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Adam, T. (2020, April 22). The privilege of #pivotonline: A South African perspective. Open Development & Education. https://doi.org/10.5281/zenodo.3760383

Adam, T., McBurnie, C., & Haßler, B. (2020). Rolling out a national virtual learning environment (EdTech Hub Helpdesk Request No. 22). https://doi.org/10.5281/zenodo.3406132

Allier-Gagneur, Z., McBurnie, C., Haßler, B., & Chuang, R. (2020). Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? (EdTech Hub Helpdesk Response No. 10B). EdTech Hub. https://doi.org/10.5281/zenodo.4762301

Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66–70.

Bali, M. (2020, April 16). Care Is Not a Fad: Care Beyond COVID-19. Reflecting Allowed. https://blog.mahabali.me/pedagogy/critical-pedagogy/care-is-not-a-fad-care-beyond-covid-19/

Bali, M. (2019). Reimagining digital literacies from a feminist perspective in a postcolonial context. Media and Communication, 7(2), 69–81. https://doi.org/10.17645/mac.v7i2.1935

Botha, N. (2002). Outcomes-based education and educational reform in South Africa. International Journal of Leadership in Education, 5(4), 361–371. https://doi.org/10.1080/13603120110118831

Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S., Al-Freih, M., Pete, J., Don Olcott, J., Rodes, V., Aranciaga, I., Bali, M., Alvarez, A. J., Roberts, J., Pazurek, A., Raffaghelli, J. E., Panagiotou, N., Coëtlogon, P. de, … Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1–126. http://www.asianjde.org/ojs/index.php/AsianJDE/article/view/462

Cheng, S. H., Augustin, C., Bethel, A., Gill, D., Anzaroot, S., Brun, J., DeWilde, B., Minnich, R. C., Garside, R., Masuda, Y. J., Miller, D. C., Wilkie, D., Wongbusarakum, S., & McKinnon, M. C. (2018). Using machine learning to advance synthesis and use of conservation and environmental evidence. Conservation Biology, 32(4), 762–764. https://doi.org/10.1111/cobi.13117

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Darling-Hammond, L. (2006). Constructing 21st-Century Teacher Education. Journal of Teacher Education, 57(3), 300–314. https://doi.org/10.1177/0022487105285962

Evens, M., Elen, J., Larmuseau, C., & Depaepe, F. (2018). Promoting the development of teacher professional knowledge: Integrating content and pedagogy in teacher education. Teaching and Teacher Education, 75, 244–258. https://doi.org/10.1016/j.tate.2018.07.001

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Haßler, B., Bennett, G., & Damani, K. (2020). Teacher professional development in sub-Saharan Africa: Equity and scale [preprint] [Preprint]. https://doi.org/10.5281/zenodo.3924551

Haßler, B., McBurnie, C., & Allier-Gagneur, Z. (2020). Characteristics of effective teacher education in low- and middle-income countries: an overview (HDR10A) (forthcoming) (EdTech Hub Helpdesk Response No. 10A). https://doi.org/10.5281/zenodo.3873458

Haßler, B., & Moss, C. (2020). Teacher professional development and coaching in low-income countries: An evidence-informed conversation (EdTech Hub Helpdesk Response No. 1). EdTech Hub. https://doi.org/10.5281/zenodo.3631745

Herrington, J., & Standen, P. (1999). Moving from an Instructivist to a Constructivist Multimedia Learning Environment. 132–137. https://www.learntechlib.org/primary/p/17411/

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Kaufman, K. J. (2013). 21 Ways to 21st Century Skills: Why Students Need Them and Ideas for Practical Implementation. Kappa Delta Pi Record, 49(2), 78–83. https://doi.org/10.1080/00228958.2013.786594

Le Nestour, A., Moscoviz, L., & Mbaye, S. (2020). Phone survey on the Covid crisis in Senegal. Centre for Global Development. https://dataverse.harvard.edu/file.xhtml?persistentId=doi:10.7910/DVN/9XE95F/95RW9C&version=3.0

Liyanagunawardena, T., Williams, S., & Adams, A. (2013). The impact and reach of MOOCs: A developing countries’ perspective. ELearning Papers, 33(33), 38–46. http://centaur.reading.ac.uk/32452/1/In-depth_33_1.pdf

McBurnie, C., & Haßler, B. (2020, July 12). Is there learning continuity during the COVID-19 pandemic? Six Lessons. https://doi.org/10.5281/zenodo.3930934

McKenna, P., & Laycock, B. (2004). Constructivist or instructivist: pedagogical concepts practically applied to a computer learning environment. Proceedings of the 9th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, 166–170. https://doi.org/10.1145/1007996.1008041

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Ouya, A. (2020, September 9). Leveraging Hybrid Learning As The Future of Education. CIO East Africa. https://www.cio.co.ke/leveraging-hybrid-learning-as-the-future-of-education/

Quinn, C. (2020, September 11). Universities prepare for semester of online and hybrid learning. The Pie News. https://thepienews.com/analysis/university-prepare-online-hybrid-learning/

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Scott, C. (2020, September 8). The classroom goes hybrid. AV Magazine. https://www.avinteractive.com/features/comment/classroom-goes-hybrid-08-09-2020/

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Stommel, J. (2014, November 18). Critical Digital Pedagogy: a Definition. Hybrid Pedagogy. https://hybridpedagogy.org/critical-digital-pedagogy-definition/

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Uwezo Kenya. (2020). Are Our Children Learning? The Status of Remote-learning among School-going Children in Kenya during the Covid-19 Crisis. Uwezo. https://palnetwork.org/wp-content/uploads/2020/05/Usawa-Agenda-2020-Report.pdf

Westbrook, J., Durrani, N., Brown, R., Orr, D., Pryor, J., Boddy, J., & Salvi, F. (2013). Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries. Final Report. Education Rigorous Literature Review. Department for International Development.

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Zembylas, M. (2013). Critical pedagogy and emotion: Working through ‘troubled knowledge’in posttraumatic contexts. Critical Studies in Education, 54(2), 176–189. https://doi.org/10.1080/17508487.2012.743468