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Evidence collection

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

Bettinger, E., Fairlie, R., Kapuza, A., Kardanova, E., Loyalka, P., & Zakharov, A. (2020). Does EdTech Substitute for Traditional Learning? Experimental Estimates of the Educational Production Function (No. w26967; p. w26967). National Bureau of Economic Research. https://doi.org/10.3386/w26967

D’Angelo, S., Hennessy, S., Kreimeia, A., Koomar, S., Cao, L., McIntyre, N., Brugha, M., & Zubairi, A. (2022). Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: Recommendations for policy from a systematic review [Policy Brief]. EdTech Hub. https://doi.org/10.53832/edtechhub.0080

Haßler, B., Hennessy, S., & Hofmann, R. (2020). The OER4Schools professional development programme: Outcomes of a sustained trial in sub-Saharan Africa. Frontiers in Education, 5(146). https://doi.org/10.3389/feduc.2020.00146

Haßler, B., Hennessy, S., & Hofmann, R. (2018). Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development. Journal of Learning for Development, 5(1). https://docs.opendeved.net/lib/D2GQYC5S

Haßler, B., Major, L., Warwick, P., Watson, S., Hennessy, S., & Nichol, B. (2016). Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development. Faculty of Education, University of Cambridge. http://bjohas.de/Publications/Perspectives

Haßler, B., Major, L., & Hennessy, S. (2016). Tablet use in schools: a critical review of the evidence for learning outcomes. Journal of Computer Assisted Learning, 32(2), 139–156. https://doi.org/10.1111/jcal.12123

Hennessy, S., D’Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., Brugha, M., & Zubairi, A. (2022). Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review. Computers and Education Open, 3, 100080. https://doi.org/10.1016/j.caeo.2022.100080

Hurwitz, L. B., & Schmitt, K. L. (2020). Can children benefit from early internet exposure? Short- and long-term links between internet use, digital skill, and academic performance. Computers & Education, 146, 103750. https://doi.org/10.1016/j.compedu.2019.103750

Major, L., Haßler, B., & Hennessy, S. (2017). Tablet use in schools: impact, affordances and considerations. In Handbook on Digital Learning for K-12 Schools (pp. 115–128). Springer.

Rodriguez-Segura, D. (2022). EdTech in Developing Countries: A Review of the Evidence. The World Bank Research Observer, 37(2), 171–203. https://doi.org/10.1093/wbro/lkab011

Rodríguez, P., Nussbaum, M., & Dombrovskaia, L. (2012). ICT for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools. Technology, Pedagogy and Education, 21(3), 291–315. https://doi.org/10.1080/1475939X.2012.720415

Watson, J., Hennessy, S., & Vignoles, A. (2021). The relationship between educational television and mathematics capability in Tanzania. British Journal of Educational Technology, 52(2), 638–658. https://doi.org/10.1111/bjet.13047

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? [Text/HTML]. https://documents.worldbank.org/en/publication/documents-reports/documentdetail/719211603835247448/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