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Bolam, R., McMahon, A., Stoll, L., Thomas, S., Wallace, M., Greenwood, A., Hawkey, K., Ingram, M., Atkinson, A., & Smith, M. (2005). Creating and sustaining effective professional learning communities. Research report.

Bradley, L., Bahous, R., & Albasa, A. (2019). Mobile Literacy among Syrian Refugee Women Teachers. Research-publishing. https://eric.ed.gov/?q=teacher+learning+circles+refugee&id=ED600884

Burde, D., Guven, O., Kelcey, J., Lahmann, H., & Al-Abbadi, K. (2015). What works to promote children’s educational access, quality of learning, and wellbeing in crisis-affected contexts. Education Rigorous Literature Review, Department for International Development. London: Department for International Development.

Carlson, S. (2013). Using Technology to Deliver Educational Services to Children and Youth in Environments Affected by Crisis and/or Conflict (p. 41) [JBS International]. USAID.

Dahya, N. (2016). Landscape Review: Education in Conflict and Crisis - How Can Technology Make a Difference? | INEE. https://inee.org/resources/landscape-review-education-conflict-and-crisis-how-can-technology-make-difference

Dahya, N., Dryden-Peterson, S., Douhaibi, D., & Arvisais, O. (2019). Social support networks, instant messaging, and gender equity in refugee education. Information, Communication & Society, 22(6), 774–790. https://doi.org/10.1080/1369118X.2019.1575447

EdTech Hub. (n.d.). Implementing a telephone helpline to supplement TV, radio and learning packets in Afghanistan 🇦🇫. EdTech Hub. Retrieved March 19, 2021, from https://edtechhub.org/innovation/telephone-helpline-in-afghanistan/

Kamal, M., & Diksha, D. (2019). Investigating ICTs for Education in Marginalized Communities.

Kennedy, E., Moghli, M. A., Chase, E., Pherali, T., & Laurillard, D. (2019). A Co-design Methodology for Blended Teacher Professional Development in Contexts of Mass Displacement. NORRAG SPECIAL ISSUE 02: Data Collection and Evidence Building to Support Education in Emergencies, 2019.

Kennedy, E., & Laurillard, D. (2019). The Potential of MOOCs for Large-Scale Teacher Professional Development in Contexts of Mass Displacement. London Review of Education, 17(2), 141–158. https://eric.ed.gov/?q=teacher+learning+circles+displacement&id=EJ1222894

Koomar, S., Moss Coflan, C., & Kaye, T. (2020). Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List [EdTech Hub Helpdesk Request]. EdTech Hub.

Lawrie, J., Hennessy, S., Haßler, B., & Bhandigadi, P. (2015). Recommendation 7: Use ICT to provide access to content, professional development and professional learning communities. In Where it’s needed most: Quality professional development for all teachers (pp. 131–143). Inter-agency network for education in emergencies.

Leung, L. (2018). Technologies of Refuge and Displacement Rethinking Digital Divides. Lexington Books.

Lewis, K., & Thacker, S. (2016). ICT and the Education of Refugees: A Stocktaking of Innovative Approaches in the MENA Region. World Bank.

McBurnie, C. (2020). Using Interactive Radio Instruction to mitigate the educational impact of COVID-19: a curated resource list (EdTech Hub Helpdesk Response No. 6). https://doi.org/10.5281/zenodo.3762228

Mendenhall, M. (2017). Strengthening Teacher Professional Development: Local and global communities of practice in Kakuma Refugee Camp. Columbia University. https://static1.squarespace.com/static/583af1fb414fb5b3977b6f89/t/59bdbadc8419c21c1bd35570/1505606367450/11_PromisingPractices_Teachers+for+Teachers_WEB.pdf

Mendenhall, M., Skinner, M., Collas, S., & French, S. (2018). Expanding Teacher Support through Mobile Mentoring in Kakuma Refugee Camp: Benefits and Challenges. Current Issues in Comparative Education, 20(2), 9–23. https://files.eric.ed.gov/fulltext/EJ1205676.pdf

Richardson, E. (2018). Teachers of Refugees: A Review of the Literature. ERIC.

Shohel, M. M. C., & Power, T. (2010). Introducing mobile technology for enhancing teaching and learning in Bangladesh: teacher perspectives. Open Learning: The Journal of Open, Distance and e-Learning, 25(3), 201–215. https://doi.org/10.1080/02680513.2010.511953

Tauson, M., & Stannard, L. (2018). EdTech for learning in emergencies and displaced settings. London: Save the Children UK.

Tawileh, A. (2018). Digital learning innovations for Syrian refugees and host communities external evaluation report.

UNESCO, E. S. (2018). A lifeline to learning: leveraging technology to support education for refugees. https://unesdoc.unesco.org/ark:/48223/pf0000261278

Unwin, T. (2005). Towards a framework for the use of ICT in teacher training in Africa. Open Learning: The Journal of Open, Distance and e-Learning, 20(2), 113–129. https://doi.org/10.1080/02680510500094124

Unwin, T., Weber, M., Brugha, M., & Hollow, D. (2017). The Future of Learning and Technology in Deprived Contexts.

Woodward, C., Griffiths, M., & Solly, M. (2014). English in Action: a new approach to continuing professional development through the use of mediated video, peer support and low-cost mobile phones in Bangladesh. In Innovations In The Continuing Professional Development Of English Language Teachers (pp. 227–248). British Council. https://linkinghub.elsevier.com/retrieve/pii/S0346251X15000925