the World Health Organization, Coronavirus disease (COVID-19) raises great concern with more than 2 million infected patients worldwide. A series of measures are taken by governments worldwide to prevent the spread of the outbreak. As new cases increase, people are asked to stay at home. Active living areas such as sports centers, parks and schools are closed in most countries. In this process, staying at home for a long time makes it difficult for individuals with special needs such as Autism Spectrum Disorders (ASD) to stay physically active as well as typically developing individuals. The education process of children with ASD is disrupted, especially due to closed special education schools and rehabilitation centers. Online learning environments are often not suitable for children with ASD. It is predicted that excessive weight, obesity and sedentary life, which are high in children with ASD, may increase even more due to COVID-19. This article outlines the benefits of physical activity for children with ASD and provides strategies and examples of physical activity for children with ASD during the COVID-19 outbreak. The article is thought to be a guide for encouraging children with ASD in the home environment to physical activity.
Keywords: COVID-19; children with ASD; physical activity; stay at home

The social support networks stepping up in coronavirus-stricken China - You, Mi (openDemocracy, 2020)
Below the sweeping centralized measures, decentralized networks have provided relief to thousands.

Education continuity during the Coronavirus crisis: Pakistan - TeleSchool and Taleem Ghar (Educational TV at Home) - Zacharia, Sharon (World Bank, 2020)

Education Radio Knowledge Pack : With a Focus on Low-Resource Settings - Zacharia, Sharon (World Bank Group, 2020)

Education Radio Knowledge Pack : With a Focus on Low-Resource Settings - Zacharia, Sharon (World Bank Group, 2020)

Education Radio Knowledge Pack : With a Focus on Low-Resource Settings - Zacharia, Sharon (World Bank Group, 2020)

Education Radio Knowledge Pack : With a Focus on Low-Resource Settings - Zacharia, Sharon (2020)
Education Radio Knowledge Pack : With a Focus on Low-Resource Settings (English)

Education Radio Knowledge Pack: With a Focus on Low-Resource Settings - Zacharia, Sharon (2020)
Education Radio Knowledge Pack : With a Focus on Low-Resource Settings (English)

Television Education Knowledge Pack : With a Focus on Low-Resource Settings - Zacharia, Sharon; EdTech Team (World Bank Group, 2020)
Television Education Knowledge Pack : With a Focus on Low-Resource Settings (English)

The coronavirus effect on Pakistan’s digital divide - Zahra-Malik, Mehreen; BBC (BBC Worklife, 2020)
Coronavirus has rammed home the extent of Pakistan’s digital divide. Could it lead to a useful debate about the future of technology in education?
Keywords: ___working_potential_duplicate

Government launches school radio lessons programme - ZBC News (2020)

Understanding the implementation of personalized learning: a research synthesis - Zhang, Ling; Basham, James D.; Yang, Sohyun (Educational Research Review, 2020)
Personalized learning (PL) has been promoted as a major aim and reform eﬀort across the contemporary education system. In this article, we systematically identiﬁed and synthesized 71 empirical studies associated with the implementation of PL that were conducted between 2006 and 2019. This synthesis examined the current research eﬀorts on the PL implementation with a focus on the primary purposes, overall methodological characteristics, and associated student learning outcomes of the identiﬁed studies. Using the method of critical interpretive synthesis, we identiﬁed two overarching themes in relation to PL across various disciplines of study. The two themes included investigating (a) the role of varying technologies and (b) contextual factors that impacted the implementation of PL. However, few studies have examined the eﬀects of PL as a whole-school initiative on student educational outcomes. We ended by discussing the issues with the conceptualization and empirical evidence of PL and providing implications for the future advancement of the ﬁeld.

