Results 717 resources
Inclusion of GIS in student teacher training and its significance in higher education in southern African countriesMzuza, M. K., & Westhuizen, C. V. der - 2020 - International Research in Geographical and Environmental Education, 29(4), 332–346
Studies have been carried out on the use of geographical information systems (GIS) in teacher training, especially in the developed countries. In southern African countries, nevertheless, the scenario is different because GIS education appears to be a rather new field of study. This study therefore used systematic review to collect data. This method assists in finding and understanding the outcomes of other research conducted within the same field of study. The results reveal that only three...
Teacher professional development in sub-Saharan Africa: Equity and scale [preprint] [Preprint]Haßler, B., Bennett, G., & Damani, K. - 2020
This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of...
The ripple effects of school closures during the COVID-19 pandemicFreeman, S. J., Cohen-Silver, J., Baker, J. M., … Suleman, S. - 2020 - Canadian Family Physician
Using blended learning to support marginalised adolescent girls’ education: a review of the evidence (Helpdesk Response No. 25)Allier-Gagneur, Z., Chuang, R., McBurnie, C., & Haßler, B. - 2020 - EdTech Hub
Improving the teaching of English as a first additional language in South Africa. [Data set]Cilliers, J., Fleisch, B., Kotze, J., … Thulare, T. - 2020 - American Economic Association
We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proficiency (0.12 SD), had no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual...
Is there learning continuity during the COVID-19 pandemic? Six LessonsMcBurnie, C., & Haßler, B. - 2020, July 12
COVID-19 and the Digital Transformation of Education: What Are We Learning on 4IR in South Africa?Mhlanga, D., & Moloi, T. - 2020 - Education Sciences, 10(7), 180
The study sought to assess the influence of the COVID-19 pandemic in motivating digital transformation in the education sector in South Africa. The study was premised on the fact that learning in South Africa and the rest of the world came to a standstill due to the lockdown necessitated by COVID-19. To assess the impact, the study tracked the rate at which the Fourth Industrial Revolution (4IR) tools were used by various institutions during the COVID-19 lockdown. Data were obtained from...
The Maldives and Sri Lanka: Question & Answer Session (EdTech Hub Helpdesk Response No. 18)Adam, T., Kaye, T., & Haßler, B. - 2020
Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children (EdTech Hub Helpdesk Response No. 17)Baloch, I., Kaye, T., Koomar, S., & McBurnie, C. - 2020 - EdTech Hub
Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children (Helpdesk Response No. 16)Lynch, P., Kaye, T., & Terlektsi, E. - 2020 - EdTech Hub
The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss...
Reflecting on epistemic injustices in open and online educationAdam, T. - 2020, June 16 - Open Development & Education
In memory of Hector Pieterson and the hundreds of student protesters that were brutally murdered by police on the 16 June 1976 in the Soweto Uprising in South Africa. The Soweto Uprising refers to the protests by black South African high school students during apartheid against the use of Afrikaans as a medium of instruction. […]
Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning (No. 14; EdTech Hub Helpdesk Response)Allier-Gagneur, Z., & Moss Coflan, C. - 2020 - EdTech Hub
A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisisBozkurt, A., Jung, I., Xiao, J., … Paskevicius, M. - 2020 - Asian Journal of Distance Education, 15(1), 1–126
Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List [EdTech Hub Helpdesk Request]Koomar, S., Moss Coflan, C., & Kaye, T. - 2020 - EdTech Hub
Back-to-School Campaigns Following Disruptions to Education [EdTech Hub Helpdesk Response]Chuang, R., Kaye, T., Moss Coflan, C., & Haßler, B. - 2020
Building effective COVID-19 Education Response Plans: Insights from Africa and Asia (EdTech Hub Helpdesk Response No. 15)Kimenyi, E., Otieno, J., & Kaye, T. - 2020
A five-part education response to the COVID-19 pandemic (EdTech Hub Helpdesk Response No. 5)Haßler, B., Khalayleh, A., & McBurnie, C. - 2020
Between Social Justice and Decolonisation: Exploring South African MOOC Designers’ Conceptualisations and Approaches to Addressing Injustices [journal article]Adam, T. - 2020 - Journal of Interactive Media in Education, 2020(1), 7
As social justice and decolonisation discussions fill the physical and virtual corridors of universities in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise (in)justice, and how...
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