Accessibility within open educational resources and practices for disabled learners: a systematic literature review - Zhang, Xiangling; Tlili, Ahmed; Nascimbeni, Fabio; Burgos, Daniel; Huang, Ronghuai; Chang, Ting-Wen; Jemni, Mohamed; Khribi, Mohamed Koutheair (Smart Learning Environments, 2020)
The number of disabled students is rapidly increasing worldwide, but many schools and universities have failed to keep up with their learning needs. Consequently, large numbers of disabled students are dropping out of school or university. Open Educational Resources (OER) and Open Educational Practices (OEP) contain several relevant features, including the possibility of reusing and remixing, which have led researchers to consider using OER and OEP to facilitate meeting the needs of disabled and functional-diverse students in order to increase their accessibility and e-inclusion capabilities in educational settings. The very limited research to date, however, has provided a limited holistic understanding of accessibility within OER and OEP in order to aid researchers in pursuing future directions in this field. Therefore, this paper systematically reviewed 31 papers to provide insights about functional diversity within OER and OEP. The results obtained highlighted that accessibility is still in its infancy within OER and that researchers should focus more on considering the four accessibility principles — perceivable, operable, understandable and robust — when providing OER. Additionally, while several researchers have focused on several issues related to accessibility within OER, limited focus has been given to assistive technologies using OER. Finally, this paper provides several recommendations to increase accessibility within OER and help design more accessible OER for students with functional diversity.

Reading and connecting: using social annotation in online classes - Zhu, Xinran; Chen, Bodong; Avadhanam, Rukmini Manasa; Shui, Hong; Zhang, Raymond Zhuo (Information and Learning Science, 2020)
Purpose: The COVID-19 pandemic has forced many instructors to rapidly shift to online/distance teaching. With a narrow preparation window, many instructors are at a loss of strategies that are both effective in responding to the crisis and compatible with their professional practices. One urgent need in classrooms at all levels is to support social reading of course materials. To fulfill this need, this paper aims to present a systematic literature review on using Web annotation in K-12 and higher education to provide practical and evidence-based recommendations for educators to incorporate social annotation in online teaching. Design/methodology/approach: This paper presents a systematic literature review of the use of Web annotation in formal education. The authors reviewed 39 articles that met the inclusion criteria and extracted the following information from each article: level of education, subject area, learning theory, learning activity design, Web annotation technology, research methods and learning outcomes. Studies were further analyzed and synthesized by the genre of learning activity design. Findings: The authors identified five types of social annotation activity design: processing domain-specific knowledge, supporting argumentation and inquiry, improving literacy skills, supporting instructor and peer assessment and connecting online learning spaces. In addition, the authors developed practical recommendations on setting pedagogical goals, selecting annotation tools, deciding instructor involvement and developing evaluation strategies. Originality/value: This study provides a timely response to online/distance teaching under the COVID-19 pandemic. It is a hope that these identified application areas, in combination with four practical recommendations, would provide pragmatic and evidence-based support for educators to engage learners in reading, learning and connecting.
Keywords: Collaborative learning; Collaborative reading; Online learning; Social annotation; Social reading; Web annotation

Zimbabwe COVID-19 Preparedness and Response Strategy - Zimbabwe Education Cluster (2020)

ZIMSEC | Home - Zimbabwe School Examinations Council (2020)

Creating asynchronous virtual field experiences with 360 video - Zolfaghari, Maryam; Austin, Christine K; Kosko, Karl W; Ferdig, Richard E (Journal of Technology and Teacher Education, 2020)
The global COVID-19 pandemic has disrupted normal face- to-face classes across institutions. This has significantly im- pacted methods courses where preservice teachers (PSTs) practice pedagogy in the field (e.g., in the PreK-12 class- room). In this paper, we describe efforts to adapt an assign- ment originally situated in a face-to-face school placement into a virtual version. By utilizing multi-perspective 360 vid- eo, preliminary results suggest virtual field experiences can provide PSTs with similar experiences for observation-based assignments. Acknowledging that immersive virtual experi- ences are not a complete replacement for face-to-face field- based experiences, we suggest virtual field assignments can be a useful supplement or a viable alternative during a time of the pandemic. Keywords:
Keywords: 360 video; ex-; teacher education; virtual-based assignments; ⛔ No DOI found

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

جو اكاديمي توجيهي | دروس ودوسيات التوجيهي واسئلة وزارة - توجيهي, جو اكاديمي (جو اكاديمي توجيهي, 2020)
منصة جو اكاديمي من اوائل رواد التعليم الالكتروني وحصص اون لاين ووتد التعليم في المملكة الاردنية الهاشمية بوابة للتواصل ما بين المعلم والطالب